Some 140 of our “Status 1B Educators” rolled up their sleeves this past weekend.
Fenwick teachers, coaches, staff and administrators received their first COVID-19 vaccinations at a Saturday event for Oak Park private schools. “We had a great turn out with approximately 265 Oak Park private school educators and staff,” reports School Nurse Kathleen Monty, RN. “Of that, approximately 140 were Fenwick faculty/staff. The Village of Oak Park and the Oak Park Board of Health were pleased with the turnout ….” Later this month, the faculty/staff will return for shot two.
Ms. Monty adds that she and fellow School Nurse Donna Pape, RN, appreciate everyone’s patience and understanding. “The Fenwick faculty and staff have put up with all our constantly changing rules and have shown up every day since August for our students. We are proud to be part of the Fenwick family!”
Fenwick President Fr. Richard Peddicord, O.P. notes: “Please join me thanking our nurses, Donna Pape and Kitty Monty, for all their great work this year and their heroic efforts to get all of us vaccinated on Saturday. It was truly inspiring to see them in action! The Fenwick community owes them so much. Thanks, too, to Bryan Boehm [Digital Learning Specialist] and Jimmy Sperandio [Class of ’85 and Community Resource Officer] for their good work on Saturday on our behalf.”
The school’s Math Competition Club is moderated by alumnus Roger Finnell from the Class of ’59, who has been teaching in the building this academic year.
Fenwick High School defeated 12 other Chicago-area, Catholic high schools earlier this month to win the Archdiocese of Chicago’s Math Contest. The competition has been held annually since 1967 — four years after Roger Finnell began teaching math at Fenwick in the fall of 1963. Mr. Finnell (pictured above, in his classroom, where he still uses chalk!) grew up in Cicero and Forest View, IL, attending grade school at Queen of Heaven, then St. Leonard’s in Berwyn. He has been in charge of running the archdiocese’s contest for the past 52 years.
“Fenwick has been fortunate to win first place 15 of the last 22 years with some extremely talented and dedicated math competitors,” reports Finnell, who is the Friars’ proud math club moderator and longtime chair of Fenwick’s Mathematics Department. To win this year’s Archdiocesan championship, his team tallied the highest score among both divisions of Catholic schools, which include (in alphabetical order): De La Salle Institute, DePaul Prep, Marist, Marian Catholic (Chicago Heights), Marmion Academy (Aurora), Montini (Lombard), Mount Carmel, St. Francis (Wheaton), St. Ignatius, St. Rita of Cascia, St. Viator (Arlington Heights) and Woodlands Academy of the Sacred Heart (Lake Forest). Like much of this school year, the 2021 math contest was conducted “virtually” online.
Alongside many Archdiocesan high schools, Fenwick has successfully operated a hybrid education model since last August. Approximately half of its 1,100 students are in the building on Mondays and Wednesdays, and the other half comes in on Tuesdays and Thursdays. (Note: Some families have opted for fully remote, eLearning.) However, COVID-19 adjustments have not deterred Finnell, a 1959 alumnus of Fenwick who has been teaching at his alma mater for 58 years. The former Friar student returned to Oak Park shortly after graduating from Loyola University (Chicago), where he also completed his master’s degree in mathematics. Amazingly, five decades later, he can be seen in the building this school year. “The past year has been challenging to say the least!” Finnell admits. “Like others [teachers], I have had to adjust teaching to a camera while still engaging the in-person learners,” he explains, “but I miss the one-to-oneness in class during normal times.
“I have tried to do all the usual math competition activity [this year],” Finnell continues. “Three math leagues [17 contests total] have been online — with fewer participants than usual. Our junior-high math contest was online and drew twice as many contestants as usual! For state math contest practices, all early ones were conducted online. Now, for three team events, we have asked students to attend in-person practices, which have gone fairly normally. I miss going to a local college for state math regionals, and the team misses going to Champaign for the state finals. This year, the state contest is totally virtual, one day only, with less events than usual. But our team is still looking forward to it.
Fenwick and Fr. Regan in the 1940s: “There was a reason for burning incense.
Father James Regan knew it and explained it.”
By James Bowman, Sr. ’49
(originally published The Alumni Wick
Magazine, spring 1985)
Father Jim Regan, O.P. taught at Fenwick High School for 29
years and was inducted into the school’s Hall of Fame posthumously in 2002. His
picture first appears in the 1943 yearbook and every year afterwards through
and including 1971. Fr. Regan was born to eternal life in the year 2000.
