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Nepotism and Fawning at the place of work: Kothamangalam Subbu reaches the position of second in command at the Gemini Studios because of favouritism by virtue of being born a Brahman. He had the ability to look cheerful at all times even after...a flop film.' He was a poet, a novelist, and yet, the office boy believes that all this success might have been 'because he seemed so close and intimate with The Boss'. Another reason for Subbu's success might be that 'his general demeanour...resembled as sycophant's.
The hierarchy at the place of work: 'A strict hierarchy was maintained in the make-up department. The chief make-up man applied make-up on the chief actors and actresses, his senior assistant looked after the second hero and heroine, and the junior assistant looked after the comedian. The office boy, who feels jealous of Subbu, is on the lowest stage of the hierarchical ladder.
Social Integration at the place of work: While partiality, flattery and grading order are argumentative in nature, it is surprising to know that social assimilation was closely followed in Gemini Studios. As such, the make-up department was first headed by a Bengali who was succeeded by a Maharashtrian. The Maharashtrian was assisted by a Dharwar Kannadiga, an Andhra, a Madras Indian Christian, an Anglo-Burmese and then, of course, there were the local Tamils.
Publicity at the place of work: Unfortunately, Gemini Studios became a battlefield for advertising in which the people, who worked in Studios, became the confused, dazed and unfortunate victims in a war of attitudes and schools of thought that they didn't really understand! The Moral Re-Armament army's hidden agenda was to counter International Communism'. It was with this express purpose that they visited Madras in 1952. Later, when Stephen Spender visited Gemini Studios, it was to propagate the virtues of Communism. Although his speech was interspersed with words like 'freedom' and 'democracy, his accent left them baffled"
Jealousy at the place of work: Asokamitran describes jealousy at great length. In this case, there was one person who was jealous of Kothamangalam Subbu. This was the office boy who had 'entered the studios years ago in the hope of becoming a star actor or a top screenwriter', but he had not managed to any of them. He was in his early forties and looked at Subbu with envy. "In all instances of frustration, you will always find the anger directed towards a single person openly or covertly and this man of the make-up department was convinced that all his woes, ignominy and neglect were due to Kothamangalam Subbu.' Subbu had managed to write poetry, he had written a novel. and 'He was an amazing actor all of which the Office boy had wanted but could never achieve.
CBSE Class XII | English Core | Flamingo | Chapter 3
Deep Water: Summary, Explanation and NCERT Solutions
By William O. Douglas | Chapter summary, question answers, vocabulary, literary devices and exam preparation.
Class 12 EnglishFlamingo ProseNCERT SolutionsImportant Questions
About the Author
William O. Douglas (1898–1980) was an American writer, lawyer and judge. He was born in Maine, Minnesota, and later studied at Whitman College and Columbia Law School. He served as a Justice of the United States Supreme Court from 1939 to 1975. His thirty-six years on the Court made him its longest-serving Justice.
Deep Water is an extract from his autobiographical book Of Men and Mountains. In this account, Douglas describes how a frightening childhood experience made him afraid of water. He then explains how he trained himself to swim and slowly overcame his fear.
The chapter is not just about swimming. It is also about the way fear can control a person's life and how patience, practice and determination can help a person face it.
Notice These Expressions in the Text
Infer the meaning of each expression from its use in the chapter.
Expression
Meaning
Treacherous
Dangerous and likely to cause harm.
Subdued my pride
Controlled one's pride or embarrassment.
Flailed at the surface
Moved one's arms and legs wildly in the water.
Fishing for landlocked salmon
Catching salmon in a lake rather than in the sea.
Misadventure
An unfortunate or frightening incident.
Bob to the surface like a cork
Rise to the surface of the water quickly and easily.
Curtain of life fell
Lose consciousness and seem to pass out of life.
Back and forth across the pool
From one end of the pool to the other, repeatedly.
Summary of Deep Water
1. Douglas's Early Fear of Water
William Douglas wanted to learn swimming when he was about ten or eleven years old. His mother had warned him about the Yakima River because it was dangerous. He therefore chose the swimming pool at the Y.M.C.A. in Yakima, where the shallow end was only two or three feet deep and the deep end was nine feet deep.
