There could be no greater injustice to a population than to compel them to have their children educated in a manner contrary to their own religious belief. It had been stipulated that the question was to be made subject to the rights and privileges which the minorities might have as to their separate and denominational schools.
§.93 of the Constitution Act, 1867.
He would now endeavour to speak somewhat fully as to one of the most important questions, perhaps the most important— that could be confided to the Legislature- the question of Education. This was a question in which, in Lower Canada, they must all feel the greatest interest, and in respect to which more, apprehension might be supposed to exist in the minds at any rate of the Protestant population, than in regard to anything else connected with the whole scheme of federation. It must be clear that a measure would not he favorably entertained by the minority of Lower Canada which would place the education of their children and the provision for their schools wholly in the hands of a majority of a different faith. It was clear that in confiding the general subject of education to the Local Legislatures it was absolutely necessary it should be accompanied with such restrictions as would prevent injustice in any respect from being done to the minority.
§.93 of the Constitution Act, 1867.
He had omitted referring to these, when be was reading the list of subjects confided to the General Legislatures, in which they were also included—because he was aware they would come up again, in going over the subjects to be dealt with by the Local Legislatures. These two matters of Agriculture and Immigration must certainly be considered as common in a great measure to all, but at the same time legislation with regard to them might be affected by certain measures which might have only a local bearing. Consequently it was provided that there should be concurrent jurisdiction on these two questions. But, with this concurrent jurisdiction, in the event of any clashing taking place between the action of the General Government and the action of the Local Governments, it was provided that the general policy, the policy of the General Government, that which bad been adopted for the good of the country at large, should supersede and override any adverse action which the Local Legislature might have taken with a view to purely local purposes. The design was to harmonize the system of Immigration and Agriculture over the whole of British North America, while locally it might be subjected to such regulations and stipulations as the Local Legislatures might determine from any cause to apply to it.
§.95 of the Constitution Act, 1867.
“The establishment and tenure of local offices, and the appointment of local officers,”—these were functions which plainly belonged to the Local Legislatures.
§.92(4) of the Constitution Act, 1867.
For, while they would be selected from among ourselves, they would be required to administer the Governments of their respective Provinces, not according to their own will and pleasure but according to the advice of officers who possessed the confidence of the Local Legislatures of those Provinces. Consequently we should always have the means of bringing about harmony, if any difficulty arose between any of the local bodies and the General Government, through the Lieutenant Governor, and we should have a system under which, all action beginning with the people and proceeding through the Local Legislature, would, before it became law, come under the revision of the Lieutenant Governor, who would be responsible for his action, and be obliged to made his report to the superior authority.
§.58 of the Constitution Act, 1867.
It was well that there should be those objects of ambition. At present the Bar and the Bench might be said to possess almost the only prizes the country offered to its public men. It was desirable, he thought, that we should have within our reach the opportunity of rewarding merit by appointing from among ourselves in the several Provinces those who should be the heads of the Local Governments and who should form the links of connection between the Local Governments and the General Government, holding to that General Government the same relations as were now held by the heads of the Provincial Governments to the imperial Government, and discharging the duties [Page 14] of their offices under the same local advice as that which the Governors now acted on.
§.58 of the Constitution Act, 1867.
it was felt there was no necessity whatever for their being in communication with the Imperial Government, but that on the contrary very great mischief might arise, if they were permitted to bold that communication. It was also thought that, in keeping the appointment of the Lieutenant Governors in the hands of the General Government, this further advantage would be gained ; the appointments would be conferred on men in our own country. (Hear, hear.) There would be a selection from the public men of intelligence and standing in the respective Provinces, and they would go to the discharge of the duties imposed upon them with experience gained in public life in the colonies whose local affairs they were called on to administer, so that they would carry to the administration of public affairs in the respective Provinces that valuable acquaintance with the feelings and habits of thought of the people which they had gained during their public life.
§.58 of the Constitution Act, 1867.
And the first change he had to draw their attention to was with reference to the appointment of the Lieutenant Governor who it was proposed should be appointed by the General Government. The reason why this was preferred to the appointment taking place as heretofore by the Crown was that it was intended that the communication between all the several Provinces and the Imperial Government should be restricted to the General Government.
§.58 of the Constitution Act, 1867.
that the Local Governments should be constituted, to the powers to be committed to them, and the exercise of those powers. It was proposed that in the meantime they should be constituted as at present, that is to say, consisting of a Lieutenant Governor, a Legislative Council, and a Legislative Assembly.
Part V and §§.64, 65, 69, 71, 80, and 82 of the Constitution Act, 1867.
He might remark, with reference to the appointment of Judges by the general Government, that they were to be selected from the Bars of the several Provinces, and the idea was thrown out at the Conference that there was such a similarity in the laws of Upper Canada, Nova Scotia, New Brunswick, Newfoundland, and Prince Edward Island—all of them possessing the English law–that the probability was that they would be able to consolidate their laws, and that of course, if that were done, there would be a larger scope for the selection of the Bench— and in other respects also he believed that great advantages would result from it. But, in the case of Lower Canada, where we had a different system of law altogether, it was plain that the Judges could be selected only from among gentlemen conversant with that law, and therefore it was provided that the Judges should be selected from the Bars of the respective Provinces in which they were to act, but in the case of the consolidation of the laws of the several Maritime Provinces and of Upper Canada, the choice would extend to the Bars of all those Provinces.
§§.97 and 98 of the Constitution Act, 1867.
He felt that to the gentlemen who had so worthily filled tor so many years the positions of our Judges, was due in a great measure the prosperity of the country, the happiness of the people, and the security to life and property we enjoyed. He thought that the higher their position was made and the more respect paid them, the better it would be for the general interest, and were the appointment and payment of the judges put into the bands of the local legislatures it would be a diminution of the importance the former were entitled to expect at our hands ; he thought there was no one in the country, with the exception of the Governor General himself, whom we should so desire to see upheld in the public estimation as those men who administered justice in the Courts.
§.96 of the Constitution Act, 1867.
It was also proposed that the Judges of the Superior Courts in each Province, and of the County Courts of Upper Canada, should be appointed by the General Government and paid by it. He was glad this power had been conferred, believing that if there was one thing more than another which they should seek to do in this country, it was to elevate the character of the Bench.
§.96 of the Constitution Act, 1867.
It was proposed to ask the Imperial Government to confer upon the General Government the power of constituting such a court, not, however, with the desire to abolish the present right of appeal to England.
§.101 of the Constitution Act, 1867.
At present appeal lay from our courts ultimately to the Queen in Privy Council, and it was not intended to deprive the subject of recourse to this ultimate court ; but at the same time it was well, in assimilating the present systems of law, for the benefit of all the Provinces, that they should have the assembled wisdom of the Bench brought together in a general court of appeal to decide ultimate causes, which would before long doubtless supersede the necessity of going to the enormous expense of carrying appeals to England.
§.101 of the Constitution Act, 1867.
It was thought proper to give to the General Government the right to establish a general Court of Appeal for the federated Provinces He thought that while there was no express provision for the establishment of such a court, many who had studied the question would agree that it was desirable the General Legislature should have the power of constituting such a court, if it saw fit to do so.
§.101 of the Constitution Act, 1867.
rime should meet with the same punishment no matter in what part of the Country committed. The right hand of justice should be as sure of grasping the criminal and punishing him for his offence in one part as in another. There should be no distinction anywhere in regard to the amount of punishment inflicted for offences.
§.91(27) of the Constitution Act, 1867.
