THE LOST SPRING:Stories of Stolen Childhood by Anees Jung

v  Anees Jung:

·         An Indian author, journalist and a columnist for major newspapers in India and abroad

·         Born in Hyderabad

·         From an aristocratic family in Hyderabad – her father, Nawab Hosh Yar Jung, was a renowned scholar and poet, and served as the musahib (adviser) to the last Nizam (prince) of Hyderabad State.

·         Famous for her notable work “Unveiling India”

·         Her works reflects on-

1.      Under privileged peoples plight

2.      Condition of Indian women

3.      Women behind the purdah

v  Reason to include this chapter in your syllabus-

1.      We should be aware of the contemporary world, the world around us

2.      We should be sensitive towards people living next to us

3.      We should try to understand plight of poor children, who are deprived of schooling for different reasons(working in different factories, hotels, shops etc)

4.      We should know rights of children and laws made to protect them

v  The title – “The Lost Spring”

1.      Spring is the best season; it is the season of joy and happiness. Flowers bloom and trees get new leaves in this season. So it is the season of growth too. In the same way childhood is the best part of our life. It is the time for our growth and development. It is the time to bloom and be happy. But there are some children who’re deprived of this happiness. For these children this spring is consumed in poverty, dirt and dust. And at a very tender age their shoulders are burdened with hard labour. So, their pursuit of childhood is lost in their overburdened life.

2.      It suggests the plight of street children who are forced into labour and denied of schooling.

3.      Callousness of society and the elite class – the society is not at all bothered by the condition of these children. Even the elite group of people like politicians who’re elected to serve people are not at all interested in the plight and future of these children, the policeman who is recruited to protect people’s right harass these people in different times. 

4.      Author analyses extreme poverty and traditions which condemn these children to a life of poverty and exploitation.

v  The story taken from her book – “Stories of Stolen Childhood”

v  Chapter includes two stories

1.      About SEEMAPURI

2.      About FIROZABAD

v  Story from Seemapuri

1.      Title-    Sometimes I Find a Rupee in the Garbage

        I.            The story begins with a statement given by a young boy named, Saheb.  Sahib when says “sometimes I find a rupee in the garbage” he uses a figures of speech i.e. hyperbole. When we exaggerate something then that’s called hyperbole. It’s used to beautify the language.

      II.            Then author introduce us to Saheb in “Flashback” i.e. author moves back to introduce who is Saheb and where he belong.

2.      The Main character-  Saheb

        I.            Saheb is a rag-picker. Every morning the narrator notices him scrounging the garbage for something. He belonged to the green fields of Dhaka.  But as his mother say long back they left their home due to frequent storm and came to the present city in search of a better life.

      II.            When the narrator asked why he keeps searching the garbage. He says he has nothing else to do. At this point narrator suggests him to go to school.  Saheb says there is no school in his neighborhood. If there will be one he’ll attend.  Then narrator promised to build one. Although she didn’t mean it. But the boy was serious. He asked of the school when he saw her again. The narrator at this point felt small as she was not all serious about the school.

    III.            After months of knowing him author comes to know his name. His name is Saheb- ei-Alam, meaning lord of the universe. There is an irony behind his name. There is nothing he can own, not even a pair of chappals. He roams bare foot with an army of barefoot boys.  But he was named as Saheb- ei- Alam.

    IV.            Then narrator remembers the story of a man.

Settlement at Seemapuri

1.      Huts are made of mud , tarpaulin and tin roofed

2.      Poor sanitation and no sewage

3.      No proper drinking water

4.      Compelled to live a substandard life

5.      Though Seemapuri is in the outskirt of Delhi its metaphorically far away from Delhi because there is no match in the life style of inhabitants of Delhi and Seemapuri

6.      Food was more important for survival than identity

7.      They don’t have any identity or belonging but they do have a ration card which makes them buy grain and acts as vote banks for the politicians

8.      They live by rag picking. Both children and elders are rag-pickers. But rag picking means differently to them. For the elders it’s the source of income and for the children it is far more. It is the hidden treasure, a gold mine from where sometimes they find a coin or even a ten rupee note.

