FLAMINGO
Chapter: 1
The Last Lesson Alphonse
Daudet
SUMMARY
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. In this
story the French districts of Alsace and Lorraine have passed into Prussian
hands.
The story begins with Franz’s unwillingness to go to school as
he was afraid of being scolded by his teacher M. Hamel who would question him
on participles and he didn’t know a single word about participles. He
resisted the idea of enjoying the good weather and scenery, and hurried off
to school.
When he passed the town-hall, he saw a lot of crowd at the
bulletin board but he didn’t stop and moved ahead. On reaching school, he
understood everything. The village elders were sitting on the back benches;
M. Hamel was wearing his best dress and there was unusual silence in the
classroom. M. Hamel announced that Alsace and Lorraine had been occupied by
the Prussians and they would be taught German from the next day.
It was like a thunderclap to Franz which made him change his
attitude towards life. M. Hamel made them realize that they all were culpable
for their dereliction of duties towards their language. He generated a love
in them for French. He said French is the most beautiful language of the
world and they should hold fast to it. He taught them Grammar, Writing and
History. It seemed as if he wanted to instill everything he knew in their
minds.
Finally when it was time to disperse the class, his throat chocked;
he couldn’t say anything; he wrote “Vive la France” on the board and
dismissed the class with a wave of his hand.
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Theme
The theme of the story is negligence of people
towards their own language. The proverb ‘familiarity breeds contempt’ gets justified
in the story. Through the central characters, Franz and M. Hamel, the narrator
tells us how the children, parents and even at times the teacher neglected
their language. They happen to realize it only when the order comes from Berlin
that only German is to be taught in the schools of Alsace and Lorraine. Thus
finally it involves the feeling of linguistic chauvinism.
Setting
The story is set in two French territories
Alsace and Lorraine which were occupied by the Germans after the
Franko-Prussian war. M. Hamel’s school where most of the action takes place
also forms the part of the setting.
Characters
The two main characters in the story are M.
Hamel and Franz
1. M. Hamel --- He is a teacher who has
been teaching French to the people of Alsace and Loraine for 40 years. Though
he is a dutiful and sincere teacher yet at times, he too neglected his duties
and sent children to water the flowers or gave them a holiday when he wanted to
go for fishing.
2. Franz
--- He is a student at M. Hamel’s
school. He is negligent about his studies but later in the story his attitude
changes and he understands the importance of his own language.
3. Wachter
--- He is a blacksmith.
4. Hauser
--- Like Wachter, he is also a minor
character who attends the last class.
Main Points
1. Franz
was reluctant to go to school because M. Hamel was going to ask about
participles and he didn’t know a single word about them.
2. The
atmosphere outside was more tempting than the rule for participles.
3. For
the last two years, the people of Alsace and Lorraine had all their bad news
from the Bulletin Board.
4. When
Franz was passing by the Town Hall, he was called after by Wachter, the
blacksmith who told him not to hurry.
5. When
Franz reached M. Hamel’s little school, there was an unusual silence. It was
like Sunday morning.
6. M.
Hamel was wearing his beautiful coat, frilled shirt and a silk hat all
embroidered over.
7. The
back-benches were occupied by the village elders.
8. M.
Hamel addressed the class and informed that the order had come from Berlin to
teach only German in the schools of Alsace and Lorraine.
9. This
announcement brought about a great change in Franz’s outlook. The books which
were a nuisance and heavy to carry became his friends and he forgot all about
M. Hamel’s ruler and his cranky nature.
10. When
it was his turn to recite participles, he couldn’t do that.
11. M.
Hamel didn’t scold him but said they all had a great deal to reproach
themselves with.
12. M.
Hamel tells them that French is the most beautiful, clearest and most logical
language in the world.
13. M.
Hamel said that as long as people hold fast to their language, it is as if the
key to their prison.
14. After
grammar, they had their lesson in writing. They were given fresh copies that
day.
15. Some
pigeons on the roof cooed in a low tone which made Franz thing, “Will they make
them sing in German too, these pigeons?”
16. M.
Hamel seemed like trying to capture everything into his mind.
17. After
the last lesson in History, M. Hamel stood up, very pale. He couldn’t say
anything. He wrote on the board as large as he could—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
SHORT ANSWER TYPE
QUESTIONS
1. Why was Franz reluctant to go to school
on the last day?
Ans: Franz was reluctant to go to school on
the last day because his teacher Mr. Hamel was going to question the students
on ‘participles’ and he didn’t know a single word about them.
2. What did Franz
notice that was unusual about the school that day?
Ans: There was no commotion that day and
everything was as quiet as on a Sunday morning. M. Hamel was wearing his best
dress and moreover on the back benches the village people were sitting quietly.
3. What had been put up on the bulletin
board?