It was desirable the General Government should have the control of the medium through which the trade and commerce of the country was carried on, and that in the establishment of banks, the issue of paper money and in offering to the public the paper representative of their labor, in whatever part of the country, there should be the same legislative security for the people
§§.91(2)(14)(15)(16) of the Constitution Act, 1867.
and in framing a union of these Provinces it was desirable that whatever might be the inducement that brought foreigners hither, whether a desire to embark in the Fisheries of Newfoundland, in the Lumbering of New Brunswick, or in the agricultural and manufacturing industries of Upper or Lower Canada, we should hold out to them the utmost facilities for becoming subjects of the British Crown here.
§.91(25) of the Constitution Act, 1867.
The protection of the Indians, and the naturalization of aliens were matters which necessarily fell to the general Government.
§§.91(24)(25) of the Constitution Act, 1867.
The control of the Militia was certainly a subject which they must all feel ought to be in the hands of one central power. If them was one thing more than another which required to be directed by one mind, governed by one influence and one policy, it was that which concerned the defence of the country.
§§.15 and 91(7) of the Constitution Act, 1867.
In fact he might say that lines of telegraph, railways, etc., and all works of an essentially general character, as distinguished from those merely local, were intended to be under the control of the General Government who would administer them for the common Interest. They would be put beyond the power of any local government to obstruct or interfere with, they being a means by which the trade and industry of the country at large would benefit. It would not be found possible in any part of the united ter- [Page 12] ritory to offer objection to that which was in the common interest, simply on account of its being situated in any particular locality.
§.91(29) of the Constitution Act, 1867.
Lines of steam or other ships, railways, as well as canals and other works connecting any two or more of the Provinces together, or extending beyond the limits of any Province, would be under the control of the General Government.
§.92(10) of the Constitution Act, 1867.
If there was one branch of the public service which, more than another, should be under the control of the general government it was the Postal Service ; and it had been agreed to leave it entirely in the hands of the General Government.
§.91(5) of the Constitution Act, 1867.
the Central Government would have the power of raising money by all the other modes and systems of taxation—the power of taxation had been confided to the General Legislature—and there was only one method left to the Local Governments, if their own resources became exhausted, and this was direct taxation.
§§.91(3) and 92(2) of the Constitution Act, 1867.
its representatives at the conference urged that if the General Government should put an export duty on coal, one of their most important resources would be interfered with, and Nova Scotia was therefore permitted to deal with the export duty on coal and other minerals, just as New Brunswick was with regard to timber.
§.121 of the Constitution Act, 1867.
The correct interpretation of the clause would, however, leave to the General Government the power of levying a duty on exports of lumber in all the Provinces except New Brunswick, which alone would possess the right to impose duties on the export of timber.
§§.121 and 124 of the Constitution Act, 1867.
Now inasmuch as the territorial possessions of each Province were reserved as a means of producing local revenue for the respective Provinces, it was evident that if the Province of New Brunswick were deprived of this privilege of imposing an export duty it would be obliged to revert to the old expensive process of levying stumpage dues, against which its representatives in Conference very strongly protested.
§.92(5) of the Constitution Act, 1867.
He might remark that in the published statement it was said the General Government should not have the right of imposing duties on exports of lumber, coal and other minerals, but the understanding was that the clause should be limited in the case of timber to the Province of New Brunswick, and in the oas3 of coal and other minerals to the Province of Nova Scotia. The reasons for this prohibition were that the duty on the export of timber in New Brunswick was in reality only the mode in which they collected stumpage.
§§.121 and 124 of the Constitution Act, 1867.
The regulation of duties of customs on imports and exports might perhaps be considered so intimately connected with the subject of trade and commerce as to require no separate mention in this place ; he would however allude to it because one of the chief benefits expected to flow from the Confederation was the free interchange of the products of the labor of each Province, without being subjected to any fiscal burden whatever ; and another was the assimilation of the tariffs. It was most important to see that no local legislature should by its separate action be able to put any such restrictions on the free interchange of commodities as to prevent the manufactures of the rest from finding a market in any one province, and thus from sharing in the advantages of the extended Union
§§.121 and 122 of the Constitution Act, 1867.
It would have the regulation of all the trade and commerce of the country, for besides that these were subjects in reference to which no local interest could exisit, it was desirable that they should be dealt with throughout the Confederation on the same principles.
§§.91(1a) and (2) of the Constitution Act, 1867.
Home change would have to be made in the duration of the Parliaments of the local systems, and it was thought desirable that the term of existence of the General Legislature should be longer than any that could possibly be adopted for the local bodies.
§.50 of the Constitution Act, 1867.
What was desired was that elections and dissolutions of Parliament should take place with sufficient frequency to ensure that the representatives should truly represent the people.
§.50 of the Constitution Act, 1867.
It was also proposed that the duration of Parliament should be extended from four to five years. The reason for adopting this coarse was that under our present system Parliaments seldom lasted longer than three years. In England where their legal duration was seven years, it was found, on an examination of the records of the last sixty or seventy years, that the average length of each Parliament was only a trifle over four years.
§.50 of the Constitution Act, 1867.
tion they might be inclined to appoint their own political friends to the exclusion of the others. But it was intended that the nomination should be so made that not only the members composing the Government but also the Opposition to the Government should be fairly represented in the Legislative Council. So far as Canada was concerned, there was no likelihood of difficulty arising on this point, because the coalition which was formed between the Liberal and Conservative parties would preclude any attempt calculated to injure the interests of either. (Hear, hear, and cheers.) In the case of the Lower Provinces the same reasons did not exist. Their governments were still party governments, and though they had associated with them, in the Conference which had taken place, the leaders of the Opposition, still the action to be taken would necessarily be the action of the governments of the Lower Provinces. It was therefore proposed that there should be a guarantee given that all political parties should be as nearly as possible fully represented.
§.25 of the Constitution Act, 1867.
The House would never have lees than 194 members, but it would increase at a very slow rate, as it would only be the greater increase of any Province over that of Lower Canada which would entitle it to additional representation, while, if the agricultural resources of Lower Canada became developed, and its mineral wealth explored, so that it increased faster than Upper Canada, then the number of representatives for Upper Canada would be diminished, not those for Lower Canada increased. Of course, to provide for the settlement of the remote portions of the country which might be brought in from time to time, power was reserved to increase the number of members ; but such members could only be increased preserving the relative proportions. One advantage which would flow from this was that white 194 or 300 members were certainly sufficient to carry on the business of the country, we should be spared the enormous expense which would be entailed upon us if the representatives were rapidly to grow up to 300 or perhaps 400 members.
§§.51 and 52 of the Constitution Act, 1867.
Population was made the basis, and to prevent any undue augmentation in the numbers of the Lower House as population increased, it was settled that there should be a fixed standard on which the numbers of the House should be calculated, and Lower Canada was selected as affording the proper basis.
§§.51 and 52 of the Constitution Act, 1867.
Now unless this were done, it was plain that Upper Canada would not, under any circumstances, have consented to be a party to the Union, since for many years it had been claiming additional representation as a matter of right, and would certainly not have entered a Confederation, unless a due share of control were given it over the expenditure and taxation to which it so largely contributed.
§.51 of the Constitution Act, 1867.
Consequently there was a greater certainty that fairness would be meted out to both parties, if the representatives in the Upper House were to be chosen from the electoral limits which now existed. It was intended that the first selection of Legislative Councillors should be made from the present Legislative Councils of the several Provinces, and without referring to the reasons which actuated gentlemen from the Lower Provinces in regard to this matter, he thought it might be sufficient to point out that in Canada, where we had forty-eight gentlemen sitting in the Upper House by the right of election, it would have been doing a wrong, not merely to them individually, but to their constituents too, if they had from any cause been attempted to be overlooked. It was quite evident even if no such clause had been inserted, that no attempt would have been made to pass over those gentlemen who had been selected by the people themselves as the most fit and proper persons to represent them in the Legislative Council. However, the arrangement was that they should be chosen, regard being held in that selection to the relative position of political parties. If the power of nomination were entrusted to the Government without restric-
§.25 of the Constitution Act, 1867.