9.      Children are deprived of schooling and fulfilling their dreams. They don’t even have a pair of shoes to wear. They walk barefoot and semi naked body.

Character of Saheb

1.      Ironically his complete name is Saheb-ei-Alam, meaning lord of the universe. Whereas he is a rag-picker living in Seemapuri, an outskirt of Delhi.

2.      He is ten years old, dreams to go to school, play tennis and wear tennis shoes. His dream is not fulfilled. Although he managed to get a discarded pair of shoes.

3.      Later he works in a tea stall for Rs.800/- per month. Although he managed to get a job he is no more master of his own. Now he works for someone else and loses his freedom.

4.      He is unhappy. The weight of the tin canister is heavier than the rag picking bag. Because the canister belonged to someone else but the rag picking bag was of his own.

5.      Through the character of Saheb we see how children are forced to work and exploited.

Different reasons writer gives for children not wearing sleepers

1.      Mother has not given sleepers

2.      Following the tradition to walk barefoot

3.      Although the real reason is they lack money. It is their poverty.

An Elementary School Classroom in a Slum

THEME OF THE POEM

Stephen Spender is proclaimed as a socialist and a pacifist. In this poem, he concentrates on the theme of social injustice and class inequalities. He depicts the pathetic life of slum children who are victims of government’s apathy. The poet is writing about an elementary classroom in a slum and questions the value of education in such a context, suggesting that maps of the world and good literature may raise hopes and aspirations, which will never be fulfilled. The poor, emaciated slum children are like captives in the world of darkness, poverty and hopelessness. Through this poem, the poet expresses his outrage at the insensitive attitude of the rich & privileged people, towards the unfortunate children of the slum school. But he is not pessimistic. He qualifies it saying that all the learned people of the society are able to transport the education beyond boundaries of the classroom will spell hope for the future. So, we can say the poem is a bitter criticism on state of education in elementary schools of slum.

Figures of speech used in the poem

The whole poem “An Elementary School Classroom in a Slum” is presented in vivid imagery and figures of speech such as repetition, onomatopoeia, personification, metaphor, simile etc. In the opening line poet used repetition to emphasis on the distance between children of slum and the enjoyment of nature. He also used onomatopoeia (gusty waves) to refer to the bright energetic side of life. A live picture of gusty waves strikes our mind when we read it. Also to depict despair and disease visible in the slum children poet uses various images such as “the hair torn around their pallor”, “the paper seeming boy”, “with rat’s eye” , “gnarled disease”, “twisted bones”, “squirrel game”, the tree room” etc. by reading these phrases we get a vision in our mind of the that particular object.

Poet used various metaphors like “paper-seeming boy” (to mean light weighted), Rat’s eye” (to compare boy’s bulgy eyes to the eyes of rat), “slag heap” (to compare children’s physique to the metallic wastage), “language is the sun” (to present strength of language) etc.

Then poet used simile. They are “like rootless weeds” (to present children’s condition), “shut upon their lives like catacombs” (to present children’s suffocating life confined in slum).

Picture of slum children depicted in the poem

The slum children in an elementary school look pathetic. Their hairs are uncombed. They look pale and shabby. They are undernourished and diseased. They live in dark, dirty and narrow cramped holes enclosed with polluted grey sky. And forced to sit in a dreary classroom where they don’t get proper education.

Optimism in last stanza

Spender feels education is the gate way to the betterment of these children. It’s only the education that can release them from their measurable life. So, he appeals to the officials of all spheres of life to be sensitive to these children and break the barrier that hinders their growth and development.

The children of slum are hopelessly hoping against the hope

Although the children of slum leads a life of poverty, diseased, dark and hopelessness they dreams of nature, river, open fields and squirrel game. These dreams are nurturing their eyes but there is no hope of fulfilling them.

About the author

The author of An Elementary School Classroom in a Slum is a famous English poet and essayist named Stephen Spender. Spender was born in England in 1909. He writes about socio political issues like class struggle, social injustice, social discrimination and education. Some of his most acclaimed works are “The Struggle of the Modern”, “The edge of being”, “and The Creative Element”, “Poems of Dedication” etc.

