I find this interesting because the University now seems to support such independence and student governance. Having parents so close seems like it would go against this goal, especially since the students are not allowed to have their slaves with them.

I find this excerpt to be almost ironic. Jefferson is hoping to instill a sense of morality in the students of his university, highlighting here that they exercise their rights with 'order & justice'. The flaw I find in that is that for an individual to know his own rights, he must also respect the rights of his peers. Slavery at the time was not considered an immoral practice, though the violation of African American rights was happening right in front of everyone's eyes. I acknowledge that sometimes it is hard to remove yourself from a situation to see it from a different perspective, but Jefferson's stress on rights, duties, justice, and order should have allowed him (as well as others at the time) to see the immoralities of the slave trade.

This passage is interesting becasue it acknowledges that the formation of this University and the values it holds dear are not common at the time this was written. The founders have to deal with critiques from other scholars, who do not find the sciences nearly as important as the school is making them out to. This just shows that even in its founding, UVa was breaking boundaries when it came to education, not just in the regard of religion. The focus of the school was to better the youth of this country in all academics and hence help the country grow and develop in a unique way. It seems that Jefferson wanted the students to be able to study what they enjoyed and what they believed would help change the world. This is sort of the first liberal arts school, and for its time was going up against numerous forces.

I was curious as to what the original dormitories may have contained within them. One source said that the "[t]he Faculty at their meeting, October 1, 1842, prescribed the following articles of furniture for each dormitory: One table, Two chairs, One looking glass, One water-pitcher, One wash-stand, One pair of andirons, One pair of shovel and tongs, One bed and suitable bedding, One wash-bowl, One candle-stick, One pair of snuffers, One towel." To me, it seemed like the dorms were sufficiently furnished. The university even included items that I do not get in the present day, like a towel, a water pitcher, and bedding. I did receive, for my dorm in Dillard, more cabinets than those first students at UVA did. There are also items within that original list that are obsolete now, like a candle-stick. Overall it does seem like the items provided by the university to students has remained consistent.

https://www.encyclopediavirginia.org/Dorm_Life_an_excerpt_fromHistory_of_the_University_of_Virginia_1819-1919by_Philip_Alexander_Bruce_1920-1922

Spencer Roane was a Jeffersonian Republican who sat on the Virginia Court of Appeals from 1795 until his death in 1822. Roane's beliefs as a Jeffersonian Republican placed him at odds with Chief Justice John Marshall. Marshall mocked Roane by calling him "the champion of dismemberment" to mock the states' rights position Roane held. Roane worried about the Federalists increasing the power of the federal government. His views were similar to that of Thomas Jefferson, who considered him a leader of the Republican Party.

https://mahockney.org/spencer-roane/

Unlike some other portions of this document, this quote has aged incredibly well. UVA continues to study how we can harness resources to create a better world for more and more people. From the engineers to the architects, UVa students are constantly studying ways to better make use of materials through innovation.

This quote reminds me of the important Jeffersonian ideal of "lifelong learning," something that is so integral to the University that it is taught to prospective students on tour at UVA. Everyone can learn, no matter how young or old. This is why UVA students are called first years, second years etc. because it implies you are only in your "nth" year of learning, and that there is no cap to these levels of learning.

This quote stands out to me because UVA often holds itself to be an explicitly secular institution. While this may be true and while Jefferson did intend to alter how religion and education interacted, religion’s influence over the school should not be denied. Specifically, Christianity has been dominant within the University's foundation, as highlighted by Jefferson's use of "church." As discussed in my engagements course, Jefferson said in his Notes on the State of Virginia “[relations between God and man are] the most interesting and important to every human being and the most incumbent on his study and investigation” Jefferson also said, “almost all the sects of the United States are comprised within the great unity of Christianity, and Christian morality is everywhere the same." Thus, UVA was intended to be more accepting of different denominations of Christianity rather than other religions or non-religious people. When thinking about the types of students the University has historically admitted, most have been Christian. While this likely reflects the overwhelming number of Christians in the country, especially during UVA's founding, it has shaped how religion has interacted on grounds. Before the building of the chapel, Christians would meet in the Rotunda. Today, it is often praised that this building was a library rather than a chapel but it still occasionally served a religious function. Thus, we should reflect on how the strong influence of Christianity has shaped UVA and its lasting effects. The country has begun to accept atheism and other religions, but the dominance of Christianity still remains. We should look to see what other religion's holidays do not occur on breaks, forcing students to attend classes rather than worship. Stigmas against religious dress, even implicitly, still affect society today. The number and size of non-Christian religious groups also vary. Because the University cannot explicitly accept more students based on their religion, the community needs to do a better job at accepting and understanding religions that have a minority of people. It is the people in the majority, after all, that have the most power to change the situation despite being the least affected by it. http://eventplanning.odos.virginia.edu/sites/eventplanning.odos.virginia.edu/files/UVA-Chapel-History1.pdf

This is an interesting idea- that the University should be funded from public patronage or not at all. I think the wording is interesting here- the word "derive" is used in lieu of "funded" or "financed." This may reflect the power that the donors may have over this university. This is also an interesting statement because it defines the University of Virginia foremost as a public institution. Because of this, when reviewing the university, it is important to realize that the views and opinions of the university often reflect the views of the entire government, not just a couple individuals.

Today, Jefferson's prediction is correct. Science has not only advanced tremendously since 1818, but the University has also introduced new science disciplines, including computer science. According to the University's website, computer science as a discipline started in 1970. In 1984, computer science became an independent department. Today, over 1,000 students are enrolled in one of three UVA undergraduate computer degree programs. Ultimately, this department is an example of how UVA has changed over the last two centuries and adapted to the world's current circumstances, just as Jefferson predicted it would.

I was wondering if this tavern still existed. I did some research and it appears to have been the Mountain Top Tavern in Rockfish Gap, Virginia. Unfortunately, it also appears to have burned down in 1902.

http://clannmhor.org/clannmhor/Mountain_Top_Inn_2.html

I find it very fascinating that Jefferson choose to not appoint a president of the University. There was not a president of the University until Edwin Alderman was appointed in 1904, almost 100 years after the founding. Jefferson's decision to not appoint a president is one decision he made which demonstrates his beliefs in completely democratic systems. Jefferson was a core contributor to the foundation of the Democratic-Republican Party, a party which criticized the Federalist party for placing too much power in the central government and harboring aristocratic attitudes. He may have seen the process of appointing a university president as too monarchal, a criticism which is still present today. Many students, specifically at UVA, feel detached from the president and the decisions that are made by the administration. The advantages and disadvantages of appointing versus electing a university president remain debatable. Is it inefficient to have students elect a university president or is it important for the student's to have a say in who their president is?<br> https://www.britannica.com/topic/Democratic-Republican-Party

I did some research, and it's actually said that he specifically did a survey on the ages of residents in Charlottesville. He found that Charlottesville residents lived to a great age, pointing to Charlottesville being an area of "healthiness and fertility." I find this interesting, because it seems to me that Jefferson was really passionate about the location of UVA being in Charlottesville (which makes sense, considering Monticello was already here).

It's important to note that the cornerstone of the University of Virginia was laid in 1817, yet this report about the establishment of the University was written in 1818. I was curious about this temporal gap, so I did some research. It turns out that the University of Virginia was once called Central College, which had its foundations laid in 1817. This would also provide a practical reason to found UVA in Charlottesville; after all, it would make sense to establish the University in a place that already had structures in place.

As idealistic a lot of the Rockfish Gap Report is, it's interesting to see how much the founders focused on practicality. They figured that since they didn't have the necessary resources for training a physician well, they wouldn't waste even more by hiring more than one professor of medicine. Even though the liberal education Jefferson talked about so often is about being educated in many fields before picking one to specialize in, the authors of this report were not willing to allow students to become specialized at something they didn't think they could properly teach. The growth of the UVA hospital system has been incremental, which is what I think Jefferson was aiming towards. He cared more about quality than quantity.

