The Anti-Slavery Examiner, Omnibus · Chapter 64Part 64
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At the close of the examination, the rewards, consisting of books, work-bags, &c. &c., chiefly sent by a society of females in England, were distributed. It was impossible to repress the effervescence of the little expectants. As a little one four years old came up for her reward, the superintendent said to her--"Well, little Becky, what do you want?" "Me wants a bag," said Becky, "and me wants a pin-cushion, and me wants a little book." Becky's desires were large, but being a good girl, she was gratified. Occasionally the girls were left to choose between a book and a work-bag, and although the bag might be gaudy and tempting, they invariably took the book.
The teachers were all but one blacks, and were formerly slaves. They are very devoted and faithful, but are ill-qualified for their duties, having obtained all the learning they possess in the Sabbath school. They are all pious, and exert a harpy influence on the morals of their pupils.
The number of scholars has very greatly increased since emancipation, and their morals have essentially improved. Instances of falsehood and theft, which at first were fearfully frequent and bold, have much lessened. They begin to have a regard for character. Their sense of right and wrong is enlightened, and their power of resisting temptation, and adhering to right, manifestly increased.
On the whole, we know not where we have looked on a more delightful scene. To stand in front of the pulpit and look around on a multitude of negro children, gathered from the sordid huts into which slavery had carried ignorance and misery--to see them coming up, with their teachers of the same proscribed hue, to hear them read the Bible, answer with readiness the questions of their superintendent, and lift up together their songs of infant praise, and then to remember that two years ago these four hundred children were slaves, and still more to remember that in our own country, boasting its republicanism and Christian institutions, there are thousands of just such children under the yoke and scourge, in utter heathenism, the victims of tyrannic law or of more tyrannic public opinion--caused the heart to swell with emotions unutterable. There were as many intelligent countenances, and as much activity and sprightliness, as we ever saw among an equal number of children anywhere. The correctness of their reading, the pertinence of their replies, the general proofs of talent which they showed through all the exercises, evinced that they are none inferior to the children of their white oppressors.
After singing a hymn they all kneeled down, and the school closed with a prayer and benediction. They continued singing as they retired from the house, and long after they had parted on their different ways home, their voices swelled on the breeze at a distance as the little parties from the estates chanted on their way the songs of the school room.
WILLOUGHBY BAY EXAMINATION.
When we entered the school house at Willoughby Bay, which is capable of containing a thousand persons, a low murmur, like the notes of preparation, ran over the multitude. One school came in after we arrived, marching in regular file, with their teacher, a negro man, at their head, and their standard bearer following; next, a sable girl with a box of Testaments on her head. The whole number of children was three hundred and fifty. The male division was first called out, and marched several times around the room, singing and keeping a regular step. After several rounds, they came to a halt, filing off and forming into ranks four rows deep--in quarter-circle shape. The music still continuing, the girls sallied forth, went through the same evolutions, and finally formed in rows corresponding with those of the boys, so as to compose with the latter a semicircle.
The schools were successively examined in spelling, reading, writing, cyphering, &c., after the manner already detailed. In most respects they showed equal proficiency with the children of Parham; and in reading the Testament, their accuracy was even greater. In looking over the writing, several "incendiary" copies caught our eyes. One was, "Masters, give unto your servants that which is just and equal." Another, "If I neglect the cause of my servant, what shall I do when I appear before my Master!" A few years ago, had children been permitted to write at all, one such copy as the above would have exploded the school, and perchance sent the teacher to jail for sedition. But now, thanks to God! the Negro children of Antigua are taught liberty from their Bibles, from their song books, and from their copy books too; they read of liberty, they sing of it, and they write of it; they chant to liberty in their school rooms, and they resume the strains on their homeward way, till every rustling lime-grove, and waving cane-field, is alive with their notes, and every hillock and dell rings with "free" echoes.
The girls, in their turn, pressed around us with the liveliest eagerness to display their little pieces of needle-work. Some had samplers marked with letters and devices in vari-colored silk. Others showed specimens of stitching; while the little ones held up their rude attempts at hemming handkerchiefs, aprons, and so on.
