We must not be understood to intimate that up to the period of the Emancipation, the planters utterly prohibited the education of their slaves.  Public sentiment had undergone some change previous to that event.  When the public opinion of England began to be awakened against slavery, the planters were indured, for peace sake, to tolerate education to some extent; though they cannot be said to have encouraged it until after Emancipation.  This is the substance of the statements made to us.  Hence it appears that when the active opposition of the planters to education ceased, it was succeeded by a general indifference, but little less discouraging.  We of course speak of the planters as a body; there were some honorable exceptions.

Second, Education has become very extensive since emancipation.  There are probably not less than six thousand children who now enjoy daily instruction.  These are of all ages under twelve.  All classes feel an interest in knowledge.  While the schools previously established are flourishing in newness of life, additional ones are springing up in every quarter.  Sabbath schools, adult and infant schools, day and evening schools, are all crowded.  A teacher in a Sabbath school in St. John’s informed us, that the increase in that school immediately after emancipation was so sudden and great, that he could compare it to nothing but the rising of the mercury when the thermometer is removed out of the shade into the sun.

We learned that the Bible was the principal book taught in all the schools throughout the island.  As soon as the children have learned to read, the Bible is put into their hands.  They not only read it, but commit to memory portions of it every day:—­the first lesson in the morning is an examination on some passage of scripture.  We have never seen, even among Sabbath school children, a better acquaintance with the characters and events recorded in the Old and New Testaments, than among the negro children in Antigua.  Those passages which inculcate obedience to law are strongly enforced; and the prohibitions against stealing, lying, cheating, idleness, &c., are reiterated day and night.

Great attention is paid to singing in all the schools.

The songs which they usually sung, embraced such topics as Love to God—­the presence of God—­obedience to parents—­friendship for brothers and sisters and schoolmates—­love of school—­the sinfulness of sloth, of lying, and of stealing.  We quote the following hymn as a specimen of the subjects which are introduced into their songs:  often were we greeted with this sweet hymn, while visiting the different schools throughout the island.

BROTHERLY LOVE.

   CHORUS.

   We’re all brothers, sisters, brothers,
   We’re sisters and brothers,

   And heaven is our home. 
   We’re all brothers, sisters, brothers,
   We’re sisters and brothers,
   And heaven is our home.