The Sun.
London, England, 1824-12-09 00:00:00

the following letter, to which I request your
most particular attention :

,(No: 10: =
TO It. W. ZLLISTON; ESQ.. T.R.Oir..
Saturday, Nov. 20, 1824.
Slit—After considerable delay, 1 find, on my return to
town, a note dated 13th November, intended as a reply to
my letter of the 29th October, respecting my claim of admis-
sion to the performances at the Theatre Royal, Drury Lane.—
As the note is by no means an answer to the question, but, on
the contrary, an evident evasion of it, and as it is confessedly
written by your direction, I am induced to trouble you, per-
sonally, on the subject. •
I must first request your attention to the following extract
froth my letter above alluded to :
_(Here follow the first and second paragraphs of No. 3.)
The answer to this, you will perceive, Sir, is, as I have said,
by no'ineans direct
( Here follows Mr. Dunn's Note, No. 7.)
You certainly are justified in making out your Free List as
you please. Upon that (independently of the Free List of the
Theatre) I have not the shadow of a claim; but allow me to
remark that you are not at all justified in interfering with rights
acquired on the Free List of the Theatre long before you be-
came its Manager. You found my name there, as an Author,
having written successfully for the Theatre ; and you are not
justified in displacing it. The " reasons for restoring my name
to it," which it appears you " do not see," exist in the very
nature of the claim.

......
As your aggression in this instance (the first time, I believe
such 'an aggression was ever attempted) involves the rights of
many other persons, I must beg the favour of your answer,
clearly, distinctly, unequivocally, to the following question :
Re.asserting my claim, in right,—as an Author, having pro.
duced several successful pieces at the Theatre Royal, Drury
Lane, at various periods and under various temporary
nagements (allow me to add the present Management includ-
ed), since the year 1812,—t0 free admission to the perform.
ances at that Theatre, acting under its patent:—Do you deny
the right of Authors, who have written suceessfullyibr a Patent
Theatre, to free admission to the performance, at that Theatre,
whilst acting under its Patent 9
As it is my intention to visit the. Theatre early in the next
week, I must request your immediate attention to this.
I have the honour to be, Sir,
Your very humble Servant,
JOHN POOLE. -1

I think I may assert that there is nothing in
the tone or temper of this letter to justify Mr.
Elliston iu treating it as he has done, with silence
and contempt ; and that considering the subject
of it, and the situation he holds—the Manager of
the Theatre—the person to whom it was most
properly addressed—he was peremptorily bound
to answer it.

I cannot abandon this question without com-
promising, for myself and others, now and for
ever, the right it involves. Most determinedly,
therefore, yet most temperately, do I declare my
intention to pursue it till it is satisfactorily
settled. Under existing circumstances I can-
not address the Manager privately, either per-
sonally or by letter. lam therefore compelled
publicly to call upon Mr. Elliston, without fur-
ther delay, to restore my name to the Free
List of the Theatre, or, publicly to state satis-
factory reasons for refusing to do so.
I am, Sir, your's obediently,
JOHN POOLE.

*so As the above Correspondence involves a
question of importance to the interests of Dra-
matic Literature, we deem it a public duty to in-
sert it, observing at the same time that our Paper
is open to the opposite Party.

MR. 1300 NP-S-SECOND LECTURE.

(TUESDAY, DEC. 8.).

