Blind Eye: The Terrifying Story of a Doctor Who Got Away With Murder (3 page)

Everyone in the class was soon nearly overwhelmed by the workload and the battery of tests administered to first-year med students. As a relatively new medical school, SIU had been able to build a curriculum from the ground up, unfettered by traditional approaches. It was the first medical school in the country to create a written set of criteria for the medical degree, criteria derived from an extensive survey of medical educators. The goal was to graduate students prepared for careers in primary care—family practice, internal medicine, pediatrics, and obstetrics/gynecology—as opposed to research or the subspecialties, such as ophthalmology and cardiology. Every first-year medical student was required to take and pass 476 written tests during the first year. Each test covered a curricular “module,” such as heart murmurs, within one of the core topics, such as the heart. Ten to fifteen closed-book tests were given every Saturday morning on the modules that had been covered in classes that week. Notes and textbooks weren’t allowed in the exam room.

That didn’t deter Swango, however, from using his notes during the exam. He would choose one of the tests, take it, then choose his next test topic and sprint from the room back into the hallway. There he would frantically page through his notes and books, cramming for the second test. Then he would return, take that test, and repeat the process. His fellow students were dumbfounded, and some were disgruntled. Dashing into the hallway between tests seemed perilously close to cheating, though it wasn’t expressly forbidden. As the weeks went by and Swango continued the pattern, several students mentioned to him that they thought it wasn’t fair, but Swango was defiant, and continued his cramming. Inevitably, other students began to do likewise, which led to considerable faculty concern. Finally Chandra Banerjee, the first-year professor of
pulmonary medicine, admonished his students: “Goddammit, no Swangoing.” A new word was coined. “Swangoing,” the noun, or “to Swango,” the verb, described the practice of racing into the hall and cramming between tests.

Swango was notorious not only for his test-taking regimen. During their first year, medical students dissect a cadaver. A ritual familiar to every medical student, the process bonds students and they usually remember it for the rest of their careers. At SIU, the first-year students were divided into groups and each student was assigned one part of the cadaver to dissect and present to the rest of the group. Swango’s assignment was the hip and buttock region, including the gluteus muscles.

Students had keys to the anatomy lab and could come and go on their own time. Many worked late into the night, though the lab was busiest in the afternoons, when faculty members were on hand to offer advice and suggestions. But Swango never came in during the day or evening, preferring to work on his dissection after midnight, when the lab was usually deserted. Indeed, some members of his group, who never saw him in the anatomy lab at all, wondered how he was going to make his presentation.

What Swango gained in privacy from his unorthodox hours he lost in guidance from faculty and other students. For when his presentation finally came, and he unveiled his dissection, his fellow students gasped. He had transformed the hip region of his cadaver into an unrecognizable mess of tangled flesh and bone. As some classmates described it, it was as though he had done his dissection using a chain saw rather than a scalpel. Even Swango finally recognized that he couldn’t adequately describe the region’s anatomical characteristics using his own handiwork. He abandoned the cadaver and completed his presentation by showing his group pictures from an anatomy text.

Swango had few, if any, friends at SIU; his fellow students later realized they knew almost nothing about his past, his family, his education, or his military service. Yet the combination of his weird garb, chiseled physique, odd nocturnal habits, “Swangoing,” and now the cadaver mishap, made him one of the best-known of the seventy-two members of the class, much talked about and derided at the many class parties and gatherings, from which he was usually
absent. The cadavers remained on display in the anatomy lab, and members of Swango’s group made a point of showing their friends Swango’s mangled handiwork, generally with a comment like, “Can you believe this?” One classmate, Kevin Sweeney, paraded nearly half the class through the anatomy lab to see it.

