THE LAST CLASS, Alphonse Daudet
WORD MEANING
1. instruction - guide
2. wandering - roaming
3. uproar - noise
4. comrades - partner, colleague
5. embroidered - stitched
6. solemn - grand
7. depressed - sad
8. sacred - holy
9. seems - looked like
10. regretted - felt bad
11. distinct - clear
12. preferred - chose
13. hesitated - disturbed, felt uncomfortable
14. grinding - rub
15. compel - force
16. staring - to look at
17. longed - waited
18. pale - lifeless
19. suffocated - choked
20. conscription - compulsory enrolment of
people in the army
21. in unison - at the same time
22. breeches - fitted, formal, short trousers
fastened below the knee
23. askew - not straight, at an angle
24. reproaches - criticisms
25. servitude - slavery
A. Answer these questions.
1. What did Frantz
expect to see and hear when he entered the classroom? Why was he surprised?
What unexpected things met his eyes?
Frantz expected he would be scolded, especially when he saw
Monsieur Hamel.
He was surprised because everything thing was quiet like a Sunday
morning and some men from the village were sitting on the back benches, which
usually remain empty.
The unexpected thing was to see Monsieur Hamel was wearing his
handsome blue coat.
2. The students and the elders of Alsace suddenly realised how
dear their language was to them. How does this realisation dawn on them? What
signs do we see of this realisation?
The fact that this was their last French class and from the next
day, only German would be taught in the schools of Alsace, made them realised
it.
They were depressed and Hauser had brought an old spelling-book
trying to read it.
3. What was there a change in the teacher's attitude that day?
What was/ were the change(s)?
Yes, there was a change in the attitude of the teacher. He did not
show any sign of anger as was very gentle. He did not scold anyone. He was pale
as death and could not speak a word; thus wrote the words, "Vive La
France" on the blackboard.
4. What was the general attitude of the villagers towards the
education of children?
The villagers were not careful enough to see that the children
were educated. They preferred to send them to work in the fields or in the
factories, in order to have a few more sous.
5. How did the teacher dismiss his lass class? Why did he do it
in such a manner?
When the church bell struck twelve the teacher rose with deep
emotion and sadness, struggle to say a few words. He wrote in the largest
letters on the blackboard he could: "Vive La France!"
6. Why has the writer given the title, 'The Last Class' to this
story? Think of another title for the lesson.
That was the last French class and from the very next day German would
be taught. Losing one's language can lead to servitude and that had to be
realised in that last class. 'The Last Class' had a message to cling to the
language as a key to its prison.
"The Language Invasion"
B. Choose the right options to complete these sentences.
1. The teacher's
ruler has been described as 'terrible' because
a. it was very
hard.
b. it was very
old and rusted.
c. it was
always getting lost.
d. it was used
to strike children who were being naughty.
Answer: d. it was used to strike children who were being
naughty.
2. Old Hauser had brought his old spelling book with him because
a. he wanted
to give it to a young learner.
b. he wanted
to return it to the teacher.
c. he realised
he had not paid enough attention to learning French.
d. he wanted
to impress the others with his diligence.
Answer: c. he realised he had not paid enough attention to
learning French.
3. Frantz was angry with himself because
a. he was
always late to class.
b. he had been
rude to the teacher.
c. he had not
learnt French properly when he had the chance.
d. he had been
admiring the Prussians without realising they were the enemy.
Answer: c. he had not learnt French properly when he had the
chance.
C. Read these sentences from the text and answer the questions that
follow.
1. "... We all
have our fair share of reproaches to address to ourselves."
a. Who makes this comment?
Monsieur Hamel made this comment.
b. What is the reason behind this comment?
The students are not careful enough to learn the lesson. They
always delayed learning that they would learn tomorrow.
2. "I wonder if they are going to compel them to sing in
German too!"
a. Who are 'they'?
They are the Germans authorities.
b. Who are 'them'?
'Them' indicated the pigeons, those cooed in low tones.
c. What message does the narrator give through this line?
This line exposes the impact of German authority all over the
French province of Alsace.
3. ... when
a people falls into servitude, so long as it clings to its language, it is as
if it held the key to its prison.
a. Who were the people who would now be in servitude?
The French people would be now in servitude.
b. What would be the key to their freedom?
'Clinging to the French language' would be the key to their
freedom.
D. Discuss in class.
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. Do you agree with this postulate? Give reasons and
examples in support of your answer.
Language is one of the identities of people. It is also the means
of education and education is vital to uphold the integrity of oneself and of
the nation. Therefore when a people is enslaved, the first thing the dominant
tries is to impose upon the enslaved the language of the dominant. If it
becomes successful the race will eventually be cut from their root and culture.
But if continue to uphold their own language, their struggle, history and
legacies will be passed on from generation to generation and one day definitely
they will overcome subjugation.
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