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Page 1: 1. The Last Lesson - newagepublishers.com · to his students with utmost devotion and ... 1. The Last Lesson Alphonse Daudet. ... It it possible to carry pride in one’s language

3

•^n ykLV ySlu* uked dgkuh Alphonse Daudet (1840 ls 1897) 1870 ls 1871osQo"kZosQckjsesacrkrhgStcPrussia dh lsukvksausBismarckosQusr̀RoesaizQkalijvkozQe.kfd;kvkSjmlijdC”kkdjfy;kALorraine vkSjAlsaceizQkalosQnks'kgjPrussia osQdC”ksesavkx;svkSjbunksuksa'kgjksaesaPrussiaosQ'kkldksaus izsaQpi<+kukcandj fn;kAizsaQpvè;kidM. Hamel dksLFkkukarfjrdjfn;kx;kFkkAvkSjvcogviusiqjkusLowQyesavkSjughajgldrkFkkAijarqblosQcknHkhmlusvafreikBiwjhyxuvkSjfu"BkosQlkFkmlhizdkji<+k;kA'kkluosQcnyusijyksxksaijiM+sFranz }kjkns[ksx,izHkkoysf[kdkbldgkuhosQn~okjkn'kkZukpkgrhgSAysf[kdkblfcanqijHkhjks'kuhMkyrhgSfdyksxviuhHkk"kkulh[kdjoSQlkeglwldjrsgSaA

• tokufon~;kFkhZFranz ;glkspdjfon~;ky;vk;kFkkfdmldksviukikB;knudjusosQdkj.knaMfeysxkysfdumlusik;kfdM. Hamel usviusjfookjosQoL=kigusgq,FksvkSjxk¡oosQlHkhcw<+syksxogk¡cSBsgq,FksA;gcfyZulsvk,,dvkns'kosQdkj.kFkktkscqysfVucksMZijfy[kkFkkAJh M.

ABOUT THE AUTHOR

Alphonse Daudet (1840–1897) was a French Novelist and short story writer. ‘The Last Lesson’ is set in the days of the Franco-Prussian War (1870–1871) in which France was defeated by Prussia led by Bismarck. Prussia then consisted of what now are the nations of Germany, Poland and parts of Austria.

I. SUMMARY

• The story entitled, ‘The Last Lesson’, written by Alphonse Daudet (1840–1897) tells about the year 1870–71 when the Prussian forces under Bismarck attacked and captured France. The French districts of Alsace and Lorraine went into Prussian hands. The new Prussian rulers discontinued the teaching of French in the schools of these two districts. The French teacher, M. Hamel had been transferred and could no longer remain in his old school. Still he gave last lesson to his students with utmost devotion and sincerity as ever. In the story the writer has tried to demonstrate the impact of this transition on the people through the eyes of a young boy Franz and about how people feel in not learning their language.

• Young student Franz came to the school thinking he would be punished as he had not learnt his lesson. But he found Hamel dressed in Sunday clothes and all the old people of village sitting there. It was due to an order from Berlin on the bulletin board.

1. The Last LessonAlphonse Daudet

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4 ENGLISH–XII

Mr. M. Hamel is overcome by a strong emotion and in large letters he writes on the bulletin board ‘Vive La France! which means Long Live France.

HamelusHkkoqdgksdjcqysfVucksMZijcMs+v{kjksaesafy[kk“Vive La France” ;kuhizQkalvejjgsA

II. WORD-MEANINGS

Word Meaning in English Meaning in Hindi

Page 2

Dread fear Mj

Chirping twittering pgpgkuk

Drilling parading ijsM djuk

Tempting enticing (attracting) yypkuk

Page 3

Apprentice learner f'k{kkFkhZ

Bub boy yM+dk

In unison alltogether ,d lkFk

Commotion period of noise 'kksj 'kjkck

Fright fear Mj

Page 4

Embroidered stitched with patterns d'khnkdkjh dh gqbZ

Primer a book for learners izkjfEHkd iqLrd

Thumped at slightly damaged eqM+h&rqM+h

Grave serious xEHkhj

Thunder clap loud sound of thunder xM+xM+kgV dh vkok”k

Wretches unfortunate vHkkxk

Cranky strange ludh

Page 5

Dreadful terrible Hk;kud

Bah! an expression of anger NksM+ks

Put off delay Vkyuk

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THE LAST LESSON 5

Word Meaning in English Meaning in Hindi

Reproach rebuke blame f/Ddkjuk

Page 7

Enslaved made slave nkl cukuk

At one stroke All at once ,d lkFk

Beetles insects with hard shell-like back HkkSajk (,d dhV)

