The Last Lesson About The Author
The Last Lesson Writer Name is Alphonse Daodet. Alphonse Daodet was a French Novelist and He was the husband of Julia Daubet.their birth 13 May 1840 and their death 16 December 1897. Alphonse Daodet citizenship was French.
The Last Lesson अर्थात अंतिम सबक के लेखक का नाम अल्फोंस डाओडेट है। अल्फोंस डाओडेट एक फ्रांसीसी उपन्यासकार थे और वह जूलिया ड्यूबेट के पति थे। उनका जन्म 13 मई 1840 और उनकी मृत्यु 16 दिसंबर 1897 को हुआ था। अल्फोंस डाओडेट फ्रेंच के नागरिक थे |
The Last Lesson About The Chapter
The last lesson written by Alphonse Daudet and narrates about the year 1870 when the Prussian forces under Bismarck attacked and Captured France. The new Prussian rulers discontinued the teaching of French language in the schools of Alsace and Lorraine The French teachers were asked to leave.
The Last Lesson के लेखत Alphonse Daudet हैं , को कि वर्ष 1870 के बारे में बताता है जब बिस्मार्क के तहत प्रशिया की सेना ने फ्रांस पर हमला किया और कब्जा कर लिया। नए प्रशिया के शासकों ने अलसैस और लोरेन के स्कूलों में फ्रेंच भाषा का शिक्षण बंद कर दिया और फ्रांसीसी शिक्षकों को जाने के लिए कहा गया।
The Last Lesson in Hindi
The Last Lesson in Hindi – PARA – 1
I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them. For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.
उस सुबह मैं स्कूल के लिए बहुत देरी से रवाना हुआ और मुझे डॉट पड़ने का बहुत अधिक डर था,
विशेष रूप से इसलिए क्योंकि एम. हॅमल कह चुके थे कि वे हमसे Participles के विषय में प्रश्न पूछेंगे तथा मुझे इनके बारे में आरंभिक ज्ञान भी नहीं था। एक क्षण के लिए मैन भाग जाने और घर से बाहर दिन बिताने के बारे में सोचा। दिन बहुत गर्म एवं चमकीला था। जंगल के छोर पर पक्षी चहचहा रहे थे और आरा मशीन के पीछे खुले खेतों में सैनिक अभ्यास कर रहे थे। यह सब Participles के नियमों से कहीं ज्यादा मनमोहक था किन्तु मुझमें विरोध करने की शक्ति थी और मैं तेजी से स्कूल के लिए चल पड़ा।
The Last Lesson in Hindi – PARA – 2
When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there — the lost battles, the draft, the orders of the commanding officer — and I thought to myself, without stopping, “What can be the matter now?”
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!”
जब मैं सभागार के पास से गुजरा तो सूचनापट्ट के सामने भीड़ थी। पिछले दो वर्ष से हमारे सारे बुरे समाचार यहीं से आए थे हारे हुए युद्धों के समाचार, सेना में भर्ती के कानूनी आदेश संबंधी समाचार, सेना अधिकारी के आदेशों से संबंधी समाचार और मैंने बिना रुके अपने मन ही मन में सोचा “अब क्या बात हो सकती है?” फिर जैसे ही में अपनी पूरी निजी के साथ चला, वाक्टर नामक लोहार, जो वहाँ अपने प्रशिक्षु के साथ समाचार पढ़ रहा था, ने पीछे से पुकार कर मुझसे कहा “इतनी जल्दी मत कर लड़के, स्कूल पहुँचने के लिए तुम्हारे पास हर सारा समय है।
The Last Lesson in Hindi – PARA – 3
I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.Usually, when school began, there was a great bustle, which could be heard out in the street, the opening and closing of desks, lessons repeated in unison, very loud, with our hands over our ears to understand better, and the teacher’s great ruler rapping on the table. But now it was all so still! I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning. Through the window I saw my classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.
मुझे लगा वह मेरा मजाक उड़ा रहा था और मैं बुरी तरह हाँफता हुआ एम. हमल के छोटे बगीचे में पहुँचा। आमतौर पर जब स्कूल शुरू होता था, अफरा-तफरी या शोरगुल होता था जिसे बाहर गली में सुना जा सकता था, मेजों का खोला जाना और बन्द किया जाना बेहतर समझने के लिए कानों पर हाथ रखवार समवेत स्वर में पाठों का जोर-जोर से दोहराना और अध्यापक के विशाल पैमाने का मेज से टकराना परंतु अब सब कुछ इतना शांत था। मुझे भरोसा था कि हो हल्ला के बीच मैं बिना किसी को दिखाई पड़े अपनी मेज पर पहुँच जाऊँगा परन्तु उस दिन हर चीज को सचमुच रविवार की सुबह जितना ही शांत होना था। खिड़की में से मैंने अपने सहपाठियों को देखा, वे पहले ही अपना स्थान ग्रहण कर चुके थे और एम. हैमल अपने भयानक डण्डे को बगल में दबाए इधर से उधर घूम रहे थे। मुझे दरवाजा खोलना पड़ा और सबके सामने अन्दर जाना पड़ा आप कल्पना कर सकते हैं कि मैं कितना शर्मिन्दा था और कितना डरा हुआ था।
The Last Lesson in Hindi – PARA – 4
But nothing happened. M. Hamel saw me and said very kindly, “Go to your place quickly, little Franz. We were beginning without you.”I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on inspection and prize days. Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to see, on the back benches that were always empty, the village people sitting quietly like ourselves; old Hauser, with his three-cornered hat, the former mayor, the former postmaster, and several others besides. Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.
