Previous Year Questions: The Last Lesson

CBSE Previous Year Questions 2025

Q.1. What does M. Hamel's ruler reflect about his image? (1 Mark)

Answer: M. Hamel's "terrible iron ruler" represents his identity as a strict and demanding taskmaster who strictly enforced discipline and rules, such as those for participles, upon his students.

Q.2. "I've plenty of time. I'll learn it tomorrow. And now you see where we've come out." What does M. Hamel mean to convey through these lines? (2 Marks)

Answer: Through these lines, M. Hamel is addressing the great trouble with the people of Alsace: the habit of procrastination. He conveys that they have always put off learning their own language, thinking there would always be time for it later. However, the sudden order from Berlin to teach only German means they have lost the opportunity to learn French, leaving them vulnerable to the mockery of the Prussians who can now question their identity as Frenchmen.

Q.3. Why does M. Hamel refer to language as a key to freedom from slavery? (2 Marks)

Answer: M. Hamel refers to the French language as a "key to their prison" because as long as an enslaved people hold fast to their language, they maintain their cultural identity and mental independence. It serves as a unifying force that keeps them connected to their roots and heritage, preventing the conquerors from completely subjugating their spirits.

Q.4. How did Franz plan to turn the commotion in the classroom to his favour? (2 Marks) 

Answer: Franz had counted on the usual commotion-the great bustle of opening and closing desks and lessons repeated in unison-to reach his seat without being seen. He hoped the noise would mask his late entry, allowing him to sneak to his desk unnoticed by M. Hamel.

Q.5. Franz from 'The Last Lesson' and the peddler from the 'Rattrap' learn from their mistakes. Discuss with reference to the above texts, the human tendency to make mistakes and learn from them. (5 Marks) 

The stories of Franz and the peddler highlight the universal human tendency to succumb to immediate temptations, only to realize their gravity when faced with consequences or unexpected compassion. Both characters undergo a journey from ignorance or dishonesty to profound self-realization.

• Franz's Mistake and Realization: Franz's primary mistake is the habit of procrastination and prioritizing trivial pleasures over education. He frequently thought, "I've plenty of time. I'll learn it tomorrow," and found distractions like "seeking birds' eggs" or "sliding on the Saar" more tempting than his lessons. His moment of learning comes as a "thunderclap" when M. Hamel announces the Prussian order to teach only German. This sudden loss of his linguistic heritage causes Franz to feel deep regret. He immediately shifts his perception of his books, seeing them no longer as a "nuisance" but as "old friends" he cannot give up. Through this mistake, he learns that one's language is the "key to their prison" and must be guarded.
• The Peddler's Mistake and Redemption: The peddler's mistake is rooted in material greed and cynicism. He views the world as a "big rattrap" and eventually lets himself be "fooled by a bait" by stealing thirty kronor from a generous crofter. His mistake leads him into an "impenetrable prison" of the woods, where he realizes he has been caught in his own snare. However, his learning occurs through Edla Willmansson's unconditional kindness. Even after his true identity is revealed, Edla treats him with dignity, as if he were a "real captain". This compassion provides him the "power to clear himself". He learns that the "essential goodness" in a human can be awakened through understanding and love, leading him to return the stolen money.

Conclusion on Human Tendency: Both texts suggest that while humans are prone to making mistakes-whether through neglect (Franz) or desperation (the peddler)-the capacity for redemption remains. Franz learns the value of his identity through the pain of its loss, while the peddler learns his worth through being treated with respect. Their journeys demonstrate that mistakes often serve as the necessary catalyst for a deeper understanding of one's responsibilities and moral character

Q.6. How do the socio-political factors impact on education? (5 Marks)

Answer: Socio-political factors, such as war and conquest, can have a devastating impact on education by stripping away a people's right to learn in their own language. In The Last Lesson, the Franco-Prussian War leads to an order from Berlin that replaces French with German in schools. This is an act of linguistic chauvinism, where the conqueror imposes their language to exert control over the conquered territory.

Furthermore, education is affected by the economic and social priorities of the community. M. Hamel notes that parents often preferred to put their children to work on farms or at mills for extra money rather than sending them to school. Political instability, like the constant stream of "bad news" from the bulletin-board, creates a climate of fear and distraction that hinders consistent learning. Ultimately, when education becomes a tool for political dominance, it ceases to be a pursuit of knowledge and becomes a battleground for cultural survival.

Q.7. M. Hamel in 'The Last Lesson' and Edla in 'The Rattrap' are the guiding lights of self-realization to Franz and the peddler respectively. Comment. (5 Marks) 

Answer: Both M. Hamel and Edla Willmansson act as catalysts for profound personal transformation in the protagonists of their respective stories. Their influence stems from their ability to evoke a sense of moral responsibility and self-worth in characters who were previously lost to apathy or dishonesty.

