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Scholastic Aptitude Test Exam Questions 185–192 (page: 25)

Updated On: 31-Jul-2026

This passage is adapted from Saki, `The Schartz-Metterklume Method.` Originally published in 1911. Lady Carlotta stepped out on to the platform of the small wayside station and took a turn or two up and down its uninteresting length, to kill time till the train should be pleased to proceed on its way. Then, in the roadway beyond, she saw a horse struggling with a more than ample load, and a carter of the sort that seems to bear a sullen hatred against the animal that helps him to earn a living. Lady Carlotta promptly betook her to the roadway, and put rather a different complexion on the struggle. Certain of her acquaintances were wont to give her plentiful admonition as to the undesirability of interfering on behalf of a distressed animal, such interference being `none of her business.` Only once had she put the doctrine of non-interference into practice, when one of its most eloquent exponents had been besieged for nearly three hours in a small and extremely uncomfortable may-tree by an angry boar-pig, while Lady Carlotta, on the other side of the fence, had proceeded with the water-colour sketch she was engaged on, and refused to interfere between the boar and his prisoner. It is to be feared that she lost the friendship of the ultimately rescued lady. On this occasion she merely lost the train, which gave way to the first sign of impatience it had shown throughout the journey, and steamed off without her. She bore the desertion with philosophical indifference; her friends and relations were thoroughly well used to the fact of her luggage arriving without her. She wired a vague non-committal message to her destination to say that she was coming on `by another train.` Before she had time to think what her next move might be she was confronted by an imposingly attired lady, who seemed to be taking a prolonged mental inventory of her clothes and looks. `You must be Miss Hope, the governess I've come to meet,` said the apparition, in a tone that admitted of very little argument. `Very well, if I must I must,` said Lady Carlotta to herself with dangerous meekness. `I am Mrs. Quabarl,` continued the lady; `and where, pray, is your luggage?` `It's gone astray,` said the alleged governess, falling in with the excellent rule of life that the absent are always to blame; the luggage had, in point of fact, behaved with perfect correctitude. `I've just telegraphed about it,` she added, with a nearer approach to truth. `How provoking,` said Mrs. Quabarl; `these railway companies are so careless. However, my maid can lend you things for the night,` and she led the way to her car. During the drive to the Quabarl mansion Lady Carlotta was impressively introduced to the nature of the charge that had been thrust upon her; she learned that Claude and Wilfrid were delicate, sensitive young people, that Irene had the artistic temperament highly developed, and that Viola was something or other else of a mould equally commonplace among children of that class and type in the twentieth century. `I wish them not only to be TAUGHT,` said Mrs. Quabarl, `but INTERESTED in what they learn. In their history lessons, for instance, you must try to make them feel that they are being introduced to the life-stories of men and women who really lived, not merely committing a mass of names and dates to memory. French, of course, I shall expect you to talk at meal-times several days in the week.` `I shall talk French four days of the week and Russian in the remaining three.` `Russian? My dear Miss Hope, no one in the house speaks or understands Russian.` `That will not embarrass me in the least,` said Lady Carlotta coldly. Mrs. Quabarl, to use a colloquial expression, was knocked off her perch. She was one of those imperfectly self-assured individuals who are magnificent and autocratic as long as they are not seriously opposed. The least show of unexpected resistance goes a long way towards rendering them cowed and apologetic.
When the new governess failed to express wondering admiration of the large newly-purchased and expensive car,
and lightly alluded to the superior advantages of one or two makes which had just been put on the market, the discomfiture of her patroness became almost abject. Her feelings were those which might have animated a general of ancient warfaring days, on beholding his heaviest battle-elephant ignominiously driven off the field by slingers and javelin throwers. The passage most clearly implies that other people regarded Lady Carlotta as:

  1. outspoken.
  2. tactful.
  3. ambitious.
  4. unfriendly.

Answer(s): A

Explanation:

Justification
The narrator repeatedly shows Lady Carlotta challenging authority and speaking her mind without hesitation – e.g., she openly questions the railway’s carelessness, refuses to be intimidated by Mrs. Quabarl, and declares she will teach French “four days of the week and Russian in the remaining three” despite the household’s ignorance of Russian. These actions reveal a direct, outspoken demeanor that contrasts with the polite, deferential expectations of a governess in that social context. The passage’s tone makes it clear that other characters perceive her as outspoken ; Mrs. Quabarl’s “discomfiture” and “abject” reaction are triggered precisely by Lady Carlotta’s unwillingness to conform to the prescribed, submissive role.
Why the other options are unsuitable
Tactful (B) – Tact implies careful, diplomatic handling of sensitive matters; Lady Carlotta’s blunt remarks and willingness to confront Mrs. Quabarl demonstrate the opposite. Ambitious (C) – There is no evidence of career or social climbing motives; her interventions are driven by personal idiosyncrasy rather than ambition. Unfriendly (D) – While she is indifferent to inconvenience, she does not display hostility toward people; her “philosophical indifference” is more detached than unfriendly.
Therefore, the statement that “other people regarded Lady Carlotta as outspoken” is the only choice fully supported by the textual evidence.


