SUBJECT XVIII
| —slate | slate |
| —slate ledge (Col.) | slate |
| —Great Falls, Mont. | quartz, granite, shale |
| —geology | quartz, granite, shale, G. F. |
| —Will B. | geology |
| —State University | Will B. |
| —Sexton James | State University |
| —Mrs. J. | Sexton James |
| —C. S. J. | Mrs. J. |
| —Indian School | C. S. J. |
| —Fort Shaw School | Indian School |
| —Mrs. C. | Ft. Shaw School |
| —Mrs. E. | Mrs. C. |
| —Seattle, Wash | Mrs. F. |
| —Miss M. | Seattle, Wash. |
| —Everyman | Miss M. |
| —Cousin V. | Everyman |
| —theatre | Cousin V. |
Dog—Sheep—Horse.
SQUIRREL—TELEGRAM.
SUBJECT XII
| hunt | squirrel | (and dog) | |
| pasture | sheep, horse, | and hunt | |
| yard | squirrel and | pasture | |
| Harvard | yard | ||
| Freshman | Harvard | ||
| themes | Freshman and | squirrel | |
| hunting | themes, dog, | " | |
| George | hunting | ||
| squirrel | George | ||
| creatures | squirrel | ||
| animals | creatures | ||
| activity | " | animals | |
| agility | " | " | |
| grace | " | " | |
| cuteness | " | " | |
| pets | " | " | |
| civilisation | creatures | ||
| vs. cats | " | ||
| enemies | cats |
That one starting-point establishes itself more firmly, and offers more dominant associations with an increased degree of suggestiveness is intimated by various expressions of the subjects who state, "the preparatory words called forth associations connected with this or that starting-point"; or "there was a felt fusion of all"; "a summation of all"; or "the preparatory words had an influence throughout"; "they strengthened this or that starting-point"; "they affected one and not the other"; and many similar expressions.
The influence of these preparatory marginal settings was also indicated very often by the nature or kind of words in the series.
Turning to the tables which collectively represent in a graphic and quantitative form the notes of the subject, and which are in harmony with the above, we find they demonstrate that there is a very intimate and definite relationship. When the state of mind immediately preceding the moment of the formation of the associated series is conditioned by the preparatory words leading to the second, the amount to which that starting-point dominates consciousness in arousing associations is greater than in any previous case where the words of like nature are pronounced.
With the preparatory words leading to the second starting-point, we have 11.5% of the influence for the first, 69.2% for the second; with them leading to the first, 58.2% for first, 17.2% for second; with them leading to neither, 40.6% for first, 44.2% for second; with them leading to both, 16.1% for first, 54.8% for second; with a preparatory sentence leading to second, 12.9% for first, 59.7% for second.
A few experiments were made where one word was given as a setting and four or eight starting-points were shown, but the starting-points were so numerous that they tended to confuse the subject's introspective account.