During the exercises we spoke to several elderly women, who were present to witness the scene. They were laborers on the estates, but having children in the school, they had put on their Sunday dresses, and "come to see." We spoke to one, of the privileges which the children were enjoying, since freedom. Her eyes filled, and she exclaimed, "Yes, massa, we do tank de good Lord for bring de free--never can be too tankful." She said she had seven children present, and it made her feel happy to know that they were learning to read. Another woman said, when she heard the children reading so finely, she wanted to "take de word's out of da mouts and put em in her own." In the morning, when she first entered the school house, she felt quite sick, but all the pleasant things she saw and heard, had made her well, and she added, "I tell you, me massa, it do my old heart good to come here." Another aged woman, who had grand-children in the school, said, when she saw what advantages the children enjoyed, she almost cried to think she was not a child too. Besides these there were a number of adult men and women, whom curiosity or parental solicitude had brought together, and they were thronging about the windows and doors witnessing the various exercises with the deepest interest. Among the rest was one old patriarch, who, anxious to bear some part however humble in the exercises of the occasion, walked to and fro among the children, with a six feet pole in his hand, to keep order.
These schools, and those examined at Parham, are under the general supervision of Mr. Charles Thwaites, an indefatigable and long tried friend of the negroes.
We here insert a valuable communication which we received from Mr. T. in reply to several queries addressed to him. It will give further information relative to the schools.
Mr. Charles Thwaites' Replies to Queries on Education in Antigua.
1. What has been your business for some years past in Antigua?
A superintendent of schools, and catechist to the negroes.
2. How long have you been engaged in this business?
Twenty-four years. The first four years engaged gratuitously, ten years employed by the Church Missionary Society, and since, by the Wesleyan Missionary Society.
3. How many schools have you under your charge?
Sunday schools, (including all belonging to the Wesleyan Missionary Society,) eight, with 1850 scholars; day schools, seventeen with 1250 scholars; night schools on twenty-six estates, 336 scholars. The total number of scholars under instruction is about 3500.
4. Are the scholars principally the children who were emancipated in August, 1834?
Yes, except the children in St. John's, most of whom were free before.
5. Are the teachers negroes, colored, or white?
One white, four colored, and sixteen black.[A]
[Footnote A: This number includes only salaried teachers, and not the gratuitous.]
6. How many of the teachers were slaves prior to the first of August, 1834?
Thirteen.
7. What were their opportunities for learning?
The Sunday and night schools; and they have much improved themselves since they have been in their present employment.
8. What are their qualifications for teaching, as to education, religion, zeal, perseverance, &c.?
The white and two of the colored teachers, I presume, are well calculated, in all respects, to carry on a school in the ablest manner. The others are deficient in education, but are zealous, and very persevering.
9. What are the wages of these teachers?
The teachers' pay is, some four, and some three dollars per month. This sum is far too small, and would be greater if the funds were sufficient.
10. How and by whom are the expenses of superintendent, teachers, and schools defrayed?
The superintendent's salary, &c., is paid by the Wesleyan Missionary Society. The expenses of teachers and schools are defrayed by charitable societies and friends in England, particularly the Negro Education Society, which grants 50l. sterling per annum towards this object, and pays the rent of the Church Missionary Society's premises in Willoughby Bay for use of the schools. About 46l. sterling per annum is also raised from the children; each child taught writing and needle-work, pays 1-1/2d. sterling per week.
11. Is it your opinion that the negro children are as ready to receive instruction as white children?
Yes, perfectly so.
12. Do parents manifest interest in the education of their children?
They do. Some of the parents are, however, still very ignorant, and are not aware how much their children lose by irregular attendance at the schools.
13. Have there been many instances of theft among the scholars?
Not more than among any other class of children.
RESULTS.
