SOCIAL SCIENCE: GEOGRAPHY : CHAPTER:1, SEBA : CLASS :X

   April 23, 2026      

GEOGRAPHY

CHAPTER:1 ECONOMIC GEOGRAPHY : SUBJECT MATTER AND RESOURCE.



Key Points:

-Definition of Economic Geography and its Subject matter, Scope and Branches.
- Meaning, Importance and Classification of Resource
-Uses of Resource.
-Resource Conservation: Meaning, Ned, Methods and Role of national and International Organisation.


CHAPTER SUMMARY

EXERCISE.

1. What is Economic Geography ? What is its mai subject matter ? Mentio the importanct branches of Economic Geography .

Answer : 

 The branch of Geography in which the study of human activities relating to the production, distribution, consumption and exchange of resources is done with respect to space and time is called economic geography.
   The main subject matter of geograpphy is that it includes all the economic activities of human being.  Hence, the overall human activities related to their economic prosperity and development may be regarded as the subject of economic geography.

     The important branches of economic geography are - resource geography, agricultural geography, industrial geography, transport geography and geography of tourism.


2. Write in brief about the economic geography.

Answer- 
  The distribution of economic activities of man and the factors and processes associated with - are mainly studied in economic geography. The scope of it's study is mainly based on the following questions-

A) where is the economic activities located ?
B) what are the characteristics of the economic activity related ?
C) why is the economic activity located as ot is ?
D) would it not be better locted elsewhere ?

  Among the above mentioned five questions the traditional ecxonomic geography is associated with the first three. But the latter two questions have laid the foundation of modern economic geography



3) What do mean by economic activities of man ? What are such economic activities ?

Answer-The activities performed by human beings to earn a livelihood and generate income for the fulfillment of their basic needs and desires are called economic activities. These activities involve the production, distribution, and consumption of goods and services.

Economic activities are broadly classified into four main categories:

Primary Activities: Examples: Agriculture, fishing, forestry, and mining.

Secondary Activities: Examples: Steel production, textile manufacturing, and food processing.

Tertiary Activities: Examples: Transport, banking, trade, and education.

Quaternary Activities: Examples: Information technology, research and development, and financial consultancy.

      

4. Write briefly about the subject matter of the important branches of Economic Geography.


Answer: Economic Geography is a broad field with several specialized branches. The subject matter of its key branches is explained below:

  • Resource Geography: It studies the types of resources, their spatial distribution, and the techniques for their conservation and management.

  • Agricultural Geography: This branch focuses on the distribution of different types of crops, the factors influencing agricultural patterns, and the methods of farming.

  • Industrial Geography: It examines the location of various industries, the factors responsible for their establishment (like raw materials and labor), and the distribution of industrial products.

  • Transport Geography: This studies the different modes of transport (road, rail, water, and air), their networks, and their role in the movement of goods and people.

  • Geography of Tourism: It focuses on the geographical factors that promote tourism, the distribution of tourist spots, and the impact of tourism on the local economy and environment.

  • Geography of International Trade: This branch deals with the exchange of goods and services between different countries and the factors influencing global trade patterns.


5. Why is Resource Geography known as an important branch of Economic Geography?

Answer: Resource Geography is known as an important branch of Economic Geography because it deals with the study of resources which are the basic requirements for all economic activities. It examines the types, spatial distribution, and utilization of resources. Furthermore, it explores the dynamic relationship between nature, man, and culture, emphasizing that a material becomes a "resource" only when it satisfies human needs through the application of technology.


6. What do you mean by resource? Mention its main characteristics.

Answer: In simple terms, any substance or element of nature that is useful to man and has some value is called a resource. According to famous economist Erich Zimmermann, the word "resource" does not refer to a thing or a substance, but to the function which a thing or substance can perform.

The main characteristics of a resource are:

  • Utility: 

  • Functionality: 

  • Changeability (Dynamic Nature): 

  • Accessibility: 


7. "Resource is dynamic"—Discuss.

Answer: The statement "Resource is dynamic" means that a substance does not remain a resource forever, nor is it born as one. A substance becomes a resource only when its utility is discovered by humans.

This dynamic nature can be discussed through the following points:

  • Role of Knowledge and Technology: Example: Water has always existed, but it became a resource for generating electricity (Hydroelectricity) only after humans developed the necessary technology.

  • Changes in Human Needs: As civilizations evolve, their requirements change. Something that was useless in ancient times may become a necessity in the modern era.

  • Time and Place: The value and utility of a resource can change depending on where it is located and the time period. Coal was just a black stone until the Industrial Revolution turned it into "Black Diamond."

  • Neutral Stuff to Resource: According to Erich Zimmermann, "Resources are not, they become." This highlights that resources are a result of the functional relationship between man, nature, and culture.

8. Briefly discuss about the necessities of resources with examples.

Answer: Resources are the backbone of human civilization. Their necessity can be understood through the following points:

  • Fulfillment of Basic Needs: Example: Land is used for growing crops, and water is essential for drinking and irrigation.

  • Economic Development: Example: Minerals like iron ore and coal are the foundation of the heavy engineering and power industries.

  • Generation of Energy: Example: Fossil fuels (Petroleum) and sunlight (Solar energy) are used to generate electricity and run vehicles.

  • Improvement of Quality of Life: Example: Wood and minerals are used to build infrastructure, furniture, and electronic gadgets.

  • Raw Materials for Production: Example: Cotton is the primary resource for the textile industry, and sugarcane is the resource for the sugar industry.

