THE LAST LESSON – ALPHONSE DAUDET

SHORT ANSWER TYPE QUESTIONS

1. Why do you think was little Franz afraid of being scolded?
Franz was afraid of being scolded that day especially because M. Hamel, the teacher, had said that he would
question them on participles. Franz frankly admits that he was totally ignorant about the topic. His exact
words are: “I did not know the first word about them.” Secondly, he had started for school very late that
morning.
2. “It was all much more tempting than the rule for participles.” What did Franz find ‘much more
tempting’? How did he finally react?
Franz found that it was a very warm and bright day. The birds were chirping at the edge of woods. The
Prussian soldiers were drilling in the open field at the back of sawmill. He could gladly spend life out of
doors. However, he had the strength to resist the temptation. Finally, he hurried off to school.
3. “What can be the matter now?” says Franz. Why, do you think, did he make this comment?
There was a bulletin-board near the town-hall. When Franz passed by it, he noticed a crowd there. He did not
stop to look at it. He wondered what could be the matter then. For the last two yeairs they had received all
the bad news from the bulletin-board—the lost battle, conscription and the orders of the commanding
officer.
4. Who was Wachter? What did he ask Franz and why? How did Franz react?
Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz not to go so fast to his school.
He added that the little boy would get to his school in plenty of time. Wachter had read the latest bulletin
about teaching of German. Franz thought that the blacksmith was making a fun of him. So, he ran to the
school and reached there breathless.
5. What was the usual scene when Franz’s school began in the morning?
Usually, when the school began, there was a great bustle. The noise could be heard out in the school.
Students opened and closed their desks. They repeated the lessons together very loudly. They kept their
hands over their ears to understand better. The teacher would go on rapping the table with his great iron
ruler.
6. How had Franz hoped to get to his desk? What had he to do and why?
Franz had hoped to get to his desk unseen during the commotion. But that day it was very quiet. So, Franz
had to open the door and go in before everybody. He blushed as he was late. He was frightened that the
teacher might rebuke him, but M. Hamel spoke kindly to him that day.
7. What three things in school surprised Franz most that day?
First, M. Hamel, the teacher had put on his fine Sunday clothes—his beautiful green coat, frilled shirt and
the little black silk cap, all embroidered. Second, the whole school seemed quite strange and solemn.
Thirdly, the village people were sitting quietly like school children on the back benches that usually
remained empty.
8. Why had the villagers come to school that day? How did they look?
Ans: The villagers had come there to thank M. Hamel for his forty years of faithful service. They also
wanted to show their respect to the country that was theirs no more. They were sorry that they had not gone
to school more. They were sitting quietly and looked sad.
9. “What a thunderclap these words were to me!” Which were the words that shocked and surprised
the narrator?
M. Hamel, the teacher, told the children in a solemn and gentle tone that it was their last French lesson.
Henceforth, only German would be taught in the schools of Alsace and Lorraine. The new master would
come the next day. As that was their last French lesson, he wanted them to be very attentive. The teacher’s
kind gesture and use of soft words shocked and surprised the narrator.
10. How did Franz react to the declaration: ‘This is your last French lesson’?
The words appeared startling and unexpected like a thunderclap. He now understood why there was a crowd
at the bulletin board, why the village people had come to school, why the teacher was dressed in his Sunday
best and why there was sadness and silence in the school.
11. What tempted Franz to stay away from school? [Delhi 2014]
Franz was not prepared Tor the test on participles. The Prussian soldiers were drilling in the open field at the
back of sawmill. The birds were chirping at the edge of woods. These things tempted him. So he hurried off
to school.
12. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?
He thought it typical with the people of Alsace. They would put off learning till tomorrow. Parents are not
quite anxious to have their children learn. They put them to work on a farm or at the mills in order to have a
little more money. The teacher got his flowers watered or gave them a holiday. He too neglected their
lessons.
13. What did M. Hamel tell them about French language? What did he ask them to do and why?
M. Hamel told them that French was the most beautiful language in the world. It was the clearest and the
most logical language. He asked them to guard it among them and never _ forget it. He gave a reason also.
When a people were enslaved, as long as they held fast to their language, they had the key to their prison.
14. Why were the elders of the village sitting in the classroom? [All India 2014]
M. Hamel was taking the class of last French lesson. That is why elders of the village were sitting in the
classroom to attend it. It was done not only to pay respect to [Link] but to pay respect to his own
language.
15. How did Franz and other hoys enjoy their lesson in writing?
That day M. Hamel had new copies for them. The words “France, Alsace, France, Alsace” were written on
them in a beautiful round hand. The boys set to work quietly. The only sound was the scratching of the pens
over the paper. Nobody paid any attention to the beetles who flew in.
16. How did M. Hamel feel and behave during the last lesson?
M. Hamel was solemn and gentle. He sat motionless in his chair during the writing lesson. He gazed at one
thing or the other. Perhaps he wanted to fix in his mind how everything looked in that little school room.
Surely, it must have broken his heart to leave it all after forty years.
17. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?
Franz noticed that M. Hamel was feeling sad on having to leave the place sifter 40 years and not being
allowed to teach French any longer. Yet, he kept control on his emotions. He performed his duties faithfully.