Fish-hooks hooks for catching fish eNyh idM+us dk gqd

Cooed sound of pigeons dcwrj dh vkok”k

Gazing looking intently ?kwjuk

Page 8

Hopvine Vine of hop plant csy

Twined tangled xqFkh gqbZ

Chanted recited xkdj lquk;k

Angelus a bell rung for prayers izkFkZuk dh ?kaVh

‘Vive La France!’ Long live France izaQkl vej jgs

III. NCERT TEXTBOOK EXERCISE

THINK AS YOU READ

Page 7 1. What was Franz expected to be prepared with for school that day? Ans. Franz was expected to prepare a lesson on how to use participles. 2. What did Franz notice that was unusual about the school that day? Ans. Franz noticed that everything was very still with no trace of the usual commotion.

It was as quiet as Sunday morning. 3. What had been put up on the bulletin board? Ans. It contained an order from Berlin that only German language was to be taught in

the schools of Alsace and Lorraine.Page 8 1. What changes did the order from Berlin cause in school that day? Ans. The order from Berlin led to complete silence everywhere in the schools of Alsace

and Lorraine with everyone sad and serious. Even the old people of the village had come to thank Mr. Hamel for his faithful service of forty years.

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6 ENGLISH–XII

2. How did Franz’s feelings about Mr. Hamel and school change? Ans. Franz now felt ashamed and extremely sad for Mr. Hamel. He forgot all about

his rod and cranky nature. Mr. Hamel became a symbol of courage, strength and patriotism for him.

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?

Ans. Yes, the people in this story suddenly realise how precious their language is to them. It happens only when an order comes from Germany. Alsace and Lorraine pass into the hands of Prussia. Now they are to teach only German in the schools of Alsace and Lorraine. This arouses the feeling of patriotism among the people. The people who were very indifferent to their language suddenly develops a new found love for French. Mr. Hamel goes on to declare that French is ‘the most beautiful language in the world’. He says, ‘It is the clearest and the most logical language in the world.’ Even the villagers feel that they must guard it among themselves. The old men of the village come and sit there on the back benches in the class. They show their respect for the country and language that do not belong to them now. Franz also grows sentimental because this is the last lesson of French in his class. He feels sorry for neglecting his classes. Now he develops an interest for French and loves his teacher Mr. Hamel.

2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?

Ans. This lesson of Alphonse Daudet is set in the days of Franco-Prussian War (1870–1871). France is defeated by Prussia. Alsace and Lorraine pass into Prussian hands. Now there comes an order from Berlin that only German language will be taught in the schools of Alsace and Lorraine. When Mr. Hamel announces that, ‘This is the last lesson in French’, everyone is shocked. He tells them that French is the most beautiful and logical language in the world. When Franz sees pigeons cooing in the roof, he remarks sarcastically, “Will they make them sing in German, even the pigeons?’’

Franz feels that powerful Germans can defeat France and they can impose German on the French speaking people. But they can’t impose German on the pigeons who are cooing on the roof. They can enslave people but not the pigeons and also can’t compel them to coo in German. Hence their order of imposing German will not succeed in taking the love for their language away from their hearts.

TALKING ABOUT THE TEXT

1. “When the 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 the conquered people had their language taken away from them or had a language imposed on them?

Ans. Colonisation of India and Australia is such an example where a foreign language was imposed on them. In India, British imposed English as an official language on

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THE LAST LESSON 7

the natives and the same was the case in Australia and America. Also, Spanish and Portuguese were imposed on the people of Latin American countries.