Questions for home work

1.      What are the children compared to? Why?

2.      Why do you think the tall girl is sitting with a weighed down head?

3.      Give two phrases that suggest children are under nourished.

4.      What does “gusty waves” mean?

5.      Why the poet calls the child “unlucky heir”? What does he inherited?

6.      How does the face of these slum children look?

7.      What is the dream of unnoted child in the dim classroom?

8.      Why is the child reciting his father’s gnarled disease?

9.      What are two contrastive pictures you find in this stanza?

10.  What do you think is the colour of sour cream walls? Why poet used this expression?

11.  How the speaker feels about the donations? Give reason for your answer?

12.  What the windows of the slum school signify?

13.  Which world is of children’s in the classroom and which world not?

Or

Explain, “For these children these windows are world”.

14.  What are the two things mentioned in the poem represents civilized world?

15.  What the following things represent?

Ø  Shakespeare’s statue

Ø  Cloudless sky at dawn

Ø  Civilized doom

Ø  Tyrolese valley represents

16.  Explain, “Slag heap”.

17.  Explain, “From fog to endless night”.

18.  Why they are called blot in the map?

19.  Explain, “Run azure on gold sands”?

20.  Explain, “tongues run naked into books”

21.  Explain, “history is theirs whose language is sun”

MY MOTHER AT SIXTY-SIX by Kamala Das

Kamala Das-

Kamala das was a prolific poet from Kerala who wrote both in English and Malayalam. In her works she explored complex human relationships. Her works are known for their originality, versatility and the indigenous flavor of the soil. Her pen name was “Madhavikutty”.  Her famous works includes- “Alphabet of Lust” (1977), “Padmavati the Harlot and other stories (1992).

Introduction-

It’s a free verse. In this poem Kamala Das’ relationship with her mother is treated in a very restrained and poignant manner. It echoes the painful realization of the poetess that her mother was ageing and inching closer to death. The poet chooses the moment of parting to reveal how painful the parting of her mother could be.

Main points:

1.       Poetess driving to the Cochin airport with her old mother sitting next to her.

2.       Looks at the wan, pale face of her dozing mother.

3.       She compares her mother’s ashen face to a corpse

4.       Old fear of losing her mother returns

5.       Sprinting trees and merry children provide the contrast and relief.

6.       After the security check the old familiar ache returns.

7.       Tries to hide her face by smiling.

8.       Ends with a positive note.

9.       Simile –“like that of a corpse” as a late winter moon”

10.    Repetition  –“smile and smile and smile

Significance of the title 'My Mother at Sixty-Six'

  This poem revolves around the theme of advancing age and the fear adhered to it of loss and separation. The poet is on the way to airport in Cochin, when she is stuck by the realization of the advancing age of her mother. It is very difficult for her to accept that her mother is creeping into the grips of old age. When she looks at her mother sitting by her side, she notices her corpse like ashen face which reminds her of her approaching death. She is pale and worn out. She is happy to see her mother is still breathing. But she is beset with sorrow and insecurity as she departs at the airport bidding goodbye to her mother and trying to hide her fears by smiling as she looked at her

THEME

1.      Fear and anguish of a daughter: The poem centers on the theme of inevitable death. It expresses the fear and anguish of a daughter over the fast-approaching end of her mother’s life.

2.      Ageing: The poem revolves around the theme of advancing age and the fear that adheres to its loss and separation. It is a sentimental account of the mother’s approaching end through the eyes of the daughter.

3.      Mother – daughter complex relationship: The seemingly short poem touches upon the theme of the filial bond between the mother and daughter smeared in the backdrop of nostalgia and fear. Nostalgia of the past (the time spent with the mother) and fear of the future without her.

EXTRA QUESTIONS-

1.      How the poet described the old age of her mother?

Ans. The poet’s mother is dozing off almost open mouthed. With a pale face she totally lacked the vigor of life. The poet later compares her to a late winter’s moon.

2.      Bring out the contrast portrayed by the scene outside with the state of the poet’s mother.

Ans. The world outside the window of the car with the sprinting trees and the children spilling out in energetic exuberance are a sharp contrast to the poet’s old mother who lacks the vigour of life.