He heard every lesson to the last. The school was dismissed only at mid-day prayer time.
18. What happened when the lesson in history was over?
After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu. Old Hauser, who was sitting
at the back of the room, had put on his spectacles. He was holding his primer in both hands. He was spelling
the letters with the babies.
19. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does he remember
more vividly than the others?
The narrator remembers the scene of old Hauser spelling the letters from the primer with the babies. He too
was crying. His voice trembled with emotion. It was so funny to hear him that all of them wanted to laugh
and cry at the same time.
20. How did M. Hamel behave as the last lesson came to an end?
M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say some parting words, but
something choked him. Then he wrote “Vive La France!” on the blackboard with a piece of chalk. Then he
stopped. He leaned his head against the wall. Without a word, he made a gesture to the students with his
hand to permit them to go as the school was over.
LONG ANSWER TYPE QUESTIONS
1. Why was Franz scared that day 1 What did he see on his way to school and how did he get to his
desk
Franz was not good at learning. He would rather take the day off and waste time in searching birds’ eggs or
going sliding on the Saar. Franz was scared that day because M. Hamel had said that he would question them
on participles. Franz did not know anything about participles.
He found that the day was warm and bright. The birds were chirping at the edge of the woods. The Prussian
soldiers were drilling in the open fields. There was a crowd in front of the bulletin-board near the town-hall.
Franz found the school room unusually quiet. So, he had no option but to open the door and go in before
everybody. He blushed and was frightened of the teacher. M. Hamel spoke very kindly to him and asked him
to go to his place quickly. Franz jumped over the bench and sat down at his desk.
2. What order had been received from Berlin that day? What effect did it have on the life at school?
An order had been received from Berlin that only German would be taught in the schools of Alsace and
Lorraine. This order had far-reaching effects on the life at school. M. Hamel, who had been teaching French
at the village school for the last forty years would deliver his last lesson that day.
It was in honour of the last lesson that M. Hamel, the teacher had put on his best clothes. Old men of the
village were sitting quietly at the back of the classroom. They were sad as well as sorry for they had not gone
to school more. They had come to thank the master for his forty years of faithful service and to show respect
for the country that was theirs no more.
The teacher addressed the students in a solemn and gentle tone. He asked them to be attentive and explained
everything quite patiently. He appealed to them to preserve French among them. During slavery it would act
as key to the prison. He felt so overwhelmed by emotion that he could not bid farewell properly.
3. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its
universal appeal?
The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerors
and the pain that is inflicted on the people of a territory by them by taking away the right to study or speak
their own language and thus make them aliens in their own land of birth. The story has a sub-theme also. It
highlights the attitudes of the students and teachers to learning and teaching.
Though the story is located in a particular village of Alsace district of France which had passed into Prussian
hands, it has a universal appeal. It highlights the efforts of the victors to crush their victims—the vanquished
people in all possible manner—materially, spiritually, mentally and emotionally. Taking away mother
tongue from the people is the harshest punishment. The proper equation between student and teacher, his
focused attention, helpful and encouraging attitude and kind treatment can encourage students to learn better.
4. Comment on the appropriateness of the title ‘The Last Lesson’.
The story has an appropriate and suggestive title. It is the centre of attention throughout and the whole story
revolves around it. The beginning of the story serves as preparation for it. The unusual quietness at school,
presence of village elders and the teacher in his Sunday best dress—all point out to the unusual and unique
occasion—the last lesson in French in a French village school in a district conquered by the Prussians. While
delivering the last lesson, the teacher wants to transmit all his knowledge in one go. He explains everything
with patience and the students as well as old villagers listen attentively.
For the narrator it is an unforgettable experience. “Ah, how well I remember it, that last lesson,” says he. Old
Hauser is crying and his voice trembled with emotion. As the teacher is unable to express His emotions
because of choked throat, he ends the lesson by writing Wive La France’ on the blackboard. He makes a
gesture with his hand to indicate that the school is dismissed and students can go home.
5. What impression do you form of M. Hamel on the basis of your study of the story ‘The Last
Lesson’?
M. Hamel is an experienced teacher who has been teaching in that village school for forty years. He imparts
primary education in all subjects. He is a hard task master and students like Franz, who are not good
learners, are in great dread of being scolded by him.
The latest order of the Prussian conquerors upsets him. He has to leave the place for ever and feels heart
broken. He feels sad but exercises self-control. He has the courage to hear every lesson to the last.
His performance during the last lesson is exemplary. He is kind even to a late comer like Franz. He uses a
solemn and gentle tone while addressing the students. He has a logical mind and can analyse problems and
deduce the reasons responsible for it. The problem for Alsace is that he (the district) puts off learning till
tomorrow.
He knows the emotional hold of a language over its users. He is a good communicator and explains
everything patiently. Partings are painful and being human, M. Hamel too is no exception. He fails to say
goodbye as his throat is choked. On the whole, he is a patriotic gentleman.

