Flamingo (Prose)
The Last Lesson
1. (Alphonse Daudet)
ABOUT THE STORY
Introduction
The story deals with the implications of 'linguistic
chauvinism' which proves true the statement: "Power
corrupts, but absolute power corrupts absolutely." It is an
example of the insensitivity of man towards human
feelings, controlled by his aggressive attitude. Set in the
days of theFranco-Prussian war (1870 71), the story is
narrated by a young school boy. His observationsconvey
the arrogance of Prussians who attempted to rule over
not only the territory of French people, but also over their
minds and hearts. After defeating France and acquiring
the districts of Alsaceand Lorraine, the Prussians passed
an order that thenceforth schools would teach German
in place of French. This lesson renders a touching and
emotional adieu by the teacher and his students to their
national language which is a significant aspect of an
individual's identity. This story is also about the realisation
on the part of French people that opportunities cannot
be taken for granted.
Summary
Franz was a young school boy in the district of Alsace
which had been occupied by the Germans during the
Franco-Prussian war of 1870-71. One morning he walked
reluctantly towards school as he had failed to learn the
grammar lesson assigned by his teacher M. Hamel. The
fear of punishment brought wayward ideas to his mind.
He thought of escaping schooland spending his day in the
company of nature. However, he resisted alltemptations
and proceeded gradually hoping to escape his teacher's
attention amidst the usual hustle and bustle of early hours
at school. Before reaching his destination he passed the
town hall where he saw a great rush of people in front of
the bulletin-board. As an inhabitant from a war-torn area,
he knew that there must be yet another dreadful message
postedon the board. But he wondered whatit could be.
LITERATURE COMPANION
On reaching school he witnessed an unusual calm.
The class was occupied by the villagers along with the
regular students. Surprisingly, their teacher, M. Hamel,
dressed in his Sunday best, did not reprimand Franz for
being late. Instead he asked him solemnly to be seated
in his place. The reason for the unusual happenings of this
day dawned upon Franz when his teacher announced
that it would be their 'Last French Lesson' because the
Prussians had passed an order that sought to replace the
teaching of French with German. This news sounded
likeadisaster.
M. Hamel, however, did not let the spirits to dampen and
began the last lesson with full enthusiasm. Franz was
asked to recite the rules of participles which he fumbled
with as he had not revised properly. He repented his casual
attitude towards his own mother tongue and now, the
fear of losing the opportunity to master his native
language spelled like doom to him. But, contrary to the
routine days,M. Hamel did not scold Franz. He expressed
deep worry about the human tendency to take things for
granted. He held everyone, including himself, responsible
for the failure to learn French.
However, like a true spirited teacher, he devoted the entire
"last lesson' to pass on to the students his knowledge as
best as he could. He praised the French language as the
most beautiful in the world and asked his students to
guard it always. He explained the lesson with patience
and gave new copies to the students with France Alsace'
written in beautiful handwriting on them. The students
too exhibited rare attention and tried to learn all that their
teacher taught on that day.
Towards the end of the lesson, the teacherand his students,
both young and old, were overwhelmedwith emotion.
M. Hamel signed off his lastlesson by writing in big letters
the message'LongLive France' on the board.
1 ENGLISH (CORE) -12
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12
 SHORT ANSWER QUESTIONS
(to be answered in about 40 words each)
TEXTUAL QUESTIONS
QI. Whatwas Franz expected to be prepared with for
school that day? (Delhi 201)
That day Franz was expected to be prepared with
the lesson on rules governing the use of participles.
His teacher, M. Hanmel, had announced the previous
day that he would question the students on this
topic. But Franz had failed to learn his lesson and
he feared punishment.
Q2. What did Franz notice that was unusual about
the school that day? Or
Howwas the scene at the schoolon the morning of
the last French lesson different from that on
(Delhi2008)
other days?
Franz noticed the absence of usual din. Instead, he
found everything to be as quiet as if on a Sunday
morning. No opening and closingof desks, repetition
oflessons or rapping of the teacher's ruler on table
could be heard. Students were seated and the
elderly hadoccupied back-benches.
Q3. What had been put up onthe bulletin-board?
Or
What was the bulletin-board news that caused a
change in the school? (AICBSE 2015C;Delhi 20l1)
The order of the Prussians that barred teaching of
French and made compulsory the teaching of
German inthe districts ofAlsace and Lorraine had
been put up on the bulletin-board. This was a
piece of shocking information that hit directly the
national pride of the French people.
Q4. What changes did the order from Berlin cause in
school that day? Or
What was the order from Berlin and what changes
did it cause in school? Or (AICBSE2013)
How did the order from Berlinchange the situation
in the schoo1? (Delhl 2011, 2012;AlI 2016)
The order from Berlin sought to replace the teaching
TERATURE COMPANION
of French with German in the schools of Alsace
and Lorraine. This order awakened patriotic
sentiments in the locals and everyone reached
school wellbefore time., Both theteacher and his
students devoted rapt attention to their last French
lesson.
Q5. The people in this story suddenly realise how
precious their language is to them. What shows
you this? Why does this happen?
The keen interest taken by the villagers, Franz's
regret at having ignored the study of his mother
tongue and M. Hamel's emotionally charged 'last
lesson' show the sudden realization by all about
their language being precious. This happened
because the order from Berlin barred the study of
French.
Q6. Franz thinks, "Will they make them sing in
German, even the pigeons?" What could this mean?
Franz's philosophical thought means that the
Germans can never succeed in destroying the
inherent love of the French for their motherland
just as they can never succeed in changing the
spontaneous singing ofpigeons.
ADDITIONALQUESTIONS
Q7. What was the narrator'sgreatest fear as he moved
towards school? Or
Why was Franz afraid when he was going to
school that day? Or
Why did Franz not want to go to school that day?
(Delhi 2017)
and was
Franz had got late for school that day
reprimand. He
afraid of his teacher, M. Hamel's
failed to learn
did not want to go to school as he had
participles and he
the rules governing the use of incomplete
dreaded his teacher'sangryreaction to the
task.
across Franz's mind as he
Q8. What thoughts ran
walked towards the school?
Or
ENGLISH(CORE)-12
6
 12
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Q13. Q14. Q15. Q16.
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Q18.
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ildren hallmark lad has on work? regret must asmotherfreedom French till common
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OMPANION
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Q13. Q14.