This is an extremely interesting object of focus for the newly established University of Virginia in that it highlights the ability of how the single individual's pursuit of self-interest and enlightenment can have tremendous impacts on society as a whole. An education at UVA, particularly one in mathematical and physical sciences, would not just improve the individual. An invention, innovation, or improvement can be made by an informed scholar that has the ability to improve the arts, health, and other aspects of daily life. The general public can advance beyond living on subsistence and past just trying to survive. People, with advancements made by educated scholars, can have the ability to not worry about if a cold or infection will kill them or where their next meal will come from. Instead, society will advance due to improvements and new comforts because people will have time to spend elsewhere, such as pursuing their own intellectual development wherever their curiosities lead them. UVA stressed from the beginning that enlightened students have the ability to do great things and improve the lives of others as a result. This focus also highlights the transformation of society from one unconcerned about public health to one that would create scholars to improve it. Cities became cleaner, as knowledge about how disease can spread by not separating sewage systems with water systems helped eradicate cholera, and people began living longer. Without innovators who helped benefit society in areas like public health, such as those from UVA, the standard of living in America would be very different as we know it to be today.

The fact that the following was an object of focus for the newly created University of Virginia proves how advanced of an institution it was for its time. America was a fundamentally land-abundant society; one with labor scarcity and land abundance, especially in the South. This was characterized by low urbanization, industrialization, and high wages. The University of Virginia, as a public institution in the South, would be expected to promote the interests of agriculture since that is what Virginia primarily relied on for economic growth and success. The economy of Virginia was less reliant on manufactures and commerce; for that was the designation of the Northeast to specialize in those industries. Yet, UVA wanted to educate and create dynamic scholars, not just ones focused on one industry. Even if a student did not end up in commerce and manufactures, the very fact that they were educated in those areas would help them in agriculture, etc. The reference to "free scope" reinforces the principle that one should not be shackled down by putting blinders on and studying one thing. Public industry is large and expansive, and by studying these different areas of business and political economy ("the art of economics," which is the application of accepted, economic principles and to normative goals of what policies should be implemented) would create not only knowledgeable and prepared businessmen, but also active, aware and participating citizens.

To enable him to calculate for himself, and to express & preserve his ideas, his contracts & accounts in writing. I find this emphasis by the Commissioner very interesting. As the author of Independence, Thomas Jefferson was known for his ability to eloquently articulate the sentiment of the colonial public and those pushing for revolution in the Continental Congress. Beyond that, his writing skills carried him to the Presidency. He was a scholar and dynamic citizen due to this passion to constantly evolve his education. There is no doubt that the ability to write is a freedom of its own. To not only organize one's own thoughts, but others as well during the democratic writing process, is a unique and necessary strength to foster intellectual discovery. As a young university, UVA would want to immediately leave its mark on American society to create alumni who would strive in interpreting information, making their own determinations, and use such knowledge and experience to write. The influence of Jefferson and his emphasis on the necessity of exceptional writing skills is shown on the Commissioners as they state that it provides one with independence and self-sustainability.

I find the offering of the branch of learning known as "Political economy" at the University of Virginia's conception fascinating. Less than a century after Adam Smith's Wealth of Nations, was written in 1776, this branch of learning must have been extremely influential on the young minds of those entering UVA. Political economy, known as the art of economics, is the application of both positive economics (what is observable, universal principles and facts) and normative economics (what the goals of government action for example should be when interfering in the market). This branch of learning must have been just as pioneering as Smith's writings about the theory of the free market, division of labor/specialization, and the praise of the colonial American economy. I am curious as to what this branch of study would have composed of, especially since it is such a subjective matter. Would Jefferson have pushed for the teaching of Smithian free market principles such as those his Democratic-Republicans advocated for? Would beliefs in free markets with government intervention limited only to promote safety, certainty, and expanding the extent of the market be fostered at UVA? Or would the Political economy of Federalists, such as Alexander Hamilton, be more commonplace? Would the study promote protectionist measures to promote American industry so resources could be forced to flow from agriculture to industrialized urban areas to modernize the young nation? Would establishments like a National Bank be supported? My best guess would be that the former's principles for how the art of economics should be practiced would triumph due to the Smithian influence on UVA forefathers such as Jefferson, Madison, and Monroe. The very fact that this study was offered must have been a trailblazing aspect for its day, especially since it was offered only a few decades after Smith popularized the concept of Political economy.