SCHOOL CERTIFICATE OF PROJECT COMPLETION
This is to certify that __________________________, a student of Class 12-___, has
successfully completed the English Core project titled:
“Lost Spring: Stories of Stolen Childhood”
This project was conducted under my guidance as a part of the CBSE curriculum for
English (2025–26) and reflects the student’s critical engagement with the subject matter,
literary interpretation, and understanding of social issues affecting our nation.
He demonstrated thoughtful analysis of the chapter Lost Spring by Anees Jung and
creatively connected it with real-life socio-economic issues like poverty, urban migration,
education gaps, and the exploitation of children in urban workspaces. The project involved
analysis of secondary data, personal reflection, and the presentation of findings through
both written and visual forms.
Throughout the process, the student maintained academic honesty and presented original
work with sincere effort and research skills. The student also demonstrated creativity,
empathy, and a high degree of involvement while addressing one of the most sensitive
topics in contemporary Indian society.
I wish him all the best for future academic projects and encourage him to continue using
literature as a medium to understand and advocate for social change.
Teacher’s Signature: ______________________
Date: ______________________
Index
S.No. Title Remarks
1 Statement of Purpose
2 Introduction to the Chapter – “Lost Spring”
3 Central Themes of “Lost Spring”
4 Understanding Child Labour in India
5 How Are Children Under 14 Engaged in Work?
6 Real-Life Examples of Child Labour
S.No. Title Remarks
7 Biggest Slums of India: A Hotbed of Child Labour
8 Government Laws and Measures Against Child Labour
9 NGO Interventions and Success Stories
10 Personal Reflection
11 Conclusion
12 Bibliography
Statement of Purpose
The purpose of this project is to explore and reflect on one of the most pressing and
heartbreaking issues in modern India – child labour in urban areas – using literature as a
mirror. Through Anees Jung’s Lost Spring, we are introduced to real-life stories of children
who are deprived of their right to a childhood, education, and dreams.
The objective of the project is three-fold:
1. Literary Understanding: To analyze how Lost Spring brings out the voice of these
marginalized children, using vivid storytelling and empathetic narration.
2. Social Exploration: To examine the real-world causes and consequences of child
labour in Indian cities like Delhi, through research, data, and a simulated interview
with a farmer who has observed the trend firsthand.
3. Awareness and Empathy: To develop an emotional and intellectual connection
with the issue, motivating young readers to think beyond textbooks and develop a
more inclusive, empathetic worldview.
This project aims to show that child labour is not just a statistic—it is a lived reality for
millions, and it affects every layer of a developing society. The chapter Lost Spring serves
as a literary entry point to delve deeper into real problems such as generational poverty,
lack of access to quality education, urban exploitation, and the failure of welfare systems.
Ultimately, this project hopes to raise critical questions, offer solutions, and show how
literature can be a powerful tool to bring about awareness and social change.
Introduction to the Chapter – “Lost Spring”
“Lost Spring: Stories of Stolen Childhood” by Anees Jung is a poignant, journalistic essay
that throws light on the harsh truths of child labour in India. Structured into two distinct
parts, the chapter delves into the lives of underprivileged children whose innocence and
potential are crushed under the weight of poverty, inherited customs, and social
indifference. The narrative does not merely state facts but humanizes the issue by bringing
forward the real-life stories of children like Saheb-e-Alam, a ragpicker from Seemapuri, and
the unnamed child bangle-makers from Firozabad, a city known for its glass-blowing
industry.
In the first part, Anees Jung follows the life of Saheb, a young boy who collects garbage to
survive. Through his eyes, we see the broken dreams of thousands of children who wish to
study and live freely, but are instead trapped in a cycle of deprivation. Seemapuri, the slum
where Saheb lives, becomes a metaphor for lost hope — a place that offers survival but not
development.
In the second part, the author brings us into the lives of the bangle-makers of Firozabad,
where children are forced into family trades from a young age. Here, she reflects on
generational poverty and occupational bondage, showing how traditions and societal
systems can imprison children as effectively as chains. These children, often working in
dark, hazardous environments, lose their eyesight and health, and never experience the
joys of childhood.
