The Last Lesson Workbook Solution : ICSE Treasure Chest

The Last Lesson Workbook Solution : ICSE Treasure Chest

Welcome to “The Last Lesson Workbook Solution: ICSE Treasure Chest,” where we delve into the captivating narrative of ICSE English Literature Treasure Chest Part 2. Within these pages, we meticulously unravel the essence of “The Last Lesson” through comprehensive workbook solutions. This post offers comprehensive answers to multiple-choice and contextual questions, deepening your understanding of the timeless tale. Meet the characters and delve into the nuances of character development and thematic exploration. Each question serves as a gateway to dissecting the text, urging readers to analyze subtle nuances and extract deeper meanings. Contextual inquiries broaden our canvas for exploration, encouraging critical engagement with socio-cultural backdrops and universal themes. Through this examination, readers sharpen analytical skills and develop a profound appreciation for literary craftsmanship. Whether a student navigating ICSE English Literature or an avid reader unraveling beloved stories, “The Last Lesson Workbook Solutions” promises valuable companionship. Join us on this literary journey as we illuminate the path to understanding, one workbook solution at a time.


Table of Contents

Story Summary :

The story begins on a beautiful day in a village in the 19th century Alsace region of France. A young schoolboy Franz, is in a hurry to go to his school. He is scared because he has not learned the lesson, on participles, that was assigned by his stern teacher, M. Hamel. He resists the temptation to bunk school and roam outdoors where Prussian soldiers are drilling.

Franz passes the town hall and sees a crowd gathered around the bulletin board. Franz thinks that something must be wrong. He is aware that the bulletin board was used by the Prussian forces to give their commands to the French villagers of Alsace. But Franz does not have time to stop and find out. He rushes and finally reaches his school.

He is surprised to find an unusual silence with no commotion that normally marks the beginning of the day at school. Franz, through the window, sees his teacher pacing up and down with his ruler under his arm and his classmates are at their seats in the class room. To his surprise, instead of reprimanding Franz for being late to school, his teacher speaks to him kindly and simply asks him to take his seat.

Franz notices that his teacher is wearing a beautiful green coat, a shirt with frills and an embroidered black silk cap—clothes which he usually wears on special occasions. To his surprise he sees many villagers including old Hauser, the former Mayor, the former postmaster and many others sitting at the back benches of the class room. As he tries to make sense of it all, M. Hamel makes a shocking announcement : he tells them that it will be their last French lesson as the teaching of French has been banned, under orders from the Prussian authorities and they will have to study German instead. 

Franz, is shocked to hear this. He realises that this must have been the news that he would have to stop learning his own language-which he has hardly begun that had been posted on the bulletin-board outside the town hall. The knowledge to learn-gives him a new understanding about his language. He regrets the time he spent procrastinating learning the language. 

The moment that Franz has dreaded arrives : he is called upon by his teacher to recite the grammatical rules he was meant to learn. Franz stumbles and stammers. Instead of scolding him, his teacher lectures the gathered crowd on the evils of neglecting their education. It is this neglect, he says, that now enables the Prussian invaders to question the villagers’ French identity. ‘How can the villagers claim to be French’, he says, ‘when they do not even know their own language?’ He tells them that they had plenty of time to learn. But it is a problem of Alsace that it leaves everything for tomorrow.

M. Hamel goes on to describe the beauty of the French language, telling the class that they must guard it carefully, as it is the key to their freedom. He explains the grammar lesson to the class. Franz now finds himself listening more attentively than ever. For the lesson in writing, M. Hamel makes the class write the words “France, Alsace” repeatedly in an attempt to make them learn it by heart. Everyone in the room applies themselves to the exercise with diligence and concentration. The cooing of the pigeons on the roof makes Franz wonder whether the Germans will make the birds too sing in German. 

The church-bell strikes twelve, and the sound of trumpets of the Prussian soldiers mark the end of their drilling exercises. It also signals the end of the last lesson. M. Hamel is fraught with grief. He is unable to speak so he turns to the blackboard and writes in large letters, Vive La France!’, meaning Long Live France.’ With a gesture of his hand, he dismisses the class.

