CBSE Class XII | English Core | Flamingo | Chapter 2
Lost Spring: Stories of Stolen Childhood — Summary and Question Answers
By Anees Jung | NCERT-based notes, vocabulary, literary devices and exam preparation.
Notice These Expressions in the Text
Infer the meaning of each expression from its use in the chapter.
| Expression | Meaning |
|---|---|
| Looking for | Trying to find something. |
| Slog their daylight hours | Work very hard throughout the day. |
| Roof over his head | A place to live or shelter. |
| Perpetual state of poverty | A condition of poverty that continues for a very long time. |
| Dark hutments | Small, poorly built homes with little light. |
| Imposed the baggage on the child | Forced a burden or responsibility on the child. |
Summary of Lost Spring
Part I: Sometimes I Find a Rupee in the Garbage
The first part tells the story of Saheb-e-Alam, a young ragpicker who lives in Seemapuri, on the outskirts of Delhi. His family came from Bangladesh in 1971 after storms swept away their fields and homes. They left their land in search of a way to survive.
Saheb searches through garbage for things that can be sold. Sometimes he finds a coin or a rupee note. For him, garbage may hold a small treasure. For his parents, however, it is a source of food and income. The family lives in a poor settlement without basic services such as proper drainage and running water.
The writer notices that many children walk barefoot. Some people call this a tradition, but she questions whether this explanation hides the truth of poverty. Many children do not have the money to buy shoes.
Saheb likes watching tennis at a neighbourhood club. He even gets a pair of discarded tennis shoes. Yet the game remains out of reach for him. Later, he starts working at a tea stall. He receives ₹800 and all his meals, but he loses some of his freedom. The steel canister he carries belongs to his employer, unlike the plastic bag he once carried while rag-picking.
Part II: I Want to Drive a Car
The second part focuses on Mukesh, a boy from Firozabad, a city known for its glass-bangle industry. Many families have worked in this trade for generations. Children work beside adults in unsafe conditions, often in hot rooms with poor air and light.
The work can harm their health and eyesight. The children often miss school, and many families remain poor despite years of hard work. The bangle makers face pressure from moneylenders, middlemen, officials and others who keep them trapped in a cycle of debt and low income.
Mukesh wants to become a motor mechanic. His family expects him to continue the traditional work of making bangles, but he wants to choose another path. He is ready to walk to a garage to learn. His dream gives the writer hope, although the chapter does not tell us whether he succeeds.
Think as You Read
These are short-answer questions. Keep the first three answers brief and direct. Questions 4–6 need a little more explanation.
1. What is Saheb looking for in the garbage dumps? Where is he and where has he come from?
Saheb looks for useful things, coins and money in the garbage. He lives in Seemapuri, on the outskirts of Delhi, and came from Bangladesh with his family in 1971.
Suggested length: 25–35 words.2. What explanations does the author offer for the children not wearing footwear?
Some people say that going barefoot is a tradition. The author wonders whether this claim is used to hide the real reason: poverty and the lack of money to buy shoes.
Suggested length: 25–35 words.3. Is Saheb happy working at the tea-stall? Explain.
No. Although he receives ₹800 and all his meals, he has lost his freedom. He is no longer his own master and must carry his employer's steel canister.
Suggested length: 25–35 words.4. What makes the city of Firozabad famous?
Firozabad is famous for its glass-bangle industry. Many families there have earned their living by making bangles for generations.
Suggested length: 15–25 words.5. Mention the hazards of working in the glass bangles industry.
Workers, including children, work near hot furnaces in dark rooms with poor air and light. The heat and long hours can harm their health, and the work may damage their eyesight.
Suggested length: 25–35 words.6. How is Mukesh’s attitude to his situation different from that of his family?
Mukesh wants to leave the family trade and become a motor mechanic. Unlike family members who see bangle-making as their fate, he believes he can choose a different future.
Suggested length: 25–35 words.Understanding the Text
1. What could be some of the reasons for the migration of people from villages to cities?
People may move from villages to cities in search of jobs, better schools, hospitals and other services. Natural disasters such as floods, storms and droughts may destroy homes or crops and force families to leave. War, lack of land and poor income can also lead to migration. Saheb's family left Bangladesh after storms swept away their fields and homes.
2. Would you agree that promises made to poor children are rarely kept? Why do you think this happens in the incidents narrated in the text?
Yes, this can happen when people make promises without thinking about whether they can keep them. The writer tells Saheb that she may start a school, though she is speaking half-jokingly. Saheb takes her words seriously and later asks whether the school is ready. The writer feels embarrassed because she has given him hope without making a real plan. The incident shows why people should be careful with promises, especially when children depend on them.
