The Last Lesson – AHSEC Class 12 English Chapter 1

Here are the complete notes for Chapter 1 of the AHSEC Class 12 English textbook, “Flamingo,” which is “The Last Lesson” by Alphonse Daudet.

“The Last Lesson” by Alphonse Daudet: A Comprehensive Guide

Here is a complete set of notes to help you prepare for your AHSEC Class 12 English examination, covering all aspects of the first chapter.

1. Summary of “The Last Lesson”

“The Last Lesson,” by the French writer Alphonse Daudet, is a poignant story set during the Franco-Prussian War (1870-1871) when France was defeated and the districts of Alsace and Lorraine were handed over to German rule.

The story is narrated by a young boy named Franz. On this particular morning, he is late for school and fears a scolding from his teacher, M. Hamel, who was scheduled to question the class on participles, a topic Franz knew nothing about. He is tempted to skip school and enjoy the warm, bright day, but he resists and hurries on.

As he passes the town hall, he notices a crowd gathered around the bulletin board, which for the past two years had been the source of all bad news. He wonders what new misfortune has occurred but doesn’t stop.

Upon reaching the school, Franz is surprised by the unusual silence. Normally, there would be a great deal of noise, but today everything is as quiet as a Sunday morning. Peeking inside, he sees his classmates already seated and M. Hamel pacing with his ruler. Franz, embarrassed and frightened, enters the classroom but is surprised when M. Hamel kindly tells him to take his seat.

Once settled, Franz notices more unusual things. M. Hamel is wearing his special ceremonial clothes—a green coat, a frilled shirt, and an embroidered silk cap—which he only wore on prize days and inspections. Even more surprising is the sight of the village elders, including the former mayor and postmaster, sitting silently on the back benches.

M. Hamel then makes a startling announcement: an order has come from Berlin that only German will be taught in the schools of Alsace and Lorraine. This is to be their last French lesson. This news comes as a “thunderclap” to Franz, who is suddenly filled with regret for not having taken his studies seriously. His books, once a nuisance, now feel like old friends he cannot bear to part with. He also feels a newfound sympathy for M. Hamel, understanding that his teacher’s fine clothes and the presence of the villagers are in honor of this final lesson.

M. Hamel speaks about the French language, calling it the most beautiful, clearest, and most logical language in the world. He urges them to “guard it among us and never forget it,” explaining that holding onto one’s language is like having the key to their prison.

During the lesson, Franz is amazed at how well he understands everything. He realizes he had never listened so carefully, and M. Hamel had never explained with so much patience. The lesson is interrupted only by the cooing of pigeons, making Franz wonder if the Prussians will “make them sing in German, even the pigeons?”

At the end of the lesson, the church clock strikes twelve. M. Hamel, overwhelmed with emotion, stands tall but is unable to speak. He turns to the blackboard and, with all his might, writes the words: “Vive La France!” (Long Live France!). He then dismisses the class with a silent gesture.

2. Complete Textual Question and Answer Exercise

Here are the answers to all the questions given at the end of the chapter in your textbook.

Understanding the text

1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?
Answer: The sudden realization of the preciousness of their language is shown through several instances:

• M. Hamel’s special attire: He wears his ceremonial clothes to mark the solemnity of the last lesson.
• The presence of the villagers: The elders occupy the back benches to show their respect and regret for not valuing their language and school more.
• Franz’s change of heart: Franz, who initially disliked school, suddenly feels deep regret and finds his books to be “old friends.”
• The solemn atmosphere: The usual hustle and bustle of the school is replaced by a profound silence.
  This sudden appreciation happens because the right to learn and speak their mother tongue is being taken away from them by the order from Berlin. The imminent loss of their linguistic identity makes them realize its true worth.

2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?
Answer: This thought from Franz carries a deep meaning. It reflects the idea that language and identity are natural to a being, just as cooing is to a pigeon. The question implies that while the Prussian conquerors can impose their language on humans and enforce rules in the territory, they cannot take away the natural essence of France. It is a subtle act of defiance, questioning the extent of the invaders’ power and highlighting that their dominion is limited. It suggests that the spirit and culture of France, embodied in its language and nature, will endure beyond political control.

Talking about the text

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 a conquered people had their language taken away from them or had a language imposed on them?
Answer: M. Hamel’s statement is a powerful reminder of how language is tied to identity and freedom. History has many examples of this:

• British Colonialism: In many colonies, including India, English was imposed as the language of administration and education, which marginalized native languages and created a colonial elite.
• Russification: During the Russian Empire and the Soviet era, policies were implemented to impose the Russian language and culture on non-Russian ethnic groups in Eastern Europe and Central Asia.
• Germanisation: The Prussians, as depicted in the story, enforced German in Alsace and Lorraine. Similar policies were used in other conquered territories.
  In all these cases, suppressing a local language was a tool to suppress cultural identity and assert dominance.

