I was in the EGMT 1540 class, 'Thinking Like a Scientist,' and this statement reminded me of some topics of the course. We discussed how many established and well-known people reject science and facts, and instead see the science as opinion at times, on both sides of the political spectrum. For example, many do not believe in climate change, yet climate change is a scientific fact and is not something that can be believed in or not believed in. On the other side, many believe GMOs cause cancer, or other detrimental effects, when in fact nothing has shown this. These persons are considering 'the learned sciences as useless acquirements' when convenient. Clearly, there were some 'good men' during Jefferson's time as well that had a similar train of thought and lack of value for science. In reality, science is fact and is the basis for future discussions, innovations and policy.

I believe this phrase speaks to the idea of holding others accountable for their actions. As first years, we've been in various talks and seminars discussing the importance of honor and accountability, and so reading this sentence reminded me of this. I find it interesting that the idea has carried into today. However, it seems that in the history of UVA, many people have not been accountable for their actions. These actions include slave-owning, discrimination, and sexual harassment. In addition, it is ironic because UVA specifically did not allow women and non-white people as students until later than other universities did. So, it seems UVa has not always held itself accountable and done the right thing.

The committee brings up an excellent point about the education of an individual. Rather than seeing it completely for the benefit of said individual, it is also to the benefit of others. Educating younger generations the right way brings about the future leaders of our country and our world. That is to the benefit of many people, not just the person that is being educated. Thomas Jefferson was all about the continuation of education in that no person ever really stopped learning. It is only natural that one of the arguments to support the building of his college is that there is benefit to others and not just these students. But it also speaks a lot about the audience of the report. Why is it needed to mention that the building of this college will also benefit others, and not just the people that receive the education. In a center of education where we are meant to surpass our predecessors, it is interesting to see that the original documentation that appealed to creating our institution still has to appeal to these people (wealthy white men) in order to continue education. It is ironic to say that we need to give the very men we are meant to surpass this extra reason why it is important to open this university.

As we can see from this line, one of the reasons why the committee chose this area was its possibility of growth in the future. But there is no clear definition for growth in this report and no expansion on what "future times" will bring, so it is left to reader interpretation for what the future will be for this university. It is interesting to look at it this way because no one truly knows or understands what may happen in the future. You can only prepare and hope for the best. At the time, the committee was opening up a place of education for the sons of rich, white plantation owners to study and gain an education. But to be in their proverbial future and look back at everything which has changed about this institution is quite interesting. While we do not have enough evidence to say that Charlottesville grew around the university, we do know that the University of Virginia has a major impact on the perception of Charlottesville. This institution has went from the epitome of white racism and sexism to one where there is as much support for the equality in education as possible. Looking to the past also causes on to reflect on what has not yet been achieved: while we have come so far as a university, there are still more ways to go in terms of rectifying the wrongs committed by our predecessors. It is up to us to change the depiction of our school for the better.

They liken the indigenous people's veneration for their forefathers to the alliance of church and state, in which many apparent truths would be ignored for the sake of maintaining the status quo's of power and knowledge.

The document makes sure to encourage that both public and private institutions be established throughout the state in order to prepare students for study at the University. Also it is important to make note of how they refer specifically to "boys." Only males were expected to attend school during this time and I think that this document lacks any progressive thought on this topic.

Despite this idealistic view of the progress of sciences and arts, the reality of the world at that time, to me, seems much different. While technology did improve agriculture, the "yoke of his labours" seems to be more that humans enslaved other humans to do their work for them, to become the animals. Chattel slavery was only enhanced by all of these new advances in the sciences and arts, which, while beneficiary, were lacking in moral application. "The comforts of life" were not extended "to a much enlarged circle", in fact, for some, it was removed, and compared to today, the life expectancy in the colonies was horrendous.

