FLAMINGO : A. PROSE ) THE LAST LESSON —alphonse Dawdet | Introduction ‘The Last Lesson’ is set in the days of the Franco-Prussian War, led by Bismarck. Prussia defeated France and the French districts of Alsace and Lorraine passed into Prussian hands. The two protagonists of the story, M. Hamel and Franz are from Alsace. M. Hamel is a French teacher and Franz is one of his students. The story revolves around how the war plays a pivotal role in their lives. Theme The chapter, “The Last Lesson’ covers the themes of patriotism, freedom of language and love for one’s mother tongue. The story stresses on the importance of education and the necessity to respect and learn one’s own language. It also reflects to the unfair practice of linguistic chauvinism ~ refers to an unreasonable pride in one’s own language while disregarding other languages and considering it to be inferior. Main Characters M. Hamel ® = Asincere French teacher © Knew his subject well. = Is passionate about the French language © Considers French the clearest, the most beautiful and the most logical language in the world. © Feels that language is the key to a person's sense of freedom, @ Advises villagers to hold on to French, despite the ban on using the language. = Is proud of being French © Upset and distressed by the occupation of Alsace by the Germans. © Attached to his town, school and people. = Isa hard task master © Particular about discipline. © Emphasises proper learning of the subjects. © The students are scared of him. Literature Text cS aa= An hones and sensitive man @ Shattered by the news of the occupation of Alsace. © AC the arrival of Prussian soldiers, becomes overwhelmed with cmotions and his vice chokes. = Blames himself for being selfish at times © Blames himself for not being sincere and taking holiday or going for fishing. @ Also for making his students run errands for him during class time. Characteristics of M. Hamel: Emotional, hardworking, patriotic, loyal, honest and sensitive Franz Sensitive and innocent @ Blames himself for ignoring his lessons. Worries about the German takeover. = Loves nature Enjoys sunshine, bird watching, and chasing butterflies. = Isconscious of his duties as a student @ Wishes that he had prepared for the class. @ Doesn't like being scolded in the class. = Observant © Notices every little detail on his way to school. © Quick to observe the changes in his surroundings. © Observes M. Hamel’s efforts to control his emotions. Characteristics of Franz: Observant, sensitive, nature-lover, sincere and empathetic (SJummary Franz was a student in Mr Hamel’s class at a school in Alsace, France. The country was nov controlled by the Prussians. One day, a notice came from Berlin informing that French would no longer be used in classrooms. All classes would now be taught in German. Mr Hamel tol his class that this was his last day of teaching. Everyone was surprised and sad. Mr Hamel told the students that they have to study hard and keep their French language alive. He said thati! a country kept its language, only then it could never be enslaved by another country. Franz fl! bad that he had not studied harder. After that, Mr Hamel had his final lessons in the class. 4 the students studied very diligently. They suddenly understood how important learning We ‘As the class came to an end, Mr Hamel looked very sad. Before he dismissed the class, he w10 on the blackboard in very large letters, “Vive La France!” Long live France! idea English (Core)-XilThink as you read 1, What was Franz expected to be prepared with for school that day? [CBSE Delhi 2011) Ans. Franz was expected to be prepared with participles. Mr Hamel had told the class that he would be taking a test on the topic that day 2. What did Franz notice that was unusual about the school that day? Ans. Usually when the school begins, there would be a lot of commotion. But that day, everything was quiet and it appeared to be like a Sunday, but the students were at their places and Mr Hamel was walking up and down with his terrible iron ruler under his arm, 3. What had been put up on the bulletin board? [CBSE Dethi 2011) Ans. The bulletin board notified the general public about an order from Berlin. It stated that only German will be taught to the students in the schools of Alsace and Lorraine. What changes did the order from Berlin cause in school that day? Ans. The order from Berlin brought all the routine hustle-bustle of the school life to a stand- still. The teacher, M. Hamel became more sympathetic to his students and taught his lessons with more patience. The students became more attentive in their classes. The villagers were sitting at the usually empty back benches and had come to show their respect and gratitude to M. Hamel. They regretted not going to school. The order also brought about a great change in people's feelings towards their country and their native language. There was a general sadness about not being able to utilise the opportunities of learning French when it was possible to do so. 5. How did Franz’s feelings about M. Hamel and the school change? [CBSE Delhi 2007] Ans. Franz was shocked when M. Hamel told the students about the order from Berlin and that it was their last French lesson. He forgot about his teacher’s ruler and crankiness. He developed a sudden fondness for M. Hamel, and was disturbed by the idea of never seeing him again. He understood the pain and agony his teacher was undergoing, and became more sympathetic towards his teacher. His school, too, now carried a different meaning. His books and lessons seemed like old friends, whom he couldn't give up. He realised with pain that how much French meant to him and regretted not being attentive in his classes earlier. Suddenly, he felt that the ‘difficult concepts’ had never actually been difficult. = 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? Ans. M. Hamel told the students and the villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and the most logical language in the world. He said that for the enslaved people their native language