But with all this there is an advance in the amount and difficulty of the brain-work. No distinction is made between the delicate girl and the strong one. To those of a like age come like tasks. The delicate girl, from her indifference to physical effort, finding that for the time her weakness of body does not interfere with a ready-working brain, gradually inclines to draw 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 partial weakness, or too often general debility? Is it at all a rare thing, in the observation of any one, to notice that this weakness, this debility, are very apt to become chronic, and that the woman, later on in life, is a source of anxiety and a burden to her friends, when instead of this she might have been a valued helper? Now, if the body, during the growing years, was called on to do nothing which should even half develop it, while the brain was pushed nearly to its utmost, does it take long to decide whether such a course was a wise one? Leaving out entirely the discomfort to the body, is that a sensible system of education which leaves a girl liable to become weak, if not entirely broken down, before she is well on in middle age? Is this not like giving great care to moral and mental education alone, and actually doing almost nothing for their physical nature? Is this not an irrational and one-sided course, and sure to beget a one-sided person? And yet is not that just what is going on to-day with a great majority of the young girls in our land?