3.      Though filled with negative thoughts in her mind did the poet share her feelings with her mother?

Ans. The poet did not share her fears and anxiety with her mother. Sharing her emotions of agony would have grieved her mother all the more. Instead she bid adieu and smiled with the hope to see her again.

4.      Explain the irony inherent in the conclusion of the poem?

Ans. The poet’s words ‘See you soon Amma’ and her prolonged smile at parting are ironical. They are a sharp contrast to the fear and agony which she experiences with regard to her ageing mother and her frail health.

5.      Describe the young trees sprinting.

Ans. The young trees are personified in the poem. They seem to be running in the opposite direction when seen through the window of the moving car. The movement is juxtaposed with the expression on the mother’s face which is ashen like a corpse. Trees outside signify life.

Textbook questions:

a)      Ageing is a natural process; have you ever thought what our elderly parents expect from us?

Answer: Aged people usually undergo pangs of loneliness and need companionship. The pessimistic approach they develop towards life can be shunned only if we provide them with abundant love, care, importance and empathy. They expect their children to sit calmly and talk to them about the happenings of their lives and to take their suggestions for making significant decisions. Their lost vitality can thus be easily rejuvenated. This happiness will encourage them to live life enthusiastically.

Thinking out:
1. what is the kind of pain and ache that the poet feels?

Answer. The emotional pain and ache that the poet feels is due to the realization that her mother has gone old and has become frail and pale like a corpse. She is dependent on her children. The ache also refers to the old familiar ache of the childhood that revisits the poet due to the mother’s old age and her approaching end.

2. Why are the young trees described as 'sprinting'?

Answer. The young trees are personified in the poem. They seem to be running in the opposite direction when seen through the window of the moving car. The movement is juxtaposed with the expression on the mother’s face i.e. ashen like a corpse. The movement of the children and the trees is in stark contrast with the stillness associated with the mother.


3. Why has the poet brought in the image of the merry children 'spilling out of their homes'?

Answer. The poet highlights the helplessness and frailty of old age with the help of contrasts. The mother dozes off mouth open, whereas the children spilling out of their homes signify movement and energy, enthusiasm and vivacity, which the old people are bereft off.

4. Why has the mother been compared to the 'late winter's moon'?

Answer. The mother has been compared to the late winter’s moon which is dull and shrouded. It symbolizes the ebbing of life. The moon brings to the poets mind night or the approaching end of life. The mother like the late winter’s moon is dull, dim and dismal.

5. What do the parting words of the poet and her smile signify?

Answer. The parting words ‘see you soon Amma’ are used by the poet to reassure the mother and to infuse optimism in the poet herself. The poet accepts the reality yet keeps up the façade of smiling in order to put up a brave front. It requires a lot of effort and hence the poet has used the poetic device of repetition.

Home work

1. Where was the poet driving to and from where?

2. Who was sitting beside her?

3. What did she notice about her mother?

4. Why was her mother’s face looking like that of a corpse?

6. What is the ‘childhood fear’ that the poet refers to?

7. What did Kamala Das do to put the painful thought away?

8. What did she see outside the car?

8. What does ‘trees sprinting’ and ‘merry children spilling out of their homes’ signify?

9. With what the mother’s colourless and pale face has been compared?

10. What do the poet’s parting words suggest?

11. Why did the poet smile and smile?

12. What are the parting words of the poet to her old mother?

13. Mention the examples of imagery used by the poet.

14. Bring out the contrastive picture in poem.

15. What are figures of speech? Bring out the figures of speech used in the poem.

16. Explain what does “late winter’s moon” signify?

17. Write the summary of the poem “My Mother at Sixty-six”

18. Write a critical appreciation for the poem.

THE LAST LESSON By ALPHONSE DAUDET

·         Incidents in series-

Franz – (at home)

Ø  getting late for school

Ø  Scared (of M. Hamel and) to go to school

Ø  As he didn’t do his homework

Ø  Tempted towards the bright, warm weather, birds chirping, Prussian soldiers drilling

Ø  Thought of roaming outside

Ø  Could resist the temptation

Ø  Hurried off  to school

Franz (on the way to school)

Ø  Passed town hall

Ø  Crowd in front of bulletin board(giving all bad news since 2 years-of lost battle, the draft and order of commanding officer)

