The PHS Numina Gallery celebrated Hispanic Heritage
Month between October 9 and 17 with an exhibition
that showcased a diverse display of Hispanic cultures.
The exhibition featured many artifacts from different
Spanish-speaking regions, including Central America,
South America, and the Caribbean.

Hispanic Heritage Month is a national celebration
observed from September 15 to October 15 to celebrate
the diverse contributions of Hispanic-American citizens
to the United States.

“[The Numina Gallery exhibit] provides a vital platform
for Latino students to express their voices and pride in their
culture,” said Martha Hayden, a Spanish teacher at PHS.

In addition to displaying student’s culture, the event
also brings together people from across the community.

“[In the other months] we usually do art showcases …
this exhibition, [however], is a more [broad] and cultural
exhibition, which makes it special because we are not
showcasing specific artworks of art students … [instead]
we are bringing in projects and cultures from Spanish
students and from different clubs,” said Cindy Zhou ’25,
co-president of the Numina Gallery.

The centerpiece of the exhibition, the Día de los Muertos
(Day of the Dead) ofrenda, displayed traditional offerings
given during a reunion with the dead, such as candles,
flowers, and photos of deceased loved ones. The exhibition
also presented poems related to immigration, traditional
clothing from several regions, and güiro frog instruments.
Camila Del Castillo, a Spanish teacher at PHS and the
main organizer of the Numina exhibit, was pleased to see
the reactions of parents and students on the opening night
of the exhibition.

“The Hispanic kids that came and saw things from
their country loved it. They saw the altar or the Día de los
Muertos ofrenda, and they connected with things they
have learned,” said Del Castillo. “People visiting and being
happy to be there [is] when I feel the proudest.”

The preparation process lasted two weeks and involved
the collaboration of many different people, including
students, teachers, and even supervisors.
Spanish teachers and students did most of the work,
while Numina Gallery members mostly assisted in putting
up pieces, podiums, and lighting.

“The Spanish classes would come and help, and during
our free time we would listen to their ideas and help
incorporate our knowledge about the gallery to help with
the setup,” said Zhou.

The Latinos Unidos club was a significant part of the
exhibition, sharing Hispanic traditions through music and
visuals. Brian Donis ’25, the club’s vice president, helped
plan and set up the event, along with other students.

“The students helped us carry out the projects and events,
but all in all, there is no difference from being a student
leader and being a student in the club [because] we all
came together as one community,” said Donis.

Students and teachers each had different roles in the
preparations for the exhibit. The Spanish teachers, created
themes such as geographical and cultural regions for each
of their respective classes to focus on. The students then
researched these regions and designed posters to display
on the walls of the gallery.

While preparing the exhibition, students and teachers
faced many challenges, such as planning and coordination.
“Finding the time is the most challenging. It’s hard
because you’re still teaching, [and the Numina exhibit] is
not your only job,” said Del Castillo. “Kids are in school,
so I can’t pull them out of class to [help], and after school
everybody has things to do.”

The preparation process is different every year, as
although the Hispanic Heritage exhibition is designed
to display Hispanic culture, its theme changes from year
to year.

Last year’s focus was more on celebrations, while this
year the exhibition focused on spotlighting specific people
and countries. However, while the focus of the exhibition
changes annually, the goal remains the same: to celebrate
Hispanic Heritage Month and showcase the diverse cultures
spread across Latin America.

“We even [had] the Chinese teacher bringing in her
kids and the Italian teacher bringing her kids and making
comparisons between things that we have, like the fans and
different artifacts,” said Del Castillo. “We compare, but to
highlight our similarities."

The Numina Gallery exhibition showcases Hispanic traditions

 Sebastian Bongiovi ’25 has always been surrounded by music. He fell in love with
the trumpet in second grade, and grew up with several accomplished musicians in his
family, including his father, Joseph Bongiovi, who is the longstanding band director
at PHS, and his mother, who is a vocalist. His passion for music and it’s presence in
his family’s story has played an outsized role in Bongiovi’s life, such as his decision to
follow in the footsteps of his father and sister to apply to the Berklee College of Music
where he hopes to study composition. Now a senior at PHS and about to embark on
his next musical adventure, Sebastian plays trumpet for the highly selective Studio
Band, sings for PHS Choir, and is a vocalist in the a cappella group Around 8. He acts
in numerous school plays and composes music for video games and web series. Most
recently, he composed a song called “Be Sorry” for Studio Band’s Abbey Road Studios
album “Run It Twice.”

**What made you choose the trumpet?**

 That’s actually a funny story. In second grade, I had
to choose an instrument, and I had my heart set on
trombone, but I was a really tiny kid, and my dad
was aware of that, so he told me to take trumpet
and change from there, and I just never [ended up
changing] to trombone.

**When did you start acting and what do you love
most about it?**

 The first time I started legitimately acting was in fifth
grade. The thing I love most about it is being able to
portray different personalities that I wouldn’t really
act like in real life. Unlike other aspects of art that I
do, I don’t really take it as seriously, which is better
for me, because it makes it more lighthearted and fun.

**How does acting, singing, and playing an instrument
all connect for you artistically?**

 I feel much more attuned to playing than anything
else, but I need to give credit where credit is due.
Singing is like the bridge between acting and playing
for me. It’s the only medium where you use both.

**Can you talk about the experience of recording at Abbey Road Studios and what
that meant to you?**

It was absolutely ludicrous in the moment, and it still is now. The overall experience
was extremely validating. Being able to play in that room was a very grueling process,
like when you’re physically there and you’re working, it’s a lot more stressful than you
realize. We had to record ten hours straight for three days. Specifically recording my
song, in the heat of the moment it was absolutely insane, especially with Randy Brecker,
who was the guest artist we had there. He is someone whose music I’ve been listening
to for a very long time, so having an artist who is a part of your daily life being in front
of you and then also playing your music that you wrote and asking you questions about
your song was baffling a bit. It was an amazing experience.

**What is your process when composing music?**

 For me, usually what happens is I’ll be messing around
with the piano, and I’ll come up with a random chord
progression, and it’ll be a lot of me experimenting.
Going into my room, being like, “Okay, let’s make
something out of this,” and spending however many
hours just fiddling.

**Are you planning on pursuing a career in music, and
if you are, what type?**

 Definitely. My goal is to apply to three to four different
schools for some form of either composition or a
contemporary writing and production major, the latter
of which is offered at Berklee College of Music, which
is my top college of choice and the only college I’ve
applied early admission to.

**What advice would you give to new musicians or
artists?**

 Give yourself time. More often than not, I’ll be working
on a song and I get stuck and have no idea where to go,
so I just go to bed, and then I wake up the next morning
and I have an idea. Being able to give yourself space and
time is invaluable to creating music.

Sebastian Bongiovi ’25 passionately pursues a musical life

For someone who is just getting into them, there are so many podcasts in the world that it can be
incredibly overwhelming. After all, with so many options, how do you know which podcasts are high
quality and line up with your interests? If you are a new podcast listener, here is our guide to navigating
the podcast world, including how to pick accurate and reliable sources.

As we’re in the middle of election season, podcasts are a great way to have information presented
to you in an understandable and condensed way. However, it’s hard to know where to find unbiased
information about the election, a topic that’s incredibly polarizing. One place to start is seeing if a
news site you trust also creates podcasts. Many newspapers and channels, like The New York Times,
CNN, and The Washington Post produce audio content in addition to written articles. Alternatively,
if you find a news podcast, but are unsure about its reliability, searching up the person or group that
creates it online is a good way to see how they’re likely to approach the subject. Finding the podcast’s
bias rating from listeners is also an effective way to determine its reliability.

Once you’ve found a reliable source, there is a diverse range of podcasts to explore. From investigative
journalism to historical comedy, here are our top picks of reputable podcasts to check out from each
genre. 

### Political Podcasts

One informative political podcast we recommend
is “Left, Right & Center,” which is a discussion of
recent political news with guest speakers from the
three main political perspectives: conservative,
moderate, and liberal. Additionally, “On the Ballot”
is a facts-based, nonpartisan podcast that helps
listeners learn about politics, provides facts, and
allows its audience to establish their own opinion

### True Crime Podcasts

Another classic genre of podcasts is true crime,
which is a favorite among teenagers for its thrilling
and suspenseful content. With over 300 episodes,
“Rotten Mango” is one of the best-known true crime
podcasts, diving into two different cases every week.
Through detailed and illustrative language, podcast
host Stephanie Soo structures her episodes like a
movie, which helps listeners empathize with the
victims and also learn more about cultural nuances
across the world. For example, in Episode 261, which
covered the Sewol Ferry Tragedy in South Korea, Soo
explained the deeply ingrained respect for authority
and Han grieving culture in South Korea, immersing
listeners into the victim’s experiences. Soo does not
simply recount the tragedies, but spreads awareness
on important issues in today’s society. 

### Comedy Podcasts

For those looking for a witty and lighthearted
listen, comedy podcasts offer the perfect way
to cheer you up. One of our favorites is “Mike
Birbiglia’s Working It Out.” In this podcast, Birbiglia,
a renowned comedian and storyteller, interviews
fellow comedians and creatives, giving listeners a
behind the scenes look into creative life and the
entertainment industry. Each episode is filled with
humorous and heartfelt reflections and contains
insightful conversations with featured guests. 

### Educational Podcasts

Of course, we can’t forget about educational and
news podcasts. This genre branches into a variety
of different types, from purely informative to
investigative or storytelling. Among the informative
podcasts, you can learn history lessons on “You’re Dead
to Me,” and random fun facts on “Stuff You Should
Know.” If you’re looking for a podcast that combines
both storytelling and investigations, “This American
Life,” is a thought-provoking choice. Ira Glass, the
host, centers each of the podcast’s 800 episodes around
a spontaneous theme. Split into different “acts,” the
episodes explore each theme through true stories,
interviews, and investigations. Recorded since 1995,
Glass talks to different people each week: Palestinian
exchange students, strangers visiting the Iowa State
Fair, or two girls who were switched at birth. You
never know who or what to expect.

Plug in: a beginner’s guide to podcasts

Student Takes: What is your favorite Halloween costume?

### Pumpkin pancakes with cinnamon butter

Recipe adapted from "The Palatable Life"

It’s Sunday morning, and I’m watching the fall classic
“Gilmore Girls” with a warm coffee in hand. What’s
missing? A plate of Luke Danes’ pumpkin pancakes
with cinnamon butter, of course! These fluffy pancakes,
inspired by Luke’s, are perfectly spiced and topped
with homemade cinnamon butter. After trying this
recipe, I felt like I was a part of one of my favorite
autumnal TV shows.

