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Page 8 text:
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». — L. C. Keading, Standard Oil Representative, greets Joe Alvarez, R. U. H. S. Fall Student Body President. Pointing out various divisions of the Oil Refinery is Mr. L. C. Keading to members of the Shield Staff: Bob Walker, Photographer; Annette Cena, Editor, and Diane Atwood, Assistant Editor. a Looking over the grounds of the Richmond Refinery are Larry James, Student Association Spring Presi- dent, and Mr. L. C. Keading, Standard Oil Company Executive. Foreword As the theme for the RUHS 1960 Shield, we have chosen an industrial organization. This industry, the Standard Oil Refinery of Richmond, California, is intimately associated with the life and growth of our city. It has also made itself felt in certain of the most treasured traditions of our school. For example, both Standard and Richmond Union High share the symbolic colors, red and blue. Also, both claim the fight name, “‘Oilers’’, and our mascot is the oll can. In choosing the Standard Refinery as our theme, we were struck by the idea that many parallels can be found between the production of oil, on the one hand, and the education of high school students, on the other. To illustrate these similarities, we have taken several pic- tures at the local refinery which, we think, will bear out the aptness of our idea. Further, we have sketched on each division page some significant innovation or event which, in the past sixty years, has both directly affected the fortunes of the Standard Refinery, and has also, indirectly, symbolized certain facets of school life. A tanker. for example, symbolizes the first step in the story of oil. As the tanker carries the crude oil to the refinery, the administrative staff and the faculty may be said to carry knowledge and instruction to students. The sketch of an oil well signifies the primary importance of oil, and by extension, the basic nature of knowledge. Government is portrayed by the many supply lines which carry the oil throughout the plant. This parallels the function of student body officers as they exercise their leadership in school affairs. The drawing of the automobile indicates the period from 1900 to 1910 when gas and oil were first consumed in large quantities by the auto, and a growing number of students were, we insist, consuming knowledge. Again, just as petroleum is distributed from the control room throughout the plant to become different materials, so the well-ordered plans of the Seniors direct them toward their future. The sketch repre- sents the World War I decade of 1919-1920 in which the oil industry made great advances, and education in world problems assumed new importance. The distillation plant transforms raw materials into finished products in much the same way as classes create an informed citizenry. The drawing of the tractor indicates that just as more complex machines require better fuels for operation, so social progress demands finer education for the student. A residuum stripper takes the refined oil and further refines it, making it into better material, capable of more uses, In school the student may improve himself by participating in activities. The sketch indicates that in the depression years of 1930-1940 the Works Progress Administration promoted road-building, one of the many projects which helped to ease our nation’s burden. Student organizations foster what misht by called the by-products of education, as does California Research, which creates useful by- products by investigating the potential of oil. The drawing, represent- ing the decade of World War II and the Korean War, suggests that organizations, dynamic and often explosive in their actions, not only contribute activities and ideas to the school, but also make possible the development of the students’ potential. Nowhere in school life are teamwork, cooperation, and skill so basic as in athletics, It is these qualities utilized by industry, that have made possible the construction and operation of the canfiller. The drawing of the space satellite symbolizes the fact that teamwork, co- operation, and skill, combined with scientific knowledge, have led to the penetration of space. The Thermafor Catalytic Cracking Unit, known as the Cat-Cracker, has led to the creation of new products from oil, and may be com- pared to the lively class discussions and debates from which new concepts and insights arise. The complexities of marketing gasoline, the end product of oil, are represented by the sketch of the Standard Oil Station, which, we think, is a most proper svmbol for our final section, Advertisements. Although our theme, the Standard Oil Refinery of Richmond, Cali- fornia, has forced us to interpret the educative process as a mechani- cal one. which, in fact, it is not, we feel that the industrial metaphor is a good one, since we and our school exist in an environment that is industrial, and one that has certainly been created in large measure by the benefits of the Standard Refinery. We should add, however, tha t while our lives are necessarily affected by the presence of the great oil industry, this fact in nowise implies that our education is in the least oleaginous. Like the Standard Refinery itself, our three-year adventure in learning has been productive, useful, busy, and completely necessary. It has also been fun. And even in this, Standard has afforded us much entertainment with its cat-crackers, residuum strippers, supply lines, distillation plants, control rooms, and slick tankers which, by a tre- mendous stretch of the imagination, we have now made our very own, And so, with happy triumph, we present ‘‘Oil and the Oilers’’.
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Page 9 text:
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: | | Dedication Once in a blue moon a school counts among its faculty a teacher like Mr. Roy Fogel. Hearty and cheerful, Mr. Fogel walks among us, making us feel that school is good and life is good. Just what tit is that Mr. Fogel communicates so effortlessly. is hard to pin down. But we think that in essence it comes from his own solid goodness, his genuine feeling of good will toward others, and his sensitive per- ception of the great human values that ennoble man’s strivings. What- ever it is, we like it and prize it beyond words, especially since it spills over into his teaching. Mr. Fogel teaches Civics and United States History. He does this with thoroughness and zest. We like the way he teaches, because we learn, and also because he makes the whole business of learning natural and attractive. The humor, warmness, and personal enjoyment which Mr. Fogel injects into his classroom instruction make his classes an unfailing source of intellectual stimulation and sheer fun. In fact, a buoyant, brainy atmosphere seems to accompany Mr. Fogel wherever he goes. At home in his own ‘‘metropolitan Pinole,’’ Mr. Fogel leads a busy, happy life. Around his charming house he is oftentimes lost to sight, holed-up in his shop. doing extraordinary things with radios, or with the paraphernalia of photography. Frequently, when he is in sight, he and Mrs. Fogel take their three young sons, ages thirteen, eleven, and seveit, on lively sorties into the countryside, hiking and trout fish- ing. Spring and summer find Mr. Fogel the moving spirit of the Pinole Little League Ball Club, a splendid organization to which his sons are just as devoted as he. But though Mr. Fogel devotes himself to the practical aspects of small-fry baseball, he is a sports fan in the very widest sense. His particular weakness, however, ts football. Despite Mr. Fogel’s passionate allegiance to Pinole and its Little League, he is not a native born and bred. He was born in San Fran- cisco, went to school in Oakland, and graduated from the University in Berkeley. During World War II he was an instructor in an Army Air Corps School of Meteorology in Illinois. But all this early galli- vanting hardly counts (except for the wooing and winning of Mrs. Fogel in Illinois), since Mr. Fogel is now entirely root-bound in Pinole and school-bound in Richmond Union High. This state of Mr. Fogel’s affairs fills us with contentment. From the distant time when we were sophomores, Mr. Fogel has been our Class Advisor, and the fact that we have had such good times and have prospered so greatly is due to him and him alone. We know this, since we know firsthand his patience, his sense of duty, his grand good nature, his keen know-how and executive ability in getting us through the baffling mazes of highly organized social events. Because we appreciate so much all the many fine things that Mr. Fogel has done for us, and also because we simply want to salute such an excel- i a happy man, we, the Class of 1960, dedicate our Shield to him.
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