Mia Dunlap fell in love with music at a young age, and 
she hasn’t looked back since. As the current music director 
for Cloud Nine, a member of Studio Vocals, and a vocalist 
for Jazz Ensemble, Dunlap has shared her passion for music 
throughout PHS and beyond. Although she does not plan on 
pursuing music as a future career, Dunlap is considering a 
minor in music alongside working towards her nursing degree

**How did you first get into singing?**

I’ve been singing for a while. When I was six, I started doing voice lessons. I really 
liked musical theater growing up … I’m from Alabama, and we did a trip to the city 
when I was younger, and we went to a Broadway show, and I just loved watching people 
perform and stuff, and so I wanted to do that … I used to have really bad stage fright 
… even when I was a kid. And so I got over that, and I would do my recitals and stuff, 
and I continued to do musical theater. I started that when I was nine [and continued] 
... until I moved.

**Have you ever played an instrument? If so, why did you choose to continue 
singing instead?**

I play guitar. I’m not very good. My brother is a really good guitar player, so in 
comparison, I’m really amateur, but I also play piano. I took piano lessons when I 
was a kid. I’ve just been [singing] the longest, and … I think you have much more of 
a connection with the music when you’re the instrument … I think it’s much more 
personal than [playing an] instrument as a vessel for your music.
 
**How do you prepare for all of your performances?**

I struggle with nerves a lot. And that’s something I’ve had to work on … I think the 
best way for me to cope with that is practicing … I just make sure that I have everything 
down, and I’m ready to perform it how I want to perform it, or else I’ll second-guess 
myself, and then I’m a nervous wreck. But I think just practicing and making sure that 
I’m prepared and confident in my ability, that’s the best way for me to set myself up 
for success.

**Do you prefer singing a cappella or with the band?**

With the bands. I think a cappella is very unique, [and] I really like the part of 
arranging my own music a cappella and getting to hear that [music] kind of come to 
life. But I prefer the style of the jazz songs, and I think you can have a little more fun 
when you’re singing with the band, because they’re kind of doing their own thing … 
[and] it’s not as structured. So I enjoy that about bands.

**How do you think your experience in Cloud Nine has changed after becoming 
the music director?**

It’s a lot more work. I have realized how much work the past music directors have had 
to do, and I have much more respect for them. It’s so much work arranging music and 
scheduling all of the rehearsals and scheduling performances. But it’s super rewarding 
to hear that translate into an actual group sound … Once you kind of hear the actual 
people singing it, it’s really rewarding. It’s very fun to hear.

**What is your favorite personal memory of singing in either Cloud Nine or in 
Jazz Ensemble?**

The jazz combo I did my sophomore year. It’s part of Jazz Ensemble, but it’s a separate 
[small group]. It’s usually just instrumentalists, but they asked me to sing with them, 
and that was super fun … it was a lot of work, but we ended up placing third, which 
is really good for the Ensemble Combo. I got the judge’s choice award. I just was very 
excited, and I felt very cool to be a part of their little band kid group … It’s all [really] 
good memories.

**What advice would you give to someone who wants to join an a capella group or 
become a band vocalist?**

I would just say find your style. I think it’s very easy, especially now and especially 
where we are, to try and conform to a certain style … And I think it’s best to just kind 
of find that [style] within yourself and not really see that elsewhere … Just staying true 
to yourself, especially in your music, and not trying to be someone else or stylistically 
sound like someone else [is important]. Find your own style.

Student artist of the month: Mia Dunlap ’26

From being first chair cellist in the PHS Orchestra to performing with the Heifetz Institute, Seigo Iwata ’26 immerses himself in the world of music. Iwata has been playing for 13 years, starting the cello when he was only four years old. He plans to bring his passion for music to college, where he will take the next steps in his music career. 

**What is your favorite part about playing the cello?**

I’d say my favorite part is probably chamber music, since I can collaborate with other people. [It’s] a team building kind of thing where everyone has to do their best, because if even one person slacks off, it’s bad.

**Who is your favorite composer? Favorite piece of music?**

My favorite composer is Gabriel Fauré and my favorite piece of music is String Quartet No. 2 by Mendelssohn. 

**What inspired you to start playing cello?**

My mom made me and all of my siblings play a musical instrument from a young age, and we had to continue it through middle school. I made a promise to my mom that if I didn’t like it, I would quit as soon as I went to high school. But then I went to Meadowmount School of Music, I was like, “Okay, I actually want to do this.” Around sophomore year was when I genuinely started to want to pursue music in the future. Mainly, that was thanks to the Heifetz Institute, where I was in a chamber group with two violinists. I got along really well with those people, and it really made chamber music fun for me.

**What was your experience like at the Tanglewood Institute?**

I was in the string quartet program last year, and this year I was in the orchestral program. It was really fun, but it’s a very intense program. It was over the summer for six weeks. I met all kinds of people. For string quartet, it was four hours of rehearsal every morning, from 8:30 a.m. to 12:30 p.m. with coachings. But then for the orchestra, it was only three hours of rehearsal in the morning. For the string quartet, we do two performances. We have one week to learn two or three string quartets and then play them. And then for the orchestra, you’d have three two week sessions.

**What makes the cello unique?**

There’s a famous saying that the cello is the closest to [the human] voice. I think that’s definitely kind of true because a lot of really famous somber pieces ... are written [for] cello. [These pieces] are all very heart wrenching pieces. And I think the cello is definitely the only instrument that ... can produce that sound. But there’s also a lot of drawbacks: we can’t play very high and can’t project as much. But I’d say it’s the most resonant out of the string instruments.

**What advice would you give to someone who wants to play the cello?**

If you want to play cello, I’d say you need to find a viable teacher because there’s so many things you have to get out of the habit of doing, even if you haven’t played an instrument. I played for seven years, and then I met a new teacher, I realized I’d been doing basically everything wrong. I had to completely relearn everything about how I played, and it really helped. 

**What is your favorite part about playing in the PHS Orchestra?**

I’d say my favorite part about playing in PHSO is the musical and the winter concert because  both are things in which we collaborate with parts of the arts department with.