Total time: 32 minutes; Prep time: 12 minutes; Cook time: 20 minutes

Ingredients:

2 cups flour, ¼ cup brown sugar, 1 tbsp baking powder, 1 tbsp pumpkin pie spice, Pinch of salt, 1 ½ cups milk, 1 tbsp white vinegar, 1 cup pumpkin puree, ¼ cup salted butter (melted), 2 eggs, 1 tsp vanilla extract, ½ cup salted butter (room temperature), 2 tbsp brown sugar, 2 tbsp maple syrup, 1 tsp cinnamon

Instructions:

In a large bowl, add the milk and vinegar, and stir to combine. Allow the mixture to sit for five minutes, then
add the pumpkin puree, butter, eggs, and vanilla extract. Whisk until combined and smooth. In a separate large bowl, add the flour, brown sugar, baking powder, pumpkin pie spice, and salt. Stir until well
combined. Add the dry ingredients to the large bowl of wet ingredients. Use a rubber spatula to carefully combine until
there are no large chunks of dry ingredients. Be sure not to overmix! Add cooking spray to a pan over medium heat. Add ¼ cup of batter to the pan and cook for two to three
minutes before flipping the pancake. Cook for another two to three minutes on the other side. Repeat with all
the remaining batter. To make the cinnamon butter, add the butter to a medium bowl and mix with a hand mixer until fluffy (about
three minutes).
Mix in the cinnamon, brown sugar, and maple syrup until combined.
Add a scoop of butter on top of the pancakes along with whatever toppings you like. Enjoy!

### Snickerdoodle apple pie cookies

I’ve always loved autumn. Seeing all the vibrant fall
colors engulf every tree, ordering countless pumpkin
spice drinks, spending time with loved ones, cooking
all sorts of comfort food — who can say no to that?
Amidst the chaos of school, I’ve found comfort in baking
for my close friends and family. While perfecting my
baking rotation for this season, I came across my current
favorite fall recipe — caramel apple snickerdoodles! The
sugary cookie base with notes of cinnamon and nutmeg,
combined with the sweetness of the caramelized apple
sauce, creates a delicious burst of flavors that will leave
you coming back for more. Whether you’re sharing with
friends and family, or keeping these all for yourself, be
prepared to enter a world of comfort.

Recipe adapted from @brooklynburleww on TikTok

Total time: 45 minutes; Prep time: 30 minutes; Cook time: 15 minutes

Ingredients:

2 cups salted butter (softened), 3 cups granulated sugar, 4 eggs, 4 tsp vanilla extract, 4 ½ cups all-purpose flour, 4 tsp cream of tartar, 2 tsp baking soda, 8 tbsp granulated sugar for coating, 2 tbsp cinnamon, 4 honeycrisp apples, thinly sliced, ⅔ cup granulated sugar, 3 tbsp brown sugar, 3 tbsp cornstarch, 2 tsp ground cinnamon, ½ tsp ground nutmeg, ½ tsp ground cloves, ½ tsp salt, 2 ½ cups water, caramel sauce, 3 tbsp powdered sugar, 2 tsp of milk

Instructions:

Preheat the oven to 375 degrees Fahrenheit. In a large mixing bowl, mix together the softened butter and sugar, until it reaches a light and fluffy consistency. Add the eggs and vanilla into the bowl, mixing until fully combined. Add the flour in five parts, slowly folding it into the dough. Add in the cream of tartar and baking soda, and mix until fully incorporated into the dough. (Note: the dough is
 supposed to be slightly sticky.)In a separate bowl, mix cinnamon and sugar together. Using a cookie scoop, make balls of dough and roll them in the cinnamon sugar mixture made in the previous step,
 until each dough ball is fully coated. Place the dough balls at least three inches apart from each other on a baking sheet. Place a medium saucepan on a stove over medium-high heat. Add in the granulated sugar, brown sugar, cornstarch, ground cinnamon, ground nutmeg, ground cloves, salt, and water. Stir gently until the mixture simmers. Add in the apples, and turn the heat down to medium-low heat. Stir in the apples until they turn a golden color. Bake the cookies for eight minutes at first, and carefully remove them from the oven. (Note: they’re supposed to be
 slightly undercooked at this point.). Using a spoon, gently press down the center of the cookie to form a slight indent on the surface of the cookies. Place the apple pie filling into the indents of each cookie. Put the cookies back into the oven for two to three minutes. To make the icing, add some powdered sugar into a small bowl, and slowly add in milk and whisk until a creamy
 consistency is achieved. Take the cookies out, drizzle some icing and caramel on top. Enjoy!

Taste of Autumn: warm recipes for chilly days

### "Corpse Bride"

“Corpse Bride,” directed by Tim Burton,
draws viewers into a haunting world where
love reaches beyond the grave. On the day
before his wedding, Victor, who is betrothed
to Victoria, runs away into a dark forest
to practice his vows. While practicing, he
places his ring on the root of a tree, only
for it to be revealed as the skeleton
hand of a dead woman named Emily.
By placing the ring on Emily’s finger,
Victor is officially married to this
“corpse bride,” and finds himself
taken away to the land of the dead
as her husband. From there, he
works to escape back to the land of
the living to reunite with Victoria.

While the stop-motion
animation and Burton’s gothic
style give the film a spooky look,
I would not really consider it as
an ideal Halloween movie; at first it seems
like a classic horror movie with villainous
characters and jumpscares, but it ends up
being very sweet and meaningful, pivoting
away from the usual outcome of most horror
tropes. The land of the dead is not dark and
cruel, and the land of the living is not lively
and enjoyable; rather, the stereotypes of
both have been switched. The dead are not
cruel and quiet, but the living are instead.
When the living and the dead meet, it is
not seen as a terrifying interaction, but a
sweet reunion. This refreshing take portrays
death not as something to be feared, but as
a peaceful transition.

I also loved the way the expected villain
was portrayed. While at first the audience
is meant to see the villain as cruel and
unfair, throughout the movie this
perspective shifts; the character turns
out to be incredibly sympathetic,
especially at the end when they
realize they are putting someone
else through the same hardships
they once faced. While the movie
doesn’t follow the trajectory of a classic
Halloween jumpscare film, it ultimately
delivers an unexpectedly engaging storyline
and provides depth to its characters
alongside its gothic charm.

### "Nightmare on Elm Street"

If you’re looking for a Halloween fright,
nothing beats “A Nightmare on Elm Street.”
With spooky season just around the corner,
we all need some chilling movies to get us
into the Halloween spirit.

Directed by Wes Craven, this
1980s slasher film follows
teenager Nancy Thompson
and her friends in Spring
County, Ohio. One day,
the lives of these teens
are forever changed
when they become
targets of Freddy Krueger, a
burn victim and serial killer.
Though Nancy soon finds out
the reason for Freddy’s deadly
hauntings, she realizes it may
be too late to save herself and
her friends. The climax of the
movie was tense and grabbed
my full attention because the
main character was in a suspenseful
situation, leaving the watcher on the
edge of their seat.

At the beginning, I thought this was
another cheesy horror movie; however, the
notion of a friend group that sticks together
until the end really enhanced the pain and
fear that I felt for the characters, making me
feel as though I had experienced
that nightmare alongside them.
“A Nightmare on Elm Street”
is one of those classic movies
that will for sure stay popular
for years to come. Although
some jumpscares were pretty
predictable, it added a certain
charm to the feel of the movie,
and hearing the iconic song,
“One, Two, Freddy’s Coming
For You” felt very nostalgic
as well.

 Instead of wasting
time searching for the
cinematographically “perfect”
Halloween movie, this
classic film makes for a great
combination of nostalgia and
thrill.

Screen or scream: two Halloween movies, reviewed

Art is a reflection of the times, constantly
evolving alongside modern technology.
Today, we find ourselves in the middle of
yet another major transformation with the
rise of digital art, which uses technology to
give artists more tools and opportunities to
take their artwork to the next level.

Over the past few decades, the popularity
of digital art has skyrocketed due to the
advancement of technology and the
increasing popularity of social media.
This growth has allowed artists including
cheriise.art and haranikala to promote
digital art by creating posts on apps like
TikTok and Instagram. Furthermore, digital
art has become a popular medium for artists
thanks to its portability. Unlike traditional
art, such as painting, which requires
numerous supplies, including paint, paint
brushes, a water cup, and a pencil, digital
art only uses two instruments: a device and
a stylus. Digital art softwares also offer
customizable settings
that allow users to easily
adjust their brush size,
brush type, opacity, and
canvas size with just the
tap of a button.

While digital art is
gradually changing the
creative world with its
flexibility, traditional
art remains a vital pillar
to the foundations of
art. Traditional art
forms, such as sculpture, print-making,
and painting embody techniques and
a historical significance that will last
throughout human history. Art movements
such as the Renaissance, Impressionism,
and Cubism are all tied to centuries
of culture and societal
reform. Traditional
artworks from different
artistic movements
remain a way for people
to admire, study, and
understand the past.

Digital art and
traditional art, just
like how one might
compare handwritten
letters to emails, are
two unique ways to
express oneselves — neither can replace
the other. Both may communicate the same
message, but the experience and creation
processes for each are vastly different. While
traditional art may hold the weight of art
history and craftsmanship, digital art has
opened artistic creation to new realms once
thought unimaginable. The efficiency and
mobility of digital art is often disregarded
with a lack of time, effort, and heart. But
in reality, digital art is just a different form
of creative expression.

Art is never a competition between
different styles and media. Every new art
form draws inspiration from previous
styles, such as how digital brushstrokes are
made to mimic traditional paint brushes,
and how the emphasis in contrast and
shadow in digital photography art is a model
of traditional still lives. Despite the rapid
growth of new art styles and movements,
art cannot be replaced, only transformed.

The rising popularity of digital art

On October
17, the Princeton
High School
Orchestra
(PHSO)
collaborated with
the PHS UNICEF
community
service club, as
well as Princeton
Middle School,
to host a benefit
concert promoting
the 17 Sustainable
Development Goals that UNICEF has set
to achieve by 2030.

This event occurs every other year; this
year’s edition specifically placed emphasis
on presenting the 17 goals. These goals
include ending poverty, improving global
education, achieving gender equality, and
making clean energy affordable. PHS
UNICEF leaders and officers discussed
these goals while the orchestra played
music in-between
presentations.

“[We combined]
artistry with
mission … [to
support children]
artistically from
where we are in
Princeton,” said
PHSO conductor
and UNICEF club
advisor Robert
Loughran.

While in previous
years the concert featured PHSO alumni,
this year, only current orchestra members
participated. Loughran described this
experience, noting that the soloists were
all student performers.

“We have a really talented piano section
in the orchestra … [that performed] solo
repertoire that [coincided] with what
[was] presented on stage by the officers,”
said Loughran.