was the key out of prison. Only then, the people realised the importance of their language. This shows people's love for their own culture, traditions and country. Pride in one’s language reflects pride in the motherland, Literature Texto SRA SS2, Franz thinks, “Will they make them ing in German, even the pigeons?" What could this mean? £ (Al) 2011) Ans. Alphonse Daudet’s ‘The Last Lesson’ very prominently raises the question of ling and cultural hegemony ofthe colonial and imperial powers and their lust for controlling the world and influencing their cultures and identities, Enforcement of German on the defeated nation was a way of realising this. The order to teach German rather than French in schools was released. Franz is flabbergasted on hearing this and understands that this order would deprive him of learning his mother tongue. He also wondered if the pigeons would have to cco in German too. Compelling them to use a foreign language was like snatching away their language from them, which he felt would be unfair and unkind. The language was as natural to them as cooing is to the pigeon. So compulsion to speak another language is like dominating the force of nature and enslaving it. As it is next to impossible to alter the way pigeons sing, the same way, itis difficult for people to accept a language which is forcibly imposed on them. Adopting a new language causes pain and discomfort or This sentence could possibly mean that however hard the authorities try to embed German language in the culture of Alsace and Lorraine, the natural status of French for them, will remain unchanged. French flows in the air and the entire place is full of its effect. Even though they train students in German, the basic mode of communication would remain unchanged like the cooing of the pigeons. Talking about the Text 1. “When 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? Ans. Some examples of the native language taken away from its people and/or imposition of the language of the conqueror are: (a) Portuguese becoming the lingua franca of Angola. () English imposed on the various Celtic people. | (©) Spanish imposed on the Basques and the Catalans. | (d) Turkish imposed on the Kurds. 2. What happens to a linguistic minority in a state? How do you think they can kee? their language alive? For example: Punjabis in Bangalore Tamilians in Mumbai Kannadigas in Delhi Gujaratis in Kolkata Ans. A linguistic minority in a state does not have as much liberty to exercise linguistic skills as the natives of the state. They initially try to learn the jargons in order to cop with the day-to-day activities and finally begin to understand the native language wit! regular interaction. At the workplace and educational organisations, English or the link language helps a lot to cope with the work and learning process. But when it comes understanding the basic norms of the society, in order to socialise, one does face 0" “earaete exam {ea English (Core)-Xilof linguistic barrier during communication Jn form small communities where To keep their language alive, the linguistic minoritie they can celebrate their festivals as per their traditions. Moreover, they can continue to speak their native language at their homes in order to make their children learn the language. People must even try to visit their native places at regular intervals in order to stay close to their roots | 3. Is it possible to carry pride in one’s language too far? Do you know what i chauvinism’ means? Ans. Yes, it is possible to carry pride in one’s language too far if one is fond of one’s own language at the cost of belittling of other languages. Indifference towards other languages is not healthy for any country or democracy like that of India. When the sense of belonging to one’s own language crosses the thin line between ‘pride’ and ‘proud’, it becomes linguistic chauvinism. If people feel good about their language and traditions, they must have tolerance for other languages too. Everybody has the right to follow the religion as well as speak the language as per their choice. inguistic Working with Words Notice the underlined words in these sentences and tick the option that best explains their meanings. (a) “What a thunderclap these words were to me!” The words were (i) loud and clear. (i) startling and unexpected. (iii) pleasant and welcome. () “When 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. (i) are attached to their language. (iii) quickly learn the conqueror’s language (©) Don't go so fast, you will get to your school in plenty of time. You will get to your school @ very late. (ii) too early. (iii) early enough. (d) I never saw him look so tall. M. Hamel ( had grown physically taller. (ii) seemed very confident. (ii) stood on the chair. Ans. (a) (ii) startling and unexpected. (0) (i) are attached to their language. (©) Gi) early enough. (d) (ii) seemed very confident. Literature TextoReference to Context Read the extracts given below and answer the questions that follow by choosing the corres (6 Marks each, y and spending the day out of doors. It was warm, so bright! The birds were chirping at the edge of the woods; and in the ope, field back of the sawmill the Prussian soldiers were drilling. It was all much mor tempting than the rule for participles, but I had the strength (o resist, and hurried of 1, Fora moment I thought of running av to school. (a) Who is ‘I’ in the above lines? () M. Hamel (ii) Franz (iii) Soldier (iv) Poor man (6) “For a moment I thought of running away and spending the day out of doors’ Why did he think so? (® Because he was late for school (ii) Because he did not prepare anything for the test (ii) Because he was afraid of M. Hamel's scolding (iv) All of these (©) What was more tempting than the rule for participles? (i) Chirping of birds (ii) Drilling by Prussian soldiers (ii) Warm and bright day (jv) All of these (@) What were the Prussian soldiers doing? ( Drilling in the open field back of the sawmill (ii) Chirping at the edge of the woods (ii) Drilling in the open field back of the sand-mill (iv) Both () and (i) In which of the following sentence has the word ‘drilling’ been used in the same context as in the extract? (@ The windows vibrated all day from the sound of drilling. | (i) Our days often began with military drilling. (iii) After drilling for several weeks, they finally struck oil. (jv) They're drilling a new tunnel under the Thames. (f) Explain, ‘I had the strength to resist’. (i) The narrator had the patience to fight with the Prussians. (i) The narrator had the courage to learn his mother tongue. ©) (ii) The narrator had the courage to overcome his temptations. (jv) Both (i) and (ii) Ans. (a) (i), (b) (iv), (©) Gv), @) @, (€) @), () (iit) 2. Then, as I hurried by as fast as I could go, the blacksmith, Watcher, who was ther with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; yo"! get to your school in plenty of time!” eemmmndigfmcamices English (Core)-X1(a) Who was reading the bulleti () M. Hamel (ii) Franz (i) Blacksmith (iv) Soldier (6) Why was ‘I’ ina hurry? ()) Because he was late for school (i) Because an order came from Berlin (ii) Because he was not prepared for the test (@v) Both (i) and (ii) (©) Why did Blacksmith say, “Don’t go so fast, bub; you will get to your school in plenty of time!” () Because he was mal ng fun of him (ii) Because he was worried about him (uit) Because he knew it was M. Hamels last lesson, so he won't scold (iv) None of these (d) Which word from the following means the same as ‘amateur’? () Hurried (ii) Apprentice (iii) Bub (iv) Watcher (©) Pick out the words from those given below to draw the character of Franz. (1) Courageous (2) Fun loving (3) Dawdler (4) Negligent (5) Studious (6) Respectful @ (1), (2), (8) & (4) (i) (2), (3), (4) & (6) (ai) (1), (3), (4) & (5) (iv) (3), (4), (5) & (6) (/) Identify the tone in which Blacksmith si your school in plenty of time!” “Don’t go so fast, bub; you will get to Depressive (ii) Sarcastic (ii) Humorous (iv) Cheerful Ans. (a) (iti), (b) (i), (0 Git), @) Gi), © G), DW 3. While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “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.” (a) “My children, this is the last lesson I shall give you.” Why did M. Hamel say so? (i) Because of the notice that came from Berlin which stated that French would no longer be used in classrooms (ii) Because M. Hamel was retiring (i) Because of the notice that came from Berlin which stated that German would no longer be used in classrooms (iv) None of these Literature Text obama(6) What was the tone of M. Hamel? (i) Grave (ii) Friendly (it) Gentle (iv) Both @) and (iii) (c) Why did M. Hamel want everyone to be attentive? () Because he was a very strict and disciplined teacher (it) Because this the last lesson he would give to the class Git) Because he was retiring (iv) None of these (@) Which word from the following is the antonym of ‘afoot’? (i) Attentive (ii) Mounted (ii) Gentle (iv) None of these (e) Where is the speaker at this moment? (i) School (ii) Outdoor (ii) Berlin (iv) Home (). Which part of speech do the words ‘grave’ and ‘gentle’ belong to? (i) Adverb and adjective (ii) Adverb and adverb (iii) Adjective and adjective (iv) Adjective and adverb Ans. (2) (i), (b) (iv). (€) (i), (d) (i, (&) D, (PD Gi) 4. Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind jus how everything looked in that little school room. Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that. (a) What was the speaker doing? (i) The speaker was doing his lesson in writing. (ii) The speaker was doing his lesson in running fast (iii) The speaker was wondering. (iv) The speaker was lost in his thoughts. (6) What had been same for the past forty years? (i) The garden outside the window (ii) Class in front of him (ai) Blackboard at the back (iv) Both (i) and (i) (c) What was he doing while sitting motionless in his chair? (i) Gazing at everything that was present in the room (ii) Wondering about it all (iii) Sitting just like that (iv) Waiting for his turn (d) Which word from the following means the same as ‘steadfast’? (i) Gazing (ii) Fancy (iii) Motionless (iv) None of these (©) What does M. Hamel’s motionless posture reflect? (i) The school is dismissed (ii) Sense of finality ons xaT des English (Core)-XIl(i) Changing order of life (iv) Feeling of nostalgia () “Fix in his mind” means the same as: @) attach to the mind (i) store it in one’s memory (it) draw it in the mind (iv) stick it to one's mind Ans. (a) (1), (b) Gx), (©) (), @) itt), (0) Gi), () Gi) 5. 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. (a) Who are ‘they’ in the above lines? () M. Hamel and village people (ii) M. Hamel and his sister (iii) M. Hamel and students (iv) M. Hamel and the poor man (6) Why do they have to leave the country? (#) Because a notice came from Berlin that French would no longer be used in classrooms (ii) Because he doesn't want to live in France (iii) Because he got a new job in another country (iv) None of these (6) Who is packing the trunks? () M. Hamel (i) M. Hamel’s sister (iii) M. Hamel’s students (iv) None of these (@) M. Hamel’s sister was moving about in the room above: () to pack their trunks (ii) to leave the country the next day (iii) both of these (iv) none of these (€) Whose heart was broken? () Blacksmith Watcher (ii) Little Franz (ii) M. Hamel (iv) Old Hauser (f) What was the reason behind the broken heart? (® The idea of leaving a place after living there for 40 years has broken M. Hamel’s heart. (ii) The idea of M. Hamel leaving has broken the heart of Old Hauser. (iii) The idea of the Germans taking over Alsace and Lorraine has broken Franz's heart. (iv) The idea of not teaching his students properly has broken M. Hamel’s heart. Ans. (2) (ii), (6) (i), (0) (ii), (4) (iii), (@) (it), () @ 6. 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. (CBSE Question Bank) Literature Textb BREA(a) Why does the narrator refer to M. Hamel as ‘Poor mant!”