At Fenwick in the
middle and late ’40s, there was this bald, big-eyed priest, always with the
armful of papers and pencil, walking along the corridor taking everything in,
or sitting as study-period prefect in the library, also taking everything in.
He looked like he knew more than he was saying.
A freshman might know
him from the servers’ club, where this priest made the point that the incense
better be well lit so the smoke could rise high and full. Why? Because smoke
rising stood for prayers rising to heaven, that’s why. The freshman had never
thought of it that way. There was a reason for burning incense. Father James
Regan knew it and explained it.
For the senior who had
him for religion, the message was much the same: there’s meaning in religion
you haven’t even thought of. Gospel passages were memorized, such as “Behold
the lilies of the field, they neither reap nor sow, etc.” with its punch line, “Seek
ye first the kingdom of heaven and its justice.” He said lines as if he meant
them, and knew whether you knew them by use of the daily quiz.
That’s what all those
papers in his arms were, daily quizzes from four or five classes. There was a
lot of tedious work correcting those quizzes. But if he didn’t correct them and
get them back, the senior didn’t know where he stood. Lots of them didn’t want
to know, but that’s another question.
He quoted a lot from Time Magazine. A man bet he could drink
a quart of absinthe in one gulp and live. He did it and died. Nice, obvious
mortality for 17-year-old ears.
Or the story of
Franklin D. Roosevelt riding in an open car in the rain without a hat on, to
make the point that he was vigorous and capable of leading the country. It was
one of the anecdotes Father Regan used to point up the Gospel saying, “The
children of this world are wiser in their generation than the children of
light.” That is to say, followers of Jesus don’t work as hard at following
Jesus as others at achieving their worldly ambitions.
Father Regan intended
to make points with his seniors. He was very serious about it (entertaining
too), and he had a plan: if dogma (doctrine) won’t save them, nothing will. He
meant to inundate us with church teaching. He believed in church.
Skip Mass to go fishing on Sunday?
He could be stunned by
disbelief or disloyalty. The student who said it was O.K. to miss mass on
Sunday to go fishing, became the center of his attention. How could this be?
Whence came this creature into our midst, or this idea anyhow? Skip Sunday mass
to go fishing?
Not histrionics by the
aggrieved father, but genuine amazement (though played out for effect, to be
sure). We heard about it in his high-pitched voice, fast-paced speech (mind and
lips working at high speed) and windup pause and slight smile for effect.
Silence spoke as well as words.
Discipline … seemed secondary to the business of the classroom or study hall, the classroom especially. It was basically a college-style classroom, senior religion under Father Regan: daily quiz, return of the previous day’s quizzes and extended discussion of missed answers.
He repeated questions
time and again until enough of the students got them right. The quizzes were
teaching devices, not just checks on retention. Then lecture. The 42 minutes
went fast, and up and out we went with books, gym bags and the rest to what the
next 42 had to offer, which was rarely better and usually not as good.
He took religion
seriously, aided and abetted by the school’s policy which put it on a par with
the other four subjects. He took the Scriptures seriously, extracting meaning
from gospel sayings that we’d heard from pulpits for years, thinking they had
He used the classroom
for what it’s good for: indoctrination and motivation. Counting on his students’
faith to supply the impetus, he would put the question about daily mass: what
else can you do daily that is worth as much? Time and again, he asked it in
those quizzes. He couldn’t force you to go to mass, but he could drill you in
the reality of faith, forcing you to choose.
That’s not bad. It took
a lot of work and commitment to the life he had chosen. It’s a lesson for us
all. It was then for us 17-year-olds, and given a little thought on the matter,
it is now, too.
Read more recollections of Fr. Regan from alumnus
About the Author
In addition to being a member of Fenwick’s Class of 1949, Jim Bowman is a long-time Oak Parker and former newspaper reporter. Mr. Bowman wrote the “Way We Were” column for the Chicago Tribune Sunday Magazine as well as corporate histories and other books, including books about religious issues. His eighth book, Illinois Blues: How the Ruling Party Talks to Voters, was published in 2016.
At the Faculty Retreat in early
March, an alumnus and English Chairperson (who also teaches French and Italian and directs the fall play) shared with
colleagues two reasons why he hasn’t left the Friars.
