PROSE
1. The Last Lesson – Alphonse Daudet
2. Lost Spring – Anees Jung
3. Deep Water – William Douglas
The Last Lesson – Alphonse Daudet
Summary
This story happens during the Franco–Prussian war (1870–71). France lost the war, and the
districts of Alsace and Lorraine had to accept German rule. The new rulers ordered that only
German should be taught in schools.
Franz, a small boy, comes late to school and is scared of his teacher M. Hamel. But that day, the
classroom looks strange and serious. The villagers also sit inside, and M. Hamel wears his best
clothes. Then Hamel tells them: this is their last French lesson. From tomorrow, German will be
taught.
Franz suddenly feels sorry that he never learned properly. He realises how important one’s mother
tongue is. The villagers also regret not studying French earlier. M. Hamel speaks emotionally
about French, calling it the most beautiful and logical language. He tells them that as long as a
people hold on to their language, they can never be fully enslaved.
At the end, M. Hamel, filled with sorrow, writes on the blackboard “Vive La France!” (Long live
France!) and dismisses the class.
About the Author – Alphonse Daudet (1840–1897)
Alphonse Daudet was a French novelist and short story writer. He was born in 1840 in a small
town called Nîmes in France. His family was not rich, and he faced many struggles when he was
young. For some time he even worked as a school teacher, though his heart was not in it. Later he
went to Paris and tried his luck as a writer.
Daudet became famous for his simple and emotional stories. He did not use heavy language.
Instead, he wrote in a way that touched people’s hearts. His stories often showed the lives of
ordinary men and women — their hopes, their struggles, and their feelings.
His story “The Last Lesson”, which you study in Flamingo, is one of his best-known works. It is set
during the Franco–Prussian War, when France lost Alsace and Lorraine to Germany. In this story
he shows the pain of losing one’s language and how people realise its value only at the last
moment.
Apart from this, Daudet wrote many other works like Letters from My Windmill and Tartarine of
Tarascon. These books made him very popular in France.
He passed away in 1897 in Paris. Even today, his stories are remembered for their warmth,
humour, and human touch.
Alright, let’s build detailed, exam-ready answers for The Last Lesson – Alphonse Daudet.
I’ll follow exactly the NCERT question pattern and give clear, expanded explanations so that a
Class XII student can easily understand and use them in exams.
, The Last Lesson – Alphonse Daudet
Detailed Questions and Answers
Think as you read (Part 1)
Q1. What was Franz expected to be prepared with for school that day?
Franz was supposed to be ready with his lesson on participles in grammar. He had not studied
and feared that M. Hamel would scold him for being unprepared. This shows Franz’s casual
attitude towards studies in the beginning.
Q2. What did Franz notice that was unusual about the school that day?
The school was very quiet and serious. Usually, there was a lot of noise at the start—desks being
opened and closed, lessons repeated loudly, and the teacher’s ruler tapping. But that day the
class looked like it was a Sunday morning. The villagers were sitting on the back benches, which
were normally empty, and the teacher wore his best green coat and frilled shirt. All this made the
atmosphere unusual and solemn.
Q3. What had been put up on the bulletin-board?
On the bulletin-board at the town hall, an order from Berlin had been put up. It said that in schools
of Alsace and Lorraine, German would be taught instead of French. That is why it was the last
French lesson.
Think as you read (Part 2)
Q1. What changes did the order from Berlin cause in school that day?
The order from Berlin made that day the last French lesson. The classroom was filled with
sadness. Villagers came and sat on the back benches to show respect for their language and for
M. Hamel’s forty years of service. M. Hamel wore his special Sunday clothes and taught with
unusual patience and seriousness. Everyone realised the importance of their language only when
it was being taken away.
Q2. How did Franz’s feelings about M. Hamel and school change?
Earlier, Franz did not like going to school and thought of M. Hamel as strict and cranky. But on that
day, he suddenly felt sorry for neglecting his lessons. He realised that M. Hamel was a dedicated
and kind teacher. Franz developed respect and admiration for him. He also began to love his
books and French language, which earlier seemed boring.
Understanding the text
Q1. The people in this story suddenly realise how precious their language is to them. What
shows you this? Why does this happen?
The villagers, who never came to school earlier, came and sat silently on the back benches. Old
Hauser even brought a primer and tried to read with tears in his eyes. Franz, who earlier disliked
books, now felt that they were his old friends. Everyone regretted not learning French when they
had the chance.
