Aragon High School - El Tesoro Yearbook (San Mateo, CA)

Page 140 text:

Once Again, Mrs. Tucker Flies Solo HOME O THE RA GE. . .A D THE SEWING MACHINE Cooking, sewing, nutrition, gourmet . . . she didn't ask for ex- perience, she gave it. Of course, it was Mrs. Tucker, the home eco- nomics teacher who flew solo five periods a day. She donned every- thing from an apron and chef's hat to a newly sewn blouse. As for experience, she had plen- ty. For sixteen years she had been an asset to the high school district, eight at Aragon , . . hopefully many more will follow. As a junior l just ate what??? You mean the eggshells are not part of the ingredients? Boy, this rice sure tastes good! 136 Home Economics in college, her home economics teacher inspired her and guided her toward her career. Certainly, one gained inspira- tion by taking one of Mrs. 'l'ucker's classes. In cooking, from gourmet to beginning, students had fun tasting dishes that they had actually made themselves. Food was also a factor in nutrition, where students learned a practical approach to eating, keeping them- selves healthy and strong. Then, in clothing, students learned to sew. Undoubtedly, the home eco- nomics courses served many pur- poses for the present and the fu- ture. Everyone has to feed and clothe themselves to survive, and Mrs. Tucker aided in the ease of these skills. Home economics as- sisted in the future of the Aragon- ian who walked in and out of it's doors.

Page 139 text:

Industrial Arts classes were just as important as the academic classes. The Industrial Arts classes specialized in one area of Industrial Arts and In- dustrial Arts students learned specific aspects of Industrial Arts which proved to be more relevant in lifes' problems than the proper use of a verb. On the top a student becomes intrigued Darth Vader invades the welding scene. by the complications of a drill. Mr. McClure lectures his class on the im- portance of carburators.

Page 141 text:

ARAGONIANS LEAR TO DRIVE Learning The Tricks Of The time is 10:10, and the class is well into their daily lecture of Traffic Safety. From the quietness of the classroom, a boy interupts, Wait, I still don't understand what the red sign means. The teacher responds, What red sign? You know, that squarish one with the white words in it. Oh, the one on the end of a pole? Yeah, that one! That means you put pressure on the brake petal which makes the car cease to move. Oh, I see. The teacher com- ments, and after a while, the same hand is raised. Wait, excuse me again, what do those glowing things mean? Mr. Mason enjoys teaching his students the rules of the road. The Trade What glowing things? You know, those glowing things green, yellow, and red cir- cles, above the streets. Oh, you mean stop lights? Yeah, stop lightslf' Oh, those direct traffic going through an intersection. The green means put pressure on the gas petal to make the car go. The yel- low means caution and you should look both ways and proceed care- fully, and the red is the same pro- cedure as the stop sign.', Wait, then why are they called stop lights, when there is a green light that lets the car go through? Because the red light orders the person to stop. No wonder there are so many accidents, this is confusing! So was Safety Education taught with the teacher's detailed an- swers to any questions the stu- dents may have had on how to drive more safely. The Safety Edu- cation class was offered to any stu- dent, in order to fulfill their re- quirements needed to maintain a license or for personal benefit. With this in mind, it wasn't difficult to see how the Safety Education classes filled up so quickly, conse- quently students took it upon themselves to enroll early. With the knowledge on how to fix a flat tire, engine breakdown, or burned out lights, or broken air condition- ers, traffic safety could only in- crease and constitute better dri- vers as well. The students listen intently, ready to write. Safety Ed f 137