VALUE-BASED QUESTIONS
1. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvan¬tages of war
keeping in mind Franco-Prussian war (1870-71).
War is a great threat to mankind. Fear, anxiety, tension and hatred are some of the offsprings of war. No
individual is in favour of this brutal act. Innocent people lose their life because of the vested interests of
some of the corrupt politicians. Moreover, war is not the solution to any problem. It only increases the hiatus
between two nations. The desire to overpower the other disseminates hatred and the feelings of enmity. The
aftermaths of Hiroshima and Nagasaki are evident before us. It should also be remembered that each nation
is trying its level best to become a nuclear power. A nuclear bomb has the power to devastate nations.
Thousands of people will lose their lives. There will not be any survivor. If someone is left alive, he/she will
be crippled. There is no doubt that war has put the human existence at stake. We have heard seers say that
one should shed one’s ego. The nations should also feel equally important. No nation is self-sufficient. Peace
enhances creativity and productivity. The concept of a global village should be followed by all countries.
Thus, war does not benefit any individual. It must not be encouraged.
2. It is often said that each language is unique in itself. No language is superior or inferior. People need
to understand that a language is one of the means of communication. Discuss this statement in the
light of the following lines:
“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only
German in schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French
lesson…”
Language is always considered a medium of communication. Man is a gregarious animal. He has to interact
with the fellow human beings. Therefore, a set of complex symbols is designed to serve this purpose. We
must ruminate over the past before discussing the status of a language. There are innumerable man made
problems. At the dawn of civilisation there was no discrimination on the basis of caste, colour, creed,
language and nationality. But in this century these problems exist. Nature does not segregate nations.
Scientific advancement, material prosperity, lofty aspirations, materialistic attitude, a desire to rule the world
and vested interests are some of the causes of human sufferings. The concepts of all languages are similar.
They have nouns, pronouns, adjectives, adverbs, prepositions and conjunctions. As no religion is
insignificant in the same way no language is inferior. The characteristics and nature of all languages are
similar. The only difference is in symbols and pronunciation. The purpose and objective of all languages are
synonymous. There is a dire need to understand that there should be only one religion i.e. humanity and
there should be only one language i.e. the language of love. A language must not become the cause of rift
among masses. It should bring people together instead of spreading hatred. One should not despise others
because of their language. It is against human dignity and grace.

