137 Matching Annotations
  1. May 2019
    1. Newport’s basic theme: we fell into our habits of using phones, social media, email, web-browsing etc without making conscious decisions about what our priorities were.

      I can wholeheartedly recommend Sarah Bakewell's brilliant book At the Existentialist Café in regards to this book.

      Some of the main existentialists thought it imperative to live through every single experience—including the minute—as though one were for the first time, and humanity were depending on you to interpret it for us.

  2. Dec 2017
    1. Government

      With a government only a few decades old, I would be incredibly interested to know what they expected to teach students in this course. I wonder if they taught about the British government instead of the new American government. If they taught about the American government, I think it would be extremely difficult to have consistent teaching happening, since very little was solidified in our government during this time.

    2. 400 acres on the north fork of James River known by the name of Hart’s bottom purchased of the late General Bowyer 171 acres adjoining the same purchased of James Griggsby 203 acres joining the last mentioned tract, purchased of William Paxton 112 acres lying on the North river above the lands of Arthur Glasgow conveyed to him by William Paxton’s heirs. 500 acres joining the lands of Arthur Glasgow, Benjamin Cambden, and David Edmondson. 545 acres lying in Pryor’s gap conveyed to him by the heirs of William Paxton deceased. 260 acres lying in Childers gap purchased of William Mitchell 300 acres lying also in Childer’s gap purchased of Nicholas Jones 500 Acres lying on Buffalo, joining the lands of James Johnston

      I'm amazed that everyone was just as prepared to create our school in Lexington as they were in Charlottesville. They had such detailed plans, and individuals were fully prepared to give up their land in case Lexington was chosen to become our Grounds. I wonder how far ahead they planned in Lexington before settling on Charlottesville; did they have building plans and exact locations of dormitories prepared?

    3. Geography

      Although this is a common subject that all schools still teach, I'm sure the subject matter must have been very different. It's similar to how history classes change inevitably over time to constantly update with current events as well as new discoveries about previously "known" facts. Considering the Louisiana Purchase being only 15 years old at this point, geography must have been quite an important field of study. Today we learn from texts compiling ages of knowledge acquired over many lifetimes of contributing people. Perhaps "geography" was a skills-based class as opposed to a purely information-based one. Some people had to go out and chart good maps. If property lines were disputed a cartographer would have been sent in. Today the profession exists (with satellite and computer assistance), but is very different in main goals and intentions.

    4. Also the whole of his Slaves amounting to 57 in number.

      I find this quote interesting for a few reasons. It seems as if it is just thrown regularly into the middle of a bunch of other facts. This shows how normal slavery is viewed during this time. This is also a fact lots of people try to avoid or forget about in Thomas Jefferson's, UVA, and America's history. All of these things have been heavily impacted and built by slavery. This is an important part of history that should be acknowledged and unforgotten.

    5. 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.

      I found these two lines very interesting fr a plethora of reasons. To start off, the line before says how the objects would benefit "every citizen". However, the article refers to every citizen as "him" or "himself". This shows the ideology of the people during this time period. It displays how men were only viewed as first class citizens and the only ones considered in the founding of the university. In addition, the last part of the quote mentions how the object would improve his morals. However, allowing slavery was an extremely immoral act. I find this quote interesting because of its display of the thoughts of women and slavery at the time.

    6. Latin

      Because it was impossible to highlight all the languages without highlighting other areas, I simply highlighted “Latin”, but I will be referring to all the languages listed, including Greek, French, and German. First, not surprisingly, all the languages listed have some sort of European and Western origin, except for Hebrew. However, although Hebrew originated in the Middle East, many Jews moved or fled to Europe during the diaspora, so Hebrew as a language is also tied to Europe. Secondly, I find it interesting that English is still referred to as “Anglo-Saxon” at this time. Lastly, I also find it interesting that both Latin and Greek were taught in the early 1800's, but now only Latin is taught in some schools, even though Latin is the dead language, not Greek.

    7. by law required at the tavern in Rockfish gap on the blue ridge

      I am curious about what kind of law mandated this very specific location for the meeting. What kind of circumstances would have led to this oddly specific legislation? Since new universities don't really get chartered anymore, are there any obsolete laws like this? It just sounds very weird that the Commissioners were mandated to meet at a specific tavern.

    8. 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

      Although I do not specifically what the learned science means in this context and time, I assume that it has to do with the field of science (including disciplines such as Biology). This is interesting to me, because science is such a big part of our education nowadays. However, obviously during the early 1800's, many people, including educated men, did not believe in science or that science was necessary for students to learn. I assume instead they wanted students to learn more “relevant” fields, such as theology, philosophy, language, and commerce. Thinking about the lack of importance of science in this time, it’s amazing to think about how different people back then viewed the world.

    9. Encouraged therefore by the sentiments of the Legislature, manifested in this statute, we present the following tabular statement of the branches of learning which we think should be taught in the University, forming them into groups, each of which are within the powers of a single professor.

      In modern education, students are essentially encouraged to specialize within a particular field the moment they declare their major. This table shows how the Jeffersonian vision of education is incredibly well-rounded and encompasses every field present during the early 19th century. However, the College of Arts and Sciences at UVA still has general education requirements, and students are highly encouraged to explore different fields with a variety of classes in their first and second years. The New College Curriculum takes this initiative to an entirely new level, with classes in different areas that captivate the modern intellectual world, including poverty, extinction, and implications of art. These two curriculums serve as a testament to the original Jeffersonian vision of education, and allows current University of Virginia students to graduate with an education so broad and varied that graduates are far more well equipped for life beyond college.

    10. 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;

      This description of the general design of the Lawn exhibits Jefferson's idealized concept of how a university should be properly arranged; his firm convictions on the morals of education and his idea of professors and students living and learning together really set the University of Virginia apart from other universities of the time. Even in the present, I for one cannot name a single university that features something similar to the Lawn and rotunda, and the amount of thought regarding educational morals that went into their design. The University of Virginia stands out from its academic peers across the country in the foundations of its creation, and the continuation of the community of trust that seeks to live up to these values that Jefferson envisioned two hundred years ago.

    11. These innocent arts furnish amusement & happiness to those who, having time on their hands, might less inoffensively employ it; needing, at the same time, no regular incorporation with the institution, they may be left to accessory teachers, who will be paid by the individuals employing them; the university only providing proper apartments for their exercise.

      The study and appreciation of arts is just as important as other fields of study such as sciences and literature. As the document fairly states: "Arts furnish amusement and happiness." Arts give us an insight into the world beyond letters, numbers, and formulas, and it endows us with creativity and possibility. The education of arts should be mandatory, providing abundant resources to faculty and students who pursue it. From my own experience, a good education of arts teaches me to look at the world in an entirely different way.

    12. The Italian abounds with works of Very superior Order, Valuable for their matter, and still more distinguished as models of the finest taste in style and composition,

      It is sad to realize that Italian, a language that had "finest taste in style and composition," has become less and less popular nowadays. People may prefer to study Spanish and French because these two languages are more commonly used in the world. The less spoken languages such as Italian, Latin, Greek, Hebrew seem to be left unattended in a fast-developing world. Language is art, and the beauty of its style and composition is an invaluable treasure that human shall always embrace and not forget. Language speaks of its own culture and history.

    13. This degree of medical information is such as the mass of scientific students would wish to possess, as enabling them, in their course thro life, to estimate with satisfaction the extent & limits of the aid to human life & health, which they may understandingly expect from that art: and it constitutes such a foundation for those intended for the profession, that the finishing course of practice at the bedsides of the sick, and at the operations of surgery in a hospital, can neither be long nor expensive. To seek this finishing elsewhere, must therefore be submitted to for a while.

      This is certainly an interesting little tidbit of medical views at the time. Part of the purpose is to teach the students what medicine can do, something that I suppose not very many people at the time would know the exact extent of, either exaggerating or downplaying the uses of then-modern medicine. I also enjoy that they throw shade at any other institutions by saying that it would be both expensive and much longer to pursue a medical education at another institution. Pretentiousness is universal after all, I suppose.

    14. German now stands in a line with that of the most learned nations in richness of erudition and advance in the sciences

      German has had a troubled and war-torn past, but is now known for being a major scientific nation, partially out of necessity. I'm not sure about the sciences then, but a lot of philosophers and musicians at the time were German. In terms of military history, Germany wasn't exactly a hugely united country, torn with religious and political strife.It's almost odd that they were being praised for their scientific advances in a predominantly religious area. Calling it a country at this point would be a bit of a stretch.

