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 And what is the result? Exactly what such exercise—or, rather, such lack of it—would bring. The short run, if any; the walk or ride to or from school; the afternoon stroll, or the idle standing about—''none of these call for or beget strength of limb, depth of chest, or vitality. None of these exercises is more than almost any flat-chested, half-developed girl could do, without effort; and, going through them for years, she would need little'' more strength than she had at first. Indeed most girls have better figures before they are two years old than they ever have afterwards.

But all this time her mind is kept busy. Subjects are set before her, to grasp and master which needs hours of close study each day. More of them also, and harder ones. Many influences spur her on. Maybe emulation and determination, not only to do well, but to excel. Maybe it is to gratify the teacher's pride, and a desire to show the good fruit of her work. Perhaps oftener than anything else the girl is in dread of being dropped into another class; and she makes up her mind to stay in her present one at all hazards.

But with all this there is an advance in the amount and difficulty of the brain-work. The delicate girl and the strong one must fare alike. To those of a like age come like tasks. The delicate girl, from not liking physical effort; finding that for the time her weakness of body does not interfere much with a ready-working brain; gradually draws even more away from livelier games and exercises, in which she does not excel, and to get more at her books. Can there be much doubt as to the result a few years later? Is it any wonder that the neglected body develops some weakness; or too often general debility? Is it at all a rare thing, in the observation of any one, to see this weakness, this