3. What forces conspire to keep the workers in the bangle industry of Firozabad in poverty?
The workers face poverty, debt, caste-based work traditions and a lack of education. Middlemen and moneylenders take advantage of them. Some fear the police and officials if they try to organise themselves. Their families have made bangles for generations, so many believe that they cannot choose another job. Together, these forces make it difficult for them to improve their lives.
Talking About the Text
1. How, in your opinion, can Mukesh realise his dream?
Mukesh can begin by learning the work of a motor mechanic in a garage. He may need training, guidance and support from people who can help him find a safe place to learn. Education can also help him understand machines and follow instructions. His determination is a good start, but he will also need time and opportunities. The story tells us about his dream, not whether he finally achieves it.
2. Mention the hazards of working in the glass bangles industry.
Bangle makers work in hot furnaces and dark, poorly ventilated rooms. Long hours and unsafe conditions can harm their health. The work may damage their eyesight, and children lose time that should be spent on school, rest and play. These conditions show why children should not be made to work in dangerous places.
3. Why should child labour be eliminated and how?
Child labour should be eliminated because it harms children's health, stops them from getting an education and takes away their childhood. Governments must enforce laws against illegal child labour and make schools accessible. Families need support so that children are not forced to earn money. Employers who use child labour should face legal action. Schools, local groups and citizens can also report cases and help children return to education.
Thinking About Language
The writer describes real hardship in a way that makes readers picture the scenes and feel their meaning. She uses figures of speech, comparisons and contrasts to make the writing more powerful.
Identify the literary device in each example
1. Saheb-e-Alam which means the lord of the universe is directly in contrast to what Saheb is in reality.
Saheb's name means “lord of the universe”, but he is a poor child who has to search through garbage to survive. The difference between his name and his life is ironic.
2. Drowned in an air of desolation.
Desolation is described as if it were something that could surround and overwhelm a place like water. The phrase shows a feeling of emptiness and sadness.
3. Seemapuri, a place on the periphery of Delhi yet miles away from it, metaphorically.
Seemapuri is physically near Delhi but is described as being “miles away” in terms of living conditions and opportunities. The phrase points to the social distance between the two places.
4. For the children it is wrapped in wonder; for the elders it is a means of survival.
Garbage is described as if it were wrapped in wonder. The sentence also contrasts the children's hope of finding something interesting with the adults' need to earn a living.
5. As her hands move mechanically like the tongs of a machine, I wonder if she knows the sanctity of the bangles she helps make.
The girl's hands are compared to the tongs of a machine using the word “like”. This shows how repetitive and automatic her work has become.
6. She still has bangles on her wrist, but not light in her eyes.
The “light” in her eyes suggests joy and hope. The woman still wears bangles, a sign of marriage, but her eyes show the sadness of a hard life.
7. Few airplanes fly over Firozabad.
The limited sight of airplanes reflects how distant Mukesh's dream of a different life may seem. He can imagine becoming a motor mechanic, but a much bigger dream feels beyond his reach.
8. Web of poverty.
Poverty is compared to a web that traps people and makes it hard for them to escape.
9. Scrounging for gold.
Garbage is described as gold because the things found in it can provide food or money to poor families.
10. And survival in Seemapuri means rag-picking. Through the years, it has acquired the proportions of a fine art.
Rag-picking is described as a “fine art” because people have become skilled at it. The phrase is ironic because this skill comes from hardship, not from a choice made freely.
11. The steel canister seems heavier than the plastic bag he would carry so lightly over his shoulders.
The steel canister is not simply a heavier object. It also stands for Saheb's loss of freedom. The plastic bag belonged to him, while the canister belongs to his employer.
Note: Some examples use more than one literary device. The explanations above give the main effect of each phrase.
Things to Do
The beauty of the glass bangles of Firozabad contrasts with the misery of the people who make them. The same kind of contrast can be seen in other parts of society.
Task: Look around and find examples of such contrasts. Write a paragraph of about 200–250 words on one example. You may choose workers in gold or diamond mines, carpet factories, construction sites or another setting.
Sample paragraph: The People Who Build Our Cities
Modern cities are known for their tall buildings, wide roads and shopping centres. These places look attractive and provide comfort to many people. However, the lives of the workers who build them are often very different. Many construction workers spend long hours in the heat and dust. Some live in temporary shelters near their work sites. Their children may have limited access to good schools and health care. While people enjoy the finished buildings, the workers who made them possible may continue to live in poor conditions. This is a clear contrast between the beauty of a city and the hardship of those who help build it. Better safety rules, fair wages, clean housing and access to education can improve their lives. Employers and authorities should make sure that workers are treated with respect. A city should not be judged only by its buildings. It should also be judged by how it treats the people who build and maintain it.
