The Last Lesson

Given: The story describes Franz's situation on the morning of the last lesson.

Answer: Franz was expected to be prepared with his lesson on participles. M. Hamel had announced that he would question the students on participles that day. Franz had not learned his lesson and was afraid of being scolded by his teacher.

Given: Franz arrives at school and observes several unusual things.

Answer: Franz noticed several unusual things about the school that day:
- The school was unusually quiet, unlike the typical noise of opening and closing desks and lessons repeated in unison.
- M. Hamel was dressed in his fine Sunday clothes — his beautiful green coat, frilled shirt, and the little black silk cap he wore only on inspection and prize days.
- The village people, such as old Hauser, the former mayor, and other villagers, were sitting quietly at the back of the classroom, which was very unusual.
- The whole school had a strange, solemn atmosphere.

Given: Franz passes the bulletin-board on his way to school.

Answer: For the last two years, all the bad news — lost battles, the draft, the orders of the commanding officer — had come from the bulletin-board. That day, an order had been put up on the bulletin-board stating that in Alsace and Lorraine only German would be taught in the schools. The new German masters were to come the very next day. This was the order from Berlin that changed everything.

Given: An order from Berlin declared that only German would be taught in the schools of Alsace and Lorraine.

Answer: The order from Berlin brought about the following changes in school that day:
- It was to be the last French lesson. M. Hamel was to leave after that day, and a new German master would arrive the next day.
- M. Hamel wore his finest Sunday clothes as a mark of respect for the occasion.
- The villagers — old Hauser, the former mayor, and others — came and sat quietly at the back of the classroom to attend the last French lesson as a tribute to the language.
- The entire atmosphere of the school was solemn and emotional. M. Hamel taught with great patience and dedication, as if wanting to give all his knowledge before leaving.
- New copybooks with 'France, Alsace' written in a beautiful round hand were distributed, and everyone worked with unusual sincerity and quiet.

Given: Franz had earlier been afraid of M. Hamel and disliked school and French lessons.

Answer: Franz's feelings underwent a complete transformation:
- Earlier, he had been afraid of M. Hamel's ruler and scolding, and he used to skip school to play. He found French grammar boring and difficult.
- But on the day of the last lesson, he felt deep regret for having wasted time and neglected his lessons. He realised how precious the French language was.
- He began to feel great admiration and sympathy for M. Hamel. He understood the teacher's pain at having to leave after forty years of devoted service.
- He felt that M. Hamel had never seemed so tall or so dignified as on that last day.
- His books, which had earlier seemed a nuisance, now felt like old friends he could not give up.
- In short, Franz moved from indifference and fear to respect, love, and a sense of loss.

Given: The story is set in Alsace-Lorraine after the Prussian conquest, when an order from Berlin bans the teaching of French.

Answer:

What shows that people realise the preciousness of their language:
- The villagers — old Hauser, the former mayor, the ex-postmaster — come to attend the last French lesson, showing their love for the language they had perhaps neglected earlier.
- Old Hauser holds his primer with trembling hands and spells out the letters with tears in his eyes.
- M. Hamel teaches with extraordinary patience and dedication, giving his best on the last day.
- Franz, who had earlier dreaded French lessons, suddenly feels deep regret for not having learned his language properly.
- M. Hamel speaks movingly about the French language, calling it the most beautiful, clearest, and most logical language in the world.
- He writes 'Vive La France!' on the blackboard as his final, passionate act.

Why this happens:
This realisation comes because people tend to take things for granted until they are about to lose them. The threat of losing their language — the very medium through which they think, feel, and express their identity — makes them suddenly aware of its immense value. Language is not merely a means of communication; it is the soul of a people's culture and identity. When it is threatened by a conqueror, it becomes a symbol of freedom and resistance.

Given: Franz hears the pigeons cooing on the roof while everyone is writing silently in the last French lesson.

Answer: This thought of Franz can be interpreted in more than one way:

(i) Irony and Absurdity: Franz is thinking ironically that the Prussian order to replace French with German is so extreme and absurd that even nature — even the pigeons — would be forced to change. It highlights the ridiculousness of trying to suppress a language by force.

(ii) The Universality of Language: The cooing of pigeons is a natural sound, like a language of its own. Franz wonders if even this natural 'language' would be replaced or suppressed. This suggests that language is as natural and instinctive as the sounds of birds — it cannot truly be taken away.

(iii) Deep Emotional Protest: The thought reflects Franz's inner anguish and silent protest against the order. He is expressing, through this image, how unnatural and cruel it is to impose a foreign language on a people.

