WHEN MEMORY DOMINATES AND WHEN REASON THE ANALYST MUST LOOK

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



Lesson II—Page 24
Lesson II—Page 24		STUDENT'S COURSE IN CHARACTEROLOGY
		STUDENT'S COURSE IN CHARACTEROLOGY

			(43) When physiognomical signs strongly suggest superior memorizing power, memory, regardless of cranial conformation, dominates the brain, but when memory is not evidenced or only to a slight extent, either facially or cranially, reasoning power in a normal brain is paramount. (44) A super-memorizing brain is usually deficient in the antero-inferior and antero-lateral districts, while a super-reasoning brain is ordinarily prominent in these districts and but moderately developed in the antero-superior and postero-central areas (see Chart M, Lesson VIII). The foregoing is the only comprehensive set of tenets and rules referring to character analysis that has been formulated. A beginner in the study will meet with cases apparently contradictory to the science, which do not seem to accord with the tenets and rules, but as time advances and practical acquaintance with analysis increases, such cases will become rare and in a year or two will cease to occur. It is lack of knowledge and of its application that is the cause of these mistakes, and experience will correct this in all earnest students. A neophyte must bear in mind as stated above that it is not invariably the traits which a subject displays that are the prominent basic traits in his character, and it is the latter which he is expected to diagnose. Display traits are frequently false traits which are assumed for effect, while basic traits may be systematically concealed from the observer.
	WHEN MEMORY DOMINATES AND WHEN REASON

THE ANALYST MUST LOOK FOR BASIC TRAITS IN A SUBJECT

University of Characterology
Statement on Poverty

"The University of Characterology is committed to the eradication of poverty through education.... We pledge to make our courses affordable for all through the use of scholarships, financial aid, and work study programs. Through innovative training programs without borders, using the latest technologies, we dedicate our courses to the studious, the ambitious, and to all those who wish to surpass their fellow men."

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