CBSE Class 12 English: The Last Lesson NCERT Solutions

Solution: Franz was expected to be prepared with a lesson on participles. M. Hamel had announced that he would ask questions on this topic, but Franz, who had been looking forward to a day of play, had not studied it and knew nothing about participles.

Solution: Franz noticed several unusual things. Normally, the school was filled with a great bustle and noise that could be heard from the street. However, on this day, the school was exceptionally quiet, resembling a Sunday morning. The usual sounds of opening and closing desks were absent, his classmates were already seated, and M. Hamel's great ruler, usually used for rapping on the table, was tucked under his arm.

Solution: The bulletin-board had displayed an order that had come from Berlin. This order stated that only German would be taught in the schools of Alsace and Lorraine from the next day onwards. For the past two years, all bad news, such as lost battles and drafted soldiers, had been posted on this board.

Solution: The order from Berlin brought about significant changes in the school's atmosphere and M. Hamel's demeanor. M. Hamel wore his finest clothes—a beautiful green coat, a frilled shirt, and a black silk cap, all embroidered. The school, usually noisy, was now strangely solemn and quiet. Furthermore, the back benches, which were typically empty, were occupied by elderly villagers, showing the gravity of the situation.

Solution: Franz's feelings underwent a profound transformation. Upon learning that it was M. Hamel's last French lesson and that German would be taught henceforth, Franz felt deep regret for not paying attention to his lessons. His books, previously seen as a burden, now appeared like old friends. He also developed a newfound respect and sympathy for M. Hamel, forgetting his strictness and ruler, and understanding the teacher's dedication and the significance of his departure.

Solution: The people's sudden realization of their language's preciousness is evident when M. Hamel explains the significance of the order from Berlin. He passionately describes French as the most beautiful, clearest, and most logical language and calls it the key to their prison for enslaved people. This realization strikes the students and villagers deeply, making them understand what they are losing. This happens because the threat of losing their language entirely, due to the imposition of German, makes them appreciate its value and connection to their identity and freedom.

Solution: Franz's thought about the pigeons can be interpreted in a few ways:

1. It highlights the absurdity and extreme nature of the linguistic imposition. Franz wonders if the authorities would go to such lengths as to try and force even animals, like pigeons, to adopt the conqueror's language, showing his disbelief and dismay.
2. It expresses a deep sense of helplessness and the potential loss of natural order. The idea of pigeons singing in German is unnatural, reflecting Franz's fear that the imposition of German could disrupt fundamental aspects of life and nature.
3. It symbolizes the suppression of native culture and expression. Just as the villagers and students are forced to abandon their language, Franz imagines even the natural sounds of birds being altered, signifying a complete takeover of their identity.

This statement reflects a Frenchman's typical reaction to the imposition of a foreign language, suggesting that being deprived of one's mother tongue severs all ties with the homeland.

Solution: The quote emphasizes that language is a vital tool for maintaining identity and a path to eventual freedom for oppressed people. Throughout history, many conquered populations have experienced language suppression or imposition:

• Roman Empire: The Romans spread Latin throughout their vast empire, leading to the decline and replacement of many local languages. Latin eventually evolved into the Romance languages like French, Spanish, and Italian.
• Islamic Conquests: Following Islamic conquests, Arabic and Persian were imposed in many regions, influencing or replacing local languages and scripts in areas like parts of Asia and North Africa.
• Colonialism: European colonial powers often imposed their languages (English, French, Portuguese, Spanish) in their colonies, marginalizing indigenous languages and making fluency in the colonizer's language a necessity for advancement.
• India: While not always a direct 'taking away,' the imposition of certain languages or the dominance of one language over others has been a recurring issue, leading to linguistic tensions. The development of Urdu from a mix of Persian and Hindi is an example of linguistic evolution under historical influences.

These historical examples illustrate how language is often a tool of power and control, and its preservation is crucial for cultural survival and resistance.

Solution: Linguistic minorities in a state often face challenges similar to other minority groups, including potential discrimination. However, the degree of acceptance can vary significantly based on the region's cosmopolitan nature. Cities like Mumbai and Delhi are generally more accepting.

Linguistic minorities can actively preserve their language and identity by:

• Maintaining close contact: Regularly interacting within their community through social gatherings, family functions, and festivals specific to their region.
• Preserving traditions: Adhering to customs and traditions during family and group meetings, which reinforces cultural bonds.
• Promoting language education: Encouraging the use of their mother tongue at home and supporting community-run schools or language classes.
• Cultural expression: Engaging in cultural activities like music, dance, and literature in their native language.

By these means, communities can effectively create a vibrant 'mini-region' within a larger city, ensuring their language and culture thrive.

Solution: Yes, it is possible to carry pride in one's language too far, which can lead to linguistic chauvinism. Linguistic chauvinism refers to an aggressive and unreasonable belief that one's own language is superior to all others. It involves excessive or prejudiced support for one's own language, often to the detriment of others.

When pride in one's language becomes extreme, individuals may:

• Disregard the merits, history, art, culture, and literature of other languages.
• Promote their language with excessive zeal, potentially alienating others.
• Create ill-will and division rather than unity.

An example of this is the resistance to adopting a national language, driven by the fear of linguistic dominance. Such excessive pride can hinder national integration and understanding between different linguistic groups.