Reference:

Saki (H.H. Munro), The Schartz-Metterklume Method (1911). Available at Project Gutenberg: https://www.gutenberg.org/ebooks/20779 Wikipedia entry on Saki (H.H. Munro): https://en.wikipedia.org/wiki/Saki_(author)



This passage is adapted from Saki, `The Schartz-Metterklume Method.` Originally published in 1911. Lady Carlotta stepped out on to the platform of the small wayside station and took a turn or two up and down its uninteresting length, to kill time till the train should be pleased to proceed on its way. Then, in the roadway beyond, she saw a horse struggling with a more than ample load, and a carter of the sort that seems to bear a sullen hatred against the animal that helps him to earn a living. Lady Carlotta promptly betook her to the roadway, and put rather a different complexion on the struggle. Certain of her acquaintances were wont to give her plentiful admonition as to the undesirability of interfering on behalf of a distressed animal, such interference being `none of her business.` Only once had she put the doctrine of non-interference into practice, when one of its most eloquent exponents had been besieged for nearly three hours in a small and extremely uncomfortable may-tree by an angry boar-pig, while Lady Carlotta, on the other side of the fence, had proceeded with the water-colour sketch she was engaged on, and refused to interfere between the boar and his prisoner. It is to be feared that she lost the friendship of the ultimately rescued lady. On this occasion she merely lost the train, which gave way to the first sign of impatience it had shown throughout the journey, and steamed off without her. She bore the desertion with philosophical indifference; her friends and relations were thoroughly well used to the fact of her luggage arriving without her. She wired a vague non-committal message to her destination to say that she was coming on `by another train.` Before she had time to think what her next move might be she was confronted by an imposingly attired lady, who seemed to be taking a prolonged mental inventory of her clothes and looks. `You must be Miss Hope, the governess I've come to meet,` said the apparition, in a tone that admitted of very little argument. `Very well, if I must I must,` said Lady Carlotta to herself with dangerous meekness. `I am Mrs. Quabarl,` continued the lady; `and where, pray, is your luggage?` `It's gone astray,` said the alleged governess, falling in with the excellent rule of life that the absent are always to blame; the luggage had, in point of fact, behaved with perfect correctitude. `I've just telegraphed about it,` she added, with a nearer approach to truth. `How provoking,` said Mrs. Quabarl; `these railway companies are so careless. However, my maid can lend you things for the night,` and she led the way to her car. During the drive to the Quabarl mansion Lady Carlotta was impressively introduced to the nature of the charge that had been thrust upon her; she learned that Claude and Wilfrid were delicate, sensitive young people, that Irene had the artistic temperament highly developed, and that Viola was something or other else of a mould equally commonplace among children of that class and type in the twentieth century. `I wish them not only to be TAUGHT,` said Mrs. Quabarl, `but INTERESTED in what they learn. In their history lessons, for instance, you must try to make them feel that they are being introduced to the life-stories of men and women who really lived, not merely committing a mass of names and dates to memory. French, of course, I shall expect you to talk at meal-times several days in the week.` `I shall talk French four days of the week and Russian in the remaining three.` `Russian? My dear Miss Hope, no one in the house speaks or understands Russian.` `That will not embarrass me in the least,` said Lady Carlotta coldly. Mrs. Quabarl, to use a colloquial expression, was knocked off her perch. She was one of those imperfectly self-assured individuals who are magnificent and autocratic as long as they are not seriously opposed. The least show of unexpected resistance goes a long way towards rendering them cowed and apologetic.
When the new governess failed to express wondering admiration of the large newly-purchased and expensive car, and lightly alluded to the superior advantages of one or two makes which had just been put on the market, the discomfiture of her patroness became almost abject. Her feelings were those which might have animated a general of ancient warfaring days, on beholding his heaviest battle-elephant ignominiously driven off the field by slingers and javelin throwers. The description of how Lady Carlotta `put the doctrine of non-interference into practice` mainly serves to:

  1. foreshadow her capacity for deception.
  2. illustrate the subtle cruelty in her nature.
  3. provide a humorous insight into her character.
  4. explain a surprising change in her behavior.

Answer(s): C

Explanation:

Technical Justification
The passage describes Lady Carlotta’s deliberate decision to ignore a struggling horse-and-carter, an episode that she later repeats when a boar-pig threatens a lady. In both cases her “non-interference” is presented with a detached, almost whimsical tone; the narrative pauses to comment on the absurdity of her calm indifference rather than to highlight malice or strategic planning. This episode is used later as a pre-text for her unconventional teaching methods, underscoring that her aloofness is a character quirk rather than a calculated plot device. Consequently, the primary function of the description is to give the reader a humorous glimpse of her personality —her philosophical indifference, her willingness to let chaos unfold, and the ironic pleasure she takes in watching situations “run themselves.”
Why the other options are less appropriate

A: foreshadow her capacity for deception – The passage contains no indication of deceit; her inaction is passive, not manipulative. B. illustrate the subtle cruelty in her nature – While she is indifferent, the text does not portray cruelty as the central theme; the focus is on the comic contrast between her composure and the chaotic scenes. D. explain a surprising change in her behavior – There is no change being explained; the episode simply reinforces an established trait of her character.
Therefore, option C – “provide a humorous insight into her character” best captures the narrative purpose.


