The Sun.
London, England, 1830-01-12 00:00:00

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LONDON,
TUESDAY EVENING, JANUARY 12, 1830.

German Papers have been received, but their
contents are unimportant. The King of Win-
TEMBURG has instituted a new order of
Knighthood in honour of his father, the late
KINO.

According to an article, dated Nuremburg,
private accounts from Berlin atate, that " an
extensive financial operation is in contemplation,
the object cf which is to pay off that part of the
Public Debt which bears a higher interest,
especially the Loan negociated in 1822 with
RoTuscruLD in London, at 5 per cent.
With this view a Loan at 3 per cent., the
amount of which is variously stated, is to be
opened, connected with prizes, to be deter-
ruined by lottery. M. SOLO:1101%7 ROTH-
SCHILD is daily expected from Vienna.—
Hence it is connected that the house of ROTH-
SCHILD will be entrusted with the execution of
this measure."

Accounts from Vienna, however, say that he
is only gone to Troppau to settle some old
accounts with an officer of the Prussian Finance
Department, and by no means to treat about a
new loan.

The winter is felt in Germany in all its rigour.
The Rhine is alMost wholly frozen over.

The following con inunication from our Paris
Correspondent, contains an account of a system
of education recently adopted in France by M.
JACoTOT, something similar to that of the
Hamiltonian system in this country. It is par-
ticularly interesting:—

" PARIS, JAN. 5.

"- I shall take occasion on some future oppor-
tunity to enter into an examination of the nature
of that superintendence which is maintained by
the Government of France over the details of
public education, which are entrusted to a Mi-
nister of State with a seat in the Cabinet. My
present purpose is to direct your attention to the
fact that, in spite of the fostering care of the
Minister and the monopoly enjoyed by the Uni-
versity of France, a number of valuable im-
provements have found their way into various
branches of education, such as in reading French
by the method of LafForienne, in writing by
Bernardet, in teaching languages by Jacotot, anti
in music by the Meloplastic method. Most of
these improvements are undoubtedly well worthy
of attention, but it will perhaps be sufficient for
the subject of this clay's communication if I en-
deavour to give you some idea of the system
pursued by M. Jacotot in teaching languages,
in the course of which he succeeds by his admi-
rable method in improving, exercising, and
strengthening all the powers of the understand-
ing. Indeed the chief advantage of the method,
besides its extreme simplicity, is that it compels
the scholar to a constant attention, and con-
strains him every instant to put his faculties in
action, to obtain a result which it is the master's
business only to verify ; thus strengthening at
once the memory and the judgment in a sort of
intellectual gimnasium.
" In teaching children their mother tongue M.
Jacotot takes Telemaque for his text book. He
makes the scholar commit one or two pages of
it to memory, anti so proceeds till he is master
of the first six books. But as the lesson of to-
day might make him forget that of yesterday, he
is made to repeat every day all that precedes
his daily lesson. This exercise is indispensable,
and is not suspended until the first six books
are completed ; the daily repetition is then
limited to the third part of what the scholar has
acquired, so that the six books are then only re-
peated twice a week.
" From the commencement the scholar is in-
terrogated at each repetition on the orthography
of the words in his lesson ; if he makes a mistake
the book is presented to him, and he is made to
compare the spelling of the printed word with
that which he had lihnself given.
" He is also taught to understand the mean-
ing of words and their classes or families; Ca-
lypso, Ulysses, grotto, and island are shown to
be the signs of persons or of things. Some words
are shown to be the signs of actions or of facts,
while others express a succession of facts, an as-
semblage of circumstances, a picture ; as adven-
tures, miy'ortunes, exactness, politeness, ten:-

pest, &c.
" When it is ascertained that the scholar
understands what he has committed to memory,
such questions are addressed to him as—For
what was it that Calypso could not be consoled ?
To which he would probably answer—The de-
parture of Ulysses. Q. Why.—A. Because she
had an affection for him. Q. Why did she no
longer sing ?—A. Because she was sad. Q.
Was it cold in the island of Calypso ?—A. No,
there was there an eternal spring. If the scholar
cannot answer the questions readily he is re-
quired to recal the expressions in which he has
found 89mething analogous to the question ; and
if he cannot appreciate the connection, he is put
in the way of finding it by noi enquiries, which

facilitate the answer without ever directly point-
ing it out. One of the means best calculated to
form the judgment of the scholar consists in his
being required to justify and defend every opinion
he utters.

