o its constitutive factors, and study each
of them singly.

The second or genetic part will follow the imagination in its
development as a whole from the dimmest to the most complex forms.

Finally, the third or concrete part, will be no longer devoted to the
imagination, but to imaginative beings, to the principal types of
imagination that observation shows us.

May, 1900.

ANALYTICAL TABLE OF CONTENTS.

PAGE

Translator's Preface v

Author's Preface vii

INTRODUCTION.

THE MOTOR NATURE OF THE CONSTRUCTIVE IMAGINATION.

Transition from the reproductive to the creative
imagination.--Do all representations contain motor
elements?--Unusual effects produced by images: vesication,
stigmata; their conditions; their meaning for our
subject.--The imagination is, on the intellectual side,
equivalent to will. Proof: Identity of development;
subjective, personal character of both; teleologic
character; analogy between the abortive forms of the
imagination and abulias. 3

FIRST PART.

ANALYSIS OF THE IMAGINATION.

CHAPTER I.

THE INTELLECTUAL FACTOR.

Dissociation, preparatory work.--Dissociation in complete,
incomplete and schematic images.--Dissociation in series.
Its principal causes: internal or subjective, external or
objective.--Association: its role reduced to a single
question, the formation of new combinations.--The principal
intellectual factor is thinking by analogy. Why it is an
almost inexhaustible source of creation. Its mechanism. Its
processes reducible to two, viz.: personification,
transformation. 15

CHAPTER II.

THE EMOTIONAL FACTOR.

The great importance of this element.--All forms of the
creative imagination imply affective elements. Proofs: All
affective conditions may influence the imagination. Proofs:
Association of ideas on an emotional basis; new combinations
under ordinary and extraordinary forms.--Association by
contrast.--The motor element in tendencies.--There is no
creative instinct; invention has not _a_ source, but
_sources_, and always arises from a need.--The work of the
imagination reduced to two great classes, themselves
reducible to special needs.--Reasons for