Some 140 of our “Status 1B Educators” rolled up their sleeves this past weekend.
Fenwick teachers, coaches, staff and administrators received their first COVID-19 vaccinations at a Saturday event for Oak Park private schools. “We had a great turn out with approximately 265 Oak Park private school educators and staff,” reports School Nurse Kathleen Monty, RN. “Of that, approximately 140 were Fenwick faculty/staff. The Village of Oak Park and the Oak Park Board of Health were pleased with the turnout ….” Later this month, the faculty/staff will return for shot two.
Ms. Monty adds that she and fellow School Nurse Donna Pape, RN, appreciate everyone’s patience and understanding. “The Fenwick faculty and staff have put up with all our constantly changing rules and have shown up every day since August for our students. We are proud to be part of the Fenwick family!”
Fenwick President Fr. Richard Peddicord, O.P. notes: “Please join me thanking our nurses, Donna Pape and Kitty Monty, for all their great work this year and their heroic efforts to get all of us vaccinated on Saturday. It was truly inspiring to see them in action! The Fenwick community owes them so much. Thanks, too, to Bryan Boehm [Digital Learning Specialist] and Jimmy Sperandio [Class of ’85 and Community Resource Officer] for their good work on Saturday on our behalf.”
“Is there a fine line between optimism and reality?” The band Queen took the world by storm during its reign in the 1970s. They introduced the world to a new type of rock and produced hit songs that are still celebrated and sung today. Of these songs, “Bohemian Rhapsody” is perhaps the most well-known. The six-minute song is an unlikely source of optimism, but upon listening to the mere first verse, I was struck with the lyrics’ undiscovered potential. In these lyrics, I found the metaphorical line between optimism and reality.
Freddie Mercury begins the song by asking, “Is this the real life? Is this just fantasy?” His rhetorical questions are the same that we must ask ourselves. Are we approaching situations realistically? Are we optimistic in setting our goals? We must ask ourselves these questions before reaching a decision. It is not enough to approach every situation with a singularly realistic point of view. With no optimism, life becomes dreary. However, on the other hand, we must make certain that optimism does not overpower our decisions and goals. Further along in the first verse, Freddie Mercury also sings the line, “Easy come, easy go.” Through this assertion, he perfectly embodies the relationship between realism and optimism. One must be able to handle any situation accordingly, but the person must also have hope that the situation will get better. Not only did Queen release an American icon, they also unlocked the secret to optimism and realism.
Realism is the tendency to accept things as they are. Optimism, at its core, is just realism interspersed with hope. An optimist must be able to look at reality with positivity and hope for a better future. Because of their relationship, optimism and realism co-exist. Being too realistic can be harmful to one’s outlook on life. Imagine a doctor telling someone that they have been diagnosed with cancer and have a slim chance of overcoming the disease. A realist would accept the diagnosis and understand that the survival rate is very low. Yet, is there not more? How can we just accept a dire situation like this, and not hope and work for a better outcome? Because of this, being too realistic is not beneficial to one’s life. One must also sprinkle in a little bit of optimism in every situation encountered. The Optimist Creed states that we must “talk health, happiness, and prosperity to every person [we] meet.” In other words, every situation can use a bit of optimism. Through this codependency, one can find the blurred line between optimism and reality.
The stereotypical idea of an optimist is one who never stops smiling, no matter the circumstances. However, this is not an accurate description. True optimists use both optimism and realism to their advantage. They use realism to accept the situation that has been handed to them. They then use optimism to make the situation better. They are able to overlook the negativity and work for a better tomorrow. These optimists may not always be sporting a smile, but they remain hopeful for a better future. They do not solely rely on realism; nor do they solely rely on optimism. Similarly, we all must find the balance between these two philosophies in order to better ourselves.
“Bohemian Rhapsody,” although an unlikely source, has been my inspiration for optimism. This example goes to show that optimism is all around us, we just need to be willing to notice. Simply put, we must look at each situation realistically. Then, just over the horizon, the shining rays of optimism must be found. At that intersection, we all will find the “Fine Line Between Optimism and Reality.”
Optimist International is an international service club organization with almost 3,000 clubs and over 80,000 members in more than 20 countries.
“I don’t want to go to anatomy class today,” a Fenwick junior was overheard last month, lamenting in one hallowed hallway of Fenwick. “Why not?” a staff member inquired. “Who’s your teacher?”