It then became necessary to settle the number of members tor the Upper House, and the more so because the Upper House was intended to be the means whereby certain local interests and local rights would be protected in the General Legislature, For this reason it was contended that while the principle of Representation by Population might be properly enough extended to the Lower House, equality of territorial representation should be preserved in the Upper House; and it was proposed in its formation, that the Confederation should be divided into three large districts, Upper Canada being one. Lower Canada another, and the Maritime Provinces the third. Newfoundland not having joined the preliminary Conference, arrangements were made for its coming in with the additional number of four members.
§.22 of the Constitution Act, 1867.
It would not become them to object to the nominative plan, because the members for the Upper House would be nominated by the Crown on the recommendation of the General Government. He might say it here, because it was said by everybody outside, that in the event of any thing like injustice being attempted towards the British population of Lower Canada by their French Canadian fellow-subjects, —they would moat unquestionably look for remedy and redress at the hands of the General Government, who would hare the power of causing their interests to be represented in the Upper House of the General Legislature.
§§.24 and 33 of the Constitution Act, 1867.
Under these circumstances it was believed that the nominative plan in some respects offered greater advantages than the elective principle, and it was decided that we should again revert to nomination by the crown.
§.24 of the Constitution Act, 1867.
Therefore, as far as Canada was concerned, he was not aware that they could say that the principle of an elective Legislative Council had proved in any degree a failure. There was no doubt that, in some respects, the elective principle was attended with difficulties and objections. It had been found that complaint was made that the expense connected with the elections in many districts was such as to debar many able men from attempting to come forward as candidates. There was no doubt that to canvass a district composed of three constituencies, each sending a member to the Lower House, was a most formidable undertaking, and one from which many excellent and worthy men naturally shrank. An election for one was bad enough, but to have an election for three constituencies, certainly must be three times as bad.
§.24 of the Constitution Act, 1867.
He did not think that in Canada they had any cause to regret the change which had been made from the nominative to the elective plan. The circumstances under which that change took place were probably familiar to most of them. The Leg. Council had, from one cause or another, under the nominative system, fallen into public discredit.
§.24 of the Constitution Act, 1867.
In the constitution of the Legislative Council it would be observed that the principle which now obtained in Canada, of electing be members of that branch, was proposed to be done away with and that we would again revert to nomination by the Crown.
§.24 of the Constitution Act, 1867.
having decided that the Federative plan, as he had briefly endeavored to explain it, was the one which ought to be adopted, was whether they ought to adopt the mode of government which they now saw in use in the United States, or whether they should endeavor to incorporate in the Union the principles under which the British Constitution had been for so many years happily administered ; and upon this point no difference of opinion arose in the Conference. They all preferred that system which they had enjoyed for the last eighteen years, by which the Crown was allowed to choose its own advisers ; but those advisers must be in harmony with the well understood wishes of the country as expressed by its representatives in Parliament.
Preamble, §§. 91 and 92 of the Constitution Act, 1867.
It was therefore proposed, that in the Federation of the British North American Provinces the system of government best adapted under existing circumstances to protect the diversified interests of the several Provinces and secure efficiency, harmony and permanency in the working of the Union, would be a General Government charged with matters of common interest to the whole country, and Local Governments for each of the Canadas and for the Provinces of Nova Scotia, New Brunswick and Prince Edward Island, charged with the control of local matters in their respective sections, provision being made for the admission into the Union on equitable terms of Newfoundland, the North-west Territory, British Columbia, and Vancouver.
Preamble, §§. 91, 92 and 146 of the Constitution Act, 1867.
a Governor General, who should be appointed by our Gracious Sovereign.
§.10 of the Constitution Act, 1867.
each Legislature, and especially each Local Legislature—acting within the bounds prescribed by the Imperial Parliament and kept within these bounds by the Courts of Law if necessity should arise for their interference—would find in the working of the plan of Federation a check sufficient to prevent it from transcending its legitimate authority.
Preamble, §§. 91, 92 and 101 of the Constitution Act, 1867.
in laying a basis for the union of these Provinces, it was not proposed that the General Government should have merely a delegation of powers from the Local Governments, but it was proposed to go back to the fountain head, from which all our legislative powers were derived—the Imperial Parliament—and seek at their hands a measure which should designate as far as possible the general powers to be exercised by the General Legislature, and also those to be exercised by the Local Legislatures, reserving to the General Legislature all subjects not directly committed to the control of the Local bodies.
Preamble, §§. 91 and 92 of the Constitution Act, 1867.
that the reservation of what were popularly known as State rights had been to a great extent the cause of the difficulties which were now agitating that great country.
Preamble, §§. 91 and 92 of the Constitution Act, 1867.
liar. But it must not be supposed, on account of the use of that term, that in the Union now proposed to be established it was intended to imitate the Federal Union which we had seen existing in the United States. In the United States, the general Government exercised only such powers as were delegated to it by the State Governments at the time the Union was formed. Each State was regarded as a sovereign power, and it chose for the common interest to delegate to the general Government the right of deciding upon certain questions, which were expressly stated All the undefined powers, all the sovereign rights, remained with the Governments of the several States
Preamble, §§. 91 and 92 of the Constitution Act, 1867.
having unfortunately for our common interests comparatively little intercourse with each other, the difficulty was felt that, if we attempted to make a Legislative Union of these Provinces in the first instance, the dread, in the case of the Lower Provinces and probably of many among ourselves that peculiar interests might be swamped and certain feelings and prejudices outraged and trampled upon, was so great that such a measure could not be entertained and we were compelled to look for what was sought in a form of government that would commit all subjects of general interest to a general Government and Legislature, reserving for local Legislatures and Governments such subjects as from their nature required to been trusted to those bodies. (Cheers.) The term Federation was used with reference to the proposed Union, because it was that with which the public mind was most fami
Preamble, §§. 91 and 92 of the Constitution Act, 1867.
to determine whether it should be a Federal or a Legislative Union. A Legislative Union, as they were all aware, had certain advantages over one based on the Federal system. It was a more complete union, and implied a more direct action and control of the government over the interests of the people at large. And, where a people were homogeneous, and their interests of such a character as to admit of – niformity of action with regard to them, it could not be doubted that a government on the principle of a Legislative Union was the one which probably operated most beneficially for all
Preamble, §§. 91 and 92 of the Constitution Act, 1867.
the Hon. Mr. Brown and two other gentlemen representing the Liberal party of Upper Canada had entered, to address themselves to the preparation of a measure that would partake of a federal character as far as necessary with respect to local measures, while it would preserve the existing union in respect to measures common to all ; that they would endeavor, if necessary, to strike out a federal union for Canada alone, but that at the same time they would attempt, in considering a change in the Constitution of this country, to bring the Lower Provinces in under the same bond, as they were already under the same Sovereign. It was highly proper that, before touching the edifice of Government that had been raised in Canada they should address the statesmen of the Lower Provinces, and try to induce them to form a common system If it were found impossible to have a legislative union of all the British American Provinces, then they could reserve to the local governments of the several Provinces the control of such subjects as concerned them, while the rest should be committed to the cue of the General Government
Preamble, §§. 91 and 92 of the Constitution Act, 1867.
It was adopted by the Imperial Legislature with the view of remedying difficulties which then existed between the two Provinces. The inherent defect in the Imperial Act for the Union of the two Canadas was this : it attempted to combine the federal principle with unity of action. It endeavoured to give equal representation to the two sections of the Province, while it brought them together for the purpose of dealing as one with all subjects both (general and local,
§§. 3 and 12 of the Union Act, 1840.