His fear of water had begun much earlier. When he was three or four, his father took him to a beach in California. The waves knocked him down and swept over him. Although his father laughed, Douglas felt frightened by the force of the water.
2. The Misadventure at the Y.M.C.A. Pool
Douglas was beginning to feel more comfortable in the pool when an older, strong boy came in and threw him into the deep end. Douglas landed in a sitting position and sank to the bottom. He planned to push himself upwards when his feet touched the tiles, reach the surface and swim to the edge.
His plan failed. He rose slowly, swallowed water and could not breathe properly. He tried to shout, but no sound came out. His arms and legs became stiff with fear. He sank again and again, struggling to reach the surface. At last, he lost consciousness.
When he came round, he was lying beside the pool and vomiting. The boy who had thrown him in said that he had only been fooling, but another person pointed out that Douglas had nearly died. The incident left Douglas weak, frightened and unable to eat properly that night.
3. How Fear Affected His Life
For years, Douglas remained afraid of water. Whenever he tried to enter a river or lake, the old terror returned. His fear stopped him from enjoying fishing, canoeing, boating and swimming. He felt that it was a handicap that prevented him from living freely.
4. Training to Become a Swimmer
Douglas finally decided to overcome his fear. He hired an instructor and practised five days a week for an hour each day. The instructor first used a belt and rope to keep him safe while he moved across the pool. Later, he taught Douglas how to breathe in the water and how to use his legs. He taught each skill separately before asking Douglas to combine them.
The training took months. Slowly, Douglas learned to swim, but he was not yet sure that his fear had disappeared. He continued to swim alone and face the small waves of panic that sometimes returned.
5. The Final Victory
Douglas tested himself in Lake Wentworth in New Hampshire. He swam two miles across the lake and tried different strokes. The old terror returned briefly when he looked into the deep water, but he challenged it and continued swimming.
He later went to Warm Lake and swam across it and back. This time, he felt sure that he had conquered his fear. He realised that fear, rather than water itself, had been controlling him. The experience made him value life more deeply.
Main idea: Fear can limit our lives, but it can be overcome through steady practice, courage and determination. Douglas does not defeat his fear in a single moment. He faces it step by step until it loses its power over him.
Think as You Read
These are very short-answer questions. Answer each in one or two clear sentences unless the question asks for more detail.
1. What is the “misadventure” that William Douglas speaks about?
Answer:
An older boy threw Douglas into the deep end of the Y.M.C.A. pool. Douglas sank, struggled to breathe and nearly drowned.
Suggested length: 20–25 words.
2. What were the series of emotions and fears that Douglas experienced when he was thrown into the pool? What plans did he make to come to the surface?
Answer:
Douglas first felt frightened, then panicked and helpless as he struggled to breathe. He planned to jump from the bottom, rise to the surface, lie flat and paddle to the edge.
Suggested length: 30–40 words.
3. How did this experience affect him?
Answer:
The experience left Douglas weak and tearful. He lost his appetite and developed a lasting fear of water, which stopped him from enjoying swimming, boating and fishing.
Suggested length: 25–35 words.
Understanding the Text
1. How does Douglas make clear to the reader the sense of panic that gripped him as he almost drowned? Describe the details that have made the description vivid.
Answer:
Douglas describes the yellow water, his burning lungs, his pounding head and his stiff arms and legs. He tries to shout, but no sound comes out. He sinks again and again and cannot find a rope or ladder. The repeated descriptions of sinking, suffocation and terror help readers understand his panic. His body seems unable to obey him, and he finally loses consciousness.
2. How did Douglas overcome his fear of water?
Answer:
Douglas hired an instructor and practised swimming regularly. The instructor used a belt and rope at first, then taught him breathing, leg movements and swimming strokes one by one. Douglas continued practising even after he learned to swim. He tested himself in pools and lakes until he was sure that fear no longer controlled him.
3. What does Douglas mean when he says, “The instructor was finished, but I was not finished”?
Answer:
The instructor had taught Douglas how to swim, but Douglas still feared that the old terror might return when he was alone in the water. He therefore continued practising by himself and testing his courage in lakes. He wanted to be sure that he had overcome his fear, not merely learned swimming skills.
