KENDRIYA VIDYALAYA / D.A.V.

PUBLIC SCHOOL

ENGLISH PROJECT FILE

CBSE Class XII • Session 2026–27

ON THE CHAPTER:

Lost Spring
by Anees Jung

“The spring of childhood was lost before it could bloom.”

Submitted by: Your Name Here

Class & Section: XII - A
Roll Number: ____
School: Your School Name
Session: 2026–27

🖼️ [Picture Suggestion: A barefoot child on a dusty street, symbolizing lost childhood and
poverty]
 CERTIFICATE

This is to certify that the English Project File on the topic “Lost Spring” by Anees Jung has
been prepared and submitted by _________________________ of Class XII - A, Roll No.
_______, under the guidance of the subject teacher.

This project has been prepared as a part of the CBSE Class XII English curriculum for the
Session 2026–27. The student has shown sincere effort, genuine understanding, and
academic dedication in completing this project.

The project has been verified and found to be original and satisfactory. It is hereby
recommended for evaluation to the CBSE Board Examiner.

Subject Teacher Principal / HOD

School Stamp
 ACKNOWLEDGEMENT

“Feeling gratitude and not expressing it is like wrapping a

present and not giving it.”
— William Arthur Ward

I would like to extend my deepest and most sincere gratitude to everyone who supported me
in completing this project on “Lost Spring” by Anees Jung.

First and foremost, I am profoundly thankful to my English teacher,

_________________________, whose guidance, encouragement, and insightful teaching
made me understand the emotional depth and social significance of this powerful chapter.
Your passion for literature has truly inspired me.

I am grateful to our respected Principal, _________________________, for providing us with

such a stimulating academic environment where curiosity and creativity are always
encouraged.

I sincerely thank my parents for their unwavering support, constant motivation, and the
resources they provided during the course of this project. Without their belief in me, this work
would not have been possible.

I also wish to thank my classmates and friends who helped me brainstorm ideas, offered their
valuable perspectives, and made the process of learning a collaborative and joyful
experience.

Finally, I am deeply moved by the real-life children like Saheb and Mukesh, whose difficult
circumstances have inspired me to think beyond textbooks and understand the world with
greater empathy and awareness. This project is, in a small way, dedicated to all the children
who deserve a better tomorrow.

Your Name Here

Class XII – A | Roll No. ______
 INDEX / TABLE OF CONTENTS

S. No. Topic / Section Page

1 Cover Page 1
2 Certificate 2
3 Acknowledgement 3
4 Index / Content Page 4
5 Theme of the Project 5
6 Objective of the Project 6
7 Action Plan 7
8 Introduction to Lost Spring 8
9 About the Author – Anees Jung 10
10 Character Sketch – Saheb-e-Alam & Mukesh 11
11 Miserable Conditions of Street Children 13
12 Government Schemes & NGO Initiatives 16
13 My Views & Personal Reflection 18
14 Conclusion 19
15 Bibliography / Sources 20

"Education is the most powerful weapon which you can use to change the world."
— Nelson Mandela
THEME OF THE PROJECT

“Children are the world’s most valuable resource and its best
hope for the future.”
— John F. Kennedy

Main Theme of “Lost Spring”

The central theme of “Lost Spring” is the systematic destruction of childhood by the forces of
poverty, social inequality, and inherited helplessness. Anees Jung, through the lives of Saheb
and Mukesh, holds a mirror to the cruel reality faced by millions of children in India who are
denied the very basics of a dignified life: education, play, health, and hope.

The title itself carries a profound metaphor. “Spring” represents the season of youth,
freshness, growth, and new beginnings. When spring is “lost,” it implies that childhood has
been robbed — not by nature or accident, but by the systemic indifference of society. These
children are forced to skip the most beautiful chapter of their lives.

Theme 1: Poverty and Loss of Childhood

Poverty is the root cause of all the suffering depicted in the chapter. Saheb-e-Alam, whose
name ironically translates to “Lord of the Universe,” roams barefoot on the streets of Delhi,
collecting garbage for a living. His lack of footwear is not merely a physical fact — it is a
powerful symbol of deprivation.

