The origin must be construed in the following manner: The speaker deplored the fact that the present generation of his people was being deprived of its rights, and like Dido he presaged that a new generation would take upon itself vengeance against the oppressors. He therefore expressed the wish for posterity. In this moment he was interrupted by the contradictory thought: “Do you really wish so much for posterity? That is not true. Just think in what a predicament you would be if you should now receive the information that you must expect posterity from the quarter you have in mind! No, you want no posterity--as much as you need it for your vengeance.” This contradiction asserts itself, just as in the example _Signorelli_, by forming an outer association between one of his ideation elements and an element of the repressed wish, but here it is brought about in a most strained manner through what seems an artificial detour of associations. Another important agreement with the example _Signorelli_ results from the fact that the contradiction originates from repressed sources and emanates from thoughts which would cause a deviation of attention. So much for the diversity and the inner relationship of both paradigms of the forgetting of names. We have learned to know a second mechanism of forgetting, namely, the disturbance of thought through an inner contradiction emanating from the repression. In the course of this discussion we shall repeatedly meet with this process, which seems to me to be the more easily understood. III FORGETTING OF NAMES AND ORDER OF WORDS Experiences like those mentioned concerning the process of forgetting a part of the order of words from a foreign language may cause one to wonder whether the forgetting of the order of words in one’s own language requires an essentially different explanation. To be sure, one is not wont to be surprised if after awhile a formula or poem learned by heart can only be reproduced imperfectly, with variations and gaps. Still, as this forgetting does not affect equally all the things learned together, but seems to pick out therefrom definite parts, it may be worth our effort to investigate analytically some examples of such faulty reproductions. Brill reports the following example:-- “While conversing one day with a very brilliant young woman she had occasion to quote from Keats. The poem was entitled ‘Ode to Apollo,’ and she recited the following lines:-- “‘In thy western house of gold Where thou livest in thy state, Bards, that once sublimely told Prosaic truths that came too late.’ She hesitated many times during the recitation, being sure that there was something wrong with the last line. To her great surprise, on referring to the book she found that not only was the last line misquoted but that there were many other mistakes. The correct lines read as follows:-- ODE TO APOLLO