Flamingo - The Last Lesson
NCERT Solutions
Think as you read
Question 1. What was Franz expected to be prepared with for school that day?
Answer. Franz was expected to be prepared with participles for school that day as his teacher M. Hamel had said that he would question the class on the topic.
Question 2. What did Franz notice that was unusual about the school that day?
Answer. An unusual silence prevailed in the school that day. Usually, there was a great bustle when school began that could be heard out in the street, the opening and closing of desks, lessons repeated in unison and the teacher's ruler striking on the table. But that day, it was all so still and quiet as on a Sunday morning.
Question 3. What had been put up on the bulletin board?
Answer. The order that had come from Berlin to teach only German in the schools of Alsace and Lorraine had been put up on the bulletin board.
Think as you read
Question 1. What changes did the order from Berlin cause in school that day?
Answer. The order had come from Berlin to teach only German in the schools of Alsace and Lorraine due to which a terrible silence surrounded the school that day. There was no bustle and everything was as quiet as Sunday morning. The teacher M. Hamel had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on inspection and prize days. The village people were sitting quietly on the back benches of the classroom that were always empty.
Question 2. How did Franz's feelings about M. Hamel and school change?
Answer. M. Hamel told the class that this would be their last French lesson as the order had come from Berlin to teach only German in the schools of Alsace and Lorraine. Upon hearing this, Franz felt sorry for not learning his lessons and wasting time. His books, which he found annoyance earlier, were old friends now that he couldn't give up. His feelings about M. Hamel also changed, he felt sorry for him and the thought that he would never see him again made him forget all about his strictness and crankiness.
Understanding the text
Question 1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?
Answer. In the story, the French districts of Alsace and Lorraine were annexed by Germany and the freedom to learn the French language was taken away from the people of these districts. People were anguished as they lost the right to study or speak their own language. They realized the importance of learning their mother tongue and that the Germans have overpowered them due to their lack of knowing their language. The story highlights the human tendency to put away things for tomorrow. Everyone was filled with regret and shame for not utilising the opportunities they had for learning French. The story also reflects upon how we tend to take things for granted that we've had for long periods of time. It is on the day of the last lesson that people realize how precious their language is to them.
Question 2. Franz thinks, "Will they make them sing in German, even the pigeons?" What could this mean?
Answer. Franz wonders whether the Germans would make even the pigeons sing in German. This demonstrates that language is just not the means to communicate but also an inseparable part of personal and socio-cultural identity. Franz feels that the mother tongue is what we learn from birth and it can't be taken away.
Talking about the text
Question 1. "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?
Answer. A language is not just words. It unifies a community and is intrinsic to the expression of culture. It holds the power to build bridges and break barriers and paves the way for one's freedom.
There are numerous examples in history where conquered people had their language taken away from them or had a language imposed on them.
1. Imposition of Urdu in East Pakistan
The Government of the Dominion of Pakistan imposed Urdu on the Bengali-speaking majority of East Pakistan. As part of the Islamization and the Arabization of East Pakistan, the Government declared Urdu to be the sole national language of Pakistan. People protested against the suppression of their mother tongue Bangla and even sacrificed their lives.
2. Imposition of English in India
The English language was imposed on India during the colonization of India by Britain. British rule is said to have been responsible for the spread of Western education in India. English was made the official language of India and was adopted as the official medium of instruction.
3. Imposition of Turkish on Kurds
The Kurds are the largest ethnic minority in Turkey. The Turkish government officially prohibited the Kurdish languages in public and private life. Many people who spoke, published or sang in Kurdish were arrested and imprisoned. It is illegal to use Kurdish as a language of instruction in schools in Turkey.
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. A linguistic minority is a class of people whose mother tongue is different from that of the majority in the state or part of a state. Minority languages suffer from institutional neglect and linguistic minority often face discrimination. There is a special provision in the constitution for the protection of the linguistic interests of minorities, but it is unfortunate that linguistic minorities have still suffered. States have often restricted the official use of minority languages. Children belonging to a linguistic minority may also suffer as they may not have access to education in the language they speak or understand. One of the crucial reasons for the weakening of national solidarity is discrimination of all kinds are made in the linguistic field.
Mother tongue bears our culture and heritage and is key to our development. Numerous languages in the world face the risk of extinction. When a language dies we lose more than just a medium of conversation, we lose a unique worldview.
A linguistic minority in a state can keep their language alive by speaking,
by writing and by learning their native language. By reading books, and listening to the radio in the minority language. The concentration should be on mother languages in the early education of children. The linguistic minority can also preserve their language and culture by forming a small community and having social gatherings to celebrate the festivals and special events as per their traditions.
