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 how can the probable course of inner processes be traced if the almost entirely forgotten ideas return no more to consciousness?

By the help of our method we have a possibility of indirectly approaching the problem just stated in a small and definitely limited sphere, and, by means of keeping aloof for a while from any theory, perhaps of constructing one.

After a definite time, the hidden but yet existent dispositions laid down by the learning of a syllable-series may be strengthened by a further memorisation of the series, and thereby the remaining fragments may be united again to a whole. The work necessary for this compared with that necessary when such dispositions and fragments are absent gives a measure for what has been lost as well as for what remains. The inhibitions which idea-groups of different sorts or extents may occasion in relation to others must, as a result of the interposition of well defined complexes of ideas between learning and relearning, betray itself in the more or less increased work of relearning. The loosening of a bond of connection by some other use of its components can be investigated in a similar manner as follows: after a certain series has been studied, new combinations of the same series are memorised and the change in the amount of work necessary for relearning the original combination is then ascertained.

First, I investigated the first mentioned of these relations and put the question: If syllable series of a definite kind are learned by heart and then left to themselves, how will the process of forgetting go on when left merely to the influence of time or the daily events of life which fill it? The determination of the losses suffered was made in the way described: after certain intervals of time, the series memorised were relearned, and the times necessary in both cases were compared.

The investigations in question fell in the year 1879-80 and comprised 163 double tests. Each double test consisted in learning eight series of 13 syllables each (with the exception of 38 double tests taken from 11-12 which contained only six series each) and then in relearning them after a definite time. The learning was continued until two errorless recitations of the series in question were possible. The relearning was carried to the same point; it occurred at one of the following seven