This one line brings out so much emotion in me. One sentence consist of only 11 words somehow bring forward more reality about how slaves were treated back then than anything I've read in a history book. This line were just inserting in the same section talking about all properties and land the University will receive, stating that 57 human beings are just another property with no mind and will and thought and can just be carelessly give away by one person. This line has to be the most provoking line I've read in this whole document, and it highlight how bad slaves were treating and view as back then.

These words and the people follow who signed the paperwork for the University to become a university is historic. Looking through the names, the majority of them I couldn't recognize , except Thomas Jefferson and James Madison, but I'm pretty all these people are all male and well educated and wealthy, that's why they're important enough to sign the document to open a university. In the time that this University was established, only wealthy landowner male would have any importance and good social standing, therefore,, it's not surprise that they would be the one donating money to open a university that intended back then to only educated young wealth boys.

I found this particular "object of education" extremely interesting as I think morality should be at the center of any education. As one of the goals of UVa since its founding, it is evident that Jefferson and those who wrote the Rockfish Gap Report wanted to create individuals who are competent to change society around them to better coincide with moral values of the time - this, in my mind, should be at the heart of any education, particularly a public one. I also think that the use of the word "faculties" is interesting here, because it seems to suggest that the University will teach its students to embrace their vulnerability - maybe even just acknowledge it - at times, rather than fight it. To teach each student about his or her own morals and faculties is a goal that any and very University should aim for, and I think it is somewhat uplifting (though obviously this goal hasn't always been carried out perfectly) that these words were included in the Rockfish. - Ben Kava

I was in the EGMT 1540 class, 'Thinking Like a Scientist,' and this statement reminded me of some topics of the course. We discussed how many established and well-known people reject science and facts, and instead see the science as opinion at times, on both sides of the political spectrum. For example, many do not believe in climate change, yet climate change is a scientific fact and is not something that can be believed in or not believed in. On the other side, many believe GMOs cause cancer, or other detrimental effects, when in fact nothing has shown this. These persons are considering 'the learned sciences as useless acquirements' when convenient. Clearly, there were some 'good men' during Jefferson's time as well that had a similar train of thought and lack of value for science. In reality, science is fact and is the basis for future discussions, innovations and policy.

I believe this phrase speaks to the idea of holding others accountable for their actions. As first years, we've been in various talks and seminars discussing the importance of honor and accountability, and so reading this sentence reminded me of this. I find it interesting that the idea has carried into today. However, it seems that in the history of UVA, many people have not been accountable for their actions. These actions include slave-owning, discrimination, and sexual harassment. In addition, it is ironic because UVA specifically did not allow women and non-white people as students until later than other universities did. So, it seems UVa has not always held itself accountable and done the right thing.

In this part of the Rockfish Gap Report, the writer is showing that the individual and the school are separate. This reminds me of how the University will say that certain clubs or groups are not affiliated with the University and do not reflect the institution's views. It's interesting that the basis for this was rooted so long ago.

In this piece of the document, Jefferson highlights what he values in education. He lists subjects and shows that Jefferson wants to produce very well rounded students and that these students should have knowledge from a wide range of subjects and disciplines. Today, we uphold Jefferson's view of diverse knowledge by taking a variety of subjects.

The committee brings up an excellent point about the education of an individual. Rather than seeing it completely for the benefit of said individual, it is also to the benefit of others. Educating younger generations the right way brings about the future leaders of our country and our world. That is to the benefit of many people, not just the person that is being educated. Thomas Jefferson was all about the continuation of education in that no person ever really stopped learning. It is only natural that one of the arguments to support the building of his college is that there is benefit to others and not just these students. But it also speaks a lot about the audience of the report. Why is it needed to mention that the building of this college will also benefit others, and not just the people that receive the education. In a center of education where we are meant to surpass our predecessors, it is interesting to see that the original documentation that appealed to creating our institution still has to appeal to these people (wealthy white men) in order to continue education. It is ironic to say that we need to give the very men we are meant to surpass this extra reason why it is important to open this university.

As we can see from this line, one of the reasons why the committee chose this area was its possibility of growth in the future. But there is no clear definition for growth in this report and no expansion on what "future times" will bring, so it is left to reader interpretation for what the future will be for this university. It is interesting to look at it this way because no one truly knows or understands what may happen in the future. You can only prepare and hope for the best. At the time, the committee was opening up a place of education for the sons of rich, white plantation owners to study and gain an education. But to be in their proverbial future and look back at everything which has changed about this institution is quite interesting. While we do not have enough evidence to say that Charlottesville grew around the university, we do know that the University of Virginia has a major impact on the perception of Charlottesville. This institution has went from the epitome of white racism and sexism to one where there is as much support for the equality in education as possible. Looking to the past also causes on to reflect on what has not yet been achieved: while we have come so far as a university, there are still more ways to go in terms of rectifying the wrongs committed by our predecessors. It is up to us to change the depiction of our school for the better.

