Lost Spring Summary in Hindi Wirth PDf download.
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Summary of Lost Spring 12th Flamingo
Summary Lost Spring
I – Sometimes I find a rupee in the garbage.
The first part tells the writer’s impressions about the life of the poor rag pickers. The rag pickers have migrated from Dhaka and found a settlement in Seemapuri. Their fields and homes had been swept away by storms. They had come to the big city to find a living. They are poor. The writer watches Saheb every morning scrounging for “gold” in her neighborhood. Garbage is a means of survival for the elders and for the children it is something wrapped in wonder. The children come across a coin or two from it. These people have desires and ambitions, but they do not know the way to achieve them. There are quite a few things that are unreachable to them, namely shoes, tennis and the like. Later Saheb joins a tea stall where he could earn 800 Rupees and all the meals. The job has taken away his freedom.
II – I want to drive a car.
The second part deals with the life of Mukesh, who belongs to the family of Bangle-makers. Firozabad is best known for its glass-blowing industry. Nearly 20,000 children are engaged in this business and the law that forbids child labor is not known here. The living condition and the working environment is a woeful tale. Life in dingy cells and working close to hot furnaces make these children blind when they step into the adulthood. Weighed down by the debt, they can neither think nor find a way to come of out of this trap.
The politicians, middlemen, policemen, and bureaucrats will all obstruct their way of progress. The women in the household consider it as their fate and just follow the tradition. Mukesh is different from the rest of the folk there. He dreams to become a motor mechanic. The garage is far away from his house but he shall walk.
Main points
I – Sometimes I find a rupee in the garbage.
1. The writer encounters Saheb every morning scrounging for gold in the garbage.
2. Saheb-e-Alam, a refugee from Dhaka, Bangladesh is a ragpicker.
3. Wants to go to school, but can’t – very poor.
4. Lives in Seemapuri – a locality on the periphery of Delhi without any basic amenities.
5. Most of the rag pickers live here.
6. Food is more important for them than identity.
7. Rag picking is different for children and adult.
8. For adults – a mean of survival
9. For children – wrapped in wonders
10. Sahib gets a job in tea stall, earns Rs. 800/- and all his meal but still unhappy
11. Loses his freedom and carefree look.II – I want to drive a car.
1. The writer comes across Mukesh in Firozabad.
2. His family is engaged in making bangles but Mukesh insists on being his own master.
3. He desires to become a motor mechanic.
4. They work in dingy cells without air and light and furnaces with high temperatures.
5. As a result, most of them become blind at a very young age.
6. They don’t have money to do anything except carry on the business of making bangles.
7. They can’t organize into a co-operative.
8. They are afraid of being hauled up by the Police, beaten and dragged to jail for doing something illegal.
9. There is no leader among them.
10. They talk of poverty, apathy, greed and injustice.
11. So poor that they can’t even dream – to do anything means to dare – and daring is not part of their growing.
12. The author is cheered when she senses a flash of it in Mukesh who wants to be a motor mechanic.Content
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Introduction of Lost Spring 12th Flamingo
About the author
Anees Jung is an author, journalist and a columnist for major newspapers in India and abroad. She was born in Hyderabad in 1944 in an aristocratic family. Her father, Nawab Hosh Yar Jung, was a renowned scholar and poet. He was the adviser to the last Nizam of Hyderabad princely state. Her schooling and graduation were completed from her hometown. Later she went abroad for higher studies. She did her Masters in Sociology and American Studies from University of Michigan, Ann Arbor, US. She started her career in literal writing with the Youth Times, a Times of India publication. Later she served as its editor from 1976 to 1979. Prior to it, she worked as journalist. Jung came into the limelight with the publication of Unveiling India in 1987. Later she published several books dealing with social issues including abused children and women’s problems. Jung is noted for her lively and vivid descriptions, though she rarely gives its solutions.
Characters
Saheb-e-Alam: A rag picker
Mukesh: Son of a bangle makerIntroduction
The story, “Lost Spring” describes the pitiable condition of poor children who have been forced to miss the joy of childhood due to the socio-economic condition that prevails in this man-made world. These children are denied the opportunity of schooling and forced into labour early in life. Anees Jung gives voice to eliminate child labour by educating the children and to enforce the laws against child labour by the governments strictly. The call is to end child exploitation and let the children enjoy the days of the spring that bring joy under their feet.