During the concert, all members of
the PHS orchestra program — as well as
some Princeton Middle School orchestra
members — had the opportunity to
perform.

As the event was open to the community
at a low cost of attendance, it reached
a wide range
of community
members.
Moreover, the
performers had
the opportunity
to expand
their musical
talents while
simultaneously
learning more
about global
issues. PHSO
violinist Elif
Cam ’26
describes her
connection to
these goals as a musician after studying
UNICEF’s mission.

“I personally donate to UNICEF,
and I have researched the Sustainable
Development Goals a lot, so for me, it
[was] truly really special to have a concert
in honor of [this cause],” said Cam.

 PHS UNICEF
leader Ava Tabeart
’25 shared her
hopes to inspire
other high school
students.

“Community
service shouldn’t
be  thought of
as a graduation
requirement … it’s
really something
that [we hope
students will]
embrace and try
to make the most
of,” said Tabeart.

PHS Orchestra and PHS Unicef co-host a benefit concert

Following the resignation of
Carol Kelley on October 30 of
last year, the Board of Education
began the process of finding a
new, permanent superintendent
for Princeton Public Schools.
With interim superintendent
Dr. Kathie Foster’s contract set
to expire on July 1, 2025, the
Board aims to make a decision
before then.

To facilitate the search
process, the district hired
School Leadership LLC, a search
consultant firm based in New
York. As lead consultants on the
search, Dr. Marty Brooks and
Rina Beder are responsible for
advertising the job posting and
recruiting candidates who fit the
profile and specifications sought
by the district. These candidates
would then be reviewed and
interviewed by all ten members
of the new Board formed after
the election on November 5 for
a final decision.

Before recruiting potential
candidates and during the
information gathering stage
of the search process, Brooks
and Beder sought input from
Princeton community members
regarding the ideal qualities of
a new superintendent. From
September 30 to October 10,
they conducted a total of 18
in-person sessions, including
one with PHS students, and six
virtual forums with groups like
the Princeton Parents for Black
Children and the Parents Special
Ed Union Leadership, and a
group of three district unions
representing faculty and staff.
The consultants also made use
of an online survey in which 500
community members responded.

“We were really impressed
with the openness and honesty
of everybody that [we] met with.
There’s a deep commitment to
the district’s schools, and that
came through loud and clear,”
said Brooks.

Through the forums, they saw
recurring patterns in the needs of
the community.
Brooks and Beder
then compiled these needs
and feedback for the new
superintendent into six key
specifications. The qualifications,
as per the School Leadership
LLC’s Specification Development
Report, were categorized as
follows: an experienced teacher
with a strong commitment to the
needs of students, a compassionate
promoter of Princeton Public’s
Schools’ mission, a collaborator
who creates strong relationships
with the community, an effective
communicator who readily
shares and exchanges ideas,
a skilled financial manager
who can maximize the board’s
resources, and a visionary who
plans to lead the community to
a higher level of excellence.
These qualities were assembled
into a draft of the profile for the
job sent to the Board of Education
and approved on October 16. The
2024 Princeton Public Schools
Superintendent job description
reflected the community’s input,
and the LLC started recruiting on
October 17.

In particular, the last
specification in the board’s final
job profile describing a “leader
who is excited about becoming
a member of the Princeton
community” was designed to
promote greater stability, given
the high turnover the district has
seen recently in superintendent
and principal positions.

“There has been a lot of change,
so we’re looking for somebody
who is committed not only
to staying for some period of
time but also embedding him
or herself in the community —
somebody who really loves the
place, wants to sink his or her
roots there, and wants to commit
… for the work that needs to be
done as well,” said Brooks.

The Board will conduct a
rolling search, so as the LLC
pre-interviews candidates, it
will continually send specific
individuals who meet the
superintendent profile to the
Board to interview for the
position. Ideally, the Board hopes
to have a candidate by early 2025
since Foster’s contract requires
PPS to give her a 90 day notice
that a new superintendent will
fill her position.

“[Dr. Foster’s contract
requirements] would take [the
Board] back to March [to find
a superintendent]. And in [NJ],
we have an additional step: the
executive county superintendent
has to approve a superintendent’s
contract. So the ideal timing [to
hire someone] would be that the
board announces in January or
February or even early March that
there is a successful candidate,”
said Betsy Baglio, vice president
of the Board of Education and
chair of the superintendent
search committee.

However, the Board cannot
announce a successful candidate
until after the school board
election on November 5, so
actual voting on a superintendent
cannot happen until 2025.
Despite these challenges, the
July 1 deadline will not deter the
Board from selecting the best
possible candidate for Princeton
Public Schools.

“We are going to make sure
that whoever we choose meets
the criteria we’re looking for. So
if we don’t have someone by July
1, as we get closer to that date,
we’ll have contingencies in place.
There has to be a superintendent
on July 1 ... but if not, there will be
someone in that role,” said Dafna
Kendal, president of the Board of
the Education.

PHS searches for a new superintendent

In past years, both the Black
History Month and Hispanic
Heritage Month assemblies
followed a special bell schedule:
on a given day, one club would
give two distinct 75 minute
performances separated by an
approximately 30 minute break
in between.

This year, PHS Principal
Cecilia Birge proposes to have
the celebrations occur during
homeroom in a shorter, hybrid
format, during Tiger Time, or
after school like the annual Asian
Fest. These modifications were
requested by many teachers,
as student performers were
missing a significant amount
of class times for rehearsals
and an additional two-thirds of
school-time instruction on the
assembly day; Birge cited loss of
instructional time as the main
justification for the change
“We want our students to
thrive culturally. We also want
them to learn academically.
When a student is celebrating
their heritage on the stage while
carrying 60 absences in a class,
then we’re not doing our job
right,” said Birge.

Birge proposed these changes
before the summer, reaching
out to the advisors of Hispanic
Heritage Month, Latinos Unidos,
and Black Students Union
to receive their input on the
proposed shifts in assembly
structure.

“The [advisors] expressed that
they understand where we’re
[coming] from,” said Birge.
However, many students are
displeased with the modifications,
including Osbaldo Morales ’25,
a student leader of Latinos
Unidos. The changes mean that
only half of PHS will see the
assembly in person (the other
half on Zoom), which Morales
feels would diminish the impact
of the assembly in highlighting
the culture of underrepresented
students.

“With this going on, I just feel
not heard,” said Morales. “[PHS]
is a predominantly white school.
[The assembly is] a way to show
that [we Latinos] are here. There’s
a lot of us, right, that are in this
school, and [people] don’t know
that we’re here.”

Lena Hamilton ’25, the president
of Pride, Unity, Leadership,
Sisterhood, and Esteem club
(PULSE) is also protesting the
change. The club, which aims
to “promote a safe space for
women of color to excel in our
community,” had previously been
a leader in the Black History
Month Assembly. Hamilton fears
that, if the assembly is moved
after school, fewer people would
attend, resulting in less chance
to foster understanding between
different groups within the PHS
community.

“Assemblies like these foster
communication and open
dialogue across students who
wouldn’t normally talk to each
other”, said Hamilton. “Last year,
after the assembly, I had a lot of
people coming up to me who I
didn’t even know, going, ‘Wow,
that assembly was so good!"

Birge stated that, despite
positive reactions from students
and community members,
cultural assemblies have not
addressed fundamental issues or
created long term change.

“To me, the message is that
the students are feeling good
about the celebration only ... but
then in other aspects students
are not feeling included, and we
must address that ... one day of
celebration [is] not addressing
the issue in a fundamental
manner,” said Birge.

Moreover, additional cultural
clubs have requested their own
celebrations, including the
Muslim Student Union and
several South Asian culture clubs.
In Birge’s view, maintaining past
years’ special assembly schedules
while also creating space for new
assembly requests can make it
difficult for teachers to fully cover
the curriculum.

“[PHS’s schedule has]
extremely limited time [and a]
very rigid school structure by
default at the state level. [We have
to consider] the availability of
[the] PAC as well as the amount
of time required to put up a
really fabulous show like that,”
said Birge. “We want to keep
that highlight for our students.
We want them to walk away
at graduation [and] say, ‘I did
something,’ but we can still do
that in 60 minutes.”

In order to reach a solution,
Birge has asked student leaders to
send a proposal for an assembly
that would address some of the
administration’s concerns.
Hamilton is currently drafting
the Black History Month assembly
proposal along with other leaders
to address the administration’s
concerns.

“We’re making a proposal to
send to Mrs. Birge on how we
would do [the assembly] and
make sure it’s as educational as
possible,” said Hamilton. “I’m
very hopeful that we’ll have a clear
solution to this before February,
so that we can have our assembly,
because I think a lot of people
recognize how important these
assemblies are in promoting
diversity and inclusion within
our school.”

PHS Social Worker for Wellness
and PULSE advisor Bethany
Siddiqu is confident that this
year assembly leaders can address
some of the administration’s
concerns about students skipping
the assemblies as a means to cut
school.

“Mrs. Birge was not pleased
with some of the attendance
issues related to the assembly,
which I think can be resolved
this year in a similar format as
we’ve done with the club fair,
and now even our evacuation
drills,” said Siddiqu. “We can
utilize the scanning system to
scan in students to verify their
attendance.”

Siddiqu believes that with these
issues resolved, Birge will approve
an in-person Black History
Month assembly.

“I think that Ms. Birge was
really receptive to the students
advocating to have an assembly.
I think she wants to see the
students step up in an organized
way to let her know what [they]
want to do, what the mission
is, what the layout and the
format and all that kind of stuff
is going to be, which is totally
understandable,” said Siddiqu.

Will Ponder ’25, leader of
the Multicultural Student
Achievement Network (MSAN),
is similarly confident that the
Black History Month can work
in a shorter time frame, and said
that the administration has been
receptive to possible changes.

“I think a compromise can
occur. Since there is a Tiger
Time every week on Thursday,
it is definitely an option to
incorporate some sort of a
cultural assembly within one of
those days during this year,” said
Ponder.

Siddiqu also emphasized how
impressed she is with the student
leaders who have worked to
reach a compromise with the
administration, while at the same
time not refraining from their
ultimate goal.

“I’m just really proud of the
students that are voicing their
opinions about something,”
said Siddiqu. “It can be really
scary to have a meeting with
your principal or to challenge
authority in any type of way,
but I think that the student
leaders of MSAN, PULSE and
Latinos Unidos have been really
professional, and I’m just really
proud of them."

