Who is God? Much of theology at Fenwick revolves around this question. Who is the God of Abraham, the God of Moses, the God-man Jesus? What does it mean to interact with this God? They are big questions, and the answers have significant impact on our lives of faith. It makes a big difference if we think that:
A) God tested Abraham with the sacrifice of Isaac just to see if he will do literally anything God asks no matter the cost, or
B) God tested Abraham to develop Abraham’s confidence in the true goodness of God who will honor his promises (descendants through Isaac) even when it seems completely contradictory to present experience.
Is God demanding beyond our comprehension, or good when it seems impossible? Is faith about blind obedience or profound trust in goodness? Personally, I find hope in the latter and not the former. Most times I read the news I need to be reminded that God truly is good though it just doesn’t seem to be the case in the world.
Christians need to wrestle with these kind of questions both for our relationship with God and our proclamation of Christ. Who is this God we stake our lives on? Who is this God that promises to save us?
However, there is perhaps a more fundamental question for today’s world: Who ISN’T God? What is God not? These are essential questions for a scientific age that dismisses God as superstitious explanation for inexplicable realities by our inferior ancestors. Is God really just our answer for what we don’t understood? Aquinas’ proofs are actually the opposite: God is the explanation behind what we do understand. God is the grounding of science beyond science itself. He is the logos — the very meaning of all existence and truth.
This topic pervades the videos of Bishop Barron. Many conflicts over science and religion come from people using totally different definitions of God. He astutely points out that the God rejected by Christopher Hitchins and Richard Dawkins is also rejected by Aquinas and the wealth of Catholic history. We simply don’t mean the same thing when we talk about God.
Click here to view one video where Barron jumps straight into the issue.
As the season of Lent is kicking off, one spiritual purification to consider is not a moral one, but a theological one. Watch some videos by Barron or other Catholic theologians to get rid of the “Golden Calves” we build up. They aren’t just money and power but misunderstandings of the Way, the Truth and the Life. Ponder again what God we don’t believe in, and look again to the Cross and Resurrection of Christ to see exactly what God we cling to in faith.
This is the third post in our series of reflections on the work of Bishop Robert Barron, upcoming recipient of the Lumen Tranquillum (“Quiet Light”) Award. You can find the first and second posts here:
Ten years ago in your life, where were you? If 50 is the new 40, then 40 is the new 30. A lot can happen in the span of a decade: Young alumni finish college, some attend graduate school, then begin to establish themselves in their professional careers; others contemplate marriage, perhaps. Slightly older alumni may have had children and started families. Older children in junior high school, hopefully, are considering taking the admissions test at Fenwick this coming December.
In the late winter of 2009, now 28-year-old Kenneth “Kenny” Matuszewski ’09 had a typical case of “senioritis” at Fenwick, counting the weeks until graduation and finalizing his plans to attend the University of Notre Dame. (In South Bend, he would major in biological sciences and Spanish.) But something profound happened during Christmas break of his junior year that, literally, changed the course of Matuszewski’s life, he says.
After the havoc wreaked by Hurricane Katrina in 2005, Matuszewski and 37 of his classmates traveled to New Orleans to help people rebuild their homes. He vividly recalls “seeing the devastation, three years later.” More than 1,835 people died in the Category 5 hurricane and its subsequent floods, making it the deadliest storm in U.S. history.
“We went … as a part of the Mission New Orleans trip, a Fenwick organization,” Matuszewski explains. Their three chaperones were teachers Mr. Paulett, Mr. Ruffino and Ms. Logas, he notes. “While I had little experience with power tools or construction, I was still able to do something and help a family move into a home. That experience motivated me to find ways I could help people with my strengths; through my pro bono work, I realize I have found such opportunities.”
Fast-forward 11 years: “I have always felt it was my duty to use my talents as an attorney to give back to the community around me,” says Matuszewski, who grew up in La Grange Park and now resides in Westchester, IL. “That is why I have developed a commitment to pro bono work over the years. While this desire was instilled in me by my parents, who were and still are involved in the local library board and Special Religious Education (SPRED), Fenwick further honed it through the [Christian] Service Project.”
