College of William and Mary - Colonial Echo Yearbook (Williamsburg, VA)

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FACULTY Sy Z ' RICHARD B. SIIP:RM. . Assistant Professor of History; A.B., Harvard University; M.A., University of Pennsyivaiiia; Ph.D., Harvanl University. JAMES E. SHOCKLEY, Assistant Professor of Mathematics; A.B., M. ., Ph.D., University of North Carolina. HOWARD STONE, Professor of Modern Languages; A.B., Pomona College; M.A., Claremont Colleges; Ph.D., University of California. W. DABNEY STUART, Instructor in English; A.B., Davidson College; M.A., Harvard Univer- sity. JOHN W. SYKES, Assistant Professor of Education; B.S., New York State College for Teachers; M.Ed., University of Virginia. THADDEUS W. TATE, JR., Assistant Pro- fes.sor of History; . .B., M.. ., Ihiiversity of North Cartjhna; Ph. I).. Brown University. CHARLES L. TAYLOR, Instructor in (iovern- ment; A.B., Carson Newman College; M.. ., Ph.D., Yale University. THOMAS E. TIIORNE, Associate Professor of Fine Arts; B.F..4., Yale University. F. DONALD TRUESDELf,, Professor of Masic; B.M., MM., University of .Micliigan; . .M.I)., I ' nivcrsity of Rochester. ANNE S. TVLEIl, Instrudnr in Modern Languages; .V.H., Uamlolpli-Macon Woman ' s College; M.A., Cohiniliia L ' Tiiversity. BRUCE L. WELCH, Assistant Professor of Biology; .B., . uburn University; Ph.D., Duke University. ALMA L. WILKIN, Associate Professor of Home Economics; B.S., Kansas State Univer- sity; M.A., Teachers College, Columbia Univer- sity. STANLEY B. WILLIAMS, Professor of Psychology; A.B., M.A., University of Cali- fornia; Pii.D., Yale Uni ' ersity. M.VRGARET WINDEK, Assistant Professor of School of Education, Emeritus; B.S., Madison College; M.A., College of William and Alary. JOSEPH T. ZUNt;, Assistant Professor of Chemistry; B.S., University of Grenoble; M.A., Urban University, Rome; Ph.D., LIniversity of Cincinnati.

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ACADEMIC LIFE Academic study is the very vitality of college life itself. The purpose for matriculation into any college is to learn. Each student picks for him.self the college which he feels will best suit his academic need.s. William and Mary was chartered in lClt;5 and even at that time it was to lie a place to train inquiring minds. This charter provided a variety of courses and subjects in which the student was to be trained. Graduates realized the importance of this type of Liberal Arts educa- tion and were constantly innovating and expanding already existing de- partments. Thomas Jefferson urged the addition of a law school which made William and Mary the first university. The departments of Fine Arts, Modern Languages, teacher training and even the admission of women students are all the result of the work of alumni who have an eye to the future and a firm hold on the traditions of the past. The professor plays a great role in the academic life of any campus and must have a command of his subject. This cannot be an internal knowledge and explanation, for he must be able to present his material in such a way that the student ' s mind can gra.sp and retain it. Thus, the teacher is constantly seeking newer and more complete answers to the questions asked in class. His position is such that he may be the source of inspiration to the student and he must strive to attain the ideal seen in him. The position of the professor is heightened by the type of school in which he teaches. Here at Wilham and ALary the student is required to take introductory courses in many subjects. This makes the job of the teacher doubly important. He must create such an interest in the student that he will ])ursne the subject further and make it meaningful to himself. To stimulate this interest the teacher often assigns outside projects which the student can develop in any of several ways. Here his intellect is free to grow at its own rate of speed. By finding out what he does not know he can reach a factual basis from which to study. The presence of the student on the campus is the moving force of the college. In an effort to keep abreast with the times, entrance require- ments and the difficulty of the work are raised even higher. The class- room is but one phase of his academic life. It provides a place where the student may have his course of study channeled and his questions con- cerning his work or related material answered. Most of his learning, however, takes place outside the classroom. . desk piled high with books and papers is a familiar sight to the many students who spend not a few hours each day reading or struggling with a formula that will not fit a problem. Lights burning late in one of the academic buildings is another sign of industrious students trying to prepare for classes or tests. Many get their academic stimulation from methods other than books. Visiting Scholars find their lectures crowded with students eager for a new opinion on a subject or a better explanation of one they have already formed. The arrival of final examinations culminates each semester ' s work when students spend many extra hours studying, for it is the time to co- ordinate all they have learned in one field. They must decide what meaning this will give to their futures, and must also correlate it with the other courses which they are taking. Some of the rewards for this academic growth are quite obvious. A shiny gold Phi Beta Kappa key denotes to all who see it the highest re- ward given for outstanding achievement. Another sign is the multi- colored ribbons of an honorary fraternity. To those who attain these, recognition is also due. However, for many the signs of academic growth are purely internal. For some it may be a new concept or the under- standing of a new theory which makes them aware of their intellectual growth. For others it might be the ability to apply new learning to life Hey, look at the funny bug. after their thoughts are analyzed and evaluated in the light of those of their associates and professors. For all who come here the acquisition of knowledge brings to the student a self-realization and a satisfaction for himself, his a.ssociates and his college. The problem of poor attendance.