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WEDNESDAY Volume 240January 25, 2012 Issue 58The Stanford Daily
STUDENT GOVERNMENT
ASSU Senate discusses buffer fund inequityBy BRENDAN OBYRNE
DESK EDITOR
The ASSU Undergraduate Senate(UGS) held a closed, informal session be-fore an abbreviated formal meeting Tues-day evening. In the informal session, thesenators discussed recent money disburse-ments from the ASSU student fees bufferfund.
Senate chair Rafael Vazquez 12 askedThe Daily to leave for the informal meet-ing, which was attended by senators as wellas Nanci Howe, director of Student Activi-ties and Leadership (SAL), StephenTrusheim 13 and Cameron Henry 12 andAshley Lyle 13. Trusheim and Henry areboth responsible for independently acquir-ing significant funding from the ASSUbuffer fund through Senate bills for a
spring concert series and Blackfest, respec-tively.
Senator Dan DeLong 13 said that themeeting was to discuss the lack of guide-lines about how the buffer fund should beused and the perceived inequity betweengiving the spring concert $35,000 in fundingwhile deciding to loan Blackfest $40,000
PA responds to achievement gap
By MARWA FARAGDESK EDITOR
We can either settle for a country wherea shrinking number of people do really well,while a growing number of Americans barelyget by. Or we can restore an economy whereeveryone gets a fair shot, everyone does theirfair share and everyone plays by the same setof rules, said President Barack Obama inTuesdays State of the Union address, identi-fying income inequality as the defining issueof our time.
About 100 freshmen gathered in WilburDining to hear about this defining issue, andothers issues President Obama touched uponin his address to Congress, through a paneldiscussion with Stanford faculty membersfrom various disciplines.
The panel, organized by Otero Residen-tial Assistant (RA) Adrienne Pon 12 andsupported by Residential Education, fol-lowed a viewing of the Presidential address inthe Otero lounge.
Among the discussion participants were:Nobel Prize-winning economist and Profes-sor Emeritus Kenneth Arrow; Associate Pro-fessor of Political Science Adam Bonica; Vis-iting Scholar at the Hoover Institution andAssistant Professor of Political Science at theUniversity of North Florida Michael Binder;Director of the Martin Luther King, Jr., Re-search and Education Institute and Professorof History Clayborne Carson; former SpecialAdviser to Gov. Schwarzenegger and Lectur-er in Public Policy David Crane; ResearchFellow at the Hoover Institution and Lectur-er in Political Science Tammy Frisby; formerAssistant to the President for Economic Pol-icy and Director of the National EconomicCouncil Keith Hennessey; and Pulitzer Prize-winning history and Professor of HistoryDavid Kennedy.
Kennedy opened the discussion by com-menting on the high turnout.
Your response in these numbers is a pow-erful antidote to my nagging suspicion thatthis generation does not care about politics,
Kennedy said.Kennedy moved to frame Obamas
speech within the historical framework of theState of the Union address. The speech, deliv-ered by George Washington and John Adamsin person later became a written report underThomas Jefferson, and remained so untilWoodrow Wilsons 1913 address.
Kennedy also commented on the changein function of the tradition.
Virtually everything else in the addresswas not reportorial about the state of theunion it was aspirational about where thepresident wants to go, Kennedy said. Thisaddress has become less a retrospective re-flection on the state of the union and more aplatform for the president to lay out his pro-gram for the future.
Carson, who missed the first 15 minutes ofthe address due to the birth of his first grand-son, was not optimistic about the addressprospects for change.
SPEAKERS & EVENTS
Natl identityfrom history,says fellow
By CATHERINE ZAWSTAFF WRITER
Our images of other people, of our-selves, reflect the history we are taught aschildren. This history marks us for life,said Mario Carretero, quoting French his-
torian Marc Ferro before an audience inLevinthal Hall on Tuesday evening.
Carretero, a professor of psychology atAutonomous University of Madrid, gave apresentation on Historical Narrativesand the Construction of National Identi-ties at the Stanford Humanities Center,where he is currently a research fellow.
Carretero is studying how young peo-ple develop historical consciousness andhow they understand history. Instead ofdissecting textbooks to analyze this con-cept, he conducts interviews with adoles-cents and observes them in real-life situa-tions to understand the dynamics of cul-tural transmission and resistance.
Our childhood is not like any otherperiod in our life. It is a critical period, andmost of our historical education takes
SPEAKERS & EVENTS
Faculty react to State of the Union address
Parents, teachers and officials address stratification in test scores, graduation
ROGER CHEN/The Stanford Daily
Nobel and Pulitzer Prize winners, former gubernatorial and presidential advisers and Hoover Institute fellows were among the Stanford faculty invited to speak in Wilbur
Dining following President Barack Obamas State of the Union address on Tuesday night. Roughly 100 freshmen attended the event organized by Otero staff.
By JUDITH PELPOLA
and NEEL THAKKAR
Palo Alto parents called for areduction last week of theachievement gap between mi-nority and non-minority stu-dents in the Palo Alto UnifiedSchool District (PAUSD). Frus-trated guardians voiced theircomplaints to the PAUSD Boardof Education at a meeting onTues., Jan. 17.
One of those parents wasMichele Dauber, who is also aStanford law professor and headof the organization We Can DoBetter Palo Alto.
Dauber cited the teachingand counseling in Palo Alto as aprime factor of the trend, claim-
ing counselors and teachers failto encourage minority studentsto take courses beyond currentrequirements.
I think theyre basicallysteered off the college track,said Dauber in an interview withThe Daily.
The achievement gapThe achievement gap refers
to a gap in scores, the number ofstudents matriculating to collegeand overall academic perform-ance between ethnic and incomegroups. There has been a longhistory of such a gap between
white and Asian students and
black and Hispanic students inPalo Alto and a similar gap be-tween affluent and economicallydisadvantaged students.
Those gaps are embarrassingfor the district, which ranks 147thand 114th in California by thepercentage of African-Americanand economically disadvantagedstudents proficient in Algebra II,according to Stanford educationprofessor Jo Boaler.
By contrast, white studentsare 10th and Asian students arethird.
The rate of minority Palo Altostudents eligible to attend a Uni-versity of California (UC) orCalifornia State University(CSU) school is significantly
lower than that of non-minoritystudents. Most minority studentsin Palo Alto fail to complete anA-G curriculum, the curriculumrequired by the UC and CSUsystems to be eligible to attend.
Last year, almost 80 percentof students in the district gradu-ated having met the A-G re-quirements. But there are vastracial divides. Only 40 percent ofLatinos graduated meeting thosesame requirements. For African-Americans, that number was 15percent.
Thats pretty shocking,Boaler said.
Low test scoresAccording to 2011 CaliforniaStar Test (CST) scores, only 7percent of black students passedthe CST for Algebra II with aproficient or above. The rateamong Hispanic students was 33percent, while white studentspassed with 65 percent andAsian students passed with 86percent.
Only 33 percent of studentsclassified as economically disad-vantaged passed the CST for Al-gebra II. Compared to the 275Asian students and 461 whitestudents, only 15 black studentsand 30 Hispanic students sat forthe test.