**What is the most challenging part about playing with the orchestra?**

The most challenging part is working with the conductor. I’ve also talked to other musical professionals and ... they all said the same thing of whether the conductor will listen to you, and then whether the orchestra can pay attention to what you’re playing and match that. But it’s mainly the conductor who controls the orchestra. So, if the conductor doesn’t listen to you, you’re just on your own.

**Do you want to play any other instruments?**

I really want to play viola because you can play a lot of different types of music. The cello is great, but sometimes it’s not very useful, because sometimes you’re only given bass notes and things like that. On the other hand, the viola is kind of downplayed. But honestly, a good violist is insanely useful.

Photo: Charley Hu

Seigo Iwata ’26 practices his solo performance piece for the Winter Concert, “Le Grand Tango” by Astor Piazzolla.

Student artist of the month: Seigo Iwata ’26

Sofia DiGioacchino ’26 has always been surrounded by music. Her love for performing started young with the encouragement of her parents and their passion for theater and acting. Her confidence and wide range of singing styles have enabled her to perform on international and noteworthy stages. 
Currently, she co-leads a cappella group The Cat’s Meow, is a soloist for Studio Vocals, and is PHS Choir President. She recently toured with Studio Band in Europe.

**What’s it like singing a capella?**

I love it. I joined Cat’s as a sophomore. It’s such a different experience to create all the music yourself, which is something I never got to experience before Cat’s. A unique part of it is we arrange our own music. So that’s been a side of it that I really enjoy getting to do, now that I’m on the older side of it, I’m arranging the music and collaborating with the other seniors and things like that. It’s so much more fun to put on something you created. 

**How do you prepare for all your performances?**

I have a good ear, so a lot of times I’ve learned songs by playing it and falling asleep to it and putting an AirPod in my ear, because I like to think that subconsciously teaches you it. I don’t know if that’s true, but it works for me. I don’t even need to physically run through it. I just kind of learn everything by ear. I can multitask so I just have things on in the background. 

**How do you handle performance jitters?**

I just have kept performing. I don’t get nervous like I used to. I remember growing up my hands would be shaking. I’d be terrified to get on stage. But now I tell myself before I go on for anything, “Just keep your head on your shoulders, you know how to do it. It’s in your body, it’s in your bones.” And I think that confidence in yourself and preparedness, that’s a huge thing for me. Just knowing your stuff is the first step. Especially when things have really quick turnarounds, like for band, we turn songs around in like 12 hours. 

**Do you prefer singing to music or singing a capella?**

I prefer a cappella when it’s something I’ve written because I know it inside out. I prefer singing with music when it’s not, because there’s something so collaborative about all the instruments coming together in band. There’s something so fun about listening to one of my friends’ solos and then jumping back in. 

**What has been your favorite performance to date?**

This past summer we performed at the Umbria International Jazz Festival in Italy. It was so cool because this is one of the biggest jazz festivals internationally. People fly in far and wide to perform at this place. It’s kind of like Coachella. We’re getting escorted, there’s dressing rooms. We sound checked and you could tell it was professional grade. Then, we do the performance, and it was the biggest crowd I’ve ever been in front of in my life. You’re standing and there’s thousands of people. It was just such an unbelievable experience. I was so proud of myself because I wasn’t nervous. I was just settled with myself because I knew my songs like the back of my hand. 

**What experiences have you had going on tour at PHS?**

I’ve been so blessed to have the opportunity to be on three tours. First, I went on PJO two summers ago, my summer going into junior year. I got the opportunity really randomly. I was going to audition for band my sophomore year, but chickened out because my friend chickened out. [Bongiovi, one of the band teachers,] needed another vocalist at the end of that year, and pulled me aside after I performed in Cabaret for the choir. He was just like, “Do you want to go sing in Italy over the summer?” I was like, “What is that question? Of course!” That was a big turnaround and it’s the biggest blessing in my life. I made some of my best friends, I had the best time in my life. It taught me so much about myself, about performing, to introduce me to jazz which is now my favorite thing. 

For choir, I had so much fun. My roommates were great and I learned so much. We performed maybe three or four times and everything else was learning. And I have the incredible opportunity of going to Europe again next week, which I’m so excited about.

**Who’s your favorite artist at the moment?**

Amy Winehouse and Stevie Wonder. Both in their own ways set the blueprints. I just think that their music is just so perfect to me in both their own ways. It’s very different but I would say Amy more vocally, and Stevie, he broke the mold. 

**Are you planning on pursuing music in the future?**

I definitely am but I’m not applying for a major in college. Everywhere I’m applying I’m either looking at the vocal minor programs or the band, a cappella, choir opportunities that the schools have.

Sofia DiGioacchino ’26 sings “Creep” by Radiohead at Pfarrgemeinde Salzburg Christuskirche in Salzburg, Austria, accompanied by PHS Studio Band.

Student artist of the month: Sofia DiGioacchino ’26

Dancing has been important to Joselyn Winslow
’26 ever since she was young. Introduced to it by her
mother, Winslow has been dancing all the way until
and throughout high school, where she continues
to practice the art. At PHS, she not only dances for
the annual Black History Month assembly, but she
also continues to explore her passion for dancing
in her free time.

**What types of dances have you done?**

I did ballet for a really long time in high school,
but throughout my whole life, I’ve done hip hop,
tap, and contemporary dances.

**What is it like dancing for the Black History
Month assembly?**

It was really good to dance for the Black History
Month assembly, because I was dancing not only
for me, but I was also dancing for everybody
that’s [a part of] my culture. It’s also nice to show
other people my culture and our dancing style. To
prepare for the assembly, I practiced a lot in order
to achieve the tricks and moves.

**What does dancing mean to you?**

[Through] dancing, I am able to express myself
[and] be able to put how I’m feeling not in words,
but into my body … and also inspire others. It makes
me feel free in a different way and [allows] me to
show my feelings without being judged.

