A Space of One's Own
Your article on "The Parking Puzzle" (November/December 1996) suggests that parking "is so emotional because parking is so petty." An alternative explanation is that parking takes time, and time is the one resource that all of us are short of. Assume that the difference between an ideal parking situation and reality is 10 minutes a day on average. If the value per hour of a faculty member's time is $400 and she commutes to campus 180 days a year, we get an annual loss of $12,000 due to parking--well above the estimated $1,000 it costs the University to maintain a space each year.
The University's attitude to the parking problem reflects the value it places on the time of its community members. The University can signal that it values our time by improving the parking situation.
Oh, and putting this e-mail together took me 10 minutes.
Haim Mendelson
Professor, Graduate School of Business
Your entertaining article on parking makes only brief mention of alternative solutions.
Among the many reasons for the popularity of Stanford's overseas campuses (see the same issue) is their location in urban centers in Europe and Japan where there is little need for a car and thus no "parking problem" for most people. As a student at the Vienna campus in the 1970s, I explored myriad combinations of streetcar, bus, subway and walking routes going between my dormitory and my classes.
Stanford can do little about the low U.S. gasoline prices, which foster automobile dependency and asphalt-oriented land development policies. But, it seems to me that the existing Marguerite shuttle bus service could be made much more viable:
- Have the bus connect with the CalTrain. "Connect" means a wait of 5-10 minutes.
- Post an accurate, up-to-date and easy-to-read printed schedule at each bus stop.
- Have some routes go directly from the train station to the center of campus.
Drew Keeling, '77
Berkeley, California
Julia Fremon, Stanford's manager of transportation programs, responds:
We thank Drew Keeling for his suggestions. We think we already do No. 1 (the Marguerite connects with 86 trains a day at two CalTrain stations), and we're working on No. 2--this year we're installing bus shelters all along the Marguerite route, and each shelter will display a timetable. As for No. 3 (direct bus service from the train to the Quad), we hope to be able to add that route within the next few years. The station-to-Quad trip now takes only 10 minutes, but it does seem longer because of small route deviations to other front doors along the way.
No Glory Days
Why am I not surprised about your new editor's lament of missing "the glory days" of '60s and early '70s activism (First Impressions, November/December 1996)--as if destroying the campus and causing major disruptions can be justified under any circumstances?
It isn't surprising then that Bob Cohn chose to feature in this same issue the most recent escapades of a blowhard like Stanton Glantz. I, for one, never smoked and avoid patronizing establishments that allow it; however, I do not need or want overgrown busybodies like Glantz or Ralph Nader appointing themselves as my guardian.
James V. Pollock, '52, MS '54
Bothell, Washington
Inside Iran
I shared your article on Iran, "Lifting the Veil," (September/October) with my Persian co-workers (some of whom had been back since the "Revolution"). Like me, they found it very interesting--and accurate, too.
I was especially intrigued because I had just finished reading George Orwell's Animal Farm. There is a strong similarity between the stories: the same gradual shift in the "party line," and the revolutionaries becoming what they had hated.
Dietrich Vook, MS '86, PhD '89
Corvallis, Oregon
While the article "Lifting the Veil" was written as a personal commentary on the current political and social situation in Iran, I was somewhat disappointed to find that the author, Goli Ameri, succumbed to the prevailing Western rhetoric on the subject.
Ameri condemns the progress of Iran since the Islamic revolution. She expresses concern over the issues of political freedoms, social constraints and women's rights. But what she fails to do is provide factual basis for her assertions, and she fails to take into account the myriad mitigating factors that have brought Iran to the present situation.
Ameri's implicit portrayal of the religion of Islam as a tyrannical force that works to oppress the people of Iran is most alarming. The revolution was the desire of the Iranian people. They were tired of the vice and decadence of the reign of the Shah, and they chose to attempt to follow Islam more closely and strive to fulfill what they believe is God's will. And while the people she spoke with felt that the revolution had "brought nothing to Iran but shame and backwardness," it would be interesting to hear from those with whom she did not speak. There is no monolithic opinion on Iran's recent history.