" Let it be supposed that the scholar is now
well acquainted with the first six books of Tele-
machus, and understands the meaning of all the
words individually. Hitherto the intellect has
;Icted only a secondary part, and the scholar
knows only what he has seen, and understands
no more than he has been taught. He must
now discover what he did not know before, by
seeking for it in what he does know, proceeding
from the known to the unknown, and verifying
the one by the other. He is made to form nar-
ratives of his own on the model of those in his
text book, borrowing the words, the expressions,
and the facts from what he has already been
taught.

He is next exercised in the art of generali-
zation. He is asked, for instance, what is the
state of a person who seeks solitude ? If the
answer be : He is sad,—he is is required to jus-
tify it, schen he will, perhaps, reply, that after
the departure of Ulysses, Calypso sought soli-
tude. That Telemachus, a captive, and op-
pressed by grief, abandoned himself to solitude ;
and that Idomeneus, when unhappy, sought
also solitude, and that all these facts made him
think that the desire of solitude was a proof of
sadness. By thus taking facts for starting
points, it is obvious that just conclusions are
more easily obtained ; and in framing his an-
swer the scholar is obliged to consult the
reflection which the facts have suggested to him.
" The next process is that of analysis, which
is a frequent subject of exercise. The scholar
is sometimes required to analyze a short pas-
sage, sometimes one of the six books, and at
length the whole work. In general he is not to
be stopped as long as he has any thing to say,
there is to be no interpretation of his words and
no hesitation allowed in the delivery. The ob-
ject of this exercise is to make use of what has
been already confided to the memory of the
scholar, by compelling him constantly to seek for
new combinations. By the help of analysis the
scholar has discovered the temperature of the
island of Calypso, the re-percussion of the air
in the grotto, the perception in the mind o
Calypso, who perceives two men, &c. He is
thus enabled to extract the essence of every idea
expressed in what lie reads.
" When the memory and the judgment have
been gradually strengthened by these and similar
exercises, the scholar is required to make imita-
tions of what he has been studying. At first
a subject is given to the scholar, but afterwards
he is allowed to choose one for himself. After
relating facts the scholar is exercised in drawing
portraits, similar, for instance, to that of Narbal
in the third book, or that of Protesilaus in the
13th or 14th books. He is then desired to
give a portrait of the Marechal de Turenne, on
the model of that of Ulysses, adapting the vari-
ous circumstances relative to Ulysses which are
found in the text book. In every stage of the
process the scholar is to be interrogated as to his
motives for employing such an image, such an
idea, or such an expression, in preference to
every other. He will thus be taught not only
synonyms of words and expressions, but coin-
cidences in thoughts and ideas.
" From this exercise, M. Jacotot passes to trans-
lation or transposition. When the scholar per-
fectly understands this kind of labour, he must
himself seek for subjects of translation or trans-
position, in the exercise of which► the scholar
finds the means of forming one thought upon
another. He is afterwards taught to enlarge
and develope a thought. Thus Mentor said to
Telemachus, Never speak from vanity.' In
developing this thought, the scholar is made to
seek throughout the passage for those expres-
sions in which the inconveniencies of vanity and
indiscretion are depicted, in order to justify the
advice given by the sage to the son of Ulysses.
" Having arrived at this point, M. Jacotot
causes the scholar to make what he calls the
verification of grammar. This exercise consists
in making the scholar render an account of his
previous labour, and may be begun as soon as a
moderate portion of the text is perfectly under-
stood. Nothing is more easy or simple than
this operation. It consists merely in applying a
principle to known facts, or in placing certain
words in great categories. Thus grammar teaches
the scholar that a noun serves to point out a
person or a thing. Accustomed as he has been
to reflection, he sees immediately that the words
island, grotto, Ulysses, and Calypso, are nouns;
to him it is a mere recollection, and not a new
study.