परंतु कुछ भी ऐसा नहीं हुआ, एम. हैमल ने मुझे देखा और बड़ी दयालुतापूर्वक कहा, “नन्हें फ्रेंज जल्दी से अपनी जगह पर जाओ। हम तुम्हारे बिना ही शुरू करने वाले थे।’ मैं बेंच से कूद कर अपनी डेस्क पर बैठ गया। तब तक मैंने यह नहीं देखा हमारे अध्यापक ने सुंदर हरा कोट, अपनी झालरदार शर्ट और काली छोटी सिल्क की टोपी पहन रखी थी जिस पर कशीदाकारी की गई थी, और जिन्हें वे निरीक्षण तथा पुरस्कार वितरण के दिनों के अलावा कभी नहीं पहनते थे, इसके अलावा पूरा विद्यालय बहुत ही विचित्र तथा गंभीर लग रहा था। किन्तु जिस चीज ने मुझे सर्वाधिक चकित किया वह यह थी कि सदा खाली रहने वाली पीछे की बैंचों पर गाँव के लोग
हमारे तरह ही चुपचाप बैठे थे अपना तिकोना टोप पहने बूढ़ा, भूतपूर्व मेयर, भूतपूर्व पोस्टमास्टर और इनके अलावा कई अन्य। सभी दुःखी दिखाई दे रहे थे और बूढ़ा व्यक्ति एक पुरानी बालपोथी लाया था जिसके किनारे अंगूठों से पेज उलटने के कारण गन्दे हो रहे थे और उसने इसे अपने घुटनों तक खुला रखा था और उसका बड़ा चश्मा पृष्ठों पर पड़ा था।
The Last Lesson in Hindi – PARA – 5
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”What a thunderclap these words were to me!Oh, the wretches; that was what they had put up at the town-hall!My last French lesson! Why, I hardly knew how to write! I should never learn any more! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up. And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was.
जबकि मैं इस सब पर विचार कर ही रहा था. एम. हैमल अपनी कुर्सी पर बैठ गए, और उसी गंभीर और विनम्र अंदाज में जिसका प्रयोग उन्होंने मेरे लिए किया था, बोले, मेरे बच्चों, यह अंतिम पाठ हैं जो मैं तुम्हें पढ़ाऊँगा।’ अल्लास और लॉरेन के स्कूलों में केवल जर्मन पढ़ाए जाने का आदेश बर्लिन से आ गया है। नए अध्यापक कल आ जाएँगे। यह आपका फ्रेंच भाषा का अंतिम पाठ है। मैं चाहता हूँ आप बहुत एकाग्र रहें।
ये शब्द मेरे लिए बिजली की कड़कड़ाहट की तरह थे। हाय! अभागे लोग, सभागार पर उन्होंने यही लगा दिया था। फ्रेंच भाषा का मेरा अंतिम पाठ! अरे मैं मुश्किल से ही लिखना जान पाया था, अब मैं आगे कभी नहीं सीख पाऊँगा। वहीं और उसी समय मुझे रुक जाना होगा! हाय! मैं अपने पाठ याद ना करके, पक्षियों के अण्डे ढूँढने और सार पर फिसलने पर कितना दुःखी हो रहा था। मेरी पुस्तकें जो थोड़ी देर पहले ले जाने में भारी और बड़ी समस्या लग रही थी, मेरी व्याकरण और संतों का इतिहास अब पुराने मित्र जैसी लग रही थी जिन्हें में त्याग नहीं सकता था और एम. हमल के बारे में भी इस विचार ने कि वे जा रहे थे, कि मैं अब उनसे फिर कभी नहीं मिल सकूँगा, मुझे उनके डण्डे के बारे में और वे कितने बदमिजाज थे, इस बारे में सब कुछ भुला दिया।
The Last Lesson in Hindi – PARA – 6
Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more.
बेचारा आदमी (यहाँ बेचारे गुरुजी) इसी अन्तिम पाठ के सम्मान में उन्होंने रविवारीय सुन्दर कपड़े पहने थे और अब मैं समझ गया कि गाँव के बुजुर्ग लोग कमरे में पीछे क्यों बैठे थे। इसलिए कि उन्हें भी दुःख था कि वे और ज्यादा स्कूल नहीं गये थे। हमारे अध्यापक की चालीस वर्ष की निष्ठापूर्ण सेवा के लिए धन्यवाद देने और जो देश अब उनका नहीं था उस देश को सम्मान प्रदर्शित करने का यह उनका अपना तरीका था।
The Last Lesson in Hindi – PARA – 7
While I was thinking of all this, I heard my name called. It was my turn to recite. What would I not have given to be able to say that dreadful rule for the participle all through, very loud and clear, and without one mistake? But I got mixed up on the first words and stood there, holding on to my desk, my heart beating, and not daring to look up.
जब मैं इन्हीं सब बातों के बारे में सोच रहा था तब मैंने अपने नाम को पुकारा जाने हुए सुना। अब बोलने की मेरी बारी थी। बिना किसी गलती के Participle के भयानक नियम को पूरा-पूरा जोर-जोर से और स्पष्ट सुनाने में समर्थ होने के लिए मैं क्या कुछ नहीं करने को तैयार था ? (अर्थात् मैं Participle के कठिन नियमों को जोर से और स्पष्ट रूप से बिना किसी त्रुटि के पढ़ने को बहुत इच्छुक था)। किन्तु मैं पहले शब्दों पर ही उलझ गया और मेज पकड़कर खड़ा रह गया, मेरा दिल धड़क रहा था और मुझमें ऊपर की ओर देखने की हिम्मत नहीं थी।
The Last Lesson in Hindi – PARA – 8
I heard M. Hamel say to me, “I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it tomorrow.’ And now you see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow. Now those fellows out there will have the right to say to you, ‘How is it; you pretend to be Frenchmen, and yet you can neither speak nor write your own language?’ But you are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.”“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, so as to have a little more money. And I? I’ve been to blame also. Have I not often sent you to water my flowers instead of learning your lessons? And when I wanted to go fishing, did I not just give you a holiday?”
