Fenwick High School – Page 11

May 28, 2020May 20, 2020

Forty-Niners Reminisce about the Dominicans of Fenwick

With extra time on their hands during the COVID-19 health crisis,
10 members from Fenwick’s Class of ’49 trade memories via e-mail.

“I keep looking for something more or less productive to do,” writes Fenwick alumnus Tom Morsch ’49. “While watching a Zoom presentation on Thomas Aquinas, I noticed that his treatise on the Gospel of John was translated from Latin to English by someone named Fabian Larcher, O.P. I said to myself, I know that guy; he taught me algebra. To be sure, I went online to check ‘Order of Preachers, Province of St. Albert the Great.’ There I found that this was, in fact, our Fr. Larcher (and lots of other interesting stuff).”

Classmate Bob Lee responded, “I had Fr. Larcher for algebra also. He was a clean-desk guy. Remember? The only book on your desk was the algebra book, all others below your desk. And he walked around the class every day and enforced the law. He was one of my best teachers at Fenwick. You always had to be prepared for his quick tests. I had the feeling he was interested that I got it.” Fr. Larcher went on to teach at St. Thomas College in St. Paul, MN, from 1949-53. He passed away in 1981 at age 77 (see list below).

“I agree with you, Bob. I loved the guy!” replied Morsch, who also reminisced about Father James Dempsey. “My first day in Fr. Dempsey’s English class, he asked: ‘Are there any of you who did not go to a Catholic school? If so, raise your hand’” recalls Mr. Morsch. “I did so, along with two or three others. My hand was about as high as the top of my ear.

“Dempsey said: ‘Morsch, stand up and recite the Our Father,’” he continues. “I stood up. I was terribly embarrassed, and mumbled something like, ‘Mumble, mumble, Our Father, mumble, ugh, er, mumble.’ I knew the Our Father but was too scared to say it. With disgust Dempsey said, ‘Sit down, Morsch.’ That was that. But I loved the guy!”

Classmate Jack Spatafora notes: “Fr. Dempsey let me be a columnist for The Wick. All went well until I got writer’s block. I decided to ‘borrow’ some ideas from the Chicago Public Library stacks … [and] found a clever piece on golf and adapted it. Later, I discovered that my source was a well-known New York author who was all too familiar to Dempsey — as he later advised me with a contemptuous scowl! Still, I think I’d prefer THOSE innocent days to THESE!”

Tom McCormick ’49 adds: “Freshman year we … had Fr. Larcher for Algebra, Dempsey (a good friend of Red Sox catcher and manager Birdie Tebbets) for English, Lawton for General Science, maybe Donlan or Morganthaler for Religion, Shortie Connolly for Speech, aka ‘Show and Tell,’ I don’t remember who for Latin, but I do remember fun-loving Br. Schoffman being overseer of JUG …

“An anecdote, perhaps you recall, involving Fr. Dempsey: Bill Finnegan knew I had the book Barefoot Boy with Cheek and asked to borrow it. I said okay, gave it to him before English class, and admonished him not to read it during class. Naturally, he couldn’t resist a peek, started giggling, and prompted Fr. Dempsey to ask ‘What do you have there?’ The first words out of Finnegan’s mouth were, ‘It’s McCormick’s.’ So Dempsey confiscates the book. Three weeks later he gives it back to me with a lecture on why I shouldn’t be reading things like that. I’m sure it made the rounds at the Priory during the three weeks. As a result, I wouldn’t let Finnegan read my father’s copy of Forever Amber.”

Fr. Dempsey and Fr. Lawton left Fenwick to join the Dominican mission in Nigeria. Fr. Lawton was invested as Bishop of Sokto in 1964. He died of a heart attack in 1966 while riding in an automobile and is buried in Nigeria. Fr. Dempsey succeeded him as Bishop of Sokoto in 1967 and eventually returned to the United States, where he died in 1996.

’49 TRIVIA

What were the nicknames of Fr. Conley and Fr. Malone?
Nickname of Fr. Scannell?
What bet was made by astronaut Joe Kerwin in September 1945?
How many freshman boys hailed from northwest suburban Park Ridge, IL?
Who won the Scholar-Athlete Award at the 1949 graduation?
What model car did Tony Nashaar drive to school?
What was the rather remarkable thing that Jack McMahon did after graduating?
Who was the fourth member of the one-mile relay team that won the Daily News Relays title beside Jack Kelly, Jack Regan and Bill Carmody?