[Link] the end of his last lesson, M. Hamel decides to leave a little note for each of his students for them
to find the next day at their desks. Based on your reading of the story, what might his note to Franz
read? (QB)
You may begin like this:
Dear Franz,
I know you have always preferred to run in the open fields …
Dear Franz,
I know you have always preferred to run in the open fields, collect birds’ eggs and spend time in nature. But
you must also realise the fact that we have our duties that we are responsible about. For example, duties to
our family, society, and nation. Ignoring these duties for the sake of pleasure or money, leads to serious
consequences.
Learning our mother tongue is our prime responsibility. We, the people of Alsace and Lorraine have not
done this duty sincerely. As a result, we have been invaded by the Prussians. Now they have imposed their
language on us. Now, we have realised how much we love our language. But mere love without commitment
is nothing. I saw in my last lesson that you were greatly hurt at the loss of the freedom to learn French. I
appeal to you not to lose heart. Keep making efforts to learn French. Soon we will be free once again.
4. Franz from The Last Lesson and the peddler from The Rattrap demonstrate the importance of
learning from our mistakes to evolve into better people. Imagine that Shubhangi, your friend, feels as
if she has made a mistake by not taking her academics seriously. Write an essay to Shubhangi in 120–
150 words discussing instances from the two texts to give her an insight into the human tendency to
make mistakes and learn from them.
You may begin like this:
Shubhangi, all of us have made mistakes at one point or another in our lives. After all, to err is
human……….. (SQP 2022-23)
“Failure is the stepping stone towards success”
Everyone makes mistakes. Mistakes are inevitable since we are humans. We learn from our mistakes and
discover ways to do better in the future. We learned how Franz, who resented school and M. Hamel’s
lessons, was suddenly able to grasp and comprehend everything M. Hamel taught on the last day in
Alphonse Daudet’s Chapter The Last Lesson. Franz felt a thunderclap of shock as M. Hamel announced to
the class that it was their last lesson. He was shocked by what he heard. He felt guilty about not studying
German when he had the chance to learn. Selma Lagerlof’s The Rat Trap chapter demonstrates how people
can improve by learning from their failures. After stealing thirty kroners, the peddler became trapped in the
rat trap. Elma’s generosity and kindness helped him to see his error. She brought the peddler to his house
and treated him like the Captain despite the fact that she was aware that he might have stolen something or
escaped from jail. Making mistakes is acceptable as long as we are prepared to evolve from them and are
willing to put in the effort to improve.

5. Our language is part of our culture and we are proud of it. Describe how regretful M. Hamel and
the village elders are for having neglected their native language, French.
Ans: When Berlin ordered that French language would no longer be taught in schools in the French districts
of Alsace and Lorraine, it stirred the otherwise lazy Frenchmen. Suddenly, they all had a strong desire to
learn how to read and write their mother tongue. It was not only the children who went to school but also the
elders of the village who had not studied seriously in their childhood, putting off ‘unimportant’ works to the
next day. The day finally arrived as the last day of French language in the schools. They become serious and
keen to learn as they feel the German would laugh at them for not knowing their own language. They are
ashamed of themselves when the teacher says that this lack of knowledge is the reason for their defeat to the
Germans and asks them to guard their mother tongue as being close to one’s language is the key to escape
from the prison of slavery.

