Class 12 English Flamingo Chapter 1 – The Last Lesson

Notes on "The Last Lesson"

• Set during the Franco-Prussian War in Alsace and Lorraine, territories taken by Prussia.
• Narrated by a schoolboy named Franz.
• Franz is late for school, worried about a lesson on participles.
• Notices a crowd at the town hall, learns of an important announcement.
• Arrives at school to find an unusual solemn atmosphere.
• Discovers it's his last French lesson as Prussians mandate German-only education.
• Reflects on regret for not taking French seriously before.
• Teacher, M. Hamel, delivers a poignant lesson on the importance of the French language.
• Class engages in grammar and writing exercises, emphasizing the significance of their last French lesson.
• M. Hamel's emotional farewell as he writes "Vive La France!" on the board and dismisses the class.

Questions:

1. Who is the author of "The Last Lesson"?
2. In what historical context is the story set?
3. Describe Franz's feelings as he heads to school that morning.
4. What significance does the town hall bulletin have in the story?
5. How does M. Hamel's appearance differ on the day of the last lesson?
6. What announcement does M. Hamel make to the class?
7. How does Franz feel about his last French lesson?
8. What message does M. Hamel convey about the French language?
9. Describe the atmosphere during the grammar and writing exercises.
10. How does M. Hamel conclude the lesson?

Answers to Questions on "The Last Lesson"

1. The author of "The Last Lesson" is Alphonse Daudet.
2. The story is set in the historical context of the Franco-Prussian War (1870-1871), during which France was defeated by Prussia led by Bismarck. The French districts of Alsace and Lorraine have passed into Prussian hands.
3. Franz feels dread and reluctance as he heads to school that morning. He is worried about being scolded by his teacher, M. Hamel, and is anxious about facing a lesson on participles, which he has not prepared for.
4. The town hall bulletin serves as a source of bad news for the people in the village. It has been the medium for conveying information about lost battles, the draft, and other orders from the commanding officer. In the story, it foreshadows the significant announcement that affects the school and the community.
5. On the day of the last lesson, M. Hamel's appearance differs as he wears his beautiful green coat, frilled shirt, and a little black silk cap embroidered with care. These attire choices are usually reserved for inspection and prize days, indicating the solemnity and importance of the occasion.
6. M. Hamel announces to the class that it will be their last French lesson. He explains that the order has come from Berlin to teach only German in the schools of Alsace and Lorraine, and a new master will take over the next day.
7. Franz feels deeply regretful about his last French lesson. He realizes that he has taken his education for granted and feels sorry for not paying attention and learning his lessons properly. He mourns the loss of the opportunity to continue learning French and feels a sense of loss for his books and his teacher, M. Hamel.
8. M. Hamel conveys the message that the French language is beautiful, clear, and logical. He emphasizes the importance of guarding and preserving the language, as it serves as a key to cultural identity and resistance against oppression. M. Hamel highlights the significance of holding onto one's language, even in the face of adversity.
9. During the grammar and writing exercises, the atmosphere in the classroom is solemn and focused. The students work quietly on their tasks, with the only sound being the scratching of pens over paper. There is a sense of determination and reverence as they engage in their last French lesson.
10. M. Hamel concludes the lesson by writing "Vive La France!" (Long live France!) on the blackboard, expressing his love and loyalty to his country. He then dismisses the class with a silent gesture, signaling the end of their time together and the closure of the school.

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 the preciousness of their language is evident in the reactions of the villagers and Franz himself. The presence of the villagers, including old Hauser with his primer, and their somber demeanor in the classroom alongside the students reflects their shared sense of loss and regret. M. Hamel's emotional farewell speech about the importance of the French language further emphasizes this realization. This sudden understanding occurs because the people of Alsace and Lorraine are faced with the imminent loss of their language and culture due to the Prussian mandate of teaching only German. The impending change forces them to recognize the value of their native language, which they had previously taken for granted.

2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?

Answer :-

Franz's thought about the pigeons singing in German reflects his concern and disbelief at the extent of the language imposition by the Prussians. It symbolizes the fear of losing the essence of their identity and culture, even down to the smallest details like the language of birds. The image of pigeons singing in German underscores the drastic cultural shift imposed by the Prussian occupation, where even natural elements might be expected to conform to the new language mandate. This thought captures Franz's apprehension about the far-reaching consequences of losing their language and heritage.

The Plight of Linguistic Minorities

The plight of a linguistic minority within a state, as the people of Alsace and Lorraine face the imposition of German as the sole language of instruction, highlights the challenges linguistic minorities encounter in preserving their language and cultural identity in the face of dominant linguistic forces.