Current PAUSD initiatives to
bridge the gap include counsel-ing, intervention classes and ex-panding preschools for at riskstudents.
Solving these issues is likecuring cancer; its going to take alot of different issues and thereare no magic bullets here, saidKevin Skelly, superintendent ofPAUSD.
Dauber called for more pro-fessional development for PaloAlto teachers.
They have very low expecta-tions for these kids and thats re-flected in the performance thatthe kids give, so we need to
change the expectations,Dauber said.
Graduation requirementsParents raised the issue of this
bifurcation of schools in PaloAlto in December, when they re-sponded to an ongoing debate
SERENITY NGUYEN/The Stanford Daily
2011 California Star Test data showed only 7 percent of black students,33 percent of Hispanic students and 33 percent of economically disad-vantaged Palo Alto Unified School District students passed the CST for
Algebra II. The district is debating how to address the achievment gap.
Please see GAP, page 2
LUIS AGUILAR/The Stanford Daily
Stanford Humanities Center research fel-low Mario Carretero discussed Tuesdayhow adolescent education affects theformation of national identity.
Please see FACULTY, page 2
Please see HISTORY, page 2
Please seeASSU, page 2
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place when we are children, Car-retero said.
According to Carretero, histo-ry education encompasses morethan textbooks; museums, nation-
al attractions and even televisionseries are mediums that relay his-torical information to children. Infact, the history written in schooltextbooks is not necessarily thehistory that children and youngadults know, Carretero said.
Carretero mentioned the dif-ference between the histories ofwars as accounted in variouscountries.
It might seem obvious, but it isactually much more interestingthan it first appears, because thatmeans millions and millions ofchildren in the world are gettingdifferent narratives for the samehistorical event.
Carretero had three differentclassifications for history: every-day history, school history and ac-ademic history.
Everyday history is a collec-tive narrative of common storiesfrom everyday people that are not
covered by academic history, hesaid. School history is the mate-rial covered in primary and sec-ondary education.
School history has a lot to dowith everyday history and nation-al identities, Carretero ex-plained.
In school, the nation is present-ed in a very static way, instead of asa changing entity, Carretero said.
He found that national narrativein schools is based on a number offactors: 1) a preliminary identifi-cation process (using the wordwe in a sentence such as, Wedefeated the British during theAmerican Revolution); 2) exclu-
sion-inclusion logical operations(using the word they when talk-ing about other nations or coun-tries); 3) a heroic character (wherethe problem is when the historicalcharacters become myth); 4) thesearch for freedom and territoryas a main and common theme; and5) the use of the narratives asmoral cues and models.
Carreteros research found that
there is not much difference in thehistorical perspective of adoles-cents between 12 and 18, which iswhy an understanding of the con-cept of a nation is so important.
If there is no conceptualchange, our minds will not change,
and there will be no progress,Carretero concluded.
Carreteros recent book, Con-structing Patriotism: Teaching His-tory and Memories in GlobalWorlds, discusses the ways inwhich historical knowledge is un-derstood by students from ages 12to 18. The book was published inSpanish but has been translatedinto English, Portuguese and
French.Carreteros residency at Stan-ford will continue through Febru-ary.
Contact Catherine Zaw at [email protected].
HISTORYContinued from front page
2NWednesday, January 25, 2012 The Stanford Daily
over graduation requirements inthe district.
The current high school grad-uation requirements in PaloAlto remain below the college
preparatory standards set byCalifornia public universities.
Last April, Skelly proposed toraise math graduation require-ments at local Palo Alto andGunn high schools and ran intosome stu bborn opposit ion from many of the math teachersthemselves.
The proposal, which wouldrequire the completion of Alge-bra II, is one component of thePalo Alto Unified School Dis-tricts (PAUSD) plan to bringgraduation requirements in linewith what are known as the A-Grequirements, or the prerequi-sites demanded for entry by boththe University of California andCalifornia State University sys-tems. Special education studentswould likely be able to obtainwaivers for the requirements.
But last spring, when the dis-tricts board of education firstconsidered the proposal, themath department at Palo AltoHigh School came out stronglyagainst it in a letter, calling theidea well-intended, but bear-ing unintended devastatingconsequences.
Consequently, the boardpostponed its decision.
In the letter, signed by all butone of the teachers, the depart-
ment expressed a fear the pro-posal would stop many studentsfrom graduating, or else drasti-cally lower standards in theschools math curriculum. In-stead, they suggested requiringthree years of math one morethan currently needed butnot Algebra II.
They make the assumptionthat just by setting the bar up
there, the bar will be reached,said Radu Toma, the schoolsmath department head, to theSan Jose Mercury News thismonth. Im not saying its im-possible; its a big gamble.
Boaler questioned the PaloAlto math departments reason-ing about lowered standards.
Theres a misconception anda fear that in mixed-achievinggroups, higher-achieving kidsare held back, Boaler said. Re-search shows that this isn t true.
Poor, black and brown kidscan achieve and they can achieveat very high levels if they aregiven proper instruction andproper support, Dauber said.
I think that those concernsare based on distrust of the PaloAlto school system because ofthe way it has historically treat-ed kids who are not super highachieving, Dauber said.
Students are capable ofdoing more than we expectthem, Skelly said.
All attempts to interviewmath teachers at Palo Alto HighSchool were unsuccessful.
Moving on[The district] has a responsi-
bility to all the kids who comethrough their doors, Boaler
said. [The proposal] is a way tomake sure some kids dont fallthrough the net.
Falling through the net leavesa student with few, if any, four-year college options.
Over time, its become clearthat a college education is very,very important, Skelly said.
According to Skelly, withouta push from the district some
students are going to take thepath of least resistance in highschool.
Both Skelly and Dauber en-courage a college preparatorycurriculum catered to all stu-dents.
We need to build a flexiblekind of system, Skelly said.
Dauber also stated that theIndividual Education Plan (IEP)assigned to special needs stu-dents would exempt those stu-dents with cognitive disabilitiesfrom doing Algebra II, but alsoencourage those students withother kinds of special needs totake Algebra II. Skelly is cur-rently at work on another ver-sion of the proposal to present tothe school board this May. If itpasses, the proposal could po-tentially affect underclassmenthe following school year.
Skelly said he has been inconversation with the math de-partment on the plans details,and is confident in working out asolution.
The district will return to theissue of bifurcation at next Tues-days board meeting.
Contact Judith Pelpola at [email protected] and Neel Thakkarat [email protected].
GAPContinued from front page
I would agree with practicallyeverything he proposed but Im notat all that hopeful that its going tohave any dramatic impact, saidCarson.
Hennessey spoke next, com-menting on the phenomenon of aCongressional date night at theaddress. This recent trend, in whicha Republican and a Democrat sittogether as a show of bipartisan-ship, drew his attention duringObamas speech.
One thing to remember is thatthis is an election year and typicallyin election year state of the unionaddresses you will hear the wordchoice a lot, he said. When thepresident is talking about we canmove forward . . . or we can goback to the horrible things thatcaused the financial crisis he isframing that choice.
Hennessey also commented onObamas signals, singling outtaxes on the rich, alternative ener-gy, education and American manu-facturing.