Those claims were in themselves undoubtedly founded in justice— but at the same time there was great reason in the objections taken to them—they involved an interference with the Federal principle recognized in the Union Act, an interference which amounted to an entire change in the principles on which the Government of the country was to be administered, and could not be received otherwise than with dread by a large class, if not by the whole of the population of Lower Canada.
§§. 3 and 12 of the Union Act, 1840.
should have been a concession to Upper Canada, of additional members in proportion to its population, but that concession would, as be had already remarked, have been an invasion of the Federal principle, contained in the Union Act, and would unquestionably have been represented to the uttermost by a large proportion if not by the whole of Lower Canada.
§§. 3 and 12 of the Union Act, 1840; §§. 51 and 52 of the Constitution Act, 1867.
healthiness of the site
I wonder what he meant by "healthiness". Did he mean economically healthy? If so I can understand why he said he wanted the university to be in proximity to the white population. If we look at the socioeconomic status of the United States population at that time, unfortunately, any other race had little to no socioeconomic status. While I do not agree with how racism has lead to this type institutionalization, I believe this could be a possible reason for my Thomas Jefferson said this.
In conformity with the principles of our constitution, which places all sects of religion on an equal footing, with the jealousies of the different sects in guarding that equality from encroachment & surprise,
For how much the university still follows this report it is intriguing to see where UVA has deviated from this report. I also find it funny how Thomas Jefferson said, “guarding from encroachment & surprise” and that was how the Chapel was eventually built.
Signed and certified
There was once an analysis of the signatures of the writers of the Declaration. It would be interesting to have a brief biography of each of these signers and see if their signatures correlated with their importance in the creation of the document or their egos.
-Shannon Lee
we propose but a single professor for both medicine & anatomy
It's interesting how little attention was given to medicine at the inception of the University. There appears to have been a very limited amount of material covered in this subject and all of it done by one professor. I'd assume that they managed with this owing to a limited number of students studying medicine at the time. All of this stands in stark contrast to present day UVa, this just goes to show how much the university has evolved since its inception.
-Kisal Batuwangala
Rhetoric
It's interesting to note that 'rhetoric' was taught as it's own singular subject. This highlights the importance that both the university and the society gave to things like speech and debate. It also raises the question as to what brought about such a big focus on this subject during this period, seeing how its not given so much attention at present.
-Kisal Batuwangala
the degree of centrality to the white population of the state
Today, the white population composes 82.7% of Albermarle County and 70.4% of Charlottesville City. The white population of the University is approx. 60%. Albermarle is still very central to white populations of VA. I wonder if the University was founded in 2017, would a founding committee be more likely to choose a location further east where there is more racial diversity?
Lelia Battle
as the legislature may from time to time think proper to enact for their government; and the said University should in all things, & at all times be subject to the controul of the legislature.
This passage highlights the relevance the new country and government had on the formation of the school. Jefferson had spent most of his life working on creating and then perfecting (to his ideal) our current democratic system. The fact that he requires his school to answer not just to one person, but a body is reminiscent the radical new form of governing America has adopted.
English grammar, the higher branches of numerical Arithmetic, the geometry of straight lines and of the circle, the elements of navigation and Geography to a sufficient degree, and thus afford to greater numbers the means of being qualified for the Various Vocations of life, needing more instruction than merely menial or praedial1 labor;
Here we see that Jefferson preferred education to expand not only towards the higher education of university, but also towards primary education. The subjects he wishes to be taught at these primary schools are very similar to the liberal arts education he favored at the university level, in which he sought to create a well-rounded citizen who is knowledgeable in most disciplines. To educate a young man then, past the subjects his preferred vocation requires, was likely a foreign concept, but Jefferson sought to not only do this, but to begin the process young. On my part, I agree with him in this belief. People, especially when young, as they are still developing set beliefs and thoughts, should be exposed to a broad range of topics. I believe what is learned in ones youth is critical in forming the person that comes later.
History (being interwoven with Politics & Law[)]
Even two hundred years ago, interdisciplinary learning was a priority for policymakers. It makes sense to contextualize politics and law with history, so that students will understand WHY laws were made rather than just memorize the statutes.
A number of openly lesbian, gay, bisexual, transgender and intersex (LGBTI) candidates ran for seats in legislative and local elections to increase their political visibility and participation.
What this means is that the government has really not desire about the people and they don't care what is being said at all in that matter.
the authorities deported more than 40,000 persons to Haiti between January and September, while nearly 50,000 more individuals “spontaneously” left the Dominican Republic, in some cases following threats or for fear of violent deportations. More than 1,200 presumed unaccompanied children were identified at the Dominican-Haitian border.
People shouldn’t have to live in fear and constantly have to look over their shoulders.
The government failed to finalize and implement a draft National Human Rights Plan after consulting in 2015 with human rights organizations.
Even though the DR is making great strides to be more modern, they still find difficulties in handling human rights
A number of openly lesbian, gay, bisexual, transgender and intersex (LGBTI) candidates ran for seats in legislative and local elections to increase their political visibility and participation.
It is nice to hear more about the LGBT's progression of being recognised in other parts of the world other than the U.S.
“the situation of statelessness… that has not yet been completely corrected after the measures adopted by the Dominican State, is of a magnitude never before seen in the Americas.”
The rate of statelessness is rapidly increasing and at an all time high. However, nothing is being done to fix this issue.
Despite some improvements in the way deportations were carried out by officials, the authorities failed to fully respect international safeguards against arbitrary deportations. For example, the authorities failed to serve deportation orders or to provide mechanisms allowing people who had been brought to detention centres and deported to challenge the legality, necessity and proportionality of detention as well as the deportation itself.1
Authorities went against their duties and disobeyed their orders to correctly deport people outside of the Dominican Republic.
The government failed to finalize and implement a draft National Human Rights Plan after consulting in 2015 with human rights organizations.
how they can not implement a national human rights plan. they should have one
A number of openly lesbian, gay, bisexual, transgender and intersex (LGBTI) candidates ran for seats in legislative and local elections to increase their political visibility and participation.
for me is a big step for changing the world. seeing this make me happy that people are coming out and doing whats they want
A U.N.-backed study released this year estimated that there are nearly 210,000 Dominican-born people of Haitian descent and roughly another 34,000 born to parents of another nationality.
I couldn't imagine going through this. Both my parents are European immigrants and I am an American citizen, and I can't imagine being told that I can no longer be an American citizen just because my parents aren't.
SANTO DOMINGO, Dominican Republic — Experts warned Friday that a Dominican court decision to strip citizenship from children of Haitian migrants could cause a human rights crisis, potentially leaving tens of thousands of people stateless, facing mass deportation and discrimination.
All humans have basic rights, and by separating families you are violating their rights People of different nationalities are feeling in violation of their rights as they fear deportation and separation of their families
Meanwhile, the military announced that it had deported 47,700 Haitians caught entering the country in the past year, more than double the nearly 21,000 deported in the previous year.
We have this type of issue now with the mass population with illegal immigrants that Trump promised to deport. When we hear about it from other countries, we think it is cruel but we voted for a president who plans on doing the same thing in our country.
Experts warned Friday that a Dominican court decision to strip citizenship from children of Haitian migrants could cause a human rights crisis, potentially leaving tens of thousands of people stateless, facing mass deportation and discrimination.
I cannot imagine having my citizenship taken away from me after fleeing from a country where it had a lot of violence and dictatorship. I can safely say that it is as if taking my safety away from me and throwing me out back to the wolves.
Experts warned Friday that a Dominican court decision to strip citizenship from children of Haitian migrants could cause a human rights crisis, potentially leaving tens of thousands of people stateless, facing mass deportation and discrimination.
