The Summer of the Beautiful White Horse

By William Saroyan

SALIENT FEATURES OF THE TEXT

Feature	Evidence (from text)	Rationale
Setting (Pastoral, Rural)	"The horse began to snort. Morning was coming, and the fields were wet with dew."	Emphasizes simplicity, freedom, and beauty of nature as a backdrop for childhood exploration and fantasy.
Theme of Innocence	Aram’s justification: “It wasn’t stealing, it would become stealing only when we offered to sell the horse.”	Showcases the innocence and moral flexibility of childhood; an ethical gray area explored with empathy.
Narrative Voice	"One day back there in the good old days when I was nine..."	First-person retrospective narration creates intimacy and offers a child’s perspective filtered through adult reflection.
Tone	Light, nostalgic, humorous	The narrator’s tone evokes fondness for childhood, despite the central act being morally ambiguous.
Simple, Colloquial Language	"My cousin Mourad, who was considered crazy by everybody who knew him..."	Reflects a child's voice and thought process; makes the story accessible and relatable to young readers.
Cultural References	Names like Mourad, Khosrove, Garoghlanian	Grounds the story in an Armenian-American context, preserving ethnic identity and cultural setting.
Symbolism	"It was the loveliest thing I had ever seen. It was a beautiful white horse..."	The horse symbolizes freedom, longing, and moral temptation; also a contrast to the family's material poverty.
Conflict	Aram’s dilemma: “I couldn’t believe my eyes. It wasn’t morning yet…”	Internal conflict between family values (honesty) and personal desire (to ride the horse) drives the story’s moral tension.
Pacing	Steady, gentle unfolding of the plot through observation and dialogue	Mimics the slow, reflective tempo of childhood memories; emphasizes the experience over the plot.
Poetic Devices & Rhetoric
Imagery	"It was a beautiful white horse. It was the loveliest thing I had ever seen."	Evokes a vivid picture of the horse and enhances emotional connection; taps into childhood awe and wonder.
Metaphor	Implied throughout the horse = freedom, dreams, and escape	The horse transcends its literal identity to become a symbol of childhood innocence and longing.
Hyperbole	"We were famous for our honesty. It was our pride..."	Exaggerated for effect to highlight the irony of the boys’ actions and the perceived contradiction in their family’s values.
Irony	“We were poor. We had no money. Our whole tribe was poverty-stricken…”	The family’s absolute honesty contrasts with the apparent theft, making it a strong case of situational irony.
Understatement	“I said it wasn’t easy to get a horse like that.”	A humorous minimization of a serious act (theft), enhancing the light-hearted tone of the narrator.
Dialogue as a Device	“I have an understanding with a horse.” – Mourad	Builds character, drives narrative, and offers rhetorical contrast between logic (Aram) and emotion/intuition (Mourad).
Personification	"The horse snorted. Then it began to run."	Attributing emotion and agency to the horse intensifies the magical experience of riding it.
Anecdotal Structure	Entire story is a memory, a brief episode from the past	A hallmark of oral storytelling and Armenian folk style—makes it relatable and vivid.
Parallelism	"I had been thinking all the time..." / "I kept waiting all the time..."	Emphasizes Aram’s internal conflict and heightens narrative tension.
Symbolism	White Horse = beauty, longing, freedom, temptation	Central motif that deepens the moral and emotional themes of the story.

Saroyan’s use of poetic and rhetorical devices:

• Elevates the prose to a lyrical, almost dreamy quality
• Reflects the idealism and emotional intensity of childhood
• Creates empathy for characters through evocative storytelling
• Makes the story memorable, vivid, and multi-layered, despite its simplicity