I find this section to of the Rockfish Gap report to be ironic and interesting. It is strange that Jefferson and his colleagues found it important that the students should be from within a days journey of the University. Obviously, the majority of the students at the University today are still within the borders of Virginia, however there is a very large portion of students who are from out of the state and even out of the country. In fact, 5.3% of the student body is from outside of the United States and 25% are from outside of Virginia (http://as.virginia.edu/enrollment-data). Additionally, a days journey in the time of Jefferson was very different from what it is contemporarily. The advancement of transportation technology has widened the scopes of the University tremendously. Whether Jefferson envisioned this or not, I believe that he would be pleased with the progress the University has made.

After researching the degrees and classes offered and the early days at UVA, I learned that each of these ten sections are more like "colleges" like the Architecture school, Engineering School, etc. that we have now. As a student, it appears as though you entered certain schools and in those, the classes listed were ones you could get degrees in. However, it also seems like you chose not only more than one "degree" per "college", but also that we would choose more than one college. At least, this appears to be the case for two students at the time. {http://juel.iath.virginia.edu/node/54}{http://juel.iath.virginia.edu/node/153}. This seems in some to have resulted, in some of the colleges to have split into the idea of concentrations. Specifically in the math department, there is one math degree, but there are five different concentrations you can chose from now. This idea could have stemmed from the system that was in existence from UVA's founding.

I had never heard of the “Cincinnati society,” so I decided to do some research to better understand the context for this section of the document. The Society of the Cincinnati is a society that was founded around the end of the Revolutionary War to help preserve and uphold the ideals of the Continental Army’s officers. Today it functions as more of a nonprofit educational organization, but at the time of this document it was a hereditary society aiming to honor the achievement and memory of the American Revolution. So, when the document describes how Washington College (now known as Washington and Lee University) intends to transfer its “expected interest in the funds of the Cincinnati society,” it is offering the University a sort of investment asset in a form other than simple funds or property. Therefore, this portion of the document shows just how fully the trustees of Washington College were offering financial support to UVA in its early stages.

This is an interesting passage because it addresses the idea of self governance, which plays a pivotal role in UVA culture. At UVA, we as students have many roles in making decisions and advocating for the rights of the entire student body. However, another interesting point is brought up with the concept of fear and whether or not that is an effective way to govern people. While I do not believe that it is the necessarily right way to govern people, I do think that it is inevitable because so many of our actions are based on fear of consequences. Even the honor code, which represents a large part of UVA's identity can be seen as governed by fear. We can ask the question of whether or not people uphold the honor code because they really believe in honor or if they uphold it because they fear the consequences of breaking the honor code.

This statement reminded me greatly of the Evolution Engagement class I am currently in. The class began with an introduction to Charles Darwin's life, his theories of evolution, his contemporary theorists, and also the social implications of his "On the Origins of Species." One major implication we briefly discussed was its contradiction to religious beliefs in creation. By directly opposing God's creation belief, many religious individuals feared that the details of Darwin's work would discredit the church and thus society and people's morals would go backwards instead of progress forwards. Although Charles Darwin's theory wasn't published for around 30 years after the publication of the Rock Fish Gap Report, there were other theories in the early 19C about evolution prior to Darwin's, such as Lamarckism. The skepticism of "some good men" that the learned sciences "do not better the condition of men" could have their roots in the rising tension between science and religion.

I find this sentence really interesting considering that UVA is a state school that still holds about a third of out of state students. This represents how much Universities from now until then have really grown and expanded, especially large state schools like UVA. Even though I am an in-state student, I know a lot of my out-of-state friends chose to come to UVA for it's integrating community, beautiful grounds, amazing education, and simply a fresh start in a new place. Nowadays, their home is a plane ride away. When the University was being established, the range of people t was open to was not only a social and racial issue. We can see from this sentence that it was also a technological issue, considering that it took exceeding amounts of time to even come from farther cities in Virginia. With cars and planes, we have made it possible for the University to be open to new perspectives such as people from different states.

When reading through this report it is easy to forgot that Slaves helped build the University of Virginia. In the Empirical Engagement course I am enrolled in now called "Doing Fieldwork" I was assigned to a research group that studied how the Slaves who helped build this University are being remembered. The President's Commission on Slavery has a presence at the University of Virginia and its motive is to educate the University community about Slavery and its impact on the University of Virginia. So far they have plans to construct a Memorial to Enslaved Laborers that will be located right outside of Brooks Hall and serve as a means of remembering the individuals who served as Slaves while the University was under construction. Seeing the mention of Slaves in this report illuminates the fact that owning and utilizing slaves during this time period was common, and referencing them in this report was reasonable and expected. However, many students at the University of Virginia today are unaware of how much slavery impacted the formation of this school. Furthermore almost all undergraduate students at the University have no knowledge of the President's Commission on Slavery. This is concerning considering that one of the main platforms of the Commission is to spread the word about the schools past affiliation with slavery, yet no one seems to know about it. Could this be because we are still trying to hide from the past?

This line stood out to me in the way that it very subtly points out the way that many points made in this doctrine are outdated and unnecessary for the University to succeed in modern times. At the time of the writing of this report, Chemistry really only was for agricultural use. Now, however, chemistry is the basis of so much more, from the study of space to cooking. Throughout this document there are obvious things that we could point out as antiquated and as having been updated by the University, but I think that it is interesting to note how many changes have been made to UVA since its founding, right down to the reason fro studying a specific subject.

Creed Taylor was born in 1766 and he served in the Revolutionary War under Col. George Carrington Jr. He then entered politics serving in the Virginia House of Delegates and in the State Senate. He was a delegate in 1788 and a senator from 1798 to 1805. He then became an elected judge of the General court in 1805. In 1806 he was Chancellor of the superior court for the Richmond District. Taylor was also the founder of the Needham Law School in Farmville, VA.

https://ead.lib.virginia.edu/vivaxtf/view?docId=uva-sc/viu00025.xml https://founders.archives.gov/documents/Madison/03-05-02-0459 http://www.anb.org/view/10.1093/anb/9780198606697.001.0001/anb-9780198606697-e-1100835

I am in an English seminar entitled Global Women Writers and we read Nussbaum’s “Patriotism and Cosmopolitanism” (link below) which argues that our duty and responsibility as citizens should lie beyond our nation to the world as a whole. The strong emphasis on citizenship throughout the Rockfish Gap Report reminded me of the ideas we have discussed in my class and made me wonder whether Jefferson envisioned UVA students to only support America and American politics or to have a more global presence. The University’s study abroad program is pretty strong, ranking 24th on a list of top 25 schools sending students to study abroad, suggesting that the University has expanded to promote the idea of global citizenship and global involvement over a more ethnocentric, nationalistic view (https://news.virginia.edu/content/uva-breaks-top-25-list-schools-sending-students-study-abroad). Additionally, about 5% of every incoming class is composed of international students, illustrating again how this University is no longer focused solely on American citizenship (https://admission.virginia.edu/international). However, the foundational ideas that we, as a University, should commit to understanding those around us, is fundamental to promoting our current, diverse community and acceptance of all.

http://www.oneworlduv.com/wp-content/uploads/2011/06/patriotism_cosmopolitanism.pdf

I think this sentence is indicative of one of the overarching goals of the university: Progress. In this case, scientific progress is the way to better the lives of humankind. At the University of Virginia, finding ways to advance human society is a critical goal for all members of the community. Furthermore, reverence of the steps of our predecessors is also important, for progress comes from studying the past.

The fact that Jefferson acknowledges that differences in opinion are an expected and obvious part of his University community is a very interesting idea. When we think of college or higher education in our current society, we think of a place that challenges ideals and values and forces individuals to encounter ideals different from their own. For many, this is the most amazing aspect of education and the aspect that makes it so worthwhile and influential in the lives of young people. Here, Jefferson says that even the commissioners and professors should expect these differing ideals. This shows just how open and accepting this university was meant to be, obviously not for minorities or women. It was never designed as a place to teach an ideology, but rather a place to learn and be exposed to multiple ideologies and challenge and demand more of its students, professors, and commissioners. This UVA ideal is still one that is alive today, with the many courses offered, the many students and professors living and learning here, the clubs and CIOs made by students, etc. It is still a place that values learning above all else and allows students to find their own values through their time here.