Ø  Hurried as fast as he could

Ø  Blacksmith, watcher standing there asked not to hurry

Ø  Thought he was making fun

Franz- reached M Hamel’s garden

Ø  Sensed unusual(about school campus-as quite as Sunday morning, no humdrum, no opening and closing of doors, no lesson repeated in unison and very loud, no teacher rapping their ruler on table )

Ø  looked through the window (M Hamel with his ruler under his arms, classmates sitting in their places)

Ø  Unusual kind behaviour of M Hamel (kindly asked Franz to sit)

Ø  Unusual dress up of M Hamel(as its on inspection and prize days )

Ø  Unusual about last benches(which use to be empty are occupied by villagers-old Hauser former mayor, former postman)

Ø  All are sad, came to pay tribute to M Hamel

M. Hamel- lecturing

Ø  In gentle tone

Ø  Announced it as his last lesson

Ø  About the order from Berlin(to teach German in the schools of Alsace and Lorraine)

Ø  News of new master joining by the following day to teach German

Franz’s – realisation

Ø  Reason why people gathering in front of town hall

Ø  Feeling sorry (for not learning well, seeking birds’ egg, going sliding on the saar)

Ø  Rediscovering affection for books(which were heavy to carry a while ago)

Ø  Affection for going M Hamel(forgetting his ruler, cranky nature)

Ø  Reason behind his putting special dress and villagers presence to pay tribute M Hamel for his forty years of honest service

Ø  Franz- Reciting rules of participle- loud and clear, without any mistake

M Hamel’s lecture on importance of time and French language

Ø  People of Alsace postponing lesson for tomorrow thinking they have plenty of time to learn

Ø  French but don’t know how to speak or write(as was replaced by German lessons)

Ø  Parents preferred their child to work on farms and mills then attending school

Ø  M Hamel preferred to water the plants than learning

Ø  To go fishing more than teaching

Ø  French worlds’ the most beautiful , clear and logical language

Ø  Asked to guard it and never to loose.

M Hamel’s grammar lessons

Ø  Franz understood it better

Ø  M Hamel explained with patience

Ø  Tried to give all he knewp

Writing lessons

Ø  Had new copies for children written France Alsace France Alsace

Ø  Every one set to work, quiet and calm

Ø  Franz thought will these Germans make the pigeons sing in German

M Hamel- being emotional

Ø  Gazing intently one thing to other

Ø  Changes in the class – desk and benches worn smooth, walnut trees grow taller, hopvine trees twined

Ø  M Hamel’s sister packing to leave following day

Ø  He had courage to hear the lesson to the last

Ø  Had lessons on History

Ø  Old Hauser holding the primer spelled the letters in a trembled voice, crying

Ø  Church clock sound 12

Ø  Sound of the soldiers returning from drill

Ø  Trumpets of the Prussians

Ø  M Hamel’s voice choked and wrote

“VIVE LA FRANCE” (in big and large letters)

Ø  Declared school dismissed

THE LAST LESSON

Q. 1. Describe the background in which 'The Last Lesson' of Alphonse Daudet has been set. 

Ans. 'The Last Lesson' is set in the days of the Franco-Prussian War (1870-1871). France was defeated by Prussia (Germany). By an order from Berlin, German language was imposed on the French districts of Alsace and Lorraine. The lesson describes how a teacher in Alsace, M. Hamel, reacts to this shocking news. His students and even the villagers share his views.

Q. 2. What was Franz expected to be prepared with for school that day? Why was he in great dread of scolding?

Ans. Franz had not prepared his lesson. His teacher, M. Hamel, had said that he would question the students on participles. But Franz didn't know even the first word about them. He feared a scolding from M. Hamel. Moreover, he started for school very late. For a moment he thought of running away and spending the day out of doors.

Q. 3. Why did Franz think of running away and spending the day out of doors?

Ans. Franz started for school very late. His teacher, M. Hamel had said that he would question them on 'participles'. Franz knew nothing about them. He feared a scolding from M. Hamel. He thought of running away from the school and spending the day out of doors. But he resisted the temptation and hurried off to school.