M. Hamel as a Guiding Light to Franz:

• Awakening through Truth: Franz initially views his education with indifference, often procrastinating with the thought, "I've plenty of time. I'll learn it tomorrow". M. Hamel's announcement that they are attending their "last lesson" acts as a "thunderclap" that jolts Franz into realizing the value of his heritage.
• Gentle Mentorship: Instead of using his "terrible iron ruler" to punish Franz for failing to recite the rules of participles, M. Hamel uses a "grave and gentle tone" to explain the tragedy of Alsace putting off learning.
• Shared Responsibility: M. Hamel facilitates Franz's self-realization by being honest about his own faults, admitting that he often gave students holidays to go fishing. This honesty allows Franz to stop seeing his books as a "nuisance" and start viewing them as "old friends" he cannot give up. By the end, M. Hamel helps Franz realize that language is the "key to their prison".

Edla Willmansson as a Guiding Light to the Peddler:

• Compassion and Empathy: Unlike the ironmaster, who acts out of mistaken identity and later anger, Edla treats the peddler with genuine kindness even when she suspects he may be a thief. She is described as being "modest and quite shy," yet she possesses a deep understanding of the human condition.
• Unconditional Kindness: Edla intercedes for the peddler when her father wants to turn him out, insisting that a human being they invited should enjoy "a day of peace" with them. This act of treating a "poor hungry wretch" with dignity is the turning point for the peddler.
• Elevation of Character: By treating the peddler "as if he was a real captain," Edla gives him the moral strength to "clear himself" of his dishonest ways. Her belief that the "essential goodness" in a person can be awakened through love is proven when the peddler returns the stolen thirty kronor, signing his letter as "Captain von Stahle" to honor the dignity she bestowed upon him.

Conclusion: In both narratives, the "guiding lights" do not use force to change the protagonists. Instead, they use empathy and moral dignity. M. Hamel leads Franz to realize his identity as a Frenchman, while Edla leads the peddler to realize his potential for goodness. Both stories emphasize that true self-realization occurs when individuals are shown the intrinsic value of their identity and character

Q.8. Extract-Based Questions (6 Marks) 

Extract: "My Last French Lesson ! Why, I hardly knew how to write ! I should never learn any more ! I must stop there, then ! Oh, how sorry I was for not learning my lessons, for seeking birds 'eggs or going sliding on the Saar ! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn't give up and M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was. Poor man ! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more."

(i) Choose the correct option: What is the tone of the speaker in the expression 'I hardly knew how to write .... how sorry I was for not learning my lessons'?
(A) confused 
(B) regretful 
(C) surprised 
(D) happy

Answer: (B) regretfulSolution: The speaker, Franz, expresses deep remorse for choosing trivial distractions like seeking birds' eggs over his education, realizing too late that his opportunity to learn his language is gone.

(ii) Choose the correct option: The speaker refers to 'seeking birds' egg' and 'sliding on the Saar' as
(A) part of his routine 
(B) his daily routine 
(C) source of distraction from learning 
(D) fun time with friends

Answer: (C) source of distraction from learningSolution: These activities were the temptations that Franz found "much more tempting than the rule for participles," leading him to neglect his studies.

(iii) What is reflected through the shift in the speaker's perception of his books through his expression of calling them his 'old friends' rather than considering them as 'nuisance'?

Answer: This shift reflects Franz's sudden realization of the value of his heritage and the emotional weight of losing his right to learn his mother tongue. Books that were once a burden now represent his identity and a connection to his culture that he is not ready to relinquish.

(iv) Select the correct option from those given in brackets to fill in the blank: "It was because they were sorry too...." They were sorry for ________ (not following the government order / not learning their language)

Answer: not learning their language

(v) What is inferred from the expression 'the country that was theirs no more'?

Answer: It refers to the loss of sovereignty of Alsace and Lorraine to the Prussians following France's defeat in the Franco-Prussian War. The land and its people had been forcibly transitioned into Prussian hands.

(vi) What does M. Hamel's ruler reflect about his image?

Answer: The ruler reflects M. Hamel's image as a strict, traditional, and "cranky" disciplinarian who used fear and authority to maintain order in the classroom.

CBSE Previous Year Questions 2024

Short Answer Type Questions (2 Marks)

Q.1. We miss a thing when we are in fear of losing it. Substantiate this in the story suddenly realised how precious their language was to them.  (2 Marks)

Answer: The people of Alsace only realized the value of the French language when an order from Berlin arrived to replace it with German. Suddenly, books that seemed like a "nuisance" became "old friends". The villagers sat in the back of the class, regretting they had not attended school more, showing that the fear of losing their linguistic identity made it precious to them.