Answers

Little Caesar & Butch
Skipper because he was moderator of sea scouts.
Chicago Cubs to whip Detroit Tigers in World Series, and he gave odds!
Nine (A. Jenks, Sorquist, O’Brien, Frainey, Jolie, Normandt, Barczykowski, Gleason, Georgen)
Jim Strojny
Nash
Robbed a bank and went to jail.
George Remus

Order of Preachers – Province of St. Albert the Great – Necrology (Date of Death)

Teachers

John Murtaugh – 1947
James Quinn – 1961
Edward Lawton – 1966
John Simones – 1967
Michael McNicholas – 1968
Chester Myers – 1968
Andrew Henry – 1971
George Conway – 1972
Anselm Townsend – 1972
Joseph Reardon – 1977
Fabian Larcher – 1981
Cyril Fisher – 1982
George Conway – 1984
Victor Feltrop – 1984
Walter van Rooy – 1985
John Malone – 1993
James Dempsey – 1996
James Regan – 1996
Gordon Walter – 1996
Louis Nugent – 1998
Raymond Ashenbrenner – 2003
Walter Soleta – 2003
John Morgenthaler – 2004
Thomas Donlon
Albert Niesser

Teachers not O.P.

Fr. Leonard Puisis – 2013
Tony Lawless – 1976
Dan O’Brien ’34 – 2003
Br. Schaufman

May 21, 2020May 21, 2020

3 Alumnae Siblings Share High-speed Internet (and Precious Time)

The Lombard sisters — one law-school student, one med-school student and one undergrad — returned home to Western Springs, IL, for eStudy this spring.

The trio of Lombard sisters came home to Western Spring, IL, this after college campuses shut down earlier this spring. “We haven’t all lived together or studied together for almost 10 years, so it’s been really memorable,” says Lauren, the family’s “baby” and a 2017 graduate of Fenwick.

Elizabeth, the eldest, adds, “In many ways, in sharing homework space, fighting for Wi-Fi capacity and complaining about exams and tough assignments together, it truly reminded all of us of our Fenwick days.”

Elizabeth Lombard ’11 (University of Notre Dame ’15 – Double Major: Accountancy and English) was a Friar cheerleader and earned a varsity letter at Notre Dame as Senior Football Manager. She worked for two years as a certified public accountant at Deloitte Touche Tohmatsu Limited (Chicago), then returned to ND. Earlier this month, she graduated with an accelerated joint degree: a Doctor of Jurisprudence (JD) in law and Master of Business Administration. Elizabeth soon will head to New York City to take a job in the corporate practice division of law firm Sullivan & Cromwell LLP. Here are her and her sisters’ “quarantine” stories:

I just completed my third degree at the University of Notre Dame. My last semester certainly did not go as planned with the onset of eLearning. However, I felt lucky to have my family by my side throughout all of the chaos, to tackle this challenge together. We have not all been together, living in our family home in Western Springs, since I graduated Fenwick in 2011.

This semester I was enrolled in Trust and Estates Law, Intercollegiate Athletics Law, an Intercollegiate Athletics Externship, a Venture Capital and IPO Law Seminar, and a Law and the Entrepreneur Seminar. Most of my professors decided to still hold live, discussion-based Zoom meetings in lieu of our in-person classes. I loved these live Zoom meetings, as it made me feel like I was still in the classroom (minus being able to stare at the Golden Dome through the windows).

In addition to complications with moving the actual classroom learning online, I also faced graduation celebration planning complications. This year, I served as the 3L Class Representative for my law-school class on our Student Bar Association (similar to a Student Council). A vital part of my job was planning ‘3L Week’ celebrations, for the week prior to graduation — including a Chicago Cubs game, a winery tour and a massive banquet with our entire class. Obviously, when school was canceled, these opportunities to celebrate our achievements as a class were eliminated. I decided that we still needed to celebrate in some capacity digitally. I created a virtual ‘banquet’ for my class — complete with a digital congratulatory video from our professors and administration and a ‘Class Slideshow,’ with a slide for each student showing their favorite law-school photo, moment, class, as well as a senior superlative. It was very rewarding for me to put this together and know that my classmates felt loved and celebrated. Additionally, I coordinated a “Professor Send-Off” where five beloved professors gave our class some words of wisdom and congratulations. Notre Dame has rescheduled our official graduation for May 2021.

Fenwick has prepared me and my sisters well for our various career paths. I would particularly like to thank Ms. Logas for inspiring my interest in the law from her AP Government class; Mrs. Macaluso for inspiring my passion for writing and analysis in AP Literature; and Blackfriars Guild (BFG) for giving me confidence in my public speaking abilities. My time at Fenwick cultivated in me a hunger for learning and diligent work ethic, without which I would not have been able to excel during the demanding JD/MBA program. I look forward to joining Fenwick’s network of attorneys and continuing to grow my Fenwick family in the future.