I find this part to be a little weird because in other areas of the document Jefferson seems to hint at the almost endless possibilities of how the university can expand, but here he implies that Latin, Greek, and Hebrew won't have a future in UVA. This confuses me why he would make plans for every aspect of the university, yet basically prohibit language. It makes me wonder how he would feel about the extremely extensive langauge program UVA has now.

These slaves worked along side borrowed slaves from surrounding farms and free blacks and whites. Together they did the brunt of the building of the "Academic Village". Jefferson and a majority of the visitors had ambivalent views on slavery. We know Jefferson had an urge to include freeing slaves in the Declaration of Independence but was removed by his peers; however, he himself still owned slaves. This ambivalent attitude continued at the University after it's construction, by allowing free blacks to work in facilities and still owning some slaves that worked in facilities. Another interesting point to make is that UVA allowed faculty to bring personal slaves to grounds yet forbid students to bring their own slaves onto grounds, because of Jefferson's view that,"slavery raised the young in habits of tyranny".

https://www.encyclopediavirginia.org/Slavery_at_the_University_of_Virginia

I knew that Jefferson was a brilliant inventor from the inventions showcased at Monticello like his spherical sundial, the Great clock, and his advancement of the swivel chair which all in his time were very impressive achievements. This drive for innovation is why I believe this part of the report is included. By "enlightening" people to math and science they can think critically to the point where they can modify contemporary products to further suit their needs and possibly others needs as well. Through this education the students will be able to administer "comforts of human life", just like TJ did when he supposedly created macaroni and cheese. One thing that blew my mind while researching Thomas Jefferson's inventions was that TJ invented a cylindrical cypher wheel that was extremely complex and required the opener to input the exact combination as the person who closed it. This beautiful invention was shown in the movie "Da Vinci Code" and was opened by the "brilliant" Nicholas Cage.

https://www.monticello.org/site/house-and-gardens/great-clock

I was not sure what "Pneumatics was so I looked it up. Pneumatics is the branch of engineering that studies pressurized air. While this is obviously still a field, it does not seem to be a prominent as come of the other fields. This may be a reflection of the times in which developing technologies when steam engines and similar technologies were being used. It is also interesting because this is coinciding with the start of the American industrial revolution, in which this field played a large role.

I think it is interesting to see "tuition" used in the more antiquated sense to describe "safe-keeping, protection, defense, custody, care, tutelage" instead of the more common modern definition that simply refers to the cost of attendance. The old definition fits much smoother into the listing of key components "in the education of youth." It is interesting to juxtapose this list of qualities with the stories of rowdy behavior of the students during the early days of the university.

OED definition

I find it both fascinating and absolutely horrifying that the deciding and final factor for the placement of the University I attend was its proximity to a white population. Charlottesville, in my opinion, is such an outstanding part of UVa its hard to imagine this school anywhere else. However, this school could have just as easily been somewhere else if the white population there was of 'greater and important differences' from Albemarle.

The tenth academic group was designated to include "Belle Lettres," and I have not heard of this phrase. Dictionary.com defines it as "literature regarded as a fine art, especially as having a purely aesthetic function". This style of writing focuses on the art of writing and not on proving an argument. In its English translation, it reads as "beautiful letters," which connects to the fine art emphasis of the definition of Belle Lettres. Also, like the other categories of Ethics and Rhetoric within group X, Belle Lettres focuses on an expression and investment in self.

http://www.dictionary.com/browse/belles-lettres

This part of the gap report really highlights the importance public education was for Jefferson, especially to be calling it “vicious & perverse.”

What’s interesting is how prevalent this still is today. Spanish is a very popular language, and interesting to most people.

I like this piece of the document because I think it is extremely important that students today take the time to reflect and decompress. Stepping away from the grind of everyday school work periodically is essential for one's success. Many forget to practice the things they genuinely like to do in conjunction with the necessary practice of their studies. One must live, experience, and reflect back on these experiences in order to truly learn and develop their knowledge set over time. It is saddening to see hobbies and talents diminish in ones college years simply because they think there is not enough time for these non-academical activities. Self care is essential and doing the things one truly loves is a key component to practicing self care. This is something that has slowly diminished in the modernity of society and the its presence in the document shows that it is an important component of life and one's success. Additionally, it is one part of the document that is undeniably true or at least logical which in itself is worth noting.

This piece is interesting because it suggests that those who attend the university are being trained in specific areas in order to acquire skills that will lead to a small range of choices in profession. When the document was written professions were favored whereas today, graduates of the university will follow a broad range of career paths. Many of these do not follow typical professions such as doctors, lawyers, and architects as the articles below speaks about. Today, one could question if these professional jobs are disappearing and being replaced by millennials creating their own career paths such as with startup companies or temporary positions in companies. https://collab.its.virginia.edu/access/content/group/e8ce921a-5301-4957-adf9-0a6b90535b10/Is%20there%20a%20future%20for%20the%20professions.pdf

This passage is very significant because it depicts some of what Jefferson would consider his most important values. He begins by citing the Constitution, a document that he has great respect for. Specifically, he refers to the Constitution's guarantee of the freedom of religion, under the Bill of Rights. Jefferson, during the drafting of the Constitution was an intense proponent of the Bill of Rights and saw it as an integral piece of American society. The freedoms in the Bill of Rights are of vast importance to Jefferson, as can be seen through this passage. It is curious to see him reference the idea of equality, seeing as the university was built using slave labor. It seems Jefferson only cared for the equality guaranteed by the Constitution.

The expectations back then are similar to the expectations for students today because the schools that students attend prior to college are supposed to prepare them; however the degree to which certain schools prepare students is different based on the location of the school and the resources that are provided to each school. Some schools will give its students more opportunities for success and prepare them for college better than other schools, so not everyone will have the equal opportunity to attend college.

It is very interesting to see how the University was, from the very beginning, built to grow and expand. The acknowledgement that there are always more ways to develop and change is something I am somewhat surprised and pleased to see included in this document; I would not expect the authors to call attention so freely to what the school was initially lacking, especially if this document intended to make the University seem favorable in the eyes of its readers. However, I think including this was very effective because it sets sights toward the future, establishing UVA as a place that will continue to improve and evolve for years to come. It is also particularly interesting how they mention building spaces for worship in the future when the University was initially founded without any sort of religious ties.

This idea directly correlates to the establishment of general education requirements. I attempted to out if these general requirements had been around since the start of the university, but could not find said information. It would be interesting to know what the graduation requirements were at the start of the University and how they have changed over time to accommodate the changes in society. I also wonder why these general requirements really only apply to the College and not other schools at the University such as the Architecture School and the School of Engineering. However, these schools have elective requirements in different "sciences" so they fulfill this idea in their own way.

These lines indicate that Jefferson understood the importance of starting education at a young age and that he wanted the University of Virginia to be exclusively for top tier students. By requiring so much knowledge as a prerequisite for entrance, Jefferson ensures that these students need to begin school very early in life and be able to stay in school. To do so, students and their families must be able to afford to educate their sons rather than have them work. Thus, the students who were often able to achieve these high prerequisites were from wealthy families. This added to the education divide between the rich and poor, which in turn likely increased the income divide. These tough prerequisites, combined with a wealthy white male student body, led to the University forming a stereotype of a typical UVA student that lasts today despite efforts to create a more inclusive institution. We can also see that the University is expensive compared to other colleges, adding to the exclusivity of who can attend today. According to a forum on UVA’s website, “there is still a perception among some African-Americans that they shouldn’t even apply because they can’t afford rising tuition costs.” UVA has also become associated with white supremacists because of the rally, which has led to decreased early action applications from black students in 2017. This divide between the races due in education is seeing continued effects from the University’s selectivity that began with Jefferson. Because slaves were often prohibited any form of education, including reading, there was an immense education gap when they were freed. Jefferson's University had promoted the advancement of whites, allowing them to gain jobs and better incomes. In his Notes on the State of Virginia, Jefferson mentions that he believes Blacks to be naturally inferior, especially in terms of intellectual capacity. Whites obsession with keeping slaves uneducated, however, indicate that they understood that blacks had capacity to obtain the knowledge they were keeping from them. Therefore, by making these requirements that impacted the income and race of those who could become educated, Jefferson may have contributed to the economic divides between races today. https://news.virginia.edu/content/forum-examines-lower-numbers-black-students-uva https://newsone.com/3758977/black-students-university-of-virginia-acceptance-rates-decrease-post-charlottesville-white-nationalist-rallies/

I think that the emphasis Thomas Jefferson placed on the importance of ethical learning, shows a lot about his ideas pertaining to the make up of the University. His clear statement that there would be no "professor of Divinity" and instead a "professor of ethics" shows his strong thoughts about the separation between religion and public education. Additionally, the strong focus he placed on ethical engagement can be seen today in many of the foundational concepts taught in the classes here. This curriculum has an entire course requirement devoted to "ethical engagement," which may have stemmed from Jefferson's value of ethics. Furthermore, the attitude towards ethics and honor is strong at UVA, also stemming from Thomas Jefferson's values, which are clearly seen in this passage. It is fascinating how Jefferson's individual values have made up so much of the culture at UVA. Do other schools have a moral figurehead as strong as Jefferson at UVA? It would be interesting to look at those historical figures and analyze how/ to what extent they relate to the overall culture at that specific school.