The experience must have been humiliating for Swango, who had received almost nothing but praise and perfect grades before enrolling in med school. Michael was the second of Muriel and John Virgil Swango’s three sons. (Richard Kerkering, Muriel’s son from a previous marriage, lived with his father.) Michael had excelled at the private Catholic boys’ high school he attended in Quincy, Illinois, beginning in 1968. Bob and John were educated at public schools, but—largely at the insistence of his mother, who recognized that he was academically gifted—Michael was enrolled in Christian Brothers High School. The family wasn’t Catholic (his father once described his religion as “the brotherhood of man”), but Christian Brothers was perceived as academically superior to the public schools. John Virgil Swango also liked the strict ethical and moral foundation of the Catholic curriculum. He didn’t want Michael to become an antiwar activist like his older brother, Bob.

Virgil needn’t have worried; Michael seemed oblivious to the social and political upheavals sweeping the country. While Bob listened to Bob Dylan and the Rolling Stones, Michael’s favorite popular music group was the brother-sister duo the Carpenters. He was a model student, named to the honor roll every year. He took the usual precollege course load, but the only topic in which he seemed to show unusual interest was the Holocaust, which was covered in world history. He ranked in the ninety-seventh percentile on his college aptitude tests. Though he ran on the track team during his freshman and sophomore years, he wasn’t very athletic. He participated in a whirlwind of extracurricular activities: he was a class officer, and served on the student council, yearbook, and newspaper staffs.

His main interest mirrored his mother’s love of music. He was a talented pianist and spent many evenings playing classical music for his mother. He was the band’s first-chair clarinet, as well as its president, and he sang in the glee club. As a senior, he performed the demanding Mozart clarinet concerto in the band’s spring concert,
the only student featured as a soloist. Mrs. Swango had bought him a Buffet clarinet, an expensive brand manufactured in Paris and used by many leading players. He was so precocious that his clarinet teacher, who played in the Quincy Symphony and taught at Quincy College, recruited Michael for the Quincy College Wind Ensemble, which toured Illinois during Swango’s senior year in high school.

When Michael graduated from Christian Brothers in 1972, he was showered with honors: the “Outstanding Musician” and John Philip Sousa band awards (followed by a party for band members and their parents hosted by his mother); a citation as a National Merit Scholarship finalist; and the place of class valedictorian. A flurry of articles in
The Quincy Herald-Whig
, the local newspaper, memorialized his achievements. His mother clipped the articles and circulated them among relatives. A 1972 yearbook picture shows Michael in his band uniform, smiling, with tousled blond hair. Curiously, in the same yearbook he described his “ambition” as “to be an Illinois State Trooper.”

As his class valedictorian and a National Merit finalist with high test scores, Swango would have been highly sought after by top colleges and universities all over the country. But minimal college counseling was available in Quincy, his parents were relatively unsophisticated about higher education outside the military, and almost all his classmates stayed close to home; consequently, Swango’s horizons seem to have been limited. He decided to attend Millikin University, a small, private liberal arts school in Decatur, Illinois, about a three-hour drive from Quincy, where he received a full-tuition scholarship in music. Millikin’s music department was highly regarded in Illinois, and was considered the school’s strongest department.

As he had in high school, Swango excelled academically at Millikin, earning nearly perfect grades during his first two years. But during his first year, a girlfriend broke off their relationship. Though he had typically worn a sports jacket to class, which was unusual in the early seventies, after the breakup he began to dress in military garb. He painted his old Ford Fairlane in camouflage olive green. When a friend asked him about this, he said he planned to join the military and was fascinated by guns. About this time, too, he first mentioned an interest in pre-med courses. And he showed
an intense interest in photos in the local paper of car crashes, which his classmates found peculiar. By the end of his sophomore year, he was spending more time alone, and his friends and roommate had less and less contact with him. That summer, he enlisted in the Marines, and didn’t return for his junior year. No one ever heard him play the clarinet or the piano again.

Michael completed basic training at the Marines’ boot camp at San Diego, where he was trained as a rifleman, earning the designation of sharpshooter. His personnel record states that he entered the service at St. Louis, attended administrative procedures courses at Camp Lejeune, North Carolina, and Washington, D.C., and was working at Camp Lejeune in 1976, when he received an honorable discharge. He received a National Defense Service Medal and a “Meritorious Mast,” a minor commendation.