Key Observation:
Saheb and his family fled from Dhaka after floods destroyed their fields and homes.
They came to the city chasing a dream but found only more poverty and hardship.
Their migration is a silent testimony to the failure of rural support systems in India.

Childhood is supposed to be a time of laughter, school, games, and dreams. But for Saheb,
his mornings begin not with a school bag but with a garbage bag. His spring — the golden
season of youth — was lost before it even began.

Theme 2: Child Labour and Social Inequality

Child labour is not simply an economic issue in this story — it is a social crime perpetuated
by a deeply unequal system. Both Saheb and Mukesh come from communities where
generations have been trapped in the same cycle of poverty and forced labour.

Mukesh belongs to the bangle-making community of Firozabad, where families have been
making glass bangles for centuries. The work is not only underpaid but physically dangerous.
Children work in extremely hot conditions near furnaces, risking their eyesight and health.
They are born into a trade, grow up in it, and die in it — never knowing another life.

Saheb’s Reality Mukesh’s Reality

Collects garbage from early morning. Works in a bangle factory. Breathes toxic fumes
Has no shoes. Lives in a makeshift daily. Family lives in a small, dark hut. Society
camp. Attends no school. Dreams of a discourages ambition. Wants to be a motor
school nearby but receives no support. mechanic but faces immense resistance.

Theme 3: Dreams vs. Reality

Perhaps the most emotionally powerful theme of the chapter is the conflict between dreams
and reality. Both Saheb and Mukesh dream of a better life. Saheb is excited when a school
opens near his home — he longs to study. Mukesh dares to dream of becoming a mechanic,
of fixing cars and bikes, of doing something with his hands that is not forced upon him.

But the reality is brutal. Dreams are crushed not by lack of ambition but by lack of opportunity
and by the weight of social expectations. When Saheb starts working at a tea stall for a fixed
salary, the author notes that the bag on his shoulder is heavier now — not physically, but in
terms of lost freedom. He has traded his uncertain freedom for a certain cage.

“The tragedy is not that dreams exist. The tragedy is that nothing
is done to help them grow.”
— Anees Jung (paraphrased)
OBJECTIVE OF THE PROJECT

Every project has a purpose — a reason behind its creation. This project on “Lost Spring”
was undertaken with multiple meaningful objectives that go beyond completing a school
assignment. The goals of this project are both academic and deeply human.

Academic Objectives
● To read, understand, and analyze the chapter “Lost Spring” by Anees Jung in a
detailed and thoughtful manner.
● To identify and explain the literary devices, themes, symbols, and messages
embedded in the chapter.
● To develop critical thinking skills by connecting the text with real-world social issues.
● To prepare a well-structured, board-level project file demonstrating writing, research,
and presentation skills.
● To understand the NCERT curriculum deeply and be better prepared for board
examinations.

Social and Moral Objectives

● To become aware of the harsh realities of poverty, child labour, and exploitation in
Indian society.
● To develop empathy for underprivileged children and understand their struggles
through literature.
● To learn about government schemes and NGO initiatives that work for child welfare
and education.
● To reflect on what each individual — including students like us — can do to make a
difference.
● To carry forward the message of the author: that silence and indifference are forms
of cruelty.

Personal Learning Objectives

● To improve research, writing, and analytical skills through project-based learning.
● To develop a sense of social responsibility and awareness as a young citizen of
India.
 ● To connect classroom learning with life outside the school walls.
● To appreciate the power of literature as a medium of social change and awakening.

Core Message:
Through this project, I aim to understand not just the chapter but also the world it
describes — a world that exists right outside our classroom windows, filled with
children who deserve better.
ACTION PLAN

A good project does not happen by accident. It is the result of careful planning, sincere effort,
and systematic execution. Below is the action plan that guided the preparation of this project
from start to finish.