Rachel Lombard ’13
Notre Dame ’17

Rachel Lombard completed a degree in Science Business at the University of Notre Dame in 2017. A few weeks ago, she began her fourth year of medical school at the University of Illinois College of Medicine at Chicago (Class of ’21). She is the recipient of the Medical Student Council’s Tom C. Reeves Memorial Award, which recognizes a third-year med student who exhibits outstanding leadership, volunteerism and character.

Before the pandemic hit, I had spent my entire third year of medical school completing clinical rotations in the different fields of medicine such as OBGYN, Pediatrics, Surgery, Internal Medicine and Psychiatry. While on my Surgical Rotation, the attending physician I worked with was also a Fenwick graduate and we bonded over our time at Fenwick. We both agreed that Mr. Farran was one of the best teachers we ever had and inspired both of us to pursue a career in medicine. It is really amazing how the Fenwick connections can always be found. Clinical rotations have by far been the best part of medical school, so far, because I finally got to work with actual patients and really feel like a part of the medical team.

I was just about to start my final rotation of my third year in Family Medicine when the pandemic intensified. My medical school, along with almost all other medical schools in the United States, decided to pull all medical students from in-person clinical rotations to help do our part in minimizing the spread of the virus and conserve the already very limited amount of personal protective equipment. Like so many others, my life drastically changed overnight. I went from learning medicine from real-life patient encounters to learning from virtual online patient cases. Additionally, I had online lectures over Zoom from our clinical professors. Some of my clinical professors had just come off treating patients in the COVID unit and would teach us about their experiences firsthand fighting the virus, which was quite interesting.

May 7, 2020May 8, 2020

Fenwick’s Staying Power Is Its People, says 9-year Friar Teaching Veteran

Fellowship among fellow teachers and their students is a key factor as to why faculty members stay with the Friars.

By Laura (Dixon) Gallinari, English Teacher

In the spring of 2011, on the verge of graduation from my MFA poetry program, I applied for every high school English and Spanish opening in Chicagoland, from Waukegan to Wheaton to Orland Park. I grew up in south Oak Park, and my husband and I had just purchased a house here. On a lark, I submitted my resume to Fenwick, even though no job was posted. So, why am I here? To start with, I figured it would be cool to live seven blocks from school.

Having attended OPRF, I was minimally familiar with Fenwick, aware of it as the local Catholic school that went co-ed while I was in high school. Kathy Curtin called to set up an interview. At the time, one of my mom’s best friends, Kathy Miller, had a sister who taught at Fenwick and agreed to meet with me in the teacher cafe before my interview. So my introduction to Fenwick was coffee with the unforgettable Mariana Curtin, who charmed me with her sincerity, warmth, wisdom, humor and occasional curse words.

To my great fortune, it turned out that Fenwick did have a need for one more English teacher, in a year that saw 17 new Fenwick teachers, several of them in the English department. I walked home from the interview, not quite a mile, and when Pete Groom called to say yes, it felt like providence.

That year marked a huge transition for me. I had taught and coached for 10 years before taking a break for my MFA, but for the past three years I had been paid to attend a few classes and write poetry. I read for hours every day and wrote hundreds of poems. I played basketball every week and even watched TV. It was dreamy. Then, I graduated, moved back to Chicago, bought a house, got married, got a dog, got a new job, and — yep, got pregnant. You know, just a few small changes.

I had long been told by doctors that it might be hard for me to get pregnant or to carry a pregnancy to term due to my unusual womb that has an extra wall in the middle, like a valentine heart. So Gabriel, our wedding-night baby, came as a bit of a surprise. In August before school started, I walked over to Fenwick and found Pete Groom shooting baskets with one of his kids in the gym. I sheepishly informed him that I hoped I would need a maternity sub in March, and in the meantime I would need to back out on coaching volleyball and basketball due to the high-risk nature of the pregnancy. I was more than a little nervous to be such a ‘problem child’ right out of the gates, but Pete met the news with a resigned but affable, nodding, red-faced smile that seemed to say, ‘Ah. Of course you do.’ (You all know that look.) I then apologetically explained the situation to Trish [Grigg in Human Resources], who just smiled and said, ‘That’s what God wanted.’ Somewhere else I might have been at risk of a pink slip, but not at Fenwick.

That first year, so many people helped me to find my way — both figuratively and, indeed, literally (as in the time I was assigned to sub in, uh, Room 46??). Andy Arellano, Jerry Lordan, Mary Marcotte, and John Schoeph shepherded me through. And a quick shout-out to Rick O’Connor, too, whose camaraderie in our first year meant the world.

