We are a Catholic, Jesuit, college preparatory high school serving nearly 1700 young men and women in grades 9-12 in becoming Men and Women with and for Others.
With nearly 150 years of history behind us, we are a Roman Catholic educational community rooted firmly in the nearly 500-year-old model of Jesuit education, leading the way in preparing students for the 21st century.
Our unique educational model combines the advantages of single-sex instruction with opportunities for young men and women to collaborate, serve, pray and socialize together to form the whole person—mind, body and spirit.
The strength of Regis Jesuit is found in the depth and diversity of its broad community of students, parents and alumni who strengthen and share their gifts through a lifelong Raider experience.
The transformational student experience has been developed thanks to a long tradition of generous philanthropic support of our enduring educational mission.
Starting strongly with a 24-hour travel day, we mustered our energy for the excitement to come. Through the immense fatigue, we found a common ground of curiosity to understand our surroundings, a touch of stupidity in our interactions, and an overwhelming eagerness to engage.
After a 5 ½ hour layover, we tried to become Phoenix’s rising from the ashes in the sense of opening our eyes wide enough to see the person in front of us. Post exploration of the vast safari of the Miami airport, we came together in small groups to discuss our common doubts and questions, coming to learn of each other’s raw feelings of the upcoming trip. This moment laid the foundation for a coming of deeper connection amongst one another.
Despite our valiant efforts to not cause trouble within the first 5 minutes of arriving to Peru, of course a select few had to personally forget their luggage. Gratefully, our knowledgeable tour guide Alfredo, saved us with a bit of cultural introduction as we made our way into Cusco city. We began with the glorious fountain of the most important Incan ruler, Pachacuti, representing the saying of a “transformer of the world.” The foundation of the city was built upon intricately placed stones that built the infrastructure, forming the beginning of a great civilization. Unfortunately, some important components of the Incan culture were destroyed upon arrival of the Spainard’s. Building upon the layers of stone, Cathedrals were built by the Jesuits, which are now found in the heart of the city today.
After Alfredo cultured us, we experienced first-hand the dynamics of Peruvian culture within an everyday spot: the marketplace. Entering the vast battlefield of the markets, the tall dome shaped ceiling overpowered us, as we learned of the individual pieces said to have been composed of the Eiffel tower. Supposedly… Any who, the infrastructure of meat, towers of cheese, and material items to purchase beyond comprehension. Exploring the diverse surface area, a few came back wearing ponchos, discovering an inner awakening of culture. Specifically, Mason and I followed Will, our college chaperone to find authentic chocolate and salt. Speaking with the vendors, we tasted salt which came from the nearby mines, The Salt Mines of Maras which we ended up visiting shortly thereafter. We asked questions in Spanish or “castellano”, working with our broken Spanish, we managed to not sound incoherent. Our class truly embraced the uncomfortable moments, and authentically tried to understand from an alternative perspective, outside of our own.
The powerful mountains surrounded us, with a crisp breeze that enraptured our senses. The sun was warm and kind, just like the people. As we trekked a little above 11,000 feet, not only did the breeze cool us but the air winded us. The scenery sparkled with the mother nature described by the Incans. We are truly blessed to encounter an unfamiliar but serene environment amongst the people, nature, and the growing of ourselves in one another.
Regis Jesuit High School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, athletic and other school-administered programs.