Step 1: Reading and Understanding the Chapter

The first and most important step was to read the chapter “Lost Spring” from the NCERT
Class XII textbook “Flamingo” multiple times. The first reading was done to understand the
story and the characters. The second reading focused on identifying themes, literary devices,
and social messages. Notes were made in a separate notebook.

Step 2: Research and Information Collection

After thoroughly understanding the chapter, research was conducted on related topics such
as child labour in India, poverty statistics, government welfare schemes, and NGO work for
street children. Sources used included NCERT reference books, educational websites (such
as UNICEF India and Government of India portals), newspaper articles, and library
resources.

Step 3: Planning the Structure

A detailed outline of the project was prepared. Each section was planned in advance with
headings, subheadings, key points, and the type of content to be included. The use of
quotations, tables, and fact boxes was planned to make the project visually appealing and
academically impressive.

Step 4: Writing and Drafting

Content for each section was written carefully using a formal yet expressive style of English.
Quotations from the chapter and from famous personalities were included to support key
arguments. All information was written in the student’s own words to ensure originality.

Step 5: Review and Finalization

Once the draft was complete, the entire project was reviewed for accuracy, grammar,
presentation, and completeness. Sections were reorganized where necessary and additional
analysis was added to enhance depth. The final project was formatted carefully and
presented in a clean, readable format.

Step Action Taken

1 Read the chapter multiple times
2 Take notes on characters and themes
3 Research child labour and poverty in India
4 Study government and NGO initiatives
5 Plan the project structure
6 Write all sections with proper analysis
7 Add quotations and fact boxes
8 Review, edit, and finalize
INTRODUCTION TO LOST SPRING

“There are children playing in the streets who could solve some
of my top problems in physics, because they have modes of
sensory experience that I have lost long ago.”
— J. Robert Oppenheimer

Summary of the Chapter

“Lost Spring — Stories of Stolen Childhood” is a compelling piece of non-fiction by the
celebrated Indian author Anees Jung. The chapter is divided into two parts, each focusing on
a different child from a different region of India, yet both bound together by the same tragic
thread: the theft of childhood by poverty.

The first part, “Sometimes I Find a Rupee in the Garbage,” introduces us to Saheb-e-Alam,
a young ragpicker who lives with his family in Seemapuri, on the outskirts of Delhi. Saheb
and thousands of other children like him come from Bangladesh, having lost their homes and
farms to floods. They now scavenge through garbage heaps each morning, looking not for
riches but for survival. When the author asks Saheb why he is not in school, he gives a vague
answer about waiting for a school to open nearby. His shoes or the lack of them become a
recurring motif of deprivation.

The second part, “Sometimes I Dream of a Car,” takes us to Firozabad, the glass bangle
capital of India. Here we meet Mukesh, a boy from a family of bangle makers. Despite the
overwhelming pressure of tradition and poverty, Mukesh dares to dream of becoming a motor
mechanic. His friend Saheb and his family represent generations of people trapped in the
glass bangle industry. Women are chained to the hearths; men are enslaved by the furnaces;
children are robbed of their futures.

🖼️ [Picture Suggestion: Map of India showing Seemapuri (Delhi) and Firozabad (UP)
marked with icons]

Importance of the Title

The title “Lost Spring” is brilliantly chosen. The word “spring” carries multiple meanings. At
the most basic level, it refers to the season — associated with freshness, renewal, and the
blossoming of new life. In the context of human life, “spring” is childhood — that irreplaceable
period of joy, learning, and growth that forms the foundation of a person’s future.

To say that spring is “lost” is to say that something irreversible has happened. You cannot
recover a lost childhood. The children in this chapter — Saheb, Mukesh, and thousands like
them — will never get their spring back. The title, therefore, is not just poetic; it is a cry of
mourning for an entire generation.

Message Conveyed by the Author

Author’s Central Message:

Anees Jung does not merely describe poverty. She questions it. She challenges the
reader — especially the privileged reader — to examine their complicity in a system
that allows children to suffer. Her message is that poverty is not a natural disaster; it
is a human failure. And it can be reversed through collective will, policy, and
compassion.

