From Unicef Benefits to Singalongs in town, the PHS Choir and Orchestra departments each have their own ways of expressing the unique elements of music. However, this year was the first year in which they performed an opera, an adaptation of “The Little Prince,” on October 27 and 28. This transition reflected an unforgettable change in the repertoire offered at PHS, influencing performances for years to come. Elliott Becker Peeler ’24, Edward Cao ’24, Reva Doshi ’24, and Syra Bhatt ’25 worked hard in preparation for their lead roles in the performance, especially as they transitioned into the idea of singing as characters.
“It was definitely an ambitious choice by Ms. Pelletier and Mr. Metallo to have the opera be the first thing we do this year, but the process has been really great and it’s been really fun for everyone to get into the idea of singing as characters rather than just as ourselves. Playing the rose is super fun because I get to work with the whole choice ensemble along with the leads,” said Noa Zacks ’25, one of the soloists for the opera in PHS Choir. 
“The Little Prince,” jointly composed by English dramatists Rachel Portman and Nicholas Wright, is based on the 1943 book of the same name written by French author Antoine de Saint-Exupery. The novel tells the story of a stranded pilot who meets and befriends a young alien prince who visits various planets, including Earth. While the pilot works to fix his plane, he listens to the young boy’s tales of his interstellar travels and gets invested in the wonders of the child’s innate curiosity and sincerity. Despite its status as a children’s book, “The Little Prince'' carries valuable lessons that prove to be universal through its multiple translations and versions into modern multimedia. 
Robert Loughran, director of the orchestral program at PHS, explained the inspiration behind their decision to choose “The Little Prince” for this year’s show, as well as the motivation behind their actions. 
“This production, unlike pieces in the past, has especially proven to only be truly expressed through the heart, and we tend to incorporate this aspect in the ways we transform the piece from paper into the big stage. As a fellow choir director, Mr. Metallo and I were going through our array of options for the upcoming opera when one quote stood out to me in particular: ‘What is essential is invisible to the eye.’ This metaphor really encompasses our mantra as a collective: To capture all the elements and make them shine,” Loughran said. 
One of the most difficult aspects of being a member of PHS Orchestra is learning how to strategically align one’s part to fit with the dramatic melodies of the choir, especially when players were tasked with learning the entire opera in only a couple of weeks. Figuring out the correct volume and tune to play one’s instrument may be an obvious aspect of any orchestra, but it is one of the most thought-out parts.   
“Mr. Loughran often tells us to play a lot quieter so that the vocals can really shine through. The orchestra is more of an emotional backdrop to the powerful singing,” said violinist Sung Jun Jo ’24.
The motto “With practice comes progress” can be used to describe the atmosphere of the orchestra room: with every repetition of each musical number, the pieces get one step closer to perfection.  
“For me, I find enjoyment in hearing all the different parts of a piece come together. It truly makes you understand and feel the music. It is always difficult to start learning new pieces for the musical and other combined performances; however, we practice it so often that it practically becomes second nature to play it,” said PHSO cellist Vivian Lee ’26. 
The lush music and captivating vocals do not come without training, so students in choir have been exploring their ranges throughout the opera piece, which is something new for most people this year. 
“Because I am not familiar with this genre of music, it was a bit hard in the beginning to find enjoyment to be honest. The difficult part of this piece is remembering the lyrics and reaching the super high notes of Soprano 1,” said PHS Choir member Lisa Jin ’25. A key part in understanding the nature of the piece is through the support students receive from their fellow peers. “The most exciting thing of the opera is performing in a big group of PHS community. Since I was a transfer student sophomore year, joining PHS Choir helped me feel more involved with this school,” Jin said.
This aspect of community is highlighted across both departments, and despite the difficulty in coordinating the different forms of repertoire, students find that it’s all worth the challenge. 
“The Little Prince has definitely been a bit of a challenge in terms of learning the music, which has some complicated key signatures and a lot of time signature changes,” said PHSO violinist Sanjana Manghnani ’25. “However, it’s all been really enjoyable to hear how it all comes together when we rehearse with the singers from the choirs.” 
One common theme throughout choir and orchestra is the high anticipation for performance day, as for many students this was their first opportunity to display what they’ve been working on in performing arts classes this year. 
“My favorite part of performance day is being able to play for a crowd," said Lee. “We can bring the piece to life, and I’m able to bounce off of other people’s energy, either from the orchestra or the crowd.”
Loughran hopes that the new experiences gathered from the opera will end up a success and bring joy to anyone watching their loved ones perform. 
“I seriously am so looking forward to opening night, and I wish to see this event become one for the books, and one that will continue to influence crowds in the years to come,” Laughran said.

PHS Choir and Orchestra Collaborate in Preparation for an Unforgettable Opera

Have you met families that seem to be the definition of picture-perfect? Often these families actually contain and conceal ruinous secrets. “We Were Liars” by E. Lockhart tells the thrilling story of one such family, the seemingly stereotypically perfect Sinclairs. 
The Sinclairs have always tried to keep to their traditional ways of life. For all of protagonist Cadence Sinclair’s life, she and her cousins have tried to continue the legacy their mothers started and “be a credit to the family,” which includes ignoring anything that brings them sadness, like the loss of their grandmother, and blocking out things that might mar the family’s reputation. This is why the family avoids talking about Cadence’s accident the summer she was fifteen, and even Cadence, who suffers selective memory loss, does not know the details of it. Every summer, the Sinclairs travel to their family-owned island, where they are joined by Cadence’s aunt, her boyfriend Ed, and his nephew Gat. Cadence, her two cousins Johnny and Mirren, and Gat are known as the family “Liars” for reasons unexplained. The summer of her accident, the “Liars” had begun to look more closely at the life they have grown used to, setting off a chain of events that culminated into a major chain of events. Two years later, Cadence returns to the island where the infamous accident occurred, determined to find out what truly happened. 
“We Were Liars” draws you in by revealing only snippets of Cadence’s story at a time, making you wonder what might be left out of the narrative. While reading it, I felt eager to discover the things I knew were missing, and the major reveal at the end definitely lives up to the expectations Lockhart builds throughout. Lockhart’s use of metaphors exaggerates Cadence’s feelings by adding a physical element to them, such as when Cadence describes her reaction to mentions of her dead grandmother, saying “my veins opened. My wrists split. I bled down my palms.” Lockhart also inserts classic fairy tales altered to describe events in Cadence’s life, which, as well as her metaphors, give the reader insight into the feelings Cadence isn’t able to express herself. In addition to being a thriller, the novel analyzes the role class and money plays in a person's life, most notably in Cadence and Gat’s relationship, and it was interesting to see how different characters view the Sinclair wealth. Even though the story is told through the perspective of those with money, “We Were Liars” taught me to stay true to myself and appreciate the people around me. Its themes about loss and responsibility impacted my original perceptions about growing up, teaching me that there are some things you cannot change about yourself and others. “We Were Liars” delivers both a compelling thriller and an interesting exploration of class, allowing even readers who are not typical fans of thrillers to connect with its themes and messages.

“We Were Liars” Review

Set at the fictional Hampden College in Vermont, “The Secret History” by Donna Tartt is a sinister reverse-murder mystery that is the perfect spooky read for this season. The book transports readers to a small college campus in the fall and follows a group of students, Richard, Henry, Francis, Bunny, and twins Charles and Camilla, who begin practicing pagan rituals inspired by their classics class. However, one day, when madness and the guidance of their eccentric classics professor, Julian Morrow, consumes them, a member of their clique, Bunny, is killed. The book is narrated by Richard, a naive transfer student who arrives at the school intending to pursue his interest in Greek language and culture. However, after immersing himself in one of the college’s secret societies, he leaves forever changed, with dark secrets and a story to tell.
Upon arriving at Hampden College, Richard must charm the sole classics professor in order to participate in his class that consists of only five other students who are unusual and almost completely socially isolated. With difficulty, Richard is accepted into Julian’s classes, but soon begins to notice something strange in the other five students' behavior: they often disappear for several days, only to reappear and act as if nothing is out of the ordinary. Despite being part of the class, Richard senses he’s out of the loop as his classmates have a tendency to disappear then return exhausted and injured with changed demeanors — something which is of no concern to their professor. As Richard gradually assimilates into their group, he begins to spend all of his time with them, often hanging out with them for days on end at Francis’s isolated vacation home, getting intoxicated and discussing their studies of Greco-Roman cultures. However, they ultimately end up taking things a bit too far by attempting to perform rituals based on ancient customs.
Although long, this book is a true dark academia novel, fully engulfing the readers in a world of the solemn and mysterious sides of higher academia, creating a story that is impossible to put down. Tartt makes readers listen to Richard's voice and incessantly flip pages in his story. The book comes alive as Richard narrates, describing other characters with great attention to detail and vivid imagery. Despite knowing that Bunny dies, figuring out how and why it happens is what drives curiosity and creates importance for the reader. Tartt’s ability to make Richard’s tone dry and casual throughout the book, suggesting disinterest, piques the interest of the reader. His descriptions of appearance, body language are often so finely detailed the reader almost feels as if they are also familiarizing themselves with the habitual behaviors of the group and the unique culture of Hampden College. The dialogue and interactions Tarrt’s writing builds between the main characters is not only convincing, but it also causes the reader to identify and sympathize with their actions, humanizing the killers as the story progresses. Richard’s descriptions of each individual’s subtle actions convinces the reader of the intimacy and connection of the group by alluding to all that is unsaid.
“The Secret History” is particularly appropriate for the fall season considering Tartt is the pioneer of the dark academia genre. Hampden College is really a world of its own; throughout the story, Richard seldom describes his life off campus, his family, or the state of the outside world. The school is a tight-knit community that envelops both the characters and the audience. Additionally, “The Secret History” puts relationships into perspective and forces the reader to consider how they affect everyday life. Throughout the book, Richard and his friends struggle with mental health, substance abuse, and boundaries. Most importantly, Richard and his friends allow themselves to compromise their own wellbeing for each other, eventually failing to keep themselves safe. Their story truly shows how love —  whether familial, platonic, or intellectual — can cause anybody to bend themselves and their morals in order to preserve relationships.