4. How did Douglas make sure that he conquered the old terror?
Answer:
Douglas swam alone in the pool and later crossed Lake Wentworth, using different swimming strokes. When the old terror returned in the middle of the lake, he challenged it and continued swimming. He then swam across Warm Lake and back. This final test convinced him that he had conquered his fear.
Talking About the Text
1. “All we have to fear is fear itself”. Have you ever had a fear that you have now overcome? Share your experience with your partner.
Sample answer:
I used to feel nervous when speaking in front of the class. I was afraid that I would forget my words or make mistakes. I began practising at home and speaking in front of a few friends. Gradually, I became more confident. I still feel nervous sometimes, but I no longer allow fear to stop me from speaking. This experience has taught me that regular practice can help us face our fears.
This is a model response. Students should share their own experiences where possible.
2. Find and narrate other stories about people who have overcome their fears.
Sample answer:
A student may be afraid of mathematics because of repeated failures. With the help of a teacher, the student begins with simple problems and practises every day. Slowly, the student learns to solve harder questions and gains confidence. The fear does not disappear at once, but regular effort makes it easier to face. Like Douglas, the student learns that fear can be reduced through patient practice.
Thinking About Language
1. Look at the verbs in italics in the sentences from the chapter. In which of the sentences is the verb in the present tense?
The sentences below show the main tense pattern used in the chapter. Check the italicised verbs in your prescribed NCERT edition for the exact exercise wording.
“The instructor taught me to breathe.” — Simple past.
Answer:
The sentence with “practise” is in the simple present tense. It describes a regular action.
2. Find the sentences in the chapter that use the past perfect tense.
Answer: The past perfect is formed with had + past participle. It shows that an action happened before another past action. Examples from the chapter include:
“I had decided to learn to swim.”
“I had not been there long when in came a big bruiser of a boy.”
“I had lost all my breath.”
“I had experienced both the sensation of dying and the terror that fear of it can produce.”
Use the exact sentences in your textbook when completing the exercise. The examples above illustrate the tense and its use.
3. What is the difference between “fear of water” and “fear of drowning”?
Answer:
“Fear of water” means feeling afraid of water itself or of being near it. “Fear of drowning” means being afraid of sinking under water and being unable to breathe. Douglas's fear began with a frightening experience in water and became a fear of drowning.
4. Why does the writer use repetition in the description of the accident?
Answer:
The writer repeats ideas about sinking, fear and struggling to breathe. This makes the reader feel how long and frightening the experience seemed to Douglas. The repetition also shows that he felt trapped and unable to escape.
Writing and Speaking Activities
1. Write a paragraph on the importance of facing one's fears.
Sample answer
Fear is a natural feeling, but it can stop us from doing things that matter to us. Some students fear speaking in public, while others fear failure or trying something new. We can learn to manage these fears by understanding their causes and taking small steps. Practice, patience and support from others can help us feel more confident. We should not take careless risks, especially when our safety is involved. Instead, we should prepare well and seek help when needed. Douglas's story shows that courage does not mean having no fear. It means facing fear in a safe and sensible way.
2. Imagine that you are interviewing William Douglas after he has conquered his fear of water. Write five questions and answers.
Sample interview
Interviewer: What first made you afraid of water?
Douglas: I was frightened by waves when I was a small child. Later, a boy threw me into the deep end of a swimming pool, and I nearly drowned.
Interviewer: How did the accident affect you?
Douglas: I became afraid of water and avoided swimming, boating and fishing.
Interviewer: What made you decide to learn swimming again?
Douglas: I wanted to enjoy life without being controlled by fear.
Interviewer: How did your instructor help you?
Douglas: He taught me each skill separately and helped me practise until I became more confident.
Interviewer: What did you learn from this experience?
Douglas: I learned that patience, practice and determination can help us overcome fear.
Extra Questions and Answers
1. Why did Douglas choose the Y.M.C.A. pool instead of the Yakima River?
Answer:
His mother had warned him that the Yakima River was dangerous. The Y.M.C.A. pool seemed safer because it had a shallow end and a gradual slope towards the deep end.