6. “You realise the true value of a thing only on losing it.” Comment on this statement in the light of
the story, The Last Lesson. (SQP 2022-23)
OR
Prussians put a ban on the French language – People realized the importance of holding onto their
mother tongue.
Ans: M Hamel was considered strict and the classes/work given by him were not taken seriously. After the
invasion of France, the French language was banned in schools. The realization that they may never have the
opportunity to learn their mother tongue, French again serves to underscore the importance of the lessons
they received and the role that M. Hamel played in their lives. During the last lesson, Hamel lays stress on
the importance of one’s mother tongue which is a key to freedom from slavery. He even praises their native
language French for being the most beautiful language. The story serves as a reminder of the importance of
cherishing and appreciating the opportunities we have in life, rather than taking them for granted.
EXTRACT QUESTIONS
“M. Hamel went on to 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 book and read us our lesson. I was amazed to see how well I understood it. All
he said seemed so easy, so Easy! “ (QB)
1. Which of the following can be attributed to M. Hamel’s declaration about the French language?
A. subject expertise B. nostalgic pride C. factual accuracy D. patriotic magnification
2. “I was amazed to see how well I understood it.” Select the option that does NOT explain why Franz
found the grammar lesson “easy”.
A. Franz was paying careful attention in class this time. B. M. Hamel was being extremely patient and calm
in his teaching. C. Franz was inspired and had found a new meaning and purpose to learning.
D. Franz had realized that French was the clearest and most logical language.
3. Franz was able to understand the grammar lesson easily because he was
A. receptive. B. appreciative. C. introspective. D. competitive.
4. Read the quotes given below. Choose the option that might best describe M. Hamel’s viewpoint.
(i) Those who know nothing of foreign languages know nothing of their own. – Johann Wolfgang von
Goethe
(ii) Language is the road map of a culture. It tells you where its people come from and where they are going.
– Rita Mae Brown
(iii) A poor man is like a foreigner in his own country. – Ali Ibn Abi Talib
(iv) The greatest propaganda in the world is our mother tongue, that is what we learn as children, and which
we learn unconsciously. That
shapes our perceptions for life. – Marshal McLuhan
A. Option (i) B. Option (ii) C. Option (iii) D. Option (iv)

2. “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.” (QB)
1. Choose the option that might raise a question about M. Hamel’s “faithful service”.
A. When Franz came late, M. Hamel told him that he was about to begin class without him.
B. Franz mentioned how cranky M. Hamel was and his “great ruler rapping on the table”.
C. M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing.
D. M. Hamel permitted villagers to put their children “to work on a farm or at the mills” for some extra
money.
2. Why does the narrator refer to M. Hamel as ‘Poor man!’?
A. He empathizes with M. Hamel as he had to leave the village.
B. He believes that M. Hamel’s “fine Sunday clothes” clearly reflected that he was not rich.
C. He feels sorry for M. Hamel as it was his last French lesson.
D. He thinks that M. Hamel’s patriotism and sense of duty resulted in his poverty.
3. Which of the following idioms might describe the villagers’ act of attending the last lesson most
accurately?
A. ‘Too good to miss’ B. ‘Too little, too late’ C. ‘Too many cooks spoil the broth’ D. ‘Too cool for school’
4. Choose the option that most appropriately fills in the blanks, for the following description of the
given extract.
The villagers and their children sat in class, forging with their old master a (i) _____ togetherness. In that
moment, the class room stood
(ii) _____. It was France itself, and the last French lesson a desperate hope to (iii) ______ to the remnants of
what they had known and
taken for granted. Their own (iv) _______.
A. (i) graceful; (ii) still; (iii) hang on; (iv) country B. (i) bygone; (ii) up; (iii) keep on; (iv) education
C. (i) beautiful; (ii) mesmerised; (iii) carry on; (iv) unity D. (i) forgotten; (ii) transformed; (iii) hold on; (iv)
identity

3. “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. When I passed the town hall there was
a crowd in front of the bulletin-board. For the last two years all our bad news had come from there— the
lost battles, the draft, the orders of the commanding officer — and I thought to myself, without stopping,
“What can be the matter now?” Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who
was there, with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to
your school in plenty of time!”
1. What does the extract say about the narrator’s attitude towards French?
A. French was equally appealing to him as the beauty of nature. B. He attends the lesson out of compulsion.
C. He was eager to receive the French lesson D. He lacked interest in the lesson.
2. What can be inferred about the living condition of the place?
A. Everybody lived in peace and harmony. B. Natives are intimidated by the foreign presence
C. The inhabitants coexisted with external force without qualms
D. There is a sense of uneasiness looming around the environment.