Ways to Preserve Language and Culture

• Cultural Preservation Efforts: Linguistic minorities can engage in cultural preservation efforts to safeguard their language and heritage by documenting oral traditions, preserving written materials, and promoting cultural events.
• Language Education Programs: Establishing language education programs within the community can help ensure the transmission of the language to younger generations through schools, community centers, and language immersion programs.
• Language Advocacy and Awareness: Linguistic minorities can advocate for the recognition and protection of their language rights within the state, raising awareness about the importance of linguistic diversity and the value of minority languages.
• Cultural Institutions: Creating cultural institutions like language academies or cultural centers can provide resources, support networks, and programming to promote the use and preservation of the language.
• Intergenerational Transmission: Encouraging intergenerational transmission of the language within families and communities is crucial for its survival, with elders passing down language skills, stories, and traditions to younger generations.

Importance of Collective Efforts

By employing these strategies and fostering a strong sense of cultural pride and identity, linguistic minorities can work to keep their language alive despite the challenges posed by dominant linguistic forces. In "The Last Lesson," we see the profound impact of losing one's language and the importance of collective efforts to preserve linguistic heritage for future generations.

Preserving Language and Culture of Linguistic Minorities

Linguistic minorities in a state often face challenges in preserving their language and cultural identity, especially when residing in regions dominated by a different language. Here's how these specific linguistic minorities might keep their language alive:

Punjabis in Bangalore

• Establish Punjabi cultural centers or community organizations to promote Punjabi language and heritage.
• Organize Punjabi language classes for both children and adults to ensure intergenerational transmission.
• Celebrate Punjabi festivals and cultural events to foster a sense of community and pride in Punjabi identity.
• Create Punjabi-language media outlets, such as newspapers, radio stations, and online platforms, to provide opportunities for Punjabi speakers to engage with their language and culture.

Tamilians in Mumbai

• Form Tamil language associations or clubs to organize Tamil language workshops, seminars, and cultural performances.
• Establish Tamil schools or language programs to teach Tamil to Tamilian children and adults.
• Participate in Tamil cultural festivals and events to maintain connections with Tamil culture and traditions.
• Encourage the use of Tamil in daily interactions within the community, such as in social gatherings, businesses, and religious ceremonies.

Kannadigas in Delhi

• Establish Kannada language schools or classes to teach Kannada to Kannadiga children and adults.
• Organize Kannada cultural festivals, music concerts, and theater productions to showcase Kannada arts and traditions.
• Advocate for the inclusion of Kannada language and literature in educational curriculum and public institutions.
• Create online platforms and social media groups for Kannadigas in Delhi to connect, share resources, and promote Kannada language and culture.

Gujaratis in Kolkata

• Establish Gujarati language schools or classes to teach Gujarati language and script to Gujarati-speaking individuals.
• Organize Gujarati cultural events, food festivals, and art exhibitions to celebrate Gujarati culture and heritage.
• Support Gujarati-language media outlets, such as newspapers, magazines, and websites, to provide platforms for Gujarati writers and journalists.
• Collaborate with local institutions and organizations to ensure the inclusion of Gujarati language and culture in community programs and initiatives.

Conclusion

By implementing these strategies, linguistic minorities can actively work to preserve and promote their language and cultural identity within their respective regions, fostering a sense of belonging and pride among their communities.

Linguistic Chauvinism: Understanding the Phenomenon

Yes, it is possible to carry pride in one's language too far, leading to a phenomenon known as linguistic chauvinism. Linguistic chauvinism refers to an excessive and often aggressive belief in the superiority of one's own language over others, accompanied by a disdain or hostility towards other languages or language speakers.

Manifestations of Linguistic Chauvinism

1. Language Supremacy: Linguistic chauvinists may assert that their language is inherently superior to others, viewing it as the only legitimate or worthy language.
2. Language Discrimination: Linguistic chauvinism can lead to discrimination against speakers of other languages, including stigmatization, marginalization, or exclusion from certain social, economic, or political opportunities.
3. Language Nationalism: In extreme cases, linguistic chauvinism may be linked to nationalist or ethnocentric ideologies, where the promotion and preservation of one's own language are prioritized at the expense of linguistic diversity and inclusivity.
4. Language Policy Advocacy: Linguistic chauvinists may advocate for restrictive language policies that prioritize their language at the expense of minority languages, leading to language hegemony and the erosion of linguistic rights.

Promoting Respectful Language Appreciation

While it is natural and important to take pride in one's language and cultural heritage, it is crucial to recognize and respect the diversity of languages and cultures in the world. Excessive pride in one's language, when taken to the extreme of linguistic chauvinism, can fuel division, prejudice, and discrimination, undermining efforts towards mutual understanding, cooperation, and inclusivity. Therefore, it is essential to promote a balanced and respectful appreciation of languages, fostering a spirit of linguistic diversity, tolerance, and cooperation.