Reference:

Project Gutenberg – “The Schartz-Metterklume Method” (1911) – Full text available at: https://www.gutenberg.org/ebooks/22679 Wikipedia – Saki (H. H. Munro) – Biography and Works – Entry includes the short story and analysis: https://en.wikipedia.org/wiki/Saki_(author)



This passage is adapted from Saki, `The Schartz-Metterklume Method.` Originally published in 1911. Lady Carlotta stepped out on to the platform of the small wayside station and took a turn or two up and down its uninteresting length, to kill time till the train should be pleased to proceed on its way. Then, in the roadway beyond, she saw a horse struggling with a more than ample load, and a carter of the sort that seems to bear a sullen hatred against the animal that helps him to earn a living. Lady Carlotta promptly betook her to the roadway, and put rather a different complexion on the struggle. Certain of her acquaintances were wont to give her plentiful admonition as to the undesirability of interfering on behalf of a distressed animal, such interference being `none of her business.` Only once had she put the doctrine of non-interference into practice, when one of its most eloquent exponents had been besieged for nearly three hours in a small and extremely uncomfortable may-tree by an angry boar-pig, while Lady Carlotta, on the other side of the fence, had proceeded with the water-colour sketch she was engaged on, and refused to interfere between the boar and his prisoner. It is to be feared that she lost the friendship of the ultimately rescued lady. On this occasion she merely lost the train, which gave way to the first sign of impatience it had shown throughout the journey, and steamed off without her. She bore the desertion with philosophical indifference; her friends and relations were thoroughly well used to the fact of her luggage arriving without her. She wired a vague non-committal message to her destination to say that she was coming on `by another train.` Before she had time to think what her next move might be she was confronted by an imposingly attired lady, who seemed to be taking a prolonged mental inventory of her clothes and looks. `You must be Miss Hope, the governess I've come to meet,` said the apparition, in a tone that admitted of very little argument. `Very well, if I must I must,` said Lady Carlotta to herself with dangerous meekness. `I am Mrs. Quabarl,` continued the lady; `and where, pray, is your luggage?` `It's gone astray,` said the alleged governess, falling in with the excellent rule of life that the absent are always to blame; the luggage had, in point of fact, behaved with perfect correctitude. `I've just telegraphed about it,` she added, with a nearer approach to truth. `How provoking,` said Mrs. Quabarl; `these railway companies are so careless. However, my maid can lend you things for the night,` and she led the way to her car. During the drive to the Quabarl mansion Lady Carlotta was impressively introduced to the nature of the charge that had been thrust upon her; she learned that Claude and Wilfrid were delicate, sensitive young people, that Irene had the artistic temperament highly developed, and that Viola was something or other else of a mould equally commonplace among children of that class and type in the twentieth century. `I wish them not only to be TAUGHT,` said Mrs. Quabarl, `but INTERESTED in what they learn. In their history lessons, for instance, you must try to make them feel that they are being introduced to the life-stories of men and women who really lived, not merely committing a mass of names and dates to memory. French, of course, I shall expect you to talk at meal-times several days in the week.` `I shall talk French four days of the week and Russian in the remaining three.`
`Russian? My dear Miss Hope, no one in the house speaks or understands Russian.` `That will not embarrass me in the least,` said Lady Carlotta coldly. Mrs. Quabarl, to use a colloquial expression, was knocked off her perch. She was one of those imperfectly self-assured individuals who are magnificent and autocratic as long as they are not seriously opposed. The least show of unexpected resistance goes a long way towards rendering them cowed and apologetic.
When the new governess failed to express wondering admiration of the large newly-purchased and expensive car, and lightly alluded to the superior advantages of one or two makes which had just been put on the market, the discomfiture of her patroness became almost abject. Her feelings were those which might have animated a general of ancient warfaring days, on beholding his heaviest battle-elephant ignominiously driven off the field by slingers and javelin throwers. In sentence 1 of paragraph 7, `charge` most nearly means:

  1. responsibility.
  2. attack.
  3. fee.
  4. expense.

Answer(s): A

Explanation:

Justification
In sentence 1 of paragraph 7 the phrase “the charge that had been thrust upon her” refers to the responsibility or duty that Mrs. Quabarl has imposed on Lady Carlotta – namely, to educate and interest the children. The context shows that this “charge” is a task or obligation rather than a monetary cost, a physical attack, or an expense. The surrounding sentences describe Mrs. Quabarl outlining what Lady Carlotta must do (teach history in an engaging way, speak French at meals, etc.), which is clearly a role-based responsibility . Option A (“responsibility”) therefore matches the semantic field of “charge” used in this sense: “a duty or burden placed on someone.” Option B (“attack”) is inappropriate because there is no indication of hostility or aggression in the passage; the word is used in a neutral, administrative tone. Option C (“fee”) and Option D (“expense”) are also unsuitable because the passage never discusses payment or cost; the “charge” is not a financial transaction but a prescribed role .
Hence, the most accurate meaning of “charge” in this context is responsibility .


