Thomas Jefferson and the Founding of the

University of Virginia

Abby MitchellAlma Mater

Prof. McCaughey2/12/2014

The philosophy behind the University of Virginia acts as one of the first instances of a university existing beyond religious motivations—indeed, unlike its peer institutions, the University of Virginia was not linked to any religious denomination. Rather, the

University of Virginia rose out of its founder and former President Thomas Jefferson’s desire for education as a means to creating better, more active civic citizens; for

Jefferson, education was not a safeguard of religion but of democracy. What’s more, his open campus design, elective curriculum, and his commitment to education not being contingent on wealth were extremely forward thinking and modern, reflected

in their continued importance in institutions of higher learning today. Thus, the motivations behind the University of Virginia demonstrate a unique approach to

early higher education in this country.

Thesis and Argument

Background on the University of Virginia

In 1818, the General Assembly approves funds for a state university called the University of Virginia.

In 1819, the General Assembly approves Charlottesville as the site for the University of Virginia.

The University of Virginia officially opens in 1825, with a faculty of 8 and 68 students.

The University of Virginia was the first nonsectarian (not religiously affiliated) University.

The University of Virginia Rotunda

Thomas Jefferson: Founding Father of UVA

Thomas Jefferson was integral to the creation of the University of Virginia, building its curriculum, designing its campus, and serving as its first Rector.

Jefferson had been committed to education throughout his political career, but saw the founding of the University of Virginia as “the last act of usefulness I can render” to the new nation.

Notably, on the epitaph for Jefferson’s grave, he omitted reference to his presidency but credited himself as “The Father of the University of Virginia.”

Jefferson’s Vision of American Education

Jefferson was very critical of the education that he had received at William & Mary, and saw the system of higher education as economically prohibitive and elitist.

Jefferson wanted education to serve as a means to public service, RATHER than the church.

To him, education was central to maintaining American democracy by creating an educated citizenry.

Statue of Thomas Jefferson in front of the University of Virginia Rotunda

Debate with John Adams: “The Natural

Aristocracy” Jefferson believed that the

existing system of higher education created an “artificial aristocracy:” the wealthiest became the best educated, not the most worthy.

This system, then, was reminiscent of the British governmental/societal structure against which the United States had rebelled.

The “natural aristocracy” would be determined by “virtue” and “talent,” not social status.

Here is a natural aristocracy among men. The grounds of this are virtue and talents. Formerly bodily powers gave place among the aristoi. But since the invention of gunpowder has armed the weak as well as the strong with missile death, bodily strength,  like beauty, good  humor, politeness and other accomplishments, has become but an auxiliary ground  of dis tinction. There  is also an artificial aristocracy  founded  on  wealth  and birth, without either virtue or talents; for  with these it would belong to the first class.-Thomas Jefferson to John Adams

Jefferson’s Legislative Attempts in Virginia’s

General AssemblyA Bill for the More General Diffusion

of Knowledge (1789) Proposed that the state provide

tuition-free elementary education, tuition-based secondary education (leading to entry at William and Mary).

Required scholarships for promising students who could not afford higher education.

Failed to pass. The bill was rejected by wealthy Virginians as an obligation to finance the poor.

Act to Establish Public Schools (1796)

A watered-down version of Jefferson’s bill from 1789.

Established state elementary schools, but did not make provisions for secondary or college education.

Used a tax-based system to support the schools—a precursor to the system in place nationally today.

Jefferson’s Design for UVA: ‘Not a House but

a Village’ With his design for UVA, Jefferson

hoped to correct the defects of the European model for campus architecture: one building where most activity took place.

He envisioned an “academic village,” with a tree-lined lawn centered around the university library.

His library was modeled on the Pantheon, representing a temple of knowledge.

Along the sides of the lawn, he designed buildings for housing, classrooms, dining halls, etc.

In keeping that the institution remain secular, Jefferson did not include a chapel in his design.

An original sketch of the UVA campus by Thomas Jefferson from his archives.

Jefferson’s Curriculum Jefferson created an “elective

system” at UVA, rather than the fixed curriculum used at most other universities at the time.

There were no required courses. Students were able to choose among the following disciplines: ancient languages, modern languages, mathematics, applied math (eg. astronomy), physics, philosophy, chemistry, botany, medicine, government/history, law.

Jefferson opposed the granting of degrees, calling them “artificial embellishments.” However, the Board of Visitors of UCA began granting degrees in 1824.

“This institution of my native state, the hobby of my old age, will be based on the illimitable freedom of the human mind to explore and to expose every subject susceptible of its contemplation.”

-Thomas Jefferson

Conclusion Although the University of Virginia may not have lived

up to Jefferson’s vision of higher education, catering heavily to wealthy Virginians, it remains an interesting anomaly on the landscape of early American universities because of: His rejection of religious presence in higher education. His insistence that education was a means to social

mobility. His vision of the “academic village”—something now

common to most modern universities. His belief that students should be allowed to decide what

to study for themselves. All of the above were necessary to shaping modern

higher education—indeed, it seems that Jefferson’s only flaw was being far ahead of his time.

Bibliography https://edblogs.columbia.edu/histx3570-001-2014-1/primary-documents/jefferson-to-adams-oc

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