“Dr. Riggs,” the student replied. “Her class is so hard! She’s smarter than all of us.”
The 17-year-old has a valid point: Jennifer Riggs was a pediatrician before she embarked on a career change to become a teacher. Riggs earned her M.D. in 1995 from Rush Medical College at Rush University in Chicago. (Her B.S. in psychology came from Indiana University.) For three years, she served as a resident pediatrician at Rush Children’s Hospital on the Near West Side. For the next five years, she commuted northbound to Shriners Children Hospital on Oak Park Ave. In early 2004, Dr. Riggs left the field of medicine to don her “mom hat” and raise her four children.
“My career has transitioned from pediatrician to science teacher: my true calling,” Riggs explains. After deciding to enter the field of education, Riggs went back to school to pursue a master’s degree in teaching, which she earned locally at Dominican University in River Forest almost five years ago. “My decision stemmed from a desire to develop sustained relationships with young people that affords me the opportunity to have a significant impact on their lives.”
After completing her student-teaching assignment at Josephine Locke Elementary School (Chicago), Dr. Riggs taught math, science, technology and religion for one year at St. Edmund Parish School in Oak Park, then moved on to Visitation Catholic School in Elmhurst to teach junior-high life/physical science and religion classes for the next three years. As a sponsor of the Illinois Junior Academy of Science “Science Fair,” she guided more than 100 students in planning, researching and conducting their projects. She also served as the Science Olympiad Head Coach at Visitation.
Dr. Riggs joined the faculty at Fenwick, where she is teaching five classes this academic year: two sections of Accelerated Anatomy & Physiology and three sections of College Prep Anatomy & Physiology. “I am one of the faculty moderators for the Medical Club,” she adds.
A different kind of impact on young lives
As for her decision to become a teacher, “I could not be happier with my career,” Dr. Riggs reports. “Teaching has given me the opportunity to get to know my students on a much deeper level than I knew my patients when I was practicing as a pediatrician. I look forward to coming to school each day because of the energy and enthusiasm shown by the students.
“I see my current position teaching Anatomy and Physiology at Fenwick as the perfect fit for me,” the doctor adds. “From my perspective, the biggest drawback to practicing medicine was the lack of time to really get to know my patients. My appointments tended to be relatively short and I often did not see that child again for a significant period of time (some I never saw again at all). Through teaching at Fenwick, I am able to build meaningful relationships with students. What I find unique about my particular position is that I am able to form those relationships through focusing on a topic I am passionate about: the human body.
“Many of my students are planning careers in the medical field,” Dr. Riggs concludes. “I find nothing more satisfying than sharing my knowledge with them and seeing their enthusiasm about the workings of the human body.”
A Fenwick junior from Oak
Park offers up a web log on how a nine-day ‘fieldtrip’ to Central America was life
By Ben Groll ’21
It was Tuesday, July 30,
2019. Our flight to Costa Rica landed late the night before, and after three
hours of sleep, my roommate Vince’s alarm woke us up. Three hours of sleep is
not great, so my three other roommates and I were understandably exhausted. The
previous day’s traveling had drained us, and as we all start to get packed,
Vince moved the blinds, and we looked out the window. I did not take a picture,
but I see it as clearly now as I see this paper: The sight of a massive
mountain towering in the sky as the sun rose behind it. I saw the bright rays
of pink and red from the rising sun blasting through the dark blues of night,
mixing to create a beautiful sight that is unlike any I had ever seen. The “Ecology
of the Rainforest” trip was just that: unforgettable, breathtaking and
rainforest of Costa Rica acted as an excellent background to our ever-changing
trip, as our experiences each day were different from the last. Our first day
was spent traveling to Tortuguero, and even the several hour bus ride was fun.
All around us, we witnessed the breathtaking sights of the country, from banana
trees to mountains and everything in between. We even saw a sloth during
breakfast. What followed was a unique ride to our hotel, and our form of
transportation did not involve wheels. We spent an hour on a boat that took us
to our secluded hotel, and we spent the next three days exploring the surrounding
wildlife. We were able to live inside the magnificent rainforest for multiple
days and experience its wonders first-hand. On one of our boat rides, however,
the first-hand nature of our trip backfired. While on our boat, gentlemen’s
volleyball coach and English teacher Mrs. Whitman had an unfortunate encounter
with a caiman; an experience which she remembers as fondly as one would
remember an encounter with a caiman. The lurking caiman rushed through the
waters and tapped her side of the boat with a relatively small amount of force.