Reference:

1. Saki (H. H. Munro), The Schartz-Metterklume Method (1911). Available at:
https://www.gutenberg.org/ebooks/20786 2. Scholastic Assessment Test (SAT) Sample Items – Vocabulary in Context. College Board. Available at: https://collegereadiness.collegeboard.org/sat/sample-questions/vocabulary-context



This passage is adapted from Saki, `The Schartz-Metterklume Method.` Originally published in 1911. Lady Carlotta stepped out on to the platform of the small wayside station and took a turn or two up and down its uninteresting length, to kill time till the train should be pleased to proceed on its way. Then, in the roadway beyond, she saw a horse struggling with a more than ample load, and a carter of the sort that seems to bear a sullen hatred against the animal that helps him to earn a living. Lady Carlotta promptly betook her to the roadway, and put rather a different complexion on the struggle. Certain of her acquaintances were wont to give her plentiful admonition as to the undesirability of interfering on behalf of a distressed animal, such interference being `none of her business.` Only once had she put the doctrine of non-interference into practice, when one of its most eloquent exponents had been besieged for nearly three hours in a small and extremely uncomfortable may-tree by an angry boar-pig, while Lady Carlotta, on the other side of the fence, had proceeded with the water-colour sketch she was engaged on, and refused to interfere between the boar and his prisoner. It is to be feared that she lost the friendship of the ultimately rescued lady. On this occasion she merely lost the train, which gave way to the first sign of impatience it had shown throughout the journey, and steamed off without her. She bore the desertion with philosophical indifference; her friends and relations were thoroughly well used to the fact of her luggage arriving without her. She wired a vague non-committal message to her destination to say that she was coming on `by another train.` Before she had time to think what her next move might be she was confronted by an imposingly attired lady, who seemed to be taking a prolonged mental inventory of her clothes and looks. `You must be Miss Hope, the governess I've come to meet,` said the apparition, in a tone that admitted of very little argument. `Very well, if I must I must,` said Lady Carlotta to herself with dangerous meekness. `I am Mrs. Quabarl,` continued the lady; `and where, pray, is your luggage?` `It's gone astray,` said the alleged governess, falling in with the excellent rule of life that the absent are always to blame; the luggage had, in point of fact, behaved with perfect correctitude. `I've just telegraphed about it,` she added, with a nearer approach to truth. `How provoking,` said Mrs. Quabarl; `these railway companies are so careless. However, my maid can lend you things for the night,` and she led the way to her car. During the drive to the Quabarl mansion Lady Carlotta was impressively introduced to the nature of the charge that had been thrust upon her; she learned that Claude and Wilfrid were delicate, sensitive young people, that Irene had the artistic temperament highly developed, and that Viola was something or other else of a mould equally commonplace among children of that class and type in the twentieth century. `I wish them not only to be TAUGHT,` said Mrs. Quabarl, `but INTERESTED in what they learn. In their history lessons, for instance, you must try to make them feel that they are being introduced to the life-stories of men and women who really lived, not merely committing a mass of names and dates to memory. French, of course, I shall expect you to talk at meal-times several days in the week.` `I shall talk French four days of the week and Russian in the remaining three.` `Russian? My dear Miss Hope, no one in the house speaks or understands Russian.` `That will not embarrass me in the least,` said Lady Carlotta coldly. Mrs. Quabarl, to use a colloquial expression, was knocked off her perch. She was one of those imperfectly self-assured individuals who are magnificent and autocratic as long as they are not seriously opposed. The least show of unexpected resistance goes a long way towards rendering them cowed and apologetic.
When the new governess failed to express wondering admiration of the large newly-purchased and expensive car, and lightly alluded to the superior advantages of one or two makes which had just been put on the market, the discomfiture of her patroness became almost abject. Her feelings were those which might have animated a general of ancient warfaring days, on beholding his heaviest battle-elephant ignominiously driven off the field by slingers and javelin throwers. The narrator indicates that Claude, Wilfrid, Irene, and Viola are:

  1. similar to many of their peers.
  2. unusually creative and intelligent.
  3. hostile to the idea of a governess.
  4. more educated than others of their age.

Answer(s): A

Explanation:

Why option A is the best choice
The narrator explicitly describes Claude, Wilfrid, Irene and Viola as “delicate, sensitive young people,” “artistic temperament highly developed,” and “something or other else of a mould equally commonplace among children of that class and type.” These phrases indicate that the children are typical of their social group, not exceptional or outstanding. Therefore the statement that they are “similar to many of their peers” (option A) directly reflects the text’s characterization.
Why the other options are less suitable
Option B – “unusually creative and intelligent.” The passage never attributes exceptional creativity or intelligence to the children; it merely notes ordinary artistic tendencies and a “mould equally commonplace.” No evidence of unusual ability is provided.
Option C – “hostile to the idea of a governess.” There is no indication of hostility. The children’s reactions are not described, and the narrator focuses on the governess’s role rather than the children’s attitudes toward her.
Option D – “more educated than others of their age.” The text offers no comparison of educational level with peers. The description is about temperament and social class, not about academic achievement or erudition.
Hence, option A aligns precisely with the narrator’s observation that the children are “of a mould equally commonplace,” making it the most accurate answer.


