THE LAST LESSON

UNDERSTANDING THE TEXT

Q1. The people in this story suddenly realise how precious their language is
to them. What shows you this? Why does this happen?
Ans: M. Hamel told the students and villagers that henceforth only German
would be taught in the schools of Alsace and Lorraine. Those who called
themselves Frenchmen would neither be able to speak nor write it. He praised
French as the most beautiful, the clearest and most logical language in the
world. He said that for the enslaved people, their language was the key to their
prison. Then the people realised how precious their language was to them. This
shows people’s love for their own culture, traditions and country. Pride in one’s
language reflects pride in the motherland.
Q2. Franz thinks, “Will they make them sing in German, even the pigeons?
What could this mean?
Ans: This comment of Franz shows a Frenchman’s typical reaction to the
imposition of learning German, the language of the conquerors. Being deprived
of the learning of mother tongue would mean cutting off all bonds with the
motherland. Teaching the pigeons to sing in German indicates how far the
Germans would go in their attempts of linguistic chauvinism.
TALKING ABOUT THE TEXT
Q1. “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.”
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?
Ans: Mother tongue helps a person to express his feelings and thoughts most
lucidly and intimately. Conquerors try to subdue and control the people of the
enslaved territory by enforcing many measures such as use of force to crush
dissent and imposing their own language on them.
From time immemorial the victorious nations have imposed their own
language on the conquered people and taken away their own language from
them. The Romans conquered many parts of Europe and replaced the local
languages by their own language— Latin. Later on, Spanish, Portuguese, Italian
and French developed from Latin. The Muslim invaders imposed Arabic and
Persian in the countries of Asia overpowered by them. In many Arab countries
the local religion and language have disappeared. In India, a new language
Urdu developed from the mixture of Persian and Hindi.

Linguistic Chauvinism

 Definition:
Linguistic chauvinism is characterized by an excessive or prejudiced belief in
the superiority of one's native language. It's a form of linguistic prejudice,
where a language is viewed as inherently better than others.
 Manifestations:
This belief can manifest in various ways, such as promoting the use of one
language over others, dismissing the value of other languages, or even trying to
suppress or eliminate them.
 Historical Context:
Linguistic chauvinism has roots in colonialism and the imposition of languages
on conquered peoples. The "last lesson" story, for example, explores the
importance of language as a symbol of national identity and culture.
 Consequences:
Linguistic chauvinism can have negative consequences, including hindering
communication, fostering cultural misunderstanding, and potentially even
contributing to linguistic genocide.
 Examples:
The resistance of southern Indian states to the adoption of Hindi as the
national language in India is an example of linguistic chauvinism, stemming
from fears of domination by Hindi speakers.
 Counteracting Linguistic Chauvinism:
Promoting linguistic diversity, fostering intercultural understanding, and
recognizing the value of all languages are essential steps in countering linguistic
chauvinism.

Who is guilty of LC in THE LAST LESSON?

After the annexation of France by German. The Germans not only wanted to rule over the French
geographically & politically but also wanted to impose their language on them. The
Germans suffered from linguistic chauvinism.

'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.

