From this paragraph we can understand the two "pyramids" in the founders of the school. The first pyramid is the pyramid of knowledge structure in every human. To be competent to serve as legislators or judges, one must be educated broadly from primary schools (like the base of pyramid), and then build the "high branches of education" upon it. Founders understood that without a broad base, elite education is useless. Another pyramid was the pyramid of the structure, as the founders perceived that the "prosperity & individual happiness" depend on the elite class (statesmen, legislators & judges). It was the class structure like pyramid that gave them the perception that the top part of society can lead the rest. Through these two pyramids we can try to imagine the society back then that emphasizes "structure", which is in sheer contrast to our leveling society now.

Here, we see the University offering study of 'Natural Law'---an intersection of politics, psychology, philosophy, and a dash of spirituality that was wildly popular with the founding fathers. The basic premise is that the "nature" of humanity causes us to demand governance and order. The founding documents of the US are heavily reliant on natural law. Today, does the University––and education in general–– highlight these philosophies clearly enough, or does a merely cursory knowledge of the thinking behind some of our most important documents fuel historical and political ignorance?

It's vital to remember when reading this document that while it has no legal basis in and of itself, it is being submitted to the State Assembly. This has a number of important implications, but its most noticeable effect is on the diction that the document uses. The language is formal and the sentences are lengthy and self-referential, both of which can give rise to considerable confusion in a modern reading.

Before moving to UVA I didn't really know much about the school. i knew it was one of the best public schools in the nation, yet that was it. As I began to research more of the school, I became more and more convinced of its greatness. I wasn't able to see the school until move in day which I was really nervous on doing because I didn't know if I's like the environment. When I was finally able to walk around and look at the school, I couldn't help but be mesmerized by the structures and set up of the school. I can still remember the first time I saw the pavilions. I wasn't sure what they were but I know today that UVa has kept the rotunda and surrounding pavilions as a central place of grounds where students can spend time as a community.

In this section they mention the use of languages such as Latin, Greek, and Hebrew as the "foundation common to all Sciences." It is very true many things have been translated over the years for the purpose of learning and the continuation of modifying techniques of various fields, not only science. Through reading this, it was brought up to me that in earlier times a lot of people learned languages because it was necessary not much because of a want. Nowadays, I see more and more people striving away from the need and pushing themselves to learn a second language because they want to. There are many languages being taught at various Universities, not only these three, showing the great changes our world has come about in these 200 years.

Here is another example that demonstrates the historical significance of the Rockfish Gap Report as a document. Although people may not often refer back to this old document, it stands as an embodiment of the early notion of education and provides insight into how things have changed since then. For example, this highlighted sentence emphasizes the importance of military education, which is not prominent nowadays in UVa but very important back then due to political and social reasons.

The impact of creating a truly all-encompassing place of learning was a relatively unique concept at the time, especially under these circumstances. Sciences in particular fall in line with the enlightenment concepts pertinent to prominent figures and ideologies of the time. The empirical measurements and hard facts that are characteristic of studying the sciences are a perfect exemplification of how humanity progresses towards a greater understanding of the natural world.

It is interesting to see that one of the purposes of the University of Virginia education was to "improve by reading, his morals and faculties." First off, I don't know if reading can make someone more moral. Education by books isn't how one developed stronger morals, but interacting with other people and learning from experience. However, I can appreciate how UVa stresses this idea of educating the whole person and not just a part. We still stress strong morals today through the honor code.

While many people may comment on the racism this sentence implies, claiming that everyone would make mistakes, it is important to note that under the social context at that time, the difference between races was not considered racism; people probably did not know what racism is. Racism is based on the assumption of egalitarian society, while at that time people were born to believe that other races were inferior. It was normal to believe African Americans were inferior; it was eccentric to believe that every one was equal (women, Native Americans, African Americans). At that time, discussion of racism would simply be INSIGNIFICANT. It is just like we believe that robots are produced to serve humans; it may be considered extremely racists hundreds of years later when robots are considered equal to human, but this conclusion is based on the social norms in that far future. Similarly, to understand 19th century United States, we need to put down the lens of modern social norms, because only in this way can we understand their perspectives; otherwise, we are rejecting values away.

Mankind was living under relatively the same conditions in 1500 CE as they were in 1500 BC. Newton changed that. (Referenced from the book 100 Most Influential People) The writers of this document are honoring specific advancements in knowledge by teaching them at the university. In truth, the Board is expressing their hope that through the establishment of this institution they may be able to snowball this effect, further increasing the pace with which humanity can understand their world.