Latin students at Fenwick know that pro bono publico is a phrase used to describe professional work undertaken voluntarily and without payment. Unlike volunteerism, it is service that uses the specific skills of professionals to provide services to those who are unable to afford them.
Matuszewski at a Glance
Graduated from Fenwick High School, 2009 (Kairos leader, Friar Mentor, JETS, Scholastic Bowl, NHS, football, band)
University of Notre Dame, B.S. in Biological Sciences and Spanish, 2013
Chicago-Kent College of Law, J.D., 2016 (Managing Editor of the Chicago-Kent Journal of Intellectual Property, 2015-16)
On March 21st will be honored by United State Patent and Trademark Office (USPTO) with the 2018 Pro Bono Service Certificate for the second consecutive year.
Family of Friars: Kenny’s three younger siblings also are Fenwick alumni: Kevin ’10, Carly ’15 and Jasmine ’17.
Pro Bono and More
Today, Matuszewski serves the community in several ways. His pro-bono activities include work for the Chicago-Kent Patent Hub. “The patent process can be expensive, confusing and inaccessible to inventors. However, the barriers to entry for low-income inventors are even greater,” he explains. “As a volunteer attorney, I help low-income inventors obtain patents for their inventions. Over the past couple of years, I have worked with inventors who have invented devices ranging from simple footstools all the way to computer applications.” As a result of his efforts, Matuszewski earned the Patent Pro Bono Service Certificate from the U.S. Patent and Trademark Office for 2018 and 2017.
Pioneering perspective: Fenwick’s first black graduate reflects on the segregated life of his youth. “Mine is a difficult story to tell,” he says, offering a history lesson in the process.
Interview by Mark Vruno
School records dating back 64 years confirm that alumnus Richard Cochrane ’59 blazed a trail as Fenwick’s very first African-American student and graduate. Originally from Maywood, IL, Mr. Cochrane now lives in the sunny Southwest. In high school, he was active in student government (class treasurer and secretary) and played football and basketball (captain).
Last February, one-time Fenwick student turned educator Marlon Hall, PhD. shared his freshman-year experience of the early 1970s, when he endured verbal abuse and physical bullying – all racially inspired. In one of several replies to Dr. Hall’s guest blog, Cochrane pointed out that his memories of Fenwick were quite different and much more positive 17 years earlier:
“Dr. Hall, I appreciate your sharing your Fenwick experiences and the strength they gave you. In context, in 1950 the world-renowned chemist Percy Julian became the first African-American to take up residence in Oak Park. His home was fire-bombed on Thanksgiving Day of that year and again in 1951. In May of 1954 the Supreme Court rendered the ‘Brown vs. Board of Education’ ruling. In September of 1955 I walked into Fenwick as a freshman, two years before the ‘Little Rock Nine,’ and I am black. There were no other black students and there would only be one more in the next four years. “Many of my experiences were similar to yours but the negatives were overwhelmed by the support of the majority of the student body, and the faculty support cannot go without mention. There were whispers and some name-calling and even a fight or two, but the Dominican family pushed, nudged and refused to let me think of anything but finishing. I was also aware of the financial burden that I was placing on my family.In return, I received an excellent education both academically and socially….”
Cochrane’s heartfelt response prompted our Alumni Relations Team to reach out. We learned that Rich is “happily retired” and soaking up sunshine in New Mexico. Our questions and his answers:
Richard, where did you attend college? Please tell us about your professional background and STEM-related career.
RC: After graduating Fenwick in 1959, I attended St. Joseph’s College in Rensselaer, Indiana, where I majored in chemistry. While there I played freshman basketball and varsity football for two years until my knee gave out. I got a job in the coatings and ink industry and, eventually, spent 35 years with Sun Chemical Corporation. I held positions in lab synthesis, tech service, lab management, operation management and national accounts. I retired from Sun in 2003.
What was it like being the only black student at the Fenwick?
