1. The Last Lesson
Alphonse Daudet
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.
•^n ykLV ySlu* uked dgkuh
Alphonse
Daudet (1840 ls
1897) 1870 ls
1871 osQ o"kZ osQ ckjs esa crkrh gS tc Prussia dh
lsukvksa us Bismarck osQ usr`Ro esa izQkal ij vkozQe.k
fd;k vkSj ml ij dC”kk dj fy;kA Lorraine vkSj
Alsace izQkal osQ nks 'kgj Prussia osQ dC”ks esa
vk x;s vkSj bu nksuksa 'kgjksa esa Prussia osQ 'kkldksa
us izsaQp i<+kuk can dj fn;kA izsaQp vè;kid M.
Hamel dks LFkkukarfjr dj fn;k x;k FkkA vkSj vc
og vius iqjkus LowQy esa vkSj ugha jg ldrk FkkA
ijarq blosQ ckn Hkh mlus vafre ikB iwjh yxu vkSj
fu"Bk osQ lkFk mlh izdkj i<+k;kA 'kklu osQ cnyus
ij yksxksa ij iM+s Franz }kjk ns[ks x, izHkko ysf[kdk
bl dgkuh osQ n~okjk n'kkZuk pkgrh gSA ysf[kdk bl
fcanq ij Hkh jks'kuh Mkyrh gS fd yksx viuh Hkk"kk
u lh[kdj oSQlk eglwl djrs gSaA
• toku fon~;kFkhZ Franz ;g lkspdj fon~;ky; vk;k
Fkk fd mldks viuk ikB ;kn u djus osQ dkj.k naM
feysxk ysfdu mlus ik;k fd M. Hamel us vius
jfookj osQ oL=k igus gq, Fks vkSj xk¡o osQ lHkh cw<+s
yksx ogk¡ cSBs gq, FksA ;g cfyZu ls vk, ,d vkns'k
osQ dkj.k Fkk tks cqysfVu cksMZ ij fy[kk FkkA Jh M.
3
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.
Hamel
us Hkkoqd gksdj cqysfVu cksMZ ij cMs+ v{kjksa
esa fy[kk “Vive La France” ;kuh izQkal vej jgsA 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
5
THE LAST LESSON
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.
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
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.
8
ENGLISH–XII
2. Lost Spring
Stories of Stolen Childhood
Anees Jung
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
• Anees Jung
n~okjk fyf[kr ¶ykWLV fLizax¸ xjhc
cPpksa dh n;uh; n'kk osQ pkjksa vksj ?kwerh gSA os
cPps tks efyu cfLr;ksa (>qXxh&>ksifM+;ksa) esa jgus
osQ fy;s etcwj gSa] os cgqr gh vLoPN okrkoj.k esa
dke djrs gSaA
•;g dgkuh nks fgLlkssa esa c¡Vh gqbZ gSA igys fgLls esa
ysf[kdk fnYyh osQ lhekiqjh bykosQ esa dckM+ pquus
okys cPpksa dh ¯”knxh osQ ckjs esa crkrh gS tks okLro
esa caXykns'k ls vk;s gaSA nwljs fgLls esa ysf[kdk us
fiQjks”kkckn osQ pwM+h cukus okys dkjhxjksa dh cngky
f”kanxh dks n`';eku fd;k gSA
•ysf[kdk] lkgsc uked ,d cPps dks vius vkl&iM+kl
s
esa jks”k owQM+s esa oqQN flDosQ vkSj oqQN vkSj ph”ksa
<w¡<rs gq, ns[krh gS vkSj vkf[kjdkj mlls ckr djrh
gS rks mls ;g irk pyrk gS fd os lc caXykns'k ls
vk;s gSaA buosQ iqjkus ?kj ,oa [ksr&[kfygku rwI+kQku esa
rckg gks x;s FksA muosQ ikl [kkus dks oqQN ugha FkkA