He [Obama] was prioritizingthings that he would argue are im-portant over what I think are the ur-gent concerns that are facing peopleright now and that I think is a strate-gic choice, Hennessey said.
Obamas remarks on interna-tional trade prompted some dis-agreement between the panelists.Hennessey held that they werevery provocative, dangerousand risked a trade war, whereasArrow described them as a naturalreaction in a time of depression.
Frisbee criticized Obamasspeechwriters and the clunky na-
ture of some parts of the speechbut favorably noted his closinggrand narrative about Ameri-cans having each others backs.
A lot of Republicans are un-derestimating the challenge thatlies ahead in campaigning againstPresident Obama, Frisbee said.This is going to be a tough elec-tion, in my view.
Against Hennessey and Fris-bees Republican backgrounds,Crane compared his relationshipwith Obama as a devoted Demo-crat to a relationship with an oldgirlfriend.
I fell in love with him in 2008, Isaw in him exactly what I wantedto see, Crane said. It was mad-dening over the next few years
when he didnt turn out to be the
person I thought he was.He agreed with Frisbee about
the strength of Obamas final pas-sage, This Nation is great becausewe built it together. This Nation isgreat because we worked as ateam. This Nation is great becausewe get each others backs.
Yet Crane returned to his girl-friend metaphor, saying of his in-ternal dialogue, I quickly recov-
ered to say Dont be fooledagain!
He criticized Obamas intro-duction of a Financial Crimes Unitas a late fix.
Tonights speech was nothingbut a reelection speech, Cranesaid. He pretty much hit everyconstituency he had to hit . . . hehit a lot of electoral districts in thecountry, hit Iran, hit Israel, hit thetroops, the veterans administra-tion, teachers student loans, out-sourcing.
The last speaker, Mike Binder,took a forward-looking approachto the speech, expanding on thelessons it gave for the upcomingPresidential election.
From a Democrat perspective,the grand vision of American ex-ceptionalism at the end is like fellback in love with my ex-girlfriend,said Binder, borrowing Cranesmetaphor.
From a Republican perspec-tive, you look and say This guysserious, how are we going to runagainst this in the fall? Binderadded. The lesson to be drawn, heargued, was that Obama is at hisbest when talking about grand vi-sions, but faltered when it came tothe minutiae.
If the Republicans can framethis debate on policy, specific poli-cy technical issues then I think theRepublicans are in much bettershape, Binder said.
What does this mean for therepublican primary? Who mightbe best at framing the debate thatway? Binder added. It might beworth considering Newt Gingrich.
The panel was followed by aQ&A session in which the panelistsstressed to the mainly freshman au-dience the value of taking advan-tage of opportunities at Stanford tointeract with faculty outside theclassroom.
Otero Residential Fellow (RF)Clifford Nass heaped praise uponorganizer Pon and the facultymembers for their willingness toengage with the freshman audi-ence.
Contact Marwa Farag at mfarag@
stanford.edu.
FACULTYContinued from front page
and require repayment.For each of the events, revenue
will be used to help fund futureconcerts at Stanford, DeLongconfirmed.
Trusheim wanted an assurancefrom the Senate about the$35,000 grant he received becausethe concert organizers are cur-rently working on booking artistsand need an exact budget.
The Senate assured Trusheimthat the $35,000 allocation wouldremain, and also agreed to re-ex-
amine the $40,000 loan to Black-
fest in light of the inequity.The official meeting startedwith a brief update from ASSUExecutive Michael Cruz 12. Sen-ator Ben Laufer 12 asked Cruzabout how the governing docu-ments commission is progressing.
Cruz said he did not feel com-fortable sharing details of the pro-visional plans for the new consti-tution in a public forum; however,he said he hopes to have a privateversion available to the Senateand several other individuals intwo weeks.
When Howe raised concernsabout the ASSU elections sched-ule and how it may conflict withthe new constitution, Cruz as-sured her that the constitution
would go into effect after this
years elections.DeLong updated Senators onhis recently launched One-on-One Advocacy Program, whichhe said has already fielded and re-solved a few concerns.
The only bill passed at themeeting was to approve threerepresentatives to the Vaden Ad-visory Council. Tara Trujillo 14,Lily Fu 14 and Baffour Kyere-maten 15 were approved to thepositions. Trujillo and Fu are bothSenators, and Kyerematen is amentee in the Leadership Devel-opment Program (LDP), a men-torship program organized by theUGS.
Contact Brendan OByrne at
ASSUContinued from front page
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By CHRIS FREDERICK
Nicole Heinl 13 wasturned off by whatshe heard about co-ops as a freshman.
Something about communalshowering and excessive druguse, she wrote in an email to TheDaily.
Now, as co-op manager ofHammarskjld House, Heinl hasa different perspective.
In no other place on campushave I found a group of people sowilling to have a conversationabout anything or go do wackythings, she said.
While each co-op has a uniquereputation, they all offer what theOffice of Residential Educationcalls an alternative to Stanforddorm life. On campus, there areseven of them: Columbae, Syner-gy, Hammarskjld, Terra, ChiTheta Chi (XOX), Kairos and En-chanted Broccoli Forest (EBF).
One of the first co-ops, Colum-bae, was named after the Latinword for dove and was founded
in 1970 to promote nonviolenceand counter the turbulent tem-perament that helped spawn mas-sive protests and violence on cam-pus.
Non-violence is more a styleof life than a theme, Dave De-Wolf 71 said to The Daily in May1970.
The central idea of the houseis to live at a materially simplelevel; to reflect beliefs that peopleshouldnt exploit each other andthe natural environment, De-Wolf said. We dont want to liveoff of other peoples backs.
Synergy came next, in 1972, in-spired by a class on alternativelifestyles.
Bringing alternative housing
to Stanford wasnt easy, however,and not all attempts were success-ful. One early co-op organizercomplained to The Daily in May1970, It has been a long anddrawn-out process to get Univer-
sity approval for the house and tohassle out subsequent red tape.Of course, there has always
been more to co-ops than peaceand love. From the beginning, co-ops were motivated by a moremundane concern: money. Earlyco-op organizers sought to savemoney as much as to achieve asense of community living by hav-ing everyone work together, ac-cording to Dan Kent 73, M.A. 74,P.D. 81, one of the first co-op or-ganizers.
Today, those savings can beconsiderable. At UCLA, for ex-ample, students save $6,700 onroom and board by choosing a co-op over a dorm, according to a2007 U.S. News article. Co-ops
have gained popularity amongcollege students in the wake of theeconomic crisis, and today thereare at least 240 cooperative hous-es near at least 51 United Statescampuses. However, by the num-
bers, UC-Berkeley remains theindisputable champion, with 1,300students housed in the BerkeleyStudent Cooperative system.
Yet not all colleges have suchoptions. This fall, students at theUniversity of Pennsylvaniaopened Penn Haven, the schoolsfirst co-op, where eight membersshare the rent of an apartment inWest Philadelphia.
Its tough starting things fromscratch, wrote Penn juniorMeghna Chandra in an email toThe Daily.
To get some help, Chandra at-tended the annual North Ameri-can Students of Cooperation(NASCO) Institute in Ann Arbor,Mich. The Institute runs dozens of
workshops for co-op organizers,including a series called FromRoots to Shoots: Developing NewCo-ops, which, according to theirwebsite, aspires to walk futureco-op founders through theprocess of starting a new housingco-op.
