On Tuesday, the 24th of February, I left the River Demerara, on board the army brigantine, Duke of York. My destination was Trinidad, but as the captain had business at Tobago, we stood first for that island. We sailed from Georgetown at 4 p.m., on the 24th, and at 6 p.m., on the 27th, anchored in Scarborough Bay. Tobago is a small island of volcanic origin; the most southerly of the Windward group, and not quite so far to the east as Barbados. This island, it is said; was discovered by Columbus in 1496, which I doubt very much; for, as we know that Trinidad was not seen till two years afterwards, I cannot suppose that Columbus could visit Tobago, and not see the high mountains that were not more than eight or ten miles distant. I should rather think, that Trinidad and Tobago must have been discovered at the same time. The origin assigned to the name is also doubtful. Tobago, or Tobacco, may have been the original name of the narcotic herb now so much in repute in Europe; but why it should be so abundantly used in this little spot as to lead the Spanish commander to designate the island thereby, has nowhere been stated. When first visited, it was occupied by a tribe of natives from the main-land. These, whether from the genuine nation of the Carabeese or not, were accounted Carribs by the discoverers.

Nothing less than an entire work would be required for the discussion of the subject of education in any country. I can only indicate here two or three peculiarities which strike the stranger in the discipline of American children; of those whose lot is cast in the northern States; for it needs no further showing, that those who are reared among slaves have not the ordinary chances of wisdom and peace.

The Americans, particularly those of New England, look with a just complacency on the apparatus of education furnished to their entire population. There are schools provided for the training of every individual, from the earliest age; colleges to receive the élite of the schools; and lyceums, and other such institutions, for the subsequent instruction of working men. The provision of schools is so adequate, that any citizen who sees a child at play during school-hours, may ask “why are you not at school?” and, unless a good reason be given, may take him to the school-house of the district. Some, who do not penetrate to the principle of this, exclaim upon the tyranny practised upon the parents. The principle is, that, in a democracy, where life and society are equally open to all, and where all have agreed to require of each other a certain amount of intellectual and moral competency, the means being provided, it becomes the duty of all to see that the means are used.

Though the Portuguese first discovered the island, and are said to have given it a name, it was not until after a Dutch ship had visited and examined its capabilities, that it excited any attention in Europe.

The Dutch captain, on his arrival in Holland, gave such a flattering account of his visit, that it attracted the attention of the English ambassador, who secretly transmitted the details to his friends in London, and they without loss of time fitted out two or three ships with adventurers. These went and took possession of Barbados in the name of the king of England, and from that hour (February 17th, 1625), to the present time, it has never acknowledged any other authority. James I., immediately before his death, had granted the sovereignty of Barbados, and of the other British colonies in the West Indies, to his favourite, Hay, Earl of Carlisle; other courtiers, at subsequent periods, got this grant changed or modified, but it was under the auspices of Hay that Barbados rose into importance, and after him the waters of Bridgetown were called Carlisle Bay. Many of the first planters were connected with the highest families in England. Their descendants have been ennobled, and many gentlemen of Barbados have been created baronets of Great Britain. I am not surprised, therefore, that the Barbadians should assume a proud bearing.