Pulling up to school in luxury vehicles with five-dollar coffees in hand, many PHS students are a far cry from normal. The opportunity to go to farmers’ markets in our senior parking lot on Thursdays and take courses at Princeton University are symbols of comfort and wealth. Especially compared to the school districts around us, PHS is a pillar of privilege. And while much of this privilege is used for good, it’s still strange in comparison to the districts around us. While we got MacBooks, West Windsor-Plainsboro North got Chromebooks, Monroe got iPads, and some schools got nothing. On top of that, some schools have crumbling infrastructure, an issue that they can’t even afford to solve. Meanwhile, Princeton Public Schools has begun construction on a multipurpose studio for yoga and dance.

Solving this pressing issue of inequity doesn’t completely fall on PPS, though spending millions on construction alone is still quite a contentious choice. Rather, American public school funding is what needs to be scrutinized. Education is supposedly a human right, but the government rarely supports this, chronically neglecting struggling public schools. And, like always, it comes down to the policy. The funding of American education is anything but equitable. A large part of public school funding comes from property taxes, a source of money that varies by location. Low-income areas with low property taxes will have little financial support for their schools. Therefore, quality of education is determined by geographic distribution of wealth. Education is also the foundation of success, yet we withhold quality education from people who need it the most. It’s impossible for low-income Americans to lift themselves up out of poverty without quality education, but our current system almost ensures social stagnation. Unless property taxes in poor neighborhoods radically increase (which they won’t, because living in poor neighborhoods isn’t exactly desirable), these schools will simply never get funding.


graphic by [credit name = "Emily Qian"]
But the United States is one of the only developed nations that relies on property taxes as heavily as it does for public education. Many other countries have similar but more effective mediums of securing money for public schools. For instance, some compensate with national or federal aid; their public school financial support comes from supported legislative acts and federal-level taxation, not just from local sources. In the United States, though, much is left up to individual states. Just by looking around us, we can see the necessity for a policy shift. The property value in Princeton is significantly higher than the surrounding towns (just check Zillow), and as a result, our education is significantly better. Students in under-funded schools often feel that their teachers don’t care; at PHS, however, teachers’ passion for learning is evident. Even the resources we get compared to the surrounding schools is baffling. With some exceptions, PHS activities remain well-supported across the board. From clubs to athletics to the arts, student life is highly funded and prioritized by the school. Being able to open your Instagram and see our orchestra in Italy is typical of Princeton High School; bands in most public schools outside of our district couldn’t feel the same. Access to quality education is directly associated with socioeconomic status, and classism in America underscores nearly every issue discussed in Congress. Representatives tend to focus on the hot-button issues while neglecting substantial reform. It is our responsibility to vote in legislators who genuinely care about righting the wrongs in the education system. If we value our education and the privilege it affords us, we should aim to ensure that everyone has access to an equal and quality experience. Education and democracy go hand in hand because both are emblematic of the human capacity to achieve more. So if we truly value our trips to Italy and our sports resources, we need to vote with education in mind.

Princeton’s privilege: rethinking public school funding

#
#### Answers:
1. B
2. E
3. C
4. A
5. D

Who said what?: Women's History Month edition

There are moments in the day that are strangely empty. A task ends, a conversation finishes, and for a brief second, there is nothing that needs to be done next. Nothing is calling your name, nothing is demanding your time, and nothing is left but a small pocket of quiet thoughts.

Those small moments of thought come with their own kind of baggage — silence. The mind begins searching for something to fill the space. In a world that seems to run without pause, stillness is associated with absence. And when confronted with something unfamiliar, the mind reaches for what is normal — something to occupy itself with to get rid of the quietness. If the silence were not strange and uncomfortable, we would not shy away from it, but our overstimulated minds regard noise as a preferable constant.

That is not to say that this discomfort with silence is new. “All of humanity’s problems stem from man’s inability to sit quietly in a room alone,” wrote philosopher Blaise Pascal during the 17th century. And yet when we do sit still, the silence we so often avoid begins to settle in the room with us. If we allow it to remain and resist the instinct to reach for occupation, the mind slowly clears. Our best and most creative ideas arrive during such clarity — when we stop avoiding silence and instead consider it as valuable time. 

Due to the temptations and the distractions that surround us in modern times, we rarely allow ourselves to have quiet moments. When we do find them, we substitute them with another task, under the pressure of productivity. 

In recent years, the small pockets of quiet time that once existed in the day have slowly been replaced, something students at PHS know all too well. Turning to the modern cure of boredom, students often fill quiet moments with cellphones, short videos, social media, and the endless stream of entertainment designed to keep our attention. But following Pascal’s suggestion, imagine what might happen if those moments were not replaced. 