(iv) Attachment to the Familiar: The pigeons represent the familiar, comforting world of Alsace. Franz's thought shows his fear that everything he knows and loves — even the smallest, most natural things — will be changed by the conquerors.

Answer: This statement beautifully captures the relationship between language, identity, and freedom. History offers several examples:

(i) Colonial India: The British imposed English as the medium of education and administration through Macaulay's Minute (1835). Indian languages were marginalised in official and educational spheres, yet people held on to their mother tongues, which became powerful tools of the freedom movement. Leaders like Bal Gangadhar Tilak and Mahatma Gandhi used regional languages to connect with the masses.

(ii) Ireland under British Rule: The British suppressed the Irish language (Gaelic/Irish). The Irish were forced to use English. However, the Irish held on to their language as a symbol of national identity, and after independence, Irish was made an official language of the Republic of Ireland.

(iii) Native Americans: European colonisers in America forced Native American children into boarding schools where they were forbidden to speak their native languages. This caused the loss of many indigenous languages and cultural identities.

(iv) African Nations under Colonial Rule: In many African countries, colonial powers (French, British, Portuguese) imposed their languages, suppressing local languages in education and governance.

(v) Alsace-Lorraine (as in the story): After the Franco-Prussian War (1870–71), Germany imposed German on the people of Alsace-Lorraine, banning French — exactly as depicted in the story.

In all these cases, language became a symbol of resistance and cultural survival.

Answer:

What happens to a linguistic minority:
- A linguistic minority refers to a group of people living in a region where their mother tongue is not the dominant or official language of that state.
- They often face difficulties in education, employment, and daily communication because official work is conducted in the majority language.
- Their children may gradually shift to the dominant language, leading to a slow erosion of the mother tongue.
- They may face social and cultural isolation or pressure to assimilate.
- However, the Indian Constitution (Articles 29 and 30) provides certain protections to linguistic minorities, including the right to conserve their language and establish educational institutions.

How they can keep their language alive:
1. Community schools and classes: Setting up schools or weekend classes where children are taught their mother tongue (e.g., Gujarati schools in Kolkata, Tamil schools in Mumbai).
2. Cultural organisations: Forming cultural associations that celebrate festivals, literature, music, and drama in their language.
3. Media: Publishing newspapers, magazines, and running radio/TV programmes in their language.
4. Literature and arts: Encouraging writers, poets, and artists to create in their mother tongue.
5. Speaking at home: Ensuring that the language is spoken at home so children grow up bilingual.
6. Digital platforms: Using social media, YouTube channels, and apps to promote and teach the language.

Thus, a linguistic minority can keep its language alive through conscious community effort, cultural pride, and institutional support.

Answer:

Linguistic Chauvinism:
Linguistic chauvinism refers to an extreme, aggressive pride in one's own language, combined with a belief that it is superior to all other languages, and a hostility towards speakers of other languages. It involves the imposition of one's language on others and the denigration or suppression of other languages.

Can pride in one's language go too far?
Yes, it certainly can. While it is natural and healthy to love and take pride in one's mother tongue, this pride becomes harmful when it:
- Leads to discrimination against speakers of other languages.
- Results in the imposition of one language on linguistic minorities (e.g., the 'Hindi imposition' controversy in South India).
- Creates social divisions and conflicts between communities (e.g., language riots).
- Prevents people from learning other languages, thereby limiting their opportunities and understanding.
- Is used as a political tool to divide people on linguistic lines.

Examples:
- The anti-Hindi agitations in Tamil Nadu (1937, 1965) were partly a reaction to perceived linguistic chauvinism.
- In Sri Lanka, making Sinhala the only official language marginalised Tamil speakers and contributed to decades of ethnic conflict.

Conclusion: Pride in one's language is a positive sentiment that preserves culture and identity. However, when it becomes chauvinism — aggressive, exclusive, and intolerant — it causes division and injustice. A balanced approach values one's own language while respecting all others.

Answer: The origins of the given words are as follows:

| Word | Language of Origin | Meaning/Note |
|------|-------------------|---------------|
| tycoon | Japanese (*taikun* — great lord) | Entered English via American usage |
| barbecue | Spanish (*barbacoa*), originally from Taíno (Caribbean indigenous language) | A framework for roasting meat |
| zero | Italian (*zero*), from Arabic (*sifr*), from Sanskrit (*śūnya* — empty) | The concept came to Europe through Arabic mathematics |
| tulip | French/Turkish (*tülbend* — turban), from Persian | Named for its turban-like shape |
| veranda | Portuguese (*varanda*) or Hindi (*varanda*) | A roofed platform along the outside of a house |
| ski | Norwegian (*ski*) | A long narrow piece of wood for gliding over snow |
| logo | Greek (*logos* — word, reason) | Short for logotype |
| robot | Czech (*robota* — forced labour/drudgery) | Coined by Karel Čapek in his 1920 play |
| trek | Afrikaans/Dutch (*trekken* — to pull, travel) | Originally used in South African English |
| bandicoot | Telugu (*pandikokku* — pig-rat) | An Indian rodent; the name entered English from Telugu |

Correct option: (ii) startling and unexpected.