Assembly format changes spark spirited student response

### Bill Urias

Every day, students who enter PHS through the
Tower entrance are greeted by Bill Urias and asked for
their IDs. However, this quick interaction does not
reveal much about his interesting life before PHS or
his adventurous hobbies outside of his work.
After finishing high school in South Jersey, Urias
joined the military for four years before going to college.
He attended both Rutgers University and The College
of New Jersey, where he studied accounting. He then
traveled to California in hopes of pursuing a master’s
degree in business.

While in California, Urias instead worked for a
private company where he cut trees due to his passion
for adventure and nature. However, after eight years
of living in California, his wife’s parents fell ill and the
couple decided to move back to New Jersey.
Although Urias formerly studied accounting, he
decided to become a foreman for the Township of
Princeton.

“I had a crew of 45 men and women, and every
morning we would make the assignments on what
we were going to do. We had crews that took care
of the trees, took care of the signs around the town,
maintained the parks, [and] cut the grass,” said Urias.

Not long after retiring from his position as a
foreman, Urias was recruited to become a part-time
security guard and building monitor at PHS. He has
been working at PHS for the past five years. His job
includes checking student IDs when they enter the
building, pointing visitors in the right direction, and
filling in for other missing staff.

His passion for the outdoors not only influenced
his career choices but also how he spends his time
outside of work. One of his favorite pastimes is riding
motorcycles.

“I have three motorcycles. We do tours [and] take
people up to Lake George and Lake Placid. I don’t
bring [the motorcycles] to work,” said Urias. 

### Tracy Hart

Keeping students fed is an integral yet complex
process at PHS. As one of several cafeteria workers
who make sure this process runs successfully, Tracy
Hart ensures that all students are well-fed and ready
to learn.

Growing up in Hopewell, Hart has been working
with Pomptonian Food Service, PHS’s new food
service provider, for three years. She has worked all
over New Jersey in multiple school districts with
Pomptonian, but started at PHS this July.

“I know that the community is interested in farmto-tray and locally sourced things like that. My father’s also a farmer in the Hopewell area. I was really excited
when we [started at PHS] because I can incorporate
a lot of things that are locally grown that I’m familiar
with from this area into the menu,” said Hart.

 Prior to Pomptonian, Hart worked for several other
food service providers, but she enjoys working with
Pomptonian as the company focuses on delivering
services exclusively in schools, whether K-12 or
community colleges.

“I went to Rutgers, and I have a degree in nutritional
science, and I was hired by Sodexo, a food service
company, right from class. I was with them for 20 years.
I also did country clubs involved in food service, and
started as Grimace at McDonald’s and got involved in
food service, then I went to Strayer [University] for
my Master’s [in] Business Administration,” said Hart.

Outside of work, Hart enjoys taking her four kids
tent camping, going to Hershey Park, and tending to
her backyard chicken. She is also helping her father
as he opens a brewery in Pennington.

### Nick Cream

Armed with a ten-year tenure as a police officer,
Nick Cream now uses the security skills he gained in
his role as PPS’s attendance officer and PHS’s security
officer. With this year marking his 34th in the district,
some of Cream’s responsibilities include maintaining
building security, monitoring the cafeteria during
lunch, breaking up physical confrontations between
students, conducting wellness checks for chronically
absent students, and conducting residency checks.

“If [PPS] suspects that somebody may be living
outside of Princeton, but attending the schools illegally,
I investigate those maps,” said Cream. “And if a kid’s
missing a lot of school, sometimes … I’ll make a home
visit.”

Cream’s interest in pursuing a career relating to public
security stretches back to college. After he graduated
from Lawrence High School in Lawrence Township,
Cream studied criminal justice at The College of New
Jersey. Following his college graduation, he trained to
become a police officer and ultimately joined the
Trenton Police Department.

“I left the police force after I had a couple back
surgeries. I’ve been with this school ever since,”
said Cream.

Cream’s role in the district started as a part-time
job as an attendance officer conducting occasional
residency checks. As the demand for security in
schools increased, Cream’s position evolved into the
full-time job he currently holds, where he serves as
a security officer for PHS on top of his attendance
officer duties.

“I’m fortunate that the students are great here,
which makes my job a lot easier,” said Cream.

Outside of keeping PHS’s security in shape, Cream
likes bike riding and exercising. As big fans of the
shore, Cream and his wife also enjoy visiting their
beach house in Brigantine. Cream enjoys visiting his
grandchildren in Florida and Pennsylvania as well. 

PHS behind the scenes workers

While Princeton High School sophomores and juniors
took the PSAT this month, they had a significantly better
testing experience compared to last year. As an investment
to improve the school’s testing infrastructure, PHS
replaced over 350 access points and added an additional
50 access points in new locations. However, improvements
to internet networks expanded beyond both PHS and
testing-related infrastructure. The improvements were
a district-wide endeavor, with the PPS technology team
upgrading both wireless and physical infrastructure
in all schools. The team replaced all access points and
old cabling, bringing them to the newest standard.

“We replaced everything to be WiFi six ready, just
[the] latest, greatest technology ... It’s for our general
network for the entire district, which, again, will
help testing,” said Danny Turner, district engineer.

 Not only did the upgrade resolve short-term issues with
testing, it was also an investment towards the ditrict future.
As technology use becomes inceasingly prevalent within
the district, networks need to be upgraded to support
students that are constantly on their school devices.

“Now we have the newest standard for cabling.
The old cabling was 20 years old. The new cabling is
what’s being installed nowadays for everything. So
even in X number of years that we do go to change
this again, we won’t need to change all that cabling,”
said Todd MacDonald, PPS’s chief technology officer.

The changes were prompted by issues during testing last
year, where several students were unable to test in certain
classrooms and others experienced frequent crashes of
the testing infrastructure. Though the technology office
acknowledged most problems were not on the school’s
end, the improvements will ensure confidence in the
network and in determining the source of any issue.

“The issue, from what I’ve heard, was actually
more on the testing company’s end than our
end,” said MacDonald. “We’re confident that ...
there’ll be no issues in our network for this year.”

Overall, this investment positively impacted the
students’ testing experience as students were able to
focus on the actual test rather than ways to resolve
the frequent technical issues. Improvements aim to
guarantee a positive test experience for now while
also ensuring long-term readiness for the future.

“I think part of it is trying to meet the needs
that we have now, but also trying to make sure we
have this in place that’s going to be able to support
future needs as well. And this investment from the
referendum is going to give us many years of network
that we can handle the growth now,” said MacDonald.

Testing infrastructure update

On October 21, the
international organization
Seeds of Peace held an online
assembly at PHS between 9:40
a.m. and 10:40 a.m. during a
60-minute homeroom day. The
organization aims to cultivate
leaders who work together
across diverse backgrounds
to create more equitable and
inclusive societies. Across the
world, the team works with
students worldwide and engages
in various dialogues designed to
shift attitudes and perceptions,
promote understanding, and
build respect and empathy.

During their presentation at
PHS, two speakers were featured:
Ittay Flescher, from Israel, and
Suma Qawasmi, from Palestine,
who each shared their personal
experiences living in the Middle
East amidst the ongoing conflict.
The event aimed to provide
students with a better ability to
enjoy meaningful dialogue with
others on controversial topics.

“[We are here] to show you
that, [even though] Suma and I
don’t agree on a lot of things, we’re
still friends, we work together,
and we bring children, who are
living this war and are talking to
each other and trying to work out
how to share Jerusalem in peace,”
said Flescher.

During the meeting, Flescher
and Qawasmi shared tools
students can use to help them
navigate through challenging
conversations. In addition,
they also gave insights into a
few activities they do with the
students at their camp and the
importance of having these
dialogues.

“The message is we, who are
living in this conflict — and
we have all the reasons in the
world to not want to meet with
each other — can maybe serve
as role models to you [so that]
you can also find ways to listen
and have difficult conversations,”
said Flescher. “It’s not talking for
the sake of talking, it’s talking
for the sake of building peace.
And building peace means
creating a circumstance where
everyone has freedom, justice,
and equality.”

In May, Princeton University
became a focal point for student
activism like other colleges
nationwide. During the studentled “Gaza Solidarity
Encampment”
protest on Canon
Green, which
lasted for three
weeks, students
led sit-ins, rallies, and speeches,
demanding the university divest
from organizations associated
with Israeli military efforts.
Some students from PHS left
their classes to participate in the
university protests.

After the protests, Principal
Cecilia Birge met with the PHS
Jewish Students Club and the
PHS Muslim Student Union,
both of which shared a desire
to communicate to understand
each other’s perspectives and
seek respect and understanding.
Following her meetings with
the clubs, Birge also organized a
dialogue between some Muslim
and Jewish teachers at PHS
to better understand their
viewpoints and how they handle
and address differences in their
community.

“[They] have been my
intellectual and cultural
support system as I navigated
the complexities surrounding
the encampment at Princeton
University. I spent countless
hours with them — listening
to their stories, engaging in
meaningful discussions,
exploring different perspectives,
and even challenging my own
assumptions,” said Birge.

One of Birge’s major
realizations was that a singular
approach that intends to create
an inclusive environment for
everyone doesn’t always work.

“Both communities contain
diverse viewpoints, which are
often overlooked when issues
are framed in oversimplified
narratives of right versus wrong
or good versus bad. These
conversations highlighted the
need to embrace nuance and
complexity when addressing
sensitive topics. What stood out
most was the shared desire across
both communities for peace,
mutual respect, and dignity for
all.”

With these findings, over the
summer, Birge, Superintendent
Kathie Foster, and Assistant
Superintendent
for Curriculum
and Instruction
Kimberly Tew,
met with other
organizations,
including
Seeds of Peace, that prioritize
peace building. Birge discovered
that the teams’ mission was
similar to the school district’s
goals for education, subsequently
organizing an assembly for
students and a panel meeting
with teachers.

“We found their approach
and philosophy are aligned
with our district’s mission to
‘prepare all of our students to
lead lives of joy and purpose
as knowledgeable, creative and
compassionate citizens of a global
society,’ and that ‘our schools are
places of care where every child is
known, every culture valued, and
where kindness and courage are
modeled,’” said Birge.

In his activism, Flescher puts
emphasis on the importance of
caring about the current conflict
and engaging in productive
dialogue. Through Seeds of
Peace, Flescher and his team
aim to demonstrate to children
that dialogue can foster peace,
and that trust and friendships
with different people can enable
significant positive change.

“What we have been trying to
do is to say that the ... present
reality, which is horrifying,
doesn’t need to be a blueprint
for our future,” said Flescher.
“We have the power to create a
different future, and that starts
with seeing the humanity in
every person, especially those
who differ from us.

PHS hosts a Seeds of Peace assembly


    This November, 32 PHS students embarked on an eleven-day cultural exchange trip to Japan. Organized by Japanese teacher Risa Sakakibara, the trip spanned Kyoto, Nara, Kanazawa, and Tokyo. Including a homestay with host families, the trip offered PHS students an immersive experience of Japanese culture, traditions, and daily life.