मैंने एम. हैमल को मुझसे कहते हुए सुना- मैं तुम्हें डाँटूगा नहीं, फ्रेंज, तुम्हें अवश्य ही काफी बुरा महसूस हो रहा होगा। देखो ऐसा है। प्रतिदिन हमने स्वयं से कहा है “अरे! मेरे पास काफी समय है। मैं इसे कल सीख लूँगा। और अब तुम देख रहे हो कि हम कहाँ गए हैं। हाय अल्सास के साथ यही बड़ी परेशानी है, वह सीखने को कल के लिए टाल देती है। अब बाहर के लोगों के पास आपसे कहने का अधिकार होगा, ऐसा कैसे है, तुम फ्रांसीसी होने का नाटक भी करते हो और फिर भी तुम न तो अपनी भाषा लिख सकते और न ही बोल सकते हो?” किंतु नन्हें फ्रेंज, तुम्हीं सबसे बुरे नहीं हो। हम सब के पास स्वयं को दोष देने के पर्याप्त कारण हैं। “तुम्हारे माता-पिता तुम्हें शिक्षा दिलवाने के प्रति पर्याप्त उत्सुक नहीं थे। वे तुम्हें किसी फार्म या आरा मशीन पर काम पर लगाना ज्यादा पसंद करते थे ताकि थोड़ा-सा अधिक धन मिल सके और में? मैं भी दोषी हूँ। क्या मैंने तुम्हे पाठ सिखाने के बजाय अक्सर अपने कूलों में पानी देने के लिए नहीं भेजा है और जब मैं मछली पकड़ने जाना चाहता था तो क्या मैंने तुम्हारी छुट्टी नहीं की?”
The Last Lesson in Hindi – PARA – 9
Then, from one thing to another, M. Hamel went on to talk of the French language, saying that it was the most beautiful language in the world — the clearest, the most logical; that we must guard it among us and never forget it, because when a people are enslaved, as long as they hold fast to theirlanguage it is as if they had the key to their prison. Then he opened a grammar andread us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience. It seemed almost as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.
फिर एक के बाद दूसरी बात करते हुए एम. हैमल फ्रांसीसी भाषा के बारे में बात करते रहे, यह कहते हुए कि यह संसार की सबसे सुंदर भाषा है— सर्वाधिक स्पष्ट, सर्वाधिक तर्कसंगत, और यह कि इसे हमें अपने बीच सुरक्षित रखना है और उसे कभी भी नहीं भूलना है क्योंकि जब किसी देश के लोग गुलाम होते हैं तो जब तक ने अपनी भाषा से मजबूती से बंधे रहते हैं तो यह ऐसा ही है मानो उनकी जेल की चाबी उनके पास है। फिर उन्होंने व्याकरण की एक किताब खोली और हमारा पाठ हमें पढ़कर सुनाया। मैं यह देखकर चकित था कि मुझे यह कितनी अच्छी तरह समझ आ रहा था। उन्होंने जो कुछ कहा वह बहुत-बहुत सरल लगा! मैं यह भी सोचता हूँ कि मैंने कभी इनने ध्यान से नहीं सुना था, और उन्होंने हर चीज को धैर्यपूर्वक कभी इतना अधिक स्पष्ट नहीं किया था ऐसा लग रहा था कि बेचारा जाने से पहले वह जो कुछ जानता था उस सबको हमें दे देना चाहता था और इस सारी जानकारी को एक ही बार में हमारी दिमाग में डाल देना चाहता था।
The Last Lesson in Hindi – PARA – 10
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a beautiful round hand — France, Alsace, France, Alsace. They looked like little flags floating everywhere in the school-room, hung from the rod at the top of our desks.You ought to have seen how every one set to work, and how quiet it was! The only sound was the scratching of the pens over the paper. Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right on tracing their fish-hooks, as if that was French, too. On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German, even the pigeons?”
व्याकरण के बाद हमारा लेखन का पाठ हुआ। उस दिन एम. हैनल के पास हमारे लिए नई कापियाँ भी जिन पर सुंदर वक्राकार शैली के हस्तलेख में लिखा गया था- – फ्रांस, अल्सास, फ्रांस, अल्सास के ऐसी लग रही थीं जैसे कि विद्यालय के उस कक्ष में सब ओर छोटे-छोटे झण्डे लहरा रहे हो जो हमारी मेजों के ऊपर छड़ों से लटका दिए हों। काश आप सभी देखते कि सभी किस तरह अपने काम में जुट गए. और सब कुछ कितना शांत था। एकमात्र ध्वनि कागज पर पेनों की रगड़ की आ रही थी। एक बार कुछ भृंग (भँवरा) उड़कर अंदर आ गए परंतु किसी ने उन पर ध्यान भी नहीं दिया, सबसे छोटे बच्चों ने भी ध्यान नहीं दिया जो पूरे समय मछली पकड़ने के काँटों का चित्र बनाने में लीन थे, मानो वह भी फ्रांसीसी भाषा थी। छत पर कबूतर बहुत धीरे – धीरे गुटरगूं कर रहे थे और मैंने मन में सोचा, “क्या वे इन्हें भी जर्मन भाषा में गाने के लिए मजबूर करेंगे, “कबूतरों को भी ?”
The Last Lesson in Hindi – PARA – 11
Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything looked in that little school-room. Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that. Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself twined about the windows to the roof. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they must leave the country next day.