Word count: about 200 words.
Writing and Digital India Activity
The textbook gives an account of research on garbage collectors and scrap buyers in Delhi. Their work is part of the unorganised sector, where many people have irregular income and limited protection.
Question: How do you think workers in unorganised sectors can take advantage of digital infrastructure promoted through the Digital India Programme? Interview some people working in the unorganised sector to collect their views and prepare a report.
Sample report
REPORT ON DIGITAL SERVICES FOR WORKERS IN THE UNORGANISED SECTOR
Prepared by: A Class XII Student
Purpose: To understand how digital services may help workers in the unorganised sector.
For this report, I spoke to local workers about their use of mobile phones and digital services. Some workers said that they use mobile payments to receive money and pay bills. A few use online services to check bank balances or transfer money to family members. These services can save time and reduce the need to travel.
However, not all workers find digital services easy to use. Some have limited internet access, low digital skills or concerns about fraud. Others need help reading messages or completing online forms. Digital services can be more useful if workers receive simple training and access to reliable support.
It is important that workers never share their PINs, passwords or one-time passwords with strangers. They should check payment details before confirming a transaction. Digital systems can help workers, but they cannot replace fair wages, safe working conditions and legal protection.
Conclusion: Digital services can make some daily tasks easier for workers in the unorganised sector. Training, safety awareness and access to reliable services are needed to help them use these tools with confidence.
This is a model format, not a record of a real interview. Students should conduct their own interviews and replace the sample details with what their respondents actually say.
Teacher's Insight
Lost Spring is not only a chapter about poverty. It is also about the choices children are denied. Saheb wants to enjoy the things that other children take for granted. Mukesh wants to choose his own work. Both boys have dreams, but their lives are shaped by conditions they did not choose.
Saheb's story shows that even a job that brings regular pay can reduce a person's freedom when the worker has little control over the work. Mukesh's story shows the importance of having a dream, but it does not promise that every dream will come true. His hope matters because he is willing to consider a different future.
The chapter also asks us to think about the reasons poverty continues from one generation to the next. It is not enough to tell children to work hard. They need access to education, safe work opportunities, fair treatment and support from society.
Tips for Exams
1. Keep short answers short
The “Think as You Read” questions usually need brief answers. Give the fact or reason asked for. Do not retell the whole story unless the question asks for an explanation.
2. Follow the question words
- What: State the fact or detail.
- Why: Give the reason.
- How: Explain the way something happens or changes.
- Mention: List the required points briefly.
- In your opinion: Give your view and support it with reasons.
3. Remember the difference between Saheb and Mukesh
- Saheb: A ragpicker who later works at a tea stall. He receives wages and meals but loses some freedom.
- Mukesh: A boy from a family of bangle makers who wants to become a motor mechanic.
4. Do not add facts that the story does not give
The chapter does not say that Mukesh becomes a motor mechanic. It tells us that he wants to learn the work and is willing to walk to a garage. Write about his determination, but do not claim that he succeeds.
5. Use evidence from the text
When explaining Saheb's loss of freedom, refer to the steel canister and the plastic bag. When discussing Mukesh's hopes, mention his plan to learn motor mechanics. A detail from the text makes an answer clearer.
6. Learn the main themes
- Child labour and the loss of childhood
- Poverty and migration
- Education and opportunity
- Family tradition and social pressure
- Dreams, choice and freedom
7. Be careful with literary devices
Learn the difference between metaphor, simile, irony and hyperbole. In a literary-device question, name the device and explain how it works in the sentence. Do not give only the name.
8. Follow the stated word limit
Use the word limit given in the question. If no limit is stated, write enough to answer fully but avoid repeating the same point. A short factual answer needs less detail than a discussion question or a 200–250-word paragraph.
Quick Revision
| Topic | Key point |
|---|---|
| Author | Anees Jung |
| Saheb | A ragpicker from Bangladesh who lives in Seemapuri. |
| Why his family left | Storms swept away their fields and homes. |
| Saheb's tea-stall job | He receives ₹800 and meals but loses some freedom. |
| Mukesh | A boy from Firozabad who wants to become a motor mechanic. |
| Firozabad | A city known for its glass-bangle industry. |
| Problems faced by workers | Unsafe conditions, poor income, debt and limited education. |
| Main themes | Child labour, poverty, lost childhood, hope and freedom. |