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• April 23, 2026 0 $type={blogger}

"FIRE AND ICE"........CLASS 10 (CBSE) ENGLISH -FIRST FLIGHT ROBERT FROST

   April 23, 2026      

ABOUT THE POEM::

 "Fire and Ice" by Robert Frost explores two apocalyptic possibilities for the world's end: burning passion (fire) and cold hatred (ice). It serves as a powerful metaphor for destructive human emotions


ABOUT THE POET::

Robert Frost (1874–1963) was a highly celebrated American poet, known for his realistic depictions of rural life and his command of American colloquial speech. He is the only poet to receive four Pulitzer Prizes for Poetry.


Textual Question and Answers



Q1: What are the two ideas about how the world will end?

Ans: The two ideas are that the world will end either in fire or in ice. Fire represents human desire and passion, while ice represents hatred and indifference.



Q2: What does 'Fire' stand for in the poem? 

Ans: In the poem, 'Fire' symbolizes burning human desires, greed, lust, and unbridled passion. These emotions can spread rapidly and consume everything in their path, leading to destruction



Q3: What does 'Ice' stand for in the poem? 

Ans: 'Ice' symbolizes coldness of heart, indifference, and hatred. Just as ice can freeze and kill silently, hatred can slowly destroy human relationships and the world without much noise.



Q4: Why does the poet side with those who favor fire? 

Ans: The poet sides with those who favor fire because he has experienced the power of "desire" in his own life. He knows how destructive and uncontrollable human passions can be.



Q5: How can 'Ice' be "also great" for destruction? 

Ans: The poet suggests that if the world had to perish twice, hatred (ice) would be just as powerful as desire (fire). Hatred is a "silent killer" that is sufficient to bring about the end of humanity.



Very Short Answer Questions (1 Mark Each)


Q1: Who is the poet of the poem "Fire and Ice"? Ans: The poet is Robert Frost.


Q2: What does 'Fire' symbolize according to the poet? Ans: 'Fire' symbolizes unending desires, greed, and lust.


Q3: What is the rhyme scheme of the poem? Ans: The rhyme scheme is aba abc bcb



Short Answer Questions (2 Marks Each)


Q1: Why does the poet say that 'Ice' is also "great" for destruction?


Ans: The poet says so because 'Ice' represents hatred and indifference. While fire is violent, hatred is a cold, silent emotion that can destroy humanity and the world just as effectively.



Q2: What is the central message or theme of the poem? 


Ans: The theme is that uncontrolled human emotions like greed (fire) and hatred (ice) are destructive. If we do not learn to control our passions and treat each other with warmth, we will bring about our own end.



Q3: Explain the line: "I think I know enough of hate." 


Ans: This line indicates that the poet has observed how cold and insensitive people can be toward one another. He suggests that hatred is a widespread human emotion that is powerful enough to cause a global catastrophe.



Section D: Multiple Choice Questions (MCQs)



1. Who is the poet of the poem ‘Fire and Ice’? 

(a) Robert Frost

(b) Leslie Norris

(c) Carolyn Wells

(d) Walt Whitman


2. What does the poet compare 'Fire' with? (a) Hatred

(b) Desire

(c) Hot weather

(d) Both (a) and (c)


3. What is the meaning of 'perish' in the poem? (a) Bloom

(b) Rise

(c) Die or be destroyed

(d) Glow


4. What does 'Ice' symbolize? (a) Love

(b) Hatred and Indifference

(c) Lust

(d) Envy


5. According to the poet, what is "also great" for destruction? (a) Fire

(b) Ice

(c) Gold

(d) Water


6. What is the rhyme scheme of the poem? (a) abab abcbc

(b) aaab bbcbc

(c) aba abc bcb

(d) abcd abcd



Answer Key

Q. NoAnswer
1(a) Robert Frost
2(b) Desire
3(c) Die or be destroyed
4(b) Hatred and Indifference
5(b) Ice
6(c) aba abc bcb

   / / /

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• April 23, 2026 0 $type={blogger}

THE SOUND OF MUSIC PART-I :EVELYN GLENNIE ..........by---Deborah Cowley Class -IX (English)

   April 23, 2026      

 

About the Author

Deborah Cowley is an author and journalist who wrote this inspiring biographical piece. She effectively captures Evelyn Glennie’s determination and her unique way of experiencing music through her body rather than her ears.


Chapter Summary 

This biographical sketch profiles Evelyn Glennie, a world-renowned multi-percussionist who overcame profound deafness to lead a successful international career, proving that determination can overcome any physical disability.


Short Answer Questions (1-2 Marks)


Q1: How old was Evelyn when she went to the Royal Academy of Music? 


Ans: Evelyn was seventeen years old when she joined the Royal Academy of Music in London.



Q2: When was her deafness first noticed and when was it confirmed? 


Ans: Her deafness was first noticed when she was eight years old (when she didn't respond to her name being called), and it was confirmed at age eleven by a specialist.



Q3: Who helped her to continue with music? What did he do?

Ans: Percussionist Ron Forbes helped her. He tuned two large drums to different notes and told her not to listen through her ears, but to try and sense the sound in some other way.



Q4: Name the various places and causes for which Evelyn performs. 

Ans: Apart from regular concerts, Evelyn gives free performances in prisons and hospitals. She also gives high priority to classes for young musicians.


Long Answer Questions (5 Marks)


Q1: How does Evelyn hear music? 

Ans: Evelyn hears music not through her ears but by sensing it through different parts of her body. After Ron Forbes encouraged her to feel the vibrations, she realized she could feel the higher drum from the waist up and the lower drum from the waist down. On a wooden platform, she removes her shoes so the vibrations pass through her bare feet and up her legs. She says that music "pours in through every part" of her—her skin, her cheekbones, and even her hair.