Ali Asadullah, '93
Mountain View, California
Soyster's Excellent Adventure
Kudos for Matthew Soyster's "The Time That Binds" (September/October 1996)! It was exactly those same preconceptions, trepidations and been-there-done-that modalities that kept me from attending my own 10th reunion. I look back on my college days as among the best of times. Untempered by time, I fiercely defend my Stanford friends' memories in my mind, oblivious to the reality that I've not spoken with more than three of these cherished people in as many years.
Soyster's excellent adventure accomplished three things. It made me laugh. It made me cry. And it made me resolve not to miss my next reunion. It can't come soon enough.
Tracy Landauer, '83
San Diego, California
T-Shirt Lesson
Regarding your recent mascot poll ("Name That Team," September/October, 1996), it appears that things have not changed much in almost 20 years. As a senior, my idea for our T-shirt logo was a battle of the mascots that were favored by various groups at the time: Cardinal (the administration); Tree (the band); Robber Baron (the ASSU); Gryphon (athletes); and Indian (alumni). When the Native American students heard about the design, they requested a meeting and explained their opposition to including the Indian. After much emotional discussion, I agreed and changed the design. As I look at the logo now, it reminds me of a defining moment in my "non-classroom" Stanford education, when I gained a deeper respect for the dignity of a minority/ ethnic community.
Clark Sterling, '78
Oakland, California
The New Millennium
I am incredulous that you refer to the Class of 2000 as the "First Class of the New Millennium" (Stanford Today, September/ October 1996). Just a few days earlier, President Casper, in his annual letter to alumni, correctly identified the current class of incoming freshmen as the last class of the millennium. At Stanford (and earlier), we learned that, since there was no "year zero," the second century began on January 1, 101 (not 100), and the 20th century on January 1, 1901 (not 1900). Therefore, of course, the new millennium will commence on January 1, 2001, as is well known by sci-fi aficionados. Just remember the movie title! And, next fall, be sure to label the incoming class of 2001 the First Class of the Millennium.
Ray E. Stanford, '61
Denver, Colorado
A Sense of Heritage
Though I was excited to read the article about campus architecture by Michael Cannell (Stanford Today, September/October 1996), I wondered why in the 20th century the University has created so many bland and pretentious structures. From dormitory towers to trailer parks to a library nicknamed "UGLY," the once idyllic "Farm" has been littered with embarrassments.
Cannell neglected to mention Frank Lloyd Wright, whose campus home for Professor and Mrs. Paul Hanna, constructed in 1937, is one of the architect's greatest achievements. Unfortunately, the Hanna House, a gift to the University, has not been used imaginatively as a vehicle for architectural education. Despite the current construction boom, the Hanna House has not yet been restored to its pre-1989 earthquake glory.
Distinguished patronage in any field takes rare insight or talent. While campus architect David Neuman may be on the right track, the Stanfords' and the Hannas' vision will not be easily challenged.
George M. Goodwin, PhD '75
Providence, Rhode Island
The Planning Office responds:
The restoration of Hanna House is indeed a part of construction plans at Stanford. The University is in the midst of a campaign to raise $1.5 million for the renovation. The strengthening and reconstruction of a 20-foot-long retaining wall has just been completed and it is anticipated that work on the house will begin next summer. After the renovation, the house will no longer be used as a private residence, but will be available for special events hosted by the University community and will be open to the public for tours.
As an architect, I was encouraged to read "Recapturing the Pride of Place" concerning Stanford's recent construction boom and its efforts to recapture a sense of the school's architectural heritage.
While I applaud the efforts to improve the campus's built environment, I was struck by the fact that there was no mention of perhaps the most fundamental issue emerging in architecture today: sustainable or ecological design. Sustainable architecture considers renewable energy sources, energy efficiency, water use and reuse, material toxicity, the "embodied energy" of materials, regenerative landscaping and indoor air quality.
In ecological design, natural systems are often used as a model. Technological advances, such as solar photovoltaic panels, are often integrated with ancient building methods, such as the use of natural ventilation and daylighting. The potential returns in terms of energy savings, productivity and the health of building occupants are tremendous.
While the architects who have been chosen to build on campus are certainly distinguished, their designs seem to concentrate solely on formal and aesthetic issues. The Stanford community is losing an important opportunity to create buildings and landscapes that teach about ways for humanity and nature to coexist. Stanford must develop a building program that serves as an example of living with ecological intelligence.
