I think this emphasis on morals (as seen throughout the document, not just here) is a direct result of Jefferson's goals of education (and likely that of the committee). He fundamentally sees education as what upholds the effectiveness of a democracy, and that is why he emphasizes ethical education. He hopes that his university aids in the proper carrying out of the governmental process, and he emphasizes this here for that reason. Still, it's interesting to see the lack of college's purpose as means for vocational education, at least in comparison to this purpose.

It's interesting to see here the extreme detail into physical sciences and their clarification. There was an obvious and explicit intent for what was to be taught at the university, and they were sure to make that known. This is seen less for other disciplines, is it because they are more easily defined? Possibly, but I'm not sure. I believe there is some other motive here for defining this field so specifically and I hope to understand what that may be. Emphasis on science over the arts, or is it just a more specific field to define what should be taught?

It is interesting to see here, and in the preceding paragraphs how much emphasis Jefferson and his compatriots put upon education as a means for successful governance. He wants the purpose of his University to provide not only the education necessary for success and contribution in one's desired profession, but also (and possibly moreso) the education necessary to become an informed, conscientious, and contributing member of society.

Here it is expressed a core value of the university; one which is expressed more implicitly throughout the report, but is still seen several times. This value is that of a well rounded education, not in its typical sense where an understanding of the arts creates more intellectual scientists and researchers, but where a greater undertanding of science and research helps enlighten and advance the arts.