   “The itinerary was carefully designed to include as many cultural experiences as possible, including activities at Izumigaoka High School and visits to notable sightseeing locations,” said Sakakibara. 

   At the trip’s first stop, Kyoto, students explored landmarks such as the Kiyomizu and Kinkakuji Temples, experiencing a blend of history and nature through traditional architecture and Bonsai gardens. The students then visited the city of Nara, where they toured Nara Park, fed free-roaming deer — a display of the city’s connection with nature — and explored the Great Buddha Hall at Toda-ji Temple. 

   “I had many valuable opportunities to directly engage with Japanese history, its traditions, and culture,” said Oscar Kim ’26. “I really enjoyed interacting with the local residents and visiting historical sites and temples.”

   Beyond sightseeing, students were able to closely interact with Japanese life through a homestay experience, in which they attended Izumigaoka High School in Kanazawa alongside a partnered exchange student. At the high school, several first-year classes were available for PHS students, including science, physics, mathematics, modern Japanese, classical Japanese, and social studies.
 
   “The [school] treated us amazingly. It was super welcoming. Everything was catered to us,”  said Kona Macallister ’26. “One thing that surprised me, though, is they actually don't [wear] shoes in high school. They wear slippers. So you take your shoes off at the front door and you wear slippers, which is pretty cool.”

   To further immerse themselves in the experience of Japanese high schoolers PHS students engaged in extracurricular activities at the high school, participating in debate, traditional Japanese calligraphy, and practicing in mochi-tsuki, the Japanese process of pounding rice to make rice cakes.

   “This diverse range of activities provided the students with a comprehensive look at Japanese high school life, blending cultural traditions with academic and interactive experiences,” said Sakakibara. “The warm and welcoming attitude of the students and teachers at Izumigaoka High School made these experiences even more enriching and unforgettable.”

   After school, the Japanese exchange students often acted as tour guides for PHS students, bringing them to downtown Kanazawa temples, stations, and convenience stores. Returning home to the houses of their Japanese exchange students, PHS students were often faced with language barriers with host families. 

   “With the parents, there was a language barrier, but I was able to communicate with them pretty decently with my knowledge of Japanese,” said Macallister. “My [exchange] student was very good at English, so it really helps with the language barrier and trying to communicate with everyone.”

   But despite these communication barriers, host families welcomed PHS students into Japanese culture, teaching them how to play Japanese board games and cook Japanese food, such as Takoyaki.
 
  In Kanazawa, the group also explored the Higashi Chaya District, known for its traditional tea houses, and strolled through the Kenrokuen Garden, one of Japan’s most celebrated landscapes. Other experiences included participating in a tea ceremony and riding a bullet train to Tokyo. 

   In Tokyo, students explored more modern neighborhoods such as Shibuya, Harajuku, and Akihabara, learning the public etiquette and the pace of daily life in Japan. 

   “[In Japan], people strictly adhere to the rules. So in New York City, for example, many people jaywalk. But that's not the case [in Japan], as everyone waits for the stop lights to go off, and they also keep the cities really clean,” said Kim. “I think in Japan, [people] keep to themselves in public. But if you go to American cities, people are generally loud [and] rowdy.”

   But after the week and a half trip to Japan, the students walked away with more than just a better understanding of Japanese culture, but a broadened interest in the Japanese language. 

   “I think that this trip has really motivated me to learn more Japanese and try harder in class, because I want to be able to actually go there in the future, someday, and be able to interact with local residents in fully Japanese,” said Kim. 

   Through overcoming language and culture barriers, Sakakibara feels that students were able to build long-lasting connections with their counterparts overseas.

   “This trip was far more than a sightseeing excursion—it was an extension of education, a platform for deep learning, and a step toward fostering mutual understanding between cultures.” said Sakakibara. “I am profoundly grateful to the staff and families in Japan, as well as the many individuals who supported this program. I hope this exchange becomes a bridge between our two schools and nations, strengthening the bonds of friendship and collaboration for years to come.”


PHS travels to Japan

Students Who Can’t Read Books,” caused quite a stir
online. The article puts a spotlight on college professors’
surprising realization that many college freshmen struggle
with reading multiple books per semester. Being able to
read so much used to be standard, but because of a lack
of preparation by middle and high schools, many college
freshmen struggle to read whole books, being more used
to excerpts or chapters.

It seems that smartphones are to blame. “Reading books,
even for pleasure, can’t compete with TikTok, Instagram,
and YouTube,” said Rose Horowitch, the article’s author.

She also pointed to test-oriented education steering
instruction away from reading whole books, instead
assigning students to read excerpts and individual chapters.
Indeed, look no further than the format of the new digital
SAT: in the Reading and Writing sections, the “archaic”
poems have completely disappeared, and the infamous
100-line reading passages have shrunk to single paragraphs.

These diagnoses seem reasonable but are incomplete.
Smartphones aren’t the first challenge books have
faced. According to Britannica, the popularity of radio
broadcasting in the 1920s already spelled trouble for
reading. The Atlantic reported that by the 1960s, Americans
were spending on average four to five hours a day watching
TV and reading time had dwindled down to just 15 to 30
minutes a day. In the battle for our leisure time, books
have sadly already lost a long time ago to other easier-toconsume media formats.

Even when students do sit down and read, classical
literature is increasingly crowded out by a sea of choices
in YA fiction. Thanks to the phenomenal commercial
successes of “Harry Potter” that made J.K. Rowling the
highest paid author to date and Suzanne Collins’s “The
Hunger Games” series that garnered $3.3 billion worldwide
through movie adaptations, authors and publishing houses
have flocked to the YA category, hoping to replicate these
earlier triumphs. In the 1990s, only about 400 to 500 YA
book titles were published each year. That number soared to
1,400 to 1,500 only two decades later. Don’t get me wrong
– some YA novels are quite fun to read. It’s definitely better
to read them than to not read at all. The problem is that
the reading levels of many popular YA novels are simply
too elementary to prepare students for post-secondary
education and beyond. The top ten most popular YA books
on Goodreads sport an average Lexile measure, a scientific
indicator of text difficulty, of just 775. That’s the equivalent
of a fourth-grade reading level.

 While the sales of YA books have plateaued in recent
years, graphic novels and comic books saw a 62 percent
jump in sales in 2021. Publishing industry insiders
argue that the manga versions of classics like
“Pride and Prejudice” and “Macbeth” make these
works more accessible. While that may be true,
graphic novels provide immediate representations
of characters, settings, and emotions, removing
the element of imagination and the critical
skill of interpreting the author’s words
that are an integral part of the reading
experience. Even worse, graphic novel
adaptations often end up serving as
substitutes rather than springboards to
the original texts.

This includes our school too —
according to PHS librarian Jen
Bigioni, between the 10,121 titles
borrowed across physical and digital sources, most were
in the fantasy Young Adult (YA) and manga genres.

Just because students are short on time and commercial
interest is reducing reading to the most basic level, it is still
worth it for us to fight this uphill battle for reading whole,
sophisticated books.

I don’t object to reading excerpts and chapters. But
just like how food samples in grocery stores can never
replace regular meals, reading whole books is a completely
different experience to only sampling chapters. Reading
whole books offers the thrill of the twists and turns of
the plots, the satisfaction of the grand finale, and most
importantly, the understanding of the complexity of the
human experience. If you only read the courtroom chapter
of “To Kill A Mockingbird,” you would mistake Atticus
Finch as an anti-racist advocate and miss the nuance that
he, too, possesses the racial biases of his time.
Through reading whole books, we learn to
see the world not just in black and white, but
also the infinite shades of gray in between.
Moreover, reading books cover to cover
will be a great way to acquire new
knowledge after we complete our
formal education. One of our school
district’s goals is to instill passion and
curiosity in students to become lifelong learners. Without the skill and
stamina to complete whole books,
learning comes to an end when there
are no more tests administered to us.

Adding on to all of this, education
was once affordable only to the rich and
powerful; reading books was an upperclass activity for much of human
history. However, in the 1400s, the
invention of the Gutenberg printing
press revolutionized the dissemination of information and
increased access to knowledge. It was the spread of books
like John Locke’s “Two Treatises of Government” and Jean
Jacques Rousseau’s “Social Contract” that ushered in the
Enlightenment Age and built the philosophical foundation
of modern democratic societies. Throughout history, the
widespread access to books has driven human progress,
but if we let reading once again become a luxury of a few,
it will be a major step back in human progress.

You should still read books

The PHS Club Fair in late September was quite a spectacle,
with a bustling, friendly atmosphere and impressive
turnout. Students moved from stand to stand, eagerly typing
their email into sign-up sheets and taking a piece or two
of candy on their way out, building a mounting stash of
treats. One of the most exciting aspects of the high school
experience is the opportunity to join clubs — and not just
for the snacks. PHS has a robust club culture, boasting over
140 registered clubs. The vast array of organizations — from
Debate Club to the Spork to Chess Club — ensures that
each student can find a space and community that aligns
with their unique passions. For the
most part, students at PHS enjoy
the process; clubs offer a tangible
space for students to bond over
shared interests and form lasting
friendships throughout their four
years.

However, not all clubs are created
equal. The most beneficial clubs for
students are those that hold regular,
organized meetings, have active
participation, and clear goals. Such
clubs can allow students to gain
valuable skills, experience, and
confidence. But the tale of clubs
that meet once or twice before
disappearing into inactivity
is all too familiar. PHS is
plentiful in clubs that lack
steadfast leadership to look
up to, making it difficult for students to create a lasting
impact. Thus, the benefits of joining a club are limited to
reliable clubs that meet recurrently, and PHS’s club system
is not ensuring this as such.

The current club system is surprisingly rudimentary
considering the large sum of student organizations we
have. For a student looking to start a club, the process
looks like this: leaders submit a club application with the
endorsement of an advisor, and if the proposal is accepted,
the responsibility is left completely up to students to
promote their club, attract students, design club plans,
retain members, and meet consistently.

The unfortunate truth is that many clubs are not formed
out of true passion or genuine interest — as a result, rather
than engaging with the established clubs, students start
near-duplicate clubs that end up serving little purpose other
than fodder in their college applications. Worse, nearly all
proposed clubs pass the application process seamlessly,
including clubs that are simply performative.

The low bar set to create a club at PHS ultimately causes
deteriorating quality. Most clubs fall short of providing
the experience they promise to deliver to prospective
members at the club fair. Many underclassmen complain
about unproductive club meetings, where members do
little more than eat their lunch and talk to
friends. This may seem harmless on the
surface, but the existence of organizations
managed halfheartedly distorts the purpose
of our club culture as a whole.

