ENGLISH HOLIDAY HOMEWORK

Efforts by:-
Mokshieta Ragta
Ananya Ghildiyal
Diva Kaushik
Aanya Singh
Chaitanya Gautam
Garima Tyagi
 Statement of Purpose

The purpose of this project is to raise awareness about the harsh

realities of child labour and exploitation faced by street children and
bangle makers in India, as highlighted in Anees Jung's story "Lost
Spring." Through the medium of a short play, the project aims to
shed light on the conditions of poverty and injustice that rob children
of their childhood and education. By illustrating their struggles, we
seek to evoke empathy and inspire action, advocating for their rights
to education, fair treatment, and a brighter future. This project also
serves as a platform to propose solutions for breaking the cycle of
child labour and ensuring that every child has the opportunity to
dream and thrive.
 CERTIFICATE
This is to certify that, AANYA SINGH, ANANYA GHILDIYAL, CHAITANYA GAUTAM,
DIVA KAUSHIK, GARIMA TYAGI AND MOKSHIETA RAGTA students of class XII-C,
Presidium Indirapuram have successfully completed the coursework of English,
that is “Project on Child Labour” under the guidance of Ms. Ambalika Dutta
during 2024-25 in partial
fulfilment of English practical examination of Central Board of
Secondary Education.
 ACTION PLAN
Here are some major points to help prevent disparities like those depicted in "The Light of Hope in
Lost Springs" in India:

1. Access to Quality Education:

- Improve infrastructure in schools, especially in rural areas.

- Provide free and accessible education, including vocational training.

2. Strict Enforcement of Labor Laws:

- Strengthen laws against child labor and ensure strict penalties for violations.

- Regular inspections of workplaces to enforce labor regulations.

3. Economic Support for Families:

- Implement social safety nets, such as direct cash transfers or food subsidies, to alleviate poverty.
- Promote microfinance and entrepreneurship programs for low-income families.

4. Awareness and Advocacy:

- Conduct awareness campaigns about the rights of children and the importance of education.

- Engage communities in discussions about child labor and its long-term impacts.

5. Collaboration with NGOs:

- Partner with non-governmental organizations to provide support services, including education
and health care.

- Encourage NGOs to work in local communities to empower families.

6. Skill Development Programs:

- Introduce skill development and vocational training programs for youth to enhance employability.
- Collaborate with industries to create apprenticeship programs.

7. Gender Equality Initiatives:

- Promote gender-sensitive policies to ensure girls have equal access to education and employment
opportunities.
 - Address societal norms that perpetuate gender disparities.

8. Community Involvement:

- Foster community engagement in child welfare initiatives to create a supportive environment.

- Encourage local leaders to advocate for children’s rights and education.

9. Health and Nutrition Programs:

- Implement health and nutrition programs to ensure children are healthy and ready to learn.

- Provide regular health check-ups and nutritional support in schools.

10. Policy Reform and Political Will:

- Advocate for policy reforms that prioritize children's rights and education.

- Mobilize political will to address systemic issues contributing to poverty and child labour.

By addressing these points collectively, India can work towards reducing disparities and ensuring a
brighter future for all children.
 The Light of Hope in Lost Springs

Characters:
1. Narrator(Mokshieta)- narrating the scene and the settings.

2. Ayesha(Diva)– A 15-year-old girl who works in the bangle industry, her hands shaped by the work
but her mind yearning for education.
3. Ravi (Chaitanya)– A 16-year-old boy forced to work at a tea stall, trapped in poverty but clinging to
the hope of a better future.

4. Maya(Ananya) – A seasoned social worker, determined yet frustrated by the slow pace of reform.
5. Anees(Aanya)– A journalist, empathetic and curious, representing the voice of the observer.

6. Rajesh(Garima Tyagi)– The tea stall owner, who, though he benefits from child labour, has
conflicting views about it.

Scene 1: Outside the Tea Stall

Narrator: (Ravi is cleaning dishes at the tea stall, his movements mechanical, eyes distant. Sahil
enters, carrying a sack over his shoulder. Ayesha sits nearby, polishing bangles. She briefly glances at
the school across the street.)

Ayesha: (without looking up) Ravi, you ever wonder how different things could have been?

Ravi: (shrugs) Different? How? We were born into this, Ayesha. Wondering doesn’t change anything.