Language & Style Features Reflecting a 9-Year-Old’s Narration

Feature	Evidence	Explanation / Effect
Simple Sentence Structures	“It wasn’t morning yet.” “I had been thinking all the time.”	Reflects a child’s limited yet earnest attempt to express thoughts; the syntax is straightforward and unembellished.
Innocent Logic / Rationalization	“It would not be stealing until we offered to sell the horse.”	Shows how children morally justify actions through naive reasoning; reveals internal conflict without adult cynicism.
First-person Retrospective Tone	“One day back there in the good old days when I was nine...”	Blends adult memory with a child’s perspective; adds warmth, nostalgia, and credibility to the storytelling.
Repetition of Thoughts	“I couldn’t believe what I saw. It wasn’t morning yet. I was still in bed.”	Mimics a child’s tendency to repeat for emphasis or internal reassurance; mirrors the mental pacing of young minds.
Exaggeration / Hyperbole	“It was the loveliest thing I had ever seen.”	Reflects the emotional extremes and idealism of a child—often sees things in superlatives.
Curiosity and Wonder	“I had always wanted to ride a horse, ever since I was a small boy.”	Expresses desire and wonder typical of children; motivations are pure and emotional.
Limited Vocabulary	Frequent use of basic adjectives like “beautiful,” “crazy,” “funny,” “lovely,” “honest,” etc.	Vocabulary mirrors a child’s limited but emotionally charged lexicon.
Confessional, Honest Tone	“I did not know what to do. Well, it seemed to me stealing a horse... was not the same as stealing money.”	The narrator doesn’t hide his doubts or confusion; his openness builds trust and realism.
Emotion-driven Narration	Focus is on feelings — excitement, fear, admiration for Mourad, moral anxiety	Shows that the child narrator is led more by feelings than facts — typical of young children.
Sense of Hero Worship	“He had a way with a horse. I knew he had.”	Mourad is idolized — the story is shaped by admiration rather than objective analysis.
Moral Simplicity	“We were poor. We had no money. But we were honest.”	Demonstrates the binary thinking of children — the world is divided into clear rights and wrongs, making the moral tension more poignant.
Imaginative Exaggeration	“My cousin Mourad enjoyed being alive more than anybody else who had ever fallen into the world...”	Reflects the boundless admiration and hyperbolic thought processes children often have when describing those they look up to.

Saroyan successfully:

• Adopts the mental and emotional framework of a 9-year-old: simple logic, emotional judgments, curiosity.
• Balances adult coherence (for readers) with childlike authenticity (in voice and perception).
• Uses style as a tool to immerse the reader in a child's world, making us feel the dilemma, excitement, and wonder as Aram does.

Short Answer Questions

1. Summarize the incident when Aram first sees Mourad with the horse. Why does Aram find it hard to believe that Mourad owns the horse?

Answer: Aram sees Mourad riding a beautiful white horse at four in the morning. He is shocked because their poor Garoghlanian family cannot afford such a horse. Aram suspects Mourad stole it, as their tribe values honesty, making it unlikely Mourad bought it.

2. How can the Garoghlanian family’s value of honesty be applied to a situation where a friend borrows your belongings without permission? Provide an example.

Answer: The Garoghlanian family’s honesty can guide us to confront a friend who borrows our book without asking. For example, politely explain that borrowing without permission feels wrong, and encourage them to ask next time, maintaining trust and respect in the friendship.

3. Analyze John Byro’s reaction when he encounters Aram and Mourad with the horse. Why does he choose not to accuse them directly?

Answer: John Byro recognizes his horse but doesn’t accuse Aram and Mourad of stealing. He mentions the horse’s resemblance, hinting at suspicion. He avoids direct accusation due to trust in their family’s honest reputation and perhaps to give the boys a chance to correct their mistake.

4. Do you think Mourad’s act of “borrowing” the horse was justified? Support your opinion with reasons based on the story.

Answer: Mourad’s act of “borrowing” the horse wasn’t fully justified, as it wasn’t his property. However, his love for horses and intention to return it show his innocence. His actions reflect a child’s desire, not malice, but he should have sought permission first.

5. What can you infer about Mourad’s character from his interaction with the horse and his decision to return it?

Answer: Mourad is passionate and caring, as seen in his gentle handling of the horse. His decision to return it shows a strong sense of family honor and morality. Despite his impulsiveness, he respects his tribe’s values, indicating a good heart.

6. How does the setting of the story reflect the simplicity and innocence of Aram and Mourad’s world? Provide examples from the text.

Answer: The rural setting, with vineyards and orchards, reflects Aram and Mourad’s simple, innocent world. Their early morning horse rides and carefree attitude show a life untouched by modern complexities. The open fields symbolize their freedom and pure intentions, despite their mischief.

7. Imagine Aram writes a diary entry after riding the horse with Mourad. What would he write about his feelings and thoughts?