Kevin Burke, '81
Charlottesville, Virginia
More Affirmative Action
In his generally informative article tracing affirmative action at Stanford ("Who Gets In?" September/October 1996), Bob Cohn wrote, "[A]t Stanford, the admissions office began seeking out black students in the mid-'60s." This suggests that the dearth of black students at Stanford was due to the unavailability of qualified applicants. My experience belies this implication.
I was a top student in my high school, which boasted admissions to Ivy League colleges as well as Stanford. When I told my supportive high school counselor that Stanford was my college choice, she replied, "Stanford does not accept Negroes." I nevertheless applied and was accepted to Stanford along with the equally qualified white students from my high school. My experience left me with the reasonable belief that Stanford was not merely a passive observer of racial discrimination, but an active participant.
Marilyn M. Singleton, '69
Oakland, California
One thing stands out in the two arguments for (Charles J. Ogletree Jr.) and against (David Sacks and Peter Thiel) affirmative action policies: The former is an argument from experience and the latter a rhetorical, logical persuasion.
Ogletree writes of his children's experiences: " . . . they are still judged in everyday life by race."
As long as educated, productive people in America experience discrimination, no merely rhetorical argument will resolve the ethical dilemma of racism.
Jean Risvold Rosenfeld, '61
Tarzana, California
As the father of a daughter recently denied admission to Stanford University, I found the article on affirmative action particularly provocative. With what seemed to be a compelling application package--and a "legacy" to boot--I was cautiously optimistic about her chances for admission and very disappointed at her rejection. It was on the heels of the rejection letter that I first heard that "minority" students make up nearly half the entering freshman class. Since we are middle-class Caucasians, my disappointment became tinged with bitterness toward the University and its admission policy.
I concede that the issue of affirmative action is not an easy one. I am a strong supporter of seeking diversity; indeed, that very diversity drew our children to the Stanford/Ivy-caliber colleges to begin with. However, to try to promote diversity through artificial means--disproportionate percentage of admission and/or modified admission criteria--strikes me as defeating the very benefit being sought.
I can take solace in my daughter's enthusiasm toward her new college and the fact that her roommate, whom we adore, is what would be characterized as a "disadvantaged African-American female" from Georgia. Still, I harbor resentment toward Stanford over its efforts at social engineering, political correctness and historical revisionism.
I was particularly disappointed in Dean Montoya's justification for the admission ratios, noting "There are those who do not understand California demographics." If Stanford truly endeavors to cater to or mirror California, then it has already lost track of its goal of being one of the nation's great colleges. How ironic that California demographics could be a more compelling guide than the demographics of its own alumni.
Donald S. Jefferson, MBA '80
Medina, Washington
As both an attorney and admissions officer at a private university, I am disheartened by those who see a "dumbing down" of the student as French Professor Emeritus Robert Cohn are projecting onto race and ethnicity the problems of secondary education. I, too, think students are less prepared today and have problems with their basic skills. It is ludicrous, however, to see that problem as a result of the rise in numbers of minority students. That is the definition of racism.
Stanford needs to discriminate in its admission process. Being a highly selective institution means many more qualified students apply than can be admitted. Qualified students routinely are denied admission so that other qualified students who bring a different perspective can be admitted. While it is certainly not possible to tell which well-qualified students were denied admission--and thousands of qualified students of every race and ethnicity are denied--it is actually quite easy to spot those who genuinely deserved admission. They are the ones who receive the letter that starts out, "Congratulations."
Rafael S. Figueroa, '87
Associate Dean of Admissions
Wesleyan University
Middletown, Connecticut
Corrections and Clarifications
In "Toy Stories" (November/December 1996), Lisa Okada Delucchi, '90, should have been listed as co-founder of Wild Planet Toys.
Address letters to:
Letters to the Editor
Stanford magazine
Arrillaga Alumni Center
326 Galvez Street
Stanford, CA 94305-6105
Or fax to (650) 725-8676; or send us an email. You may also submit your letter online. Letters may be edited for length, clarity and civility. Please note that your letter may appear in print, online or both.