Q2: What is Evelyn’s contribution to percussion? 

Ans: Evelyn Glennie has brought percussion to the front of the orchestra. Traditionally, percussion was relegated to the back, but she proved it could be a solo instrument capable of moving an audience deeply. She has mastered more than a thousand instruments and has become an inspiration to the handicapped, proving that "if she can do it, I can."



Q.3.Character Sketch: Evelyn Glennie 

Ans--Evelyn Glennie is a symbol of unwavering determination and hard work. Despite becoming profoundly deaf by age eleven, she refused to give up on her passion for music. She is highly motivated, transitioning from orchestral work to solo performances and mastering a vast array of instruments. Evelyn is also incredibly humble and socially conscious, dedicating time to perform in hospitals and prisons. Her life teaches that physical limitations cannot stop a person if they have a clear goal and the will to work for it.



MCQ with Answer key at last...


  1. How old was Evelyn when her deafness was first noticed?

    a) Eleven

    b) Eight

    c) Seventeen

    d) Five

  2. Who was the percussionist that spotted Evelyn's potential?

    a) James Blades

    b) Deborah Cowley

    c) Ron Forbes

    d) Isabel Glennie

  3. What was Evelyn's specialized field in music?

    a) Vocalist

    b) Pianist

    c) Percussionist

    d) Guitarist

  4. At what age was Evelyn's deafness confirmed by a specialist?

    a) 8

    b) 11

    c) 17

    d) 14

  5. Where did Evelyn audition and score one of the highest marks in history?

    a) Royal Academy of Arts

    b) Royal Academy of Music

    c) London School of Music

    d) Paris Conservatory

  6. How does Evelyn feel music on a wooden platform?

    a) Through her ears

    b) Through her hair

    c) Through her bare feet

    d) Through her eyes

  7. Which prestigious award did Evelyn win in 1991?

    a) Best Percussionist Award

    b) Soloist of the Year

    c) Grammy Award

    d) Nobel Prize in Music

  8. What advice did Ron Forbes give to Evelyn?

    a) To listen through her ears

    b) To give up music

    c) To sense the sound in some other way

    d) To join a school for the deaf

  9. Evelyn gives priority to classes for:

    a) Famous musicians

    b) Young musicians

    c) Prisoners

    d) Elderly people

  10. According to Evelyn, music "pours in through":

    a) Her ears only

    b) Every part of her body

    c) Her hands only

    d) Her feet only

  11. Which country does Evelyn belong to?

    a) England

    b) Scotland

    c) USA

    d) France

  12. Evelyn masterfully plays approximately how many instruments?

    a) 100

    b) 500

    c) Over 1000

    d) 10

  13. Why does Evelyn remove her shoes on a wooden platform?

    a) As a mark of respect

    b) To feel the vibrations pass through her feet

    c) Because the shoes are uncomfortable

    d) To keep the stage clean

  14. What is Evelyn’s message to those who want to achieve something?

    a) Work hard and know where you are going

    b) Depend on luck

    c) Follow others blindly

    d) Wait for the right time

  15. Who said, "God may have taken her hearing, but He has given her back something extraordinary"?

    a) Ron Forbes

    b) James Blades

    c) Her mother

    d) Deborah Cowley


Answer Key

Q. NoAnsQ. NoAnsQ. NoAns
1b6c11b
2c7b12c
3c8c13b
4b9b14a
5b


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• April 23, 2026 0 $type={blogger}

THE LAST LESSON .........by Alphonse Daudet... H.S.2nd Year (English)

   April 23, 2026      

 ABOUT THE LESSON--

---"The Last Lesson" by Alphonse Daudet depicts the emotional final French class in an Alsatian school after a Prussian order bans the native language, highlighting the profound value of linguistic identity.



ABOUT THE AUTHOR--

---Alphonse Daudet (1840–1897) was a prominent French novelist and short-story writer. He is celebrated for his realistic and often sentimental depictions of French life. In "The Last Lesson," he masterfully captures the spirit of patriotism and the cultural impact of the Franco-Prussian War on the people of Alsace.



Think As You Read (Short Answers)

Q1: What was Franz expected to be prepared with for school that day?


Ans--Franz was expected to be prepared with a lesson on participles. His teacher, M. Hamel, had announced that he would question the students on the topic, but Franz didn't know the first word about them.


Q2: What did Franz notice that was unusual about the school that day?


An--Usually, the school was a scene of great bustle, with the sound of opening and closing desks and lessons repeated in unison. That day, however, everything was as quiet as a Sunday morning. Most surprisingly, the village elders were sitting quietly on the back benches.


Q3: What had been put up on the bulletin board?


Ans--For the last two years, all bad news had come from the bulletin board. That day, an order had come from Berlin stating that only German would be taught in the schools of Alsace and Lorraine, replacing French.


Q4: What changes did the order from Berlin cause in school that day?


Ans--The school was strangely quiet and solemn. M. Hamel wore his fine Sunday clothes (green coat, frilled shirt, and silk cap).The back benches, usually empty, were occupied by village people like Old Hauser and the former Mayor. M. Hamel was unusually kind and gentle instead of scolding Franz for being late.



Q5: How did Franz’s feelings about M. Hamel and school change?

Upon realizing it was his last French lesson, Franz’s "cranky" teacher suddenly seemed like a poor man making a sacrifice. His books, which had felt like a burden, now felt like old friends. He forgot all about M. Hamel’s ruler and crankiness, feeling only sorrow that he was leaving.



Understanding The Text (Longer Answers)


1. The Theme of Linguistic Chauvinism

Q: "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." Explain.