The teaching of foreign languages is pur-
sued on a similar system, and is attended with
equal facilities. In Latin, for instance, the
Epitome Historix Sacrce is the text-book em-
ployed, accompanied by a translation. When
he has committed one chapter to memory, it is
ascertained whether he understands it, by pro-
posing a Latin sentence to him at random, and
then a member of that sentence, of which .he
must immediately give a translation in French
The scholar observes, perhaps, that the word day
is expressed in Latin sometimes by dies and
sometimes by diem. He already understands
the meaning of the root di, and he discovers the
value of the terminations e, ern, es, which will
be sufficient for his direction in future. Per-
haps the words creavit and vocal* are presented
to his memory by the side of each other, and he
soon discovers the value of the two letters av as
being the sign of the past. In the same way,
cogo, coactus, duco, duxzt, may occur together
in his memory, and teach him the manner in
which g is changed into c, and c into x. It is
then ascertained whether he understands the
whole words of his lesson. He finds that the
word garden is sometimes represented in Latin
by horto, and sometimes by horizon. He is
asked if the two words are employed in the same
circumstances, on which he finds that the former
is preceded by in, and the latter by irrigabat,
and he is probably able to explain that irrzgabat
is the sign of a fact, and hortunz of a thing.
" I am not much acquainted with the system
adopted in England for the purpose of teaching

languages by the late Mr. Hamilton, but as he
dispensed, like M—Jacotot, with the use of
grammars and preliminary rules, allowing the
scholar, in the natural order of things, to deduce
the rule from practice and actual observation, it
is not unlikely that there may be a considerable
analogy between the two systems ; and if there
be, the success of the system of M. Jacotot in
France seems to authorize me to call on some
correspondent of The Sun, acquainted with
Mr. Hamilton's system, to say in what respects
it is similar to, or different from, that of the
French professor."

Strongly as President JACKSON'S speech is
characterised throughout by good sense and
good feeling,—and agreeably to its tenor has
surprised those who anticipated from the General
a less Statesman-like production—there is one
part of it so utterly at variance with the princi-
ples now recognized in this country as sound,
that it ought not to pass without observation,
especially as British interests are so importantly
involved in it. We mean the necessity alleged
by the President of keeping up the protecting
duties on foreign manufactures, for the sake of
encouraging the infant fabrics of the country,
which, it is assumed, will still be required after
the extinguishment of the debt shall have ren-
dered them superfluous as revenue, and hence
the President foresees the very novel difficulty of
deciding how- the surplus income of the nation
may best be applied.
The SADLERS of the United States having had
sufficient influence in Congress to set up the
prohibitive Tariff now in operation, the people
are taxed to secure them the benefit of inferior
cottons, woollens, hardware, &c. at enormously
high prices. Persons who have not the means
or ability of making these articles within any re-
semblance of the excellent fabrics of Great
Britain, are encouraged to throw their capital
into the manufacturing line, by being secured a
monopoly of the home-market ; and though this
monopoly is practically defeated to a great extent
by the smuggler, yet a large portion of labour
and capital is thus withdrawn from employments
to which it might have been applied infinitely
more productively. Every dollar that is paid to
these dunghill manufacturers beyond the price
for which their commodities might be obtained
from Europe, is consequently as dead a loss to
the United States as if it had been thrown into
the Atlantic Ocean.

The American LAUDERDALES and SAD-
LERS say—" true it is that the protection of our
" manufactures is costly at present, but we shall
" be well recompensed when we become a great
" manufacturing nation, able to supply not only
" ourselves but foreigners. This is an object
" only to be attained by prohibiting the fabrics
" of strangers, as Great Britain has done for a
4, long series of years, and as France and other
" European States are doing at this moment."
The answer to which reasoning is—that it is
gross fallacy to believe that manufactures are the
sole means of making a nation rich and power-
ful. Because the wealth of Great Britain hap-
pens to consist principally in her spinning
jennies and forges, it is presumed that other
nations have only to imitate her in this respect—
no matter what their natural or circumstantial
capabilities for setting up spinning jennies and
forges may be—and they will soon become as
groat and as powerful—a speculation which re-
minds us of the fable of the ass in the lion's
skin. The truth however is, that the quickest
way to enrich a nation is exactly the same
as is pursued by every sensible individual who
wishes to make his fortune, viz.:—to apply such
labour and capital as he can command to those
pursuits that will yield him the greatest profit.
If there be any one maxim particularly obvious to
common sense, it is this one ; and its influence,
as applied to America, is that agriculture being
a more productive employment in itself than ma-
nufactures, it is mere folly to attempt to enter
into the less, rather than the more, profitable
occupation. Experience shews us that a flourish-
ing agriculture has far more influence on the
prosperity of manufactures than the growth of
manufactures on that of agriculture. The
manufactures of France from 1640 to 1750
were forced to an extraordinary degree by
Louis XIV. and his successors, but her agri-
culture during that period and ever since, has
been in the most wretched state. At this mo-
ment the manufacturing districts both of Eng-
land and France are the worst cultivated ; the
fabrics of Picardy and Normandy serve actually
to check agricultural improvements ; and the
husbandry of Lancashire does not admit of com-
parison with that of Norfolk or Kent. The
North of Italy gives an example of the wealth
and happiness arising from high cultivation of
the soil, without any manufactures being in
existence. ARTHUR YOUNG'S " Travels in
France and Lombardy " are full of information,
tending to show that agriculture alone is equal to
the establishment of great national wealth and
felicity. The Americans appear to disbelieve
this; and yet, if it be true in any country in the
world, the United States do seem to be that
very country. Manufactures would have come
to theta in the natural course of things, without
any such scheme of forcing them as the Tariff
has put in practice. General JACKSON may be
a wise Statesman, but in our judgment Mr.
HtiSKISSON is a much wiser ; and time will
show whether the system of meddling with in-
dustry, or of leaving it alone, answers the best.