They liken the indigenous people's veneration for their forefathers to the alliance of church and state, in which many apparent truths would be ignored for the sake of maintaining the status quo's of power and knowledge.

The document makes sure to encourage that both public and private institutions be established throughout the state in order to prepare students for study at the University. Also it is important to make note of how they refer specifically to "boys." Only males were expected to attend school during this time and I think that this document lacks any progressive thought on this topic.

Despite this idealistic view of the progress of sciences and arts, the reality of the world at that time, to me, seems much different. While technology did improve agriculture, the "yoke of his labours" seems to be more that humans enslaved other humans to do their work for them, to become the animals. Chattel slavery was only enhanced by all of these new advances in the sciences and arts, which, while beneficiary, were lacking in moral application. "The comforts of life" were not extended "to a much enlarged circle", in fact, for some, it was removed, and compared to today, the life expectancy in the colonies was horrendous.

I appreciate the fact that the board clarified that the alphabet would not be taught at the university. It seems so obvious to me that it wouldn't, especially because those attempting to go into college, in my mind, would have already known how to read and to write so would already have a fundamental understanding of the alphabet. Maybe they mention this in the event of foreign students who might not know English but excel in their respective language. All and all, statements like this remind me of the distinctions between our culture and that of the previous generations -- some things like not teaching the alphabet at a university seem obvious to me, but I do not know why they felt the need to state it, demonstrating that I do not completely understand their culture and their mindset for everything. It is refreshing to in a sense be put back in my place, as sometimes when I read documents from the 17th/18th century I feel that I know everything : how they viewed people, how status and wealth and money applied, how they treated one another. But when such instances like this happen I realize that I cannot judge and assume everything about a culture from a few (important) aspects. Everything and everyone in history is complex, more complex than our brains can even comprehend, and it is refreshing to be reminded of such complexity.

The Rockfish Gap Report says here that basically, any person can improve and better themselves. The use of the word chimæra is most interesting as well, which does not have its usual meaning of the Greek mythological creature here that has multiple creatures mixed together. Chimæra here, according to a dictionary, means "a thing that is hoped or wished for but in fact is illusory or impossible to achieve." Thus, what the Rockfish Gap Report is saying here is that improvement of students is not just something hopeful, but is indeed possible, and should be sought after. The technique of grafting, of inserting or transplanting a part of a sapling onto a branch to for it grow, also refers to knowledge. However, the diction used here has some troubling implications, such as "the wild and uncultivated tree" and "the savage stock". The authors of the Report seem here to be arrogant, elitist and snobbish, looking down on those they deem as uncivilized, ignoring their own (many) faults and assuming that by inserting their views onto potential students, it will make them into 'civilized,' 'cultivated' yet chained subjects.

The choice of "father & son" as a descriptor for the relationship between student and pupil really emphasizes how exclusive the University was in its incipience, reinforcing the fact that it was closed to prospective female students at its beginning and until 1970. That sexism seems to be so ingrained in the school that it's even present in its founding document -- rather than say "parent and child," for instance, the founders have chosen to specifically chose a male relationship dynamic as a founding principle.

Annie Parnell

This aspect of the document reminds me of UVA's policy with regard to Honor Code violations. Rather than a catch-all expulsion or other disciplinary policy, the University makes allowances for students to turn themselves in with lesser consequences and be counseled and tried by their peers through the Honor Committee. Although this wasn't established until later in the University's timeline, it's intriguing to me that this idea of understanding, rather than punishment, as a means for discipline is so deeply rooted in the culture of the University.

Annie Parnell

I find Jefferson's view on language in this paragraph to be quite telling. He praises Italian and German for the works that have been written in those languages, then proceeds to lift Anglo-Saxon much higher than either of them. He focuses on how it is an archaic form of modern English, and from there states outright that he believes English to be the greatest language. From what he admires about Italian and German, it's evident that Jefferson is not only praising English, but also English-speaking cultures, lifting them above all others.

The morals of the university are shown here clearly: donations of any sort were not considered bribes or in a sense contracts for the university to make its home anywhere. The University founders held their own, creating a truly revolutionary place at the time as even its location was to be free of corruption or bribery. I find the juxtaposition of such morals in the past and the morals of today very intriguing, as the board and many members involved in the government of UVa often times are secretive and sometimes even corrupt. Many people have been heavily disappointed with President Sullivan's public persona and how she and the government of UVa handle protests and other political incidents, especially in regards to their own students. It is interesting to think that the founders of UVa prioritized the school itself over community, while now it seems that UVa is wishy-washy in who it values -- the students, the public, or the immediate Charlottesville community.

