If the water-cure had done nothing more than establish the fact that the glow and joyousness of early life are things which may be restored after having been once wasted, it would have done a good work. For if Nature is so forgiving to those who have once lost or have squandered her treasures, what may not be hoped for us if we can learn the art of never losing the first health of childhood? And though with us, who have passed to maturity, it may be too late for the blessing, cannot something be done for the children who are yet to come after us? Why is the first health of childhood lost? Is it not the answer, that childhood is the only period of life in which bodily health is made a prominent object? Take our pretty boy, with cheeks like apples, who started in life with a hop, skip, and dance,--to whom laughter was like breathing, and who was enraptured with plain bread and milk,--how did he grow into the man who wakes so languid and dull, who wants strong coffee and Worcestershire sauce to make his breakfast go down? When and where did he drop the invaluable talisman that once made everything look brighter and taste better to him, however rude and simple, than now do the most elaborate combinations? What is the boy's history? Why, for the first seven years of his life his body is made of some account. It is watched, cared for, dieted, disciplined, fed with fresh air, and left to grow and develop like a thrifty plant. But from the time school education begins, the body is steadily ignored, and left to take care of itself. The boy is made to sit six hours a day in a close, hot room, breathing impure air, putting the brain and the nervous system upon a constant strain, while the muscular system is repressed to an unnatural quiet. During the six hours, perhaps twenty minutes are allowed for all that play of the muscles which, up to this time, has been the constant habit of his life. After this he is sent home with books, slate, and lessons to occupy an hour or two more in preparing for the next day. In the whole of this time there is no kind of effort to train the physical system by appropriate exercise. Something of the sort was attempted years ago in the infant schools, but soon given up; and now, from the time study first begins, the muscles are ignored in all primary schools. One of the first results is the loss of that animal vigor which formerly made the boy love motion for its own sake. Even in his leisure hours he no longer leaps and runs as he used to; he learns to sit still, and by and by sitting and lounging come to be the habit, and vigorous motion the exception, for most of the hours of the day. The education thus begun goes on from primary to high school, from high school to college, from college through professional studies of law, medicine, or theology, with this steady contempt for the body, with no provision for its culture, training, or development, but rather a direct and evident provision for its deterioration and decay.