The author subtly criticises the social structures that prevent upward mobility: the caste
system, the lack of access to education, the exploitation by employers and money-lenders,
and the government’s failure to enforce child labour laws. She also questions traditions that
are used as excuses to keep communities oppressed.

Most powerfully, the author highlights the irony of inherited poverty. Saheb’s name means
“Lord of the Universe” — yet he owns nothing. Mukesh is surrounded by colourful, beautiful
bangles — yet his own life is dark and colourless. These ironies are not coincidental; they
are the author’s way of making the reader feel the absurdity of the situation.

Emotional and Social Analysis

Reading “Lost Spring” is not a comfortable experience. It is meant to make you
uncomfortable. The author deliberately uses vivid, realistic descriptions to ensure that the
reader cannot dismiss the suffering as distant or unrelated to their lives. The garbage heaps
of Seemapuri exist just outside the walls of Delhi’s most prosperous neighbourhoods. The
bangle factories of Firozabad fuel an industry worth thousands of crores, yet the workers
remain destitute.

Socially, the chapter is a powerful commentary on the failure of the Indian state and civil
society to deliver on the constitutional promise of equality and dignity for all. Article 21A of
the Indian Constitution guarantees the right to free education for all children between 6 and
14. Article 24 prohibits child labour. Yet the ground reality, as depicted by Jung, is starkly
different.

“A society that cuts off from its youth severs its lifeline.”
— Anees Jung
ABOUT THE AUTHOR – ANEES JUNG

🖼️ [Picture Suggestion: Portrait of Anees Jung, noted Indian author and journalist]

Short Biography
Anees Jung was born on August 26, 1943, in Rourkela, Odisha. She was educated in
Hyderabad and later studied at the University of Michigan in the United States. Her
background is one of privilege, which makes her empathetic portrayal of the poor even more
remarkable — it shows the power of conscious observation and human connection.

Anees Jung has worn many hats throughout her life — author, journalist, editor, and social
activist. She was associated with major Indian newspapers and served as the editor of the
youth magazine “Young Times.” She later represented India at UNESCO in Paris. Her work
has always been at the intersection of literature and social justice.

Writing Style
Anees Jung’s writing style is best described as intimate reportage. She writes like a journalist
with the heart of a poet. Her prose is simple, clear, and unadorned, yet each line carries
emotional weight. She lets the facts speak for themselves without dramatising or
sensationalising.

One of her most distinctive techniques is the use of irony and contrast — placing the beauty
of childhood against the ugliness of exploitation, or pairing hopeful names like “Saheb-e-
Alam” with desperate realities. She also uses the first-person narrative voice to create
intimacy and immediacy, making the reader feel as though they are walking beside her
through Seemapuri.

Major Works and Contributions

● Unveiling India – A Travel Account exploring the lives of ordinary Indians
● Night of the New Moon – A deeply personal account of her experiences and India’s
diversity
● Lost Spring: Stories of Stolen Childhood – Her most celebrated social commentary
● Beyond the Courtyard – Insights into the lives of Muslim women in India
 ● UNESCO Representative for India, contributing to global education and cultural
dialogues

Legacy:
Anees Jung is one of India’s most important voices for the marginalised. Her work
has brought the struggles of India’s invisible children to the world stage, making her
not just an author but a humanitarian.
CHARACTER SKETCH

“Every child is a different kind of flower, and altogether, make

this world a beautiful garden.”
— Unknown

A. Saheb-e-Alam – The Lord with Nothing

Saheb-e-Alam is one of the most poignant characters in Indian literature. His name, which
means “Lord of the Universe,” is bitterly ironic — for Saheb owns nothing, not even a pair of
shoes. He lives in Seemapuri, a settlement on the outskirts of Delhi, which he and his family
migrated to from Bangladesh after floods destroyed their home.