Justification: A 'thunderclap' is a sudden, loud burst of thunder that shocks and startles. Here, the words of M. Hamel announcing the last French lesson came as a complete shock to Franz — sudden, unexpected, and deeply disturbing. The expression is used figuratively to convey the stunning impact of the news.

Correct option: (i) do not lose their language.

Justification: The metaphor compares language to a 'key to their prison.' As long as a conquered people retain their language, they retain their identity, culture, and a means of resistance — just as a key gives a prisoner the power to escape. The emphasis is on *not losing* the language, which is the source of their freedom and identity.

Correct option: (iii) early enough.

Justification: 'In plenty of time' is an idiomatic expression meaning 'with enough time to spare' — neither too early nor too late, but comfortably on time. The speaker is reassuring Franz that there is no need to rush because he will arrive at school with sufficient time.

Correct option: (b) seemed very confident.

Justification: The expression 'look so tall' is used figuratively here. M. Hamel did not literally grow taller. In that final, emotional moment — standing pale but dignified before his class, writing 'Vive La France!' on the blackboard — he appeared larger than life, full of moral courage, dignity, and quiet confidence. His stature was metaphorical, representing his greatness of spirit.

Concept: The past perfect tense (had + past participle) is used to indicate an action that was completed *before* another past action or before a specific point in the past. In a story narrated in the simple past, the past perfect is used to refer to an 'earlier past.'

Five sentences from the story with the past perfect:

1. "M. Hamel had said that he would question us on participles."
*Why used:* M. Hamel's announcement happened *before* the events of the story being narrated. The past perfect shows this earlier action.

2. "For forty years he had been there in the same place, with his garden outside the window and his class in front of him."
*Why used:* M. Hamel's forty years of teaching happened over a long period *before* the present moment of the last lesson. The past perfect indicates this long-completed duration.

3. "The hopvine that he had planted himself twined about the windows to the roof."
*Why used:* The planting of the hopvine happened *earlier* in the past, before the time of the story's narration. The past perfect marks this earlier action.

4. "For the last two years all our bad news had come from there — the lost battles, the draft, the orders of the commanding officer."
*Why used:* The bad news arriving over the last two years is an action completed *before* the specific day of the last lesson. The past perfect shows this prior, completed period.

5. "I never had put on my best clothes to go to school, and now I wished I had." *(implied/paraphrased from the text)*
*Why used:* Franz's not wearing his best clothes is an action (or rather, a habit) that belongs to the time *before* the moment of his realisation. The past perfect expresses this earlier state.

*(Note: Exact sentences may vary slightly depending on the edition of the textbook. The above are representative examples drawn from the story.)*

Sample Notice:

---

DELHI PUBLIC SCHOOL, ROHINI
NOTICE BOARD

Date: 15 July 20XX

ANNUAL INTER-HOUSE DEBATE COMPETITION

This is to inform all students of Classes IX to XII that the Annual Inter-House Debate Competition will be held on 25 July 20XX (Saturday) in the School Auditorium from 10:00 a.m. onwards.

Topic: *"Social media does more harm than good."*

Students interested in participating must register their names with their respective House Captains by 20 July 20XX. Each house may send a maximum of two participants (one for and one against the motion).

All students are encouraged to attend and support their houses.

For further details, contact the English Department.

*Sd/-*
Ms Priya Sharma
Teacher-in-Charge, English Department

---

Sample Paragraph (Arguing FOR studying three languages):

Studying three languages at school is not a burden but a privilege. India is a land of extraordinary linguistic diversity, and learning multiple languages equips students to communicate with people across regions and cultures. The three-language formula — typically the mother tongue, Hindi, and English — ensures that students are rooted in their own culture while being prepared for national and global opportunities. Research shows that multilingual individuals have sharper cognitive abilities, better problem-solving skills, and greater empathy. Languages open doors to literature, history, and the wisdom of different civilisations. Rather than viewing three languages as an extra load, students should embrace them as three windows to the world.