Spooky Season Reads: The Secret History by Donna Tartt

The paintbrush brushes the canvas as lightly and familiarly as the hug between two reunited friends. The smell of paint wafts through the air, your mind, never silent, focused on the project at hand. The door creaks open, and the sound of heavy footsteps echo across the old floors. A voice announced,  “Honey, I’m home!” but unlike Frozone from the Incredibles, he is not looking for his super suit.
Alicia Berenson is a woman who seemed to be leading a successful and empowering life as a famous artist with her loving husband by her side. All seemed well and normal in Alicia’s life until, suddenly, a night after her husband, Gabriel, returned home from work, Alicia shoots her husband five times in his face and then refuses to speak again, leaving the audience in suspense as to why. “The Silent Patient” by Alex Michaelides takes place several years later, allowing the readers to witness the infamy that Alice gained due to her actions, becoming the talk of the town, especially amongst psychiatrists. A criminal psychotherapist, Theo Faber, enraptured by Alicia’s story, seized the opportunity to work with her. Through therapy sessions, Theo worked to coerce Alicia to speak once more, forever changing the trajectory of both their lives. 
Michaelides encapsulates the eeriness that comes in autumn, the spookiest season of the year, through the emotions and mystery that come with each flip of the page in his famed psychological thriller. His words and suspenseful writing style offer a rush of adrenaline, inviting you to turn the page. 
This book should be recommended to anyone seeking a brilliant psychological thriller to cozy up by during this chilly season. Whether you are an avid reader ready for this Rory Gilmore-esque season or someone who wants to get into reading, this book is a perfect introduction to thrillers. The fast-moving, constantly-thickening plot weaves a web of inquisition that only gradually unravels, slowly unveiling parts of Alicia’s past through her suspenseful diary entries. The skillfully written novel has swept up book lovers all over social media, having them second guessing themselves from cover to cover. 
The greatest takeaway from this can’t-put-down novel is how Michaelides is able to thoughtfully delve into the human mind and psychosis through the recounting of traumatic events. The line between sanity and madness is especially blurry during the book’s grand finale within its final few chapters.  Naturally, after closing this book’s back cover, one can only be left with awe as an unforgettable story of plot twists and shocking events lingers in their mind, completely challenging their own perception of emotions within the human psyche.

Savoring Silence: A Spooky October Review of Alex Michaelides’ The Silent Patient

As fall is beginning, numerous fashion trends are becoming popularized. But do these fall fashion labels motivate us to cultivate better taste in style, or do they limit ourselves to only one type of clothing? 
Throughout any fashion season, it is easy to get stuck in the downward spiral of not knowing what to wear, or of being bored of one’s wardrobe. Specifically for fall, many people feel limited in thinking the only option is sweaters, jeans, and hoodies. However, a way out of this mental fashion block can be through clothing aesthetics, which provide nuanced outfit ideas that people may not think of on their own. By using social media platforms to their benefit, especially those such as Pinterest, people can see that there are certainly many seasonal styles to choose from. As society has become more technology oriented, most of the fashion the public views is online, therefore anyone is able to explore multiple styles, and save the posts with inspiration they want to refer to later. 
One of the most popular styles for this fall is the “downtown” aesthetic: dressing like a local New Yorker in Lower Manhattan. It typically follows the outfit of dark wide pants, a tight black top, a heavy fleece or leather jacket, and a scarf. Accessories may include chunky sunglasses, earbuds, or even a cup of coffee to add an “on-the-go” element. It focuses on layers and primarily dark colors, giving a mysterious and powerful aura. Parts of the look are more rough, such as worn out jeans. Other parts are more sophisticated or high end, such as silver heels or loafers, which are sleek slip-on shoes with a low cut and are usually made of leather. These types of shoes were very popular in the 1990s and have circled back into today’s taste in fashion, as with many other trends that seem to cycle every 20 years. Two large factors that have influenced the popularity of this style are characters Rory Gilmore and Elena Gilbert from the classic shows “Gilmore Girls” and “Vampire Diaries.” Both characters embody the core of effortless yet extremely fashionable fall outfits, with their jean-based looks including heavy cable neck sweaters or tight long sleeve button downs. Brands that carry clothing following this aesthetic may include Djerf Avenue or Zara. 
If the “downtown” style doesn’t quite resonate with you, you could consider balletcore, which is much more delicate compared to the city-local aesthetic. It is based on very light or pastel colors, such as baby pinks, whites, yellows, and blues. A typical outfit may follow a skirt, a babydoll top, a cardigan, and Mary Jane heels. Besides Mary Janes, the most common shoe found in this kind of wardrobe would be ballet flats which provide the graceful and dainty touch to any balletcore outfit. In high fashion, the Miu Miu ballet flats seem to be the most coveted, along with the Repetto collection of ballerina heels. What really matters is the details. There is a traditionally feminine touch added with lace patterns, leg warmers, hearts, babydoll socks, corsets, and an infinite amount of bows (in hair, on sleeves, shoes, and even bags). The balletcore style is commonly associated with romantic visuals like Victorian paintings, ballet, or flowers. When shopping for this style, you should look out for brands such as Fenity Fashion and Kitteny. 
Another way to dress in cooler weather that is timeless, stylish, and easy is by following streetwear aesthetic. This fashion label is so versatile because it encompasses multiple interpretations of clothing that is influenced by components of urban culture primarily geared to the younger generations, such as skateboarding and hip hop. It can be easily personalized to each individual. A more casual streetwear outfit may involve sweatpants, baggy tee shirts, and sneakers. More formal streetwear attire may consist of jeans or khakis, a sweater, a large jacket such as a carpenter or corduroy jacket, and boots. In any of these streetwear outfits, you could accessorize with a baseball cap, rings, or sunglasses. High-quality brands that help cultivate this style may include Carhartt and Dickies, which are both workwear companies that provide the thick and baggy pants or jackets that really make the streetwear look. Emerging especially from the bustling streets of New York and Japan in the 1990s, this style focuses on low effort yet put together ensembles. With mostly loose fitting clothes, it is very comfortable. 
Finally, the fall fashion season would not be what it is today without the “thriftcore” aesthetic, which is shopping for clothes previously worn at second-hand stores or vintage shops. Outfits following this style are effortlessly cool and unique with clothing that cannot be found anywhere else. There is a certain sense of coolness being able to tell other people you thrifted a clothing item, or knowing that it is not from a mainstream brand. They usually capture the chicness of past decades, like the 1990s or early 2000s. An outfit of this style may consist of washed out jeans, an old band graphic tee, vintage Adidas sneakers, and a varsity jacket from a random high school. While there are many thrift stores located in NJ, such as Red White and Blue in Hamilton, New York also has many great ones such as 2nd Street, and my personal favorite, L-Train Vintage. At many of these stores you can even find old items from designer brands such as Saint Laurent, Dior, or Bottega Veneta. 
When picking outfit inspiration from trends or aesthetics, you don’t have to be tied down to just a specific style. It can be easy to feel limited to specific articles of clothing when you are heavily interested in an aesthetic. While people may want to stick to one specific style, people also have the option of picking out what they like from each style and morphing those elements into a style of their own. For example, individual items from each fall style such as bows, the color cherry red, art prints, and metallic footwear can make the staples of someone’s wardrobe and inspire them to cultivate a style made up of what fashion personally speaks to them. In fact, fall style labels may encourage people to step outside of their fashion bubble by giving them inspiration for clothing they wouldn’t normally wear. This helps people to discover what defines their personal style even more.
As mentioned in the thriftcore aesthetic, many trends also encourage the use of thrifting. Thrifting is not only eco-friendly and cheaper, but it also allows people to wear clothing that is rarer since they are not in the circulation of fast fashion or highly demanded brands. People can often find older items that are more unique and involve more vintage looking trends from that past, since it is likely that no one else has the same item.
The popularization of labeled fashion trends has allowed people to gain new knowledge of tasteful fashion through deciding what styles resonate and building off of them. The list of fashion trends will be constantly added on as people discover more elements of fashion that express who they are and make them feel chic. This fall, you should develop and personalize your style through exploring these trending fashion labels. 
In my experience learning about other clothing trends has helped me to decide what I personally like and dislike, encouraging me to try out different styles until I create my own personal aesthetic that makes me feel chic and comfortable. I also believe that fashion does not always stay the same and instead usually comes in phases, just as my style has changed to represent eras of my life. As of now, I consider my personal taste in clothing to be a combination of the downtown and thriftcore aesthetics. I love the chicness of downtown outfits through dark, sleek, and more modern clothing, however I love the uniqueness of vintage clothing that gives more edge to ensembles. I like how sleek and modern clothing makes me feel like I’m walking the downtown streets of New York City, yet I also like putting together more unexpected and unique vintage outfits that give my style a little more edge.

Fall Fashion Trends and its Effect on Personal Style

Halloween: Holiday celebrated on October 31st
Pumpkin: Fruit that is commonly carved into a spooky smile  
Costume: What people wear on Halloween
Candy: “Trick-or-treat!”  
Maze: A combination of twists and turns to find the exit; often found on fields or farms
Vampire: Edward Cullen
Werewolf: Jacob Black
Dracula: Transylvanian count
Zombie: A corpse that eats human brains
Phantom: An apparition of a dead person 
Mummy: Egyptian pharaohs post-death 
Frankenstein: The doctor that created an infamous monster   
Skeletons: “Spooky, scary _________ send shivers down your spine.” 
Slenderman: A tall, thin figure sporting a black suit and a blank face 
Horror: A genre meant to scare audiences 
Witch: Hocus Pocus
Alien: An extraterrestrial being often associated with the color green
Pennywise: The clown in “It”
Casper: ______ the Friendly Ghost 
Halloweentown: Kids follow their grandma home to find out they’re witches 
Leaves: Things that fall from the trees during autumn 
Pie: A baked dish of fruit filling with a base of pastry crust
Apple: Candy _____
Chestnut: A brown nut that is often roasted 
Equinox: When day and night are approximately equal; happens twice a year
Sweater: A cozy, knitted garment with long sleeves
Harvest: A period of gathering crops 
Corn: A cereal plant that yields large kernels; often grown in rows 
Autumn: Official name for the third season of the year 
Coraline: “Black is traditional.” 

