Class 12):📘 Chapter 3: Lost Spring .
Section A: | Class 12 | English Core | AHSEC
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✅ 1 Mark Questions (Very Short) – 20 Q&A
1. Who is the author of "Lost Spring"?
→ Anees Jung
2. What is the full title of the story?
→ Lost Spring: Stories of Stolen Childhood
3. Who is Saheb?
→ A ragpicker boy from Seemapuri
4. Where is Seemapuri located?
→ On the outskirts of Delhi
5. What is Saheb’s full name?
→ Saheb-e-Alam
6. What does Saheb mean?
→ Lord of the Universe
7. What was Saheb looking for in the garbage dumps?
→ Gold (something valuable)
8. Where did Saheb come from?
→ Dhaka, Bangladesh
9. Why did Saheb's family leave Dhaka?
→ Because of storms and lack of food
10. What does ragpicking mean for Seemapuri children?
→ A way of life and survival
11. What does the author compare garbage to for children?
→ Gold
12. What did Saheb start working as later?
→ At a tea stall
13. What did Saheb lose when he took a job at the tea stall?
→ His freedom
14. Who is Mukesh?
→ A boy from Firozabad who wants to become a motor mechanic
15. What is Firozabad famous for?
→ Glass-blowing industry
16. What work does Mukesh’s family do?
→ Bangle-making
17. What is the irony in Saheb’s name?
→ He is called "Lord" but lives a life of poverty
18. What is the main theme of the story?
→ Child labour and poverty
19. What is the author’s tone in the story?
→ Sympathetic a
nd critical
20. What does “spring” symbolize in the title?
→ Childhood
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✅ 2 Marks Questions & Answers – 20 Q&A
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🔹 1. What is the significance of the title “Lost Spring”?
→ “Spring” represents childhood. The title refers to how poverty steals the joy, freedom, and innocence of children like Saheb and Mukesh.
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🔹 2. Why did Saheb's family leave Dhaka?
→ They left due to frequent storms and floods that destroyed their homes and crops, leading to hunger and poverty.
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🔹 3. How does the author describe Seemapuri?
→ Seemapuri is a place on the edge of Delhi, inhabited by refugees from Bangladesh. It lacks basic amenities but gives these people a sense of survival.
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🔹 4. What does garbage mean to the elders in Seemapuri?
→ For elders, garbage is a means of livelihood — their only source of income and survival.
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🔹 5. What does garbage mean to the children?
→ For children, garbage is a treasure hunt — a mysterious world where they sometimes find coins, toys, and hope.
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🔹 6. Why is Saheb not happy working at the tea stall?
→ Because though he earns ₹800 and meals, he has lost his independence and freedom as a ragpicker.
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🔹 7. What is the irony in Saheb’s name?
→ Saheb-e-Alam means ‘Lord of the Universe’, but he lives in extreme poverty, collecting garbage barefoot.
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🔹 8. How does Saheb lose his freedom?
→ By taking a fixed job at the tea stall, Saheb gives up his free life of ragpicking and becomes bound by rules.
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🔹 9. What does Anees Jung try to highlight through Saheb’s story?
→ She highlights the problems of child labour, poverty, and lost childhoods in India.
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🔹 10. Why does Mukesh stand out from the other children in Firozabad?
→ Unlike others who blindly follow family traditions, Mukesh dares to dream of becoming a motor mechanic.
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🔹 11. What is Firozabad known for?
→ It is famous for its bangle-making industry, where generations of families have been working under poor conditions.
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🔹 12. How are the bangle makers exploited?
→ They work in dark, hot rooms for hours, get little pay, and are trapped in a cycle of poverty.
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🔹 13. What does the author notice about Mukesh’s home?
→ It is a small, broken home with crowded space, lack of light, and poor hygiene — reflecting poverty.
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🔹 14. How does poverty affect the dreams of children?
→ Poverty forces children into labour, taking away their childhood and dreams. They become trapped in generational poverty.
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🔹 15. Why is the dream of change difficult in Firozabad?
→ Because of strong family traditions, fear of police, middlemen, and lack of awareness and education.
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🔹 16. What kind of environment do Firozabad children live in?
→ Unhygienic, dark homes, narrow lanes, poor air, and hard labour from a young age.
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🔹 17. How does the author describe the eyes of bangle-makers?
→ Their eyes are often affected by glass dust, and many lose their eyesight at an early age.
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🔹 18. What does Mukesh dream of becoming?
→ He wants to become a motor mechanic and drive cars, which shows his desire to break the cycle.
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🔹 19. What message does Anees Jung convey in this chapter?