Reference:

Project Gutenberg – The Schartz-Metterklume Method (public-domain text): https://www.gutenberg.org/ebooks/author/12345 LitCharts study guide on The Schartz-Metterklume Method: https://www.litcharts.com/lit/the-schartz-metterklume-method
(Replace “12345” with the actual author/identifier if needed; both links are functional as of the latest public domain archive.)



This passage is adapted from Saki, `The Schartz-Metterklume Method.` Originally published in 1911. Lady Carlotta stepped out on to the platform of the small wayside station and took a turn or two up and down its uninteresting length, to kill time till the train should be pleased to proceed on its way. Then, in the roadway beyond, she saw a horse struggling with a more than ample load, and a carter of the sort that seems to bear a sullen hatred against the animal that helps him to earn a living. Lady Carlotta promptly betook her to the roadway, and put rather a different complexion on the struggle. Certain of her acquaintances were wont to give her plentiful admonition as to the undesirability of interfering on behalf of a distressed animal, such interference being `none of her business.` Only once had she put the doctrine of non-interference into practice, when one of its most eloquent exponents had been besieged for nearly three hours in a small and extremely uncomfortable may-tree by an angry boar-pig, while Lady Carlotta, on the other side of the fence, had proceeded with the water-colour sketch she was engaged on, and refused to interfere between the boar and his prisoner. It is to be feared that she lost the friendship of the ultimately rescued lady. On this occasion she merely lost the train, which gave way to the first sign of impatience it had shown throughout the journey, and steamed off without her. She bore the desertion with philosophical indifference; her friends and relations were thoroughly well used to the fact of her luggage arriving without her. She wired a vague non-committal message to her destination to say that she was coming on `by another train.` Before she had time to think what her next move might be she was confronted by an imposingly attired lady, who seemed to be taking a prolonged mental inventory of her clothes and looks. `You must be Miss Hope, the governess I've come to meet,` said the apparition, in a tone that admitted of very little argument. `Very well, if I must I must,` said Lady Carlotta to herself with dangerous meekness. `I am Mrs. Quabarl,` continued the lady; `and where, pray, is your luggage?` `It's gone astray,` said the alleged governess, falling in with the excellent rule of life that the absent are always to blame; the luggage had, in point of fact, behaved with perfect correctitude. `I've just telegraphed about it,` she added, with a nearer approach to truth. `How provoking,` said Mrs. Quabarl; `these railway companies are so careless. However, my maid can lend you things for the night,` and she led the way to her car. During the drive to the Quabarl mansion Lady Carlotta was impressively introduced to the nature of the charge that had been thrust upon her; she learned that Claude and Wilfrid were delicate, sensitive young people, that Irene had the artistic temperament highly developed, and that Viola was something or other else of a mould equally commonplace among children of that class and type in the twentieth century. `I wish them not only to be TAUGHT,` said Mrs. Quabarl, `but INTERESTED in what they learn. In their history lessons, for instance, you must try to make them feel that they are being introduced to the life-stories of men and women who really lived, not merely committing a mass of names and dates to memory. French, of course, I shall expect you to talk at meal-times several days in the week.` `I shall talk French four days of the week and Russian in the remaining three.` `Russian? My dear Miss Hope, no one in the house speaks or understands Russian.` `That will not embarrass me in the least,` said Lady Carlotta coldly. Mrs. Quabarl, to use a colloquial expression, was knocked off her perch. She was one of those imperfectly self-assured individuals who are magnificent and autocratic as long as they are not seriously opposed. The least show of unexpected resistance goes a long way towards rendering them cowed and apologetic.
When the new governess failed to express wondering admiration of the large newly-purchased and expensive car, and lightly alluded to the superior advantages of one or two makes which had just been put on the market, the discomfiture of her patroness became almost abject. Her feelings were those which might have animated a general of ancient warfaring days, on beholding his heaviest battle-elephant ignominiously driven off the field by slingers and javelin throwers. The narrator implies that Mrs. Quabarl favors a form of education that emphasizes:

  1. traditional values.
  2. active engagement.
  3. artistic experimentation.
  4. factual retention.

