Education can bring change in the society and every child deserves it 'express your views on it with references to the chapter ' the lost spring'?answer in 6 points
Answers
Answer:
Spring is the season of bloom. Spring is a metaphor of childhood and is associated with every child at the beginning of a bright future. Childhood is associated with innocence, physical stamina and vitality. It is also the stage for gaining skill and knowledge, learning and going to school.
‘Lost Spring’ by Anees Jung is a description of those poor children who are condemned to poverty and a life of exploitation. The two protagonists of the chapter, Saheb-e-Alam and Mukesh, lose their childhood while carrying the burden of poverty and illiteracy. In their bleak stories of exploitation, the author finds glimpses of resilience and hope.
Theme (2)
In this story, the author unveils the utter destitution of the ragpickers of Seemapuri and the bangle makers of Firozabad. This story describes the grinding poverty and traditions that compel the children to live a life of exploitation.
Justify the title of Lost Spring
Suitability and Appropriateness of Title
‘Lost Spring’ describes two stories of stolen childhood. Millions of children in India, instead of spending their days in schools and playgrounds waste their childhood in rag picking or hazardous industries. Childhood is the spring of life. But millions of unfortunate children like Saheb and Mukesh waste this spring either scrounging in the garbage dumps of Seemapuri or welding glass bangles in the blast furnaces of Firozabad. Their childhood is lost to the demands of survival. Hence, the title is quite apt.
Moral/ Message of the lesson – Lost Spring
Message
The lesson ‘Lost Spring’ shares two ‘stories of stolen childhood’. The characters and places are different but the problem is the same. Thousands of Sahebs and Mukesh are condemned to live a life of misery and exploitation. Grinding poverty and traditions compel children to work in the most inhuman and hostile conditions. The author succeeds in highlighting the plight of such unfortunate children.
CHAPTER NUTSHELL
1.Ragpickers of Seemapuri (periphery of Delhi-miles away metaphorically-located nearby but lacks the luxury/glamour associated with the city). Squatters from Bangladesh came in 1971-10,000 ragpickers.
(i) Left homes in Dhaka-storms swept away fields & homes.
(ii) Prefer living here-with ration cards can feed families. Children partners in survival-rag picking-fine art-is gold-gets them a roof overhead.
For children-wrapped in wonder/for parents-means of survival.
(iii) Saheb E Alam—name ironical-means lord of the universe-scrounges in the garbage. Would like to go to school, but there is none in the neighbourhood, so, picks garbage.
(iv) Live in terrible conditions—structures of mud-roots of tin & tarpaulin, devoid of sewage, drainage, running water.
(v) Saheb unhappy at tea stall-gets Rs. 800, all his meals-but lost his freedom-bag his own-Canister belongs to the owner of the Tea shop.
(vi) Desire but do not own shoes. Most moved around barefoot, due to poverty, not tradition as one was led to believe.
2.Firozabad— the centre of glass blowing industry-Bangle makers-working in hazardous conditions.
(i) Mukesh’s family live in terrible conditions-work in glass furnaces with high temperatures, dingy cells, without air & tight, stinking lanes, choked with garbage, crumbling walls, wobbly doors, no windows, crowded with families of humans & animals .