Worksheet Solutions: Lost Spring | English Class 12 PDF Download

Fill in the Blanks

Q1: Saheb's family moved to the narrator's town because their house in Dhaka was swept away by ________.
Ans: storms
Saheb's family moved to the narrator's town because their house in Dhaka was swept away by storms, forcing them to seek refuge elsewhere.

Q2: Saheb found a pair of ________ which was a dream come true for a child who had always walked barefoot.
Ans: tennis shoes
Saheb found a pair of tennis shoes, a cherished discovery for a child accustomed to walking barefoot, fulfilling a long-held dream.

Q3: The narrator suggested starting a ________ for Saheb and other children in the neighborhood.
Ans: School
The narrator suggested starting a school for Saheb and other children in the neighborhood, aiming to provide them with educational opportunities.

Q4: The bangle-making work in Firozabad happens around furnaces with high ________.
Ans: temperatures
The bangle-making work in Firozabad happens around furnaces with high temperatures, creating challenging working conditions for the artisans.

Q5: Mukesh dreams of becoming a ________ someday.
Ans: motor mechanic
Mukesh dreams of becoming a motor mechanic, harboring aspirations of working in the automotive industry.

Q6: The bangle makers fear forming a cooperative due to the involvement of ________ who suppress their progress.
Ans: chukars
The bangle makers fear forming a cooperative due to the involvement of sahukars, who exploit and hinder their progress, trapping them in poverty.

Q7: Saheb started working at a ________ stall and was paid 800 rupees in addition to daily meals.
Ans: tea
Saheb started working at a tea stall, earning 800 rupees in addition to daily meals, representing a significant change in his circumstances.

Q8: The narrator saw a flash of ________ in Mukesh's eyes when she asked him about his dreams.
Ans: rebellion
The narrator saw a flash of rebellion in Mukesh's eyes when she asked him about his dreams, indicating his determination to defy societal limitations.

Q9: Children in extreme poverty often walk barefoot on the streets, justifying it as a ________.
Ans: tradition
Children in extreme poverty often walk barefoot on the streets, justifying it as a tradition, although it may also reflect economic constraints rather than cultural norms.

Q10: The bangle-making art is passed down from ________ to their children for generations.
Ans: Parents
The bangle-making art is passed down from parents to their children for generations, highlighting the generational transmission of this traditional craft.

Assertion and Reason Based

Q1: Assertion: Saheb initially refused to go to school.
Reason: There was no school in Saheb's neighborhood.
(a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(b) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion.
(c) Assertion is true, but Reason is false.
(d) Assertion is false, but Reason is true.
Ans: (a)
The Assertion and Reason both are true. Saheb initially refused to go to school, as stated in the text. The Reason provided, which states that there was no school in Saheb's neighborhood, explains why Saheb refused to go to school. Saheb's refusal was rational and directly related to the absence of a school in his locality, making the Reason the correct explanation for the Assertion.

Q2: Assertion: Mukesh dreams of being a motor mechanic.
Reason: Mukesh believes flying a plane is beyond his reach.
(a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(b) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion.
(c) Assertion is true, but Reason is false.
(d) Assertion is false, but Reason is true.
Ans: (a)
Both the Assertion and the Reason are true. The text mentions that Mukesh dreams of becoming a motor mechanic. The Reason provided explains why he doesn't aspire to become a pilot. Mukesh believes flying a plane is beyond his reach, indicating his acknowledgment of the limitations imposed by his circumstances. Therefore, the Reason is the correct explanation for Mukesh's aspiration mentioned in the Assertion.

Q3: Assertion: The bangle makers fear forming a cooperative to improve their living conditions.
Reason: They fear being beaten and hauled away by the police for doing something illegal.
(a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(b) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion.
(c) Assertion is true, but Reason is false.
(d) Assertion is false, but Reason is true.
Ans: (a)
The Assertion and Reason both are true. The bangle makers fear forming a cooperative, as stated in the text, due to the Reason provided – the fear of being beaten and hauled away by the police for doing something illegal. The Reason elucidates the cause behind their fear, making it the correct explanation for the Assertion.

