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

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

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

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

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

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

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

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

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

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

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

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

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