The same common sense and rational mode of reading my words must be applied to all that I say on out-of-door education. Naturally, I am not such a fool as to suppose that all educational or scientific or any other work can be done out of doors. Though I am not a college professor, and never shall be, though I am not a scientific expert, and never can be, though I am not many things that other men are, I know enough--have observed and seen enough--to know that delicate experiments of a variety of kinds need the most rigid indoor seclusion for their successful conducting. But this does not alter my general propositions, viz., that the health of students is of more importance than any and all education given in schools or colleges; that outdoor life is more conducive to the health of students than indoor life, and that, therefore, _where possible_, all education should be given out of doors. [Illustration: AN ALEUT BASKET MAKER. THESE WOMEN MAKE THE MOST DELICATE BASKETRY IN THE WORLD.] 3. As a result of this indoor scholastic life, we content ourselves by teaching our children from books,--which at best are but embalmed knowledge, canned information, the dry bones of knowledge, words about things,--instead of bringing them in contact (as far as is possible and practicable) with the things themselves. I believe in books; I believe in education; I believe in schools, in colleges, in universities, in teachers, professors, and doctors of learning; but I do not believe in them as most of the white race seem to do, viz., as good in themselves. They are good only as they are instruments for good to the children committed to their care. The proper education of one child is worth more to the world than all the schools, colleges, and universities that were ever built. One Michael Angelo, one Savonarola, one Francis of Assisi, one Luther, one Agassiz, one Audubon, is worth more to the world than all the schools that ever were or ever will be. And if, by our present imperfect and unhealthful school methods, we kill off, in childhood, one such great soul, we do the human race irreparable injury. Let us relegate the school to its right place, and that is secondary to its primary,--the child. The school exists for the child, not the child for the school. As it now is, we put the plastic material of which our nation is to be formed into the mould of our schools, and regardless of consequences, indifferent to the personal equation in each child, overlooking all individuality and personality, the machine works on, stamping this soul and mind material with one same stamp, moulding it in one same mould, hardening it in the fire to one same pattern, so that it comes forth just as bricks come forth from a furnace, uniform, regular, alike, perhaps pretty to the unseeing eye, but ruined, spoiled, damned, as far as active, personal, individualistic life and work are concerned. The only human bricks that