Chapter 1: The Last Lesson – Class 12 English Flamingo NCERT Solutions

Class 12 Flamingo English Chapter 1 The Last Lesson

QUESTIONS FROM TEXTBOOK SOLVED
THINK AS YOU READ

Q1. What was Franz expected to be prepared with for school that day?

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.

Q2. What did Franz notice that was unusual about the school that day?

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 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.

Q3. What had been put up on the bulletin-board?

For the last two years, all the bad news had come 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.

THINK AS YOU READ

Q1. What changes did the order from Berlin cause in school that day?

M. 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.

Q2. How did Franz’s feelings about M. Hamel and 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 would 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 like old friends. His feelings about M. Hamel also changed—he forgot all about his ruler and how cranky he was.

UNDERSTANDING THE TEXT

Q1. The people in this story suddenly realize how precious their language is to them. What shows you this? Why does this happen?

M. Hamel told the students and villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and most logical language in the world. He said that for the enslaved people, their language was the key to their prison. Then the people realized how precious their language was to them. This shows people’s love for their own culture, traditions and country. Pride in one’s language reflects pride in the motherland.

Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean? (There could be more than one answer.)

This comment of Franz shows a Frenchman’s typical reaction to the imposition of learning German, the language of the conquerors. Being deprived of the learning of mother tongue would mean cutting off all bonds with the motherland. Teaching the pigeons to sing in German indicates how far the Germans would go in their attempts of linguistic chauvinism.

TALKING ABOUT THE TEXT

Q1. “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?

Mother tongue helps a person to express his feelings and thoughts most lucidly and intimately. Conquerors try to subdue and control the people of the enslaved territory by enforcing many measures such as use of force to crush dissent and imposing their own language on them. From time immemorial, the victorious nations have imposed their own language on the conquered people and taken away their own language from them. The Romans conquered many parts of Europe and replaced the local languages with Latin. Later on, Spanish, Portuguese, Italian and French developed from Latin. The Muslim invaders imposed Arabic and Persian in the countries of Asia overpowered by them. In many Arab countries, the local religion and language have disappeared. In India, a new language Urdu developed from the mixture of Persian and Hindi.

Q2. 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

The linguistic minority in any state is easily marked and faces the same discrimination as the religious, social or ethnic minorities. There is, however, a pronounced difference in the treatment meted out and the level of acceptance displayed by the majority community in that region or city. Some cities like Delhi and Mumbai are cosmopolitan in outlook. The linguistic minority tries to preserve its identity through intimate contact, interaction and preservation of their language in social get-togethers, family functions and festivals of their own region. Adherence to social customs and traditions in family gatherings or group meetings of women also promotes unity among members of the linguistic minority. In short, they create a mini-Punjab in Bangalore, mini-Chennai in Mumbai, mini-Bangalore in Delhi and mini-Surat in Kolkata.

Q3. Is it possible to carry pride in one’s language too far? Do you know what “linguistic chauvinism” means?

‘Linguistic chauvinism’ means an aggressive and unreasonable belief that your own language is better than all others. This shows an excessive or prejudiced support for one’s own language. Sometimes, pride in one’s own language goes too far and the linguistic enthusiasts can be easily identified by their extreme zeal for the preservation and spread of their language. In their enthusiasm, love and support for their own language, they tend to forget that other languages too have their own merits, and long histories of art, culture and literature behind them. Instead of bringing unity and winning over others as friends, having excessive pride in one’s own language creates ill-will and disintegration. The stiff resistance to the acceptance of Hindi as the national language by the southern states of India is a direct outcome of the fear of being dominated by Hindi enthusiasts. The result is that ‘One India’ remains only a slogan.

WORKING WITH WORDS

Q1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a “world language”.

Find out the origins of the following words:

Word	Origin
Tycoon	Japanese
Veranda	Portuguese
Tulip	Persian
Robot	Czech
Logo	Greek
Zero	Arabic
Bandicoot	Telugu
Ski	Norwegian
Barbecue	Spanish
Trek	South African Dutch

Q2. Notice the underlined words in these sentences and tick the option that best expl

MORE QUESTIONS SOLVED

Q1. Why do you think was little Franz afraid of being scolded?

