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Lost Spring Notes

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Akshita Joshi
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Lost Spring Notes

Uploaded by

Akshita Joshi
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Class Notes

Class: XII Topic: Lost Spring: Stories Of Stolen


Childhood
Subject: English Core
Author: Anees Jung

Theme: Plight of street children who are forced into labour ; especially rag
picking and Bangle
making. Vicious circle of poverty and exploitation which results in the loss of
childhood, innocence,
education etc.
Setting: Part 1- Slums of Delhi (Migrated from Bangladesh) Involved in rag
picking
Part 2- Firozabad ( UP) Glass Blowing Industry ( Bangle making)
Main Characters:

Part 1- Saheb- A young boy from Seemapuri who is a rag


picker
Part 2- Mukesh - Another young boy from Firozabad whose
family is bangle maker
Main Points to remember:
Part 1:
 Saheb is a young boy from Seemapuri who is a ragpicker.
 His parents migrated from Bangladesh because of famine and started rag
picking in Seemapuri.
 Saheb and many other children help their parents in earning livelihood by
rag picking.
 These children do not wear Chappals or shoes; they have their own logic
for not doing so.
 Saheb loves to wear shoes, attend school, watch Tennis and do better work
 One day, suddenly he started working in a tea-stall and abandoned rag
picking
 He was paid Rs. 800 and all his meals but lost his freedom
( Image Courtesy: Google)

Part 2-
 Mukesh is from Firozabad (UP)
 Main occupation of people in Firozabad is making bangles. They have been
doing it from generations.
 They consider it as a divine work and don’t want anyone to change their
means of survival.
 There are many hazards in bangle making and they are in the web of
poverty.
 Police and other people of society don’t encourage them to form trade
unions and they are exploited.
 Mukesh wants to break the barrier by becoming motor mechanic.

( Image Courtesy: Google)

Important Expressions:
1. Looking for- searching
2. Perpetual state of poverty- continuous condition of being poor
3. Slog their daylight hours- work very hard all through the day
4. Dark hutments- number of dingy huts
5. Roof over his head- shelter
6. Imposed the baggage on the child- forced the burden on the child

Think As You Read:


1. What is Saheb looking for in the garbage dumps? Where is he and where
has he come from?
2. What explanations does the author offer for the children not wearing
footwear?
3. Is Saheb happy working at the tea-stall? Explain.
4. What makes the city of Firozabad famous?
5. Mention the hazards of working in the glass bangles industry?
6. How in Mukesh’s attitude to his situation different from that of his family?

Literary Devices: (Thinking about Language)


Hyperbole :
It is a way of speaking or writing that makes something sound better or more
exciting that it really is.
For ex. Garbage to them is gold.
Metaphor:
It compares two things or ideas that are not very similar. A metaphor describes a
thing in terms of a
single quality or feature of some other thing ; we can say that a metaphor “
transfers” a quality of
one thing to another.
For ex. The road was a ribbon of light.
Simile:
It is a word or phrase that compares one thing with another using the words
‘like’ or ‘as’.
For ex. As white as snow.
Class Notes
Class: XII Topic: An Elementary School Classroom In a
Subject: ENGLISH CORE Slum
' Poet- Stephen Spender

Theme – Social injustice and class inequalities

(Image Courtesy- Google)


MAIN POINTS-
STANZA- 1
 The poet portrays a picture of an elementary school in a slum area.
 Deprived of basic facilities such as – nutritional food, balanced diet, air, sun, shine
and potable
water, children are least interested in studies.
 The tall girl and paper seeming boy- all are victims of malnutrition; they are
suffering from
various diseases.
 A boy sitting at the back is dreaming of squirrel’s game. He has no interest in
class-room activity.
STANZA – 2
 The class-room wall contains pictures and paintings – like Shakespeare’s head
developed cities
with skyscrapers Tyrolese valley aesthetically beautiful, problem free world
(cloudless at down) - they
came by donations.

 These pictures belong to the rich and prosperous.

 The world of these poor and deprived children contrasts with the world depicted
on class – room
walls.
 The rich have drawn an open handed map which is of no use to them as their
world is limited to the
end of the street.
 Far from rivers, capes and stars of words, their future is bleak and uncertain.
STANZA-3
 Shakespeare is wicked and map a bad example as they do not correspond to their
limited, narrow
world.
 Ships and Sun depicted on the wall tempt them to experience the world of the rich
with all its glory.
 However, they cannot get this opportunity as the responsible people do not want
it.
 These malnourished children wearing mended glasses oscillate between fog and
endless night, having
uncertain life with no future.
 They pass all their time and space in the hell (the slum). This hell is a blot on the
civilized world.

STANZA – 4
 The poet calls upon governor, inspector and visitor (representing power and
position) to review the
system before it is too late.
 The revised system should empower these children to break away from the
shackles of poverty and
deprivation.
 He urges the civilized people to help them enjoy all the facilities such as blue-sky,
sun-shine, sea-
waves, fresh air, good and sufficient nutritious diet.
 Let the pages of wisdom be open for them and their tongues may run freely on
the white leaves of
books.
 Only those people find a place in history whose language has the warmth and
power of the sun.

Poetic Devices:
SIMILE-

1. Like rootless weeds

2. Like bottle bits on stones

3. Like catacombs

4. slums as big as dooms


METAPHOR-

1. Rat’s eyes

2. Father’s gnarled disease

3. Squirrel’s game

4. Tree room

5. Future’s painted with a fog

6. Lead sky

7. Spectacles of steel

Imagery/ Symbols

1. Gusty waves

2. Rootless weeds

3. Paper – seeming boy

4. Sour- cream walls

SOME IMPORTANT EXPRESSIONS-

1. Unlucky heir- The boy has inherited the deformity of gnarled disease.
2. Sour cream walls – The walls are damp, unpleasant and dirty.
3. From fog to endless night- The miserable and pathetic lives of the slum children. From
foggy morning till
late nights, these children make desperate attempts to life their life, sustaining it despite
all odds.

Think as you read:


1. Why is Shakespeare wicked?
2. Describe, in brief, the conditions surrounding these slum children?

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