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CHAPTER – 1 (FLAMINGO)
TH LAST LESSON BY ALPHONSE DAUDET

Background

The story is set in the days of the Franco-Prussian war. The French district of Alsace and Lorraine
were captured by Germans. The new master was to come the next day in a school in Alsace to
teach German in place of French. The story tells the effect of this news on the life at a school in
Alsace.

The story at a glance

The prose ‘The last lesson ‘written by Alphonse Daudet narrates about the year 1870 when the
Prussian forces under Bismarck attacked and captured France. The French districts of Alsace and
Lorraine went into Prussian hands. The new Prussian rulers discontinued the teaching of French
in the schools of these two districts. The French teachers were asked to leave. The story describes
the last day of one such French, M. Hamel. Mr M. Hamel had been transferred and could no longer
remain in his old school. Still he gave his last lesson to his students with utmost devotion and
sincerity as ever. The story depicts the pathos of the whole situation about how people feel when
they don’t learn their own language and then losing an asset in M. Hamel. One of his students
Franz, who dreaded French class and M. Hamel’s iron rod, came to the school that day thinking
he would be punished as he had not learnt his lesson. But on reaching school he found Hamel
dressed in Sunday’s clothes and all the old people of the village sitting there. It was due to an order
on the bulletin board. That was the first day when he realized for the first time that how important
French was for him, but it was his LAST LESSON in French.

Bit/Bits

• 1890, the year Prussia conquered two states of France – Alsace and Lorraine.
• A boy from Alsace is on his way to school. He is unwilling to school and scared of his
teacher, Mr. Hamel.
• The boy’s name is Franz. Very lazy and very illiterate.
• While passing the Town Hall, Franz sees so many French citizens overcrowded in front of
the bulletin board. They are reading the latest order from the Prussians, their enemies.
• The order said, “No French school will hereafter teach French. All French teachers are
hereby ordered to leave the country. Students should attend their schools and learn German
as their language. Teachers are already appointed.”
• Franz is illiterate so he cannot read the order. After halting for a while, Franz runs off to
his school.
• In the school Franz is told of the new order and of his teacher’s leaving the school.
• Although never interested in learning, Franz for the first time felt like blaming himself.
• He listened to Mr. Hamel’s last lecture. Wonder! He understood every word, every
grammar, every rule.
• The last class transformed him life and aptitude. He saw how important it is to be literate,
how essential it is to love one’s mother tongue and how painful it is to be denied the right
to learn one’s mother tongue!
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Dominant Theme raised in the text

LINGUISTIC CHAUVINISM

“Chauvinism” is a devotion for or against something, just based on what you feel (not necessarily
what you may know). So, Linguistic chauvinism is the idea that one’s language is superior to that
of others. This happens generally when the language is that of the ruling class.

Linguistic chauvinism is the overt preference for one language over others. Language is considered
to be the cultural identity of a particular group of people who use it. Hence, imposing some other
language on the people hammers their emotions and is a step to annex their relationship with their
culture. 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 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.

The Last Lesson 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 force other human beings to forcibly accept any language
other than theirs.

The language of a country is not only a medium of communication for the people but also the link
for identity, once the native language is snatched away from the people. It’s not only the loss of
convenient communicating medium but also the loss of identity for people for what they have been
and what they might become. When a small child like Franz can think of the irrationality behind
snatching away the right of language and identity from people then why can’t the war lords and
colonizers understand the fact?

Main Characters

1. M. Hamel

• Sincere French teacher

• knows subject well
• Passionate about French
• considers French-clearest, most beautiful, logical
• feels-key to person’s sense of freedom
• advises to hold on to French
• Proud of being French
• upset by occupation of Alsace by German
• attached to town, school, people
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• Hard Task Master

• particular about discipline and learning
• students scared
• last day – exercises on all aspects of language
• Sensitive, Honest
• blames himself for selfishness
• emotional by sound of Prussian soldiers

2. Franz

• Sensitive, Honest
• Blames himself for ignoring lessons
• Wonders if pigeons will coo in German
• Understands feelings of Hauser
• Loves outdoors, sunshine, birds, butterflies, collecting bird’s eggs
• As a student, repents,
• Good observer, notices changes.
• Empathizes with M. Hamel
• Understands emotions, accepts him with faults

