them: "There were five of us; myself and brother and three mules." Washington explains he is referring to these experiences to highlight how improvements were later made. Chapter 8 "Teaching School in a Stable and a Hen-house": Washington details the necessity of a new form of education for the children of Tuskegee, for the typical New England education would not be sufficient to effect uplift. Here is also the introduction of long-time partners, George W. Campbell and Lewis Adams, and future wife, Olivia A. Davidson; these individuals felt similarly to Washington in that mere book-learning would not be enough. The goal was established to prepare students of Tuskegee to become teachers, farmers, and overall moral people. Washington's first days at Tuskegee are described in this chapter, as is his method of working. He demonstrates a holistic approach to his teaching in that he researched the area and the people and how poverty stricken many were. His visits also showed how education was both a premium and underfunded, and therefore justifies the setting up of this new facility. Tuskegee is also seen to be set in a rural area, where agriculture was the main form of employment, and so the institute's later incarnation as an industrial school that was fit for teaching its students skills for the locale is justified. He encountered difficulties in setting up the school, which he opened on July 4, 1881, and this included some opposition from white people who questioned the value of educating African Americans: "These people feared the result of education would be that the Negros would leave the farms, and that it would be difficult to secure them for domestic service." He describes how he has depended on the advice of two men in particular and these were the ones who wrote to General Armstrong asking for a teacher. One is a white man and a former slave holder called George W. Campbell. The other is a "black" man and a former slave called Lewis Adams. When the school opened they had 30 students and these were divided roughly equally between the sexes. Many more had wanted to come, but it had been decided that they must be over 15 and have had some education already. Many who came were public school teachers and some were around 40 years of age. The number of pupils increased each week and there were nearly 50