📖 The Lost Spring – Chapter Case Based MCQs| Class 12 English (Flamingo) | CBSE 2025

The Lost Spring

Chapter Case Based MCQs

Class 12 English (Flamingo) 

CBSE 2025

Case Study 1: The Life of Ragpickers in Seemapuri

Read the passage and answer the questions below:

Seemapuri is a slum on the outskirts of Delhi, inhabited by thousands of ragpickers. These families migrated from Bangladesh in 1971 in search of a better future but still live in extreme poverty. Their houses are made of mud, without proper sanitation or clean water. For them, garbage is both a means of survival and a source of hope, as children often find something valuable in the trash.

MCQs:

Q1. Why did the people of Seemapuri migrate from Bangladesh?
A) To escape floods and poverty
B) To start a ragpicking business
C) To settle in modern homes in Delhi
D) To explore better educational opportunities

👉 Answer: A) To escape floods and poverty

Q2. What does garbage mean to the children of Seemapuri?
A) A means of survival
B) A source of entertainment
C) A government welfare scheme
D) A sign of progress

👉 Answer: A) A means of survival

Q3. What is the condition of houses in Seemapuri?
A) Large apartments
B) Small, mud houses with no basic facilities
C) Well-built concrete homes
D) Government-provided shelters

👉 Answer: B) Small, mud houses with no basic facilities

Q4. What is the major occupation of people living in Seemapuri?
A) Construction work
B) Ragpicking
C) Farming
D) Running small businesses

👉 Answer: B) Ragpicking

Case Study 2: Saheb’s Lost Freedom

Read the passage and answer the questions below:

Saheb, a ragpicker in Seemapuri, enjoys his freedom while searching for valuable items in garbage dumps. However, one day he takes up a job at a tea stall, where he earns ₹800 per month and gets free meals. Despite having a stable job, he seems unhappy because he has lost his freedom. Now, he works under a master and has responsibilities.

MCQs:

Q5. Why did Saheb start working at a tea stall?
A) He was forced by his parents
B) He was tired of ragpicking
C) He was attracted by the salary and free meals
D) He wanted to experience working under a master

👉 Answer: C) He was attracted by the salary and free meals

Q6. What does Saheb’s job at the tea stall symbolize?
A) His success in life
B) His loss of freedom
C) His interest in business
D) His dream of becoming rich

👉 Answer: B) His loss of freedom

Q7. How does Saheb feel after taking up the job?
A) Excited and happy
B) Proud of his work
C) Helpless and bound by responsibility
D) Inspired to start his own tea stall

👉 Answer: C) Helpless and bound by responsibility

Q8. What is the main theme reflected in Saheb’s story?
A) The importance of education
B) The loss of childhood and freedom due to poverty
C) The benefits of early employment
D) The need for a better tea business

👉 Answer: B) The loss of childhood and freedom due to poverty

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Case Study 3: The Bangle Makers of Firozabad

Read the passage and answer the questions below:

Firozabad is famous for its bangle-making industry, where generations of families work in small, dark rooms near furnaces. The children often lose their eyesight at an early age due to the hazardous working conditions. They continue working in this profession, unaware of any other opportunities, trapped in poverty and tradition.

MCQs:

Q9. What is Firozabad known for?
A) Diamond cutting
B) Bangle making
C) Textile weaving
D) Leather industry

👉 Answer: B) Bangle making

Q10. Why do children in Firozabad lose their eyesight early?
A) Lack of food and water
B) Harsh lighting in classrooms
C) Constant exposure to glass furnaces
D) Reading books in dim light

👉 Answer: C) Constant exposure to glass furnaces

Q11. Why don’t the bangle makers break free from this profession?
A) They love making bangles
B) They have no awareness of other opportunities
C) The government supports them financially
D) They choose to continue the tradition

👉 Answer: B) They have no awareness of other opportunities

Q12. What does the story of the bangle makers highlight?
A) Importance of preserving traditions
B) Social injustice and child labor
C) The success of the glass industry
D) The benefits of working in factories

👉 Answer: B) Social injustice and child labor

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Case Study 4: Mukesh’s Dream

Read the passage and answer the questions below:

Mukesh is different from other boys in Firozabad. Unlike them, he does not want to become a bangle maker. Instead, he dreams of becoming a motor mechanic and learning to drive a car. Despite the hardships, he is determined to follow his dream, even if it means struggling against family expectations.