Students tend to have similarmotivations for joining a co-op.
I wanted to cook my ownfood, wrote Synergy residentBrittany Rymer 13 in an email toThe Daily. Clean my own space.Feel independent. You cant reallyget that in a self-op or a dorm.
Steven Crane 12, a Synergyresident and cooperative livingpeer advisor, described a similarexperience.
I actually had no idea [co-ops]existed until my drawmate reallywanted to live in EBF sophomoreyear, he said. Now I thrive onthe freedom and unconventional-ity thats possible when you live ina co-op.
Although students must per-form chores such as cooking andcleaning, the time commitment isrelatively small about four tofive hours per week. Indeed, mostresidents find chores to be an en-
joyable part of the co-op experi-ence.
Theyre actually a really goodway to make friends and a nicebreak from class and studying,Rymer said.
Theres something truly satis-fying about watching a huge pileof grimy pots and dishes trans-form into sparkling clean beforeyour eyes, Heinl added.
While most Stanford studentslive on campus, where all seven of-ficial co-ops are located, some stu-dents seek similar arrangementsoff campus. For them, the DeadHouses are one option. Rob Lev-itsky, a wealthy electrical engi-neer, owns 10 houses in Palo Altothat he rents to Stanford studentsat below-market rates. Eachhouse is named after a song by theGrateful Dead.
As my electronics businesswas successful, I put money intobuying more houses, Levitsky
said to Palo Alto Online. Its notnecessarily the best investment,but its something I enjoy.
Stanfords co-op communitymembers find clear value in thecooperative lifestyle, just as then-freshman Martin Keogh 80 did in1977, when his co-op, Columbae,was at risk of termination. Keoghwrote a letter to the editor of thispaper, expressing his strong opin-ion.
Columbae offers me all thethings this school cannot; thus Ihereby state that if Columbae isdropped I will resign from the
The Stanford Daily Wednesday, January 25, 2012N 3
FEATURESPROFILE
FLYING THE CO-OP
-IME
SPRING First co-op at Stanford,WalterThompson House, established, filling theJapanese House, which was emptied by PresidentFranklin D. Roosevelts internment order
AUG. 23 The Stanford Daily publishes an op-edobituary for the termination of the ThompsonHouse: With the passing of the co-opour regretsare deepened that the winds of freedom will blowhenceforth less briskly
MAYTwo co-op experiments undertaken:Jordan House and a nonviolent house laternamed Columbae
Synergyestablished as a house for exploringalternatives; Hammarskjld established as atheme house for international understanding
Fraternity Theta Chi begins functioning as aco-op, but only officially splits from NationalChapter and renames itself Chi Theta Chi inlate 1980s
1941
1945
1970
1972
1973
1982
OCTOBER Former Chi Psi fraternity housebecomes Columbae. The Stanford Dailycomments on a trend towards transformingdying fraternities into co-ed houses
Ecology House established in Cowell Cluster,changed to Terra in 1973
1971
Columbae co-founderDavid Josephsondiscusses origin ofSynergy House at the10th AnniversarySynergy Reunion.Attempts to terminateSynergy countered by"Save Synergy"campaign, with a700-signature petitionand alumni support
Phi Kappa Psi, a former fraternity, becomes co-opPhi Psi
JAN.-FEB. Students write anop-ed in The Daily on need forAndrogyny House centeredaround an awareness of howtraditional male/female roles aredehumanizing and oppressive tosociety. Debate conducted inDaily editorials, op-eds andletters to the editor on newtheme house. Synergy resident
Richard Korry 77 comments,Theres not much support foralternative lifestyles these days
1977
Configuration Advisory Panel on Housingrecommends the establishment of a theme housefor studying sex roles (Androgyny); Columbae,Synergy and Jordan House considered forreplacement
Satirical letter to the editor of The Daily suggests
non-practicing episcopalian, macho, Latvianand theological engineering as possible themehouses in response to the trend toward moretheme housing
MARCH 2 Androgyny House replaces JordanHouse, only to be replaced one year later by Germantheme house Haus Mitteleuropa
Theres not
much support
for alternative
lifestyles these
days.
1988 KAIROS,formerly a self-op, is listed as a co-op in the Draw
1989OCT. 17 Loma Prieta earthquake hitsNorthern California. Residents ofSynergy, Columbae, Hammarskjld andPhi Psi are rendered temporarilyhouseless due to earthquake damage.It looked like Columbae was going tojust walk right off the foundation, aColumbae resident comments to TheDaily.
It looked like
Columbae was goingto just walk right off
the foundation.
WINTER Lee Altenberg Ph.D. 84 P.D. 85 writes an article in the StanfordHistorical Society quarterly journal detailing University founder LelandStanford's vision of fostering co-ops as a principle purpose of the University
Co-op community members design Stanford Workshop on Political andSocial Issues (SWOPSI, the predecessor of Student Initiated Courses),titled Cooperative Living and the Current Crisis at Stanford. SWOPSI 146publishes a report in May stating, At an institution like Stanford today, werun the risk of buying into the myth of the high-status student who should beexempted from the grubbery which those in the real world must face. Asenior in Roble responds to survey question on co-op residents, describingthem as vegetarian commies.
1990
Phi Psi moves from Cooksey House to vacated Alpha Delta Phi fraternityhouse and renames itself Enchanted Broccoli Forest (EBF)
1991
Synergy relocates to its current location at Cooksey House, converting theparking lot into an organic garden.
1994
Atticus Lee 10 writes for The New York Times about the Synergyexperience, describing the practice of consensus with the goal of attainingglobal harmony in house decision-making
2009
Words Marwa FaragDesign Hiram Duran Alvarez
Photos(clockwise from top left): Synergy in 1986 (Courtesy of Lee Altenberg);Columbae co-founder David Josephson speaks with members of Synergy in 1982(Courtesy of Lee Altenberg); Synergy resident plays guitar on the house porch in2011 (Courtesy of Synergy Photo Pool).
Stanford Daily File Photo
The Enchanted Broccoli Forest (EBF), named after one of the first all-veg-etarian cookbooks, has functioned as a co-operative house since 1991.
LUIS AGUILAR/The Stanford Daily
Kairos, famous for its weekly event Cheese, informally known as Wineand Cheese, moved from being a self-op to being a co-op in 1988.
Please seeCOOP, page 5
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Last Monday was MartinLuther King Jr. Day, a daythat never fails to highlight
how little progress we have madeon racial inequality since the 1960s.Although this is troubling, its hardto know what one person can to doto change things. In some ways, as awhite person, its doubly hard forme to figure out how to effectchange on this issue because, al-though I might see racism directedtowards my friends, its not some-
thing I really experience myself.However, I still recognize that
its a problem and, along with awhole number of other isms, itsan issue on which I would ratherbe part of the solution. Over thelast few years, Ive become awareof a different way to frame the dis-cussion about racism, one that Ihave found helpful. This approachsituates the white experience fullywithin the issue and in relation tothe experiences of others, givingme a new way to understand bothmy relationship with racism andthe role and responsibility I havein combating it.