**How do you prepare for performances? How
do you normally practice?**

I usually stretch and listen to pump up music. I
would normally practice in a room that has [lots]
of space with a mirror. I’ve been practicing in my
room and literally anywhere.

**What is your favorite memory from dancing?**

I would say when I brought my best friend into
dancing. When I was a freshman … she wasn’t
really into dancing [before]. I think that was one of
my best moments to see her learn ballet.

**What are some challenges that you have faced
before, and how did you overcome them?**

A challenge I faced was just not wanting to go to
ballet practice. But, I have to understand that, this
is something that I do love, and it’s something that I
plan to do in the future, and I want to get better at.
So if I want to, I have to keep going at it.

**What do you consider the most challenging
about dancing?**

When you can’t get the counts, miss a step, or
mess up, [especially when] you’ve done it multiple
times. And technique is not too hard, but you can
do something perfectly well and then forget to point
your toes and have to redo it.

**What are your future goals with dance? Do you
see it continuing to be a part of your life after
high school?**

I know I’m going to focus on my major, which is
nursing and education. But I think that once I actually
have a secure job and money, I will become either a
dance teacher or a dancer again and have my own
studio. In college, I plan to pursue it in college as long
as it doesn’t interfere with my major.

**How has dancing changed for you over the years?**

I feel like dancing made me who I am today. If
I didn’t dance, I wouldn’t be Joselyn. I feel like it
sculpted me, in a way.
If you could share a piece of advice for rising
dancers, what would it be?
I would say, don’t quit, even if it seems hard or
annoying, [especially if it’s] what you want to do. It
makes you who you are at the end of the day. And I
think that you should keep pushing until you can’t
push anymore.

Student artist of the month: Joselyn Winslow ’26

A multi-talented performer since childhood, Konrad
Hedges ’26 has been dancing since he was three, singing
since the age of nine, and acting since sixth grade.
Now in his senior year of high school, he’s juggling a
cappella, theater, and auditions for college so he can
turn his passion into a career. Hedges plans to attend a
musical theater program to expand the community he’s
built around musical theatre, but still stand out with his
signature comedic style.

**How would you describe your comedic style in
acting?**

I think comedy is a genre that comes really naturally
to me. That’s something that’s sort of just ingrained in
my personality, which is why I often play comedic roles.
I also love dramatic roles, even though I haven’t gotten
a chance to play those as much. In musical theater
college program auditions, you have to do a comedic
monologue and a dramatic monologue, a comedic song,
and a dramatic song. The programs that I’m auditioning
for definitely look for dichotomy within a performer.

**How have you grown as an actor and singer?**

As an actor, you’re always growing and developing
your art. Acting is a very unique art form because you
get better at it the more you progress through life.
Acting is based on emotional experience, and unlike
dancing, your acting gets deeper and deeper the more
you age. In terms of technique, I’ve been training for
almost a decade now, and it’s really just consistency and
discipline that is gonna get you to grow more as both a
dancer and a singer, but it is your love for the art form
that will bring it alive.

**What was your experience doing theater in middle
school like?**

I met some of my closest friends doing shows at
Princeton Middle School, and I knew I always wanted
to be a performer, but doing the musicals at PMS really
solidified that for me. Just being able to work with such a
close, tight-knit group of people that were so passionate
about putting on beautiful and incredible productions
was so enlightening to me, and showed me the beauty
that was possible in theater, and really made me want
to spend the rest of my life doing it.

**What is it like to be a member of Around 8?**

Around 8 is so much fun. The social aspect of it
is just as important as the incredible performances
that we put on. I’ve gotten to know these people in
my a cappella group Around 8 so well, and I love
all of them so much. I personally thinkd you get to
know people in a way that you never usually would
by creating art with them, and I think that’s beautiful.
Joining an a cappella group at PHS is one of the best
ways to discover your own personality and identity
by creating art with others.

**Do you have any specific dream roles or musicals?**

Yes, I have a list. I’m so glad you asked. Here are
my top three as of right now: Anthony in the play
“I & You,” the baker in “Into the Woods,” and Oliver
from “Maybe Happy Ending.” “Into the Woods”
is phenomenal, a brilliant exhibition of human
psychology and behavior, and also just beautiful.

**What advice do you have for people who would
want to follow in your footsteps and go into that
same kind of career?**

Don’t follow in my footsteps. You can use me as
motivation, but focus on your own footsteps. Love
what you love and never be apologetic for it, put the
work in, be disciplined, and be consistent, show up
every day. If you do that, you will be great.
Where do you see yourself in the future?
I see myself hopefully using the art form that I’m
pursuing to make the world a better place. I really
think that musical theater is an art form that has
such a wide reach. So many people go to Broadway
and they love it. I really do think that musicals can
teach people to watch other people storytell, and that
allows them to empathize with people that they might
not ever notice. That is something that is incredibly
beautiful and powerful about musical theater. 

Student artist of the month: Konrad Hedges ’26

Nicole Lee ’26 has been immersed in
music for as long as she can remember.
Her passion for singing, particularly
jazz, began at a very young age. Over
the years, she has dedicated her time to
exploring music and honing her vocal
skills. Currently, she is a dedicated
member of PHS Choir, contributing
to performances that showcase talent
and passion for music. She serves as a
co-leader of the acapella group Cloud
Nine and a member in Studio Vocals.

**What inspired you to be a singer?**

I was part of a [program] called
Princeton Girlchoir outside of school,
so I wanted to try choir class in high
school because I wasn’t part of one in
middle school ... Apparently, I was told
I started singing before I could talk ...
so maybe when I was [around two], I
just always loved to sing.

**Will you continue to sing after you
graduate?**

I would definitely continue to sing
after graduating. I have a lot of interest
in college acapella groups because they’re pretty cool. I might try that out. But other than
that, I’m not sure if I’ll really pursue a career in music, although I really enjoy it. I think
it’s more of a hobby than a career.

**How do you prepare for performances?**

For choir, it’s a little more laid back. [We] just warm up together, and then we start
singing. It’s easier with the choir, but when it’s solo singing with a band, I usually [do it]
with my friend who’s with me. We warm up together in a room, and then we practice a
little. It’s a little more nerve wrecking.

