Besides enabling refugees to secure homes for themselves there were other offices the associations conceived to be a part of their duty, and the performance of which is set forth in their records. The first and most urgent of these was to supply immediate relief to the wayworn travellers continually arriving; with this was combined the necessity of helping these persons to find employment. The British and American Institute at Dawn was obliged to conduct, as part of its work, what would now be called perhaps a supply and employment bureau. Josiah Henson, one of the founders of the Institute, describing this branch of the work, says: "Many of these poor creatures arrive destitute of means, and often in want of suitable clothing, and these, as far as possible, have been supplied them. Since the passage of the late Fugitive Slave Bill, ... they have arrived in large numbers at the Institute, and have been drafted off among their brethren who had been previously settled, and who are now making every effort and sacrifice to meet their destitute circumstances."[622] Henry Bibb, of the Refugees' Home, as early as 1843 saw the need of maintaining a stock of supplies at Windsor out of which to relieve the immediate necessities of fugitives.[623] The missionary, Isaac J. Rice, kept a similar supply room at Amherstburg.[624] It appears from all this that the recognition of the deplorable destitution of arriving fugitives was general among the aid societies and their representatives, and that prompt action was taken to meet wants that could brook no delay.
[622] _The Life of Josiah Henson, as narrated by Himself_, p. 117.
[623] Conversation with the Rev. Jacob Cummings, a refugee now living at Columbus, O.
Another service performed by these colonization societies was that of providing superior schools for the colored people; education for all that could take it was one of the cardinal features of their programme. The state of public sentiment in some places in Canada was such that colored children were either altogether excluded from the public schools, or, if allowed to enter, they were annoyed beyond endurance by the rude behavior of their fellow-pupils. In some places they braved the prejudice against them, but the numbers courageous enough to do this were insignificant. Under such circumstances the best that could be done by the friends of the black race was to open schools under private management. That the societies were not averse to mixed schools is shown by the fact that white pupils were admitted in various instances to classes formed primarily for colored children.[625] This need of schools did not appeal alone to the colonization societies. It was seen and responded to by other organizations; thus the English Colonial Church and School Society thought it advisable to locate schools at London,[626] Amherstburg,[627] Colchester[628] and perhaps other places; and certain religious bodies of the United States felt it incumbent on them to support school-teachers (ten or more) in different parts of Canada.[629] Besides the schools thus provided a few were conducted by individuals; as examples of this latter class may be named a private school at Chatham taught by Alfred Whipper,[630] a colored man, and another at Windsor managed by Mrs. Mary E. Bibb, the wife of Henry Bibb mentioned above.[631]