I like that he referred to the students as citizens. This shows how Thomas Jefferson truly thought he was creating a community rather than a school. Also, these students had rights and interests that the University should uphold and these are constantly being tested today. As students, we should question if the University is giving is the rights we all deserve. Also important to note that he said men as women were not yet part of the school. I wonder if UVa had trouble outlining women's rights here as men's rights were established first. -Ella S. (es4vr)

The fact that Ethics was one of the main areas of study that Thomas Jefferson thought of shows how much he valued a liberal arts education. Also shown throughout the document, he really wanted the University to be a community. I wonder if he thought there was a direct relationship between creating a community and ethics. In my Engaged Citizenship class we discussed how now we believe that ethics and citizenship (or being part of community) go hand in hand and we do see that aspect a lot at UVa. TJ may have thought about this first simply with creating a community who should value studying ethics. -Ella S. (es4vr)

This piece of the passage is particularly eye-catching to me because as a student here I too examine the break down of the overall cost of attendance. The 5 provisions from back then resemble the ones we have now (minus transportation and technology). Once again I see a scam brewing. I feel as though this is just a way to cover up the extra cost they may be requiring the attendants to pay. As to if those expenses actually go into what they claim they are is solely based on the designers of the provisions. I think this is something worth looking into with the recent news of UVA trying to raise tuition.

I find it hard to believe that these students will become more advanced than Jefferson and his crew or whoever the intended "we" he is referring to is. They have limited the amount of professors they had to about 10 and these professors are more likely than not the same ones that were hand chosen by Jefferson and his group. This ultimately means that these students will go through the same cycle of classes by the same professors and will all be learning the same things. Nothing more, nothing less. The point I'm attempting to present is the idea that Jefferson may not notice how his education set up is breeding clones rather than more advanced students. -Eliana

This is an interestingly phrased passage, particularly "the circle of attendance." While it refers to the relatively mundane task of scheduling, the use of the word circle is interesting. It reminds of the wholeness of the education that the writers of the report envision for their students. We might now say that they are getting a "well rounded education." Hints at the completeness of the education they are striving to create can be found even in reference to scheduling.

We tend to think of arts and sciences as separate and incompatible things, but this sentence indicates that way of thinking is a modern concept. Art and science were closely tied together in the 18th century, and before that. Major advances in science have been closely tied to art, and vice versa. This includes Renaissance times and the Age of Enlightenment, which had enormous influence on Jefferson.

The power and significance of education is eloquently exemplified in this passage. Through the clarification that the qualities of education should not “infinitely” acquired but rather “indefinitely,” the authors highlight one of the goals for the university. Education will be pursued without limits or bounds and it is only through a suitable environment, which the commissioners are attempting to create, that this vision will be brought to life.

The importance of a well-rounded student that everyone has constantly been told to strive towards is prominent in education even at the proposal of the university. The list of subjects illustrates the ideals that should enhance an individual's character. The part that stands out to me is that it seems as the aim of creating educated citizens is for the betterment of the state. As a country that was founded and shaped through politics, it would naturally make sense for the commissioners of this university to insure the improvement.

I find it interesting how the founders place such importance on the history of discoveries on the education of new pupils. Perhaps the University today could incorporate this in new ways, such as showcases of antique investigations from the 19th and 20th centuries in the various fields. I believe these might foster new ideas and help students feel connected in curiosity to those who came before. If nothing else, it might certainly be comical to look at certain papers put forth (especially in medicine) back then. Quentin M

The optimism here is striking. Before the founding of this University, the only way for a man to achieve an education would be to pay exorbitant prices at the private schools in the country. Here, Jefferson and his associates wish to give every man who is able the tools with which to succeed. This goal carries through to today, and perhaps the University should revisit these goals when designing new programs and initiatives to ensure everything they do is for the benefit of the students who actually study here. Some schools have been known to make decisions to benefit faculty, boards of visitors, etc. It is nice to know the University, at least in the beginning, has favored its students. Quentin M.

It is amazing how far the medical field has come. During this time the field was describe in a very simplistic way. Overtime the field has become more complex and a combination of the medicine and anatomy in one. You cannot successfully understand surgery without learning the medicine and applying it to the anatomy, opposed to viewing them separately.