Workbook MCQs :

1. Who is ‘I’ referred to in the first paragraph of the story?
(a) The teacher, M. Hamel
(b) Old Hauser
(c) The narrator, Franz
(d) The former mayor

Answer :- (c) The narrator, Franz

2. Why did the narrator dread going to school?
(a) He had not learnt the poem
(b) He had not studied about participles
(c) He had forgotten his assignment at home
(d) None of the above.

Answer :- (b) He had not studied about participles

3. What was the first thought that came to the narrator’s mind when he Started for school?

(a) Spending the day outdoors
(b) Going back home
(c) Walking along the Saar river
(d) None of the above

Answer :- (a) Spending the day outdoors

4. What was the usual thing that was missing, when the narrator entered the school?
(a) Absolute silence
(b) Great bustle
(c) Guards at the door
(d) No students

Answer :- (b) Great bustle

5. What sort of attire was donned by Franz’s teacher during his last French class?
(a) Worn on special occasions
(b) Worn during sad events
(c) Worn by the French soldiers
(d) Worn to war.

Answer :- (a) Worn on special occasions

6. Name the figure of speech used in the line given below.
Besides, the whole school seemed so strange and solemn.
(a) Simile
(b) Personification
(c) Metaphor
(d) Alliteration

Answer :- (d) Alliteration

7. Why were the village people sitting on the back benches in the class?
(a) To attend M.Hamel’s last class
(b) To thank M. Hamel for his services
(c) To show their respect for their country
(d) All of the above.

Answer :- (d) All of the above

8. Why did M. Hamel say that it would be his last lesson?
(a) He had been transferred to Prussia
(b) French language would be replaced by German in the schools
(c) He had been dismissed from his service
(d) He was going to Germany to learn German.

Answer :- For Full Answers Get The Workbook Answers PDF – View )

9. The new master comes tomorrow.” Who was supposed to be the new master?
(a) The teacher who would teach them German language
(b) The Prussian administrators
(c) The new Principal of the school
(d) None of the above

Answer :- For Full Answers Get The Workbook Answers PDF – View )

10. ‘What a thunder-clap these words were to me!’ The words were:
(a) Loud
(b) Pleasant
(c) Startling
(d) Soft

Answer :- For Full Answers Get The Workbook Answers PDF – View )

11. Choose the option that lists the sequence of events in the correct order.

1. The news M. Hamel gave the class seemed as a thunder-clap to Franz
2. Franz thought of skipping his class and spending the day outdoors.
3 Franz saw the back benches in his class occupied by the village people,
4. In his school that day, everything was as quiet as Sunday morning.

(a) 1,2,3,4
(b) 4,3,2,1
(c) 2,4,1,3
(d) 2,4,3,1

Answer :- For Full Answers Get The Workbook Answers PDF – View )

12. Select the option that shows the correct relationship between statements (1) and (2)

1. How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?
2. Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or
going sliding on the Saar!

(a) 2 is the cause for 1
(b)  1 is an example of 2
(c) 1 is independent of 2
(d) 1 is a contradiction of 2

Answer :- For Full Answers Get The Workbook Answers PDF – View )

Workbook Questions :

Extract 1

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 saw-mill 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) Who is referred to as “I” in the extract? Where was he? Why does he think ofrunning away?

Answer :- The “I” referred to in the extract is the narrator, Franz. He was outside, near the woods, and the Prussian soldiers were drilling in the open field. He thinks of running away because the weather was warm and bright, and the activities outdoors seemed more appealing than going to school.

(iI) Why does he want to spend the day outdoors? Which of his characteristic trait is revealed from his wish?

Answer :- Franz wants to spend the day outdoors because of the warm and bright weather, the chirping birds, and the sight of Prussian soldiers drilling in the open field. His wish to enjoy nature rather than attending school reflects his desire for freedom and his reluctance to engage in mundane academic tasks.

(iII) What is the presence of Prussian soldiers a reference to, which is revealed later In the story? How does their presence affect the people?

Answer :- The presence of Prussian soldiers is a reference to the occupation of France by Prussia during the Franco-Prussian War. Their presence signifies the loss of French identity and the imposition of German culture and language on the French people. It affects the people by instilling a sense of fear, resignation, and helplessness as they witness their country being overtaken by foreign forces.

(iV) What does the narrator find more tempting than the rule for participles? Does he fall for the temptation? What does he do?