? (1) He empathises with M, Hamel as he had to leave the village (ii) He believes that M. Hamel’s “fine Sunday clothes” clearly reflected that he wa not rich. (iit) He feels sorry for M. Hamel as it was his last French lesson, (f) He thinks that M, Hamet's patriotism and sense of duty resulted in his poveny (6) Which of the following idioms might describe the villagers’ act of attending the ast lesson most accurately? () "Too good to miss’ (ii) ‘Too little, too late" (ii) “Too many cooks spoil the broth’ (iv) “Too cool for school’ (c) Choose the option that might raise a question about M. Hamel’s “faithful service” () When Franz came late, M. Hamel told him that he was about to begin clas, without him, Gi) Franz mentioned how cranky M. Hamel was and his “great ruler rapping on the table”, (iii) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing, (iv) M. Hamel permitted villagers put their children “to work on a farm or at the mills” for some extra money (@) 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 mastera a) togetherness. In that moment, the class room stood (2) It was France itself, and the last French lesson a desperate hope to (3) to the remnants of what they had known and taken for granted. Their ova @ (1) graceful; (2) still; (3) hang on; (4) country Gi) (1) bygone; (2) up; (3) keep on; (4) education (iii) (1) beautiful; (2) mesmerised; (3) carry on; (4) unity (iv) (1) forgotten; (2) transformed; (3) hold on; (4) identity () Why had the villagers gathered in the school? () To bid farewell to M. Hamel (ii) To thank M. Hamel for his 40 years of meritorious service (iii) To regret for not learning their mother tongue seriously (iv) All of these (f) Who was showing respect to the country? (i) M. Hamel (ii) The old men of the village (iii) Franz and his classmates (iv) The Prussians Ans. (a) (iii), (0) (i), (©) (i), (4) (iv), (@) (iv), () Gi) 7. M. Hamel went on to talk about the French language, saying that it was the mos! beautiful language in the world ~ the clearest, the most logical; that we must gua‘ it among us and never forget it, because when a people are enslaved, as long as the! -semr88/axamiice English (Core)-Xtl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 sce how well I understood it. All he said seemed so easy, so easy! (CBSE Question Bank) (2) Which of the following can be attributed to M. Hamel’s declaration about the French language? () Subject expert (1) Nostalgic pride (ii) Factual accuracy (wv) Patriotic magnification (b) Read the quotes given below. Choose the option that might best describe M. Hamel’s viewpoint. (1) Those who know nothing of foreign languages know nothing of their own. ~ Johann Wolfgang von Goethe (2) Language is the road map of a culture. It tells you where its people come from and where they are going. - Rita Mae Brown (3) A poor man is like a foreigner in his own country. — Ali Ibn Abi Talib (4) 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 (i) Option (1) (ii) Option (2) (iii) Option (3) (iv) Option (4) (0) “I was amazed to see how well I understood it.” Select the option that DOES NOT explain why Franz found the grammar lesson “easy”. (i) Franz was paying careful attention in class this time. (ii) M. Hamel was being extremely patient and calm in his teaching. (ii) Franz was inspired and had found a new meaning and purpose to learning. (iv) Franz had realised that French was the clearest and most logical language (d) Franz was able to understand the grammar lesson easily because he was: @ receptive (a) appreciative (iii) introspective (iv) competitive () What was the advice given by the teacher to everyone? (i) To respect their mother tongue (ii) To bury their mother tongue (it) Both (i) and (i) (iv) Neither (i) nor (i) (f) What, according to M. Hamel, is the ‘key to their prison’? (i) One's mother tongue (i) Brotherhood (ii) Being educated (iv) Supporting the Prussians Ans. (a) (iv), (b) (ii), (c) @) @) @, &) OO Literature Textb BEAns. Ans. Ans. Ans. Ans. How was the scene in the school, on the morning of the last lesson, different from tha on other days? [CBSE Delhi 2008; (Al) 2015) OR How was M. Hamel’s class different the day Franz went late to school? (CBSE (Al) 2008, Generally, there would be a great bustle, closing and shutting of desks, lessons repeated loudly in unison, rapping of the teachers’ ruler on the table, all of which could be heard out in the street. But that day everything was quite different. There was no noise. All were seated already, Franz walked in late and M. Hamel let him in calmly. He then noticed that his sir was dressed in his best clothes and there were the elders of the village seated at the back of the class. It was a bit later that Franz realised why the day was different. It was their last French lesson. How does M. Hamel pay a tribute to the French language? [CBSE (AI) 2008} OR What did M. Hamel tell them about the French language? What did he ask them todo and why? [CBSE Dethi 2011, 20130, M. Hamel went on to talk about French language. He said that it was the most beautiful language in the world. It was the clearest and the most logical of all languages. He asked the people to guard it among themselves and never forget it. As long as people ‘hold fas. to their language, they have key to their prison.’ One order from Berlin changed the scenario of the school. Comment. The order from Berlin led to the announcement that French would not be taught anymore, and instead, German would be taught by a new master. This was to be their last French lesson. The class was quiet, as if it was a Sunday morning, with no hustle and bustle. The teacher, M. Hamel was patient and calm but inwardly emotional. He was in his special clothes. The sad villagers were sitting on the last benches like the other students and the teacher explained the last lesson very patiently. “What a thunderclap these words were to me!” Which were the words that shocked and surprised little Franz? [CBSE Dethi 2010; (Al) 2011] M. Hamel said, “My children, this is the last French lesson I shall give you. The ordet has come from Berlin to teach only German in the schools of Alsace and Lorraine The new master will come tomorrow. This is your last French lesson. 