Among the list of offerings that John Robinson of Rockbridge County is willing to make to the President of the University and the Directors of the Literary fund for locating the University in Lexington, are slaves. Moreover, he is willing to offer all 57 of his slaves. The fact that one individual would own 57 slaves in mind-baffling. 57 slaves are more humans than students in some of my larger classes here at UVA. This line of the Rockbridge Gap Report is cringe inducing for a 21st century reader. Perhaps back in 1818 when the document was written ownership of that large a number of slaves was the norm. It is completely dehumanizing to think that slaves, real humans, could be offered as a trade for a favor. However, the progress that society has made regarding equality of mankind is noteworthy, although much progress remains.

I find it interesting how they offered different languages since the start despite of how self centered they were on ideal white Americans. There are no global studies classes nor African American studies also. This further shows the lack of diversity the school has in both its students and courses. It seems like they avoided controversial topics in classes such as religions too.

I think it's funny the way they state, "what in his nature was vicious & perverse, into qualities of virtue and social worth." This clearly isn't always the case, especially today. Education is not the only factor that contributes to a person becoming virtuous. Lets take Richard Spencer into consideration. This man left Duke Univeristy, to pursue his goals with white supremacy.

As I read through this report, it is interesting to see what Jefferson wanted most of the education to be focused on. There is huge emphasis on the math and sciences, and the history and languages, but there are incredibly few mediums included in this curriculum- not many in betweens. It makes sense in that time period why there was not a vast range of departments/subjects and it is intriguing to see the difference in UVA now where there are actually three curriculums that are somehow vastly different. When you look at what we have now, there are mediums consisted of engagements, politics, anthropology, psychology, philosophy and more. While Jefferson does mention politics and philosophy, it is nothing compared to how much UVA offers now. These may not have even been deemed as necessary when Jefferson was constructing the curriculum. As we progressed in understanding the human, the mind, and the works of where we live, these departments and classes became necessary. It is worth observing what was important in education back then and how that affected the courses given, to what is important right now, which is now far more complex.

This is an interesting statement in this text given the context of the social environments back then, and the social environments now. Jefferson's goal here seemed to have his students become more socially aware of the surroundings they've been given. I wonder if this entails that they be aware of their higher ground they've been placed in society and to use that higher ground to their advantage. Interestingly enough, this goal works perfectly for the social issues happening now at UVA. If the many white students attending UVA that benefit from this higher ground, that is clearly still in place, can "observe with intelligence & faithfulness" their social relations, they too can become aware and use that higher ground platform to denounce the privilege they have been given. This meaning that they use that platform for the greater good, not for self aid.

In the current UVA policy directory, reasons for termination of a professor include a variety of reasons, one of which I was particularly interested: "unacceptable performance after due notice". This statement in the Rockfish Gap Report reminds me of course evaluations that we have been filling out at the end of the semester. I wonder if these are weighed to see if two-thirds of students disprove of a particular professor. If they do not perform their duties properly, why should they continue to teach? UVA has always wanted the best for their students. http://uvapolicy.virginia.edu/policy/prov-014

-Lauren H

It amazes me to think that when this university began, it was fixed at only ten professors. Now, we have grown to the #3 public university in the country, with over 16,000 faculty and staff. Part of me wonders if Thomas Jefferson had envisioned this university to grow to where it is today. This document had great intentions for the university, but it seems like it exceeded expectations. http://www.virginia.edu/facts

-Lauren H

The intriguing part of this argument is the suggestion that education "improves what is in [the student's] nature." In the present day, education is conceived as a way to increase students' knowledge and in some cases endow them with practical skills, but it is not, as far as I have seen, regarded as a way to fundamentally change a person's nature or character. The suggestion that an increase in knowledge and skills can extend beyond their own scopes and penetrate the very nature of a person is a testament to the commissioners' reverence for knowledge and education.

The writers were ahead of their time as they seem to have reached a conclusion about motivation and discipline that modern psychologists have only recently began to establish. The passage contains an innate understanding that intrinsic motivation to behave well, described here as "pride of character, laudable ambition, & moral dispositions," is a more lasting form of motivation than extrinsic inducements such as the fear of "disgrace, [...] corporal punishments, and servile humiliations." Furthermore, there is an indication of understanding of developmental stages as well, since the writers only question whether fear is inappropriate "after a certain age," which aligns with the discovery that simple systems of rules and consequences are most effective when employed with children, not young adults.

