Growing up on Chicago’s West Side near Cicero and
Madison, I could have gone to St. Mel, St. Phillip, Austin or St. Ignatius. I
decided on Fenwick because I knew it was a good academic school and I had heard
about the football program coached by Tony Lawless.
I was a big kid in eighth grade, 6-1, more recruited
for basketball than football, and I almost went to St. Phillip because of coach
Bill Shay, who later coached at Fenwick. But I wanted to see if I could play
football at Fenwick. It was a challenge.
At the time, I didn’t know if I would go to college.
Neither of my parents nor my older brother and sister went to college. They
couldn’t afford it. At Fenwick, I learned a lot. I wasn’t dumb, but it took me
a year to acclimate to the school. And Lawless taught me so much.
Fenwick had won the city championship in 1945. I went
to the game at Soldier Field and was impressed. I knew Lawless was a hard-nosed
coach who taught the fundamentals of blocking and tackling. He was a winner, a
legendary figure on the West Side.
He taught me persistence and fundamentals, not to
think of today but of tomorrow, how to compete, to keep improving.
“[Coach] Lawless taught me … persistence and fundamentals, not to think of today but of tomorrow, how to compete, to keep improving.”
– the late, great John Lattner ’50
I never regretted my decision to go to Fenwick.
Learning to play both ways – I also was a defensive back – helped me to win the Heisman Trophy at Notre Dame. I went there because, like Fenwick, it was a challenge. Some people said I wasn’t fast enough and never would play at Notre Dame, that I’d just be another number on the roster.
But Lawless taught me to stick to my books, to hang in
there, to play when you’re hurt.
It helped me to get through Notre Dame. I was in awe
of the program … Frank Leahy, Leon Hart, Terry Brennan, Johnny Lujack, George
They were unbeaten for four years. I hoped to make a name for myself.
Three Fenwick senior student-athletes have made their college decisions, while Class of 2021 classmates and juniors weigh their options. Congratulations to Fenwick volleyball All-Stater Beau Vanderlaan ’21 (above): The 6’2″ senior middle blocker from Oak Park has committed to Brown University (Providence, Rhode Island) in the prestigious Ivy League!
Fellow senior and Friar swimmer Angelina Cakuls ’21 (right) from Palos Park has committed to continue her education and athletic career in the pool at Miami University (Oxford, Ohio) in the MAC.
Golfer Jake Wiktor ’21 (River Forest, IL) has committed to North Carolina State. Jake earned All-Conference honors for the third consecutive year and also is the Chicago Catholic League’s Lawless Player of the Year!
Basketball All-Stater Bryce Hopkins ’21 is expected to make his decision soon. The much-sought 6’6″, 220-lb. power forward, who de-committed from Louisville this past summer, has narrowed down his top nine college choices: Cal, Illinois, Indiana, Iowa State, Kentucky, Michigan, Oregon, Providence and Texas.
To date, 26 colleges have verbally offered athletic scholarships to seven Fenwick football players: three seniors and four juniors. Ball State University (Muncie, Indiana) offered the four members of the Class of 2022 on the same day in early September!
Junior QB Kaden Cobb ’22 now has nine D1 scholarship offers (and counting): Ball State, Boston College, Bowling Green, Howard University, Northern Illinois, Mizzou (University of Missouri), Toledo, Vanderbilt and West Virginia!
Junior center/offensive lineman Jimmy Liston ’22 (No. 64) has been offered by Ole Miss (University of Mississippi), Ball State and Central Michigan so far. “Jimbo” also is a heavyweight wrestler for the Friars.
Junior slot receiver/tight end Max Reese ’22 has five offers from Alcorn State, Arizona State, Ball State, Bowling Green and Kansas. Reese also plays basketball for the Friars.
Lanky, junior wide receiver Eian Pugh ’22 now has seven offers, from: Ball State, Bowling Green, Cincinnati, Howard, Indiana University, Toledo and the University of Kansas. Pugh also is a Fenwick basketball player.
Senior wide receiver Jonas Capek ’21 has offers from Roosevelt University (NAIA, Chicago), Lake Forest College (D3 in Illinois), St. Ambrose (D3 in Iowa), St. Norbert (D3 in Wisconsin) and St. Olaf (D3 in Minnesota).
Senior running back Isaac Novak ’21 has offers from Wheeling University (D2 in West Virginia) and St. Norbert (D3 in Wisconsin).