Personality:
Saheb is a child of contradictions. He is cheerful and energetic on the surface, seen playing
with his friends and kicking a tin can like a football. But beneath his laughter lies a deep
sadness and confusion about his own place in the world. He is curious, asks questions freely,
and remembers conversations — suggesting a sharp mind that, in better circumstances,
would have thrived in a school environment.

Dreams and Struggles:

Saheb dreams of going to school. When the author tells him about the opening of a school
nearby, his eyes light up. His dream is not grand — he just wants to learn, to sit in a
classroom, to have a book bag. But even this simple dream remains unfulfilled because the
economic compulsion of daily survival overrides everything.

Later in the story, Saheb finds work at a tea stall. He earns 800 rupees a month and gets his
meals there. The author describes how the steel canister he now carries is heavier than the
bag he used to carry while ragpicking. This is a powerful metaphor: in gaining a salary, Saheb
has lost something more precious — his freedom. He is no longer a ragpicker by compulsion,
but a worker by contract. His spring is not just lost; it is sold.

Symbolism of Lost Childhood:

Saheb’s bare feet are the most powerful symbol in the chapter. In Indian culture, shoes
represent dignity and social standing. Saheb’s lack of footwear shows his poverty, but it also
shows the society’s refusal to clothe him in the basics of human dignity. Every time the author
mentions his feet, it is a reminder of what this child is missing.

🖼️ [Picture Suggestion: A ragpicker child with a large sack walking through a garbage-
strewn lane]

B. Mukesh – The Dreamer Who Dares

Mukesh is the second child introduced to us in “Lost Spring.” He lives in Firozabad, the centre
of India’s bangle-making industry. Like Saheb, he comes from a family that has been doing
the same work for generations. Unlike Saheb, however, Mukesh carries within him a flame
of ambition that the weight of tradition has not yet extinguished.

Determination and Hope:

What makes Mukesh stand out is his refusal to accept the fate that has been assigned to
him. When the author meets him, he declares with quiet conviction: “I will be a motor
mechanic.” This simple statement is revolutionary in the context of his life. His father is a
bangle maker, his grandfather was a bangle maker, and every pressure around him says that
he too will be a bangle maker. But Mukesh refuses.

Desire to Break the Cycle of Poverty:

Mukesh represents the desire for generational change. He wants to be the first in his family
to break free from the bangle industry. His dream is specific — not vague wishes, but a
concrete career goal. He wants to go to a garage, learn to fix cars, and build a different life.
This specificity makes his dream more credible and his situation more heartbreaking.

Inspirational Qualities:
Despite everything working against him — poverty, family pressure, lack of education,
societal conditioning — Mukesh chooses hope over despair. He is the most inspiring
character in the chapter because his courage is not the dramatic kind. It is quiet, persistent,
and deeply human. He teaches us that dreaming is itself an act of resistance.

Slogan:
“Don’t steal a child’s dream. It may be the only thing they own.”
MISERABLE CONDITIONS OF STREET CHILDREN

“Child labour and poverty are inevitably bound together and if

you continue to use the labour of children as the treatment for
the social disease of poverty, you will have both poverty and
child labour to the end of time.”
— Grace Abbott

Poverty and Homelessness

Street children in India live in a state of extreme vulnerability. They are homeless or live in
makeshift settlements without electricity, clean water, or sanitation. Many, like Saheb’s family
in Seemapuri, came to the city as migrants fleeing floods, drought, or lack of agricultural
income in rural areas. They arrived with hope but found themselves stuck in urban poverty.

Seemapuri, described in the chapter as a cluster of mud structures with no sewage or

drainage, is home to thousands of such families. The irony is devastating: they live on the
outskirts of one of the world’s most modern cities, yet they have no access to its benefits.

Ragpickers and Child Labour

Ragpicking is one of the most degrading forms of child labour. Children as young as five or
six years old sort through garbage heaps every morning, searching for items that can be sold
as scrap. They are exposed to toxic waste, sharp objects, broken glass, chemical residue,
and disease-causing bacteria. Their hands bleed, their lungs suffer, and their bodies are
constantly at risk.

