Class 12 English Flamingo "The Last Lesson"
Think As You Read -
1 . What was Franz expected to
be prepared with for school
that day?
Answer - In "The Last Lesson" by Alphonse Daudet, Franz was expected to be prepared with his French grammar lesson for school that day. This expectation is mentioned early in the story when Franz 's sister reminds him to go to school and not to loiter around the village.
2 . What did Franz notice that was
unusual about the school that
day?
Answer- In "The Last Lesson" by Alphonse Daudet, Franz noticed something unusual about the school that day: the schoolyard was empty, and there was complete silence. Typically, the schoolyard would be bustling with noise and activity as students arrived for the day's lessons. This absence of activity struck Franz as odd and signaled that something unusual was happening.
3 . What had been put up on the
bulletin-board?
Answer- In "The Last Lesson" by Alphonse Daudet, the bulletin-board at the school had been put up with a notice written in large letters. The notice announced that, starting that day, only German would be taught in the schools of Alsace and Lorraine, the regions where the story takes place. This notice marked the beginning of the German occupation and the imposition of the German language on the French-speaking population of the region.
1. What changes did the order
from Berlin cause in school
that day?
Answer- The order from Berlin caused significant changes in the school that day:
Language Instruction: The primary change was the directive that only German would be taught in the schools of Alsace and Lorraine. This meant that French, which had been the language of instruction, would no longer be taught in the schools.
Impact on Students and Teachers: Both students and teachers were affected by this change. Students who were accustomed to learning in French would now have to adjust to learning in German. Similarly, teachers who had been teaching in French would now be required to teach in German.
Shock and Disbelief : The order caused shock and disbelief among the students and teachers. It was a sudden and unexpected change that disrupted the normal routine of the school and had far-reaching implications for the students' education and cultural identity.
Emotional Response: The emotional impact of the order was profound, particularly for the protagonist, Franz, and his classmates. They realized that they were losing not just their language but also a part of their cultural heritage.
Overall, the order from Berlin brought about a significant and disruptive change in the school, affecting both the language of instruction and the cultural identity of the students and teachers.
2. How did Franz’s feelings about
M. Hamel and school change?
Answer- In "The Last Lesson" by Alphonse Daudet, Franz's feelings about M. Hamel and school undergo a transformation throughout the story:
Initial Dislike: At the beginning of the story, Franz harbors feelings of dislike and resentment towards M. Hamel, his teacher, and towards school in general. He sees M. Hamel as strict and unapproachable, and he views school as a place of drudgery and punishment.
Realization of Importance: As the story progresses and Franz learns about the order from Berlin that only German will be taught in the schools, he begins to realize the importance of his education and the role of M. Hamel as his teacher. He understands that he had taken his French education for granted and now regrets not paying more attention in class.
Appreciation for M. Hamel: Franz's feelings towards M. Hamel evolve into appreciation and respect as he witnesses the teacher's dedication and love for the French language and culture. He recognizes M. Hamel's efforts to impart knowledge to his students, even under the threat of losing their language.
Regret and Remorse: Towards the end of the story, Franz feels regret and remorse for not valuing his education and for not appreciating M. Hamel sooner. He wishes he had paid more attention in class and had shown more respect to his teacher.
Overall, Franz's feelings about M. Hamel and school change from dislike and indifference to appreciation and regret as he comes to understand the importance of education and cultural heritage in the face of adversity.
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?
In "The Last Lesson" by Alphonse Daudet, the people suddenly realize the preciousness of their language due to a series of events. The story is set in Alsace and Lorraine during the Franco-Prussian War, where the region's inhabitants are caught between conflicting loyalties to France and Germany. The protagonist, a young boy named Franz, attends school where French is taught by Monsieur Hamel, a dedicated teacher.
The pivotal moment occurs when the Prussian authorities decree that from that day forward, only German will be taught in the schools of Alsace and Lorraine. This decree shocks and saddens the people, including Franz, who had taken their French language for granted. Franz's realization of the significance of his language is reflected in his thoughts and actions throughout the story:
1. **Monsieur Hamel's Last Lesson**: When Franz attends school on the day of the decree, he expects Monsieur Hamel to reprimand him for being late, but instead finds the classroom filled with adults silently listening to the teacher. Monsieur Hamel announces that it is their last lesson in French and expresses regret for not appreciating the language sooner. This solemn moment emphasizes the importance of the French language to the community.