Just because your parents are migrants, doesn't mean that you or them are different in anyway. no one should be separated from their family because of deportation and discrimination. Citizenship should be granted to all people regardless of their background
liberal tuition fees
Was UVA to only be accessible to the wealthy?
To improve by reading, his morals and faculties.
The idea of improving morals for the incoming students is a good step toward broadening the ideals of the new generation. However at the point that they come to the university they have already been trained in the thought of slave holder entitlement. These people will have the point of view of superiority and will block out opposing ideals and cover it with there own reasoning. There is also the issue of framing when it comes to information. The university obviously won't have access to a plethora of books right of the bat. But the information that is accessible will always be limited in that authors with perspectives that are too challenging won't be accepted into the university.
It is therefore greatly to be wished, that preliminary schools, either on private or public establishment, would be distributed in districts thro the state, as preparatory to the entrance of Students into the University. The tender age at which this part of education commences, generaly about the tenth year, would weigh heavily with parents in sending their sons to a school so distant as the Central establishment would be from most of them.
The emphasis of education is laid out in the form of the preparatory phases of higher learning. The foundation of the University would mean nothing without students who had a strong enough background to survive within it. Therefore the writers of the Rockfish Gap Report found it ideal that prerequisites be met before coming to the University. There is a deep resemblance between these ideals and the modern education system. If the values of education were taught at a younger age then we would eventually arrive at the point that we are at today. Where parents encourage the acquisition of a quality education which will advance society, rather than to stay home and work on a farm or join the army.
But the Commissioners are happy in considering the statute under which they are assembled as proof that the legislature is far from the abandonment of objects so interesting: they are sensible that the advantages of well directed education, moral, political & economical are truly above all estimate
I believe this is key, as the founders included morals as their second value, every time they list them. I noticed that above, the improving of a student's morals and faculties by reading was listed just third. This value has been carried on by the students and graduates of the university. The value of Honor being defined by the students themselves and each student holding the next to that standard. This is truly, as I see it, the best way to teach such a value, and I believe the Commissioners would remain to be happy currently.
To give to every citizen the information he needs for the transaction of his own business. To enable him to calculate for himself, and to express & preserve his ideas, his contracts & accounts in writing. To improve by reading, his morals and faculties. To understand his duties to his neighbours, & country, and to discharge with competence the functions confided to him by either. To know his rights; to exercise with order & justice those he retains; to choose with discretion the fiduciaries of those he delegates; and to notice their conduct with diligence with candor & judgment.
What struck me most about these five lines is the repetition of male pronouns such as “he,” “his,” and “him.” I think it is hypocritical of the author’s goal of giving “every citizen” the right to an education. The reference of only male pronouns suggests that females were not considered citizens, which simply isn’t true. On a more positive note, it seems that the authors’ of this document are placing great importance on individual development, which can be seen through phrases such as the “transaction of his own business.” The word “own” especially conveys this message and is reflective of the growing interest in capitalism and individualism during that time. It was believed that the focus on the individual would indirectly benefit society further. But could it be that this emphasis on the individual caused one to be more oblivious of social issues such as racism and sexism? It is important to note that at the time only white males were considered to be individuals, not women nor African Americans.
In this enquiry they supposed that the governing considerations should be the healthiness of the site, the fertility of the neighbouring country, and it’s centrality to the white population of the whole state:
This sentence stuck out to me because it reminded me of a discussion I had in my high school anthropology class: we were discussing why certain skin tones were more favorable than others across cultures. One of the reasons offered here in the Rockfish document is that the color white represents "healthiness." This idea was not only apparent in the United States, but is a widely popular idea in many Asian cultures even today. According to these cultures, white suggests cleanliness and a sense of purity. But where did such ideas come from? It can be difficult to further investigate this because it is highly offensive. As an Indian American, I found this line challenging to read because it suggests that any other skin tone is inferior or unhealthy. That is a lot to process. Despite this difficulty, I do find it to be imperative to explore where such ideas derived from to prevent the popularity of such beliefs in the future. One theory we discussed in my anthropology class last year is that people favor skin tones of those in power. There was indeed a time in which darker skin was seen as superior and even today, tan skin is becoming more and more popular. But at the time the Rockfish Gap Report was written, it was certainly the white population that was in power, and due to this power, they felt that they were more entitled to a higher education. This does not mean their actions were justifiable whatsoever but it could provide insight as to why the authors believed the things they did.
Ideology is the doctrine of thought
This is rather interesting to me. It makes me question what kind of Ideologies the students on grounds were being cultivated to have at the time. Where they being cultivated into thinking that their race was the superior race considering the fact that anyone that didn't look like them was a servant, a subject for them.
To develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, & instil into them the precepts of virtue & order.
This particular quotation provides a fount aphorism in emphasis of general education over specialized education, a noble idealism of progressive learning eliminated by societal (usually economic) pressures today. The irony herein lies in the divisive racial content juxtaposing the "virtues" and "order". Enlightenment in higher education is strived for as much as humanic empathy within this document; however it is then constrained into unrighteous, racist principals that we presently struggle to uncover and recover from on an institutional level. Though good was sought-after in the institution, the irony within intellectuals of 1818 reflects a less cultivated, more dangerous mindset in society. Still, this foundation of institutionalized racism is arguably more oppressive and damaging to the modern age, so the true nobility of higher education for some must be called into question in realms of morality. For not only are these concepts ironic in presentation, they are also hypocritical in ethical "virtue".<br> -Emily Harris
we have proposed no professor of Divinity; and tho rather, as the proofs of the being of a god, the creator, preserver, & supreme ruler of the universe, the author of all the relations of morality, & of the laws & obligations these infer, will be within the province of the professor of ethics
Most colleges in 17th and 18th century were affiliated with their own respective religious denomination. Basic divinity schools where ministers got an education were found at every college across America until Thomas Jefferson founded the first university to explicitly disregard the training of ministers. This is reflective of Thomas Jefferson’s personal belief in separation of Church and education as he thought religion to be a deeply personal set of individual ethics between persons. In fact, Thomas Jefferson kept a scrapbook of sorts, referred to as The Jefferson Bible today, where he cut the four gospels in Greek, Latin, English, and French and pasted them next to each other. He excluded all divine miracles (including the resurrection), omitted all redundancy, and put the gospels in chronological order. -Emily Harris
What, but education, has advanced us beyond the condition of our indigenous neighbours? and what chains them to their present state of barbarism & wretchedness, but a besotted veneration for the supposed supe[r]lative wisdom of their fathers and the preposterous idea that they are to look backward for better things and not forward, longing, as it should seem, to return to the days of eating acorns and roots rather than indulge in the degeneracies of civilization.