Senior offensive lineman Jamie Moran (No. 70) has a pair of D3 offers from Augustana College (Rock Island, IL) and North Park University (Chicago).
How a young alumna’s Fenwick
education has influenced and informed her understanding of and action on behalf
of her vocation.
By Tierney Vrdolyak ’14
One motto of the Dominican Order that has resonated with me these six years out of Fenwick is contemplare et contemplata aliis trader – “to contemplate and hand on to others the fruits of contemplation.” In my experience with Catholic educators there, so many have lived this truth: to contemplate Christ and share with others (students, specifically) the mystery of Christ through their words and works, their lessons and lives is the Divine call of the teacher. Through their witness and God’s grace, I have come to realize my vocation as teacher, too. I’d like to relay one person’s authentic witness as teacher to you in the hopes that you might contemplate and share with others this fruit.
As I have come to believe through education observation, theory
and practice, a teacher succeeds when the student develops; the teacher more
than less fades into the background. The
teacher leads only when he or she serves; the teacher imitates Jesus Christ,
the Divine Teacher, who freely humbles Himself to the point of death to Himself
(the words “humble” and “human” are derived from the Latin humus,
meaning “earth” or “soil” – that is, what is on the ground). The truly
successful teacher is the one who stimulates the student’s receptivity – qualifying
the pupil for all vocations (priesthood, religious life, married life, single
life) and opening up avenues for vocations within vocations (professional life)
– and remains humble by letting God lead, the students follow, and oneself
adapt to their promptings. The teacher, therefore, takes on the “He must increase,
I must decrease,” dynamic of which the Gospel speaks (John 3:30), adjusting his
or her view of the harmonious human person to the individual student’s
personality. Fenwick teachers have helped countless students come face to face
with reality, welcoming our vocation and that of others with joy.
Mr. Draski was my tennis coach during the Frosh-Soph fall seasons of 2010 and 2011. From the first week of tryouts through the last banquet, Coach Draski encouraged the team to seek and find wonder in all things. His practices, lectures and personal example oriented us toward our good as individuals and as a team. Although his teams had an 11-peat at that point, winning wasn’t the goal. Growing into our authentic selves was.
The “Ten Ball Drill” was certainly
an example through which we learned to love building speed, stamina and
strength during practices. It was a joy to place each ball on the racket before
our teammates’ feet on the doubles’ sideline as we ran to collect the next ball
from the opposite side.
Coach Draski’s words, too, and the
way in which he spoke, encouraged us to be nourished and renewed together. Before
each tournament, Coach Draski called us together to pray through Our
Lady and read a poem entitled, “The Champion.” He divided the poem into
stanzas, which some players would recite and on which all would reflect. These
words – which to me point to our universal call to greatness, which is holiness
– have stuck with me in small and large decision-making moments. Before I took
part in a city-wide half marathon last May, for instance, I warmed up with a
prayer and this poem. Some phrases that resonated while I ran the race were: “You’ve got to think high to rise./ You’ve
got to be sure of yourself before/ You can ever win a prize./ Think big and
your deeds will grow, think small and you’ll fall behind./ Think that you can
and you will; it’s all in the state of the mind…Our Lady of Victory, pray for
us!” I was able to run at a personal-record pace among many others – perhaps
tennis players themselves – keeping Coach’s words in mind. Before your work or
school day today in these times, we can ponder these lines again.
During each tournament, Coach would invite
us to “give a love tap” to our partner after every point – win or lose – letting
our partner know that she is good, she can do it and you are there for her. He
would invite us, too, to come to him in difficult situations during breaks in a
game, set or match. Coach Draski would then poke his pointer through the wire
for us to each tap it and afterwards ask, “How are we doing?”
Not only did his practices and words
inspire my teammates and me, but his personal example reflected all that he
tried to teach. I will never forget Coach Draski’s smile, finger taps, fist
bumps or chuckle at some pasta party conversation. I will never forget his
personal stories that shed light onto the words we spoke in the “Champion,”
making me think about the wonderful power of our minds to think well and wills
to act well, no matter the situations within our societies, families or selves.
graduation from college in 2018, through the guidance of grace, my human
nature, mentors, courses and many more encounters, I realized my call to be a
Catholic educator. For two years, I attended graduate school in theology while
teaching theology within a Catholic middle-school setting. Following this
program, beginning this August, I was led into teaching in the home-school
setting using the Montessori and Catechesis of the Good Shepherd model as guides.
Here, I have the opportunity to walk with three children, fostering a
relationship with each child and God through formative learning experiences.