Halloween     Holiday celebrated on October 31st
Pumpkin       Fruit that is commonly carved into a spooky smile
Costume       What people wear on Halloween
Candy         “Trick-or-treat!”
Maze          A combination of twists and turns to find the exit; often found on fields or farms
Vampire       Edward Cullen
Werewolf      Jacob Black
Dracula       Transylvanian count
Zombie        A corpse that eats human brains
Phantom       An apparition of a dead person
Mummy         Egyptian pharaohs post-death
Frankenstein  The doctor that created an infamous monster
Skeletons     “Spooky, scary _________ send shivers down your spine.”
Slenderman    A tall, thin figure sporting a black suit and a blank face
Horror        A genre meant to scare audiences
Witch         Hocus Pocus
Alien         An extraterrestrial being often associated with the color green
Pennywise     The clown in “It”
Casper        ______ the Friendly Ghost
Halloweentown Kids follow their grandma home to find out they’re witches
Leaves        Things that fall from the trees during autumn
Pie           A baked dish of fruit filling with a base of pastry crust
Apple         Candy _____
Chestnut      A brown nut that is often roasted
Equinox       When day and night are approximately equal; happens twice a year
Sweater       A cozy, knitted garment with long sleeves
Harvest       A period of gathering crops
Corn          A cereal plant that yields large kernels; often grown in rows
Autumn        Official name for the third season of the year
Coraline      “Black is traditional.”

Spooky Halloween Crossword

In the fall of melodies and swing, young Elliott Peeler ’24 stood in the midst of it all, watching the performance of an actor playing “Tevye” in the musical “Fiddler on the Roof” that inspired him to start his own journey as a musician. Since then, Elliott has engaged in both the choir and theater departments of PHS and is currently the director of the a capella group Around 8. His passion for the arts extends beyond the depths of the school: Elliott spends a majority of his free time either listening or practicing his music.  For Elliott, the musical department at PHS isn’t just a place to showcase his skills and grow as an artist, but also a small community he finds comfort in. Choir and theater isn’t just a genre but a place for him to showcase his school spirit and be a part of the whole. 
 
What inspired you to start getting involved with the musical department?
It’s definitely one of the most open extracurricular departments in school, and the performances are so open to everyone that you can see it and immediately get involved. That’s how I really knew I wanted to do choir. I was in Chorale II the first year here and then I saw what the PHS Choir could do, and the audition process is just you audition and you get in, and all these doors open up to you, and it was the same with the musical. You could just show up to one audition and you’re in the door. Obviously you have to know how to sing, but you learn that once you get in. 
How did you get started?
I moved here my sophomore year, and it was pretty much right off the bat. I auditioned for the fall play, then the winter musical, and I was in Chorale II my first year. So I saw the advertisements to audition and did it. 
How has the process of the Little Prince Opera been so far?
The opera process is definitely different and a lot more than the musical. You’re on your own and you have to be ready to pick up any measure at any point because we’re running it with the orchestra and they’re doing these sections, picking up from measure 255, and you just kind of have to have that in your brain. I mean, at this point in the process we’re still looking at the score to get the time signatures and everything, but it’s definitely a lot more. We block it out once and you just kind of have to learn it on your own, and there’s so much less time to attend to the little things for every scene. It’s not an extracurricular, so we have to do all in choir class, a couple periods missing gym. We have a quarter of the time because it’s at the end of the month. We do have night rehearsals, but it’ll be at the week of and that’ll be with our tech crew. 
What do you think the difference is between choir and theater?
I think in choir there’s more of a right answer to what sounds good, because you have really distinct vocal techniques they teach you and [...] it’s not just about memorizing words but the meter and the pitches of the words too. That being said, there are still [many other difficult] concepts in theater, like knowing your beats, when the tone of the scene changes, [and] when the distance between you and the character closes and opens. [In musicals], we can use those theater techniques to enhance the performance, but [for choir], there’s less emphasis on that and more emphasis on singing, counting the beats, and keeping the keys.
If you could play one role in any play, what would it be and why?
That’s a really tough question. One that comes to mind is Tevye from “Fiddler on the Roof,” just because he’s a very powerful baritone bass role, and there definitely are those roles, but not so much in modern theater. He [...] has a lot of light hearted comedic moments, but there’s also a lot of emotional depth to the character. I was in the production for “Fiddler on the Roof” when I was really young, and I really looked up to a kid who played Tevye and thought, “I want to do that when I grow up.”
What do you like the most about theater or choir?
I’ll start with a cappella. With a cappella, I really like the way you get to choose or arrange all the material, and it’s like our own little bubble; it really doesn’t even feel like choir or musical theater [...] because it’s all 100 percent student lead. It’s a great opportunity to advance our own voices as students and student leaders. And I mean voices; not just singing voices, but leadership voices. Voices in organizing our own gig and everything. And with choir, it’s really great to be a part of the whole and when you come together a few moments before the performance and you stand up and I don’t get that kind of school spirit elsewhere. And I don’t know if it’s much of a school spirit but a feeling of community. I think PHS is such a big school that you have to find a belonging in a smaller community and choir’s one of those communities. 
How’s being the music director of Around Eight? 
It’s a lot of fun. It’s really daunting because there’s not a lot you can do to prepare for it, because all of a sudden [it’s] “Oh, here’s 12 people you have to tell what to do” and “Oh, we’re performing three weeks into school and you have to have a set of songs.” But it’s super rewarding to just kind of blaze a trail through unknown territory, and I would wholly recommend a cappella [for those] who want to sing. 
Who do you get your inspiration from?
I think a lot of it comes from inside. I want to do really well in this for my own sake. I also have a voice teacher that’s really been behind my back for a long time, and he leads a really happy, thrilling, [and] interesting life in the vocal performance world, and I think that’s inspiring. [At times], performance art is incredibly cutthroat, but at the same time, [it’s] so fulfilling if you know what you want to do, and to see that example in real life it’s inspiring. 
Are you planning on pursuing a career in acting/singing, and will you continue your journey in college?
I don’t know; every school that I’m looking at that I’m going to be applying to has a great theater program. So that’s sort of been the bottom line, that I can do theater in college if I want to. But I figured that I don’t want to sacrifice a general education unless it’s the best of the best conservatory. 
What advice would you give to students who are interested in joining theater or choir?
Don’t get caught up in the pretense of it, like [the] gossip about the departments or what people think this means whether the people in the department like or don’t like you, or if you do well or not. Just do it if you want to develop your craft, or if you want a social circle of people around you because the department also offers that community-wise. But, if your goal is to become a better singer, a better actor, [or] a more disciplined performer, then you’ll get a lot of that. You get what you put in. 

Musician Elliott

Dia Beri ‘25
“My fave thriller/mystery show is ‘Pretty Little Liars’ because it has the most beautiful 2000s aesthetic and always keeps me on my feet because it’s so interesting.”

Siyona Lathar ‘25
“My favorite thriller is ‘Searching,’ because I found it interesting that the entire film takes place on a computer screen while the main character searches for his missing daughter. It had a gripping storyline with twists that kept you from predicting who the kidnapper was. I also enjoy the other films this director has written and directed.”

Reya Nair ‘26
“My favorite thriller would be Alfred Hitchcock’s adaptation of ‘Rebecca’ by Daphne du Maurier. It’s a gothic psychological thriller and noir film. I love Hitchock’s sets and overall aesthetic for the movie. The book is one of my favorite novels and has an amazing plot with the best twist I’ve ever read.”

Blythe Valvanis ‘27
“I enjoyed ‘The Afterparty.’ I appreciated its lighthearted nature and how every episode is a different genre while still having an underlying murder mystery background.”

Student interviews: What is your favorite mystery/thriller tv show or movie and why?