As the existence of these
dispassionate clubs become
normalized, students lose trust
in PHS clubs overall, even the
truly productive ones led by
passionate students. At best,
attendance dwindles over time
as people become reluctant
to waste their valuable free
time; at worst, students will
emulate this behavior in
their own organizations,
and this complacent
phenomenon will
become commonplace.

Some sort of check-in system needs to be in place to
stop this from occurring. First, a reform to the application
process itself is necessary. Clubs that are possible duplicates
should face much higher scrutiny before receiving approval,
and be extremely apparent in their distinctions. A more
detailed description of activities and curricula should be
provided by club leaders, rather than a vague mission
statement. Advisors should ensure that the club is being
actively managed to keep students accountable.

Numerous aspects of the club system make it difficult
for clubs to remain reliable for both members and leaders.
Most well-established, reliable clubs have recurring
meeting rooms that are claimed — but only unofficially.

It is a cumbersome task for new club leaders to find
available rooms and times to occupy, making meetings
hard to organize. Rooms may be locked, occupied, under
maintenance, or denied usage by a teacher, and there
would be no efficient way to tell ahead of time. Lacking
a reliable meeting location makes it challenging to plan
productive events; members may be deterred from the
complication or miss meetings out of confusion, lowering
attendance and creating new obstacles to productivity.
To make matters worse, keeping track of the clubs you’ve
signed up for is a pain. Getting on a club’s email list after
the club fair is often near impossible if you don’t already
have friends connected to them, making it even harder to
find out which room meetings are.

Of course, it could be argued that these issues can all be
more or less rectified with increased efforts of club leaders.
Leaders could facilitate seamless communication with
their members, have their contact information constantly
be available to interested students, and sort out logistical
obstacles on their own. After all, by taking on the role of a
club leader, a student is encouraged to devote themselves
to the community they manage. Unfortunately, the idea
that students are wholly responsible for maintaining a
club simply is unrealistic; at the end of the day, we are
all busy high school students trying to get by. Between
the overwhelming load of assessments and projects,
essays and presentations, it is inevitable that mishaps and
miscommunications will occur.

There is a straightforward solution to these rampant
problems — establishing a club room log available to all
students. Faculty would first indicate which rooms are
available at what times, and then club leaders can fill in
which slots they would like to occupy in advance. This
not only makes room claims a much more standardized
process, but also addresses accessibility problems. Students
will finally have a log they can refer to if they would like
to join a club after the club fair, or simply to check when
their club is meeting in case communication was missed.

As we head into the 2024–2025 school year with a
record-breaking number of new clubs, it is important to
think about a set of checks and balances to hold students
accountable. A more consolidated, organized, club system
would support PHS’s ambitious students and preserve the
passion and community that clubs promise us.

To make clubbing more enjoyable

We live in a world driven by money, and like many things,
school clubs need money to be able to function. So, where
do we get this money? Other than small fundraising
activities on school grounds, the obvious answer
is from the deep pockets of parents. However,
this comes with some questions that need to be
addressed. Is having families cover the costs of
club activities sustainable? Is it enough? And
most importantly, is it fair?

Right now, the financial burden of club
activities falls mostly on members and
their families, and depending on the club,
these costs can be staggering. For example,
Charlotte Valvanis ’26, a PHS Model United
Nations officer, explained that tournament
costs can range from around $200–$500 per
student. Although these costs might not
be a concern for some families, the same
cannot be said for all. PHS’s student body
is made up of people of diverse financial
backgrounds, and we should provide equal
opportunities to all students, or else we risk
these club activities only being accessible to those who are
more privileged.

> We should provide equal opportunities to all students.

Having only a few clubs receive a stipend from the
school brings up the issue of fairness. How should we
decide who will get the funds? How much will they
receive? Where is this money coming
from? The district needs to set aside
a budget dedicated to club activities.
Once there is a budget, club leaders
can submit grant applications to
be reviewed by a committee team
consisting of administrators and
students. In the beginning of the
school year, clubs that need funding can explain
the total amount they will need and what
they will need it for in a detailed application.
Considering that our funds will be limited, the
job of the committee will be to decide what
percent of a club’s request to actually grant.

In addition to funding club costs, part of this
budget can be set aside to provide financial aid.
Right now, clubs lack a reliable system to support
students who need financial assistance. Dean of Students
Diana Lygas revealed that financial aid generally is funded
by other members of the club who pay increased fees.

Another important factor to consider, however, is
where this money will come from. It is the school district’s
responsibility to facilitate education, and club
activities contribute to the academic excellence
and reputation of our district. Just as how
the district has budgets for other parts of our
school system like facility maintenance and staff
salaries, they can set aside a budget for student
club activities too. Another way to finance this
budget pool would be to engage alumni donors.
Some high schools create a strong alumni network to help
support student activities. PHS has prominent alumni in a
variety of fields, and their contributions could go towards
financing this budget to support clubs.

Of course, the proposal outlined here is just one possible
way of addressing the club funding issue. Like for any other
problem, the first step to finding a solution is acknowledging
that there is a problem to be solved: that school clubs are
negatively afffected by a lack of funding. 

PHS's clubs need funding

“Hard times create strong men, strong men create good
times, good times create weak men, and weak men create
hard times,” wrote the postapocalyptic author G. Michael
Hopf. Currently, our country’s education system is in the
“good times” phase in many ways.

However, after the recent relatively calm decades and
the disruptions caused by the COVID-19 pandemic, many
students today face various academic challenges,
one of the most significant being social media’s
increased influence and usage, which has led to
a decline in focus and engagement in learning.
If we want to avoid creating “hard times,” PHS
needs to go beyond our educational standards
and learn from other countries to improve the
present state of our education culture.

What is the current education culture like
in the United States? When compared to
educational systems overseas, the U.S. school system is falling
behind in multiple different aspects. Taking a look at the latest
Programme for International Student Assessment, Trends
in International Mathematics and Science Study, and the
National Assessment of Educational Progress exams held in
the years 2018–2021, the United States regularly doesn’t even
land in the top ten. This is despite being a global superpower
and an extremely well-developed first-world country.
When zooming in on the Princeton area, the case is no
different. According to the official website of the state of New
Jersey, for the 2022–2023 NJSLA and DLM, 71.4 percent
and 61.0 percent of students in the PPS District met or
exceeded expectations in the English Language Arts section
and Mathematics section, respectively. This doesn’t look
good in comparison to other districts, like the Summit
Public School District, which had 81.0 percent and 69.9
percent of students meeting or exceeding expectations
for the same test. In New Jersey, PMS and PHS don’t
even come close to being on top. So what
could PPS do better?

To improve, there are many
ways our school could
take inspiration from
international educational
standards and culture,
specifically when it comes
to respect for teachers. In
China, a 2018 study conducted
by the National Institute of Economic and
Social Research found that 81 percent
of teachers felt that they were respected
by their students, compared to the
international average of 36 percent.

This is not at all the case at PHS, where
it is becoming increasingly common
to see students being distracted during
classes — not participating, talking
during lessons, or ignoring classroom
rules. For teachers, these distractions are
more than just frustrating, but also make them feel insulted
and undervalued. In a study published in 2018 by the
Journal of Educational Psychology, it was found that
teachers who reported that they felt disrespected
by their students were less likely to be engaged in
supporting their students and have enthusiasm in
their teaching. For more teachers to feel like they
are valued, more students need to start listening
to instructions, being curious about lessons, and
engaging with their classes.

Simply put, to improve our current educational
state, there needs to be a change in students’
attitudes and the environment in which they learn.
For PHS to create future leaders, we have to focus
on our education — students need to put in the
effort and show that they care about
school. Being engaged in learning
and academics helps us build
lifelong skills and become more
knowledgeable citizens in the
future. It’s time for PHS to step
away from our current education
culture and follow the lead of
other countries when it comes
to learning, like by increasing
academic rigor, showing respect to
teachers, and showing a genuine
interest in learning

Going beyond our lackluster educational standards

In a significant move toward empowering youth, a
proposal to lower the voting age for school board elections
to 16 has gained attention, supported by Governor Phil
Murphy and advocacy group Vote16USA. If passed, this
would be the first statewide law of its kind,
with individual cities such as Newark already
embracing this idea. This law can instill the habit
of voting at an early age — an integral skill in
the democratic process — for a generation that
needs it now more than ever.

The United States already struggles with
voting participation. Only around two-thirds
of the voting-eligible population turned out for
the 2020 presidential election, and it was still
the highest participation rate in over a century.
However, when we compare these figures to
those of other countries, the United States falls
behind most developed nations, ranking a disappointing
31 out of 49 countries globally. Introducing younger
voters into voting early could be a pivotal step to
improving our democracy.

> The United States already struggles with voting participation.

Concerns about younger voters being swayed by fleeting
emotions or specific candidates are understandable.
However, the potential increase in the voting population
is not as alarming as it may seem. 15,859 votes were
cast in the last school board election as per the Daily
Princetonian, and if only students from public high schools were allowed to vote (as those in
private high schools have no relevant interest),
they would represent less than five percent
of the vote (assuming approximately all 800
eligible PHS students voted).

Recent tumultuous years at PHS caused
by decisions of the Board of Education —
such as the termination of Principal Chmiel,
mask mandates, and scheduling changes —
would surely engage students in the political
process. The approval of this change can lead
to improved voting habits as students mature,
encouraging them to consider issues that directly impact their education while fostering a sense
of responsibility and connection to their communities.
By lowering the voting age for school board elections, we
can ensure that the voices of young people are heard and
valued in decisions that shape their education, opening
the doors to a more engaged electorate. 

Lowering the school board voting age

At PHS, there are dozens of student-run nonprofits:
StemRoots, PHS Building Bridges, Music Mentoring,
PHS Novae, the Aligned Minds Foundation, etc. This
list represents just a fraction of the nonprofits I saw from
scanning my Outlook inbox over the past 24 hours.

However, these organizations must unfortunately
contend with endless criticism
from their skeptical peers,
nonprofit professionals, and
dozens of online articles.
One article by The Harvard
Crimson bears a title with
a simple instruction for
students: “Stop Making Your
Own Nonprofit.”

The article, like many
other critiques of studentrun nonprofits, argues that
instead of starting their own
nonprofits, students should
instead join existing charitable
organizations. It’s indeed
feasible that in the short term,
building on existing structures
might produce greater net
benefits — for example, by avoiding the logistical costs
that come with running new charitable organizations.
However, importantly, these critiques ignore the
powerful long term impact that student-run nonprofits
have in shaping a charitable community.