When we think quietly to ourselves, we allow our mind to think deeply, to develop new and creative ideas — something that improves mental well-being, according to a study published in the National Library of Medicine. Furthermore, in 2012, researchers found that letting your mind wander and thinking on your own often leads to better creative problem-solving. These effects are important to consider when reaching for a cellphone to fill empty space.
 
So the next time you find yourself unoccupied, resist the urge to replace the silence with something else. Instead, allow your own thoughts for a moment. You may find that the boredom we rush to escape is the very place where our best ideas begin. The beginning of something that only silence could reveal.


The benefits of boredom

PHS Takes: What was your pick for Best Picture?

The Evolution of Women's Sports

On February 21, the PHS girls varsity basketball 
team reached a new milestone as they won their firstever Colonial Valley Championship Tournament, led 
by Captain Anna Winters ’26, who was named the 
championship’s MVP. 

Under the guidance of Head Coach Mary Pat Lelinski, 
team members improved their skills, discipline, and bonds 
with each other. Although Lelinski was new to the head 
coach position, she emphasized early on that her approach 
would be rooted in accountability and consistency. 

Despite changes in coaching, the players were still 
able to find support to help strengthen their game. 
Sedona Arminio ’27, who plays as a center on the team, 
emphasized their role in the team’s development.

“[The coaching staff] are very supportive, which I love,” 
said Arminio. “They encourage you to make mistakes so 
that you can learn from them, and they’re very patient 
and give tons of advice.”

Nevertheless, the team initially struggled with adapting 
to a new coaching style and resolving internal challenges 
within the group.

“It’s hard having three different coaches in four years 
of playing, so it was hard to adjust at first,” said Winters. 
“[Coach Lelinski] was a [junior varsity] coach last year 
— so we knew her — but it took some time to get used to 
her and her coaching style, which [have] been different 
from all the other coaches.”

Through team dinners and bonding events, the team 
was able to create bonds between each player that helped 
with their chemistry both on and off the court.

“We got very close,” said Arminio. “We [would] do team 
bondings a lot, [for example] pasta dinners … that really 
helps us rely on each other and form trust.” 

This bond didn’t go unnoticed as Lelinski praised the 
team for their cohesiveness despite the adversities that 
they were faced with.

“They never [broke off from one another], and they 
never pointed fingers,” said Lelinski. 

After facing these obstacles, the team was able to win 
the championship with a single defeat. Indeed, this feat 
proved to be momentous for the players.

“[Winning the championship] has been a goal of ours 
since my freshman year,” said Winters. “[This season,] I 
was able to develop a good relationship with [Lelinski] and 
the team, which I think made it a really strong season.”

For Winters and the other seniors on the team, they felt 
that the victory was especially meaningful, as it was their 
last win before they left for college. 

“I think it was awesome that it was … our senior year, 
and … our last year to do it,” said Winters. “We’re the 
only group that [has] put something on that [banner] for 
a while. [Princeton has] never won anything since 1918, 
since the basketball team started, so it’s a really big deal.” 

Although the season has ended, its impact remains 
for those who experienced it, as they have not only the 
championship to show for their efforts, but they also have 
the memories and relationships they’ve made to show for it.

“I get a little choked up because these kids have just 
been wonderful, and what they’ve accomplished has been 
amazing,” said Lelinski. “Our season just recently ended, 
but the relationships that we built were really special.

photo: Claire Yang

Angela Cao ’28 receives a pass in a game against West 
Windsor-Plainsboro High School North.

Girls basketball wins first CVC tournament

Effective April 1st, Dr. Crystal Riddick will join the administrative team as the fourth Assistant Principal at PHS. On March 17, the PPS Board of Education approved Dr. Crystal Riddick for the position following a district re-evaluation of PHS student needs. Riddick was transferred from Director of Special Education to Assistant Principal to provide more support for students at PHS.

   “In my past role, I was able to work with the special education population, knowing all of that group of students, and I'm excited to get to know everyone within the school,” said Riddick.

   Principal Cecilia Birge explained that she was made aware of Riddick’s position a few days prior to the March 17 Board Meeting where Riddick’s appointment was approved. Dafna Kendal, President of the Board, referred The Tower to Superintendent Michael LaSusa about staff appointments; LaSusa explained that the appointment was a result of ongoing administrative discussions, and referred the Tower to Birge. Birge noted that the appointment was not within her jurisdiction. Moreover, Dr. Angela Siso Stentz, Assistant Superintendent for Human Resources, did not respond to request for an interview.