Fact:
According to Census 2011 data, India had approximately 10.1 million child labourers.
More recent estimates by UNICEF suggest the number could be significantly higher
when informal and unpaid child work is included. A significant percentage of these
children work in hazardous conditions.

In the bangle industry of Firozabad, children sit hunched over small glass pieces in tiny, poorly
lit rooms for 10–12 hours a day. The glass dust in the air damages their lungs. The heat from
the furnaces causes skin problems and dehydration. Many children lose their eyesight before
they reach adulthood.

🖼️ [Picture Suggestion: Children working in a glass bangle factory, dimly lit room with
furnaces]

Lack of Education
Education is the most effective tool against poverty, yet it is the first casualty when families
struggle to survive. For families like Saheb’s and Mukesh’s, sending a child to school means
losing a source of income, however small. The immediate need for food overrides the long-
term benefit of education.

The tragedy is compounded by inadequate school infrastructure in these areas. Even where
schools exist, they may lack qualified teachers, toilets, furniture, or midday meal provisions.
Children who have spent their days working are too tired and too hungry to attend evening
classes.

Exploitation and Unhealthy Living Conditions

The exploitation of child workers is not accidental — it is systematic. Employers prefer child
workers because they can be paid less, controlled more easily, and do not know their legal
rights. In Firozabad, the bangle-making industry functions on the labour of children who are
often not even paid directly — their earnings go to the adults who brought them to work.

Living conditions in these communities are dire. Overcrowded homes with no ventilation trap
toxic fumes. Lack of clean water leads to waterborne diseases. Malnutrition is rampant.
Children who should be growing in strength and health are instead slowly being worn down
by hunger, illness, and exhaustion.

Emotional Suffering of Children

The physical suffering of street children is visible and measurable. But the emotional and
psychological suffering is invisible and immeasurable. These children grow up without joy,
without security, without a sense of worth. They are trained to believe that their destiny is
fixed, that ambition is for others, and that questioning their condition is useless or dangerous.
Anees Jung captures this emotional reality with devastating precision. When Saheb picks up
a tennis ball from a club and walks away, it is a moment of pure, uncomplicated joy. For a
few seconds, he is just a child. The contrast between that innocent joy and the reality of his
life is what makes the reader’s heart break.

Causes and Effects of Child Exploitation

CAUSES EFFECTS
Extreme poverty Lack of access to Physical health damage (lungs, eyes, skin)
education Social inequality and caste Psychological trauma and loss of self-esteem
discrimination Migration and Permanent loss of educational opportunities
displacement Weak enforcement of child Perpetuating the cycle of poverty Impaired
labour laws Demand for cheap, cognitive and emotional development Social
unquestioning labour Traditional exclusion and marginalisation Vulnerability to
occupational roles passed down abuse and trafficking
generations

Real-Life Relevance in Indian Society

The story of Saheb and Mukesh is not fictional — it is a documented reality. India is home to
a large number of street children, ragpickers, and child workers in informal industries. Cities
like Delhi, Mumbai, Kolkata, and Bangalore have thousands of children sleeping on footpaths,
under bridges, and in railway stations.

Industries like brick kilns, carpet weaving, glass and bangle making, rag-picking, and
domestic service employ millions of children. Despite constitutional guarantees and legal
protections, enforcement remains weak and corruption is rampant. The connection between
the author’s narrative and reality is direct, immediate, and urgent.

“A child who is not embraced by the village will burn it down to

feel its warmth.”
— African Proverb
GOVERNMENT SCHEMES & NGO INITIATIVES

The suffering of children like Saheb and Mukesh is not inevitable. Many governments,
national and international organisations, and NGOs have taken concrete steps to address
child labour, poverty, and lack of education. This section explores the key initiatives that work
toward giving children their stolen spring back.