Mutual respect and blessings

The first and most compelling reason that I have stayed at Fenwick is the people. I both like and respect all the people I answer to, and I have never before at another school been able to say that so uniformly. And my colleagues, all of you, are amazing. Truly. I am wowed by your dedication, expertise and enthusiasm every day. If I’m having a tough time, Pete Gallo will both crack me up and pray for me. When I need to respond to a tricky email, John Schoeph will sit down and talk it through with me. Coach [Kevin] Roche sets the bar so high that he makes us all better people. Arthur [Wickiewicz] greets me with an exploding fist bump daily. Hope [(Feist) Zelmer] gives me Hope. Maria Nowicki gives me hugs and pumpkin bread. Theresa Steinmeyer tells everyone, ‘You’re my favorite and sincerely means it every, single time. When I suffered my second of three miscarriages, Brigid Esposito brought me two roses and made me feel seen. Time and again, we lift each other up.

I am also here because I have a deep and abiding love for grading. KIDDING. NO. Like all of you, I am primarily here because of my students. Because my students are motivated, engaged, prepared, respectful and helpful, I am able to do my best work in the classroom. I can manage serious discipline issues, but here I mostly don’t have to. My students are allies in learning, and their intellectual curiosity propels us forward. With students so ready and eager to learn, I am free to show them what more is possible, to acquaint them with new ideas and engage in closer readings. Beyond their high level of academic accomplishment, my students’ decency, kindness, creativity and insight daily show me what more is possible. I’m here because Nate Jakaitis [Class of 2016] still sends me the latest cool thing he wrote in college; because Abbey Nowicki [also ’16] also sends me pumpkin bread; and because Robert Metaxatos [’17] takes the time to write me a letter by hand because he is reading Crime and Punishment and I first introduced him to Dostoevsky years ago in our Brothers Karamavoz reading group. My students are incredible people. They are incredible blessings.

*Faculty and staff members read chapters of* Moby-Dick at “Moby-Con” in January 2019.

I have been fortunate to teach subjects here that speak to my own intellectual passions — American literature and creative writing. And I think it’s an open secret that I sneak in 12 chapters of Moby-Dick when everyone else does two. I’m at Fenwick because six years ago my AP students were jealous of the Honors classes who got to read those 12 chapters and asked me to stay after school with them on Mondays to discuss the entire book. I’m here because every year since then, my Moby-Dick readers have recruited the next year’s crew. I’m here because when I brought our lunatic notion of Moby-Con to Pete Groom and Jerry Ruffino, they didn’t say no. They came aboard, as did dozens of you. I’m here because you tolerate (or dare I say even enjoy?) my whaling and sailing puns. It made my heart full that so many colleagues stepped up to chaperone and read at Moby-Con, that Father Peddicord was game to play Father Mapple, that Ernesto screened four film versions, that Rick O’Connor live-streamed the whole event with his Broadcasting club. Those students will never forget our marathon voyage, and I don’t know whether it would have happened at another school.

All of this adds up to true community, and people filled with genuine affection and compassion for their coworkers and students. People say teaching is a thankless job, but at least at Fenwick, I disagree. My students depart class daily with a parade of thank-yous — I mean, even in study hall! Seriously!

‘God wants me to be here’

One thing that makes Fenwick special is that we treat our work here as a vocation, a ministry. We are called to this work, and we are here to shape more than minds. Nowhere is this more apparent than in our Kairos program and the teachers and student leaders who work tirelessly to offer that spiritual experience to our students.

As a Protestant, I had no idea what to expect in coming here. Would I be out of place? How would people here treat the non-Catholic minority? Would even the statues give me the side-eye? I could not have imagined that Lucy White would ask me to speak at Kairos about the Christian Family or that Maria and Mary Beth would invite me to speak today at a Dominican spiritual retreat.

I am here because God wants me to be here. (Please write this down and look up when you have finished: I am here because — sorry, Kairos humor — but that is why I’m here.) As a religious institution, we are a community of learning and also a community of prayer. We celebrate God in our service to one another. And when you’re in need you can always be sure that Pete Gallo is not the only one praying for you.

To wrap up, I’d like to just tell a few anecdotes that speak to my time at Fenwick:

May 6, 2020May 15, 2020

Praying for Nurses and Medical Professionals with Fenwick Ties

The observation of National Nurses Week, celebrated May 6 – May 12, has extra-special meaning this year.

As is the case with many care-givers, the hard work of dedicated nurses often is taken for granted. Sometimes, it takes a health crisis such as the Coronavirus pandemic to bring these medical heroes into the spotlight.