**What singers do you look up to the
most?**

I look up to Ella Fitzgerald. She’s
amazing ... I just love [her] jazzy voice
and style, so I always try to replicate it,
but make it my own, of course.

**What is your experience like in your
a cappella group?**

I love my a cappella group. I’m in Cloud
Nine and I auditioned my freshman year,
and I got in my sophomore year, and now
I’m a co-leader because I’m a senior. It’s
so fun, and I always tell all my friends
to try out and audition.

**Can you describe a challenging piece
you have performed and how you
overcame it?**

There was this one song called, “What
a Difference a Day Makes.” It was my
audition song to get into Studio Vocals
and it has three key changes. It was
rough. It was really hard, but I did get
through it ... I had to sit in a room and
learn it.

**Do you find it difficult to balance choir with the other aspects of your school life?**

It’s not challenging because it’s just a fun class, I get to do it with my schedule, so it’s
like a break from the core classes [that] I take most of the time ... I always just try to get
[my work] done in school and [even] if I can’t ... I always find time to sing or practice
my pieces, because it’s fun for me and I actually want to do it.

**What is your favorite memory as a singer?**

This summer, I went with the Philadelphia Jazz Orchestra to Italy. We toured Italy, and
I got to sing with the band, and that was really fun for me. 

photo: Emily Kim

Nicole Lee ’26 sings “The Christmas Song” by Nat King Cole during Studio Band rehearsal.

Student artist of the month: Nicole Lee ’26

Ever since picking up the tenor
saxophone in elementary school,
Jonathan Ji ’26 has always been
captivated by music. As a member
of PHS Studio Band, he leads
the saxophone section, bringing
energy to every performance. He
plans to continue playing the tenor
saxophone in college, where he will
use music to further connect with
his community.

**How did you start playing the
saxophone? What inspired you to
start?**

I started playing in Cranbury.
We got to choose two instruments
for band, and Mr. Pollack was my
director back then, so I chose the
clarinet and the saxophone. And then
in fifth grade, I joined Cranbury’s Jazz
Band, and then went from there. I
got into Nassau Band II [in freshman
year and] I made Studio Band in
sophomore year.

**What is your favorite part or
memory of being in Studio Band?**

 I think being in the room backstage
at Abbey Road, since we went to Abbey Road for our recording twice during sophomore
year. And just sitting there, being right next to all these incredible technicians [was
amazing].

**Who’s your favorite jazz artist?**

I’m going to be a bit controversial here and say Laufey because I know a lot of people
say, “Oh Laufey isn’t jazz,” or whatever ... But I think that’s kind of missing [the] point
[of jazz] because, for one, jazz has developed so much that we can’t really just put it in a
box, like, “Oh, this is jazz, and this isn’t.” I think the fact that [Laufey is] making minor
two-five-ones cool again to the younger generation is already enough, even if she’s not
strictly jazz in that sense.

**What is the most challenging
part of your instrument or
playing with the band?**

The most challenging part of the
saxophone is that we are infamous
for having bad intonation, which is
everyone playing in tune together.
[It’s because of ] the way the
saxophone is made. Even if you
move your mouthpiece slightly in
and out, [it] will make the entire
section [sound] out of tune. I
would [also] say playing as a band
is just like blending our sounds
together, and sounding like a unit
[is challenging].

**What advice would you give
to someone who wants to start
tenor saxophone or join an
ensemble?**

If you want to join Studio Band,
just get good at sight reading.
Because as a band, the band
director will tell you. It’s very
transparent. It’s just two scales
and two sight reading pieces
to make up your score. If you
want to get into playing [the] tenor
saxophone, I would say listen to Sonny Rollins and [John] Coltrane. You should also
listen to all types of saxophone players, not just tenor players. You can gain ideas from
any saxophone [players].

**What is your experience on the school trips with Studio Band?**

Every other year, we have a trip, so sophomore year was my first trip. We’re also going
to five countries in December before our second tour. Besides that, we also go to different
places for competitions. There’s always a state prelims and state finals. And state finals
are [at PHS], and prelims is at some schools nearby. We also go to the National Jazz
Festival, which is in Philadelphia every year. I’ve been there three times, once in middle
school and twice in high school.

photo: Emily Kim

Jonathan Ji ’26 warms up for the Symphonic Band rehearsal.

Student artist of the month: Jonathan Ji ’26

Even with a busy schedule, Andrew
Kim ’26 always finds a way to pursue
his passion: singing. Kim began to
sing at the age of 10, and ever since,
music has shaped who he is. Through
years of choir and singing with his
acapella group, Around 8, as well
as Studio Vocals, he has grown and
discovered a supportive community,
helping him find his voice. He plans
to carry his passion with him to
college, where he hopes to join an
acapella group.

**How did you start singing?**

I started singing in elementary
school. It was a requirement for
Community Park. At first I didn’t
really think much of it. It was more
like my parents told me to do music,
and so I did it. But then going to high
school, this is where Mr. Metallo
opened my eyes to singing. I had so
much fun freshman year. And that’s
when I started doing more singing.

**Do you have any favorite songs? If so, what are they?**

We had a song for Studio Vocals. It was called “I’m Gonna Live Until I Die.” Even
though I just sang the bass part, like the supporting track, it was so much fun, and I
had an amazing time.

**Who is your favorite artist?**

Right now, I’d say Grant Perez. I really enjoy his music when I’m studying. It has a
nice, relaxing vibe.

**What is your favorite genre of music? Why?**

To sing, I’d say jazz. I think it suits my vocal range, so it sounds better. I [also] listen
to jazz, but when I’m doing work or exercising, I like to listen to pop.

**What is your favorite memory of being in the PHS Choir?**

My favorite memory is definitely going on the trip to Italy. We got to perform at many
Gothic buildings. It was so cool to sing with the university students. It was really cool
to embrace the culture.

