9 Matching Annotations
  1. Dec 2017
    1. Encouraged therefore by the sentiments of the Legislature, manifested in this statute, we present the following tabular statement of the branches of learning which we think should be taught in the University, forming them into groups, each of which are within the powers of a single professor.

      In viewing the tabulation, it is clear that the University only had eight original professors, each of which lived in one of the Lawn's ten pavilions; however the numbering of Pavilions does not reflect where professors of the courses lived. The original professors included: Charles G. Bonnycastle - Professor of natural philosophy; Robley Dunglison - Professor of anatomy and medicine; Thomas Hewitt Key - Professor of mathematics; George Long - Professor of ancient languages; George Blaetterman - Professor of modern languages; John Patton Emmet - Professor of natural history; John Tayloe Lomax - Professor of law; George Tucker - Professor of moral philosophy. Note: Despite ten pavilions, there were only 8 original faculty. Where is the discrepancy? http://uvamagazine.org/articles/1825_old_school

    2. In this enquiry they supposed that the governing considerations should be the healthiness of the site, the fertility of the neighbouring country, and it’s centrality to the white population of the whole state:

      Specific consideration given to the phrase "centrality of the white population of the whole state". In deciding benefits of the University's chosen location, it is indicated that the white population's accessibility to the site was of utmost importance, and such that racial bias was a major factor in the original acceptance of students to the University. It would be interesting to research the admittance of ethnicity in the early years of the University. Although a white majority and no blacks are expected of the period, it would be an interesting inquiry to see if any other ethnic groups were accepted, such as Latino, Native American, and non-European decent. In all, the real question is whether the University was 100% white males versus anything less, while still noting the period, but questioning Thomas Jefferson's belief that "every man is created equally" and the trend of ethnic admittance to the University.

    3. the objects of education in the primary schools, whether private or public, in them should be taught reading, writing & numerical arithmetic, the elements of mensuration (useful in so many callings) and the outlines of geography and history

      Thomas Jefferson valued education. By implementing these objects of education, the University grew as a whole and has become what we know it as today. However, this system has become outdated and needed to be reformed, hence the creation of the New Curriculum. It is interesting to reflect on the changes of the University based off of this document. By creating a new outlet of education we are supporting the Thomas Jeffersons view of higher education for the University.

    4. To these should be added the arts, which embellish life, dancing music & drawing; the last more especially, as an important part of military education.

      The Universities ability to not only acknowledge the fine arts but sustain it, is a testament to the true foundation of UVA. To combine the arts with military education builds on the schools articulate educational structure. In addition to the arts and sciences, the arts is an important contributor to the development of the human mind.

    5. A Professor is proposed for antient Languages, the Latin, Greek and Hebrew, particularly, but these Languages being the foundation common to all the Sciences, it is difficult to foresee what may be the extent of this school.

      At first glance, I was curious of the need for languages that only a minority of people spoke, but upon further reading I was surprised by the extent that the sciences meant to the men of that day; seeing that a full understanding of these ancient languages was needed to fully understand the level of science being taught.

    6. According to Census of 1820 and the website Virginia Places, Rockbridge County had a total population of 11,945 and of those 9,333 were white; Albemarle County had a population of 19,750 and of those 9,089 were white; and Augusta County had a population of 16,742 and of those 13,230 were white. I suppose that even though Albemarle did not have the largest population of whites living in the county, it was better accessible for whites to flock to.

  2. Oct 2017
    1. that these pavilions should be united by a range of Dormitories, sufficient each for the accommodation of two students only, this provision being deemed advantageous to morals, to order, & to uninterrupted study; and that a passage of some kind under cover from the weather should give a communication along the whole range.

      I think this part of the article gives us confidence back that University of Virginia is built in fully consideration of the safety of its students and is built for students to gain academic success. During this period that so many students protests and riots about race are taking place, the calling for more care and attention to students life and the condemnation of the lack of student's safety is getting more prevalent, however this part of the university legislature shed a light on regaining student's trust to this university, whose architecture was built on the emphasis of student's safety and academic progress.

    2. 400 acres on the north fork of James River known by the name of Hart’s bottom purchased of the late General Bowyer 171 acres adjoining the same purchased of James Griggsby 203 acres joining the last mentioned tract, purchased of William Paxton 112 acres lying on the North river above the lands of Arthur Glasgow conveyed to him by William Paxton’s heirs. 500 acres joining the lands of Arthur Glasgow, Benjamin Cambden, and David Edmondson. 545 acres lying in Pryor’s gap conveyed to him by the heirs of William Paxton deceased. 260 acres lying in Childers gap purchased of William Mitchell 300 acres lying also in Childer’s gap purchased of Nicholas Jones 500 Acres lying on Buffalo, joining the lands of James Johnston 340 acres on the Cowpasture river conveyed to him by General James Breckenridge, reserving the right of selling the two last mentioned tracts, and converting them into other lands contiguous to Hart’s bottom, for the benefit of the University.

      The real question is how these lands were decided to be given for University purposes? Did someone contact these owners about their lands to see if they would be willing to be purchased off, were they personally donated by their owners, or were they already on the market? Were the prices raised or lowered depending on their views of Thomas Jefferson?

  3. Sep 2017