5 Matching Annotations
  1. Dec 2017
    1. I Languages Antient Latin

      Even now, mostly western, Latin-based languages are taught widely to students, despite the importance and usefulness of other global languages, such as Chinese (Mandarin/Cantonese), Arabic, Russian, Japanese, and more. I think our strange attachment to European origins and languages has limited our growth because language is easily the first step to opening yourself to other cultures and mindsets. Furthermore, languages, like Italian or Greek, as wonderful as they may be, have a very limited capability of use. If those languages are taught, so should other less regionally-wide languages. For example, Nepali was not taught in any college I applied. When I later looked it up, the only public source of Nepali language learning was from Cornell; the power of Western education can either expand or make a language disappear.

    2. instil

      Seeing a different spelling of the word "instill" just reminded me of a TV show where the criminal is found guilty through textual fingerprinting. You could tie someone to their style of writing and learn a lot about them, such as the decade they were most likely born, to be exposed to certain grammatical/word styles, their regionality, etc. If anyone knows the name of the tv show, please let me know! I forgot it, and can't seem to find it online. But, overall, I bet there are several words in the report, and certainly the writing style immediately points out to the time period this was written.

    3. a sound spirit of legislation, which banishing all arbitrary & unnecessary restraint on individual action shall leave us free to do whatever does not violate the equal rights of another.

      This phrase seems so paradoxical in the larger context of the report because they want to teach about government, law, and its equal rights, yet this very document would lead to laws and rules not equal in rights, in race and gender ,at UVA. It's interested the moral implications one has to make to justify being proudly "equal", while rejecting huge populations. I know peer pressure and norms play into it, but I wonder if people, even in that ignorance, truly believe it.

  2. Oct 2017
    1. Three places were proposed, to wit Lexington in the County of Rockbridge, Staunton in the County of Augusta, and the Central college in the County of Albemarle: each of these was unexceptionable as to healthiness & fertility. It was the degree of centrality to the white population of the state which alone then constituted the important point of comparison between these places

      Originally learning about UVA’s more racist history, I was sadly surprised, but it made since, America’s past and being in the South. It’s always just the details that made it more gruesomely real- the fact that the centrality of whiteness was a key factor in deciding location. I looked on Google Maps of the other two location the founders were deciding on to see if perhaps they were more North, and that’s why they weren’t “white enough”. Instead, I saw they were more West and behind the mountainous Appalachian regions. I wonder what made those regions less white. Were there more indigenous people or was it more slaves in plantations? Or was there, in fact, a distinction between the more city and educated white folk versus the country white farmers and their stereotypes? Perhaps both?

    2. We should be far too from the discouraging persuasion, that man is fixed, by the law of his nature, at a given point: that his improvement is a chimæra

      Within this paragraph, the authors and early founders of UVA made several points on why education was necessary by countering some of the current one-sided beliefs of society, with some key words. Man was not stagnant and his improvements did not need to be a chimaera, or a thing that is hoped or wished for but in fact is illusory or impossible to achieve. The other definition of chimaera is a fire-breathing monster from Greek mythology, which I think can be an interpretation that improvements to one’s morality and state of mind did not need to feel like some huge obstacle that we needed to face, but rather were very possible through knowledge. Then later, they speak about how the effects of education are not some far-fetched, optimistic, or “sanguine” hope, and marketing strategy, but a reality that is backed by proof. I found this all very interesting because, back then, education was still a point of debate, whereas now it’s one the most easily agreed solutions for a various of world problems.