1 want you tobe attentive”. These words by his teacher were a thunderclap for Franz. Who did M. Hamel blame for the neglect of learning on the part of boys like Franz? [CBSE Delhi 201!) M. Hamel blamed the parents for the neglect of learning the French language as the) engaged the boys in farm work, He also blamed himselfto some extent as he too assign! the work of gardening to boys like Franz. He also gave them a holiday whenever bt wanted to go for fishing. seceago/axamtides English (Core}-Xil6, “This is your last French lesson.” How did Franz react (o this declaration of M. Hamel? [CBSE Dethi 2010) OR How did Franz react to the declaration that it was their last French lesson? [CBSE Dethi 2013) Ans. The announcement made by M. Hamel left a great impact not only on Franz but also ‘on all the other citizens. nz was shocked to hear that M. Hamel was leaving and that it was his last lesson. He realised that he would not be able to read and speak his own mother tongue and regretied his lack of interest and carelessness. - How did M. Hamel say farewell to his students and the people of the town? (CBSE (Al) 2012) Ans. M. Hamel looked very pale and tall when he stood up in his chair. All the students were quiet. The village people—old Hauser, the former Mayor, the former postmaster and several others were present in the schoolroom. The teacher told the villagers that French was the most beautiful language in the world. He ended the lesson by writing Vive La France on the blackboard. He made a gesture with his hand to indicate that the school is dismissed and students could go home. 8. Why had the bulletin board become a centre of attention during the last two years? (CBSE Delhi 2010) Ans. Forthe past two years, the news of ost battles, the drafi and the orders of the commanding officer were displayed on the bulletin board, People thronged the bulletin board to read all this information. This was the reason why it had become a centre of attention. What was tempting Franz to keep away from school ‘that morning’? [CBSE Delhi 2010C] Ans. Franz was supposed to learn participles as part of his schoolwork, which he had not done. Therefore, he was afraid of being scolded by M. Hamel. Also, he wanted to spend the day outdoors as it was warm and bright. The sight of the chirping birds and the Prussian soldiers drilling appealed to him more than the rules of participles. 10. What was unusual about M. Hamel’s dress and behaviour on the day of his last French lesson? [CBSE Delhi 2010C) Ans. Whenever Franz arrived late, he was met by an angry teacher. This time however, he was astounded when he was welcomed by a kind and polite M. Hamel. This was quite contrary to his nature. Moreover, he was dressed in his best clothes, a beautiful green coat, frilled shirt and an embroidered black silk cap, which he wore only on inspection and prize days. 11. Why had M. Hamel put on his fine Sunday clothes? Why were the old men of the village sitting there in the back of the classroom? OR Who occupied the back benches in the classroom on the day of the last lesson? Why? (CBSE Delhi 2015) Ans. The back benches were occupied by the people of the village. Old Hauser, who had his three cornered hat, the former Mayor, the former post master, and several other elders, They had come to express their respect and regard for M. Hamel and sorrow that he had to leave from their midst. Given that this was his last lesson, M. Hamel was also dressed in his fine Sunday clothes that he only wore on inspection or prize days. Literature Textb oS gam ¥12. Ans. 13. Ans. 14. Ans. 15. Ans. 16. Ans. 17; Ans. 18. Ans. 19. Ans. How did Franz perform when his turn came to recite? How did M. Hamel react? Franz's name was called and he sked to recite, Despite his best efforts, he gor mixed up on the first words. He stood there holding on to his. desk. His heart beat fas, And he did not dare to look up. M. Hamel told him in a polite tone that he would neq ¢ French. Many others in Alsace shared his fate because of procrastination. He said that every one had a grea deal to reproach themselves with. be scolded as he was not the only one who neglected le amel blame the parents ing of French? “We've all a great deal to reproach ourselves Why did M. and himself too for not showing due attention and care to the lea M. Hamel did not hold Franz completely responsible for neglecting the learning of French. Most people of Alsace only pretended to be Frenchmen. But they could neither speak nor write their own language. The parents were not anxious to have them learn. They preferred to put children on a farm or at the mills to earn a litle more money. He even held himself responsible as he often sent his students to water his flowers instead of learning their lessons. He also used to give them a holiday whenever he wanted to go for fishing. What does M. Hamel say about French language? What did he urge upon his students and villagers to do? M. Hamel talked at length about the French language. He considered French to be the most beautiful language in the world. It was the clearest and the most logical language too He urged his students and villagers to guard it among themselves and reminded then never to forget it. How does M. Hamel prove to be an ideal teacher? [CBSE Sample Paper 2015] M. Hamel brings home the message of importance of love for the mother tongue and patriotism. He explains things well and asks students to continue learning French even when he is gone. Hence, he proves to be an ideal teacher. How was M. Hamel dressed differently that day? Why? [CBSE Sample Paper 2015) M. Hamel wore a green coat, frilled shirt and black silk cap to the class. He announced that it was their last lesson in French and that German will be taught in the school in the future. He was proud of being French and was upset by occupation of Alsace by Germans. He was very attached to the town, the school and its people. ‘What had the narrator counted on to enter the school unnoticed? [CBSE Delhi 2010) ‘The teacher's rap of the ruler, the banging of the desks, and the lessons repeated would be so loud that it could be heard in the street. The author thought this background noise would be a shield and he could enter the school unnoticed. Why were the elders of the village sitting in the classroom? [CBSE Paper, 2014) “The elders of the village came to the classroom to attend the last lesson of French in the school as a mark of respect to the French teacher, M. Hamel, who had been teaching there for the last forty years. These elders had not studied well, and could not read a! write in their mother tongue, and so, as it was the last opportunity for them, they cat!