3. Identify the factor that does not serve the purpose of implying the theme.
A. The reference to the bulletin board. B. The presence of Prussian soldiers
C. The description of nature. D. The narrator’s stand on French lesson.
4. Which word from the given extract fits the description?
A person who is learning a trade from a skilled employer, having agreed to work for a fixed period at low
wages”
A. Prussian B. Commanding Officer C. Apprentice D. Sawmill

4. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room
above, packing their trunks! For they must leave the country next day.
1. Who are ‘they’ here?|
A. M. Hamel and his sister. B. Franz C. Villager D. Houser
2. Why is M. Hamel’s heart broken?
A. Because he has to leave the country the next day B. Because of transfer
C. Because of retirement D. Because of a student’s misbehaviour.
3. Why do they have to leave the country?
A. German would be taught in place of French. B. French will be taught now.
C. New languages will be taught. D. He has got a new job.
4. Who is packing the trunks?
A. M. Hamel’s sister B. M. Hamel’s wife C. M. Hamel’s father D.M. Hamel’s servant

5. Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice,
reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!” I
thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.
1. The phrase ‘called after me’ here refers to
A. tease someone. B. shout at
C. request something D. to cause embarrassment
2. Who was called ‘bub’ here ?
A. Franz B. M. Hamel C. Villagers [Link]
3. What has M. Hamel’s little garden been referred to in the extract?
A. His country B. His home C. His garden D. His school
4. Which word in the passage means same as ‘sufficient’?
A. breath B. plenty C. fast D. hurried

6. All at once the church-clock struck twelve. Then the Angelus. At the same moment the trumpets of the
Prussians, returning from drill, sounded under our windows. M. Hamel stood up, very pale, in his chair. I
never saw him look so tall. “My friends,” said he, “I—I—” But something choked him. He could not go on.
Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as
large as he could — “Vive La France!” Then he stopped and leaned his head against the wall, and, without
a word, he made a gesture to us with his hand — “School is dismissed — you may go.”
1. What does ‘Angelus’ refer to?
A. Sound of church bell ringing. B. Roman Catholic prayer.
C. Sound of thanksgiving. D. A prayer sung in a group.
2. What does the trumpets of the Prussians imply?
A. Igniting patriotic fervour B. Playing the band to reduce war stress
C. People of Alsace are now enslaved D. Prussians cheering up the victory over France
3. Why is M. Hamel pale?
A. He feels emotional and heart-broken. B. He is unwell.
C. He is annoyed. D. He doesn’t like the sound of the trumpets.
4. What does Franz mean when he says , ‘”I never saw him look so tall.”
A. M. Hamel had grown physically taller. B. M. Hamel seemed very confident.
C. Franz had developed a lot of respect for M. Hamel. D. Franz looked at his teacher in a different way that
day.

7. But now it was all so still! I had counted on the commotion to get to my desk without being seen; but, of
course, that day everything had to be as quiet as Sunday morning. Through the window I saw my
classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under
his arm.
1. ‘Counted on’ means___________
A. To count numbers B. To depend on C. To borrow D. To think
2. Find a synonym of disturbance- Commotion
3. Why did the narrator want to reach his desk without being seen?
A. He was afraid of the enemy soldiers B. He was afraid of being caught by the teacher
C. He was afraid of his classmates D. He was afraid of his mother
4. Why was everything quiet on a Sunday morning?
It was quiet on a Sunday morning because it was a holiday in the school.
5. State true or False
The statement “M. Hamel walking up and down” means that he was walking on the wall of the
classroom. False