Search Results


Below are your search results. You can also try a Basic Search.




LIFESTYLE: The Joy of Cooking

(03/27/92 10:00am)

They're tired as hell, and they're not going to take it anymore. They are the Stouffer fugitives, University students who prefer to cook their own meals when they can. They take that historic leap beyond microwaved popcorn and Chef Boyardee. Eschewing the daily salad bar and milk-and-Cheerios scene, University students can be found in their High Rise and off-campus apartments fending for themselves in the uncharted terrain of skillets, Ginsu, and Cuisinart -- a place where no man (except Mom) has ever gone before. College junior Meredith Fein bid her farewells to Dining Services her sophomore year when she went from the minimum five meals a week to dropping the meal plan altogether. "I went off dining services because at night I'd wind up getting stuff at Wawa or ordering out," Fein explained. "Dining Services just didn't hit the spot." Gary Roth, an Engineering senior who was on the Hillel meal plan, also went off his sophomore year. "I was [originally] on the full meal plan, but like any meal plan, you get sick of it," Roth said. "Dining Service is expensive. I can cook myself a decent meal for half that." Roth cooks his own dinner every night, and sometimes brown bags it for lunch, too. College senior Al Bustamente, who is on meal plan, still feels compelled to try his hand at Mexican food. Because he lives in a High Rise apartment that has no kitchen, he usually cooks with his girlfriend. Bustamente has always been on meal plan and says that even if he did have a kitchen, he would stay on Dining Service "because it's convenient, not because it's good or anything." · Fein had no problems in immediately replacing her Dining Service meals with tasty, wholesome, inexpensive food prepared in her own kitchen. She sought professional help. "My mother writes food articles for three newspapers," Fein said. "She writes a column on a weekly theme." For instance, if the week's theme is avocado, she finds and invents recipes containing avocado and tries them all on the entire family. Despite her resources, Fein usually does not rely on recipes to cook her meals. "Usually I make something up -- I play it by ear. I'll call up my mother, tell her what I have in the refrigerator and ask her for advice," Fein said. "My mom is psyched when I call her. It gives us something to talk about." She added that a whole room at her home is dedicated to cookbooks and recipe files. Fein cooks for herself every night that she is home, usually preparing the main course for herself and her three roommates. But "the whole apartment cooks now," insisted Fein, and they all chip in by making the salad and cleaning up. Sometimes they get more extravagant and cook for guests. "Last year we threw a surprise party for my roommate . . . it took days of preparation," Fein said. Like Fein's roommates, Roth's joy of cooking developed during his sophomore year while he was living with University seniors. Roth explained that cooking a satisfying meal is not nearly as complicated as many students would think. But he has not always been good in the kitchen. He said that culinary skills must develop over time. "I didn't know a thing at first, like how to separate eggs." While he sees basic cooking as a necessity, the experience eventually took on a whole new light for Roth. "As long as you do it, you may as well do it well," he said. "Any idiot can follow a recipe. You just have to have someone to call if you have any questions. It's not that complicated." Roth continues a tradition which he started two years ago with his former roomates. He invites several friends over to his place and makes an elaborate dinner to celebrate the weekly Jewish sabbath on Fridays. "I usually invite no more than six people, because I like to talk to them," Roth said. But he has cooked Shabbat for as many as twelve guests. "My grandmother was flabbergasted," Roth said. But although he regularly serves sophisticated meals for guests which include salads, appetizers, soups, main courses and desserts, Roth insisted that his most prized recipe is one that his mother has been using "for as long as I've been alive," -- the perennial favorite, chocolate chip cookies. · Some students cook because they are not satisfied with the prepared food they find in