The Last Lesson | Lesson 1 | Prose | English 12th | Flamingo | Summary | Questions | Answers

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The Last Lesson | Lesson 1 | Prose | English 12th | Flamingo | Summary | Questions | Answers

 

Short Summary

"The Last Lesson" by Alphonse Daudet is a short story set during the Franco-Prussian War in the late 19th century. The narrative takes place in a small village in Alsace, a region that has been annexed by Germany. The story follows a young boy named Franz, who is initially uninterested in his French lessons. He is surprised to learn that it will be his last French class, as the German authorities have ordered that all teaching in the region be conducted in German from that point onward. His teacher, Monsieur Hamel, delivers a poignant lesson about the importance of preserving one's language and culture, emphasizing the significance of the French language in the face of foreign occupation. Franz, filled with regret for not valuing his education sooner, becomes deeply moved by the teacher's speech and the emotional farewell of the villagers. The story highlight’s themes of patriotism, cultural identity, and the loss of freedom, portraying the impact of political events on the lives of ordinary people.

Think as you read

(Page No. 7)

1. What was Franz expected to be prepared with for school that day?

Answer: Franz was expected to be prepared with the lesson on participles for school that day. However, he had not studied and feared being scolded by his teacher, M. Hamel.

2. What did Franz notice that was unusual about the school that day?

Answer: Franz noticed that the school was unusually quiet, almost like a Sunday morning. Instead of the usual hustle and bustle, everything was calm. He was also surprised to see that the villagers, including old Hauser, were seated in the classroom, which was highly unusual.

3. What had been put up on the bulletin-board?

Answer: A notice had been put up on the bulletin-board announcing that from then onwards, only German would be taught in the schools of Alsace and Lorraine. The French language was to be banned, as part of the German occupation.

(Page No. 8)

1. What changes did the order from Berlin cause in school that day?

Answer: The order from Berlin, which mandated that only German be taught in the schools of Alsace and Lorraine, brought a profound change in the atmosphere at school. The usually noisy and casual environment was replaced by a sombre and respectful silence. The villagers attended the class to show solidarity and respect for their language. M. Hamel, the teacher, wore his special green coat, frilled shirt, and a black silk cap, attire he usually reserved for important occasions, and delivered a heartfelt lesson on the French language.

2. How did Franz’s feelings about M. Hamel and school change?

Answer: Initially, Franz disliked M. Hamel and saw school as a burden. However, upon realizing it was his last French lesson, his attitude changed dramatically. He developed a sense of regret for not taking his studies seriously and a newfound respect for M. Hamel, who was passionate about teaching and deeply saddened by the imposition of German. Franz also felt a deep connection to the French language, which he had previously taken for granted.

Understanding the Text

1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?

Answer: The realization of how precious the French language is to the people in the story is evident in several moments:

Monsieur Hamel’s Speech: The teacher's farewell speech is filled with emotion and pride for the French language. He stresses how important it is to protect and cherish their language as a symbol of their culture and identity. He says that the French language is worth fighting for and that speaking it is a form of resistance to foreign rule.

The Villagers' Presence in Class: The people who normally stay away from school, like the blacksmith and the old men, attend the last lesson. This shows that they are beginning to understand the importance of preserving their language, and they want to show their respect for the teacher and the language itself in this moment of loss.

Franz’s Regret: Franz, the protagonist, feels deep regret for not valuing his French lessons earlier. He realizes that, with the imposition of German, he will no longer be able to speak his native language freely in school. This regret illustrates the realization of how precious the language was to him and how little he appreciated it before.

This realization happens because, in the face of foreign occupation, the people are forced to confront the loss of something fundamental to their identity. The imposition of German as the language of instruction makes them realize how closely language is tied to their culture, freedom, and sense of belonging.

2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean? (There could be more than one answer.)

Answer: Franz's thought about the pigeons could have several interpretations:

Loss of Identity and Control: Franz is expressing his fear that even the natural world, symbolized by the pigeons, will be forced to conform to the new rules imposed by the Germans. The idea of pigeons "singing in German" suggests that nothing will remain untouched by the foreign influence and that even the simplest, most natural aspects of life will be controlled.

Innocence of Language: Pigeons, being simple creatures that don't speak human languages, represent a world unaffected by human conflicts. Franz’s thought might be a way of expressing how absurd it feels to him that something as pure as nature should be impacted by the war and political changes. It suggests his disbelief that even nature might be forced into conformity with the new rule.

Franz’s Childlike Confusion and Protest: The question could also be a child’s attempt to grasp the absurdity of the situation. To a young boy, the idea of even pigeons being forced to speak German is a way of showing how ridiculous and extreme the situation feels to him. It underscores the confusion and helplessness that comes with the imposition of such drastic changes.

In both cases, Franz’s thought about the pigeons shows his emotional reaction to the cultural suppression he is witnessing.