---

Sample Paragraph (Arguing AGAINST studying three languages):

While the idea of studying three languages sounds enriching, it places an unreasonable burden on school students who are already managing a heavy curriculum. Mastering even one language requires years of dedicated effort; expecting students to achieve proficiency in three simultaneously often results in superficial learning of all three. The time and energy spent on three languages could be better invested in science, mathematics, or vocational skills that are more directly relevant to career prospects. Moreover, with English serving as a global lingua franca, the practical need for three languages is debatable. Schools should focus on depth rather than breadth, ensuring students master at least one or two languages thoroughly.

Sample Paragraph:

I used to strongly dislike Mathematics. Every time I sat down with my textbook, the equations and theorems seemed like a foreign language designed to confuse me. I dreaded my Maths teacher, Mr. Verma, whom I considered strict and unsympathetic. However, everything changed in Class IX when I was struggling with algebra and he stayed back after school to help me. He explained each concept patiently, using real-life examples, and for the first time, I actually *understood* what I was doing. I realised that my dislike was born out of fear and misunderstanding, not genuine inability. Slowly, as my understanding grew, so did my interest. Today, Mathematics is one of my favourite subjects, and I am deeply grateful to Mr. Verma. This experience taught me that we often dislike what we do not understand, and that a good teacher can transform not just our knowledge but our entire attitude towards a subject.

Linguistic Human Rights:

Linguistic human rights refer to the rights of individuals and communities to use their own language in private and public life. These are considered a subset of fundamental human rights.

Key aspects include:
- The right to identify with one's mother tongue and have it respected.
- The right to learn one's mother tongue, including receiving education in it.
- The right to use one's language in official contexts (courts, government offices) where numbers justify it.
- The right not to be discriminated against on the basis of language.

International instruments protecting linguistic rights:
- Universal Declaration of Human Rights (1948): Article 2 prohibits discrimination based on language.
- UN Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities (1992): Specifically protects the rights of linguistic minorities to use their language and participate in cultural life.
- UNESCO's Universal Declaration on Cultural Diversity (2001): Recognises linguistic diversity as part of cultural heritage.

In India:
- Articles 29 and 30 of the Indian Constitution protect the rights of linguistic minorities to conserve their language and establish educational institutions.
- The Eighth Schedule of the Constitution recognises 22 scheduled languages.
- A Special Officer for Linguistic Minorities is appointed under Article 350B.

Constitutional Guarantees for Linguistic Minorities in India:

The Indian Constitution provides several important protections for linguistic minorities:

1. Article 29 — Protection of Interests of Minorities:
- Any section of citizens having a distinct language, script, or culture has the right to conserve the same.
- No citizen shall be denied admission to any educational institution maintained by the State or receiving State aid on grounds only of religion, race, caste, or language.

2. Article 30 — Right of Minorities to Establish and Administer Educational Institutions:
- All minorities, whether based on religion or language, have the right to establish and administer educational institutions of their choice.
- The State shall not discriminate against minority-managed institutions in granting aid.

3. Article 350A — Instruction in Mother Tongue at Primary Stage:
- Every State and local authority shall endeavour to provide adequate facilities for instruction in the mother tongue at the primary stage of education to children belonging to linguistic minority groups.

4. Article 350B — Special Officer for Linguistic Minorities:
- A Special Officer for Linguistic Minorities is appointed by the President of India.
- The officer investigates matters relating to the safeguards provided for linguistic minorities and reports to the President.

5. Article 347 — Special Provision Relating to Language:
- If a substantial proportion of the population of a State desires the use of any language spoken by them to be recognised officially, the President may direct that such language shall also be officially recognised throughout that State.

These provisions collectively ensure that linguistic minorities in India have the right to preserve their language, culture, and identity.

Note: This is an activity-based task that requires students to interact with their classmates and fill in the survey form based on actual responses. A sample filled form is provided below for reference.

Sample Survey Form:

| S.No. | Languages you know | Home language | Neighbourhood language | City/Town language | School language |
|-------|--------------------|---------------|------------------------|--------------------|-----------------|
| 1. | Hindi, English, Punjabi | Punjabi | Hindi | Hindi | English |
| 2. | Tamil, English, Hindi | Tamil | Hindi | Hindi | English |
| 3. | Bengali, English, Hindi | Bengali | Hindi/Bengali | Hindi | English |
| 4. | Gujarati, Hindi, English | Gujarati | Hindi | Hindi | English |
| 5. | Kannada, English, Hindi | Kannada | Hindi | Hindi | English |

Observation: Students may observe that while home languages vary according to family background, the school language is predominantly English, and Hindi often serves as the common neighbourhood and city language. This reflects India's multilingual character and the role of English as a link language in education.