Q4: Assertion: Saheb's face lights up when the narrator promises to start a school for him.
Reason: Saheb always wanted to study in a school.
(a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(b) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion.
(c) Assertion is true, but Reason is false.
(d) Assertion is false, but Reason is true.
Ans: (a)
Both the Assertion and Reason are true. The text mentions that Saheb's face lights up when the narrator promises to start a school for him. The Reason provided explains why Saheb's face lit up – because he always wanted to study in a school. Saheb's desire to study in a school is the cause behind his joyful reaction to the promise, making the Reason the correct explanation for the Assertion.

Q5: Assertion: The bangle-making art has been passed down from parents to their children for generations.
Reason: Bangle makers are unwilling to learn new skills.
(a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.
(b) Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion.
(c) Assertion is true, but Reason is false.
(d) Assertion is false, but Reason is true.
Ans: (a)
The Assertion and Reason are both true. The text mentions that the bangle-making art is passed down from parents to their children for generations. The Reason provided explains why the art is passed down – because bangle makers are unwilling to learn new skills. Their reluctance to learn new skills enforces the traditional practice, making the Reason the correct explanation for the Assertion.

Very Short Answer Type Questions

Q1: What did Saheb's family lose in Dhaka?
Ans: Their house was swept away by storms.

Q2: How much was Saheb paid for working at the tea stall?
Ans: 800 rupees, in addition to daily meals.

Q3: Why did Saheb's face light up?
Ans: The narrator promised to start a school for him.

Q4: What did Saheb find, making him ecstatic?
Ans: A pair of tennis shoes.

Q5: What did the narrator suggest starting for Saheb and other children?
Ans: A school.

Q6: What did the narrator observe in Mukesh's eyes when talking about his dreams?
Ans: A flash of rebellion.

Q7: Why do children in extreme poverty often walk barefoot?
Ans: It's justified as a tradition, but it might be an excuse to justify poverty.

Q8: What did the narrator notice about Saheb's new shoes?
Ans: One of them had a hole in it.

Q9: Why are bangle makers afraid of forming a cooperative?
Ans: They fear being beaten and hauled away by the police for doing something illegal.

Q10: What job did Saheb start recently?
Ans: He started working at a tea stall.

Short Answer Type Questions

Q1: Describe Saheb's background and the reason his family moved to the narrator's town.
Ans: Saheb, a young ragpicker, came from Dhaka with his family after their house was swept away by storms. His family migrated to the narrator's town in search of a living. The narrator, upon learning about Saheb's situation, promised to start a school for him and other children in the neighborhood. Despite the hardships, Saheb's face lit up with hope and anticipation at the prospect of receiving an education, something he had longed for.

Q2: Explain the conditions under which bangle makers work in Firozabad.
Ans: Bangle makers in Firozabad work in deplorable conditions around high-temperature furnaces without proper air or light. The environment is extremely challenging, with scorching heat and minimal ventilation. Despite their hard work, these artisans live in poverty, unable to afford basic necessities. The work environment not only affects their health but also robs them of the opportunity to break free from the vicious cycle of poverty.

Q3: Why do the bangle makers hesitate to form a cooperative, according to the text?
Ans: The bangle makers hesitate to form a cooperative due to their fear of being beaten and hauled away by the police for engaging in something they consider illegal. Historical exploitation by sahukars, policemen, and middlemen has instilled fear in them, preventing them from taking collective action to improve their living conditions. The specter of police brutality and legal consequences looms large, suppressing any initiative these artisans might consider to escape poverty and exploitation.

Q4: Describe the impact of poverty on Saheb's life and aspirations.
Ans: Poverty profoundly influences Saheb's life and aspirations. Despite his eagerness to learn and improve his circumstances, lack of resources and opportunities constrain his dreams. Walking barefoot on the streets, Saheb symbolizes the harsh reality faced by many children living in extreme poverty. The promise of education offers a glimmer of hope, but broken promises are a bitter reminder of the unfulfilled potential due to poverty. Saheb's journey reflects the resilience of children in impoverished conditions and highlights the urgent need for social change to break the cycle of poverty.

Q5: Explain the significance of Saheb finding a pair of tennis shoes.
Ans: Saheb finding a pair of tennis shoes is a significant moment as it fulfills a basic need and represents a rare luxury for a child accustomed to walking barefoot. The shoes not only provide comfort and protection but also symbolize a dream come true for Saheb. In a life marked by poverty and scarcity, owning a pair of shoes becomes a symbol of hope and possibility. It signifies a momentary escape from the harsh realities of his daily existence, offering a glimpse of what life could be if opportunities were more abundant. Despite the hole in one shoe, the pair becomes a cherished possession, representing a rare moment of joy amid challenging circumstances.