2. What was the role of Douglas's instructor in helping him overcome his fear?
Answer:
The instructor trained Douglas step by step. He first used a belt and rope to help him practise safely. Then he taught him breathing, leg movements and swimming strokes until Douglas could swim on his own.
3. Why did Douglas continue practising after his instructor said he could swim?
Answer:
Douglas was still afraid that panic might return when he was alone. He continued practising to test himself and make sure that the old terror no longer controlled him.
4. What is the meaning of “All we have to fear is fear itself” in the context of the chapter?
Answer:
The quotation suggests that fear can sometimes be more limiting than the danger itself. Douglas learns that fear can stop him from enjoying life. By facing it carefully and repeatedly, he gains freedom and confidence.
5. How does the chapter show the value of determination?
Answer:
Douglas does not give up after his frightening experience. He hires an instructor, practises regularly and tests himself in different places. His steady effort helps him overcome a fear that had troubled him for years.
Multiple-Choice Questions (MCQs)
Choose the correct answer for each question. The answer key is given at the end.
1. At what age did Douglas decide to learn swimming?
Three or four years
Ten or eleven years
Fourteen or fifteen years
Sixteen or seventeen years
2. Why did Douglas avoid the Yakima River?
It was too far from his home.
It was closed to children.
His mother had warned him about its dangers.
He had no time to visit it.
3. Who threw Douglas into the deep end of the pool?
A swimming instructor
An older, strong boy
His father
A lifeguard
4. What did Douglas plan to do when his feet touched the bottom?
Wait until someone came to help
Hold his breath and remain still
Jump upwards and paddle to the edge
Walk along the bottom of the pool
5. How did the accident affect Douglas?
He immediately became a strong swimmer.
He developed a lasting fear of water.
He stopped going to school.
He forgot the incident soon afterwards.
6. How often did Douglas practise with his instructor?
Once a week for two hours
Every day for three hours
Five days a week for an hour each day
Twice a month for an hour
7. What did the instructor use at first to help Douglas practise?
A belt and rope
A wooden board
A rubber boat
A pair of flippers
8. Why did Douglas swim across Lake Wentworth?
To take part in a race
To reach a fishing boat
To test whether his old fear had gone
To meet his swimming instructor
9. What is the main theme of the chapter?
The need to avoid all risks
The value of wealth and success
The importance of facing fear with effort and practice
The dangers of travelling alone
10. What does Douglas finally gain?
Freedom from his fear of water
A job as a swimming instructor
A medal for swimming
A new home near a lake
Answer Key
1. b | 2. c | 3. b | 4. c | 5. b | 6. c | 7. a | 8. c | 9. c | 10. a
Teacher's Insight
Douglas's story shows that fear is not always removed by a single act of courage. He learns swimming, but he still feels afraid when he is alone. He understands that learning a skill and overcoming a fear are not exactly the same thing.
The instructor helps him by breaking a difficult task into small steps. Douglas learns to breathe, move his legs and use his arms before combining the movements. This method gives him time to gain control and confidence. He also continues practising after formal lessons end.
Another important point is that Douglas does not ignore danger. He uses an instructor and safety equipment before testing himself in lakes. His courage grows through careful practice, not through careless risk-taking.
Classroom discussion: What is the difference between being brave and taking an unnecessary risk? Use Douglas's training and his later swimming tests to support your answer.
Tips for Exams
1. Keep short answers focused
For the “Think as You Read” questions, give the main fact or reason in one or two sentences. Do not retell the whole incident when the question asks for one detail.
2. Learn the stages of Douglas's fear
He is frightened by waves as a young child.
An older boy throws him into the deep end of the Y.M.C.A. pool.
He nearly drowns and develops a lasting fear of water.
He hires an instructor and learns swimming step by step.
He tests himself in pools and lakes.
He finally feels free from the old terror.
3. Use details from the chapter
When explaining his panic, mention the yellow water, difficulty breathing, stiff limbs and repeated sinking. When explaining how he overcame fear, mention the instructor's methods and Douglas's continued practice.