RC: In 1955, I believe my freshman class enrolled about 354 students and the school enrollment was about 1,236. As I’ve said, I found the faculty very supportive and the student body mostly treating me like any other student, with a smaller group either curious or distant. Only one of the other three students from my parish in Maywood [St. James, which closed in 2006] was close to me at Fenwick.
On the first day of school, when I went to the office to pick up my class schedule, the staff called back one of the students I was with to ask if I was really going to attend school there. A notable few of the upper-classmen were kind enough to offer short words of encouragement. If I missed the Madison St. bus, I would walk west until the next bus came and would often find the Oak Park Police close behind to make sure I reached Harlem Ave. The single greatest factor was the Dominican community. I got the feeling that they would not let me fail (or even consider quitting).
Did you have a sense that you were making “history” at Fenwick?
RC: I had no sense of making history but there was a constant feeling of not being totally “at home.” Remember, at that time Oak Park had a population of 62,000 [there are 10,000 fewer residents today] and had only one black family — and their home had twice been bombed.
Fenwick nurtured the service seeds planted by the parents of this alumnus, who has been employing the power of business to solve social problems for five decades.
By Mark Vruno
Fenwick High School and University of Notre Dame alumnus Paul Tierney, Jr. ’60 resides on the East Coast in Darien, Connecticut, and New York City. But his humanitarian roots were planted at home in La Grange Park, IL, and at St. Francis Xavier Parish & School.
“My mother and father always talked about the importance of doing good works for your fellow man,” says Mr. Tierney, who is three months into his retirement as chairman of TechnoServe, an international, nonprofit organization that promotes business solutions to poverty. The company works with enterprising people in the developing world to build competitive farms, businesses and industries. “Our clients are small, poor, grassroots,” he notes.
Tierney encourages the use of private equity and venture capital to fund entrepreneurial firms in locales such as Africa and Latin America. As he told Forbes magazine in 2010, he believes this funding approach “can be a superior alternative to the traditional development funds funneled through the likes of the World Bank,” the international financial institution that provides loans to countries of the world for capital projects.
Paul Tierney at a Glance
From La Grange Park, IL / St. Francis Xavier
Fenwick High School, Class of 1960
University Notre Dame, 1964 (magna cum laude)
Harvard Business School, 1968 (Baker scholar)
U.S. Peace Corps (Chile)
Growing up Catholic had a lot to do with his public-service interests, especially helping those less fortunate. “My parents taught that with great gifts, great action is expected,” points out Tierney, who has had a highly successful career in investments. The then-youngster heeded the advice of Mr. & Mrs. Tierney, whose ideals and principles, in turn, were honed and nurtured by the Dominicans at Fenwick. Fifty years ago, using the power of business to solve social problems was somewhat radical; it definitely was not a mainstream notion.
Tierney graduated magna cum laude in 1964 from ND, where he majored in philosophy. He applied to law school, business school and several doctoral programs but instead chose the Peace Corps, U.S. President John F. Kennedy’s volunteer organization founded three years earlier. “I was sent to Chile on an economic-development program to work with farmers in the agrarian reform movement,” he explains. “My job was to help people structure and improve cooperatives.”
While in rural South America, Tierney says he met a lot of bright people in development. “but few of them knew business or had practical skills.” So, after his service, he went to Harvard Business School (HBS) on a fellowship from the Ford Foundation“to learn how commerce actually works. By the time I finished my MBA program [in ’68 as a Baker Scholar],” he adds, “I thought that more effective work in economic development would be done in the private sector.” In a 2002 profile written by the Harvard Business School, Tierney says he realized he could make a larger impact on society if he first succeeded in business. “I’ve really had two careers,” he observed, “one as a for-profit financial entrepreneur and one as a crusader for economic development.”
Tierney set out on what would be a 30-year career in investment management, first starting a merchant bank in London and then overseeing financial programs at the U.S. Railway Association, which would become Conrail (now CSX). Next, he was a senior vice president at White, Weld & Co., which Merrill Lynch purchased. In 1978, he co-founded Gollust, Tierney & Oliver, the general partner for Coniston Partners, which was a $1-billion value investment partnership focused on strategic block investing and private equity. The firm split up in the mid-1990s.