This attentiveness to world languages at the time indicates a strong awareness by the Board of Commissioners as to the global status of the early United States. Despite becoming a self-sovereign nation and establishing a proper constitution, the US was just a fledgling nation on the world stage. The US as a super power wasn't even imaginable at that point, since the nation had so much catching-up to do in relation to the real centers of power at the time. The commissioners envisioned their system of education from a highly grounded and pragmatic perspective.

In the previous lines, the founders of the university make it clear they are interested in re-designing the future, not simply repeating the mistakes of the past. This line displays one of Jefferson's great complaints about religion: that it inspires adherence to the status quo, and discourages dissent and curiosity. The University is meant to be a platform for change and advancement.

Clearly, languages are an extremely important component of a well-rounded education from the perspective of the members who signed the document. However, I found it fascinating how Anglo-Saxon (Old English) was chosen to be a part of certain curriculums because it is so difficult to interpret. Understanding our roots, whether in language or culture, is certainly an essential part of growing as a society, so I understand the importance of studying Anglo-Saxon, but I wonder what type of applications there were for the language aside from studying history.

In reference to "The Informed Retraction" of the Honor Committee, it is evident in this proposal that Jefferson envisions the University to "develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, &instill into them the precepts of virtue and order." An IR (Informed retraction) allows a student to form "habits of reflection" and "correct action" as the following lines indicated after this statement. It's interesting how Jefferson and the writers of this report have foreseen the inevitable ways of youth to rebel against the rules for the sake of surviving in college. By this disciplined and well-thought-of purpose for the Honor Committee we have today, it's convincing that the University is still found loyal to these fundamental principles that Jefferson laid out two centuries ago.[]http://honor.virginia.edu/informed-retraction)

The authors of the Rockfish Gap Report affirm that religious worship is not conducive to a truly liberal arts education, going so far as to propose "no professor of Divinity." Yet religious language is smatter throughout the document (such as "blessings," "faithfulness," and "religious worship.") In the Virginia Statue for Religious Freedom which Thomas Jefferson also drafted, it is written,"all men shall be free to profess, and by argument to maintain, their opinions in matters of religion, and that the same shall in no wise diminish, enlarge, or affect their civil capacities." In this way, the assertions of both texts are consistent, but the biases of the authors are apparent in their use of religious language. This demonstrates that a collective view of what a society should be is not necessarily reflected in individual beliefs.

The last academic courses emphasized in the report are ones of performing and visual arts. This low placement demonstrates how a career in these fields was not realistic or successful in Jefferson's eyes. He views the subjects as simply entertainment, not ones that should be taken seriously, referring to the teachers of them as "accessories." The only one he thought could be practical was drawing class and that was not about drawing portraits, but rather drawing military plans because that was what higher education was. I found this interesting because today there is a large emphasis on promoting the arts and creativity in schools, but back then it was only about how they were sources of amusement.

Orthography is the system of spelling for a language. Because Jefferson was such a renowned writer and thinker, is this why he emphasized language so much? In the book that we read over the summer, language was emphasized in such a clear and eloquent manner. The language of the Declaration of Independence was crucial in determining its meaning and interpretations, so language is stressed in such a vivid manner. Language is how we communicate, and communication is how we learn.

It is interesting to see that this exhibits the very beginning ideas of the lawn and central grounds. Already, we see Thomas Jefferson and others discussing "pavilions," which make up most of the structure of the lawn today. They note that there is a suitable place nearby for an observatory; this could be Observatory Hill for all we know!

This is interesting because it implies that our forefathers were thinking about their forefathers in the same way that we do. We are currently attempting to improve the university by acknowledging our founder's mistakes and changing our outlook to adopt a more progressive view, which is the same thing the University's founders were attempting with their ideals. We often don't think about the fact that we ourselves are forefather's of generations to come; there is a lot riding on our actions.

I agree that "education generates habits of application, order, and the love of virtue". It's interesting how Thomas Jefferson envisioned an institution that prioritizes a moral organization. However, in our modern time, I've observed how this principle have been watered down. We may have already "rendered ourselves wiser, happier or better than our forefathers were" in regards to knowledge now, but I noticed how we have degraded our value of morality and virtue. In regards to the alcohol prevention/intervention system here at UVA, it seems as if our institution have conformed to democracy rather than submitting to the righteous authority that our founding fathers have set upon the University. Instead of preventing alcohol usage, it's being "supported" with certain safety hazards. This makes me wonder if our morals should be based on the main foundation of our University; or should our morals conform to our modern 'progressive' world today?