2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:

Punjabis is Bangalore, Tamilians in Mumbai, Kannadigas in Delhi, Gujaratis in Kolkata

Ans. A linguistic minority faces lot of problems in a state, like the problems of communicating with the native people as they do not know their language. The masses, like the vendors in the market, teachers in the schools and colleges, etc. also use the language of the majority. The linguistic minority must safeguard their language among themselves and not forget their traditions and festivals in order to keep their language alive.

3. It it possible to carry pride in one’s language too far? Do you know what linguistic chauvinism means?

Ans. It it possible to carry pride in one’s own language but, carrying pride in it too far is not good at all. This can be impeding for the beliefs and traditions of the linguistic minorities. Linguistic chauvinism is when one carries pride in one’s language too far. Germany is an example of linguistic chauvinism. It captured the French districts of Alsace and Lorraine and imposed German on the French speaking population of Alsace and Lorraine.

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8 ENGLISH–XII

• Anees Jung n~okjkfyf[kr¶ykWLVfLizax¸xjhccPpksadhn;uh;n'kkosQpkjksavksj?kwerhgSAoscPpstksefyucfLr;ksa(>qXxh&>ksifM+;ksa)esajgusosQfy;setcwjgSa]oscgqrghvLoPNokrkoj.kesadkedjrsgSaA

•;gdgkuhnksfgLlkssaesac¡VhgqbZgSAigysfgLlsesaysf[kdkfnYyhosQlhekiqjhbykosQesadckM+pquusokyscPpksadh̄ ”knxhosQckjsesacrkrhgStksokLroesacaXykns'klsvk;sgaSAnwljsfgLlsesaysf[kdkusfiQjks”kkcknosQpwM+hcukusokysdkjhxjksadhcngkyf”kanxhdksn`';ekufd;kgSA

•ysf[kdk]lkgscuked,dcPpsdksviusvkl&iM+kslesa jks”kowQM+sesaoqQN flDosQvkSjoqQNvkSjph”ksa<w¡<rsgq,ns[krhgSvkSjvkf[kjdkjmllsckrdjrhgSrksmls;girkpyrkgSfdoslccaXykns'klsvk;sgSaAbuosQiqjkus?kj,oa[ksr&[kfygkurwI+kQkuesarckggksx;sFksAmuosQikl[kkusdksoqQNughaFkkAblfy,osblcM+s'kgjesavk,vkSjogk¡jgusyxsA

•tcysf[kdk]lkgscdksLowQytkusosQfy;scksyrhgSrkslkfgcdgrkgSfdmuosQiM+kslesadksbZLowQy

ABOUT THE AUTHOR

Anees Jung (1964) was born in Rourkela and spent her childhood and adolescence in Hyderabad. In the story, Anees analyses the grinding poverty and traditions which condemn the children to a life of exploitation. This story revolves around the pitiable condition of poor children who work in dirty condition and live in slums.

I. SUMMARY

• The story, “Lost Spring” written by Anees Jung revolves around the pitiable condition of poor children who are forced to live in slums and work hard in very dirty conditions.

• The story is divided into two parts. The first part tells the writer’s impression about the life of ragpickers who have migrated from Bangladesh but now settled in Seemapuri area of Delhi. The second part narrates the miserable life of the bangle-makers in the town of Firozabad.

• The writer watches a boy named Saheb every morning in her neighbourhood. The boy looks for some coins and other things in the garbage heaps. The writer talks to the boy one day. She comes to know that these people had migrated from Bangladesh. Their fields and homes were swept away by storms. They had nothing to eat. They came to the big city and started living there.

• The writer asked Saheb to go to school. Saheb replied that there was no school

2. Lost SpringStories of Stolen Childhood

Anees Jung

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LOST SPRING 9

in their neighbourhood. There were a number of ragpickers like Saheb. In a few months, the narrator came to recognize each one of them. They were all barefoot boys and said that it was a tradition to remain barefoot. They used it as an excuse to conceal their poverty. Saheb tells the writer that for children, garbage becomes something wrapped in wonder. For the elders, it is a means of survival.

One winter morning, the writer sees Saheb watching a game of tennis. Saheb says that he likes this game. He is wearing tennis shoes discarded by some rich boys and given to him. But the game he is watching is out of his reach. Later, Saheb starts working at tea-stall. He is paid 800 rupees and all the meals. But now he is not free.