This happened because they were about to lose their right to study and speak French. When
something valuable is taken away, its real importance is felt.
Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this
mean?
Franz was deeply sad and angry that the Germans were forcing their language on the people of
Alsace and Lorraine. He wondered if even the pigeons would be forced to change their natural
, way of singing. This shows his feeling that the new rulers wanted to control everything, even
nature. It is also a symbol of helplessness in the face of oppression.
Talking about the text
Q1. “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?
Yes. During British rule in India, English became the main language of administration and
education, while Indian languages were neglected. In Ireland, the English rulers tried to suppress
the Irish language. In many African colonies, the native languages were ignored, and French,
English, or Portuguese were imposed. In all these cases, language was used as a tool to
dominate people and weaken their culture.
Q2. What happens to a linguistic minority in a state? How do you think they can keep their
language alive?
A linguistic minority may feel insecure and lose confidence. Their children may stop learning their
mother tongue and adopt the majority language. To keep their language alive, they should speak it
at home, start cultural associations, publish books and newspapers, celebrate festivals, and
demand support from the government for schools and media in their language.
Q3. Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic
chauvinism’ means?
Yes. Pride in one’s language is natural, but if it goes too far, it can lead to hatred and
discrimination against speakers of other languages. Linguistic chauvinism means believing that
one’s own language is superior to others and trying to impose it on people. This attitude can create
conflict in a society.
Writing
Q1. Write a notice for your school bulletin board.
NOTICE
Annual Sports Day
The Annual Sports Day of our school will be held on 12 November 20XX in the school playground.
The programme will begin at 9:00 a.m. with the march-past by the students. Various track and field
events will be organised.
Students who wish to participate in any event are requested to submit their names to the Sports
Teacher on or before 5 November 20XX. Participation in the march-past is compulsory for all
students.
(Head Boy/Head Girl)
XYZ School
Q2. Write a paragraph of about 100 words arguing for or against having to study three
languages at school.
Learning three languages at school is very helpful. It allows us to know our mother tongue, the
national language, and an international language. This builds a strong cultural identity and also
gives us more opportunities for higher studies and jobs. It improves communication skills and
helps us respect different cultures. Though it may feel like extra work, it prepares us better for the
future.
1. The Last Lesson – Alphonse Daudet
2. Lost Spring – Anees Jung
3. Deep Water – William Douglas
The Last Lesson – Alphonse Daudet
Summary
This story happens during the Franco–Prussian war (1870–71). France lost the war, and the
districts of Alsace and Lorraine had to accept German rule. The new rulers ordered that only
German should be taught in schools.
Franz, a small boy, comes late to school and is scared of his teacher M. Hamel. But that day, the
classroom looks strange and serious. The villagers also sit inside, and M. Hamel wears his best
clothes. Then Hamel tells them: this is their last French lesson. From tomorrow, German will be
taught.
Franz suddenly feels sorry that he never learned properly. He realises how important one’s mother
tongue is. The villagers also regret not studying French earlier. M. Hamel speaks emotionally
about French, calling it the most beautiful and logical language. He tells them that as long as a
people hold on to their language, they can never be fully enslaved.
At the end, M. Hamel, filled with sorrow, writes on the blackboard “Vive La France!” (Long live
France!) and dismisses the class.
About the Author – Alphonse Daudet (1840–1897)
Alphonse Daudet was a French novelist and short story writer. He was born in 1840 in a small
town called Nîmes in France. His family was not rich, and he faced many struggles when he was
young. For some time he even worked as a school teacher, though his heart was not in it. Later he
went to Paris and tried his luck as a writer.
Daudet became famous for his simple and emotional stories. He did not use heavy language.
Instead, he wrote in a way that touched people’s hearts. His stories often showed the lives of
ordinary men and women — their hopes, their struggles, and their feelings.
His story “The Last Lesson”, which you study in Flamingo, is one of his best-known works. It is set
during the Franco–Prussian War, when France lost Alsace and Lorraine to Germany. In this story
he shows the pain of losing one’s language and how people realise its value only at the last
moment.
Apart from this, Daudet wrote many other works like Letters from My Windmill and Tartarine of
Tarascon. These books made him very popular in France.
He passed away in 1897 in Paris. Even today, his stories are remembered for their warmth,
humour, and human touch.
Alright, let’s build detailed, exam-ready answers for The Last Lesson – Alphonse Daudet.