 

Talking about the Text

1. “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.” Can you think of examples in history where a conquered people had their language taken away from them or had a language imposed on them?

Answer: Throughout history, many conquered or colonized people have faced the suppression or replacement of their native languages:

The Native American Experience: European settlers, particularly in the United States and Canada, often forced Indigenous peoples to abandon their native languages in favor of English or French. This was part of a broader cultural assimilation policy aimed at eradicating native cultures. Native children were sent to boarding schools where they were punished for speaking their languages.

The Franco-Prussian War (as mentioned in "The Last Lesson"): In regions like Alsace and Lorraine, which were annexed by Germany after the war, French was banned in schools and German was imposed as the official language, symbolizing the political domination and the cultural erasure of the French-speaking people.

The Soviet Union: Under Soviet rule, many minority languages in regions like Central Asia, the Caucasus, and Eastern Europe were suppressed or marginalized, with Russian being promoted as the language of unity and governance. Many languages lost their status and began to fade as Russian became the dominant language in education and administration.

Under the Spanish Empire: In places like the Philippines and South America, the Spanish language was imposed on Indigenous peoples, and many native languages were either marginalized or lost.

In all these cases, language became a symbol of oppression, and losing the language meant losing a vital part of the culture, history, and identity of the people.

2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:

Punjabis in Bangalore

Tamilians in Mumbai

Kannadigas in Delhi

Gujaratis in Kolkata

Answer: Linguistic minorities often face challenges in preserving their language, especially when the dominant language is widely used in education, media, and government. However, there are ways they can maintain their language:

Cultural Communities: Linguistic minorities often form tight-knit communities that maintain their language through family conversations, cultural events, festivals, and religious practices. For example, Punjabis in Bangalore or Gujaratis in Kolkata may have community centers, cultural organizations, and temples where their language and culture are celebrated.

Media and Literature: Minority language speakers can maintain their language through the creation of literature, music, television, and radio programs in their native language. In cities like Mumbai and Delhi, Tamilians and Kannadigas have access to Tamil and Kannada media, which helps preserve the language and traditions.

Schools and Education: In some regions, linguistic minorities set up schools or supplementary language classes for children to learn and practice their native language. For example, many Punjabi families in Bangalore might send their children to Punjabi language schools to ensure they remain connected to their roots.

Political Advocacy: Minority language groups may lobby for official recognition of their language and for its inclusion in government services and education. Many cities and states in India have a robust movement for the recognition and preservation of minority languages.

Despite these efforts, the spread of dominant languages often leads to a decline in the number of speakers of minority languages over time. However, continued cultural pride, media presence, and educational initiatives can help these languages survive.

3. Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?

Answer: Yes, it is possible to carry pride in one’s language too far. When linguistic pride crosses into linguistic chauvinism, it becomes harmful. Linguistic chauvinism refers to the belief that one’s language is superior to all others and that people who speak other languages are inferior. This can lead to discrimination against speakers of other languages, the marginalization of minority languages, and even conflict between different linguistic communities.

For example, the imposition of one language on others, or the refusal to recognize the value of minority languages, can lead to resentment and a sense of exclusion. In some extreme cases, this can turn into a form of cultural or ethnic intolerance, as seen in historical instances where speakers of minority languages were treated as inferior or oppressed.

It’s important to celebrate and take pride in one’s language, but it should be done in a way that is inclusive and respectful of other languages and cultures. The goal should be to promote linguistic diversity and mutual respect, rather than elevating one language at the expense of others.

 

Working with Words

1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a world language, For example:

petite – French

kindergarten – German

capital – Latin

democracy – Greek

bazaar – Hindi

Find out the origins of the following words.

Tycoon, barbecue, zero, tulip, veranda, ski, logo, robot, trek, bandicoot

Answer: Origins of the Words

Here are the origins of the listed words:

Tycoon: Japanese (from the word taikun, meaning "great lord" or "prince")

Barbecue: Spanish (from barbacoa, which refers to a framework used for cooking meat)

Zero: Arabic (from sifr, meaning "empty" or "nothing")

Tulip: Turkish (from tulbend, meaning "turban," due to the flower's shape)

Veranda: Portuguese (from veranda, meaning "a balcony" or "porch")

Ski: Norwegian (from skíð, meaning "stick" or "log")

Logo: Greek (from logos, meaning "word" or "speech")

Robot: Czech (from robota, meaning "forced labor" or "drudgery")

Trek: Dutch (from trekken, meaning "to pull" or "to travel")

Bandicoot: Telugu (from pandikoku, meaning "pig rat")

 

2. Notice the underlined words in these sentences and tick the option that best explains their meaning.

(a) “What a thunderclap these words were to me!”

The words were

(i) loud and clear.

(ii) startling and unexpected.

(iii) pleasant and welcome.

Answer: (ii) startling and unexpected

(b) “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”

It is as if they have the key to the prison as long as they

(i) do not lose their language.

