The Last Lesson Questions and Answers Class 12 

Get comprehensive assistance with NCERT Solutions for Class 12 English Flamingo Chapter 1 “The Last Lesson” Q&A. Explore the poignant story’s concepts and themes through meticulously crafted answers. Enhance your understanding of characters, plot, and literary devices. These solutions offer invaluable support for exam preparation, ensuring a thorough grasp of the chapter’s nuances while fostering a deeper appreciation for literature.

NCERT Solutions for Class 12 English Flamingo Chapter 1 The Last Lesson Question and Answer

THINK AS YOU READ ➤➤➤

Question: 1 What was Franz expected to be prepared with for school that day?

Answer: On that particular day, Franz was supposed to come prepared with knowledge of participles since M. Hamel had mentioned that he would be testing them on that topic. However, Franz had no understanding of participles whatsoever. 

Question: 2 What did Franz notice that was unusual about the school that day?

Answer: Franz observed a striking silence enveloping the school that day. The usual hustle and bustle that typically filled the hallways and classrooms was noticeably absent.

Question: 3 What had been put up on the bulletin-board? 

Answer: Displayed prominently on the bulletin board was a government order originating from Berlin, announcing a significant change in the educational curriculum of Alsace. Starting from the following day, it mandated that only German would be taught in the schools, displacing the teaching of French.

THINK AS YOU READ ➤➤➤

Question: 1 What changes did the order from Berlin cause in school that day?

Answer: The directive from Berlin had brought about a multitude of changes within the school that day. The usual bustling atmosphere had been replaced by an eerie silence, with students quietly occupying their desks. Surprisingly, the teacher refrained from scolding Franz for his tardiness and displayed an uncommon kindness throughout the day. He even adorned himself in his finest attire, typically reserved for inspection and prize ceremonies. The entire school appeared unfamiliar and grave, but the most peculiar occurrence was the presence of villagers occupying the usually vacant back benches. Among them were the former mayor, the former postmaster, and several other locals. Old Hauser clutched an aged primer, holding it open on his knees. It was evident that they had come to learn that day. A sense of deep sadness hung in the air, as the order from Berlin had wounded their emotions, yet it had also ignited a profound love for their language within them.

Question: 2 How did Franz’s feelings about M. Hamel and school change? 

Answer: Prior to the day of the last lesson, Franz had never harbored any love or admiration for his French lessons, nor had he held any regard for M. Hamel, his teacher. In fact, he was quite fearful of M. Hamel and his dreaded iron ruler. More often than not, he would skip school to engage in activities that brought him joy, such as searching for birds’ eggs or sliding on the Saar, instead of focusing on his studies. However, on this particular day, remorse flooded over him for his previous actions. The books that had once seemed burdensome now appeared as cherished companions he couldn’t bear to part with. Subjects like grammar and the history of the saints, which had felt overwhelming, now carried a different weight. The aversion he had held towards M. Hamel and his ruler vanished from his thoughts as he contemplated the teacher’s imminent departure. Sympathy overwhelmed Franz as he repeatedly referred to M. Hamel as a “poor man.” He became acutely aware of M. Hamel’s deep attachment to the school where he had dedicated forty years of his life. In Franz’s eyes, M. Hamel seemed to grow in stature, both physically and figuratively. Thus, the sentiments within Franz underwent a complete transformation on the day of his final French lesson.

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: The story portrays a sudden realization among the characters regarding the value and preciousness of their language. It serves as a reflection of human nature, where things that are easily accessible are often taken for granted. This theme is akin to the way society has treated the environment. Humans failed to recognize the significance of a clean and healthy environment until it became polluted, posing a threat to their well-being.

M. Hamel, in the story, holds everyone accountable for their procrastination in learning French, assuming that there was always enough time to do so. Even the elderly villagers shed tears upon learning that their children would no longer receive instruction in their native language. This illustrates the strong emotional attachment people have to their mother tongue and their belief that it is the finest language in the world.

Question: 2 Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean? (There could be more than one answer.)

Answer: Franz’s contemplation reveals his fear of the Prussian rulers and the consequences of the Berlin order, which would replace French with German. He envisions a scenario where even pigeons are made to sing in German, symbolizing his apprehension about the extent of control the new rulers might exert. Franz recognizes that language is not exclusive to humans but also extends to animals and birds, prompting him to ponder whether the Prussians could enforce language changes upon them as well.