**What is has your experience in
Around 8 been? When did you
join? What inspired you to join?
What is your role?**

I joined sophomore year. My sister
recommended it to me because she
thought I’d enjoy it, and I really do
enjoy it. This year I’m going to be
the music director, so I’ll be leading
the group. Usually we have two hour
rehearsals twice a week. We will
start off with getting to know each
other and catching up, then we do
vocal warm ups, and then, we get
into practicing our songs. We have
our back to school performance on
September 25, so we’re formulating
the songs we want to choose. We
usually choose by voting, so each
member gets to vote on songs they
like after hearing them.

**How do you balance school and
music?**

It’s important to be punctual
because when you have a lot on your mind, you can’t really focus on one thing since your
mind gets dragged around. Speaking from my sophomore and freshman year experience,
managing school and choir was not that big of a burden, especially because I didn’t take
that many APs. Junior year was when it really started kicking in, so I struggled a little bit.

**Any advice you would give to younger singers?**

I think [you] should just try it out and see how you like it. I think for singing, as long
as you like it, you can be good at it. I remember in freshman year, I really didn’t think I
was adamant auditioning for Around 8 because I knew that there were so many more
talented singers compared to me, but I’m glad I took that risk. And so I think for younger
singers, you should definitely take that risk, and have a little faith in yourself.

**Will you continue to sing after you graduate?**

I would definitely continue to sing after graduating. I have a lot of interest in college
acapella groups because they’re pretty cool. I might try that out. But other than that,
I’m not sure if I’ll really pursue a career in music, although I really enjoy it. I think it’s
more of a hobby than a career.

photo: Katherine Chen

Andrew Kim ’26 sings “Back to Black” by Amy Winehouse, one of the songs in Around 8’s repertoire.

Student artist of the month: Andrew Kim ’26 

Sheena Ash ’25 conveys her emotions
through singing and poetry. Being raised
in the rich culture of church, Ash was
surrounded by music and gospel throughout
her childhood. Now as an artist, Ash
channels her emotions into her art, hoping
to inspire others through the power of words
and melodies.

**When did you start singing and writing
poems?**

I guess when I was one [when] my mom
told me [that] I love rhythm, beating, and
patterns. But poetry, specifically, I think
middle school, right before COVID started.
I started exploring a lot with expressions
in general and different ways beside
storytelling.

**When did you realize that you were a
talented poet?**

I [realized] after my mom had read my
poem [which] I had submitted to the Until
Justice Just Is competition at the YWCA.
That specific poem had been written in
around 2024 and I modified it to fit more
of the prompt [for the competition]. I asked
my mom what she thought about this poem.
She read it, broke down in tears, and said,
“This is so raw, I can feel you through this.”
Even after the poetry festival, people [told]
me how much it moved them and how much
it changed their perspective on the world.

**Do you see your poetry and singing as
connected?**

For sure, poetry gives me the language
and the music gives me the feeling. When
I couple those two concepts, it creates this
powerful thing for me because I feel both of
those like they pick back off of one another.

**How do you think your poetry and
music reflect who you are as a person?**

I think it’s real and it’s deep. It really
articulates my heart. With singing and
poetry, I feel like I’m able to truly convey
a deeper version of myself and a more
complex version of myself.

**What specific themes or topics
do you usually perform?**

When I sing, I sing a lot
of contemporary songs.
I like rhythm, blues,
[and] jazz music.
Especially within the
Black community,
jazz, gospel, and
rhythm have been
an integral part
of [our] society.
I appreciate
the way it
allows us to
communicate
w it h e a ch
other. We
feel the
music
rather
than just
hear it.
What is your creative process when
writing poems or rehearsing for a song?
Sometimes I will ground myself, I’ll
step outside barefoot in my front yard
and [make] peace with the world. Other
times I’ll wake up, get home, sit in bed
and really think. [Then] I’ll pick up a pen
or a notebook and start typing out words.
I start with words.

Student artist of the month: Sheena “Angel” Ash ’25

William Ponder ’25 has been involved in theater and the arts throughout
his life. Starting at his church, then taking part in productions in middle
school, Ponder has found community through his fellow cast members
and an emotional outlet through his characters. In the future, Ponder will
focus his studies on psychology at Howard University, but he hopes to
continue performing every chance he can.

**What got you started in acting?**

I always loved acting. I started acting in the church; we used to do these
little musicals and stuff. When I got to middle school, I did every single
play and musical before COVID happened. I got to high school and I
was like “I would love to be in the play,” so I did all four plays and
I really loved it. I got to meet a bunch of really cool people and I
got to really lose myself in the character.

**What was it like to start participating in school
productions?**

It was a really fantastic experience. Ms. Cameron, the
drama teacher [at Princeton Middle School], made sure that
everyone, no matter how big or small your role, was having
a lot of fun. It was such a diverse and fun experience.
Your father is an artist — did he inspire you in any way?
Both my father and my mother are really creative. My mom
creates these really elaborate quilts and my dad is a painter, so
there were these days where my sister and I would sit down and they
both would present their pieces. They were also really encouraging
me and my sister’s creative sides.

**What was your favorite high school production?**

I would say my favorite was definitely “The Play That Goes Wrong.” I did it my
sophomore year and basically the premise of the play was we try to keep having the
show go on when everything’s actually getting messed up. Our setlight collapsed at
the end. It was very fun to be a part of. I was really close to my classmates because we
had to do so many stunts and trust each other.

**How do you handle nerves on stage?**

A lot of the time my classmates and I will do these special exercises where we all
try to get the nerves out of our system. Another thing that really helps is when I
get nervous I talk really fast, so when I’m on stage I try to calm myself down.
I just remember to breathe and just talk slower because slower will not be
as slow as it sounds.

**Are there any clubs at PHS that you joined that appeal to your
creative side?**

I’m in the Multicultural Student Achievement Network and something
we did this year was the Black History Month Assembly. I really think
we were able to show our true creative sides. There was a dancing club
and a fashion show so we really were able to put our own creative sides
into that.

