THE LAST LESSON

CHAPTER -1

FLAMINGO ( PROSE)

THE LAST LESSON BY ALPHONSE DAUDET.

ABOUT THE AUTHOR

Alphonse Daudet was a French short-story writer and novelist, now remembered chiefly as the author of sentimental
tales of provincial life in south of France. He was born on May 13, 1840 at Nimes in France. He was the son of a silk
manufacturer. In 1849 his father had to sell his factory and move to Lyon. Alphonse wrote his first poem and his first
novel at the age of 14. He died on Dec 16,1897 in Paris ,France.

SUMMARY OF THE CHAPTER

The language of any country is the pride of that country. It not only defines the culture but also tells us about the
people,literature and history of of the country.Language for some people is just the medium of communication but for
others it is the question of life and death.

The Franco-Prussian War or Franco-German War, often referred to in France as the 1870 War[7] (19 July 1870 – 10
May 1871) was a conflict between the Second French Empire and the Kingdom of Prussia. Prussia was aided by the
North German Confederation, of which it was a member, and the South German states of Baden, Württemberg and
Bavaria. The complete Prussian and German victory brought about the final unification of Germany under King
Wilhelm I of Prussia. It also marked the downfall of Napoleon III and the end of the Second French Empire, which
was replaced by the French Third Republic. As part ofthe settlement, the territory of Alsace-Lorraine was taken by
Prussia to become a part of Germany, which it would retain until the end of World War I when it was given back to
France in the Treaty of Versaillesath.

'The Last Lesson' very prominently raises the question of linguistic and cultural hegemony of the colonial and
imperial powers and their lust for controlling the world and influencing their cultures and identities.

The Last Lesson raises the burning question very innocently through the words of little Franz that "Will they make
them sing in German, even the pigeons?" This raises the question of immorality of imposing imperial languages and
cultures on the colonies. The child questions that when even the birds and animals can't be forced to abandon their
language and speak others then what forces the man to think that it would be prudent force other human beings to
forcibly accept any language other than theirs.

The language of a country is not only a medium of communication for the people but also the link for identity, once
the native language is snatched away from the people. It's not only the loss of convenient communicating medium but
also the loss of identity for people for what they have been and what they might become.

When a small child like Franz can think of the irrationality behind snatching away the right of language and identity
from people then why can't the war lords and colonizers understand the fact?

KEY POINTS TO REMEMBER ON THE BASIS OF CHARACTERS AND PLACES DESCRIBED IN THE
CHAPTER.

Franz Notices Changes

• Crowd Gathered
• School quiet
– No sound of desks, lessons, teacher’s ruler.

M. Hamel

– didn’t scold/spoke kindly

– wearing green coat, frilled shirt, black silk cap.
– announced last lesson in French, German to be taught
• Villagers, Hauser, postmaster, others – On back benches.

Franz’s reaction to last lesson in French

• Shocked, realized deficiency in language, Wished-not wasted time.

• felt sorry, repented for wasting time.
• appreciated M.Hamel, accepted him with his faults.
• wanted to impress M.Hamel with knowledge of French.
• Understands presence of villagers
– to thank master
– to show solidarity for country
– repenting for not attending school

M. Hamel made the class realize

• reluctance to learn, postponing learning

• parents sending them to work
• himself sent to water plants
• all to blame for situation
• too late to make amends
• no time to make up for lost time
• Germans will laugh at inability to speak French.

Main Characters
1. M. Hamel

• Sincere French teacher

– knows subject well
• Passionate about French
– considers French-clearest, most beautiful, logical
– feels-key to person’s sense of freedom
– advises to hold on to French
• Proud of being French
– upset by occupation of Alsace by Germans
- attached to town, school, people.
• Hard Task Master
– particular about discipline and learning
– students scared
– last day - exercises on all aspects of language
• Sensitive, Honest
– blames himself for selfishness
– emotional by sound of Prussian soldiers
2. Franz

• Sensitive, Honest
– Blames himself for ignoring lessons
– Wonders if pigeons will coo in German
– Understands feelings of Hauser
• Loves outdoors
– Sunshine, birds, butterflies, collecting bird’s eggs.
• As a student
– repents, good observer, notices changes.
• Empathizes with M. Hamel
– Understands emotions, accepts him with faults
NCERT Questions

Short Questions: ( Intext Questions)

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

Ans. That day Franz was expected to be prepared with participles because M. Hamel had said that he would question
them on participles . Franz did not know anything about participles.