We were all surprised by it, and thankfully, nobody was hurt. Even our tour
guides were surprised by this encounter.
The trip was very busy
but in a good way. One of the mornings, we were awoken around 4 a.m. by the
sound of howler monkeys as they were just waking up. The ambient sounds of the
rainforest had woken us on plenty of the mornings, and this was no exception.
The busy-ness of the trip left little to be desired in terms of time spent
sleeping. Still, the incredible coffee and excitement of our time there kept me
energized the entire way.
The sheer awe and
amazement of the sights around us is a theme of this trip. Arguably, the most
incredible sight I witnessed was when we saw turtles come from the ocean and
lay their eggs on the beach. This incredible process only occurs at night, and
we were fortunate enough to see multiple, one-meter-long turtles emerge from
the ocean, climb onto the beach, dig patches for their eggs, lay their eggs,
cover up the eggs to protect them, and crawl back into the sea as elegantly as
they came from it. The lengths at which these turtles go to protect their eggs,
and their growing young, is remarkable and heartwarming. As we were waiting for
our time to view the turtles, we waited on the side of the beach, and there I
witnessed another one of the most incredible sights I have ever seen in my
life: the clearest night sky filled with a seemingly infinite amount of stars.
On the trip, we took part
in ecotourism, which is the process in which tourists experience nature first
hand, but in a way that supports the environment and leaves little to no
footprint on it. The country of Costa Rica does an incredible job of lowering
its reliance on fossil fuels and relying on renewable energy, and its impact is
clear. Their commitment to sustaining the environment was awesome to learn
about, and it helped me see the efforts required to sustain this world of ours.
While it seems complicated, it’s quite simple, and the impact is huge. We
witnessed this impact while on the beach before we saw the turtles. Mr. Menich,
my classmates and I sat on the beach and witnessed the sheer beauty of the
night sky. The stars dotted the dark sky and gave it a blue hue; all while
shooting stars temporary lit up the dark blue sky. The untainted atmosphere
here sharply contrasts that of Chicago, and this is a testament to Costa Rica’s
incredible ability to reduce emissions and help the environment. And the
results are breathtaking.
The Costa Rica trip was all part of the Ecology of the Rainforest course offered during the second semester at Fenwick. Each week, we were to complete modules online. The only time I spent in a classroom for this course was when I took tests and did the final presentation. While on the trip, we were split into groups and researched a specific aspect of the ecology of the rainforest. My group was assigned to research gene flow in plant populations. During our trip, we were able to see this gene flow through the symbiotic relationship between plants and animals. Both work together and benefit each other, and an example of this was with hummingbirds and Heliconias. On multiple hikes, we saw the curved Heliconias flower, which is specially adapted for the long beaks of hummingbirds. The hummingbirds’ beaks go into the heliconia flower, and the pollen is sneakily put onto the hummingbird’s forehead by the heliconia. Once the hummingbird reaches another heliconia, the pollen on its forehead pollinates that plant, and the cycle repeats. This incredible symbiotic relationship showcases the harmony in the rainforest, which I would not have been able to fully grasp had I not taken this course and gone on this trip.
Catholic high school’s spiritual leader does not take for granted the partnership
forged with the greater, local community over nine decades.
Fr. Richard Peddicord, O.P., President of Fenwick High School
Ninety years ago next week, the Dominican Order
established a college-preparatory secondary school on Washington Blvd.,
bordered by East Ave., Scoville Ave. and Madison St. When Fenwick High School
opened on September 9, 1929, some 200 boys ventured through its wooden,
church-like doors. Many of them walked to school from their homes in Oak Park
and on the West Side, while others coming from farther away in Chicago took
Over these many years, Fenwick has survived and
thrived, despite the Great Depression (which started six weeks after the school
opened!), world wars and changing times, including enrolling female students in
the early 1990s. However, the mission at the outset has stood the test of time:
Guided by Dominican Catholic values, our priests, instructors, coaches,
administrators and staff members inspire
excellence and educate each student to lead, achieve and serve.
Fenwick today has a co-educational enrollment of
nearly 1,150 students as well as two Golden Apple-winning teachers on its
esteemed faculty. Our school’s impressive list of alumni includes a Skylab
astronaut, Rhodes Scholars, Pulitzer Prize winners, a Heisman Trophy recipient and
other leaders making a positive influence locally and internationally.