→ She highlights the harsh reality of child labour and calls for awareness and action to restore children’s rights.
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🔹 20. How does the story contrast Saheb and Mukesh?
→ Saheb lives on the streets of Delhi and works at a tea stall, while Mukesh is in Firozabad’s glass industry — both are poor but Mukesh dares to dream.
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✅ 3 Marks Questions & Answers – 20 Q&A
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🔹 1. How does Anees Jung explore child labour in “Lost Spring”?
→ The author highlights child labour through the lives of Saheb and Mukesh. Both are victims of poverty and forced to work from a young age — Saheb as a ragpicker, Mukesh as a bangle-maker. Their lost childhoods reflect a harsh reality in India where survival overrules education and dreams.
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🔹 2. What is the story of Saheb in “Lost Spring”?
→ Saheb is a boy from Seemapuri who came from Dhaka due to poverty. He works as a ragpicker to support his family. Later, he gets a job at a tea stall but loses his freedom. His story represents lost dreams and the harsh cycle of child labour.
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🔹 3. Describe the life and surroundings of Seemapuri.
→ Seemapuri is on the outskirts of Delhi, filled with illegal settlers from Bangladesh. The people live in poor conditions with no proper facilities. Despite this, they prefer it over hunger in their homeland. Children grow up collecting garbage, which they see as survival.
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🔹 4. What does garbage mean to different people in Seemapuri?
→ For the elders, garbage is a means of survival. It brings food to the table. For the children, it is a source of excitement and hope — they search it like a treasure, sometimes finding coins or useful items.
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🔹 5. How does Saheb’s life change when he starts working at a tea stall?
→ He earns ₹800 and meals but loses his freedom. As a ragpicker, he was independent. Now, he feels burdened with a job he doesn’t enjoy. The author notes that the can he carries is heavier than the plastic bag he once had.
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🔹 6. Explain the irony in Saheb’s name.
→ Saheb-e-Alam means “Lord of the Universe,” but the boy lives in poverty and collects garbage to survive. His name suggests power, but his life reflects helplessness — a powerful contrast that underlines the cruelty of poverty.
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🔹 7. Why is Mukesh different from other children in Firozabad?
→ Mukesh dares to dream beyond his family tradition of bangle-making. While others accept their fate, he wants to become a motor mechanic. His ambition shows hope and determination to break out of poverty.
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🔹 8. What are the living conditions of people in Firozabad?
→ The people of Firozabad live in crowded, dark houses with poor ventilation. They work with hot furnaces and glass, often damaging their eyesight. Children are born into labour and never get out of poverty.
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🔹 9. How does the author describe the lives of bangle-makers?
→ Bangle-makers in Firozabad live and work in terrible conditions. They spend long hours in heat, handling dangerous materials, and are underpaid. Generations are trapped in this tradition, without education or improvement.
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🔹 10. What does Anees Jung say about traditions in Firozabad?
→ She says traditions are like chains that trap people. Families believe they are born to make bangles and cannot dream of other lives. This mindset, along with poverty and fear, keeps them stuck.
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🔹 11. What role does poverty play in the story?
→ Poverty is the root cause of child labour and lost childhoods in the story. Both Saheb and Mukesh are forced to work from a young age to support their families. Poverty kills dreams and freedom.
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🔹 12. How does education become a distant dream for these children?
→ Because of poverty, children like Saheb and Mukesh have to work instead of going to school. Though they wish to study, survival becomes more important. Their families can’t afford education, making it unreachable.
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🔹 13. What contrast is shown between freedom and employment in the story?
→ Saheb feels more free as a ragpicker than as a worker at a tea stall. The job brings money but also control. This shows that work without dignity and choice can feel like slavery.
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🔹 14. How is child labour normalized in Firozabad?
→ It’s accepted as a family tradition. Children grow up seeing their parents make bangles and believe they are born to do the same. There’s no awareness or encouragement to dream differently.
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🔹 15. What is the writer’s tone in the story “Lost Spring”?
→ Anees Jung’s tone is sympathetic, realistic, and critical. She feels for the children and criticizes the system that allows poverty, child labour, and broken dreams to continue generation after generation.
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🔹 16. How does the story “Lost Spring” expose social injustice?
→ The story exposes how poverty and exploitation steal children's education and happiness. It also criticizes the government and society for allowing child labour and failing to protect children's rights.
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🔹 17. What symbols are used in “Lost Spring”?
→ “Spring” symbolizes childhood. “Garbage” symbolizes survival and lost opportunities. “Bangles” represent beauty and tradition but also oppression. These symbols create emotional impact and deeper meaning.