Q. 4. What was the temptation and how did Franz resist it?

Ans. M. Hamel was to question the students on participles. Franz knew nothing about them and feared a scolding. For a moment he was tempted to run away and spend the day out of doors. The weather was warm. The day was bright. Woods, open fields and chirping of birds tempted him. But he overcame his temptation and hurried off to school.

Q. 5. What did Franz see when he passed in front of the town hall on the way to school? 

Ans. Franz passed the town hall on his way to school. There was a great crowd in front of the bulletin-board. For the past two years all their bad   news had come from there. The people thronged there to hear the news of last battles or the orders of the commanding officer. They verified everything from there.

Q. 6. Why was there a crowd in front of the bulletin-board at the town hall?

Ans. Usually there used to be a crowd in front of the bulletin-board at the town hall. All the bad news had come from there for the last two years. But today another bad news shocked the residents of the town. An order has come from Berlin. German language was to be imposed on the people of Alsace and Lorraine. Now only the German teachers will teach German to the French speaking population.

Q. 7. Describe at least two changes that could be seen in M. Hamel after he came to know of that order from Berlin.

Ans. M. Hamel was a hard task-master. But the order from Berlin completely changed him. He didn't rebuke Franz when he entered the classroom quite late. Nor did he scold him when he got mixed up and confused when it was his turn to recite. His last act of writing "Vive La France!" on the blackboard revealed his love for France and French.

Q. 8. How was the scene in the school in the morning of the last lesson differ­ent from that on other days?

Ans. The scene in the school is different from that on other days. It was the last lesson in French. German was going to be imposed on them from the next day. Hence, all students and even the village elders had gathered there. The love for their native language French dominated all other things.

Q. 9. ‘I had counted on the commotion to get to my desk without being seen..’, said Franz. How did he enter and what was the reaction of the teacher?

Ans. Franz was late for school. Usually there was always a great hustle and bustle in the morning. He had hoped to take advantage of that noise and commotion. He wanted to get to his desk without being noticed. But that day he had to go in before everybody. But nothing happened. M. Hamel only asked him very politely to take up his seat.

Q. 10. What did Franz see through the window when he reached his school?

Ans. Through the window Franz saw his classmates. They were already in their places. M. Hamel was tense walking up and down. He had that "terrible" ruler under his arm. It was all very quiet—as quiet as Sunday morning. The usual commotion and activities were absent.

Q. 11. What was the thing that surprised the narrator most? Why was every­body sad?

Ans. The whole school seemed so strange and silent. But the thing that surprised Franz most was to see the village people on the back benches. Generally they were always empty. Everybody sat quietly and looked sad. Everybody was sad to know that German would be taught in all schools of Alsace.

Q. 12. Why didn't M. Hamel get angry with Franz for being late?

Ans. M. Hamel was much disturbed by the news that came from Berlin. He was deliver­ing his 'last lesson' in French. So he didn't get angry with Franz for being late. Rather he said very kindly, "Go to your place, little Franz". He ignored Franz's being late and went on with his lesson.

Q. 13. How did M. Hamel give the shocking news to the students and the villagers and with what effect? 

Ans. The villagers sat along with the students on the back desks. M. Hamel mounted on his chair. He spoke in a grave and gentle tone. He made it clear that it was his last French lesson. An order had come from Berlin. All the schools of Alsace and Lorraine would teach only German. A new teacher would replace him the next day. The news left everyone shocked and grieved.

Q. 14. Why had M. Hamel put on his fine Sunday clothes? Why were the old men of the village sitting there in the back of the classroom?

Ans. M. Hamel had put on his fine Sunday clothes to highlight the occasion. The old men of the village had come there to show their sympathy and respect to the teacher. It was their way to thank M. Hamel for his forty years of faithful service. They had also come to show their respect to France and their most beautiful language French.

Q. 15. How did Franz perform when his turn came to recite? How did M. Hamel react?

Ans. It was Franz's turn to recite. In spite of his best effort, he got mixed up. His heart was beating and he did not dare to look up. M. Hamel assured in a polite tone that he would not scold him. He was not the only one who neglected learning French. Many others in Alsace shared his fate.

