Excerpt from In Search of the Unknown

2019 Handbook

2019 Test A English · Question 46 of 57

Passage Excerpt from In Search of the Unknown

Excerpt from In Search of the Unknown

by Robert W. Chambers

It was at that time the policy of the trustees and officers of the Zoological Gardens neither to employ collectors nor to send out expeditions in search of specimens. The society decided to depend upon voluntary contributions, and I was always busy, part of the day, in dictating answers to correspondents who wrote offering their services as hunters of big game, collectors of all sorts of fauna, trappers, snarers, and also to those who offered specimens for sale, usually at exorbitant rates.

To the proprietors of . . . mangy lynxes, moth-eaten coyotes, and dancing bears I returned courteous but uncompromising refusals—of course, first submitting all such letters, together with my replies, to Professor Farrago.

One day towards the end of May, however, just as I was leaving Bronx Park to return to town, Professor Lesard, of the reptilian department, called out to me that Professor Farrago wanted to see me a moment; so I . . . retraced my steps to the temporary, wooden building occupied by Professor Farrago, general superintendent of the Zoological Gardens. The professor, who was sitting at his desk before a pile of letters and replies submitted for approval by me, pushed his glasses down and looked over them at me with a whimsical smile that suggested amusement, impatience, annoyance, and perhaps a faint trace of apology.

“Now, here’s a letter,” he said, with a deliberate gesture towards a sheet of paper impaled on a file—“a letter that I suppose you remember.” He disengaged the sheet of paper and handed it to me.

“Oh yes,” I replied, with a shrug; “of course the man is mistaken—or—”

“Or what?” demanded Professor Farrago, tranquilly, wiping his glasses.

“—Or a liar,” I replied.

After a silence he leaned back in his chair and bade me read the letter to him again, and I did so with a contemptuous tolerance for the writer, who must have been either a very innocent victim or a very stupid swindler. I said as much to Professor Farrago, but, to my surprise, he appeared to waver.

“I suppose,” he said, with his near-sighted, embarrassed smile, “that nine hundred and ninety-nine men in a thousand would throw that letter aside and condemn the writer as a liar or a fool?”

“In my opinion,” said I, “he’s one or the other.”

“He isn’t—in mine,” said the professor, placidly.

“What!” I exclaimed. “Here is a man living all alone on a strip of rock and sand between the wilderness and the sea, who wants you to send somebody to take charge of a bird that doesn’t exist!”

“How do you know,” asked Professor Farrago, “that the bird in question does not exist?”

“It is generally accepted,” I replied, sarcastically, “that the great auk has been extinct for years. Therefore I may be pardoned for doubting that our correspondent possesses a pair of them alive.”

“Oh, you young fellows,” said the professor, smiling wearily, “you embark on a theory for destinations that don’t exist.”

He leaned back in his chair, his amused eyes searching space for the imagery that made him smile.

“Like swimming squirrels, you navigate with the help of Heaven and a stiff breeze, but you never land where you hope to—do you?”

Rather red in the face, I said: “Don’t you believe the great auk to be extinct?”

“Audubon saw the great auk.”

“Who has seen a single specimen since?”

“Nobody—except our correspondent here,” he replied, laughing.

I laughed, too, considering the interview at an end, but the professor went on, coolly:

“Whatever it is that our correspondent has—and I am daring to believe that it is the great auk itself—I want you to secure it for the society.”

When my astonishment subsided my first conscious sentiment was one of pity. Clearly, Professor Farrago was on the verge of dotage—ah, what a loss to the world!

I believe now that Professor Farrago perfectly interpreted my thoughts, but he betrayed neither resentment nor impatience. I drew a chair up beside his desk—there was nothing to do but to obey, and this fool’s errand was none of my conceiving.

Together we made out a list of articles necessary for me and itemized the expenses I might incur, and I set a date for my return, allowing no margin for a successful termination to the expedition.

“Never mind that,” said the professor. “What I want you to do is to get those birds here safely. Now, how many men will you take?”

“None,” I replied, bluntly; “it’s a useless expense, unless there is something to bring back. If there is I’ll wire you, you may be sure.”

“Very well,” said Professor Farrago, good-humoredly, “you shall have all the assistance you may require. Can you leave to-night?”

The old gentleman was certainly prompt. I nodded, half-sulkily, aware of his amusement.

“So,” I said, picking up my hat, “I am to start north to find a place called Black Harbor, where there is a man named Halyard who possesses, among other household utensils, two extinct great auks—”

We were both laughing by this time. I asked him why on earth he credited the assertion of a man he had never before heard of.

“I suppose,” he replied, with the same half-apologetic, half-humorous smile, “it is instinct. I feel, somehow, that this man Halyard has got an auk—perhaps two. I can’t get away from the idea that we are on the eve of acquiring the rarest of living creatures. It’s odd for a scientist to talk as I do; doubtless you’re shocked—admit it, now!”

But I was not shocked; on the contrary, I was conscious that the same strange hope that Professor Farrago cherished was beginning, in spite of me, to stir my pulses, too.

“If he has—” I began, then stopped.

The professor and I looked hard at each other in silence.

“Go on,” he said, encouragingly.

But I had nothing more to say, for the prospect of beholding with my own eyes a living specimen of the great auk produced a series of conflicting emotions within me which rendered speech profanely superfluous.