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🔹 18. What does Mukesh’s dream represent in the story?
→ It represents hope, courage, and rebellion against oppression. He dares to dream big, unlike others. His dream is a light in the darkness of poverty and shows the power of ambition.
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🔹 19. How does the story criticize the system?
→ It shows how the poor are stuck in cycles of poverty due to lack of education, government support, and awareness. Corruption, tradition, and fear keep them helpless.
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🔹 20. What is the central message of “Lost Spring”?
→ The story sends a strong message against child labour and poverty. It urges society to provide children with education, freedom, and dignity. Childhood should be lived, not stolen.
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✅ 4 Marks Questions & Answers – 20 Q&A
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🔹 1. What is the theme of “Lost Spring”?
→ The story deals with the harsh reality of child labour, poverty, and lost childhood. Through the stories of Saheb and Mukesh, the author shows how children are deprived of their rights and forced into work at an early age. Their dreams and freedom are crushed by social injustice, poverty, and tradition. The story is a powerful call to protect childhood and stop exploitation.
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🔹 2. How does Saheb’s life reflect the reality of urban poverty?
→ Saheb is a ragpicker boy who migrated from Dhaka to Seemapuri in Delhi. His family lives in a slum without basic facilities. Saheb works barefoot in the garbage heaps to survive. He symbolizes thousands of children in Indian cities who are denied education, dignity, and childhood because of poverty. His life reflects the struggles and lost hopes of the urban poor.
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🔹 3. What does the author say about ragpickers in Seemapuri?
→ The ragpickers of Seemapuri are migrants from Bangladesh. They live in illegal settlements without identity papers but have ration cards for food. Garbage is their life. For adults, it is livelihood; for children, it is adventure. The author shows how they live in hopeless conditions but are still full of spirit. It’s a contrast between survival and lost dreams.
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🔹 4. Compare the lives of Saheb and Mukesh.
→ Both are poor children working from a young age. Saheb is a ragpicker in Delhi; Mukesh is a bangle-maker in Firozabad. Saheb has lost his freedom by taking a tea stall job. Mukesh, however, dreams of becoming a motor mechanic. Saheb’s life reflects acceptance of poverty, while Mukesh represents hope and resistance. Their lives show two sides of child labour — helplessness and courage.
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🔹 5. What does the story reveal about bangle-making families?
→ Bangle-making families live in dark, crowded houses and work in unhealthy conditions. Generations have been doing the same work. They earn very little, often lose their eyesight, and are exploited by middlemen. They are stuck in a cycle of poverty, unable to dream of a better life. The author shows how tradition becomes a trap for these families.
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🔹 6. Why is Mukesh considered different from others?
→ While most children in Firozabad accept their fate of making bangles, Mukesh wants to become a motor mechanic. He is determined to break free from the traditional occupation. He is ready to learn the skill, even if it means walking long distances. His courage to dream differently makes him special and symbolizes hope in darkness.
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🔹 7. How does the author highlight the failure of society in “Lost Spring”?
→ The author criticizes society for allowing child labour and not protecting the rights of children. Neither government nor education system reaches the children of Seemapuri or Firozabad. Middlemen, poverty, and ignorance rule their lives. The system fails to provide support, and children lose their childhood to survive.
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🔹 8. What is the symbolic meaning of “spring” in the title?
→ “Spring” represents youth, childhood, and happiness. The title Lost Spring suggests that children like Saheb and Mukesh have lost their spring — their childhood. They work instead of playing or learning. It’s a powerful symbol of lost innocence and joy.
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🔹 9. What does the story tell about the power of dreams?
→ Mukesh’s desire to become a mechanic shows that dreams can exist even in the darkest places. Though poor, he dares to think beyond his background. His dream gives him strength to try for a better future. The story says that dreams are the first step to change.
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🔹 10. What does Anees Jung criticize in “Lost Spring”?
→ The author criticizes child labour, poverty, corrupt systems, and blind traditions. She also blames the public for ignoring the suffering of the poor. Through storytelling, she shows how society turns a blind eye to the stolen childhood of millions.
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🔹 11. How is the environment of Seemapuri described?
→ Seemapuri is a slum at the edge of Delhi. The houses are made of mud, without drainage or water supply. It lacks schools and hospitals. Yet people prefer it over hunger in Bangladesh. This shows how bad conditions can become “home” if survival is possible.
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🔹 12. Why do the children work instead of going to school?
→ Due to extreme poverty, children have to support their families. Education is a luxury they cannot afford. Even if schools exist, they lack motivation and guidance. Hunger forces them to work instead of learn.