Ans--M. Hamel emphasizes that language is the most beautiful, clearest, and most logical thing in the world. He believes that a mother tongue is a symbol of identity and freedom. As long as a conquered people keep their language alive, they maintain a sense of unity and cultural pride that the oppressor cannot truly imprison. To lose one's language is to lose the "key" to one's own identity.


2. Franz’s Realization


Q: How does Franz realize the importance of his mother tongue?

Ans--Franz realizes the importance too late. He used to procrastinate, thinking there was "plenty of time" to learn. When the right to learn French was taken away by the Prussian order, he felt a sudden pang of guilt. He understood that his language was not just a school subject, but a part of who he was as a Frenchman.



Q: Characterize M. Hamel as a teacher.

Ans--M. Hamel is depicted as a dedicated and patriotic teacher who served the school for forty years. While he was strict (the "terrible iron ruler"), he took the blame for his students' lack of learning, admitting he often sent them to water his flowers instead of studying. His final act of writing "Vive La France!" on the blackboard shows his deep-seated love for his country.




Very Short Answer Type (1 Mark each)

Q1: Who is the author of 'The Last Lesson'? 

Ans: Alphonse Daudet.


Q2: What is the name of the river mentioned in the lesson? 

Ans: The Saar.


Q3: For how many years had M. Hamel served the school?

Ans: Forty years.


Q4: What was the name of the black-smith in the story?

Ans: Wachter.


Q5: What did M. Hamel bring for his students on his last day?

Ans: New copies with "France, Alsace, France, Alsace" written on them in a beautiful round hand.


Q6: What does the phrase "Vive La France" mean? 

Ans: "Long Live France!"


Q7: Who sat on the back benches of the classroom on the last day?

Ans: The village elders (Old Hauser, the former mayor, the former postmaster, and others).



Short Answer Type (2 Marks each)


Q1: Why did M. Hamel not scold Franz for being late that morning?


Ans: It was M. Hamel's last day teaching French. He was filled with sadness and solemnity, choosing to be kind rather than strict because he wanted to teach his final lesson with patience and love for the language.



Q2: What did M. Hamel say about the French language? 


Ans: He said that French was the most beautiful language in the world—the clearest and the most logical. He urged his students to guard it among themselves and never forget it.



Q3: What was Old Hauser holding and why was it significant?


Ans: Old Hauser was holding an old primer, thumbed at the edges. It was significant because it showed that even the elderly villagers regretted not learning their mother tongue when they had the chance and wanted to pay their respects to the language.



Q4: Whom did M. Hamel blame for the neglect of learning French? 


Ans: He blamed the parents (who preferred children to work on farms), the students (who put off learning), and himself (for sending students to water his flowers or giving them a holiday when he wanted to go fishing).



Q5: What was the "thunderclap" to Franz? 


Ans: The announcement by M. Hamel that an order had come from Berlin to teach only German in the schools of Alsace and Lorraine was a "thunderclap" to Franz. It was a shocking and unexpected realization that he would no longer be able to learn his own language.


Long Answer Type (5 Marks each)

Q1: Describe the scene in the classroom on the day of the last French lesson. 


Ans: The classroom on the last day was strikingly different from other days. Usually, there was a great bustle, but that day it was as quiet as a Sunday morning. M. Hamel was dressed in his best clothes—a beautiful green coat, frilled shirt, and a little black silk cap—which he only wore on inspection or prize days. Most movingly, the back benches were occupied by village elders, including Old Hauser and the former Mayor, who sat there as a mark of respect for their language and M. Hamel’s forty years of service. The atmosphere was one of deep solemnity, regret, and patriotism.


Q3: How does Alphonse Daudet depict the theme of "Linguistic Chauvinism" in the story? 


Ans: Linguistic Chauvinism is the aggressive belief that one's own language is superior to others. In the story, this is depicted through the Prussian order that bans the teaching of French in Alsace and Lorraine. By forcing German onto the people, the victors try to enslave the minds of the conquered. M. Hamel counters this by explaining that a mother tongue is the "key to their prison." The story shows that language is not just a tool for communication but the very soul of a culture. When people are denied their language, they lose their identity and their heritage.


Q.4. Sketch the character of M.Hamel.

M. Hamel was a dedicated French teacher who served his school for forty years with dignity. Though initially seen as strict and "cranky" with his iron ruler, the final lesson reveals his deep patriotism. He bravely takes responsibility for the neglect of the French language and describes it as the most beautiful and logical in the world. His final act—writing "Vive La France!" on the blackboard—symbolizes his unwavering love for his country and mother tongue.


Q.5 Give a character Sketch of Little Franz.


Ans-    Franz is the young, sensitive narrator of The Last Lesson. Initially, he is portrayed as a typical schoolboy who is more interested in the outdoors and the drilling of Prussian soldiers than his French lessons. He struggles with procrastination, often putting off his studies for "tomorrow." However, the order from Berlin to ban French serves as a "thunderclap" that transforms his perspective.

        His indifference turns into deep regret and patriotism. He suddenly views his books as old friends and M. Hamel as a respected figure rather than a "cranky" teacher. Franz’s innocent observation about the pigeons singing in German highlights the tragedy of linguistic oppression. Ultimately, he represents the late realization of the value of one's mother tongue and cultural identity.

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• April 23, 2026 0 $type={blogger}

A TIGER IN THE ZOO || FIRST FLIGHT ||

   April 22, 2026      

About the poet:



LESLIE NORRIS:  The complete name of this poet is George Leslie Norris . He was born on 21 May, 1021. He was a short story writer as well as a poet. Norris was a Welsh poet (Welsh - a part of United  Kingdom). He completed his Masters Degree & also continuously taught in various academic institutions including Universities. He was awarded for his achievements. This noted poet died on 6th April, 2006.