One of the things for which I’m most grateful is that I work in an environment that fosters scholarship. I can recall from Dr. Lordan’s class the importance of scholasticism as a facet of Thomism, as an important component to Dominicans’ approach to education. That approach continued when I attended a Dominican university. I feel blessed to work in, of all Catholic environments, a Dominican one that prizes scholarship.
We don’t try to keep up with
teaching trends. We aim to be innovative within fields our teachers know
well and continue to advance in. English teachers here don’t
‘kind of’ know English; they know it. Continued learning in our fields is
important to us. So a personnel of scholars has
tended to abound here, and I love being in that company and in a place that
As department chair, how blessed am
I to observe other teachers and get to witness the high level of preparation
through conscientious and attentive research in varied aspects of English:
Shana Wang’s research on the reportage of Isabel Allende and its effect on her fictionalization of the televised death of Omaira Sanchez.
Theresa Steinmeyer’s [Class of 2012 alumna] research on revolutions throughout Central and South America as reflected through Magical Realism.
Kyle Perry’s [Class of 2001 alumnus] research on Said’s Orientalism, its reactions, and observations of both in art and literature.
This is an environment I want to be
At Fenwick, I can teach up! At
Fenwick, I have to be on my A-game; I wouldn’t want to be at a place where I
can get away with winging it, where students wouldn’t be sharp enough or smart
enough to call me out on a misspeak or a gap in knowledge. My primary goal
here is not to motivate students because, by and large, they come to class
excited and willing to learn.
I can recall a group of students
who used to spend their lunch period in my class so that they could take notes
on my lessons when I wasn’t their teacher that year; I can recall discussing a
picture book on words that have no translation in other languages, or at least
no direct translation to English, and three students stopping after class to
ask me for the title and author of the book so that they could buy their own;
one of my talking points at Open House is the time the football team called me
over to their lunch table to weigh in on whether or not I thought Willie Loman
was a tragic hero in Death of a Salesman because they were
duking it out — at lunch!
I can recall when Mr. Finnell assigned me A Midsummer Night’s Dream for my directorial debut [in 2009] after eight years paying my dues as his assistant director. After working with the students on Shakespearean language, delivery and pacing, sitting through the first off-book rehearsal, which was all of Shakespeare’s ACT I — unabridged — I was smiling from ear to ear because no one called for a line — not even once. They had worked that hard on it.
Best students in the land
And let’s face it, whether they’re
the brightest scholar or lover of academics or not, they’re the best students
in the land. I have many friends who are teachers at many schools, and when I’m
out with them, it’s inevitable that I will run into my students. Every
time I do, my friends are flabbergasted by my students’ comportment and
interaction with me. Every time, my students run over to me and greet me,
excited to see me.
One time, I walked into Chipotle
where about 12 Fenwick students, juniors at the time, had formed one long
table. I had taught only one of them as a freshman and didn’t know the
others. I got my food and was heading to the counter when they waved me
over to join them. I didn’t want to intrude, but they all immediately made room
for me, welcomed me, and brought me over to eat — again, I had taught only one
Another time, I was with my friends at the Oak Brook Mall when a group of students ran up to me. My friends were blown away that my students didn’t see me and walk the other way. Instead, they respectfully greeted my friends, chatted with me, and then suddenly darted away —because across the mall, they spotted Mrs. Megall and wanted to go say hi to her! And I know the same goes for so many of you. We could take this for granted — the academic caliber of our gifted and talented students, and the welcoming and warmth of our kind-hearted students — but knowing what other teachers experience helps me realize this gift. And I haven’t even talked about how great our students’ families are!
The mom of five Friars addressed fellow Mothers’ Club members at the 2019 Fenwick Senior Mass & Brunch celebration earlier this month.
By Susan Lasek
Good afternoon Fenwick mothers, guardians, the Senior Class of 2019, Father Peddicord, Mr. Groom and Faculty. I am honored to be here speaking to you about my family’s Fenwick experience: a faith-filled journey that began in August of 2009 and will end on May 24 of this year.
Boy, 10 years go by quickly, especially with five
children, all with different personalities and interests who participated in a
variety of clubs and sports offered at Fenwick. Why did my family choose
Fenwick? Well, I go back to two very precious gifts that were given to me and
the gift of family and parenthood
the gift of faith
Both Mark and I were lucky enough to grow up in
families that were very close and where family was always #1. We also feel the
gift of faith is immeasurable — one that our families value very deeply. This
is why Mark and I decided to send our kids to a Catholic high school. After
researching all the private and public schools, Fenwick was our first choice,
hands down, no questions. We felt that it was important for our kids to be
reminded of their faith every day. We felt they would have an excellent
education that would prepare them for college. Bottom line, as a mother: It was
most important for my kids to be in a safe and faith-filled environment.