From IN SEARCH OF THE UNKNOWN by Robert W. Chambers—Public Domain

Audubon: John James Audubon, an ornithologist and artist who created scientific illustrations of birds
dotage: a loss of reasoning brought about by old age

Question

How does paragraph 34 help develop the plot of the excerpt?

  • AIt shows that the narrator is beginning to consider the possibility of finding the great auks.
  • BIt demonstrates that the narrator is struggling to understand why the professor thinks the great auks exist.
  • CIt establishes that the narrator is willing to let the professor overrule him about the great auks.
  • DIt emphasizes that the narrator feels a sense of urgency to begin an expedition to locate the great auks.
Show the answer

Correct answer: A

The question asks how paragraph 34 helps develop the plot of the excerpt.

A. CORRECT. Despite his initial disbelief, the narrator admits in paragraph 34 that he is starting to feel the “same strange hope” the professor feels, which is to find the great auks (paragraph 33).

B. Incorrect. While the narrator does make an effort in paragraphs 11–22 to understand the professor’s thinking, paragraph 34 reveals that the narrator has been affected by the professor’s “strange hope” for the auks and is beginning to share this hope “in spite of” himself.

C. Incorrect. The narrator describes a feeling of hope in paragraph 34 that would not be present if he had simply been overruled by the professor and did not share any of the professor’s belief in the possibility that the auks exist.

D. Incorrect. The narrator does not express a sense of urgency in paragraph 34 to begin the expedition. Instead, he expresses hope that the great auks might really exist.

Question analysis

This plot question centers on paragraph 34 of the excerpt from In Search of the Unknown, the narrator’s reply when Professor Farrago supposes he is shocked that a scientist would trust a hunch about the great auks. Students must work out what the paragraph reveals about the narrator and why that matters to the story.

NYS standards
  • 7R5 structure and genre features
  • 7R3 plot elements and ideas
Grade level
Grade 7 reading and task
Compared with grade 7
At grade 7 Grade 7 students often explain how a paragraph advances a story. This one is a single sentence and the options are plainly worded, so the main hurdle is the narrator’s elaborate style, with words like “cherished.”
Estimated difficulty
Straightforward: two steps or one careful reading.
Evidence
Answered from one paragraph or stanza
Reading level
Passage: about grade 9, 1066 words; question and choices: about grade 10, 79 words.
Students, last 30 days
Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)

Why it is hard

In plain words the paragraph has the narrator admitting that the professor’s hope is taking hold of him, the turn the question asks about. Points are lost by reading it through other scenes: his obedience in paragraph 25 makes giving way look like the point, the word “strange” suggests puzzlement, and the quickened pulse suggests haste. What changes here is what he believes, not what he does.

  1. Complex sentences minor Understanding the question

    Paragraph 34 is one 31-word sentence that turns on “on the contrary” and splits its main clause with “in spite of me,” so its point, a hope beginning to stir, comes late. (Abedi & Lord, 2001; Freedle & Kostin, 1993; Messick, 1989)

  2. Figurative or literary language minor Understanding the question

    “To stir my pulses” means to excite him, and a student who pictures a racing heart may take it for impatience to set off rather than hope that the birds are real. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

Strategy: Put paragraph 34 into everyday words, then check each option against that paragraph alone, making sure the option describes the narrator’s feeling there rather than at an earlier or later moment.

Traps

The wrong answers, classified

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    This asks how paragraph 34 moves the plot forward. The plot is the chain of events in a story. Read the paragraph closely. Then decide what has changed for the narrator.

  2. Read paragraph 34 closely

    Paragraph 34 says “But I was not shocked; on the contrary, I was conscious that the same strange hope that Professor Farrago cherished was beginning, in spite of me, to stir my pulses, too.” On the contrary means the opposite is true. Cherished means held dear. To stir his pulses means to make his heart beat faster with excitement.

  3. Put it in your own words

    The professor hopes the great auks are real. Now the narrator feels the same hope starting in himself. “In spite of me” means he didn’t want to feel it, but he does. Earlier, he called the letter writer a liar or a fool. Now he is starting to think the birds might really be found.

  4. Check each choice

    • A fits. He begins to think the great auks might be found.
    • B does not fit. He asked the professor why he believed the letter (paragraph 32), and the professor answered. In paragraph 34, the narrator isn’t puzzling over that belief. He is starting to share it.
    • C does not fit. Giving in came earlier, in paragraph 25: “there was nothing to do but to obey.” Paragraph 34 is about hope, not obeying.
    • D does not fit. He had already agreed to leave that night (paragraphs 29 and 30). Paragraph 34 says nothing about hurrying.
  5. Choose the answer

    Watch out: C is tempting because the narrator does follow the professor’s orders. But that is not new in paragraph 34. What is new is his hope. So the answer is A.

Why this answer and not the closest wrong one

C is the closest wrong answer. The narrator did agree to obey the professor. But that happened in paragraph 25, and he called the trip a fool’s errand. In paragraph 34, something new happens. He feels “the same strange hope” as the professor. A names that change from doubt to hope.

The original DOE question

Question 46 as printed on page 88 of the DOE handbook.
As printed in the DOE’s Specialized High Schools Student Handbook 2019–2020, page 88, question 46. Open page 88 of the handbook (PDF) The handbook letters this question’s choices E–H; here they are A–D (E = A, F = B, G = C, H = D).
The passage “Excerpt from In Search of the Unknown” as printed (page 21)The passage “Excerpt from In Search of the Unknown” as printed on page 21 of the DOE handbook.