Class 12 English Notes Prose 1 (The Last Lesson) – Flamingo Book

Detailed Notes with MCQs of the first prose piece from your Flamingo textbook, 'The Last Lesson' by Alphonse Daudet. This is a poignant story, and understanding its nuances is crucial, not just for your board exams but also for various government exams where literature comprehension is tested. Pay close attention.

'The Last Lesson' by Alphonse Daudet: Detailed Notes

1. Author and Context:

• Author: Alphonse Daudet (1840-1897), a French novelist and short-story writer.
• Historical Background: The story is set during the Franco-Prussian War (1870-1871). France was defeated by Prussia (led by Bismarck). As a consequence, the French districts of Alsace and Lorraine were annexed by Prussia (which later became part of Germany). The story depicts the impact of this political change on the lives of ordinary people, specifically focusing on the imposition of German language over French in schools.

2. Characters:

• Franz:

  • The narrator, a young schoolboy in Alsace.
  • Initially, he is portrayed as careless, unpunctual, and uninterested in his studies, particularly French grammar (participles). He dreads school and M. Hamel's strictness.
  • He represents the innocence and ignorance of the common people who often take their freedom and identity for granted.
  • Experiences a sudden realization and transformation during the 'last lesson'. He develops respect for his teacher, his language, and his country. Feels deep regret and shame for neglecting his studies.
  • His perspective provides the emotional core of the story.

• M. Hamel:

  • The French teacher at the village school in Alsace.
  • Has been teaching for 40 years in the same school.
  • Initially perceived by Franz as strict, cranky, and ruler-wielding.
  • On the day of the last lesson, he is calm, patient, solemn, and dressed in his finest clothes (green coat, frilled shirt, black silk cap) usually worn only on inspection or prize days. This signifies the gravity and special nature of the occasion.
  • Shows immense patriotism, love for the French language, and deep sorrow at having to leave.
  • He blames everyone for the neglect of learning French: the students (like Franz) for procrastinating, the parents for preferring their children to work on farms or mills, and himself for sometimes sending students to water his flowers or giving them a holiday when he wanted to go fishing.
  • He emphasizes the importance of holding onto one's mother tongue, calling French the "most beautiful, clearest, the most logical language in the world," stating that it is the "key to their prison" when people are enslaved.
  • His final act of writing "Vive La France!" (Long Live France!) on the blackboard is a powerful display of patriotism and resistance.

• Villagers:

  • The elderly villagers (old Hauser, former mayor, former postmaster, etc.) occupy the back benches of the classroom during the last lesson.
  • Their presence signifies their shared regret, respect for M. Hamel's service, solidarity, and patriotism. They are there to thank the master and to show sorrow for not having valued their language and school enough.
  • Old Hauser brings his old primer (elementary reading book), spelling out letters with the children, crying – symbolizing the collective loss and repentance.

3. Plot Summary:

• Franz starts late for school, fearing a scolding, especially because M. Hamel was to question them on participles, which Franz hasn't learned.
• He notices unusual things: the crowd at the bulletin board (source of bad news for two years), the unusual quietness at school (usually bustling), M. Hamel's formal attire, and the presence of the villagers on the back benches.
• M. Hamel announces solemnly that it is their last French lesson as an order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new German teacher will arrive the next day.
• This news is a "thunderclap" for Franz. He suddenly understands everything – the crowd, the quiet, the clothes, the villagers.
• He feels immense regret for wasting his time and not learning his language. His books, once a nuisance, now feel like old friends he can't abandon. His fear of M. Hamel vanishes, replaced by sympathy and respect.
• M. Hamel patiently conducts the lesson, speaking about the beauty and importance of the French language. He blames everyone, including himself, for the poor learning.
• The lesson proceeds – grammar, writing (new copies with "France, Alsace"), history, and finally, the babies chanting their Ba, Be, Bi, Bo, Bu, with old Hauser crying.
• The church clock strikes twelve, the Prussian trumpets sound under the windows.
• Overcome with emotion, M. Hamel tries to speak but cannot. He turns to the blackboard and writes in large letters: "VIVE LA FRANCE!"
• He dismisses the class with a gesture, unable to speak further.

4. Themes:

• Linguistic Chauvinism: The imposition of German language reflects how conquerors often try to suppress the identity and culture of the conquered by attacking their language.
• Patriotism and Love for One's Mother Tongue: The story highlights deep love for one's country and language, especially when faced with its loss. M. Hamel's speech and final gesture embody this.
• Importance of Education: It underscores the value of education and language as tools for identity, freedom, and resistance. Neglecting education is shown to have serious consequences.
• Regret and Procrastination: Franz, the villagers, and even M. Hamel express regret over missed opportunities and the tendency to postpone learning (procrastination). The story serves as a warning against taking things for granted.
• Freedom and Slavery: Losing the right to learn one's own language is portrayed as a form of enslavement. M. Hamel suggests that holding onto one's language is the key to escaping this prison.
• Teacher-Student Relationship: The story shows a transformation in how Franz perceives his teacher, moving from fear to deep respect and understanding under extraordinary circumstances.