Q6: What does the narrator observe in Mukesh's eyes when discussing his dreams?
Ans: When discussing his dreams, the narrator observes a flash of rebellion in Mukesh's eyes. Despite the difficult circumstances he faces as a bangle maker, there is a spark of defiance within him. This rebellion signifies his determination to break free from the constraints of his social and economic status. Mukesh's dreams of becoming a motor mechanic reflect his desire for a different future, one where he can escape the cycle of poverty and explore opportunities beyond the confines of his current life. The glint of rebellion showcases his inner strength and determination to challenge the limitations imposed by society and aspire for a better tomorrow.

Q7: Explain the impact of poverty on the aspirations of the bangle makers in Firozabad.
Ans: Poverty casts a dark shadow over the aspirations of the bangle makers in Firozabad, constraining their dreams and ambitions. Despite their skilled craftsmanship, they are trapped in a cycle of poverty and exploitation. The lack of resources and opportunities denies them the chance to pursue education or explore alternate careers. The involvement of middlemen and sahukars further suppresses their progress, perpetuating their impoverished state. As a result, their aspirations remain limited, and they are unable to envision a future beyond their current profession. The absence of support and opportunities stifles their potential, leaving them mired in a life of destitution and unfulfilled dreams.

Q8: Discuss the narrator's response to Saheb's changed circumstances after he starts working at the tea stall.
Ans: The narrator witnesses a bittersweet transformation in Saheb's life when he starts working at the tea stall. While he gains a source of income and daily meals, his newfound employment comes at the cost of his freedom and carefree spirit. The steel canister he carries symbolizes his transition from a ragpicker to a tea stall worker, highlighting the weight of responsibility and loss of innocence. The narrator's concern deepens as she observes Saheb's downcast demeanor, realizing that his dreams and aspirations have been overshadowed by the harsh realities of labor. Saheb's story becomes a poignant reminder of the challenges faced by children from impoverished backgrounds, where even modest opportunities come with sacrifices, altering their outlook on life.

Long Answer Type Questions

Q1: Examine the impact of broken promises on children living in poverty, using Saheb's story as an example.
Ans: Broken promises have a profound impact on children living in poverty, eroding their trust and diminishing their hope for a better future. Saheb, a young ragpicker, experiences the disappointment of broken promises firsthand. The narrator's assurance of starting a school for Saheb and other children initially lights up his face with hope. However, when the promise remains unfulfilled, Saheb's optimism wanes, and he learns the harsh reality of unmet expectations. Such broken commitments reinforce the cycle of poverty, perpetuating a sense of helplessness and resignation.
For children like Saheb, broken promises create a sense of distrust in the world around them. It teaches them that words are often empty, leading to a loss of faith in the possibility of positive change. This disillusionment can impact their self-esteem and motivation, hindering their ability to pursue education and break free from poverty. Saheb's story serves as a poignant reminder of the need for consistent support and genuine efforts to uplift children from impoverished backgrounds, ensuring that promises made are promises kept.

Q2: Discuss the role of tradition and societal excuses in perpetuating poverty, as illustrated in the text.
Ans: Tradition and societal excuses often serve as convenient justifications for the perpetuation of poverty, trapping communities in a cycle of deprivation. The text highlights the example of children walking barefoot on the streets, justified as a tradition, but possibly serving as an excuse to rationalize their impoverished state. Instead of challenging these norms, society often clings to tradition, hindering progress.
In the case of the bangle makers in Firozabad, the text exposes how their craft is passed down through generations, sustaining their poverty. The tradition of bangle-making becomes a barrier to exploring alternative means of livelihood or education. Similarly, excuses provided by those in power maintain the status quo. In Saheb's case, the absence of a school in his neighborhood is explained away, making it easy to dismiss the need for educational facilities for underprivileged children.
These excuses create a stagnant environment where change is discouraged, and poverty persists. Breaking free from this cycle requires challenging ingrained traditions and societal norms, fostering an environment where innovation, education, and social mobility can thrive.