Why Fenwick? “It was most important for my kids to be in a safe and faith-filled environment.”
What made Fenwick unique in our mind was the entire Fenwick community. You are not just going to high school; you are joining the Fenwick family. You are joining a community that will be with you for the rest of your life. Whether you are the class of 2019 or the class of 1990, it doesn’t matter because you are all part of the Fenwick family.
Some of the things that make Fenwick unique and stand
Prayers are included in every aspect of a
student’s life, from the start of the day, to sporting events, theater and
How beautiful it is that Father Peddicord
greets everyone by name after school and wishes them a good rest of the day?
Kairos is one of the most emotional,
faith-filled experiences that touches every student. The three-day retreat
brings students together who may not know each other very well and provides an
opportunity for support and friendship.
Fenwick is truly a college-prep school.
Every one of my children that went off to college thanked us for sending them
to Fenwick because they felt so well prepared for their college education and
What is Friar Nation: “You are joining a community that will be with you for the rest of your life.”
To sum it up, we are thankful for the leadership that
helped guide our children from being impressionable kids to strong,
independent-minded young adults. We are grateful for their experiences that
provided a strong base of faith and knowledge that will carry them into the
next phase of their lives. We are appreciative of the entire leadership and
staff at Fenwick for genuinely caring for each and every student. Teachers at
Fenwick forge great relationships with their students, providing support,
guidance and instruction.
Overall, Fenwick instilled a sense of tradition in our
kids that make them feel as though they are a part of something bigger. I’d
like to close with the following phrase our kids hear during the morning
announcements at the beginning of every school day:
our experiences are defined by our choices. Today, make great choices. Make
today a great day or not, that choice is yours!”
Fenwick is forever in our hearts and minds. God Bless
About the Author
Sue Lasek and her husband, Mark, reside in Hinsdale. All five of the couple’s five children have attended Fenwick. A quick update on each one:
Mark II, a current graduate (Class of ’19), will attend the University of Wisconsin – Madison this fall and study physics with a minor in finance.
Josephine ’18 just finished her freshman year at the University of Arizona in Tucson. She is studying nursing.
Charlotte attended Fenwick from 2011-13. She will graduate from DePaul University on June 15, 2019, with a degree in neuropsychology. Charlotte had the opportunity to work with DePaul/NASA on a project that involved researching astronauts’ brains.
Chris ’14 is currently working on his degree in architecture at College of DuPage and is working on a few projects with area architectural firms.
Rich ’13 graduated from University of Wisconsin – Madison in 2017 with a degree in economics. He is employed by Core Spaces, one of the country’s top leaders in student housing. Rich manages the Ambassador Program across the United States and conducts market research for the firm; he also is involved with business development.
What is ‘social capital,’ and how do we measure it?
By Gerald F. Lordan, O.P., Ph.D., Social Studies Teacher and Faculty Mentor
Antoine de Saint-Exupery, the author of The Little Prince, was a novelist and Free French Army aviator lost missing in action in 1944 during World War II. He is paraphrased to have said, “The most important things in life are invisible and impossible to measure.”
For many years this statement applied to the benefits of Catholic education. A recent book, Lost Classroom, Lost Community by Margaret Brining and Nicole Stelle Garnett, helps to quantify the value of Catholic education to the community. The authors, both of whom are Notre Dame University Law School professors, studied demographic, educational and criminal statistics in Chicago, Philadelphia and Los Angeles. They found a close connection between the presence of a Catholic school and community social capital. This connection can have a positive impact not only on the life of the community as a whole but also on the lives of the individuals within that community.
Social capital can be defined as the social networks and norms of reciprocity and trustworthiness shared by members of a community with one another. Brining and Garnett found high levels of social capital among the administrators, teachers, parents and students of Catholic schools. Social capital can be considered a factor of production similar to physical, financial and human capital. According to Brining and Garnett, social capital can be viewed as something that helps to produce a better society, less crime, less disorder and more trust. When Catholic schools are closed in a community, the community suffers. Many people who support Catholic education sense these findings intuitively. Saint-Exupery to the contrary, notwithstanding, Brining and Garnett help to quantify those intuitions. Continue reading “Found Classroom, Found Community”
One Fenwick priest was there in Texas on November 22, 1963, when our country and a new Catholic high school in Dallas were brought to their knees.