Q.2. Why did M. Hamel write 'Vive La France' on the blackboard? (2 Marks)

Answer: M. Hamel wrote 'Vive La France' (Long Live France) as a final act of patriotism and defiance. Overwhelmed by emotion at the end of his last lesson, he used the words to express his deep love for his country and to urge his students to guard their language, which he believed was the key to their freedom.

Q.3. What was more tempting for Franz than the rule for participles? Did he get tempted?  (2 Marks)

Answer: Franz found the warm, bright weather, the chirping birds, and the Prussian soldiers drilling in the open field much more tempting than the rules for participles. While he was momentarily tempted to run away and bunk school, he eventually found the strength to resist and hurried to class.

Q.4. Why were the villagers seated in the back benches?  (2 Marks)

Answer: The villagers sat in the back benches to show their respect for M. Hamel's forty years of faithful service. It was also their way of showing respect for the country that was theirs no longer and expressing regret for not having attended school more regularly to learn their own language.

Q.5. Explain the inference that can be drawn from the line: "Will they make them sing in German, even the pigeons?"  (2 Marks)

Answer: This line suggests the absurdity of linguistic chauvinism and the limits of power. Franz wonders if the Prussians' desire for dominance will extend to nature itself. It implies that while conquerors can impose a language on people, they cannot control the natural instincts or the inner souls of the living.

Q.6. What was the mood in the classroom when M. Hamel began the lesson?  (2 Marks)

Answer: The mood in the classroom was unusually strange, solemn, and quiet, resembling a "Sunday morning". Instead of the usual "great bustle" and "rapping of the ruler," there was a deep sense of sadness and regret as the students and villagers realized this was their final French lesson.

Long Answer Type Questions (5 Marks)

Q.7. Franz from 'The Last Lesson' and the peddler from 'The Rattrap' demonstrate the importance of learning from one's mistakes and rising up to evolve as a better person. Write an article based on the two texts on how a man evolves after learning from his mistakes. (5 Marks)

Answer: The Path to Personal Evolution: Learning from Mistakes

The journey toward becoming a better person often begins with the recognition of one's own failures. In "The Last Lesson," the young boy Franz initially lacks interest in his education, viewing his books as a "nuisance" and preferring to seek birds' eggs or go sliding on the Saar rather than learning his French participles. It is only when he is faced with the permanent loss of his mother tongue that he realizes his mistake. This shock transforms his perspective, turning his books into "old friends" and filling him with a deep, belated respect for his teacher and his heritage.

Similarly, the peddler in "The Rattrap" begins as a cynical vagabond who resorts to "petty thievery" to survive. He betrays the trust of a kind crofter by stealing thirty kronor, only to find himself lost in a forest that feels like an "impenetrable prison". His evolution is triggered by the unconditional kindness of Edla Willmansson, who treats him with the respect due to a Captain even after his true identity is revealed. This compassion allows him to "clear himself" of his dishonest past. Both characters illustrate that while mistakes are inevitable, true evolution occurs when an individual acknowledges their errors and uses them as a foundation for moral and intellectual growth

Q.8. Imagine you are Mukund Padmanabhan (The Interview) and you interviewed M. Hamel, after he had finished delivering the last lesson (The Last Lesson). Write a paragraph on individual responsibility and nationalism.  (5 Marks)

Answer: Meeting M. Hamel after his final lesson was a study in the quiet power of conviction. Much like my conversation with Umberto Eco, who utilizes every "interstice" of time for his work, Hamel spoke of a life's work that suddenly found its ultimate meaning in its conclusion. He did not merely blame the Prussian invaders for the loss of the French language; instead, he placed the burden of individual responsibility on the citizens of Alsace. He lamented the habit of "putting off learning till tomorrow" and reproached himself for his own past lapses in teaching. To Hamel, nationalism was not a loud, political gesture, but a deep-seated commitment to one's culture. He insisted that as long as a people "hold fast to their language," they possess the "key to their prison". His final act of writing "Vive La France!" on the blackboard served as a reminder that a nation's survival depends on the individual's dedication to preserving their identity against all odds

Q.9. Franz in 'The Last Lesson' realizes the importance of going to school while Saheb in 'Lost Spring' yearns to go to school. Write a paragraph exploring the different perspectives of these two young boys on learning and education.  (5 Marks)