    15. Some of these have rendered the elements themselves subservient to the purposes of man, have harnessed them to the yoke of his labours

      The sentence here regarding technology and its use to manipulate and claim land as resources instead of shared environments hints at sentiments that continue to fuel the debate on man’s role in exacerbating climate change and the degradation of the earth. While the document emphasizes the benefits of higher education on improving man as individuals prior to this point, this statement here presents a darker, more exploitative use of knowledge for gain. Undertones of submission and subservience to the human race further invoke a strong sense of superiority that inherently perpetuates dangerous rates of resource consumption of in order to maintain high standards of living without a thought for its cost to the environment. It is this fostered sense of entitlement that inherently proves destructive to man’s surroundings, solidified by the current state of the world and the earth.

    16. his would leave us then without those callings which depend on education, or send us to other countries, to seek the instruction they require.

      Even in the early beginnings of America, there existed a “take up the white man’s burden” mentality already brewing in the American citizenry, especially among the educated elite - seeing as education is still inherently more accessible to mainly a white populace (even by today’s standards). Illustrating the kindling of policies such as the Manifest Destiny, to “send us to other countries, to seek the instruction they require” invokes a certain sense of western superiority over other cultures, fueling a sense of responsibility to further westernize countries and peoples deemed “developing” or “third world”. Even in America’s origins as settlements rooted in imperialism and colonialism, the notion of spreading westernization, be it through colonies or missionaries, continues to maintain its relevancy within this document as well as tensions rooted in this notion still present globally.

    17. Spanish

      Spanish is one of the branched groups that was planned to be taught at the school from the beginning. Like many other schools, UVA now offers this school in other countries were students are able to have have the full experience of a different culture. It's a great opportunity for students to come out of their comfort-zone and gain skills that will make them a more well-rounded human being. Not only is Spanish the only language the is taught abroad, but their are a wide variety for various people to choose from.

    18. 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,

      Not only has the plan of the buildings, known as the pavilions located by the rotunda, shown to have an arrangement but I have also found it in old dorms. The way the buildings are structured and placed makes the quad the center of them all. This allows for all the people that are located in the dorms to have a centralized place where they can all come together and socialize. It is well known how old dorms are know to have a better sense of community. I wonder if new dorms are not as known for their sense of community because they were built later on and the people that made the plan didn't have the same goals in mind.

    19. fixing the number of professors they require, which we think should at present, be ten, limiting (except as to the professors who shall be first engaged in each branch) a maximum for their salaries, (which should be a certain but moderate subsistence, to be made up by liberal tuition fees, as an excitement to assiduity,)

      This section of text regarding professors' salaries is particularly intriguing because it discusses the fact that professors should be paid a moderate subsistence. If you look at the Cavalier Daily's report on salaries on some of our most distinguished professors are rather high and nowadays that is what I believe is what it takes to get some of the best minds to teach at our university and why the moderate subsistence clause of the Rockfish Gap Report is no longer relevant if we want to keep UVA's standing as one of the world's best universities. Professors want to teach at the universities that are the best deal for them which is why we can no longer just pay them just a mere living wage as in the time when this document was originally written.

    20. Ours on the same correct principle, should be adapted to our arms & warfare; and the manual exercise, military maneuvres, and tactics generally, should be the frequent exercises of the students, in their hours of recreation.

      The notion that the students of UVA in the early days should be preparing for military battle while they are in their hours of recreation. Nowadays these preparations would only be seen at traditional military academies like VMI and the Citadel. UVA is known for having ROTC programs but the amount of students that participate in them is not as high as it seems Jefferson wanted in the original proposal for the university.

    1. 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

      That must have worked well. Putting families with possibly young children right next to students. In all sincerity, though, this arrangement seems like being a professor was a trade. Blacksmiths or tavern keepers lived in their place of business, and so are these professors. It shows just how evolved of a society we are that our professors are more than tradesmen, that they not only teach but are also participants in research institutions.

    2. each of these was unexceptionable as to healthiness & fertility. It was the degree of centrality to the white population of the state which alone then constituted the important point of comparison between these places: and the board,

      It is necessary to understand that cars and the like did not exist at this point in time. As such, keeping the university central to the state's educable population must have been the primary concern for the founders. Also, because I expect an intense amount of responses keying in to the "white" mention, I've said it a hundred times, but black people were not people in the eyes of whites at this point. It was not a good system, but that's a given from our perspective. To them, slavery was perceived as traditional and necessary. So when people say that this was unfair to black people, keep in mind that unfair is a standard in this world, and that slaves were struggling to keep their families intact and survive from day to day, not get a higher education.

    3. 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: that the Spanish is highly interesting to us, as the language spoken by so great a portion of the inhabitants of our Continents, with whom we shall possibly have great intercourse ere long; and is that also in which is written the greater part of the early history of America.

      I appreciate the fact that they mention the importance of learning other languages in order to advance as an individual as well as a member of the community. I think this section of the document is one that is still applied to the education at the University of Virginia today. For example, students in the College of Arts and Sciences are required to take a language course in their first year and I believe part of this is to make us more well-rounded individuals that are able to connect with multiple cultures and languages. UVA also has language houses meant to immerse certain students to a particular language that they are learning. This is significant to one’s development because studies have shown that bilingual people have more cognitive benefits such as multi-tasking and better attention span.

    4. 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.

      Upon reading this section of the Rockfish Gap Document, I noticed how there seems to be an emphasis on the individual. The use of phrases such as “for himself” and “ his own” exemplifies a common theory in economics derived from Adam Smith that when people work to benefit themselves, they indirectly benefit society. In the same way, the theory can be applied to education. However, there are pro’s and con’s to this mentality. In regards to the positive aspects of individualism, people feel more to express themselves, which allows for a more creative community. However, an emphasis on individualism can also be dangerous in that it can also lead to a selfish mentality, straying away from important values such as compassion and camaraderie. It is important to balance the concept of individualism with such values, which I think the writers of the Rockfish Gap Document tried to do. For example in the line that follows, they mention that it is imperative for one to “understand his duties to his neighbors and country,” allowing for an application of individual thinking.

  3. Nov 2017
    1. mensuration

      Honestly, I initially misread this as "menstruation" and I was thoroughly annoyed at the thought of women being blatantly excluded from this report, yet the founders stating that something that only applies to women would be important. My mind was bombarded with questions of why women could be deemed as lesser when these men are saying that menstruation is so very useful. Luckily though, my mind was simply playing tricks on me, and I can't be too angry at this particular line.

    2. The affectionate deportment between father & son offers, in truth, the best example for that of tutor & pupil; and the experience & practice of* other countries in this respect, may be worthy of enquiry & consideration with us.

      This quote resonates with me, as its something that I have found to still hold true both in high school and in University. Professors at the University today continue to offer office hours for students to talk to them both about school and occasionally about their lives, and conduct research side-by-side with students. I also think that this quote expands to the Housing and Residence life that exists today, since first-year students learn a lot from their Resident Advisors and Senior Residents, who they live and study with every day.

    3. Lexington in the County of Rockbridge, Staunton in the County of Augusta, and the Central college in the County of Albemarle:

      I am curious as to why these specific locations were initially considered in the placement of the University. Were there meanings behind them or correlations other than the heavy population of wealthy white people? It almost seems as if the founders simply pointed at some areas on a map and chose the one they deemed most suitable for the benefit of themselves and the caucasian folks that lived there.

    4. Ideology

      Another connection between the Declaration of Independence and this Rockfish Gap Report can be found here. The founders of this university, just as the founders of the United States did, prevented theocracy from entering their establishment. We read in Our Declaration: A Reading of the Declaration of Independence in Defense of Equality by Danielle Allen, how Thomas Jefferson made a conscious effort not to directly reference God or any religion in the Declaration of Independence. For the University of Virginia, this was also important as to create a community that valued education as suppose to a supreme being.

    5. education like private & individual concerns, should be left to private & individual effort;

      I enjoy how the founders of the University of Virginia are embracing the public university that they have created. Thomas Jefferson believed strongly that one of the fundamental roots of a Democracy was that its citizens must be well educated. I believe that this is the reason why he made the University of Virginia a public university. How was he to live with himself simultaneously arguing an educated society while in the mean time founding a private institution?

    6. To harmonize & promote the interests of agriculture, manufactures & commerce and by well informed views of political economy to give a free scope to the public industry.

      I believe this this quote is emblematic of the cultural that was present at the time of the University of Virginia's finding. In the 21st century, you rarely see direct references by Universities promoting agriculture. However there are still many similarities between the University's goals for how students will be prepared to participate in society that have remained to this day. These include: political involvement, industry, commerce (especially present with our commerce school at UVA) and manufacturing (which I believe now would be synonymous with engineering).