I found it interesting that he promotes having the university's location in close proximity with that of a majority white population. It's surprising because this decision is antithetical to the university's founding ideals of enlightenment and appealing to a candid world. Appealing to a candid world would mean the school would be inclusive to a diverse population, not just a white population.

The University of Virginia strongly enforces this objective today and has continuously made changes to the curriculum in order to ensure this founding idea is upheld. Beginning in fall of 2017, first-year students (except Echols scholars) were no longer able to exempt themselves from the first writing requirement, as they had been able to do in past years. Although I am not sure the exact reason for this recent change, I am currently in a first writing requirement class and can speak on its relevance to upholding this objective. In my class, we have learned how to join the critical conversation about certain topics, either by agreeing, disagreeing, or adding to a scholar's argument. It has helped me be able to voice my opinion and express my ideas in a sophisticated, comprehendible manner. It is important that the University continues to want its students to have this foundation because strong writing is an important skill for almost all careers.

This sentence is significant and highlights the fact that having a teaching hospital was important the rockfish committee. It is interesting to see that UVA now has the most advanced medical center in all of Virginia and one of the most advanced hospitals in the entire country. Another thing that I found noteworthy about this comment was the progression that the medical field has made since the time of Jefferson and his colleagues. It is almost ironic think how primitive their understanding of medicine was at the time and how much the field has advanced since then.

I am currently in the Engagement: What is an engaged Citizen? In this class we look at the duties we give to governments and the responsibilities we have as citizens to represent ourselves in our government. We also learn the ethical issues about parts of the responsibilities we have as citizens. The knowledge I've learned from this class and the questions we have contemplated have taught me a great deal about the duties individuals have within a government to maintain peace and prosperity. Overall the class is very enlightening, so I can see why Thomas Jefferson and the other Founders of UVA made this an, "...object of primary education." Without the knowledge gained through courses that teach this material individuals may not be aware of certain tasks and actions required of us within a democratic society.

It is interesting to note how detailed Jefferson and the rest of the committee members were when planning the University's physical design. I assume this attention to minutiae like the "proper breadth" of the lawn and the specification of a covered walkway came from Jefferson himself, because that style of very structured planning and of extreme clarification is also evident in his Notes on the State of Virginia. It's clear in the University architecture, as well as in Jefferson's Monticello, that the physical design of spaces was just as important to him as the academic or institutional design. This is easily relatable to the University as it stands today, where much of the architecture remains as Jefferson envisioned it, and nearly every building and structure is designed to foster some kind of learning or understanding among the students here.

I think the emphasis on convenience for Virginians is what makes the Rockfish Gap Report unique and innovative. In William & Mary's Royal Charter, written 125 years prior to UVA's, the college is clearly supposed to be modeled after the British college system. Even the name is a tribute to British loyalty. It starts with the line, "WILLIAM AND MARY, by the grace of God, of England, Scotland, France and Ireland, King and Queen, defenders of the faith, &c. To all to whom these our present letters shall come, greeting." There is nothing local about that introduction and one wouldn't even be able to tell that the college is in America. The creation of UVA reflects the creation of the United States and the departure from the belief that America should be a colony of Great Britain. UVA was focused on educating the citizens of Virginia, not perpetuating classism by only admitting upper-class students.

This quote illustrates part of the logistics from the beginning stages of founding the University of Virginia. The group in charge of planning the layout of the University clearly wanted housing to accommodate all professors and students. Counting the number of pavilions and hotels, that means that they expected no more than 10 teachers (since each pavilion had “two to four apartments for the accommodation of a professor and his family) and no more than 108 students (assuming the current single rooms on the Lawn were ‘dormitories’ that could house “two students only,” which may be incorrect) (http://www.virginia.edu/webmap/academicalVillage.html). These low numbers raise curiosity as to what their plan was for future growth, since they thought that this plan was suitable for the “enlargement to any degree to which the institution may extend in future times”. If following this document’s plan exactly (and into the present day), this particular phrase presents limitations on the flexibility and accessibility of housing since the pavilions, dormitories, and hotels cannot hold all of the current professors and students. There are 2,830 full-time faculty members and not all of them live on the Lawn (http://www.virginia.edu/facts). However, the University does offer living options on-Grounds for faculty and staff, so the University still demonstrates its desire to provide for its faculty (https://housing.virginia.edu/faculty-staff). As for students, all first-years are required to live on-Grounds, but they do not live side-by-side with faculty, as laid out in the original plans within this document. There are 15,891 undergraduate students and 6,500 graduate students on-Grounds and housing is not guaranteed for all of them. Housing was definitely built with professors and students at the forefront of the planners’ minds, so at some point over time, the University either decided, or learned, that these ideas for housing cannot keep up with the increasing population of the school.

https://statesymbolsusa.org/symbol/virginia/state-name-origin/origin-virginia

Names are very important to the identity of an institution. I often wonder about the context as to how and why certain things are named what they are named. From the posted link above, we know that Virginia was named after the virgin queen, Queen Elizabeth I. In 1818, were they aware of that? Or, perhaps, they simply named it the "University of Virginia" because it was located in Virginia, forgetting the origin of "Virginia" itself? When one mentioned UVA in 1818, did it conjure up an image of its patron, the queen, or did it conjure up an image of the land that was named after the queen?

-dz3cz

I find this sentence very broad, but I assume that "by transaction of his own business," Jefferson means that he hopes the university will prepare students to enter the workforce for whatever occupation they desire. I find this interesting because I recently read an article from the New York Times about how students from universities are not being taught skills that are conducive for workplace readiness. While a student might have extensive knowledge on the topics they studied in college, they may not be prepared for the skills needed for their specific job after college. The article discusses a study done from 169 different colleges and universities on 32,000 students. The study concluded that 40 percent of college graduates did not have the complex reasoning skills for their jobs, such as multitasking or the ability to work well with others. To me, this sentence says that Jefferson saw higher education not only as an opportunity to expand one's knowledge, but also to prepare students for the world they were about to be in: the workplace. And it is ironic that today, universities are not producing students who have the information needed for "their own business."

Article:https://www.washingtonpost.com/news/grade-point/wp/2015/01/26/why-are-so-many-college-students-failing-to-gain-job-skills-before-graduation/?utm_term=.9d679a66fbc8

It is a comfort to see that one of the educational objectives outlined in this document stresses how important it is to not only become educationally enhanced, but also to grow as an individual. Learning to express ideas that are not created by another individual exhibits confidence in one's knowledge and initiative. Recently, in my ENWR class we reviewed and discussed a quote that related to the importance of developing as an individual while acquiring knowledge. Only when one sets themselves apart individually can they progress academically. Once an individual is able to express their unique ideas they can save them and use them for later reference. Growing as an individual and learning how to express and preserve ideas can also show how far a person has advanced with respect to their fields of study.

The University of Virginia was clearly founded on institutions of white supremacy, but I think many forget the extent to which indigenous people suffered as a result of UVA's white supremacist orientation. In general, the colonization of what is now the United States came at a great disadvantage to our region's native inhabitants. It is also important to note, however, the extent to which our founding fathers (including Jefferson) were complicit in the systematic destruction of indigenous cultures and livelihoods. UVA was founded by a man who was very clearly detrimental to the region's indigenous populations.