4. Distinguish learning to swim from overcoming fear
The instructor teaches Douglas to swim, but Douglas continues practising because he still fears being alone in the water. His final tests in the lakes help him gain confidence that the old terror has gone.
5. Explain literary devices with their effects
Do not merely name a device. Explain how the writer's repetition, comparisons and physical details help the reader understand Douglas's panic.
6. Use the correct tense
When retelling the events, use the past tense. When explaining the chapter's message, the present tense is suitable. For example: “Douglas nearly drowned in the pool” and “The story shows the value of determination.”
7. Follow the word limit
Follow the word limit given in the question. Where no limit is given, keep factual answers brief and give more detail for questions that ask you to describe, explain or discuss.
Quick Revision
Topic
Key point
Author
William O. Douglas
Source
Of Men and Mountains
Early fear
Waves frightened Douglas when he was three or four years old.
The misadventure
An older boy threw him into the deep end of the Y.M.C.A. pool.
Effect
Douglas developed a lasting fear of water.
Training
An instructor taught him swimming step by step.
Final tests
Douglas swam across Lake Wentworth and across Warm Lake and back.
Main theme
Fear can be overcome through practice, patience and determination.
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.
Class 12 EnglishFlamingo ProseNCERT SolutionsShort Answers
About the Author
Anees Jung is an Indian writer and journalist. She was born in Rourkela and spent her childhood and youth in Hyderabad. She has worked as an editor and columnist for newspapers in India and abroad. She has also written several books.
Lost Spring: Stories of Stolen Childhood is an excerpt from her book of the same name. It describes the lives of poor children who work instead of going to school. Through Saheb and Mukesh, the writer shows how poverty, social customs and unfair working conditions can take away a child's chance to enjoy childhood.
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.
Main idea: Poverty and child labour can rob children of education, health, freedom and hope. The chapter also shows how social customs and unfair systems can keep families trapped in poverty.
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?
Answer:
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?
Answer:
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.
Answer:
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?
Answer:
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.
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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?
Answer:
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.
Answer:
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?
Answer:
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.
Remember: A metaphor describes one thing as another. A simile compares two things using “like” or “as”. Hyperbole is deliberate exaggeration for effect. Irony occurs when there is a sharp difference between what is expected and what is real.
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.
Answer: Irony.
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.
Answer: Metaphor.
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.
Answer: Metaphor.
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.
Answer: Metaphor and contrast.
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.
Answer: Simile.
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.
Answer: Metaphor and contrast.
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.
Answer: Symbolic contrast.
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.
Answer: Metaphor.
Poverty is compared to a web that traps people and makes it hard for them to escape.
9. Scrounging for gold.
Answer: Metaphor.
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.
Answer: Metaphor and irony.
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.
Answer: Symbolism and contrast.
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.
Classroom discussion: Is having a dream enough to change a person's life? What other support might Mukesh need to become a motor mechanic? Give reasons for your answer.
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.
In his book ' My Years with Boss at Gemini Studios' the writer Asokamitran has described Subbu as number two. To reach this position he had worked hard. We find out that
the Gemini Studios was set up with a team of 600 people in 1940. It had set up its identity in film production and it touched upon varied aspects. Subbu is a many-sided genius and an indispensable man for the studios. He serves his Boss and the organization from the core of his heart. He does not have much education but his loyalty has made him identify with his Principal or the Boss. He uses all his energy and creativity to the advantage of his Boss and his company. He understands all the complexities and technicalities of film-making. In case the director is not satisfied, Subbu comes up with fourteen more alternatives. In this context, he is a dynamic person. During its golden period, Subbu gives Gemini Studios a new direction and definition. Subbu is a poet and writes his poetry for the masses. His sprawling novel ‘Thillana Mohanambal’ had dozens of lovely characters on the mood and manner of the Devadasis of the early 20th century. Whatever roles Subbu played, he acted better than the main actor. Subbu has a charitable and cheerful personality. He feeds and supports dozens of near and dear ones at his residence but has his own share of enemies. With the closure of the story department, Subbu also lost his job.