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

Ans. Usually, when school began, there was a great bustle, which could be heard out in the street. But it was all very
still that day. Everything was as quiet as a Sunday morning. There was no opening or closing of desks. His classmates
were already in their places. The teacher’s great ruler instead of rapping on the table, was under M. Hamel’s arm.

What had been put up on the bulletin-board?

For the last two years all the bad news came from the bulletin-board. An order had come from Berlin to teach only
German in the schools of Alsace and Lorraine. The Germans had put up this notice on the Bulletin board.

What change did the order from Berlin cause in the school that day?

Mr. Hamel had put on his best dress – his beautiful green coat, his frilled shirt and the little black silk cap, all
embroidered. The whole school seemed so strange and solemn. On the back benches that were always empty, the
elderly village people were sitting quietly like the kids.

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

Franz came to know that it was the last lesson in French that M. Hamel would give them. From the next day they will
be taught only German. Then he felt sorry for not learning his lessons properly. His books, which seemed a nuisance
and a burden earlier were now old friends. His feelings about M. Hamel also changed. He forgot all about his ruler and
how cranky he was.

UNDERSTANDING THE TEXT

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

Ans. The order from Berlin imposes by German on the French speaking people of Alsace. The order could arouse
patriotic feelings among the people. Suddenly, they realised how precious their language is to them. The people of
Alsace kept a different thinking towards their language but now they developed a different kind of attachment towards
their mother language that is French. M.Hamel goes on to declare that French is the most beautiful language in the
world. It is the dearest and the most logical language. Even the villagers seemed to endorse. M.Hamel saw that
villagers had occupied the last bench of the classroom as it was their own way of showing respect towards their mother
tongue and the teacher which is of course not remained a teacher anymore after the order. Their patriotic feelings unite
all of them for the cause of their language.

Even Franz grows sentimental after he heard saying M.Hamel that this is his last lesson in French Language. He felt
worried for neglecting his lessons. Now he developed a craving for French and the teacher who taught it.
Q Franz thinks, “Will they make them sing in German, even the pigeons ?” What could this means?

Ans. Alphonse Daudet's 'The Last Lesson' very prominently raises the question of linguistic and cultural hegemony of
the colonial and imperial powers and their lust for controlling the world and influencing their cultures and identities.

Prussians acquired the districts of Alsace and Lorraine in Franco-Prussian War , but they were not satisfied with mere
political domination ,they desired to enforce their own language on the people of the defeated nation. They released
the order that from now German would be taught in schools rather than French.

Franz wondered whether they would make even pigeons sing in German. It means that they had grown up using
French as their language and now snatching away their language from them 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, in the same way it is difficult
for people to accept a language which is forcibly imposed on them. Adopting a new language causes pain and
discomfort.

LONG QUESTIONS ( TALKING ABOUT THE TEXT)

Q“When a people are enslaved, as long as they hold fast to their language it is as if they have the keys to their
prison.” What could this mean?

Ans. Language is an important aspect of the culture of any nation. Native language unites the people of a particular
area or nation. During colonization colonizers enforce political domination by exerting their rules and regulation over
the people of colonized nation and enforce cultural domination by imposing their own language on them. In some
cases, colonizers prohibit the teaching of the native language and try to deprive the people of their identity.

In such cases ,when people are attached to their native language, their identity would be kept intact. Their language is
the key to their prison as their language keeps them united against the invaders and urge them to fight against the
enslavement.