**If you were to give advice to someone who wants to follow in your
footsteps, what would you say?**

I would say just march at the beat of your own drum. If it seems cringe
or embarrassing, it’s totally okay. I’d rather come off as an embarrassing
person but authentic than someone who’s trying to be someone they’re not.
Whatever makes you happy, you have to do that.

Student artist of the month: Will Ponder ’25

### 1776 - Harvard Bad Butter Rebellion

A rebellion over rancid butter. But the butter left more than just a rancid taste in Harvard’s students’ mouths, quickly turning into the United States’ first student-led protest. These tensions that soon evolved into larger questions about the student body’s relationship with administration have been a defining feature of student-led protests since.

### 1963 - Birmingham Children’s Crusades

Over 1,000 school-age children — ranging all the way from age seven up to age 18 — skipped classes to march on Birmingham’s City Hall to engage the city’s mayor on legalized segregation in Birmingham. Many of the children were arrested, sprayed with fire hoses, and attacked with police dogs. The crusade led President John F. Kennedy to publicly support federal civil rights legislation.

### 2006 - Walkout against immigrant policy

Driven by a proposed bill to make entering the U.S. illegally a felony, these protests in spring of 2006 saw events like “A Day Without Immigrants” bring business as usual to a halt. In Los Angeles county alone, 72,000 middle and high school students stayed home from school to protest immigration policy, and countless Latinx workers across the country stayed home from work, showing solidarity in their economic power.

### 1945 - Protesting McCarthyism and Censorship

Jumping nearly two centuries later, the Cold War has taken its toll on America and fears of the Red Scare abound. Started at Indiana University, the so-called “Green Feather Movement” targeted an attempt to censor a textbook mentioning Robin Hood due to his promotion of communist ideals. The students at Indiana University responded by dying chicken feathers green and spreading them throughout campus to represent the chicken feather in Robin Hood’s hat.

### 1970 - Kent State Protest and Shooting

On May 4, 1970, the Ohio National Guard fired upon students protesting the Vietnam War, killing four and wounding nine. Resulting from President Nixon’s announcement of expanding the war into Cambodia, the demonstration followed days of agitation and the burning of the college’s ROTC building, leading to nationwide divisions about the war.

### 2018 - March for Our Lives – gun control related

This month eight years ago, 17 high school students were killed by a fellow classmate in Parkland, Florida. March for Our Lives was one of the largest youth protests since the Vietnam War, with some 800,000 protestors in Washington, D.C., and nearly two million worldwide. They demanded gun reform, and survivors of the shooting used this platform to call for legislation.

Timeline of American student protests

Public schools maintain a balancing act between protecting student free speech and upholding order. Under First Amendment Rights, public school districts cannot explicitly support or oppose the sentiment of a given student protest, however they must shut down protests that violate or threaten safety or traditional learning.

Princeton Public Schools sets out clear guidelines on student protests that are found in the student handbook. While the district acknowledges students’ First Amendment rights to free speech and peaceful assembly, it states that walkouts, protests, and demonstrations are not school-sanctioned activities. Therefore, they are prohibited during instructional time or whenever they are deemed to interfere with school operations; violations of the Code of Conduct during protests can also result in disciplinary repercussions.

“Students definitely have freedom of speech, and we, in fact, encourage that, no matter where your political standing is. However, during instructional minutes, school rules apply, and that’s where we come in,” said PHS Principal Cecilia Birge.

The rules that PPS has established are similar to those in other school districts, with a common goal of balancing student protests with school safety.

“Our role is safety. The communication piece to school admin[istrators] is really so that we are aware of how to manage the safety aspect of it,” said Birge.

Yet, given these constraints, many student-led protests often result in disciplinary action for participating students. According to NJ.com, in 2022, an abortion-rights rally led by students at Hunterdon Central Regional High School in New Jersey resulted in aggressive verbal disagreements, damaged public property, and acts of physical violence between students who supported abortion and those who opposed it. Following the incident, administrators vowed to punish students and urged adults to set a better example for the youth. The incident at Hunterdon revealed how quickly a protest can turn from peaceful to chaotic, especially when parties with opposing views collide.

“If a protest on campus turns violent, then we can suspend students, we can call the police, so its consequences can be more severe depending on how egregious the violation is exactly,” Birge said.

Needless to say, not all student-led protests end in conflict. Some demonstrations have been successful due to their organization, structure, and how they were carried out. In 2018, the March for Our Lives movement led by students gained significant traction, drawing over one million attendees across hundreds of global rallies to demand better gun control policies. In the United States, protestors gathered in major locations like Washington, D.C. to promote their cause with nearly 2 million participants, making it one of the largest student-led protests since the Vietnam War anti-war movement in 1970.

Ultimately, the district’s priority remains in education, and if students choose to campaign, they should at least communicate with the school for safety reasons.

“I suggest [students] come and see us … I would require students to reach out to their parents so that parents understand why students are not in class,” said Birge.

Free speech vs. student safety

### Gen-Z Protests - Nepal

In September of 2025, Nepal’s Generation Z population led the charge on a nationwide anti-corruption protest that resulted in a complete political regime change. Lasting for only about a week, these protests quickly turned destructive, as protestors clashed with military forces, and governmental buildings were set ablaze. Political debates, elections, and polling were all held on the messaging platform Discord as a result of the censorship of other social media platforms, concluding with former Chief Justice Sushila Karki becoming the first female Prime Minister of Nepal.

### Anti-ICE Protests - United States (Minnesota)

In late January of 2026, over 30 high schools engaged in a nationwide walkout as part of student-organized “National Shutdown.” The protests arose as backlash after Trump’s administration enforced mass deportations that led to the deaths of Renée Good and Alex Pretti. Their walkouts and marches were not just symbolic gestures, but strategic disruptions aimed to force the country to acknowledge the human consequences of immigration enforcement. Since the protests, ICE has pulled 700 immigration agents out of Minnesota.

### Anti-Government Youth Protests - Peru

Following the impeachment of conservative Peruvian President Dina Boluarte in October 2025, decentralized protests intensified to challenge social and economic issues. Even after fellow conservative José Jeri took office, people continued to rally against the government’s instability and sharp uptick in crime. Amidst sustained public outcry, Jeri declared a state of emergency. Since then, protests and clashes between demonstrators and the government have continued, putting the seventh Peruvian president of the decade at risk of impeachment.