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.
A 1958-62 alumnus takes a fist-in-cheek look back at Fenwick’s lost ‘art’ of pugilism, which began at the school in 1930 as an intramural activity.
By Jim Fineran ’62 (originally published in Fenwick’s First 75 Years, 2005)
It was called the boxing tournament but it actually was ‘fighting’ with gloves and rules, because [for many students] the boxing instruction lasted about two minutes. Tony Lawless was the instructor for what he called the ‘Art Course.’ It was strictly voluntary in that Mr. Lawless decided who was to volunteer and who was not. It was not a good time of year (early February) to be on his bad side. Doctors all over the West Side were exhausted from writing excuses for boys to not participate in the ‘Art Course.’
The bouts consisted of three one-minute rounds with Referee Lawless intoning ‘That’s a round!’ when the minute was up. Of course, if a couple of guys were really going at it, Mr. Lawless would let the rounds go on longer. The tournament commenced on a Friday night in March with ‘The Silver-Gloves:’ a big night of runner-up and championship fights in eight different weight classes. The gym was always packed. [In 1960, some 1,500 fans jammed into the bleachers and balcony.] Tony would bring in ex-pug ‘Tuffy’ Griffiths to referee. ‘Tuffy’ appeared to have taken a few too many shots during his career because it was not unknown for him to ‘put ’em up’ and start feinting when the bell would sound.
I don’t know when Mr. Lawless started all this [it was in 1930, during Fenwick’s infancy], but I do know it came to an end when Fr. Thomas Cumiskey became principal/president (1962-69). More than once he told me that he thought the whole thing was too brutal. Maybe yes, maybe no, but I never knew anyone who got hurt and I think the boxing did a little character-building.
“I have been thinking about the anecdotes I recall from my years at Fenwick …,” alumnus Judge Donald Bernardi ’69 wrote some 20 years ago from his Bloomington, IL office to then Social Studies Teacher Mr. Louis Spitznagel. More than three decades had passed since Mr. Bernardi’s high-school graduation:
I will go to my grave recalling the image of Tony Lawless standing on the balcony of the pool prior to our exercise and lecturing on the importance of common sense. Mr. Lawless (see above) was fond of reminding all of us that, although we may walk around with a stack of books a foot high under our arm, it doesn’t mean anything if you ‘don’t have common sense.’ These comments were usually preceded by some event that occurred that day which demonstrated a lack of common sense on the part of one of the students.
The second memory that I recall vividly would be that of either an AM or PM assembly resulting from student rule violations. Generally, the assemblies were not pleasant occurences because we were typically advised of what the rules were and who had been breaking them — and then warned not to break them again in the future. Father Pieper would always end these speeches with the following words: ‘Those are the rules, and if you don’t like it, there is the door,’ as he pointed to the back of the auditorium.
most vivid recollection I have of being at Fenwick in the 1965-69 era was the
atmosphere of discipline created by the faculty and staff. The notion of group
discipline was foreign to me when I arrived at Fenwick and it caused me to be
on edge and alert to problems constantly throughout the school day. I recall
numerous ‘Class JUGs’ [detentions] as a result of various persons in my class
having misbehaved ….
“Overall, the high quality of the students and the intense academic competition [at Fenwick] made the transition to college remarkably easy.”
up with Friar young alumni Karina
Banuelos ’18 and Luke Cahill ’16.
Fenwick Graduation: 2018 Hometown: Chicago Grade School: St. Richard Current School: University of Illinois at Chicago Major: Pre-Med Neuroscience with a minor in Psychology
Summer Internship: I had originally planned to intern as
a part of the “Women in Science” Field Museum summer program, researching plant
and fungal interactions in their lab, but due to the ongoing pandemic, these
plans had to change. Instead, I currently volunteer at the UI Health Hospital
in the Inpatient/Outpatient Pediatric Center, helping children and their
families before their appointments, reading to babies, and trying to bring the
most fun, interactive engagements I can to patients, even with COVID
limitations. Additionally, I volunteer in the Surgical Services Department of
the hospital, assisting nurses by providing pre-op and post-op patients with warm
blankets, informational take-home folders, and contacting families after
surgery. This experience has allowed me to make connections within medicine and
view firsthand the intensive work and passion these women and men put into what
they love. I also had the opportunity of completing two neuroscience courses
offered through Harvard University this summer!