€ to attend the class. How-did Franz react to the declaration that it was their last French lesson? [CBSE Paper, 2013] Franz was shocked and sad when he heard this news. Suddenly, he developed a likité ‘scummmarg2/axamices English (Core)-XI!20. Ans. 21. Ans. 22. Ans. 23. 24, Ans. 25. Ans. for his language and was keen to learn French, He was remorseful for not learning well in the past and was sad that his teacher, Mr Hamel would go away. ‘To him, his books had become old friends whom he was not ready to part with What did Franz wonder about when he entered the class that day? [CBSE Delhi, SET 111 2017) He wondered why the classroom was still with no great bustle, the sound of desks opening and closing, lessons being repeated in unison, and M. Hamel’s great ruler rapping on the table, were all absent that day. Why was Franz not scolded for reaching the school late that day? (CBSE Delhi, SET I, 2017} Franz was not scolded that day as the situation was different than the other days. It was the last lesson by M. Hamel, who has taught French for forty years there. He regretted neglecting his classes earlier and wanted to compensate on the last day, before he left How were the parents and M. Hamel responsible for the children’s neglect of the French language? [CBSE, (Al) SET I, 2017} Parents were never keen or anxious to make their children learn French. They rather made them work in the fields or mills. Mr Hamel also lacked sincerity as he made the children water his garden during class hours or dismissed his class when he wanted to go for fishing. “We've all a great deal to reproach ourselves with”, said M. Hamel. Refer to the context and explain what he wanted to convey to his students. [CBSE, Sample Paper, 2019) M. Hamel wanted to convey to his students that still no loss has caused. If they desire, they can doa lot. Further, he advised them to move on and not to look back. He boosted the morale of his students by saying that though they have themselves to blame for not attending the school, and he himself had to blame and disgrace himself for giving unnecessary holidays to students, he still hoped that they could mend their ways. If this had been M. Hamel’s first lesson, how do you think the school experience of the students might have been impacted? (CBSE Question Bank) If this has been M. Hamels first lesson, then the students would not have given such a respectful response to the teacher as well as their mother tongue. They would have been ignorant about the importance of the school, the teacher and the French language. At 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? (CBSE Question Bank) 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 that learning our mother tongue is our prime responsibility. We have not done this duty sincerely. As a result, Prussians have imposed their language on us. I saw in my last lesson that you were greatly hurt. 1 appeal to you not to lose hope and keep making efforts to learn French. ti What is ‘linguistic chauvinism’? Analyse the order from Berlin in this light. How do you justify M. Hamel’s views about French and the new-found love of the people towards their language? Literature TextboBkemyig3 maAns. Ans. Ans. ommacaigg | kit vying pride in one’s language too far leads to ‘linguistic chauvinism’. We can analyse the order from Berlin in this light. It is nothing but a pure example of linguistic chauvinism. The imposition of German language over the French-speaking population can’t be justified at all. It is the worst kind of colonialism. M. Hamels love for French is genuine. The shocking order from Berlin arouses patriotic feelings in him. He loves French and believes it to be the most beautiful language in the world. He calls it the clearest and the most logical language too. He regrets that the people of Alsace did not pay much heed to the learning of this great language. He asks the people to safeguard it among themselves. It is the key to their unity and freedom. The people of Alsace, particularly the village elders, suddenly realise how precious their language is to them. Students like Franz too are not immune to patriotic feelings Franz feels sorry for neglecting the learning of French. He hates the idea of German language being imposed on them. He remarks sarcastically, “Will they make them sing in German, even the pigeons?” The last lesson was so impactful that it helped to revive the love for the language among the people of Alsace: How can you estimate M. Hamel as a man with a ruler and as a man with a gesture? OR How does M. Hamel prove to be an ideal teacher? In‘The Last Lesson’, Alphonse Daudet presents M. Hamel's character with due sympathy and respect. Initially, he is presented in the mould of a traditional schoolmaster. He carried his terrible ruler under his arm, Everyone could hear the rapping of the ‘great ruler’ on the table even outside in the street. Franz reminds us ‘how cranky’ M. Hamel was. The students used to dread their schoolmaster. Franz was scared of being scolded as he had not prepared his lesson on participles. For a moment, he even thought of running away from school. Mr Hamel was a hard task master. He maintained discipline in the class. The other side of Mr Hamel’s character is seen after the order from Berlin came. He had been transformed now. He became soft and gentle towards his students He didn’t scold Franz for coming late. He did not even use his ruler when little Franz got mixed up and confused when his turn to recite came. He declared that it