2. **Franz's Reflections**: Franz reflects on how he had previously viewed learning French as a burden and often skipped school to go fishing. However, the realization that he may never have the chance to learn French again fills him with regret and a newfound appreciation for his language and culture.
3. **Community Reaction**: The reaction of the adults in the classroom, who gather to witness Monsieur Hamel's last lesson, demonstrates the collective realization of the value of their language. Many of them, like Franz, had taken their language for granted until faced with its imminent loss.
This sudden realization of the preciousness of their language happens due to the threat of its loss. The decree by the Prussian authorities serves as a catalyst for the community to recognize the significance of their language as an integral part of their identity and heritage. The story underscores the idea that the imposition of a foreign language can awaken a deeper appreciation for one's own language and culture, even in those who had previously taken them for granted.
2. Franz thinks, “Will they make them sing in German, even the
pigeons?” What could this mean?
Answer- In "The Last Lesson" by Alphonse Daudet, the line "Will they make them sing in German, even the pigeons?" reflects the apprehension and sense of loss experienced by the protagonist, Franz, as he contemplates the impact of the German occupation on his daily life and surroundings.
This line suggests the fear and uncertainty felt by Franz about the forced imposition of the German language and culture on the people of Alsace and Lorraine, including even the smallest aspects of daily life. Franz wonders if the occupying authorities will go so far as to dictate the language spoken by pigeons, symbolizing the pervasive reach of the German influence and the loss of French identity and culture in the region.
Overall, this line highlights the broader theme of cultural oppression and the struggle to preserve one's language and heritage in the face of external forces, as portrayed throughout the story.
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 - Certainly, the quote you provided from Alphonse Daudet's "The Last Lesson" touches upon a poignant aspect of cultural oppression throughout history. Here are a few examples:
Colonialism: During the era of European colonialism, many indigenous peoples in Africa, Asia, and the Americas were subjected to linguistic imperialism. European powers often imposed their languages upon the native populations, either through force or through the establishment of educational systems that favoured the colonizer's language over the indigenous languages. For instance, the British imposed English in India, the French imposed French in parts of Africa and Southeast Asia, and the Spanish imposed Spanish in Latin America.
Native American Boarding Schools: In the United States and Canada, Native American children were forcibly removed from their families and placed in boarding schools where they were forbidden from speaking their native languages. The goal was to assimilate them into Euro-American culture, often at the expense of their indigenous identities. This led to the loss of many indigenous languages and cultural practices.
Cultural Revolution in China: During Mao Zedong's Cultural Revolution in China, there was a concerted effort to suppress traditional culture and language in favour of Communist ideology. Schools were ordered to teach primarily in Mandarin, and many local dialects and minority languages were discouraged or banned altogether. This policy aimed to homogenize the population linguistically and culturally.
Russification in the Russian Empire and Soviet Union: Throughout its history, the Russian Empire and later the Soviet Union implemented policies aimed at Russifying minority ethnic groups within its borders. This often involved suppressing or even outlawing minority languages and promoting Russian as the primary language of education, administration, and culture. This policy was particularly harsh during periods of intense centralization and cultural repression, such as under Joseph Stalin's regime.
OR
Certainly, here are some historical examples where conquered people had their languages suppressed or replaced:
Roman Empire: The Roman Empire often imposed Latin upon conquered territories as the language of administration, education, and culture. Local languages were marginalized or suppressed over time, leading to the widespread adoption of Latin across much of Europe.
Norman Conquest of England: After the Norman Conquest in 1066, French became the language of the nobility and administration in England, displacing Old English. Although English eventually re-emerged as the dominant language, this period significantly influenced the English language, adding many French-derived words and changing its structure.
Spanish Conquest of the Americas: Spanish conquistadors imposed Spanish as the dominant language in the territories they colonized in the Americas. Indigenous languages were often suppressed, and native peoples were forced to learn Spanish in schools and adopt it for administrative purposes.
Japanese Occupation of Korea: During the Japanese occupation of Korea from 1910 to 1945, the Japanese government implemented policies to suppress the Korean language and promote Japanese as the primary language of education and administration. Korean language and cultural expressions were restricted, and many Koreans were forced to adopt Japanese names.
Soviet Russification: The Soviet Union imposed Russian as the dominant language in its republics, often at the expense of local languages and cultures. Non-Russian ethnic groups faced pressure to assimilate linguistically and culturally, with many minority languages being suppressed or marginalized in favour of Russian.