stores, either. Bustamente, an avid fan of salsa, has gone with his girlfriend, Wharton senior Isabel Casillas, on a quest for good salsa which has taken them across the country and even down to Tijuana. "We really like salsa," he said. "We've tried to sample every variety on the market, but we just weren't satisfied. They are either not hot enough, or if they are too hot, they don't have a good flavor. Some kinds are too chunky." The two of them love Mexican food, which is one of the main reasons they went down to Tijuana while they were in Los Angeles for Spring Break. "We drove three hours to go to some great little hole in the wall in Tijuana, mostly to try the tacos, but they had the most awesome salsa, too," Bustamente said. Bustamente has since been perfecting his own version since he cannot purchase anything sufficient locally. While they are certainly picky about their salsa, Bustamente and Casillas are less demanding in their choice of nachos. "Tostitos Restaurant Style are good, because they're light. But when worse comes to worse, we'll use anything," Bustamente said. "They're just a vehicle. Ideally, we'd like to start making them, too. Fein has been perfecting a homemade spaghetti sauce recipe which she says is both easy to make and whose ingredients are easy to buy and store -- they are all either canned or from a vegetable truck. "It's filling, it's easy, and it can make spaghetti into a main course. You can also take a shower while its simmering," Fein said. Fein also points out that cleanup is a consideration, too. But this dish, she said, keeps the mess to a minimum. Fein accompanies her Italian main courses with bread which she bakes herself. Well, almost. "If you buy Boboli [an Italian pre-baked flat bread] and top it with olive oil and garlic salt, it is really good with any dish that is remotely Italian," she said. Other students have a variety of ways of circumventing the difficult process of making bread while still enjoying the impressive results. College senior Amy Swing also recommended keeping frozen bread dough on hand for its versatility. "Strombolis are fun and easy to make," Swing said. "You can chop up vegetables, spinach and cheese. You can stick any combination of food in there, and roll it up and bake it." She also suggested that the dough is good for making homemade pizza, something that Bustamente and Casillas also make. Roth buys frozen dough for challah, the bread used in the shabbat service, thaws it, and tops it with egg white and sesame seeds to give it that from-scratch look. · University gourmets offered several tips to adventurous students willing to go the extra mile. Fein suggested a sample shopping list for the aspiring University chef, consisting of simple basics from the supermarket: milk, butter, cheese, pasta, chicken breast (or other meat), and canned tomatoes and olives. Then she fills the rest of her refrigerator with foods she must buy on a more frequent basis - fruits and vegetables, which she and her roommates buy from the trucks around campus. The key, she said, is planning ahead and buying groceries that can be stored for a while. Letting the cupboard go bare forces one to resort to two grim options: either going to Wawa for a container of Parmesan cheese that is half the size and twice the price of the one available at the supermarket or winding up on line at Billy Bob's for a cheesesteak and cheese fries. "You can't buy good ingredients [in convenience stores]," Fein said. "And if you eat out, it's greasy." Many students wilt at the suggestion of grocery shopping in West Philadelphia and also bemoan the prospect of lugging the goods back to campus. Some students are a bit turned off by the condition and selection of nearby supermarkets. "I don't like to go to the Acme on campus because it gives me this unclean feeling," Fein said. Luckily for her, she has a car and shops regularly at a Shop Rite on the outskirts of the city and has the means to bring her groceries home. "Having a car makes me very popular," she said. Roth said his secret is finding some food that is already prepared and adding to it. "Like getting soup mix and then adding chicken and noodles. Or I bake a Duncan Hines cake in two pans and put fruit in the middle," he suggested. Naturally, Roth said, people "flip out" when they think he has gone through the trouble of cooking something special.