PHS students know from first hand experience that
when students begin to create nonprofit organizations,
one of their primary motivations is undoubtedly college
admissions or other personal benefits — such as earning
business experience or demonstrating leadership.

However, despite sometimes selfish beginnings,
through their journey in founding and running a
nonprofit, students eventually gain immense knowledge
about the issue they seek to
address often far more than
if they were to volunteer for
an existing organization. By
navigating the complexities
of fundraising and rallying,
students also learn about how
a nonprofit is structured, and
(hopefully) how to create
change.

A nonprofit founder is
also more likely to engage
peers in their work than if
they were to simply recount
their experiences working
for an established, more
professional organization.
For example, PHS Novae,
a nonprofit founded by two
PHS students to support cancer patients, is able to engage
around 25 people in their weekly meetings.

It would of course be ridiculous to argue that the
nonprofits run by high school students are what will save
humanity. But in the long term, the charitable culture
that they develop might. That’s why it’s important to
engage young people in philanthropy now, so that a
habit of doing good can be cultivated and extended into
adulthood. In 20 years, a current PHS student may have
left behind their high school nonprofit, but the effort
they made to submerge themselves in philanthropy will
undoubtedly stay with them for a long time.

Moreover, if critics continue to discourage high school
students from starting their own nonprofits, they might
not only reduce, but eradicate this culture of charity
completely. Given students’ self-motivated ambition, it’s
unlikely that in the face of continued opposition students
will simply settle on joining existing organizations.
Instead, they will transition to starting other, much more
self-serving, business oriented organizations to gain the
experience they need. As opposed to organizations that,
say, provide music tutoring to underprivileged youth,
organizations that simply charge for music lessons will
spring up.

Rather than writing off student nonprofits as trivial, we
should help to support them, and the students that run
them, in any way we can. By simply providing positive
encouragement to the founders, or mentoring them, or
even helping them reach their mission, we will create a
positive culture that encourages charity and long term
change.