Tibet under Chinese rule: Following the Chinese occupation of Tibet in the 1950s, the Chinese government implemented policies aimed at promoting Mandarin Chinese and suppressing the Tibetan language. Tibetan language education was limited, and government documents and media were primarily in Mandarin, leading to concerns about the erosion of Tibetan cultural identity.
In each of these examples, the conquering powers sought to exert control over the conquered people by imposing their own language and suppressing indigenous languages. This often had far-reaching consequences for cultural identity, linguistic diversity, and social cohesion within the conquered territories.
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 - In "The Last Lesson" by Alphonse Daudet, the story focuses on the loss of language and cultural identity faced by the people of Alsace and Lorraine, who were annexed by Germany during the Franco-Prussian War. While this specific context may not directly relate to the linguistic minorities you've mentioned in modern-day cities, there are parallels in the challenges faced by linguistic minorities in preserving their languages and cultural identities.
In general, linguistic minorities in a state may face assimilation pressures, discrimination, and marginalization due to the dominance of the majority language and culture. This can lead to a gradual erosion of their language and cultural practices over time.
To keep their language alive, linguistic minorities can employ various strategies, drawing inspiration from the themes explored in "The Last Lesson":
Cultural Associations: Forming cultural associations or community organizations dedicated to preserving and promoting the minority language and culture can provide a platform for collective action and advocacy.
Language Education: Establishing language schools, classes, or cultural centers where members of the linguistic minority can learn and pass on their language to younger generations is crucial for language revitalization.
Cultural Events: Organizing cultural events, festivals, and celebrations that showcase the language, traditions, and heritage of the community helps foster a sense of pride and belonging among its members.
Media and Publications: Supporting the creation and dissemination of media content, such as newspapers, magazines, radio programs, and online platforms, in the minority language helps keep it alive and accessible to speakers.
Intercommunity Dialogue: Facilitating dialogue and collaboration with other linguistic communities and mainstream society can promote mutual understanding and appreciation, as well as create opportunities for cultural exchange and support.
Advocacy and Policy: Engaging in advocacy efforts to raise awareness about the importance of linguistic diversity and to influence language policies at various levels of government can help safeguard the rights of linguistic minorities.
By employing these strategies and fostering a strong sense of identity and solidarity, linguistic minorities like Punjabis in Bangalore, Tamilians in Mumbai, Kannadigas in Delhi, and Gujarati's in Kolkata can work towards preserving and revitalizing their languages and cultural heritage in the face of challenges.
3. Is it possible to carry pride in one’s language too far?
Do you know what ‘linguistic chauvinism’ means?
Answer - In "The Last Lesson" by Alphonse Daudet, the concept of linguistic pride is explored through the lens of the French language and its importance to the characters in the story. While pride in one's language can be a positive and empowering sentiment, it can also be taken to extremes, leading to linguistic chauvinism.
Linguistic chauvinism refers to an excessive and often aggressive belief in the superiority of one's own language and culture over others. It can manifest in various ways, including dismissing or denigrating other languages, cultures, or dialects, promoting linguistic purity at the expense of linguistic diversity, and excluding or discriminating against speakers of minority languages.
In the context of "The Last Lesson," the order from Berlin to replace French with German as the language of instruction highlights the tension between linguistic pride and linguistic chauvinism. The French-speaking population of Alsace and Lorraine, including the protagonist Franz, feel a deep attachment to their language and culture, leading them to resist the imposition of Germanization. However, this pride in their language can sometimes lead to hostility or disdain towards the German language and its speakers, reflecting elements of linguistic chauvinism.
Ultimately, while it is natural and healthy to take pride in one's language and cultural heritage, it is important to recognize and respect the diversity of languages and cultures that exist in the world. Linguistic chauvinism, on the other hand, can contribute to division, prejudice, and conflict, undermining the principles of tolerance, understanding, and inclusivity.
Working with words-
1. Find out the origins of the following words.
Answer -
Tycoon: This word originated in Japan, where it was initially used to refer to the shogun's highest military commander. It entered the English language in the mid-19th century and came to refer to a wealthy and powerful businessperson or industrialist.
Barbecue: The word "barbecue" has its origins in the Caribbean, specifically from the Taino indigenous peoples' language. The Taino word "barabicu" referred to a framework of sticks used for cooking meat over a fire. The term was later adopted into Spanish as "barbacoa" and then entered English in the 17th century.
Zero: The word "zero" ultimately comes from the Arabic word "sifr," which means "empty" or "nothing." It was through the Arabic scholars and mathematicians that the concept and symbol for zero were introduced to Europe, where it was eventually adopted into various languages.