When he returned to Quincy after his discharge, Swango was lean and fit and carried himself with military bearing. He announced to his family that he wanted to become a physician, something that especially pleased his mother, who had once worked as a medical secretary. He enrolled in pre-med courses at the local community college and had no difficulty gaining admission to Quincy College for the following fall. A small, private college founded by the Franciscan Brothers in 1860, and still affiliated with the Catholic church, the school had long drawn applicants from students at private Catholic high schools, mostly in Illinois. But the population of such students had been dwindling. With his near-perfect grades at the more competitive Millikin and his outstanding high school record, Swango must have been one of the college’s top applicants. Still, after he was admitted he decided to embroider his record. On a form he submitted to the college’s public information office, he falsely claimed that he had received both a Bronze Star for heroism in combat, and a Purple Heart for combat wounds during his relatively brief tenure as a Marine.

Swango was an outstanding student at Quincy College. Having abandoned music, he plunged into the sciences, earning a 3.89 grade-point average with a double major in chemistry and biology. He studied prodigiously, working late into the night at the college library or in the science labs. In contrast to high school, he pursued
few outside activities. He didn’t participate in any sports; and in the yearbook he listed the biology club and the college radio station as his only extracurricular activities. In a further reflection of his newfound interest in medicine, he worked part-time as an orderly at Blessing Hospital in Quincy and became a certified emergency medical technician.

During his senior year, Swango wrote a paper, evidently his senior thesis in chemistry, on the poisoning murder of a prizewinning Bulgarian writer living in exile in London. It isn’t hard to fathom why the death of Georgi Markov might have drawn Swango’s attention. As the Bulgarian crossed the busy Waterloo Bridge in central London in September 1978, he felt a faint pricking on his thigh. A heavyset man mumbled, “Sorry,” to Markov as the man stooped to pick up an umbrella he had dropped. That night, Markov developed a high fever and then violent nausea. He died four days later.

An autopsy discovered a tiny capsule, about the size of a head of a pin, embedded in Markov’s thigh. The capsule, which could have been carried on the tip of an umbrella, contained a poison called ricin, a castor-bean derivative that causes fever, vomiting, and finally massive blood clots throughout the body. In sufficient doses it is invariably fatal; “there is no specific treatment . . . other than making the person comfortable,” according to the U.S. Navy’s Bureau of Medicine and Surgery. There was also no pathological test for the presence of ricin, which left no identifiable trace in the bloodstream or body. Though the Bulgarian secret police were suspected in Markov’s death, the murder remains unsolved.

D
URING
his senior year, Swango took the Medical College Admission Test (MCAT) and applied to a number of medical schools. He graduated summa cum laude in 1979 and won the American Chemical Society’s award for academic excellence.

Competition for admission to any accredited American medical school in the spring of 1979 was intense, as it had been ever since the baby boom generation began graduating from college in the late sixties and applying in droves to professional schools. This was the case not just at the country’s most prestigious institutions, but also at newer, less well-known medical schools such as Southern
Illinois University. Demand for doctors was so strong that lucrative careers awaited med school graduates. Huge numbers of applicants with good records were rejected from every medical school to which they applied, and many migrated to medical schools in foreign countries, Mexico being a common destination. Swango’s classmate Rosenthal, despite good grades in his science classes at highly regarded Knox College and decent scores on the MCAT, had been rejected outright by sixteen schools before securing a place on SIU’s waiting list. Another of Swango’s classmates had applied for seven years in a row before she was accepted.

Applications to U.S. medical schools were funneled through a centralized office in Washington, D.C., which sent preliminary applications to the medical schools named by the applicant. If a medical school thought it might be interested, then, and only then, would it send a candidate its own application. Besides needing outstanding grades in a pre-med curriculum and high MCAT scores, applicants had to sit for a personal interview in which their maturity, commitment, and aptitude for medicine were evaluated.