Anees Jung’s language is simple but powerful. She interweaves personal observation,
social critique, and journalistic storytelling to evoke empathy and action. “Lost Spring” is
not just a chapter about poor children; it is a stark reminder that childhood is a right, not a
luxury. By capturing these stolen springs, the author urges readers — particularly the
educated youth — to reflect, question, and become agents of change in a society where
millions of children are still denied their basic rights.
Central Themes of “Lost Spring”
Anees Jung’s “Lost Spring” touches on multiple interlinked themes, each shedding light on
the grim reality of child labour and lost childhoods in India.
One of the foremost themes is poverty and exploitation, where children like Saheb are
born into dire circumstances that push them into ragpicking or hazardous work. The author
shows how poverty isn’t just economic—it’s a trap that robs children of education, dignity,
and growth. Employers exploit this vulnerability, paying meager wages and offering no
protection, while society turns a blind eye.
Closely tied to this is the denial of childhood and education. Saheb dreams of going to
school, but survival comes first. In Firozabad, children work in dark bangle-making
factories from an early age, never stepping inside a classroom. Jung emphasizes how
systemic neglect and economic pressure strip children of their right to learn, play, and
explore. Their days revolve around work, not wonder, and their education remains a distant
dream.
The story also reflects on caste and occupational bondage, especially in Firozabad.
Generations of Muslim families remain confined to the glass-blowing industry due to
inherited social roles. This occupation isn’t chosen—it is imposed by birth. The oppressive
belief that “this is how it has always been” forces children into the same trade, despite its
health hazards. Their silence and acceptance show how deeply caste and tradition can
bind lives.
Yet, amid darkness, the theme of resilience and aspirations emerges. Children, despite
poverty and limitations, still dream. Saheb wishes to play tennis like the rich boys. Some
bangle-makers speak of education, even if only in hushed tones. Their hope, though fragile,
shines through their difficult circumstances.
These intertwined themes present a powerful commentary on society’s failure to protect its
most vulnerable, and yet also highlight the quiet strength of children who dare to dream
despite the odds.
Understanding Child Labour in India
Child labour continues to be one of the gravest social issues in India, despite the presence
of various laws designed to prevent it. According to the Census of 2011, there are over 10.1
million child labourers between the ages of 5 and 14. These children are often forced into
work at a young age due to extreme poverty, lack of education, social customs, or simply
the need to survive.
The International Labour Organization (ILO) defines child labour as any work that
deprives children of their childhood, is harmful to their physical and mental development,
and interferes with their education. Child labour not only robs children of a carefree and
secure childhood but also affects their long-term physical and emotional well-being. The
effects of child labour are often irreversible, leading to a cycle of poverty and helplessness
that is carried on for generations.
Children who should be in schools are often seen toiling in factories, fields, streets, or
households. Their work conditions are usually exploitative, involving long hours, unsafe
environments, and little or no pay. Many of these children work in hazardous sectors,
such as bangle-making, mining, brick kilns, and fireworks factories, where they are
exposed to chemicals, fire, dust, and sharp tools — all of which can have lifelong effects on
their health.
In Anees Jung’s “Lost Spring,” we see two examples of child labour in action — Saheb, a
ragpicker from Seemapuri, and the children of Firozabad engaged in bangle-making. These
stories reflect the broader truth of how widespread and normalized child labour is across
India, particularly in slums and marginalized communities.
Despite the existence of laws such as the Child Labour (Prohibition and Regulation) Act,
1986 and the Right to Education Act, 2009, enforcement is weak. Corruption, lack of
awareness, and economic desperation make it difficult to eliminate child labour. Tackling
this issue requires a collaborative effort involving government policies, education, public
awareness, and active participation from civil society.
How Are Children Under 14 Engaged in Work?
Children under the age of 14 in India are engaged in a wide variety of work — much of it
informal, unregulated, and often illegal. These jobs are physically demanding, mentally
exhausting, and usually offer very little or no compensation. Most importantly, these jobs
rob children of their right to education, growth, and play.
In urban slums like Seemapuri, children like Saheb are forced to work as ragpickers,
collecting plastic, metal, and glass from garbage dumps. They work long hours without
protective gear, exposing themselves to cuts, infections, and diseases. In cities like
Firozabad, children are employed in the glass-blowing and bangle-making industry,
where they inhale toxic fumes and work near hot furnaces. The work is not only tedious but
extremely dangerous, leading to burn injuries, partial blindness, and permanent health
issues.