Key Government Schemes for Child Welfare

Scheme / Act Key Details
Right to Education Act Makes free and compulsory education a fundamental
(RTE), 2009 right for children aged 6–14 years. Schools must not
charge fees and must maintain a 25% reservation for
economically weaker sections.

Mid-Day Meal Scheme Provides free cooked lunch to students in government

and government-aided schools. This has been one of the
most effective tools to improve school attendance and
reduce hunger among disadvantaged children.

National Child Labour A scheme run by the Ministry of Labour to rehabilitate

Project (NCLP) child labourers by enrolling them in special schools,
providing stipends, and eventually mainstreaming them
into formal education.

Bal Bandhu Scheme Launched to protect children in conflict areas and ensure
their access to education and welfare services.

Integrated Child A flagship programme that provides nutrition, pre-school

Development Services education, health checkups, immunisation, and referral
(ICDS)
services to children under 6 years of age and their
mothers.

PM POSHAN (formerly Mid- An enhanced nutrition programme for school-going

Day Meal) children, covering millions of students across India with
nutritious meals every school day.

PENCIL Portal (Platform for A digital platform enabling citizens to report child labour
Effective Enforcement for instances directly to the government for swift action.
No Child Labour)

NGOs Working for Street Children and Child Labour Eradication

 ● CRY (Child Rights and You): Works across India to ensure children’s rights to
survival, development, protection, and participation. CRY has touched the lives of
millions of children through education and health programmes.
● Bachpan Bachao Andolan (BBA) – Founded by Nobel Laureate Kailash Satyarthi:
Has rescued thousands of child labourers and trafficked children. Works to
rehabilitate them and reintegrate them into mainstream education.
● UNICEF India: Partners with the Government of India to implement child protection
programmes, health initiatives, and education campaigns for vulnerable children.
● Pratham: An educational NGO working to improve learning outcomes for
underprivileged children through innovative teaching methods and community
engagement.
● Save the Children India: Works to protect children from exploitation, ensure access
to education, and provide emergency relief to children in conflict and disaster zones.
● Salaam Baalak Trust: Works with street and runaway children in Delhi, providing
shelter, counselling, education, and skills training.
● BOSCO India: A network of organisations caring for street, marginalised, and
trafficked children, providing residential care, education, and vocational training.

Importance of Education and Rehabilitation

All experts agree: education is the most powerful intervention against child poverty and
labour. When a child is educated, the cycle of poverty can be broken. Education equips
children with knowledge, confidence, and skills that open doors to dignified livelihoods. It also
empowers communities to resist exploitation.

Rehabilitation programmes that combine education with vocational training, counselling,

nutritional support, and legal protection offer the most comprehensive response to the
problem of street children and child labour. The success of models like Kailash Satyarthi’s
Bal Ashram proves that even the most deeply entrenched cycles of poverty can be broken
with sustained, compassionate effort.

“One child, one teacher, one book, one pen can change the
world.”
— Malala Yousafzai
MY VIEWS / PERSONAL REFLECTION

A Note:
This section is written in first person, sharing my genuine thoughts and reflections
after studying this chapter in depth.

When I first read “Lost Spring,” I thought it was just another chapter in a textbook. But the
more I read it, the more it changed how I see the world around me. I live in a city, go to a
school, carry a bag full of books — things that Saheb desperately wanted and never got. That
realisation hit me hard.

I used to walk past ragpickers on the road and never really think about them. Now I cannot.
After reading about Saheb, I see a child with a name, a family, a dream — not just a figure in
the background. Literature has the power to humanise what we have been trained to ignore.

What I found most moving about Mukesh was his specific dream. He did not just say “I want
a better life.” He said, “I want to be a motor mechanic.” There is something incredibly powerful
and brave about naming your dream when everything around you says you should not have
one. That courage deserves our respect and our support.

I believe that the biggest obstacle these children face is not just poverty — it is invisibility.
When powerful people in society decide not to see the suffering around them, that suffering
continues. Every student who reads this chapter has a responsibility: to become someone
who sees, who speaks, and who acts.