5. Symbols and Motifs:

• Bulletin Board: Symbolizes bad news, loss of freedom, and the imposition of external authority.
• M. Hamel's Special Attire: Symbolizes the solemnity, importance, and funeral-like nature of the last lesson.
• Pigeons Cooing: Franz wonders if the Prussians will make even the pigeons coo in German, highlighting the absurdity and unnaturalness of forced linguistic change and the deep connection between language and identity.
• "Vive La France!": A powerful symbol of patriotism, resistance, and undying love for France.
• The Last Lesson: Represents the end of an era, the loss of cultural identity, and a moment of painful awakening.
• Old Hauser's Primer: Symbolizes the lost connection to education and language, and the collective regret of the community.

6. Setting: A village school in Alsace, France, during the Prussian occupation (1870-71). The atmosphere shifts from normal school day anxiety to somber, patriotic, and regretful silence.

7. Tone and Mood: The story has a somber, nostalgic, regretful, and patriotic tone. The mood is predominantly sad and poignant, evoking empathy for the characters and their situation.

8. Important Quotes:

• "Will they make them sing in German, even the pigeons?" - Franz's innocent yet profound question about the extent of oppression.
• "...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." - M. Hamel's powerful statement on language as identity and resistance.
• "Ah, how well I remember it, that last lesson!" - Franz reflecting on the unforgettable impact of the event.
• "VIVE LA FRANCE!" - M. Hamel's final, defiant patriotic message.
• "My children, this is the last lesson I shall give you." - The announcement that changes everything.

Remember, this story isn't just about learning French; it's about appreciating what you have before it's taken away – be it your language, your freedom, or your opportunities.

Multiple Choice Questions (MCQs):

1. The story 'The Last Lesson' is set during which conflict?
   a) World War I
   b) World War II
   c) Franco-Prussian War
   d) Napoleonic Wars

2. What order had come from Berlin?
   a) To close the schools in Alsace and Lorraine.
   b) To teach only German in the schools of Alsace and Lorraine.
   c) To introduce English as a compulsory subject.
   d) To hold extra classes in French.

3. Why did Franz dread going to school that day?
   a) He had not done his homework on participles.
   b) He wanted to play near the Saar river.
   c) M. Hamel had threatened to expel him.
   d) The weather was too warm and bright.

4. What was unusual about M. Hamel's dress on the day of the last lesson?
   a) He was wearing casual clothes.
   b) He was wearing his fine Sunday clothes (green coat, frilled shirt, silk cap).
   c) He was wearing a military uniform.
   d) He was wearing old, torn clothes.

5. Who were occupying the back benches in the classroom during the last lesson?
   a) New students
   b) Prussian soldiers
   c) School inspectors
   d) Elderly village people

6. What did M. Hamel call the French language?
   a) The most difficult language
   b) The language of the elite
   c) The most beautiful, clearest, and most logical language
   d) A dying language

7. According to M. Hamel, what is the key to the prison when people are enslaved?
   a) Wealth
   b) Unity
   c) Their language
   d) Weapons

8. What did Franz notice about the pigeons on the roof?
   a) They were building nests.
   b) They were cooing very low.
   c) They were fighting.
   d) They were unusually silent.

9. What words did M. Hamel write on the blackboard at the very end of the lesson?
   a) "Au Revoir Mes Amis"
   b) "Vive La France!"
   c) "Deutsch ist Pflicht"
   d) "Liberté, Égalité, Fraternité"

10. What emotion does Franz primarily feel towards M. Hamel by the end of the story?
    a) Fear and anger
    b) Indifference
    c) Sympathy and respect
    d) Amusement

Answer Key:

1. c) Franco-Prussian War
2. b) To teach only German in the schools of Alsace and Lorraine.
3. a) He had not done his homework on participles.
4. b) He was wearing his fine Sunday clothes (green coat, frilled shirt, silk cap).
5. d) Elderly village people
6. c) The most beautiful, clearest, and most logical language
7. c) Their language
8. b) They were cooing very low. (Leading to Franz's thought about making them sing in German)
9. b) "Vive La France!"
10. c) Sympathy and respect

Study these notes thoroughly. Understanding the context, characters, and themes is key to tackling any question from this chapter. Let me know if any part needs further clarification.