I appreciate the fact that the board clarified that the alphabet would not be taught at the university. It seems so obvious to me that it wouldn't, especially because those attempting to go into college, in my mind, would have already known how to read and to write so would already have a fundamental understanding of the alphabet. Maybe they mention this in the event of foreign students who might not know English but excel in their respective language. All and all, statements like this remind me of the distinctions between our culture and that of the previous generations -- some things like not teaching the alphabet at a university seem obvious to me, but I do not know why they felt the need to state it, demonstrating that I do not completely understand their culture and their mindset for everything. It is refreshing to in a sense be put back in my place, as sometimes when I read documents from the 17th/18th century I feel that I know everything : how they viewed people, how status and wealth and money applied, how they treated one another. But when such instances like this happen I realize that I cannot judge and assume everything about a culture from a few (important) aspects. Everything and everyone in history is complex, more complex than our brains can even comprehend, and it is refreshing to be reminded of such complexity.

The Rockfish Gap Report says here that basically, any person can improve and better themselves. The use of the word chimæra is most interesting as well, which does not have its usual meaning of the Greek mythological creature here that has multiple creatures mixed together. Chimæra here, according to a dictionary, means "a thing that is hoped or wished for but in fact is illusory or impossible to achieve." Thus, what the Rockfish Gap Report is saying here is that improvement of students is not just something hopeful, but is indeed possible, and should be sought after. The technique of grafting, of inserting or transplanting a part of a sapling onto a branch to for it grow, also refers to knowledge. However, the diction used here has some troubling implications, such as "the wild and uncultivated tree" and "the savage stock". The authors of the Report seem here to be arrogant, elitist and snobbish, looking down on those they deem as uncivilized, ignoring their own (many) faults and assuming that by inserting their views onto potential students, it will make them into 'civilized,' 'cultivated' yet chained subjects.

I find Jefferson's view on language in this paragraph to be quite telling. He praises Italian and German for the works that have been written in those languages, then proceeds to lift Anglo-Saxon much higher than either of them. He focuses on how it is an archaic form of modern English, and from there states outright that he believes English to be the greatest language. From what he admires about Italian and German, it's evident that Jefferson is not only praising English, but also English-speaking cultures, lifting them above all others.

The morals of the university are shown here clearly: donations of any sort were not considered bribes or in a sense contracts for the university to make its home anywhere. The University founders held their own, creating a truly revolutionary place at the time as even its location was to be free of corruption or bribery. I find the juxtaposition of such morals in the past and the morals of today very intriguing, as the board and many members involved in the government of UVa often times are secretive and sometimes even corrupt. Many people have been heavily disappointed with President Sullivan's public persona and how she and the government of UVa handle protests and other political incidents, especially in regards to their own students. It is interesting to think that the founders of UVa prioritized the school itself over community, while now it seems that UVa is wishy-washy in who it values -- the students, the public, or the immediate Charlottesville community.

This is an interestingly phrased passage, particularly "the circle of attendance." While it refers to the relatively mundane task of scheduling, the use of the word circle is interesting. It reminds of the wholeness of the education that the writers of the report envision for their students. We might now say that they are getting a "well rounded education." Hints at the completeness of the education they are striving to create can be found even in reference to scheduling.

We tend to think of arts and sciences as separate and incompatible things, but this sentence indicates that way of thinking is a modern concept. Art and science were closely tied together in the 18th century, and before that. Major advances in science have been closely tied to art, and vice versa. This includes Renaissance times and the Age of Enlightenment, which had enormous influence on Jefferson.

The power and significance of education is eloquently exemplified in this passage. Through the clarification that the qualities of education should not “infinitely” acquired but rather “indefinitely,” the authors highlight one of the goals for the university. Education will be pursued without limits or bounds and it is only through a suitable environment, which the commissioners are attempting to create, that this vision will be brought to life.

The importance of a well-rounded student that everyone has constantly been told to strive towards is prominent in education even at the proposal of the university. The list of subjects illustrates the ideals that should enhance an individual's character. The part that stands out to me is that it seems as the aim of creating educated citizens is for the betterment of the state. As a country that was founded and shaped through politics, it would naturally make sense for the commissioners of this university to insure the improvement.

It is amazing how far the medical field has come. During this time the field was describe in a very simplistic way. Overtime the field has become more complex and a combination of the medicine and anatomy in one. You cannot successfully understand surgery without learning the medicine and applying it to the anatomy, opposed to viewing them separately.

