4 Matching Annotations
  1. Dec 2017
    1. As well might it be urged that the wild & uncultivated tree, hitherto yielding sour & bitter fruit only, can never be made to yield better: yet we know that the grafting art implants a new tree on the savage stock, producing what is most estimable both in kind & degree.

      This metaphor really intrigued me; I think it is an interesting comparison that the founders made. It is quite poetic. I think that it is interesting to see that the founders assume it is impossible for a person without education to bear sweet and ripe fruit and only by tying them up to something "new" -- education in this case-- can they be estimable. While I do agree that education provides individuals with more knowledge therefore the ability to bear more fruits in their lives, I think that making such a sure statement does kind of bother me in a way. While the wild and uncultivated tree would most likely produce more sour and bitter fruits compared to the other trees, it does not mean that they only produce such vile fruits; in my perspective, they can also produce fruits estimable in kind and degree.

  2. Nov 2017
    1. and they should be capable in law, and in trust for the University, of receiving subscriptions & donations, real & personal, as well from bodies corporate, or persons associated, as from private individuals.

      This statement just reminded me of an article that I read in my engagement about the birth of Clark hall. It was said that Clark hall was built from the donations made by William A. Clark Jr., who was a law student and a friend of President Edwin Alderman and Law School Dean William Minor Lile. Clark wanted Clark hall to be a memorial for his deceased wife, Mabel. It was interesting to see how important private donations and outside sources are to the university. It was also interesting to see a private funding being used for a personal reasons in such a public space and in a public university. https://news.virginia.edu/content/clark-hall-named-virginia-landmarks-registry

  3. Oct 2017
    1. 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, and with the sentiments of the legislature in favor of freedom of religion manifested on former occasions, we have proposed no professor of Divinity; and tho rather, as the proofs of the being of a god, the creator, preserver, & supreme ruler of the universe, the author of all the relations of morality, & of the laws & obligations these infer, will be within the province of the professor of ethics; to which adding the developements of these moral obligations

      This section embodies the idea of freedom of religion that our country was built on by separating religion and education through the absence of a professor of Divinity. However, I was slightly confused because it mentioned that, instead, the professor of ethics will be there for "the proof of the being of a god, the creator, preserver & supreme ruler of the universe..." in order to help with the moral obligations of the students. Would this not considered teaching of religion because there is still the acknowledgement of a god and makes me wonder if the references made in ethics classes were about just a acknowledgement of a supreme being or if it referenced to the Christian God, which was the main religion in the past. It was also interesting for me to see that the founders believed some kind of religion was necessary for one to have developments in moral obligations, but at the same time thought that religion should be separated from the state in the Constitution. This section illustrated how much UVA has changed over the years, as we have religious studies courses. However, it does still withhold the intentions of the founders because each religion is represented equally, giving it the "equal footing" that they desired.

    2. What, but education, has advanced us beyond the condition of our indigenous neighbours? and what chains them to their present state of barbarism & wretchedness, but a besotted veneration for the supposed supe[r]lative wisdom of their fathers and the preposterous idea that they are to look backward for better things and not forward, longing, as it should seem, to return to the days of eating acorns and roots rather than indulge in the degeneracies of civilization.

      While reading the Rockfish Gap Report, the purpose of education that they had in mind was very alarming. Yes, education is very important and it makes our lives better. However, better than who? Also, better for who? In this case, it seems like education was valued because knowledge helped the founders be differentiated from the Native Americans. The attitude in this excerpt s that of a superior being expressing their privileges over the inferior people. The language here really degrades the quality of life of the Native Americans, which is perhaps why there was such racism against them in the beginning-- because their lives and culture were significantly different. The founders seem to value looking to improve themselves and the future, as stated. "...that they are to look backward for better things and not forward, longing, as it should seem, to return to the days of eating acorns and roots rather than indulge in the degeneracies of civilization." While I do strongly agree that looking into the future and making progress is very important, looking into the past and learning from it is just as important. I am afraid that this attitude is very prevalent in our modern day lives, as many people tend to look down upon the less educated and tries to differentiate themselves from them. This attitude is a big part of why there are social gaps. The US does not have as significant of a socioeconomic gap as other countries, nevertheless, there should be attempts to lessen this gap.