into the society of Cheetham and Paine. Even the influx of New Englanders into the State could not save the Federalists; and in May, 1800, after a sharp struggle, New York finally enrolled itself on the side of Jefferson and George Clinton.
Fortunately for society, New York possessed no church to overthrow, or traditional doctrines to root out, or centuries of history to disavow. Literature of its own it had little; of intellectual unity, no trace. Washington Irving was a boy of seventeen wandering along the banks of the river he was to make famous; Fenimore Cooper was a boy of eleven playing in the primitive woods of Otsego, or fitting himself at Albany for entrance to Yale College; William Cullen Bryant was a child of six in the little village of Cummington, in western Massachusetts.
Political change could as little affect the educational system as it could affect history, church, or literature. In 1795, at the suggestion of Governor Clinton, an attempt had been made by the New York legislature to create a common-school system, and a sum of fifty thousand dollars was for five years annually applied to that object; but in 1800 the appropriation was exhausted, and the thirteen hundred schools which had been opened were declining. Columbia College, with a formidable array of unfilled professorships, and with fifteen or twenty annual graduates, stood apart from public affairs, although one of its professors, Dr. Samuel L. Mitchill, gave scientific reputation to the whole State. Like the poet Barlow,