From our beginning, Fenwick and Oak Park always have enjoyed a symbiotic relationship. “Fenwick and the Village of Oak Park have a long history of working together,” Mayor Anan Abu-Taleb has stated. “From its inception, our fortunes and our futures have been intertwined.”
As an investment in our future in Oak Park, last month we began construction on a six-story parking structure seeded with generous funding by former McDonald’s CEO and alumnus Michael R. Quinlan, Class of 1962. By next summer, some 325 cars will be taken off the streets, so to speak.
“With this new garage, Fenwick will be taking a major step toward reducing its impact on the neighborhood,” Mr. Abu-Talen noted at the August 13 garage groundbreaking ceremony. The private school “has always worked to be a great neighbor …,” and “also is a key partner in the development of the Madison corridor.
“Fenwick has been a great contributor to Oak Park in many ways,” the Mayor continued: “first, as an educational institution of national reputation; second, as a Catholic school filling the needs of a diverse and inclusive community.”
We are, indeed, proud of our racial and socio-economic diversity. More than 30% of our talented student body identifies as something other than Caucasian, and we provide nearly $2.5 million in need-based financial aid annually to our students through the generosity of many benefactors.
They come to Oak Park
As Mayor Abu-Taleb notes, “Fenwick always has been a reason why many families choose to live in Oak Park — and the reason many others visit the Village and support our local economy.” Last school year, our students came from more than 60 cities, towns and municipalities, including these top 20:
Progressive Fenwick English Teacher Geralyn Magrady finds common ground with students; treats sophomores to live duet in classroom.
By Mark Vruno (photos and video by Scott Hardesty)
What’s on your playlist? A playlist is, of course, a list of digital, audio files that can be played back on a media player either sequentially or in a shuffled order. In its most general form, a playlist is simply a list of songs, according to Wikipedia. And almost all the kids have their favorite, thematically inspired lists these days — and they’re quite passionate about the music they like.
One may not think that playlists in 2019 have much in common with Charles Dickens and A Tale of Two Cities, the historical novel written about the French Revolution 160 years ago. Fenwick English Teacher Geralyn Magrady, however, would beg to differ. Ms. Magrady was introduced to a creative, character-analysis activity when she participated in Stevie Van Zandt’s (“Little Steven”) TeachRock professional-development program. (Yes, that Steven Van Zandt – Bruce Springsteen’s E Street Bandmate and of “The Sopranos” HBO/cable TV fame.)
“The idea is to develop a playlist for a main character, and I chose Sydney Carton from A Tale of Two Cities,” Magrady explains. The next day, she asked her English II College Prep students to do the same. The assignment took off running.
“The final result turned into a virtual album with a mix of every student’s top song,” she reports. In addition to the collection, each morning the classes listened to part of a classmate’s pick. “They took notes as to the connections found between the characters and the lyrics,” she says, “and then discussion was opened to share those insights.”
The teacher asked students which of their peers’ selected songs worked best to describe the Carton character? Responses in one class were as eclectic as the children are diverse: “Humility” by the Gorillaz, “Hurt” by Johnny Cash, “Lucid Dreams” by Juice Wrld, “Drinkin’ Problem” by Midland and “Reminds Me of You” by Van Morrison.
Along with her students, Magrady continued her own character-inspired playlist, which included original songs by some local musicians whom she knows. These two artists agreed to perform those tunes for her classes: Strumming their acoustic guitars at Fenwick, Rob Pierce sang “Rise Above” and Terry White played “When Your Hour Comes.”
That resurrection thing
Before beginning, Mr. Pierce offered some context for his young audience: “Just so you guys know, ‘the 101’ is a highway in Los Angeles.” One student recalled, “Hey, there’s a ‘Highway Man’ in the beginning of the book!” The song’s concept of rising ties into Dickens’ resurrection theme, which recurs throughout the story. Brain synapses clearly were firing as students diligently jotted down notes and observations while they listened to the live music. Pierce’s refrain was, “Rise above, rise above; all we do, we do for love.” Another student chimed in after the song was finished: “It makes sense. Sydney [Carton] will do anything for Lucy.”
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.
The young Assistant State’s Attorney stood at the center of “The Trial of the Century” in the mid-1960s — as the chief prosecutor of mass-murderer Richard Speck.