Tulip: The word "tulip" originated from the Turkish word "tülbent," which means "muslin" or "gauze." It is believed to have been applied to the flower due to its resemblance to the turbans worn by Turkish people.
Veranda: This word comes from the Portuguese word "varanda," which originally referred to a railing or balustrade. It was later adopted into English, where it came to refer to a roofed platform along the outside of a building, often with a railing.
Ski: The word "ski" comes from the Old Norse word "skíð," which means "stick of wood" or "ski." The Norse were early practitioners of skiing, and the word was later adopted into various languages.
Logo: The word "logo" is derived from the Greek word "logos," which means "word," "speech," or "reason." In modern usage, a logo refers to a symbol, design, or emblem that represents a company or organization.
Robot: The word "robot" was coined by Czech playwright Karel Čapek in his play "R.U.R." (Rossum's Universal Robots), which premiered in 1920. The word comes from the Czech word "robota," which means "forced labor" or "drudgery."
Trek: The word "trek" comes from Afrikaans, which is derived from Dutch. In Afrikaans, "trek" means "a journey" or "a migration." The term was used to describe the migrations of Boers (Dutch settlers) in South Africa during the 19th century.
Bandicoot: The word "bandicoot" comes from the Telugu word "pandikokku," which means "pig-rat" or "pig-like." Bandicoots are small marsupials native to Australia and nearby islands.
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.
(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.
(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.
(d) I never saw him look so tall.
M. Hamel
(i) had grown physically taller (ii) seemed very confident (ii) stood on the chair
Answer -
(a) - (ii) startling and unexpected.
(b)- (ii) are attached to their language.
(c)- (iii) early enough.
(d) - (a) had grown physically taller
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 tense, along with explanations of why this form has been used:
1. "The day before, they had taken away our books..."
- The past perfect tense "had taken" is used here to indicate an action that occurred before another past action. In this case, the action of taking away the books occurred before the events narrated in the story.
2. "M. Hamel had said that he would question us on participles."
- Similar to the explanation provided in the prompt, the past perfect tense "had said" is used to indicate that M. Hamel's statement about questioning the students on participles occurred before the events described in the story.
3. "I wished with all my heart that I had learned them; but I hadn't, and I was just turning red..."
- The past perfect tense "had learned" is used here to indicate a wish or regret about a past action that did not happen. The action of learning participles did not occur, and the regret is expressed in the past perfect tense.
4. "Ah, how well I remember it, that last lesson!"
- The past perfect tense "had remember" is used here to indicate that the act of remembering occurred before the events narrated in the story. The narrator is reflecting on a past memory.
5. "The men were talking together in low tones, with their backs to us."
- The past perfect tense "were talking" is used here to describe an ongoing action that occurred before another past action. In this case, the action of the men talking together occurred before the narrator and the other students observed them.
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 Logo]
Notice
Date: [Insert Date]
Subject: Reminder - Submission of Annual Project Reports
Dear Students,
This is a gentle reminder regarding the submission of Annual Project Reports. As per the academic calendar, all students are required to submit their completed project reports to the respective subject teachers by [Insert Deadline Date].
The project reports should be neatly compiled and organized, containing the following details:
- Title of the Project
- Objective and Scope
- Methodology and Approach
- Findings and Analysis
- Conclusion and Recommendations
- References and Citations (if applicable)
Please ensure that your project reports adhere to the formatting guidelines provided by your subject teachers. Late submissions will not be entertained, and it may result in a deduction of marks.
For any queries or assistance regarding the project report submission, feel free to approach your subject teachers or the academic office.
Thank you for your cooperation.
Best regards,
[Your Name]
[Your Position/Designation]
[School Name]
2. Write a paragraph of about 100 words arguing for or against
having to study three languages at school.
Answer - Studying three languages at school offers numerous benefits, both practical and cognitive. Firstly, it enhances cultural understanding and promotes global communication, crucial skills in our interconnected world. Additionally, learning multiple languages boosts cognitive abilities such as problem-solving, multitasking, and memory retention. Exposure to diverse linguistic structures and vocabulary enriches students' linguistic skills and provides a competitive edge in the job market. However, the time and effort required to master three languages may overwhelm some students, potentially leading to burnout or neglect of other subjects. Therefore, while the benefits are substantial, the implementation of such a curriculum should consider individual student needs and capabilities.
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