CITY LIMITS: Janis Somerville profile

(12/04/91 10:00am)

Janis Somerville does not want to have her picture taken. And interviewing makes her uneasy. She is anything but self-promoting. "I didn't realize it was that long ago," says Somerville. She smirks, turns over the paper, and inconspicuously pushes it away, trying to change the subject. Seeing her own name in bold print bothers her more than the passage of time. The last thing Janis Somerville wants to do is call attention to herself. She would prefer not to make it into the news. Instead, Somerville takes pleasure in dedicating herself to her work. But as she heads up an "arrogant" effort to change Philadelphia's high schools, her attempts at avoiding self-promotion are futile. The spotlight shines on her as her dynamic presence and her important educational accomplishments routinely turn heads. · Now touted as the city's "champion of school reform," Somerville heads up the Philadelphia Schools Collaborative, an independent team housed in the Board of Education building at 21st Street and Benjamin Franklin Parkway. Her job is to get Philadelphia public high schools back on track. Somerville intends to do it by overhauling the entire system. "What we're doing here borders on arrogant if not impossible," says Somerville. "But nothing less will do. You really have to take on the whole system or you can't help anyone. But if everybody does the small things, then it all adds up." Taking on the whole system involves changing the way people look at education. This overhaul means implementing programs akin to modern management techniques, such as team teaching and Schools-Within-A-School. Teachers are encouraged to integrate subjects by teaching interdisciplinary lessons, requiring much more planning and teamwork from the teachers than most are accustomed to. But it results in students gaining depth rather than breadth from the material. Large, impersonal high schools are broken down into smaller Schools-Within-A-School, or "charters," and an interdisciplinary team of teachers is assigned to a specific group of students. The teachers and students will be together for four years, tracking students' long-term progress and paying special attention to student needs. Teachers become engaged again in the teaching process, and students respond positively to the curriculum. "I've never been so excited in the 23 years I've been teaching," says Ron Stohloff, a Social Studies teacher and chair of the restructuring council at Edison-Fareira High School. "I'm busy as hell." Self-governance is the other cornerstone of school reform. It puts teachers and other school staff on par with the principal, giving them just as much input into school matters. To get the new system to work, teachers -- many of whom have been teaching in Philadelphia over twenty years -- must commit to new ways. This transition can be difficult to those that are used to following orders and etched-in-stone curricula. "These teachers have been burned [by unsuccessful reform attempts] too many times," says Stohloff. "Janis Somerville's biggest job is to convince the staff that we're serious. She's gotten a lot of people to commit." The public schools have been facing a Catch-22. Staggering poverty is one reason for the district's decline although it also signals the necessity for infusion of major additional funding -- money which is not forthcoming from strapped city and state governments. "Poverty is intensifying, and there are budget problems," Somerville said. "Philadelphia has poverty at its core. Two-thirds of the children served in Philadelphia public schools are at poverty level." "I will never fully appreciate the devastating conditions that most of the students come from. And from what I hear from teachers and counselors, it is getting worse," she added. Somerville concludes, "This system is educating 200,000 students. It just has to be made to work." Things started improving for the school system in 1988. Pew Charitable Trusts, the nation's second largest foundation, sought to resuscitate the flow of minority teens into higher education. They gave Philadelphia a $447,000 planning grant, and followed up with a package totalling $8.3 million on the condition that the School Board overhaul its entire system. "So far the [collaborative schools] program is meeting its objectives well," says Thomas Langfitt, president of Pew. Somerville is not working alone. While trumpeting her own efforts does not suit her, she offers mounds of praise for everyone with whom she works. "[Superintendent of Schools] Constance Clayton's absolutely compassionate commitment to children and poverty" sets the stage for success, Somerville said. If Somerville will not sing her own praises, the leader of the School District is effusive in her comments. "Janis Somerville is the catalytic agent to bring about necessary restructuring, reform and revitalization," Clayton said. "She is a very good idea person and brings a wide range of skills to the school system. "I want to blend people who are not in public education who aren't involved in what has been, but rather what could be" with the more experienced district staff, Clayton says. Clayton has been recruiting a lot of outsiders to the school district, many of them associated with the University, to infuse new blood into the schools with less traditional, more pragmatic solutions to educational issues. · Somerville's departure from the University almost a decade ago raised concern that with her vacancy, progressivism at the University would be in peril. "I think it's a blow to the progressive stance the University has taken recently," a student said when she left in 1982. In her former position, now held by Kim Morrisson, Somerville was known as an advocate for student and minority rights. After leaving the vice provost post at the University, Somerville accepted the same position at Temple University, where she was re-introduced to the realm of public education -- though at the university level. While working at the North Philadelphia school, Somerville was introduced to Clayton. "Connie Clayton had formed lots of committees to draw people from the outside. She cornered me and said, 'So, when are you coming here?' " Somerville said. Temple gave Somerville one year off from her duties as vice provost so she could head a "management development committee." Somerville's goal was to develop a plan that would overhaul the school system, being primarily concerned with reducing the District's dropout rate. Somerville designed the schools' original restructuring plan, and was expecting to return to her position at Temple. Then Clayton asked for more. "I said, 'Okay, Jan. You've written it, now implement it,' " recalls Clayton. Three years later she is still at 21st and the Parkway, making sure the Pew grants are indeed used to make the school system work. Somerville has always had an affinity for high school and college-aged students, starting with her first job as a public high school teacher in Trenton, New Jersey. She derives great pleasure from knowing that her work is directly affecting kids. But Somerville expected her stint with the School District to last only a short time. "You just get hooked," she says.