I find it interesting how they offered different languages since the start despite of how self centered they were on ideal white Americans. There are no global studies classes nor African American studies also. This further shows the lack of diversity the school has in both its students and courses. It seems like they avoided controversial topics in classes such as religions too.

I think it's funny the way they state, "what in his nature was vicious & perverse, into qualities of virtue and social worth." This clearly isn't always the case, especially today. Education is not the only factor that contributes to a person becoming virtuous. Lets take Richard Spencer into consideration. This man left Duke Univeristy, to pursue his goals with white supremacy.

The intriguing part of this argument is the suggestion that education "improves what is in [the student's] nature." In the present day, education is conceived as a way to increase students' knowledge and in some cases endow them with practical skills, but it is not, as far as I have seen, regarded as a way to fundamentally change a person's nature or character. The suggestion that an increase in knowledge and skills can extend beyond their own scopes and penetrate the very nature of a person is a testament to the commissioners' reverence for knowledge and education.

The writers were ahead of their time as they seem to have reached a conclusion about motivation and discipline that modern psychologists have only recently began to establish. The passage contains an innate understanding that intrinsic motivation to behave well, described here as "pride of character, laudable ambition, & moral dispositions," is a more lasting form of motivation than extrinsic inducements such as the fear of "disgrace, [...] corporal punishments, and servile humiliations." Furthermore, there is an indication of understanding of developmental stages as well, since the writers only question whether fear is inappropriate "after a certain age," which aligns with the discovery that simple systems of rules and consequences are most effective when employed with children, not young adults.

Assuming that "dormitories" had the same meaning when this was written as it does today, it is heartening to see that the writers were conscious of the need to construct housing for scholars. It is reminiscent of the large growth of student housing over the last several decades. UVA has added new first-year dorms to accommodate the school's growing population, but as we have all undoubtedly noticed, the buildings are farther away from Central Grounds, raising concerns about students' equal access to classes, clubs, and other activities.

I just want to take a moment to appreciate this very concise summary of the Constitutional principles of freedom of religion, which seem especially relevant today. As members of the Christian right complain that preventing schools from requiring students to read the Bible or pray infringes on their "religious freedom," a reality check about the true meaning of religious freedom seems appropriate. It means that people are allowed to hold (or not hold) whatever religious beliefs they choose and to practice their religions in any way that does not break laws or prevent others from exercising their own rights, religious and otherwise. It does not mean that people of one religion should be free to impose their beliefs on others, since that would deny them the religious freedom of believing something else.

I think the reason behind why they first stated "Spanish is highly interesting to us" instead of just the reasons is because Spanish is only interesting to the U.S. since there are many Spanish-speaking inhabitants. Without them perhaps Spanish wouldn't even be interesting let alone a language which we would likely learn rather than others. Because it is useful in our own country many Americans are inclined to learn it but looking at other countries around the world it goes to show that Spanish in general is not that popular in other countries but rather English and Chinese. Spanish does, however, have a large base since almost the entire South America speaks it.

I do find it quite fascinating how the majority of students back in this time period were so focused on learning languages such as latin or Greek. That being said, I am aware that in a way it seems to be a dying language which is why people are no longer learning those languages as much, particularly latin. While it is useful to learn latin and greek to help one understand ancient texts, it's also good to notice that there are others who have already translated the text meaning you don't have to learn it anymore either. Plus since people aren't writing or speaking in latin anymore it makes sense for our own own kind to move onto other more current languages that will be more useful to us in the present moment.

So I take it that they didn't have meal plans? This seems to suggest that it would be up to the students to figure out eating, since it's not something that the university is claiming responsibility for. Is this a contractor kind of situation, where the university would agree to have a private boarding house offer meals on grounds? Or would the students be expected to leave grounds and find a place to eat nearby? Was there even anything nearby? It seems like they weren't terribly specific with the meal situation, which leaves a lot of questions unanswered.

The wording of this sentence is very important. By saying "its whole property real & personal in possession", the personal that are being referenced here are salves. In the opening and early days of the university slaves were used as the operating foundation to keep things running smoothly. They were treated brutally and demeaned in both physical and mental aspects; this can be expected since they weren't even referred to as people, but property.