The Last Lesson

• In great dread of Fearful in anticipation of something (usually punishment).
• Counted on To rely or trust on somebody/something.
• Thumbed at the edges Worn or soiled edges caused by frequent handling (referring to old books).
• In unison Something happening or being done at the same time together.
• A great bustle An excited (and often noisy) activity or a rapid, active commotion.
• Reproach ourselves with To express disapproval, criticism, or disappointment with one’s own actions.

Franz was expected to be prepared with the lesson on participles, as M. Hamel had announced he would question the class on them.

Normally, the school began with a “great bustle”—the noise of opening desks, lessons repeated in unison, and the teacher’s ruler rapping on the table. However, that day, everything was missing. There was a strange stillness in the air, similar to a quiet “Sunday Morning.”

An order from Berlin was displayed on the bulletin board. It stated that only German was to be taught to students in the schools of Alsace and Lorraine henceforth.

The order brought a sombre atmosphere to the school.

• Silence: The usual commotion was replaced by a strange stillness.
• M. Hamel: He wore his ceremonial green coat (his “Sunday best”) and taught with unusual kindness and patience.
• Villagers: Elderly village men, including Hauser, sat quietly on the back benches to honor M. Hamel’s 40 years of service and show respect for their lost language.

Franz, who usually dreaded school and feared M. Hamel’s ruler, was shocked to learn this was their last French lesson.

He suddenly realized the value of his language. He forgot M. Hamel’s strictness and instead felt sympathy for his teacher’s grief. His books, which felt like a burden earlier, now seemed like “old friends” he couldn’t bear to part with.

The banning of French acted as a painful wake-up call. M. Hamel reminded them that French was the “clearest and most logical language.” The villagers realized they had taken their heritage for granted. The threat of losing their mother tongue made them understand that it was the key to their identity and freedom from enslavement.

This is a satirical remark on linguistic chauvinism. Franz highlights the absurdity of the German conquerors’ attempt to control everything. While they can enforce laws on humans, they cannot control nature or the innate spirit of living beings. It emphasizes that language is natural and instinctive, not something that can be entirely suppressed by force.

Historical Examples:

• Portuguese imposed on Angola.
• English imposed on various Celtic peoples (Irish, Welsh).
• Spanish imposed on the Basques and Catalans.
• Turkish imposed on the Kurds.

Linguistic minorities often face pressure to assimilate into the dominant culture for survival.

Ways to preserve language:

• Speaking the mother tongue at home and in community gatherings.
• Teaching the language to the younger generation.
• Celebrating cultural festivals and literature specific to their heritage.
• Forming community groups in cities (e.g., Mini-Punjabs) to maintain traditions.

Yes, when “pride” turns into “prejudice” against other languages, it becomes Linguistic Chauvinism.

It is healthy to love one’s language, but unhealthy to believe it is superior or to impose it on others. In a diverse democracy like India, tolerance is essential. Distorting community names or mocking accents are examples of this chauvinism that harms unity.

Word	Origin	Word	Origin
Tycoon	Japanese	Tulip	French
Logo	Greek	Bandicoot	Telugu
Barbecue	Spanish	Veranda	Hindi
Robot	Czech	Zero	Italian
Ski	Norwegian	Trek	Dutch

(a) “What a thunderclap these words were to me!”
(ii) Startling and unexpected.

(b) “…as long as they hold fast to their language…”
(ii) Are attached to their language.

(c) “…you will get to your school in plenty of time.”
(iii) Early enough.

(d) “I never saw him look so tall.”
(b) Seemed very confident.

The Past Perfect (had + v3) indicates an action completed before another past action.

1. “For the last two years all our bad news had come from there.”
2. “Hauser had brought an old primer.”
3. “That was what they had put up at the town hall!”
4. “…they had not gone to school more.”
5. “…the hopvine that he had planted himself twined about the windows…”

For: Learning languages early fosters a cosmopolitan worldview. It makes children adaptable to new cultures. Knowing three languages (Mother tongue, National, International) enhances communication skills and opens global career opportunities.

Against: It places an unnecessary burden on young children. If a language isn’t spoken in their environment, they often forget it. Learning should be interest-driven; forcing three languages might lead to proficiency in none.

I used to dislike vegetables as a child, often throwing tantrums at mealtime. However, facing health issues recently, I started including green leafy vegetables in my diet. The positive impact was undeniable—my skin cleared up, and I felt energized. My opinion shifted completely; now, I view eating vegetables not as a chore, but as an act of self-love.

(a) Linguistic human rights:
These are civil rights granting individuals the freedom to choose their language for communication in public or private without discrimination.

(b) Constitutional guarantees in India:

• Article 350 A: Directs states to provide primary education in the mother tongue.
• Article 350 B: Provides for a Special Officer for linguistic minorities to safeguard their rights.