This reframing focuses on theidea of understanding ones privi-lege. Privilege is the acknowl-edgement that some groups ofpeople get rights and advantagesgiven to them while others are de-nied the same rights and advan-tages. These benefits, especiallywhen talking about issues such asrace, are unearned, because noone chooses what racial groupthey are born into. Examples ofwhite privilege might include
being perceived by some as morecompetent and hardworking thanpeople of most other races andthe assumption that your admis-sion to college is based on yourqualifications instead of the needto fill an affirmative action quota.
Although I am discussing thisin terms of race, this concept ap-plies to a number of issues such asgender, sexual orientation, age,economic status, educationalbackground, gender expression,physical ability and citizenshipstatus. Your level of privilege isnot always simple; it may dependon the context, and your privi-
leges in different categories mayintersect in nuanced ways. Youmay be black and thus unprivi-leged racially or be heterosexualand thus privileged with regard tosexual orientation. Most peoplebelong to some groups with highprivilege and some with low. Thisdoes not mean that they canceleach other out; rather, they arefacets of an identity to be aware ofthat intersect and shape the waysin which you are able to move
through society.You are probably barely aware
of the ways in which your areas ofprivilege benefit you, because priv-ilege often makes itself invisible tothose who have it (on the otherhand, it is generally easy to recog-nize the privilege of others.) If yourprivilege is in terms of race, part ofthis is because being white inAmerica is too often considered tobe the neutral and universal Amer-ican experience, when in manyways our society makes it a posi-tion of power. This leads to ideassuch as white people not having aculture and the ability of whites to
deny the fact that people of differ-ent races may not share their expe-rience.
Consciously making the effortto recognize privilege and under-stand how it shapes your life (andthe lives of those around you) al-lows you to combat these invisibleassumptions that help to maintainthe racial hierarchy that we live in.Recognizing that you are privi-leged means, in part, becomingaware that your lived experience
is not a baseline normality; it isone of heightened advantage.Knowing that we live our liveswithin a structure of racism re-futes the idea that when people ofracial privilege do well it is solelybecause of their personal effort,and also refutes the notion thatwhen people of color do not do aswell it is because they didnt tryhard enough.
And yes, acknowledging yourprivilege is a hard thing to do. Itshard to admit that in the UnitedStates, a country that places somuch emphasis on hard work andindividuality, structural racism
may have played a greater role indetermining where you are in lifethan your own effort. We all wantto believe that we have earned theopportunities weve had. This iswhy discussions about privilegeoften inspire guilt or defensive-ness; however, recognizing privi-lege is not about blame. Just assomeone born into low privilegedid not choose it, neither did
someone born into high privilege.But denying and ignoring yourown privilege only means that youare further allowing the system ofinequality to disenfranchise oth-ers. So dont pretend it doesntexist; instead, acknowledge andembrace the fact that you under-stand you have privilege. Then itbecomes a tool, helping you ownyour role in combating racism andincreasing your ability to play apart in dismantling the racist hier-archy in which we live.
Continue the discussion with Jamieat [email protected].
4NWednesday, January 25, 2012 The Stanford Daily
There are many scary things inthe world birds, smallspaces, the thought of run-
ning out of Doritos but thescariest of all might be the future.
And coming from me, thats reallysaying something, because I have alegitimate bird phobia. I think theyare terrifying creatures (pigeonsespecially), and I strongly dislikethem. But back to my point thefact of the matter is, the future canbe scary. As a senior in college, myfuture has never been as unclear,and therefore as terrifying, as it isnow. For most of my life, Ive prettymuch known what was comingnext. In kindergarten, it was firstgrade. In high school, there was col-lege. But now, there are a millionoptions, and as exciting as that is, itsalso just as scary. As Im sure Ivementioned many times, I have noidea what I will be doing next year.Right now, it seems like my life is
just going to drop off into somekind of a black hole come June, andthats not the most comfortingthought. Most of us want to knowwhat life has in store for us, andwere not alone. Plenty of peoplededicate their lives to knowing thefuture psychics, fortune-tellers but unfortunately (pun intend-ed), most of these people cant ac-tually see into the future. That is,with one exception: the futurist,which will be this weeks columntopic.
Im aware that a futurist soundslike a made-up job from a bad sci-fimovie, but its really not. Essential-ly, the job of a futurist is to analyzedata from the present and past toform theories about the future ofhumanity (no big deal). As a futur-ist, you would work in a consultingrole with companies or the govern-ment, helping them prepare forwhere the human race is headed.
One of the great things about acareer as a futurist is that becausepeople want to know so many dif-ferent things about the future, youcan focus on almost anything, frompopulation issues and humanhealth to economics and climate-change policy. Anything with po-tential impact on humanity is fairgame. Your job would be to identi-fy the future problems in whateverfield youre interested in and sug-
gest ways for humans, companiesor the government to adapt thatwill prevent those problems fromarising.
This isnt some crystal-ball-holding, tarot-card-reading gig
its a highly academic discipline.Theres a Twitter account andeverything. But in all seriousness, acareer as a futurist is both intellec-tually stimulating and demanding.This means you will need at least anundergraduate degree in a relevantfield, and certain concentrationswill require even more schooling,such as economics and health-re-lated issues. Given the nature of thejob youll be doing, a good futuristwill be someone who enjoys cre-ative problem-solving, recognizingpatterns in data and seeing both thebig and little pictures. Also, someinterest in the future of humanitycould be considered a bonus.
In the end, though, its worth it.Not only will you be making a six-
figure salary within your first fewyears as a futurist, but you will alsobe applying all that academicknowledge youve acquired overyour years here at Stanford to real-life problems. Its no wonder thefield of future-consulting has ex-ploded recently, with literallydozens of future-consulting firmsin the United States alone, not tomention several in Europe. Thismeans that if you see yourself as a
future futurist (I couldnt help my-self), you will have the luxury ofchoosing not only your focus areabut where you want to live as well.
Ultimately, being a futurist isntso much a job title as it is a way ofturning an academic interest into a
successful career. With the salaryand flexibility, not to mention thefields unique growth in this econo-my, its a great path to pursue. Last-ly and this is just a tiny little in-significant side note youll behelping to ensure the future of ourspecies.
Want to be a part of Amandas fu-ture? Let her know at [email protected].
As a senior in college,my future has never
been as unclear, or as
terrifying, as it is now.
OPINIONS
ON THE MARGINS, BETWEEN THE LINES
Combating racism by recognizing privilege
JOBBERISH
Back to the futurist
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The Stanford DailyE s t a b l i s h e d 1 8 9 2 A N I N D E P E N D E N T N E W S P A P E R I n c o r p o r a t e d 1 9 7 3
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Ask the Stanford Class of2012 what they plan to donext year, and you will re-
ceive many impressive responses.There are countless students as-piring to prestigious professions asdoctors, lawyers and academics.There are those entering the high-tech industries of software, pro-gramming and engineering. Thereare also those choosing to enterthe arenas of business, consultingand investment banking. All ofthese fields are united in their highsalaries and resultant prestige, andit is generally no surprise when an-other bright and high-achievingStanford student chooses one ofthese career pathways.