Question 3. Is it possible to carry pride in one's language too far?
Do you know what 'linguistic chauvinism' means?
Answer. Yes, it is surely possible to carry pride in one's language too far that one starts believing in the superiority or dominance of one's own language and considers other languages as inferior or unworthy.
'Linguistic chauvinism' means a strong belief that one's own language is superior to all other languages. Linguistic chauvinism has cultural and socio-economic perils and can result in irrevocable damage to the social fabric of society.
Working with words
1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a world language, For example:
petite - French
kindergarten - German
capital - Latin
democracy - Greek
bazaar - Hindi
Find out the origins of the following words.
tycoon barbecue zero
tulip veranda ski
logo robot trek
bandicoot
Answer.
Tycoon - from Japanese taikun 'great lord'
Barbecue - from Spanish barbacoa, perhaps from Arawak barbacoa's wooden frame on posts. The original sense was a 'wooden framework for sleeping on, or for storing meat or fish to be dried.
Zero - from French zéro or Italian zero, via Old Spanish from Arabic sifr 'cipher'.
Tulip - from French tulipe, via Turkish from Persian dulband 'turban', from the shape of the expanded flower.
Veranda - from Hindi varandā, from Portuguese varanda 'railing, balustrade'.
Ski - from Norwegian, from Old Norse skíth 'billet, snowshoe'.
Logo - abbreviation of logotype; from Ancient Greek (lógos) 'word, speech', and (túpos) 'mark, imprint'.
Robot - from Czech, from robota 'forced labour'.
Trek - from South African Dutch trek (noun), trekken (verb) 'pull, travel'.
Bandicoot - from Telugu pandikokku, literally 'pig-rat'.
2. Notice the underlined words in these sentences and tick the option that best explains their meaning.
(a) "What a thunderclap these words were to me!"
The words were
(i) loud and clear.
(ii) startling and unexpected.
(iii) pleasant and welcome.
Answer. (ii) startling and unexpected.
(b) "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"
It is as if they have the key to the prison as long as they
(i) do not lose their language.
(ii) are attached to their language.
(iii) quickly learn the conqueror's language.
Answer. (ii) are attached to their language.
(c) Don't go so fast, you will get to your school in plenty of time.
You will get to your school
(i) very late.
(ii) too early.
(iii) early enough.
Answer. (iii) early enough.
(d) I never saw him look so tall.
M.Hamel
(a) had grown physically taller.
(b) seemed very confident.
(c) stood on the chair.
Answer. (b) seemed very confident.
Noticing form
Read this sentence
M. Hamel had said that he would question us on participles. In the sentence above, the verb form "had said" in the first part is used to indicate an "earlier past". The whole story is narrated in the past. M. Hamel's "saying" happened earlier than the events in this story. This form of the verb is called the past perfect.
Pick out five sentences from the story with this form of the verb and say why this form has been used.
Answer. Five sentences from the story in the past perfect tense are -
1. For the last two years all our bad news had come from there.
The past perfect verb form has been used as the action has been happening since an earlier time.
2. I had counted on the commotion to get to my desk without being seen.
The action had occurred prior to Franz getting into the class.
3. Hauser had brought an old primer, thumbed at the edges.
The action had occurred before the incident.
4. It was in honour of this last lesson that he had put on his fine Sunday clothes.
The act of putting on his fine Sunday clothes had been done prior to the incident.
5. The hop vine that he had planted himself twined about the windows to the roof.
The action of planting happened earlier than the events in the story.
WRITING
THINGS TO DO
Extra Questions and Answers
Short Answer Questions
Question 1. Why was Franz unhappy as he set out for school?
Answer: Franz was unhappy chiefly for two reasons. He had started very late for school that morning and expected his teacher to reprimand him for running late. Secondly, he had not learned his lesson on participles and was afraid his teacher, M Hamel, would punish him.
Answer. M.Hamel blamed the parents for the neglect of learning on the part of boys like Franz because their parents wanted them to work on the farm to earn some money. Franz himself wanted to enjoy his time and thus, avoided going to school. M. Hamel blamed himself too for the neglect as he made the boys work in the garden which made them miss their lessons and whenever he wanted to go fishing, he gave them a holiday.
Question 2. What little details does Franz notice as he walks to school? Why was he reluctant to go to school that day?
Answer: On Franz’s way to school, he observed how the weather was warm and bright, and the birds chirped melodiously. At a distance, Franz noticed the Prussian soldiers drilling. But soon, his attention was arrested by a crowd in front of the bulletin board. He was afraid of being hauled up by his teacher for not having learned his French lessons and was reluctant to go to school.
