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Page 12 text:
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Page 11 text:
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Page 13 text:
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IQQIFIIQCIE -IV he small size, personal at- mosphere, and quiet life- style appeared to be timeless qualities of both the College of William and Mary and the coloni- al town that stood next to it. Each seemed a reflection of the other. Standing in the Col- lege's historic buildings or on Williamsburg's Duke of Glou- cester Street, the William and Mary student could well believe that the College and Williams- burg would always remain the same. But this was impossible. UPPER LEFT: Time takes a step back- ward in Williamsburgs colonial gardens. LEFT: Night descends on the Wren Courtyard. E HGIFRS GIF Obviously change had left nei- ther the school nor the town com- pletely untouched. In Williams- burg, it was evident in the ho- tels, fast food restaurants, and camera carrying tourists that had invaded the one-time coloni- al capital of Virginia. At Wil- liam and Mary change was also obvious in its new attitudes, goals, and opinions. Without a doubt. a transforma- tion had taken place in both the town and the school. The ques- tion was. how important was this transformation? Did it reflect a deeper, more fundamental change in the school and the town? ln Williamsburg it did. Although the town retained its colonial LEFT: Tree-lined Duke of Gloucester Street beckons from the past, BELOW: The historic Wren Building still functions as an academic building. change character, it was no longer a seat of government. Instead it was a tourist attraction. At William and Mary, the signifi- cance of this change was harder to measure. lt was more dif- ficult to assess its importance as an indicator of the school's shifting goals and emphases. To answer such questions. the student had to evaluate William and Marys approach to education and decide whether it still ful- filled the needs of the indivi- dual student in all areas of life-home. work, and play. Such a decision could show what direc- tion Vtilliam and Marys turning point had taken or would take in the near future. llflI'l'11ClUl
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