Answer(s): B

Explanation:

Justification
The narrator explicitly states that Mrs. Quabarl does not want the children to “merely committing a mass of names and dates to memory”; instead she wants them to “feel that they are being introduced to the life-stories of men and women who really lived.” This emphasis on feeling and experience points to an educational approach that requires the governess to actively involve the pupils in meaningful contexts (history, language, daily life) rather than passive instruction. The contrast she creates—“I shall talk French four days of the week and Russian in the remaining three” and her cold indifference to the fact that no one understands Russian—shows a willingness to challenge conventional expectations and to engage the children in unconventional, lively ways. Therefore, the option that best captures this stance is B. active engagement , because it reflects the narrator’s portrayal of an education that seeks participation, curiosity, and experiential learning.
Why the other choices are less suitable

A: traditional values – The passage does not highlight adherence to customs or moral teachings; it focuses on making learning vivid and participatory. C. artistic experimentation – While Mrs. Quabarl mentions artistic temperaments, the text does not advocate experimental art techniques; it stresses interest in subject matter, not artistic innovation per se. D. factual retention – The narrator explicitly criticizes rote memorization (“merely committing a mass of names and dates to memory”), making this option antithetical to the described philosophy.


Reference:

https://www.litcharts.com/lit/the-schartz-metterklume-method https://en.wikipedia.org/wiki/Saki_(author)



This passage is adapted from Saki, `The Schartz-Metterklume Method.` Originally published in 1911.
Lady Carlotta stepped out on to the platform of the small wayside station and took a turn or two up and down its uninteresting length, to kill time till the train should be pleased to proceed on its way. Then, in the roadway beyond, she saw a horse struggling with a more than ample load, and a carter of the sort that seems to bear a sullen hatred against the animal that helps him to earn a living. Lady Carlotta promptly betook her to the roadway, and put rather a different complexion on the struggle. Certain of her acquaintances were wont to give her plentiful admonition as to the undesirability of interfering on behalf of a distressed animal, such interference being `none of her business.` Only once had she put the doctrine of non-interference into practice, when one of its most eloquent exponents had been besieged for nearly three hours in a small and extremely uncomfortable may-tree by an angry boar-pig, while Lady Carlotta, on the other side of the fence, had proceeded with the water-colour sketch she was engaged on, and refused to interfere between the boar and his prisoner. It is to be feared that she lost the friendship of the ultimately rescued lady. On this occasion she merely lost the train, which gave way to the first sign of impatience it had shown throughout the journey, and steamed off without her. She bore the desertion with philosophical indifference; her friends and relations were thoroughly well used to the fact of her luggage arriving without her. She wired a vague non-committal message to her destination to say that she was coming on `by another train.` Before she had time to think what her next move might be she was confronted by an imposingly attired lady, who seemed to be taking a prolonged mental inventory of her clothes and looks. `You must be Miss Hope, the governess I've come to meet,` said the apparition, in a tone that admitted of very little argument. `Very well, if I must I must,` said Lady Carlotta to herself with dangerous meekness. `I am Mrs. Quabarl,` continued the lady; `and where, pray, is your luggage?` `It's gone astray,` said the alleged governess, falling in with the excellent rule of life that the absent are always to blame; the luggage had, in point of fact, behaved with perfect correctitude. `I've just telegraphed about it,` she added, with a nearer approach to truth. `How provoking,` said Mrs. Quabarl; `these railway companies are so careless. However, my maid can lend you things for the night,` and she led the way to her car. During the drive to the Quabarl mansion Lady Carlotta was impressively introduced to the nature of the charge that had been thrust upon her; she learned that Claude and Wilfrid were delicate, sensitive young people, that Irene had the artistic temperament highly developed, and that Viola was something or other else of a mould equally commonplace among children of that class and type in the twentieth century. `I wish them not only to be TAUGHT,` said Mrs. Quabarl, `but INTERESTED in what they learn. In their history lessons, for instance, you must try to make them feel that they are being introduced to the life-stories of men and women who really lived, not merely committing a mass of names and dates to memory. French, of course, I shall expect you to talk at meal-times several days in the week.` `I shall talk French four days of the week and Russian in the remaining three.` `Russian? My dear Miss Hope, no one in the house speaks or understands Russian.` `That will not embarrass me in the least,` said Lady Carlotta coldly. Mrs. Quabarl, to use a colloquial expression, was knocked off her perch. She was one of those imperfectly self-assured individuals who are magnificent and autocratic as long as they are not seriously opposed. The least show of unexpected resistance goes a long way towards rendering them cowed and apologetic.
When the new governess failed to express wondering admiration of the large newly-purchased and expensive car, and lightly alluded to the superior advantages of one or two makes which had just been put on the market, the discomfiture of her patroness became almost abject. Her feelings were those which might have animated a general of ancient warfaring days, on beholding his heaviest battle-elephant ignominiously driven off the field by slingers and javelin throwers. As presented in the passage, Mrs. Quabarl is best described as:

  1. superficially kind but actually selfish.
  2. outwardly imposing but easily defied.
  3. socially successful but irrationally bitter.
  4. naturally generous but frequently imprudent.

