learn is rather by ſnatches; and as learning is with them, in general, only a ſecondary thing, they do not purſue any one branch with that perſevering ardour neceſſary to give vigour to the faculties, and clearneſs to the judgment. In the preſent ſtate of ſociety, a little learning is required to ſupport the character of a gentleman; and boys are obliged to ſubmit to a few years of diſcipline. But in the education of women, the cultivation of the underſtanding is always ſubordinate to the acquirement of ſome corporeal accompliſhment; even while enervated by confinement and falſe notions of modeſty, the body is prevented from attaining that grace and beauty which relaxed half-formed limbs never exhibit. Beſides, in youth their faculties are not brought forward by emulation; and having no ſerious ſcientific ſtudy, if they have natural ſagacity it is turned too ſoon on life and manners. They dwell on effects, and modifications, without tracing them back to cauſes; and complicated rules to adjuſt behaviour, are a weak ſubſtitute for ſimple principles.
As a proof that education gives this appearance of weakneſs to females, we may inſtance the example of military men, who are, like them, ſent into the world before their minds have been ſtored with knowledge or fortified by principles. The conſequences are ſimilar; ſoldiers acquire a little ſuperficial knowledge, ſnatched from the muddy current of converſation, and, from continually mixing with ſociety, they gain, what is termed a knowledge of the world; and this acquaintance with manners and cuſtoms has fre-