I find this passage interesting, as Thomas Jefferson was one who valued the natural sciences, but certainly considered it to be less important than other subjects. This is evident from the neoclassical order of columns that Jefferson used outside of Pavilion I on the Lawn, which originally held instruction in the Life Sciences. Pavilion I has Doric columns, which are the second lowest order of columns. The fact that Pavilion I has Doric columns, and Pavilion III (which held instruction in Law) held Corinthian columns (which are the second highest order of columns) indicates that Jefferson considered certain academic subjects to be more important than others.

This passage is very interesting since it seems to start out based on ideals of equality, though later corrects itself to ideas of lineage and family. It is obvious that the "fellow citizens" this line refers to is other wealthy white men, though the fact that the school wants to ensure students learn how to care for fellow citizens does show a sort of inclusive and caring environment. However, this idea is amended to ensure that students especially look to bring happiness to their families. At UVA today, I still feel that the gratification and happiness of fellow citizens is still something that students crave to find through the University. Our school is not only a very inclusive and familial place, but it is also an institution that reaches out to others and other communities trying to bring happiness on a broader scale. Also, still today, attending college and institutions of higher education is seen as a very strong way to bring happiness to your family, past and present. It's very interesting to see how this idea of what education can do is still an idea that is widely accepted and valued today.

I was struck by this passage, as it asserts that the current location of the University was chosen due to its proximity to the white population. Although black students are now allowed to enroll at the University, it maintains a predominantly "white" reputation.

Spurred by my own curiousity, I decided to look at the demographics of the three cities today. According to city-data.com, the Charlottesville population is 19.2% black, while the Lexington and Staunton populations are 9.5% black and 11.9% black respectively. Charlottesville has certainly grown since 1818, yet, as evident by the events that transpired this summer, it has certainly not escaped its past.

I find it extremely contradictory that this list of "objects of education" contains many words that imply the people of the university are of superior or high-held moral character and intelligence, yet they still displayed incredible and blatant bigotry towards minority groups, especially blacks. You would think that the "morally strong, intelligent, faithful, expressive, socially aware" people of this supposedly righteous establishment would have the decency to detest slavery as directly opposite of these listed values or at least realize that the slaves, who they reduce to mere statistics, are people too. Instead, they outright declare and boast their racism, as if it is not wrong or immoral at all. This list and its contradictory nature is yet another ugly stain on the University.

I find this definition of education to be very interesting because of its differences in what modern day society perceives it to be. This phrase itself defines education as an improved style of conscious thinking and categorization that only arises in students as a matter of habit. I would argue that currently, education is becoming more focused in the acquiring of skills that will benefit a certain technical profession in the future. I see this shift in definition a result of modernization and technological advances, but am conflicted by which definition is 'better.'

In this annotation, though I understand there is a contradictory aspect of this statement, (given UVa's history of gender and racial exclusion) that’s not where I’d like to focus. Rather, I ask, existentially, are there harms to societal freedom? Currently, our society values the idea of being an individual more and more. According to the famous sociologist Peter L. Berger, modern society's concept of dignity is reliant on an individual emancipating himself from certain societal rules. Our society's thirst for uniqueness can be seen as harmful. Later in the report, Jefferson writes about how molding individuals into habits of reflection will “render them examples of virtue to others & of happiness within themselves.” But, now I ask, is our modern day search for “dignity” getting in the way of what other’s consider virtuous? Increasingly people feel loneliness and estrangement from themselves and society. Can there be too much freedom?

I selected this excerpt because it is rare for an institution to prioritize the successful instillment of virtue & order. UVa's student led honor system, similar to the precepts of virtue and order, is a malleable form of governance that changes over time. Other institutions have cheating policies and varieties of regulations, but UVa's untaught loyalty to honor creates a sense of trust that is unmatched. Precepts are normally societal rules that regulate behaviors and thoughts; however, though it is similar, our UVa community determines our precepts. This power instills students with dignity, which leads to internal acceptance of our society's virtues; rather than the confinement experienced by other individuals who aren't granted governance.

By stating "Various Vocations" it is evident that the founders recognized education allows a person to feel a sense of self-worth (based on ability and success). Following that statement with menial and praedial, they suggest slave labor deceases not only the quality of life but makes them less worthy of recognition. By stating that they do not want their students to ever fall to such low levels of life, they indicate they understand that it is wrong for humans to be in that state. Thus, they do not consider slaves human or the same level of human that whites are. The writers understand that education can allow for critical understanding and freedom of the mind and that someone who is educated cannot be a slave. Therefore they understand that to keep slaves in submission they cannot be educated and whites will always need to be more educated than them, as to not become slaves themselves. Thus, it creates the question if the importance of having a university in the first place was to ensure the dominance of the white race and continuation of the master/slave relationship.

A lot of people have commented about how they have trouble reading this report because it doesn't promote equality and was written in a time of slavery. However, this part of the report signifies that UVA was created as pro-progress. The founders' mission was to create educated people that could go and lead the country. Even if they didn't have abolishing slavery in mind or any other racial topic, they set up a place that in the future could produce people who help lead the country into modern times and think progressively.

I want to focus on the idea of the importance of location to which students are admitted to the University. This statement makes it clear that physical proximity to their intended students (white citizens) was important to act as an incentive to draw more ideal students to come to the University. Location was therefore increasing admission. While physical distance acted as a barrier for students attending UVA during its foundation in terms of travel, thus inhibiting application, today location may act as a barrier for admission. For instance there is a difference between in-state and out-of-state admission, which may not contradict Jefferson's wishes as the University seemed to be intended for Virginians as the location to in-state white residence was the consideration. Likewise, someone's hometown location may affect what resources are available to them. For instance, small rural areas may not have opportunities for expensive science labs, AP classes, museums, or diverse communities (which can enhance experience and perspectives). These factors may contribute to lower test scores, worse essays, and less preparation for college. While admissions officers are supposed to take location into consideration, many students at UVA seem to be from affluent areas like Northern Virginia, have gone to private schools, have affiliation with the college, or have some exceptional circumstances. These factors and stereotypes may also decrease incentive to even apply to the University at all. Thus, location has altered to promote admission to acting as a barrier for application and admission. In part, this is a result of more applicants for college nationally, which allows for greater selectivity. In both the past and today, the University seems to benefit by getting its pick of ideal students (except for quotas on out of state students).

I find Jefferson's definition of a medical degree fascinating. He values the study of anatomy on par with the study of vegetable, mineral, and chemical pharmacy. He reasoning is that is allows the medical students to achieve full scope in their field through their studies. Furthermore, Jefferson intends for his medical students to be able to involve themselves in all aspects of human health, as reflected through the requirements of the medical degree.

It is interesting to examine what Jefferson intended pre-university education to require. He desires for students to study writing with high priority with additional focus on science and foreign language. This is indicative of a tradition of liberal arts education at the university. Jefferson seeks a particular student that he believes has the foundation for success within the curriculum at UVa.

It is startling that the commissioners had to define for themselves when a university education begins. Considering starting with the alphabet was mentioned, it seems at least one of the commissioners had put that idea forward. It is clear there was uncertainty with what academic standard students would be at because there was no educational system that put everyone at that standard. Our society has come far enough to have a standardized education system that implies everyone in the United States has learned the equivalent when they have graduated high school. I never think of how that process began, but this passage gives a glimpse of what it was like establishing the first educational institutions of our country. It is also important to note that consideration was given by the commissioners to students of different economic backgrounds. Discrimination, it seems, was only intended for others of a different color than white and of a different gender than male.

It is amazing to read about these beginnings of the foundation of the system of government at UVA. It makes sense that the belief that a government should nourish those it serves would lead to, among other concepts, the idea of student self-governance, a proud institution at UVA to this day. It is especially interesting to interpret these foundations of University government in contrast to those from the Yale College founding documents, which establish the school’s government in a much more official and less democratic way. Although it was deeply problematic that these ideologies only applied to a select group of people at the time, they were nonetheless progressive compared to other institutions, and they laid the foundation for the University’s student-led government of today.

