The methods of _education and therapeutic suggestion_ are variants of this mode of organizing mental processes. Both, in principle, are substantially the same, differing only in detail. They depend for their effect upon the implantation in the mind of ideational complexes organized by repetition, or by the impulsive force of their affective tones, or both. Every form of education necessarily involves the artificial formation of such complexes, whether in a pedagogical, religious, ethical, scientific, social, or professional field. So in psychotherapy by artfully directed suggestion, or education in the narrower sense, complexes may be similarly formed and organized. New points of view and “sentiments” may be inculcated, useful emotions and feelings excited, and the personality correspondingly modified. Roughly speaking, this is accomplished by suggesting ideas that will form _settings_ (associations) that give new and desired meanings to previously harmful ideas; and these ideas, as well as any others we desire to implant in the mind, are organized by suggestion with emotions (instincts) of a useful, pleasurable, and exalting kind to form desirable sentiments, and to carry the ideas to fulfilment. Thus sentiments of right, or of ambition, or of sympathy, or of altruism, or of disinterestedness in self are awakened; and, with all this, opposing emotions are aroused to conflict with and repress the distressing ones, and the whole welded into a complex which becomes conserved neurographically and thereby a part of the personality. Under ordinary conditions of every-day mental life _social suggestion_ acts like therapeutic suggestion. But the suggestions of every-day life are so subtle and insidious that they are scarcely consciously recognized. 2. _Chronological systems_ (using complex in a rather extended sense) are those which embrace the experiences of certain epochs of our lives rather than the subject material included in them. In a general way events as they are successively experienced become associated together, and with other elements of personality, so that the later recollection of one event in the chain of an epoch recalls successively the others. Conversely a break in the chain of memory may occur at any point and the chain only be picked up at a more distant date, leaving between, as a hiatus, an epoch for which there is amnesia of reproduction. This normally common _amnesia affords confirmatory evidence_ of the associative relation of successive events. Involving as it does the unimportant and unemotional experiences as well as the important and emotional—though the former may be as well conserved as the latter—it is not easy to understand. The principle, however, plays an important part in abnormal amnesia particularly, but not necessarily, where there is a dissociation of personality.