   “This is the district [and] administrative job,” said Birge. “From the district level, they're constantly looking for efficiency. They hire people based on needs in the district, [and her appointment was] just to inject more support for students and for the buildings, which I welcome.”

   With the addition of Riddick, each assistant principal will be assigned to fewer students and to oversee different staff departments, with the goal of distributing the work more widely among the four. Riddick, specifically, will oversee the Physical Education, Safety and Security, and Facilities departments amongst various others. 

     “With the workload of the current assistant principals, [there] were a lot of tasks that they needed assistance with,” said Riddick. “Because I was already part of the administrative team and helping Ms. Birge in any way I could … that made me the right candidate for the position.”

   Previously the Supervisor of Special Education, Riddick has worked at PHS for over eight years. During her time at PHS, Riddick worked closely with students with Individualized Education Programs. She will continue to do so in her new position, bringing in her expertise to help students at PHS.

   “In her previous role, she worked with students with the highest level of needs in the Special Education department,” said Birge. “She brings a unique set of skills, and that will help us to inject more support to students, both academic and social emotional life.”

   The job as Assistant Principal was not publicly advertised by the district before the decision was finalized by the Board. Aaron Thayer, an English teacher and member of the Princeton Regional Educational Association, was made aware of the decision a few days before the student and parent body were.

   “On Friday [March 20], I saw the email,” said Thayer. “Maybe some people found out earlier, but the announcement was made on Friday.”

The transfer of Riddick to administration comes alongside concurrent changes to the district’s Special Education department. As the Special Education department reorganizes, the department also faces an approximately $400,000 decrease in funding. The role of Special Education supervisor will not be filled, but instead supervised by Assistant Superintendent of Student Services Margarita Baldeo, the various members of the Child Study Team alongside Elizabeth Murrin, Supervisor of Student Services at Princeton Middle School.

   Riddick holds a master’s degree in Special Education Administration, as well as a doctorate in Educational Leadership. Before coming to PHS, Riddick started out as a special education teacher in North Caroline, before transitioning to Illinois as an assistant principal. 

   “As a previous building assistant principal in Illinois, I think it's very important to know the students that are sitting in front of you, and that means all students,” said Riddick. “My goal for myself is getting to know students outside of the special education world, getting to know the teachers … and seeing what their needs are.”

    As assistant principal, Riddick aims to focus on promoting diversity and inclusivity at PHS to guarantee a high level of education for all students.

   “We have different students here, different nationalities … students that look different, but we're all here for the same purpose,” said Riddick. “By just little steps, getting to know people, and not being afraid because someone looks different, [and] being accepting and being curious to want to know other people that you might not get to know on a daily basis.”

Photo: Katherine Chen

Crystal Riddick, the newest Assistant Principal, works at her office in the morning.

PHS appoints Crystal Riddick as fourth assistant principal

“We play a lot of card games,” shared Elizabeth Wong ’28. “There is this game called Big Two which is kind of like a regional version of [Chinese] Dou Dizhu ... If they are collaborative games I get closer to my friends.”

For Wong and many other students, the sound of dice rolling and cards being shuffled brings back happy memories of family game nights and spending time with friends. These games encourage collaboration, conversation, and healthy competition between players.

However, these shared moments are becoming less common in our digitally-dominated world. Rather than suggesting a family board game night after dinner, students opt to recharge through mindless doomscrolling or immersing themselves in a video game. These activities are not inherently harmful; in fact, video games can encourage teamwork and connection, social media can help teens maintain friendships away from school, and virtual board games bridge geographical distance. However, digital interaction lacks depth; the spontaneity, laughter, eye contact, and real-time reactions that traditional game nights bring are all diminished when they occur through a screen.

Additionally, board games and video games have distinct biological impacts. Board games can raise endorphin and serotonin levels, neurotransmitters associated with happiness and stress relief. Social media and video games trigger short-term dopamine levels; they do so by providing instant gratification. According to the Mayo Clinic, this makes them highly addictive, and if used excessively, they can lower the brain’s baseline, raising the bar for the stimulation the brain needs to feel happy. Board games also trigger dopamine levels, but at a much slower rate, leaving players feeling relaxed but still engaged.
 
As such, the genuine relationship and mental health benefits that playing an in-person board game provides are not replicable. In order to keep these traditional opportunities for connection alive, many communities around the world engage in group tabletop games such as mahjong in China and bridge in the Netherlands. Millennials have also revived this, often hosting game nights as a way to connect with loved ones. At PHS, the Card Game Club, started by William Liu ’26 in his sophomore year of high school, offers a place for students to relax and bond over games. Liu’s interest in card games started when he was in third grade, playing with his father. He continued the tradition with his friends at school. 
“Playing card games is a great way for me to destress, where I can focus on sharing time with my friends instead of on the schoolwork,” said Liu. “This was especially useful last year when I was a junior, and I had a lot of academic work. During lunch, I could play cards with my friends to help me relieve my stress on a busy day.” 

