1,695
Texas 355 4 7 11 25 37 62
Vermont 709 65 50 115 27 20 47
Virginia 58,042 21 20 41 5,489 6,008 12,397
Wisconsin 1,171 62 50 112 53 45 98

TERRITORIES

Colorado 46 No returns
Dakota 0 0 0 0 0 0 0
District Columbia 11,131 315 363 678 1,131 2,224 3,375
Nebraska 67 1 1 2 6 7 13
Nevada 45 0 0 0 6 1 7
New Mexico 85 0 0 0 12 15 27
Utah 30 0 0 0 0 0 0
Washington 30 0 0 0 1 0 1

Total 488,070 16,594 16,035 32,629 41,275 50,461 91,736

See Seventh Census of the United States, vol. 1.]

How the problem of educating these people on free soil was solved can
be understood only by keeping in mind the factors of the migration.
Some of these Negroes had unusual capabilities. Many of them had
in slavery either acquired the rudiments of education or developed
sufficient skill to outwit the most determined pursuers. Owing so
much to mental power, no man was more effective than the successful
fugitive in instilling into the minds of his people the value of
education. Not a few of this type readily added to their attainments
to equip themselves for the best service. Some of them, like Reverend
Josiah Henson, William Wells Brown, and Frederick Douglass, became
leaders, devoting their time not only to the cause of abolition, but
also to the enlightenment of the colored people. Moreover, the free
Negroes migrating to the North were even more effective than the
fugitive slaves in advancing the cause of education.[1] A larger
number of the former had picked up useful knowledge. In fact, the
prohibition of the education of the free people of color in the South
was one of the reasons they could so readily leave their native
homes.[2] The free blacks then going to the Northwest Territory proved
to be decidedly helpful to their benefactors in providing colored
churches and schools with educated workers, who otherwise would have
been brought from the East at much expense.

[Footnote 1: Howe, _The Refugee from Slavery_, p. 77.]

[Footnote 2