    7. And generally to form them to habits of reflection, and correct action, rendering them examples of virtue to others & of happiness within themselves.

      I find it interesting that the constructors of UVA believed that one of the objectives of the school should be to build character and instill correct action in the students. It seems as if this University always valued "the honor code" and heavily enforced it from the moment the school opened. Nowadays, the honor code is still enforced. We still abide by the rule to not cheat, lie, or steal. However, instead of being enforced by administration, the honor code is more so enforced by the student body. As UVA students, we all feel the need to abide by the honor code because it's just morally correct. In this case, I feel like we've definitely come along way from the past, and this objective has now turned into a natural habit.

    8. the Various Vocations of life,

      This is ridiculously pretentious. The authors here put forth a restrictive viewpoint stating that if you are of the class to attend the college, you should do one of a number of particular jobs associated with your class. Note the "the" and the capitalized "V"'s. I would bet my bottom dollar that, not only did he have particular jobs in mind when he said these things, he had well established ones there to boot, so that he is not serving to revitalize existing outputs, just the system that produces them. What's the point?

    9. 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.

    10. 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.

    11. To improve by reading, his morals and faculties

      I find it hard not to see the irony in this regard. While the university has become more diverse, originally. it was only meant for white men. And yet, the report claimed that one of the primary objectives is "To improve by reading, his morals and faculties." It is immoral for be exclude someone based on their race or their gender. It is immoral to establish a supremacy of a certain race. It is immoral to belittle another human being. The ignorance that the founders had pertaining to this is just appalling.

    12. In proceeding to the third & fourth duties prescribed by the legislature of reporting “the branches of learning, which shall be taught in the University, and the number & description of the professorships they will require” the commissioners were first to consider at what point it was understood that university education should commence? Certainly not with the Alphabet for reasons of expediency & impracticability, as well as from the obvious sense of the Legislature

      I like how this portion of section 3.4 poses a question that makes the topic seem more inquisitive. Because it is a founding document of the University I currently attend it is interesting to see what sort of evaluations were made when establishing the logistics behind university level education. I think the founders of the University were faced with a difficult task when having to decide at what point university education was to commence because at the time the objects of primary education and the number of people that received it varied. I think this was in part why they made sure to outline the importance of primary education and the objections set forth for it. Today, education is more standardized and it is expected that a student entering college has met the necessary requirements to do so. Furthermore, rigorous applications and testing have made it easier for universities to evaluate the extent of our education.

      Additionally, as a reader I felt like the tone of these lines were more relaxed. It wasn't a definitive statement and the triviality of stating "certainly not with the Alphabet," made it sound less formal.

    13. ”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: for altho the act authorised & required them to receive any voluntary contributions whether conditional or absolute, which might be offered thro them to the President & Directors of the literary fund, for the benefit of the University, yet they did not consider this as establishing an auction, or as pledging the location to the highest bidder.

      I think that it is interesting that these were the criteria for the location of the University, especially the portion about the centrality to the white population. My interpretation of a healthy and fertile site is one that is vibrant, close to an area that bolsters work opportunities for students as well as the ability to play an effect role in society, and a site that is secure in terms of neighbor relations (especially at the time the school was founded). I think the importance of the centrality to the white population is representative of the time period but isn't something that remains as an prominent ideology today. Since the United States was so segregated at this time it is clear why a group of white men looking to found a new University would prefer a location central to the population[white] that would support and attend it. Today UVA and the surrounding area of Charlottesville is widely diversified. I was also interested by the monetary argument in this sentence. It seems like even though they didn't establish the pledging of location as an auction that goes to the highest bidder, money had the ability to dictate and/or persuade where the University would be founded.

    14. sufficient each for the accommodation of two students only

      The word "only" in this statement intrigues me. Three of my uncles graduated from here, and one of them had two other room mates in his first year. After spending two semesters with them, he firmly decided to live on his own for the rest of his years in the University. Little did I know that the original intent was to suffice each dorm room "for the accommodation of two students only".

    15. To develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, & instil into them the precepts of virtue & order.

      Through this statement, I can see how the University implemented this principle by the means of the "Honor Code". Thomas Jefferson did not only want to train self-governed students, but also raise citizen-leaders who have enlarged minds, cultivated morals, and have virtue and order instilled within their beings that will impact our community and our nation. Having students to manage the Honor Committee aligns to this vision.

    16. It is supposed probable that a building of somewhat more size in the middle of the grounds may be called for in time, in which may be rooms for religious worship under such impartial regulations as the visitors shall prescribe, for public examinations, for a Library, for the schools of music, drawing, and other associated purposes.

      I find this part of the report very interesting because it reflects upon the fact that unlike most prestigious American universities, this university was not initially built around a church (the chapel being the heart of the university). When I realized this, I was told that the university was built around a library (The Rotunda) rather than a church (The Chapel) because Thomas Jefferson believed in knowledge and wanted the University of Virginia to be a secular university routed in knowledge and wisdom as opposed to religious principles. Today, the University still upholds it's secularity and allows for multiple religious clubs/organizations to be displayed on grounds without specifically acknowledging one religion as more correct over the others.

    17. each of these was unexceptionable as to healthiness & fertility.

      It is interesting to note that they considered the condition of the land when deciding to build UVa. They took account of the environment in which the students would obtain their education. I would like to believe that, the founders understood the significance of the environment to the students' ability in retaining the education that they would receive.

    18. the said University should in all things, & at all times be subject to the controul of the legislature.

      I find this section interesting as Jefferson wants the University to be controlled by the legislature. I think this is partly because Jefferson was an anti-federalist and therefore did not favor a strong central government. He wanted his university to be run similarly to what he wanted to see in the country with "the people" or (most closely) the legislature controlling it. This is more democratic than say an executive member or appointed judiciary.

    19. in which all sects agree with a knolege of the languages, Hebrew, Greek and Latin,4 a basis will be formed common to all sects

      I find it interesting that when the founders of the University of Virginia were laying out what was to be studied, they wanted to make an emphasis on really accepting all religions. They wanted students to have experience with these three languages because they connect "all sects." However, I do not think these three languages really cover all of the religions and I wish the founders had extended this.

    20. 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

      Jefferson's original intention with the "academical village" was to show how important it is for students to use what they learn in the classroom in their everyday lives. This passage is focused on how the Professors and students are to live among each other. It encourages further study. There is more to to learn about a topic than what is presented on the lecture slide. Student’s intrigue to learn more is what encourages a greater sense of community. One of the special attributes of UVA is its exceptional community. The “academical village” encourages a greater sense of community. I think Jefferson would be proud of the place UVA is today. UVA bring students from different races, religions and countries together. This is beneficial to every student at UVA because it encourages a love for learning new and interesting things from fellow students.

    21. elements of navigation and Geography to a sufficient degree,

      Evidencing just how different a world we live in, the process of navigation (almost certainly with a physical map!) was once a topic covered by University professors. We can question whether a University education is still meant to supply young people with the practical everyday skills they will need when they enter the workforce. I often hear people complain that despite a multi-thousand dollar education, they don't feel prepared to navigate adult life (e.g. filing taxes, doing basic car repair, etc.) Should such practical knowledge be the responsibility of a place of higher learning? It's clear that on some level, the founders of UVA thought so, but they established the school in an age before YouTube tutorials.

    22. 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.

      This is one of the key parts of the Rockfish Gap report. This states the purpose of primary education. Primary education is something that has been around for hundreds of years. There are many reasons primary education is important, this document says the purpose of primary education is to help citizens prepare for future work endeavors, express his or her ideas, improve reading skills, understand civic duties, know all his rights and overall be able to observe and understand society/relationships with others. These ideals are obviously important because they continue to be a part of our society today and more specifically part of our society here at UVA. Today, students have lots of different motives to study and I believe if each student from UVA were to read these ideals they would agree if not all, most of these are important.

    23. This doctrine is the genuine fruit of the alliance between church and State,

      This part of the document confuses me because later on in the report it emphasizes religious freedom, and how texts from all religious sects should be taught. Based on this sentence, it causes me to infer that UVA was initially a religious institution which is not the case. The only way I can see this statement to make sense is if the "church" was just referring the University as a whole. This way the the report would be saying that the University's larger purpose was to contribute to the larger nation's success, which aligns with what the subsequent sentences say.

    24. of the laws & obligations these infer, will be within the province of the professor of ethics

      This section of the document was obviously penned––or at the very least heavily influenced by Jefferson himself. The understanding of theology as a more practical moralistic framework than an actual system of beliefs is exactly what you'd expect from a man that cut all the miracles out of the bible. Now that the college actually offers religious studies, Jefferson's theistic understanding of Christianity is probably offered as more of an alternative interpretation than the founding doctrine that it once was. I personally have not taken Can a Text be Ethical, but I would imagine that it offers some insight into the breadth of views that Christianity can be understood to cover.