For the founders of our university, they intended for the university to be white and male. They even chose the site based on the male population in the surrounding area. It is interesting that a place of learning and thought was only meant for one kind of person. For me, there was a certain glamour associated with the foundation of UVA that I was caught up in, considering it was founded by Thomas Jefferson himself as a place of learning. This excerpt from the report shows that the founding of UVA was much more complex in morality and much less glamorous as it may seem. UVA has a mixed history, but we have at least moved on from the exclusion of others from our university that was intended here.

The usage of the word "university" as opposed to "school" or "college" here is crucial. A university encompasses more than one school or college, by virtue of which lends itself to multidisciplinary engagement. The founders envisioned a multifaceted school that could equip scholars of a variety of disciplines, as well as accommodate research in a variety of fields. They may have even envisioned UVA someday reaching the level of an Oxford or a Cambridge, the two foremost universities of the western world.

This phrasing here shows that, from the getgo, the University and the Commonwealth are intertwined. UVA receives state funding, so they must also listen to Virginia's governing body. The school itself is responsible to taxpayers. In this modern era, every now and then, a headline will pop up wondering if UVA will go private. After seeing how closely influenced this founding document was by the state legislature, I think it would be a shame to destroy that 200 year relationship with privatization.

The parts of this excerpt that stand out to me is that the Board only refers to their students at him or his, as to infer that the University will only allow entrance to white males for the entirety of its existence. Luckily there has been a historical turn around where we know accept and practice equality among races and genders, and to that end the University has accepted students of both genders and all races with the first African American in 1950 and the first class of women in 1970. It also seems worth noting that there were "free persons of color" that were leaders and contributors within their communities, yet would still be denied entrance into the University on the bases of their skin color.

During the Civil War each of these 3 cities contributed to the Confederacy's war efforts in a lot of ways. This document seems to foreshadow this involvement, because these three locations where proposed due to their "centrality to the white population" which seemed to be a very influential factor in considering the location for the new University.

This excerpt demonstrates the passion these men had for the advancement of education. Although their execution of these ideals was riddled with exclusion – racism, sexism, elitism, etc. – their belief that education is an evolving, endless journey spanning lifetimes and generations is nonetheless innovative and powerful. Clearly, the “mankind” to which they refer exclusively means men like them, but their general ideas still seem advanced for the time (which by no means excuses their poor ethics in practice of the ideas). It is especially fascinating to compare the founding documents of Yale College to this paragraph. In the Yale documents, words like “discover,” “advance,” “well-being,” and “mankind” are not present at all, and every mention of the word “improve” refers to the power of the President, Board of Trustees, or other officials alone to improve the school. Comparing the language in the two documents truly highlights the passion for lifelong education, versus simply for a successful institution, from which the founders of the University of Virginia grew their school. This ideology is also physically reflected on grounds by the fact that the original University was built around a library rather than a building with a religious or other purpose.

In particular, this statement stood out to me the most in terms of reflecting the overall purpose behind the academics and education at the University of Virginia. The authors of this document are focusing on how important it is for learning to continue throughout a person's life, even after graduation from college. Also, the transmission of knowledge from one generation to the next is stressed in this statement. One of the most important aspects of learning in the eyes of the University's founders is that knowledge is built on and that there is never too much to learn. They encourage students to analyze discoveries made by others and too build on their ideas and formulate their own opinions about certain topics. This is how advancements and innovations are created, by individuals critiquing the knowledge of their predecessors and building on their ideas. I find it intriguing that the writers use the word "indefinitely" to explain how advancements are made. By using this word they are making it clear that there is no limit to how much knowledge can be expanded by future generations. It is not a possibility that advancements will be made, but rather a guarantee.

I find this paragraph very interesting because I think it highlights an important quality of the university today. What I take this thought to mean is that music and the arts are still extremely important, even if they are not the main focus of a higher level education. In a broader sense, it's important to have passions and interests in a vast array of subjects, as opposed to one linear path. UVA today has a reputation of being an extremely well rounded school for students who are motivated, intelligent, social, and more. Without the arts, which "furnish amusement and happiness," the student is considerably more two dimensional than they would be otherwise. The stress of the 'renaissance man' ideal is still felt at the university today.

I found this statistic rather striking. Today, professors are often quite specialized, and they generally teach just one subject at the university. However, the report suggests that a single professor ought to teach multiple disciplines. Granted, professors 200 years ago did not have to educate the same population of students that attend today's university. According to the UVA magazine, the first class to attend the university consisted of 68 students and 8 professors. Today, according to Virginia.edu, the university boasts 15,891 undergraduates.

The stress on legislation in this sentence is important to recognize, as this principle of conformation to law and justice is one of Thomas Jefferson's most valued ideals, as he was one of the founding fathers of our countries. I think that it is interesting to see the parallel between the Declaration of Independence and the language used in the Rockfish Gap Report, as both of them clearly share ideals held by the same man. The idea of democratic legislation (as opposed to an elite few) was essential in creating an ideal university in Jefferson's eyes, and knowing how he felt about these principles in the Declaration of Independence helps to emphasize this.

Mentioning the Constitution in "The Rockfish Gap Report" highlights how focused the creators of this document were on establishing an institution that reflected American ideals and the nation as a whole. They want to "conform to the principles" because they want to uphold the ideas of our founding fathers and preserve the message behind texts such as the Constitution. Thomas Jefferson's opinions clearly shine through in this statement as it discusses the necessity for religious freedom. As Thomas Jefferson was the primary author of the Virginia Statute for Religious Freedom, his belief about freedom in relation to religion is being sustained. Establishing this principle is important because it reflects the true intentions of Thomas Jefferson and is a cornerstone for what the University of Virginia stands for and supports. Specifically recognizing the freedom of religion to be offered at the University of Virginia illuminates how focused Thomas Jefferson was about providing a learning community that unites and accepts all individuals, no matter their religion.

The report consistently gives reference and importance to the student's morals. I think that this is ironic because the morals of the university have changed so much since the commencement of the university. It was acceptable in 1819 to consider slaves as property, not people. This was something that did not exist on student's moral compass until about 1953, when the first black student stepped on grounds. And even then, students and faculty pushed Mr. Gregory Swanson (the first black student at uva) to leave because of all the ridicule he dealt with. So, was the university truly built on morals if we could not accept all? Morals of the university have thankfully changed over time.

I think it is interesting that the lawn rooms at the commencement of the university were "deemed advantageous to morals, to order, and to uninterrupted study." Now, the lawn rooms not only represent these aspects of the University, but they also represent the students at UVA that participate in so much more than studying. Yes, the lawn rooms are reserved for some of the smartest students here, but they are also for students who are the most involved and influential in their extracurricular activities. I think that this aspect of living in a lawn room has changed a lot, especially since there are more dorm spaces than just the lawn rooms.

This is a new word for me, or perhaps "old." My first thought was that it was a misspelling of the word "ancient," but after looking it up, it was apparently the original (now obsolete) was of spelling the word "ancient." I'm curious as to how and why this changed, as well as how the original pronunciation changed (or didn't).

• David Zhang (dz3cz)

I was curious as to why certain initials have colons, while others opt for periods, and even others opt for neither. There are no repetitions in names, so I don't see why there isn't a standard. Perhaps it has something to do with ranking? Although there is no evidence to suggest so. Google did not help in answering this question.

• David Zhang (dz3cz)

This passage seems rather ironic, and it reminds me of the Declaration of Independence. The document states "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." For much of American history, "all men" simply referred to white men. Thus, this statement in the rockfish gap report refers only to white men as well. Black men and women were excluded from the university and employed as slaves. White women were barred entry from the university too. Although Jefferson advertises the term "equal rights", his university champions racial and gender inequality.

I wonder if Jefferson stressed grammar in order to have people get more involved with our government. To be able to write out documents, and understand, for example, the Statute of Religious Freedom, or the Constitution even. To me, this would make sense in order to keep up with the government that had just been set up a little over 40 years ago at this point.

Virtue is something that was really important to Jefferson - especially when it came to founding the United States’ Constitution in 1787. He argued for a smaller republic and higher education in order to prevent factions within the country, so seeing this in this report does not surprise me. He strove to preserve virtue as much as possible.

