ABSTRACT
However, as the teaching of handwriting as a skill has become less of a priority in schools and the intermovement of populations increased, the use of handwriting systems as the basis for handwriting identišcation has become less useful. A more contemporary FDE view is that “the possibility of identifying the particular system behind the writing of any individual of North American origin today is extremely remote” (Huber and Headrick 1999). is position is further supported by research on the variety of handwriting systems being taught in Canada today (Holmes 2010).