Franz was afraid of being scolded that day especially because M. Hamel, the teacher, had said that he would question them on participles. Franz frankly admits that he was totally ignorant about the topic. His exact words are: “I did not know the first word about them.” Secondly, he had started for school very late that morning.

Q2. “It was all much more tempting than the rule for participles.” What did Franz find ‘much more tempting’? How did he finally react?

Franz found that it was a very warm and bright day. The birds were chirping at the edge of woods. The Prussian soldiers were drilling in the open field at the back of the sawmill. He could gladly spend life outdoors. However, he had the strength to resist the temptation. Finally, he hurried off to school.

Q3. “What can be the matter now?” says Franz. Why, do you think, did he make this comment?

There was a bulletin-board near the town-hall. When Franz passed by it, he noticed a crowd there. He did not stop to look at it. He wondered what could be the matter then. For the last two years they had received all the bad news from the bulletin-board—the lost battles, conscription, and the orders of the commanding officer.

Q4. Who was Wachter? What did he ask Franz and why? How did Franz react?

Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz not to go so fast to his school. He added that the little boy would get to his school in plenty of time. Wachter had read the latest bulletin about the teaching of German. Franz thought that the blacksmith was making fun of him. So, he ran to the school and reached there breathless.

Q5. What was the usual scene when Franz’s school began in the morning?

Usually, when the school began, there was a great bustle. The noise could be heard out in the street. Students opened and closed their desks. They repeated the lessons together very loudly. They kept their hands over their ears to understand better. The teacher would go on rapping the table with his great iron ruler.

Q6. How had Franz hoped to get to his desk? What had he to do and why?

Franz had hoped to get to his desk unseen during the commotion. But that day it was very quiet. So, Franz had to open the door and go in before everybody. He blushed as he was late. He was frightened that the teacher might rebuke him, but M. Hamel spoke kindly to him that day.

Q7. What three things in school surprised Franz most that day?

First, M. Hamel, the teacher had put on his fine Sunday clothes—his beautiful green coat, frilled shirt, and the little black silk cap, all embroidered. Second, the whole school seemed quite strange and solemn. Thirdly, the village people were sitting quietly like school children on the back benches that usually remained empty.

Q8. Why had the villagers come to school that day? How did they look?

The villagers had come there to thank M. Hamel for his forty years of faithful service. They also wanted to show their respect to the country that was theirs no more. They were sorry that they had not gone to school more. They were sitting quietly and looked sad.

Q9. “What a thunderclap these words were to me!” Which were the words that shocked and surprised the narrator?

M. Hamel, the teacher, told the children in a solemn and gentle tone that it was their last French lesson. Henceforth, only German would be taught in the schools of Alsace and Lorraine. The new master would come the next day. As that was their last French lesson, he wanted them to be very attentive. The teacher’s kind gesture and use of soft words shocked and surprised the narrator.

Q10. How did Franz react to the declaration: ‘This is your last French lesson’?

The words appeared startling and unexpected like a thunderclap. He now understood why there was a crowd at the bulletin board, why the village people had come to school, why the teacher was dressed in his Sunday best, and why there was sadness and silence in the school.

Q11. What tempted Franz to stay away from school? [Delhi 2014]

Franz was not prepared for the test on participles. The Prussian soldiers were drilling in the open field at the back of the sawmill. The birds were chirping at the edge of the woods. These things tempted him. So, he hurried off to school.

Q12. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?

He thought it typical with the people of Alsace. They would put off learning till tomorrow. Parents were not quite anxious to have their children learn. They put them to work on a farm or at the mills in order to have a little more money. The teacher got his flowers watered or gave them a holiday. He too neglected their lessons.

Q13. What did M. Hamel tell them about the French language? What did he ask them to do and why?

M. Hamel told them that French was the most beautiful language in the world. It was the clearest and the most logical language. He asked them to guard it among them and never forget it. He gave a reason also. When a people were enslaved, as long as they held fast to their language, they had the key to their prison.

Q14. Why were the elders of the village sitting in the classroom? [All India 2014]

M. Hamel was taking the class of the last French lesson. That is why the elders of the village were sitting in the classroom to attend it. It was done not only to pay respect to M. Hamel but to pay respect to their own language.

Q15. How did Franz and other boys enjoy their lesson in writing?