Children are also commonly found working in brick kilns, tea stalls, garment factories,
agricultural fields, and domestic households. In brick kilns, they carry heavy loads and
mould bricks in the scorching sun. In tea shops or roadside eateries, they wash dishes,
serve tea, and clean the floors, often working 10 to 12 hours a day. In rural areas, children
help with sowing, weeding, or spraying pesticides, exposing them to harmful chemicals. In
domestic work, mostly involving girls, they are often victims of emotional and physical
abuse.
Here is a sector-wise summary of common child labour roles and associated risks:
Sector Type of Work Risk Level
Ragpicking Collecting waste High (infections, injuries)
Glass-blowing Making bangles High (burns, vision loss)
Brick Kilns Moulding bricks Very High (exhaustion, injury)
Domestic Help Cleaning, cooking Moderate (abuse, overwork)
Textile/Garments Stitching, embroidery High (strain, poor lighting)
Agriculture Farm work High (chemicals, fatigue)
Fireworks Chemical mixing Extremely High (explosions, poisoning)
These children work not because they want to, but because circumstances force them to
contribute to family income. The need for survival overshadows their dreams of going to
school or having a normal childhood. To break this cycle, society must recognize the
hidden forms of child labour and take collective responsibility to act.
Real-Life Examples of Child Labour
Child labour in India is not just a statistic — it is a visible and painful reality, especially in
cities, villages, and slums. “Lost Spring” by Anees Jung presents two heart-wrenching real-
life examples, but the problem extends far beyond those stories. Across India, countless
children like Saheb-e-Alam are trapped in cycles of poverty, forced to work to support their
families rather than attend school or enjoy their childhood.
Saheb-e-Alam is a ragpicker from Seemapuri, a slum in Delhi. Originally from Dhaka,
Bangladesh, his family migrated to India in search of a better life. However, they found only
temporary shelter and uncertain employment. Saheb represents thousands of boys and
girls who spend their days collecting garbage, hoping to find something valuable — not just
in trash, but in life. Though he dreams of going to school, the harsh demands of poverty
force him into the informal economy.
In Firozabad, known for its glass-blowing industry, generations of children work in
hazardous conditions making bangles. The children in this town have accepted their fate,
believing that they were born to do this work. Bound by caste traditions and economic
helplessness, they remain stuck in a profession that compromises both their health and
future. Many of them lose their vision at a young age due to exposure to heat and toxic
fumes.
In Dharavi, Mumbai — one of Asia’s largest slums — child labour is rampant in plastic
recycling units, leather goods workshops, and illegal garment factories. Here, children
work long hours to earn meager wages in poorly ventilated, cramped spaces.
Similarly, in brick kilns in Bihar and Jharkhand, entire families, including children as
young as six, are engaged in bonded labour. These children carry bricks, mix mud, and
help mold thousands of bricks daily, often in extreme heat and without adequate rest.
These real-life examples show that child labour is not confined to rural areas or one
specific industry. It exists all around us — in cities, villages, factories, homes, and
streets. The tragedy lies in its normalization, and the challenge is in making these invisible
children seen, heard, and rescued.
Biggest Slums of India: A Hotbed of Child Labour
India’s rapid urbanization has led to the growth of unplanned settlements or slums,
especially in metropolitan cities. These slums often become breeding grounds for child
labour, due to extreme poverty, lack of access to education, and the urgent need for
survival income. Living conditions in slums are typically marked by overcrowding, lack of
sanitation, poor nutrition, and minimal healthcare. In such environments, children are not
nurtured — they are pushed into labour at a young age.
One of the most well-known slums in India is Dharavi in Mumbai, often described as Asia’s
largest slum. Despite being a hub of small-scale industries and entrepreneurship, Dharavi
harbours widespread child labour. Children here are employed in recycling plastic waste,
stitching clothes, sorting scraps, and even in hazardous leather units. The risk of injury,
exposure to chemicals, and poor hygiene make this a dangerous environment for young
workers.
Seemapuri in Delhi, as portrayed in Lost Spring, is another significant example. It is home
to thousands of Bangladeshi migrants who live without proper identity papers. The children
here, like Saheb, work as ragpickers, scavenging for recyclable materials and scraps. This
work not only affects their health but also deprives them of basic rights like schooling and
healthcare.
