Jefferson spends a great deal of time laying out provisions for the teaching of the classic languages and other European languages, as he saw them as foundational to both a historical understanding the philosophical perspectives of classical intellectuals and philosophers that led to the society they then inhabited, and to progress in the political and hard sciences. The University today, however, is in a moment in which the the classics department is in a precarious position with declining enrollment. At a student council meeting recently, many students spoke out against possible university plans to downsize the department. This change in the perceived value of languages by the University seems to reflect a new societal orientation towards STEM and a growing apathy towards classics, both in philosophy and language, a shift that is perhaps a result of our growing prioritization of individualism and progress over the values of tradition and self-reflection. This could also reflect America’s place in the geopolitical order and global economy; in an era in which English is the lingua franca and the country is one of the most politically influential in the world, the need for proficiency in many different languages for diplomacy and trade seems irrelevant to many.

This represents one of the core tenets of Jefferson’s philosophy regarding the values of education. This vision of education as a transformative process which roots out man’s inherent evil temptations and instills good moral character is one that is repeated throughout this document and in many of his other writings; indeed, it is foundational to his belief that a successful democracy depends on an educated citizenry because the ethical principles he believed were inherent to education would guide the people’s judgement. However, it is possible to see how these beliefs were used to support prejudicial attitudes and actions. For example, the quote above is reminiscent of Jefferson's notion of the “noble savage,” which he used to characterize the Native Americans as an uncivilized population that could be redeemed through “education and civilization.” This is further supported by a later statement made in the document, in which Jefferson asks, “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?” What’s more, this quote also seems to equate education with “social worth,” which automatically relegates those who did not have access to an education as Jefferson would define it - Native Americans, African Americans, and women - to a position of lower value in society, a contradiction to a core characteristic of true democracy. Of course, this may have been used to justify their exclusion from the democratic process.

I find it interesting that the founders wanted the primary purpose of the university to be for students to learn about morals as well as their responsibilities and rights as citizens. As a whole I think UVa has done a good job of continuing this especially through our honor system. Most students strive to be just and active citizens and although I don't think we are taught this in the classroom, UVa has a number of opportunities for us to learn outside classroom. Additionally, I believe students have strayed away from learning to understand the material; we often study for the test just to get the A.

Much as the Declaration was not just a statement or proclamation but a dynamic argument and philosophical tool, Jefferson’s design of the school was a tool for the advancement of his democratic ideals. In this vein, it seems that Jefferson intended for the university to be a place of social engagement, with a large emphasis on how to utilize knowledge for the good of society; Jefferson wanted the education students received to be primarily concerned with the new country’s advancement and stewardship rather than personal advancement. I feel that this is in contrast to the highly individualized and career-oriented focus of the university (and academia in general) today. It seems that contemporary higher education has far less to do with the development of morals and principles, and much more to do with achieving personal success; college students are pressured to concern themselves with how they will be productive members of society rather than thoughtful members of society.

In Our Declaration, Allen argues that one of the most essential facets of self-governance, if implemented and carried out correctly, is the inherent principle of equality that arises from it. In essence, individuals are the best judges of what will contribute to their own well-being, and because in a self-governed society, individuals are the government, everyone is equal in their ability to be civically engaged members of the community, voice what he or she believes will best help the community (and, by extension, themselves) thrive, and influence the social and political dynamics that they are party to. The authors of this document seemed intent on explaining the benefits of moral and political education, particularly in the context of knowing how to participate in the new democratic government; this is because they too recognized that if the republic was to depend on the personal judgements of its citizens, those citizens should be educated about how to go about making sound judgements.