Ayesha: (gazing at the school) There has to be more. We can’t be bound to these lives forever, can
we?

Ravi: (smirking) Ayesha, your hope is admirable, but misplaced. Look around you. Do you see any
escape?

Ayesha: (quietly) I see a classroom. I hear teachers. I see a future—one we were denied.

Narrator: (Rajesh, the tea stall owner, overhears as he stirs tea.)

Rajesh: (gruffly) Keep dreaming, Ayesha. But dreams don’t fill empty stomachs. You think those
books will feed your family?

Ravi: (resigned) We have no choice. It’s either this or starve.

Ayesha: (softly) But why is that the only choice?

Scene 2: Anees Arrives

Narrator: (Anees, a journalist, walks into the scene. She is observing the children with a purpose—
there’s a story she wants to uncover. Rukhsar stands nearby, watching with a mix of determination
and frustration.)

Anees: (to Rukhsar) These children… they carry burdens far heavier than their years. How did we let
this happen?

Maya: (bitterly) It’s the same story everywhere. Children like Ayesha and Ravi are born into poverty,
and they become trapped in this vicious cycle of labour. They should be learning, exploring, living.
Instead, they’re surviving.

Anees: (nodding) It reminds me of the bangle workers I met. Their hands are scarred, their spirits
broken. Yet some of them always have this glimmer of hope—this quiet yearning for something
more.

Maya: (sighs) Yes, but hope is fragile when the world is indifferent. Change comes too slowly for
those who need it most.

Scene 3: The Conversation

Narrator: (Anees approaches the children. She kneels beside them, her voice gentle but firm.)
Anees: Hi! I am Anees I am here to help you! I want to understand you. Tell me about your lives—
your hopes, your struggles.

Ayesha: (hesitant, looking at the school) We work, madam. That’s all we know. But sometimes, I
wonder… what if I could be sitting there, in a classroom, instead of here?

Ravi: (interjecting) School is a luxury, Ayesha. We need money. My father was a farmer once, but
now... (pauses) Now, this tea stall is all I have.

Ayesha: (bitterly) Although it’s never about what we want. It’s about what we’re forced into. My
family comes from a caste of bangle makers, they say its destiny and this God-given lineage can’t be
broken. Sometimes my hopes feel like unrealistic dreams that can never be fulfilled in this lifetime?

Anees: (pensively) And do you ever think about what your future holds?

Ravi: (laughs hollowly) Future? There is no future. We’ll work until we’re too old or too broken to
work, and then someone else will take our place. That’s how it’s always been.

Ayesha: (sadly) It shouldn't be this way, but we have no choice. Our future has been stolen from us
because we live in poverty.

Maya: (stepping forward- trying to reassure Ravi by putting hand on his shoulder) It
shouldn’t. And it doesn’t have to be. There are programs, opportunities. But we need more than just
policies—we need awareness. The world must recognize your existence and understand that your
potential is being squandered.

Scene 4: Rajesh’s Justification

Rajesh: (cutting in) You say that like it’s easy. Who will run the tea stalls? Who will make the bangles?
The system depends on us.

Maya: (sharply) The system depends on exploitation. Children like Ravi and Ayesha shouldn’t be your
solution to cheap labour. They should be in school, preparing for lives where they contribute
meaningfully to the society…, not just to survive.
Rajesh: (pauses) I understand that. But poverty drives them to me. I didn’t create this system, I’m
just part of it.

Ravi: (softly) It’s true. We don’t have the luxury of dreaming about school when there’s no money
and no food on the table.

Anees: (to Rajesh) That’s exactly the problem. Until we change that mindset, nothing will improve.
There’s a need for economic reform, education, and genuine support. These children aren’t just
workers—they are citizens with rights.

Scene 5: The Realization

Ayesha: (turning to Rukhsar) Do you really believe things can change?

Maya: (firmly) Yes. But it won’t happen overnight. We need more voices, more awareness. You are
not invisible, Ayesha. Your story matters.

Ravi: (sceptical) Stories don’t change laws. Action does.

Anees: (nodding) True. But stories ignite action. They force people to see the injustice that has been
ignored for too long. And once they see, they cannot turn away.

Ravi: (thoughtful but dubious) Maybe…just maybe if people knew what it’s like, they would fight for
us.