In our tech-centric world, activities like  board and card games are perfect for helping people to reconnect with their friends and family while participating in playful competition. The next time you reach for the video game controller, it may be worth it to reach for the deck of cards instead and rediscover the joy of simple human connection. 
  


photo: Emily Kim

Ethan Hu ’27 and Bora Akbay ’27 play a game of golf during break.

The value of board game nights

   On Friday, March 6, PHS hosted the 19th annual Asian Fest. Language classes and cultural clubs at PHS collaborated during the festival, putting together two main segments: cultural booths and food stalls along with an hour of cross-cultural artistic performances.  

   Although the festival was originally intended to highlight Asian language programs, the event has since expanded to also include a variety of cultural clubs such as the Asian American Club, Bollywood Club, Chinese Club, Japanese Club, and Korean Club. Each organization and related language class is granted a platform to share their own cultures with the community, while simultaneously learning about and enjoying what their peers have to offer.
 
   “The program originally was set up to be an opportunity to showcase our language programs, the diversity it brings, and the talents our students possess,” said Principal Cecilia Birge. “Over the course of almost 20 years, as the community continues to grow … We're adding more and more to that fabric of diversity.”

   Although Asian Fest is hosted annually, due to the new students that participate in performances every year and different cultural aspects that clubs bring to the table, Mandarin teacher Shwu-Fen Lin prides in the event never getting old.

   “The most important [thing] we provide [is] opportunity for students to demonstrate their talent,” said Lin. “Even [though] the program is Dragon dance, the student [is] different and the audience different. So still you feel this very fresh and the content inside … so that's why the audience continues to [attend].”

   The stations during the cultural information session included a lesson on dandiya and an introduction to Chinese calligraphy as Asian food was sold in various stands. The performances consisted of the annual dragon and lion dances, dances ranging from traditional to more modern, and the highly anticipated Chinese yo-yo performance.

   As language teachers were among the main coordinators of the event, they were able to bring authenticity to the event by sharing their own cultural experiences with the students and Princeton community.

   “I was born in Japan, I was raised in Japan, I know what the Japanese culture is, and [with other teachers] it's the same thing. [Lin Laoshi] was born in China, so she can really carry and present what their culture is,” said Japanese teacher Risa Sakakibara.

   Clubs met outside of school to practice performances, with full runthroughs in the weeks immediately before the festival. While some groups like the Bollywood Club and Korean Club began rehearsing dances at the beginning of the year, other performers began preparations only a month or two in advance, needing to balance their time while still keeping the performances to a high standard.

   For students participating in the show, the rehearsing and performing process also contributed to their understanding of Asian Culture in Princeton. 

   “It really feels like you're stepping out of your comfort zone … especially with the Bollywood Club … almost all the people I don't know, so it's really cool to get a different view,” said Shaan Patel ’29. “I [saw] different clubs and … the diversity Princeton has to offer.”

   The performers involved were not only restricted to PHS students. The students performing using the Chinese yo-yo were invited from West Windsor-Plainsboro High School by Lin, connecting the festival to beyond Princeton.

   For participants and attendees alike, the event left a lasting impression. The performances brought students together in a shared goal to immerse themselves in Asian culture. 

   “Japanese culture class always has to be united to carry on something, and I think I could show that part in Asian Fest, like how we really united and do dancing together,” said Sakakibara.

   While students have discussed making Asian Fest an assembly, the organizers have always emphasized the importance of the community’s role in the event.

   “I think something that is a really important aspect about Asian fest is that it is not during the school day and that it's open to the public,” said Asian American Club and Korean Club leader Kyuyoung Chung ’26. “I think because of that, it's an event that can really connect the greater community and it's not just limited to our school.”

   Lin emphasized that one of the primary purposes of Asian Fest is to foster understanding within the community. The festival was a chance for people to broaden their understanding of different cultures by opening a window into traditions from across Asia.

   “If you would like [to] become [a] global citizen, you have to understand more cultures around the world,” said Lin. “Why we have so many arguments [and] so many conflicts [is] because I don't know you [and] you don't know me. So if more people learn … [there] will be more harmony … that's why we keep this event for 19 years now.” 

Photo: Julia Li

From left to right: Edward Li ’27, Ethan Hu ’27, James Huang ’26, Noah Meier ’27, Aidan Li ’26, Joseph Wong ’26, James Zhou ’28, and Eric Wang ’28 perform the annual loin dance during Asian Fest.

10