“After about 15 years of building my own company, I felt like I should come up for air,” Tierney reflects. “I’d made some money, I had some experience, I saw how the real world operated, and I understood capital markets. But I still had a taste for the work I was interested in when I was in the Peace Corps.”
Technology in the Service of Mankind
Tierney started looking for ways of getting re-engaged and surveyed several organizations. “I found many relief organizations, but I didn’t find many development-assistance organizations,” he told HBS. “I wanted something that was hands-on and firm-based, not just a think tank or a Band-Aid.” A friend mentioned TechnoServe, and Tierney’s world changed
Businessman and philanthropist Ed Bullard founded TechnoServe in 1968 after his experience volunteering at a hospital in rural Ghana, West Africa. Bullard was inspired to start an organization that would help hard-working people harness the power of private enterprise to lift themselves out of poverty. He launched TechnoServe – short for “technology in the service of mankind” – to help poor people by connecting them to information and market opportunities. “It was a much smaller organization back then, with a single office in Norwalk, CT, and an annual budget of around $5 million,” Tierney remembers.
“I visited four of the countries TechnoServe operated in and, as I saw what was going on in the field, I became more and more confident that this was an organization with a good approach that was making a real impact.” Tierney kept stepping up his involvement with TechnoServe, starting as a volunteer member, then a board member, then chairman of the Executive Committee and, ultimately, chairman in 1992.
For 27 years he was at the helm, steering the philanthropic “ship” into countries such as Haiti in the Caribbean, India in South Asia and Mozambique in Southeast Africa along the Indian Ocean coast. Based in Washington, D.C., TechnoServe today has grown to more than 1,500 employees and operates in 29 countries. “Thirty-five years ago, there were only five or six [countries],” Tierney reports. TechnoServe has become a leader in harnessing the power of the private sector to help people lift themselves out of poverty. “By linking people to information, capital and markets, we have helped millions to create lasting prosperity for their families and communities,” proclaims its website.
One of his favorite success stories from the field is set in civil war-torn Mozambique, where Tierney encountered female workers in a cashew-processing facility who were grateful for their jobs. “It was very hard, grinding work, but these women told me they were happy to be able to do it in safe conditions,” he remembers. “They were sending their children to school with the money they were earning.”
At a coffee project in Tanzania, people literally broke out in song and dance, praising TechnoServe for the work it did, which has contributed to a greater level of education in the community. “It is gratifying to see how this type of work allows a second or third generation to continue on a trajectory of significantly increasing their standard of living,” he shares.
Meanwhile, at Aperture Venture Partners, the other half of Tierney’s time was spent assisting portfolio companies interested in healthcare in a variety of ways – from strategy and raising capital to M&A, business development and corporate governance. He also is co-founder, managing member and partner of Development Capital Partners, LLC, a New York-based investment firm with an exclusive focus on “frontier” and emerging markets such as Africa, India and Latin America. His son, Matthew, is the other co-founder.
Fenwick builds on foundation
When he thinks back to his high-school days 59+ years ago, Tierney cites the overall culture and style of Fenwick: “Its tradition of education and achievement,” he notes. Father Regan had a particularly strong influence over young Paul. “He was the best theology teacher, in my opinion, and made the most sense out of Christianity and Catholicism.”
Father Jacobs was Fenwick’s Dean of Studies in the late 1950s. “He was approachable,” Tierney recalls, “and talked a lot about [my] interests.” He has fond memories of Latin Teacher Fr. Hren’s invitation-only “Mozarteum” group that featured pizza and music. “For me, it added a level of sophistication to school,” says Tierney, admitting that Gene Autry cowboy songs were about the extent of his play-list genre early in life.
“At Fenwick, I participated in a lot of teams, clubs and activities,” he remembers. The 1960 Blackfriars yearbook lists Tierney as a member of the National Honor Society as well as the golf and debate teams. “Father Conway taught math and coached debate at that time,” he says. “We also competed in oratorical contests,” which is where Tierney developed his capacity to think on his feet, argue, debate and speak in public. He reflects: “These skills have served me well, always.”