was his last lesson in French as from the next day German would be taught in the schools of Lorraine and Alsace. He would leave the next day. A new teacher would come in his place. He also wore his best dress in honour of the last lesson. M. Hamel was given respect not only by his students but even by the village elders. He was completely dedicated to the cause of teaching. He had been teaching for forty yea" in the same school. The village elders came to pay their respect to such a loyal teacher Write a character sketch of Franz. Franz was a student ofa school in Alsace. His schoolmaster was M. Hamel. Franz was not very keen in learning French. He enjoyed spending time outdoors. He liked the war and bright day, and loved to listen to the chirping of the birds and watching the dling of the Prussian soldiers. He preferred this instead of being in the classroom. He didnt bother to prepare his lesson on participles. When he was asked to recite, he got mixed up and confused. He was not excited to go to school and did not show any interest in M Hamels teaching. But he was scared of M. Hamel's scolding, He always dreaded the gre! ruler that M. Hamel kept under his arm. Franz knew how ‘cranky’ M, Hamel was. However, Franz was forced to change his opinion about M. Hamel. An order came fro" Berlin pronouncing that German language would be taught in the schools of French districts of Alsace and Lorraine. On knowing that it was the last lesson that Mr Hamel was going to deliver, his views about him changed. He started respecting the man wh lea English (Core)-Xl!had spent forty years in the same school. He felt sorry for not learning French. He shared M. Hamel’s views about French, It was indeed the most beautiful language in the world. Franz sarcastically remarked, “Will they make them sing in German, even the pigeons?” After the last lesson, his views about French took a patriotic turn. He listened to M. Hamel’s last lesson with rapt attention and dignity, and regretted having been careless and inattentive 4. Our native language is part of our culture and we are proud of it. How does the presence of village elders in the classroom and M. Hamel’s last lesson show their love for French? (CBSE (Al) 2016} OR 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. [CBSE Delhi 2016] Ans, M. Hamel told the students and villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and the most logical language in the world. He said that for the enslaved people, their language was their key out of prison. Only then the people realised the importance of their language. This shows people's love for their own culture, traditions, and country. Pride in one’s language reflects pride in motherland. When Franz jumbled while it was his turn to answer, M. Hamel expresses regret at the poor state of the language among the folks of Alsace. He regrets the fact that everyone chose to procrastinate. Also, he felt that the parents preferred their children to work in the farms for that extra income. He worried that the Germans would ridicule them for being incapable of speaking and writing their language. He blames everyone including himself for being careless, lazy and lackadaisical (unenthusiastic and lack of determination). 5. Everybody during the last lesson is filled with regret. Comment. [CBSE (AI) 2015] Ans. Everybody during the last lesson is filled with regret. There was a general sadness about not being able to utilise the opportunities of learning French when it was easily accessible, Franz wished that he had attended classes more often and regretted not being attentive in his classes earlier. He suddenly found his lessons more interesting and easy. The villagers, who were sitting at the usually empty back benches and had come to show their respect and gratitude to M. Hamel, regretted not going to school more than they did. The order also brought about a great change in the feelings of the people towards their country and their native language. M. Hamel regretted sending his students to water his flowers instead of learning their lessons. He also regretted giving holiday to students whenever he wanted to go for fishing. 6. What changes did the narrator find in the school when the order from Berlin came? [CBSE (AI) 2008) Ans. The order from Berlin prohibited teaching of French in the schools of Alsace and Lorraine. Instead, German was to be taught in the schools. Franz was late for school that day. He noticed that the hustle and bustle was missing. There was no opening and closing of desks, no repetition of lessons or rapping of the teacher's ruler on the table that could be heard. It was all very quiet and still. Franz was further surprised because, instead of meeting an angry teacher, welcomed by a kind and polite teacher, who was dressed in his best clothe: green coat, frilled shirt, and an embroidered silk cap, he was 1 s, a beautiful which he wore only on inspection Uterature Texto B/S mSand prize days. The back benches were occupied by the village people who never came to school, as they were more concerned about their livelihood. He was further astounded to know that M, Hamel was going to teach his last lesson that day. 7. Justify the title of the story, “The Last Lesson’, Ans. The title of the story, “The Last L s self-revealing. The whole story revolves aroune the tile, The beginning of the story serves as preparation for it. The title also conveys central theme of the story—the fact that sometimes even the most precious things in ony lives are taken for granted. The people of Alsace never gave much importance to ther mother tongue, French. They did not even insist their children to pay any attention 1» their language. They did not encourage regular attendance of their children in Freneh classes, They preferred their children to work and earn, instead of studying. The order from Prussians made them realise the importance of their mother tongue. So they attended M, Hamels last lesson, altogether. Thus, the title, “The Last Lesson’ is justified 8. Write a character sketch of M. Hamel as a teacher. Ans. M. Hamel