Grade by Grade
A. Creating Canada, 1850–1890 Β· Creating Canada, 1850–1890

Black Communities in Canada West in the 1850s: Freedom, Voice and Obstacles

A3 A2 A1About 50 minutes
Learning goals
  • I can explain how the US Fugitive Slave Act of 1850 brought many more freedom seekers to Canada West.
  • I can describe the contributions of Black individuals and communities in the 1850s, including Mary Ann Shadd, Harriet Tubman and Abraham Shadd.
  • I can describe obstacles Black residents faced, such as segregated schools and attempts to limit their rights, and how they responded.
  • I can use a primary source idea, a newspaper motto, to understand a perspective.

Words to know

Fugitive Slave Act (1850)
A United States law that let slave catchers seize people who had escaped slavery anywhere in the US, including the northern states, and punished people who helped them.
abolitionist
A person who worked to end (abolish) slavery.
Provincial Freeman
A Black-run newspaper published in Canada West in the 1850s, founded by Mary Ann Shadd.
integration
People of different backgrounds living, learning and working together as equals.
segregation
Keeping people apart because of their race, for example in separate schools.
municipal government
Local government, such as a town or township council.

Let's start with a question

Imagine running a newspaper in the 1850s. You set every letter of type by hand. You pay for paper and ink. You travel from town to town to sell subscriptions. Now imagine doing all this as a Black woman, at a time when most people thought women should not speak in public at all.

Mary Ann Shadd did exactly that. In this lesson you will meet her and other Black Canadians who helped build the foundations of the country in the years before Confederation.

Remember from Grade 7

In Grade 7 you learned that slavery ended in the British Empire in 1834, that freedom seekers came north on the Underground Railroad, and that Black communities such as Wilberforce, Dawn (Josiah Henson) and the Elgin Settlement at Buxton were founded before 1850. You also learned that a 1850 change to Canada West's school law allowed separate schools for Black children.

Now we look at what happened next, in the 1850s.

1850: a new law pushes thousands north

In 1850, the United States passed the Fugitive Slave Act. It let slave catchers seize people who had escaped slavery anywhere in the US, even in the northern states where slavery was illegal. People who helped freedom seekers could be fined or jailed.

Consequence: Black people living in northern US cities were no longer safe, even if they had lived there for years. Many decided that British territory was the only safe place. The number of Black people coming to Canada West rose sharply in the 1850s. Many settled in towns and farms in places such as Windsor, Amherstburg, Chatham, Buxton, Dresden, St. Catharines, Hamilton, Toronto and Owen Sound.

Cause and consequence1850US FugitiveSlave ActNorthern USno longer safefor freedom seekersThousandsmove north toCanada WestCommunitiesgrow: Chatham,St. Catharines...
A chain of cause and consequence: one US law in 1850 changed where thousands of people chose to live, and helped Black communities in Canada West grow.

Mary Ann Shadd: "Self-Reliance is the True Road to Independence"

Mary Ann Shadd was born free in Wilmington, Delaware, in 1823. In 1851 she moved to Windsor, Canada West, and opened a school for the children of freedom seekers that was open to children of any background.

  • In 1852 she published A Plea for Emigration; or, Notes of Canada West, a guide encouraging Black Americans to move to Canada West, with facts about land, climate and jobs.
  • In 1853 she founded the Provincial Freeman, a weekly newspaper. It was published from Toronto and then from Chatham (from 1855). She is recognized as the first Black woman in North America to publish and edit a newspaper.
  • The paper's motto was "Self-Reliance is the True Road to Independence." It argued against slavery, reported on Black communities, and argued for integration: Black people should live as equal citizens alongside everyone else, not in separate settlements.
  • Money was always short, and the paper stopped publishing around 1859.

Shadd later married Thomas Cary and is often called Mary Ann Shadd Cary. She is a Person of National Historic Significance in Canada.

Harriet Tubman in St. Catharines

Harriet Tubman escaped slavery in Maryland in 1849 and became one of the best-known "conductors" on the Underground Railroad. After the Fugitive Slave Act, even the northern US was unsafe for the people she rescued, so she guided them all the way to St. Catharines, Canada West.

