INDIAN SCHOOL SOHAR

Department of English
Worksheet 2

Topic: Flamingo: Chapter 1- The Last Lesson

Name of the Student: _______________ Date: ___________
Roll No: __________ Class: XII C

ABOUT THE AUTHOR

Alphonse Daudet, ( 1840- 1897) French short-story writer and novelist, now
remembered chiefly as the author of sentimental tales of provincial life in the
south of France. Formerly, a schoolteacher, he quit it to make a living as a
journalist in Paris.

INTRODUCTION:
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 the country. Language for some people is just the medium of
communication but for others it is the question of life and death.

'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. It 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 to force other human beings to accept any language
other than theirs.

THEME

1. LINGUISTIC CHAUVINISM AND CULTURAL IDENTITY:

 The story questions imposing one language on others.
 Language defines identity, respect, and freedom.
2. VALUE OF EDUCATION AND LEARNING:
 Education is taken for granted.
 Losing language highlights the importance of learning.
3. NATIONAL PRIDE AND FREEDOM:
 Prussian rule impacts language and identity.
 Appreciate what’s lost; language matters.
 Hegemony of the imperial and colonial powers.
 Language: an asset more, so in times of crisis next
 Fear, shame, and agony of losing freedom of learning and using mother tongue
LITERARY DEVICES:

 As quiet as Sunday morning - Simile

 As fast as I could - simile
 Up and down - Antithesis
 Terrible iron ruler - Transferred Epithet
 School seemed so strange - Sibilance & Metonymy
 Thunderclap - Metaphor
 Wretches - Metaphor
 Old friends - Metaphor
 And, without one mistake? - Rhetorical question
 Alsace, she puts off - Personification
 Onomatopoeia: Bah, Cooed, Ah
 You are not the worst - Litotes
 Language is the key - Metaphor
 Almost as if the poor-Simile
 So easy, so easy - Repetition
 Put it all into our heads-Synecdoche
 Like little flags-Simile
 Fish-hooks, as if that was French-Simile
 Will they make them sing in German, even the pigeons?-Rhetorical Question
 School is dismissed-Synecdoche

What does The Last Lesson symbolize?

The Last Lesson is a story by Alphonse Daudet that depicts the situation of the French people under the Prussia
n occupation of Alsace-Lorraine. The story symbolizes the following themes:

1. The importance of language as a cultural identity and a source of pride.

The French language is threatened by the Prussian order to teach only German in the schools. M. Hamel,
the French teacher, gives his last lesson in French and urges his students and villagers to cherish their la
nguage and resist the foreign domination.

2. The regret of wasting time and opportunities.

Franz, the narrator, realizes how much he has neglected his studies and how much he loves his teacher a
nd his language. He wishes he had paid more attention and learned more from M. Hamel. The villagers a
lso feel sorry for not attending the school more often and supporting their teacher.

3. The power of education and patriotism. The classroom becomes a symbol of the power of education and t
he spirit of resistance. M. Hamel teaches not only the French grammar and history, but also the values of freed
om and loyalty. He writes “Vive la France!” on the blackboard as a final message of defiance and hope.
VALUE POINTS:

 Franz is afraid of going to school as he is late and also has not learnt participles.
 He wants to enjoy beauty of nature. The bright sunshine, the birds chirruping in the woods, Prussian
soldiers drilling but resisted.
 Bulletin board: all bad news, lost battles, the drafts, and orders of the commanding officers:
wondered what it could be now.
 The changes he noticed in the school.
 Instead of noisy classrooms everything was as quiet as Sunday morning
 The teacher does not scold him and told him very kindly to go to his seat
 The teacher dressed in his Sunday best.
 Villagers occupying the last benches
 To pay tribute to M. Hamel for his 40 years of sincere service and also to express their solidarity
with France.
 Hamel making the announcement that that would be the last French lesson; realizes that was what
was put up on the bulletin board.
 Franz realizes that he does not know his own mother tongue
 Regretted why he had not taken his lessons seriously.
 Also realizes the reason why teacher was dressed in his Sunday best and villagers sitting at the back.
 Hamel realizes that all three, the children , the parents and he himself are to be blamed for losing
respect and regard for the mother tongue.
 Always keep the mother tongue close to your heart as it is the key to the prison of slavery.
 Atmosphere in class: teacher teaching sincerely and patiently, students and others studying with
utmost sincerity.
 Franz wonders sarcastically if Prussians could force pigeons to coo in German.
 Hamel overcome with emotions could not speak and wrote on the black board “Long Live France”.