About the poem:




A TIGER IN THE ZOO: In this poem the poet has made a comparison between a tiger living in the jungle, it original place of settlement and also it's stay in the concrete cell inside a zoo. The poet also favors that the tiger should be in the jungle since it is it's real home,  where it remains happy.Keeping it forcefully inside a zoo means taking away it's freedom. Here, it looks unhappy.


 
WORD MEANING:


Stalks - follow stealthy
Vivid - clear/distinct
Stripes - here v-shape yellow stripes
Velvet- soft fabric
Lurking- waiting to attack
Plump- round shape, here fleshy deer
Snarling- growl (sounds made by tiger) 


 Thinking about the poem:



1.Read the poem again, and work in pairs or groups to do the following tasks. 

(I) Find the words that describe the movements and actions of the tiger in the cage and in the wild. Arrange them in two  columns. 


Answer: The words that describe the movements of actions of the tiger are as follows.

 
In the cage:

Stalks
Few steps of the cage
Quiet rahe
Locked in the concrete cell
Stalking the length of the cage
Ignoring visitors
Stares with his brilliant eyes
At the brilliant stars. 
 


In the wild:
Lurking in shadow
Sliding through long grass
Snarling around houses
Baring his white fangs, his clows
Terrorising the village. 


(ii) Find the words that describe the two places, and arrange them in two columns. 

Answer: The words that describe the two places are mentioned in the two columns. 


 In the case                   In the wild

a. The few steps         a. Lurking in shadow
Of his cage. 
b. Locked in                 b. Long grass
a concrete cell
C.Behind bars.             c. The water hole. 
d. Length of the cage. d. Plump deer pass. 
e. Patrolling cars.        e. Terrorising the village. 
f. Visitors                     f. At the jungle's edge. 


2. Notice the use of a word repeated in lines such as these.
 
 I) On pads of velvet quiet, 

In his quiet rage. 
.. Repeatation of word in a poem is a poetic device. The effect of such reputation is significant. In the poem, 'Velvet quiet 'means soft pads of the tiger. Similarly 'quiet rage' means anger. 
ii) And stares with his brilliant eyes
At the brilliant stars. 

What do you think is the effect of this reputations.? 

Use of 'brilliant' refers to both the tigers eyes and stars in the sky. Through his eyes the tiger dreams of freedom and comfortable life in the Jungle. 

3) Are zoos necessary for the protection and conservation of some species of animals? Are they useful for educating the public? Are there alternatives to zoos? 

Answer: Conservation of of several species of animals including tiger is the need of the hour. Hence, zoos, wildlife Sanctuaries and national parks are highly essential. 

   However, those protected areas are definitely useful for educating the common people. People will surely gather knowledge after visiting these places. 
     National parks, wildlife Sanctuaries are the perfect alternatives  for zoos. These places are safer than zoos. 


EXTRA QUESTION AND ANSWERS:

1. Who is the poet of the poem ?

Answer:
     The name of the poet is Leslie Norris.

2. What does the poet contrasts in this poem ?

Answer:
     The poet has made a contrast between a tiger in the zoo, in a confined state with a tiger in the jungle, it's natural habitat.

3.How does the tiger react to the visitors ?

Answer:
        The tiger reacts in silence. It just walks from one end to the other end of the cage in silent rage or anger. It ignores the visitors.

4. How does the tiger terrify the villagers?

Answer:
    It snarls around the houses located by the edge of the jungle. While terrifies the villagers, it shows its white fangs and long claws. 

5. Where, according to the poet, the tiger should be ?

Answer:
    According to the poet the tiger should be in the jungle, it's natural place of settlement.

6. What, according the poet, the tiger should be doing in the jungle ? 

Answer:
    According to the poet the tiger should be moving amidst the long grass near the water hole. It should  chase plump deer, it's prey.  

7, What does the tiger hear at night ?

Answer:
    The tiger hears the sound of patrolling cars at night.

8. Where does the tiger stare at ?

Answer:
     The tiger stares at the brilliant stars by it bright eyes at night.

9. What message does this poem deliver ?

Answer:
    Animals should be allowed to live in their natural habitat. If they are forcefully put in the concrete cells, they lose their liberty or freedom. Hence, they should not be kept under confinement so far.




 



  

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• April 22, 2026 0 $type={blogger}

LOST SPRING. by Anees Jung

   April 21, 2026      

LOST SPRING......by Anees Jung


About the Lesson (Introduction)::

"Lost Spring: Stories of Stolen Childhood" is a non-fiction work by Anees Jung that discusses  the socio-economic conditions that rob children of their innocence and childhood.

The title word "Spring" represents the childhood of a human life, and "Lost" signifies how poverty and tradition have taken away dreams & hopes  of millions of children in India.

The text revolves around two major themes..Jung explores how "grinding poverty" and age-old traditions push children to a life of exploitation. The narrative highlights the lack of education and the legal/political apathy that forces children into difficult work to make money..Similarly Loss of Innocence depicts the transition from a "carefree look" to a face burdened by the weight of adulthood and responsibilities.


About the author::


Anees Jung is an reputed Indian author, journalist, and columnist who is best known for her insightful documentation of the lives of the underprivileged & downtrodden in India.