Pictured above is alumna Julianne (Comiskey) Heinimann ’01, who works as a NICU nurse at Northwestern Memorial Hospital in Chicago. She is one of at least 34 Friar alumni — women and men — who are registered nurses or nurse practitioners (see list below) across the United States: from Chicago, Oak Park, Downers Grove and Indiana to Washington (DC), Ohio, Arizona and San Francisco. (We know there are many more who are not in our system.)

Kathryn Meade, the mother of Fenwick senior Jack Meade (Lombard, IL), is one of at least nine parents working in the nursing field (see below). ” I had contracted COVID-19 from work,” shares Mrs. Meade, who has been a nurse since 1994, working as a NICU nurse for 22 years until recently becoming a Lactation Consultant. “Thankfully, I am on the mend and am humbled by the outpouring of love and support I received,” she says.

In observance if National Nurses Week, we want to publicly thank these moral servant-leaders for all that they do for their patients – especially by putting themselves and their families at risk during the COVID-19 crisis. You make us all proud to be fellow Friars!

Mary	Berkemeyer	’11	Northwestern Memorial Hospital, Chicago	Emergency Room Registered Nurse
Monica	Bomben	’11	Northwestern Memorial Hospital, Chicago	Registered Nurse, Neuro/Ortho
Allison	Borkovec	’07	Brigham and Women’s Hospital, Boston	Registered Nurse
Marco	Candido	’03	Independent	Registered Nurse
Katie	Dalton	’06	Northwestern Memorial Hospital, Chicago	Registered Nurse
Jennifer	Dan	’08	Northwestern Memorial Hospital, Chicago	Cardiac Cath Lab Nurse
Lauren Sarah	Dillon-Ellsworth Finan	’99 ’04	Loyola University Medical Center, Maywood, IL Lurie Children’s Hospital, Chicago	Nurse Nurse, neurointestinal and motility
Shannon Daniela	Flannery Giacalone	’14 ’07	Northwestern Memorial University of Chicago Comer Children’s Hospital	Registered Nurse Registered Nurse
Margaret	Grace	’13	Rush University Medical Center, Chicago	Registered Nurse
Sharon	Grandy	’01	Presence Health (Arizona)	Emergency Room, RN
Julianne Michelle	Comiskey-Heinimann Androwich- Horrigan	’01 ’05	Northwestern Memorial Hospital, Chicago Northwestern Memorial	Registered Nurse (Neonatal ICU)
Dana	Jakoubek	’01	UCSF Medical Center, San Francisco	Kidney Transplant Nurse Practitioner
Bridget	Kern	’07	Rush University Medical Center, Chicago	Registered Nurse
Amy	Konopasek	’01	Loyola University Medical Center, Maywood, IL	Registered Nurse Multidisciplinary Coordinator
Alexis Grace	Kozyra Lattner	’12 ’15	AMITA Health Cleveland Clinic	Registered Nurse Registered Nurse
Robert	Lewis	’71	Emory University Emergency Medicine, Atlanta	Nurse Practitioner
Anne	Loeffler	’06	Rush University Medical Center	Nurse Assistant 2
Mark	Manankil	’86	Advocate Healthcare/Good Samaritan Hospital, Downers Gtove, IL	Nurse/Psychiatry
Madalyn Molly	Mazur McHugh	’11 ’13	U. of Chicago Hospital – Stem Cell Transplant Unit MedStar Georgetown University Hospital, Washington, D.C.	Charge Nurse/ Floor Nurse Registered Nurse
Martin	Mikell	’86	Zablocki VA Medical Center, Milwaukee	Registered Nurse
Elissa	Mikol	’04	Ann & Robert H. Lurie Children’s Hospital of Chicago	Pediatric Surgery, Nurse Practitioner
Kyle Nora	Morris Napleton	’97 ’15	Saint Mary’s Medical Center, Chicago Loyola Medical Center, Maywood	Registered Nurse ICU Nurse
Thomas	Papadakis	’01	Rush Oak Park Hospital	Registered Nurse, Emergency Department
Rachel Katherine	Koranda-Plant Racanelli	’00 ’08	Loyola Medical Center (Chicago) AMITA Health Medical Group	Registered Nurse Family Nurse Practitioner
Terri	Ferrera-Salinas	’09	Magnificat Family Medicine, Indianapolis	Registered Nurse
Pamela Andrew	Chase-Smith Straub	’97 ’87	Champaign, IL UnitedHealth Group, Ohio	RN Nurse Practitioner
Brittney	Woosley	’08	Gottlieb Memorial Hospital, Melrose Park, IL	Permanent Charge Nurse/RN

According to the Fenwick database, another 225 people (including alumni) have listed either “medicine” as their business/industry or “nursing” or “physician” as their profession. They are:

May 4, 2020May 5, 2020

Faculty Focus: May 2020

Even from home, 3rd-year Fenwick Social Studies Teacher Brian Jerger loves Western Civilization — and working with freshmen!