    25. Professors, and their families thus insulated; retirement to the Students

      The capitalization of "Professors" and "Students" is interesting. Typically, capital letters only occur at the beginning of a sentence or in front of a proper noun which "professors" and "students" are not. The capitalization of these words makes it seem like these professors and students would be unlike any professors and students anywhere else in the world. This goes along with the theme of building an elite school that would be uniquely above others which the report carries throughout.

    26. 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

      The design that professors and students live under the same roof reflects Mr. Jefferson's intention to create opportunities of endless discussion between professors and students; however, the design that the "professor and his family" live with the students brings the personal, intimate layer. It implies that the connection between professors and students extends beyond merely academic learning and into daily, personal life. They may eat and have fun together. Students therefore become more like family members than merely students to the professors. Because of such an intimate connection, students have opportunities to learn life wisdom from the professors, as well as to have life-long mentors and friends.

    27. A Professor is proposed for antient Languages, the Latin, Greek and Hebrew, particularly, but these Languages being the foundation common to all the Sciences

      I find this sentence very intriguing because it basically mentions how Latin, Greek, and Hebrew are the foundation to all the aspects of science. In modern day, these languages mostly seen as "dead" languages. Even though the languages are used in certain contexts and regions on the Earth, they are not very present among many societies or communities. Also, a majority of students either study or have studied languages like Spanish, French, Arabic, or Chinese. A lot of students most likely have started learning a foreign language during middle or high school, and the selection was probably not as vast as the selection here at UVA, so some students may not have even be introduced to learning Latin, Greek, or Hebrew until they attended the university.

    28. To instruct the mass of our citizens in these their rights, interests and duties, as men and citizens

      If Thomas Jefferson were to return to UVA, I think the thing that he would be most surprised about is the amount of diversity among the university's students and professors. Compared to what the university used to be, UVA has students/professors of all colors, as well as female members. I find it interesting how they explicitly stated "men" when mentioning their citizens. It makes you wonder if they specifically included the word men to subtly express their desires for the population of UVA. In my opinion, I think they did include it on purpose since women or people of color were not the intended audience to read this document or even attend UVA for that matter.

    29. 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

      When I first toured UVa, my tour guide emphasized how important it was to Jefferson to have students and professor living amongst one another in the academical village. He wanted it to be this way so that learning was uninterrupted, and so discussions wouldn't end when the students left the classrooms. Even today, we have not only continued Jefferson's vision, but we have expanded it with the creations of residential colleges all over grounds, where students and professors reside. Uniting students and professors outside of the classroom created a large sense of community at UVa that is still prominent today. I know I am not the only one who is proud to be part of the wahoo community, and I think that is what really makes UVa a special place to be.

    30. It was the degree of centrality to the white population of the state which alone then constituted the important point of comparison between these places

      This line was very unsettling for me to read. I must have missed it the first time I read through this document. Here, the report is saying that the only reason why UVa was decided to be placed in Albemarle County, was because of the greater white population there in comparison to Lexington and Staunton counties. It is not right that our school was centered around the concern of pleasing the white race, instead of educating the population. I think it is important for all of us to realize that like the rest of America, UVa has a racist past. We should use items like this document to facilitate productive conversations about racism and once we all accept it as part of our past, we can work together to prevent it from being part of our present and future.

    31. Zoology

      Zoology is defined as the scientific study of the behavior, structure, physiology, classification, and distribution of animals. I wonder how zoology was taught at the university. In the present day, bachelor’s programs often allow students to choose a particular concentration, which may include marine biology, ecology, genetics, or animal behavior. Students could take biology, anatomy, genetics, animal behavior, ecology, and physiology courses. I wonder if students practiced dissections and how those dissections were sanitary. I wonder what mechanisms and technologies were used to study cellular respiration and other various cellular functions.

    32. Wm. H. Cabell

      William H. Cabell was a well educated man whom served as Governor of the State of Virginia. Cabell worked closely with the Jefferson administration and assisted greatly with Burr’s rebellion. After completing his term as the governor, Cabell became a Judge of the General Court, and then the Court of Appeals of Richmond. Cabell’s name stood out, because many of our classes are held in either Old Cabell or New Cabell Hall. I found William H. Cabell’s career to be rather impressive. Because of his close work with Jefferson’s administration, I imagine that Jefferson too found this man to be credible and worth acknowledgement.

    1. every citizen

      Here, the term "citizen" needs to be understood differently from how it is interpreted now. In fact, at that time only white males were considered citizens, excluding black slaves and women. Thus, "every citizen" seems like incorporating a wide, broader range of people whereas access to the university was actually very narrow.

    2. The Commissioners for the University of Virginia having met, as by law required at the tavern in Rockfish gap on the blue ridge,

      This indicates that the Law required the Commissioners to meet, but it interesting to note that they met in a "tavern". It seems odd that the birth of a university took place in a place as little connected to knowledge and education as a tavern.

    3. The Commissioners for the University of Virginia having met, as by law required at the tavern in Rockfish gap on the blue ridge, on the 1st. day of August of this present year 1818, and having formed a board, proceeded on that day to the discharge of the duties assigned to them by the act of the legislature intituled an “act appropriating part of the revenue of the literary fund and for other purposes” and having continued their proceedings by adjournment from day to day to Tuesday the 4th: day of August, have agreed to a report on the several matters with which they were charged, which report they now respectfully address and submit to the legislature of the state.

      This was the day that everybody got together to discuss the building of the university. On this day they discussed where the location would be, what would be taught at the school and much more. This day was historical because it set the precedence for what the school would be like today. @sarah brickman 111

    4. Geometry elemental is that of straight lines and of the circle

      Knowing that this type of math was around back then is astounding. I did not know there were advancements in geometry. I also did not know there would be so many different things taught at the university because the most popular subjects back then were reading, writing and arithmetic. @sarah brickman 111

  4. Oct 2017
    1. Medicine, when fully taught, is usually subdivided into several professorships, but this cannot well be without the accessory of an hospital, where the student can have the benefit of attending clinical lectures & of assisting at operations of surgery.

      Even back then, the very beginnings of aspects of the University, such as the hospital, already began taking form. This further pays testament to the longevity of the University and the long-term goals of learning in an environment where there are opportunities to study any subject. Aside from the educational purpose, I believe that the hospital serves a practical purpose as well. This is stated in the quote. This effectively added another dimension to the University that would make it more self-contained, making it so students and staff need not leave grounds to receive medical care, thereby creating a greater sense of tight-knit community.

    2. it is difficult to foresee what may be the extent of this school

      Looking back, it is clear now how the vision for the University changed over time. 200 years prior it must have been difficult to envision how UVA would become a center of learning that would encompass a plethora of different subjects. By blatantly stating that it would be difficult to assess the purpose of the school, the founders left it open-ended, laying the grounds for adaption and evolution. I believe that this willingness to let the school develop on its own accord, allowed UVA to become such a successful college.

    1. needing more instruction than merely menial or praedial1 labor; and the same advantages to youths whose education may have been neglected untill too late to lay a foundation in the learned languages.

      The first part of this clause outlines that UVA is not going to be a place of meritocracy; it is for those that wish to become distinguished in their future as a scholar. It follows with a suggestion, that these people may also come from backgrounds not traditionally fit for academia. In this age, there was no public school and only the wealthy children were put into schools. But here, Jefferson and the other founders are suggesting that these kids may also be the future scholars and they should make specific accommodations in their curriculum for these children. I think this is realized to this day with programs such as "Access UVA" which give financial aid to all those that need it to come to UVA.

    2. Optics the Laws of Light & vision

      Such topics are interesting to be included in a general curriculum. I believe it supports the idea that when the school was being founded, the goal was to create scholars instead of specialists. We coin this today as a "liberal arts" education. However, today we do not study things such as optics because they are no longer needed for the average person - no longer are telescopes, looking glasses, and glasses something that people use, develop, repair, etc. Instead, people specialize in such fields. This is required because the knowledge barrier to get into such fields is so much higher today due to the massive buildup of knowledge.

    3. we have proposed no professor of Divinity;

      In my engagement, we have been analyzing the New Testament and whether it should be used in making ethical decisions. I think it's very important that UVA is not a religiously affiliated school. It allows for a more diverse group of people and therefore a better learning experience. If my engagement was filled with students who all supported and fully followed the New Testament, there wouldn't be much to discuss. Because we all come from different religious backgrounds and can contribute to conversations in different ways, we learn more about the world around us then if we were stuck in an institution with one religion.