Answer :- Franz finds the activities outdoors, such as the chirping birds and the sight of Prussian soldiers drilling, more tempting than studying the rule for participles. However, he resists the temptation and hurries off to school, showing his sense of duty and responsibility as a student.

(v) Explain briefly the characteristics of the person referred to as “I” in the extract,

Answer :- The characteristics of Franz revealed in the extract include his tendency to daydream and his desire for freedom and enjoyment. Despite being tempted to skip school and spend the day outdoors, he ultimately chooses to fulfill his obligations as a student, demonstrating his sense of responsibility and determination.

Extract 2

‘My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.’

(i) Who is addressing whom in this extract? How has the narrator described his tone before the beginning of this extract?

Answer :-  In this extract, the teacher, M. Hamel, is addressing his students. Before this extract, the narrator described M. Hamel’s tone as serious and solemn.

(iI) Why does the narrator say that it would be his last lesson? Which lesson is he talking about?

Answer :- The narrator says it would be his last lesson because the order has come from Berlin to teach only German in the schools of Alsace and Lorraine. He is referring to the last French lesson he will be giving to his students.

(III) What order has come from Berlin? Why?

Answer :- The order from Berlin is to teach only German in the schools of Alsace and Lorraine. This order is likely a consequence of the annexation of Alsace and Lorraine by Germany after the Franco-Prussian War, as part of the efforts to Germanize the region and suppress French culture and language.

(iV) Who is referred to in the extract as ‘the new master’? How would this ‘new master” affect the people of Alsace and Lorraine?

Answer :- The “new master” referred to in the extract is the German teacher who will replace M. Hamel. The arrival of the new German teacher signifies the end of French education and the imposition of German language and culture in the region. This change would have a profound impact on the people of Alsace and Lorraine, as it represents the loss of their cultural identity and the forced assimilation into German society.

(v) Explain briefly how is The Last Lesson’ an appropriate title for the story.

Answer :- “The Last Lesson” is an appropriate title for the story because it symbolizes the end of French education in Alsace and Lorraine and the loss of French cultural heritage. It also reflects the theme of nostalgia and the passing of an era as the narrator recounts his final French lesson with M. Hamel before the imposition of German language and culture.

Extract 3

I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day 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’ 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?’

(i) What has Franz done for which M. Hamel said that he would not scold him? Why ?

Answer :-  Franz has not learned his lesson, and M. Hamel says he won’t scold him because Franz must already feel bad enough. This implies that Franz has neglected his studies and failed to learn the lesson that was taught.

(iI) To whom is M. Hamel referring to by using the pronoun ‘We’ ? What is suggested by it?

Answer :- For Full Answers Get The Workbook Answers PDF – View )

(ilI) What have they said everyday to themselves? What are its consequences?

Answer :- For Full Answers Get The Workbook Answers PDF – View )

(iV) Who are the fellows’ referred to in this extract? What will they say to them? Are they right in saying so? Give reason to support your answer.

Answer :-  For Full Answers Get The Workbook Answers PDF – View )

(v) Explain briefly the theme indicated in this extract.

Answer :- For Full Answers Get The Workbook Answers PDF – View )

Extract 4

Then, from one thing to another, M. Hamel went on a talk of the French language, saying that it was the most beautiful language in the world— the clearest, the most logical; that we must guard it among us and never forget it, because when a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison. Then he opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience.

(i) What does M. Hamel say about the French language?

Answer :- M. Hamel describes the French language as the most beautiful language in the world, the clearest, and the most logical. He emphasizes the importance of guarding it among the people and never forgetting it.

(iI) What happen to people when they do not learn their language? How does the language act as a ‘key’ to prison of the enslaved?

Answer :- For Full Answers Get The Workbook Answers PDF – View )

(iII) Why did Franz feel that he was able to clearly understand the last lesson taught by M. Hamel quite easily? Why could not he understand it earlier?

Answer :- For Full Answers Get The Workbook Answers PDF – View )

(iV) Why did M. Hamel put extra effort to teach the students in his last class?

Answer :- For Full Answers Get The Workbook Answers PDF – View )

(v) Explain briefly how was M.Hamel a patriot, who wanted to instil among his students, the love for their language and respect for their country.

Answer :- For Full Answers Get The Workbook Answers PDF – View )