The Last Lesson

By Alphonse Daudet

“The Last Lesson” by Alphonso Daudet is set in the French district of Asace-Lorraine, which has been annexed by Prussia. The story revolves around a young boy, Franz, who attends school only to find out it is the last French lesson, as German will be imposed from the next day. M. Hamel, the French teacher, delivers his final, heartfelt lesson, highlighting the importance of one’s language and the pain of losing cultural identity under foreign rule.

Q: What was Franz expected to be prepared with for school that day?

Ans. Franz was expected to be prepared with a lesson on participles. M. Hamel, the French teacher, had announced that he would question the students on this topic. However, Franz had not learned his lesson and was afraid of being scolded by M. Hamel.

Q: What did Franz notice that was unusual about the school that day?

Ans. Franz noticed several unusual things about the school that day:

• The usual commotion of opening and closing desks, lessons being repeated in unison, and the teacher’s ruler striking the table was missing.
• The atmosphere was quiet and calm, which was very different from the usual hustle and bustle.
• M. Hamel, the teacher was wearing his special Sunday clothes, which he usually wore only on inspection and prize days.
• The villagers, including old Hauser, were sitting quietly on the backbenches of the classroom, which was also quite unusual.

Q: What had been put up on the bulletin board? What changes did the order from Berlin cause in school that day?

Ans. A new order from Berlin had been put up on the bulletin board, stating that only German would be taught in the schools of Alsace and Lorraine. The order caused several changes in the school:

Ø  It was to be M. Hamel’s last lesson in French, as the new German teacher would be arriving the next day.

Ø  M. Hamel spoke about the French language with great passion and emotion, urging the students and villagers to cherish their language.

Ø  There was a somber and emotional atmosphere in the classroom as both students and villagers realized the significance of losing their language.

Q: How did Franz’s feelings about M. Hamel and school change?

Ans. Initially, Franz was not very fond of M. Halem or attending school. He considered M. Hamel to be strict and feared his scolding. However, upon hearing that it was the last French lesson, Franz’s feelings underwent a change. He began to realize the importance of the French language and felt deep regret for not taking his lessons seriously. He developed a newfound respect and affection for M. Hamel, who was passionately delivering his last lesson.

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

Ans. The people of Alsace realize the value of their language, French, when it is suddenly taken away by the order from Berlin to teach only German. This realization shows their deep regret for neglecting their language and a newfound understanding of its importance to their cultural identity. M. Hamel’s passionate appeal and criticism of their indifference emphasize the beauty and significance of their language, making the villagers and students aware of what they are about to lose. The presence of villagers in the classroom, the students’ unusual attentiveness, and Franz’s regret for not learning his lessons earlier reflect their awakening and sense of loss. This happens because they understand that language is not just a means of communication but a symbol of freedom and resistance against cultural domination.

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

Ans. Franz’s thought is metaphorical and reflects his deep sense of loss and helplessness. It also reflects his frustration and disbelief at the imposition of the German language on the people of Alsace. The question symbolizes the unnaturalness of forcing a language upon a community that speaks a different one.

By mentioning pigeons, Franz implies that just as it is absurd to expect birds to change their natural song, it is equally absurd to force people to abandon their native language. It highlights how language is deeply ingrained in one’s identity and culture, and imposing a new language feels like an unnatural and oppressive act that goes against the natural way of life.

Q: “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 conquered people had their language taken away from them or had a language imposed on them?

Ans. One historical example is the British colonial rule in India. The English language was imposed on Indians, and English education was promoted, leading to a decline in the use of indigenous languages in administration and education.

Another example is the suppression of the Gaelic language in Scotland and Ireland by the British authorities. Gaelic was discouraged, and English was imposed as the language of administration and education.

During the Spanish colonization of the Americas, indigenous languages were often suppressed, and Spanish was imposed as the dominant language.

The imposition of Norman French and the decline of Old English during the Anglo-Norman period in England is also an example of how a conquering power can suppress and replace a native language, shaping the culture and identity of a nation.

Q: 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, and Gujratis in Kolkata.

Ans. A linguistic minority in a state often faces challenges such as cultural assimilation, marginalization, and lack of access to resources in their language. Their language might face the threat of extinction if not preserved.

To keep their language alive, they can establish cultural and educational institutions that promote their language, create media content (books, television, radio) in their language, and ensure its use in daily life and rituals. Local governments and policies can also support minority languages through official recognition and use in administration and education.

Q: Is it possible to pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?

Ans. Yes, it is possible to carry pride in one’s language too far, which can lead to linguistic chauvinism. Linguistic chauvinism is the belief that one’s own language is superior to others and should be imposed on others. It often results in intolerance, discrimination, and suppression of other languages. Therefore, excessive pride in one’s language can lead to conflicts, loss of cultural diversity, and a lack of mutual respect among different linguistic groups.