Page:Collected Papers on Analytical Psychology (1916).djvu/198

 a dream and not with an invention; for the latter the ambiguity is too great. Conscious invention tries to create unbroken transitions; the dream takes no account of this, but sets to work regardless of gaps, which, as we have seen, here give occasion for interpolations during the conscious revision. The gaps are very significant. In the swimming bath there is no picture of undressing, being unclothed, nor any detailed description of their being together in the water. The omission of being dressed on the ship is compensated for by the abovementioned interpolation, but only for the teacher, thus indicating that his nakedness was in most urgent need of cover. The detailed description of the wedding is wanting, and the transition from the steamer to the wedding is abrupt. The reason for stopping overnight in the barn at Andermatt is not to be found at first. The parallel to this is, however, the want of room in the swimming-bath, which made it necessary to go into the men’s department; in the hotel the want of room again emphasises the separation of the sexes. The picture of the barn is most insufficiently filled out. The birth suddenly follows and quite without sequence. The teacher as godfather is extremely equivocal. Marie’s rôle in the whole story is throughout of secondary importance, indeed she is only a spectator.

All this has the appearance of a genuine dream, and those of my readers who have a wide experience of the dreams of girls of this age, will assuredly confirm this view. Hence the meaning of the dream is so simple that we may quietly leave its interpretation to her school companions, whose declarations are as follows:

Witness I.—“M. dreamed that she and Lina P. had gone swimming with our teacher. After they had swum out in the lake pretty far, M. said she could not swim any further as her foot hurt her so much. The teacher said she might sit on my back. M. got up and they swam out. After a time a steamer