Question 3. What was the announcement on the bulletin board? When did Franz learn the contents of the announcement?
Answer: The bulletin board contained the unfortunate announcement that the French districts of Alsace and Lorraine had been conquered by the Prussians. Consequently, the notice carried an order to teach only German in the schools of Alsace and Lorraine. He learned of the announcement when he reached school.
Question 4. When Franz reached school that day he found the sight very unusual. Why?
Answer: When Franz reached school that day he found an uncanny calm, unlike usual days when there was a din of the opening and closing of desks, of lessons repeated in unison, and the teacher’s ruler rapping on the table.
Question 5. What were the unfamiliar sights that Franz noticed as he entered the classroom?
Answer: Unlike the usual chaotic scene, Franz noticed that his classmates were seated in their places. There was an unusual calm and quiet. He noticed his teacher, M Hamel dressed in his Sunday best. The backbenches that were usually empty were occupied by villagers sitting quietly. He was also surprised that M Hamel was quiet and took no note of Franz’s late arrival.
Question 6. What does Monsieur Hamel reveal at the start of class?
Answer: M Hamel announced at the beginning of the class that it was to be their last lesson in French. He explained that there was an order from Berlin to teach only German in the schools of Alsace and Lorraine. It was therefore M Hamel’s last lesson, and he requested the students to be very attentive.
Question 7. What were the evident changes in school after the order from Berlin?
Answer: There was an unnatural quiet in school that day. The students had new copies with “Vive La France!” written on them. The class was uncommonly filled up for M Hamel’s last lesson. The villagers turned up for the last class and sat quietly at the back. Everybody looked upset at having to let go of their French lessons.
Question 8. Why were the villagers in the class that day?
Answer: After the announcement that German was to be taught in the schools of Alsace and Lorraine, the villagers came to school for the last French lesson. They regretted not having valued education previously. They also wanted to thank M Hamel for his forty years of faithful service to teaching. By attending the last lesson, it was their way of paying homage to their country that was no more theirs.
Question 9. What did M Hamel say to Franz when he was unable to answer a question on participles?
Answer: When Franz could not recite the rules for the participle, he was scared of what M Hamel would say. But, much to his surprise, M Hamel did not scold him as usual. He expressed regret on Franz’s behalf for never getting the right opportunity to learn. He railed at parents for sending children to work instead of school. He also blamed himself for not doing his duty faithfully.
Question 10. What did M Hamel say about the importance of language to the “enslaved” people?
Answer: M Hamel reiterated that the French language was the most beautiful language in the world. He said it was the clearest and the most logical language, and even more importantly it was their own language. He felt they must guard and hold fast to their language as long as they could. He drew an analogy between their language and the key to their prison. Like the key, their language could liberate them.
Question 11. What was the difference in teaching and learning after the order of the Government?
Answer: There was a yawning gap in the attitudes of the teacher and the taught after the order of the Government. Franz was amazed to see how well he understood his French lesson that day. Perhaps, it was because he had never listened so carefully or because M Hamel had never explained with so much patience. It seemed almost as if he wanted to give the students all he knew before going away.
Question 12. How did Franz realize that announcement had left M Hamel heartbroken?
Answer: M Hamel seemed subdued and nostalgic as he neither scolded Franz when he arrived late in class nor when he could not recite his lessons. He was reminded about his association with the class and looked sad. Hence, it seemed to Franz that he was heartbroken to leave.
Question 13. The last moments with M Hamel were very emotional. What final words did M Hamel write on the board?
Answer: Hauser, one of the villagers, cried as he spelled the letters. His voice trembled with emotion as he spoke. At twelve, M Hamel stood up, choked with emotions. All he was able to do was write “Vive La France!” on the blackboard. He sagged back on the wall, and without a word signaled to them to go.
Long Answer Questions
Question 2. How did little Franz’s feelings alter before he left for school and on his way to school?
Answer: Before Franz set out for school he was in dread of a scolding because he was late for school that morning. Moreover, he was scared to be tested on participles by his French teacher, M Hamel, for he was ill-prepared. Hence he thought of playing the truant and spending the day outdoors. As he walked about, the weather. was warm and bright. His spirits also lifted when he saw the Prussian soldiers drilling. He was a little apprehensive when he saw a crowd in front of the bulletin board as this sight usually spelled bad news. He resisted this desire and hurried off to school. The blacksmith teased him for being late to school. By the time he reached school, he was out of breath.
Question 3. What was the scene in the classroom that alarmed Franz?