Anees was born in 1944 in Rourkela, she comes from an aristocratic family of scholars and poets. Her father worked as a high-ranking official under the last Nizam of Hyderabad. Her writing primarily focuses on women's issues, child labor, and the struggles of the marginalized. She was able to blend journalistic observation with a deeply empathetic and poetic narrative style. Her Lost Spring: Stories of Stolen Childhood... is her most famous work, where she exposes the grinding poverty and traditions that force children into manual work. In fact, she began her career in journalism with The Youth Times and has since written for several major  publications.



TEXTUAL QUESTION ANSWERS  


 Q1. What is Saheb looking for in the garbage dumps? Where is he and where has he come from? 

 Ans:. Saheb is a ragpicker by profession.He looks for valuable items of day to day life in the garbage dumps, which can be sold or reused by them. Sometimes he finds a silver coin or a ten rupee note in the garbage. As there is always hope of finding more, he searches through the garbage. He is in Seemapuri, a place located in the outskirts of Delhi. Saheb has come from Dhaka, Bangladesh along with his family.. 



 Q2. What explanations does the author offer for the children not wearing footwear?

 Ans: . The author regularly comes across many shoeless ragpicker children in her neighbourhood. According to her, one explanation of this state of being barefoot is that it is a tradition among the people of his community. However, the author quickly mentions that calling it a tradition could be just a means of justification of their poverty where they are unable to afford footwear and other basic necessities of life.



 Q3. Is Saheb happy working at the tea-stall? Explain.

Ans: No. Saheb does not seem to be happy working at the tea stall. Although he is paid 800 rupees a month and all his meals, he seems to have lost his freedom. His face has lost his carefree look that he had when he was working as a ragpicker. The steel canister seems heavier than the plastic bag he used to carry. He is no longer his own master but a mere servant at the tea-stall where the owner of the stall control all his movements. 



 Q4. What makes the city of Firozabad famous? 

 Ans:: Firozabad is famous for the glass bangles produced in the city. The place is known as the centre of India's glass-blowing industry.


Q5. Mention the hazards of working in the glass bangles industry. 

 Ans:.The bangle makers face many problems while working in the glass-blowing industry. They have to work in furnaces with high temperature in dark and dingy cells .There is no proper facility of air and light. The dust from polishing the bangles is injurious to eyes. The people, especially children working in the industry often lose their eyesight before they become adults. Their eyes are more adjusted to the dark than to the light outside. Apart from that people also suffer from lung and heart diseases.  This happens due to their working at the hot environment.


 Q.6. How is Mukesh’s attitude to his situation different from that of his family? 

 Ans::. Mukesh dares to dream inspite of his difficult situation. He aspires to become a motor mechanic. On the other hand, his family is too tired and scared to do something to come out of their miserable situation.



Understanding the text: 


 Q1. What could be some of the reasons for the migration of people from villages to cities? 

 Ans:. People migrate from villages to cities in search of a better income & life. They want to earn money so that they can lead a good life and rear their children in a better way. As cities have more opportunities for work, this makes them migrate from the villages to the towns and big cities. 


 Q2. Would you agree that promises made to poor children are rarely kept? Why do you think this happens in the incidents narrated in the text? 

 Ans:. Yes, I agree that the promises made to poor children are hardly kept. In the story the writer offers the rag picker boy Saheb to join a school that she would open. In fact, she does not have time of opportunity to open a school. She speaks carelessly but the boy takes it to be true and later asks her if the school has been opened. There are many such hollow promises in the poor peoples life because the person who makes the promise never tries to fulfill them.



Q3. What forces conspire to keep the workers in the bangle industry of Firozabad in poverty? 

 Ans:. The writer tells us that the bangle makers of Firozabad are poverty-stricken. They are burdened by the fact of the particular caste in which they are born i.e., the caste of bangle makers. They have to continue the traditional profession. Further, the society has formed a harsh circle around them. The sahukars, middlemen, policemen, law keepers, officers and politicians altogether form a barrier around them and put them in the grip of poverty. They can never get relief from the grip or confinement.



 Q4. How, in your opinion, can Mukesh realise his dream? 

 Ans:. Mukesh dares to dream and wants to become a motor mechanic. He wants to drive cars also. He has taken the initial step by aspiring to do something different from the family business. I think that Mukesh can realize his dream with determination and hard work. 


 Q5. Mention the hazards of working in the glass bangles industry. 

 Ans:. Same as above 5.no question answer.


 Q6. Why should child labour be eliminated and how?


Ans::. Sending  an underage  child to work is a crime. This is a rulein our country in order to prevent exploitation of children. If forced to work, Children cannot enjoy their childhood. They cannot get proper education. Also, when they are forced into hazardous works, they get ailments at a young age. This destroys their future. Their parents overlook all these facts as they need money. So, the government has to become proactive and take measures to check child labour and enforce the law strictly. 


EXTRA QUESTIONS AND  ANSWER ::


 Q1.Who was Saheb? What was his full name? What was the irony about his name?

 Ans::.Saheb was a poor ragpicker. His full name was Saheb-e-Alam. The meaning of his full name was the lord of the universe. But the poor boy had no economic assistance to fullfill his basic needslike food, shelter,clothes and other necessities like basic education. Thus there was a deep irony in his name, and as the author said that it would be hard for him to believe it. 



 Q2. What has Saheb's mother told him about their coming to the big city?


 Ans::.Saheb's mother told gim that their home used to be in the green fields od Dhaka. There were many storms which swept away their homes and fields. As they did not have enough to survive, they left their country and came to the big city looking for livelihood.



 Q3.Where have the people living in Seemapuri come from? Why do not they want to go back?