(ii) are attached to their language.

(iii) quickly learn the conqueror’s language.

Answer: (i) do not lose their language

(c) Don’t go so fast, you will get to your school in plenty of time.

You will get to your school

(i) very late.

(ii) too early.

(iii) early enough.

Answer: (iii) early enough

(d) I never saw him look so tall.

M. Hamel

(i) had grown physically taller

(ii) seemed very confident

(iii) stood on the chair

Answer: (ii) seemed very confident

 

Noticing Form

Read this sentence

M. Hamel had said that he would question us on participles. In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past”. The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.

Pick out five sentences from the story with this form of the verb and say why this form has been used.

Answer: Here are five sentences from "The Last Lesson" by Alphonse Daudet that use the past perfect verb form, along with an explanation of why it has been used in each case:

1. “I had to open the door and go in.”

Reason: The past perfect "had to" is used here to show that the action of opening the door occurred before the speaker's arrival in the classroom or the beginning of the story. It establishes a sense of sequence in the narrative.

2. “He had said that it was the last lesson.”

Reason: The past perfect "had said" indicates that the teacher’s statement about it being the last lesson happened before the moment of narration in the story. It emphasizes the earlier point in time when this information was given.

3. “I had forgotten all about it.”

Reason: The past perfect "had forgotten" is used to show that Franz's forgetfulness occurred before the specific event being described (the realization of the last French lesson). It underscores the past action before the current realization.

4. “The teacher had been there for a long time.”

Reason: The past perfect "had been" describes the teacher’s presence before the moment of narration, indicating the teacher’s long tenure in the classroom before the day of the last lesson.

5. “I had understood nothing of what he said.”

Reason: The past perfect "had understood" is used to emphasize that the speaker’s failure to understand occurred before the current situation. It conveys that Franz didn't grasp the lesson earlier, leading to his present realization.

In all of these examples, the past perfect is used to establish that one action or event happened earlier than another event in the past, helping to create a clear sequence of events and providing context for the unfolding narrative.

 

Writing

1. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.

Answer: School Bulletin Board Notice:

Notice
Date: 24th December 2024

Annual Sports Day Celebration

We are excited to announce that our school’s Annual Sports Day will be held on 10th January 2025 in the school playground. All students are encouraged to participate in various events, including relay races, long jump, high jump, and tug-of-war. Interested students should register with their class teachers by 31st December 2024. Parents are cordially invited to cheer for the participants. For further details, please contact the Sports Department. Let’s make this event memorable with your enthusiasm and spirit!

Principal

2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.

Answer: Paragraph on Studying Three Languages:

Studying three languages at school is beneficial and broadens a student’s horizons. It enhances cognitive abilities, including problem-solving and multitasking. Learning different languages fosters cultural appreciation and prepares students for a globalized world. However, it can also be overwhelming for some students, leading to stress if the curriculum is not balanced. To make this approach effective, schools should focus on functional proficiency rather than excessive grammar or rote learning. Overall, the ability to communicate in multiple languages is a valuable skill that outweighs the challenges when taught effectively.

3. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.

Answer: Personal Story About Changing an Opinion:

I once disliked spinach, dismissing it as bland and boring. My opinion changed after attending a family dinner where my aunt prepared a delicious spinach quiche. The dish was flavorful, creamy, and nothing like the boiled spinach I had imagined. Curious, I began experimenting with spinach recipes and discovered its versatility and health benefits. This experience taught me to keep an open mind and try things before forming an opinion. Now, spinach is a regular part of my diet, and I appreciate it for its taste and nutritional value.

 

Things to do

1. Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.)

(a) Linguistic human rights

(b) Constitutional guarantees for linguistic minorities in India.

Answer: Linguistic human rights (LHRs) are fundamental rights that ensure individuals and communities can use, maintain, and develop their native languages without discrimination. These rights encompass the freedom to speak one's mother tongue in private and public settings, receive education in that language, and access public services without linguistic barriers. LHRs are crucial for preserving cultural identity, promoting social inclusion, and preventing linguistic discrimination. Internationally, documents like the Universal Declaration of Linguistic Rights advocate for these freedoms, emphasizing that language is integral to human dignity and cultural diversity.

In India, the Constitution provides several safeguards to protect the rights of linguistic minorities:

Article 29: Guarantees any section of citizens with a distinct language, script, or culture the right to conserve the same.

Article 30(1): Grants linguistic minorities the right to establish and administer educational institutions of their choice, ensuring the preservation and promotion of their language and culture.

Article 350A: Mandates the state to provide adequate facilities for instruction in the mother tongue at the primary stage of education for children belonging to linguistic minority groups.

Article 350B: Provides for the appointment of a Special Officer for linguistic minorities to investigate and report on the implementation of constitutional safeguards for linguistic minorities.

These provisions aim to protect India's rich linguistic diversity and ensure that linguistic minorities can preserve their languages and cultural heritage.