Ayesha: (with renewed hope) I want to believe that. I want to believe there’s more than this for us.
More than these bangles, more than washing cups.

Anees: (gently) There is. But the fight is long, and it requires you to hold on to that hope, even when
it feels distant.

Maya: (to the children) Your dreams may be delayed, but they aren’t impossible. We’re working to
make sure you don’t have to choose between survival and education. We are here for you.
 Scene 6: A Call for Change

Anees: (writing in her notebook) "In a world where the spring of childhood is lost in labour, it is our
duty to bring back that spring. These children are more than their circumstances, more than their
forced labour. They are the future we must fight for."

Ayesha: (smiling faintly) Will you really write about us?

Anees: (nodding) Yes. And not just write—I’ll make sure your voices are heard.

Ravi: (quietly) Let’s hope someone’s listening.

(The children return to their tasks, but something has shifted. A spark of possibility lingers, as if the
spring, once lost, could be found again.)

Scene 7: Taking Action

(A few weeks have passed. Anees and Rukhsar meet in Rukhsar’s small office, where stacks of files,
reports, and posters on children’s rights line the walls. The air is tense but filled with a sense of
urgency and purpose.)

Anees: (looking through reports) I’ve published the article. It’s gaining traction. People are starting to
talk, but we need more than just awareness, Rukhsar. What can we do, practically, for Ayesha, Ravi,
and the others?

Maya: (nodding) The exposure is helping, but now it’s time to act. I’ve already reached out to a few
NGOs that provide transitional education for child labourers. They work with families, offering
financial support while the children attend school part-time and for children like Ravi who don’t have
a family or any guardian, they also help them to find them home in an orphanage where they also
get a facility for education. It’s a start.

Anees: (thoughtful) That could be a game-changer for Ayesha and Ravi. If they can study, maybe
they’ll have a future beyond the bangle factory and washing cups at the tea stall. Although we’ll have
to convince Rajesh though—he relies on Ravi for cheap labour. Do you think he’ll let him go?

Maya: (seriously) He might not have a choice. There are labour laws, and I’ve contacted a lawyer
who’s willing to look into this. If we can offer Rajesh a fair alternative, like hiring someone legally at a
reasonable wage, it could work.
 Scene 8: Meeting with Rajesh
(A few days later, Maya, Anees, and Ravi meet with Rajesh at the tea stall. The atmosphere is tense.
Rajesh is skeptical but listening.)

Rajesh: (crossing his arms) So, you’re telling me I should let Ravi go to school and find someone else
to run my stall? Who’s going to pay for that?

Maya: (calmly) We’re not here to disrupt your business, Rajesh. We understand you need help, and
we’re willing to work with you. We can help you apply for a government subsidy that supports small
business owners like yourself, and in return, you hire someone of legal working age.

Anees: (persuasively) And Ravi can still work part-time, but he’ll also attend school. This way, he gets
an education and a chance to grow into something more than this. You won’t lose your workforce,
and the community benefits.
Rajesh: (pauses, conflicted) I’m not against the idea, but it sounds like a lot of red tape.

Maya: (firmly) We’ll take care of the paperwork. All we ask is that you give him this chance. Think of
it this way—Ravi can learn skills that will help your business in the long run. He’ll be more capable,
more educated, and you’ll be part of something positive.

Ravi: (looking down, then gathering courage) I want this chance, Rajesh. I don’t want to be stuck
here forever. Please.

Rajesh: (sighing) Fine. If it can be done without disrupting too much, I’ll agree. But this better not fall
apart.

Anees: (smiling) It won’t. Thank you, Rajesh.

Scene 9: Ayesha’s New Beginning

(Anees and Maya have had a talk with Ayesha’s parents who at first seemed uncertain but are open-
minded. The parents supported the idea of Ayesha pursuing education while being able to help them
in the factory. Now, Anees and Maya are conversing with Ayesha to give her the news)

Anees: hey Ayesha! We have some news for you we talked to your parents about enrolling you in a
program facilitated by an NGO where you will be able to get educated and make your dreams come
true your parents will also be supported financially.

Ayesha:(ecstatic) I am so glad it is such a great opportunity for me! I will be able to sit in a classroom
and be enlightened with knowledge and fulfil my dreams.

Narrator: ()
The End