I. Extract based questions:

1. Reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of
time!” I thought he was making fun of me and reached M. Hamel’s little garden all out of breath.
A. Who was reading the bulletin & with whom?
(i) M. Hamel with his pupils
(ii) Mr. Hauser with the former postmaster
(iii) Mr. Watcher with his apprentice
(iv) Franz alone
B. Identify the tone in which the speaker said the words, “Don’t go so fast, bub; you’ll get to
your school in plenty of time!”.
(i) sarcastic
(ii) humorous
(iii) depressive
(iv) cheerful
C. Choose the most appropriate option with reference to the following statements.
Statement 1. The speaker was out of breath when he reached M Hamel’ s garden.
Statement 2. He was being chased by a ferocious dog.
(i) Both the statements are true
(ii) Statement 1 is true, statement 2 is wrong
(iii) Neither of the statements is true
(iv) Statement 1 is wrong, statement 2 is right
D. The speaker was in a hurry to ….
(i) read the bulletin board
(ii) to escape from a ferocious dog
(iii) to water the garden of his teacher, M Hamel
(iv) to reach his school
I. SHORT ANSWER QUESTIONS IN 30-40 WORDS:

1. What changes did the order from Berlin cause in the s

The order from Berlin directed schools in the districts of Alsace and Lorraine in France to teach
German instead of French.

1. Quietness: The school and all other things were quiet like Sunday Morning.
2. Solemn Atmosphere: The whole school seemed very strange and solemn.
3. M. Hamel’s Attire: M. Hamel had put on his finest dress which he wore only on inspection a
nd prize days of school.
4. Villagers’ Attendance: The villagers came and sat silently on the back benches in the school r
oom.
5. Emotional Impact: It upset all the students and their teacher. All the schools of Alsace and Lo
rraine would teach German and the new master would come the next day. For the students, th
is would be their last lesson.

2. How did Franz react to the declaration that it was their last French lesson?

 Shock: Franz was shocked when M. Hamel announced that it was their last French lesson.
 Regret: He felt a great sense of remorse and regretted not taking his French education more s
eriously while he still had the chance.
 Fondness for M. Hamel: Franz developed a sudden fondness for M. Hamel and was disturbed
by the idea of being separated from him forever.
 Understanding: The announcement made Franz understand why there was a crowd at the bull
etin board, why the village people had come to school, why the teacher was dressed in his Su
nday best, and why there was sadness and silence in the school.

3. Why were the elders of the village sitting in the classroom?

1. Respect: The elders attended the last French lesson out of respect for their language and cultu
re & the teacher.
2. Solidarity: Their presence was a show of solidarity with the teacher and the students.
3. Protest: It was a silent form of protest against the imposition of the German language.
4. Realization: It was a belated realization of the importance of their language, which they had t
aken for granted.

4. Why was Franz tempted to play truant from school?

The French Teacher M Hamel was going to ask questions on participles which Franz had not prepared.
To avoid being scolded he was tempted to play truant from school and spend the day out doors in a
pleasurable manner.

