In this part of the Rockfish Gap Report, the writer is showing that the individual and the school are separate. This reminds me of how the University will say that certain clubs or groups are not affiliated with the University and do not reflect the institution's views. It's interesting that the basis for this was rooted so long ago.

In this piece of the document, Jefferson highlights what he values in education. He lists subjects and shows that Jefferson wants to produce very well rounded students and that these students should have knowledge from a wide range of subjects and disciplines. Today, we uphold Jefferson's view of diverse knowledge by taking a variety of subjects.

I like that he referred to the students as citizens. This shows how Thomas Jefferson truly thought he was creating a community rather than a school. Also, these students had rights and interests that the University should uphold and these are constantly being tested today. As students, we should question if the University is giving is the rights we all deserve. Also important to note that he said men as women were not yet part of the school. I wonder if UVa had trouble outlining women's rights here as men's rights were established first. -Ella S. (es4vr)

The fact that Ethics was one of the main areas of study that Thomas Jefferson thought of shows how much he valued a liberal arts education. Also shown throughout the document, he really wanted the University to be a community. I wonder if he thought there was a direct relationship between creating a community and ethics. In my Engaged Citizenship class we discussed how now we believe that ethics and citizenship (or being part of community) go hand in hand and we do see that aspect a lot at UVa. TJ may have thought about this first simply with creating a community who should value studying ethics. -Ella S. (es4vr)

I found this statement interesting because it demonstrates the never-ending trend of society continuously advancing and moving forward. It is almost comical to think back how in 1818, when the document was written, the writers believed that their society and educational systems were so advanced. Looking back, this was obviously not the case; however, it is true that they had made many advances from previous centuries. Furthermore, today’s society has surpassed the first generations of UVA by a remarkable amount, not only in the technological and educational regard, but also in the moral regard, considering the original UVA was a school for solely white men of high status. The “indigenous” neighbors the document goes on to mention who the writers perceive to be less advanced than themselves are described as “barbaric and wretched.” This description is ironic considering the low moral standard of these founders who are almost barbaric and wretched themselves. Finally, it is again ironic that the writers are calling themselves “advanced” when they still have ignorant and amateur views about themselves and others.

In comparison to the list of courses offered by the University today, the core component of a religious department is missing. The reason for this is explained in the document, but it is still interesting that Jefferson did not think it wise to offer an opportunity to study all religions. Religious equality and freedom is about offering insight and opportunity in all sects of all religious backgrounds, rather than exempting religious opportunities from education altogether. Because the population at the time was, however, primarily Christian, it is understandable why Jefferson exempted its teachings from the University for the sake of a separation between church and state.

This is an interesting way to describe education. It suggests that Thomas Jefferson was surely knowledgeable in philosophy, as he takes on a very philosophical approach to education and its value. This statement carries with it hints of Plato's Allegory of the Cave and the concept that virtue and rebirth as a philosopher king arises when one educates himself. -Avery Finkelson

I like this quote because this is an example of how we can use our positive fundamental historical beliefs to fight against our negative history. Education is extremely value and UVa is constantly trying to expand knowledge, especially shown through this New Curriculum. Through expanding knowledge and education to help form our morals, we can learn to balance our controversial history with recent events and fight to be a culturally aware and genuinely progressive University. If students are aware and knowledgable, there's so much a student body can do to progress out society. -Ella S.

Even in our formation of the University, we believed higher education meant supremacy. When UVa didn't allow black people into the school, we believed we were superior and they weren't allowed to have the higher education we have. Even now when we look at demographics, the minority percentage is so low, it seems as if we still follow this superiority complex of education for white people. -Ella S.

The focus on healthiness and fertility reminds me sickeningly of the treatment of slaves and of women throughout history, as land, a place for a school to be built, was regarded in the same way that human beings were -- property; only worthy of life if they met specific criteria. A slave was only useful if it was healthy enough to perform the work necessary of its existence (as the slave owners thought). If a slave could not work in a field or in the home, they were a useless slave and often times killed for their inability to perform. The fertility of a slave and it's ability to reproduce was profitable as slave owners were able to buy a slave (if they raped their females) or two (male and female), and have their slave continue to produce more slaves and therefore more bodies able to do the slaveowner's biding. Such is similar to the view of women, as health and fertility were the most important aspects of a woman to society, besides obedience. Women's fertility could be manipulated and used for gain of both men and society. In some instances, women were only considered worthy of life if they produced male offspring. Such is seen in royalty, as King Henry vehemently believed that Catherine "was condemned by God not to have a boy and that Anne would provide him with one". This belief that the only worth of a woman is their ability to produce male heirs was carried into society for a long time after the Tudor times. And although the thoughts towards women are not as strict in modern society, the stigma towards women unable to have children or who do not want children has continued into modern society.

source link : http://www.historylearningsite.co.uk/tudor-england/henry-and-divorce/

I find this phrase "branches of learning" interesting, as it implies that learning stems from a singular object, which in essence is a university. It is a very remarkable way to think of learning, as the university is the foundation for learning, but the different branches (topics) stem from not only what is taught officially at the university in classrooms, but also from the experiences that occur here and people that call this place home. I know that this statement did not mean what I think it means now back when it was written, but I still find it a beautiful way to talk about learning. The metaphor of a tree implies that roots in the university - the land it was built on, the people who built it, the people who used to live on this land - can affect the university and the way students learn from it and on it. Such is so applicable to today as we are attempting to embrace the rotten roots of our dear university, attempting to learn from the injustisces against humanity that occurred on and before our university.