One answer you are less likelyto hear is that of teacher, a pro-fession that popular opinion doesnot quite equate with the othersmentioned above. Unfortunately,the status afforded to elementary,middle and high school teachers isnot very high, both on the Stan-
ford campus as well as around thecountry. A recent University newsarticle explores the differences be-tween the Finnish school systemand U.S. education, noting thatteachers in Finland are comparedto lawyers and doctors whileteachers in the U.S. are perceivedto be more on par with nursesand therapists, according toFinnish education expert PasiSahlberg.
Other authors have also ad-dressed the diminished prestige ofteachers. Pulitzer prize-winningNew York Times columnistNicholas Kristof remarked in aMarch 2011 piece that, We
should be elevating teachers, notthrowing darts at them. At a timewhen the U.S. educational systemis losing its competitive edgeagainst the schools of other coun-tries, it is lamentable that thechoice to enter the teaching pro-fession is not always highly re-garded by students graduatingfrom elite colleges.
By the teaching profession,we do not mean temporary stintsin education, such as those provid-ed by Teach For America (TFA).Skeptics of the program remind usthat participation in TFA does notindicate that students seek to be
teachers; indeed, last year this Ed-itorial Board highlighted the ap-peal of TFA as an organizationthat has turned education reforminto a status symbol (Teach forAmericas Rise Reveals Need forOptions, March 9, 2011). Some
students certainly use TFA as aspringboard to either professionalschools or different career paths,but one should not generalize themotives of those well-intentionedstudents admitted to the TFAcorps. A study published in Octo-ber 2011 on Education Week findsthat 60.5 percent of TFA teacherscontinue as public school teachersbeyond their two-year commit-ment. Whether this means thatTFA members take up a long-term career in teaching or merelyone additional year past their two-year TFA contract is unclear, but itsuggests that they are not neces-sarily ending their tenure as teach-ers with their completion of TFA.
Still, the popularity of tempo-rary teaching fellowships does notaddress the root problem of lowteacher status in U.S. society. Sev-eral means of addressing teach-ings lack of prestige have beenproffered. Kristofs suggested so-lution, based upon findings of a
McKinsey study, calls for an in-crease in teacher salaries.Sahlberg, referring to teachingqualifications in Finland, pointsout that candidates must com-plete a three-year masters degreebefore teaching. He notes thatteachers in Finland are highly cov-eted, and primary school teachingpositions are harder to obtain thanentrance to medical school.
All of these possibilities more selective admission to teach-ing positions, more stringent edu-cational requirements for teach-ers and higher teacher salaries are essentially methods of elevat-ing status. And for better or worse,
this may be the most effective wayto make the job more appealing tograduates of elite colleges such asStanford. But if we want resultsthat will not take their toll uponthe current educational system,we cannot suddenly restrict ad-mission to masters programs ineducation or increase the numberof years in the program. The cur-rent nationwide shortage of quali-fied teachers renders these op-tions incredibly damaging in theshort-term. Nor can schools sim-ply offer higher salaries withoutcutting costs elsewhere.
More important is a shift in
mindset, a shift that will hammerhome the point to Stanford stu-dents that teaching is as noble aprofession as any other and cer-tainly one that is crucial at this
Unsigned editorials in the space above represent the views of the editorial board of TheStanford Daily and do not necessarily reflect the opinions of the Daily staff. The edito-
rial board consists of eight Stanford students led by a chairman and uninvolved inother sections of the paper. Any signed columns in the editorial space represent the
views of their authors and do not necessarily represent the views of the entire editorialboard. To contact the editorial board chair, e-mail [email protected]. To sub-
mit an op-ed, limited to 700 words, e-mail [email protected]. To submit aletter to the editor, limited to 500 words, e-mail [email protected]. All are pub-
lished at the discretion of the editor.
EDITORIAL
Restoring the prestigeof teaching
Amanda
Ach
Jamie
Solomon
Please seeEDITORIAL, page 5
8/3/2019 DAILY 01.25.12
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The Stanford Daily Wednesday, January 25, 2012N 5
University to find another suchcommunity elsewhere, he said.
Today, Columbae and its fel-low cooperatives still stand. On anaverage evening in Heinls Ham-
marskjld House, student chefsbustle out of the kitchen with
trays of hot food. As an apronedcook announces the menu, stu-dents waiting to eat cut conversa-tions short. After the meal begins,the room bursts into applause,speaking to co-op communitymembers devotion to preservingthe alternative lifestyle and senseof community that first thrived atStanford in the 1970s.
Contact Chris Frederick [email protected].
COOPContinued from page 3
point in time. Reminders fromprofessors to consider teaching asa career; events to showcase theimportance of teachers in society these are just some possibilities.
Those students pursuing degreesat such programs as STEP, offered
by the Stanford School of Educa-tion, should be no less proud thantheir peers of their interest in ateaching career. And for those stu-dents who would raise a question-ing eyebrow at a peer who aspiresto be a high school teacher thisis the attitude holding back the USeducational system. The changemust begin now, and it certainly
must begin at the level of elite in-stitutions such as Stanford.
EDITORIALContinued from page 4
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6NWednesday, January 25, 2012 The Stanford Daily
SPORTS
Andrew,please
dont go
I
t feels more and more likeyoung people today are losingtouch with reality. Well,maybe not reality, but we are
more and more reliant on thevirtual world to communicate andfind our news and gossip.
Take, for instance, this message Ireceived from one of my room-mates earlier this afternoon: Heybro, did u c prince 2 D-troit? Ur Soxr in trouble lol. This wasnt just atext message, but rather an instantmessage he sent while Skyping me.While we were on the phone. Andhe was in his room next door.
Like I said, we are losing touchwith the physical world. Which iswhy every week I take a few mo-ments to sit down and put pen topaper with a letter to an athlete I ad-mire, but who I hope will listen tosome words of wisdom.
The following is what I came up
with for this week:Dear Andrew . . .As I write this letter, I am simul-
taneously watching highlights ofthese past few glorious seasons onthe Farm. There is the strike youthrew to Doug Baldwin while beingpulled to the ground, followed bythe one-handed take-your-breath-away grab you made againstUCLA. Who could forget the 51-yard touchdown scamper againstWashington and 52-yarder againstWake Forest?
Ah, there are my personal fa-vorites the absolute beat-downsyou handed Cals Sean Cattouseand USCs Shareece Wright (ac-companied by a great call from thebroadcast team).
And of course there are several
Stanford softball opens season astop-10 team
Three weeks before the startof the season, the Stanford soft-ball team earned the No. 9 rank-ing in the National Coaches As-sociation preseason poll and theNo. 10 slot in theESPN.com/USA Softball Top25, it was announced on Tuesday.
Led by 2011 USA SoftballCollegiate Player of the YearAshley Hansen, the Cardinalhas 11 letter-winners returningfrom last years squad that fin-ished 42-17 and was one winaway from a berth in theWomens College World Series.
A trio of juniors who wereNFCA First Team All-West Re-gion and All-Pac-10 selectionslast season will look to pushStanford over the top in JohnRittmans 16th season as headcoach.