What is your educational background?

BJ: I went to high school in the southwest suburbs — Oak Lawn Community High School (’09). I have my B.A. in History from the University of Notre Dame (’13). My M.Ed. is from Notre Dame as well (’15).

What did you do prior to becoming a teacher at Fenwick?

BJ: I was a TEFL (Teaching English as a Foreign Language) teacher in Heredia, Costa Rica, for nearly a year before coming to Fenwick. Before that, I taught World Geography & Cultures to freshmen at Saint Joseph Academy in Brownsville, Texas as part, of Notre Dame’s ACE Teaching Fellows program (2013-15).

What are you currently reading for enjoyment?

BJ: It may not be for enjoyment, but it is almost impossible to avoid trying to stay current with the COVID-19 news. Aside from that, I am currently trying to finish The Bully Pulpit: Theodore Roosevelt, William Howard Taft, and the Golden Age of Journalism by Doris Kearns Goodwin.

What interests do you pursue outside of the classroom?

BJ: I really love to cook. Fall weekends are for ND football and the Green Bay Packers. Wednesday nights are Trivia Night for me. In the summer, I like to travel and try to get outside, whether it be for hiking, fishing, brunch, baseball games or something else. I also help out as a young adult leader for a youth group at my parish throughout the year.

To what teams and/or clubs did you belong as a student?

BJ: A little bit of everything. I played golf and ran XC/distance track. I also participated in student council, class advisory boards, student helpers and a really unique group called Cross Countries — not to be confused with cross country. Cross Countries was a small group of eight students who fund-raised over $40,000 in three years to complete an international service trip to Bolivia to help build a hospital. I even did a group interpretation theater production my senior year. I was also really active in my youth group, Foundations, at Old St. Pat’s in West Loop.

*Even eTeaching from his “home-classroom” can’t keep down Mr. Jerger!*

Which clubs/sports/activities do you run at Fenwick?

BJ: I am the assistant debate coach and the assistant freshmen girls’ basketball coach. I also go on every Kairos [retreat] Mrs. Nowicki will let me!

What quality/characteristic marks a Fenwick student?

BJ: In general, I think they push themselves and are gritty. Fenwick is not the ‘easy’ choice; students are challenged here. That said, the strongest steel is forged in the hottest fire. Our students come out on the other end far ahead of their peers and ready to lead. And, in the end, they still wish they had “FOUR MORE YEARS!”

May 1, 2020May 5, 2020

Remote Collegiate Friars: May 2020

Fenwick 2017 alumnae the Ritten triplets are eLearning together (but separately) in Oak Park, as they finish their junior years in college. The sisters reflect on the Coronavirus pandemic’s effect on their experiences.

Maria Ritten ’17 (at right) is majoring in political science (and minoring in poverty studies and sociology) at the University of Notre Dame:

In these strange and unprecedented times of COVID-19 and social distancing, the last phrase I ever want to hear again is “in these strange and unprecedented times.” After being away from Notre Dame for over a month now, I have seen, heard and said this phrase more times than I ever could have anticipated. I hate the formality of it. While “in these strange and unprecedented times” is undeniably accurate, I think that its use is basically us saying, “now that I’ve addressed the elephant in the room, we can get back to how we normally act.”

But nothing is normal.

*ND students haven’t seen the Golden Dome on campus since early March.*

Fortunately for me, several of my professors seem to be on the same page. During our Zoom sessions, one of my professors has made it a point to ask each student how they are doing, really doing. Rather than beginning class with a quick hello and diving into material, he gives us time to talk about our real feelings about this pandemic. Our conversations have included topics such as how to celebrate a birthday during quarantine, good TV shows to binge, and how it is nice to be spending more time with our families.

While these positive conversations have been a source of light for me, we have also discussed the situations of classmates who are away from home and missing their families, or how the seniors felt after their graduation was postponed until next year. These conversations, although limited, have been one of the few formal settings during this quarantine in which I have felt encouraged to talk about my real experience. In asking us about our feelings, whether good or bad, my professor is enabling my classmates and me to acknowledge that nothing is normal, and that our thoughts, fears and hopes are all valid. While these are “strange and unprecedented times,” I am grateful for these Zoom sessions because they have taught me one of the most important lessons of my college career: When life throws a curveball, it is more important to reflect on the situation and acknowledge its impact than to pretend it never happened and just move on.

Missing New Orleans

Bridget Ritten ’17 (center) has a double major in public health and sociology at Tulane University:

For most people, New Orleans is a place to party and eat great food. However, New Orleans is much more than that, and for the last three years I have been lucky enough to call it my home.

