Project on "Lost Spring" by Anees Jung (CBSE Grade 12)

1. Objectives / Goals:
The purpose of this project is to analyze "Lost Spring" by Anees Jung and explore its central themes, character
dynamics, and social message. The specific objectives are:
 To understand the socio-economic issues highlighted in the chapter.
 To examine the lives of marginalized children and their struggle for survival.
 To critically reflect on poverty, child labor, and the loss of childhood.
 To foster empathy and raise awareness about the importance of addressing socio-economic
inequalities.

2. Introduction:
"Lost Spring" is a poignant excerpt from Anees Jung’s book "Stories of Stolen Childhood", which focuses on the
lives of impoverished children who are forced into child labor. The chapter highlights the exploitation of
children, the cycle of poverty, and the lost potential of these young lives. Through the stories of two children,
Saheb and Mukesh, the chapter presents a heart-wrenching portrayal of how poverty steals away the
innocence of childhood. Jung uses these real-life stories to shine a light on the larger social and economic
structures that perpetuate the exploitation of children, leaving them trapped in a cycle of hardship.

3. Action Plan for Project:

The project will be carried out through the following steps:
 Step 1: Reading and Analyzing the Chapter: Conduct a close reading of "Lost Spring", noting the
important themes, characters, and the socio-economic conditions described in the text. Focus on the
stories of Saheb and Mukesh, understanding their circumstances and how they represent larger social
issues.
 Step 2: Research on Child Labor and Poverty: Research the broader issue of child labor in India and
globally. Explore statistics, case studies, and government policies that address the issue. Study the
factors that contribute to child labor, including poverty, lack of education, and social inequality.
 Step 3: Thematic Analysis: Identify and elaborate on the central themes of the chapter, such as the
impact of poverty on childhood, the aspirations of the poor, and the harsh realities faced by children
like Saheb and Mukesh. Investigate how these themes are represented in the text.
 Step 4: Reflection: Reflect on the chapter’s relevance to modern society and the ongoing issue of child
labor. Consider the moral and ethical questions surrounding the exploitation of children and how these
issues can be addressed in today’s world.
 Step 5: Report Writing: Develop the final project report, including an introduction to the chapter, a
detailed thematic analysis, personal reflections, and a conclusion that summarizes the project findings.
4. Project - Report / Essay:
Title: The Lost Childhoods in Anees Jung’s "Lost Spring"
Introduction: "Lost Spring", written by Anees Jung, presents a vivid portrayal of the lives of children who are
robbed of their childhood due to poverty and the harsh realities of child labor. Through the stories of two
young boys, Saheb and Mukesh, the chapter highlights the struggles of children from marginalized
communities who are trapped in a cycle of poverty and exploitation. Jung’s narrative sheds light on the tragic
loss of innocence and potential, as these children are forced to work in inhumane conditions to survive.
Character and Situational Analysis: The two central characters in the chapter are Saheb, a ragpicker from
Seemapuri, and Mukesh, a boy who works in the glass-blowing industry in Firozabad. These characters are
representative of millions of children in India and around the world who are denied the opportunity to live a
normal childhood due to socio-economic circumstances.
 Saheb: Saheb is a young boy who belongs to a family of ragpickers in Seemapuri, a slum on the
outskirts of Delhi. He roams the streets, collecting garbage in the hope of finding something valuable.
Despite his harsh reality, Saheb retains a sense of curiosity and dreams of going to school. However, his
dreams are shattered by the grim economic realities that keep him trapped in a life of labor and
deprivation.
 Mukesh: Mukesh, on the other hand, belongs to a family of glass-blowers in Firozabad. He works in the
hazardous conditions of the glass-making industry, where generations of his family have toiled. Unlike
Saheb, Mukesh dares to dream of breaking free from this cycle of poverty. He wants to become a motor
mechanic, a hope that reflects his determination to seek a better future, despite the odds stacked
against him.
Thematic Analysis:
1. Poverty and Exploitation: The dominant theme in "Lost Spring" is the crushing weight of poverty on
the lives of children like Saheb and Mukesh. Both boys are trapped in systems that exploit their labor
while offering no path to escape. The chapter highlights how poverty forces children into labor, robbing
them of the chance to get an education or live a carefree childhood.
2. The Cycle of Poverty: Through the stories of Saheb and Mukesh, Jung emphasizes how poverty is
passed down from one generation to the next. For Mukesh’s family, working in the glass industry has
become a hereditary occupation, with no hope for change. The cycle of poverty is reinforced by social
systems that prevent upward mobility, trapping families in the same livelihoods for generations.
3. Lost Childhood and Dreams: Another key theme is the loss of childhood dreams and aspirations. Saheb
dreams of going to school, while Mukesh dreams of a life beyond the glass factories. However, both
boys’ dreams are crushed by the realities of their socio-economic conditions. The chapter illustrates
how the aspirations of poor children are often unattainable, not because of a lack of will, but because
of the barriers imposed by poverty and exploitation.
4. Social Injustice and Inequality: "Lost Spring" draws attention to the stark inequalities in society.
Children like Saheb and Mukesh are born into a world that denies them basic human rights, such as
education and safety. The chapter highlights the social and economic disparities that perpetuate the
suffering of the marginalized, particularly children who are forced to work in dangerous, inhumane
conditions.
Reflection on Real-World Connections: The issues highlighted in "Lost Spring" are not confined to the past.
Child labor remains a significant issue in India and many other parts of the world. Despite various laws and
policies aimed at eradicating child labor, millions of children continue to work in hazardous conditions,
deprived of education and a proper childhood. The chapter raises important questions about the role of
governments, society, and individuals in addressing this issue. It also serves as a reminder that while some
children enjoy the privileges of a safe and carefree life, others are forced to bear the burdens of survival from a
young age.

5. Conclusion:
This project on "Lost Spring" has provided a deeper understanding of the harsh realities faced by marginalized
children in India and around the world. The stories of Saheb and Mukesh reflect the broader socio-economic
issues of poverty and exploitation that deny children their basic rights. By analyzing these themes, we gain
valuable insights into the impact of child labor and the importance of addressing systemic inequality. The
chapter reminds us of the need to protect and nurture the dreams of children, so they are not lost in the
struggle for survival.

6. Reflection:
Working on this project has been an eye-opening experience, as it allowed me to reflect on the stark socio-
economic inequalities that persist in our society. The stories of Saheb and Mukesh made me realize how
fortunate many of us are to have access to education and basic necessities, while millions of children are
denied these opportunities. This project has helped me develop a greater sense of empathy and awareness of
the challenges faced by marginalized communities. It has also inspired me to think about how we can
contribute to making a difference, whether through advocacy, education, or social action.

7. Bibliography:
 Jung, Anees. Lost Spring: Stories of Stolen Childhood. CBSE English Core Textbook.
 International Labour Organization (ILO). Global Estimates of Child Labour 2021. www.ilo.org.
 Khan, Yasmin. "The Cycle of Poverty: Child Labor in India." Journal of Social Issues, 2018.
 National Child Labor Project (NCLP). "Government Initiatives to Combat Child Labor." www.nclp.org.
 Online sources such as SparkNotes and LitCharts for thematic analysis and plot breakdowns.