### Gen-Z Revolution - Kenya

Ever since the summer of 2024, Kenya’s young adult population has mobilized against nationwide issues. On June 25 of that year, hundreds of young Kenyans assembled at the Parliament Buildings in Nairobi. Despite the police’s usage of riot equipment, protestors stormed the Parliament Buildings upon learning that a tax increase bill had passed. More than 20 people were killed, with many more injured, leading Kenyan President William Ruto to respond by pledging to not sign the bill into law. Calls for Ruto’s resignation continued, forcing him to replace his entire cabinet with a mix of allies and opposition members on August 8th.

Current student protests around the world

Throughout history, students have played a crucial role in the progression of the Civil Rights Movement. Sit-ins, one of the most prominent forms of student protests, involved organized groups of people going to “White Only” spaces in order to call out the failed promises of equality.

Even though the students who participated in the sit-ins were young and still in school, their actions exemplify the fact that anyone can take part in protests to make a change, regardless of their age.

The most well-known of these sit-ins took place in Greensboro, North Carolina. In February 1960, four Black college freshmen entered a white-only lunch counter at Woolworth’s and endured the resulting harassment in protest. The sit-in movement inspired other Black college students across the American South to also take part, forcing over 100 lunch counters to desegregate by April.

With over 50,000 students taking part in these peaceful protests, communities and businesses were forced to confront the injustice, and contributed to the momentum in passing the Civil Rights Act of 1964.

The birth of the Student Nonviolent Coordinating Committee (SNCC), an organization that led fights against segregation through grassroots movements, is another testament to the role of student protests in the Civil Rights Movement.

Thousands of Black voters across Southern states were successfully registered through SNCC’s continuous organized protests, finally giving representation to citizens whose voices had long been forced shut.

Student campaigning has been invaluable to the Black Civil Rights movement, playing an important role in both current and future civil rights advocacy.

Student roles in the Civil Rights Movement

Winter Recap 2026

### Beloved ###
The house at 124 Bluestone Road is haunted. Everyone in the bleak, post-Civil War 
Cincinnati, Ohio of Toni Morrison’s “Beloved” knows it, and all but a select few avoid 
it. The ghost of an infant rages against the home’s inhabitants, “worrying [the] house 
into evil,” but not only that; each member of the house, only a few years free from 
enslavement, carries with them the malevolent spirits of their pasts.

There are few books that characterize a period in American history better than 
“Beloved,” published in 1987 but set in post-Civil War America. It follows Sethe, 
an escaped slave, and her daughter, Denver, whose home in Ohio is haunted by the 
malevolent ghost of Sethe’s dead infant. When a mysterious woman referred to only 
as Beloved arrives and begins to worm her way into the two women’s lives, unbidden 
memories begin to surface, and Sethe is forced to reckon with the atrocities of her past. 
“Beloved” is the story of a deeply complex female character who possesses not only a 
great capacity for love but also for violence, exploring the vast impacts of slavery on 
the human psyche through the vessel of the family.

Diving into the minds of people who have undergone some of the most brutal abuse 
imaginable is not easy, and Morrison doesn’t hold her punches. Sethe, a strikingly 
complicated and tragic figure, is a mother of four children, which shapes her identity 
and the abuse she encounters at the hands of her enslavers. The story of her escape from 
slavery while pregnant, recounted several times throughout the novel, is visceral; the 
description of the whipping scars that looked like “a chokecherry tree,” “red and split 
wide open, full of sap,” is only one of its many striking images.
 
As is appropriate for a novel about ghosts and trauma, 
“Beloved” is heavily concerned with the issue of 
memory. The past is revealed in small, recursive 
snippets of flashback from various perspectives; all of 
the characters forget or block out major aspects of the 
core events, making it difficult to piece together the 
full picture of what transpired. This nonlinearity may 
hinder a new reader’s ability to follow the plot, but it 
shapes the story’s atmosphere: “Beloved” is a ghost 
story, eerie and dreamlike, and the unconventional 
form makes it a reading experience like no other.

Though Morrison’s novel is set almost two 
centuries ago, many of the issues it examines are 
still relevant today. Learning not only the way that 
slavery in America affected women then but also 
the way that its psychological scars linger in America 
today is crucial to understanding women’s history in the 
United States.

### Jane Eyre ###
In 1846, Charlotte Brontë began to write “Jane 
Eyre.” She was 30 years old, and up to this point, 
most of her life had been spent moving from 
boarding school to boarding school, first as a 
student and then as a teacher. In this regard, 
“Jane Eyre” reads much like a narrative about 
Brontë’s own life: first an orphan living with her 
distant family, Jane is sent to an oppressive 
boarding school, where she eventually gets 
a job upon graduating, finally ending up 
working as a governess. Furthermore, in an 
event likely inspired by the death of Brontë’s 
older sister, Jane witnesses the aftermath of a 
typhus epidemic at her school, including the death 
of her closest friend.
 
Despite these parallels, however, 
and the novel’s original subtitle of 
“An Autobiography,” “Jane Eyre” is 
undoubtedly a work of fiction. Although it 
was published in the 19th century, it contains 
many of the modern novel’s conventions: a 
major reason for its popularity at the time of 
publication was its intense first-person narrative, 
unusual at the time but commonplace now.
 
As the governess for a young French girl at an estate called Thornfield Hall, 
Jane is drawn to the mysterious master of the house, Mr. Rochester. Inspired by the 
Byronic heroes Brontë read about in her youth, he quickly sweeps Jane off her feet. 
Trouble ensues, however, when strange occurrences begin to happen at Thornfield 
Hall, and Jane learns of the secrets he has been keeping.
 