Throughout the month of October, foreign exchange students from Izumigaoka High School in Japan and Lycee Bartholdi in France arrived on PHS’ campus as a part of PHS’ foreign exchange program for the first time since 2019. There, they were greeted by  PHS Japanese and French students, who hosted them for a week. 
Both groups had the opportunity to observe classes in various subjects, creating art pieces in art class and learning about American history at PHS. Through these foreign exchange programs organized by the PHS language department, PHS and Princeton’s sister cities could exchange lifestyles and study at overseas high schools. 
“Such initiatives play a crucial role in promoting international cooperation, understanding, and friendship among students from different parts of the world,” said PHS Japanese teacher Risa Sakakibara, one of the facilitators of the program. “It's heartening to see efforts being made to deepen the bond between the U.S. and Japan through educational and cultural exchanges.”
This year marks the foreign exchange program’s 35th anniversary. The program began in 1989 during a PHS choir trip to Colmar, where former PHS French teacher Bernard Ponsan connected with the French high school Lycée Bartholdi, inviting their French students to visit PHS. This reciprocal interaction eventually developed into an official exchange program between the two schools. 
“As much as we try to maintain an immersive environment in class, [the exchange program] makes learning much more immersive because the [students] are with French people and they’re in France,” said Malachi Wood, a PHS French teacher and principal facilitator of the exchange program for 16 years. “A lot of [students] become more motivated. They’re excited to get to know somebody on that one-on-one personal level.”
Though fun, the primary purpose of these programs is to provide a new experience for students in a language-learning environment. Programs where students can interact with their language in a real life setting challenge students, but also create a unique opportunity for them to hone their speaking abilities.
“In my house, we normally speak Japanese. But in order to give the exchange student an American experience, we spoke in English the entire time,” said Seigo Iwata ‘26, a participant in the Japanese exchange program. 
While in Princeton, exchange students traveled to popular locations in town with their host students, the student providing them housing. Japanese exchange students took walks on Princeton University’s campus. Peruvian exchange students shared meals with host families in Conte’s Pizza.
“What they do is shadow an American kid, [seeing] what an American teenager would do. Their hosts can tell them what they’re doing that day or prepare something fun for them,” said Martha Hayden, a PHS Spanish teacher and facilitator of the exchange program. 
During the French exchange students stay at PHS, they shadowed their host student and attended all of their classes, even participating in the host’s extracurricular activities. When PHS French exchange program students leave for France in November, they will do the same at Lyceé Bartoldi. An exciting itinerary awaits these PHS students, featuring famous French landmarks and museums. 
“Every year, I try to do something different,” said Wood. “Usually we see the Louvre, [and] the Musée d’Orsay. What I'm excited about is that we’re going to see a World War II memorial, where the French and Germans faced off with trench warfare. And, we will visit one of the only concentration camps that was in France.”
Education aside, another big aspect of the foreign exchange programs is getting exposure to different lifestyles and cultural customs, developing lifelong connections with host families. French students dressed up to attend their first Homecoming dance on October 14. Peruvian exchange students spent their first Thanksgiving alongside their host family.    
“My favorite part is seeing the kids get to know each other. The day that we’re leaving, everybody’s crying. A lot of students [develop] lifelong friends because they stay in touch [and] visit each other,” said Wood. “I hope that their horizons are broadened.”

PHS welcomes first foreign exchange students since 2019

On November 7, voting will close for Princeton constituents on a 13 million-dollar referendum that will include updates to all six PPS schools and specifically renovations for PHS to accommodate its growing population. These plans include expanding the cafeteria, reapplying turf for the football field, and strengthening the wifi network, among other things. 
According to the recent presentation given during the monthly BoE meeting in October, the largest budget allocation, 31.5%, will be toward safety and security, building upon the recently increased vigilance of administrators regarding student IDs and lanyards. 
“The United States, unfortunately, seems to be the capital for school shootings. We always feel safe here because it's a nice community, but we never know,” said PPS Business Administrator and Board Secretary Matthew Bouldin. “We are trying to be as proactive as possible.”
Updates to the school include preventative measures for a potential active shooter situation, such as vestibules for major entryways and new security cameras all around the school. These will allow building monitors or security guards to vet everyone coming in before they enter the school, similar to the entryway at the Flagpole Entrance right now. 
“[The police department] also helped us to design some of the safety features with suggestions for improvements. We're doing window films on all six schools [and] room numbers have gone up on the outside of the windows [for the police] in case of emergency at PHS,” Bouldin said.
Due to its burden on the taxpayer, the proposal for a 130 million dollar referendum in 2018 experienced backlash, and the Princeton Board of Education has instead recently turned to smaller, more frequent referendums. Thus, the other renovations consist primarily of necessary, time-sensitive updates to the schools, but also include solutions for common complaints. 
"For maintaining the district … for example, the turf, they do a GMAX test every year, which measures impact attenuation — basically the sponginess of the field. You really can't get much more than 12 years out of a turf field. So for stuff like that, you have an idea when it needs to be redone,” said Bouldin.“We try to get feedback from all the constituents … especially the students and teachers. For example, the students have talked about the network issues for a while, teachers as well … it gets bogged down.”
Comprising 18.2 percent of the total budget across all the schools, planned improvements will multiply the maximum internet coverage by more than ten. The speed of the student and guest networks has been a point of frustration for many years and has consistently caused problems with standardized testing. Additionally, during class transition periods, teachers cannot access the network to prepare for their next class due to an influx of students joining the Wi-Fi network from their phones. With an upgrade to the Wi-Fi capability, students can have more smooth-running classes without hiccups regarding technology, especially if their classrooms are located at the edges of school or in high-traffic areas.
“I remember in years past how teachers, especially in the science wings, couldn’t use canvas during class or load powerpoints to teach. It made class pretty inefficient, but resolving that will be a big win for productivity,” said Henry Xu ’24.
Under the “Major Maintenance” portion of the referendum includes plans to resurface all sports fields and renovations to the cafeteria, which will double the functional capacity of the kitchen and seating area.
“Unless you get there early, there are often hundreds of kids crammed into the two lunch lines with two cashiers frantically trying to move the bulging line. It takes forever, so I think that if passed, it will be one of the most visible changes for students,” said Kyle Zhao ’24. 
In general, the majority at PHS see referendums as an opportunity to improve the school and are interested in what issues will be addressed.
“As a football player, I definitely want to see how the new turf changes things. All of the additions to the high school in recent years like the New Wing have been really cool and beneficial to students, so I hope this one passes as well,” said Joseph George ’25.
If successfully passed, the district plans on beginning construction in the summer of 2024. However, the timeline still needs to be determined due to some supply barriers. However, Kendal and Bouldin both support the proposal but recognize the decision comes down to the taxpayer.
“Most of the workload will be done next summer. The technology infrastructure upgrades, assuming we can get the network or equipment. There's still some supply constraints in the marketplace with certain things, and that's one of the things I'm worried about. There's still some pretty long wait times,” Bouldin said. “We're just trying to communicate to the population so they know how important it is. That's basically what we try to do.”

13 Million Dollar Referendum Up for Vote

With the Princeton Public Schools Board of Education election taking place on Tuesday, November 7, five candidates have entered the race to fill three open seats: Adam Bierman, Beth A. Behrend, Eleanor Hubbard,  Michele Tuck-Ponder, and Rene Obregon Jr. Current Board member Jean Durbin has decided not to run for reelection, while incumbents Behrend and Tuck-Ponder are both seeking a third term.

Adam Bierman
Native Princetonian and PHS alum, Adam Bierman ’78, is running for the Board of Education for the third time. After an unsuccessful run in the 2020 election, Bierman participated in the BoE’s strategic planning process, in which he hoped to address topics like overcrowding and understaffing in Princeton Public Schools.
“We just talk[ed] about nouns and pronouns and what we wanted a PHS senior to be,” said Bierman. “Discussing metaphors and words is interesting, but how does that translate to something substantial for our vision?”
Not only does Bierman hope to tackle the issues that matter, but as a social studies teacher who’s taught both abroad in Latin America and China, and locally in Mercer County, he believes that he has the experience needed to organize and implement programs proposed by the board.
“When you teach students… you have to learn how to deal with people on so many levels: emotional, educational, academic,” remarked Bierman. “We don’t agree on everything, but we find compromises and are able to move forward.”
If elected, Bierman stresses the importance of making sure that the district’s funding isn’t wasted in insignificant places, but is used where it matters most—education.
“I want to get rid of these distractions—I want to focus on education. Money should be driven back to the classroom … [because] the teachers, they are the front line,” said Bierman.

Beth A. Behrend
Having first joined the Board of Education in 2017 to tackle planning and budget challenges, Beth Behrend is running for re-election with the hope of ensuring that the district continues to offer a diverse set of programs and opportunities to all children, even amidst financial restraints.
“With a budget that's increasingly difficult [in an inflationary environment], we need to continue to be able to offer excellent curricular and extracurricular opportunities for all students,” said Behrend. “We have over half a million dollars in deficit every year if no prices go up … so we have to use the staff we have most effectively … and make sure there’s enough funding [while] teaching what is required and delivering a well-rounded education.”
After six years on the BoE, Behrend recognizes the importance of listening to students and parents, as well as honoring feedback and respecting different perspectives, but stresses the importance of continuing to move forward as stewards of the whole district.
“My focus is to meet the needs of the children as they come to us … to make sure that schools are more integrated [and] that we're not leaving anyone out … so that all kids have what they need to reach their potential” said Behrend. “There's so much to be done. It's a really exciting role and I just like to keep doing the work because it's very meaningful and it makes such an impact on the lives of so many kids.”

Rene Obregon Jr.
Lifelong New Jersey resident and CEO of the U.S. branch of the investment bank Numis Securities, Rene Obregon is one of the first-time candidates running for the Board of Education.
Having attended public school himself in Northern Jersey and with two sons currently enrolled at PHS, Obregon believes that good public school education is fundamental. 
“I don't think our school system is broken, I just think that there are some things that can be improved, [for example] communication to the community,” Obregon said. 
To do so, he hopes to use his background in collaboration and data analysis. Rather than using non-specific experience-based feedback, Obregon wants to introduce a data-based approach to evaluating school performance by, for instance, tracking school-wide percentages of passing grades or by zeroing in on metrics like chronic absenteeism.
“There's a lot of flowery language. But I think [that we] need hard key performance indicators so we can measure the progress of the superintendent and of the Board and what we're trying to do,” Obregon said. 
Obregon hopes to recreate trust between members of the PPS community and the School Board. 
“There's been a breakdown of trust, and it comes down to this communication and transparency. I think you can rebuild this trust with the students, the parents, and the taxpayers if you're just more transparent,” Obregon said. 

Michele Tuck-Ponder
Former Princeton Township mayor and long-time board member, Michele Tuck-Ponder, is the second candidate running for reelection this November. Tuck-Ponder first decided to run in 2017 to help provide more opportunities for disadvantaged students who may not progress to college and instead choose a different path.
“For every student, whether you want to go to an Ivy League school or become a chef, we should be thinking about how we can offer an education that is going to give the skills to be successful, no matter what it is they do,” said Tuck-Ponder. “I'm gonna stay on as long as I think I can make a difference in making sure that every student has an equal opportunity to succeed, and I don't think we're there yet.”
As a former public housing commissioner and affordable housing board member, Tuck-Ponder commends the many new developments in the district, but sees the consequent overcrowding issue in PPS elementary and middle schools as her main priority if she is elected to a third term.
“I know about the need for affordable housing in Princeton, but we have overcrowding in three of our elementary schools [and] in our middle school. We recognize that we can't put so much of a burden on our taxpayers that they can't afford to stay, so it's about being able to reach that balance and accommodate all students … while continu[ing] to aspire to a high quality education for all,” Tuck-Ponder said.

