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The Last Lesson_Theory

The Last Lesson by Alphonse Daudet is set during the Franco-Prussian War, highlighting the pain of losing the right to one's language and culture. The story revolves around a schoolboy, Franz, and his teacher, M. Hamel, as they face the last French lesson before the imposition of German. It emphasizes the importance of preserving one's mother tongue as a key to freedom and identity.

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Vipul Bulla
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17 views

The Last Lesson_Theory

The Last Lesson by Alphonse Daudet is set during the Franco-Prussian War, highlighting the pain of losing the right to one's language and culture. The story revolves around a schoolboy, Franz, and his teacher, M. Hamel, as they face the last French lesson before the imposition of German. It emphasizes the importance of preserving one's mother tongue as a key to freedom and identity.

Uploaded by

Vipul Bulla
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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CBSE


FLAMINGO - PROSE

LESSON – 1
THE LAST LESSON

Alphonse Daudet (1840-1897) was a French novelist and short-story writer. The Last Lesson is
set in the days of the Franco-Prussian War (1870-1871) in which France was defeated by Prussia led by
Bismarck. Prussia then consisted of what now are the nations of Germany, Poland and parts of Austria.
In this story the French districts of Alsace and Lorraine have passed into Prussian hands.

THEME :

®
The pain that is inflicted on the people of a territory by its conquerors by taking away the right to
study or speak their own language.
SUB-THEME :
Student and teacher attitudes to learning and teaching.
CHARACTERS :
1. Franz – Young and carefree schoolboy.
2. M. Hamel – Strict disciplinarian.
SETTING :
M. Hamel's little garden and school.

HIGHLIGHTS
 Franz started for school very late that morning.
 Franz was afraid of going to school as he did not learn Participles.
 He was tempted to enjoy beauty of nature - the bright sunshine, the birds chirping in the woods,
Prussian soldiers drilling - all this was tempting than rule of participles but resisted.
 He saw a crowd in front of bulletin board.
 Bulletin board gave all bad news for last two years - lost battles, the drafts and orders of the
commanding officers.
 Franz reached M. Hamel's little garden. The changes he noticed in the school:
– Instead of noisy classrooms everything was as quiet as Sunday morning.
– The teacher didn‘t scold him and told him very kindly to go to his seat.
– The teacher dressed in his Sunday best (green coat and frilled shirt).
– Whole school seemed so strange and solemn.
– Surprising Elements – Villagers occupied the last benches - to pay tribute to M. Hamel for
his 40 years of sincere service and also to express their solidarity with France.
 M. Hamel made the announcement that it would be the last French lesson – order has come to
teach only German and new master comes tomorrow – Franz realized what was put up on the
bulletin board.
 Franz realized that he didn‘t know his own mother tongue; regretted why he had not taken his
lessons seriously. He wasted his time in seeking bird's eggs, or going sliding on the Saar.

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English

 Also realized the reason why teacher was dressed in his Sunday best and villagers sitting at the
back (to show the respect for the country and to thank M Hamel).
 M. Hamel realized that all, the children, the parents and he himself were to be blamed for losing
respect and regard for the mother tongue.
 M. Hamel talked about importance of French language – French, the most beautiful, the clearest
and the most logical in the world.
 Always keep the mother tongue close to your heart as it is the key to unlock doors of freedom.
 Atmosphere in class: teacher taught sincerely and patiently, students and others studied with
utmost sincerity. Franz was amazed that he understood everything. They had lesson in writing
and M. Hamel brought new copies for them. Everyone was immersed in their work.
 Franz wondered if Prussians could force pigeons to coo in German.
 M. Hamel sitting motionless – wanted to imprint classroom scene – heart breaking for him.
 Everybody became emotional but M. Hamel heard every lesson to the last.
 M. Hamel stood up and overcome with emotions, could not speak and write on the black board

®
―Long Live France‖ (Vive La France!).
GLOSSARY
Dread - Fear, Fright
Scolding - Admonishing, Rebuking
Tempting - Luring, Enticing
Draft - Compulsory military service
Bub - Buddy, Brother
Frilled - Ruffled, Decorated
Primer - School text, Text book
Reproach - Accuse, Blame
Nuisance - Trouble, Problem
Cranky - Peevish, Irritable
Saar - Name of a river
Hopvine - A creeper
Angelus - A devotional prayer in the morning
Vive La - Long live
KEY LEARNINGS
1. The story highlights the invader's desire to forcefully thrust his language and culture on the
subjugated community.
2. Taking away one's mother tongue and forcing to accept a foreign language is the first step of
colonial aggression.
3. Language is the sole preserver of history, culture and arts of any nation or society.
4. Linguistic chauvinism means carrying pride in one's language too far and a feeling of hatred or
dislike towards other languages.
5. Depriving one of one's language is akin to taking one's identity away.
6. A teacher can change the course of a nation.
7. Language is binding and uniting.
N.B. – These points may prove helpful in framing your answers.

60 E

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