Alphonse Daudet was a 19th century French novelist and short story writer best known for his sentimental tales about provincial life in southern France. One of his most famous works was "The Last Lesson", a short story set during the Franco-Prussian War when Prussia conquered parts of France, including Alsace and Lorraine, and banned the teaching of French in local schools. The story follows a young student, Franz, who attends the last French lesson ever taught in his school by his beloved teacher M. Hamel as Prussian rule is imposed. During this emotional final class, Franz realizes the importance of his French cultural heritage and mother tongue.

1. -Alphonse Daudet

2. Alphonse Daudet (1840-1897) was
a French short story writer and novelist.
He is now remembered chiefly as the author
of sentimental tales of provincial life in the
south of France. He portrays human
emotions in a very realistic manner.
His chief works are ‘Sapho’, ‘Le Petit Chose’,
‘In the Land of Pain’ and ‘The Last Lesson’.
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3. Theme of the story
❑ Relates to culture and language
❑ Dominance of the imperial and colonial power
❑ Lust for ruling the world influencing culture and
identities
❑ Linguistic Chauvinism
❑ Language: an asset , more so in times of crisis
❑ Fear, shame and agony of losing freedom of
learning and using mother tongue
❑ Student and teacher attitudes to learning and
teaching
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Vikram Singh Nagore

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5. Background of the story
❑ ‘The Last Lesson’ is set in the days of the
Franco-Prussian War (1870-1871).
❑ The Prussian forces under Bismarck attacked
and captured France.
❑ The French districts of Alsace and Lorraine went
into Prussian hands.
❑ The new Prussian rulers discontinued the
teaching of French in the schools of these two
districts.
❑ The French teachers were asked to leave.
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Vikram Singh Nagore

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7. ❑ Franz was afraid of going to
school as he did not learn
participles.
❑ Wanted to enjoy beauty of
nature, sunshine ,chirping birds,
Prussian soldiers drilling but
resisted.
❑ Bulletin-boards: all bad news,
lost battles, the drafts and
orders of the commanding
officers ; wondered what it could
be now.
❑ Noticed the changes in the school.
❑ No commotion, no noisy classrooms.
❑ Everything as quiet as Sunday morning.
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Vikram Singh Nagore

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9. ❑ M.Hamel, the teacher did not scold him, but spoke
kindly.
❑ Franz noticed the teacher dressed in his Sunday
best.
❑ Villagers occupying the last benches.
❑ To pay tribute to M. Hamel for his 40 years of
sincere service.
❑ To express their solidarity with France.
❑ Hamel made the announcement of it being the last
French lesson.
❑ Franz realized what was put on the bulletin –board.
❑ Regretted that he did not know his mother-tongue.
❑ Repented of not taking his lessons seriously.
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Vikram Singh Nagore

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11. ❑ Franz realized why the teacher was dressed in his
Sunday best and villagers sitting at the back.
❑ Hamel accepted that all three – the children, parents
and he himself were to be blamed for losing respect
and regard for the mother tongue.
❑ Always keep the mother – tongue close to your heart
as it is the key to the prison of slavery.
❑ Atmosphere in class: teacher teaching sincerely and
patiently; students and others studying with utmost
sincerity.
❑ Franz wondered sarcastically if the Prussians could
force pigeons to coo in German.
❑ Tears rolled down their eyes.
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12. ❑ M. Hamel roused the spirit of patriotism.
❑ Overwhelmed with emotions , could not speak.
❑ Wrote on the blackboard ‘Vive La France!’— ‘Long Live France’.
❑ Made a gesture with his hand to them.
❑ “School is dismissed — you may go.”
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