Let us for this purpose suppose that a child sees in the first answer of the First Initiatory Catechism the words, "God at first created all things to shew his greatness," and that the teacher wishes to exercise his mind in the way, and upon the principle of which we are here speaking, by making him paraphrase it. He begins by ascertaining that the child knows the exact meaning of one or more of the several terms used in the sentence, and can give the meaning in other words. As for example, he should be able to explain that the first word means, "the Almighty;"--that the words at "first," here signifies, at "the beginning of time;"--that "created" means, "brought into existence;"--that the term "all things," as here used, indicates, "all the worlds in Nature, with their inhabitants;"--that the phrase to "shew," means to "exhibit to his rational creatures;"--and that his "greatness," at the close implies, his "infinite majesty and perfections." Now it must be obvious, that any one of these explanations may be made familiar to the dullest child that can read; and if _this_ can be done, the principle may immediately be brought into exercise. For example, when the child knows that the first word means "the Almighty," and that "first" is another way of expressing "the beginning of time," he is required to read the whole sentence, and in doing so, to throw out these two words, and to substitute their meanings. He will then at once read the sentence thus: "[The Almighty,] at [the beginning of time,] created all things to shew his greatness." The same thing may be done with any one or more of the others; and if the child at first feels any difficulty with two, the teacher has only, upon the principle of individuation, to make one of them familiar, before he be required to attend to a second; and to have two rendered easy before he goes forward to the third. Each explanation can be mastered in its turn, and may then be employed in forming the paraphrase; by which means the child's mind is called to the performance of double duty,--reading from his book,--throwing out the required words,--remembering their explanations,--inserting them regularly and grammatically,--and perhaps transposing, and re-constructing the whole sentence,--at the moment that he is giving utterance to that which the mind had previously arranged.