blfy, os bl cM+s 'kgj esa vk, vkSj ogk¡ jgus yxsA
•tc ysf[kdk] lkgsc dks LowQy tkus osQ fy;s cksyrh
gS rks lkfgc dgrk gS fd muosQ iM+ksl esa dksbZ LowQy
9
LOST SPRING
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
ugha gSA ogk¡ lkgsc tSls cgqr ls owQM+k pquus okys
FksA oqQN gh eghuksa esa ysf[kdk owQM+k pquus okys lHkh
cPpksa dks /hjs&/hjs igpkuus yxhA ;s lHkh yM+osQ
uaxs ik¡o jgrs Fks vkSj dgrs Fks fd uaxs ik¡o jguk
,d ijaijk FkhA og viuh xjhch fNikus osQ fy,
bls dkj.k Lo:i iz;ksx djrs FksA lkgsc ysf[kdk dks
crkrk gS fd ;s cPps owQM+s esa ges'kk [k”kkuk ryk'kus
dh vkl yxk;s jgrs gSaA ij cM+s yksxksa osQ fy, ;g
xq”kkjk djus dk ,d ekè;e gSA ,d BaMh lqcg]
ysf[kdk ns[krh gS fd lkgsc Vsful [ksy ns[k jgk gSA
lkgsc dgrk gS fd og [ksy mls ilan gSA og oqQN
vehj yM+dksa }kjk isaQd fn, x, Vsful osQ twrksa dks
igus gSA ijUrq ;g [ksy lkgsc dh ig¡qp ls nwj gSA
vkf[kj esa lkgsc ,d pk; osQ Bsys ij vkB lkS :i;s
vkSj rhuksa le; osQ [kkus osQ cnys esa dke djrk gSA
ij vc og [kkyh ugha gSA
•dgkuh osQ nwljs fgLls esa ysf[kdk eqosQ'k
uked ,d cPps ls feyrh gS tks fiQjks”kkckn
osQ pwM+h cukus okys dkjhxjksa osQ ifjokj ls gSA
fiQjks”kkckn esa gj nwljk ifjokj blh dk;Z ls tqM+k
gqvk gSA yxHkx chl g”kkj cPps fiQjks”kkckn dh
HkV~fV;ksa esa cgqr cqjs okrkoj.k esa dk;Z djrs gSaA
eqosQ'k ysf[kdk dks vius ?kj ys tkuk pkgrk gSA
eqosQ'k osQ cqykus ij tc ysf[kdk mlosQ ?kj tkrh gS
rks og ,d NksVh >ksiM+h esa xjhch osQ fu'kku ns[krh
gSA eqosQ'k dh nknh bls mudh fdLer ekurh gSA og
crkrh gS fd os pwM+h cukus okyksa dh tkfr esa iSnk
gq, vkSj mUgksaus vius thou esa pwfM+;ksa osQ vykok
dHkh oqQN ugha ns[kkA
ogha ysf[kdk lfork uked ,d yM+dh ls feyrh
gS tks crkrh gS fd mls ftanxh esa dHkh ,d le;
Hkh iw.kZ Hkkstu ugha feykA ysf[kdk dgrh gS fd
fiQjks”kkckn osQ lHkh ?kjksa esa xjhch dh ph[k lqukbZ
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.
nsrh gSA ;s xjhc yksx lkgwdkj] iqfylokyksa] fcpkSfy;ksa]
vf/dkfj;ksa vkSj jktusrkvksa }kjk 'kksf"kr fd, tkrs
gSaA ysf[kdk [kq'k gksrh gS fd eqosQ'k us xjkt esa tkus
vkSj eksVj eSosQfud dk dke lh[kus dk fu.kZ; fy;kA
eqosQ'k Lo;a viuk ekfyd cu losQxkA
II. WORD-MEANINGS
Word
Meaning in English
Meaning in Hindi
Page 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
11
LOST SPRING
Word
Meaning in English
Meaning in Hindi
Canister
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
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, overpopulation 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