In the meantime we recommend General JACK-
SON to consider the following piece of advice to
Governments, proceeding neither from Mr.
HUSKISSON, nor from any of the "new fangled
theorists " of the present day, but from a
thoroughly " practical man " of the good old
time of 1788—ARTH Lilt YOUNG. " First,"
says that experienced and clear headed person,
" secure prosperity to agriculture by equal taxa-
" tion, and absolute liberty of cultivation and
" sale. Secondly, do no more to encourage
" manufactures and commerce than by letting
" them alone—a policy exclusive of every idea
of monopoly." The Government of the United
States is not the only one to which this lesson
is useful.

A Cabinet Council was held at three o'clock,
this afternoon, at the Foreign Office. The
Council was attended by nearly all the Ministers.

LAW INTELLIGENCE.-(THIS DAY.)

COURT OF KING'S BENCH.
ASSAULT---THEWETH V. HAMBIOXD.

This was an action fur assault and battery, to which the
defendant pleaded first nut guilty, and afterwards that ho
was hiolself first assaulted by the plaintiff.
Mr. WILLIAMS stated that the plaintiff with some of
his family went in June last into Essex, to visit and dine
with a relation. As they were returning in a double car-
riage drawn by two spirited horses, one of the females
aeream,_ol out as they were passing a calf-waggon belonging
to the defendant, and told plaintiff that a man had fillen
from the waggon, and woe in danger of being run over.
The plaintiff jumped down from the carriage, and
catching hold of the man's collar pulled him front
the wheel. Another nu.n then looked out of the waggon
rubbing his eyes, and appearing drunk, in which situation
plaintiff also thought the man whom he hail pulled out,
and who had been driving the waggon. The plaintiff told
him that they had better put thenvelves under the pro-
tection of the patrol, as they did not seem capable of driv-
ing themselves. The driver then immediately began a
violent assault upon the plaintiff, and Was assisted by the
defendant, till the plaintiff received a great number of
bruises, a cut on the finger, and was unable to follow his
business for a week afterwards. The plaintiff's party then
went to a publics house nimted the Cauliflower, when the
plaintiff bathed his wounds with brandy, and gave the de-
fendant and his cart into the custody of a patrol. The
Learned Counsel then called several witnesses of their party
and others, who deposed to the above facts.
Mr. BROUGHAM (with whom Was Mr. BRODERICK),
for the defence, contended that it was the plaintiff and
his party who were drunk, while the defendant and his
carter were quite sober, and called two females, who were
riding in the defendant's waggon, to prove that the driver
stopped his horses, and got down to get his whip, which
he had dropped. That the plaintiff's party stopped and
began to strike the carter. Mr. Hammond, they said, got
out to protect his man, and was also severely assaulted.
This account was confirmed by the carter.

The landlord of the Cauliflower swore, that when the
plaintiff's party came to his house, the ladies in the car-
riage were served by him with two glasses of brandy such.
The Jury returned a verdict for the defendant, after this
silly case had occupied the whole of the morning.