By Mark Vruno
As the Fenwick Bar Association celebrates its the 20th Annual Accipter Award Luncheon on May 18th, we remember 2006 recipient William Martin, who passed away last July at the age of 80, following a long battle with cancer.
During a legal career that spanned more than 50 years, Bill Martin lawyered — later as a defense attorney — and taught the law. After serving as editor of The Wick student newspaper and graduating from Fenwick in 1954, Martin attended Loyola University Chicago and its law school, where he was voted the outstanding student. He founded and was editor of the Loyola Law Times, a Journal of Opinion.
Until his death last year, the native Oak Parker (St. Giles) was a private practitioner specializing in attorney ethics and criminal law. He is, however, known best for putting a monster behind bars. The murderer’s name was Richard Speck, who went on a killing spree on Chicago’s southeast side the hot night of July 14, 1966.
An Assistant State’s Attorney at the time, the then 29-year-old Billy Martin had been selected from a pool of more than 30 criminal court prosecutors, many much older and with far more felony trial experience, according to an article in the spring 2018 edition of the Journal of the American College of Trial Lawyers. Despite his relative youth, Martin had earned the respect of Cook County State’s Attorney Dan Ward and his chief assistants, including John Stamos.
Twenty-five years later, Martin told the Chicago Sun-Times, “In a way, it was the end of innocence. In this case, eight women asleep in a middle-class, crime-free, virtually suburban neighborhood were subject to random violence from a killer who basically came out of the night.” Reflecting in a 2016 interview with the Wednesday Journal, he added, “By committing the first random mass murder in 20th-century America, Richard Speck opened the floodgates to a tragic phenomenon that haunts us today.”
Martin believed that Speck was evil incarnate. The 24-year-old ex-convict from Texas stabbed or strangled (and, in one case, raped) the female nursing students. While in hiding two days after the grisly murders, Speck tried to kill himself by cutting his wrists with a broken wine bottle. But once he was locked up in Statesville Correctional Center, Illinois’ maximum-security prison near Joliet, the human monster never showed any remorse for the bloody, heinous acts he committed.
There was one person who survived that horrible night: 85-pound student nurse Corazon Amurao. Originally from the Philippines, Ms. Amurao hid, terrified, under a bunk bed during the five-hour killing rampage. One by one, her nursing school classmates were ruthlessly slain by the madman. At dawn, in shock, she crawled through the carnage to the townhouse balcony. For 20 minutes she screamed, “Oh my God, they are all dead!”
How the fictitious ‘school’ came to be – even though it never was a real college.
By Mark Vruno
The more I learn about Maguire University, the more my stomach hurts from laughing. It is difficult not to laugh, or at least smile and smirk a little. I first caught wind of Maguire U last winter in the Faculty Cafeteria at Fenwick, sitting and chewing the proverbial fat with John Quinn ’76, Fenwick alumnus, longtime social studies teacher and Catholic League Hall of Fame basketball coach.
The conversation turned to the late, great John Lattner, who had passed away about a year earlier. Mr. Quinn was laughing, almost snorting, between bites: “Did you ever hear about Maguire University?” he chuckled, nearly choking. No, I had never heard of that school, I said, wondering what the heck was so funny. Little did I know!
It is good that Quinn is one of Fenwick’s unofficial school historians because, as it turns out, there is nothing official about Maguire U. The infamous university was “created” 55 years ago in a semi-respectable Madison Street establishment in nearby Forest Park called, what else: Maguire’s. With the annual March Madness basketball craze upon us, this is how the story goes …
The athletic recruiting game was quite different, for both Catholic high schools and major college sports programs, in the 1960s – three decades before the Internet was birthed and long before “social” media platforms such as Twitter reared their electronic heads. Back then, if a coach wanted an eighth-grader to play for him at a certain high school, it was in his best interest to find out where the kid’s old man hung out socially and maybe get invited to a confirmation or graduation party.
It wasn’t much different for college coaches recruiting Chicago-area talent, particularly for the football gridiron and hardwood basketball courts. They knew where to go to meet a concentration of high school coaches in the city: Maguire’s.