Editor’s note: Monday, January 28, is the feast day of Saint Thomas Aquinas, priest and doctor of the Catholic Church and patron of students.
Readers interested in exploring the excellent videos of Bishop Robert Barron, the recipient of the Lumen Tranquillum Award from Fenwick High School this year, might start with the short presentation he gives on the man he describes as his hero: St. Thomas Aquinas. The bishop explains how it was at Fenwick, when he was 14 years old, that a theology teacher first introduced him to St. Thomas Aquinas. He describes it as a “bell-ringer” event and goes on to explain how it changed the course of his life. He seems to suggest that this seminal moment led him, through the grace of God, into the priesthood.
Besides his description of the encounter in his freshman theology class, there is another deep Fenwick link in Barron’s explanation of Aquinas. He lists three ideas, which he believes characterize the thought and teaching of Thomas. It is interesting to note how closely the three themes he describes resemble three main ideas characteristic of a Fenwick education. Many high schools talk about the “grad at grad,” or what a graduate will know and be. I would suggest that these three concepts, reflective of the teaching of St. Thomas Aquinas, might be a good description of a Fenwick student after four years on Washington Boulevard.
Bishop Barron first explains in the video that Aquinas believed there was one truth. He explains that people of Thomas’s time (we might note of our time as well) often thought there were two truths — scientific and religious. Aquinas refused to accept that. He knew that there could be only one truth. If science and religion seemed to be in conflict, there was a problem in either the scientific or the theological method. More thought and study were required.
‘Dominicans are not afraid of reason; we embrace it.’
At Fenwick, we sometimes express this same idea as, “Don’t leave your brain at the door of the church (or the theology classroom.)” It is a characteristic of Dominican education to apply rigorous study and thought to every aspect of our education, including our religious belief. We are not afraid of reason; we embrace it. We are convinced that reason and critical examination will lead to the Creator, not contradict creation.
And so we teach Fenwick students to question, to wonder, and to apply the lessons they learn from science and philosophy to their faith. Bishop Barron reassures us that Aquinas had no fear of reason. Neither should we.
Secondly, Barron describes the Thomistic understanding that we are contingent beings. This is a fancy way of saying that we depend on something else for our existence. That thing that is the First Cause, what does not depend on anything else for its existence, is what we call God. It was this explanation of the Proofs of the Existence of God that first rang the bell of 14-year-old Bob Barron. [A Western Springs resident, he transferred to Benet Academy in Lisle.]
I often say to myself, “There is a God and it is not me.” When we recognize that we are dependent on a power beyond ourselves (12-step programs would call it a Higher Power,) we are on the path to faith. We begin this journey with the destruction of self-centeredness and ego. Christian theology calls it “death to self.” In the gospel of John, Jesus tells us, “Unless a grain of wheat falls into the ground and dies, it remains alone. But if it dies, it produces great fruit.”
Fennwick High School received an early Christmas present in mid-December: a gift from an anonymous donor in the amount of $3 million cash! “This is the first leadership gift toward the second phase of our Centennial Campaign,” praises President Fr. Richard Peddicord, O.P. “The money will be used to help construct the Centennial addition,” Father Peddicord explains, “and the new dining hall will be named for alumnus Arthur Dalton, Jr., who was a proud member of the Friars’ Class of 1942.” Mr. Dalton passed away in 2003 at age 80.
Who was Art Dalton? According to the ’42 Blackfriars yearbook, he was a member of St. Eulalia Parish in Maywood, IL. A versatile student-athlete in high school, Art participated in basketball, boxing and track for three of his four years at Fenwick; he played tennis (doubles) as a junior and senior and tried football and track as a freshman. He also wrote for The Wick student newspaper as a junior and was a member of the Pan-American Club as a senior.
Later in life, Mr. Dalton became a resident of Western Springs, IL. He was a husband and family man: married to Regina (nee Frawley) for 56 years; the couple had four children — Thomas, Cathie, Nancy and Daniel. The latter, a medical doctor, is a parent of three Fenwick graduates: Ryan ’03, Kyle ’05 and Katie ’06. (Art’s younger brother, Ray, also was a Friar: Class of ’44.)