    4. the incalculable advantage of training up able counsellors to administer the affairs of our Country in all its departments, Legislative, Executive, and Judiciary, and to bear their proper share in the councils of Our National Government; nothing, more than education, adorning the prosperity, the power and the happiness of a nation.

      I think this passage is extremely significant. The University was hoping to train and educated young people so that they could then go on to lead and run our country. They wanted the most educated people to help shape society because they hoped this University would give them good morals and teach them valuable lessons. I think this is ironic due to the fact that the majority of politicians working in the government have very corrupt morals. A lot of the people working in these offices lied their way to the top in an attempt to gain power. It's no surprise that our government has corruption in it. I think that if all Universities strove to really educate their students on good moral and values, we may try to prevent this corruption and obviously the authors of this document agree and tried to help create a government that would be beneficial to the country as a whole. Maybe we will be the generation to follow out their desires.

    5. 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.

    6. 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.

    7. 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.

      Considering the size of the University today, which is far larger than a lawn surrounded by buildings, it shows the evolution that many of America's constructs have undergone. Now the University is so large it takes me about 20 minutes to get to the lawn from my living area, and I live with 6 people, not just one roommate. Also, the conditions the report describes are very similar to the lawn rooms that upperclassmen students can obtain, which is a funky little tie to the past. All in all, the changes of UVA over the past 200 years is just an example of the vast and rapid development of America.

    8. To improve by reading, his morals and faculties.

      The idea to improve someone’s moral and faculties by reading is truly a logical one. However, it was clear that it was not the case. The university’s aim of improving someone’s moral tremendously failed in the past when it refused to accept people of color in this school, when it refused to accept females in this school, and when it tried to do whatever it could to ensure that only white men were able to attend this school. Thus, it begs the question, what kind of moral did they have? And was their morals worth being improved or they should have been abolished and changed?

    9. as by law required

      Personally, I feel it is rather odd that they had to meet by law to discuss school matter. Does it mean that they wouldn't have met if it had not been mandatory? And why was that the case? It seems like, prior to the law, they were not willing to meet up and discuss the education of the school. Hence, the quality of education back then was questionable.

    10. 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.

    11. To improve by reading, his morals and faculties.

      I think the term "morals" is interesting in this sentence considering the time period. One of the morals that most people lacked during this time period was owning slaves.The next sentence also says "understand his duties to his neighbors, and country." However, his duty was only to treat white people right and either discard or treat minorities unfairly. It also say "the functions confided to him by either." The crazy thing is the a lot of the people in the country were not represented or given the function to confide in him.

    12. It was the degree of centrality to the white population of the state which alone then constituted the important point of comparison between these places: and the board,

      I think this sentence shows a few things. For one, it shows the obvious fact that white males were the only people in power and considered at this time. White men created institutions in consideration of other white men and this is the same thing that goes on now. Our nation is still run by white men today and was back in the 1800s too. This sentence also shows UVA white-centered or racist past.

    13. 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.

    14. Medicine, when fully taught, is usually subdivided into several professorships, but this cannot well be without the accessory of an hospital, where the student can have the benefit of attending clinical lectures & of assisting at operations of surgery.

      I think it is really interesting how the authors of this document emphasized the importance of hands-on experience in the field of medicine. They wanted to be able to give students all the necessary opportunities for success. It's cool how this is still true today, as nursing students work in near by facilities. I think UVA still strives to produce well- rounded, professional students that are prepared to enter the workforce, across all disciplines.

    15. Education generates habits of application, order and the love of virtue; and controuls, by the force of habit, any innate obliquities in our moral organization. We should be far too from the discouraging persuasion, that man is fixed, by the law of his nature, at a given point: that his improvement is a chimæra, and the hope delusive of rendering ourselves wiser, happier or better than our forefathers were.

      I like how this founding document emphasizes the value of knowledge and education. In doing so, they are establishing something for students to aspire to. I think it is imperative to society that we continue to think along these lines, as it is a part of our moral obligations. Working in ways that advance and improve our society. We are not "fixed" and as a current student at UVA I hope that my four years here will give me the knowledge and desire to go out in the world and do something. I take this line of the document as a call to action. Our founding fathers wanted us to be better than they were, and to use what they have done to progress. We are not defined by out history. Thinking with this mindset can only lead us to greater things.

    16. 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.

      University’s goals for students are generally the same everywhere, but I like how we are given the specific goals for UVA students. To me, this is one of the most important parts of the document because it is addressing the fact that students have the right to express their ideas. I think in order for a students to reach their full potential they must focus on these goals/objects of this primary education.

    17. 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

      When I read this section about the building plans for the university, I found it interesting that they stated which areas were to be designated for the professors and students but did not mention a word about the slaves. In my engagement class “Making the Invisible Visible”, we toured these historical areas and learned that the basements and attics of the pavilions were built to house slaves. This design was also part of Jefferson’s plan to keep the slaves hidden from the students’ sights, which may also explain the lack of the reference to slaves in this section.

    18. Government

      With a government that was still relatively young, I wonder what was taught in government classes in the early 1800s.

    19. $5,000

      I find it funny that they only had estimated numbers, rather than exact amounts they were positive of. In today's world everyone wants to know exactly how much something will cost before they agree to anything, especially building new structures or attending college.

    20. Chemistry, is meant, with its other usual branches, to comprehend the theory of Agriculture

      It’s interesting how the main purpose behind including chemistry in the curriculum was to teach students “the theory of Agriculture”. The reasoning behind this may be to simply instill applicable knowledge to the students of the school, who were primarily sons of plantation owners. Another possibility is an effort to instill Jefferson’s belief in agrarianism and an agrarian state, which can be seen in Notes on the State of Virginia and during his presidency. For example, in the section “Manufacturers” in Notes on the State of Virginia, Jefferson writes, “we have an immensity of land courting the industry of the husbandman. Is it best then that all our citizens should be employed in its improvement, or that one half should be called off from that to exercise manufactures and handicraft arts for the other?” (291).

    21. And generally to form them to habits of reflection, and correct action, rendering them examples of virtue to others & of happiness within themselves.

      I feel this is one way that education at modern universities is changing in a negative way. I find that this style of education is very important in allowing people to have a diverse selection of reference points. However, with the raising costs of education it seems that people are less willing to explore their options and are just picking the degree that would yield the largest return on investment. As bgoodwyn said it is great that the College Fellows are using the core principles of Jefferson to create a curriculum that is diverse.

    22. Education, in like manner engrafts a new man on the native stock, & improves what in his nature was vicious & perverse, into qualities of virtue and social worth; and it cannot be but that each generation succeeding to the knowledge acquired by all those who preceded it

      This idea is perfectly neoclassical, which is why one can see that Jefferson stated this claim about the purpose of education in his report about the founding of the nation's next great university. Education as stated by Jefferson creates a new person out of the savage that he once was into a righteous person. The idea that education changes the nature of the person is not something I necessarily agree with as some of the most vicious people in history were well educated. Take a modern example someone such as Richard Spencer one of the leaders in the alt-right he is highly educated and even attended UVA but still remains vicious. However, it should be noted that usually the qualities of virtue and social worth are taught to a person when they come to university and they usually leave with greater virtue and social worth, it is just not always the case.

    23. Report

      It is interesting to me that this document was titled as a report. The word report usually implies that something was investigated or observed but this document feels more instructional than that, almost like a manual.

    24. To enlighten them with mathematical and physical sciences which advance the arts & administer to the health, the subsistence & comforts of human life:

      In the Rockfish gap report, the writers have to justify the relevance of mathematical and physical sciences in a holistic education. However, in the intensely, stem-based environment of today’s society, the notion of advocating in favor of these fields strikes a rather amusing chord. With the rise of technological advancements at a near exponential rate, a focus on STEM education has taken the global community by storm, which unfortunately results in the lack of support, and, more concretely, lack of funding for the arts. Yet, as laid out by President John F. Kennedy, “this country cannot afford to be materially rich and spiritually poor.” Mirrored in the ideals of the university, the writers continue to solidify the importance of a well-rounded education, pushing the importance of both scientific thought and artistic expression, and the value in encouraging growth in both - a personal mission of mine.

    25. It is supposed probable that a building of somewhat more size in the middle of the grounds may be called for in time, in which may be rooms for religious worship under such impartial regulations as the visitors shall prescribe, for public examinations, for a Library, for the schools of music, drawing, and other associated purposes.