Introduction:
Language discrimination, the idea of favouring one language over others, has
been a tool of oppression used by rulers throughout history. This oppressive
practice not only suppresses linguistic diversity but also erases cultural
identities and perpetuates social inequalities. Examining historical examples as
well as literature like “The Last Lesson” sheds light on the widespread impact
of language discrimination on communities.
Colonialism and Linguistic Suppression:
During colonial times, powerful European nations like Britain controlled many
parts of the world, including India. They imposed their language, English,
instead of the local languages like Hindi, Bengali, or Tamil. This meant people
had to learn and speak English in schools, government, and other official
places. As a result, the native languages were sidelined, making it difficult for
people to maintain their own culture and traditions. For example, in India,
English became the language used in schools, courts, and government offices,
while languages like Hindi, Bengali, and Tamil were not given the same
importance.
This type of language dominance helped colonial powers control the people
they ruled over and spread their own culture and ideas while suppressing local
languages and cultures.
Nazi Occupation and Alsace-Lorraine:
During World War II, the Nazis, led by Adolf Hitler, occupied many countries,
including Alsace and Lorraine in France. When the Nazis took over Alsace and
Lorraine in 1940, they enforced a policy called language discrimination. This
meant they made everyone use the German language and tried to eradicate
the French language and culture. One way they did this was by making German
the only language used in schools and changing the language used in
government and official documents to German.
By imposing German as the dominant language, the Nazis aimed to make the
people of Alsace and Lorraine feel like they were part of the German Empire,
not France. This was part of their strategy to control and suppress the people in
the areas they occupied. For the people of Alsace and Lorraine, this meant they
couldn’t freely use their own language and express their French identity. It also
made it harder for them to access education and participate in society because
they had to learn and use German.
Impact on Communities:
The imposition of language discrimination in Alsace and Lorraine had terrible
effects on the local population. People faced discrimination and marginalization
for speaking French, experiencing social and economic challenges as a result. In
“The Last Lesson,” we witness the pain and loss felt by townspeople and
students as their French language and cultural heritage are erased. The
protagonist, Franz, represents the pain and struggle of the entire community as
they faced the loss of their linguistic identity.
“Will they make them sing in German, even the pigeons?”
The line demonstrates how the oppressive rule enforced by the Prussian
authorities extends its influence to every facet of existence, including the
natural environment. In this context, the pigeons cooing on the roof symbolize
a sense of independence and sanity unaffected by man-made conflicts and
ideologies. The protagonist, Franz, wonders if the oppressive regime will go so
far as to force the pigeons to sing in German, reflecting the absurdity and
cruelty of language discrimination. This line underscores the pervasive nature
of the language oppression faced by people of Alsace, where even the innocent
cooing of pigeons is seen as a potential target for cultural assimilation. This line
serves as an emotional reminder of the profound impact of language
discrimination on individuals and communities, highlighting the loss of freedom
and cultural identity in the face of oppressive regimes.
“Vive La France!”
M. Hamel wrote “Vive La France!” on the blackboard to show his love and
support for France, his homeland, during a difficult time of occupation by the
Germans. He wanted to remind his students and the townspeople of Alsace
and Lorraine of their French identity and the importance of preserving their
language and culture even in the face of fascism.
By writing this phrase, M. Hamel sought to evoke a sense of nationalism and
resistance in the hearts of the French people. He hoped to inspire them to
resist the German occupation and hold on to their French heritage. This simple
act of defiance symbolized the resistance against language discrimination and
cultural assimilation.
In doing so, M. Hamel aimed to instill a sense of pride and determination
among his students and the community, reminding them of the importance of
standing up for their language, culture, and national identity even in difficult
times.
Conclusion:
It’s evident that language discrimination has left a lasting impact on
communities worldwide. From colonialism to oppressive regimes like the Nazi
occupation, the imposition of dominant languages has marginalized indigenous
languages and cultures. By exploring historical examples and examining “The
Last Lesson,” we’ve witnessed the devastating effects of language
discrimination on people’s identities and freedoms. The story reminds us of the
importance of preserving linguistic diversity and resisting efforts to eradicate
languages and cultures.
Let’s remember the resilience of communities facing language discrimination
and the importance of language in shaping our identities. Let’s continue to
advocate for language equality and celebrate the rich tapestry of languages
and cultures that make our world vibrant and diverse. Together, we can work
towards a future where every language and culture is valued and respected.

EXTRA QUESTIONS TO PRACTICE (IMPORTANT)

1. How is the title ‘The Last Lesson’ appropriate? -------------- 2
2. What was M.Hamel’s regret on the day of the last lesson? -------------- 2
3. Our language is part of our culture and we are proud of it. Describe how
regretful M.Hamel and the village elders are for having neglected their
native language, French. ------------------- 4