TALKING ABOUT THE TEXT ➤➤➤

Question: 1 “When 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: Throughout history, numerous instances can be found where conquered populations experienced the loss of their native language or the imposition of a foreign language upon them. India serves as a prime example of this phenomenon. During the Mongol rule in India, Persian and Arabic were forcibly imposed upon the resistant populace. Similarly, in 1857, the English language was imposed on the Indian people. Unfortunately, many other nations have also faced similar circumstances, with some even enduring more severe consequences. Hebrew, for instance, had nearly faded into obscurity until its revival coincided with the formation of Israel. It can be inferred that the demise of numerous ancient languages, now extinct, is largely attributable to the actions of ruling powers.

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: Linguistic minorities in India face no significant obstacles in preserving their native languages. Take, for instance, Punjabis residing in Bangalore—they have the freedom to converse in Punjabi within their community. Moreover, their children have the option to study Punjabi as a subject in school. Additionally, they can visit Punjab periodically, where Punjabi is widely spoken. This holds true for Tamilians, Kannadigas, and Gujaratis as well, who live in regions where their respective languages are not commonly used.

Question: 3 Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?

Answer: It is not uncommon to witness the transformation of something beneficial into something harmful. Such is the case when individuals begin to oppose languages other than their own. Independent India has experienced instances where Hindi faced opposition in regions like Tamil Nadu and Punjab. In various instances, people have rallied for the establishment of new provinces where their language would be recognized as the official language. In places like D.P. and Bihar, there was a time when English language learning was abandoned under the belief that it hindered progress. However, it was soon realized that the opposite was true, leading to the reintroduction of English as a compulsory subject in most schools. This opposition to languages other than one’s own is commonly referred to as linguistic chauvinism.

WORKING WITH WORDS ➤➤➤

Question 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:

Question2. 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.

Ans: (a) (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.

Ans: (b) (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.

Ans: (c)(iii) early enough.
(d)I never saw him look so tall.
M. Hamel (i) had grown physically taller.
(ii) seemed very confident.
(iii) stood on the chair.

Ans: (d) (ii) seemed very confident.

NOTICING FORM

Question 1.

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: 1. For forty years he had been there in the same place.       

Reason: the action of living there had completed that day when he was leaving the place.

2. Hauser had brought an old primer.

Reason : The event of ‘bringing’ happened earlier than Franz noticed it.

3. For the last two years all our bad news had come from there.

Reason: The ‘coming’ of bad news happened earlier than the bulletin in the story.

4. That was what they had put up at the town hall!                            

Reason: they had put before the events which happened afterwards. 

5. He had never explained everything with so much patience. 

Reason: the action of not explaining had happened before.

WRITING ➤➤➤

Question 1. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.

Answer: 

Question 2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.

Answer: 

Studying Three Languages

Language serves as a vital tool for communication between individuals. Given the linguistic diversity present in a vast country like India, where various languages are spoken across different regions, it is beneficial to acquire proficiency in multiple languages. Additionally, numerous languages are spoken in different nations worldwide. Of course, it is impractical to study all of them. However, typically, students in India are taught two languages – English and their mother tongue. Furthermore, Hindi, being widely used across the country, holds greater importance. Therefore, it is advisable for students to learn a minimum of three languages in school: English, Hindi, and their respective mother tongue. To maintain a balance, Hindi-speaking students should also be encouraged to learn any of the numerous languages spoken within the country. Hence, the inclusion of three languages in the school curriculum is crucial.

Question 3. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.

Answer: 

Change of Opinion

It may sound peculiar, but it is indeed true that during my early childhood, I harbored a strong dislike for school. I would have willingly sacrificed anything just to be relieved from the burden of attending school. I remember feeling apprehensive as the teachers seemed to punish me for even the slightest mistake, sometimes even when I was not at fault. Physically, I lacked the strength to retaliate in the same manner. However, as time went on and I reached the sixth grade, a significant transformation occurred. My class-teacher exhibited exceptional kindness towards me. This compassionate gesture had a profound impact on me, and my perspective towards school began to change. I willingly started attending every class and gradually developed a newfound love for the educational institution.

THINGS TO DO ➤➤➤

Question 1. Find out about the following: You may go to the internet, interview people, consult reference books or visit a library.

(a) Linguistic human rights

(b) constitutional guarantees for linguistic minorities in India.

Answer: Extension Activity: Facilitated by the Teacher’s Guidance.

Question 2. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.

Answer: Engage in these activities with the assistance of your teacher.

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