CBSE 2025–26 | The Last Lesson | Convex Classes Jaipur
Chapter Introduction | The Last Lesson
“The Last Lesson” by Alphonse Daudet is a moving story set in the French districts of Alsace and Lorraine during the Franco-Prussian war. It captures the emotional awakening of a young boy, Franz, who realizes the value of his native language only when it’s being taken away. Through the final French lesson by M. Hamel, the story explores themes of language, identity, patriotism, and regret.
NCERT Solutions – The Last Lesson
Page 9 – Understanding the Text
Q1. What shows you that Franz was feeling sorry for not attending school regularly? Why did he feel this way?
Answer: Franz felt guilty and ashamed when he realized it was the last French lesson. He regretted wasting time, skipping school, and not learning his mother tongue properly. The solemn atmosphere, M. Hamel’s emotional teaching, and the villagers’ presence made him realize the importance of education and language.
Q2. Why were the villagers sitting in the classroom that day?
Answer: The villagers came to pay tribute to M. Hamel and express their sorrow over losing their language. Their silent presence reflected their regret for neglecting French and their solidarity in the face of cultural loss. It was a symbolic act of patriotism and respect.
Q3. What was unusual about M. Hamel’s behavior on the day of the last lesson?
Answer: M. Hamel was calm, gentle, and dressed in his ceremonial clothes. He didn’t scold Franz and taught with deep emotion and sincerity. His voice trembled with grief, and he spoke about the importance of language and education. This was in stark contrast to his usual strict demeanor.
Q4. What does the line “Will they make them sing in German, even the pigeons?” mean?
Answer: This line reflects Franz’s emotional response to the forced imposition of German. It symbolizes the absurdity of suppressing natural identity. Pigeons represent freedom, and the idea of making them sing in German highlights how unnatural and oppressive the situation feels.
Page 9–10 – Talking About the Text
Q5. “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.” Explain.
Answer: Language is a symbol of cultural identity and freedom. When people lose their language, they lose a part of themselves. M. Hamel’s statement means that preserving one’s language is an act of resistance. It keeps the spirit of freedom alive even under oppression.
Q6. Can you think of examples in history where a conquered people had their language taken away or had a language imposed on them?
Answer:
- India under British rule: English was imposed, and many regional languages were sidelined.
- Tibet under Chinese rule: Mandarin replaced Tibetan in schools.
- Kurds in Turkey: Kurdish was banned in public institutions.
- Native Americans: Indigenous languages were suppressed in favor of English.
These examples show how language suppression is used to control identity.
Q7. What happens to a linguistic minority in a state? How can they preserve their language?
Answer: Linguistic minorities often face marginalization. They can preserve their language by:
- Speaking it at home
- Organizing cultural events
- Publishing literature and media in their language
- Running community schools
- Promoting bilingual education
Examples include Tamilians in Delhi or Bengalis in Bangalore maintaining their linguistic identity through strong community networks.
Q8. Is it possible to carry pride in one’s language too far? What does ‘linguistic chauvinism’ mean?
Answer: Yes, excessive pride can lead to linguistic chauvinism — the belief that one’s language is superior to others. This can cause discrimination and conflict. Respecting all languages is essential for social harmony and cultural diversity.
Page 10 – Working with Words
Q9. Find expressions in the text that show that Franz was not eager to go to school.
Answer:
- “I started for school very slowly.”
- “I was in great dread of being scolded.”
- “I thought of running away.” These expressions show Franz’s reluctance and fear of facing M. Hamel.
Q10. Find the origin of the following words: tycoon, barbecue, zero, tulip, veranda, ski, logo, robot, trek, bandicoot.
Answer:
| Word | Origin |
|---|---|
| Tycoon | Japanese – “taikun” |
| Barbecue | Caribbean – “barbacoa” |
| Zero | Arabic – “cipher” |
| Tulip | Persian – “dulband” |
| Veranda | Hindi – “baranda” |
| Ski | Norwegian – “snowshoe” |
| Logo | Greek – “logos” |
| Robot | Czech – “robota” (forced labor) |
| Trek | Dutch/South African |
| Bandicoot | Telugu – “pandikokku” |
Page 10 – Writing
Q11. Write a paragraph on “The Importance of Language in Our Lives.”
Answer: Language is more than a tool for communication — it is the essence of culture, identity, and history. It connects generations, preserves traditions, and shapes thought. Losing a language means losing a part of one’s heritage. As seen in “The Last Lesson,” language becomes a symbol of freedom and pride when threatened. Respecting and preserving our mother tongue is vital for personal and national identity.
❓ FAQs – Class 12 English Chapter 1
| Question | Answer |
|---|---|
| Who wrote “The Last Lesson”? | Alphonse Daudet |
| What is the theme of the story? | Language, identity, patriotism, and regret |
| Why is M. Hamel emotional? | It’s his last day teaching French; he feels sorrow and pride |
| What does Franz learn? | He realizes the importance of education and his native language |
| What is linguistic chauvinism? | Excessive pride in one’s language, often leading to discrimination |
Final Note from Convex Classes Jaipur
At Convex Classes, we believe that language is the soul of culture. “The Last Lesson” reminds us to value our roots and never take education for granted. Whether you’re preparing for board exams or exploring deeper meanings, this chapter offers timeless lessons.