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The Last Lesson Flamingo Class 12th English Chapter 1
The Last Lesson
By Alphonse Daudet
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Hindi Summary of The Last Lesson Class 12th Flamingo
the last lesson summary in Hindi language with PDF Download.
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NCERT Solution of The Last Lesson Class 12th Flamingo
NCERT Solutions Class 12th: Ch 1 The Last Lesson Flamingo English
Page No: 21. Notice these expressions in the text. Infer their meanings from the context.
in great dread of: fearful in anticipation of something
counted on: to rely or trust on somebody/something
thumbed at the edges: worn or soiled edges caused by frequent handling
in unison:something happening or being done at the same time
a great bustle: an excited (and often noisy) activity or a rapid, active commotion
reproach ourselves with: to express disapproval, criticism, or disappointmentPage No: 7
Think As you Read
1. What was Franz expected to be prepared with for school that day?
Answer
Franz was expected to be prepared with participles that day as Mr. Hamel had told the class that he would be taking a test on the topic that day.2. What did Franz notice that was unusual about the school that day?AnswerUsually when the school began there would be a lot of commotion. But that day everything was quiet and it appeared to be like a Sunday, but the students were at their places and Mr. Hamel was walking up and down with his terrible iron ruler under his arm.
3. What had been put up on the bulletin-board?
Answer
The bulletin-board notified the general public about an order from Berlin. It stated that only German was to be taught to students in the schools of Alsace and Lorraine.Page No: 8
1. What changes did the order from Berlin cause in school that day?
Answer
The order from Berlin brought all the routine hustle-bustle of the school life to a stand-still. The teacher, M. Hamel, became more sympathetic to his students and taught his lessons with more patience. The students became more attentive in their classes. The villagers, who were sitting at the usually empty back benches and had come to show their respect and gratitude to M. Hamel, regretted not going to school more than they did. The order also brought about a great change in the feelings of the people towards their country and their native language. There was a general sadness about not being able to utilise the opportunities of learning French when it was easily accessible.
2. How did Franz’s feelings about M. Hamel and school change?
Answer
Franz was shocked when M. Hamel told the students about the order from Berlin and that it was their last French lesson. He forgot about his teacher’s ruler and crankiness. He developed a fondness for M. Hamel at the troubling idea of being separated from him forever. He understood the pain and agony his teacher was undergoing. And, he became more sympathetic towards his teacher.
His school too, now, carried a different meaning. His books and lessons seemed old friends whom he couldn’t give up. He realised with pain how much French meant to him and regretted not being attentive in his classes earlier. Suddenly, he felt that the ‘difficult concepts’ had never actually been difficult.Page No: 9
1. The people in this story suddenly realize how precious their language is to them. What shows you this? Why does this happen?
Answer
M. Hamel told the students and villagers that henceforth only German would be taught in the schools of Alsace and Lorraine. Those who called themselves Frenchmen would neither be able to speak nor write it. He praised French as the most beautiful, the clearest and most logical language in the world. He said that for the enslaved people, their language was the key to their prison. Then the people realised how precious their language was to them. This shows people’s love for their own culture, traditions and country. Pride in one’s language reflects pride in motherland.2. Franz thinks, “Will they make them sing in German, even the pigeons ?” What could this means?
Answer
Alphonse Daudet’s ‘The Last Lesson’ very prominently raises the question of linguistic and cultural hegemony of the colonial and imperial powers and their lust for controlling the world and influencing their cultures and identities. Prussians acquired the districts of Alsace and Lorraine in Franco-Prussian War , but they were not satisfied with mere political domination ,they desired to enforce their own language on the people of the defeated nation. They released the order that from now German would be taught in schools rather than French. Franz wondered whether they would make even pigeons sing in German. It means that they had grown up using French as their language and now snatching away their language from them would be unfair and unkind. The language was as natural to them as cooing is to the pigeon. So, compulsion to speak another language is like dominating the force of nature and enslaving it. As it is next to impossible to alter the way pigeons sing, in the same way it is difficult for people to accept a language which is forcibly imposed on them. Adopting a new language causes pain and discomfort.
OrThis sentence could possibly mean that however hard the authorities try to embed German language in the culture of Alsace and Lorraine, the natural status of French, for them, will remain unchanged. French flows in the air and the entire place is imbued with its effect. Even though they train students in German, the basic mode of communication would remain unchanged like the cooing of the pigeons.