I understand that society was somewhat more racist and close minded in Jefferson's time, but I find this comment to be unforgivably supremacist. It is true that education elevates the minds of people, but with education must come empathy and open mindedness. Julia Stewart
with awfull reverence
This quote seems to point at a lot of Jeffersonian beliefs, most importantly a strong individualism, a belief in focusing on advancing towards a greater future, and an official form of secularism. To me this quote is quite sad as it seems to reek of pride and excessive notions of self-worth - the argument against this is that Jefferson is simply pointing out that blindly following tradition is regressive, but I think we see best why this is an unfortunate statement in how Jefferson describes the native population as being lesser humans because they continue their ancestor's practices. This is a very Western notion, to praise ingenuity and young striving individuals over the wisdom of elders, and to view with near pity the idea of following their way of life. This American notion is what has destroyed many cultures, such as the Ladakhi people who now send their children to Western schools where they are taught that farming is savage and that math and grammar prove one's superiority over others, which as a consequence has made the elders of the community feel inadequate and simply stupid. I wish Jefferson had a calmer and more respectful view of tradition and community, but he seems too full of pride and American Protestant virtues to be able to reconcile abstract ideals of progress with views of being at peace with nature.
to return to the days of eating acorns and roots
I think this line in particular proves the linear narrative Jefferson applies to his thinking, believing that history is constantly climbing towards more progress and never regressing. I feel like this is a statement that comes mainly from the fact that Jefferson was influenced by Enlightenment ideals and saw America as the shift from an ancien regime to one that is newer and therefore better. This narrative comes from post-Reformation views of history, and I think America's capitalistic drive too comes from this creatio ab nihilo view of productivity and human freedom and creativity driving future towards greater and greater progress. This metaphor is employed elsewhere in the text too, such as in the physicality of the university as being able to be expanded and built upon.
all arbitrary & unnecessary restraint on individual action
This is a very vague statement. What exactly qualifies as "arbitrary and unnecessary restraint"? Who gets to decide if a certain individual action is necessary or sensible/proper? And what is the basis for classifying different actions as such?
-Wafa Salah
where too may be exercised the stricter government necessary for young boys, but unsuitable for youths arrived at years of discretion.
I find it interesting that the board sees high-school aged boys as troublesome but that college-aged "youths" don't need reprimanding. Gayle M. Schulman shows this attitude in action in "Slaves at the University of Virginia," which states "Professors could issue a firm and authoritative reprimand to a student, but could not be personally insulting or degrading... In one instance a student complained of a Professor that, 'he was imposed upon, and spoken to in an authoritarian manner--as an overseer speaks to a Negro.'" I strongly believe that the lack of accountability that these college students were held to only further extended their ideas of "master-slave" mentalities, for in their minds, they could do no wrong. Emma Walker
comforts of human life
The fact that the University wanted to make the young men "comfortable" at school is admirable, but at what cost? The only comfortable living done in these times was at the expense of slave labor, and it's infuriating to see that the students were to be treated so well by people they had no respect for. We learned in Making the Invisible Visible that the students weren't allowed to bring their own slaves from home, which was both upsetting and a hard adjustment for many. This rule forced more work upon the slaves at the University, as they were each in charge of attending to several students daily. Emma Walker
Some good men, and even of respectable information, consider the learned sciences as useless acquirements; some think that they do not better the condition of men
It is understandable to see people viewing science to be invaluable as their daily lives had not been changed dramatically by scientific breakthrough. The interesting and exciting thing about this comment on people's perception of science confirms that UVa was built with a vision looking into the future. We, as a school, are not contented with the current norm, but are always working toward greater goals.
Leo Yang
To know his rights; to exercise with order & justice those he retains; to choose with discretion the fiduciaries of those he delegates; and to notice their conduct with diligence with candor & judgment.
Among many other goals the commissioners of UVa were trying to pursue, this objective is particularly important to the foundation of an American education institute. One has to know her or his right to protect himself or herself from prejudice and not infringe on others' rights. The qualities pointed out in this sentence constitutes the base for UVa's vision as of today: honor, integrity, trust, and respect.
http://www.virginia.edu/statementofpurpose
Leo Yang
of which the legislature require the development: those for example which are to form the statesmen, legislators & judges, on whom public prosperity, & individual happiness are so much to depend.
This is an interesting statement and demonstrates who exactly the university hoped to educate back then. The students who it educated would go on to very high standing roles in society. While we certainly have students now who hope and will go on to assume similar roles, I believe the university seeks not just to educate those who will lead, but also prepare normal citizens who will go on to fulfill jobs, which still important, won't be as directly powerful. In my opinion this is an important change, as every citizen, wherever they may be from socially and financially, and in whatever role they go on to fill in society, should be educated to the fullest extent in order to be an active member of our nation.
It is too of common descent with the language of our own Country, a branch of the same Original Gothic Stock, and furnishes Valuable illustrations for us.
Today, English, a Germanic language, is America's unofficial official language. English's role as the unofficial state language was even greater two centuries ago; this position among languages spoken in the U.S. is made evident when it is labelled "the language of our own Country".
Some Articles in this distribution of Sciences will need observation.
Taking into account that everyone is making annotations about the subjects and how these might or might not have been influenced by the many events of the period, I think it is important to look at the closing line of the section. What does observation here mean? Does observation mean direct changes in what was written? Does it mean that the Commissioners did not agree on this curriculum and the classes taught? It is necessary to look into history and know what was actually taken from this first report in order to actually give value to all of the above annotations. The only thing we have done here is speculate on why these subjects were originally planned.
To develope the reasoning faculties of our youth
This is one of the most, if not the most, important objectives of education, and yet, unfortunately, it is becoming less and less relevant in educational institutions. To our loss, we, students, these days, seem to be more concerned about passing an exam or doing well on an assignment than actually understanding the material. It is not entirely our fault,however, as societal pressure and educational systems seem to also prioritize grades over knowledge. I believe this issue should be one of our primary concerns, but I am also glad to have witnessed that people aren't as oblivious to it as they were once before.
Wafa Salah
Also the whole of his Slaves amounting to 57 in number.
This is the only time slaves are mentioned outright in this document. Jefferson and the other founders obviously view them as property, listing them between acres of land and placing them low on the list. This is interesting to me as without slaves the university likely never would have been founded, built, or maintained. It's disheartening that they provided so much to this university, unwilling as well, and yet seem to be almost an afterthought in this document. According to Encyclopedia Virginia, these slaves cleared land, cut and hauled lumber, made bricks, and transported stone in the beginning. Most were rented from their owners, likely causing them to be separated from their homes and loved ones. It also gives the name of a few slaves such as Carpenter Sam, who helped to build pavilions, Elijah who hauled stone, and William Green working as a blacksmith. It's important we recognize not just the labor they provided to the University, but also them as people and human beings who are apart of the University's complex history.
This particular line stood out to me because it draws upon explicit racism and an equally worrying subtext of dehumanization. The preceding sentences discuss land and the physical attributes of the University, only to be followed by this line about slave labor. In formatting the document this way, the commissionners seem to be equating the value of slaves to the land upon which they work. It strikes me with the message that slaves fall into the same category as the land, thus stripping them of any sense of humanity or value.
-Lina Modjarrad
It was the degree of centrality to the white population of the state
In relation to the Race, Racism, Colony and Nation class that I'm in, there has been a long history of underestimating the intelligence of people of color in America, especially in Virginia. One of our readings mentioned that two black students at William and Mary were condemned for laughing in the college library, and an officer confronted them and did not believe they were students. His first assumption was that they were "bused in for a program." The fact that this report explicitly tailors the institution to the white population shows a connection between past and present. This type of racism might not be as blunt as it is in this report, but it lies in the micro-aggressions and subtle forms of white supremacy that are unfortunately still prevalent in America.
-Lina Modjarrad
In conformity with the principles of our constitution, which places all sects of religion on an equal footing,
In my engagement, "Can a Text be Ethical?", we have been studying the importance of religion in regards to government and policies. For our final assignment, we have to analyze the logic behind when it is important to use religious texts, such as the New Testament, to make ethical decisions. I think this line in the document perfectly encapsulates the whole point of this class: all religions should be considered equal. But the difficult question is when do we take religious beliefs into consideration? Jefferson believed his university should uphold the same values that his country upholds, which are that of freedom and equality for all. However, this then dives into the question of how far equality extends. If equality was so important to Jefferson, why was it only relative to religion? He is widely-known for keeping many slaves, so it is obvious that social equality was not of relevance to him. Then again, we must wonder if it was because he wasn't trying to make a political statement with the founding of a university. The amount of funding and support that a university requires is unimaginable, which is why it would make sense that Jefferson would pick his battles to allow for a new university instead of fighting for racial equality.