जब कभी मैंने लिखते हुए ऊपर देखा तो मैंने एम. हमल को अपनी कुर्सी पर स्थिर बैठे हुए देखा, वे कभी किसी चीज को तो कभी किसी और चीज को घूर रहे थे, मानो वे अपने मस्तिष्क में उस छोटे स्कूल कक्ष की प्रत्येक वस्तु को ठीक उसी तरह अंकित कर लेना चाहते थे जैसा कि वे दिख रहीं थीं। जरा सोचो! चालीस वर्ष से वे इसी स्थान पर थे, उनका बगीचा, उनकी खिड़की के बाहर था और उनकी कक्षा उनके सामने बिल्कुल ऐसे ही! केवल मेज और कुर्सियाँ घिस घिन कर चिकनी हो गयी थीं बगीचे में अखरोट के पेड़ अपेक्षाकृत लम्बे हो गये थे तथा वह होपवाइन (एक प्रकार की बेल) जिसे उन्होंने स्वयं अपने हाथों से लगाया था, वह खिड़की से लिपटते हुए छत तक पहुँच गई थी। इस सबको छोड़ने में और ऊपर छत पर समान को अपने संदूकों में पैकिंग करते हुए अपनी बहन के चलने की आवाज सुनकर इस बेचारे (अध्यापक) का दिल किस तरह टूट रहा होगा ! क्योंकि अगले दिन ही उन्हें देश छोड़कर जाना था।
The Last Lesson in Hindi – PARA – 12
But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies chanted their ba, be bi, bo, bu. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!All at once the church-clock struck twelve. Then the Angelus. At the same moment the trumpets of the Prussians, returning from drill, sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.“My friends,” said he, “I—I—” But something choked him. He could not go on.Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wroteas large as he could —“Vive La France!”Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand —“School is dismissed — you may go.”
किन्तु उनमें हर पाठ को बिल्कुल अन्त तक सुनने का साहस था। लेखन के पश्चात, हमारा इतिहास का पाठ हुआ और फिर छोटे बच्चों ने जोर-जोर से अपने वा, वे, वी, बो, बृ बोले। कमरे के पिछले छोर पर बूढ़े Hauser ने अपना चश्मा पहन लिया था, अपनी पुस्तक को दोनों हाथों में पकड़कर वह उनके साथ बा, बे, बी आदि बोल रहा था। आप देख सकते थे कि वह भी रो रहा था, भावुकतावश उसकी आवाज काँप रही थी और उसे सुनना इतना हास्यास्पद था कि हम सब हँसना और रोना चाहते थे ओह, यह अन्तिम पाठ मुझे कितनी अच्छी तरह याद है।
अचानक चर्च की घड़ी ने बारह बजाये और फिर Angelus नामक प्रार्थना की घण्टी बजी। उसी समय डिल से लौटकर आते हुए प्रशिया के सैनिकों की तुरहियाँ हमारी खिड़कियाँ के नीचे बजती सुनाई दी। एम. हैमल अपनी कुर्सी से खड़े हुए, बहुत पीले पड़े हुए थे। मैंने उन्हें कभी इतना आत्मविश्वासी नहीं देखा था ।
“मित्रों” उन्होंने कहा “मैं-मैं” किसी बात ने उनका गला अवरुद्ध कर दिया। वे अपनी बात जारी न रख सके।
फिर वे श्यामपट्ट की ओर मुड़े, चॉक का एक टुकड़ा उठाया और अपनी पूरी ताकत से उन्होंने जितने बड़े अक्षरों में वे लिख सकते थे लिखा- फ्रान्स जिन्दाबाद।” फिर से रूक गये और अपना सिर दीवार के सहारे झुका लिया और बिना कोई शब्द बोले उन्होंने अपने हाथ से हमारी तरफ इशारा किया
“स्कूल की छुट्टी हो गई आप जा सकते हैं।”
Questions with Answers of the Last Lesson
1. What was Franz expected to be prepared with for school that day?
Ans. On that day, M Hamel, their teacher, was going to ask his students about participles, and Franz was supposed to be ready. However, Franz had not studied and was afraid of getting scolded by the teacher.
2. What did Franz notice that was unusual about the school that day?
Ans. When Franz arrived at school, it was very quiet. He didn’t hear the usual noise of desks opening and closing or the sound of students repeating their lessons together. It was as quiet as a Sunday. On the bulletin board, there used to be news about lost battles, drafts, and orders from commanding officers for the past two years. But that day, a notice was posted saying that schools in Alsace-Lorraine should only teach German, as ordered by Berlin.
3. What changes did the order from Berlin cause in the school that day?
Ans. The order from Berlin brought a lot of changes. On that day, the school was very quiet and spooky. People understood how important it is to learn their language and felt proud of their country. Even those who were busy working came back to the school to show respect to the teacher. Everyone felt a little sorry and ashamed in their hearts.
4. How did Franz’s feelings about M Hamel and school change?
Ans. Franz had always despised attending school and considered his books to be a hindrance. Learning was a burden to him, which led him to arrive unprepared for class that day. He longed to be carefree and untroubled, without a worry in the world. He held a negative perception of his teacher, Mr. Hamel, believing him to be strict and irritable.
However, on that momentous day, Franz’s perspective on his teachers and school transformed. He was astonished to learn that it would be his final French lesson, and he regretted not putting more effort into his studies and missing out on the opportunity to learn his mother tongue. Franz was ashamed of his inability to write, and his books, once a nuisance, became his loyal companions. The thought of Mr. Hamel leaving caused him to forget about his strictness and unpleasant demeanour.
Understading 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. As soon as the decree arrived from Berlin dictating that only German would be permitted in schools, individuals realized that it was their final chance to grasp their native tongue. A number of elderly individuals, seeking to display their fondness for the language, attended classes and filled the previously empty back rows. Franz was filled with regret for not learning his participles when M Hamel abruptly informed them that they would become objects of ridicule. Language was their identity and the “key” to their imprisonment, as evidenced by M Hamel’s moving final lesson, which was prompted by the banning of the French language in Alsace and Lorraine.
2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?
Ans. During the Franco-Prussian War of 1870, France suffered defeat and the territories of Alsace and Lorraine were taken over by the Prussians. In accordance with orders from Berlin, only German was to be taught in schools and a new teacher was to arrive to teach the language. The last lesson in French left Franz and the other students feeling melancholic, realizing that they had put things off until it was too late. As they listened to the cooing of pigeons on the roof, Franz wondered if the same fate would befall the animal kingdom – would they also be forced to abandon their own languages and learn German? This question highlights the typical mindset of conquerors, who have a strong desire to subjugate others, including animals. Merely ruling over territory is not enough; captors seek to dominate minds as well, imposing their language on the oppressed. This linguistic chauvinism is the first step towards servitude. In essence, Franz’s question illustrates the inherent streak of authority and supremacy in humans. If given the chance, humans may not hesitate to invade even the sacred realm of the Gods.