2. What happens to a linguistic minority in a state? How do you think they can keep their language alive?
Answer: A linguistic minority often faces challenges such as lack of educational opportunities in their mother tongue, discrimination, and pressure to assimilate into the dominant culture. They can keep their language alive through:

• Community Efforts: Establishing community schools and cultural centers.
• Family Tradition: Speaking the language at home and passing it on to the next generation.
• Art and Media: Promoting literature, music, films, and media in their language.
• Advocacy: Seeking constitutional and legal protections for their language rights.

3. Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?
Answer: Yes, it is possible to carry pride in one’s language too far. When pride turns into an aggressive belief in the superiority of one’s own language and contempt for others, it becomes linguistic chauvinism. This means an unreasonable and aggressive belief that your own language is better than all others. It can lead to intolerance, conflict, and the suppression of minority languages, undermining the principle of linguistic diversity and mutual respect.

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.

Answer: Here are the origins of the given words:

• Tycoon: From the Japanese word taikun, which means ‘great lord’ or ‘prince’.
• Tulip: From the Persian word dulband, meaning ‘turban’, because of the flower’s shape.
• Logo: From the Greek word logos, which means ‘word’ or ‘reason’.
• Bandicoot: From the Telugu word pandi-kokku, meaning ‘pig-rat’.
• Barbecue: From the Spanish word barbacoa, which refers to a wooden framework for sleeping on, or for storing meat or fish to be dried.
• Zero: From the Arabic word sifr, which means ’empty’ or ‘nothing’.
• Veranda: From the Hindi word varandā or the Portuguese word varanda.
• Ski: From the Old Norse word skīth, which means ‘stick of wood’ or ‘snowshoe’.
• Robot: From the Czech word robota, meaning ‘forced labor’.
• Trek: From the Afrikaans word trek, meaning ‘to pull, travel’.

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. A “thunderclap” here is used metaphorically to describe something that is sudden, shocking, and has a great impact, just like a real clap of thunder.

**(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: (i) do not lose their language. “To hold fast to” something means to grip it firmly and not let it go. In this context, it means to continue to use and preserve their language despite oppression.

**(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. “In plenty of time” means having more than enough time to do something, so there is no need to rush.

**(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. “To look tall” in this context is a figurative expression. It means that M. Hamel appeared full of dignity, confidence, and stature because of the great respect and emotion he commanded at that moment. It refers to his moral height, not his physical height.

3. Previous Year AHSEC Question Answers (2015-2025)

Here is a collection of questions from past AHSEC exams for this chapter.

Short Questions (2 Marks)

• What was the “thunderclap” the narrator received? (AHSEC 2015, 2018)
  Answer: The “thunderclap” for the narrator, Franz, was the announcement by his teacher, M. Hamel, that it was to be their last French lesson. An order had come from Berlin to teach only German in the schools of Alsace and Lorraine, which was shocking and unexpected news for the boy.
• What did M. Hamel say about the French language? (AHSEC 2016, 2020)
  Answer: M. Hamel described the French language as the most beautiful, clearest, and most logical language in the world. He urged his students and the villagers to guard it and never forget it, as it was the key to their freedom.
• Why were the old men of the village present in the schoolroom? (AHSEC 2017, 2022)
  Answer: The old men of the village were present in the schoolroom to show their respect for their country and their language, which were no longer theirs. It was also their way of thanking M. Hamel for his forty years of faithful service and showing regret for not having attended school more often themselves.
• What was the bulletin board famous for?
  Answer: For the last two years, the bulletin board at the town hall had been famous for being the source of all bad news. All the major updates, including lost battles, the draft for the army, and orders from the commanding officer, were displayed there.
• What was unusual about M. Hamel’s dress on the day of the last lesson?
  Answer: On the day of the last lesson, M. Hamel was wearing his special ceremonial clothes: a beautiful green coat, a frilled shirt, and a little black silk cap, all embroidered. He usually wore this attire only on inspection and prize days, so it was unusual for a regular school day.