-Lauren Hickey
The considerations which have governed the specification of languages to be taught by the professor of Modern Languages were that the French is the language of general intercourse among nations, and as a depository of human Science is unsurpassed by any other language living or dead:
It is interesting to me that French was considered to be superior to all other languages, whether or not they were still in use. Latin is thought to be an extremely important language, since most of our historical documents were originally written in Latin. As far the sciences go, which is emphasized in this document as critical to the learning of all students, Latin is used to describe most everything. The names of plants, animals, and medical terminology are all Latin, which is why it is unusual for the text to refer to the French language as the "best".
Also the whole of his Slaves amounting to 57 in number.
The custom of the time allowed slaves to be treated as property. It is interesting how slaves are included in this account of purchased property. How could the writers of the document believe in an education that would "leave us free to do whatever does not violate the equal rights of another"?
To improve by reading, his morals and faculties.
The leaders who wrote this document wanted a student to improve his mental abilities, ethical ideas, and reading. The morals that a student should learn though are not specified. These morals probably did not include racial equality with the slaves at the time. This improvement of morals could have caused students to disregard the problem of slavery when talking about morals.
What, but education, has advanced us beyond the condition of our indigenous neighbours? and what chains them to their present state of barbarism & wretchedness, but a besotted veneration for the supposed supe[r]lative wisdom of their fathers and the preposterous idea that they are to look backward for better things and not forward, longing, as it should seem, to return to the days of eating acorns and roots rather than indulge in the degeneracies of civilization.
This sentence exemplifies the "superior" mentality of the people that are part of a industrialized society as opposed to the indigenous population. Although education is important in furthering the knowledge of humankind and making advancements to help, it is also important to look back and learn from the past. It is not as if the indigenous people didn't learn, they just never learned to study the subjects of ideas. They were grounded in their own ways and they refused to change because they were happy with what they had. Civilization has brought people many great advancements but it also has wrung terrible consequences. The times of simplicity are gone and, the peace of that simplicity, with it.
To develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, & instil into them the precepts of virtue & order.
This is an interesting quote when one considers the implications of the time period with when this was written. In today's world, many adults are opposed to the ideals that the millennials are bringing into the world because they are different. I am unsure if, when writing this document, anyone considered the monumental changes that could occur if they allow the youth to develop and "cultivate" their own morals. People might think ideally but when change comes along they believe it is wrong even though it is what they wanted in the first place. School is a very important place to learn about society and culture and this is why students' minds are shaped by schooling. They develop their own thoughts based off of what they believe is right for society by learning about its strengths and weaknesses. After schooling however, people still need to accept the fact that they are still learning about the world and everything is subject to change; they cannot stay within the same frame of mind or else the world will not be able to advance towards a better future.
Proceeding thus far without offence to the constitution
Prior to this statement, Jefferson explains that there is no professor of Divinity or religion. He claims this is to not interfere with the constitution. What in the constitution does he not want to offend? Presumably he is referring to the first amendment. Thus, he thinks that teaching religion would impose the religion and infringe upon the freedom to exercise any religion one desires. Does teaching a religion force it upon someone? In fact, the teaching of some religions and not others may have this effect by limiting students understanding of certain religions.
the commissioners are aware that they have to encounter much difference of opinion
The commissioners recognize that there are many different opinion about the founding role of the university. They, then, list the opinions of others and argue why they are invalid. The arguments are about the establishment of the school as an institution to promote the liberal arts. However, they do not recognize the greater effect the school has on its surroundings. No one objects to the slave labor that will build and operate the school. They pretend to take into account others opinions, when the initial students and professors were mostly all of the same background: rich, white, educated, southern men. The school still somewhat perpetuates these ideas with white people having the vast majority control of the school. - Charlie Jones
Acoustics or Phonics, the theory of sound
I find it interesting that Acoustics and Phonics are labeled together. Both fall under the category of sound, however, one has to do with both music and architecture while the other has to do with language. Acoustics, for Thomas Jefferson at least, seemed to have been very important to his architectural design. The echo-chamber that is the Dome Room is something that Thomas Jefferson must have thought about, and I'm sure that this would influence his desire to have the same subject taught in the University. At this time period, phonics would have been a course of study in order to help people understand the science behind speech. I find this interesting because in todays world, we rarely learn the science behind acoustics (maybe a little bit in high school physics) but we learn phonics from the day we are born as our parents attempt to get us to pronounce words. -Tim Irish
It will form the first link in the Chain of an historical review of our language through all its successive changes to the present day, will constitute the foundation of that critical instruction in it, which ought to be found in a Seminary of general learning and thus reward amply the few weeks of attention which would alone be requisite for its attainment. A language already fraught with all the eminent sciences of our parent Country the future Vehicle of whatever we may Ourselves atchieve and destined to Occupy so much space on the Globe, claims distinguished attention in American Education.
It is quite striking to find such a clear statement that emphasizes the importance of participating in "historical review" while linking that review to the "present day"--for this type of review and analysis is exactly what UVA's first-year students are undertaking. It makes it evident that even the Rockfish Gap Report was meant for critical review. In the past, and the present, nothing is perfect--human words have always been scrutinized and will continue to be reviewed as long as media exists. With an emphasis on science within our language (as described), we are able to formulate effectively factual claims. Scientific discovery has flourished since the time of this report, however, it becomes more and more difficult to know what information is true and what information has been fabricated by the news media. The importance of opening up this informational language to students becomes vital to the creation a nation that vicariously breathes truth through its citizens. -Tim Irish
Rhetoric
It is interesting to see that Rhetoric is considered a formal subject, just like it was in the ancient city-state of Athens. It was an imperative tool for men that dove into the area of politics, whereas nowadays it is not formally taught.
French is the language of general intercourse among nations, and as a depository of human Science is unsurpassed by any other language living or dead
This statement highlights the fact that the founding of this university was during a time of youth for America. English, being among the languages of "general intercourse among nations", has become popular in succession with the rise of America as a world power. The fact that French was viewed as the universal language represents the immaturity of America as a nation at the time of this document's creation, not having made a mark on the world stage yet. This is important to keep in mind when reading this document in order to understand the feat which its authors were hoping to accomplish: the establishment of a university which would produce intelligent citizens that would help America mature as a nation.
Military
It's interesting to note the amount of focus the university had on military education, and the wide variety of forms it came in (Projectiles, Military architecture etc.). This was well before the world wars or any other major global conflict which leads me to question the reasons behind this extensive focus.
And generally to form them to habits of reflection, and correct action, rendering them examples of virtue to others & of happiness within themselves. These are the objects of that higher grade of education, the benefits & blessings of which the legislature now propose to provide for the good & ornament of their country the gratification & happiness of their fellow citizens, of the parent especially & his progeny on which all his affections are concentrated.
Jefferson highlights here how the university has the goal to enforce a reflective nature and spirit among its students and to teach them how to be respectful citizens to themselves and others. He emphasizes how the primary goal of higher education is to create well-rounded and well-educated individuals who also want to share this nature with their peers and instill values of creating a positive community. -Allison Ryu
The objects of this primary education determine its character & limits. These objects would be, To give to every citizen the information he needs for the transaction of his own business. To enable him to calculate for himself, and to express & preserve his ideas, his contracts & accounts in writing. To improve by reading, his morals and faculties. To understand his duties to his neighbours, & country, and to discharge with competence the functions confided to him by either. To know his rights; to exercise with order & justice those he retains; to choose with discretion the fiduciaries of those he delegates; and to notice their conduct with diligence with candor & judgment. And, in general, to observe with intelligence & faithfulness all the social relations under which he shall be placed. To instruct the mass of our citizens in these their rights, interests and duties, as men and citizens, being then the objects of education in the primary schools, whether private or public, in them should be taught reading, writing & numerical arithmetic, the elements of mensuration (useful in so many callings) and the outlines of geography and history, and this brings us to the point at which are to commence the higher branches of education, of which the legislature require the development: those for example which are to form the statesmen, legislators & judges, on whom public prosperity, & individual happiness are so much to depend.