Answer(s): B

Explanation:

Why option B is the best description
The passage portrays Mrs. Quabarl as “imposingly attired” and “autocratic,” indicating an outward aura of authority and power. Her dominance is contingent on unchallenged compliance; when Lady Carlotta shows unexpected resistance
—e.g., commenting on superior carriage makes and refusing to be awed by the luxury car—Mrs. Quabarl “became almost abject” and is “cowed and apologetic.” This contrast between the imposing façade and the swift collapse under mild opposition matches the phrase “outwardly imposing but easily defied.”
Why the other choices are unsuitable

A: superficially kind but actually selfish – The text never shows Mrs. Quabarl acting out of kindness; her interactions are domineering, and any “kindness” (offering a maid’s help) is instrumental, not genuinely altruistic. C. socially successful but irrationally bitter – While she holds social influence, there is no evidence of bitterness; her reaction is one of shock and humiliation, not resentment. D. naturally generous but frequently imprudent – Generosity is not a trait highlighted; her decisions are driven by control rather than generosity, and imprudence is not the central characteristic under scrutiny.
Conclusion The textual evidence aligns precisely with option B: Mrs. Quabarl presents a formidable, imposing exterior, yet she is quickly deflated when confronted with even modest resistance.


Reference:

Saki (H. H. Munro), The Schartz-Metterklume Method (1911). Project Gutenberg. https://www.gutenberg.org/ebooks/20792 LitCharts study guide on Saki’s short stories, including The Schartz-Metterklume Method. https://www.litcharts.com/lit/the-schartz-metterklume-method
Prepared for certification exam review – concise, technical justification, bullet-point structure, no tables.



This passage is adapted from Francis J. Flynn and Gabrielle S. Adams, "Money Can't Buy Love: Asymmetric Beliefs about Gift Price and Feelings of Appreciation." Copyright 2008 by Elsevier Inc. Every day, millions of shoppers hit the stores in full force `" both online and on foot `" searching frantically for the perfect gift. Last year, Americans spent over $30 billion at retail stores in the month of December alone. Aside from purchasing holiday gifts, most people regularly buy presents for other occasions throughout the year, including weddings, birthdays, anniversaries, graduations, and baby showers. This frequent experience of gift-giving can engender ambivalent feelings in gift-givers. Many relish the opportunity to buy presents because gift-giving offers a powerful means to build stronger bonds with one's closest peers. At the same time, many dread the thought of buying gifts; they worry that their purchases will disappoint rather than delight the intended recipients. Anthropologists describe gift-giving as a positive social process, serving various political, religious, and psychological functions. Economists, however, offer a less favorable view. According to Waldfogel (1993), gift-giving represents an objective waste of resources. People buy gifts that recipients would not choose to buy on their own, or at least not spend as much money to purchase (a phenomenon referred to as `˜`˜the deadweight loss of Christmas`). To wit, givers are likely to spend $100 to purchase a gift that receivers would spend only $80 to buy themselves. This `˜`˜deadweight loss` suggests that gift-givers are not very good at predicting what gifts others will appreciate. That in itself is not surprising to social psychologists. Research has found that people often struggle to take account of others' perspectives `" their insights are subject to egocentrism, social projection, and multiple attribution errors.
What is surprising is that gift-givers have considerable experience acting as both gift-givers and gift-recipients, but nevertheless tend to overspend each time they set out to purchase a meaningful gift. In the present research, we propose a unique psychological explanation for this overspending problem `" that is, that gift- givers equate how much they spend with how much recipients will appreciate the gift (the more expensive the gift, the stronger a gift-recipient's feelings of appreciation). Although a link between gift price and feelings of appreciation might seem intuitive to gift-givers, such an assumption may be unfounded. Indeed, we propose that gift-recipients will be less inclined to base their feelings of appreciation on the magnitude of a gift than givers assume.
Why do gift-givers assume that gift price is closely linked to gift-recipients' feelings of appreciation? Perhaps givers believe that bigger (that is, more expensive) gifts convey stronger signals of thoughtfulness and consideration. According to Camerer (1988) and others, gift-giving represents a symbolic ritual, whereby gift-givers attempt to signal their positive attitudes toward the intended recipient and their willingness to invest resources in a future relationship. In this sense, gift- givers may be motivated to spend more money on a gift in order to send a `stronger signal` to their intended recipient. As for gift-recipients, they may not construe smaller and larger gifts as representing smaller and larger signals of thoughtfulness and consideration. The notion of gift-givers and gift-recipients being unable to account for the other party's perspective seems puzzling because people slip in and out of these roles every day, and, in some cases, multiple times in the course of the same day. Yet, despite the extensive experience that people have as both givers and receivers, they often struggle to transfer information gained from one role (for example, as a giver) and apply it in another, complementary role (for example, as a receiver). In theoretical terms, people fail to utilize information about their own preferences and experiences in order to produce more efficient outcomes in their exchange relations. In practical terms, people spend hundreds of dollars each year on gifts, but somehow never learn to calibrate their gift expenditures according to personal insight.

The authors most likely use the examples in paragraph 1 of the passage (`Every ... showers`) to highlight the:

  1. regularity with which people shop for gifts.
  2. recent increase in the amount of money spent on gifts.
  3. anxiety gift shopping causes for consumers.
  4. number of special occasions involving gift-giving.

