The placement of this term is quite interesting within the curriculum. It is places under "III Mathematics Pure". This leads me to believe that what is being taught here is perhaps more geared towards strategy, game theory, and probability. All of these forms of mathematics can be paralleled with war-like concepts. The use of the term Military is also quite interesting, as opposed to simply putting "strategy". A distinction is made between Military and Naval. Does this imply that Naval mathematics will be a different concept of math? Perhaps physics of water-based transportation?

In 1818, America was experiencing significant landmark moments that developed an aura of patriotism. The White House was officially reopened, marking governmental growth and a place for all Americans to once again turn their eyes. The US flag is decided by Congress for 13 alternating red and white stripes and 20 white stars. Andrew Jackson, the General, was making historic strides towards taking land from those who had previously held the power in them. In the midsts of this great growth in America, it is quite plausible that the Commissioners felt their own pull towards making a mark on America's future. The patriotic-soldieresque diction employed in this brief excerpt, "discharge", notes the tone of the Commissioners as they developed this document. They had a tone of optimism, a hope for the future. Even though this document reveals major flaws in their vision, their optimism and energy is irrefutable.

Virginia, from my understanding, highly agricultural during the time of this document. In a state full of plantations, where assumably fathers were the head of such organizations and highly separated from the functioning of his family, why is a father-son relationship an ideal? Teaching up until a fairly older range of childhood was completed by teachers or mothers. This passage underlines a belief being eventuated through the University's start-up that the most valuable content learned by a growing boy is that learned by his father. The stereotypical nurturing qualities of a mother-son relationship are not highlighted here. This passage also suggests theres an alternative setup of tutor-pupil that doesn't reflect that of a father-son relationship. Is this version the University's planners are attempting to shy away from the traditional relationship of teacher-students? If so, how does this play a role in the University's teaching methods when compared to other universities?

This segment of the Rockfish Gap Report makes an interesting suggestion that there are populations in Virginia exist outside of the white population. In a time when African-Americans were, on a wide scale, wrongly considered subhuman, this passage suggests the founders, though highly discriminatory, recognize African-Americans as a population of humans that require distinguishing from. For me, an interesting series of questions emerged. Was this distinguishing of white-populations as opposed to African-American populations a marker of a changing society or simply a need for founders to continue elevating an already all-powerful white class?