Besides an attendance upon the various schools, we procured specific information from teachers, missionaries, planters, and others, with regard to the past and present state of education, and the weight of testimony was to the following effect:
First, That education was by no means extensive previous to emancipation. The testimony of one planter was, that not a tenth part of the present adult population knew the letters of the alphabet. Other planters, and some missionaries, thought the proportion might be somewhat larger; but all agreed that it was very small. The testimony of the venerable Mr. Newby, the oldest Moravian missionary in the island, was, that such was the opposition among the planters, it was impossible to teach the slaves, excepting by night, secretly. Mr. Thwaites informed us that the children were not allowed to attend day school after they were six years old. All the instruction they obtained after that age, was got at night--a very unsuitable time to study, for those who worked all day under an exhausting sun. It is manifest that the instruction received under six years of age, would soon be effaced by the incessant toil of subsequent life. The account given in a former connection of the adult school under the charge of Mr. Morrish, at Newfield, shows most clearly the past inattention to education. And yet Mr. M. stated that his school was a fair specimen of the intelligence of the negroes generally. One more evidence in point is the acknowledged ignorance of Mr. Thwaites' teachers. After searching through the whole freed population for a dozen suitable teachers of children. Mr. T. could not find even that number who could read well. Many children in the schools of six years old read better than their teachers.
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.
The God of heaven is pleased to see That little children all agree; And will not slight the praise they bring, When loving children join to sing: We're all brothers, sisters, brothers, &c.
For love and kindness please him more Than if we gave him all our store; And children here, who dwell in love, Are like his happy ones above. We're all brothers, sisters, brothers, &c.
The gentle child that tries to please, That hates to quarrel, fret, and teaze, And would not say an angry word-- That child is pleasing to the Lord. We're all brothers, sisters, brothers, &c.
O God! forgive, whenever we Forget thy will, and disagree; And grant that each of us, may find The sweet delight of being kind. We're all brothers, sisters, brothers, &c.
We were convinced that the negroes were as capable of receiving instruction as any people in the world. The testimony of teachers, missionaries, clergymen, and planters, was uniform on this point.
Said one planter of age and long experience on the island, "The negroes are as capable of culture as any people on earth. Color makes no difference in minds. It is slavery alone that has degraded the negro."
Another planter, by way of replying to our inquiry on this subject, sent for a negro child of five years, who read with great fluency in any part of the Testament to which we turned her. "Now," said the gentleman, "I should be ashamed to let you hear my own son, of the same age with that little girl, read after her." We put the following questions to the Wesleyan missionaries: "Are the negroes as apt to learn, as other people in similar circumstances?" Their written reply was this: "We think they are; the same diversified qualities of intellect appear among them, as among other people." We put the same question to the Moravian missionaries, to the clergymen, and to the teachers of each denomination, some of whom, having taught schools in England, were well qualified to judge between the European children and the negro children; and we uniformly received substantially the same answer. Such, however, was the air of surprise with which our question was often received, that it required some courage to repeat it. Sometimes it excited a smile, as though we could not be serious in the inquiry. And indeed we seldom got a direct and explicit answer, without previously stating by way of explanation that we had no doubts of our own, but wished to remove those extensively entertained among our countrymen. After all, we were scarcely credited in Antigua. Such cases as the following were common in every school: children of four and five years old reading the Bible; children beginning in their A, B, C's, and learning to read in four months; children of five and six, answering a variety of questions on the historical parts of the Old Testament; children but a little older, displaying fine specimens of penmanship, performing sums in the compound rules, and running over the multiplication table, and the pound, shilling, and pence table, without mistake.
We were grieved to find that most of the teachers employed in the instruction of the children, were exceedingly unfit for the work. They are very ignorant themselves, and have but little skill in the management of children. This however is a necessary evil. The emancipated negroes feel a great anxiety for the education of their children. They encourage them to go to school, and they labor to support them, while they have strong temptation to detain them at home to work. They also pay a small sum every week for the maintenance of the schools.
In conclusion, we would observe, that one of the prominent features of regenerated Antigua, is its education. An intelligent religion, and a religious education, are the twin glories of this emancipated colony. It is comment enough upon the difference between slavery and freedom, that the same agents which are deprecated as the destroyers of the one, are cherished as the defenders of the other.
Before entering upon a detail of the testimony which bears more directly upon slavery in America, we deem it proper to consider the inquiry.
"What is the amount of freedom in Antigua, as regulated by law?"
1st. The people are entirely free from the whip, and from all compulsory control of the master.
2d. They can change employers whenever they become dissatisfied with their situation, by previously giving a month's notice.