Characterization in the Chapter

"The Last Lesson" by Alphonse Daudet is a poignant short story that underscores the themes of
language, loss, and patriotism through the experiences of its main characters, Franz and M. Hamel.
The narrative is set in the backdrop of the Franco-Prussian War, during a time when the conquering
Prussian authorities have ordered that only German is to be taught in the schools of Alsace and
Lorraine. The story beautifully captures the emotions stirred by this abrupt cultural shift, as
experienced by its characters.
1. Franz
Franz is a young schoolboy and the protagonist of the story, through whose eyes the events unfold.
Initially, he is portrayed as somewhat relatable and typical for his age—reluctant to go to school,
preferring to enjoy the beauty of the day and the freedom it offers. He dreads school for fear of
being reprimanded for not preparing his lesson on participles, showcasing the universal childhood
fear of reprimand and punishment. Franz's character is marked by a certain innocence and naïveté
in the beginning.
However, as the story progresses, Franz undergoes a significant transformation. The
announcement that this would be their last French lesson evokes a sudden appreciation and
patriotic fervor for his language and culture, something he had taken for granted. His regret for not
learning his mother tongue more seriously when he had the chance reflects a deeper, poignant
realization about the importance of language as a key component of one's identity and heritage.
Through Franz, Daudet explores themes of awakening, loss, and the sudden maturation that can
come from realizing one's mistakes too late.
2. M. Hamel
M. Hamel represents the dedicated and patriotic French schoolmaster, a symbol of the old order
that is being upended by the invasion and cultural imposition of the Prussians. On the day of the
last lesson, he dresses in his formal attire, signifying the gravity and formality of the occasion. M.
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Hamel is depicted as a strict but fair teacher, deeply affected by the edict that mandates the
cessation of French lessons.
His character embodies the dignity, sorrow, and regret that come with the forced end of an era.
Throughout the story, M. Hamel's deep love for the French language and his realization of the
collective failure to honor and cherish it as they should have is palpable. He blames himself, the
parents, and the community for taking their language and culture for granted. In his final lesson,
M. Hamel elevates the importance of the French language to a sacred duty, instilling a sense of
national pride and a poignant realization of what is being lost. His character is a poignant blend of
dignity, patriotism, and a kind of tragic nobility in the face of inevitable change.

Together, Franz and M. Hamel encapsulate the themes of loss, cultural identity, and the importance
of language in shaping and maintaining national identity. Their experiences and reactions to the
changing political landscape serve as a microcosm for the broader impacts of war and conquest on
individual lives and cultural heritage.

Short Answer Type Questions

Q1. What was Franz expected to be prepared with for school that day?
Ans. Franz was expected to be prepared with participles that day for school, as Mr. Hamel had
said that he would question them on participles.
Q2. Why was Franz tempted to play truant from school?
Ans. 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.
Q3. What was unusual about the school that Franz noticed when he entered the school?
Ans. On entering the school, Franz noticed that there was unusual silence. There was no noise of
opening and closing of desks. The village elders had occupied the last benches that were always
empty. M Hamel was in his very fine Sunday clothes. Everybody looked sad.
Q4. What had been put up on the bulletin-board?
Ans. Franz had a negative view about the bulletin-board as for the last two years only bad news
had come from it. That day was no exception as Germans had put up an order passed from Berlin
on the bulletin-board to teach only German in the school of Alsace and Lorraine.
Q5. What changes did the order from Berlin cause in school that day?
Ans. The order from Berlin caused man changes in the school that day. The entire school seemed
strange and solemn. The old villagers were sitting on the back benches of the classroom quietly to
thank M. Hamel for his forty years of faithful service and for showing their respect for the country.
M Hamel also had put on his best dress on that day though it was not an inspection or prize day.
The order from Berlin also brought a sense of repentance for those who in spite of having time
didn't learn the French properly.
Q6. How did Franz's feelings about M Hamel and school change?
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Ans. Earlier Franz didn't like M. Hamel much because of his ruler and cranky nature and he would
feel fear from him but now all those feelings were entirely changedfor M Hamel. The message
conveyed by M Hamel about the order from Berlin was a thunderclap for little Franz. He
immediately felt sorry for not being sincere in the school and for not learning the French language
and other lessons properly. His books, which seemed a nuisance and a burden earlier ere now
Franz's old friends.
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?
Ans. When the village men realize that their mother tongue, French will no longer be taught to
them, they realize its importance. Suddenly, they develop an inclination towards learning. They
attend the last lesson of French, bring their old, torn primers to learn the language which shows
their eagerness. They regret putting off learning French to the next day. Now, finally, the last
lesson has arrived, and they cannot read their own language. They are ashamed of themselves and
realize that the Germans have overpowered them due to their lack of knowing their own language.

Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this
mean?
Ans. Franz is disheartened when he comes to know that he can no longer learn his language –
French. Their district has been captured by Germany and now German will be taught to them.
Franz feels that mother tongue comes to a person naturally, he is born with it and no one can snatch
it away. Just like the pigeons make the ‘coo’ sound, irrespective of the country from which they
are, similarly, human beings also communicate in their mother tongue. As the Germans are trying
to impose their language on the French, so similarly, Franz feels that they will teach the pigeons
also to ‘coo’ in German language. He has given this example to highlight his point that language
is a natural mode of communication and it cannot be imposed.

Q3. When a people are enslaved, as long as they hold fast to their language it is as if they
have the keys to their prison.” What could this mean?
Ans. Language is an important aspect of the culture of any nation. Native language unites the
people of a particular area or nation. During colonization colonizers enforce political domination
by exerting their rules and regulation over the people of colonized nation and enforce cultural
domination by imposing their own language on them. In some cases, colonizers prohibit the
teaching of the native language and try to deprive the people of their identity.
In such cases, when people are attached to their native language, their identity would be kept intact.
Their language is the key to their prison as their language keeps them united against the invaders
and urge them to fight against the enslavement.
OR
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". Comment on the basis of the story "The last Lesson"?
Ans: 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, be it physical or mental. The ruling government or
the powerful compels them to abide by the rules justified or unjustified. At such time it is their
language, mother tongue which keeps their identity alive. It is their language which unites them
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against the foreigners who have invaded their motherland. It is also the key to their prison as the
mother tongue binds them together. It constantly reminds them to their enslavement and brings
them together to fight for liberation of their motherland. M. Hamel in the chapter "the last lesson"
reminds his countrymen to safeguard their language after they received orders from Berlin banning
the teaching of French in Alsatian school. The natives can liberate themselves only if they
recognize and maintain their identity through their mother tongue.

Q4. What happens to 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
Ans. A linguistic minority in a state does not have as much liberty to exercise linguistic skills as
the natives of the state. They initially try to learn the jargons in order to cope with day-to-day life
activities and finally begin to understand the native language with regular interaction. At the work
place and educational organizations, English or the linking language helps a lot to cope up with
the work and learning process. But, when it comes to understanding the basic norms of the society,
in order to socialize, one does face a sort of linguistic barrier during communication.
To keep their language alive, the linguistic minorities can form small communities where they can
celebrate their festivals as per their traditions. Moreover they can continue to speak their native
language at their homes in order to make their children learn the language. People must, even, try
to visit their native places at regular intervals in order to stay close to their roots.

Q5. What is linguistic chauvinism? Is it possible to carry pride in one‘s language too far?
Ans. 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, long history 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 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.

VALUE BASED QUESTIONS

Q Franz thinks, “Will they make them sing in German, even the pigeons ?” What could
this means?

Ans. Alphonse Daudet’s ‘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. Prussians acquired the districts of Alsace and Lorraine in
Franco-Prussian War , but they were not satisfied with mere political domination ,they desired to
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enforce their own language on the people of the defeated nation. They released the order that from
now German would be taught in schools rather than French. Franz wondered whether they would
make even pigeons sing in German. It means that they had grown up using French as their language
and now snatching away their language from them would be unfair and unkind. The language was
as natural to them as cooing is to the pigeon. So, compulsion to speak another language is like
dominating the force of nature and enslaving it. As it is next to impossible to alter the way pigeons
sing, in the same way it is difficult for people to accept a language which is forcibly imposed on
them. Adopting a new language causes pain and discomfort.

