regulate. The little creature, will doubtleſs be very deſirous to know how to dreſs up her doll, to make its ſleeve-knots, its flounces, its head-dreſs, &c. ſhe is obliged to have ſo much recourſe to the people about her, for their aſſiſtance in theſe articles, that it would be much more agreeable to her to owe them all to her own induſtry. Hence we have a good reaſon for the firſt leſſons that are uſually taught theſe young females: in which we do not appear to be ſetting them a taſk, but obliging them, by inſtructing them in what is immediately uſeful to themſelves. And, in fact, almoſt all of them learn with reluctance to read and write; but very readily apply themſelves to the uſe of their needles. They imagine themſelves already grown up, and think with pleaſure that ſuch qualifications will enable them to decorate themſelves.'
This is certainly only an education of the body; but Rouſſeau is not the only man who has indirectly ſaid that merely the perſon of a young woman, without any mind, unleſs animal ſpirits come under that deſcription, is very pleaſing. To render it weak, and what ſome may call beautiful, the underſtanding is neglected, and girls forced to ſit ſtill, play with dolls and liſten to fooliſh converſations;—the effect of habit is inſiſted upon as an undoubted indication of nature. I know it was Rouſſeau's opinion that the firſt years of youth ſhould be employed to form the body, though in educating Emilius he deviates from this plan; yet, the difference between ſtrengthening the body, on which ſtrength of mind in a great meaſure depends, and only giving it an eaſy motion, is very wide.