3d. They have the right of trial by jury in all cases of a serious nature, while for small offences, the magistrate's court is open. They may have legal redress for any wrong or violence inflicted by their employers.
4th. Parents have the entire control of their children. The planter cannot in any way interfere with them. The parents have the whole charge of their support.
5th. By an express provision of the legislature, it was made obligatory upon every planter to support all the superannuated, infirm, or diseased on the estate, who were such at this time of emancipation. Those who have become so since 1834, fall upon the hands of their relatives for maintenance.
6th. The amount of wages is not determined by law. By a general understanding among the planters, the rate is at present fixed at a shilling per day, or a little more than fifty cents per week, counting five working days. This matter is wisely left to be regulated by the character of the seasons, and the mutual agreement of the parties concerned. As the island is suffering rather from a paucity of laborers, than otherwise, labor must in good seasons command good wages. The present rate of wages is extremely low, though it is made barely tolerable by the additional perquisites which the people enjoy. They have them houses rent free, and in connection with them small premises forty feet square, suitable for gardens, and for raising poultry, and pigs, &c.; for which they always find a ready market. Moreover, they are burthened with no taxes whatever; and added to this, they are supplied with medical attendance at the expense of the estates.
7th. The master is authorized in case of neglect of work, or turning out late in the morning, or entire absence from labor, to reduce the wages, or withhold them for a time, not exceeding a week.
8th. The agricultural laborers may leave the field whenever they choose, (provided they give a month's previous notice,) and engage in any other business; or they may purchase land and become cultivators themselves, though in either case they are of course liable to forfeit their houses on the estates.
9th. They may leave the island, if they choose, and seek their fortunes in any other part of the world, by making provision for their near relatives left behind. This privilege has been lately tested by the emigration of some of the negroes to Demerara. The authorities of the island became alarmed lest they should lose too many of the laboring population, and the question was under discussion, at the time we were in Antigua, whether it would not be lawful to prohibit the emigration. It was settled, however, that such a measure would be illegal, and the planters were left to the alternative of either being abandoned by their negroes, or of securing their continuance by adding to their comforts and treating them kindly.
10. The right of suffrage, and eligibility to office are subject to no restrictions, save the single one of property, which is the same with all colors. The property qualification, however, is so great, as effectually to exclude the whole agricultural negro population for many years.
11th. The main constabulary force is composed of emancipated negroes, living on the estates. One or two trust-worthy men on each estate are empowered with the authority of constables in relation to the people on the same estate, and much reliance is placed upon these men, to preserve order and to bring offenders to trial.
12th. A body of police has been established, whose duty it is to arrest all disorderly or riotous persons, to repair to the estates in case of trouble, and co-operate with the constables, in arraigning all persons charged with the violation of law.
13th. The punishment for slight offences, such as stealing sugar-canes from the field, is confinement in the house of correction, or being sentenced to the tread-mill, for any period from three days to three months. The punishment for burglary, and other high offences, is solitary confinement in chains, or transportation for life to Botany Bay.
Such are the main features in the statutes, regulating the freedom of the emancipated population of Antigua. It will be seen that there is no enactment which materially modifies, or unduly restrains, the liberty of the subject. There are no secret reservations or postscript provisoes, which nullify the boon of freedom. Not only is slavery utterly abolished, but all its appendages are scattered to the winds; and a system of impartial laws secures justice to all, of every color and condition.
The measure of success which has crowned the experiment of emancipation in Antigua--an experiment tried under so many adverse circumstances, and with comparatively few local advantages--is highly encouraging to slaveholders in our country. It must be evident that the balance of advantages between the situation of Antigua and that of the South, is decidedly in favor of the latter. The South has her resident proprietors, her resources of wealth, talent, and enterprise, and her preponderance of white population; she also enjoys a regularity of seasons, but rarely disturbed by desolating droughts, a bracing climate, which imparts energy and activity to her laboring population, and comparatively numerous wants to stimulate and press the laborer up to the working mark; she has close by her side the example of a free country, whose superior progress in internal improvements, wealth, the arts and sciences, morals and religion, all ocular demonstration to her of her own wretched policy, and a moving appeal in favor of abolition; and above all, site has the opportunity of choosing her own mode, and of ensuring all the blessings of a voluntary and peaceable manumission, while the energies, the resources, the sympathies, and the prayers of the North, stand pledged to her assistance.