It wont be easy in a loadedPac-12. Seven of the confer-ences nine teams are in the top
15 in the rankings, headlined bydefending national championand near-unanimous No. 1 Ari-zona State. Rival Californiacomes in at No. 3, with No. 8 Ari-zona, No. 11 Oregon, No. 13UCLA and No. 14 Washingtonthe other conference squads ex-pected to contend with the Card.
Stanford will get plenty of op-portunities to test itself againstthe countrys top competition,opening the season at the Ka- jikawa Classic on Feb. 10 andsetting up a potential top-10showdown with No. 5 Oklahomaat the Cathedral City Classic twoweeks later on Feb. 24.
Stanfords Ogwumike andThacher nab Pac-12 Player of
the Week awards
On the heels of a pair of im-pressive weekend performanc-es, womens basketball sopho-more forward Chiney Ogwu-mike joined mens tennis seniorRyan Thacher as Bank of theWest Pac-12 Players of the Weekin their respective sports.
It was the second consecutivehonor for Ogwumike, who aver-aged 17 points and 11.5 re-bounds in Stanfords homesweep of the Washingtonschools over the weekend. Shealso shot a remarkably efficient
68.4 percent from the field whilepiling up her seventh and eighthdouble-doubles on the seasonfor the No. 4 Cardinal.
Thacher stepped up big on adifferent court for Stanford,playing just his second careermatch at the No. 1 spot for themens tennis team with two-timeAll-American Bradley Klahnunavailable due to injury.
But the Studio City, Calif. na-tive rallied from a first-set deficitagainst Japie De Klerk to clinchStanfords tight 4-3 victory overNo. 23 Tulsa on Friday after-noon. And he followed that upwith a nice win over Jose Her-nandez as the No. 6 Cardinalsent No. 20 North Carolina
packing on Saturday.
Miles Bennett-Smith
By JACOB JAFFEDESK EDITOR
After a 15-3 start, the Stanfordmens basketball team appearedto have stepped up into the toptier of the Pac-12, and all signspointed toward a fight to makethe NCAA Tournament. Twogames later, and there are sudden-ly questions of whether the Cardi-nal has even improved very muchsince head coach JohnnyDawkins first year on the Farm.
That may be a bit of an overre-
action, but a come-from-ahead,double-digit loss to mediocreWashington State and an uncom-petitive beat down by Washingtondont inspire very much confi-dence.
Of course, the 15 wins so farare already as many as the teamhad last year and more than in 09-10, but success in major collegebasketball is measured by post-season success. And so far,Dawkins has led Stanford to onepostseason tournament thelowly CBI three years ago andlost to a conference foe that year.The quick start this year has givenStanford fans hope of making itback to the Big Dance, and that
hope is certainly still there. Butthe teams struggles in the Ever-green State are worrisome forthose chances.
For much of the season, theCardinals calling cards have beendefense and rebounding. Againstfoes from the Pacific Northwest,however, those have been flawsinstead of strengths. Case in point:in the 16 games against teams out-side Oregon and Washington, theCardinal allowed 72 points orfewer in every game and outre-bounded its opponent in every
game but one. Not surprisingly,Stanfords record in those 16games is 14-2. In Stanfords fourcontests against Oregon, OregonState, Washington State andWashington, though, the Cardinalhas allowed more than 72 pointsin every game and has failed tooutrebound any of its four oppo-nents. Stanfords record in thosefour games: 1-3, with the one wincoming in quadruple overtime.
All this is not to say that theproblem is confined to those par-ticular teams. The other trait thatthose four games share is that allfour were on the road, and this
CAROLINE CASELLIDESK EDITOR
Chasson Randle, the Class of2015s lone mens basketball re-cruit, has comfortably settled intohis starting role on the Pac-12stage. This past summer, the 6-
foot-1 guard from Rock Island,Ill., received numerous accoladesfrom opposing teams coaches onthe squads trip to Spain, and hehas been an integral part of theCardinals 15-5 start.
Statistically he has made an in-stant impact: he currently aver-ages the second-most minutes onthe team (30.1 per game, close be-hind sophomore Aaron Brightwith 30.2), leads the team in steals(23), ranks second-best, again toBright, in both assists (44) andthree-pointers made (39) and hastaken more shots than any of histeammates (190). In the teamsJan. 7 quadruple-overtime 103-
101 win over Oregon State, Ran-dle was unstoppable; he led allplayers on the floor with 24 points,including the first five points inthe fourth overtime and thegame-clinching points with 37 sec-onds remaining.
Randle, a soft-spoken leader,
recently sat down with The Stan-ford Daily to discuss his experi-ences donning a Cardinal jerseythus far.
The Stanford Daily (TSD): Whatdrew you to Stanford over schoolscloser to home?Chasson Randle (CR): Really Ifelt that I could get the best ofboth worlds, both academicallyand on the basketball court. And Ihave an opportunity to do some-thing special here as far as basket-ball goes.
RECENT LOSSES IN OREGON,WASHINGTON RAISE QUESTIONS
PEAKS ANDVALLEYS
SPORTS BRIEF
Q&A
Catching up withChasson Randle
IAN GARCIA-DOTY/The Stanford Daily
The Stanford mens basketball team had a discouraging weekend inWashington, falling to both schools in double-digit losses. The Cardinalwill look to harness its strong defense and rebound this weekend when ittakes on cross-bay rival and conference frontrunner California.
Miles
Bennett-SmithJacoby is my Homeboy
SIMON WARBY/The Stanford Daily
The softball team will enter theseason at No. 9 and 10, per the
National Coaches Associationand ESPN.com/USA Softball Top25 preseason polls, respectively.
Please see MBBALL, page 7
Please see RANDLE, page 8
Please see B-SMITH, page 7
8/3/2019 DAILY 01.25.12
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The Stanford Daily Wednesday, January 25, 2012N 7
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could be the biggest issue. In sixroad games, Stanford is 3-3, butonly one of those wins cameagainst a team with an RPI above280 (the quadruple-overtime win
over OSU).This is particularly notable be-cause the Cardinals next gamecomes on the road against thelikely favorite to win the confer-ence: Cal. The Golden Bears are13-0 at Haas Pavilion, and Stan-ford has lost its last three gamesthere by a combined 52 points.With how bad the Pac-12 is thisyear, the Cardinal cannot afford apoor showing against the confer-ences current top dog.
On the positive side, Stanfordsits just a game out of first placein the Pac-12 and has ample op-portunity to move up in thestandings. Six teams have two orthree conference losses, and the
Cardinal gets to play five gamesagainst those teams in its final 10games, so winning the confer-ence is fully in Stanfords con-trol. And even as bad as the Pac-12 has been, the team that winsthe regular-season title par-ticularly if its conference recordis around 13-5 or 14-4 will al-most definitely make the NCAATournament in March.
Stanford has shown flashes ofthe ability necessary to win theconference, and its schedulegoing forward sets up well for arun at the Pac-12 title. In order tohave any shot at doing so andmaking the first major postseasontournament in the Dawkins era,though, the Cardinal desperatelyneeds to become more consistent,particularly on the road. Stanfordwill get its toughest road test ofthe year on Sunday, and theteams performance against Calwill be very telling about its post-season chances.
Contact Jacob Jaffe at [email protected].