Q. 16. "We've all a great deal to reproach ourselves with." Why did M. Hamel blame the parents and himself too for not showing due attention and care to the learning of French?

Ans. M. Hamel didn't scold Franz for neglecting the learning of French. Most of the people of Alsace could neither speak nor write their own language. Their parents preferred to put them to work on a farm or at the mills. Mr Hamel didn't even spare himself. He had often sent his students to water his flowers instead of learning their lessons.

Q. 17. What did M. Hamel tell the people in the class about French language? What did he ask them to do and why? 

Or

How does M. Hamel pay a tribute to the French language? 

Ans. M. Hamel went on to talk of French language. He told that it was the most beautiful language of the world. It was the clearest and the most logical of all languages. He asked the people to guard it among themselves and never forget it. As long as people 'hold fast to the' language' they have the key to freedom.

Q. 18. Why did M. Hamel ask his students and the villagers to guard French among them?

Ans. M. Hamel was delivering his last in French to his students. From the next day the French districts of Alsace would teach German in all schools. M. Hamel was grieved but quit_e helpless. He praised French as the most beautiful and logical language in the world. He urged upon them to guard their beautiful language.

Q. 19. How did the narrator take the last lesson in grammar and with what effect?

Ans. In the end, M. Hamel opened a grammar book. He read them their last lesson. All he said 'seemed so easy, so easy!' Franz understood it so well. He had never listened to his teacher so carefully. It seemed as if M. Hamel wanted to give them all he knew before going away. He wanted to put it all into their heads at one stroke.

Q. 20. Describe M. Hamel's service to the school in Alsace.

Ans. For forty years M. Hamel had been serving in the same school in Alsace. He valued French language as the most beautiful language in the world. His students and even the village elders paid respect to him on the last day. He felt sorry that the people of Alsace neglected their learning.

Q. 21. What was the parting message of M. Hamel to his students and the village elders who had gathered in the classroom?

Ans. M. Hamel stood up, very pale, in his chair. He was speaking for the last time. He tried to speak but couldn't. Something choked him. Then he turned to the blackboard and wrote as large as he could:

"Vive La France!"  (" Long Live France!"). Without a word he made a gesture. All of them could go. The school was "dismissed".

Q. 22. "The people in the story realise suddenly how precious their language is to them." How do they realise it and who makes them realise it? 

Ans. An order comes from Berlin. The people suddenly realise how precious their lan­guage is to them. German is imposed on the French districts of Alsace and Lorraine. The man who makes them aware of the greatness of their language is M. Hamel. He arouses their hidden love for their beautiful language.

Q. 23. What happened when the church-clock struck twelve?

Or

How did M. Hamel say farewell to his students and the village elders?

Ans. The church-clock struck twelve. It was time for the Angelus prayer. At the same moment the trumpets of the Prussians sounded. Suddenly M. Hamel grew overemotional. Patriotic feelings overpowered him. He took a piece of chalk and wrote as large as he could: "Long Live France".

Q. 24. What is Linguistic Chauvinism? How do you classify M. Hamel's love and the villagers' concern for French?

Ans.  'Linguistic Chauvinism' means carrying pride in one's language too far. But the love of Hamel and the village elders for French doesn't amount to this. Rather they are victims of it. German is being imposed on the French speaking people of Alsace. M. Hamel feels genu­inely proud of French language. He urges others never to forget such a beautiful language.

Q. 25. Justify the title of 'The Last Lesson.' 

Ans. The title is self-revealing. It was certainly the last lesson that M. Hamel was delivering to his students. From the next day German was to be imposed on the French speaking people of Alsace. M. Hamel was leaving the school for good with a heavy heart. Even the elders had come to pay respect and listen to the last lesson in French.

Q. 26. What message does the writer want to convey to the readers through 'The Last Lesson'?

Ans.  Alphonse Daudet has a definite message to convey to his readers. Through M. Hamel he wants to express pride in one's language. Greatness of French language is high­lighted. The lesson arouses patriotic feelings. It makes the readers aware that they must keep their language and culture alive at all costs.

LONG ANSWER TYPE QUESTIONS

Q. 1. What was the order from Berlin? How did that order affect the people of Alsace, particularly M. Hamel and his students?