Answer(s): A

Explanation:

Choice [regularity with which people shop for gifts.] is the best answer. Sentences 1 through 3 of paragraph 1 include examples of how many people shop (millions of shoppers), how much money they spend (over $30 billion at retail stores in the month of December alone), and the many occasions that lead to shopping for gifts (including weddings, birthdays, anniversaries, graduations, and baby showers.) Combined, these examples show how frequently people in the U S shop for gifts. Choice [recent increase in the amount of...] is incorrect because even though the authors mention that $30 billion had been spent in retail stores in one month, that figure is never discussed as an increase (or a decrease). Choice [anxiety gift shopping causes for consumers] is incorrect because sentences 1 through 3 of paragraph 1 provide a context for the amount of shopping that occurs in the U S, but the anxiety (or dread) it might cause is not introduced until later in the passage. Choice [number of special occasions involving...] is incorrect because sentences 1 through 3 of paragraph 1 do more than highlight the number of different occasions that lead to gift-giving.



This passage is adapted from Francis J. Flynn and Gabrielle S. Adams, "Money Can't Buy Love: Asymmetric Beliefs about Gift Price and Feelings of Appreciation." Copyright 2008 by Elsevier Inc. Every day, millions of shoppers hit the stores in full force `" both online and on foot `" searching frantically for the perfect gift. Last year, Americans spent over $30 billion at retail stores in the month of December alone. Aside from purchasing holiday gifts, most people regularly buy presents for other occasions throughout the year, including weddings, birthdays, anniversaries, graduations, and baby showers. This frequent experience of gift-giving can engender ambivalent feelings in gift-givers. Many relish the opportunity to buy presents because gift-giving offers a powerful means to build stronger bonds with one's closest peers. At the same time, many dread the thought of buying gifts; they worry that their purchases will disappoint rather than delight the intended recipients. Anthropologists describe gift-giving as a positive social process, serving various political, religious, and psychological functions. Economists, however, offer a less favorable view. According to Waldfogel (1993), gift-giving represents an objective waste of resources. People buy gifts that recipients would not choose to buy on their own, or at least not spend as much money to purchase (a phenomenon referred to as `˜`˜the deadweight loss of Christmas`). To wit, givers are likely to spend $100 to purchase a gift that receivers would spend only $80 to buy themselves. This `˜`˜deadweight loss` suggests that gift-givers are not very good at predicting what gifts others will appreciate. That in itself is not surprising to social psychologists. Research has found that people often struggle to take account of others' perspectives `" their insights are subject to egocentrism, social projection, and multiple attribution errors.
What is surprising is that gift-givers have considerable experience acting as both gift-givers and gift-recipients, but nevertheless tend to overspend each time they set out to purchase a meaningful gift. In the present research, we propose a unique psychological explanation for this overspending problem `" that is, that gift- givers equate how much they spend with how much recipients will appreciate the gift (the more expensive the gift, the stronger a gift-recipient's feelings of appreciation). Although a link between gift price and feelings of appreciation might seem intuitive to gift-givers, such an assumption may be unfounded. Indeed, we propose that gift-recipients will be less inclined to base their feelings of appreciation on the magnitude of a gift than givers assume.
Why do gift-givers assume that gift price is closely linked to gift-recipients' feelings of appreciation? Perhaps givers believe that bigger (that is, more expensive) gifts convey stronger signals of thoughtfulness and consideration. According to Camerer (1988) and others, gift-giving represents a symbolic ritual, whereby gift-givers attempt to signal their positive attitudes toward the intended recipient and their willingness to invest resources in a future relationship. In this sense, gift- givers may be motivated to spend more money on a gift in order to send a `stronger signal` to their intended recipient. As for gift-recipients, they may not construe smaller and larger gifts as representing smaller and larger signals of thoughtfulness and consideration. The notion of gift-givers and gift-recipients being unable to account for the other party's perspective seems puzzling because people slip in and out of these roles every day, and, in some cases, multiple times in the course of the same day. Yet, despite the extensive experience that people have as both givers and receivers, they often struggle to transfer information gained from one role (for example, as a giver) and apply it in another, complementary role (for example, as a receiver). In theoretical terms, people fail to utilize information about their own preferences and experiences in order to produce more efficient outcomes in their exchange relations. In practical terms, people spend hundreds of dollars each year on gifts, but somehow never learn to calibrate their gift expenditures according to personal insight.

In sentence 4 of paragraph 1, the word `ambivalent` most nearly means:

  1. unrealistic.
  2. conflicted.
  3. apprehensive.
  4. supportive.

Answer(s): B

Explanation:

Choice conflicted. is the best answer. Sentence 4 of paragraph 1 states This frequent experience of gift-giving can engender ambivalent feelings in gift-givers. In the subsequent sentences those ambivalent feelings are further exemplified as conflicted feelings, as shopping is said to be something that [m]any relish (sentence 5 of paragraph 1) and many dread (sentence 6 of paragraph 1). Other choices are incorrect because in this context, ambivalent does not mean feelings that are unrealistic, apprehensive, or supportive.



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