Answer: Dear Diary, Riding the horse with Mourad was thrilling! I felt free, like flying. But I’m scared it’s not ours. Our family’s honesty makes me guilty. Should we return it? I admire Mourad’s spirit but worry about right and wrong.

8. Explain the significance of the Garoghlanian tribe’s reputation for honesty in the context of the story’s moral dilemma.

Answer: The Garoghlanian tribe’s reputation for honesty creates the story’s moral dilemma. Aram and Mourad know stealing is against their family values, yet Mourad “borrows” the horse. This reputation pressures them to return it, resolving their guilt and upholding their tribe’s honor.

Long Answer Questions

1. Analyze the theme of morality in “The Summer of the Beautiful White Horse.” How do Aram and Mourad’s actions reflect their internal conflict between desire and their family’s values? Relate this to a modern ethical dilemma, such as cheating in academics or online plagiarism, and explain how the story’s lesson can guide students in making ethical choices. Support your answer with examples from the text and real-life scenarios.

Answer:

The theme of morality is central to “The Summer of the Beautiful White Horse.” Aram and Mourad face a conflict between their desire to ride the horse and their family’s value of honesty. Mourad “borrows” the horse without permission, knowing it’s wrong, while Aram feels both excitement and guilt. Their decision to return the horse to John Byro shows their moral growth, choosing family honor over personal desire. This reflects their internal struggle to balance temptation with ethics.

Similarly, in modern times, students face ethical dilemmas like cheating in exams or copying assignments online. For instance, copying answers from the internet is tempting but dishonest, much like Mourad’s act. The story teaches that owning up to mistakes, like the boys returning the horse, builds character. Students can apply this by resisting shortcuts and valuing integrity, ensuring their actions align with ethical standards in school and beyond.

2. Evaluate the role of trust in the relationship between Aram, Mourad, and John Byro. How does trust influence their decisions in the story? In today’s world, where trust is often tested in communities or international relations (e.g., agreements between nations), how can the story’s emphasis on trust inspire better interpersonal or global interactions? Justify your answer with examples from the story and current events.

Answer:

Trust is vital in “The Summer of the Beautiful White Horse.” John Byro trusts the Garoghlanian family’s reputation for honesty, so he doesn’t accuse Aram and Mourad of stealing his horse, even when he recognizes it. This trust influences the boys to return the horse, honoring Byro’s faith in them. Their mutual trust resolves the conflict peacefully, showing how trust fosters understanding and forgiveness.

In today’s world, trust is often tested, such as in international agreements like climate accords, where nations must rely on each other’s commitments. For example, when Michelangelo’s David countries agreeing to reduce emissions depend on trust, similar to Byro’s trust in the boys. The story inspires us to build trust in communities by being honest, like returning the horse, encouraging reliable interactions. By valuing trust, individuals and nations can create stronger, more cooperative relationships, promoting harmony in personal and global contexts.

The Portrait of A Lady (CBL)

By KHUSHWANT SINGH

SHORT ANSWER TYPE QUESTIONS (SAQs)

1. Describe the physical appearance of the narrator’s grandmother as depicted in the chapter.

Answer: The narrator’s grandmother was short, fat, and slightly bent, with a wrinkled face. Her silver hair was scattered untidily over her face, and she always wore a spotless white sari. Her appearance was serene, resembling a winter landscape in the mountains.

Value Points: Physical description, serene look, white sari, winter landscape simile.

2. What role did religion play in the grandmother’s daily life?

Answer: Religion was central to the grandmother’s life. She spent her days praying, reading scriptures, and telling her beads. In the village, she read holy books at the temple; in the city, she continued praying while spinning the wheel, reflecting her deep spiritual devotion.

Value Points: Prayer, scripture reading, temple visits, spinning wheel, spiritual devotion.

3. How would you compare the grandmother’s relationship with the narrator to a modern-day grandparent-grandchild bond?

Answer: The grandmother’s bond with the narrator was close, marked by care and shared routines, but strained by modern education. Today, grandparents and grandchildren often connect through technology or shared hobbies, yet face similar gaps due to generational differences in values and lifestyles.

Value Points: Close bond, generational gap, modern parallels, technology influence.

4. Analyze how the grandmother’s reaction to the narrator’s music lessons reflects her cultural values.

Answer: The grandmother disapproved of the narrator’s music lessons, considering music lewd and associated with undesirable professions. This reflects her traditional, conservative values, rooted in modesty and religious propriety, which clashed with the modern, Western influences of the narrator’s city education.