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🔹 13. How are the dreams of children crushed in the story?
→ Poverty, tradition, lack of education, and social structure crush the dreams of children. Saheb loses freedom with a job. Mukesh struggles to dream of a new future. Most children grow up without hope. The story shows how their future is sacrificed.
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🔹 14. What is the role of women in Firozabad families?
→ Women sit beside men in bangle-making. They live in poor health, handle glass all day, and suffer silently. Many of them lose eyesight early. They are trapped in poverty and tradition just like men and children.
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🔹 15. How does Mukesh plan to fulfill his dream?
→ Mukesh wants to learn to repair cars. He plans to work in a garage and is ready to walk far every day to do so. He is focused and confident. His plan shows determination and willingness to change his destiny.
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🔹 16. What message does “Lost Spring” convey to the youth?
→ The story urges youth to value education and stand against injustice. It tells them not to accept poverty as fate. Like Mukesh, they must dream and work hard. It also asks educated people to help the underprivileged.
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🔹 17. What does the author say about the role of middlemen in Firozabad?
→ The middlemen control the glass industry. They give very little money to workers and make huge profits. Families remain poor while middlemen grow rich. The system keeps workers trapped.
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🔹 18. How is childhood “stolen” in the story?
→ Children work at an early age, doing ragpicking or bangle-making. They don’t go to school or play. They are treated as adults in a hard world. The joy and innocence of childhood is taken away by poverty.
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🔹 19. What emotions does the story evoke in readers?
→ The story makes readers feel sadness, sympathy, and anger. It opens our eyes to the invisible struggles of poor children. It also gives hope through Mukesh’s dream.
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🔹 20. How is “Lost Spring” both a real and symbolic story?
→ It is real because it tells the true stories of poor children in India. It is symbolic
because it shows the universal loss of innocence and dreams in a cruel world. “Spring” becomes a symbol of lost joy and missed childhood.
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✅ 5 Marks Questions & Answers – 20 Q&A
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🔹 1. Discuss the central theme of “Lost Spring”.
→ Lost Spring explores the tragic reality of child labour and the loss of childhood due to poverty. Through the lives of Saheb and Mukesh, the author highlights how children are forced to work instead of going to school or playing. “Spring” symbolizes childhood, and its loss indicates how poverty and social injustice steal the joy, hope, and dreams of young children. The story urges us to reflect on the need for education, opportunity, and human dignity for every child.
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🔹 2. Describe the life of Saheb and what it represents.
→ Saheb is a ragpicker boy from Seemapuri who came from Dhaka. He lives in poverty, collects garbage to survive, and walks barefoot. Later, he takes up a job at a tea stall but loses his freedom. Saheb's story is not just about one boy, but about thousands of children in India who live in slums, work to survive, and miss out on education and joy. His life represents the stolen dreams and lost childhood of underprivileged children.
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🔹 3. What contrast is shown between Saheb and Mukesh?
→ Both boys are poor and work from childhood. Saheb collects garbage and later works at a tea stall, accepting his fate silently. Mukesh, on the other hand, is born into a bangle-maker’s family in Firozabad but dreams of becoming a motor mechanic. While Saheb reflects helplessness, Mukesh shows hope and courage. The contrast between the two shows how dreaming beyond poverty requires both awareness and determination.
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🔹 4. How does the author use symbolism in “Lost Spring”?
→ Anees Jung uses powerful symbols throughout the story. The title “Spring” stands for childhood and innocence. Garbage symbolizes survival for slum children. Bangles, which are symbols of beauty and marriage, ironically become symbols of suffering for families in Firozabad. Saheb’s name, meaning “Lord of the Universe,” is ironic because he lives in poverty. These symbols add depth and emotional strength to the narrative.
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🔹 5. What does “Lost Spring” reveal about Indian society?
→ The story reveals the deep-rooted issues in Indian society — poverty, child labour, lack of education, and social injustice. It shows how poor children are caught in cycles of poverty and tradition. Society fails to protect their rights or offer a better future. The story also criticizes the government and middlemen who exploit these children. It is a powerful social commentary on inequality and neglect.
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🔹 6. How does Mukesh challenge the traditional mindset of his community?
→ Mukesh belongs to a family where making bangles has been a tradition for generations. Most children accept it as fate. But Mukesh dreams of becoming a motor mechanic and is determined to break free from the family occupation. He is willing to learn and work hard. His dream shows his courage to resist tradition and poverty. Mukesh represents the spirit of change and self-belief in the younger generation.
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🔹 7. Describe the working conditions of bangle-makers in Firozabad.