Talking about the Text
1. “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”
Can you think of examples in history where a conquered people had their language taken away from them or had a language imposed on them?AnswerSome examples of the native language taken away from its people and/or imposition of the language of the conqueror are:
(a) Portuguese becoming the lingua franca of Angola.
(b) English imposed on the various Celtic peoples.
(c) Spanish imposed on the Basques and the Catalans.
(d) Turkish imposed on the Kurds.2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:
Punjabis in Bangalore
Tamilians in Mumbai
Kannadigas in Delhi
Gujaratis in KolkataAnswer
A linguistic minority in a state does not have as much liberty to exercise linguistic skills as the natives of the state. They initially try to learn the jargons in order to cope with the day-to-day life activities and finally begin to understand the native language with regular interaction. At the workplace and educational organisations, English or the link language helps a lot to cope up with the work and learning process. But, when it comes to understanding the basic norms of the society, in order to socialize, one does face a sort of linguistic barrier during communication.
To keep their language alive, the linguistic minorities can form small communities where they can celebrate their festivals as per their traditions. Moreover, they can continue to speak their native language at their homes in order to make their children learn the language. People must, even, try to visit their native places at regular intervals in order to stay close to their roots.3. Is it possible to carry pride in one’s language too far?
Do you know what ‘linguistic chauvinism’ means?Answer
Yes, it is possible to carry pride in one’s language too far if one is fond of one’s own language at the cost of others. Indifference towards other languages is not healthy for any democracy like India.
When the sense of belonging to one’s own language crosses the thin line between ‘pride’ and ‘proud’, it becomes linguistic chauvinism. If people feel good about their languages and traditions, they must have tolerance for other languages too. Everybody has the right to follow the religion as well as speak the language as per his/her desire. In fact, it is disparaging to distort the names of communities, for example, Bongs for Bengalis, Gujju for Gujratis, etc.
Working with Words1.English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a world language, for example:
petite – French
kindergarten – German
capital – Latin
democracy – Greek
bazaar – Hindi
Find out the origin of the following words.
Tycoon, tulip, logo, bandicoot, barbecue, veranda, robot, zero, ski, trekAnswer
tycoon – Japanese
tulip – French
logo – Greek
bandicoot – Telugu
barbecue – Spanish
veranda – Hindi
robot – Czech
zero – Italian
ski – Norwegian
trek – DutchPage No: 10
2. Notice the underlined words in these sentences and tick the option that best explains their meanings.
(a) “What a thunderclap these words were to me!”
The words were ___________________
(i) loud and clear.
(ii) startling and unexpected.
(iii) pleasant and welcome.(b) “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”
It is as if they have the key to the prison as long as they _______________
(i) do not lose their language.
(ii) are attached to their language.
(iii) quickly learn the conqueror’s language.
(c) Don’t go so fast, you will get to your school in plenty of time.
You will get to your school _______________
(i) very late.
(ii) too early.
(iii) early enough.
(d) I never saw him look so tall.M. Hamel _____________________
(a) had grown physically taller.
(b) seemed very confident.
(c) stood on the chair.Answer
(a) (ii) startling and unexpected.
(b) (ii) are attached to their language.
(c) (iii) early enough.
(d) (b) seemed very confident.Noticing Form
1. Read this sentence.
M. Hamel had said that he would question us on participles.
In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past.” The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.
Pick out five sentences from the story with this form of verb and say why this form has been used.Answer
In the following sentences, two activities of past, occurring at two different points of time in the past, are indicated. The one that happens earlier takes the “had” + past form of verb (V3), while the one that follows it takes the simple past form of verb (V2).Sentences in past perfect formReason/ ExplanationI had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning. The protagonist decided to depend on the commotion to sneak into the classroom before he encountered the quietness at the school. Not till then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat … prize days. Getting over the fright happened before he noticed his teacher’s green coat. …Hauser had brought an old primer, thumbed at the edge, and he held it open on his knees with his great spectacles lying across the pages. Of the two actions, Hauser’s bringing of the old primer happened before he held it open on his knees. It was because they were sorry, too, that they had not gone to school more. The feeling of regret comes after they realise they did not go to school more than what they did. My books, that had seemed such a nuisance … were old friends now that I couldn’t give up. The books were a nuisance earlier. It is only later that the protagonist talked about them in a different light. Content
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Summary of The Last Lesson Class 12th Flamingo
Brief Summary The Last Lesson
‘ The last lesson ‘ written by Alphonse Daudet narrates about the year 1870 when the Prussian forces under Bismarck attacked and captured France. The French districts of Alsace and Lorraine went into Prussian hands. The new Prussian rulers discontinued the teaching of French in the schools of these two districts. The French teachers were asked to leave. Now M. Hamel could no longer stay in his old school. Still he gave the last lesson to his students with utmost devotion and sincerity as ever.
