Beginning the College Hunt, Part II

When we last left our hero, David had found his way to the basement of Washington Hall on the campus of William and Mary, where he had been told the anthropology department lived.  We passed students on the stairs as we descended, leading us to think a class had just let out; when we arrived at the anthropology lab, the woman there invited us in to look around.

For the next hour, hour and a half, David was truly in his element.

The woman he met, Ms Victor, is a graduate student going for her PhD, and she began showing David around the lab and pulling out samples of their work.  She shared with him bits of pottery, and a collection of handmade nails she pulled from a recent dig in Montana, and David was engaging right back with her on her finds.  He was asking questions, and commenting on the artifacts in his confident way, showing he knew a thing or two about history and how these artifacts connected with others.  (Knowing this could take awhile, I sent Anna and Megan off to go explore the business school; I tried to fade into the walls as much as I could, to let the two of them talk.)

Ms. Victor showing David some pottery samples from a recent dig.

Ms. Victor was terrific: she gave David a lot to think about in terms of the field of archaeology and what the good programs are around the country that he should look into.  We learned a lot about the branches of the field that we'd never known before: for instance, a good general overview of anthropological archaeology would be found at Michigan, Michigan State, Berkeley, Syracuse, maybe Santa Clara; David should not apply to Boston University unless he only wanted to work in Europe for a career.  But if he wanted to study prehistoric archaeology, especially focused on Mesoamerican cultures (Inca, Aztec, etc.), then Arizona and Arizona State are the places to go.  And we'd never heard of "nautical archaeology," but I guess it makes sense: if the river's changed course and has now overrun the site you want to explore, you need to be scuba-certified and you need to know how to work underwater in the silt of a river or ocean bed.  And that's taught at Texas A&M, of all places.

She talked with him about careers in the field, and what each degree would allow him to do.  If all he wants to do is dig in the dirt, and work on a site as part of a team, then a bachelors will suffice; if he wants to be a project lead or work in "cultural resource management" (i.e., the people who go through before a freeway gets built, to make sure there's nothing there), then the MA is needed; and if he wants to explore his own interests and build his own program, then that's the PhD.

I think David added someone new to his fan club that day; on discovering he was "only" a sophomore, she twice commented how she was blown away at how well he carried himself in this professional encounter and how his passion for archaeology came through.  And by the end of their time together, he came away with two huge opportunities.  One was, she invited him to come down sometime, even on a weekend, and help her in the lab: cleaning, coding, labeling the artifacts, and learning what the lab experience is like.  And she also gave us a copy of a flyer for a summer dig that W&M undergraduates are doing in conjunction with Colonial Williamsburg.  She told him she knows the project director and she thought he'd be thrilled to have David maybe come down for a few days out of the 10-week project and gain some fieldwork experience too.

We both left there flying.  So let me see if I got this straight: a professional in David's chosen field took him seriously enough to have extended offers and opportunities for him to gain practical experience the summer before his junior year.  We also got about a half-dozen other colleges David needs to look into, to see whether they interest him; and, perhaps most importantly, he had such a positive, inspiring experience with his first contact with a college.

The whole day could not have gone any better; it truly felt God-blessed.  He commented later that there wasn't anything he didn't like about W&M, and so now he has something good to compare other colleges to.  And perhaps most importantly, he got to see what terrific experiences he could be getting into, and what it'll take for him to be admitted into that world.  Maybe this will help him focus and pour some more energy into studies and tests, to help get him positioned for all that he had the merest taste of that afternoon in the basement of Washington Hall.  Let the hunt begin!

Beginning the College Hunt, Part I

This past Friday, Anna and Megan Schipono and David and I went to the kids' first college tour experience, and it was probably just about everything I could have secretly hoped it would be.

When I began my college hunt, back in the days when dinosaurs roamed the earth and great flocks of wild chickens darkened the skies, college tours were *maybe* the summer between sophomore and junior year, but certainly a spring-break-junior-year activity.  These days, and with this boy, it's better to start sooner.  One of his (now college-attending) Boy Scout friends had confided in me that when he was a sophomore, his folks took him on a tour, and it sharpened his desire: Yes, I really want that, and so I'd better start getting serious about studying in order to get it.  Can't hurt to get started, then.

The proto-archaeologist had become aware that William and Mary, down at Williamsburg, had an excellent archaeology/anthropology program on the colonial period (duh), so he asked to visit.  Unbeknownst to us, Megan had discovered their marketing program and also asked for a tour.  Which both sets of parents independently set up for the exact same day and hour during spring break.

After arriving and parking and lunch at the Cheese Shop, we walked onto campus and into the oldest part of campus, the iconic Wren Building (oldest extant academic building in America) dead ahead.  We explored that, then wandered through the old campus and onto the newer pieces, eventually discovering the marble floors of the business school.

Megan and David in front of the Wren Building

Our tour lasted a shade over two hours; 45 minutes of overview by the school in an auditorium at the student center, then off with our senior tour guide, Max, who walked us through many features of the campus.  We saw the cafeteria, the Crim Dell and learned of its curse, then saw the library, the chemistry building, and eventually over to a dorm room, before finishing with English lit and returning through the Wren Building's arched passageway.

Max leading the tour, with Megan, David, and Anna

At the conclusion, Max told a story about convocation: arriving freshmen have to endure a speech by the president in the oldest part of the campus, out where the kids had their picture taken.  Then the new freshmen walk through Wren Building to the growing sound of applause, and on reaching the other side, they find the entirety of the rest of the University there, all green and gold, clapping, high-fiving, welcoming them to W&M, and from that moment on, he said, "you are Tribe."  That really resonated with David, and I have to confess, with me too.

On parting, Max told us where to find the anthropology department, and we headed to the basement of Washington Building.  A class had just let out, and when we poked our head into the lab, the woman there called out, "Come on in and look around!"

That began an hour-and-a-half conversation I'm still processing.   (To Be Continued)