Part 22 (2/2)

[Footnote 8: _First Annual Report of the Anti-slavery Society of Canada_, 1852, Appendix, p 22]

[Footnote 9: _Ibid_, p 15]

The most helpful schools, however, were not those maintained by the state Travelers in Canada found the coloredbetter work than those maintained at public expense[1] The rise of the mission schools was due to the effort to ”furnish the conditions under which whatever appreciation of education there was native in a coroes, or whatever taste for it could be awakened there,” ined opposition”[2] There were no such schools in 1830, but by 1838 philanthropists had established the first lish Colonial Church and School Society organized schools at London, Aanizations of the United States sent ten or more teachers to these settle four schools while Rev Hiram Wilson, their inspector, probably had several other institutions under his supervision[5] In 1844 Levi Coffin found a large school at Isaac Rice's [6] Rice had toiled a very little financial aid, and suffering unusual hardshi+ps[7] Mr E Child, a graduate of Oneida Institute, was later added to the corps of mission teachers[8] In 1852 Mrs Laura S

Haviland was secured to teach the school of the colony of ”Refugees'

Home,” where the colored people had built a structure ”for school andpurposes”[9] On Sundays the schoolhouses and churches were crowded by eager seekers,these earnest students a traveler saw an aged couple hty years old[10] These eleher institution at Dawn, known as the Manual Labor Institute

[Footnote 1: Drew, _A North-side View of Slavery_, pp 118, 147, 235, 341, and 342]

[Footnote 2: Siebert, _The Underground Railroad_, p 229]

[Footnote 3: _Father Henson's Story of His Own Life_, p 209]

[Footnote 4: _First Annual Report of the Anti-slavery Society of Canada_, 1852, p 22]

[Footnote 5: Siebert, _The Underground Railroad_, p 199]

[Footnote 6: ”While at this place we made our headquarters at Isaac J

Rice's e school for colored children He had labored here aitives, for six years He was a devoted, self-denying worker, had received very little pecuniary help, and had suffered many privations

He ell situated in Ohio as pastor of a Presbyterian Church, and had fine prospects before him, but believed that the Lord called hiitive slaves, who canorant, suffering from all the evil influences of slavery We entered into deep syreat need there was here for just such an institution as he had established He had sheltered at his itives till other ho point, the principal terround Railroad of the West” See Coffin's _Reminiscences_, p 251]

[Footnote 7: _Ibid_, pp 249-251]

[Footnote 8: Siebert, _The Underground Railroad_, p 202]

[Footnote 9: Haviland, _A Woman's Work_, pp 192, 196, 201]

[Footnote 10: Haviland, _A Worants, however, this was not a mere passive participation in the work of their a the colored people partly supported their schools Without the cooperation of the refugees the large private schools at London, Chatham, and Windsor could not have succeeded The school at Chatham was conducted by Alfred Whipper,[1] a colored man, that at Windsor by Mary E Bibb, the wife of Henry Bibb,[2] the founder of the Refugees'

Home Settlement, and that at Sandwich by Mary Ann Shadd, of Delaware[3] Moreover, theinterest in this work of social uplift[4] Foregoing their econoated in towns of educational facilities A large number of them left their first abodes to settle near Dresden and Dawn because of the advantages offered by the Manual Labor Institute Besides, the Negroes organized ”True Bands” which effected as the improvement of schools and the increase of their attendance[5]

[Footnote 1: Drew, _A North-side View of Slavery_, p 236]

[Footnote 2: _Ibid_, p 322]

[Footnote 3: Delany, _The Condition of the Colored People_, etc, 131]

[Footnote 4: Howe, _The Refugees from Slavery_, pp 70, 71, 108, and 110]

[Footnote 5: According to Drew a True Band was composed of colored persons of both sexes, associated for their own improvement ”Its objects,” says he, ”are eneral interest in each other's welfare; to pursue such plans and objects as e; to improve all schools, and to induce their race to send their children into the schools; to break down all prejudice; to bring all churches as far as possible into one body, and not let ation by referring all disputes a syste to the United States and thereby representing that the fugitives are starving and suffering, raising large suitives never receive the benefit,--itives for industry and underrating the advance of the country, which supplies abundant work for all at fair wages); to raise such funds a themselves as may be necessary for the poor, the sick, and the destitute fugitive newly arrived; and prepare theht of political power” See Drew, _A North-side View of Slavery_, p 236]

The good results of these schools were apparent In the saree that the denial to slaves ofof science and religion elevated the fugitives in Canada In fact, the Negroes of these settle widely from those of their brethren less favorably circumstanced They believed in the establishe, and exhibited in their daily life a hest order Travelers found thethemselves of their opportunities, they quickly qualified as workers a their fellows

An observer reported in 1855 that a feere engaged in shop keeping or were employed as clerks, while a still s[2] Before 1860 the culture of these settleraduates of northern institutions which had begun to give men of African blood an opportunity to study in their professional schools

[Footnote 1: According to the report of the Freedmen's Inquiry Coe proportion of the colored population believed in education He says: ”Those fro in youth; those fros it is rather remarkable that so many can now read and write Moreover, they show their esteem for instruction by their desire to obtain it for their children They all wish to have their children go to school, and they send them all the tiood system of public instruction, which is well adh inferior to those of several of the States of the United States, are good Colored children are admitted to them in most places; and where a separate school is open for theovernment with teachers and apparatus as the other schools are Notwithstanding the growing prejudice against blacks, the authorities evidently ard to instruction; and even those who advocate separate schools, promise that they shall be equal to white schools