• In the second part, the writer met a boy called Mukesh. The boy stays in Firozabad and belongs to a family of bangle-makers. Every other family in Firozabad is engaged in making bangles. About 20,000 children work in the glass furnaces of Firozabad. They have to work in very unhealthy conditions. Mukesh offers to take the writer to his home. As the writer goes to his house, she finds that it is a half-built shack with signs of poverty. Mukesh’s grandmother regards it as their destiny. She says that they were born in the caste of bangle-makers and have seen nothing but bangles in their life.

The writer sees a girl named Savita in another hutment. She says that she has not enjoyed even one full meal all her life. The writer says that the cry of poverty

ughagSAogk¡lkgsctSlscgqrlsowQM+kpquusokysFksAoqQNgheghuksaesaysf[kdkowQM+kpquusokyslHkhcPpksadks/hjs&/hjsigpkuusyxhA;slHkhyM+osQuaxsik¡ojgrsFksvkSjdgrsFksfduaxsik¡ojguk,dijaijkFkhAogviuhxjhch fNikusosQ fy,blsdkj.kLo:iiz;ksxdjrsFksAlkgscysf[kdkdkscrkrkgSfd;scPpsowQM+sesages'kk[k”kkukryk'kusdhvklyxk;sjgrsgSaAijcM+syksxksaosQfy,;gxq”kkjkdjusdk,dekè;egSA,dBaMhlqcg]ysf[kdkns[krhgSfdlkgscVsful[ksyns[kjgkgSAlkgscdgrkgSfdog[ksymlsilangSAogoqQNvehjyM+dksa}kjkisaQdfn,x,VsfulosQtwrksadksigusgSAijUrq;g[ksylkgscdhig¡qplsnwjgSAvkf[kjesalkgsc,dpk;osQBsysijvkBlkS:i;svkSjrhuksale;osQ[kkusosQcnysesadkedjrkgSAijvcog[kkyhughagSA

•dgkuh osQ nwljs fgLls esa ysf[kdk eqosQ'kuked ,d cPps ls feyrh gS tks fiQjks”kkcknosQ pwM+h cukus okys dkjhxjksa osQ ifjokj ls gSAfiQjks”kkcknesagjnwljkifjokjblhdk;ZlstqM+kgqvkgSAyxHkxchlg”kkjcPps fiQjks”kkckndhHkV~fV;ksa esa cgqr cqjs okrkoj.k esa dk;Z djrs gSaAeqosQ'kysf[kdkdksvius ?kjystkukpkgrk gSAeqosQ'kosQcqykusijtcysf[kdkmlosQ?kjtkrhgSrksog,dNksVh>ksiM+hesaxjhchosQfu'kkuns[krhgSAeqosQ'kdhnknhblsmudhfdLerekurhgSAogcrkrhgSfdospwM+hcukusokyksadhtkfresaiSnkgq,vkSjmUgksausviusthouesapwfM+;ksaosQvykokdHkhoqQNughans[kkA

oghaysf[kdklforkuked,dyM+dhlsfeyrhgStkscrkrhgSfdmlsftanxhesadHkh,dle;Hkh iw.kZ Hkkstuugha feykAysf[kdkdgrhgS fdfiQjks”kkcknosQlHkh?kjksaesaxjhchdhph[klqukbZ

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10 ENGLISH–XII

rings in every home in Firozabad. These poor people are exploited by sahukars, policemen, middlemen, bureaucrats and politicians. The writer feels happy that Mukesh has decided to go to a garage and learn the job of a motor mechanic. He could be his own master.

nsrhgSA;sxjhcyksxlkgwdkj]iqfylokyksa]fcpkSfy;ksa]vf/dkfj;ksavkSjjktusrkvksa}kjk'kksf"kr fd,tkrsgSaAysf[kdk[kq'kgksrhgSfdeqosQ'kusxjktesatkusvkSjeksVjeSosQfuddkdkelh[kusdkfu.kZ;fy;kAeqosQ'kLo;aviukekfydculosQxkA