Kudlu and Ejipura in Bengaluru are slum areas inhabited mostly by migrant labourers
from rural India. Children from these communities work in local factories, construction
sites, and sometimes as domestic helpers, often exposed to unsafe working
environments.
In Kolkata, slums like Topsia and Tangra witness child labour in tanneries, eateries, and
small workshops. These children work long hours, often dealing with chemicals and
hazardous waste.
Govindpuri in Delhi is another densely populated area where many children are employed
as domestic help, facing emotional and physical exploitation.
The common thread among these slums is the lack of educational facilities, healthcare,
clean drinking water, and social security. For families struggling daily for survival,
sending children to work becomes a necessity. These slums may offer shelter, but they also
steal the spring of childhood, leaving little room for dreams, education, or freedom.
Government Laws and Measures Against Child Labour
Law Key Provisions
Child Labour (Prohibition & Prohibits employment of children below 14 in
Regulation) Act, 1986 hazardous jobs.
Mandates free and compulsory education for
Right to Education Act, 2009
children 6–14 years.
Rehabilitation of working children through special
National Child Labour Project (NCLP)
schools.
Despite these laws, implementation is weak, and many families are unaware of their rights.
NGO Interventions and Success Stories
Several NGOs have taken up the cause of ending child labour:
• Bachpan Bachao Andolan (founded by Kailash Satyarthi)
o Has rescued over 1,00,000 children from slavery.
• Pratham
o Runs bridge schools for children who’ve missed years of education.
• Save the Children India
o Works to improve child welfare in urban slums.
Personal Reflection
Reading “Lost Spring” by Anees Jung was a deeply eye-opening and emotional experience
for me. Until now, I had taken many aspects of my life — like going to school, having clean
clothes, eating warm meals — for granted. But this chapter made me pause and reflect. It
forced me to compare my life with that of children like Saheb-e-Alam, who never had the
chance to enjoy the simplest joys of childhood. While I might complain about schoolwork
or exams, there are millions of children who would give anything just to sit in a classroom
and learn.
The story of Saheb, walking barefoot through garbage dumps, made me realise how deeply
poverty and inequality affect lives. The children of Firozabad, who spend their days making
bangles instead of playing or studying, reminded me that child labour is not just an
economic issue — it’s a violation of basic human rights. No child should be forced to
sacrifice their future just to survive today.
This chapter has also changed the way I look at society and my role in it. I now understand
the importance of raising awareness, supporting ethical and fair-trade products, and
speaking up for education for all. Even small actions — like helping underprivileged
children with studies, donating school supplies, or spreading awareness through social
media — can make a difference.
Above all, Lost Spring reminded me that childhood should never be a luxury. It is a right —
one that we, as a society, must protect.
Conclusion
The chapter “Lost Spring” is much more than a literary piece — it is a powerful social
commentary that sheds light on one of the most pressing issues of our time: child labour.
Through vivid storytelling and real-life characters, Anees Jung uncovers the stolen springs
— the lost childhoods — of millions of Indian children. These are children who are deprived
of education, joy, health, and hope, all because they were born into poverty, caste-bound
occupations, or communities that society refuses to uplift.
The metaphor of the “lost spring” represents the season of innocence, growth, and
dreams, which these children never get to experience. Places like Seemapuri and
Firozabad are not just geographical locations — they are symbols of both human resilience
and societal failure. Children here work not because they choose to, but because survival
demands it. Their potential is stifled by poverty, tradition, and neglect.
Solving the problem of child labour cannot be left to governments alone. It requires
collective will — from policy-makers, educators, communities, and individuals. Laws must
be strengthened and enforced, but more importantly, mindsets must change. Education
must be prioritized, and every child must be empowered to dream beyond the boundaries
they are born into.
In conclusion, Lost Spring is a call to conscience. It urges us to not just read and feel
sympathy, but to act with compassion and responsibility. Because no child should ever
have to trade their books for a garbage bag or a bangle mould.
Bibliography
• “Lost Spring” by Anees Jung – NCERT Flamingo Textbook
• www.childlineindia.org.in
• www.bba.org.in (Bachpan Bachao Andolan)
• www.unicef.org
• Government of India Census 2011
• ILO Reports on Child Labour in South Asia
• News Articles from The Hindu, Indian Express, and BBC India