      One of Thomas Jefferson's main goals for the University was that he wanted it to be centered around learning and education. Back then, around the time this document was written, most schools had a church as the center of their campus, but Thomas Jefferson set a library as the center point on Grounds to symbolize the importance of learning. Other Universities had churches in the as the focal point because, most likely, the school in question was based to revolve around a particular religion such as Christianity. Thomas Jefferson did not want religion to be what fueled the University of Virginia since he viewed all religions on the same level, and he very much valued the rewards that knowledge provides us, and a library was a perfect symbol to express that belief.

    26. centrality to the white population of the whole state

      At the time that this document was written, readers would not glance over this statement twice. However, having read this sentence in the modern day time, it really does not sit well with me. This is basically the first instance in the writing that states the the University of Virginia is going to be a school meant for the white population. This phrase essentially declares that UVA should be built in Virginia where the most white people live, since that is their main target "audience". Although this statement does not necessarily seem hostile or obviously racist, the intent and goal behind it is, in fact, discriminatory. Albeit, the presence of this sentence is not surprising considering who wrote the document and what time frame it was written in.

    27. This doctrine is the genuine fruit of the alliance between church and State,

      As Jefferson was someone who believed in the separation of church and state, encountering this sentence in a document proposing a university designed by Jefferson and his colleagues is rather alarming. It is almost implying that because of God, the university is being founded. However, I believe the sentence could be interpreted as saying that because of the heavy reliance on religion in other contemporary institutions of higher learning, that this new university would be one that is secular and not reliant on a religious governing body such as the other universities did. That being said it also noteworthy that Jefferson capitalized State and did not do so for church, implying possibly what body he believed to be superior. It holds true to today that the University of Virginia is a secular one

    28. the incalculable advantage of training up able counsellors to administer the affairs of our Country in all its departments, Legislative, Executive, and Judiciary, and to bear their proper share in the councils of Our National Government; nothing, more than education, adorning the prosperity, the power and the happiness of a nation.

      A fundamental part of higher education laid out in the Rockfish gap report was its role in building and molding “good men,” and ultimately, the citizenry of America. Even as many of the founding fathers, including Thomas Jefferson, have reflected in their plans for the newborn country, they championed an educated population in the form of an electoral college to elect the country’s executive, in fear of the direct election of a tyrant. However, the access to higher education was limited to only a singular demographic: white, landowning men. While ensuring educated decisions on the fate of the country is a reasonable, and respectable notion, the very barrier to access to education for underrepresented groups primes the ruling class to be solely dominated by a white, male populace, therefore laying the foundations for centuries of control.

    29. To harmonize & promote the interests of agriculture, manufactures & commerce and by well informed views of political economy to give a free scope to the public industry.

      This passage emphasizes the shift in values regarding environmental practices interwoven with economical studies. Although an industrial shift justifies the trivialization of the importance of learning about agriculture, I don't think it's rightful for the entire sect to be ignored. While learning about agriculture has decreased, the McIntire School has grown drastically. Surrounding the entire University are forests and farms and most civilians are not in touch with such a lifestyle. In this passage, Jefferson is describing the importance of these two being promoted in harmony. I think this needs to be reevaluated in the University today- informing students more of the environment around them. -nan marsh

    30. for altho the act authorised & required them to receive any voluntary contributions whether conditional or absolute, which might be offered thro them to the President & Directors of the literary fund, for the benefit of the University, yet they did not consider this as establishing an auction, or as pledging the location to the highest bidder.

      I would personally be interested to know if UVA is still required to accept any voluntary contributions, and, if not, for how long this was a policy. It might be the reason that certain extremist groups were able to contribute to UVA so much. Of course, that is assuming that whoever was in charge of accepting and regulating such contributions didn't identify with said groups.

    31. To harmonize & promote the interests of agriculture, manufactures & commerce and by well informed views of political economy to give a free scope to the public industry

      In a way, this furthers the Democratic-Republican view of limited government. The writers specify "free scope to public industry" as a way of promoting non-politically-involved enterprises. I personally think the "political economy" part really just means economy in modern terms.

    32. To develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, & instil into them the precepts of virtue & order. To enlighten them with mathematical and physical sciences which advance the arts & administer to the health, the subsistence & comforts of human life:

      To me this line is about cultivating students morals and giving them a deeper understanding of the arts, math, science and the comforts of human life. This caught my attention because I feel that today our education system has been diverging away from this. Now students are more focused on memorizing information for tests and getting ahead of their peers. It is less about the learning because its interesting and learning for the good grade. I think the University of Virginia noticed this and that is why the New College Curriculum was added. The New College Curriculum teaches the students to come together and work collaboratively. In class instead of sitting through a lecture, students sit around tables and have intellectual conversations, sharing their opinions and interpretations of certain topics.

    33. 5. honorary excitements

      I think the old-fashioned language here, "honorary excitements", is so odd, because it surfaces certain expectations for any supplemental activities to the students' course loads. The creators of this document desired for these activities to be honorable and to be exciting, which infers passions beyond the academic aspect of these students' lives. UVa has always placed large importance on student involvement to help balance passion with academics, especially in their application process where they are known to accept well-rounded, hyper-involved high school students, in hopes of those values continuing in their college lives.

    34. it should consist of distinct houses or pavilions, arranged at proper distances on each side of a lawn

      I thought the descriptive language used in this whole passage when talking about the set-up of the lawn truly shows a part of UVa culture that still exists today. The lawn is a very important, almost sacred, part of grounds to all students today, just as it was to Jefferson and the people who wrote this document. The specific symmetry that was laid out in the document shows the neatness and professionalism that Jefferson wanted UVa to be represented by. Even today, the lawn is always kept up well, and highlighted to any prospective students, because it is still a place that we use to represent our school as a whole. Also, the "indefinite extent in one direction" echoes Jefferson's famous belief that education is never-ending. That ideal is still very prominent around grounds in the every day language of students, as we call ourselves first years, not freshmen.

    35. 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

    36. 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

    37. But in this point of View the Anglo-Saxon is of peculiar value. We have placed it among the modern languages because it is in fact that which we speak, in the earliest form in which we have knowledge of it. It has been undergoing, with time, those gradual changes which all languages, antient and modern, have experienced: and even now, needs only to be printed in the Modern character and Orthography, to be intelligible in a considerable degree to an English reader.

      I guess this would be considered "Old English" to most, but I'm pretty certain that, historically, this is considered to be within the category of English that we now speak today. I've heard that even the language of Shakespeare is actually considered "New/Modern English" in most regards, despite it sounding very foreign at times. I wonder how vocabulary/grammar would have begun to shift differently in the States compared to Britain, as we now see that many common words in the UK are quite different from the USA, but even common words are spelled differently.

    38. $3.500 each

      Adjusted for inflation this would be around $55,635.64. This seems extremely expensive considering Thomas Jefferson's goal to have an educated populous. This combined with the language in this text regarding race shows that those who attended from the inception of the university were upper-class white Americans.

    39. It was the degree of centrality to the white population of the state which alone then constituted the important point of comparison between these places:

      Putting aside the fact that it is absurd that the main necessity in a location for the university was to be in the middle of the white population, it surprised me that they'd even want the University to be so close to the white population. In my mind, college is a time to get away from what you know and to experience life on your own. Many students want to go as far from home as possible when attending college or at least far enough to have a fresh start and figure out their own path in life. So why then did the authors of this document wish to be in the center of the population they desired to attend their school? I'm not trying to draw away from the fact that they were only focused on white students and how racist that recruitment is, but if I were establishing the University, I would put the location away from the population I was trying to get to attend; this would draw them in and offer new experiences that they otherwise did not have in their hometowns. The probable reason they made this mistake is because they were too focused on race. It's sad that they were so focused on recruiting white people that they may have actually hurt their chances of recruiting that population or hindered the possibility of the students experiencing new environments. It just shows that their obsession with providing higher education to white students and not people of color is extremely problematic and ethically immoral even if the times were different than they are now. There were people back then who weren't racist so I think it is unfair to give people an excuse because of the time period.

    40. 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.

      From this paragraph we can understand the two "pyramids" in the founders of the school. The first pyramid is the pyramid of knowledge structure in every human. To be competent to serve as legislators or judges, one must be educated broadly from primary schools (like the base of pyramid), and then build the "high branches of education" upon it. Founders understood that without a broad base, elite education is useless. Another pyramid was the pyramid of the structure, as the founders perceived that the "prosperity & individual happiness" depend on the elite class (statesmen, legislators & judges). It was the class structure like pyramid that gave them the perception that the top part of society can lead the rest. Through these two pyramids we can try to imagine the society back then that emphasizes "structure", which is in sheer contrast to our leveling society now.