Or
The statement “Will they make them sing in German, even the pigeons?” is a reflection of the French protagonist Franz’s sense of loss of his language and cultural identity. In the story, Franz and his classmates are forced to learn German as the Prussian army has conquered their town of Alsace-Lorraine, which was a part of France. The phrase “even the pigeons” indicates the extent to which the German language is being imposed upon the people, to the point where even the pigeons, a symbol of the town’s identity and culture, may be forced to “sing” in German. It is a metaphor for the loss of French identity and the fear that their culture will be eradicated entirely. Thus, Franz’s statement represents the sorrow and frustration that he feels due to the cultural and linguistic oppression by the Germans.
Talking About the Text
1. “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.” Explain.
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. When a country is conquered, its people lose their freedom and identity. They have to follow the rules of the conqueror, even in their own land. But during difficult times, people can come together through their shared language, which can be used as a weapon against the oppressors. A teacher named M Hamel believes that language is the key to breaking free from oppression. It’s important to remember our language and fight for it, because it’s our identity and a symbol of our freedom.
Here are a few examples of the many instances throughout history where conquerors have imposed their language on conquered peoples or suppressed local languages.
- The Roman Empire: The Romans conquered many territories throughout Europe and the Mediterranean, and Latin was imposed as the official language of the empire. Local languages were suppressed or eventually assimilated into Latin, which evolved into modern Romance languages such as Spanish, French, Italian, and Portuguese.
- The British Empire: English became the dominant language in many territories colonized by the British, including India, Australia, New Zealand, and parts of Africa. Local languages were often suppressed, and English was imposed as the language of government, education, and commerce.
- The Spanish conquest of the Americas: Spanish became the dominant language in most of the territories conquered by Spain in the Americas. Native American languages were suppressed, and Spanish was imposed as the language of government, education, and religion.
- The Soviet Union: Under Soviet rule, Russian was imposed as the official language in many territories that became part of the Soviet Union. Local languages were suppressed, and Russian was imposed as the language of government, education, and commerce.
- The Chinese conquest of Tibet: After China annexed Tibet in 1951, Mandarin Chinese was imposed as the official language of government and education. The use of Tibetan language was restricted, and many Tibetans were forced to learn and use Mandarin Chinese.
2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:
Punjabis in Bangalore
Tamilians in Mumbai
Kannadigas in Delhi
Gujaratis in Kolkata
Ans. When a linguistic minority lives in a state where the majority speaks a different language, there is a risk that the minority language may gradually disappear. This can happen because of various factors such as lack of official recognition, lack of education in the minority language, and assimilation into the majority culture.
To keep their language alive, linguistic minorities can take several steps such as:
- Promoting the language: The community can organize cultural events, language classes, and other activities to promote their language.
- Using the language: Members of the community can use the language in their daily lives, in their homes, at work, and in public spaces.
- Advocating for official recognition: The community can lobby for official recognition of their language as an official language or a language of instruction in schools.
- Educating the youth: It is essential to teach the younger generation about their language and culture. This can be done by incorporating the language in school curriculums and teaching it as a second language.
- Networking with other communities: The community can network with other linguistic minority communities to exchange ideas and learn from each other’s experiences.
In the case of Punjabis in Bangalore, Tamilians in Mumbai, Kannadigas in Delhi, and Gujaratis in Kolkata, these communities can take similar steps to keep their languages alive. They can organize cultural events, language classes, and use their language in their daily lives. They can also advocate for official recognition of their language and incorporate it into school curriculums. Finally, networking with other linguistic minority communities can provide them with additional support and resources to promote and preserve their languages.
3. Is it possible to carry pride in one’s language too far?
Do you know what ‘linguistic chauvinism’ means?
Ans. Yes, it is possible to carry pride in one’s language too far. While it’s natural to feel a sense of pride and attachment to one’s native language and culture, it can become problematic when it leads to prejudice or discrimination against speakers of other languages or cultures. This is sometimes referred to as linguistic chauvinism.
Linguistic chauvinism is a term used to describe the belief that one’s own language is superior to others and the promotion of that belief in a way that demeans or excludes speakers of other languages. It can manifest in various ways, such as mocking or belittling non-native speakers, insisting on speaking only one’s own language in multilingual settings, or actively opposing efforts to promote multilingualism and language diversity.
In short, while it’s important to take pride in one’s language and culture, it’s equally important to respect and appreciate the diversity of languages and cultures in the world.
Working with words
1. English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a world language, For example:
petite – French
kindergarten – German
capital – Latin
democracy – Greek
bazaar – Hindi
Find out the origins of the following words.
tycoon barbecue zero
tulip veranda ski
logo robot trek
bandicoot
Answer:
| Tycoon | Japanese (taikun) |
| Tulip | French (tulipe) |
| Logo | German (logos) |
| Bandicoot | Telugu (pandikokku) |
| Barbecue | Spanish (barbacoa) |
| Veranda | Portugese (veranda) |
| Robot | Czech (robota) |
| Zero | Arabic (cipher) |
| Ski | Norwegian |
| Trek | Dutch (trekken) |
2. Notice the underlined words in these sentences and tick the option that best explains their meaning
(a) “What a thunderclap these words were to me!”
The words were
(i) loud and clear.
(ii) startling and unexpected.
(iii) pleasant and welcome.
(b) “When a people are enslaved, as long as they hold fast to theirlanguage it is as if they had the key to their prison”
It is as if they have the key to the prison as long as they
(i) do not lose their language.
(ii) are attached to their language.
(iii) quickly learn the conqueror’s language.
(c) Don’t go so fast, you will get to your school in plenty of time.
You will get to your school
(i) very late.
(ii) too early.
(iii) early enough.
(d) I never saw him look so tall.
M. Hamel
(a) had grown physically taller
(b) seemed very confident
(c) stood on the chair
Answers:
(a) (i) loud and clear
(b) (ii) are attached to their language
(c) (iii) early enough
(d) (iii) stood on the chair
Noticing form
Read this sentence M. Hamel had said that he would question us on participles. In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past”. The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.