 Ans::.The people living in Seemapuri have come from Dhaka, Bangladesh. Though the land is beautiful and have rivers and green fields, their homes and fields have been destroyed by frequent storms. They get no food to feed themselves and their children. Therefore they do not want to go back to the same state where they cannot feed their family well. 



 Q4.What does garbage mean for the eldrlers and the children in Seemapuri? Or "Garbage to them is gold." Why does the author say so about the ragpickers. 

 Ans::.Garbage to the elders is gold as it helps them earning their daily bread. It means a roof over their heads. For them it is a means of survival. But for the children it is even more. For them, it is a thing wrapped in wonder as they sometimes find a silver coin or a ten rupee note in the garbage. They find enough reason to scrunge through the garbage cans.  




Questions & Answers (1/2 Mark Each)


1.Who is the author of the story "Lost Spring"? 

Ans: The author is , an acclaimed Indian journalist and writer Anees Jung.


2.What is Saheb-e-Alam looking for in the garbage dumps? 

Ans: Saheb looks for "gold," which refers to coins, currency notes, or any valuable discarded items.


3.What does the full name of Saheb, "Saheb-e-Alam," mean? 


Ans: His name literally means "Lord of the Universe.


4.Why did Saheb’s family leave their home in Dhaka, Bangladesh? 


Ans: They left because frequent storms swept away their fields and homes, leaving them without a livelihood.


5.Where is Seemapuri located? 


Ans: Seemapuri is a settlement located on the periphery (outskirts) of Delhi.


6.What is the primary means of survival for the people in Seemapuri? 


Ans: Their primary means of survival is ragpicking.


7.What does garbage represent to the children of Seemapuri? 


Ans: To children, garbage is "wrapped in wonder" as they occasionally find unexpected treasures like a ten-rupee note.


8.Why does Saheb start working at a tea stall? 


Ans: He starts working there to earn a fixed income of 800 rupees and all his meals.


9.Why is Saheb unhappy working at the tea stall despite getting money? 


Ans: He is unhappy because he has lost his freedom and is no longer his own master.


10.Which industry is the city of Firozabad famous for? 


Ans: Firozabad is famous for its glass-blowing industry, specifically the manufacture of bangles.


11.What is Mukesh’s dream or ambition in life? 

Ans: Mukesh dreams of becoming a motor mechanic and driving a car.


12.Why do the children in Firozabad often lose their eyesight at a young age? 

Ans: They lose their sight due to working in dark, dingy glass furnaces and the polishing dust from glass bangles.


13. What prevents the bangle makers from forming a cooperative? 


Ans: They are trapped in a "vicious circle" of middlemen, sahukars, policemen, bureaucrats, and politicians.


14.What does the title "Lost Spring" symbolize? 


Ans: The title symbolizes the loss of childhood, which is the "springtime" or most vibrant stage of human life.


15.How is Mukesh’s attitude different from his family’s attitude toward their situation? 


Ans: Unlike his family who accepts their poverty as fate, Mukesh is determined to break the tradition and pursue a different career.




RTC TYPE QUESTION ANSWERS::

A)

'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."

Q1. What is the irony in Saheb’s name? 

Ans: The irony lies in the contrast between his name, which means "Lord of the Universe," and his actual life as a destitute, barefoot ragpicker who survives by scrounging through garbage.


Q2. Why would Saheb have a "hard time believing" the meaning of his name? 

Ans: Because his reality is one of extreme poverty and powerlessness. To be a "lord" implies ownership and authority, whereas Saheb owns nothing and is at the mercy of the city's waste for survival.


Q3. What does this quote reveal about the children of Seemapuri? 

Ans: It reveals their lack of identity and education. They are living lives so far removed from dignity that even their names become a cruel joke played by fate.


B)

"For the children it is wrapped in wonder, for the elders it is a means of survival."


Q1. What does 'it' refer to in these lines? 

Ans: 'It' refers to garbage or the refuse dumps in Seemapuri.


Q2. How is the perspective of a child different from that of an adult regarding garbage? 


Ans: For adults, garbage is purely a means of survival (a source of daily bread). For children, it is a source of hope and wonder, as they might occasionally find a "gold" coin, a discarded toy, or a ten-rupee note.


Q3. Which literary device is used in the phrase "wrapped in wonder"?

Ans: Alliteration (repetition of the 'w' sound) is used to emphasize the magical quality the garbage holds for the innocent children.

C)

"The steel canister seems heavier than the plastic bag he would carry so lightly over his shoulder. The bag was his. The canister belongs to the man who owns the tea shop. Saheb is no longer his own master!"

Q1. Why does the steel canister feel "heavier" than the plastic bag? 

Ans: The weight is not physical but psychological. The plastic bag represented Saheb's freedom and independence, while the canister represents the burden of employment, responsibility, and the loss of his "carefree look."

Q2. What does the phrase "Saheb is no longer his own master" imply? 

Ans: It implies that Saheb has lost his autonomy. As a ragpicker, he worked when he chose; as a tea-stall assistant, he is bound by the rules and whims of his employer.

Q3. What transition in Saheb’s life does this passage mark? 

Ans: It marks his transition from the "free" but precarious life of a ragpicker to the "secured" but enslaved life of a child laborer in the formal sector.


D)

For the children it is wrapped in wonder, for the elders it is a means of survival."

Q1. What does 'it' refer to in these lines? 


Ans: 'It' refers to garbage or the refuse dumps in Seemapuri.


Q2. How is the perspective of a child different from that of an adult regarding garbage?


Ans: For adults, garbage is purely a means of survival (a source of daily bread). For children, it is a source of hope and wonder, as they might occasionally find a "gold" coin, a discarded toy, or a ten-rupee note.