Answer: Franz and Saheb offer contrasting perspectives on education, shaped by their vastly different social realities. Franz, who has the privilege of school, initially treats it with "dread" and indifference, often tempted to spend his days out of doors. He only understands that education is the "key to his prison" when the right to learn his own language is snatched away by a political order. For him, education is a cultural identity that he took for granted. In contrast, Saheb, a ragpicker from Seemapuri, views school as a distant, unattainable dream. When asked why he doesn't go to school, he simply states, "There is no school in my neighbourhood". While Franz's story is one of belated realization and regret over a neglected opportunity, Saheb's story is one of "stolen childhood" and a yearning for an opportunity that poverty has denied him. For Saheb, education represents a way out of the "garbage" that is his survival, whereas for Franz, it eventually becomes a symbol of national resistance

Extract-Based Questions (6 Marks)

Q.10. Read the following extracts and answer the questions (6 Marks)
"For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school." 

(i) List two sensory details present in the extract.

Answer: Two sensory details are the warmth and brightness of the day (tactile/visual) and the chirping of the birds (auditory).

(ii) Why is the narrator tempted to spend the day out of doors?

Answer: The narrator is tempted because the outdoor environment is beautiful and engaging, featuring chirping birds and drilling soldiers, which contrasts sharply with the dread of being questioned on participles-a subject he does not understand.

(iii) Complete the sentence appropriately.

​Answer:  I hurried off to school resisting the temptation of spending the day out of doors and watching the Prussian soldiers drill.

(iv) Why does the narrator want to bunk school?
(A) He doesn't like the teachers.
(B) He doesn't like his classmates.
(C) He wasn't prepared for the test on participles.
(D) He had forgotten to complete his homework.

Answer: (C)
Solution: The text explicitly states that Franz was in "great dread of a scolding" because M. Hamel was to question the class on participles, and Franz "did not know the first word about them".

(v) Which trait of the protagonist is revealed in the sentence 'I had the strength to resist'?
(A) sincerity 
(B) determination 
(C) bravery 
(D) kindness

Answer: (B) determination
Solution: This sentence shows Franz's determination to do what is right (go to school) despite his fear and the strong external temptations.

(vi) Which of the following headlines best suggests the central idea of the extract?
(A) The Drilling of Prussian Soldiers
(B) The Rule of Participles
(C) Strength to Resist
​(D) Out of Doors

Answer: (C) Strength to Resist
Solution: The central focus of this specific passage is the internal conflict of the narrator and his ultimate decision to overcome temptation and fulfill his duty.

Q.11. Read the following extracts and answer the questions (6 Marks)
​"I heard M. Hamel say to me, "I won't scold you, little Franz: you must feel bad enough, see how it is! Everyday we have said to ourselves. Bah! I've plenty of time I'll learn it tomorrow. And now you see where we've come out. Ah, that's the great trouble with Alsace; she puts off learning till tomorrow. Now those fellows out there will have the right to say to you. 'How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?' But, you are not the worst, poor little Franz. We've all a great deal to reproach ourselves with."' 

(i) 'And now you see where we've come out.' The tone of M. Hamel in the above line is that of:
(A) kindness
(B) happiness
(C) regret 
(D) enthusiasm

Answer: (C) regret
Solution: M. Hamel is reflecting sadly on the consequence of procrastination-the loss of their right to learn their own language.

(ii) 'We've all a great deal to reproach ourselves with.' Select the option, which conveys the meaning of 'reproach' as reflected in the above line.
(A) The player received a reprimand for breach of rules.
(B) The students approached the management with a demand for new canteen.
(C) The clerk received a letter of appreciation for his innovative ideas.
(D) She could not find a way to broach the subject with her boss.

Answer: (A)
Solution: In this context, 'reproach' means to blame or criticize oneself/others. 'Reprimand' is a synonym for a formal expression of disapproval or blame.

(iii) State whether the following statement is true or false with reference to the extract.M. Hamel endorses the belief that there is plenty of time to learn their language.

​Answer:  False
Solution: M. Hamel actually criticizes this belief, calling it the "great trouble with Alsace," as it led them to delay learning until it was too late.

(iv) Complete the sentence appropriately.'You must feel bad enough.' Through these words M. Hamel urges the people.

​Answer:  ...to realize the gravity of their neglect towards their education and language, emphasizing that the external scolding is unnecessary because the internal guilt is already heavy.

(v) Identify the line from the text that reinforces the theme of patriotism in the story.

​Answer:  "...you pretend to be Frenchmen, and yet you can neither speak nor write your own language?" (Alternatively, his later description of French as the "most beautiful language in the world" reinforces this).

(vi) She puts off learning till tomorrow. The phrase 'puts off' suggests.

Answer:  Procrastination or delaying a task or action until a later time.