Pick out five sentences from the story with this form of the verb and say why this form has been used.
Answers with explanations:
1. “For a moment there was not a sound in the room; the last lesson! and the master had said it in such a strange voice.”
The past perfect form “had said” is used to indicate that the action of M. Hamel saying that it was the last lesson had occurred before the moment described in the sentence.
3. “But the worst of it was that I could hear the whistling of the bullets and, every now and then, a distant cannon-shot. They were fighting around Belfort. Then I thought of M. Hamel’s words: ‘I may not be able to hear your lessons any more,’ and my heart sank.”
The past perfect form “had said” is used to indicate that M. Hamel had expressed his concern about not being able to hear the lessons earlier, and this had now become a reality.
3. “I saw that our poor village was changed indeed; there were soldiers everywhere, in the fields, along the roads; helmeted Prussians, dirty, bearded, frightening fellows who gazed at us as if they wished to eat us alive.”
The past perfect form “had changed” is used to indicate that the change in the village had occurred before the moment described in the sentence.
4. “The news that we were to be questioned by the officer had got to us somehow before morning opening, and it put a stop to all our preparations.”
The past perfect form “had got” is used to indicate that the news had reached the students before the moment described in the sentence.
5. “It was the same with our writing; they were big, uneven, and so covered with blots and corrections that M. Hamel had to show us how to hold our pens.”
The past perfect form “had to show” is used to indicate that M. Hamel’s instruction on how to hold the pen had occurred earlier, and was a prerequisite for the writing lesson.
Writing (Try to write your answer)
1. Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.
2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.
3. Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.
MORE QUESTIONS SOLVED
SHORT ANSWER TYPE QUESTIONS
Q1. Why do you think was little Franz afraid of being scolded?
Ans: Franz was afraid of being scolded that day especially because M. Hamel, the teacher, had said that he would question them on participles. Franz frankly admits that he was totally ignorant about the topic. His exact words are: “I did not know the first word about them.” Secondly, he had started for school very late that morning.
Q2. “It was all much more tempting than the rule for participles.” What did Franz find ‘much more tempting’? How did he finally react?
Ans: Franz found that it was a very warm and bright day. The birds were chirping at the edge of woods. The Prussian soldiers were drilling in the open field at the back of sawmill. He could gladly spend life out of doors. However, he had the strength to resist the temptation. Finally, he hurried off to school.
Q3. “What can be the matter now?” says Franz. Why, do you think, did he make this comment?
Ans: There was a bulletin-board near the town-hall. When Franz passed by it, he noticed a crowd there. He did not stop to look at it. He wondered what could be the matter then. For the last two yeairs they had received all the bad news from the bulletin-board—the lost battle, conscription and the orders of the commanding officer.
Q4. Who was Wachter? What did he ask Franz and why? How did Franz react?
Ans: Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz not to go so fast to his school. He added that the little boy would get to his school in plenty of time. Wachter had read the latest bulletin about teaching of German. Franz thought that the blacksmith was making a fun of him. So, he ran to the school and reached there breathless.
Q5. What was the usual scene when Franz’s school began in the morning?
Ans: Usually, when the school began, there was a great bustle. The noise could be heard out in the school. Students opened and closed their desks. They repeated the lessons together very loudly. They kept their hands over their ears to understand better. The teacher would go on rapping the table with his great iron ruler.
Q6. How had Franz hoped to get to his desk? What had he to do and why?
Ans: Franz had hoped to get to his desk unseen during the commotion. But that day it was very quiet. So, Franz had to open the door and go in before everybody. He blushed as he was late. He was frightened that the teacher might rebuke him, but M. Hamel spoke kindly to him that day.
Q7. What three things in school surprised Franz most that day?
Ans: First, M. Hamel, the teacher had put on his fine Sunday clothes—his beautiful green coat, frilled shirt and the little black silk cap, all embroidered. Second, the whole school seemed quite strange and solemn. Thirdly, the village people were sitting quietly like school children on the back benches that usually remained empty.
Q8. Why had the villagers come to school that day? How did they look?
Ans: The villagers had come there to thank M. Hamel for his forty years of faithful service. They also wanted to show their respect to the country that was theirs no more. They were sorry that they had not gone to school more. They were sitting quietly and looked sad.
Q9. “What a thunderclap these words were to me!” Which were the words that shocked and surprised the narrator?
Ans: M. Hamel, the teacher, told the children in a solemn and gentle tone that it was their last French lesson. Henceforth, only German would be taught in the schools of Alsace and Lorraine. The new master would come the next day. As that was their last French lesson, he wanted them to be very attentive. The teacher’s kind gesture and use of soft words shocked and surprised the narrator.
Q10. How did Franz react to the declaration: ‘This is your last French lesson’?
Ans: The words appeared startling and unexpected like a thunderclap. He now understood why there was a crowd at the bulletin board, why the village people had come to school, why the teacher was dressed in his Sunday best and why there was sadness and silence in the school.
Q11. What tempted Franz to stay away from school? [Delhi 2014]
Ans: Franz was not prepared Tor the test on participles. The Prussian soldiers were drilling in the open field at the back of sawmill. The birds were chirping at the edge of woods. These things tempted him. So he hurried off to school.
Q12. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?
Ans: He thought it typical with the people of Alsace. They would put off learning till tomorrow. Parents are not quite anxious to have their children learn. They put them to work on a farm or at the mills in order to have a little more money. The teacher got his flowers watered or gave them a holiday. He too neglected their lessons.
Q13. What did M. Hamel tell them about French language? What did he ask them to do and why?
Ans:M. Hamel told them that French was the most beautiful language in the world. It was the clearest and the most logical language. He asked them to guard it among them and never _ forget it. He gave a reason also. When a people were enslaved, as long as they held fast to their language, they had the key to their prison.