  • She lived in St. Catharines for much of the 1850s, while making dangerous trips back to Maryland. The Canadian Encyclopedia says she made at least 10 trips and brought at least 70 people to freedom, including members of her own family.
  • St. Catharines had a growing community of freedom seekers. Salem Chapel, a British Methodist Episcopal church built around 1855 near where she lived, is connected with her. It is now a National Historic Site.
  • Around 1859 she moved her parents to Auburn, New York, which became her later home. In the US Civil War she served the Union army as a nurse, scout and spy.

Voting and taking part in government

In Canada West, Black men who owned enough property could vote, like other men. (No women could vote in elections for the legislature.) But some politicians tried to limit Black people's rights.

  • In 1849, a politician named Edwin Larwill proposed taxes on Black immigrants and asked whether Black residents should be allowed to vote at all. In the 1857 election, Black voters in Kent County voted together for his opponent, Archibald McKellar, and helped defeat Larwill.
  • In 1859, Abraham Shadd, Mary Ann's father and a long-time anti-slavery activist, was elected to the council of Raleigh Township near Chatham. He is recognized as the first Black man elected to municipal government in Canada.

Black residents used the vote, petitions, newspapers and the courts to defend their rights.

185018601850US FugitiveSlave Act1851Shadd movesto Windsor1853ProvincialFreeman begins1855Freeman movesto Chatham1857Kent votersdefeat Larwill1859Abraham Shaddelected
A timeline of the 1850s in Canada West, drawn to scale (each tick is one year). Notice how much Black leaders achieved in less than ten years.

Obstacles: free, but not equal

  • Segregated schools: The 1850 school law allowed separate schools for Black children. In many towns, white trustees used it to keep Black children out of common schools, even when Black parents wanted their children in the same schools. The separate schools usually had less money. Black parents protested and went to court; some won, many did not. (Ontario's last segregated school did not close until 1965.)
  • Racism in daily life: some hotels, churches and businesses treated Black people unequally.
  • Kidnappers sometimes crossed the border to try to seize freedom seekers.
  • Hard beginnings: many freedom seekers arrived with almost nothing, in a cold climate, and had to clear land or find work fast.

Black communities answered by building churches, schools, newspapers, mutual-aid societies and businesses, and by helping each newcomer who arrived.

Person or communityContributionObstacle faced
Mary Ann ShaddTeacher; author; founded the Provincial Freeman (1853)Constant money problems; criticism of a woman leading a newspaper
Harriet TubmanGuided dozens of freedom seekers to St. CatharinesDanger of capture on every trip
Abraham ShaddElected to Raleigh Township council (1859)Politicians like Larwill trying to limit Black rights
Black voters of Kent CountyHelped defeat an anti-Black politician (1857)Property rules limited who could vote
Black parents in Canada WestBuilt schools and fought for equal schoolingSegregated schools allowed by law
Contributions and obstacles in the 1850s.
Worked example

Modelled example: Reading a motto as evidence

The Provincial Freeman's motto was "Self-Reliance is the True Road to Independence." What can this motto tell a historian about Mary Ann Shadd's perspective?

  1. What does it say? People become truly independent by relying on themselves: their own work, businesses and education.
  2. Who made it, and when? A Black-run newspaper in Canada West in the 1850s, written for Black readers and allies.
  3. What situation was it responding to? Many freedom seekers had just arrived. Some charities raised money "for" them, and some white people saw Black newcomers as needing to be looked after.
  4. What does it reveal? Shadd believed Black Canadians should be seen as capable, equal citizens, building their own success, not as people waiting for help. This fits her argument for integration.

The motto shows a perspective of pride, independence and equality. A short phrase can be powerful primary-source evidence when we ask who made it, when, and why.

Words matter

The 1850 US law used the word "fugitive", which means someone escaping the law. Historians usually say freedom seeker, because escaping slavery was an act of courage, not a crime. When you name the law, keep its real title, but explain the word.