5. What was unusual about the school that Franz noticed when he entered the school?
As Franz entered the school he noticed the unusual silence as if it was a Sunday morning. No noise of
lesson chanting, no noise of opening and closing of desk drawers. All students were already in class.
The French teacher was wearing the special dress which he would usually wear only on special occasions
like prize ceremonies etc. The back benches were occupied by the villagers.
6. What reasons did M Hamel give for their lack of interest in learning French?
The lack of interest in learning French was due to the parents who wanted their children to work in the
farm or mill to earn; due to the students who were reluctant to learn and often put off the lesson for the
next day and due to himself as he asked them to water the flowers and gave them off when he had to go
for fishing.

7. Why were some elderly persons occupying the back benches that day?
The order had come from Berlin to stop teaching French in the schools of Alsace and Lorraine and for
German to be taught instead. In the last French lesson, the elderly were seen occupying the last benches
as a mark of respect for M.Hamel who had taught there for forty years. They sat there as they wished to
have gone to school more regularly. They also wanted to pay tribute to their country and
mother tongue.

8. Write a brief character sketch of M. Hamel?

M. Hamel was taken as a strict teacher. Students were afraid of his iron ruler. He was a very sincere and
dedicated teacher who served for forty long years in his service as a teacher to the village in Alsace.
When he got the notice to vacate his place to make space for the new German teacher, he was totally
broken. He remained sad and nostalgic during his final class as he loved his country very much. This
changed his behavior; he behaved rather very politely and patiently. When Franz was not able to say his
lesson correctly, instead of scolding him he just made him understand the relevance of learning the
mother tongue. He preached to everyone present in the class that important things should never been
postponed. He regretted the fact that learning of French was never given any importance.

ANSWER IN DETAIL:
1. Franz thinks, “Will they make them sing in German, even the pigeons?”. Comment.
The Last Lesson is set in the days of the Franco-Prussian War. It depicts how, after defeating France in
the War, the Prussians wanted to take over not only the French territory but also rule over the minds of
the people of France. So an order received from Berlin declared that the French language was no longer
to be taught in the schools of Alsace and Lorraine and was to be replaced by the German language. This
news came as a shock to the French people. Franz, too, felt extremely sad at being deprived of learning
his own language. He wondered at such tyranny where man tried to enslave the minds of other men after
capturing their territories. During his last French lesson, when Franz hears the pigeons cooing, he
wonders if they too would be forced by the Prussians to sing in German. He fails to see any reason for
man’s domination over man where, if given a choice, man would not hesitate to master his control even
over the forces of nature and its beings.
1. Symbolism: Pigeons often symbolize peace and freedom. Here, they could represent the peop
le of Alsace and Lorraine, who are losing their freedom to speak their own language.
2. Fear of Cultural Erasure: Franz’s question reflects his fear that the imposition of the German
language will erase their local culture and identity, to the extent that even the birds will have
to ‘sing’ in German.
3. Hyperbole: This is an exaggerated statement used to highlight the extent of the changes being
imposed by the new rule.
4. Resistance: It also subtly hints at resistance, as it’s impossible to change the natural ‘languag
e’ of the pigeons, just as it’s impossible to erase one’s native language and culture completel
y.
2. The people in this story suddenly realize how precious their language is to them. What shows you this?
Why does this happen?
1. M. Hamel’s Speech: M. Hamel’s emotional speech about the French language and its import
ance to their identity and culture makes the villagers realize the value of their language.
2. Villagers’ Attendance: The villagers, who usually didn’t attend school, came to attend the las
t lesson. This shows their newfound appreciation for their language.
3. Franz’s Regret: Franz, who usually hated school, felt a sudden pang of regret for not studying
when he had the chance. This shows his realization of the importance of his language.
4. Why This Happens: This sudden realization happens because of the order from Berlin that Fr
ench will no longer be taught in schools. The threat of losing their language made them realize it
s importance. They are ashamed of themselves and realize that the Germans have overpowered t
hem due to their lack of knowing their own language.

