4 Matching Annotations
  1. Dec 2017
    1. For the present therefore we propose but a single professor for both medicine & anatomy. By him the elements of medical science may be taught, with a history & explanations of all it’s successive theories from Hippocrates to the present day: and anatomy may be fully treated

      The fact that only one professor was responsible for teaching medicine at the University of Virginia is extremely eye-opening considering the prestige of the medical school now. In this time period, having only one professor would have probably implied that graduating class sizes were smaller which thus gives students a more personalized view of medicine. This claim of smaller graduating class sizes is also corroborated by the overarching university policy regarding the targeted demographic as being white, males: a proportion of the entire population targeted today.

      However, this practice also makes the university extremely reliant on this one professor, depending on him alone to train the next generation of doctors at the University of Virginia. Moreover, when this sole faculty member is compared to the current multitude of staff that UVA’s peers had devoted to medicine, it really puts prestige and quality of education in perspective. It begs the questions: could one TRULY achieve a proper medical education at the University of Virginia? Would it be better to attend an equally (or more) prestigious school with more resources?

      This statement in the Rockfish Gap Report serves as an indicator of progress in the medical field at the University of Virginia: an entire faculty of PhDs teaching what a sole professor could.

    2. who, in the same act make other provision for the primary instruction of poor children

      I find it interesting that the founders of the University of Virginia decided to include this portion about the poor population when analyzed in the context of their targeted population being white males: a predominantly wealthy demographic. Potentially, this could be some insight from Thomas Jefferson who passionately believed in this idea of the universal student: a student who has received tutelage in a wealth of different subjects no matter their socioeconomic status. In relationship to this idea, this stipulation in the Rockfish Gap Report makes sense; the University of Virginia would not be purposeful if it was just for the rich white males (a common stigmatization even today). Seeking to teach both the rich white males and poor white males alike, this model serves as the basis of the goal of the University of Virginia: to teach students in a manner that aligns with Jefferson’s ideology of the universal student.

  2. Oct 2017
    1. 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. 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. To expound the principles & structure of government, the laws which regulate the intercourse of nations, those formed municipally for our own government, and a sound spirit of legislation, 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.

      This section serves as a bullet point list for the goals of the University of Virginia for its students, thereby being representative of an inherent mission statement.

      Reading over it, I could not help but feel as though the sentiments of the Unalienable rights are echoed in these objectives, the curricula serving as the basis for which life, liberty, and the pursuit of happiness could be obtained by citizens. The authors demonstrate that attending the University of Virginia would provide an individual the necessary education to adhere to the constituent elements of quality livelihood such as business knowledge, morality, jurisprudence, and self-sustainability. By understanding subjects ranging from mathematics to agriculture, a better individual is cultivated by society who can then carry out their Unalienable rights through business dealings, religious piety, and volition.

      Furthermore, the majority of these ideals embody the ethos of Thomas Jefferson. For example, his belief in the farmer being the backbone of a republic is seen in the core curriculum of the University of Virginia with the promotion of agriculture being a main point in this document. Ultimately, these lines establish the precursive ethos of the school that is to come, seemingly training students for life as a proper citizen and the adherence to the Unalienable Rights.

    2. Ideology is the doctrine of thought

      After taking Debating Islams with Professor al-Rahim and recognizing the importance of identifying ideological statements and their underlying rhetoric, I find it interesting that Ideology is a branch of learning that is emphasized in this precursive schematic of the University of Virginia. There is an inherent importance in being able to deduce both the spirit and letter of a sentimental statement which serves as the basis for Ideological Studies.

      According to Professor al-Rahim's class, one cannot be ingenuous to the possible ulterior motives of rhetoricians that attempt to dupe the public. In the case of our class, these people were ISIS, al-Qaeda, and the Muslim Brotherhood. Instead, an individual must be actively thinking when presented with an assemblage of beliefs in order to make an informed decision.

      Thus, this metaphorical pillar of Ideological Studies to the young University of Virginia serves as a profound indicator of its overarching goal that has been perpetuated throughout the years: the training of the informed citizen in a liberation from the darkness of ignorance and deception. One cannot remain naive in our global world and the University of Virginia seeks to alleviate our naïveté as to make us better individuals overall that will contribute to the global climate rather than solely take from it. Classes in "the doctrine of thought" corroborate this claim.