In the first years of the child's life, as in those of the ani­mal, we are able to distinguish special characteristics. Dis­tinct and outspoken qualities, however, are not so clearly manifested in early childhood. Basic mental and physical dispositions, on the other hand, make themselves apparent at a relatively early age.

We must differentiate between those traits which are in­born, those which have been acquired, and those influenced by environment. Education can either favor or hamper the development of the youngster. For instance, wrong guidance may spoil a good disposition, or a poor one may be corrected through intelligent training.

Children become "problem children" because they inter­pret negative experience in terms of defeat. To protect them from feelings of inferiority, they should be taught that all of us can learn only through our own experience. Every child is overshadowed by the threat of a potentially warped devel­opment. This threat most often becomes a reality through the injury of his not having been taken seriously. The cus­tom of telling children palpable lies, and especially that of subjecting them to ridicule, can be called criminal acts. One important basis for this injurious attitude has its existence in the emphasis which has been placed on ambition as a superla­tive virtue, which permeates the child's education. No mat­ter where he turns, the child is confronted with the model of the individual who is greater, better and more glorious than his fellows. Children should be taught that anyone can find his own place in life.

We now realize that mothers and teachers must learn as much from their children as they teach. It requires much experience and comprehension to recognize the child's latent strength and shortcomings, and his particular gifts, and to know where to encourage and where to curb.

A child's personality is very closely allied to his hand­writing, and herein lies the best opportunity to determine and correct his individuality as well as to help in improving the comprehension of those people who are responsible for his development.

After two or three years of writing in ink, the child has generally developed a certain freedom of writing, has learned how to familiarize himself with writing materials, and has attained his own style of writing. Consequently, we have now reached the point where we are able to judge the youngsters frankly.

Mothers and teachers should not try to mould the minds of their children into a uniform model of excellence; instead, they should respect the gradually developing individuality of the child. We have benefited by the mistakes of our par­ents and grandparents, and we must now free ourselves from their prejudices, and face things as they actually are.

The graphologist and the psychologist can help in solving these complicated problems. Our most important task is to avoid difficulties before they can take a tangible form.

Sample 26. This eleven-year-old boy shows a strong intellec­tual inclination which is revealed by the clear and simplified formation of his letters. Relative speed denotes his independ­ent nature which is endowed with great potentialities. We shall notice, however, that the boy has a nervous excitability which comes to light in the change of slant and trembling strokes. He might become a problem child if he is not watched and guided carefully.

Sample 27. In the narrow angle with a leftward slant we see a very restrained and reserved character which influences the handwriting of this twelve-year-old boy. The independent formation of his letters proves him to be intelligent and able, while the firm strokes show his energy as well as his capacity for sustained effort. He will find it difficult to confide in his companions, and is even diffident and touchy. His basic need is for the affectionate understanding of his mother, who could develop in him a more expansive nature, and genuine cooperativeness. He is often despondent and in need of encour­agement. The angularity uncovers his talent for mechanics and construction.

Sample 28. The continual change of slant reveals that the emotional life of this twelve-year-old girl fluctuates between her mind and heart. On one occasion she is demonstrative, on another, cold and indifferent. She is easily discouraged, and when she is, her whole writing seems to fall. Emphasis of the upper zone reflects her imagination and independence of thought, but while she is clever and intelligent, the stand­ard of her work is unpredictable. This girl should be trained to systematize her work, and to develop concentration since she is easily distracted.

Sample 29. Here we see a twelve-year-old boy whose per­sonality has already been formed. The rightward and regular slant shows his affectionate nature; his pliable character is revealed by the lower loops. He has almost developed a matter-of-fact routine in handling his writing materials, and has acquired a definite rhythm and individual speed. He obviously has a harmonious life where his parents understand and guide him with comprehension.

Sample 30. A capacity for work makes this thirteen-year-old girl appear older than she is. She is clever, and is con­scientious in the performance of her tasks. The well-spaced words show her clearness of ideas, and the small writing un­covers her aptitude for concentrated study. From the crossing of the t's, we learn of her obstinacy which borders on stub­bornness. (The dashes are made with heavy pressure, con­trasting with the light pressure of the whole body of the writing.) While the rounded angle reveals her kind-hearted nature, she displays a tendency to dominate her companions.

Sample 31. This boy of twelve has succeeded, to an amaz­ing degree, in forming his personality and individuality. He is very emotional, and often gives way to an unbalanced ex­pression of his feelings. He is lethargic in performing his assignments, and sometimes his laziness is great enough to require stimulation. Manual dexterity is uncovered in his angular style. The wavy t dashes disclose the fact that his will is more pliant than powerful, and he has wit and a sense of humor. This boy should have steady guidance, and, if necessary, severe discipline if he is to overcome his short­comings and develop his strong points.

Sample 32. The delicate pressure of this twelve-year-old girl reveals her tender and sympathetic nature. She is thoughtful and careful, and far from unintelligent. Perhaps it would be better for her if she were a little less considerate of others. From the well-spaced letters and words we can see her clear and logical way of thinking, though she is some­what touchy and at times needs encouragement.

Sample 33. The writing of this twelve-year-old boy dis­plays great cleverness, but also shows lack of effort in his working habits. The individual shaping of letters reveals both his alertness and his relatively independent thinking, although he has neither concentration nor a sense of order. He is flexible, emotional and affectionate. He needs strong and intelligent guidance, as well as the imposition of routine tasks. His writing shows the inattention and laziness which he must obviously overcome; while his heavy downstrokes re­veal his obstinacy and cantankerousness.

Sample 34. We see a nervous irritability in the hand­writing of this boy of eleven. He has a lively temperament and, for his age, possesses a highly developed mental ability. He has not yet succeeded, however, in expressing his person­ality, which swings backward and forward like an emotional pendulum. He is intrinsically self-conscious, and thrusts him­self forward, always trying to impress his fellows. He is evasive, concealing and even distorting the truth. He shows a tendency towards diffidence, does not readily confide in others, and is unwilling to cooperate. This boy needs strict but understanding guidance, since he can be called a prob­lem child.

From the manner, then, in which the child masters the problem of writing and its aspects, we are able to draw cer­tain conclusions regarding his definite faculties, in addition to providing his educators with helpful material to guide the choice of his future career.

We would be wrong, however, in assuming that every child has a potential career. Such is by no means the case, since it is safe to say that the majority of children of average ability would have equal chance in a number of different occupations, as long as they had previously received such training as would be necessary.

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