Every February Chicago Catholic League (CCL) football coaches congregate at the league’s annual clinic in Oak Park at Fenwick, where the powwow has been held every winter for the past 72 years. Older fans will recall that, in the 1960s and ’70s, Fenwick and the CCL were recruiting hotbeds for Big Ten football coaches, including University of Michigan legend Bo Schembechler. Some coaches also may recall that, a few years back, a keg could be found tapped in the school’s lower-level student “green” cafeteria, where the post-clinic fraternizing commenced. Nowadays the coaches toast their religion and each other on Madison Street in Forest Park, which is exactly where the college coaches knew where to find them back in the day.
Giving the tavern a school’s name originally was the brainchild of college recruiters in town to woo the coaches of prospects from Chicago. Telling their athletic directors, to whom they reported back at the real universities, that they were conducting business at “Maguire University” sounded more respectable than Maguire’s Pub. Hence, the pseudonym was born.
On Valentine’s Day last month, the FHS Facebook page posted about how Cupid’s arrow struck the hearts of our ‘First Friar Couple.’ Turns out, romance is in the air more than we first thought!
By Mark Vruno
With St. Patrick’s Day 2018 in the rear-view mirror, today is, of course, St. Joesph’s Day. In honor of the feast day of the patron of the universal church, fathers, families, married people and much more, here is a rundown of couples who are sweet on each other — and who have Fenwick in common.
We thought that Brendan Keating ’97 and his wife, Christa Battaglia ’97, may be the first double-alumnus couple from Fenwick to have gotten married (based on their wedding date). Perhaps it is fitting this St. Paddy’s-St. Joe’s “long weekend” that theirs is one of several mixed, Irish-Italian romances. Brendan grew up in Oak Park and went to St. Bernadine’s, Fenwick and Loyola U. Christa is a St. Giles’ girl. The couple has two children, ages six and three.
Fenwick Athletic Director Scott Thies ’99 and his wife Lea (nee Crawford) ’03 are the proud parents of three children: two boys and girl.Admissions Director Joe Ori ’03 and his wife Jen (nee Morris) ’03, an English teacher for the Friars, in January celebrated the birth of their first child: a son, Joseph, Jr.
From the Class of 2005, Paul and Chrissy (Tallarico) Lilek welcomed home a baby boy, Ernest, born on Thanksgiving Day 2017. (In addition to being a new mother, Mrs. Lilek also is a new Spanish Teacher at Fenwick.)
Social Studies Teacher Alex Holmberg ’05 married former Fenwick English Teacher Georgia Schulte ’04 in November 2016. The couple is expecting their first child literally any day now (March 20 due date!). “I think Mr. Arellano may have introduced the Holmbergs and the Ori’s at our New Teacher Cohort Summer Orientation Program,” says Faculty Mentor Dr. Jerry Lordan.
Thanks to more than 20 alumni comments on Facebook, Friars and their friends have chimed in to inform us that there is at least a baker’s dozen more romances that blossomed within Fenwick’s hallowed halls and have matured, resulting in the holy sacrament of marriage:
Class of ’96:
John & Marianne (Palmer) Carrozza
Anthony & Margaret (Arts) Fantasia were married in June 2004. The couple currently lives with their three children (Isabella, 9; Leo, 7; and Joseph, 6) in the Cayman Islands.
Class of ’97:
Chris & Chrissy (Gentile) Carlson
Patrick & Mina (McGuire) McMahon
Jeff & Suzanne (Sharp) Williams
Class of ’98:
The Dolendis are married “but we didn’t date in high school or college,” writes Katie (Morelli) ’98. “It happened a in our mid-20s.” She and husband Larry Dolendi’99 are the proud parents of six-year-old twins Reese and Riley.
Tim & Maureen (Goggin) Funke
TJ & Sue (Atella) Mahoney
Michael & Andrea (Geis) Mostardi
Class of ’99:
Kevin & Lena (Lloyd) McMahon
Class of ’00
Dan & Colleen (Dan) Doherty
Class of ’01:
Sam and Megan (Kenny) Kucia
“We never dated in high school, but we attended senior prom together and reconnected after college,” Megan reports. “We married in 2010, and we had more than 30 Fenwick alumni in attendance.”
Class of ’01 & ’02:
Paul & Jessie (Drevs) Wilhelm
“We met in Madame Schnabel’s French II Class back in 1999!” Jessie writes. “We still look back on the pictures of us both from the French Club’s trip to France (over the summer of 2000, I believe). Although we didn’t find our l’amour while at Fenwick, we reconnected after college and were married in 2014. We are both proud to be Fenwick alums, but even more so we are grateful to be as we may not have found one another otherwise.”