Though I'm not from Virginia and don't know much about these three locations, I find it very interesting how all three proposals are located within the Shenandoah/Blue Ridge Mountain region. Especially given the time that this report was published, 1818, it would have been fairly difficult to get out to these parts of the state, much more so than the coast, Richmond, or NoVa. Though the writters offer the explanation that these three locations were healthy, fertility, and in close proximity to white populations, I think that there is a lot more to why they chose this region. Even today, with easy access to main highways and major cities, Charlottesville can feel extremely isolated from the rest of the world. The mountains have that effect of making everything seem more inclosed than they actually are. This can be very appealing for the establishment of a university, especially one that has an emphasis on a living-learning community. By founding a university so far removed from the rest of the world, students are able to fully engage within the school's community (something that is harder in more populous/centrally located areas). Katie N

This is an interesting take on the relationship between an individual and an institution. The writers of the Rockfish Gap Report are saying that what an individual at the University wants to do with theirself is entirely up to that individual and the actions of that individual do not have any reflection upon the values or beliefs of the University as a whole. On one hand, this makes sense as individuals have free will to do as they please and an institution like a University shouldn't really compromise that. However, one could also see it that the University is a governing body responsible for its members and their consequent actions. Therefore, the University could be liable for the actions of its members. Either way, the University's job is to educate its members and should uphold a certain code of conduct - for decency's sake.

Though today Agricultural theory is not the first thing that comes to mind when thinking about chemistry, it certainly makes a lot of sense in the context of the times and Jefferson's vision of American society. Thomas Jefferson wanted America to be a nation of farmers, who best exemplify the crowning characteristic of civic virtue. He believed that small farm communities could preserve civic virtue, whereas an industrialized, city society would only lead to corruption within government and society as a whole. By teaching chemistry as a way to improve agriculture, Jefferson is able help preserve and improve his idea of a nation of yeoman farmers for decades to come. Katie N.

I find the word "preserve" thought-provoking and fitting in this context due to the fact it highlights an often taken-for-granted and overlooked aspect of writing's multifunctionality. While writing, I usually focus on expressing my ideas and concentrating on my diction/syntax to best convey my ideas. However, I forget that the writing is actually preserving my thought processes and will extend past my lifetime to future generations if published. The authors of this Rockfish Gap Report did have in mind the function of their writing as a way to preserve their ideals past their era to shape University of Virginia. How do you think they would react that knowing that some of their preserved ideals by the Rockfish Gap Report were no longer followed and to what degree does writing help extend our ideas and knowledge past our own minds? -Kristin Putman

I am currently taking an anthropology course on "Language and Culture" and I find this excerpt very interesting due to the fact that in the present day, Spanish isn't highly valued in the American society as shown by Mock Spanish and the legal attempts to establish English as the official language as many monolingual English American speakers see Spanish as a threat to the American identity. In Mock Spanish, American English speakers hyperanglicanize Spanish words—such as the mispronunciation of gracias and adobe—and use semantic pejoration—such as the context usages of "pesos" and "Hasta la vista"— to convey negative connotations of Spanish speakers as lazy, dirty, politically corrupt, etc. Additionally, the use of Mock Spanish occurs in a humorous and joking environment, leading to convey Spanish as a "non-serious" language among American English speakers. I wonder when between the 19th century to the 21st century the value of the Spanish language changed and whether this has to do with American-Mexico diplomatic relations with the complex history concerning Mexican-American war all the way to the immigration issues with the shared border. -Kristin Putman

Assuming that "dormitories" had the same meaning when this was written as it does today, it is heartening to see that the writers were conscious of the need to construct housing for scholars. It is reminiscent of the large growth of student housing over the last several decades. UVA has added new first-year dorms to accommodate the school's growing population, but as we have all undoubtedly noticed, the buildings are farther away from Central Grounds, raising concerns about students' equal access to classes, clubs, and other activities.

I just want to take a moment to appreciate this very concise summary of the Constitutional principles of freedom of religion, which seem especially relevant today. As members of the Christian right complain that preventing schools from requiring students to read the Bible or pray infringes on their "religious freedom," a reality check about the true meaning of religious freedom seems appropriate. It means that people are allowed to hold (or not hold) whatever religious beliefs they choose and to practice their religions in any way that does not break laws or prevent others from exercising their own rights, religious and otherwise. It does not mean that people of one religion should be free to impose their beliefs on others, since that would deny them the religious freedom of believing something else.

This is a statement that seeks to justify the money that is being made by the university for the education of the students that attend. More specifically, it briefly highlights all the categories that expenses can be classified into. Similar to today, I believe that these broad categories are being used to hide little hidden costs. Just like going to college today, these little hidden costs add up to make a significant contribution to the cost of attending college. The rest of the document continues to elaborate more on these categories, but I still feel that there is an element of hidden costs.

This proposed object starts off so optimistically, by saying that the university wishes to provide its students with the knowledge necessary to succeed as a citizen. However, the second half of the proposed object brings up the fact that the schools goal is to provide males with this knowledge. Considering the time period that these proposals were made, this statement is obviously referring to white males. Therefore, this particular object does not give every citizen the information that is needed for the transaction of their own business.

