Rearrange the following parts of the sentence to form a coherent paragraph about the meaning and usefulness of history. P: It affords us a glimpse into acts, events, ideas and characters of the past, thus helping us to know more about centuries that have gone by. Q: It is almost as if such acts and ideas were meant to occur over and over again in different centuries, though in a slightly different manner each time. R: History is a record of the past, especially in connection with the human race. S: When we trace history right from its beginning to recent times, we cannot fail to notice that some events and characters have shown a repetitive quality.

Introduction / Context:
Questions on sentence or part rearrangement test the learner's ability to understand logical flow, cohesion and coherence in a short paragraph. In this item about history, we have four labeled parts P, Q, R and S which must be arranged so that they read like a smooth, meaningful paragraph. The theme centres on how history records the past and why it is valuable for us. Our task is to identify which part logically comes first, how ideas develop and which sentence concludes the thought. This requires attention to definitions, pronoun references such as "it" and sequencing words like "when" that show progression.

Given Data / Assumptions:

• R defines history as a record of the past connected with the human race.
• P explains that history affords us a glimpse into past acts, events, ideas and characters.
• S talks about tracing history from its beginning to recent times and noticing repetition.
• Q interprets this repetition by saying acts and ideas seem to occur again and again in different centuries.
• We assume the paragraph should start with a clear definition and then move to uses and observations.

Concept / Approach:
The standard approach to rearrangement questions is:

• Identify the introductory sentence which usually defines the topic and does not depend on earlier context.
• Look for sentences that explain or expand the first idea.
• Use pronouns such as "it" and phrases like "when we trace" or "as if" to connect causes and effects.
• Place the most interpretative or reflective sentence near the end as a conclusion.

In this question, we focus on how the idea of history starts with a definition, moves to its function, then to observed patterns and finally to a philosophical remark about repetition.

Step-by-Step Solution:
Step 1: R is clearly the only pure definition: "History is a record of the past, especially in connection with the human race." This makes it the natural opening sentence. Step 2: Once history is defined, P fits well as the next sentence because "It affords us a glimpse..." refers back to "history" and explains its usefulness. Step 3: After we know what history is and what it affords us, S logically follows: when we trace history from its beginning to recent times, we notice certain events and characters repeating. Step 4: Q then comments on this repetition and interprets it by saying it is almost as if these acts and ideas were meant to recur in different centuries. This gives a reflective, concluding feel. Step 5: The order RPSQ therefore produces a smooth and coherent paragraph without any dangling references or abrupt shifts.

Verification / Alternative check:
We can verify the order by reading RPSQ as a continuous paragraph. It begins by defining history, then discusses how it lets us look into the past, then notes a pattern noticed when tracing history and finally gives a thoughtful observation about repeated acts and ideas. Any other sequence either starts without a clear subject, misplaces the definition or uses "it" without an obvious antecedent. For example, starting with S or Q would introduce "history" or "such acts and ideas" without proper grounding. This confirms that RPSQ is the only fully logical arrangement.

Why Other Options Are Wrong:

• RQSP: After R, putting Q next is odd because "such acts and ideas" have not yet been mentioned, and we have not traced history to see repetition.
• SQRP: Starting with S is weak because the reader still does not know what "history" is until R appears later; Q also depends on earlier mention of repeated acts.
• SPQR: Beginning with S and then moving to P breaks the logical order; the usefulness of history in P normally follows after the basic definition in R.

Common Pitfalls:
A common mistake in such questions is to focus only on broad thematic similarity, such as assuming that any sentence mentioning "history" can start the paragraph. Another pitfall is ignoring pronoun references like "it" and phrases such as "when we trace history", which signal that some prior information is required. Some learners also try to memorise patterns instead of reading every sentence carefully. The safer method is always to look for the definition or topic-introducing sentence first, identify supporting or descriptive sentences, and leave interpretative or comment-based sentences for the end.

Final Answer:
The correct order of the parts is RPSQ, so the correct option is the sequence RPSQ.