II. WORD-MEANINGS

Word Meaning in English Meaning in HindiPage 13

Scrounging looking out [kkstuk

Mutters grumbles cM+cM+kuk

Glibly without caring lgt :i ls

Hollow empty [kkyh

Page 14

Abound full of Hkjiwj ek=kk esa

Bleak joy less iQhdk

Saheb-e-Alam lord of universe czãkaM dk Lokeh

Shuffles keep shifting cnyuk

Page 15

Perpetual never ending vuar

Udipi a town in Karnataka dukZVd esa ,d dLck

Desolation lying waste mtkM+

Ragpickers those who pick rags dckM+ pquus okys

Periphery outskirts ckgjh lhek

Metaphorically symbolically izrhdkRed

Squatters those who settle down illegally xSj&dkuwuh rkSj ij clus okys

Wilderness waste land catj

Tarpaulin a waterproof cloth frjiky

Page 16

Hums making a humming sound xquxqukuk

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LOST SPRING 11

Word Meaning in English Meaning in HindiCanister a tin-container duLrj

Pointing making a sign b'kkjk djuk

Page 17

Looms spreads iSQyk gS

Mirage false appearance e`xr`".kk

Welding joining together tksM+uk

Dingy dark and dirty xank vkSj va/dkjiw.kZ

Slog toil dfBu ifjJe djuk

Hovels small houses NIijuqek NksVs&NksVs ?kj

Primeval very ancient izkphu

Platters large plates cM+h&cM+h IysVsa

Page 18

Lineage tradition of the family oa'k] ijEijk

Spirals coils oq¡QMfyr

Shanty an area of poor people >qXxh >ksaiM+h okyh txg

Drab dull uhjl

Dyed coloured jaxuk

Page 19

Drained of removed [kkyh

Mind-numbing that makes the brain numb fnekx tM+ dj nsus okyk

Vicious immoral vuSfrd] nq"V

Hauled up dragged ?klhVuk

Apathy indifference mnklhurk

Web a net tkyk

Page 20

Stigma mark of disgrace dyad

Bureaucrats officials ukSdj'kkg

Murmur grumble cM+cM+kuk

Hurtling clattering [kM+[kM+kuk

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12 ENGLISH–XII

III. NCERT TEXTBOOK EXERCISE

THINK AS YOU READ

Page 17 1. What is Saheb looking for in the garbage dumps? Where is he and where

has he come from? Ans. Saheb is a ragpicker. He looks for ‘gold’, some silver coins or currency notes. He is

in Seemapuri (Delhi) and has come from Bangladesh. 2. What explanations does the author offer for the children not wearing

footwear? Ans. Some children tell that it has become a tradition for them to walk barefoot. But the

author argues that the children are poor so they could not have any footwear. 3. Is Saheb happy working at the tea-stall? Explain. Ans. Saheb is not happy working at the tea-stall as he now feels bound and burdened.

He is no longer his own master.Page 20 1. What makes the city of Firozabad famous? Ans. Firozabad is the centre of India’s glass-blowing industry. It is famous for its bangles. 2. Mention the hazards of working in the glass bangles industry. Ans. Men have to work in dingy cells without air and light. As a result, they lose the

brightness of their eyes and go blind with the dust from polishing the glass bangles. 3. How is Mukesh’s attitude to his situation different from that of his family? Ans. Mukesh belongs to a family of bangle makers. He tries to break away the family

tradition of making bangles. He wants to become a motor mechanic.

UNDERSTANDING THE TEXT

1. What could be some of the reasons for the migration of people from villages to cities?

Ans. There are many reasons for migration of people from villages to cities. First of all, pressure on land is increasing. It can’t provide job opportunities for all. Moreover, due to introduction of technology in agriculture, fewer labourers are required, which takes away jobs of many landless labourers. Another reason for migration to cities is that their traditional crafts and arts have no market in the villages. Also, over-population and lack of jobs have made people turn to the cities. Their fields and homes could have been swept away by frequent floods. Or, they had nothing to eat. Thus, they had to leave their home and come to the cities.

2. Would you agree that promises made to poor children are rarely kept? Why do you think this happens in the incidents narrated in the text?

Ans. Yes, I do agree that promises made to the poor children are rarely kept. So many seminars and workshops are organized in different states to abolish child labour from the country. But it is a very disappointing condition that India has the maximum