By Father Richard LaPata, O.P., President Emeritus of Fenwick High School
There are some memories that are fleetingly dismissed as soon as they surface in our minds. They are recalled for a split second and then disappear, perhaps never to return again. Other experiences in our lives are sometimes deeply embedded, often return and impress themselves once more in all their detail.
A memory that I will never forget has never laid dormant for long. It visited me once again as I read of the recent release of documents concerning the assassination of President John F. Kennedy.
It was the summer of 1963. I was a young priest, happily engaged in my first teaching assignment at Fenwick. But Fr. Marr, our Provinicial, had other plans for me and eight other Dominicans. We were assigned to help found a new Catholic high school in Dallas, TX.
I was not particularly pleased to go to Texas, a place I had never been and knew very little about. But I found wonderful families down there who were welcoming, generous and delighted to have nine new priest-teachers in their community. At any rate, we opened the school in late August and shared an exciting time creating a new educational endeavor with eight Dominican Sisters who also were assigned to Bishop Lynch High School.
Then fall came and November came, and an American tragedy occurred. On November 23rd, President Kennedy and his wife came to Dallas. Riding in a motorcade on downtown Dallas streets lined with thousands of people, he was shot and killed, seconds before reaching his planned destination.
By Gerald F. Lordan, O.P., Ph.D., Social Studies Teacher and Faculty Mentor
There are five principal educational philosophies in America:
the Idealism of Plato
the Realism of Aristotle
the Experimentalism of Dewey
the Existentialism of Sartre
the Thomism of Aquinas
Philosophy is the love of wisdom. A philosopher seeks to ask the right question — and not to give the right answer. Philosophy has three principal questions: a) What is real? (metaphysics), b) What is true? (epistemology), and c) What is good? (axiology)
The axiological question is so broad that it often is divided into two subsections: What is right? (ethics) and What is beautiful? (aesthetics)
Approximately 90% of American children attend public schools. They are usually taught under more than one of the first four philosophies. Approximately 10% of American children attend private schools. Of that amount, about nine of ten are in parochial schools, and some 90% of them are in Roman Catholic schools. These children are usually taught under Thomism.
The private-sector students who do not attend a parochial school usually attend an independent school. These schools usually have a focus on either Idealism or Existentialism. I believe those schools which focus on one philosophy better serve their children. Furthermore, it is my opinion that those schools which focus on Thomism best serve their children.
In the Chicago metropolitan area, we have schools which are examples of all five educational philosophies. The curriculum model of an Idealist-philosophy school is Scholar Academic. The Scholar Academic School trains the next generation of academic discipline scholars – that is chemists, poets, mathematicians, etc. Students are valuable for what they know.
The curriculum model of a Realist-philosophy school is Social Efficiency. The Social Efficiency School trains the next generation of workers – that is engineers, accountants, architects, actuaries, librarians, etc. Students are valuable for what they do.
The curriculum model of an Experimentalist-philosophy school is Social Reconstruction. The Social Reconstruction School trains the next generation of change agents dedicated to the advancement of a democratic, capitalist, political-economic order. Students are valuable for what they believe.
The curriculum model of an Existentialist-philosophy school is Human Development. The Human Development School prepares the next generation of self-actualized individuals. Students are valuable for the people they may become.
The curriculum model at Fenwick is Thomism. Fenwick prepares the next generation of virtuous servant leaders of society. Students are valuable as human beings with the potential to be full of God’s grace. There are neither superiors nor inferiors in a Thomist-philosophy school, but rather superodinates and subordinates. They are trained to be members of the Hero Generation.
The Hero is the poor boy or girl made good; the person on horseback who rides into a polis, a city, in the midst of anarchy, a situation in which there is bad government by the many with mob rule and wildness in the streets – a scenario in which nobody’s life, liberty and property are safe. The Hero says, “I know what to do. I have a plan. Follow me.” The Hero inspires the people and leads society to serenity.
About the Author
Dr. Lordan is entering his 27th year of teaching at Fenwick. Originally from Massachusetts, Lordan completed his under-graduate studies at Northeastern University and received a master’s degree in elementary education from the University of Maryland. He earned his Ph.D. in curriculum and instruction from Boston College.