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FACTS AND TESTIMONY.
We have reserved the mass of facts and testimony, bearing immediately upon slavery in America, in order that we might present them together in a condensed furor, under distinct heads. These heads, it will be perceived, consist chiefly of propositions which are warmly contested in our country. Will the reader examine these principles in the light of facts? Will the candid of our countrymen--whatever opinions they may hitherto hate entertained on this subject--hear the concurrent testimony of numerous planters, legislators, lawyers, physicians, and merchants, who have until three years past been wedded to slavery by birth, education, prejudice, associations, and supposed interest, but who have since been divorced from all connection with the system?
In most cases we shall give the names, the stations, and business of our witnesses; in a few instances, in which we were requested to withhold the name, we shall state such circumstances as will serve to show the standing and competency of the individuals. If the reader should find in what follows, very little testimony unfavorable to emancipation, he may know the reason to be, that little was to be gleaned from any part of Antigua. Indeed, we may say that, with very few exceptions, the sentiments here recorded as coming from individuals, are really the sentiments of the whole community. There is no such thing known in Antigua as an opposing, disaffected party. So complete and thorough has been the change in public opinion, that it would be now disreputable to speak against emancipation.
FIRST PROPOSITION.--The transition from slavery to freedom is represented as a greet revolution, by which a prodigious change was effected in the condition of the negroes.
In conversation with us, the planters often spoke of the greatness and suddenness of the change. Said Mr. Barnard, of Green Castle estate, "The transition from slavery to freedom, was like passing suddenly out of a dark dungeon into the light of the sun."
R.B. Eldridge, Esq., a member of the assembly, remarked, that, "There never had been in the history of the world so great and instantaneous a change in the condition of so large a body of people."
The Honorable Nicholas Nugent, speaker of the house of assembly, and proprietor, said, "There never was so sudden a transition from one state to another, by so large a body of people. When the clock began to strike the hour of twelve on the last night of July, 1834, the negroes of Antigua were slaves--when it ceased they were all freemen! It was a stupendous change," he said, "and it was one of the sublimest spectacles ever witnessed, to see the subjects of the change engaged at the very moment it occurred, in worshipping God."
These, and very many similar ones, were the spontaneous expressions of men who had long contended against the change of which they spoke.
It is exceedingly difficult to make slaveholders see that there is any material difference between slavery and freedom; but when they have once renounced slavery, they will magnify this distinction more than any other class of men.
SECOND PROPOSITION.--Emancipation in Antigua was the result of political and pecuniary considerations merely.
Abolition was seen to be inevitable, and there were but two courses left to the colonists--to adopt the apprenticeship system, or immediate emancipation. Motives of convenience led them to choose the latter. Considerations of general philanthropy, of human rights, and of the sinfulness of slavery, were scarcely so much as thought of.
Some time previous to the abolition of slavery, a meeting of the influential men of the island was called in St. John's, to memorialize parliament against the measure of abolition. When the meeting convened, the Hon. Samuel O. Baijer, who had been the champion of the opposition, was called upon to propose a plan of procedure. To the consternation of the pro-slavery meeting, their leader arose and spoke to the following effect:--"Gentlemen, my previous sentiments on this subject are well known to you all; be not surprised to learn that they have undergone an entire change, I have not altered my views without mature deliberation. I have been making calculations with regard to the probable results of emancipation, and I have ascertained beyond a doubt, that I can cultivate my estate at least one third cheaper by free labor than by slave labor." After Mr. B. had finished his remarks, Mr. S. Shands, member of assembly, and a wealthy proprietor, observed that he entertained precisely the same views with those just expressed; but he thought that the honorable gentleman had been unwise in uttering them in so public a manner; "for," said he, "should these sentiments reach the ear of parliament, as coming from us, it might induce them to withhold the compensation."
Col. Edwards, member of the assembly, then arose and said, that he had long been opposed to slavery, but he had not dared to avow his sentiments.