Professionally, Art Dalton was president of Park Corp. of Barrington, IL, and executive vice president of Jewel Food Stores. Civically, he was Chairman of the Board at Westlake Hospital in Melrose Park, IL, and chairman of the Westlake Health Foundation. In his spare time, Dalton also was an avid golfer, with memberships at La Grange Country Club and the PGA National Golf Club in Palm Beach Gardens, Florida.
This $3 million gift made in honor of Dalton matches the largest gift in school history. The new Arthur T. Dalton, Jr. ’42 Dining Hall (see artist’s rendering, below) will be housed within the proposed Centennial Building addition. The new building is estimated to be a $25-million construction initiative that will dramatically expand and enhance the facilities at Fenwick. One of the most visible and beautiful of all spaces within the new building, the dining hall will provide not only a much-needed new dining area and healthier environment for students, but it will also serve as a gathering space for alumni events, board meetings and community social events.
A Fenwick father explains why his highly regarded twin daughters — student-athletes Caroline and Cecilia Jenkins ’19 — are staying put at Fenwick instead of transferring to an elite, East Coast prep school.
By Paul Jenkins ’81
I can’t tell you how I felt when the call came in. I knew it was coming, and yet I hesitated to pick up the phone when I saw the number in my caller ID. One of the country’s premier boarding schools* was calling to offer my twin daughters scholarships for their senior year. Juniors at Fenwick, they needed only to say ‘yes’ to be carried away into the ivy-covered embrace of East Coast privilege.
They’re hockey players, and the head coach at the prep school had been recruiting them for years. We’d been to visit the school several times. The coach had come to watch them play in tournaments around the U.S. and Canada. My wife and I had always said ‘no;’ we couldn’t see sending our youngest off to boarding school.
But the truth is, we all love that school. Imagine Hogwarts, filled with students who open every door; who greet every stranger by looking them in the eye and smiling; who almost uniformly go on to elite schools and then achieve greatness in life. Centuries of intellectual and athletic prowess seem to cling to the old stone walls of the place. The list of alumni reads like who’s who of American politics, literature and industry.
And we love the coach. He’s one of the most impressive people we’ve ever known. His athletes and his students adore him. We’d love to have our girls play for him.
I hung up the phone and told them it was official: They’d been tendered an offer and were on their way east. I was proud. I was sort of shocked. I was a little sad. My youngest would be moving away a year early.
But the girls said ‘no.’
They couldn’t hold back their tears. They choked on those tears and it took both of them, together, to say, “We want to stay at Fenwick.” The floodgates opened:
They named teachers they wanted to thank at graduation.
They talked about their teammates — both hockey and water polo — and what they wanted to achieve with them as seniors.
They talked about classmates, coaches, carpools, dances, school plays, lunch-table discussions, the German Club, the Write Place and all the little things they’d be leaving behind if they took the offer.
All of those things, together, are the Fenwick experience.
I didn’t need to ask if they needed time to think about it.
In half-year’s time (God willing) there will be a couple of twin girls who will earn their diplomas with their classmates in the Fenwick class of 2019. Their parents will likely continue to reflect on what might have been, but I don’t think they will. They made a mature, informed decision, and they’ve never looked back.
Fenwick is in their blood.
* The Hill School is a coeducational preparatory boarding school located on a 200-acre campus located approximately 35 miles northwest of Philadelphia. Annual tuition is $59,050 (for boarding students) for the 2018-19 academic year.
High achievements in academics and athletics have been intertwined at Fenwick for 90 years and counting.
By Ray Wicklander, Jr. ’55
Editor’s note: Mr. Wicklander gave this speech at the Fenwick Athletic Awards ceremony 26 years ago, on November 30, 1992. From Oak Park and Ascension, Ray was a National Honor Society student who played football for four years for the Friars. He also spent two years swimming and on the staff of The Wick.
On a night similar to this, over 60 years ago in the old Morrison Hotel in downtown Chicago, a new upstart high school from Oak Park, called Fenwick, held its first athletic awards night. Over 900 people attended – in the height of the Depression – for two basic reasons:
They were there to give recognition to the accomplishments of the first senior class – with a football record of 6-1 – who established themselves already as a force in the Catholic League.
