as its efficiency in fulfilling all the
stipulations necessary for imitating Nature in the exercise of the
principle which we are here illustrating, will be obvious to any reader
by a very simple experiment.

For this purpose the sentence which we have already employed may, for
the sake of illustration, be represented in the following form.--"[God]
at [first] [created] all [things] to [shew] his [greatness.]"--Here each
of the words, which we formerly supposed to be explained by the child,
is inclosed in brackets. Now if the reader will be at the pains of
trying the experiment upon himself, and shall endeavour to observe the
various operations of his own mind during it, he will at once perceive
the correctness of the above remarks. That he may have the full benefit
of this experiment, he has only to fix upon any one--but only one--of
the inclosed words in the above sentence, and having ascertained its
precise meaning as before given, he must _read_ the sentence aloud from
the beginning, following the words with his eye in the ordinary way,
till he arrives at the word he has fixed on. This he leaves out, and in
its stead inserts the explanation, and then goes on to read the
remainder of the sentence.--At the first trial he will perhaps be able
to detect in his own mind some of the difficulties, which the less
matured intellect of the young pupil has to encounter in his early
attempts to succeed in the exercise; but he will also see, that it is a
difficulty easily overcome when it is presented singly, and when the
pupil is permitted to grapple with the paraphrasing of each word by
itself. The reader will also be able to trace the operation of the young
mind while engaged with the explanations, which differ entirely from
the words which he is at the moment looking upon and reading. He will
observe, that when the eye of the child arrives at the word fixed upon,
he has to pause in his utterance for a moment, till the mind goes in
search of what it requires; in the same way, and upon precisely the same
principle, that an infant who has managed to speak one word, has to
stop, and go in search of the next, and then to concentrate the powers
of its mind upon it, before he can give it expression. But if the reader
will repeat the operation to himself upon the _same word_, till he can
read its explanation in the sentence without difficulty and without a
pause; and then do the same with two, then with three, and so on, till
he has