CLASS: XII ENGLISH STUDY MATERIAL

FLAMINGO: LESSON-2. THE LOST SPRING

By Anees Jung
Part-1:‘Sometimes I find a Rupee in the garbage’
I. Glossary:
1. Scrounging – searching for
2. Glibly – speaking or spoken in a confident way, but without careful thought or honesty
3. abound – exist in large numbers
4. bleak – empty
5. Shuffles – slides them over each other
6. Perpetual state of poverty – never-ending condition of being poor
7. Desolation – the state of being empty
8. Panting – taking short and quick breathes
9. Acquaintance – contact
10. Periphery- outer area
11. Metaphorically–symbolically
12. Squatters – a person who unlawfully occupies an uninhabited building or unused land
13. Wilderness- a wasteland
14. Tarpaulin- heavy-duty waterproof cloth
15. Transit homes – a temporary home
16. Lighting up – show joy and happiness

II. Theme of the Lesson:

The theme of the story is the grinding poverty and the traditions which condemn poor
children to a life of exploitation. The two stories taken together depict the plight of street
children forced into labour early in life and denied the opportunity of schooling. The
callousness of the society and the political class only adds to the sufferings of these poor
people.

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III. Gist of the Lesson:

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 Part- 2 – “I want to drive a car”
I. Glossary:
1. looking straight into my eyes – with confidence and determination
2. looms like a mirage – seems that it will be true in the future but actually it will not be so
3. Dingy – dark, dim
4. Slog – work hard
5. Brightness of their eyes – here, refers to the power to see
6. Choked – blocked
7. Hovels – slums
8. Crumbling – falling down
9. Wobbly – unsteady
10. Primeval – prehistoric
11. Shack – a roughly built hut
12. Sizzling – make a hissing sound when frying or cooking
13. Platters – large plates
14. Chopped – cut finely
15. Frail – thin, weak
16. Impoverished – very poor

II. MESSAGE OF THE LESSON

The title ‘Lost Spring’ conveys and picturises that childhood is like the spring. As
everything blooms in this season, in the same way the childhood should bloom but
through the misery of Saheb and Mukesh, we come to know about their stolen
childhood. It is being destroyed and dumped in the web of poverty, dirt and dust. They
have a strong desire to come out of this pitiable situation and work hard for their
betterment. Let us have a strong determination to realize our dreams.

III. Gist of the Lesson:

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IV. Characters of the Lessons:
i. Shaeb-e-alam was a rag-picker who lived in Seemapuri. His family had migrated
from Dhaka, Bangla Desh to India in 1971 with the hope of finding better life
conditions. Every morning he roamed about streets collecting garbage. Many other
boys also accompanied him. His family lived in miserable conditions. He could not
afford to go to school. He did not have even a pair of slippers to wear. He wished to
play lawn tennis which was beyond his reach. He also found a job at a tea-stall where
he ran various errands for the tea-stall owner. Though he earned rupees eight hundred
monthly along with meals every day, yet he was not happy working there. His rag-
picking bag was lighter than the canister. He was his own master; but now he had to
work under someone.

P.T.O

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ii. Mukesh: Mukesh was a young boy who belongs to a very poor family. He lived in
Firozabad and his family's main occupation is bangle making. His family was living a
deprived life. Mukesh was a hardworking and ambitious boy who had dreamt of being a
motor mechanic beyond all miseries in his life. He was very determined to achieve his dream
one day.

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