Society in Massachusetts was sharply divided by politics. In 1800 one half the population, represented under property qualifications by only some twenty thousand voters, was Republican. The other half, which cast about twenty-five thousand votes, included nearly every one in the professional and mercantile classes, and represented the wealth, social position, and education of the Commonwealth; but its strength lay in the Congregational churches and in the cordial union between the clergy, the magistracy, the bench and bar, and respectable society throughout the State. This union created what was unknown beyond New England,--an organized social system, capable of acting at command either for offence or defence, and admirably adapted for the uses of the eighteenth century. Had the authority of the dominant classes in Massachusetts depended merely on office, the task of overthrowing it would have been as simple as it was elsewhere; but the New England oligarchy struck its roots deep into the soil, and was supported by the convictions of the people. Unfortunately the system was not and could not be quickly adapted to the movement of the age. Its starting-point lay in the educational system, which was in principle excellent; but it was also antiquated. Little change had been made in it since colonial times. The common schools were what they had been from the first; the academies and colleges were no more changed than the schools. On an average of ten years, from 1790 to 1800, thirty-nine young men annually took degrees from Harvard College; while during the ten years, 1766-1776, that preceded the Revolutionary War, forty-three bachelors of arts had been annually sent into the world, and even in 1720-1730 the average number had been thirty-five. The only sign of change was that in 1720-1730 about one hundred and forty graduates had gone into the Church, while in 1790-1800 only about eighty chose this career. At the earlier period the president, a professor of theology, one of mathematics, and four tutors gave instruction to the under-graduates. In 1800 the president, the professor of theology, the professor of mathematics, and a professor of Hebrew, created in 1765, with the four tutors did the same work. The method of instruction had not changed in the interval, being suited to children fourteen years of age; the instruction itself was poor, and the discipline was indifferent. Harvard College had not in eighty years made as much progress as was afterward made in twenty. Life was quickening within it as within all mankind,--the spirit and vivacity of the coming age could not be wholly shut out; but none the less the college resembled a priesthood which had lost the secret of its mysteries, and patiently stood holding the flickering torch before cold altars, until God should vouchsafe a new dispensation of sunlight.