in great dread of fearful in anticipation of something counted on to rely or trust on somebody/something thumbed at the edges worn or soiled

edges caused by frequent handling in unison something happening or being done at the same time a great bustle an excited (and often noisy) activity or a rapid, active commotio n reproach ourselves with to express disapproval, criticism, or disappointment pg7 ans2)That day, Franz noticed the absence of the routine commotion caused by the opening and closing of desks, repeating of lessons in unison and rapping of the teacher s ruler on the table. The usual hustle-bustle was replaced by a strange st illness that was the characteristic of a school on a Sunday morning. 3)The bulletin-board notified the general public about an order from Berlin. It stated that only German was to be taught to students in the schools of Alsace an d Lorraine Question 1: What changes did the order from Berlin cause in school that day? The order from Berlin brought all the routine hustle-bustle of the school life t o a stand-still. The teacher, M. Hamel, became more sympathetic to his students and taught his lessons with more patience. The students became more attentive in their classes. The villagers, who were sitting at the usually empty back benche s and had come to show their respect and gratitude to M. Hamel, regretted not go ing to school more than they did. The order also brought about a great change in the feelings of the people towards their country and their native language. The re was a general sadness about not being able to utilise the opportunities of le arning French when it was easily accessible. Question 2: How did Franz's feelings about M. Hamel and school change? Franz was shocked when M. Hamel told the students about the order from Berlin an d that it was their last French lesson. He forgot about his teacher s ruler and cr ankiness. He developed a fondness for M. Hamel at the troubling idea of being se parated from him forever. He understood the pain and agony his teacher was under going. And, he became more sympathetic towards his teacher. His school too, now, carried a different meaning. His books and lessons seemed o ld friends whom he couldn t give up. He realised with pain how much French meant t o him and regretted not being attentive in his classes earlier. Suddenly, he fel t that the difficult concepts had never actually been difficult. Question 1: The people in this story suddenly realize how precious their language is to them . What shows you this? Why does this happen? Answer DiscussionShare The crowd surrounding the bulletin-board, the presence of the villagers in the c lass, the silence in place of the routine hustle and bustle of the school, the e motions that gripped M. Hamel and Franz, representing that of the teacher and th e student community respectively, were all indicators of the realisation of the importance of their language to them.

Question 2: Franz thinks. Is it possible to carry pride in one s language too far? What could thi . even the pigeons? s mean? (There could be more than one answer. the linguistic minorities can form small communiti es where they can celebrate their festivals as per their traditions. the author is pointing to this very constraint. The authority of human beings is r estricted only to false boundaries that can be controlled. t hey can continue to speak their native language at their homes in order to make their children learn the language. To keep their language alive. the ba sic mode of communication would remain unchanged like the cooing of the pigeons. it was the order from Berlin that made people realise the importance of their language for them. when it comes to understanding the basic norms of the society. the natural status of Fr ench. French flows in the air and the entire pl ace is imbued with its effect.In the story. try to visit their native places at regular intervals in order to stay close to their roots. Even though they train students in German. will remain unchanged. By taking t he reference of making the pigeons learn German. English or the link language helps a lot to cope up with th e work and learning process. They initially try to learn the jargon s in order to cope with the day-to-day life activities and finally begin to unde rstand the native language with regular interaction.) Answer DiscussionShare Language is inherent to culture and identity. one does face a sort of linguistic barri er during communication. in order to socialize. (or) This sentence could possibly mean that however hard the authorities try to embed German language in the culture of Alsace and Lorraine. People must. for them. At the workplace and educat ional organisations. Similarly. Hamel says that people realise the importance of somebody or so mething in their lives very often when it is lost to them. M. But. Will they make them sing in German. even. Moreover. Question 2: 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 Answer DiscussionShare A linguistic minority in a state does not have as much liberty to exercise lingu istic skills as the natives of the state. Nature and other thin gs cannot be governed by some superficial laws of the wilful people.