Q14. Why were the elders of the village sitting in the classroom? [All India 2014]
Ans: M. Hamel was taking the class of last French lesson. That is why elders of the village were sitting in the classroom to attend it. It was done not only to pay respect to M.Hamel but to pay respect to his own language.
Q15. How did Franz and other hoys enjoy their lesson in writing?
Ans: That day M. Hamel had new copies for them. The words “France, Alsace, France, Alsace” were written on them in a beautiful round hand. The boys set to work quietly. The only sound was the scratching of the pens over the paper. Nobody paid any attention to the beetles who flew in.
Q16. How did M. Hamel feel and behave during the last lesson?
Ans: M. Hamel was solemn and gentle. He sat motionless in his chair during the writing lesson. He gazed at one thing or the other. Perhaps he wanted to fix in his mind how everything looked in that little school room. Surely, it must have broken his heart to leave it all after forty years.
Q17. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?
Ans: Franz noticed that M. Hamel was feeling sad on having to leave the place sifter 40 years and not being allowed to teach French any longer. Yet, he kept control on his emotions. He performed his duties faithfully. He heard every lesson to the last. The school was dismissed only at mid-day prayer time.
Q18. What happened when the lesson in history was over?
Ans: After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu. Old Hauser, who was sitting at the back of the room, had put on his spectacles. He was holding his primer in both hands. He was spelling the letters with the babies.
Q19. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does he remember more vividly than the others?
Ans:The narrator remembers the scene of old Hauser spelling the letters from the primer with the babies. He too was crying. His voice trembled with emotion. It was so funny to hear him that all of them wanted to laugh and cry at the same time.
Q20. How did M. Hamel behave as the last lesson came to an end?
Ans: M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say some parting words, but something choked him. Then he wrote “Vive La France!” on the blackboard with a piece of chalk. Then he stopped. He leaned his head against the wall. Without a word, he made a gesture to the students with his hand to permit them to go as the school was over.
LONG ANSWER TYPE QUESTIONS
Q1. Why was Franz scared that day 1 What did he see on his way to school and how did he get to his deski
Ans: Franz was not good at learning. He would rather take the day off and waste time in searching birds’ eggs or going sliding on the Saar. Franz was scared that day because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.
He found that the day was warm and bright. The birds were chirping at the edge of the woods. The Prussian soldiers were drilling in the open fields. There was a crowd in front of the bulletin-board near the town-hall.
Franz found the school room unusually quiet. So, he had no option but to open the door and go in before everybody. He blushed and was frightened of the teacher. M. Hamel spoke very kindly to him and asked him to go to his place quickly. Franz jumped over the bench and sat down at his desk.
Q2. What order had been received from Berlin that day? What effect did it have on the life at school?
Ans: An order had been received from Berlin that only German would be taught in the schools of Alsace and Lorraine. This order had far-reaching effects on the life at school. M. Hamel, who had been teaching French at the village school for the last forty years would deliver his last lesson that day.
It was in honour of the last lesson that M. Hamel, the teacher had put on his best clothes. Old men of the village were sitting quietly at the back of the classroom. They were sad as well as sorry for they had not gone to school more. They had come to thank the master for his forty years of faithful service and to show respect for the country that was theirs no more.
The teacher addressed the students in a solemn and gentle tone. He asked them to be attentive and explained everything quite patiently. He appealed to them to preserve French among them. During slavery it would act as key to the prison. He felt so overwhelmed by emotion that he could not bid farewell properly.
Q3. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its universal appeal?
Ans:The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerors
and the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus make them aliens in their own land of birth. The story has a sub-theme also. It highlights the attitudes of the students and teachers to learning and teaching.
Though the story is located in a particular village of Alsace district of France which had passed into Prussian hands, it has a universal appeal. It highlights the efforts of the victors to crush their victims—the vanquished people in all possible manner—materially, spiritually, mentally and emotionally. Taking away mother tongue from the people is the harshest punishment. The proper equation between student and teacher, his focused attention, helpful and encouraging attitude and kind treatment can encourage students to learn better.
Q4. Comment on the appropriateness of the title ‘The Last Lesson’.
Ans: The story has an appropriate and suggestive title. It is the centre of attention throughout and the whole story revolves around it. The beginning of the story serves as preparation for it. The unusual quietness at school, presence of village elders and the teacher in his Sunday best dress—all point out to the unusual and unique occasion—the last lesson in French in a French village school in a district conquered by the Prussians. While delivering the last lesson, the teacher wants to transmit all his knowledge in one go. He explains everything with patience and the students as well as old villagers listen attentively.
For the narrator it is an unforgettable experience. “Ah, how well I remember it, that last lesson,” says he. Old Hauser is crying and his voice trembled with emotion. As the teacher is unable to express His emotions because of choked throat, he ends the lesson by writing Wive La France’ on the blackboard. He makes a gesture with his hand to indicate that the school is dismissed and students can go home.
Q5. What impression do you form ofM. Hamel on the basis of your study of the story ‘The Last Lesson’?
Ans: M. Hamel is an experienced teacher who has been teaching in that village school for forty years. He imparts primary education in all subjects. He is a hard task master and students like Franz, who are not good learners, are in great dread of being scolded by him.
The latest order of the Prussian conquerors upsets him. He has to leave the place for ever and feels heart broken. He feels sad but exercises self-control. He has the courage to hear every lesson to the last.
His performance during the last lesson is exemplary. He is kind even to a late comer like Franz. He uses a solemn and gentle tone while addressing the students. He has a logical mind and can analyse problems and deduce the reasons responsible for it. The problem for Alsace is that he (the district) puts off learning till tomorrow.
He knows the emotional hold of a language over its users. He is a good communicator and explains everything patiently. Partings are painful and being human, M. Hamel too is no exception. He fails to say goodbye as his throat is choked. On the whole, he is a patriotic gentleman.
VALUE-BASED QUESTIONS
Q1. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvan¬tages of war keeping in mind Franco-Prussian war (1870-71).