I appreciate the fact that the University acknowledged the importance of fine arts even back then. I find it amusing how they worded it "to those who, having time on their hands, might less inoffensively employ it". It makes it seem like the arts were recognized not only as a means of facilitating creativity and to supplement studies in more concrete departments like math and science but also as a way to keep students from getting into trouble. The part where they mention arts as an important part of military education also interests me. Perhaps it was a way to let students in the military program relax and spend recreational time which they felt was integral to their usual strict and discipline oriented education. Lauren L.

This objective seems a bit ironic to me especially considering the kind of exclusivity of the type of students that attended when UVA was first founded. Also, it's hard to ignore the fact that at UVA they are meant to "correct action" and "render themselves examples of virtue to others", both good moral values, except while African Americans were being oppressed and not given the same opportunities as these men attending the University. Lauren L.

I think the reason behind why they first stated "Spanish is highly interesting to us" instead of just the reasons is because Spanish is only interesting to the U.S. since there are many Spanish-speaking inhabitants. Without them perhaps Spanish wouldn't even be interesting let alone a language which we would likely learn rather than others. Because it is useful in our own country many Americans are inclined to learn it but looking at other countries around the world it goes to show that Spanish in general is not that popular in other countries but rather English and Chinese. Spanish does, however, have a large base since almost the entire South America speaks it.

I do find it quite fascinating how the majority of students back in this time period were so focused on learning languages such as latin or Greek. That being said, I am aware that in a way it seems to be a dying language which is why people are no longer learning those languages as much, particularly latin. While it is useful to learn latin and greek to help one understand ancient texts, it's also good to notice that there are others who have already translated the text meaning you don't have to learn it anymore either. Plus since people aren't writing or speaking in latin anymore it makes sense for our own own kind to move onto other more current languages that will be more useful to us in the present moment.

So I take it that they didn't have meal plans? This seems to suggest that it would be up to the students to figure out eating, since it's not something that the university is claiming responsibility for. Is this a contractor kind of situation, where the university would agree to have a private boarding house offer meals on grounds? Or would the students be expected to leave grounds and find a place to eat nearby? Was there even anything nearby? It seems like they weren't terribly specific with the meal situation, which leaves a lot of questions unanswered.

The wording of this sentence is very important. By saying "its whole property real & personal in possession", the personal that are being referenced here are salves. In the opening and early days of the university slaves were used as the operating foundation to keep things running smoothly. They were treated brutally and demeaned in both physical and mental aspects; this can be expected since they weren't even referred to as people, but property.

I found this statement interesting because it demonstrates the never-ending trend of society continuously advancing and moving forward. It is almost comical to think back how in 1818, when the document was written, the writers believed that their society and educational systems were so advanced. Looking back, this was obviously not the case; however, it is true that they had made many advances from previous centuries. Furthermore, today’s society has surpassed the first generations of UVA by a remarkable amount, not only in the technological and educational regard, but also in the moral regard, considering the original UVA was a school for solely white men of high status. The “indigenous” neighbors the document goes on to mention who the writers perceive to be less advanced than themselves are described as “barbaric and wretched.” This description is ironic considering the low moral standard of these founders who are almost barbaric and wretched themselves. Finally, it is again ironic that the writers are calling themselves “advanced” when they still have ignorant and amateur views about themselves and others.

In comparison to the list of courses offered by the University today, the core component of a religious department is missing. The reason for this is explained in the document, but it is still interesting that Jefferson did not think it wise to offer an opportunity to study all religions. Religious equality and freedom is about offering insight and opportunity in all sects of all religious backgrounds, rather than exempting religious opportunities from education altogether. Because the population at the time was, however, primarily Christian, it is understandable why Jefferson exempted its teachings from the University for the sake of a separation between church and state.

Many students here at the University have no idea why we refer to the grounds in the way we do, myself included. It just seems to be tradition. Here in the Rockfish Gap report, the term "grounds" appears a whopping 2 whole times! I assume that it's from this document that we derive our tradition of calling our university "grounds." It's crazy how something so small has become so engrained in our student culture.

It may be worth questioning as to whether or not this term invokes a sense of superiority and/or pretentiousness through its use both in the student body and in an outsider's view of the university.

Jedidiah Park

This is an interesting way to describe education. It suggests that Thomas Jefferson was surely knowledgeable in philosophy, as he takes on a very philosophical approach to education and its value. This statement carries with it hints of Plato's Allegory of the Cave and the concept that virtue and rebirth as a philosopher king arises when one educates himself. -Avery Finkelson

I find it interesting that the different areas of study were described. I personally think that this displays the arrogance that UVa is stereotyped to have. These are general majors that a majority of universities offer yet uva felt the need to summarize the content as if it differs just because of the university.