MCQs:

Q13. How is Mukesh different from other boys in Firozabad?
A) He wants to become a motor mechanic
B) He loves making bangles
C) He is not interested in work
D) He wants to move to Seemapuri

👉 Answer: A) He wants to become a motor mechanic

Q14. What does Mukesh’s dream symbolize?
A) Blind acceptance of fate
B) Hope for breaking free from traditional oppression
C) The success of Firozabad’s economy
D) The importance of glass bangle making

👉 Answer: B) Hope for breaking free from traditional oppression

Q15. How does Mukesh plan to achieve his dream?
A) By moving to another city
B) By working hard and learning the skill of mechanics
C) By studying in a university
D) By starting his own glass factory

👉 Answer: B) By working hard and learning the skill of mechanics

Q16. What is the central idea of Mukesh’s story?
A) Dreams and determination can bring change
B) Firozabad’s economy depends on bangle making
C) Mukesh’s family is against him
D) The government is helping children get educated

👉 Answer: A) Dreams and determination can bring change

Case Study 5: The Cycle of Poverty in Seemapuri

Read the passage and answer the questions below:

The ragpickers in Seemapuri have lived there for more than 30 years, but they have no identity, no permits, and no rights as citizens. They live in mud houses, suffer from malnutrition, and struggle to get even the basic necessities of life. The government turns a blind eye to their miserable living conditions.

MCQs:

Q17. What does the lack of identity documents mean for the ragpickers?
A) They can apply for government jobs
B) They have no access to education and healthcare
C) They get free food and housing
D) They are recognized as official workers

👉 Answer: B) They have no access to education and healthcare

Q18. How long have the ragpickers lived in Seemapuri?
A) 50 years
B) More than 30 years
C) 5 years
D) Since independence

👉 Answer: B) More than 30 years

Q19. Why does the government ignore the plight of the ragpickers?
A) They are illegal immigrants
B) They do not vote
C) They do not contribute to the economy
D) All of the above

👉 Answer: D) All of the above

Q20. What is the central idea of this case study?
A) The importance of garbage collection
B) The struggle of ragpickers and government negligence
C) The economic growth of Seemapuri
D) The success of immigrant families

👉 Answer: B) The struggle of ragpickers and government negligence

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Case Study 6: Child Labor in Bangle-Making

Read the passage and answer the questions below:

Children working in the bangle-making industry of Firozabad spend their days in dark, stuffy rooms. They work long hours near hot furnaces, handling molten glass, which causes them to lose their eyesight at a young age. The law forbids child labor, but the authorities rarely take action.

MCQs:

Q21. What is the main reason children work in bangle-making?
A) They enjoy making bangles
B) They are forced by their families due to poverty
C) They receive high wages
D) They want to carry on the family tradition

👉 Answer: B) They are forced by their families due to poverty

Q22. What is a major health hazard for bangle workers?
A) Hearing loss
B) Skin allergies
C) Loss of eyesight
D) Respiratory diseases

👉 Answer: C) Loss of eyesight

Q23. Why does the government fail to stop child labor in Firozabad?
A) It is considered a tradition
B) Lack of strict enforcement
C) Corruption and lack of awareness
D) All of the above

👉 Answer: D) All of the above

Q24. What does this case study highlight?
A) The beauty of handmade bangles
B) The health hazards and exploitation of child workers
C) The government’s support for bangle makers
D) The wealth of bangle-making families

👉 Answer: B) The health hazards and exploitation of child workers

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Case Study 7: The Role of Middlemen in Firozabad

Read the passage and answer the questions below:

Bangle makers in Firozabad work under a system controlled by middlemen. These middlemen buy bangles from poor workers at low prices and sell them at high profits in the market. Despite their hard work, the workers remain poor, unable to break free from this cycle.

MCQs:

Q25. Who controls the bangle-making industry in Firozabad?
A) The government
B) The middlemen and moneylenders
C) The workers themselves
D) The customers

👉 Answer: B) The middlemen and moneylenders

Q26. Why do bangle makers remain poor despite their hard work?
A) They do not work enough hours
B) They have to pay high taxes
C) Middlemen exploit them and pay them low wages
D) They choose to remain poor

👉 Answer: C) Middlemen exploit them and pay them low wages

Q27. What prevents the workers from escaping this cycle of poverty?
A) Illiteracy and lack of awareness
B) Government policies
C) Religious beliefs
D) Interest in bangle making

👉 Answer: A) Illiteracy and lack of awareness

Q28. What solution can help break this cycle of exploitation?
A) Educating the workers
B) Strengthening government laws
C) Eliminating middlemen
D) All of the above

👉 Answer: D) All of the above

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Case Study 8: The Impact of Education on Breaking Poverty

Read the passage and answer the questions below:

Education is the key to breaking the cycle of poverty in Seemapuri and Firozabad. However, children from these areas rarely go to school. Their families prioritize work over education, believing that schooling is a waste of time. Without education, they remain trapped in poverty for generations.