Q3. Which literary device is used in the phrase "wrapped in wonder"? 


Ans: Alliteration (repetition of the 'w' sound) is used to emphasize the magical quality the garbage holds for the innocent children.



5-Mark Question Answers (Short Essay Type)



Q1: "Saheb is no longer his own master." Explain this statement with reference to his transition from ragpicking to the tea stall.

Ans: As a ragpicker, Saheb was a free bird. Though he lived in abject poverty, he was his own master, carrying his plastic bag lightly over his shoulder and wandering the streets at his own will. His life changed when he took a job at a tea stall for 800 rupees and all his meals.

While he gained financial security, he lost his carefree look and his independence. The author observes that the steel canister he now carries belongs to the tea shop owner and feels much heavier than his old plastic bag. The "heaviness" is symbolic of the burden of servitude. He is now a servant bound by a master's schedule, highlighting the tragic reality that for the poor, even "security" comes at the cost of personal freedom.


Q2: Describe the hazardous working conditions of the glass bungalows in Firozabad as depicted by Anees Jung.

Ans: The glass-blowing industry in Firozabad is a death trap for the children who work there. They labor in dingy cells without adequate air or light, sitting next to high-temperature glass furnaces. The continuous exposure to extreme heat and the flickering light of oil lamps takes a massive toll on their health.

The most heart-wrenching impact is on their vision; the dust from polishing the glass bangles often leads to the children losing their eyesight before they even reach adulthood. These "shanty towns" are filled with families who have accepted this physical decay as a part of their "God-given lineage," showing how industrial exploitation is reinforced by social fatalism.


7-Mark Question Answers (Long Answer Type)


Q.1.Compare and contrast the characters of Saheb and Mukesh. How do their attitudes toward their life situations differ?

Ans: Both Saheb and Mukesh are victims of a "stolen childhood," yet they represent two different responses to systemic poverty.Saheb represents the loss of agency. He lives in Seemapuri, where survival means ragpicking. His approach to life is one of accidental discovery—looking for "gold" in garbage. Eventually, he succumbs to the pressure of survival by taking a job that robs him of his joy and identity. He accepts the transition from a "Lord of the Universe" to a tea-stall helper, signifying a quiet surrender to the cycle of poverty.


             In contrast, Mukesh is a character of resilience and hope. Living in Firozabad, where everyone is a bangle-maker, Mukesh dares to dream of a different future. He insists on being his own master by aspiring to be a motor mechanic. He is willing to walk a long distance to a garage to learn the trade..While Saheb moves from a state of "free poverty" to "enslaved labor," Mukesh attempts to move from "traditional labor" to "skilled independence." Mukesh’s determination to break away from his family's "karma" provides the only glimmer of hope .



Q.2. "Lost Spring" is a scathing critique of the "vicious circle" created by those in power. Discuss the role of the middlemen, police, and politicians in trapping the poor...(7marks)


Ans: Anees Jung argues that it is not just poverty, but a calculated "vicious circle" of social and political forces that keeps children trapped in labor. Through the lens of the Firozabad bangle-makers, she identifies several layers of this trap..They keep the workers in a state of perpetual debt. Any attempt to form a cooperative is crushed because the middlemen control the supply chain and the market.  Instead of protecting the vulnerable, the police are seen as enforcers for the powerful. They "haul up" and beat the workers if they try to organize, labeling their struggle for rights as "illegal..This group provides the structural apathy needed for the system to continue. They benefit from the status quo and fail to implement child labor laws or provide adequate education.. This web of corruption ensures that the children inherit not just a trade, but a "burden" they cannot put down. By the time they are old enough to act, they have already lost their ability to dream. Jung concludes that the combined weight of these two worlds—the stigma of caste and the web of the "bureaucrats"—stifles the "Spring" of these young lives before it can ever bloom.


Character Sketch of Saheb-e-Alam

Saheb is the central figure of the first part of the story, representing the displaced migrants living in the slums of Seemapuri.His full name, Saheb-e-Alam, means "Lord of the Universe," which stands in stark contrast to his reality as a barefoot ragpicker scrounging through garbage for survival.Originally from Dhaka, Bangladesh, he lives in a structure of mud with a roof of tin and tarpaulin, devoid of sewage or running water. He is a victim of both nature (storms) and man-made poverty. For Saheb, the garbage dump is a source of "gold." While adults see it as a means of survival, Saheb sees it through the lens of wonder, hoping to find a stray coin or a currency note.The most tragic shift in his character occurs when he takes a job at a tea stall. Although he earns 800 rupees and meals, he loses his "carefree look." The steel canister he carries feels heavier than his plastic bag because he is no longer his own master; he has traded his freedom for food.



Character Sketch of Mukesh

Mukesh is the protagonist of the second narrative, set in the glass-blowing town of Firozabad. He serves as a symbol of resilience and the "spark" of change. Unlike others in his community who have succumbed to their "karma" or fate, Mukesh dares to dream. He insists, "I will be a motor mechanic," showing a firm resolve to break away from his family's traditional trade.Mukesh belongs to a family of bangle-makers who believe that their lineage is "God-given" and inescapable. He lives and works in dusty, dark cells near high-temperature furnaces that often lead to premature blindness. While he dreams big, he is grounded. He knows he must walk a long distance to a garage to learn the trade. When the author asks if he dreams of flying a plane, he is silent—he is content with the more reachable dream of cars, showing he is a practical rebel.Mukesh represents the possibility of breaking the "vicious circle" of middlemen and poverty. His character highlights that while the environment is oppressive, the human spirit can still harbor the will to choose a different path.


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• April 21, 2026 0 $type={blogger}
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