I find this ironic, especially considering the Charlottesville incidents from earlier this year. This speaks of virtue, correct action, and reflection.. all things that seem to contradict the actions of the former UVa graduates who took part in the tragedy. These actions were not a display of any of the things mentioned in this part of the passage.

The University was centered around the Lawn, and in some ways, it still remains that. I do wonder at what the university's plans for expansion were, would it just be an expansion of the Lawn or building around the Lawn, as UVA actually did? Also, students and families were intended to live together in order to create a real academic community.

The Commissoners of the University chose the site of UVA in mere 3 days. I think it is baffling that they made a decision as monumental at this one in just 3 days.

I agree with this thinking that at this age of becoming adult, human would need these exercises and training more and it will benefit them in adulthood, especially since University of Virginia were founded to educated wealthy white boys to be powerful people in the future, they would emphasize on physical learning since that was what people associate men had to be back then, strong and ready to defend the nation.

This statement set out the purpose of the University of Virginia, moreover, why is it a liberal arts college, because back then, the University was set out the produce powerful people in society, especially in the government, that's why they needed liberal arts education to deeply think and become an "enlightened" person for the good for the whole society.

The University, while willing to take money for the noble goal of public education--despite those who were excluded from such an education--did not want to sell off the University or allow it to be indebted to the rich by allowing them to pick the cite of the university. There is some irony in this however, with the members of the University owning and using slaves bought, in some cases, from auctions.

In the paragraph that begins with " in the education of youth, provision is to be made for1.tuition 2 diet..." talks about guidelines rules, government and discipline at the university. Specifically, they pointed out that using fear as a way to enforce and encourage strong charcater and moral behavior was not right and adequate. This makes it seem as if using fear and "corporal punishments, and servile humiliations" may have been a norm of the time, and the authors of the report wished to make clear that UVA was going to use more progressive and effective measures regarding discipline.

It's interesting to note that the report shows room for modifying the physical layout of the university and adding buildings. More specifically, this part shows that Jefferson did not want religion to be the focus of learning. Contrary to other educational institutions at the time, where the church was the center of the university, Jefferson envisioned something different. He planned for a library or other educational building to be the center, and this sentence shows his revolutionary thinking in this way.

Why was the Rockfish Gap chosen as the place to hold this meeting? I think maybe it was a remote, quiet meeting place but other than this I can't find any significance.

I find this statement in the document appalling. The founders portray blatant racism within the first paragraph as they decide upon the foundation for the University. I find it baffling that a university designed for the bettering of an entire state would exclude its benefits from such a large segment of the population for which it was designed. Furthermore, it is concerning that issues regarding the exclusion of certain groups of the population remain an issue today amidst the twenty-first century. However, it is encouraging that the University and the larger population of the United States have made great progress towards removing these racist beliefs.

-Jenna Taylor

I found this section of the document inspiring. This empowering belief regarding education is still held today at the University of Virginia and in today's broader society. Although the founders of the University prove to be quite discriminatory and immoral throughout many sections of the document, their argument here, that education betters a man, brings a hint of optimism to this section of the report.

-Jenna Taylor

I think that this is a powerful yet ironic principle of the University. For every man to know his rights and exercise them is a step of empowerment to one's self and the community as a whole. Yet, i find this ironic because these principles were supposed to apply to EVERY man, yet minorities were not admitted into the University and were instead made into slaves.

This statement is significant because although it was made over a century ago these views are still carried by some people. As we all know white supremacists invaded our grounds and said that they will not be replaced, targeting the minorities. This opening statement shows that this is not a new belief, the idea that the University is for white people has been around since the beginning.

This is an interesting paragraph. It reveals that primary education was not a basic that most people had access to. The founding of the University requires that primary education also be readily available to those wishing to attend. Education at any level was not something people were guaranteed access to. Public schools didn’t become more common than private one until the end of the nineteenth century. This is something so prevalent in most of our lives now that we don’t think of what a novelty it is.

I find the different spellings and irregular capitalization and punctuation throughout the document fascinating. It shows how languages are constantly evolving. Not even 200 years ago, the style of writing and the rules of the language itself were drastically different than they are now. Language also reflects social patterns as well. An email to a professor, for example, will be far more formal than a text to a friend. Language evolves over time, but it also differs widely depending on circumstance.

It's quite interesting to find that the original idea of the University was kept intact even after 200 years. The Lawn continues to be used for something that Jefferson hoped for which is continuous learning among students and teachers. The fact that students were close to their teachers and everything was centered around The Lawn makes it much easier for the students to learn and study. It's also interesting to notice how different the prices of things were back then considering how it would now cost much more if they were to be built at this time period.