“On Time,” by the English poet John Milton (1608-1674), deals with one of the most common themes in all of medieval or Renaissance literature: the theme of mutability, or the idea that life on earth is full of constant (and mainly negative) change. The inevitable passage of time was a particularly painful example of such change, especially since it ultimately involved physical deterioration and then, eventually, physical death. Milton’s poem is a response to such gradual but certain decay. Like many other writers of his era (an era dominated by Christian thinking), Milton emphasized that humans can escape the ravages of time by attaining an eternal life in heaven that is full of joy.
Line 1 begins with the vigorous verb “Fly” (that is, “flee”), which immediately asserts the speaker’s vigor and self-confidence. Rather than being intimidated by time, he attacks and mocks it (much as John Donne attacks and mocks a personified Death in his Holy Sonnet X). Time is “envious,” a word which in Milton’s era mainly meant being hateful, malignant, and/or spiteful. But perhaps it also here suggests that Time, which is limited and bound to end, envies human beings, who are capable of existing eternally. In any case, by personifying time as “Time,” Milton makes it almost seem a living thing—an assertion which already implies a bit of irony since he soon suggests that Time will die. Time, in this poem, seems not merely an abstract philosophical concept; it is a malevolent, active being whom one must resist and defeat. The speaker, however, immediately implies that he feels no fear of Time; from the very first line, he suggests that Time is fated to suffer death.
Line 2 shows Milton’s talent for using sound effects. In this case, the effects involve not only alliteration (repetition of similar consonant sounds) but also assonance (repetition of similar vowel sounds), as in the repetition here of “l’s” and short “e’s”: “Call on the lazy leaden-stepping hours.” Having already mentioned the word “race” in line 1 (a word implying speed), the speaker now implies (through the use of the particular adjectives here) that Time moves very slowly. It is as if the speaker feels contempt for the “lazy leaden-stepping hours,” as if he is almost eager for Time to run its race as quickly as possible.
Line 3 once more emphasizes the slowness of Time by comparing its movement, appropriately enough, to that of a “plummet” (or weight) in a clock, which slowly descends and thus powers the time-piece.
Line 4 implies that Time is a kind of crude glutton, eager to consume living things and then digest them in its stomach (or “womb”). It is as if Time has now become a huge, personified gut—a kind of mindless, all-consuming stomach. Here again, then, the tone is completely contemptuous.
Line 5 again speaks of Time contemptuously, suggesting that what it greedily devours is in any case worthless, so that Time seems not only crude but also stupid. Time is willing to...(to be updated later)
Q. In the poem "On Time" by John Milton, why has the poet pitted the flight of Time against the "lazy leaden-stepping hours" and "the heavy Plummets pace"?
Answer:
Milton is contrasting the seeming speed of life as it flies by and is finished to the seeming long length of individual days. He is also contrasting the ultimate end of human life with the ultimate annihilation of Time.
Fly envious Time, till thou run out thy race,
Call on the lazy leaden-stepping hours,
Whose speed is but the heavy Plummets pace;
The first line quoted here carries a Biblical allusion to the Christian notion that Time will eventually end, "till thou run out thy race," when Earth, space and time cease to exist at the end of the world, a time when a New Heaven and a New Earth without the limits of Time is expected. He defies Time's control over individual human lives in the words "Fly ... Time." The poetic narrator (presumably Milton himself) is mocking Time for two reasons. First, though life rushes past, each day has a "lazy leaden-" pace that goes only as fast as a lead weight, "Plummet." Second, Time will cease to be, "thy greedy self consum'd," but humans' lives will end in the long eternal "bliss" of unity with God:
And last of all, thy greedy self consum'd,
Then long Eternity shall greet our bliss
With an individual kiss;
And Joy shall overtake us as a flood,
In summary, Milton has developed a wonderful metaphoric paradox for understanding Time as something that is both too fast and yet prolonged: the whole is too fast but the individual parts are preciously slow. Milton further "pitted the flight of Time against the 'lazy leaden-stepping hours' and 'the heavy Plummets pace'" as a mark of defiance against the quickly spent short course of life and as a celebration of the eternal blissful life that is to follow.