I love New Orleans because it is the opposite of every city in America. Most cities are fast-paced and stressful while New Orleans is slow, easy-going and fun. New Orleans reminds me of a party that celebrates life that everyone is invited to. Unfortunately, there is not much to be celebrating these days as Coronavirus has spread throughout the nation, and particularly in New Orleans.

Fortunately, my family and I are healthy and have been sheltering in place in our home in Oak Park. Over the last month, many college students have been thinking about and missing their friends, classmates and classes. Although I have also been missing those things, I have often found myself thinking about New Orleans and wishing I were there.

April 30, 2020May 5, 2020

Why Do Teachers Stay at Fenwick?

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.

By John Schoeph ’95

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 embraces 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 in.

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 of them.

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!

April 22, 2020April 23, 2020

Fenwick Students of Italian Pray for Italy

COVID-19 global outreach project employs video app technology called Flipgrid.

Earlier this month, students in Level I Italian completed an Italy Outreach Project through the video app Flipgrid. “They recorded themselves praying for Italy in Italian and reading a letter they wrote to Italy in Italian,” explains Fenwick Italian Teacher and alumnus Mr. John Schoeph ’95. “Each student submitted a prayer and a letter as a video recording.”

Mr. Schoeph then compiled them into what Flipgrid calls a mixtape. “This mixtape plays them all as a video and also presents each video individually in a grid. Italy was struck so severely and early [by the Coronavirus pandemic] that it was important for our students to reach out,” he notes.

LISTEN TO THE FENWICK STUDENTS PRAY IN ITALIAN

“In the meantime, one student drafted a letter in Italian ‘to Italy,’” Mr. Schoeph continues, “while every student was required to find the e-mail address of one high school and one church in their assigned town or city in Italy.” Freshmen Angelina Squeo ’23 (Elmwood Park, IL) and Cate Krema ’23 (Western Springs, IL) compiled the e-mail lists of churches and high schools that every student was required to look up and submit.

With the e-mail lists ready to go and the letter drafted, their teacher inserted the mixtape link and sent off the e-mails. “We wanted to let Italy know that a group of beginner Italian students is praying for them and sending them our best,” Mr. Schoeph concludes.

To Italy, with love

The letter was drafted in Italian by fellow freshman Angelina Woods ’23 (Elmwood Park, IL):

I nostri carissimi in Italia,

Noi siamo una classe d’italiano al livello il più base a Fenwick High School. Fenwick è un liceo negli Stati Uniti. Le priorità di Fenwick sono le preghiere, la studia, il ministero/il volontariato, e la comunità. Mandiamo le nostre preghiere a voi virtualmente e spiritualmente. Anche, mandiamo qualche lettere che offrono la nostra speranza e positività. Se potete, per favore condividete queste lettere e preghiere con la facoltà e gli studenti del liceo o con i parrocchiani della chiesa. Da una piccola scuola di Chicago viene molto amore per Italia.

(La freccia blu e bianca della mano destra dello schermo mette in funzione il video.)

Da una piccola scuola di Chicago a un’altra in Italia.

Auguri!

Translation:

April 18, 2020April 18, 2020

Full Scholarship for Fenwick Senior!

NHS member and Bellwood resident Craig Butler ’20 to attend University of Wisconsin – Madison on a full-tuition “ride” from the Posse Foundation.

By Mark Vruno

Craig Butler, a senior at Fenwick High School, has been named a 2020 Posse Foundation Scholar. Butler will receive a full-tuition scholarship to the University of Wisconsin – Madison, which is one of nearly 60 schools that collaborates with the Posse program. “It’s crazy. I thought it was a dream,” admits Butler, who commutes to Fenwick from Bellwood, IL.

“I was going home after school when I got the phone call from Posse,” he says. The 17-year-old was not sure what to expect. “I explained to the person why I thought Wisconsin was a good fit for me, and he said, ‘Craig, we have good news for you. You’re a Posse Scholar!’ I was somewhat surprised because I know only about 10 students from Chicago get it [the scholarship] to UW.”

The first call Butler made to share the big news was to his mother. “My Mom was so excited and proud,” he reports. “She knows my personality and how I work well with others. She’s always so optimistic.” The second call Butler made was to Mr. Daryl Richardson, his mentor at LINK Unlimited Scholars, who nominated him for the Posse leadership scholarship.

Fenwick Class of 2020 Counselor Emily Anderson praises, “Craig is an incredibly determined, hard-working and deserving individual. I couldn’t be more excited for him. He will be among the first in his family to attend college, and I have no doubt he will prove himself to be a grateful recipient of the Posse Scholarship.” After applying, Butler progressed through an intense, three-stage interviewing process, explains Ms. Anderson.