Eleanor Hubbard
Eleanor Hubbard, a former Princeton University assistant professor and author, is one of two new faces seeking election on the Board of Education. With the hope of bringing a teacher’s perspective to the board, Hubbard would focus on providing more academic oversight in terms of curriculum and instruction, as well as being a sensible voice for the Princeton community.
“I think we have board members who are really good at thinking about budgets and facilities … but I don't think that there is necessarily as much expertise in terms of thinking about curriculum and instruction, and those are issues that are very close to my heart,” said Hubbard. “I've taught both [at the] elementary school and college level, and I feel that that hasn't been the focus of the board for the past several years, and I think it's had some unfortunate consequences.”
In addition to revisiting the social studies and science curriculums in elementary schools, as well as solving the issue of rising enrollments and overcrowding, Hubbard hopes to rebuild trust between parents and board members.
“There’s been a lot of drama over the last couple of years. I've been talking to a lot of parents and a lot of people are angry and distrustful,” said Hubbard. “I think it's really important, if we're going to move forward in a positive way, for the district to focus on trust rebuilding work so that we can get to a place where we can work together and move forward.”

Meet the Candidates: 
2023 Princeton Public Schools Board of Education election

Since 2011, Elizabeth Taylor has been working as a history teacher at Princeton High School, teaching AP United States History and Accelerated Sociology. She has achieved her childhood dream of becoming a high school history teacher.
Taylor began teaching in 2002 at Westford Academy in Massachusetts after getting her bachelor’s degree. There, she taught both US history and World history, a subject she misses teaching at PHS. In Massachusetts, she gained experience teaching very motivated and high-achieving students.
 “Westford [Academy] was very similar to PHS [in that it was] a very competitive school with lots of top-performing students expecting to get into top colleges. The students are all trying to do it all,” said Taylor.
Since then, a lot has changed for teachers like herself in terms of distractions both inside and outside of class. In class, the culprit is cell phones. Taylor believes that cellphones are important in an academic environment but that there is a fine line between it serving as a tool or a distraction.
“Some teachers prefer to put cellphones in cellphone jail, but what I struggle with is there are valid reasons for having cell phones during class such as keeping track of homework assignments, recording when their next test is going to be, or even to look[ing] up important information during class. What seems to work best for me is setting clear expectations, but with flexibility,” Taylor said.
Another challenge she faces is her students' busy schedules. She observes that her students are busy with sports, activities, and other challenging classes. She can relate to having the same challenge with her own children. 
“Next weekend, we have eight games, and we also have a Cub Scout campout. They take art classes at the library. They’re just really busy. As a teacher, I see high school students trying to do it all; they want to take five AP classes, be president of this club, and want to play three varsity sports. You can’t do everything, there are not enough hours in the day,” Taylor said. 
However, she understands the challenges her students are facing, facing the same challenges with her own children. 
“As a parent, I’m struggling to make those same types of decisions because it’s tough to say no when it’s something that they’re passionate about because I want to encourage their passions. But I also don’t want them to burn out. So I definitely have more sympathy for my students as I’m watching my children navigate themselves,” said Taylor.
Her sympathy and teaching experience are shown in what her students have to say. She is described by her students to be “demanding” but also fair and supportive in their academic environment.
“She is a very committed teacher who does a lot for the students that she teaches. She provides a lot of support for her students and really tries to help them succeed, whether in the classroom or for the AP Exam,” said Emma Liu ’26.
Outside of teaching, Taylor is an avid reader, currently reading “The Hunger Games.” Even her pets, a dog and two cats, are named after characters from books that she enjoyed. Additionally, she loves to dance and is currently enrolled in an adult tap dancing class.

PHS Profile: Pursue and Analyze the Sociological Imagination and the Change/Continuity of American History with Elizabeth Taylor

Opening up your first paycheck can be an incredibly special feeling. Although it may not ultimately be going to you to spend in one fell swoop, knowing that you have earned something tangible to use introduces you to the real world. However, that first shift of $12 an hour inevitably turns into $10 per hour after taxes. As we transition into the real world, it seems like the taxes just keep piling up, ranging from social security taxes, to property taxes, and even vehicle taxes. Most of us have just accepted it, with the average American paying around 24 percent of earned income to taxes according to taxfoundation.org, though the percentage is probably higher for the average Princetonian. After all, taxes are the price we pay for a functional society, funding our government and many public services that benefit the entire population. In the U.S., we follow a progressive tax system, where individuals and households with lower incomes pay a smaller tax percentage than those with higher incomes. But wealthy individuals often don’t have income in the traditional sense and our current system of taxation propped up by our two party system allows them to circumvent taxes.
The American system of taxing earned income disproportionately burdens income-earning working class Americans whilst letting the wealthiest individuals and corporations who own assets off the hook. For instance, the carried interest loophole, still hasn’t been addressed or patched to this day, even after both the Democratic and Republican parties had majorities in the legislative and executive branches. It allows managers of certain investment funds, like private equity and venture capital funds, to pay a reduced tax rate on their income. Other legal tax avoidance technicalities involve the ability to borrow against one’s asset to avoid capital gains taxes, the 1031 exchange, the avoidance of estate tax using trusts, and the use of side hustles as a way of reducing one’s tax liability. The truth is that these issues are so complex that many Americans have turned a blind eye because understanding them would simply take too long. Voters have short attention spans, and tax loopholes are often overlooked by social justice issues, which nowadays take up most of the stage in our current political landscape. In fact, Political factors represent the most significant obstacle in implementing tax reforms.
Political parties require loads of money to be elected into power and stay in it. Funding mainly comes from wealthy constituents and mega-donors who contribute tens of millions of dollars to campaigns. These donors often have their own special interests, mainly involving keeping tax loopholes in place, and politicians cater to their demands to gain more funds. Politicians are no longer serving the American public, but rather a handful of rich constituents. Sometimes, these donors even hide their identities through dark money groups, preventing the general public from knowing their true intentions. The wealthy are the single greatest influence in politics, as they alone prevent most positive changes from happening due to their desire to preserve the current rules set in place that benefit them the most. 
Our two-party system uniquely allows this outsider influence. It only takes corporations influencing a few politicians to create a blockade for the whole system. Our country has become increasingly polarized, and considering how narrow majorities are in Congress, just a couple of defecting senators or congressmen can derail the agenda of a whole party. Why do you think that the most prosperous industrial executives, mainly rooting from oil companies, are bipartisan donors? While they primarily support Republicans, in 2021, a $2.2 trillion climate and social spending bill garnered increased support from both Democrats and mega-donors alike. Do these wealthy people really support both Democrats and Republicans, even with both parties being so divided over many issues? The answer is no. They frankly don’t care about any social issues or societal changes. All they need are some members from each party to be on their side to achieve their own personal goals.
Oftentimes, we are stuck choosing between the two least corrupt politicians or the politician we disagree with the least. We are reluctant to vote for any third-party candidate despite any closely aligning views, because these third-party candidates have very little chances of winning, sometimes even skewing the vote in favor towards the more disliked bipartisan candidate. In a more ideal situation, the U.S. could implement ranked choice voting, forcing voters to rank multiple candidates by preference and revoting multiple times after removing the lowest-performing candidates. This way, all third-party candidates have a greater representation in votes.  However, implementing it would require support from both parties, which is near impossible given the lack of strong support from them both.
Addressing the complex issues surrounding taxation as well as many other pertinent issues may not rely on directly electing certain politicians, but instead on dismantling our current bipartisan system, allowing for a greater spectrum of views in the political sphere. And, while we  high schoolers don’t have the means to initiate a change of that scale by ourselves, we can all start by taking small steps, like having conversations with the peers around us and bringing awareness to future political changes. This could be as simple as explaining what ranked choice voting is or identifying how political donors have influenced legislation. This way, when one day ranked choice voting is put as a ballot initiative, we’ll all be educated enough to vote for it. 

Taxes and the Two Party System

As the air crisps and leaves awash in warm hues, Halloween decorations begin to adorn porches and lawns. While twinkling string lights and flashy blow-up characters are visually appealing, the harm they bring to the environment is often overshadowed by their tantalizing glow. 
Modern-day capitalism has created a culture of rampant consumerism, especially within America. The detrimental effects of overconsumption on the environment are exacerbated during holiday seasons, and Halloween is no exception. A 2020 study by Planet Home found that strings of lights produce enough carbon dioxide to fill 15,500 hot air balloons. Gas emissions aside, these luminous displays also contribute a whopping 50 percent increase in light pollution to areas nearby, which disturbs the habitat and mating patterns of native animals and insects, leading to irregular populations and possible future extinction. On top of this, many households repurchase new decorations each year, creating significant amounts of plastic and electronic waste. Jack-o’-lanterns, a seemingly innocent decoration, also prove to be environmentally sinister. Waste Manage reported in a 2019 study that a colossal 18,000 tons of pumpkins are thrown away to landfills each year after fulfilling Halloween demands. When pumpkins are sent to landfill, they decompose and produce methane, a greenhouse gas over 25 times more effective in trapping heat in the atmosphere than carbon dioxide, ultimately all contributing to global warming, according to the United States Environmental Protection Agency. 
Trick-or-treating, dubbed the most exciting aspect of the spooky season by many, is also no treat for the environment. Lisa Morton, an environmental specialist, found in 2021 that the average trick-or-treater produces one pound of trash on Halloween night, alarming given that the holiday boasts more than 40 million trick-or-treaters. This statistic becomes even more disturbing given the fact that most trick-or-treaters  also wear a polyester-constructed costume. An environmental organization, Hubbub, conducted a study in 2019 revealing that 83 percent of Halloween costumes are created with non-recyclable, oil-based plastics, being destined to eventually dress a landfill. To put this into context, this staggering quantity of trash is equivalent to two thousand tons of plastic waste, or 83 million plastic bottles. A 2022 report by the UN Environment Programme stated that plastics accounts for 85 percent of total marine waste, being the most dangerous type of litter harming our oceans given its inability to decompose. The excess plastic created by Halloween exacerbates marine pollution, masking marine life in a suffocating film of debris, damaging the natural ecosystem. 
As residents in the Princeton area, a bulk of the responsibility to preserve our local ecosystem lies on the shoulders of Princeton High School students and their families. While keeping up with spooky traditions is an important part of American culture, Halloween doesn’t have to be scary for the environment. For example, jack-o’-lanterns and other decorations should be made with compost in mind, a process that eliminates the formation of methane gas through aeration, decreasing the greenhouse gas emissions drastically. Furthermore, decorations can be reused every year to reduce the amount of waste that comes with switching out decorations each year. Costumes could also be put together with garments made from organic fabrics like cotton, from pieces from someone's everyday wardrobe, or be donated. Celebrating Halloween and remaining environmentally friendly are not mutually exclusive; both can and should coexist in the Princeton community, and in modern society as a whole.