The goals that Jefferson outlines here are how he wants every student that attends the university to learn and what he wants them all to receive as students. Essentially, each of these objects aims to shape the students into more competent and active community members with their own well-developed opinions, but the ability to hear out others' opinions, as well, and still act for the better of society with his knowledge. Furthermore, Jefferson entails ideas such as "To know his rights; to exercise with order & justice..." to emphasize his desire for every student to exercise his civil rights as citizens. -Allison Ryu
The objects of this primary education determine its character & limits. These objects would be, To give to every citizen the information he needs for the transaction of his own business. To enable him to calculate for himself, and to express & preserve his ideas, his contracts & accounts in writing. To improve by reading, his morals and faculties. To understand his duties to his neighbours, & country, and to discharge with competence the functions confided to him by either.
In this part of the text, it talks about what the goals are for the students who are getting a primary education. This is interesting because it maps out what the students should be learning and what concepts they should grasp. Even though the terms are very ill-defined, they map out that the students should improve their reading, morals, and writing. The best part of this text is when it mentions that every citizen should be able to express or preserve his/her ideas. I found this interesting because the university gives the rights to the student to express their ideas. Matt Moore
2d. The board having thus agreed on a proper site for the University to be reported to the legislature, proceeded to the second of the duties assigned to them, that of proposing a plan for its buildings; and they are of opinion that it should consist of distinct houses or pavilions, arranged at proper distances on each side of a lawn of a proper breadth, & of indefinite extent in one direction at least, in each of which should be a lecturing room with from two to four apartments for the accommodation of a professor and his family: that these pavilions should be united by a range of Dormitories, sufficient each for the accommodation of two students only, this provision being deemed advantageous to morals, to order, & to uninterrupted study; and that a passage of some kind under cover from the weather should give a communication along the whole range.
I found this paragraph very interesting. I did not know so much thought and design went into designing where the dorms and pavilions were located in correlation to the lawn. It is interesting to know that everything on campus was built there for a reason. Their ability to take the students academics and their study time into effect is what makes this university unique. They mention that the pavilions should be accommodated by 2 students who deemed advantageous to morals, to order, and to uninterrupted studying. This shows how much this university cares about their students and that is what caught my eye when reading.
Matt Moore
within the powers of a single professor
What strikes me the most about this practice of one professor teaching all of the courses, is the lack of diversity of thought per course offered. While professors often teach more than one course these days, there are other professors and instructors who add different varieties of thinking about the genre a student wishes to learn. If only one professor controlled an entire grouping of these classes, how would the diversity that respective courses offer reflect the opportunity to truly understand the courses themselves?
forming them into groups
It's very interesting that the grouping of courses was first by course area themselves, instead of the modern fashion of by the major that one tends to accomplish. What's even more striking, however, is that these areas may be how the the lasting areas of study are grouped.
leave every sect to provide as they think fittest, the means of further instruction in their own peculiar tenets
This statement is basically stating that the university will not practice under a single denomination, but rather allow all sects to practice, or not practice, on grounds. Directly reflecting the sentiments of Thomas Jefferson in the Virginia Statute for Religious Freedom, this sentence allows the sects, and not the university as a whole, to practice what they wish.
Taylor Thompson
the university will be overwhelmed with the Grammar school or a separate establishment under one or more ushers for its lower classes will be advisable, at a mile or two distance from the general one:
I find this statement to be extremely interesting, because it is basically stating that a completely separate establishment would be developed to school the lower class students so that they are not far behind in their studies. Today's No Child Left Behind Act almost parallels this concept by giving provisions to disadvantaged students.
Taylor Thompson
This would generally be about the 15th year of their age when they might go with more safety and contentment to that distance from their parents
I'm surprised that the commissioners would think that 15 year old boys would have the maturity to pursue education away from home. It's fascinating to consider how the demographic of the university has changed in the past two hundred years, from a population of 15-year old white boys to the diverse culture it is today, composed of 17-24 year olds of many races and genders.
To enable him to calculate for himself, and to express & preserve his ideas, his contracts & accounts in writing.
It's interesting that one of the original and primary goals of the university was not just to help turn students into productive members of society, but also to enable them to better themselves and accomplish their own goals. The phrase "to express & preserve his ideas" stood out to me as an example of this.
every citizen
Drawing from references to only white populations previously does "every citizen" here refer only to a white population? If not wouldn't this have required that african american students be allowed to attend the university from its inception?
Rather, they are driven by concerns higher on theagenda of most developing countries, such as promoting economic growth, increasing energy security, andimproving local environmental conditions.
Technological innovations in this case are more directed towards sustainability because they present more efficient economic solutions to our problems rather than their actual sustainability/climate change. Where does this reliance diverge, and what are we looking at as far as investment in new technologies when that divergence occurs?
The care and precision required in rendering a digital universe mandate a level of microscopic vision that not even the cinema’s scrupulous attention to mise-en-scene could produce. The de-cision of Pixar to mirror the techniques of the cinema—to render things not in perfect focus but to invent in the realm of the digital blurry focus, shadow and darkness, is an important part of the emotional and philosophical make-up of these films, and links Pixar with “so-phisticated” cinema, making it a part of a cinematic canon in ways that margin-alized animation has rarely been
A microscopic vision... meaning their animations go deep in not only story but in visual design and technique that mimics modern cinema.
intelliGence
McIntosh defines Intelligence and women are either smart or attractive. Women who are smart are also more socially awkward. Sometimes females need to downplay their intelligence in order to make a male feel manly. Again, she uses Bernadette and Amy to talk about how they are portrayed in sit-com, whether they are challenging or reinforcing these ideas of intelligence.
GendeR Roles
This section is how feminism ties into gender roles. Women should be homemakers and meet men's needs, while men make the money and have the power. Again McIntosh, uses Bernadette and Amy to show how they reinforce and challenge gender roles. Bernadette is the one who makes the money and holds authority, until she has to be more of a nurture towards Howard.
pRofessional Roles
In this section, McIntosh talks about general stereotypes about women having jobs. She goes over how women are seen as being meant to be housewives and caretakers. Through Bernadette and Amy, McIntosh goes over how these two female scientist reinforce and challenge the stereotype of women working at home.Ties in female's relationships with their men and how their jobs get in the way.
RepResentationsoffemalescientistsinmedia
The focus of this section is to talk about how female scientist are seen in the profession. McIntosh goes over how there is male dominance in the profession and the credibility female scientist have. McIntosh also addresses a stereotype about what a character lacks in knowledge she makes up in looks and how females are usually seen as having either a work life or home life, but not both. She uses Bernadette and Amy from the Big Bang Theory to demonstrate how female scientists are represented in media.
Find the layer entitled WSDOT Traffic Sections
The quickest way to find it is to type "WSDOT Traffic Sections" in the search box on the top right of the wsdot arcgis site.
A few years ago I walked into a grocery store
Dazzled by manufactured images
Congress needs to start over from a blank sheet of paper, "knowing what we know now", as they say.
Section 106 of the Copyright Act grants “the owner of copyright under this title” certain “exclusive rights,” including the right “to distribute copies . . . of the copy- righted work to th e public by sale or other transfer of ownership.” 17 U. S. C. §106(3)