s among themselves to a
committee; to stop the begging system entirely (that is, going to the
United States and thereby representing that the fugitives are starving
and suffering, raising large sums of money, of which the fugitives
never receive the benefit,--misrepresenting the character of the
fugitives for industry and underrating the advance of the country,
which supplies abundant work for all at fair wages); to raise such
funds among themselves as may be necessary for the poor, the sick,
and the destitute fugitive newly arrived; and prepare themselves
ultimately to bear their due weight of political power." See Drew, _A
North-side View of Slavery_, p. 236.]

The good results of these schools were apparent. In the same degree
that the denial to slaves of mental development tended to brutalize
them the teaching of science and religion elevated the fugitives in
Canada. In fact, the Negroes of these settlements soon had ideals
differing widely from those of their brethren less favorably
circumstanced. They believed in the establishment of homes, respected
the sanctity of marriage, and exhibited in their daily life a moral
sense of the highest order. Travelers found the majority of them
neat, orderly, and intelligent[1]. Availing themselves of their
opportunities, they quickly qualified as workers among their fellows.
An observer reported in 1855 that a few were engaged in shop keeping
or were employed as clerks, while a still smaller number devoted
themselves to teaching and preaching.[2] Before 1860 the culture of
these settlements was attracting the colored graduates 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
Commission published by S.G. Howe, an unusually large proportion of
the colored population believed in education. He says: "Those from the
free States had very little schooling in youth; those from the slave
States, none at all. Considering these things 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 time that they can be spared.

"Canada West has adopted a good system of public instruction, which
is well administered. The common schools, though inferior to those of
several of th