Trick or Treat the Environment Better

Contrary to popular belief, censorship is not always an illegal practice in the U.S. Despite appearing to violate the First Amendment, over time, that standard has changed. One of the most striking examples of this is courts legally banning certain books from being distributed in public schools, a measure initially put in place to prevent schools and educational facilities from promoting pornographic content or general obscenity. However, in recent years, many conservative politicians, parents, and community members have been pushing for book bans on stories with content they deem to be too liberal, leading to a steep increase in the amount of book bans. According to the American Library Association, book bannings in the U.S. have been on the rise since 2022, with a 38 percent increase from 2021. Unfortunately, this narrative has become so normalized, but we must shed a light on the harmfulness of banning books, especially for young, impressionable youth who deserve the right to learn about all different types of people, places, and ideas.
Banning books has been a legal practice in the U.S. since 1982, when the Supreme Court ruling in Board of Education, Island Trees Union Free School District v. Pico stated that in public schools, book bannings can occur when books are deemed “pervasively vulgar.” However, the same court ruling also stated that school districts are forbidden from banning books “simply because they dislike the ideas contained in those books,” according to the official court case syllabus on Justia U.S. Supreme Court Center. In the early years of book bannings, books such as “Catcher in the Rye” by J.D. Salinger, “The Grapes of Wrath” by John Steineck, and “Lord of the Flies” by William Golding were all banned mostly for profanity and sexual content. Although these ideologies were conservative and the books banned have since been recognized as classics, the book banning process was quite a rare one initially, and was, for the most part, exclusive to stories with mature content.
Regardless of how this custom began, in many conservative states and communities, it has since been expanded to include virtually any book with queer themes or characters or themes of race, religion, or diversity. Conservatives have been able to get away with this movement by masking their blatant hatred, homophobia, and racism as concern for children. Last year, more than 45 percent of books challenged contained an LGBTQ+ character or were written by an LGBTQ+ author. Oftentimes, challengers claim that these stories contain sexual content, but that is seldom the case. “Drama” by Raina Telgemeier, a harmless graphic novel about a seventh grade girl who participates in her school’s drama club, has been repeatedly flagged for sexual content, simply for its inclusion of LGBTQ+ characters. The book appeared on the American Library Association’s top ten most challenged books of the year five times between 2014 and 2019. Seeing seemingly harmless books such as “Drama” being so harshly ripped apart by bigoted people in power, it isn’t far-fetched to presume that some if not most of these banned books are being wrongfully judged.
Additionally, book bans disproportionately target stories with themes revolving around race and racism. An organization called PEN America Index of School Book Bans reported that between July 1, 2021 and June 30, 2022, 40 percent of books banned had a protagonist or secondary character that was a person of color. It’s been made abundantly clear that those behind these harmful restrictions are intent on silencing minority and marginalized voices, and not on providing children with the resources they need to educate themselves and form their own opinions regarding these topics. 
However, this tactic is flawed at best, and ridiculous at worst. An October 2023 report by Advocate uncovered a story in which the Huntsville-Madison County Public Library in Madison, Alabama, added a children’s book titled “Read Me a Story, Bella” to their list of soon-to-be-removed books. The plot of the book follows a brother and sister who read stories together. Given its innocent and harmless storyline, you might be wondering what could have possibly led this book to be flagged as containing sexually explicit material. Turns out, the only reason for the restriction on this book was that the book author’s name was Marie-Louise Gay. Not only are people targeting books with actual LGBTQ+ content, but now, even an author’s name can get their stories removed from public libraries. The same report from Advocate also provided a statement from author Alyx Kim-Yohn, who disclosed that oftentimes these book removals occur without a single complaint, and without a further review of the content.
Fortunately, those pushing tirelessly in favor of book bans are the loud minority. In fact, over 70 percent of voters oppose removing books from public libraries, according to a 2022 poll by the American Library Association. In the past few years, the counteractive “reading banned books” movement has gained just as much attraction as the book banning movement. Popular YouTubers and bloggers have resisted the book bans by purposefully reading banned books, and letting their audience know that they should too. Even famous authors such as Stephen King have stood up against this censorship, encouraging young people to “find out what they don’t want you to read” in his tweet from January 2023. The voices creating censorship in the U.S. should never be louder than the ones fighting for complete and correct education for children all across the country. We owe it to kids in conservative states spearheading the book banning frenzy to advocate for their right to access informative and resourceful books that will allow them to explore the world with an open mind.

Investigating Motivations Behind Banning Books

Whether it be something silly they did in class, or a test they gave with one day’s notice, our teachers are a constant topic of discussion at PHS. This is partially because there are so many teachers to talk about. Granted, this leads to smaller class sizes and better student teacher relationships, but grappling with varied teaching styles from year to year, subject to subject, or teacher to teacher can be jarring. Having more consistency between teachers of the same course would ensure better communication between students, make teacher collaboration easier, and increase grading equity through a general expectation of student and teacher behavior regardless of who teaches the course. 
AP United States History, a common first AP course at PHS, is a key example of how the divide between teaching styles can impact both teachers and students. APUSH not only teaches students the rigor of an AP course, but also teaches them how to take proper notes, how to manage a massive workload in tangent with other responsibilities, and how to prepare for an AP exam. Depending on the teacher students get for this course, they could be set up for the rest of high school vastly differently. It is understandable that each teacher will have a different style or different approaches on assignments, but shouldn’t the basic aspects of what students learn and the ways through which they learn them be consistent? 
Creating consistency between teaching of the same teachers promotes collaboration between students and teachers. Former PHS Chemistry teacher, Dr. Robert Corell, constantly encouraged his students to help one another on problem sets. He believed that teaching other students would not only help those other students to understand the content but would solidify the content within the minds of those who were teaching others. If teachers have a uniform timeline of assignments, and expectations as to how students are to complete assignments, students have an easier time collaborating with one another and teaching each other the content irrespective of who their teacher may be. Class uniformity would not only benefit students, but also teachers because there would be greater collaboration among teachers of the same class. If teachers of the same course were constantly conversing about where they were in the course, the assignments that they were giving out, and the writings that they were assigning students, there would be a greater consistency for all classes not only year to year but also from teacher to teacher, which would likely make it easier to collaborate when creating assignments or tests. For example, the math department for the most part collaborates on the creation of tests, so we know that Brent Ferguson’s AP Calculus BC class will be receiving the exact same test as Phil Reyes’ class. This makes it easier for those teachers to collaborate on the creation of the test. It also helps them to set the same deadline on which students should be familiar with the content. This also means that because teachers would be using the same tests, the grading systems would be consistent as well throughout those classes and departments meaning that inconsistencies from teacher to teacher would be more infrequent. 
A lack of consistency among teachers of the same course can put certain students at a disadvantage especially in terms of what they learn and how it can apply to their future PHS classes. In my sophomore year English class, Dr. Douglas Levandowski taught the inductive writing process, which helped prepare me for English IV, in which the writing style is completely inductive. However, because this was not a strategy taught by all teachers for sophomore English, the inductive writing style is completely new to a lot of people as they enter English IV. If learning something early on in the PHS experience can seriously impact how students understand it later on in other PHS classes, shouldn’t that topic be taught by all teachers of that course? This comes from more than which books the students read. We would assume that uniformity in the books that classes with different teachers read would lead to an equal experience in their English classes.
Obviously, because the school year has already started, it could be difficult to ensure that each teacher is maintaining uniformity among their peers who teach the same course. Starting with required monthly conversations among teachers of the same course could help to ensure that each teacher is following the same path. Similarly, this could allow teachers to share their methods of teaching the course so that students going into Timothy Campbell’s APUSH class could expect a similar experience to the students going into Elizabeth Taylor’s APUSH class, for example. It could also be beneficial if teachers teaching the same course had access to one another’s course materials through a shared Google Drive so that assignments could be more uniform or lectures could remain the same for students across the course. This may seem difficult to start, but in the long run, the coordination of teaching styles within the same course would greatly benefit the collaboration, comprehension, and organization of students and teachers alike in the long run. It is high time that teachers of the same course have more coordinated lesson plans, in order to fix the inconsistencies in teachers’ grading systems, tests, and routines.

