In Making the Invisible Visible, we discussed the difference between order and disorder. Order can be from how your room is organized to the rules created by figures of authority. There can be good order that allows for a production learning environment. And, there can be bad order, allowing for unjust rules to be blindly followed or a restriction of free thinking. In this statement, the tone turns the meaning into "our students will value the rules in place and follow them like a doctrine." In the early stages of higher education, many of the liberties students are given to think, create, and debate were unavailable and looked down upon. In contrast, The University of Virginia currently promotes "illimitable minds and an endless pursuit for better." This shows how one institution can change with the times.

In our discussion, we had a conversation about data, We established that there are many forms and a varying level of accuracy within these forms. I posed the question as to how the framers of the University were able to come to the conclusion that Albemarle was best suited for the school. Here, we find out that white students were the desired demographic to attend. After rereading sections of the report, it is still unclear if this final choice was based merely on observations or actual studies. Also, acknowledging that only while males were able to receive education within this time, I assume finding a great distinction between the three options required more than a long glance.

Here we see the desire to separate religion from the state education system at work. The founders want to honor the constitution and the amendment calling for freedom of religion. However, their beliefs have a strong presence and it is clear in the detailed description expressing that there is a god as a fact. To me, it seems as though by providing this information in a course on ethics, the founders think they are still conforming to the principles of the constitution. Unfortunately, there is no true loophole and these people still made sure their religious ideals found their way into the curriculum. Divinity and ethics are the same within this context. With the courses presumably no being mandatory, the standard of freedom of religion is preserved even though the beliefs of these men were at the forefront of planning out the "Professor of Ethics" position.

This statement brings forth a common mindset found in the 19th century, by upper class men. Here, the value of education and knowledge is expressed. The people designing the structure of the University and writing this report feel as though without learning, one is "vicious and perverse." This can also refer to the way lower class people with less opportunity and access to education were viewed. These people were not allowed to vote as the framers of our society felt they lacked the capacity to understand issues that they dealt with in their own lives. A division of class and stereotypes based on what side of the spectrum you fall on are already being set.