I’ll follow exactly the NCERT question pattern and give clear, expanded explanations so that a
Class XII student can easily understand and use them in exams.
, The Last Lesson – Alphonse Daudet
Detailed Questions and Answers
Think as you read (Part 1)
Q1. What was Franz expected to be prepared with for school that day?
Franz was supposed to be ready with his lesson on participles in grammar. He had not studied
and feared that M. Hamel would scold him for being unprepared. This shows Franz’s casual
attitude towards studies in the beginning.
Q2. What did Franz notice that was unusual about the school that day?
The school was very quiet and serious. Usually, there was a lot of noise at the start—desks being
opened and closed, lessons repeated loudly, and the teacher’s ruler tapping. But that day the
class looked like it was a Sunday morning. The villagers were sitting on the back benches, which
were normally empty, and the teacher wore his best green coat and frilled shirt. All this made the
atmosphere unusual and solemn.
Q3. What had been put up on the bulletin-board?
On the bulletin-board at the town hall, an order from Berlin had been put up. It said that in schools
of Alsace and Lorraine, German would be taught instead of French. That is why it was the last
French lesson.
Think as you read (Part 2)
Q1. What changes did the order from Berlin cause in school that day?
The order from Berlin made that day the last French lesson. The classroom was filled with
sadness. Villagers came and sat on the back benches to show respect for their language and for
M. Hamel’s forty years of service. M. Hamel wore his special Sunday clothes and taught with
unusual patience and seriousness. Everyone realised the importance of their language only when
it was being taken away.
Q2. How did Franz’s feelings about M. Hamel and school change?
Earlier, Franz did not like going to school and thought of M. Hamel as strict and cranky. But on that
day, he suddenly felt sorry for neglecting his lessons. He realised that M. Hamel was a dedicated
and kind teacher. Franz developed respect and admiration for him. He also began to love his
books and French language, which earlier seemed boring.
Understanding the text
Q1. The people in this story suddenly realise how precious their language is to them. What
shows you this? Why does this happen?
The villagers, who never came to school earlier, came and sat silently on the back benches. Old
Hauser even brought a primer and tried to read with tears in his eyes. Franz, who earlier disliked
books, now felt that they were his old friends. Everyone regretted not learning French when they
had the chance.
This happened because they were about to lose their right to study and speak French. When
something valuable is taken away, its real importance is felt.
Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this
mean?
Franz was deeply sad and angry that the Germans were forcing their language on the people of
Alsace and Lorraine. He wondered if even the pigeons would be forced to change their natural
, way of singing. This shows his feeling that the new rulers wanted to control everything, even
nature. It is also a symbol of helplessness in the face of oppression.
Talking about the text
Q1. “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?
Yes. During British rule in India, English became the main language of administration and
education, while Indian languages were neglected. In Ireland, the English rulers tried to suppress
the Irish language. In many African colonies, the native languages were ignored, and French,
English, or Portuguese were imposed. In all these cases, language was used as a tool to
dominate people and weaken their culture.
Q2. What happens to a linguistic minority in a state? How do you think they can keep their
language alive?
A linguistic minority may feel insecure and lose confidence. Their children may stop learning their
mother tongue and adopt the majority language. To keep their language alive, they should speak it
at home, start cultural associations, publish books and newspapers, celebrate festivals, and
demand support from the government for schools and media in their language.
Q3. Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic
chauvinism’ means?
Yes. Pride in one’s language is natural, but if it goes too far, it can lead to hatred and
discrimination against speakers of other languages. Linguistic chauvinism means believing that
one’s own language is superior to others and trying to impose it on people. This attitude can create
conflict in a society.
Writing
Q1. Write a notice for your school bulletin board.
NOTICE
Annual Sports Day
The Annual Sports Day of our school will be held on 12 November 20XX in the school playground.
The programme will begin at 9:00 a.m. with the march-past by the students. Various track and field
events will be organised.
Students who wish to participate in any event are requested to submit their names to the Sports
Teacher on or before 5 November 20XX. Participation in the march-past is compulsory for all
students.
(Head Boy/Head Girl)
XYZ School
Q2. Write a paragraph of about 100 words arguing for or against having to study three
languages at school.
Learning three languages at school is very helpful. It allows us to know our mother tongue, the
national language, and an international language. This builds a strong cultural identity and also
gives us more opportunities for higher studies and jobs. It improves communication skills and
helps us respect different cultures. Though it may feel like extra work, it prepares us better for the
future.
