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Think as you read

Q1. What was Franz expected to be prepared with for school that day?
Answer: Franz was expected to be prepared with participles, as M. Hamel had said that he would question them on the topic.

Q2. What did Franz notice that was unusual about the school that day?
Answer: Franz noticed that the school was unusually quiet and still, like a Sunday morning. There was no great bustle of desks opening and closing, or lessons being repeated in unison. He also saw M. Hamel in his fine clothes and the village elders sitting on the back benches.

Q3. What had been put up on the bulletin-board?
Answer: The bulletin-board had the order from Berlin to teach only German in the schools of Alsace and Lorraine.

Page 8

Think as you read

Q1. What changes did the order from Berlin cause in school that day?
Answer: The order from Berlin caused a complete change in the school. It was unusually quiet. M. Hamel was in his best clothes, and the village elders were sitting on the back benches. It was the last French lesson, and M. Hamel taught with immense patience, while the students and villagers listened attentively.

Q2. How did Franz’s feelings about M. Hamel and school change?
Answer: Initially, Franz feared M. Hamel and disliked school. However, after hearing the order from Berlin, his feelings completely changed. He was no longer afraid of M. Hamel and instead felt sorry for him. His school books, which he had considered a burden, now felt like old friends he couldn’t give up.

Page 9

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?
Answer: The people of Alsace and Lorraine realise how precious their language is when a new order from Berlin dictates that only German will be taught in schools. This realisation is shown by the presence of the village elders in the classroom, who had never attended school regularly before. M. Hamel’s emotional speech about the French language and his declaration that they must never forget it also highlight this realisation. It happens because they are on the verge of losing their language, which they had previously taken for granted. M. Hamel’s words, “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,” also show this.

Q2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean? (There could be more than one answer.)
Answer: This thought expresses the extreme extent of the Prussians’ control and domination. It shows Franz’s fear that they will impose their language on everything, including nature. It could also mean that when people are deprived of their right to learn their own language, they feel oppressed and suffocated. The sentiment is that no one can force a language on a people, just as they cannot force pigeons to sing in a different language.

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?
Answer: A prime example is the British rule in India. The British imposed English on the Indian people, making it the language of administration and higher education, thereby suppressing native languages. Another instance is the imposition of Russian language on various nationalities and ethnic groups in the former Soviet Union.

Q2. 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
Answer: When a linguistic minority lives in a state, they often have to learn the dominant language for social and economic survival. This can lead to their native language being used less and less, especially among the younger generation, and over time it may be forgotten. To keep their language alive, they can establish community cultural centres, organise language classes, hold festivals, and encourage their children to speak the language at home. Parents can also ensure their children are exposed to their traditional literature, songs, and films.

Q3. Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?
Answer: Yes, it is possible to carry pride in one’s language too far. This excessive pride is called ‘linguistic chauvinism.’ It is an aggressive and excessive belief in the superiority of one’s own language, often leading to the exclusion or disparagement of other languages and those who speak them. Linguistic chauvinism can lead to conflicts and social unrest, as it disregards the rights and identities of people who speak other languages.

Working with words

Q1. 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.
Answer:

• tycoon: from Japanese, meaning “great lord”.
• barbecue: from Spanish, barbacoa, from Arawak, barabicu, meaning a frame of sticks.
• zero: from Italian, zero, from Arabic, sifr, meaning “empty” or “cipher”.
• tulip: from French, tulipe, from Turkish, tülbent, meaning “turban,” due to the flower’s shape.
• veranda: from Portuguese, varanda, from Hindi, varanda, from Sanskrit, varana, meaning “enclosure.”
• ski: from Norwegian, ski, meaning “piece of wood” or “snowshoe.”
• logo: from Greek, logos, meaning “word,” “speech,” or “reason.”
• robot: from Czech, robot, from robota, meaning “forced labour” or “drudgery.”
• trek: from Afrikaans and Dutch, trek, meaning “to pull” or “to journey.”
• bandicoot: from Telugu, pandikokku, meaning “pig-rat.”

Q2. 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
Answer: (ii) startling and unexpected.

(b) “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.” It is as if they have the key to the prison as long as they
Answer: (ii) are attached to their language.

(c) Don’t go so fast, you will get to your school in plenty of time. You will get to your school
Answer: (iii) early enough.

(d) I never saw him look so tall. M. Hamel
Answer: (b) seemed very confident.

Noticing form

Pick out five sentences from the story with this form of the verb and say why this form has been used.
Answer:

1. 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. → Used to show the action of ‘counting’ happened before the main event.
2. The order had come from Berlin to teach only German in the schools of Alsace and Lorraine. → Shows the order came before the day’s events.
3. 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. → Past feeling that changed.
4. It was because they were sorry, too, that they had not gone to school more. → Past regret.
5. I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience. → Compares past vs. that day.

Writing

Q1. Write a notice for your school bulletin board.
Answer:


Q2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.
Answer: I believe that studying three languages at school is a great idea. It promotes a deeper understanding of different cultures and perspectives. For instance, learning a foreign language can open up opportunities for higher education and employment abroad, while mastering one’s regional language strengthens a connection to one’s roots. It also enhances cognitive abilities, such as memory and problem-solving. While some may argue it’s an unnecessary burden, the long-term benefits of multilingualism, including improved communication skills and a broader worldview, far outweigh the initial challenges.

Q3. 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.
Answer: I used to dislike public speaking and would do anything to avoid it. I was convinced it was not for me and that I would never be good at it. However, my opinion changed after a class presentation. I was forced to participate and was extremely nervous. I spent hours practising, and when the day came, I was still shaking. But as I started speaking, I found my rhythm. The audience was attentive, and I was able to deliver my points clearly. The positive feedback I received from my teacher and classmates was a huge confidence boost. I realised that my dislike was rooted in fear, not in any real inability. Now, while I’m still not an expert, I’m much more comfortable and willing to take on public speaking opportunities.

Things to do

Q1. Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.)
(a) Linguistic human rights
Answer: Linguistic human rights are the rights of an individual and a group to choose their language for communication. It includes the right to learn and use one’s native language in public life, such as in schools, legal proceedings, and administrative matters. These rights protect against language discrimination and aim to preserve cultural and linguistic diversity.

(b) Constitutional guarantees for linguistic minorities in India.
Answer: The Constitution of India provides several guarantees for linguistic minorities. Article 29 protects the right of any section of citizens to conserve their distinct language, script, or culture. Article 30 grants all minorities, whether based on religion or language, the right to establish and administer educational institutions of their choice. Furthermore, Article 350-A mandates that every state and local authority must provide adequate facilities for instruction in the mother tongue at the primary stage of education for children belonging to linguistic minority groups.

Q2. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.