One such student of M. Hamel, Franz who dreaded French class and M. Hamel’s iron rod, came to the school that day thinking he would be punished as he had not learnt his lesson on participles. But on reaching school he found Hamel dressed in his fine Sunday clothes and the old people of the village sitting quietly on the back benches. It was due to an order from Berlin. That was the first day when he realized for the first time that how important French was for him, but it was his last lesson in French.
The story depicts the pathos of the whole situation about how people feel when they don’t learn their own language. It tells us about the significance of one’s language in one’s life for the very existence of a race and how important it is to safeguard it.
Main points of The Last Lesson
1. Franz is afraid of going to school as he has not learnt participles.
2. Wants to enjoy the beauty of nature – the bright sunshine – the birds chirruping in the woods – Prussian soldiers’ drilling but resisted.
3. On reaching school Franz notices: unusual silence – Villagers occupying the last benches – teacher well dressed – everybody looked sad.
4. M. Hamel announces: Today is the last lesson in French.
5. Franz regrets and realizes why he had not taken his lesson seriously.
6. Understands the reason why teacher is well dressed and villagers sitting at the back.
7. M. Hamel realizes that all three, he himself, the children and the parents are to be blamed for losing respect and regards for the mother tongue.
8. Hamel says: French language – most beautiful, clear and logical language in the world. Always keep close the mother tongue to your heart as it is a key to the prison of slavery.
9. Hamel becomes emotional and writes on the black board “Vive La France”
10. Franz remembers the last lesson very well.
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About The Last Lesson Class 12th Flamingo
About the Author
Alphonse Daudet was a French short-story writer and novelist, now remembered chiefly as the author of sentimental tales of provincial life in the south of France. He was born on May 13, 1840 at Nimes in France. He was the son of a silk manufacturer. In 1849 his father had to sell his factory and move to Lyon. Alphonse wrote his first poems and his first novel at age 14. He died on Dec. 16, 1897 in Paris, France.
Setting
The present story is set during the days of Franco – Prussian War (1870 – 18710) in which France was defeated by Prussia led by Bismarck. At that time Prussia consisted of Germany, Poland and some parts of Austria.
Characters
1. Franz: A school student.
2. M Hamel: A teacher of French language
3. Class: Consists of some students and some elderly people of the village.
4. Old Hauser: An elderly villager
5. Sister of M HamelContent
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English Class 12th Study Materials, Summary, Notes, NCERT Solutions
Get Class 12th English Chapters Summary, Hindi Summary And NCERT Solution with PDF Download Free. best Study materials for CBSE class 12th English.
Flamingo (English Reader)
Prose Section Poetry Section 1. The Last Lesson 1. My Mother at Sixty Six 2. Lost Spring 2. An Elementary School Classroom in a Slum 3. Deep Water 3. Keeping Quiet 4. The Rattrap 4. A Thing of Beauty 5. Indigo 5. Aunt Jennifer’s Tigers 6. Going Places Vistas (Supplementary Reader)
1. The Tiger King 2. The Enemy 3. Should Wizard Hit Mommy? 4. On the Face of It 5. Evans tries an O-Level 6. Memories of Childhood Long Reading Text – Novel
The Invisible Man Silas Marner
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The Ailing Planet: The Green Movement’s Role Class 11th Summary, NCERT Solution, Notes Chapter 6
The Ailing Planet: The Green Movement’s Role
By Nani Palkhivala
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- The Ailing Planet: The Green Movement’s Role Chapter in Hindi Class 11th Chapter 6
- Summary of The Ailing Planet: The Green Movement’s Role Class 11th Chapter 6
- Hindi Summary Of The Ailing Planet: The Green Movement’s Role Class 11th Chapter 6
- NCERT Solutions of The Ailing Planet: The Green Movement’s Role Class 11th Chapter 6
- Extra Questions Of The Ailing Planet: The Green Movement’s Role Class 11th Chapter 6