And to make a statement: that the standard of excellence on which Fenwick was established would always reflect itself in its athletic programs.
That was the beginning of a tradition – one of excellence and leadership that has made Fenwick what it is today.
Historic Night for Female Friars
Tonight we have an equally historic moment. For it is obvious that we are now a new Fenwick, where the Black and White of the Friars is worn by both young women as well as young men. A new tradition of excellence and leadership is beginning right now. And just as at the first athletic awards night, we are here for two reasons: to recognize the accomplishments of these athletes and to make a statement that the new Fenwick is committed to excellence and leadership in our sports.
We know that sports are not the only thing that makes a school great. None of you came to Fenwick only because of its sports program. But Fenwick would not be Fenwick without these programs. In Father Botthof’s words, Fenwick is unabashedly a college preparatory program. But it is also a life preparatory program, where we come to learn the lessons of how to succeed as human beings, as Christians, as parents or spouses or colleagues, no matter what path in life we follow.
Many of the most important lessons do not come from books. Tony Lawless often reminded us: “Don’t let the books get in the way of your education.” It is on the field, on the court, in the pool – it is in competition that we learn to get up if we have been knocked down, where we learn to handle a loss without becoming a loser. It is in competition that we come to be truly honest with ourselves. For we can fool others, even parents and bosses and even some teachers, but we can’t fool our teammates. We learn that with determination and commitment, anything is possible – so the word “limits” really has no meaning.
What It Means to Compete
It is also in competition that we learn that we really don’t do that much on our own, that we need a team and that is what counts. So words like “Loyalty” and “Trust” have a special meaning for athletes. It is in this competition that we form bonds and friendships that are unique and hopefully will last all our lives. These are the lessons, the elements that create the elusive, hard-to-describe reality called School Spirit or Tradition. And it is this spirit that affects everything around you here at Fenwick.
Most 16-year-olds can’t pronounce the medical term cardiothoracic, let alone know what is means. But last summer, Fenwick student Xonhane Medina ’20 — now a junior — spent two weeks in Northern California as a cardiothoracic intern at Stanford University. (For the record, cardiothoracic surgery is the field of medicine involved in surgical treatment of organs inside the thorax — generally treatment of conditions of the heart and lungs.)
Fenwick Girls’ water polo head coach Jack Wagner has a hard enough time pronouncing Medina’s first name. He affectionately calls her “Shawn.” And anyone who knows the gruff exterior of Wagner knows that Jack doesn’t brag. Here he was, however, bragging about Xonhane – not about her MCAC All-Conference status as a sophomore last season (his Friars took second in state, by the way). He was boasting about this phenomenal internship she orchestrated.
“This kid, she set up her own funding!” he exclaimed.
Due in part to being a huge fan of the “Grey’s Anatomy” TV series when she was younger, Ms. Medina was interested in doing some type of a medical-related internship. She began her search online. Her cousin’s fiancée is a pediatric surgeon at the Lucile Packard Children’s Hospital in Palo Alto, CA, so Stanford was on her proverbial radar. A similar opportunity at Johns Hopkins University in Baltimore, Maryland, also had captured her attention.
“I knew they were a reach,” Ms. Medina admits. For one thing, Xonhane knew her family could not afford the $6,500 price tag. Yet, as the late advertising guru Leo Burnett once said: “When you reach for the stars you may not quite get one, but you won’t come up with a handful of mud either.” So, Xonhane reached high.
Not knowing how to begin the process, she reached out to Paul Morgan, a director at the Daniel Murphy Scholarship Fund, who became her educational sponsor. Medina is one of the Fenwick students receiving financial aid from the Murphy organization, which for 29 years has been providing high school scholarship assistance and educational support to Chicago students from economically disadvantaged backgrounds.