    41. Law of Nature & Nations

      Here, we see the University offering study of 'Natural Law'---an intersection of politics, psychology, philosophy, and a dash of spirituality that was wildly popular with the founding fathers. The basic premise is that the "nature" of humanity causes us to demand governance and order. The founding documents of the US are heavily reliant on natural law. Today, does the University––and education in general–– highlight these philosophies clearly enough, or does a merely cursory knowledge of the thinking behind some of our most important documents fuel historical and political ignorance?

    42. to the Virginia General Assembly

      It's vital to remember when reading this document that while it has no legal basis in and of itself, it is being submitted to the State Assembly. This has a number of important implications, but its most noticeable effect is on the diction that the document uses. The language is formal and the sentences are lengthy and self-referential, both of which can give rise to considerable confusion in a modern reading.

    43. On the condition that the central College shall be made the site of the University, its whole property real & personal in possession, or in action is offered. This consists of a parcel of land of 47 acres whereon the buildings of the College are begun, one pavilion and its appendix of dormitories, being already far advanced, and with one other pavilion, & equal annexation of dormitories, being expected to be compleated during the present season. Of another parcel of 153 acres near the former, and including a considerable eminence very favorable for the erection of a future observatory.

      Before moving to UVA I didn't really know much about the school. i knew it was one of the best public schools in the nation, yet that was it. As I began to research more of the school, I became more and more convinced of its greatness. I wasn't able to see the school until move in day which I was really nervous on doing because I didn't know if I's like the environment. When I was finally able to walk around and look at the school, I couldn't help but be mesmerized by the structures and set up of the school. I can still remember the first time I saw the pavilions. I wasn't sure what they were but I know today that UVa has kept the rotunda and surrounding pavilions as a central place of grounds where students can spend time as a community.

    44. The 1st. duty enjoined on them was to enquire & report a site in some convenient & proper part of the state for an University, to be called the “University of Virginia

      Why was determining the location of the University the most important action, before establishing values and goals of the establishment itself? Having a physical space may have been an important first step in determining just that- allowing the Commissioners to visualize what sort of academia they wish to develop, in regards to the physical space it takes up and surrounds.

    45. A Professor is proposed for antient Languages, the Latin, Greek and Hebrew, particularly, but these Languages being the foundation common to all the Sciences, it is difficult to foresee what may be the extent of this school.

      In this section they mention the use of languages such as Latin, Greek, and Hebrew as the "foundation common to all Sciences." It is very true many things have been translated over the years for the purpose of learning and the continuation of modifying techniques of various fields, not only science. Through reading this, it was brought up to me that in earlier times a lot of people learned languages because it was necessary not much because of a want. Nowadays, I see more and more people striving away from the need and pushing themselves to learn a second language because they want to. There are many languages being taught at various Universities, not only these three, showing the great changes our world has come about in these 200 years.

    46. Medicine

      It's very interesting that the University's original classes only consisted of two medical-type classes. They said that medicine was important, however, the means of teaching it in depth were not justified. It was said that there were no hospitals nearby, and not a large enough population of poor people to attend it. I find it funny that now UVA has one of the most prestigious medical schools, and it started out barely teaching medicine.

  5. Sep 2017
    1. Ours on the same correct principle, should be adapted to our arms & warfare; and the manual exercise, military maneuvres, and tactics generally, should be the frequent exercises of the students, in their hours of recreation. It is at that age of aptness, docility & emulation of the practices of manhood, that such things are soonest learnt, and longest remembered.

      Here is another example that demonstrates the historical significance of the Rockfish Gap Report as a document. Although people may not often refer back to this old document, it stands as an embodiment of the early notion of education and provides insight into how things have changed since then. For example, this highlighted sentence emphasizes the importance of military education, which is not prominent nowadays in UVa but very important back then due to political and social reasons.

    2. after declaring by law that certain sciences shall be taught in the university

      The impact of creating a truly all-encompassing place of learning was a relatively unique concept at the time, especially under these circumstances. Sciences in particular fall in line with the enlightenment concepts pertinent to prominent figures and ideologies of the time. The empirical measurements and hard facts that are characteristic of studying the sciences are a perfect exemplification of how humanity progresses towards a greater understanding of the natural world.

    3. To improve by reading, his morals and faculties.

      It is interesting to see that one of the purposes of the University of Virginia education was to "improve by reading, his morals and faculties." First off, I don't know if reading can make someone more moral. Education by books isn't how one developed stronger morals, but interacting with other people and learning from experience. However, I can appreciate how UVa stresses this idea of educating the whole person and not just a part. We still stress strong morals today through the honor code.

    4. ”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

      While many people may comment on the racism this sentence implies, claiming that everyone would make mistakes, it is important to note that under the social context at that time, the difference between races was not considered racism; people probably did not know what racism is. Racism is based on the assumption of egalitarian society, while at that time people were born to believe that other races were inferior. It was normal to believe African Americans were inferior; it was eccentric to believe that every one was equal (women, Native Americans, African Americans). At that time, discussion of racism would simply be INSIGNIFICANT. It is just like we believe that robots are produced to serve humans; it may be considered extremely racists hundreds of years later when robots are considered equal to human, but this conclusion is based on the social norms in that far future. Similarly, to understand 19th century United States, we need to put down the lens of modern social norms, because only in this way can we understand their perspectives; otherwise, we are rejecting values away.

    5. have harnessed them to the yoke of his labours, and effected the great blessings of moderating his own, of accomplishing what was beyond his feeble force, & of extending the comforts of life to a much enlarg[ed] circle, to those who had before known it’s necessaries only.

      Mankind was living under relatively the same conditions in 1500 CE as they were in 1500 BC. Newton changed that. (Referenced from the book 100 Most Influential People) The writers of this document are honoring specific advancements in knowledge by teaching them at the university. In truth, the Board is expressing their hope that through the establishment of this institution they may be able to snowball this effect, further increasing the pace with which humanity can understand their world.

    6. The considerations which have governed the specification of languages to be taught by the professor of Modern Languages

      This attentiveness to world languages at the time indicates a strong awareness by the Board of Commissioners as to the global status of the early United States. Despite becoming a self-sovereign nation and establishing a proper constitution, the US was just a fledgling nation on the world stage. The US as a super power wasn't even imaginable at that point, since the nation had so much catching-up to do in relation to the real centers of power at the time. The commissioners envisioned their system of education from a highly grounded and pragmatic perspective.

    7. fruit of the alliance between church and State

      In the previous lines, the founders of the university make it clear they are interested in re-designing the future, not simply repeating the mistakes of the past. This line displays one of Jefferson's great complaints about religion: that it inspires adherence to the status quo, and discourages dissent and curiosity. The University is meant to be a platform for change and advancement.

    8. But in this point of View the Anglo-Saxon is of peculiar value. We have placed it among the modern languages because it is in fact that which we speak, in the earliest form in which we have knowledge of it.

      Clearly, languages are an extremely important component of a well-rounded education from the perspective of the members who signed the document. However, I found it fascinating how Anglo-Saxon (Old English) was chosen to be a part of certain curriculums because it is so difficult to interpret. Understanding our roots, whether in language or culture, is certainly an essential part of growing as a society, so I understand the importance of studying Anglo-Saxon, but I wonder what type of applications there were for the language aside from studying history.

    9. To develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, & instil into them the precepts of virtue & order.

      In reference to "The Informed Retraction" of the Honor Committee, it is evident in this proposal that Jefferson envisions the University to "develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, &instill into them the precepts of virtue and order." An IR (Informed retraction) allows a student to form "habits of reflection" and "correct action" as the following lines indicated after this statement. It's interesting how Jefferson and the writers of this report have foreseen the inevitable ways of youth to rebel against the rules for the sake of surviving in college. By this disciplined and well-thought-of purpose for the Honor Committee we have today, it's convincing that the University is still found loyal to these fundamental principles that Jefferson laid out two centuries ago.[]http://honor.virginia.edu/informed-retraction)

    10. To these should be added the arts, which embellish life, dancing music & drawing; the last more especially, as an important part of military education. These innocent arts furnish amusement & happiness to those who, having time on their hands, might less inoffensively employ it; needing, at the same time, no regular incorporation with the institution, they may be left to accessory teachers, who will be paid by the individuals employing them; the university only providing proper apartments for their exercise.

      The last academic courses emphasized in the report are ones of performing and visual arts. This low placement demonstrates how a career in these fields was not realistic or successful in Jefferson's eyes. He views the subjects as simply entertainment, not ones that should be taken seriously, referring to the teachers of them as "accessories." The only one he thought could be practical was drawing class and that was not about drawing portraits, but rather drawing military plans because that was what higher education was. I found this interesting because today there is a large emphasis on promoting the arts and creativity in schools, but back then it was only about how they were sources of amusement.