To figure out where the university should be located they looked at whether they were unexceptionable to healthiness and fertility as well as the degree to the centrality to the white population. I find it quite interesting to see the possible locations that the University could have been located but also find the fact that a large portion as to why they chose Albemarle County quite saddening. It goes to show how prominent racism was back then as well as how it continues to affect us today considering this school continues to be a prominently white school.

I like this quote because this is an example of how we can use our positive fundamental historical beliefs to fight against our negative history. Education is extremely value and UVa is constantly trying to expand knowledge, especially shown through this New Curriculum. Through expanding knowledge and education to help form our morals, we can learn to balance our controversial history with recent events and fight to be a culturally aware and genuinely progressive University. If students are aware and knowledgable, there's so much a student body can do to progress out society. -Ella S.

Even in our formation of the University, we believed higher education meant supremacy. When UVa didn't allow black people into the school, we believed we were superior and they weren't allowed to have the higher education we have. Even now when we look at demographics, the minority percentage is so low, it seems as if we still follow this superiority complex of education for white people. -Ella S.

I find it interesting how, up until fairly recently, the ancient languages of Latin, Greek, and Hebrew were so fundamental to a quality education. These languages were important to all aspects of learning, including math, science, and literature. In fact, at this time the ancient Romans and Greeks played a huge roll in the founding and development of the American governmental system. You couldn't be considered educated until you had mastered the classics. I can't think of any language that has such broad importance in academia today. For people in other countries, learning English might have a similar importance, as it's on of the main languages used in the global market. Katie N.

The focus on healthiness and fertility reminds me sickeningly of the treatment of slaves and of women throughout history, as land, a place for a school to be built, was regarded in the same way that human beings were -- property; only worthy of life if they met specific criteria. A slave was only useful if it was healthy enough to perform the work necessary of its existence (as the slave owners thought). If a slave could not work in a field or in the home, they were a useless slave and often times killed for their inability to perform. The fertility of a slave and it's ability to reproduce was profitable as slave owners were able to buy a slave (if they raped their females) or two (male and female), and have their slave continue to produce more slaves and therefore more bodies able to do the slaveowner's biding. Such is similar to the view of women, as health and fertility were the most important aspects of a woman to society, besides obedience. Women's fertility could be manipulated and used for gain of both men and society. In some instances, women were only considered worthy of life if they produced male offspring. Such is seen in royalty, as King Henry vehemently believed that Catherine "was condemned by God not to have a boy and that Anne would provide him with one". This belief that the only worth of a woman is their ability to produce male heirs was carried into society for a long time after the Tudor times. And although the thoughts towards women are not as strict in modern society, the stigma towards women unable to have children or who do not want children has continued into modern society.

source link : http://www.historylearningsite.co.uk/tudor-england/henry-and-divorce/

I find this phrase "branches of learning" interesting, as it implies that learning stems from a singular object, which in essence is a university. It is a very remarkable way to think of learning, as the university is the foundation for learning, but the different branches (topics) stem from not only what is taught officially at the university in classrooms, but also from the experiences that occur here and people that call this place home. I know that this statement did not mean what I think it means now back when it was written, but I still find it a beautiful way to talk about learning. The metaphor of a tree implies that roots in the university - the land it was built on, the people who built it, the people who used to live on this land - can affect the university and the way students learn from it and on it. Such is so applicable to today as we are attempting to embrace the rotten roots of our dear university, attempting to learn from the injustisces against humanity that occurred on and before our university.

This phrase really highlights how UVA was viewed as a continuation of public education. The foundations for what UVA would teach students was already there, as a result of the public education in the state. The founders of UVA saw the University not as a higher education for some, but for all. Because of this, UVA is seen as a central democratic institution.

This passage, though seemingly intuitive and well- meaning, was very troubling for me. What I found troubling about it was not in the words of Jefferson and the other founders, but rather in how those principles are carried out at UVa today. In essence, I agree with Jefferson - students at UVa should be taught to understand the "principles and structure of government" and in particular their own government. I agree with him in that I think we should all have a right to be free from unnecessary restraint. However, when he says that we shall be free to do whatever does not violate the equal rights of another, I cannot help but think of the events on August 12th. It seems to me that in protecting freedom of speech by allowing these people on our grounds, we also blatantly disregarded one of our founding principles. Do confederate and nazi flags not violate the rights of blacks and jews respectively? -Ben Kava

This phrase stands out to me as something that Thomas Jefferson found extremely important to have in his University's values. Jeffersonian public philosophy put a huge emphasis on a society based on small communities and civic virtue. Jefferson believed that the only was for this new democracy can survive is for all citizens to be enlightened with civic virtue. By including this in the Rockfish Gap Report, Jefferson was further ensuring that this nation would survive long after he was gone.

Katie N.