Career aspirations: Ever since I took Ms. Lilek’s [now Mrs. David] Psychology course senior year, I realized my love and fascination of the human brain and its complications, making it more invigorating to learn about! She made the class interactive, challenging us to create our own experiments, testing them out, and then sharing our unique results with the class. These research experiments peaked my interest into what is now my focus in college and career aspiration for the future! After touring the University of Illinois College of Medicine, I was offered the opportunity to be recently placed with a medical student who is now my Neurology mentor throughout my undergraduate career, which I could not be more thankful for! After undergraduate school, I would love to go onto medical school and accomplish my long route dream of becoming a future neurosurgeon.
Fenwick Achievements/Activities: H.O.L.A Club, Medical Club, German Club, Girls’ Water Polo, Girls’ Bowling, St. Catherine/St. Lucy Tutoring
Fenwick teacher who had the most influence on you: I
had a couple of faculty members who had much influence on me throughout high
school, such as my German teacher, Frau Strom, and my counselor, Mrs. Docherty.
They both immensely aided and guided me when I had several questions about the
college process and financial aid, needed help with tutoring, or was just
someone to help me catch myself when I felt overwhelmed. If it wasn’t for my
sophomore chemistry teacher, Ms. Timmons, I don’t believe that I’d be where I
stand today. When there was something I didn’t understand, she always offered
to stay late and give extra help before class until I confidently understood
the lesson, which later led me to my love of science to this day. Even outside
of academics, Ms. Timmons made a memorable impact on me that I will always
cherish: When I joined water polo my freshman year, I had absolutely no
experience competitively swimming and playing sports in the water. From day
one, Coach Liz asked me to set goals for myself and constantly pushed me to
achieve my best. In the pool and in the classroom, she made me realize that
there is no shame in struggling and making mistakes, because that’s how we
learn to build that greater version of ourselves and grow into what we want to
accomplish. We should also never be afraid to ask for help, because there is
probably someone else out there who has the same question as you!
Fenwick class that had the most influence on you: I had the fortunate and beautiful chance of taking Fr. Joe’s theology class my sophomore year. Fr. Joe is someone you can never forget — always happy, laughing and loving life, and putting others first before himself. He didn’t care who you were or where you came from; just that he loved each one of us individually, and that’s how he went about his teaching. With the same passion and love he had for God, he displayed it onto the students in an interactive way: By dancing, praising and singing to the Lord, and always praying for one another. Much like Kairos, Fr. Joe’s theology class incorporated the Dominican Catholic pillars of prayer, study, community and preaching into our academic and personal lives, which has allowed me to deepen my relationship with God and remind myself to take each beautiful day as it comes.
Best Fenwick experience/the one you would like to live again: My freshman year at Fenwick, I knew no one going in. Keeping this in mind, I decided to join clubs that I’d thought would help me meet new people. Joining H.O.L.A (Hispanic Outreach and Latino Awareness Club) was probably one of the best decisions I made early on and would love to live again. I was able to connect and share my story with incoming freshmen during open houses and fortunate enough to meet many families from all backgrounds who were interested in learning more about our culture! Mrs. Gallanari also made this club a safe, inviting, fun and informational place where I was able to meet students from similar backgrounds, take part in food drives and Day of the Dead celebrations, learn more and inform others of the Latino culture within the Fenwick community, and ultimately create relationships with the people who are now my closest friends to this day.
Fenwick experience that changed you the most: I am blessed and forever grateful to have gone to a school that allowed me to open myself to new surroundings, people and experiences, while having an extensive support system to creating my own path. Attending Kairos was the experience that motivated me to grow into the woman I want to be and realize that we should not take our everyday interactions for granted. Life can be simply based on how you perceive it: “Is your glass half full or half empty?” In other words, never be afraid to compliment or share a smile with that random stranger or to just give your family member an extra- long hug or even check up on your loved ones. Be happy and always spread that love around you, because you never know when someone could be needing it. I also learned that we tend to get ahead of ourselves and become so preoccupied with the world around us, that sometimes we need to hit “pause” on our life, and be thankful for what and whom we have. So, to everyone at Fenwick who has watched me grow as a student, friend, athlete and, now alumna, and to those who have helped me when I struggled, a huge THANK YOU for everything you’ve given me those four years and now!
Fenwick Graduation: 2016 Hometown: Naperville, IL Grade School: Washington Junior High College: Graduated from Regis University (Denver, CO) in May 2020 Major: Finance & Accounting
A morning reflection to open the new school year at Fenwick.
