- Nov 2017
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engagements2017-18.as.virginia.edu engagements2017-18.as.virginia.edu
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which banishing all arbitrary & unnecessary restraint on individual action shall leave us free to do whatever does not violate the equal rights of another. 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. 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: And generally to form them to habits of reflection, and correct action, rendering them examples of virtue to others & of happiness within themselves. These are the objects of that higher grade of education, the benefits & blessings of which the legislature now propose to provide for the good & ornament of their country the gratification & happiness of their fellow citizens, of the parent especially & his progeny on which all his affections are concentrated.
The first sentence of this selected passage does not make a large amount of sense. It states that being free from restrictions liberates one from rules, but as long as any action does not contradict upon the one rule, do not violate the rights of another, that is fine. However, in this instance, "equal rights" has no final definition, allowing for a wide array of interpretation that could be abused. Like how slaves were owned when this was written. This statement seems almost anarchic. It is then followed by the means in which the university will help society to achieve this ideal, of which there are 4: agriculture, teaching, math/science, and reflection. This feels too restrictive; there are many other ways to utilize in providing for society. Both of these statements contrast one another; one is to liberating while the other is too strict.
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Certainly not with the Alphabet for reasons of expediency & impracticability, as well as from the obvious sense of the Legislature, who, in the same act make other provision for the primary instruction of poor children, expecting doubtless that, in other cases, it would be provided by, the parent, or become perhaps a subject of future, and further attention for the legislature.
The idea of teaching the Alphabet at the University of Virginia seems initially like a joke, and it is, but it illustrates the disconnect between our era and the past, where education was not exactly a universal right. Free public education was not available in Virginia until the 1850s, and it was not compulsory until 1870. Thus, the original concept of the university excluded the poorer population, as they would not have the required knowledge to even begin at the university. Even if they had access to schooling, without it being mandatory, many people would favor time spent farming, or another job to earn money. The Legislature mentioned in this passage mentions this, but puts it off for later, as to them, this is not a primary concern
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- Oct 2017
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engagements2017-18.as.virginia.edu engagements2017-18.as.virginia.edu
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beginnings, in short, to be developed by time, as those who come after us shall find expedient. They will be more advanced than we are, in science and in useful arts, and will know best what will suit the circumstances of their day.
I believe that this may be the most important sentiment of the document: the idea that the future will inevitably bring change. When creating something, especially a long lasting institution, it is imperative that this is addressed, as rigid laws will become obsolete. If there is no option to change and adapt as citizens of the future, then these obsolete laws will become a burden. I am glad that this line is included; without it the university would probably be a different place now.
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every parent should be within a days journey of his son at school
Even through simple word choices, we can view the opinions and regulations of a different time. In this passage, the fact that "every parent" is later substituted with the male pronoun "his," illuminates past ideas about gender. It is clear that only men (the "son[s]") will be attending the university, but in the case of the parents, the authors are disregarding the mothers of the students.
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