    11. These innocent arts furnish amusement & happiness to those who, having time on their hands, might less inoffensively employ it; needing, at the same time, no regular incorporation with the institution,

      I find this part to be incredibly interesting, as society's attitude regarding the arts seems to have changed little since the founding of the University. The authors of the Rockfish Gap refer to the arts as "innocent," implying that they are childish and not the foundation of a mature job. The fact that UVA did not at first incorporate arts classes and professors, and rather just provided space for them, shows that they were considered a hobby rather than a profession. While UVA has made great strides in providing arts clubs, classes, and majors; society as a whole still seems to look down on the arts a job. For instance, the public school system emphasizes getting marketable majors rather than majors you enjoy. As a whole, I believe that we should give the visual and performance arts more dignity and importance as an area of education.

    12. To improve by reading, his morals and faculties.

      In the Individual and Society class, we have discussed how morality is relative to the society in which we live. Encountering this sentence at first, I believed it to be hypocritical, as it implied that the University of Virginia will teach students to improve their morals, yet only sentences earlier the report was planning the university's location based off of the white population. We have to consider these statements (and to a greater extent Thomas Jefferson) in the society of the time they were written. In modern times, these statements are racist and hypocritical, yet at the time of UVA's founding, racism was so rampant in society that that it was not collectively considered immoral.This allowed the writers of the Rockfish Gap to believe that a school could exclude minorities and promote morality without hypocrisy.

    13. Orthography

      Orthography is the system of spelling for a language. Because Jefferson was such a renowned writer and thinker, is this why he emphasized language so much? In the book that we read over the summer, language was emphasized in such a clear and eloquent manner. The language of the Declaration of Independence was crucial in determining its meaning and interpretations, so language is stressed in such a vivid manner. Language is how we communicate, and communication is how we learn.

    14. On the condition that the central College shall be made the site of the University, its whole property real & personal in possession, or in action is offered. This consists of a parcel of land of 47 acres whereon the buildings of the College are begun, one pavilion and its appendix of dormitories, being already far advanced, and with one other pavilion, & equal annexation of dormitories, being expected to be compleated during the present season. Of another parcel of 153 acres near the former, and including a considerable eminence very favorable for the erection of a future observatory.

      It is interesting to see that this exhibits the very beginning ideas of the lawn and central grounds. Already, we see Thomas Jefferson and others discussing "pavilions," which make up most of the structure of the lawn today. They note that there is a suitable place nearby for an observatory; this could be Observatory Hill for all we know!

    15. better than our forefathers were

      This is interesting because it implies that our forefathers were thinking about their forefathers in the same way that we do. We are currently attempting to improve the university by acknowledging our founder's mistakes and changing our outlook to adopt a more progressive view, which is the same thing the University's founders were attempting with their ideals. We often don't think about the fact that we ourselves are forefather's of generations to come; there is a lot riding on our actions.

    16. Education generates habits of application, order and the love of virtue; and controuls, by the force of habit, any innate obliquities in our moral organization. We should be far too from the discouraging persuasion, that man is fixed, by the law of his nature, at a given point: that his improvement is a chimæra, and the hope delusive of rendering ourselves wiser, happier or better than our forefathers were.

      I agree that "education generates habits of application, order, and the love of virtue". It's interesting how Thomas Jefferson envisioned an institution that prioritizes a moral organization. However, in our modern time, I've observed how this principle have been watered down. We may have already "rendered ourselves wiser, happier or better than our forefathers were" in regards to knowledge now, but I noticed how we have degraded our value of morality and virtue. In regards to the alcohol prevention/intervention system here at UVA, it seems as if our institution have conformed to democracy rather than submitting to the righteous authority that our founding fathers have set upon the University. Instead of preventing alcohol usage, it's being "supported" with certain safety hazards. This makes me wonder if our morals should be based on the main foundation of our University; or should our morals conform to our modern 'progressive' world today?

    17. To improve by reading, his morals and faculties.

      Reading broadens one's perspective, opening one's eyes to the unknown yet exciting realms of intellects, arts, ethics, culture, science, and society. Reading improves one's morals and faculties because not only does he/she absorbs the knowledge in reading, he/she also learns to think critically while he/she reads. Reading is a process of absorbing, reflecting, and sometimes disagreeing. I would also like to add something to the sentence--To improve by reading (and reading as much as one can into all fields of knowledge), his morals and faculties. Reading helps facilitate a sense of cosmopolitanism in one's upbringing.

    18. What, but education, has advanced us beyond the condition of our indigenous neighbours? and what chains them to their present state of barbarism & wretchedness
    19. They should be lodged in dormitories, making a part of the general system of buildings.

      The emphasis in this document on lodging students in dorms is less about giving students housing and more about establishing a living and learning environment. This living/learning environment runs much deeper than a classroom education, but is associated with UVa's insistence on stressing student self governance. However, this idea of self governance cannot be achieved if the students do not live together in a society where the "government" can function. Living together is part of this education the university was so set on establishing; when people live in close quarters, they are able to learn from each other and really begin to establish an environment for themselves. This idea is still prevalent at UVa today where first years must live on grounds and essentially start their journey together.

    20. of the parent especially & his progeny on which all his affections are concentrated.

      The idea of legacy is stressed during today's admissions process, so I found it very interesting that Jefferson promoted it here as well. I think Jefferson promoted this strong familial relationship in order for his students to feel supported which would contribute greater to their success as well as creating a chain reaction. His goal was to create an institute for higher education that would lead to students doing things they otherwise would not have. When a child can see that a parent has done this, then they are more likely to do that also.

    21. 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.

      This suggests that during this period of time, an education at a University could begin at a much younger age. "Tender age" sounds like an age less than adulthood (or even late teen years); perhaps between the ages of twelve and fifteen. This could offer some insight into the early 19th century concept of higher education, being offered to a greater age range (and to fewer people).

    22. and it’s centrality to the white population of the whole state
    23. convenient & proper part of the State for the University of Virginia.

      While I'm not exactly surprised by the general modern assininity of historic perspectives, it is rather striking to me how parallel this particular phrase is to one in the Constitution, i.e., the necessary and proper clause, or the elastic clause. It makes me wonder whether or not they used this as an excuse to establish whatever they pleased on site. Although eminent domain did not exist in the US officially at the time, and Virginia had a tendency to be ever so slightly anarchistic towards the wealthy, this does pose the question of how the poorer folk in the area got off with the changes, as well as how the university's establishment served as a political tool.

    24. 1st. day of August of this present year 1818, and having formed a board, proceeded on that day to the discharge of the duties assigned to them by the act of the legislature intituled an “act appropriating part of the revenue of the literary fund and for other purposes” and having continued their proceedings by adjournment from day to day to Tuesday the 4th: day of August, have agreed to a report on the several matters with which they were charged, which report they now respectfully address and submit to the legislature of the state.

      What catches my eye most of all with this is the brevity of time they were given. This is four days' worth of work to design the primary university for the state. That means four days to determine which location(s) to go with, design the curriculum, determine the basic emphases of the university, determine the layout and basic design, figure out priority for construction, hiring, and the like, and, last but far from least, troubleshooting these basic ideas for a university!

    25. Albemarle

      I understand that the university was chosen to be placed in Albemarle, because of its central location in regards to the white population; however, I wonder why Charlottesville specifically has been chosen as a dwelling location for the past presidents and such a wonderful university. Charlottesville is a city rich in history, and I find this fact to be evident in today. For example, the Barrack's Road shopping center, which is home to Starbuck's, Ulta, and Chipotle, etc, was termed this because it housed German and British prisoners during the Revolutionary War. This is just one example, and I find that even though I have lived in Charlottesville and was born at Martha Jefferson Hospital, I am still uncovering so much about my home. What would Charlottesville be without UVa? What would UVa be without Charlottesville?

      Barracks Road Example: https://www.visitcharlottesville.org/about/history/

    26. .”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:

      I find it interesting that Jefferson was an architect, a great one at that, and yet he didn't specify that the site must be on a beautiful landscape that would match up to his equally as beautiful buildings. Perhaps this is what he meant when he said, "healthiness of the site"?

    27. To enlighten them with mathematical and physical sciences which advance the arts & administer to the health, the subsistence & comforts of human life:

      Alludes here to a liberal arts education, how all spheres of learning interact and impact one another. How balance and variety are essential for a comfortable human life

  6. Jun 2017