The Industrial Revolution, which began in America in the late eighteenth century and continued throughout the nineteenth century, was the transitional period from agrarian and rural societies to industrialized urban centers. Some of the wonderful advances that the founders could have been referring to are the steam engines, cotton gins, steam boats, batteries, vaccinations like small pox, steam locomotives, photographs, etc. Living through these major advancements and experiencing the change from farms to factories first hand could explain why one of the objectives of the university was to “To harmonize & promote the interests of agriculture, manufactures & commerce.” The founders wanted the university to support America’s roots in agriculture while simultaneously being on the forefront of invention and industrialization for America’s future.

After taking the Debating Islams engagement with Professor Al-Rahim, I understand why the University’s founders wanted there to be a study of ideology. Through this class’s analysis of the ideology of political Islam, or Islamism, I have come to see the potentially dangerous power and pull certain ideologies can have over peoples' minds and actions. The problem with ideologies is that often times they have deep intellectual and moral roots which compel people to feel virtuous and righteous by way of them and this leads to close-mindedness and intolerance of other views of the world and the way it should work. Close-mindedness and intolerance can quickly escalate into violence, war and hate, so it is vital that universities teach students about such doctrines of thought. Although currently UVA does not have a specific ideology major or minor, the school does a great job incorporating ideology into a diverse range of disciplines like religion, history, anthropology, political science, etc., and now the engagements of the new curriculum.

This relates back to Thomas Jefferson's education at the College of William and Mary. At the time in which Jefferson was a student at William and Mary, almost all activities took place in one building, called the Wren Building. Thomas Jefferson not only thought this wasn't conducive to educational and academic success, but he thought that it was unhygienic and dangerous (especially in regards to fire; the Wren building has burnt down multiple times historically). Therefore, it makes sense that the Academical Village has more wide distribution of University functions. The library is located in the Rotunda, classrooms are spread out between 10 Pavilions, and students stay in multiple dorms with different entrances. The University's functions were more spread out for hygienic and safety-related reasons.

It is interesting to note that the University of Virginia was supposedly founded on freedom of religion, and yet the Rockfish Gap Report indicates that students at the University should be educated in Hebrew, the language in which Christian scripture is written. This could indicate that there is a disconnect between Thomas Jefferson's concept of religious diversity and contemporary understandings of religious diversity. Whereas today religious diversity would be defined by a wide variety of religious beliefs, it is implied here that Thomas Jefferson's concept of religious diversity involved having multiple shades of Christianity represented at the University, not multiple types of religions.

Here we have an obvious example of the supremacist ideology that makes Jefferson such a controversial individual. We see here how he views himself and the young, wealthy, white students of his University as a higher class than the "barbaric" indigenous neighbors. He states how his university will be democratic and accepting, though here he shows absolute bigotry and discrimination to this group of people. Maybe this was the same way in which he looked at the black slaves he used to build and create this university. Jefferson is looked to as this great figure, the man our University is accredited to, however one can't forget that he showed ideals of white supremacy and racism through owning slaves and only pushing towards emancipation for economic growth. This university has a rocky past, but a past that needs to be known. We should read these words written here by Jefferson and realize that this school was made for a certain population, a certain group who saw themselves as so much better than all other people. I think that this is one of the most important lines of this report because it opens our eyes to the negative aspects of our university's start, but it also shows how far we have come, not only as a country but as the University of Virginia.

Jefferson's attention to the future of his University is dashed throughout the document. He keeps in mind that though his idea of how the University should run is strong, he also acknowledges that provisions can only help his vision. In this way he places a portion of the school in the hands of it's future students, visitors, and presidents. He strives to have a University that runs as well as it possibly can, and he understands that in order for this to happen some changes might need to be made. He wants the University to constantly improve and not be tied down by the laws and rules of the past, showing just how invested he is in the future of this project. In this way we can see a connection to the Declaration of Independence, that some times there is a need for a new way of government or organization, and here Jefferson shows that he is on board for any of these future provisions that need to be made. This is a duty or responsibility to make sure the University runs at its best even if this means it needs to run differently than in the past.

Within a paragraph focused on language and orthography, I found it interesting that the spelling of certain words, in this case "ancient" were different than modern spellings. The differences are probably attributed to the country's transition from using middle English to modern English. This document's syntax is different than the common syntax used today, but does not create an impossible barrier to understanding the material. The various spellings of words does not affect the understanding either, but both differences highlight the historical nature of this document. Other examples of "mis-spellings" are "atchieve" later on in this paragraph and "atchievements" later on in this document. http://www.dictionary.com/browse/ancient

I do not want to take focus away from the University of Virginia and its history, but I think it is important to make comparisons between UVA and nearby colleges, which highlight the varying processes (and rates of those processes) toward current societal ideals regarding higher education. Specifically, looking at established universities in the other two proposed cities, Lexington and Staunton, for the University of Virginia provides contrast to the chosen location and its university. 
 Washington and Lee University was moved to Lexington, VA in 1782, under the name "Liberty Hall Academy". This university has a racially complex past, similar to ours, since General Robert E. Lee of the Confederate Army was president in 1865. Women were not admitted into the law school until 1972 (similar to the College at UVA) and the undergraduate school until 1985. On the other hand, Mary Baldwin was founded as "Augusta Female Seminary" in Staunton, VA in 1842 (130 years before UVA would allow women to attend). Although it is a predominantly all-girls college, they have allowed men into graduate and adult programs. I find it intriguing how the potential locations of the University of Virginia were developed to house such different college atmospheres, which have, like UVA, become more inclusive and diverse over time. 

https://www.wlu.edu/about-wandl/history-and-traditions/a-brief-history http://www.marybaldwin.edu/about-us/history/

Jefferson's decision to not have a church at the center of the University stands out from other universities constructed at the time. For example, Christianity formed a large part of the foundations for the College of William and Mary. At UVA, the chapel seems to be located in an odd place, slightly off the lawn and does not seem to be constructed in a meaningful and planned spot. When I looked into the construction of the chapel, I found that it was built in the 1880s after a successful campaign to address the spiritual needs of the University community. I also found it interesting that after the chapels dedication a professor proclaimed that while the Rotunda represented “in cold though classic beauty the outlines of a pagan temple,” the chapel aspired to heaven with its “pointed window” and “flying buttress.” The architecture of schools such as William & Mary, Harvard, and Princeton seem to resemble more of the traditional christian buildings, while the architecture of UVA does not. This serves as evidence of Thomas Jefferson's ideas for a university with learning, rather than religion, at its center. https://explore.lib.virginia.edu/exhibits/show/architecture-after-jefferson/the-romantic-picturesque/8

I thought that this phrase from the report was fascinating because it made me question what, in 1819, admittance to a university entailed. With less prestigious schools and less opportunities for extracurriculars, it seemed that in the early 1800s admittance to a university would be much less competitive. The Rockfish Gap Report seemed to explain that a requirement for admittance to the University would be the District or preliminary schools, and then these, "might be the passage of entrance for Youths into the University." It seemed that almost if the student attended these preliminary schools they would have immediate access to the University, considering they had the money and means for it. This way of accessing a higher education that was present in the day seemed to be very limited to a category of rich, white, males. This group of people would be the only ones able to access these secondary or district schools, and therefore the only group of people who would even have a chance for admittance to the University. I wondered if remnants of the ways of admittance in the foundation of the university has contributed to the stereotype of white elitists that has been present at UVA for many generations.

After reading the charter for the College of William and Mary, I appreciate this phrase more than I did when I initially read it. This phrase leaves the University open to growth, and it allows room for expansion or shifts, whereas William and Mary's charter created very strict guidelines for the institution, many of which are still adhered to today. I appreciate the founders' foresight and their trust in the future members of the University community to decide what is best for them at a given time.

Earlier in the report, the idea of following in forefathers' footsteps is written about in a way that makes it seem undesirable. Now, however, that relationship is used as an example. I think it's interesting that the father-son relationship was so influential on the founders so as to direct their thoughts for the university. It seems as though they admire the way a father can impart knowledge upon his son, but they reject the way that a father may limit his son's perspective or potential growth.