Inter Departmental Teaching Consistency

On October 11, 2023, sophomores and juniors at Princeton High School spent their day taking the PSAT, with many juniors hoping to achieve the honor of National Merit Scholar. But there was one catch: it was digital. While this may not seem so bad at first, a further look into the inner workings of the digital PSAT and digital SAT reveals more than one first imagines. 
Previously, the PSAT was made up of a total of 139 questions with two hours and 45 minutes of testing without breaks. On the other hand, the current DPSAT is made up of two 32-minute modules for reading and writing combined and two 35-minute math (calculator) modules, with one ten-minute break between the reading and math sections. This makes up for a total of 98 questions and two hours and 14 minutes of testing (excluding the break). Both standardized tests are still scored on the same 1520 scale. The difference? The DPSAT is adaptive. 
The DPSAT being adaptive means that your score for your first reading module affects the type of questions you get for your second reading module, and the same for your math modules. It is still yet uncertain if your score for your overall reading section affects the type of first math module you get, though. Overall, the difficulty of your modules places students on different tiers to be eligible for certain scores on the PSAT. There are a multitude of problems with this. First, what if a student needs time to get into the test-taking mode and they improve as time goes on? Should they be penalized for this by no longer being eligible to reach a certain score? Of course not. Second, how can a test be standardized if people are no longer taking the same test? “Standardize” means to conform to a standard, or to make something consistent and comparable. How can we compare students that are answering entirely different questions? 
Aside from this, this also creates a detrimental change to SAT studying. As we all experienced during the era of the COVID-19 pandemic and Zoom, being on the computer for hours on end is detrimental to our eyesight, attention spans, and mental health. Staring at a piece of paper for three hours was bad enough, but at least you could physically bubble, cross things out, and write annotations, which is helpful for the more hands-on learners. Now, not only do you have to focus on a computer screen for over 2 hours while taking the test, but you also have to include the hours of studying and practice tests you take beforehand, adding at least 2 hours a week to your already far-too-high screen time. 
Still, despite its many weaknesses, there are definitely some advantages to the DPSAT. The reading questions have become much more straightforward and easier to understand. Instead of trying to decipher a dense historical or scientific passage, which can often be subjective and left up to interpretation, students are now more tested on their ability to comprehend the meaning of individually isolated paragraphs. 
Overall, a standardized test is, ultimately, a standardized test, meaning whether students take it now or they wait until January to take the SAT, the tests will still be equally comparable. Furthermore, if students still wish to take a standardized test on paper after January 2024, the ACT is still available on paper. And, with many schools going test-optional, the SAT in college decision-making becomes less and less important each year, so remember to keep in mind that standardized tests will not be the final decision-maker and there are plenty of other things in your control to determine your future college. 

Was the Digital PSAT Unfair?

Princeton High School’s volleyball program has historically been successful in past seasons, claiming the 2016, 2017, 2018, and 2019 league titles in succession. This season’s team is no exception, boasting an unmatched 23–1 record, conceding only five sets across all 24 games played — a feat that hasn’t been achieved in over ten years. Now ranked second in the state, the Little Tigers continue their charge as they make their way further into the season, shooting for not only the conference title, but the state championship as well. 
Last year’s season saw many of the current key varsity players as underclassmen, who have since become sophomores and juniors. But despite their younger age, these talented athletes set themselves apart from the rest.
“Last year, we had mostly freshmen and sophomores starting on a varsity team playing much older squads,” said the girls volleyball varsity assistant coach Kate Dineen. “They have just come into their own more [this year], feel more comfortable playing together, [and] have grown stronger because they train year-round, so they’re just a little more powerful.”
 While the younger age range of these players may at first seem to be a disadvantage, the reality is that their team chemistry built throughout past years serves as a crucial part to their dominance this season.
“We have such a young team … and we have so much potential underneath us, especially all the sophomores,” said Pearl Agel ’25, a starting libero and co-captain of the varsity team. “I feel like it's really helped us, especially from last year, knowing that we have a lot to build off on, and so that's helping us improve each year, so we're hoping to get farther.”
While the team has demonstrated their ability to control every game they play, the results don’t just happen without hard work. Even during off-season months, many of the athletes go back to their club teams and continue training year-round, preparing themselves for the upcoming season for the PHS team as well as for their own teams outside of school. This preparation that these individuals dedicate themselves to ensures that their skills and coordination are sharpened for the following season. 
“We have a lot of players on our varsity squad this year who play year round both indoor and beach,” said Dineen. “The beach skills in particular translate really well to indoor because they're able to find spots to put the ball and end rallies at really opportune times … and they really act together as one cohesive unit.”
Beyond just the technical skills gained through off-season training, club teams also give players the chance to bond and build relationships with one another, creating an even stronger link within this already close-knit team. 
“A lot of the girls on the team I've played with since I was 12. We used to be on the same club team, so I really have strong relationships with them because I've known them for so long,” said co-captain Lois Matsukawa ’25, starting setter on the varsity team. “[Playing on club teams] is a really big factor in our success this year and last year.”
There’s no doubt that the team puts in a tremendous amount of work and effort on the court during their games, but what’s often overlooked is the effort put in by team members off the court, which can boost the team’s performance just as much. 
“Pearl [and I] really made it a big deal to do the psyches this year, because it's really fun and we even got JV to do it too. … I think that people just enjoyed it a lot,” said Matsukawa. “I just think it just helps our team bond more and just stay more connected.”
On paper, the Little Tigers seem to have little if any problems at all, beating every opponent they come across. However, it hasn’t always been smooth sailing for this team. 
“We're learning to trust each other, which is kind of a big issue that we're getting through over this season,” said Agel. “There have been some internal struggles [between] teammates and disagreements . . . but over the season, we’ve kind of worked it out, which has also helped us move stronger.”
The team, like most teams do, have experienced and overcome certain difficulties that they’ve come across as a group. However, there are certain pieces to the puzzle that they can’t control, one of which being the tight and demanding schedule.
“One of the biggest challenges that we’ve faced this season has been just the rigor of our schedule,” says Charlotte Woods ’26, one of the three starting hitters on the varsity roster. “We've been playing a lot of games back to back, which means we don't get a ton of time to practice new things . . . [but it] makes us better players in that I feel our stamina has been a lot higher and we get a lot of in-game experience, which helps . . . in future games that we play later on.”
In spite of these adversities, the results that the team produces speak for themselves. The team has not only topped their group, but climbed to second in the state all within just over a month. With a near perfect record and an unstoppable group, the team heads further into the season with high hopes and expectations.
“The hope and expectation for us is that we continue to try and win as many games as possible, and hopefully make it to and past the same point that we made it last year,” says Woods. “We're hoping just to do as well as we can and bring home some records for the school and for our program that really just reflect all the work that's gone into our season.”

Girls Volleyball Team Storm Past Competition En Route to State Title

A roar of excitement rumbles through the New Gym as the annual Princeton High School pep rally gets underway. Under the lead of Ella Bardzilowski ’23, the PHS cheer team begins an impressive synchronized routine. Bardzilowski leads the chants, and the routine ends with a difficult pyramid formation, raising all of the flyers high into the air. The crowd cheers and claps in standing ovation. 
At five years old, Bardzilowski knew she was destined to cheer from the first time she tried it. While her family encouraged her to try a large variety of sports, cheerleading was the one that truly stood out. 
 “I knew from the second I tried cheerleading that it would become my thing,” said Bardzilowski. “It was such a great hobby to have growing up and I’m so glad it’s still a part of my life today.”
After three years of being part of PHS’ cheer team, all of Bardzilowski’s hard work and talent was recognized through her promotion of becoming captain her junior and senior years. Now, the hefty responsibility of leading underclassmen cheerleaders falls onto her shoulders. 
“I think she’s very good at the job,” said head coach Veronica Foreman. “The underclassmen look up to her, but they’re still friendly which is an important dynamic. She’s very hardworking, and knows when to take things seriously.”
Now a senior, Bardzilowski is set to participate in her last season of cheer this fall. Through her years on the team, though, she has always stood out as a hardworking and dedicated member of the team. Quick to learn and eager to perform, Bardzilowski has grown throughout the years and matured not only as an athlete, but a person too.
“She's always been very dedicated to the team since the start when she joined, which is admirable,” said Foreman. “She’s very good at what she does, always doing the hardest parts of the routine and very good at it. She picks up things quickly.”
While Bardzilowski has grown throughout the years, the cheer team has been improving along with her, seeing a larger number of participants join the team last year in comparison to recent years. 
 “I am so grateful that we got such a surprise last year with the amount of people who joined the cheer team, so we got to train a lot of people who had never cheered before and got to grow together as a team throughout the season,”  Bardzilowski said.
Becoming a cheerleader is a commitment — Bardzilowski often finds herself putting cheer before friends, work, and other extracurricular activities. For her, this can become hard to manage since she has a full schedule loaded with AP and accelerated classes. However, despite outside academic pressure, Bardzilowski’s love for the cheer team makes it a part of her schedule she looks forward to. 
 “It can get challenging to stay on top of homework and studying while having practices every day and while planning for practices, games, and competition outside of normal practice time,” said Bardzilowski. “I get to be with all my best friends there doing something I love, so that makes going home and doing work so much easier. It can be tempting to opt out of practice to study or work on college applications, but I remind myself of my commitment to the team and what I get out of this team every day.”
Through their daily practices and weekend games, the cheerleaders quickly became a family given all the time they spent together. 
 “Our team has such a tight bond. Since we barely have time to hang out with anyone else, we are all each other's best friends,” said Bardzilowski. “We have certain traditions — like team lunches every Friday and getting together to make banners for game days — that keep us close even outside of practice.”  
As the team works to form a stronger connection on the sidelines as well, Bardzilowski aims to maintain a strong and healthy team relationship while also communicating during their routines.  
“She… is a good captain because she knows cheerleading better than anyone else… [since] she's been doing it for a while,” said Kate Mazzoni ’26, a PHS cheerleader who has been with the team for two years. “She's also really nice when she is correcting us and isn't bossy at all. I think she definitely does her best to make the team as good as possible.”
For aspiring cheerleaders eager to take part in the team’s activities and routines, Bardzilowski shares some encouraging advice. 
“Be confident! I always tell the team that cheerleading is 50 percent skill and 50 percent confidence,” said Bardzilowski.“Unlike other sports, cheerleading is all about putting on a performance, so ‘fake it till you make it’ is the key. … But of course, discipline and hard work come above all.”