3. ‘When a people are enslaved , as long as they hold fast to their language it is as if they had the key to the
prison’. Explain.
Political enslavement is a curse for any nation as it deprives it of its identity. The natives of the country
do not enjoy any kind of freedom, physical or mental. The ruling government dictates its own terms and
compels them to abide by these rules. The enslaved natives become victims of a confined life with no
hope of ever being free in their motherland. At such times of enslavement, it is their language which
keeps their identity alive. It unites them against the foreigners who have invaded their motherland.
Their language is the key to their prison as it binds them together. It constantly reminds them of their
enslavement and thus urges them to fight for the liberation of their motherland. Here M.Hamel reminds
his countrymen to safeguard their language after they’ve received orders from Berlin. He knew that his
countrymen could liberate themselves only if they recognized and maintained their identity through their
mother tongue. Thus even though it was their last lesson, M.Hamel wanted them to be proud of the
beautiful French language.

VALUE BASED QUESTIONS:

1. 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.
Value Points:
• M. Hamel’s Regret: M. Hamel expressed his regret by acknowledging that he had sometimes sent the
students to water his flowers instead of teaching them. He also admitted that he had put off learning to
the last hour because he counted on the school, where he thought he could always make up for lost
time.
• Village Elders’ Regret: The village elders, who were present in the classroom on the day of the last
lesson, showed their regret by their very presence. They felt sorry for not visiting the school more
often. Their attendance at the last lesson was a sign of their remorse for having neglected their native
language.
• Realization: Both M. Hamel and the village elders realized the importance of their language only when
they were on the verge of losing it. This is a common human tendency to not value what one possesses
until it is lost.
• Pride in Language: Despite their regret, there was a sense of pride in their language and culture.
M. Hamel, in his speech, highlighted the beauty and importance of the French language. He
encouraged his students to hold onto their language and to never forget it as it was the key to their
freedom.
2. ‘Then he turned to the blackboard , took a piece of chalk and, bearing on with all his might, wrote as
large as he could-Vive La France!’ Abraham Lincoln, a former President of America said, “I like to see a
man proud of the place in which he lives. I like to see a man so that his place will be proud of him.” After
reading the lesson and the above quote you begin to reflect on the lost spirit of patriotism amongst the
youth in India due to which there’s no respect for one’s countrymen and no determination amongst the
youth to lead the country to a better future. Write an article in about 100 words for a national magazine
on the need for revival of patriotic spirit amongst the youth in India.
Value Points:
• Country’s youth value starved-facing a total crisis
• Violence, separations and inter group conflicts, political apathy-order of the day
• Secured freedom but not utilized in its true perspective
• Time for young people to wake up and create their own identity
• Need for good leadership and good governance
• Need to inculcate the spirit of nationalism along with humanity in children from the beginning

3. The people of Alsace did not understand the importance of learning their language – French. Emphasize
upon the importance and need of learning one’s native language. Discuss what values are revealed when
one sets upon learning one’s native language.
Value Points:
• Impact of Western culture-importance of one’s native language-taken a back seat
• One’s native language-repository of culture, identity and way of living
• Cause of pride
• Knowing one’s native language gives a sense of belonging
• Native language also reminiscent of one’s childhood, friends and relatives
• Speaking the native language-only way to connect to one’s people and soul

4. The old people of Alsace do not realize the importance of education but when they come to know that it
was the last day of learning French, they promptly report to school, with their elementary books. So it is
an undeniable truth that it is never too late to be educated. Keeping this in mind, write an article on ‘The
need for Adult Literacy in the changing scenario of today’s world’.
Value Points:
• There’s no specific age to be literate
• Adults who missed the prime time –due to lack of resources, social restrictions, ignorance-can make use
of this benefit to get educated
• Literacy will save them from exploitation, impart confidence and empower them
• The government and NGOs striving to increase the literacy level-several schemes
• Training in basic education is the right of every citizen
• ‘Each One Teach One’- should spread to every corner and each segment of the Society