4 Matching Annotations
  1. Dec 2017
    1. What, but education, has advanced us beyond the condition of our indigenous neighbours? and what chains them to their present state of barbarism & wretchedness, but a besotted veneration for the supposed supe[r]lative wisdom of their fathers and the preposterous idea that they are to look backward for better things and not forward, longing, as it should seem, to return to the days of eating acorns and roots rather than indulge in the degeneracies of civilization

      I think this is a very important part of the document. The authors of the document are using the "barbaric" ways of the Native Americans as a selling point for educations. The Native Americans are referred to as barbaric, wretched, uncivilized, and indigenous (which is especially ironic because they were here first.) However, the are overlooking the fact that the Native Americans are wise and educated in their own ways. This phrase shows the lack of cultural appreciation during this time, that anything other than the "American" way of education was uncivilized and barbaric. The authors are claiming that education is the future, but that there is only one way to be educated. How does this phrase add onto the recurring theme of close-mindedness in this document?

    2. And generally to form them to habits of reflection, and correct action, rendering them examples of virtue to others & of happiness within themselves.

      I feel that this phrase is a bit ironic. Telling students to act as "examples of virtue to others" while at the same time oppressing women and African Americans by only allowing white men to attend the university. It is understandable that this was the "norm" in this time period, but looking back, those were actions of discrimination not correct actions or virtuous actions. The University still holds these values, but the basis of the values have drastically changed. The current "correct action" and "examples of virtue" are often based off of inclusion and integrations. Given recent events, it is especially important to uphold the values.

  2. Oct 2017
    1. To develope the reasoning faculties of our youth, enlarge their minds cultivate their morals, & instil into them the precepts of virtue & order.

      I think this is a very interesting point made in the document. The University was built on a basis of morals and virtue. As you look through time, the standards at which morals and virtues were held has changed drastically. During the time this was written, morals and virtues were to be a good husband, a good son, to be a man of the house, and to educate yourself to provide for a family. Now, the morals and virtues of the University are to respect other students and to strive to educate and provide for yourself, regardless of who you are. The primary concept here is that morals and values have always been important to the University, but these morals and values have changed over time.

  3. Sep 2017
    1. men and citizens,

      Though the fight for coeducation at UVA started in the 1890s, women were not allowed to study at the university until 1969. UVA was an all male university until Virginia Anne Scott and three other women filed a lawsuit against the university for gender discrimination. When the issue first came up in 1895, the UVA administration denied entry to women, saying it would "physically unsex" women, leading to a "loss of power" in the home. When this idea was challenged again in 1967, the university said that allowing women into the university would "hurt the honor system." In May, 1969, Scott and three other omen filed their lawsuits when they were dined entry into the university. UVA tried to direct female applicants to a "sister school," but the women wanted to attend UVA for better education. The women won the case, and Scott became the first woman to enroll at UVA.