She reached higher, next asking for letters of recommendation from Fenwick teachers, including Andy Arellano (speech) and Shana Wang (English) as well as, of course, Wagner, her coach. In early March she received her letter of acceptance. Subsequently, she received $4,000 from the Oak Park-based Farther Foundation. She put that money toward the $3,000 housing fee and air fare. She had enough money left over to buy some Stanford sweaters. “That was literally the only thing I bought,” reveals Medina, who, when she’s not doing homework or working out in the basement pool at Fenwick, works weekends as a cashier downtown at Navy Pier.
The Cardiothoracic Surgical Skills and Education Center Stanford Summer Internship is designed to educate high school and pre-medical students considering careers in science, medicine and public health in basic and advanced cardiovascular anatomy and physiology as well as medical and surgical techniques that will be used in pre-medical and medical school. In 2018 the two-week experience ran from June 24 – July 7.
The typical morning (9:30 a.m. – 12 noon) was dominated by lectures, according to Medina. Anatomy of the entire body was led by a pair of third-year medical students. Then, discussions on different types of surgeries were led by senior scientist Paul A. Chang, co-founder of the Cardiothoracic Surgical Skills and Education Center. She learned that there are two main heart surgeries: 1) valve replacements and 2) coronary artery bypass grafts.
After lunch came four full hours of hands-on, laboratory time. “This was my favorite thing,” Xonhane offers, enthusiastically. Each day, she and her lab partner received a new pig heart on which to slice and clamp. They learned how to use several cardiovascular, surgical instruments, such as:
forceps: a pair of pincers or tweezers used in surgery or in a laboratory.
Debakey forceps: a type of atraumatic tissue forceps used in vascular procedures to avoid tissue damage during manipulation. (They are typically large, and have a distinct coarsely ribbed grip panel, as opposed to the finer ribbing on most other tissue forceps.)
Gerald Tissue Forceps: a light- to intermediate-weight instrument with very narrow tips specifically used to handle delicate tissue. They are often used in cardiothoracic procedures. About seven inches in length with serrated tips, Geralds feature 1 x 2 teeth to securely grasp the tissue, but also have a stop peg to prevent an overly harsh grasp that may crush the tissue.
Mayo: Straight-bladed Mayo scissorsare designed for cutting body tissues near the surface of a wound.
aortic cross-clamps: surgical instruments used in cardiac surgery to clamp the aorta and separate the systemic circulation from the outflow of the heart.
She and her partner even had to apply sutures or stitches to aorta-dissected hearts. “We had competitions [with other interns] to see who could stitch the fastest,” Medina reports. “We also competed to see how fast we could ligate six [blood] vessels on the aorta.” The athlete in Xonhane liked the contests, but the fierce competitor is quick to point out that she came to Fenwick for academics — not for water polo.
As 2018 draws to a close, an alumnus shares his personal story about the importance of all alumni Friars giving back to their beloved high school alma mater.
By Jack Flynn ’51
When I graduated from Fenwick in 1951 and moved on to the University of Notre Dame, I discovered that I was better prepared for college than many of my classmates. I also thought that I was at Fenwick during their Golden Years with almost a complete staff of Dominican priests in every position except athletics.
When my son, Michael, graduated from Fenwick in 1977 and went to Michigan, he also found that he was much more prepared for college than most of his classmates. He also discovered that he had such a wonderful group of Fenwick classmates that it was great to get a job in Chicago and be socially engaged with the same pals he had in high school, plus some from grammar school.
“Young men and women with strong learning skills, faith and discipline can succeed even during these difficult times.” – Fenwick Friar Jack Flynn
Now I have four grandchildren who have graduated from Fenwick and seem to be on a path to do better than the parents or their grandparents. [One grandson presently is a junior.] Young men and women with strong learning skills, faith and discipline can succeed even during these difficult times. It takes great leadership and strong support from alumni and friends to keep Fenwick at the top of its game.
High school is very important in the development of young people, and I would guess that 80% of the students are indebted to Fenwick for a good portion of their success in college – and that carries forward. Close to 100% of the students that were serious about doing well in high school are probably delighted by the outcome.
We should all step forward to support Fenwick with a meaningful gift. Fenwick is not asking you for a great sacrifice, but at least to do something that indicates you feel good about the education you received.