That day M. Hamel had new copies for them. The words “France, Alsace, France, Alsace” were written on them in a beautiful round hand. The boys set to work quietly. The only sound was the scratching of the pens over the paper. Nobody paid any attention to the beetles who flew in.

Q16. How did M. Hamel feel and behave during the last lesson?

M. Hamel was solemn and gentle. He sat motionless in his chair during the writing lesson. He gazed at one thing or the other. Perhaps he wanted to fix in his mind how everything looked in that little school room. Surely, it must have broken his heart to leave it all after forty years.

Q17. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?

Franz noticed that M. Hamel was feeling sad on having to leave the place after 40 years and not being allowed to teach French any longer. Yet, he kept control of his emotions. He performed his duties faithfully. He heard every lesson to the last. The school was dismissed only at mid-day prayer time.

Q18. What happened when the lesson in history was over?

After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu. Old Hauser, who was sitting at the back of the room, had put on his spectacles. He was holding his primer in both hands. He was spelling the letters with the babies.

Q19. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does he remember more vividly than the others?

The narrator remembers the scene of old Hauser spelling the letters from the primer with the babies. He too was crying. His voice trembled with emotion. It was so funny to hear him that all of them wanted to laugh and cry at the same time.

Q20. How did M. Hamel behave as the last lesson came to an end?

M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say some parting words, but something choked him. Then he wrote “Vive La France!” on the blackboard with a piece of chalk. Then he stopped. He leaned his head against the wall. Without a word, he made a gesture to the students with his hand to permit them to go as the school was over.

LONG ANSWER TYPE QUESTIONS

Q1. Why was Franz scared that day? What did he see on his way to school and how did he get to his desk?

Franz was not good at learning and would rather skip school to search for bird eggs or go sliding on the Saar. He was scared that day because M. Hamel had announced that he would question the class on participles, a topic Franz knew nothing about. On his way to school, the day was warm and bright, with birds chirping at the edge of the woods and Prussian soldiers drilling in the open fields. A crowd had gathered in front of the bulletin-board near the town hall.

When Franz arrived at school, he noticed the unusual silence. Feeling nervous, he hesitated but eventually opened the door and went inside before anyone else. He blushed and was frightened of the teacher, M. Hamel. However, M. Hamel spoke kindly to him and asked him to sit down. Franz quickly jumped over the bench and sat at his desk.

Q2. What order had been received from Berlin that day? What effect did it have on the life at school?

An order had been received from Berlin stating that only German would be taught in the schools of Alsace and Lorraine. This order had a profound effect on the life at school. M. Hamel, who had been teaching French for forty years, was delivering his final lesson that day.

To honor this last lesson, M. Hamel had dressed in his best clothes. The village elders, who had not attended school much in their youth, were sitting at the back of the classroom. They had come to thank M. Hamel for his years of dedicated teaching and to show respect for the country that was no longer theirs.

M. Hamel addressed the students in a calm, solemn tone and urged them to pay attention. He explained everything patiently, asking them to preserve the French language, as it would act as a key to their past in times of oppression. Overcome with emotion, M. Hamel struggled to say goodbye properly, and the lesson ended with the writing of ‘Vive la France’ on the blackboard.

Q3. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its universal appeal?

The theme of the story ‘The Last Lesson’ revolves around the linguistic chauvinism of conquerors and the pain inflicted on the people of a territory when their right to speak and study their native language is taken away. The story highlights the emotional and spiritual impact of losing one’s mother tongue, making people feel alien in their own land.

Another sub-theme of the story is the attitude of students and teachers toward learning. Although the story is set in Alsace, a French village under Prussian control, its appeal is universal. It speaks to the struggle of the oppressed under colonial rule, where efforts are made to crush the identity and culture of the victims. The story also emphasizes the importance of a good teacher-student relationship, which can motivate students to learn and appreciate their heritage.

Q4. Comment on the appropriateness of the title ‘The Last Lesson’.

The title ‘The Last Lesson’ is highly appropriate and symbolic. It reflects the central event of the story—the final lesson in French at a school in a district conquered by the Prussians. The unusual quietness in the school, the presence of the village elders, and the teacher dressed in his best clothes all point to the significance of this last lesson. M. Hamel tries to impart all his knowledge in one final, heartfelt lesson. He explains everything with patience, and both the students and the villagers listen attentively.

