while the ideas
contained in them have not yet reached the mind. The child may have
carefully examined each word as it occurred, and may have reiterated
each of them on his mind as he read them, and yet there may not be the
slightest addition to his knowledge. The reiteration of _words_, as we
have before explained, is not that which Nature requires, but the
reiteration of _ideas_; and although we may, by substituting the one for
the other, deceive ourselves, Nature will not be deceived; for unless
the ideas contained in the sentence be reiterated by the mind, there can
be no additional information conveyed.--The same thing may happen, if
the words, instead of being read by the child, are announced by the
teacher. The pupil may in that case hear the sounds; nay, he may repeat
the words, and thus reiterate _them_ in his mind after the teacher; but
if he has not translated the words into their proper ideas as he
proceeded, experience proves, that his knowledge remains as limited as
before;--there has been no additional information. These cases are so
common, and so uniform, that no farther illustration we think needs be
given of them.

The desideratum in both these cases is, some exercise by which the child
shall be compelled to translate the words into their several ideas; and
by reiterating the ideas themselves, not the words which convey them, he
shall be enabled at once to commit them to the keeping of the memory,
and thus make them part of his knowledge. The catechetical exercise
supplies this want. For if, in either case, after the words have been
read or repeated, the child is asked, "What did God make?" the
translation of the words into the ideas, if previously neglected, is now
forced upon him, because without this it is impossible for him to
prepare the answer. The ideas must be drawn from the words, and
reiterated by the mind, independently of the words, before the exercise
can be completed. And not only must the particular idea which answers
the question be extracted, but _the whole_ of the ideas contained in the
sentence must be reiterated by the mind, before the selection can be
begun, and the choice made. It is also specially worthy of remark, that
even in such a case as this, where, on the sentence being read or heard,
the words alone were at first perceived, yet no sooner does the mind
proceed to its legitimate object, the reiteration of the ideas which the
words convey, than the words themselves are ins