MBBALLContinued from page 6
minutes devoted to the masterpieceyou painted against Oregon in the2009 upset and the surgical preci-sion with which you dissected Vir-ginia Techs vaunted defense in theOrange Bowl.
That leaves out the incrediblecomeback you led against USC mo-ments after being picked off, leavinghordes of distraught Stanford fansworried they would once morehave to suffer the wrath of the most
obnoxious fans and fight song in the land.But enough of singing your
praises, because you have plenty ofpeople to do that in the monthsleading up to your coronation as theNFLs No. 1 pick in April PhilSimms insanity notwithstanding.
Actually, thats kind of why Imwriting to you, Austen (note howmy personal relationship allows meto call you by your uniquely spelledmiddle name.)
I want you to shock the world,make a terrible business decisionand suit up a few more times for theCardinal. I realize that this is, in fact,impossible. You hired an agent,passed the deadline for withdraw-ing from the draft and by all ac-
counts are knee-deep in workoutsto show people why Heisman vot-ers certainly did not pick the betterNFL quarterback prospect.
But there is so much more workto be done on this campus, Andrew!
I am afraid of what the futureholds in store for Stanford football.Definitely not next season, when Ibelieve Barry Sanders Jr. and Step-fan Taylor will lead the Cardinalsstable of running backs, and a hun-gry Shayne Skov will leave his markon players and the program.
That should also keep the ballrolling for 2013, when I expect bigthings from Brett Nottingham. Seri-ously.
And I dont even think there willbe an exodus of fans from the
games just because there is no No.12 running around making playswith a beehive on his neck.
No, I am afraid because I fearthat the greatness of the past threeyears of Stanford football will fadeinto obscurity with all the great
things going on at this campus inany one moment.
Surrounded by Nobel Prize win-ners, and amongst the multitude ofNCAA championships because ofthe quantity of quality athletes thatbike these streets, Stanford footballhad a chance to stick it to the SEC,the East Coast haters and the igno-rant citizens all across the countrywho do not realize that Stanford isnot just a place for nerds.
Sure, #Revengeofthenerds is agreat sign to show off on CollegeGameDay, but it feels like we were just one or two wins away fromspawning the type of freshmen thatflock to USC.
We will rarely have the kind ofplayers that normally suit up forTroy or LSU or Alabama. But thatis because we do not want them.They would not get in.
But I was hoping that a BCSChampionship or at least anotherBCS bowl game win would finishoff the job that Harbaugh begancultivating and that you and yourcrew took to heart in just a few shortyears on the Farm: make Stanford aperennial power in the most popu-lar college sport in the country.
I applaud David Shaw for the job he has done in out-recruitingHarbaugh and setting Stanford on asolid track to try to continue thewinning ways of these last seasons.
However, I had even bigger
dreams for us. Call me DonQuixote, but I dreamt of a campusactually enthralled with collegefootball from September throughJanuary. A campus that was able topack not only the USC and Oregongames but also the San Jose Stateand Washington State games staying until the final whistle.
Which is why I want you to avoidthe Colts and all that insanity andsue the NCAA to regain your finalyear of eligibility. Sure, it didntwork out for Maurice Clarett, butyoure a whole lot smarter.
Wouldnt it feel good to hoist upthat crystal trophy in Miami nextJanuary and finally put a Heismanon your mantle? But hey, what do Iknow?
Well, Miles may not know much,but he has the freaking Ink BowlMVP trophy on his mantel. Emailhim at [email protected] andcheck him out on Twitter @smilesb-smith.
B-SMITHContinued from page 6
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8NWednesday, January 25, 2012 The Stanford Daily
TSD: What do you mean bysomething special?CR : Like win championships Pac-12 championships. And makethe Tournament and go far.
TSD: The team hasnt gone to theNCAA Tournament in four years.What would a Tournament berthmean to you, as a freshman, and tothe program as a whole?CR: First of all, I think it would be agreat accomplishment for the pro-gram, starting up a legacy that wewant to build here again. And as afreshman, it would mean a lot be-cause hopefully I can go all fouryears that Im here and do some-thing special while Im here.
TSD: Before the school year hadeven started, you went to Spain withthe team. Can you talk about the en-tire Spain trip experience?CR: It was a great learning experi-ence, playing against grown men
over there they were all in theirlate twenties and early thirties. Itsvery physical over there. And alsogetting a chance to play with theseguys, my teammates, and kind oflearning how they play and learningabout the coaches and how theycoach, really becoming acclimatedwith everything as far as the basket-ball thing goes.
TSD: Was it lonely being the onlyfreshman?CR: During the summer it was a lit-tle bit. But my teammates all havehelped me out, like Anthony[Brown] and those guys, theyre likemy big brothers.
TSD: Now that youre well into theconference season, what would yousay has been the biggest differencebetween high school basketball andPac-12 basketball?CR: Id say everyone is a lot quicker from the big players, the fours andthe fives, to the guards everyonesa lot quicker. And you have to thinkabout the game a lot more at thislevel.
TSD: Youre the only freshman inthe rotation right now, but you aregetting the second-most minutes onthe team and lead the team in shotattempts. How are you balancingbeing a freshman with being a teamleader already?CR: I feel like a leader, but really, Imjust trying to help my team out asbest as I can, and grow as a playerand person while Im doing it. Itsbeen a great experience so far, and
my teammates are finding me in theright spots, and Im able to get shotsoff. And then, as far as the minutesgo, Im just thankful that my coachesbelieve in me, and so do my players.
TSD: What is Coach Dawkins in-structing you to do when you getopen looks?CR: Hes not really telling me whatto do hes just telling me to stayaggressive whenever Im out there
on the floor, just look to make plays,to help either myself or my team-mates on both ends of the floor.
TSD: A couple of weeks ago, yourteam won a crazy four-overtimegame at Oregon State, and you ledeveryone in scoring. Whats it like toplay in a game like that and to comeaway with the win?CR: Well, it was my first time in afour-overtime game. The atmos-phere was crazy up there. It was veryintense. Honestly, I felt like I couldhave kept playing. I wasnt reallytired. You just get caught up in themoment. But it was just a great gameand to come out with the win, itmeans a lot for our team, and itshowed that we have a lot of heart
and character to stick things outwhen things get tough especiallyon the road.
TSD:How are road games?CR: [Laughs.] A lot more challeng-ing than home games, I can tell youthat. The other crowd, they get into it,the away team. A lot of [personal at-tacks], things like that. You have tobe focused.
TSD:Up to this point, the team hasstruggled with turnovers and freethrows. How do you see that turningaround as the season progresses?CR: Really, weve been working onthat in practice a lot, and really justtrying to correct that as best as wecan. I think well start seeing betterresults as we keep playing games.
TSD:What has been the highlight ofyour freshman experience thus far?CR: Where should I start? Its allbeen a great experience so far, but Ihave to say the first game that Iplayed was a big moment for me, youknow, starting as a freshman. Andthe game we played against OregonState, just going into four overtimes,and the way everyone played, it wasgreat for our team, and hopefully wecan just build on that and keep play-ing good basketball.
TSD: Well, thanks for sitting downwith me.CR: No problem . . . thanks for talk-ing to me.Contact Caroline Caselli at [email protected].
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