But that debt of five hundred dollars for the land on which the school was being built had not been paid. Where was the money coming from? That was the hard question. Miss Davidson started the plan of having suppers or “festivals.” She would go about town and get friends to donate a chicken or a cake or a pie for a supper. In this way a good sum was raised. Washington wrote to his friends, explained the situation, and asked for contributions. He asked the negroes as well as the white people in town to give, and they did. Washington says that sometimes they would give five cents, or twenty-five cents, or a quilt or some sugar cane. “I recall one old colored woman,” he says, “who was about seventy years of age,—she hobbled into the room where I was, leaning on a cane. She was clad in rags, but they were clean. She said: ‘Mr. Washington, God knows I spent de bes’ days of my life in slavery. God knows I’s ignorant and poor; but I know what you and Miss Davidson is tryin’ to do. I knows you is tryin’ to make better men and women for de colored race. I ain’t got no money, but I wants you to take dese six eggs, what I’s been savin’ up, and I wants you to put dese eggs into de eddication of dose boys and gals.’”[14] Washington says that he has received many gifts for Tuskegee, but none that affected him more deeply than this one. Needless to say, by the end of the year the five hundred dollars had been raised and the debt paid. Thus ended the first year of the history of Tuskegee. If you go there now and see the many fine buildings, the broad acres, the hundreds of students, and everything that goes to make up a great and wonderful college, it would be very hard to realize that it started off with one little shanty with a leaky roof, one teacher, and thirty students. From this simple and humble, but very earnest beginning, Tuskegee grew by leaps and bounds until it came to be the most remarkable negro school in the South. CHAPTER VIII STRENUOUS DAYS As Booker Washington began the second year of his school, he met a new obstacle. That was nothing unusual for him, however. He was usually facing a hard job. He spent his life working on difficult tasks, and he never found one that he did not finish with satisfaction. He tackled this problem at once and with confidence. There were two parts to it. In the first place, although he had a fine farm of five hundred acres all paid for, he had no buildings, except that old kitchen, stable, and henhouse, in which to house his students. When school opened in the fall of 1882, there were about one hundred and fifty students present. These three or four little old shacks would not take care of that crowd. What was he to do? This was his first difficulty.