Ans: The crowd in
front of the bulletin board indicated the display of some important news
item on it. Later, when Franz reached school, herealized that the news was
about an order sent from Berlin to teach only German in the schools of Alsace
and Lorraine.
4. Why were Mr. M. Hamel’s words like a
thunderclap to Franz?
Ans: Franz was shocked when Mr. Hamel
announced that it would be the last French lesson. He realized that he hardly knew
how to write and would not get a chance to learn anymore of French. He felt
sorry that he did not learn his lessons and wasted his time in useless
activities.
5. How did Franz’s feelings about M. Hamel
and school change?
Ans: He felt sorry that he had not learnt his
lessons and wasted his time in seeking birds’ eggs and going sliding on the
Saar. He felt that his books, which were a nuisance a while ago and heavy to
carry, were now like old friends that he didn’t want to give up at all.
Moreover, he forgot all about M. Hamel’s ruler and how cranky he was.
6. Why were the old men of the village
present in the classroom?
Ans: The old men of the
village were sitting in the classroom as they were sorry that they had not gone
to school Franz felt that they too, like him, were sorry for not having gone to
school often. It was their way of thanking the teacher for his forty years of
faithful service and showing their respect for the country that was no more
theirs.
7. Why, according to Hamel, all were to be
reproached?
Ans: According to M.
Hamel, all were to be reproached because the children were not interested in
learning their lessons; the parents were not anxious to have their children
learned. Moreover, he himself would send the children to water the plants or
would give them a holiday if he wanted to go fishing.
8. What dress M.
Hamel was wearing on the last day?
Ans: M. Hamel was wearing his beautiful green coat, his frilled shirt
and the little black silk cap, all embroidered that he never wore except on
inspection and prize days.
9. How can a language be the key to
prison?
Ans: Language is the strongest means of communication. By using
language as a tool one can put across one’s ideas and in a condition when
people are enslaved, language can be used to unite people against the enemy to
rebel or to get free from the bondage.
10. Why was there an ambivalence of emotion
in the classroom?
Ans: There was an ambivalence of emotion in the classroom because all
wanted to laugh as well as cry. They wanted to laugh because the way Hauser was
reading, spelling out each letter and his voice trembling, appeared to them
quite funny and they wanted to cry because it was their last French class.
11. “Will they make them sing in German too, these pigeons?” Why did Franz
think so?
Ans: Franz was already obsessed by the idea of
German going to be taught in the schools of Alsace and Lorraine so when he
heard the pigeons cooing in a low tone, he might have thought perhaps even
pigeons disliked the idea of German in their schools. Moreover, he might have
thought that the Germans imposed their language on French people but perhaps
they will not be able to do the same with the creatures there.
12. What was more tempting for Franz than
the rule for participles?
Ans: The atmosphere was warm and bright. Birds
were chirruping at the edge of the woods; Prussian soldiers were drilling at
the back of the saw-mill. All this was much more tempting than the rule for
participles.
13. What kind of news was displayed on the
bulletin board?
Ans: For two years, the people of Alsace and
Lorraine had all their bad news from the bulletin board whether it was about
lost battles or draft or orders of the commanding officer.
14. What would be the usual atmosphere of M.
Hamel’s school?
Ans: Usually, there would be a lot of bustle
which could be heard out in the street; the opening and closing of desk;
children repeating their lesson in unison and M. Hamel’s little ruler rapping
on the table.
15. Why does the narrator compare the last
day of M. Hamel’s school with Sunday?
Ans: The narrator compares the last day of M.
Hamel’s school with Sunday because on Sunday schools are off and there is
complete silence similarly on the last day there was complete silence in M.
Hamel’s school as if it were off.
16. What did Wachter say to Franz? Why?
Ans: Wachter told Franz that he didn’t need to go
very fast; he would get to his school in plenty of time. He said so because he
had read the bulletin board and he knew it would be the last French class.
17. What announcement did M. Hamel make in
the class?
Ans: M. Hamel said that it was the last French
lesson he would give them. The order had come from Berlin to teach only German
in the schools of Alsace and Lorraine. The new master would come the next day
and he wanted them to be very attentive.
LONG ANSWER TYPE QUESTIONS
1. ‘The Last Lesson’ teaches us very
important lessons of life. Discuss.
Or
Discuss the theme of the lesson.
Discuss the theme of the lesson.
Ans: ‘The Last Lesson’
highlights the human tendency to postpone the learning of things because one
feels there is plenty of time to do so. One does not realize that each day
brings with it changing circumstances that change life for better or worse.
Alphonse Daudet also, fleetingly, asks the reader to value time, freedom and
peace. One never knows what a new
dawn would bring with it that might end our hopes and aspirations. Through the narrator,
the author urges the reader to respect his country, its people, its culture and
specially its language for ‘it has key to their freedom’. The natives of Alsace
realize their folly of not giving due importance to the study of French in
their school days.