Long Questions (5-7 Marks)

• Describe the scene in the classroom on the day of the last lesson. (AHSEC 2019)
  Answer: The scene in the classroom on the day of the last lesson was highly unusual and solemn. Firstly, there was an uncharacteristic silence, unlike the usual noisy school days. The narrator, Franz, found his classmates already seated quietly in their places. Secondly, the teacher, M. Hamel, was dressed in his finest Sunday clothes, which he wore only on special occasions. The most surprising element was the presence of the village elders—old Hauser, the former mayor, the former postmaster, and others—sitting on the back benches, which were usually empty. Everyone looked sad and serious. M. Hamel, instead of being his usual strict self, was patient and gentle. He did not scold Franz for being late. The atmosphere was heavy with emotion as M. Hamel announced that this would be their final French lesson, marking the end of an era for their mother tongue in the region.
• “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.” Elucidate.
  Answer: This powerful statement by M. Hamel encapsulates the central theme of “The Last Lesson”: the significance of language as a symbol of identity, culture, and resistance. When a nation is conquered or oppressed, its rulers often try to impose their own language to erase the cultural identity of the colonized people and assert their dominance.
  In this context, “holding fast to their language” becomes an act of defiance. Language is not just a medium of communication; it is the repository of a community’s history, traditions, and collective memory. By preserving their language, an enslaved people can maintain their cultural unity and a sense of self-worth, which prevents them from being completely assimilated by the conquerors.
  The language acts as a “key to their prison” because it keeps the spirit of freedom and national identity alive. It is a constant reminder of who they are and where they come from, fostering a hope for eventual liberation. As long as the people are united by their mother tongue, the flame of resistance cannot be extinguished, and they possess the tool to unlock the doors of their political and cultural imprisonment.

4. Most Important 10 Questions and Answers

1. Why was Franz afraid of going to school that day?
   Answer: Franz was afraid of going to school because he was very late and, more importantly, his teacher M. Hamel had announced a test on participles, and Franz did not know the first word about them.
2. What temptations did Franz face on his way to school?
   Answer: On his way to school, Franz was tempted by the warm, bright weather, the chirping of birds at the edge of the woods, and the sight of Prussian soldiers drilling in an open field.
3. What was the order from Berlin?
   Answer: The order from Berlin stated that only the German language would be taught in the schools of the French districts of Alsace and Lorraine from the next day onwards.
4. How did Franz’s feelings about M. Hamel and his books change?
   Answer: After hearing the news about the last lesson, Franz’s feelings changed completely. He felt a sudden regret for neglecting his studies. His books, which he previously considered a nuisance, now seemed like old friends. He also forgot about M. Hamel’s strictness and cranky nature, feeling only sympathy for the teacher who was about to leave.
5. Who did M. Hamel blame for the neglect of learning French?
   Answer: M. Hamel blamed everyone: he blamed the parents for preferring to send their children to work on farms or at the mills for extra money; he blamed the students (like Franz) for procrastinating their studies; and he even blamed himself for sending students to water his flowers or giving them a holiday when he wanted to go fishing.
6. What is the significance of the title “The Last Lesson”?
   Answer: The title “The Last Lesson” is highly significant as it refers not only to the final French lesson taught by M. Hamel but also to the profound lesson in patriotism, linguistic pride, and the pain of subjugation that the characters learn. It was the last opportunity for them to realize the value of what they were about to lose.
7. What message does the author convey through this story?
   Answer: The author conveys the message that one’s language is an integral part of one’s identity and culture. It highlights the pain of linguistic chauvinism and emphasizes that people often don’t value what they have until it is taken away from them. It is a call for patriotism and the preservation of one’s heritage.
8. How does M. Hamel’s final act of writing “Vive La France!” symbolize the theme of the story?
   Answer: Overcome by emotion and unable to speak, M. Hamel’s act of writing “Vive La France!” on the blackboard is a powerful, silent expression of his deep love for his country. It is a final, defiant assertion of French identity in the face of Prussian occupation, symbolizing that while their territory may be lost, their patriotic spirit remains unbroken.
9. Describe the character of M. Hamel as depicted in the story.
   Answer: M. Hamel is portrayed as a dedicated and strict teacher who, on the day of the last lesson, reveals his deep patriotic and emotional side. He had served the school for forty years. While he was known for his “terrible iron ruler,” his final lesson shows his passion for the French language and his profound sadness at its suppression. He is a symbol of a lost era and a carrier of cultural identity.
10. What does the story reveal about the human tendency to procrastinate?
    Answer: The story strongly highlights the human tendency to procrastinate—to put things off for tomorrow. Franz always thought he had “plenty of time” to learn. The villagers, too, had not prioritized education. The sudden order from Berlin serves as a harsh awakening, teaching them that the opportunity to learn and cherish their heritage can be lost in an instant, leaving only regret.