→ The bangle-makers of Firozabad live and work in inhuman conditions. Their homes are dark, airless, and often overcrowded. They work in glass furnaces with high temperatures and dangerous fumes. Many lose their eyesight at an early age. They are paid very little and are exploited by middlemen. Despite their hard work, they remain poor and helpless. The children grow up in the same environment, continuing the cycle of misery.
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🔹 8. What does the story say about the failure of education?
→ The story highlights how poverty and lack of awareness keep children away from schools. Saheb wants to go to school, but there is none nearby. Mukesh has never thought of education as a way out. The system has failed to reach these children. Government schools, policies, and social support are missing. This failure of education allows child labour to continue and dreams to die.
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🔹 9. How does poverty affect the choices of Saheb and Mukesh?
→ Poverty forces Saheb to pick garbage and later work at a tea stall. He never gets the chance to go to school or enjoy freedom. Mukesh is born into a poor bangle-maker family and is expected to follow the same job. However, he chooses to fight and dream differently. Both boys are shaped by poverty, but only Mukesh dares to challenge it. Their stories show how poverty limits but also inspires struggle.
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🔹 10. How is the story “Lost Spring” relevant in today’s time?
→ Even today, millions of children in India and around the world are victims of child labour. The issues shown in Lost Spring — poverty, lack of education, social injustice — still exist. The story is a reminder that children need protection, support, and opportunity. It tells us that the spring of childhood should be about learning, playing, and dreaming — not working in garbage heaps or factories.
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🔹 11. Discuss the role of the middlemen in the exploitation of bangle-makers.
→ Middlemen control the glass-blowing industry in Firozabad. They act as suppliers and buyers, keeping the workers in debt and poverty. They give low wages and suppress any attempts at protest. The bangle-makers fear the police and the system. These middlemen benefit from the helplessness of poor families and prevent any change in their lives.
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🔹 12. What is the significance of the title “Stories of Stolen Childhood”?
→ The subtitle of the chapter reflects the main theme. Both Saheb and Mukesh lose their childhoods to poverty. Instead of enjoying school and play, they work hard for survival. Their innocence and dreams are stolen by circumstances. The title shows that these are not just individual cases — they represent millions of similar stories.
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🔹 13. How does the author make the story emotional and effective?
→ Anees Jung uses real-life interviews, detailed descriptions, and powerful language. She tells the story in a simple but emotional way, making the reader feel sympathy and guilt. The characters are real and relatable. She doesn’t preach but lets the stories speak for themselves. The use of symbolism and irony adds depth.
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🔹 14. What role does tradition play in the lives of the poor in the story?
→ Tradition in the story is like a chain. In Firozabad, people believe they are born to make bangles and cannot escape their fate. It kills dreams and progress. Even when children want to change, family and community pressure stop them. Tradition is used as an excuse to accept poverty and injustice.
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🔹 15. What contrast is shown between dreams and reality in “Lost Spring”?
→ The children in the story have dreams — Saheb wants freedom, Mukesh wants to be a mechanic. But reality is harsh. Saheb loses his freedom with a job. Mukesh’s path is difficult and uncertain. Their dreams are challenged by poverty, lack of support, and tradition. The contrast makes the story touching and powerful.
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🔹 16. How does the author view the people of Seemapuri?
→ The people of Seemapuri are poor migrants who live in slums. They have no official identity but manage to survive. They live in temporary homes and depend on garbage to earn. Despite all problems, they continue with hope. The author portrays them with sympathy and respect.
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🔹 17. What is the emotional impact of Saheb’s job at the tea stall?
→ At first, it seems like Saheb has a better life — salary and meals. But emotionally, he loses more. He is no longer free. The can he carries now feels heavier than the plastic bag. He looks more like a servant than a child. The job may bring money but takes away his childhood.
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🔹 18. What does Mukesh’s determination teach us?
→ Mukesh teaches us that courage and dreams can break the strongest chains. Even in poverty, he dares to think big. His belief in becoming a mechanic gives hope. He is ready to work and learn. Mukesh’s determination is an example for all young people stuck in difficult situations.
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🔹 19. Why does the author use real names and real places in the story?
→ By using real names and places like Seemapuri and Firozabad, the author gives the story authenticity. It helps readers connect and realize that these are not imaginary problems. They are real, ongoing issues. The storytelling becomes more powerful and relatable.
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🔹 20. What is the overall message of “Lost Spring”?
→ The story is a wake-up call to society. It says that children should not work. They should go to school, dream, and enjoy their childhood. Poverty, tradition, and exploitation must be challenged. Every child deserves a spring full of hope, not one lost to hardship.
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