The speedy Butler runs track for the Friars, making All-Catholic League in the long jump his first year. He tried out for the football team as a senior this past fall. A versatile student-athlete, Butler also is a member of the Fenwick chess and bowling teams as well as the National Honor Society (NHS) and Black Student Union. “Craig has volunteered his time every Tuesday morning to Friar Mentors, providing tutoring for those who need help in Spanish,” Anderson notes.

Outside of Fenwick, he is a recipient of the LINK Unlimited Scholarship and has been awarded its Academic Gold-Tier for his classroom success. Butler also won the 2019 Nissan Resume Challenge.

“Craig is a kind, thoughtful and respectful individual,” Anderson concludes. “I am in awe of all that he has been able to accomplish — and he has done so with grace and tenacity.”

About the Posse Foundation

The Posse Foundation was founded in 1989 because one student was heard saying, “I never would’ve dropped out of college if I’d had my posse with me.” The foundation identifies students with extraordinary potential who might be overlooked by the traditional admissions process of elite schools. Now in its 31^st year, it grants more than 700 scholarships annually to students selected from Chicago and nine other metropolitan areas throughout the United States: Atlanta, the Bay Area, Boston, Houston, Los Angeles, Miami, New Orleans, New York City and Washington, D.C. Butler and the other scholarship winners will attend college in supportive, multicultural groups of 10 students — posses. The program is recognized as one of the most comprehensive college success and leadership development initiatives in the country, as 90% of Posse Scholars go on to graduate.

READ ABOUT THE 2019 POSSE SCHOLAR FROM FENWICK

April 7, 2020April 7, 2020

How Fenwick Prepared Me for the Great Quarantine

By John Nerger ’74

I loved my Fenwick experience of many years ago, but also painfully remember how I often felt trapped, confined, somewhat “quarantined” by life’s circumstances at the time. While attending school, I worked for a newspaper distributor overseeing about 100 paper routes and assisting the manager. This was a seven-day-a-week commitment, 3-6 p.m. Monday through Friday, and a half-day apiece on Saturday and Sunday. My job, home chores and Fenwick’s rigorous course load left little time for much else besides eating and sleeping.

Now don’t get me wrong. I enjoyed my job and reveled in its responsibilities, realizing at some level I was getting experience that would pay off eventually. It’s just that it didn’t leave me much time for extra-curricular activities, like the clubs and sports many of my Fenwick friends enjoyed.

I felt cheated of a normal social life because, come Saturday evening, I was often exhausted and wanted to get to bed, knowing my alarm was set for a 5 a.m. jarring wake-up the following morning. I resented not having much time for a girlfriend or just hang out with neighborhood pals. My family didn’t have a car I could borrow to escape the confines of home.

Since my parents were financing Catholic education for their five children, I felt a little guilty going to Fenwick, where the tuition was higher than other schools, so I worked out of a sense of obligation to help with the bills. I worked that much harder at my classwork because I didn’t want my parents to think they were wasting their money on me.

Though I didn’t appreciate it at the time, Fenwick equipped me with the tools that helped me stay sane during those challenging times as an adolescent, even helping me tunnel under the barriers of my “quarantine” to escape:It was at Fenwick where I acquired a love of reading. When I read, I could go anywhere, any time — and I did.

It was at Fenwick where I gained a love of learning. Math, science and language (Latin) opened new doorways for me. The life of the mind had no walls or limitations.
It was at Fenwick where I began to strengthen what had been a thin and immature faith. Prayer took me to another world, an eternal spiritual realm I was just beginning to discover; one that returned far more than I gave to it, and one that proved more instrumental than anything else over my 63 years.
It was at Fenwick where my character would be shaped. Its rules, discipline, expectations and moral code, while not so obvious at the time, prepared me to thrive at university and persevere throughout my career.
It was later, after graduation, when I found how rigorous physical labor and exercise, Fenwick’s daily gym classes and intramurals notwithstanding, could free me of anxiety and improve my health and well-being.
And it would be later still when I would discover how love of another could be liberating and unbounded, freeing me from my selfish self; although the generous love experienced in my immediate family, and my Fenwick family to a considerable degree, certainly set the right conditions for this to occur.

*Last summer, Nerger donned a Fenwick shirt while riding in RAGBRAI across Iowa.*

During the decades since, I’ve seen many ways one can find oneself trapped, even imprisoned. We may feel trapped or shackled by jobs we dislike, fears, unhealthy addictions, illness, sin and bad habits. I’ve experienced my share of these as well.