M.Do you know what linguistic chauvinism means? Answer DiscussionShare Yes. Just as any mother tongue is paramount to its people.Hamel is the most beautiful language in the w orld in terms of its clarity and its logic. the unexpe cted happens and an order is received from Berlin regarding compulsory teaching of German in the schools of Alsace and Lorraine. It becomes an emotional lesson rendered by M. In fact. It is then that they realise th at they would be deprived of what they had been evading all this while. now that the y were being enslaved and forced into learning German. the narrator. it becomes linguistic chauvinism. If people feel good about their l anguages and traditions. they did not give much impo rtance to school. it is disparaging to distort the names of communities. his fixed gaze on things in the c lassroom and his eventual words. Gujju for Gujratis. patriotism and finalit y that is reflected in his motionless posture. The marching soldiers under the windows re present the dawn of Prussia in France. oblivious to t he fact that life is subject to change. The people of Alsace always thought they had plenty of time to learn the lessons. man keeps postponing the lessons of life.School is dismissed You may go Q)What was the importance of french language? The French language according to M. q)Why was Franz even more surprised when he entered the class? Franz was firstly surprised that usual bustle and commotion when school began we . it is possible to carry pride in one's language too far if one is fond of o ne s own language at the cost of others. f or example. Indifference towards other languages is n ot healthy for any democracy like India. However. The last French lesson taught by M. justify the title 'the last lessons'? The story The Last Lesson highlights the human tendency that there is plenty of ti me to do things. Hamel symbolizes the loss of language and th e loss of freedom for France. so is French to Franz and the rest of the students in his class. When the sense of belonging to one's own language crosses the thin line between p ride and proud . always looked for opportunities to skip the school and collect birds eggs. Bongs for Bengalis. hence. Every body has the right to follow the religion as well as speak the language as per h is/her desire. they needed to guard thei r language and hold on to it and is metaphorically the key to their freedom. Hame l to the villagers. It is of greater relevance . defeat of the French people and the resul tant threat to their language and culture. The story is aptly titled as it evokes the consciousness in the reader not to pu t off things and do what one can do that day. Even Franz. Hamel s bold Long live France on th e blackboard becomes substantial evidence of his sadness. etc. signifying the changing order of life and its impact on the sensibilities and emotions of people. therefore. They preferred their children to work on the farms and mills i nstead of having them learn the lessons. they must have tolerance for other languages too.

It is then that they realise th at they would be deprived of what they had been evading all this while. It becomes an emotional lesson rendered by M. he hears only silence is thus surprised on entering the class. He was also surp rised to hear M.even the pigeons?" what could this means? The Alsace and Lorraine districts were under the regime of France. he observes that Hamel is wearing fine clothes which are usually reserved for speci al events. They preferred their children to work on the farms and mills i nstead of having them learn the lessons.Hamel speak kindly to him in spite of him being late. oblivious to t he fact that life is subject to change.re missing and that there was a deafening silence in its place.Hamel regarding the attitude of the vil lagers towards studying? when franz was called to recite the rule of participles . the narrator. Also. the unexpe cted happens and an order is received from Berlin regarding compulsory teaching of German in the schools of Alsace and Lorraine.Hamel. franz thinks. Franz expected to hear a lot of commotion as usual at the time as students would be talking to each other fitting into their places arranging desks and books. patriotism and finalit y that is reflected in his motionless posture. The people of Alsace always thought they had plenty of time to learn the lessons. that he never wore except on inspection and prize days. M. defeat of the French people and the resul tant threat to their language and culture. The story is aptly titled as it evokes the consciousness in the reader not to pu t off things and do what one can do that day. Hamel s bold Long live France on th e blackboard becomes substantial evidence of his sadness."will they make them sing in german . Apart from French being the most logical and beautiful language in Hamel's perce ption. he saw that his teacher had on his beau tiful green coat. he got mixed up on the first words and stood there unable to answer. However. H owever. but M. The marching soldiers under the windows re present the dawn of Prussia in France. During the Fr anco-Prussian war in which France was defeated by Prussia led by Bismarck and bo . q)what are the sentiments expressed by M.he a lso added that the people from other places would have the right to say to alsac e people that they pretend to be frenchmen and yer they can neither speak nor wr ite their own language justify the title 'the last lessons'? The story The Last Lesson highlights the human tendency that there is plenty of ti me to do things. It was important to them because it was a part of their identity and a integral part of who they we re. Hamel symbolizes the loss of language and th e loss of freedom for France.School is dismissed You may go . it was their mother tongue and their native language. therefore. all embroide red. But the thing that surprised Franz the most was that the back benches that were always empty were f illed with the village people sitting quietly just like themselves but strangely solemn and sad. his frilled shirt. Hame l to the villagers. After he got over his fear of reprimand. signifying the changing order of life and its impact on the sensibilities and emotions of people. hence. his fixed gaze on things in the c lassroom and his eventual words. The last French lesson taught by M. instead of scolding him expressed his disappointment in the fact that villagers and students like hi m always postponed learning till the next day and end up in not learning it. and the little black silk cap. Even Franz. they did not give much impo rtance to school. man keeps postponing the lessons of life. always looked for opportunities to skip the school and collect birds eggs.

He immediately remarked: Will they make them sing in German. this feeling of M.th these districts have passed into Prussian hands. ev en the pigeons? It is meant that the German can impose German language on the peo ple of Alsace and Lorraine but they can t impose this language on the birds etc. French. T hey can enslave the people but have no authority to compel the cooing pigeons. He disliked learning German. There came a sudden change in Franz. In his last lesson he told that from the next day in the s chools of both districts would teach only German instead of French from a new te acher. They won t be learning their own most beautiful. an order was passed that German was to be t aught in the schools of Alsace and Lorraine. . Hamel aroused their patriotic feelings . Earlier they were learning t heir own language. clearest and logical language. As per new set up. Hamel who had been teaching the French for the last forty years. He told the im portance of their own language. He heard and saw the pigeons.M.

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.