The LECTURER commenced by stating briefly
ids objections to the present mode of imparting science, and
then gave a general view of the leading features of his plan.—
His first principle consisted in the unity of knowledge; he
considered knowledge as a whole„ and that it was necessary to
look to the whole in order to comprehend its parts. Ile, re-
marked upon the want of some general work, that should not
only present at one view the whole circle of science, but also
the progressive state or learning in the different ages of the
world. To elucidate further his plan, the Learned Gentleman
gave an outline of such a work as he was convinced must
facilitate and accelerate the acquirement of knowledge. His
plan might require some new division of the parts of science
—Considering knowledge as a whole, we must look to the'
whole, and from the whole, pursuing the inductive and deduce
five method combined with the analytic. He defined know.
ledge to be sense acting upon matter, and taking it as a whole,
compared it to a circle containing every thing within itself,—
" circle within circle, wheel within wheel;" or to the apex of
a Pyramid, which must first be attained by an line, and from
whence we,must descend through every line. He would propose,
first to select certain generic terms of objects, and under these
heads consider the object and every thing subject or relating
thereto. He would divide and subdivide these general heads,
descending to the most minute particulars; .thus Kee
seining at a glance all science, its , parts, relations, and
consequences. fie would compare the opinions of the
ablest Authors that have existed in all countries, by giv.
lug a syllabus of their works, by way of abstracts, as nearly
as possible in the Author's own words ; comparing their save-
ral opinions, so that the whole would present a comprehensive
view of the present state of knowledge, and of the stock ac-
quired among all nations in succeeding ages, the whole brought
down to the present time in Chronological order, and connected
together by synopsis and tabular views. This, properly carried
through, would form a Perfect system of knowledge, and not
only prove highly useful to the scholar, but world enable a
man as it were to educate himself. In the coarse of his outline.
the Lecturer illustrated his system by examples of some of the
divisions he proposed, and adduced proofs of the advantage
that must be derived from its adoption.
The Learned Gentleman also remarked upon our Eneyclo.
, pmdia, and elementary books, which, though Wieldy valuable
in themielves for reference, were Still mere Dictionaries of
Science, not treatises upon education, and requiring besides
constaot addition or correction. He also noticed the manner
of conducting periodical publications, and particularly alluded
'to the practice of late adopted by the most popular of our Re-
views, of substituting. original treatises for an account of the
few weeks they profess to review. He complained that for
want of such a work as he had suggested,
many persons
wasted their intellect upon unproductive theories and
speculations that had probably
been again and again
exhausted by others; but of the result of whose labours
they hail no means of information. That as, however, the
stock of knowledge had increased, and would continue to aug-
ment, the capacity of the human mind to acquire remained the
tame ; and that as fron-ethe multiplicity of books treating upon
science, the most diligent reader could not by possibility, hope
to digest them severally, however keen might be his appetite, it
-was is 'object to enable the mind to be gm at once where others
had left off: That such a work should be regularly continued
so, that we should have the means of constantly being
quainted with the progrees of science with the advantage that
what we once had learnt by this method, we could never again
for t.
The Lecturer next adverted to the errors at present existing
n the method of educating
children. That instead of being
made to understand first principles, so that the impression upon
the mind could not' afterwaftle be effaced—the first elementary
books placed in their hands weremere Cathechisme of learning,
that he wouldepresent objects to their minds, and. suffer them
to draw forth their arrangement, and to trace where the same
law governed them—their relation to each other. The Lec-
turer here entered into much detail, and finally eitewed that his
system might be equally adopted with advantage. With regard
to any one branch of knowledge as to the whole..-that it would
also be found very useful to everyone who should adopeit in his
reading—atel that if he were to make outlines of common-
place Books, andfill them up on this plan, he would learn more
in one year than otherwise-he might in five. He remarked
that the lower of • die mind' heel •always been the same--thatmen reasoned by syllogism before Aristotle. invented the teen,
and inverted before the word Invention Ma science was used
by Bacon. That the more the intellect was need the more
healthy it became, and that he-would ally philosopy to com-
mon sense ; for that when Phileieophers'eould NA explain their
meaning to the comprehension of °there., they rarely understood
It themselves. The Lecturer meanly
recapitulawd the benefit
and advantages likely toresultm fro the
plan, and concluded
his, Lecture to the satisfaction of a numerous audience, walked
by theitewirrn applause during its tontinuance, and at the close
we understood the next -Lecture Will takc Awe on Tuesday, the
the 14th inst., at the same hour, and that they will be continued
on every succeeding Tuesday.
Th.e foregoing Article Cann 400 late far insertion yes-
terday.