Answer: There was an eerie silence unlike usual days when there was a savage din of the opening and closing of desks, of lessons repeated in unison, and the teacher’s huge ruler rapping on the table. His classmates were in their places and his teacher, M Hamel, was dressed formally. On entering, he was surprised to see the village people sitting quietly on the backbenches. He noticed how everybody looked sad. He was further astonished when M Hamel announced in a grave and gentle tone that it was to be their last lesson in French. The order had come from Berlin to teach only German in the schools of Alsace and Lorraine from then on.
Question 4. M Hamel’s reaction when Franz could not answer a question on participles was unlike what he had expected. Justify.
Answer: Franz had been reluctant to reach school as he had anticipated a scolding from his teacher. But much to his surprise when M Hamel noticed that Franz was mixed up on the basics; he did not scold him as usual. He said that Franz must be feeling bad himself. He added it was too late as they would never learn French in Alsace. Ironically, they were Frenchmen, who could neither speak nor write their own language.
M Hamel was also critical of their parents who put them to work on a farm or at the mills for a little more money rather than study. He also blamed himself for sending the students on errands instead of teaching them. He also regretted giving them a day off when he wanted to go fishing.
Question 5. What was the impact of the announcement of the change on M Hamel?
Answer: The announcement shook M Hamel to his roots. He was kind to Franz and did not scold him for not learning his lessons. On the contrary, he blamed himself for not doing his duty faithfully. His formal attire reflected his serious attitude towards his work. He taught with passion and great patience. During the class, M Hamel sat motionless in his chair gazing as if he wanted to etch those last moments in his mind. It was evident that he was heartbroken to leave.
Question 6. Discuss the last moments in the class on the last day of the French lesson.
Answer: The last moments of the French lesson were evocative of their freedom and their way of life coming to an end. Old Hauser sat at the back of the room wearing his spectacles and holding his primer in both hands. As he spelled the letters, he was crying. His voice trembled with emotion so that all of them wanted to laugh and cry.
When the church clock struck twelve, the trumpets of the Prussians, returning from the drill, were heard. M Hamel stood up and could not go on with his speech. His voice was choked. All he could do was writing on the board, as large as he could: “Vive La France!” He fell back against a wall, dejected, and gestured to his, students, with his hand, to leave.
Question 7. How does telling the story from young Franz’s point of view affect the reader’s reaction to the story? How does this point of view help build suspense at the start of the story?
Answer: Telling the story from young Franz’s point of view makes it particularly moving as it voices Franz’s childlike concerns. The fears and apprehensions of a child arrest the attention of the readers.
Franz’s anxiety of running into trouble with his teacher stirs the readers’ concern. One is worried about his % reception as he reaches his school late. Every moment, one wants to know what is in store for little Franz. After learning of the order from Berlin to teach only German in the schools of Alsace and Lorraine, the readers’ concerns increase.
The readers leam to love the French language as the most beautiful language and also share Franz’s childlike fascination with the new copies given by M Hamel. Franz’s concerns worry the readers; they keenly feel his disappointment of losing his French lessons.
Question 8. The story helps one realize how precious one’s own language is. Justify.
Answer: With the announcement of the change in Government, the situation and people’s reactions were radically altered. The usual noisy scene at the school was replaced by the one which was as quiet as the Sunday church. The students’ earnestness was reflected in their enthusiasm for the last lesson. So much so that even the elderly village people came and sat quietly in the class as students.
Sadness was written large on their faces. The students felt sorry for M Hamel as he was made to discontinue his French lessons. Franz regretted not having studied well. The students endeavored to pay unwavering attention to their last lesson, even M Hamel taught with rare lucidity and passion.
Value-Based Question
Question 1. Young Franz grows up into a fine young lad. He recalls his “last lesson” with tenderness as it taught him the greatest lesson on patriotism. Write Franz’s feelings in the form of a diary entry.
Answer:
Dear Diary
I was like any other child, postponing duties and jobs with a perpetual feeling that there was plenty of time to do things. I felt going to school was drudgery and studying, sheer boredom. But that day the most unexpected thing happened! We received an order from Berlin instructing compulsory education of German in the schools of Alsace and Lorraine. It was a crucial day when the realization dawned on all, young and old. The loss of language and the loss of freedom for France shook our being.
Our parents had preferred us working on the farms and mills instead of having us leam at school. We were in fact postponing the lessons of life, oblivious to the fact that life is subject to change. Our French teacher, M Hamel, taught us for the last time that day. The last lesson symbolized the changing order of life and its impact on the sensibilities and emotions of people. Our teacher taught us to hold firm to our love for our mother tongue, and consequently our sense of liberation. I remember the soldiers marching under the windows, representing the dawn of Prussia in France, the defeat of the French people, and the resultant threat to their language and culture. We painfully realized the importance of all that we would be deprived of.