was a true French man who has been teaching French in the districts of Alsace and Lorraine for forty years. He loved his profession and was proud of his language French. He had a deep sense of respect for his mother tongue. He considered French to be the most beautiful language of the world. As a teacher, he was very particular and strict in imparting knowledge to his students. When France was overtaken by Prussians, he was depressed because French was banned from being taught in the schools. While taking his last lesson, he tried his best to remain calm and composed. His sorrow was evident in the way he was sitting in the class while his students were completing their writing assignment. He felt tormented at the fact that people had become indifferent io learning French and appealed them to keep their language alive. He was a true patriot He believed that mother tongue is a means of holding one’s identity and self-respect. Ai the end of his last lesson, he writes ‘Vive La France!’ on the blackboard. This shows his love and concern for the people and the language of his country. 9. ‘The Last Lesson’ shows'that people suddenly realised how precious their language was to them. Comment. [CBSE, Board Exam, Code-1/3/2, 2019] ‘Ans. When the order from Berlin arrived implementing the teaching of only German in schools of Alsace and Lorraine, it aroused a patriotic zeal within the residents of the districts. They suddenly found themselves wanting to hold onto their beautiful native language, that is, French. For his last lesson, teacher M. Hamel dressed in his Sunday clothes and taught with utmost clarity and patience. He called French the most beautiful, logical and clear language, and urged everyone to safeguard it as their ‘key to the prison’. Little Franz, felt sorry for not learning his lessons. His old books now fet like old friends and priced possessions. He even started liking M. Hamel. Even village people came to show their gratitude by sitting on the back benches. Everyone regretted having procrastinated the need to learn their native language. 10. Though tempted by the bright day, Franz stated that he had “the strength to resist and hurried off to school.” As the story progresses, the reader realises that Frans M. Hamel and the villagers would perhaps need “the strength to resist” much large" forces. Discuss how the story provides strategies for resistance and protection of one’s identity and community through its events and characters. Provide relevant textv!! details to support your argument. (CBSE Question Bank) Ans. The story is mainly based on resistance and protection of one’s identity and communi through protecting their native language. In the opening lines of the story, we see thi despite being tempted by the bright day and the beauty of nature, Franz decides x96 /2xam0 lea English (Core)-XI!go to school, Later on, we come to know that the Germans had captured the cities of Alsace and Lorraine, and the teaching of French would be stopped and German would be implemented. Franz, M Hamel and the villagers require the strength to resist the c chauvinism of Germans and retain their own identity, M Hamel provides us strategy as he says, “When people are enslaved, as long as they hold fast to their language, it is as if they had the key to their prison ATi BST Sut ial Reference to Context Read the extracts given below and answer the questions that follow by choosing the correct option. 1. Buthe had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies chanted their ba, be, bi, bo, bu. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry. (a) Who is ‘he’ here? (@ M. Hamel Gi) Franz (iii) Old man (iv) Soldier (6) What did they have after the lesson in writing? @ History Gi) Grammar (iii) Both () and Gi) (iv) Neither (i) nor (ii) () Which of the following word is the synonym of ‘wobble’? (i) Trembled (ii) Emotion (iii) Courage (iv) Chanted (d) “You could see that he, too, was crying”. Who was crying? (i) M. Hamel (ii) Franz (iii) Old Hauser (jv) Author (e) What made Franz laugh? (@ Leaving of his teacher (i) Old Hauser’s spelling the letters (ii) Prussian soldier's drilling (iv) Encroachment of Prussian soldiers (f) The scene in the classroom was: () humorous (i) emotional (iii) grief-stricken (iv) tragic 2. 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. Literature Texto a{a) What happened when the church-clock struck twelve? () M. Hamel stood up. (ji) Angelus sound could be heard. (iii) Both @ and (i) (iv) Neither (i) nor (ii) (6) What had the speaker never seen? () That M. Hamel looks so tall (i) That M. Hamel has put on Sunday clothes (iii) M. Hamel's chair (iv) None of these (c) How was M. Hamel looking? (i) Active (ii) Handsome (iii) Weak (iv) Pale (@ Which word from the following is the antonym of ‘radiate’? (@) Angelus (i) Pale (iii) Drill (iv) None of these () What is Angelus? (i) A prayer offered by Roman Catholics (ii) A prayer offered by Germans (ii) A prayer offered by everyone (iv) None of these (f) What does ‘look tall’ signify? (@ To look to the future with worry and despair (ii) To be mindful what the situation is going to be like in future (ii) To look out of the window and see the tall Prussians doing drill (iw) Symbolic of the pride M. Hamel has and feels for the language he teaches Short Answer Questions (40-50 Words) 1. Why were some elderly persons occupying the back benches that day? 9. How did M. Hamel say farewell to his students and the people of the town? 3. Why is the order from Berlin called a thunderclap by Franz? 4. Why was M. Hamel kind to Franz even though he was late for school? 5. What shows M. Hamel's love for the French language? Long Answer Questions (120-150 Words) 1. “When people are enslaved as long as they hold fast to their language, itis as if they had the key to their prison.” Justify the statement. 9. The attitude of Franz towards school as well as M. Hamel changes when he comes 0 know about the takeover of his village by the Prussians. Do you agree? Discuss wil reference to the “The Last Lesson’. tment aka idea Entish (Core) Xi