By Caroline Darrow ’21
From the COVID-19 pandemic to the fight for social equality in our nation, these last six months have been a time of turmoil. For some, this time has strengthened their faith as they have turned to God in these times of trouble. For others, this time has stressed their faith as they witness so many strong examples of the universal question: “How could bad things happen to good people?” It is okay to have stress put on your faith. However, as we have begun to come back into this school year as stronger, wiser, more conscientious people, we can now use one another to help find hope and strengthen our faith.
What does it mean to find hope? I see hope as signs of God’s love and work in this world. Whether it be something as small as a friend’s laugh, to something as big as a loved one winning a battle with Covid-19. God has been working through these difficult times, through small moments, to show his love to all of us. We just need to seek out these signs of love or, as one of my good friends calls, them: “the God sightings.”
I challenge all of us to go into this school year with open minds and hearts and search out our God sightings. Bask in the small moments, and let them grow into a positive mindset. Enjoy the little things, like a sunrise over a clear sky, because no matter what happens this year, the sun will always rise. As American writer Robert Breault once said, “Enjoy the little things in life, for one day you may look back and realize they were the big things.”
I would like to close with a short prayer for all of us to Saint Jude, the patron saint of lost causes but also … of hope and prayer.
Most holy Apostle, St. Jude, faithful servant and friend of Jesus, the Church honors and invokes you universally as the patron of hope. Please intercede on our behalf. Make use of that particular privilege given to you to bring hope, comfort and help where they are needed most. Come to our assistance in this great need that we may receive the consolation and help of heaven as we work with our challenges. We praise God with you and all the saints forever. We promise, blessed St. Jude, to be ever mindful of this great favor, to always honor you as our special and powerful patron, and to gratefully encourage devotion to you.
V.: Saint Jude, Apostle of Hope R.: Pray for us!
VIDEO:CLICK HERE for the full “Opening of School” morning prayer.
Catching up with recent college graduates and 2016 Fenwick classmates Bridget Corcoran and Brendan Jones.
Fenwick Graduation: 2016 Hometown: Elmhurst, IL Grade School: Visitation College: Saint Louis University Major: Investigative and Medical Sciences (IMS)
Internship: My sophomore year at SLU I accepted a position at St. Louis Children’s hospital as a phlebotomist and laboratory assistant. I had the opportunity to work with the greatest kids, exercise the diagnostic laboratory science I learned at SLU, and collaborate with some of the most prestigious pediatric medical professionals.
Career aspirations: I am applying to Physician Assistant (PA) schools all across the country. I have three interview offers already and cannot wait to see where I end up!
Fenwick achievements/activities: Some of my activities at Fenwick included: 4 years on the Poms team, 3 years on the soccer team, Banua, Write Place tutor, Friar Mentor, Latin Club, Illinois State Scholar and Student Council.
Fenwick teacher who had the most influence on you: Although it is almost impossible to pick just one, I would have to say Mr. Trankina. Taking Anatomy with Mr. Trankina my senior year was my first didactic medical experience and really got me excited about pursuing a career as a PA. He also went out of his way to help tutor me in AP Chemistry during my study hall, which really showed his dedication to his students and their success.
Fenwick class that had the most influence on you: Besides Anatomy, a close second in my most influential Fenwick classes would have to be AP Language and Composition (APLAC) with Mrs. Visteen and Mr. O’Connor. It was my first purely discussion-based class on such a wide variety of topics that it undoubtedly prepared me the best for college classes.
Best Fenwick experience/the one you would like to live again: I would easily choose to relive my Poms performances at the homecoming pep rallies every year. During these performances, I felt so much pride in being a Friar and loved every minute of energizing the crowd with a dance we put so much hard work into. I can definitely still remember the choreography for these dances four years later!
What Fenwick experience changed you the most: My four years participating as an Irish dancer in Banua taught me so much about supporting my classmates, appreciating our talent diversity, and working hard to put on the best show. The love and support I felt from the Fenwick community during Banua season was undeniable and showed me how lucky I was to attend a high school with such an uplifting environment.
Fenwick Graduation: 2016 Hometown: Riverside, IL Grade School: St. Mary’s College: Marquette University Major: Economics
Post-graduate plans: After graduating from Marquette University in May, I was fortunate enough to accept a position as an Operations Assistant at Guaranteed Rate in Chicago. I help mortgage brokers and their clients throughout the lending process. During these hard times, it is rewarding to help people make their dreams of buying a home come true.