2. Write a note on the character of M.
Hamel as a teacher.
Ans: M. Hamel, the French
teacher, comes across as an example ofdiscipline, punctuality and patriotism.
He is introduced by the narrator as a ruler-wielding strict teacher who is
domineering and particular. He is adamant so that his students learn their
lessons well. He is a hard taskmaster and students like Franz, who are not
good learners, are in great dread of being scolded by him. M. Hamel, however,
emerges as a dedicated, true facilitator and guide for his pupils when he
teaches his last lesson. His domineering tone fades away and his love for his
subject becomes more prominent. As a patient teacher, he makes Franz realize
why he insisted on learning the lesson in time and not postponing thelearning.
He is also seen as a true patriot for he loves his country and its language. At
the end, he emerges as a man of deep emotions and sentiments when he proudly
writes on the blackboard ‘Viva La France’. M. Hamel is a truly devoted
teacher, a competent guide and a patriot to the core.
3. Justify the title of the story ‘The
Last Lesson’.
Ans: The
story ‘The Last Lesson’ highlights the human tendency to postpone things
oblivious of the fact that life is subject to change. The people of Alsace and
Lorraine used to put off learning to the next day and the order from Berlin
marks the end of their next day.
The
last French lesson taught by M. Hamel symbolizes the loss of language and the
lossof freedom for France. The marching soldiers under the windows
represent the dawn of Prussia in France, defeat of the French people and the
resultant threat to their language and culture.
The
story is aptly titled as it evokes the consciousness in the reader not to
put off things and do what one can do the same day. The story also
suggests the end of freedom and loss of language for the French people. M.
Hamel’s bold ‘Long live France’ on the blackboard becomes substantial evidence
of this.
4. What is linguistic
chauvinism? Explain with reference to The Last Lesson.
Ans: Linguistic Chauvinism means ‘excessive love
for one’s language’ or ‘carrying love for one’s language too far.’ The Last
Lesson has ample evidences of this fact. It can be noticed in the attitude of
the Germans who prided in their language and so imposed it on the French
ordering that in the schools of Alsace and Lorraine only German would be
taught. The French also showed their love for their language as all the village
elders came to attend the school. M. Hamel tried to make them realize the
importance of their language. He wrote ‘Vive La France’ on the board and also expressed
his guilt over neglecting his own language.
5. What was the order from Berlin? How did
it affect Franz and the people of Alsace and Lorraine?
Ans: The Franco-Prussian war concluded in the
passing of the French districts of Alsace and Lorraine into Prussian hands. An
order was received from Berlin that German would be taught in place of French in the schools of Alsace and Lorraine.
This had a great impact on M. Hamel,
Franz and the people of Alsace and Lorraine at large.
Franz was shocked to know that M. Hamel was going
forever. The villagers were melancholic
and sitting on the back benches of the class. They all seemed unable and unwilling to accept the reality that they
won’t be taught French anymore. Franz was filled with remorse for not having learnt his lessons well and wasting
his time in useless activities.
Now his books became dear to him and he forgot all about the cranky behavior of his teacher. M. Hamel appealed to
the people to love and stick to their language.
Since AlsaceLorraine –
French territories have been conquered by the Prussians and only German would
be taught in future, there is unusual quietness at school. Even the village elders
represent because it is a unique occasion – ‘THE LAST LESSON’ in French. The
French teacher M. Hamel is in his Sunday best and at this point of time he
wants all his knowledge to be given in one go. For once he is patient and the
villagers and students are attentive. For
M. Hamel, it is an unforgettable experience. Everyone is sad and emotional especially
M. Hamel who finds it difficult to control his emotions.
PEREVIOUS YEARS' QUESTIONS
(2017) Why did Franz not want to go to school that day? [6 Marks]
(2015) Everybody during the last lesson is filled
with regret. Comment. [6 Marks]
How different from usual was the atmosphere at school on
the day of the last lesson?
How did the order from Berlin change the situation in the
school? [6 Marks]
(2014) Why were the elders of the village sitting in
the classroom? [2 Marks]
(2013) What was the order from Berlin and what
changes did it cause in the school?
[2 Marks]
(2012) What changes did the order from Berlin cause
in the school? [2 Marks]
(2011) Franz thinks, "Will they make them
sing in German, even the pigeons ?"What does this tell us about the
attitude of the Frenchmen? [2
Marks]
(2010) What changes came over little Franz after he
hear M. Hamel's announcement?
[2 Marks]
(2009) What did the French teacher tell his students
in his last French lesson? What impact did it have on them? Why? [10 Marks]
(2008) How was the scene in the school in the morning
of the last lesson different from that on other days?