MCQs:

Q29. Why do most children in Seemapuri and Firozabad not attend school?
A) Their parents cannot afford school fees
B) They do not find education interesting
C) Schools are too far from their homes
D) They are forced into labor by their families

👉 Answer: D) They are forced into labor by their families

Q30. What is the key to breaking the cycle of poverty?
A) Continuing in traditional jobs
B) Educating children
C) Moving to another country
D) Getting help from middlemen

👉 Answer: B) Educating children

Q31. Why do families in Firozabad prefer work over education?
A) They believe education is useless
B) They are trapped in generational poverty
C) They want their children to continue family traditions
D) All of the above

👉 Answer: D) All of the above

Q32. How can the government help these children get an education?
A) By providing free and compulsory education
B) By banning child labor strictly
C) By offering financial aid to poor families
D) All of the above

👉 Answer: D) All of the above

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📖 The Lost Spring – Chapter Important Question-Answers| Class 12 English (Flamingo) | CBSE 2025

The Lost Spring

Important Questions & Answers 

CBSE Board Exam Preparation

Short Answer Questions (2-3 Marks Each)

1. What is the significance of the title Lost Spring?

Answer:
The title Lost Spring symbolizes childhood lost to poverty and child labor. Just as spring represents youth and growth, the children in the story are denied a happy childhood and forced into labor. Their dreams and aspirations fade away, much like a lost spring season.

2. Why did Saheb and his family come to India?

Answer:
Saheb’s family migrated from Dhaka, Bangladesh, due to extreme poverty and frequent storms that destroyed their fields and homes. They came to Seemapuri (Delhi) in search of a better life, but their condition remained the same—living in slums and surviving on rag-picking.

3. What does garbage mean to the children of Seemapuri?

Answer:
For the children, garbage is a source of survival and hope. Sometimes, they find valuable things like coins or food, making it exciting for them. However, for the rich, garbage is just waste—this highlights the gap between the rich and the poor.

4. Why did Saheb leave rag-picking? Was he happy with his new job?

Answer:
Saheb left rag-picking for a job at a tea stall, where he earned ₹800 per month and free meals. However, he lost his freedom, as he now worked under a master. The narrator notes that his carefree look was gone, and he felt trapped in a life of labor.

5. Why don’t the bangle makers of Firozabad organize themselves?

Answer:
The bangle makers are trapped in a vicious cycle of poverty, tradition, and exploitation by middlemen, moneylenders, police, and politicians. They are also afraid to fight for their rights, as they lack awareness and unity.

6. What is Mukesh’s dream? Why is it different from others in Firozabad?

Answer:
Mukesh dreams of becoming a motor mechanic and driving a car. Unlike others who blindly follow the tradition of bangle-making, Mukesh wants to break free and build a better future for himself. His dream represents hope and change.

7. How is Mukesh’s attitude towards life different from Saheb’s?

Answer:

• Saheb is a victim of poverty who accepts his fate and takes up any job for survival.
• Mukesh, however, is determined to change his future. He dares to dream beyond his circumstances and wants to become a motor mechanic.

8. What is the role of women in the bangle-making industry?

Ans:
Women in Firozabad bangle-making families do household chores and help in bangle making. They suffer silently, accepting their fate. They have no freedom, education, or opportunities for a better life.

 

Long Answer Type Questions (5-6 Marks)

Q9. Describe the life of ragpickers in Seemapuri.

Ans:

• Seemapuri is a slum area on the outskirts of Delhi, home to thousands of ragpickers like Saheb.
• These families migrated from Bangladesh in 1971, hoping for a better life, but their conditions remain pathetic.
• They live in mud houses with no sanitation, water, or proper food.
• They survive on rag-picking, collecting plastic, glass, and metal from garbage dumps to sell.
• Despite their hardships, garbage gives them hope—for children, it is like treasure, and for adults, it is a means of survival.
• The government has not issued identity papers, keeping them out of formal jobs and government benefits.
• Their lives are uncertain, and childhood is lost in the struggle for existence.

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Q10. How is Mukesh different from other bangle makers in Firozabad?

Ans:

• Unlike other boys in Firozabad, who accept their fate, Mukesh dares to dream of becoming a motor mechanic and driving a car.
• He is aware of his circumstances but refuses to give in to traditional family occupation.
• Mukesh is determined and hardworking. Instead of waiting for change, he is willing to walk long distances to learn mechanics.
• His small but powerful dream represents hope, showing that change is possible if one fights against societal oppression.
• His story contrasts with Saheb, who loses his freedom, while Mukesh fights for a better future.

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Q11. Explain the title Lost Spring. Why do you think the author used it?