Just for fun

Funny-but-true: printers in the 1850s set type by hand and kept the capital letters in a tray on top, the upper case, and the small letters in the tray below, the lower case. Every issue of the Provincial Freeman was built letter by letter like that. πŸ” 

Hands-on activity

Make a front page

You need: a large sheet of paper, pencils or markers.

  1. Design the front page of a newspaper in Canada West in 1855, in the style of the Provincial Freeman.
  2. Include: the paper's name and motto, a headline about a real event from this lesson (for example, "New Arrivals at St. Catharines" or "Kent Voters Defeat Larwill" for 1857 if you set your paper then), a short news story (4 to 6 sentences), and an advertisement for a Black-owned business or a school (you may invent a business, but label it "made up").
  3. Add one opinion box: a short argument for equal schooling.
  4. Read your front page aloud to a grown-up.

Look for: accurate facts, a clear perspective, and the difference between news (facts) and opinion (argument).

Your turn

1

What did the US Fugitive Slave Act of 1850 allow?

2

Why did the number of Black people coming to Canada West rise after 1850?

3

What newspaper did Mary Ann Shadd found, and in what year did it first appear?

4

Name two places the Provincial Freeman was published.

5

In which Canada West town did Harriet Tubman live for much of the 1850s?

6

Who was elected to Raleigh Township council in 1859, and why is this significant?

7

Give one obstacle Black children faced in school in Canada West.

More practice: warm-up

1

In what year was Mary Ann Shadd born, and where?

2

What was the Provincial Freeman's motto?

3

What is an abolitionist?

4

What church in St. Catharines is connected with Harriet Tubman?

5

In what year did Ontario's last segregated school close?

More practice: on your own

1

Explain how the 1857 election in Kent County shows Black residents using political power.

2

What did Mary Ann Shadd mean by "integration", and why might she have opposed separate settlements?

3

Why was A Plea for Emigration (1852) useful to Black Americans?

4

Sort into contribution or obstacle: (a) trustees refusing Black children in common schools; (b) Black churches helping newcomers; (c) kidnappers crossing the border; (d) Abraham Shadd's election.

5

Why is the story of Black communities in the 1850s part of the story of creating Canada?

Challenge

1

Mary Ann Shadd argued for integration, while settlements like Buxton were for Black settlers. Explain why both approaches made sense to different Black leaders.

2

Use the tests of historical significance to judge Mary Ann Shadd.

3

A student writes: "Canada West was a land of complete equality for Black people." Correct this statement using evidence.

Check your understanding

Quiz

1.

What was the main effect of the US Fugitive Slave Act of 1850 on Canada West?

2.

Mary Ann Shadd is recognized as the first Black woman in North America to...

3.

Where did Harriet Tubman bring many freedom seekers in the 1850s?

4.

Who was elected to Raleigh Township council in 1859?

5.

Which was an obstacle for Black families in Canada West in the 1850s?

6.

What did the Provincial Freeman argue for?

7.

How did Black voters in Kent County respond to Edwin Larwill?

For parents and teachers

Big idea: This lesson reflects the 2026 curriculum's focus on the significant contributions of Black individuals and communities to Canada's foundation as a nation and the obstacles they faced (A3), with perspectives (A2) and comparisons to today (A1).

Talking about slavery and racism: Be honest and calm. Avoid graphic descriptions. Emphasize agency: Black Canadians led their own escapes, wrote, voted, organized and built. Avoid a "Canada the hero" story: freedom from slavery did not mean equality.

How to help: If you are in southern Ontario, consider a visit to Salem Chapel (St. Catharines), the Buxton National Historic Site and Museum, the Chatham-Kent Black Historical Society, or the Amherstburg Freedom Museum. Mary Ann Shadd's story is a good one to read more about together.

Common difficulties: Mixing up Mary Ann Shadd and Abraham Shadd (daughter and father); thinking Canada West had no racism; thinking Black history in Canada is only about arrivals and not about leadership and politics.