I am in an English seminar entitled Global Women Writers and we read Nussbaum’s “Patriotism and Cosmopolitanism” (link below) which argues that our duty and responsibility as citizens should lie beyond our nation to the world as a whole. The strong emphasis on citizenship throughout the Rockfish Gap Report reminded me of the ideas we have discussed in my class and made me wonder whether Jefferson envisioned UVA students to only support America and American politics or to have a more global presence. The University’s study abroad program is pretty strong, ranking 24th on a list of top 25 schools sending students to study abroad, suggesting that the University has expanded to promote the idea of global citizenship and global involvement over a more ethnocentric, nationalistic view (https://news.virginia.edu/content/uva-breaks-top-25-list-schools-sending-students-study-abroad). Additionally, about 5% of every incoming class is composed of international students, illustrating again how this University is no longer focused solely on American citizenship (https://admission.virginia.edu/international). However, the foundational ideas that we, as a University, should commit to understanding those around us, is fundamental to promoting our current, diverse community and acceptance of all.

http://www.oneworlduv.com/wp-content/uploads/2011/06/patriotism_cosmopolitanism.pdf

This quote illustrates part of the logistics from the beginning stages of founding the University of Virginia. The group in charge of planning the layout of the University clearly wanted housing to accommodate all professors and students. Counting the number of pavilions and hotels, that means that they expected no more than 10 teachers (since each pavilion had “two to four apartments for the accommodation of a professor and his family) and no more than 108 students (assuming the current single rooms on the Lawn were ‘dormitories’ that could house “two students only,” which may be incorrect) (http://www.virginia.edu/webmap/academicalVillage.html). These low numbers raise curiosity as to what their plan was for future growth, since they thought that this plan was suitable for the “enlargement to any degree to which the institution may extend in future times”. If following this document’s plan exactly (and into the present day), this particular phrase presents limitations on the flexibility and accessibility of housing since the pavilions, dormitories, and hotels cannot hold all of the current professors and students. There are 2,830 full-time faculty members and not all of them live on the Lawn (http://www.virginia.edu/facts). However, the University does offer living options on-Grounds for faculty and staff, so the University still demonstrates its desire to provide for its faculty (https://housing.virginia.edu/faculty-staff). As for students, all first-years are required to live on-Grounds, but they do not live side-by-side with faculty, as laid out in the original plans within this document. There are 15,891 undergraduate students and 6,500 graduate students on-Grounds and housing is not guaranteed for all of them. Housing was definitely built with professors and students at the forefront of the planners’ minds, so at some point over time, the University either decided, or learned, that these ideas for housing cannot keep up with the increasing population of the school.

Within a paragraph focused on language and orthography, I found it interesting that the spelling of certain words, in this case "ancient" were different than modern spellings. The differences are probably attributed to the country's transition from using middle English to modern English. This document's syntax is different than the common syntax used today, but does not create an impossible barrier to understanding the material. The various spellings of words does not affect the understanding either, but both differences highlight the historical nature of this document. Other examples of "mis-spellings" are "atchieve" later on in this paragraph and "atchievements" later on in this document. http://www.dictionary.com/browse/ancient

I do not want to take focus away from the University of Virginia and its history, but I think it is important to make comparisons between UVA and nearby colleges, which highlight the varying processes (and rates of those processes) toward current societal ideals regarding higher education. Specifically, looking at established universities in the other two proposed cities, Lexington and Staunton, for the University of Virginia provides contrast to the chosen location and its university. 
 Washington and Lee University was moved to Lexington, VA in 1782, under the name "Liberty Hall Academy". This university has a racially complex past, similar to ours, since General Robert E. Lee of the Confederate Army was president in 1865. Women were not admitted into the law school until 1972 (similar to the College at UVA) and the undergraduate school until 1985. On the other hand, Mary Baldwin was founded as "Augusta Female Seminary" in Staunton, VA in 1842 (130 years before UVA would allow women to attend). Although it is a predominantly all-girls college, they have allowed men into graduate and adult programs. I find it intriguing how the potential locations of the University of Virginia were developed to house such different college atmospheres, which have, like UVA, become more inclusive and diverse over time. 

https://www.wlu.edu/about-wandl/history-and-traditions/a-brief-history http://www.marybaldwin.edu/about-us/history/