Ans:

• The title Lost Spring is symbolic of lost childhood, lost innocence, and lost dreams of poor children.
• Spring represents youth, joy, and growth, but poverty and social exploitation destroy childhood before it can bloom.
• The chapter focuses on Saheb and Mukesh, who are forced into labor at a young age, instead of enjoying education and freedom.
• Saheb loses his carefree life, while Mukesh struggles against societal norms.
• The title highlights the harsh realities of child labor, poverty, and social injustice, emphasizing the need for change and awareness.

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Q12. What message does Anees Jung convey through Lost Spring?

Ans:
Through Lost Spring, Anees Jung highlights the plight of child laborers in India and the factors trapping them in poverty. The story conveys:

• Child labor is a result of poverty and lack of education.
• Society and the government fail to protect children’s rights.
• Traditional customs and exploitation keep families stuck in misery.
• The need to empower children through education and opportunities.
• Hope and determination can lead to change, as seen in Mukesh’s dream.

The story is a powerful social commentary, urging society to take action against child labor and poverty.

The Lost Spring – Chapter Summary & Explanation | Class 12 English (Flamingo) | CBSE 2025

The Lost Spring – Chapter Summary with Key Points

Introduction

"Lost Spring: Stories of Stolen Childhood" is an insightful and moving essay by Anees Jung that highlights the grinding poverty, child labor, and lost dreams of underprivileged children in India. The chapter is divided into two parts, each focusing on a different child whose childhood has been stolen due to poverty and societal norms.

Summary of Lost Spring

Part 1: “Sometimes I Find a Rupee in the Garbage”

1. Introduction to Saheb – A Ragpicker

• The narrator meets Saheb, a young boy from Seemapuri, who earns a living by rag-picking in the streets of Delhi.
• He comes from Dhaka, Bangladesh, where his family lost their land due to storms and poverty.
• They migrated to India in search of a better life, but their conditions remain miserable.
• Saheb and other children scavenge garbage dumps, hoping to find something valuable.

2. Symbolism of Garbage

• For Saheb, garbage is a source of survival, while for rich children, it is just waste.
• The narrator observes how poverty forces children into menial labor instead of education.

3. Saheb’s Lost Freedom

• The narrator suggests that Saheb should go to school, but he explains that there is no school in his locality.
• Later, Saheb gets a job at a tea stall, earning ₹800 per month and free meals.
• Although he has a stable income, he has lost his freedom—he now works under a master, symbolizing the loss of his childhood dreams.

---

Part 2: “I Want to Drive a Car”

1. Introduction to Mukesh – A Bangle Maker

• The narrator visits Firozabad, a city famous for glass bangle making.
• She meets Mukesh, a young boy born into a family of bangle makers.
• Unlike Saheb, Mukesh has a dream—to become a motor mechanic and drive a car.

2. The Harsh Reality of Bangle Makers

• Generations of families in Firozabad are trapped in bangle-making due to social customs and extreme poverty.
• The work is hazardous, with children working near hot furnaces, often leading to blindness at an early age.
• The government does little to improve their conditions, and they remain exploited by middlemen and moneylenders.

3. Societal and Familial Constraints

• The people of Firozabad accept their fate and do not challenge the system.
• Mukesh’s grandmother believes in destiny, saying their family has been making bangles for generations.
• Women in the household are burdened by endless chores and silent suffering.

4. Mukesh’s Hope for a Better Future

• Unlike others, Mukesh is determined to break free from the cycle of bangle-making.
• He expresses his dream of becoming a mechanic, showing a ray of hope in an otherwise bleak environment.

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Key Highlights & Themes

1. Child Labor & Exploitation

• The chapter highlights how poverty forces children into labor at an early age.
• Saheb scavenges through garbage, and Mukesh toils in bangle factories instead of going to school.

2. Loss of Childhood & Dreams

• Children should enjoy their childhood and receive education, but due to poverty, their dreams remain unfulfilled.
• Saheb, once free, is now bound to a job, while Mukesh fights to escape his family’s fate.

3. Poverty & Social Injustice

• The story portrays the never-ending cycle of poverty, where families remain trapped in the same professions for generations.
• The government and society fail to help them, leaving them helpless and exploited.

4. Gender Inequality

• Women in Firozabad suffer silently, working tirelessly at home and in factories.
• They are forced to accept their fate, with no opportunities for change.

5. The Power of Dreams & Hope

• Unlike others, Mukesh dares to dream of breaking free and becoming a mechanic.
• His determination symbolizes hope for change, even in the face of adversity.

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Conclusion

"Lost Spring" is a powerful commentary on child labor, poverty, and the loss of dreams. The chapter emphasizes the need for education, awareness, and reform to break the cycle of exploitation.

Moral of the Story:

• Poverty steals childhood and dreams.
• Society must work towards eradicating child labor.
• Education is the key to breaking the cycle of poverty.