by the end of the first month. A co-teacher came at the end of the first six weeks. This was Olivia A. Davidson and she later became his wife. She had been taught in Ohio and came South as she had heard of the need for teachers. She is described as brave in the way she nursed the sick when others would not (such as caring for a boy with smallpox). She also trained further at Hampton and then at Massachusetts State Normal School at Framingham. She and Washington agreed that the students needed more than a "book education" and they thought they must show them how to care for their bodies and how to earn a living after they had left the school. They tried to educate them in a way that would make them want to stay in these agricultural districts (rather than leave for the city and be forced to live by their wits). Many of the students came initially to study so that they would not have to work with their hands, whereas Washington aimed for them to be capable of all sorts of labor and to not be ashamed of it. Chapter 9 "Anxious Days and Sleepless Nights": This chapter starts by stating how the people spent Christmas drinking and having a merry time, and not bearing in mind the true essence of Christmas. This chapter also discusses the institute's relationship with the locals of Tuskegee, the purchase and cultivation of a new farm, the erection of a new building, and the introduction of several generous donors, mostly northern. The death of Washington's first wife, Fannie N. Smith, is announced in this chapter. He had a daughter named Portia. Chapter 10 "A Harder Task Than Making Bricks Without Straw": In this chapter, Washington discusses the importance of having the students erect their own buildings: "Not a few times, when a new student has been led into the temptation of marring the looks of some building by lead pencil marks or by the cuts of a jack-knife, I have heard an old student remind him: 'Don't do that. That is our building. I helped put it up.'" The bricks reference in the title refers to the difficulty of forming bricks without some very necessary tools: money and experience. Through much labour, the students were able to produce fine bricks; their confidence then spilled over into other