Origins of Selected Words

• tycoon: The word "tycoon" originates from the Japanese word "taikun," which means "great lord" or "prince." It was used in English to refer to powerful and influential business leaders or industrialists.
• barbecue: "Barbecue" has its roots in the Caribbean indigenous language Taino. The word "barbacoa" referred to a framework of sticks used for cooking meat over an open fire.
• zero: "Zero" comes from the Arabic word "sifr," which means "empty" or "nothing." It was introduced to Europe by Arab mathematicians and eventually became integral to the decimal numeral system.
• tulip: The word "tulip" is derived from the Turkish word "tülbent," which means "turban." It was named so due to the resemblance of the flower to the shape of a turban.
• veranda: "Veranda" comes from the Hindi word "varanda," which means "enclosure" or "roofed platform." It was adopted into English during the colonial period in India.
• ski: "Ski" originates from the Norwegian word "ski," which means "piece of wood." It refers to the long, narrow pieces of wood used for gliding over snow.
• logo: The term "logo" is derived from the Greek word "logos," which means "word" or "reason." In modern usage, it refers to a symbol or design used to represent a company or organization.
• robot: "Robot" comes from the Czech word "robota," which means "forced labor" or "drudgery." It was first introduced in the play "R.U.R." (Rossum's Universal Robots) by Karel Čapek.
• trek: "Trek" is derived from the Afrikaans word "trek," which means "a journey" or "to pull" or "to travel." It has its origins in the Dutch word "trekken," which has similar meanings.
• bandicoot: The word "bandicoot" originates from the Telugu word "pandikokku," which means "pig-rat" or "pig-weasel." It refers to a type of small marsupial found in Australia and South Asia.

Explanation of Underlined Words

1. “What a thunderclap these words were to me!”

   The words were

   1. loud and clear.
   2. startling and unexpected.
   3. pleasant and welcome.

   Answer: (ii) startling and unexpected.

2. “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

   1. do not lose their language.
   2. are attached to their language.
   3. quickly learn the conqueror’s language.

   Answer: (b) (ii) are attached to their language.

3. “Don’t go so fast, you will get to your school in plenty of time.”

   You will get to your school

   1. very late.
   2. too early.
   3. early enough.

   Answer: (iii) early enough.

4. “I never saw him look so tall.”

   M. Hamel

   1. had grown physically taller
   2. seemed very confident
   3. stood on the chair

   Answer: (b) seemed very confident.

Important Meanings from the Lesson

1. Scolding: Criticizing or reprimanding someone harshly.
   Hindi: डांटना (Dantna)
2. Draft: Compulsory enrollment of individuals into military service.
   Hindi: दाखिला (Dakhila)
3. Bulletin: A brief official statement or announcement published publicly.
   Hindi: समाचार पत्र (Samaachar Patra)
4. Commotion: A state of noisy disturbance or confusion.
   Hindi: हलचल (Halchal)
5. Solemn: Serious, dignified, or earnest in character.
   Hindi: गंभीर (Gambhir)
6. Participles: Verb forms used as adjectives, gerunds, or participial phrases.
   Hindi: सहयोगी (Sahayogi)
7. Enslaved: Held in bondage or servitude; deprived of freedom.
   Hindi: गुलाम (Gulaam)
8. Chirping: Making short, high-pitched sounds like birds.
   Hindi: चहचहाना (Chahchahana)
9. Drilling: Performing military exercises or training.
   Hindi: दस्तक (Dastak)
10. Bustle: Energetic activity and noise, especially in a crowded place.
    Hindi: हलचल (Halchal)
11. Reproach: To express disapproval or disappointment towards someone.
    Hindi: दोष लगाना (Dosh Lagana)
12. Patience: Capacity to accept or tolerate delays, problems, or suffering without becoming annoyed or anxious.
    Hindi: धैर्य (Dhairya)
13. Cranky: Irritable, easily annoyed, or temperamental.
    Hindi: उत्तेजित (Uttejit)
14. Imposed: Forcing something unwelcome or unfamiliar to be accepted or put into place.
    Hindi: थोपना (Thopna)
15. Mandate: An official order or command.
    Hindi: आदेश (Aadesh)
16. Ethnocentric: Evaluating other cultures according to preconceptions originating in the standards and customs of one's own culture.
    Hindi: स्वदेशीय (Swadeshiya)
17. Subjugation: The action of bringing someone or something under domination or control.
    Hindi: अधीनता (Adheenta)
18. Vitality: The state of being strong, active, or energetic.
    Hindi: जीवनशक्ति (Jeevanshakti)
19. Eradicate: To destroy completely; put an end to.
    Hindi: उन्मूलन (Unmoolan)
20. Inclusivity: The practice or policy of providing equal access to opportunities and resources for all people, regardless of background or identity.
    Hindi: समावेश (Samaavesh)
21. Diversity: The state or quality of being different or varied.
    Hindi: विविधता (Vividhta)
22. Assimilation: The process of absorbing or integrating people, ideas, or culture into a wider society or culture.
    Hindi: अनुपस्थिति (Anupshti)
23. Prejudice: Preconceived opinion that is not based on reason or actual experience.
    Hindi: पूर्वाग्रह (Poorvagrah)
24. Discrimination: Unfair treatment of individuals or groups based on characteristics such as race, ethnicity, gender, or religion.
    Hindi: भेदभाव (Bhedbhaav)
25. Tolerance: Willingness to accept or respect opinions, beliefs, or practices that differ from one's own.
    Hindi: सहिष्णुता (Sahishnuta)