Value Points: Disapproval of music, traditional values, cultural conflict, modesty.

5. Do you think the grandmother’s isolation in the city was self-imposed or a result of external factors? Justify.

Answer: The grandmother’s isolation was partly self-imposed due to her adherence to traditional values and discomfort with modern education. However, external factors like the narrator’s urban lifestyle and lack of shared activities also contributed, as she found no one to confide in.

Value Points: Self-imposed isolation, traditional values, external urban influences.

6. Imagine the grandmother writing a diary entry about her life in the city. What might she say about her routine?

Answer: In her diary, the grandmother might write: “In this noisy city, I find solace in my prayers and spinning wheel. The boy is busy with his studies; I miss our village talks. Feeding sparrows brings me joy, connecting me to nature amidst this strange world.”

Value Points: Prayer, spinning, loneliness, sparrows, contrast with village life.

7. What can you infer about the grandmother’s personality from her interaction with the sparrows?

Answer: The grandmother’s feeding of sparrows reveals her compassionate, nurturing, and patient personality. Her joy in their company reflects her love for simple, natural connections, compensating for her isolation in the city and showing her gentle, caring nature.

Value Points: Compassion, nurturing, love for nature, coping with isolation.

8. How does Khushwant Singh use characterization to portray the grandmother as a static yet relatable figure?

Answer: Khushwant Singh uses vivid physical descriptions and consistent behaviors—like praying and feeding sparrows—to portray the grandmother as a static character, unchanging in her traditional values. Her relatable warmth and resilience make her a timeless figure, evoking empathy despite generational differences.

Value Points: Static character, vivid descriptions, traditional values, relatability.

LONG ANSWER TYPE QUESTIONS (LAQs)

The chapter highlights the grandmother’s struggle to adapt to modern life. Relate this to the challenges faced by elderly people today in adapting to rapid technological advancements, and evaluate whether society does enough to support them.

Answer: The grandmother in The Portrait of a Lady struggles with the shift from rural simplicity to urban modernity, feeling alienated by the narrator’s Westernized education. Similarly, today’s elderly face challenges adapting to rapid technological advancements, such as smartphones, digital payments, or social media, which dominate modern life. For instance, during the COVID-19 pandemic, many elderly struggled with online healthcare or virtual communication, highlighting their digital exclusion. The grandmother’s isolation mirrors their sense of disconnect when younger generations prioritize technology over personal interaction.

Society’s efforts, like digital literacy programs or senior-friendly apps, are steps forward but often insufficient. Urban-centric policies and fast-paced innovation overlook rural or less tech-savvy elderly, leaving them dependent or isolated. More inclusive initiatives, like community tech workshops or intergenerational bonding programs, are needed to bridge this gap. The grandmother’s resilience suggests the elderly can adapt with support, but society must prioritize empathy and accessibility to ensure their inclusion in today’s tech-driven world.

Value Points: Grandmother’s alienation, modern elderly challenges, technology’s impact, societal efforts, need for inclusivity, empathy.

2. Analyze how Khushwant Singh’s use of first-person narrative enhances the emotional impact of The Portrait of a Lady. Create a brief narrative from the grandmother’s perspective about her final day, reflecting her emotions and thoughts.

Answer: Khushwant Singh’s first-person narrative in The Portrait of a Lady creates an intimate, reflective tone, allowing readers to experience the narrator’s evolving bond with his grandmother through personal memories. This perspective emphasizes the emotional distance caused by modernity and the narrator’s guilt, making the grandmother’s death profoundly moving. The nostalgic lens and vivid imagery, like the “winter landscape” simile, deepen the emotional impact, fostering empathy for her unchanging, serene presence amidst change.

From the grandmother’s perspective on her final day: “Today, I felt a quiet peace, praying softly as sparrows chirped outside. My boy’s face, now grown, carries the village in his eyes, yet the city pulls him away. I sang with the women, my heart full, knowing my time nears. I’m ready, content, for I’ve lived with love and faith.” This narrative reflects her acceptance, spiritual strength, and unspoken bond with the narrator, echoing the chapter’s emotional depth.

Value Points: First-person narrative, emotional intimacy, nostalgia, grandmother’s perspective, acceptance, spiritual strength.