The Last Lesson Q. Franz’s feelings about M. Hamel and school changed gradually by the
end of the text, though he had a great disliking for both the beginning of the story. It is said
that first impression is the last impression. Is it true in context of “The Last Lesson”?
Definitely not. Write a small paragraph of about 100 words penning down your views on, ‘A
person can be best judged in his first appearance only’.

Ans: A well-known dictum states that ’appearances are deceptive’. In fact, it is true that one cannot
be judged in just one meeting. Actually, one or more meetings are not enough to judge a person’s
personality. Every person reacts differently on different situations at different times. So it is not a
matter of single appearances to form a judgment about a person. It might be a prejudice. Now-a-
days every person appears to be social and gentle. They want to be presentable in the society. No
matter what their background is. One’s clothes, gestures, habits, etc. do not define one’s
personality in just one appearance. Due time should be taken to form opinion about a person.
Different situations reveal different aspects of one’s personality. Sometimes a life remains short
to know a person. But sometimes even a few seconds are enough to know one’s real face. Hence,
it is not a matter of first or last impression but the issue of time, needed to know one in one’s right
colours.

Q. While speaking his mouth choked and wrote, ‘Vive La France’ and finally by gesture he
said: “School is dismissed – you may go.” These lines show that M Hamel was greatly
attached to his motherland, profession and mother tongue. In other words, one should be
attached to his own land, cultures and customs. But today’s Indians are drowned in the
western colours. It shows that there is need to spread awareness about the feeling of
patriotism and other related factors. Write a paragraph in about 100 words highlighting the
issue. Ans.

Patriotism-An Unmatched Spirit

Patriotism is defined as one’s love for one’s customs, culture, mother tongue, motherland and
everything what is associated with one’s motherland. One should be proud of what one’s country
has given to him. In Indian context, people have started adopting western culture. They are in the
race of being ‘Mod’. This is really surprising as well as pathetic. As an Indian, we own a rich and
diversified culture which has attracted foreigners too. Many patriots have sacrificed their lives in
the name of their country which has attracted foreigners too. Many Patriots have a feeling that
cannot be filled in the hearts of Indians but it should be arisen and inculcated among the future
generation of the country. The students or the youth of the country need to be indianised. Adaption
of different cultures is not bad. But forgetting our own culture for sake of other ones is not done.
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The need of the hour is to inculcate the moral values, virtues, love for humanity and motherland
among the Indian youth. Patriotism is an undying and unmatched spirit that cannot be sacrificed
for anything.

Q. Read the following question and answer the question that follows: Then he turned to the
blackboard, took a piece of chalk and, bearing on with all his might, he 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 live so that his place will
be proud of him.” After reading the lesson and the above quote of Abraham Lincoln you
being to reflect on the lost spirit of patriotism amongst the youth in India due to which there
is no respect for once countrymen and no determination amongst the youth to lead the
country to be 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 of India.

ANS: The Need for Revival of Patriotic Spirit amongst the Youth in India”

India has been the land of proud martyrs who embraced the gallows for their ideals, where every
drop in freedom fighter’s blood fought not for itself but for nation. Today, the same India stands
famished and starved of the true patriotic spirit. Our youth appears to be driven more by a crazy
love for a superficial self-advancement than anything else for our young boys and girls, country
holds on better value than just a geographical identity. Undoubtedly, ‘patriotism’ needs to be
redefined and revived in India. We probably find our patriotic spirit stirred up when there is an
Indo-pak cricket match or when terrorists bomb our trains. But we definitely forget it when we
cast our vote in the elections, when a hungry beggar asks for a rupee, when we shamelessly throw
garbage on the roads and so on…. Patriotic emotions cannot be engendered in a windfall. They
will have to be engraved on tender hearts that will remain placid. Our education policies thus
needed to be revalued and reformed. More national awareness and respect should be embedded
into the scholastic curriculum. This could be nothing more than a sincere devotion for making a
peaceful-loving, uncorrupt, crime-free, unpolluted and patriotic India. Small actions persuaded
with a notion of doing good to other countrymen is true patriotism. Today, our country wants
awakened citizens to move forward and it is in this sphere where we have to exercise our true
patriotic spirit.