From a practical perspective, I think the most important change that needs to happen is the
strict enforcement of existing laws. India already has the Right to Education Act, the Child
Labour (Prohibition and Regulation) Act, and the Juvenile Justice Act. If these laws were
enforced honestly and consistently, the lives of millions of children like Saheb and Mukesh
would improve dramatically.

But beyond laws, what we need is a change in attitude. We need to stop seeing the poor as
unfortunate accidents of nature and start seeing them as victims of unjust systems. We need
to stop feeling pity and start feeling responsibility. The difference between pity and
responsibility is action.

“We may not be able to help everyone, but everyone can help
someone.”
— Ronald Reagan

As a student, I commit to being aware, to spreading awareness, and to supporting

organisations that work for children like Saheb and Mukesh. I also commit to valuing my own
education more deeply — because every day I go to school, I am living the dream that these
children never got to realise.
CONCLUSION

“In every child who is born, under no matter what

circumstances, and of no matter what parents, the potentiality of
the human race is born again.”
— James Agee

“Lost Spring” by Anees Jung is not just a chapter in a textbook. It is a mirror held up to the
face of Indian society, reflecting its inequalities, its failures, and its moral obligations. Through
the innocent eyes of Saheb and the brave dreams of Mukesh, the author forces us to confront
a reality that is easy to ignore from the comfortable distance of our classrooms and drawing
rooms.

The chapter teaches us that poverty is not simply a lack of money. It is a lack of opportunity,
dignity, safety, and hope. It is the systematic denial of childhood to millions of children who
deserve nothing less than the full blossoming of their spring.

The government schemes and NGO initiatives discussed in this project show that solutions
exist. The Right to Education Act, the NCLP scheme, organisations like CRY, Pratham, and
the Bachpan Bachao Andolan — these are proof that change is possible when there is will.
What is needed is sustained commitment from every level of society: from policymakers, from
communities, from educators, and from students like us.

As I conclude this project, I am left with a deep sense of responsibility. The title “Lost Spring”
is a tragedy. But it need not remain so. Every child deserves their spring — their season of
joy, learning, and growth. If we, as a society, choose to give it to them, we will not only enrich
their lives but our own.

Saheb wanted a school. Mukesh wanted a garage. Both wanted a chance. Let us be the
generation that says: you will have it.

“Every child you encounter is a divine appointment.”

— Wess Stafford
BIBLIOGRAPHY / SOURCES

NCERT Textbook References

● Flamingo – English Core Textbook, Class XII, NCERT, New Delhi.
● Vistas – Supplementary Reader, Class XII, NCERT, New Delhi.
● NCERT Solutions for Class 12 English – Study Material.

Books Referenced
● Lost Spring: Stories of Stolen Childhood – Anees Jung, Penguin Books India.
● Unveiling India – Anees Jung, Penguin Books India.
● Child Labour in India – A Social and Economic Analysis (Reference Academic Text).
● India’s Working Children – Report by International Labour Organization (ILO).

Online Sources and Websites

● UNICEF India – [Link]/india (Child labour and education statistics)
● Government of India – Ministry of Labour and Employment – [Link]
● CRY – Child Rights and You – [Link]
● Bachpan Bachao Andolan – [Link]
● PENCIL Portal (Government of India) – [Link]
● Pratham Education Foundation – [Link]
● Save the Children India – [Link]
● NCERT Official Website – [Link]

Articles and Educational Sources

● Census of India 2011 – Child Labour Data, Office of the Registrar General of India.
● “Child Labour in India: Causes, Problems and Solutions” – Educational Articles,
various platforms.
● Newspaper articles from The Hindu, The Indian Express, and Hindustan Times on
child labour in India.
● Educational analysis articles on “Lost Spring” available on CBSE Study platforms.
 END OF PROJECT

Prepared with sincerity, dedication, and social awareness.

Class XII • English Core • Session 2026–27