Ans: War is a great threat to mankind. Fear, anxiety, tension and hatred are some of the offsprings of war. No individual is in favour of this brutal act. Innocent people lose their life because of the vested interests of some of the corrupt politicians. Moreover, war is not the solution to any problem. It only increases the hiatus between two nations. The desire to overpower the other disseminates hatred and the feelings of enmity. The aftermaths of Hiroshima and Nagasaki are evident before us. It should also be remembered that each nation is trying its level best to become a nuclear power. A nuclear bomb has the power to devastate nations. Thousands of people will lose their lives. There will not be any survivor. If someone is left alive, he/she will be crippled. There is no doubt that war has put the human existence at stake. We have heard seers say that one should shed one’s ego. The nations should also feel equally important. No nation is self-sufficient. Peace enhances creativity and productivity. The concept of a global village should be followed by all countries. Thus, war does not benefit any individual. It must not be encouraged.
Q2. It is often said that each language is unique in itself. No language is superior or inferior. People need to understand that a language is one of the means of communication. Discuss this statement in the light of the following lines:
“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson…”
Ans: Language is always considered a medium of communication. Man is a gregarious animal. He has to interact with the fellow human beings. Therefore, a set of complex symbols is designed to serve this purpose. We must ruminate over the past before discussing the status of a language. There are innumerable man made problems. At the dawn of civilisation there was no discrimination on the basis of caste, colour, creed, language and nationality. But in this century these problems exist. Nature does not segregate nations. Scientific advancement, material prosperity, lofty aspirations, materialistic attitude, a desire to rule the world and vested interests are some of the causes of human sufferings. The concepts of all languages are similar. They have nouns, pronouns, adjectives, adverbs, prepositions and conjunctions. As no religion is insignificant in the same way no language is inferior. The characteristics and nature of all languages are similar. The only difference is in symbols and pronunciation. The purpose and objective of all languages are synonymous. There is a dire need to understand that there should be only one religion i.e. humanity and there should be only one language i.e. the language of love. A language must not become the cause of rift among masses. It should bring people together instead of spreading hatred. One should not despise others because of their language. It is against human dignity and grace.
Q3. The people of Alsace and Lorraine were forced to study German. They were not allowed to study French. It implies that students of the area were taught only one language. They did not follow the concept of three languages at school. Write an article on the topic Advantages of Three Language System at school.
Ans: Advantages of Three Language System
India is a democratic stater. It is replete with people who have diverse backgrounds, and culture. Their customs and traditions vary. Their languages are also different. The language of a South Indian is entirely different from that of the North Indians. People have their regional languages and dialects too. In such circumstances it becomes a herculean task to decide which language should be taught at schools. So, India opted for three language system at schools. It is a boon to the residents of a particular area. They do not feel that their language is insignificant and ignored. They are given ample opportunities to opt for the languages they intend to speak or learn. Pupils get fundamental knowledge of three languages and can appreciate the literature of all these three languages. Such students never face failure due to language barriers. They bring laurels to their parents and nations as well. They explore new avenues and horizons with an astonishing ease. Three language system must be adopted by all nations so as to acquaint the children with various language patterns. The people of Alsace and Lorraine could be taught both languages i.e. German and French. Linguistic discrimination mars the future of humanity.
Q4. Nature has the knack to fascinate even the cynics. Its beauty and spontaneous music galvanise the beings. Write an article expressing the astounding beauty of nature in the light of the following lines:
“It was so warm, so bright! The birds were chirping at the edge of the woods… It was all much more tempting than the rule for participles…”
Ans. Our touch with nature makes the whole world kin. Matthew Arnold has rightly said that:
“Nature, with equal mind,
sees all her sons at play,
sees man control the wind,
the wind sweep man away.”
Nature’s working is mysterious. It is an astonishingly fabricated universe. Man has, undoubtedly, progressed a lot. Scientific advancement has explored the portals of every field. The hidden realities have been exposed. But science has not unearthed the mysterious traits of nature. It is also an acceptable fact that nature gives happiness to weary minds. It soothes and consoles the troubled souls. It banishes anxiety, tension, worry, fear and dejection. Its law is to please every beholder. The aesthetic pleasure we derive from Nature is incredible and cannot be expressed in words. Keats has rightly averred that ‘A thing of beauty is a joy forever!’ Lord Byron has said:
“There is a pleasure in the pathless wood,
there is a rapture on the lonely shore,
there is a society where none intrudes, ‘
By the deep sea, and music in its roar:
I love not man the less but nature more.”
Nature is our mother. It must be obeyed. It gives us moral lessons. All the seers and intellectuals have understood the significance of nature. “Nature goes on her own way, and all that to us seems an exception is really according to order.” It fascinates those who are indifferent to life. The boring scientific explorations and linguistic principles make our life insignificant. We are becoming devoid of emotions. But nature evokes sentiments and help us to become sensitive.
Q5. Teachers can act as trailblazers in the lives of pupils. They can affect eternity. But the advancement of technology has changed the role of a teacher. Write an article on the para¬digm shift in educational technology and the role of teachers.
Ans: Technology and Teachers
It goes without saying that teachers shape the destiny of children. They mould them according to their inbred potential and considerable talent. Dronacharya taught his pupils together. But he could not make everyone so skilled in using the bow and arrow as Aijuna. He identified his latent talent and tapped the same potential. In modem education system teachers don’t have much time to study the child. Children stay in the school campus for six hours a day and study various subjects from teachers. At times it happens that the subject teachers do not remember the names of students. They use PITs, projectors and computers to make their lectures interesting. They lack any kind of emotional attachment with the pupils. It has happened because of the innovative educational tools and aids. Teachers are given softwares to teach students. The teaching community has made students information seekers. The role of a teacher has undergone a sea change. A teacher has become a facilitator. He has no right to scold and punish the child. The dictum ‘spare the rod, spoil the child’ has become obsolete and outdated. A teacher has to understand the psychology of a child in a period of thirty minutes. The role of a teacher is a mystery in today’s era.
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