I found this quote interesting because it refers only to white men and how they can attain virtue and social worth from education but people of other races and backgrounds cannot. This reminds me of an article that I read in my engagement class about affirmative action because the minorities were pushing for equal treatment and the opportunity to learn and receive the benefits that education would give them. The author of the article, Richard Rodriguez, was not underprivileged as a kid because he could afford education, so he did not identify with the rest of the minorities because he claimed that have the opportunity to receive an education automatically makes you not a minority. His claim relates to this quote because he sees education as a privilege that brings you up in the world because it gives you virtue and many benefits. In the modern society, people of all races and backgrounds can reap the benefits of education and knowledge, not just white men, and they are able to pass on their knowledge to future generations. It is interesting to see how far society has come in who can receive education and what education can do for everyone in the world.

It is absolutely shocking and mind blowing to me that the founders of the University chose it's placement in Virginia based on the centrality to the white population. Obviously when considering the time period and the people that would actually be attending the University, it makes sense; however, the fact that that is the reason I go to school in Charlottesville and not somewhere else makes me feel some sort of shame for this University's history.

I find the choice to use this spelling of the word interesting considering two factors. 1) at the time of the text, this spelling of the word was very uncommon. And 2) Oxford dictionary explains that when this spelling was used, it was in an informal context. In my opinion, this report is a very formal context so I'm puzzled as to why the authors would choose this wording over the other.

It is interesting to note the connections between the country's constitution and the founding "rules" of the University of Virginia, but at the same time the similarity seems very natural. Being Jefferson's university, it would make sense for the school to have principles similar to that of our nation at its foundation. Jefferson played such a vital role in the formation of our country, and many of his core values that are present in his writings for the states are present in the school. Freedom of religion, as well as more specifically separation of church and state, is one of the main reasons for the creation of the United States. This "conformity with the principles of our constitution" also explains a few other values present in the early days of the University. Most of the students that attended the school were the sons of wealthy land owners, who were very much a part of the slave culture of the country. Their treatment and outlook on slaves, as well as freed slaves, lines up with the outlook held by much of the nation. This attitude was no where banned in the constitution, and would not be absent at a institution that aligns itself with that document. Luckily, this school has changed over time, just as our nation has. While it has taken many years for black students, and then women, to be able to even apply to the school, UVA has grown just as the United States has. While the school, and the country, are far from perfect, it is interesting to note the connection to the constitution and America's core values even today. I think this line, while maybe not intentionally, is important in trying to ensure a conformity in the school with the values of our nation, and an ability for us as students and citizens to change them.

One of UVa's most unique features, especially in its early days, is that the school is not centered around religion. Most schools were set up with a church at the center, while the University of Virginia was built with the Rotunda, which was originally a library, at its center. This focuses the teaching on rational thought - facts, experimentation, data - more than intangible beliefs, making the school more secular and allowing for a unique freedom when it comes to education. Members of the University could ask questions and complete research on topics that may not be allowed in schools that determine their core beliefs from a religion text. This quality of separation of church and state (or in this case education) goes hand in hand with the foundation of our country. The colonists wanted to be able to practice what ever religion they desired, as students at this university should be able to practice any religion they desired. While it is likely that the church was still a large part of the daily lives of students, professors and administrators at the university, it was not dictated that any class or subject should be connected to or limited by certain religious beliefs.

This list of goals for all students of the university truly reflect that Jefferson wanted to mold well-rounded citizens, considering this list contains skills varying from business to math. I think it's important that while he recognized that students would differ in their specialty or major, he aimed to have every student know at least the basics of every area of study. I think it's also important that he didn't mention the practice of a specific religion as a goal; he only hinted at the values that certain religions have. Thus, the university started out being able to produce more open-minded graduates than competing institutions from the start.

This part of the document is consistent with many others in that it is yet another facet of the university that was not officially decided on when it was founded. I find this to be reflective of the fact that Jefferson had a vision of a progressive and constantly evolving university in which he trusted its future leaders to do what they viewed as best for the time. This founding concept is seen not only here but in many other parts where there were pieces of the university not set in stone. It is this progressive outlook that may have led to the eventual acceptance of women and minorities into UVA.

The election of 1800 marks a pivotal change in American economic policy that parallels this quote above. When Thomas Jefferson became president in 1801, America's economic policy shifted from heavily regulated (Federalists) to more laissez faire (Jeffersonians). Jefferson's objective was to promote freedom for pursuit of individual self-interest, which would stimulate economic growth. Jefferson's policy mirrored the invisible hand theory Adam Smith presented in "The Wealth of Nations." Economies operate best when self-interest is not governmentally limited. Jefferson prioritized lenience on agricultural and manufacturing regulation. However, UVa curriculum has a holistic approach, in which students will have "well informed views of political economy." This is evidence that Jefferson didn't allow for personal bias to influence the curriculum.

As evident from both the past and present, the University of Virginia values adherence to the Constitution. The subsequent portion of this sentence elucidates the reasoning for Thomas Jefferson's vision of the Rotunda (a library) as the epicenter of campus, rather than a Chapel. UVa's respect for the separation between church and state epitomizes one of the many successes that come from "conformity with the principles of our constitution." However, in my eyes, there are negatives to an absolute adherence to this rule. Supporting outlook of judicial activism, I believe the ideals presented in the Constitution should accomodate situational context. On August 11, when neo-nazi's stormed our campus, the principles of freedom of speech and right to assemble were abused. Cleary, this illuminates a detriment to our undying loyalty to the Constitution.

With inflation, this is worth about $80,000 today which is incredibly cheap to build a building. This pricing likely reflects the cost savings of unpaid slave labor. Inflation Calculator Referenced

This is interesting because, currently, one professor often does not teach more than one class. There has been an increasing amount of specialization as the University and the curriculum has grown. It's possible that it was easier at the time to teach more than one class because the requirements were lesser than today and the general knowledge on the topics were different. In addition, each class has significantly less students than today.

Though they excluded non-whites, the founders of UVA wanted to create a curriculum that reflected the culture of North America. They realized they no were longer in Europe and creating the most complete education meant teaching a primary language of North America. Spanish was also valuable for academic reasons, as the sentence mentions. Many historical documents were in Spanish.In the pursuit of knowledge, Spanish was a crucial language. UVA created an education with many of values we admire today, including the emphasis on learning about other cultures. They accomplished an inclusive curriculum while failing to include the actual people of other cultures.

Despite the University not having a strong focus on military studies today, it interesting to look at the importance that was placed on it at the time of its founding. We can also connect this early focus on drawing to the strength of the School of Architecture today.

This quote highlights similarities as well as differences between education and schooling back then vs. now. Back then students had to have extensive schooling prior to coming to university, and they had certain requirements that they had to complete such as proficiency in Latin and Greek, and understanding of Geometry and navigation. Now, there are less physical requirements needed to attend college, but there still is an unspoken expectation that students come to college fully prepared. Colleges still expect students to take challenging courses and master challenging concepts, but the actual requirements are gone. Back then there were many limitations for who could attend college. The section emphasizes that boys were the ones who needed these requirements to attend college. Now, colleges accept a much more diverse group of students, and people are given more opportunities than before

This follows with the vision that learning the central tenant of the University as opposed to religion like it was at others. While "rooms for religious worship" are mentioned, they are simply one entry on a laundry list.

This quote is significant because it highlights the importance of agriculture at the time period. Jefferson believed that the United States should be a group of small farmers and not a place that centered around urban planning and development. It was a very agrarian-centered society. This contrasts to the University's ideals today because there is not a huge press on an agricultural program. The word we picked is culture because it involves the people of Virginia's priorities at the time: farming.

This segment of the report is an affirmation of the rejection of a national religion in the constitution. The University is choosing to not have an official religion and placing the issue of religion in the department of ethics. This is representative of Jefferson's views on the relationship between religion and the state. Although religion is discussed in the declaration of independence, Jefferson did not want to include it.

This represents a shift towards a more rationalist style of education by placing the authority of education in the hands of humans instead of God. Instead of being based on faith and belief, education would focus more on logic and facts.

This point highlights that the purposes of the university were not simply academic, the goals included teaching their youth how to think and be the ideal citizen. It kind of brings up ideas of the "Renaissance man," the founders weren't just trying to create an educated student but a well-rounded and ethically virtuous citizen. There are also religious undertones in the language, while they're trying to avoid religion in their founding, it still shines through culturally in the language. (Group Annotation)