Questions Lesson II

CHARACTEROLOGY
AN EXACT SCIENCE

Including
STUDENT'S ONLINE COURSE
IN FIFTEEN LESSONS

THE STUDENT MUST REINFORCE STUDY WITH PRACTICE
General Instruction To The Student

CHARACTER READING AN ART ACQUIRABLE BY ALL

TEST QUESTIONS ON LESSON II

Lesson II - Page 28

(Before undertaking Lesson III be sure you can answer, satisfactorily to yourself, the following Test Questions on Lesson II.)

If one hundred per cent represents complete insight into a subject's character, what per cent is the average untrained person able to discern?
How does the development of character affect physical features?
How are the features interpreted in analyzing a subject?
What coordinating sub-sciences form the basis of Characterology?
In how many ways are the meanings of features and cranial districts ascertained? Name three of these.
Name some of the many practical uses to which Characterology can be put.
Is a character diagnostician limited in his analysis? Name any such limitations.
Name the abilities on which success in diagnosis depends. What are some of the signs of analytical ability?
Why does external configuration betoken internal disposition?
Name some of the particular indications of the eyes, nose and mouth and give the reasons for these indications. What is indicated by the hair? By the complexion?
What is illustrated by the Characterological Articulated Head?
How many rules and tenets are given in the McCormick System? What are the various indications of character as given in Rule 1? What is to be said of every normal person's character, according to Rule 2?
Give Rule 3, on compensation in character.
What is the rule regarding the relation of strong traits to weak and weak traits to strong? (Rule 4) In what respects is the strong, capacious brain superior? (Rule 5) Are negative signs as important as positive signs? (Rule 6) Give the five rules governing the significance of the brain and cranium in point of size and shape (Rules 7, 8, 9, 10, and 11).
In what district is a narrow brain inactive? A low brain? A short brain? (Rule 12) When do brains and features indicate a balanced character? (Rule 13) When is the strength of a district indicated as beyond the general strength of the brain? (Rule 14)
What does breadth always denote? What narrowness? (Rule 15) In what sense are the terms "masculine" and "feminine" applied to traits of character? (Rule 16) When are districts designated "masculine" and when "feminine"? (Rule 17)
What influence decides the conformation of the features as well as the cranial districts? (Rule 18) State the rule governing the activity of every brain district, and the activity of traits (Rule 19). How do traits influence different features and districts? (Rule 20) When do districts imply opposite traits and when are districts antithetical? (Rule 21) Are facial and cranial signs invariably conclusive, considered separately? When are signs indisputable? (Rule 22) What affects all traits? (Rule 23)
How is the strength of different traits calculated? (Rule 24) What law governs the exercise of the faculties? (Rule 25)
What does prominence of a district indicate? What depression? (Rule 26) State the rules regarding highly developed districts and undeveloped districts (Rules 27 and 28). Can an individual trait express the full significance of a district? (Rule 29) Upon what does the selection of traits depend? (Rule 30)
State the rule pertaining to the effect of mental excitation on the districts of the brain (Rule 31). Can the exact location of any particular trait be definitely ascertained? (Rule 32) What are the "neutral" zones of the brain? (Rule 33)
What is the relation of adjoining districts when mutually prominent? (Rule 34) When three adjoining districts are prominent? (Rule 35)
When do concurring signs of strength betoken weakness of character? (Rule 36) What is the rule regarding number and influence of weak features? (Rule 37) When may a suggested trait be nullified? (Rule 38)
When may extreme opposite traits be exhibited? (Rule 39) Are marked traits sometimes suppressed or other traits exhibited? (Rule 40) When is the significance of inharmonious features modified? (Rule 41)
How are brains classified? (Rule 42) When is memory evidenced? When reason? (Rule 43) In what district is a super-memorizing brain deficient? A super-reasoning brain? (Rule 44)
What traits must the analyst always look for in a subject?

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UNESCO's Director-General highlights key role of education in poverty eradication

October 17, 2003 - Poverty presents a threat to world security that affects each and every one of us, says the Director-General of UNESCO, Koïchiro Matsuura in his message on the occasion of the International Day for the Eradication of Poverty.

Some three billion women and men live on less than two dollars a day. Eight million children die each year as a result of poverty. But poverty is not inevitable, Mr Matsuura added. More