Ella Bardzilowski ’23: Cheer

Tensions are high as the last play of the game begins. The center snaps the ball, and Jake Angelucci ’24 springs into action. Lined up against the opposing team’s defensive tackle, Angelucci lunges up and mounts a hit that sends him sprawling onto the turf, giving the quarterback just enough time to lob the ball into the end zone. A flawless touchdown, giving the win to the Tigers!
At a young age, Angelucci was first introduced to football by his dad and his three older brothers, who were all passionate about the sport.
“[I] looked up to my father playing football,” Angelucci said. “As a kid, [football] just always felt natural.” 
His first time playing football was in middle school, when Angelucci joined the Princeton Junior Football League Then, after gaining football experience in his middle school years, Angelucci joined the PHS football team. While playing, head football coach Charles Gallagher was immediately able to take notice of Angelucci’s skills from the rest of his teammates.
“Jake has done a great job [as a captain]” said Gallagher. “He understands the game... and all the positions, even like tailbacks and quarterbacks.” 
Every year since he started playing, Angelucci has continued to improve, piling on experience from the previous seasons. For Angelucci, his massive strides can be credited in large part to his strength training.
“The way I improved over the years was starting off in the weight room, getting my strength up... coming in [to highschool] as a freshman I wasn’t nearly as strong as I am now. Football is a very physical sport that you need strength for,” Angelucci said.
It hasn’t always been an easy path for him though, as the team has dealt with a few struggles in previous years. 
“I believe that one of the biggest problems was our practice mindset... we would go into our games, almost expecting to lose,” said Angelucci. “And this year, we're going to games expecting [good outcomes] and trying so during practice. We're getting good energy and we're getting practice [to help] us set us up for a win at the end of the week.”
A key factor in the success of the team this year is that Angelucci strives to be a positive influence for his teammates. In the off season, the football team hosts practice games to organize the team and build connections. Most important for the team is reaching out to rising 9th graders who will participate in the fall.
“It all starts off with the first contact, getting them to come out to practice,” said Angelucci. “Once they’re there, its a matter of teaching them and making them feel like a part of the team to get better.”
Along with encouraging the new players, Angelucci’s forward and positive mindset has changed the way the whole team looks at games.
“You can never be down no matter what the score or whats happening,” said Angelucci. “You have to be constantly positive, encouraging everyone to play better and put 100% out on the field.”
Along with inspiring team talks, Angelucci is a mentor to his teammates. His fellow offensive lineman Leo Sarett ’25 has learned a few things from him. 
“Over the offseason, he was one of the main reasons I got into the weight room,” Sarett said. “He's always inspiring me... and he's always making me work harder... [it’s] a nice high, positive reinforcement... [that helps me] learn from [mistakes].”
Angelucci stepped into the role of captain rather seamlessly. He has been playing on the varsity level ever since his sophomore year, and he’s always been devoted to the team. The impact Angelucci left on his teammates was the reason he was voted co-captain of the team. As an outspoken player who shares advice with his teammates, Angelucci has become part of the stepping stone towards the team’s progress. 
"Jake has done a great job [and] he's probably one of our more avid guys in the offseason,” said Gallagher. “[The team] was just really focused on winning that first game... [and] took that to heart. I think Jake was a big part of that.”
With the strong bonds he’s forged with the team, Angelucci has strived to become a better team player and captain for all. The Little Tigers have taken last year's progress and added on to it, finishing the season with a record of 5 - 4.
“Football teaches you a lot about life –– [it’s] a lot more than people might think,” said Angelucci. “It’s a thing where you build connections with your friends and [become] a family.”

Jake Angelucci ’24: Football

Hispanic Heritage Month at PHS continues another year of successful celebration as the Latinos Unidos Club will soon kick off with their student and staff run soccer tournament. Earlier this month, the Latinos Unidos Club performed in assemblies to exhibit Hispanic culture through literature, music, and dance. To add on to this month’s celebration, the club is planning to show off another very important cultural aspect: soccer, otherwise known as fútbol in Spanish. 
An enjoyable pastime for many, soccer has found popularity all over the world, especially in the Latino community. So, after bouncing around ideas for a fundraising event for the club, the club’s board ultimately decided on a soccer tournament. Both a cultural symbol and an entertaining sport, soccer was the perfect candidate for the Latino Unidos club to use as a way to spread their culture and unite sport enthusiasts. 
The Latinos Unidos Club busily began organizing, starting all the way back in September. Setting up such an event is no small task, and the club members invested hours into the tournament. Along with the school’s staff, they are aiming to provide an exciting experience for the rest of the student body. The Latinos Unidos club has already finished setting up the prizes, with a trophy for first, medal for second, and a surprise gift (oooh) for third place. 
“I’m learning so much by leading and organizing these events,” said Ozzy Morales ’25, a Latinos Unidos club leader. “I’m proud and honored that I was given this opportunity to lead and organize these events.”
But why soccer, anyway? Soccer was first introduced to Latin America at the end of the 19th century. Due to its easy-to-access nature, soccer also became a widespread hit across the whole continent, uniting Latin America by their love for this sport. 
Indeed, sharing Latino culture is the most vital goal of the club, but there are other themes as well. 
“[We want to] let people know that we can be together as a community, [as] it doesn’t matter if we have [a] different culture,” Dany Melchor Garza ’24, one of the club’s leaders, said. 
Aside from athletics, the Latinos Unidos Club has coordinated other events such as the Festival Latino, where families were able to have fun and get to know each other. Besides the fundraising event, the club is preparing the Numina Gallery for the Day of the Dead, a day where people commemorate passed loved ones. In addition, the club has plans for their next third annual Festival Latino in the spring. 
Students involved with setting up the tournament talk about their personal growth as well, valuing the cultural opportunities that come with their role as a member.            
“I’m learning to be a better leader, student, friend, and overall a voice in my community,” said Morales. “[Using] my platform to inspire and encourage others in the community to celebrate one another is something that I am willing to do over and over again.” 
People are often afraid to invest time and energy into big projects, and organizing a tournament is no small feat. However, Morales and Garza are capable of bringing together crowds and organizing massive events. The club has simultaneously brought the Latino community closer together, as well as spread the diverse aspects of Latino cultures to students throughout PHS. 
“If we can put [in] a little effort, we can make things come true,” Garza said.

The Latinos Unidos Club

Cheer: How would you describe the routine (concept, music, stunts, challenges) & how is it different compared to previous years?

Ashlynn Potter ’24- “I think the routine is different this year because this year we were able to have a Universal Cheerleaders Association camp over the summer, so we learned a lot of dance routines during [those] three days. Our routine this year implements one of the UCA routines, and then changes and extends it afterwards. The music is very upbeat and is different from our typical remixes, but still very fitting. We had a lot of challenges to overcome with the stunts because of injuries, causing us to have to put in new stunters at the last minute. By working hard, we were able to do our best in making a more complex stunt routine. A lot of the stunts are also new which we’ve learned this year from the Princeton University coach, who came a few times with Princeton University cheerleaders to help us create our competition routines, which is something new in comparison to last year as well.”

“This year we were able to have a Universal Cheerleaders Association camp over the summer, so we learned a lot of dance routines during [those] three days. Our routine this year implements one of the UCA routines... and we were able to do our best in making a more complex stunt routine.”

Valeria Trujillo ’26- “Our cheer routine this year was very dynamic and an energetic performance. I think it showed our team’s determination and our spirit for the school. Compared to previous years, I think our team has added new stunts and movements to captivate the audience. I think our cheer routines have evolved to become more challenging, to look more united, and more entertaining to showcase the dedication and talent of our team.”
Alex Woodbury ’24- “Our routine is crazy with lots of different stunts and dance parts in it. This year is definitely more difficult than years prior! But the difficulty is what makes it fun as it pushes all of us!	”		

Band: favorite song + why? 
Ishaan Banerjee ’24-  “I loved playing ‘Are You Gonna Be My Girl’ by Jet. Our drummer Sammy introduced us to the song, and it’s a super fun tune! The distorted guitar breaks and the moving horn lines make for a super energetic sound, and as always, Vivian sounded incredible on it.”
Wynne Baird ’24 (bass)- “Probably ‘I Wish’ –– it was fun to play on bass and I really like Stevie Wonder, so I was glad that it made the set list.”
Corbin Kasziba ’25- “‘Eye of the Tiger’ because it was... the song the crowd was most excited for.”

Football: which player really supported you/shone during the game  how?
Joseph George ’25- “Definitely Elisio Moncada; He played really [well] at linebacker as always and made great plays throughout the game. I love playing next to him and we work really well together; we’re always there for each other on and off the field.
Anthony Famiglietti ’24- “Dante Digiulio; he was always putting the team first. And in the second half [of] his speech, ... he said, ‘Coach is right –– if we want to win it’s on us,’ and that really got me and the rest of the team going.”
Ellinton Foster ’26-  “I would say Ben Walden... because he’s just there if you make a mistake. He’s gonna tell you and make sure you don’t do it again.”

Crowd: what are you wearing for the white out? What led you to this decision/what made you choose it?
Finn Neuneier ’24- “I’m wearing a white sweater –– white because of the white out, and a sweater because it’s cold.”
Glendy Deleon ’27- “I wore [a] white [Latinos Unidos t-shirt] for the white out and because of the weather.”
Annesofie Otte ’25- “I am wearing white jeans and an old Princeton football shirt. I’m wearing this to join in with the theme of [the] white out and I’m wearing the football shirt to match with the other managers.”

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