THE LAST LESSON

SOLVED EXERCISES OF

THE LAST LESSON 

  - ALPHONSE DAUDET 

Think as you read

[Page No. 7]

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

Answer : Mr. Hamel had said that he would ask questions on participles. So Franz was expected to be prepared with rules of the participles that day.

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

Answer : Franz noticed that the school was unusually quiet, with no sounds of the usual chatter or noise. His classmates were already sitting at their places and Mr. Hamel was walking  up and down in the classroom holding his terrible iron ruler under his arm.

3. What had been put up on the bulletin - board? 

Answer : It was an order from Berlin. It said that only German would be taught in the schools of Alsace and Lorraine.  

Think as you read

[Page No. 8]

1. What changes did the order from Berlin cause in school that day?

Answer : The order from Berlin caused several changes in school that day. Mr. Hamel informed the students that it would be the last French lesson they would have, as German would soon be the language of instruction in Alsace and Lorraine. The students were unusually quiet and attentive. The school also seemed different, as many students and even the villagers who typically didn't attend school were also present to hear the last lesson.

2. How did Franz's feelings about M. Hamel and school change?

Answer : Franz's feelings about M. Hamel and school changed significantly. Initially, he had disliked school and found M. Hamel very strict. However, on the day of the last lesson, Franz realized the importance of learning and felt regretful for not appreciating his education earlier. He felt a deep respect for M. Hamel and his teaching and was saddened by the loss of his French lessons.

Understanding the text

[Page No. 9]

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

Answer : The people in this story including Franz, suddenly realize how precious their language is when they learn that French no longer be taught in schools, as German will be the new language of instruction. This realization is shown through the sadness and regret of the students and villagers, who attend the last lesson and listen intently to M. Hamel's words. Franz feels guilty for not valuing his education and his language earlier. This happens because the imposition of a foreign language symbolizes the loss of their cultural identity, and the people understand that their language is an essential part of who they are.

2. Franz thinks, “Will they make them sing in German, even the pigeons’ What could this mean?(There could be more than one answer.)

Answer : Franz's comment reflects a Frenchman's frustration with the imposition of German, symbolizing how extreme the Germans' linguistic dominance could become, even affecting something as trivial as pigeons. It suggests the loss of cultural identity and ties to the motherland through the forced learning of a foreign language.

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 : Throughout history, many conquered peoples had their language taken away or imposed upon them. For instance, during British rule in India, English was enforced as the language of administration and education, sidelining native languages. Similarly, the Spanish imposed Spanish on indigenous peoples in Latin America, and the Soviets forced Russian on their satellite states. In each case, language became a tool of control, while holding on to native languages symbolized resistance.

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 : Linguistic minorities in a state often face challenges such as language shift, limited access to education in their native language, and cultural dilution. In regions where the majority language dominates, such as Punjabis in Bangalore, Tamilians in Mumbai, Kannadigas in Delhi, or Gujaratis in Kolkata, the minority language can gradually be replaced by the dominant one. To keep their language alive, these communities can focus on creating supportive environments like language schools and cultural events, where the language is celebrated and passed on to younger generations. Utilizing media platforms such as radio, TV, and social media can also help spread the language and engage people. Additionally, families can encourage speaking their native language at home, while also promoting bilingualism to ensure fluency in both the minority and majority languages. Finally, fostering the use of the language in literature, music, and arts can strengthen cultural identity and keep the language vibrant across generations.

3. Is it possible to carry pride in one’s language too far? Do you know what “linguistic chauvinism” means?

Answer : Yes, it is possible to carry pride in one’s language too far. While taking pride in one's language is natural and important for cultural identity, it can become problematic when it leads to the belief that one language is superior to others. This mindset can create division, limit cultural exchange, and even result in the marginalization of other languages and their speakers.

Linguistic chauvinism refers to this attitude of linguistic superiority. It involves viewing one's language as dominant and disregarding or belittling other languages. This can manifest in societal pressures to adopt the dominant language and dismiss the value of minority languages, which undermines linguistic diversity and fosters intolerance. Respecting all languages and cultures is essential to building a more inclusive society.

Working with words

1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a world language, For example:

       petite -- French

       kindergarten -- German

      capital -- Latin

     democracy -- Greek

     bazaar -- Hindi

Find out the origins of the following words.

Answer :  

1. Tycoon – Japanese
2. Tulip – French
3. Logo – Greek
4. Bandicoot – Telugu
5. Barbecue – Spanish
6. Veranda – Portuguese
7. Robot – Czech 
8. Zero – Arabic
9. Ski – Norwegian
10. Trek – Dutch

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
(a) had grown physically taller
(b) seemed very confident ✅
(c) stood on the chair