In defense of student-run nonprofits

On February 28 of this year, Florida teenager Sewell Setzer committed suicide after months of conversing sexually with an AI chatbot resembling Danaerys Targaryan, a character from the HBO show Game of Thrones, on the platform Character.AI. Eventually, the chatbot encouraged the young man to take his own life. Sewell’s case is all around us; he found himself in the common position of social isolation, causing a spiral of emotional vulnerability that was left unchecked and ultimately resulted in a severe mental health crisis.

```Reliable friends are difficult to come by in a world dominated by shallow interactions. Social anxiety is becoming increasingly common as young people become subject to various forms of societal pressure, driving a fear of inadequacy. As teenagers feel more detached from their support system of friends and mentors, the loneliness epidemic continues to grow. The popularity of conversational AI-driven characters is skyrocketing, and the trend is likely to continue after Google recently acquired Character.AI for 2.5 billion. As AI chatbots continue to proliferate and target socially isolated young people, the loneliness epidemic continues to grow.```


A 2021 Harvard Graduate School of Education survey of 950 Americans found that 61% of young people ages 18–25 reported experiencing profound loneliness compared to only 36% among other age groups. The study’s researchers attribute this trend to factors such as young people lacking close connections and noting that, compared to older adults, they have not yet developed “mature, reciprocal” relationships with others yet.

Unfortunately, the internet has moved to romanticize the correlation between teenage years and lonely behavior, portraying isolation as admirable. Online trends idolize people who are “mysterious,” as though they are more complex or interesting than others. For instance, “nonchalant dreadheads” — perpetually aloof individuals who seem entirely detached from social interactions — have become people to venerate. Phrases like “I Don’t Give A F— (IDGAF) war” reflect a growing culture of apathy and passivity in young people. “Ghosting” — suddenly cutting off communication without warning — has become a glorified solution to control and dispose of others, making pulling away from connections without explanation a normalized and simple act.

This mass phenomenon of individuals disconnecting from society continues to undermine the value of forming long-lasting relationships with others. In an attempt to curb the draining impact of loneliness on mental health, individuals also increasingly prefer the instantaneous rush of dopamine from short-term, low-commitment romantic relationships over the perennial stability of platonic ones. After its surge in popularity over the past year, the word “situationships” even became a contender for Oxford Word of the Year – demonstrating how common these no-strings-attached relationships have become. Romance has become another form of escape for lonely people. However, prioritizing romantic relationships is often coupled with deep dissatisfaction and insufficiency in one’s stable platonic bonds. One who craves romance often seeks two things through it: emotional vulnerability and reliability. Because their friendships lack these qualities, and teenagers are often culturally conditioned to believe that they are guaranteed in romantic relationships, many assume romantic relationships are the instant and all-encompassing solution. In reality, both vulnerability and reliability are present in healthy, functional friendships. True friends are those you can count on to support you in difficult situations, and want to help you.

Having healthy friendships won’t always be easy. In difficult situations, reaching out often feels daunting. We may expect immediate responses or reactions from people, even though it won't be the case — social interactions are not that straightforward. This may explain why Sewell and many others were drawn to an AI chatbot in a time of difficulty — users are guaranteed an immediate and engaged response, although lacking the quality of understanding and personal connection. Likewise, under a romantic relationship, there is some sort of obligation to immediately respond with interest. However, these interactions often lack the value of cultivating a meaningful relationship over time. Although the lack of labels in a platonic friendship can make commitment more fragile than in romantic relationships, perhaps that is a good thing: the fragility encourages us to continually put effort to maintain the friendship, like consistently watering a plant. To actively commit to pursue and sustain a friendship will create purpose in a friendship, build character, and provide valuable relationship skills.

At a time in our lives when we have a lot of pressure and much to process, we should shift our focus towards building and investing in strong friendships with people who will uplift us and provide the support we need. As teens, stability is more important than ever as we experience changes in our lives, whether it be personally, academically, or socially. By nurturing our friendships, we improve our well-being and push ourselves to become the best versions of ourselves. Thus, we urge you to show effort within your relationships; Send them a kind message, wave to them when you see them, initiate a conversation. Give out your love, and you’ll see it return.


The true cure to loneliness

According to multiple studies compiled into “The
Influence of Music Preference on Exercise Responses
and Performance: A Review,” published in 2021 by
Christopher Ballmann, who has a Ph.D. in exercise
physiology, music has been proven to benefit athletes
during endurance, sprint, and resistance-based activities.
Music distracts the athlete, making them have a distorted
perception of their level of fatigue and even motivating
them to enjoy the exercise more, ultimately improving
the quality of the workout. But is music always helpful
during workouts? How do people react to it on a caseby-case basis?

At PHS, many students participate in athletic activities,
from school sports to personal exercise. PHS track athlete
Bhavya Yaddanapudi ’25 often does cardio
and lifting, and testifies to the effectiveness
of music during her workouts.

“I listen to music because it distracts me
from the pain of working out, and it boosts
my mood,” said Yaddanapudi. “If you’re not
listening to anything, you really focus on
how you feel while working out and what
muscles are being activated.”

Research conducted by Matthew S. Biagini
of California State University suggests that
increased activity in the brain while listening to music is
associated with better performance while exercising. On
top of that, a 2022 study led by Chenyang Li of Liaoning
Normal University’s Physical Education Institute shows
that syncing movements with songs may save energy and
even make them more efficient. Yaddanapudi notes that
listening to slow-tempo songs seems to have a negative
effect on her workouts, making exercise feel even more
tiring for her.

“In the weight room, sometimes, there’s slower songs or
ballads, and those are somewhat miserable to work out
to,” said Yaddanapudi.

According to Healthline, instrumental music is
particularly good for studying, as it offers a minimallydistracting background sound. For working out, though,
instrumentals can be too faded to provide the ideal
balance of focus and distraction. Debdeep Sen ’26 recalls
his experience of listening to slow instrumental music
while working out.

 “I tried listening to lofi, and it did not work out. It made
me more tired,” said Sen.

 These differences in perceived exhaustion may arise
from personal preferences in music, but also from the
effect music has on mood. Psychology Today proposes
that music can validate emotions someone is feeling and
also inspire new ones. Music’s ability to change a person’s
mood can be beneficial during workouts,
allowing people to harness more energy and
inspire themselves to work harder, but it can
also disrupt someone’s rhythm. Sen admits
having experienced a similar disruption in his
workout pace.

“I listened to metal sometimes ... it made me
angry, which was distracting from the workout,
but it didn’t make me work harder,” said Sen.

When listening to the right music, though, an
athlete can truly surpass their limits. Sen sees a
change in how his body reacts when working out while
playing music.

“After a set, I’ll feel even more tired than if I didn’t listen
to music,” said Sen.

According to the National Center for Health Research,
music has the ability to set the tempo of a workout session.
Faster-paced songs can set a strong rhythm, especially
when doing repetitive exercises. When an athlete is able
to access this focus, they are able to surpass themselves,
working harder than they would normally and building
muscle effectively.

Whether it’s to maximize gains or enjoy exercise more,
music has a potent effect on a person’s experience while
training. Music’s effect on workouts depends on its
tempo, the mood it inspires, and an athlete’s personal
preference. Ultimately, the right playlist can make or
break a workout.

Investigating the link between music and exercise

As a professional pickleball player sponsored by Selkirk Pickleball, the leading
pickleball gear company, Dylan Unkert ’28 stands out from the crowd of talented PHS
athletes. He has played pickleball recreationally for around six years, but has started
competing this past year. He currently plays in individual, team, and mixed events in
tournaments across the nation, although he mainly competes in doubles. In the past
year of play, he won medals at almost every tournament he participated in, including a
division in the U.S. Open, and hopes to continue his winning streak at nationals.

**How did you first get into playing pickleball? Why did you choose this sport?**

[My grandma and I] went down to Florida one year for Christmas and I was really
hesitant to play because I didn’t really know anybody. She thought [pickleball] was a
good, inclusive sport that all ages can play, so she brought us down and I just fell in love
with it. Before, I would only play once a year but then I found more courts [nearby] and
we were able to play once a week. Now I’ve been playing almost every day.

**How was your transition as a player from middle school to high school?**

 I play on a team outside of school. It can be hard managing school and [playing]
because the practices are four to five hours each day, on top of competing ... I definitely
think that the jump from middle school to high school has been more challenging.

**What makes playing doubles special for you? How do you build the necessary
chemistry with your teammates?**

 I’ve been playing with some of my partners for a year. Just knowing each other and not
having to communicate because I know [they will] be there ... I think that really helps. I
think even if you’re playing two people that are better than you, it’s your chemistry that
really sets you apart from the others. It’s really [about] how well you can communicate
[and] how well you can work together and uplift each other.

**What misconceptions about pickleball do you frequently encounter?**

 That pickleball is an old people’s sport. If you play at a lower level, you’re obviously
not moving as much. At the pro level, especially singles, there’s studies that show
that [pickleball is] harder on your body than tennis because there’s more of a jolting
movement than just side to side ... you need to have hand-eye coordination and a [solid]
mentality.

**What are the biggest challenges you have faced as a pickleball player, and how have
you overcome them?**

 At least in competitions, I have been one of the youngest people — everyone else is
in their twenties, thirties, even fifties. I just try to maintain knowing that I’m a kid, not
getting too crazy on the court because [my opponents] are a lot older than me. Being so
young ... it can give you opportunities, but other times it can be a hindrance.

**What was your most memorable moment during a match?**

I was playing singles in the pit and during my final match on game point, I ended up
getting hurt — I pulled my hamstring. Not knowing that I pulled my hamstring, I kept
on going and I won [the match] with one leg only.

**Can you describe your trip to the U.S. Open?**

 It was overwhelming at first because there were so many people, especially good
people. It was a national qualifier tournament — if I won it, I would be able to go to
Arizona and compete in nationals. I went undefeated [while injured], so I’m going to
nationals in a few weeks!

**What do you think your next steps are for pickleball in the coming years?**

 So the APP (Association of Pickleball Players), which is one of pickleball’s main
foundations, is starting a boarding school for the best junior pickleball players.
Thankfully, I was invited to be there. Now I just have to decide if I want to move to
Florida or not!

Dylan Unkert ’28: pursuing perfection in professional pickleball 

Which song are you listening to on repeat while working out?

To most, Homecoming is a sports game with the bonus
of a dance. To me, Homecoming was a dance with the
bonus of a sports game. I’d never seen a football game
before. All I knew was that PHS was unusually terrible at
it (based on past years’ statistics) and that the announcer
was so loud I could hear him speaking from my backyard.

But this year, I wanted to go and have that typical
American high school experience. I had accidentally
bought two tickets to the game, so I dragged my
mom along with me. When we arrived at the field
fifteen minutes late, everything was already in
chaos: the cheerleaders were shaking their pompoms, spectators were sitting everywhere they
possibly could, and someone scored a touchdown?

I think that first touchdown made it quite
clear to me how little I knew about football. In
fact, about two hours of my viewing were spent
just trying to figure out what I was watching.

When I finally understood, it was hard not to get
sucked into the game. With every touchdown, the
audience stomped; I stomped too. With every musical
interlude, my heart beat a little faster. The constant
stopping and starting barely even bothered me anymore.

At halftime, when the players left the field, I started to
see things clearly again. How did I get so caught up in
the game? How did years of disinterest vanish so quickly?

A little thought and I realized: it was all a show. The
music, the roars, the crowd, the cheerleaders, the blinding
lights. The commentators, the subtle digs at the other
team, the row of substitute players that blocked our vision.
It was like sitting in a theater box, watching something
beautiful but mostly unreal. The atmosphere was what
made the game; the game could not possibly stand alone.

And then I had some questions. Why football? Where is
this excitement for other school sports? Why isn’t there a
Homecoming for any girls’ team? Why is girls’ role during
the biggest game of the school year to be cheerleaders
wearing players’ names? Is this tradition worth it?

Then the lights turned back on, the music started
to play, and those thoughts were pounded out of my
head as if by a hammer. The fanfare was a cover, a
distraction. It was hard to think but easy to cheer.

That isn’t to say that I didn’t have fun. I’m glad PHS
won, and I now have a genuine interest in football. I had
a great night at Homecoming. But how much of it was
the game, and how much was the crazy show of it all? 

A Homecoming retrospective

Running up the field with the ball, Mia Ramirez ’25 sees a defender coming her way.
Rather than taking them on, she finds her teammate with a perfect pass, leading to a goal.
Seeing how her style of play has led others to success is one of her favorite joys of playing
the sport.

Ramirez discovered her passion for field hockey when she was in middle school. With
three siblings who played different sports, she was always encouraged to find a sport that
she liked.

“I wanted to play a sport for middle school, so I kept trying sports until I found one
that stuck,” said Ramirez. “I signed up for field hockey in the fall of middle school, and I
really loved it.”

While some things were different to her, like playing on turf instead of playing on grass,
her desire to improve always remained. This sense of responsibility immediately made an
impression with their coach, Heather
Serverson.

“When she came in as a freshmen,
I knew she was going to be captain,
because she’s always listening,” said
Serverson. “She was always getting
other people [on track] when they got
distracted at practice, she would always
be giving older players tips when they
needed help, so she wasn’t afraid to step
up and lead, even as a young player.”

As a captain, Ramirez wants to return
the same positive energy she recieved
as a freshman. To bring unity to the
squad, Ramirez regularly organizes
team dinners, group studies, and movie
nights.

 “The thing about PHS field hockey is that we’re always super close,” said Ramirez. “I
remember freshman year, everyone was super welcoming to me, and that’s just kind of
the culture that we have, where the older players and younger players just naturally mesh
together.”

Sophie Gono ’25 has been right beside Ramirez for most of their time on the team, and
has seen how Ramirez has grown as a player. As the team’s other co-captain, she feels that
Ramirez has the qualities needed in a leader.

 “We have a similar working style, so we’re always there to support each other, playing
or not playing field hockey,” said Gono. “She’s always willing to listen and help, and when
I want to get extra touches in the off season, she’s always open to going to a field to go
and practice.”

 The desire to improve has had great results; Ramirez currently leads the girls field hockey
team with an astounding 21 goals, and will be looking to add to that tally in the coming
weeks. For her, there’s no need for extra motivation.

“I’m naturally competitive and self-motivated,” said Ramirez. “I think that no matter
what my day was like, or what warm up felt like when I got onto the field, I naturally turn
into my competitive nature. That’s always really helpful, because there’s nothing I really
have to do to tune into that.”

 When it comes to motivating and helping other teammates out on the pitch, Ramirez
can do that as well. Serverson recalls a game against Lawrence High School in the Mercer
County Tournament where, although they eventually lost the game, Ramirez’s captain
qualities really stood out.

 “In the MCT game, the younger players were very, very nervous. I had some freshmen
starting, and these were freshmen who weren’t used to the crowd and the lights, which
can be a lot for a young player,” said Serverson. “They were getting frustrated in the moment because they weren’t performing at the
level that a senior would be expected
to perform at. Ramirez was on the
field, telling them to hang on and
that they were doing well.”

Looking towards the future,
Ramirez is demonstrating that, like
most things she has done so far in her
athletic career, she wants to make sure
that the final decision is right for her.

 “I was going through the recruiting
process for a while, but ultimately
didn’t find a school that was the
right fit, so I decided to not commit
anywhere,” said Ramirez. “If I go
somewhere that has a team, that’s
definitely something I would like to
think about pursuing, either at the club level or at the varsity level in the future.”

For new players considering trying out for the PHS field hockey team, Ramirez has
some words of encouragement.

 “You shouldn’t be afraid to make mistakes, and you should always be open to trying
things,” said Ramirez. “Field hockey is a game where there is always something more that
you can learn.

Mia Ramirez '25: field hockey

Silence fills the air as the runners take their position at the starting line. Emilio
Gonzalez ’25 steps forward, eyes fixed ahead, mentally mapping the grueling course.
As the race begins, the first mile proves to be tougher than expected, but Gonzalez
digs deep, finding his stride and rallying to score a point for his team — a powerful
display of resilience and unshakeable grit.

 Gonzalez began running cross country competitively at the start of middle school,
and ever since, he’s continued to pursue the sport.

 “I got inspired because the sport just seemed interesting to me,” said Gonzalez.
“I’ve always liked running, but I didn’t know how I could find a team or place where
I could just practice those skills.”

 Upon joining the team his freshmen
year, Gonzalez wasn’t as proficient a
runner as he is now. It was through
countless hours of dedication and
perseverance that Gonzalez managed
to become one of the best runners on
the team.

 “I usually train six days a week,” said
Gonzalez. “Saturdays tend to be our
invitational races so our training lines
up for that. In the beginning of the year
sometimes we have other meets, maybe
two meets in a week, but during the most
important part of the season it’s just on
Saturday and the rest is all practice.”

 But during the offseason, Gonzalez takes his work to the next level. Every summer,
he goes to Colombia, and takes the high altitude as a challenge to overcome and grow.

“I’ll do a lot less volume even though I’m supposed to stay to a stricter training
plan,” said Gonzalez. “It just gets hard with everything that comes up, but I’m still
training every day, getting my miles in and just making out of that altitude training.”

Gonzalez’s long-time friend, Jeremy Wachtel ’25, has seen all of the hard work that
Gonzalez has put in over the years.

“From the time that we were middle school to now, I’ve seen so much improvement
in both his times and his ability to lead a team,” said Wachtel. “Between sophomore and
junior year, he really, really put in a lot of work, and just went from being an average
runner to being just amazing.”

Jennifer Smolyn, one of the head coaches of the cross country team, has watched
over Gonzalez’s growth since his freshman year.

“He has come so far from when he started running in the beginning. Like many
newer runners, they don’t know how to navigate cross country, especially because all
the courses are different,” said Smolyn.

As co-captain of the cross-country team, Gonzalez has become a role model and
leader that everyone on the team looks up to. When the team falls on tough moments,
they can always count on his upbeat personality.

“I hope that everybody on the team knows that I’m somebody that they can come
to if they need advice or support,” said Gonzalez.

 Gonzalez led the team to a fourth place finish out of 30 teams at the Shore Coach
Invitational at Holmdel Park — a course known for its especially tough terrain.

“We’re really pleased with
how they performed. He was
definitely in the mix in that
race,” said Smolyn. “He got a
slightly slower start, but in the
first mile, he started putting the
pieces together. In the second
and third mile, he had really
figured things out.”

As someone who is always
looking for opportunities to
improve, Gonzalez always
reflects after every race with
his team. Having been part of
the team that won the county
championships two years ago,
Gonzalez has high hopes.

“It’d be really good to see us
make it to groups this year and place very well in that race. On a more individual side,
I’m hoping to keep lowering [my personal record] time,” said Gonzalez.

Gonzalez recorded his first sub-18-minute 5K this year at the first meet, and also
helped PHS’s cross country team place first at the XC Fall Classic meet at Thompson Park.
Even though Gonzalez doesn’t plan to run for a college team,
participating in cross country has been about more than just the competition: it has
allowed him to build strong connections with teammates and coaches while forming
lasting bonds which will last much longer than the sport itself.

“The thing about this sport is that it’s as much [as a] team sport as it’s individual,”
said Gonzalez. “You build these really strong connections, and, for me, the support
that comes from coaches and everyone on the team is what keeps you going.” 

October, 2024 Archives