Q3: Examine the impact of social stigma and exploitation on the aspirations of the bangle makers in Firozabad.
Ans: Social stigma and exploitation cast a long shadow over the aspirations of the bangle makers in Firozabad, perpetuating their cycle of poverty. The bangle-making art, passed down through generations, confines them to a specific caste-based profession. The stigma associated with their caste limits their social mobility, denying them access to education and better opportunities. This discrimination reinforces societal hierarchies, making it challenging for them to break free from their predetermined fate.

• Exploitation further deepens their despair. Middlemen and sahukars exploit their craftsmanship, paying meager wages and keeping them in perpetual debt. Fear of legal repercussions and police brutality prevents them from organizing and seeking fair compensation. The younger generation pays the price for the exploitation endured by their forefathers, perpetuating the cycle of poverty.
• The stigma and exploitation create a sense of hopelessness among the bangle makers. Their aspirations remain stifled, and dreams of a better future seem unattainable. The social stigma surrounding their profession leads to isolation and discrimination, alienating them from mainstream society. This exclusion prevents them from accessing resources, education, and opportunities available to others, further entrenching their poverty.
• Moreover, the exploitative practices of middlemen strip them of the fruits of their labor. Despite their skill and hard work, they receive meager wages, barely enough to sustain their families. This perpetual cycle of exploitation leaves them economically vulnerable and emotionally defeated. Fear pervades their community. The threat of violence from middlemen and the police silences any attempts at resistance or organization. This fear-induced silence ensures that the exploitative system persists, preventing the bangle makers from collectively advocating for their rights.
• As a result, their aspirations are tragically curtailed. The dream of breaking free from the confines of their caste, pursuing education, and exploring diverse career paths remains elusive. The younger generation, inheriting both the craft and the exploitation, sees limited possibilities, dampening their ambition and hope. Social stigma and exploitation, therefore, not only constrain the bangle makers’ present but also rob them of the chance for a brighter, more promising future, perpetuating the cycle of poverty for generations to come. Until these systemic issues are addressed, the bangle makers in Firozabad will continue to be ensnared in a cycle of despair, their aspirations buried under the weight of prejudice and exploitation.

Q4: Explain the impact of poverty on Saheb's life and aspirations.
Ans: Poverty profoundly influences Saheb's life, dimming his aspirations and limiting his opportunities. His daily existence, marked by scarcity, contrasts sharply with his dreams. The lack of resources denies him access to education, a pathway out of poverty. Broken promises, like the unfulfilled school offer, erode his trust in the possibility of a better future, sowing seeds of disillusionment.
Additionally, poverty strips Saheb of his childhood innocence. While other children explore, his days are consumed by survival. Walking barefoot and scavenging for scraps become his norm. These experiences scar his self-esteem, hindering his belief in his capabilities. Aspirations are overshadowed by the struggle to meet basic needs, leaving little room for ambition.
Poverty confines Saheb, limiting his worldview and opportunities. His dreams, though vibrant, remain fragile, threatened by the harsh realities of his environment. Until socioeconomic barriers are dismantled, Saheb's aspirations will remain imprisoned, a tragic consequence of poverty's grip.

Passage Based Questions

1. Read the given extract and answer the following questions
“Why do you do this?” I ask Saheb whom I encounter every morning scrounging for gold in the garbage dumps of my neighborhood. Saheb left his home long ago. Set amidst the green fields of Dhaka, his home is not even a distant memory. There were many storms that swept away their fields and homes, his mother tells him. That’s why they left, looking for gold in the big city where he now lives. “I have nothing else to do,” he mutters, looking away. “Go to school,” I say glibly, realizing immediately how hollow the advice must sound. “There is no school in my neighborhood. When they build one, I will go.”

Q1: What reason does Saheb give for not going to school?
A. There is no school in his neighborhood
B. He doesn’t like studying
C. His parents won’t let him
D. He prefers working
Ans: A. There is no school in his neighborhood
Saheb explains that he doesn’t go to school because there isn’t one in his neighborhood.

Q2: How does the narrator feel after advising Saheb to go to school?
Ans: The narrator feels that the advice to go to school sounds hollow and unrealistic because Saheb’s circumstances are such that even basic facilities like a school are not available to him. The narrator realizes that the suggestion, though well-intentioned, doesn’t address the harsh realities of Saheb’s life.