The narrator recalls the event with great emotion, saying, “Ah, how well I remember it, that last lesson.” The teacher, overwhelmed by emotion, is unable to bid farewell properly and ends the lesson by writing ‘Vive la France’ on the blackboard. The gesture marks the end of an era and leaves a lasting impression on the students.

Q5. What impression do you form of M. Hamel on the basis of your study of the story ‘The Last Lesson’?

M. Hamel is an experienced teacher who has been serving at the village school for forty years. Though strict and demanding, he is dedicated to his students’ education. Franz and other students who were not keen on learning feared him, but his teachings were effective. When an order from the Prussian authorities forces him to leave, M. Hamel is deeply affected but maintains his composure.

During his final lesson, M. Hamel demonstrates self-control, even as he faces the heartbreaking loss of his beloved profession. He speaks gently to the students and encourages them to value the French language, recognizing its deep emotional connection with the people. His farewell is emotional, and his inability to express himself fully highlights the patriotism and love he feels for his country and language.

Overall, M. Hamel is portrayed as a dedicated, patriotic, and kind teacher, who leaves a lasting impact on his students and the village community.

VALUE-BASED QUESTIONS

Q1. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvantages of war keeping in mind Franco-Prussian war (1870-71).

War is a great threat to mankind. Fear, anxiety, tension, and hatred are some of the offspring of war. No individual is in favor of this brutal act. Innocent people lose their lives because of the vested interests of corrupt politicians. Moreover, war is not the solution to any problem. It only increases the divide between nations. The desire to overpower others spreads hatred and enmity. The aftermaths of Hiroshima and Nagasaki are evidence of the devastating power of war.

With the rise of nuclear arms, human existence is at risk. Thousands could die, and survivors may suffer lifelong disabilities. War stifles peace, creativity, and productivity. Nations should embrace the concept of a global village. Peace should be the goal, not conflict. Thus, war benefits no one and must be discouraged at all levels.

Q2. It is often said that each language is unique in itself. No language is superior or inferior. Discuss this in context of M. Hamel’s last French lesson.

Language is a medium of communication, not a measure of superiority. All languages have similar components like nouns, pronouns, and prepositions. Only symbols and pronunciation differ. M. Hamel’s last French lesson emphasizes how precious one’s mother tongue is, especially when threatened by foreign rule.

No language is inferior; each reflects the culture and identity of its speakers. Forcing one language on others, as happened in Alsace and Lorraine, is an act of linguistic chauvinism. Language should unite people, not divide them. Humanity should be the only religion, and love the only universal language.

Q3. Write an article on the topic: Advantages of Three Language System at School.

Advantages of Three Language System

India’s diversity demands a flexible approach to language education. The three-language system addresses this by allowing students to learn their regional language, Hindi, and English. It respects cultural identity and promotes national integration.

Students gain knowledge of multiple languages, enabling them to appreciate diverse literature and traditions. They become versatile, socially aware, and face fewer language barriers in higher education or global platforms. Such a system should be adopted worldwide to promote unity in diversity and safeguard linguistic heritage.

Q4. Write an article expressing the astounding beauty of nature in the light of the line: “It was so warm, so bright! The birds were chirping at the edge of the woods…”

Nature – The Eternal Healer

Nature mesmerizes even the most cynical minds. It comforts the troubled, soothes the weary, and brings aesthetic joy. The chirping birds, the sunlight filtering through trees, and the gentle rustling of leaves bring serenity that no artificial device can match.

Writers like Keats and Byron praised nature’s therapeutic and moral power. It teaches patience, humility, and resilience. Unlike man-made inventions, nature’s beauty is pure and healing. In today’s fast-paced world, reconnecting with nature is essential for spiritual and emotional well-being.

Q5. Write an article on the paradigm shift in educational technology and the role of teachers.

Technology and Teachers

Technology has revolutionized education. Traditional teaching methods have been replaced with digital tools, smart boards, and online platforms. Teachers now act as facilitators rather than knowledge-givers. Emotional bonds between teachers and students have weakened due to limited interaction.

Yet, a teacher’s role remains vital. Identifying a student’s potential and guiding their growth is irreplaceable. Despite the use of projectors and e-content, the human touch in education is indispensable. As we advance technologically, we must ensure that teachers remain mentors, not just content deliverers.