the writer assured
them there was no fear; and if that were the only objection, they would
themselves immediately see that it was groundless. The boy accordingly,
without his even conjecturing such a thing previously, was, before the
meeting was dismissed, publicly called on to engage in prayer. He was
for a moment surprised, and hesitated; but almost immediately, on the
request being repeated, he shut his eyes, and commenced, with a solemn
and faltering voice for one or two sentences; when, recovering from
every appearance of trepidation, he proceeded with much propriety and
solemnity of manner, with great latitude, and yet perfect regularity and
self-possession, through all the departments of adoration, confession,
thanksgiving, and petition, in language entirely his own, selecting for
himself, and arranging his sentences agreeably to the Analysis, which
was evidently his guide from the beginning to the end. This Treatise
will, there is little doubt, be read by some who were that evening
present, and who will remember the universal feeling of surprise and
delight, at the perfect propriety of expression, the serenity of mind,
and the solemnity of manner, which characterised the whole of this
uncommon exercise. It did appear to many as a most unaccountable thing;
but when the principle is perceived, as explained above, the wonder must
at once cease, and we can distinctly see, that by using the proper
means, the same ability is within the reach of all who will be at the
pains to make the trial.

This same principle is also exercised to a very considerable extent in
drawing and applying lessons from a previous announcement. A very little
attention to the operations of the mind in that exercise will be
sufficient to shew this. Let us suppose, for example, that an
announcement is made to a child, from which he is required to draw a
practical lesson. This announcement must be distinctly present to his
mind, while he is engaged in considering its meaning, its moral
character, and its bearing on his own sentiments and conduct;--but more
especially, all this, besides the original announcement, has still to be
kept in view, while he is engaged in giving the lesson to the teacher in
his own language as required. But in the application of the lessons, the
principle is still more extensively called into operation. The child is
asked, how he should act in certain given circumstances. These
circumstances must accordingly be kept ste