Reading broadens one's perspective, opening one's eyes to the unknown yet exciting realms of intellects, arts, ethics, culture, science, and society. Reading improves one's morals and faculties because not only does he/she absorbs the knowledge in reading, he/she also learns to think critically while he/she reads. Reading is a process of absorbing, reflecting, and sometimes disagreeing. I would also like to add something to the sentence--To improve by reading (and reading as much as one can into all fields of knowledge), his morals and faculties. Reading helps facilitate a sense of cosmopolitanism in one's upbringing.

The emphasis in this document on lodging students in dorms is less about giving students housing and more about establishing a living and learning environment. This living/learning environment runs much deeper than a classroom education, but is associated with UVa's insistence on stressing student self governance. However, this idea of self governance cannot be achieved if the students do not live together in a society where the "government" can function. Living together is part of this education the university was so set on establishing; when people live in close quarters, they are able to learn from each other and really begin to establish an environment for themselves. This idea is still prevalent at UVa today where first years must live on grounds and essentially start their journey together.

The idea of legacy is stressed during today's admissions process, so I found it very interesting that Jefferson promoted it here as well. I think Jefferson promoted this strong familial relationship in order for his students to feel supported which would contribute greater to their success as well as creating a chain reaction. His goal was to create an institute for higher education that would lead to students doing things they otherwise would not have. When a child can see that a parent has done this, then they are more likely to do that also.

This suggests that during this period of time, an education at a University could begin at a much younger age. "Tender age" sounds like an age less than adulthood (or even late teen years); perhaps between the ages of twelve and fifteen. This could offer some insight into the early 19th century concept of higher education, being offered to a greater age range (and to fewer people).

While I'm not exactly surprised by the general modern assininity of historic perspectives, it is rather striking to me how parallel this particular phrase is to one in the Constitution, i.e., the necessary and proper clause, or the elastic clause. It makes me wonder whether or not they used this as an excuse to establish whatever they pleased on site. Although eminent domain did not exist in the US officially at the time, and Virginia had a tendency to be ever so slightly anarchistic towards the wealthy, this does pose the question of how the poorer folk in the area got off with the changes, as well as how the university's establishment served as a political tool.

What catches my eye most of all with this is the brevity of time they were given. This is four days' worth of work to design the primary university for the state. That means four days to determine which location(s) to go with, design the curriculum, determine the basic emphases of the university, determine the layout and basic design, figure out priority for construction, hiring, and the like, and, last but far from least, troubleshooting these basic ideas for a university!

I understand that the university was chosen to be placed in Albemarle, because of its central location in regards to the white population; however, I wonder why Charlottesville specifically has been chosen as a dwelling location for the past presidents and such a wonderful university. Charlottesville is a city rich in history, and I find this fact to be evident in today. For example, the Barrack's Road shopping center, which is home to Starbuck's, Ulta, and Chipotle, etc, was termed this because it housed German and British prisoners during the Revolutionary War. This is just one example, and I find that even though I have lived in Charlottesville and was born at Martha Jefferson Hospital, I am still uncovering so much about my home. What would Charlottesville be without UVa? What would UVa be without Charlottesville?

Barracks Road Example: https://www.visitcharlottesville.org/about/history/

Smith, David A., Jeffrey A. Rydberg-Cox, and Gregory R. Crane. 2000. “The Perseus Project: A Digital Library for the Humanities.” Literary and Linguistic Computing 15 (1). ALLC: 15–25. https://oup.silverchair-cdn.com/oup/backfile/Content_public/Journal/dsh/15/1/10.1093/llc/15.1.15/2/150015.pdf?Expires=1491246784&Signature=c-ZOQY9vG3u1o4khMPlskbWFsf8um-VdCnKKGJ9zSGxhyQ4FNCJ3slBWMmCnsF15znzISp3Rb8enxscGbLOJQje9xIrrHGTyIHm0DHvM7mfcB4obDg74qM4mivSzwN3UVNPYGUulsURvAdXQl52AhY~ob-WHYRtDnT3Q-EZPD~82JiTziAPQqPbaR~ET2DbRPT00RYfRcxezEmZcJedoUQfrVYsh0xTFQdO1SZOWZCfM-61llTPICewbeUJd1yydXxUnZvLKrJj4C8WwxZodyrTk5e3Pr6~i~RRPFhAk9f15kEwZa-F1y2mp2xtYSLdKZMNl8dzrj2vb5gvxDN1~Ig__&Key-Pair-Id=APKAIUCZBIA4LVPAVW3Q.

http://www.npr.org/2016/09/03/492516930/decades-after-an-iconic-protest-tommie-smith-has-something-else-on-his-mind

Smith and Lybarger. Makes sense, but I guess I don't see how this pushes Fish's Reader Response, for example. It doesn't seem new, I guess.