Q3: Fill in the blank with the correct word from the bracket.
Saheb says he has nothing else to do but _______________(work / scrounge) in the garbage dumps.
Ans: scrounge

Q4: What does Saheb’s situation reveal about the challenges faced by children in his circumstances?
Ans: Saheb’s situation highlights the severe lack of opportunities for children in impoverished circumstances. His routine of scrounging in garbage dumps reflects the absence of basic infrastructure like schools and the necessity of contributing to family survival from a young age. His response underscores the systemic issues that prevent children like him from accessing education and a better future.

2. Read the given extract and answer the following questions
“If I start a school, will you come?” I ask, half-joking. “Yes,” he says, smiling broadly. A few days later I see him running up to me. “Is your school ready?” “It takes longer to build a school,” I say, embarrassed at having made a promise that was not meant. But promises like mine abound in every corner of his bleak world. After months of knowing him, I ask him his name. “Saheb-e-Alam,” he announces. He does not know what it means. If he knew its meaning — lord of the universe — he would have a hard time believing it. Unaware of what his name represents, he roams the streets with his friends, an army of barefoot boys who appear like the morning birds and disappear at noon.”

Q1: What does the name "Saheb-e-Alam" mean, and how does it contrast with Saheb’s reality?
A. King of the world; it reflects his wealth
B. Prince of Dhaka; it suits his royal heritage
C. Rich and powerful; it matches his lifestyle
D. Lord of the universe; it contrasts with his poverty
Ans: D. Lord of the universe; it contrasts with his poverty
Saheb’s name means "lord of the universe," but it contrasts sharply with his impoverished reality as a child who roams the streets.

Q2: How does the narrator describe the world Saheb lives in?
Ans: The narrator describes Saheb’s world as bleak and full of broken promises. Although Saheb’s name suggests greatness, he is unaware of its meaning and continues to live a life of poverty, roaming the streets with other barefoot boys. The narrator highlights the harsh realities of Saheb’s life, where dreams and promises are often unfulfilled.

Q3: Fill in the blank with the correct word from the bracket.
Saheb roams the streets with an____________ (army / group) of barefoot boys.
Ans: army

Q4: What does Saheb’s reaction to the narrator’s question about starting a school reveal about his hopes and expectations?
Ans: Saheb’s broad smile and immediate question about whether the school is ready show that he harbors hopes and dreams, despite the harshness of his reality. It reveals his longing for education and a better life, even though he has learned to expect little from the promises made by others in his world.

3. Read the given extract and answer the following questions

“One winter morning I see Saheb standing by the fenced gate of the neighborhood club, watching two young men dressed in white, playing tennis. “I like the game,” he hums, content to watch it standing behind the fence. “I go inside when no one is around,” he admits. “The gatekeeper lets me use the swing.” Saheb too is wearing tennis shoes that look strange over his discolored shirt and shorts. “Someone gave them to me,” he says in the manner of an explanation. The fact that they are discarded shoes of some rich boy, who perhaps refused to wear them because of a hole in one of them, does not bother him. For one who has walked barefoot, even shoes with a hole is a dream come true.”

Q1: Why does Saheb value the worn-out tennis shoes he is wearing?
A. They are new and expensive
B. They make him popular among his friends
C. They were given to him by a rich boy
D. They fulfill his dream of having shoes, even if they are old and torn
Ans: D. They fulfill his dream of having shoes, even if they are old and torn
For Saheb, who has walked barefoot, even worn-out tennis shoes with a hole are a dream come true.

Q2: How does Saheb’s experience with the tennis shoes reflect his situation?
Ans: Saheb’s joy in owning the worn-out tennis shoes reflects the small, often inadequate, blessings that children in poverty cling to. Even though the shoes are discarded by someone else because of a defect, they represent a significant improvement in Saheb’s life. This situation symbolizes the limited and often second-hand opportunities available to children like Saheb, who find happiness in things others consider worthless.

Q3: Fill in the blank with the correct word from the bracket.
For Saheb, even shoes with a ________(hole / design) are a dream come true.
Ans: hole

Q4: What does Saheb’s interest in watching the game of tennis reveal about his aspirations?
Ans: Saheb’s interest in watching tennis, even though it is out of his reach, suggests that he dreams of a life beyond his current circumstances. His contentment in just watching the game shows that he has aspirations and desires for a better life, but his circumstances limit his ability to achieve them. The game symbolizes something he admires and wishes for, even if it seems unattainable.