Ans. A shocking order had come from Berlin. Two French speaking districts of Alsace and Lorrain were under German occupation. German language was imposed on the people of Alsace.

The order from Berlin added insult to the injury. It hurt the pride of the people. M. Hamel, a school teacher, broke this shocking news to his students. He declared that it was his last lesson in French. He would leave the place for good. A new master would replace him to teach German. The news aroused patriotic feelings in students as well as the villagers. The village elders came to the school to listen to the last lesson in French. He spoke at length about French language. He called French the most beautiful language in the world. It was the clearest and the most logical language. He expressed his dismay that the people of Alsace were quite indifferent to the learning of French. He called upon them to guard it among themselves and never forget it. Their language was the key to their unity and liberation. Everyone listened to him with rapt attention and respect.

Q. 2. Draw a character sketch of M. Hamel as it is shown in 'The Last Lesson.' 

Ans. In 'The Last Lesson' Alphonse Daudet has presented M. Hamel's character with all sympathy and respect. He is presented in the mould of a traditional school-master. He always kept his 'terrible' ruler under his arm. Franz reminds us 'how cranky' M. Hamel was.

Franz was in great dread of scolding as he had not prepared his lesson on participles. Mr Hamel was a hard task-master. We see the other side of M. Hamel's character after the order from Berlin came. He was a transformed person now. He became extra soft and gentle 'towards his students. He didn't scold Franz for coming late. Nor did he use his ruler when Franz got mixed up and confused. He declared that it was his last lesson in French.

M. Hamel was highly respected both by his students and the village elders. He had completed 40 years in the same school. The village elders came to pay their respect to such a grand teacher.

M. Hamel loved France and French from the core of his heart. He considered French as the most beautiful language in the world. He asked the people to guard it among themselves and never to forget it.

Q. 3. Who was Franz? What did he think about M. Hamel? Did he change his views about M. Hamel? Illustrate at least two changes that came in Franz towards his teacher, his school and French.

Ans. Little Franz was a student of a school in Alsace. M. Hamel was his schoolmaster. Franz was not a brilliant student. He didn't prepare his lesson on participles. When he was asked to recite, he got mixed up and confused. He was always in dread of the great ruler that M. Hamel kept under his arm. Franz knew how 'cranky' M. Hamel was.

However, Franz had to change his opinion about M. Hamel. An order had come from Berlin. German language was imposed on the people in Alsace. When he came to know that it was the last lesson of Mr. Hamel, his views about him changed. He began to respect him. He had spent 40 years in the same school. He felt sorry that he had neglected learning French. He shared M. Hamel's views about French. It was the most beautiful language in the world. He listened to M. Hamel's last lesson with rapt attention and respect.

Q. 4. What is 'linguistic chauvinism'? Analyse the order from Berlin in this light. How do you justify M. Hamel's views about French and the new-found love of the people towards their language?

Ans. Carrying pride in one's language too far leads to 'linguistic chauvinism'. We can analyse the order from Berlin in this light. It is nothing but a naked example of linguistic chauvinism. The imposition of German language over the French speaking population can't be justified at all. It is the worst kind of colonialism.

M. Hamel's love for French is genuine. The shocking order from Berlin arouses patriotic feelings in him. He loves French as the most beautiful language in the world. He calls it the clearest and most logical language too. He regrets that the people of Alsace have not paid much heed to the learning of this great language. He asks the people to safeguard it among themselves. It is the key to their unity and freedom.

The people of Alsace, particularly the village elders, suddenly realise how precious their language is to them. Students like Franz too are not immune to patriotic feelings. Franz feels sorry for neglecting the learning of French. He hates the idea of German language being im­posed on them. He remarks sarcastically: "Will they make them sing in German, even the pigeons.

Questions for home work

1.       What was the significance of the bulletin – board?

2.        What was the order from Berlin?

3.        What changes did Franz notice in the school?

4.        What surprised Franz the most?

5.        Who, do you think, is guilty of linguistic chauvinism - the Prussians or the French? Why?

6.       What is the theme of the lesson?

7.       How did the young ones show that they had realized how precious their language was?