Although a modern eye may not peg “Jane Eyre” as a radically feminist text — Jane 
never manages to break free from the societal expectations of a Victorian woman — 
many core beliefs of modern feminism are present in their prototypical forms. When 
Rochester proposes, Jane refuses to accept until he admits that she is his “equal” as 
a “free human being with independent will.” Brontë published “Jane Eyre” under a 
pseudonym, Currer Bell, in the hope that a more masculine name would help her 
succeed in the literary world. This proved wildly successful, and she was met with 
immediate fame. Though our society may have grown past strict Victorian ideas of 
gender roles, it remains important to read books by female authors — not just this 
March, but year-round.

Must-reads for Women's History Month

Valentine's Day mini crosswords

In late January of 2025, the students on the Cuba trip said their goodbyes to the island 
and embarked on the bus to the José Martí International Airport in Havana. On the ride 
there, our tour guide Sergei gave each student a personalized postcard as a parting gift. 
The front of the postcards were paintings by Cuban painters from the Museo Nacional 
de Bellas Artes, while the back had the title of a Cuban song, chosen specifically 
for each person. My song, “Una Palabra” by Carlos Varela, played through my 
headphones the entire flight back.

As an avid collector of vinyl records, I’m often trying to expand my 
taste through the $1 bins that line the Princeton Record Exchange, 
but the discovery of “Una Palabra” opened my eyes to a whole new 
realm of music. Ever since that day, I have been exploring more 
music in foreign languages as a way to dive deeper into the world 
of sound, better understand unfamiliar cultures, and practice a 
second language. Later that school year, after returning from 
Cuba, I started exchanging songs and albums with my friend, 
who recommended Mexican artists like the indie rock band 
Enjambre, the pop and ballad singer José José, a folk band 
called Los Tres Diamantes, and the metal band Red Ulalume.

Through my own exploration of Latin music, the first artist I 
found whose style really spoke to me was Rico Del Oro, an alternative indie singer from 
Durango, Mexico. His style blends country, crooning, and bolero, bringing his ancestral roots 
and his Texan upbringing to the Nashville scene. Rico Del Oro presents as a moonstruck 
cowboy, often telling stories about love, loss, faith, and the Western landscape. His debut 
album “Tauro” mixes Spanish and English in each track, with the only two written fully 
in Spanish being “Vida” and the titular track. His second full-length album, “Durango,” 
was released in 2024 and serves as a sequel to the former, including tracks like “Flora De 
Saguaro” and “Alacran.”
 
My interest intensified with Jeanette, a Spanish singer who rose to fame as a teenager 
in the late 1960s. Her soft and sweet sound captures romantic angst while maintaining 
the natural rebellion of youth, often featuring orchestral arrangements as well as an 
electric guitar, which Jeannette herself plays. Some of her most popular 
songs, such as “¿Porque Te Vas?” and “Soy Rebelde” appear in the 
movie “Cría Cuervos” (1976), for which she recorded the soundtrack. 
Facundo Cabral, a self-taught folk and protest singer from Argentina, 
was named a “worldwide messenger of peace” by UNESCO in 1966. 
Cabral was a self-proclaimed anarchist and “violently pacifist” according 
to an interview in 1972, and often wrote about individual and spiritual 
resistance against military dictatorships in Latin America. His ballads 
“Pobrecito Mi Patrón” and “Yo No Vendo, Yo No Compro” are two of many 
in his discography that demonstrate his non-materialistic philosophy and social 
consciousness.

As I discover Latin artists outside of mainstream American media, I continue to reap the 
benefits. My knowledge of Latin culture extends beyond linguistic subtleties, but through 
music delves into the many aspects that make up a complex culture.

Entering the world of Latin music

On February 8, millions of Americans huddled on their living room
couches to watch the highly anticipated Super Bowl LX halftime show,
starring Puerto Rican pop phenomenon Bad Bunny. With over 128
million viewers tuning in for his música urbana, his performance
became the fourth-most watched halftime show after artists like
Kendrick Lamar, Michael Jackson, and Usher. To many people in
the Latino community, Bad Bunny headlining meant more than
just quality entertainment: it meant representation on one of the
biggest stages in the world.

“Choosing Bad Bunny for this event shows that the U.S. isn’t
necessarily made of just stereotypical Americans. It’s made up of
immigrants, people from Puerto Rico and all the South American
countries. I feel like it kind of represented the Latin voice within
the American communities,” said Liam Clemens ’28.

From pava hats to the coco frío stand, the carefully fashioned
set was packed with symbolism intended to showcase the
beauties and hardships of Puerto Rican life.

“I’m Puerto Rican, so it was really cool to see,” said Elena Barreto ’27.

The setlist was also thoughtfully composed, with songs like
“El Apagón” highlighting economic and social struggle. “Lo
Que le Pasó a Hawaii,” performed with guest Ricky Martin,
evoked 1990s pop nostalgia in a heartfelt call to maintain Latin American culture.

“When they brought out Ricky Martin, I was surprised. I didn’t really expect it. It was
really nice to bring back some old culture,” said Clemens.

Despite an emphasis on his Puerto Rican heritage, Bad Bunny recognized all South
American countries and the immigrants making up Latino communities around the nation.

“Not only did he represent Puerto Rico really well, he represented all the countries,
and it made the whole Hispanic community feel recognized. Especially when he was
calling out all the South American countries, it made me feel shouted out. At least
for me, I come from Nicaragua, and not a lot of people know where that is, so it
made me really happy, ” said Annelise Narvaez Salgado ’28.

Considering recent tragedies with ICE agents nationwide, Bad Bunny’s
performance was a form of protest and a chance to send a message not just
Americans, but also to the world.

“With all the things going around with ICE and the danger and fear that we
have now, I found it really meaningful that they had a Latin artist up there
representing my voice and other voices in the community. Kind of giving
us a voice we don’t have,” said Clemens.

From the moment Bad Bunny was announced as the headliner in
September of 2025, politicians in the Trump administration made their
opinions clear. Ranging from hate-filled tweets to threats of ICE agents
at the stadium, the controversy and criticism surrounding the event
boomed in the media.

“They call it American football, and even people from the White
House were saying how it was a slap in the face to America. Having
Bad Bunny on stage despite the criticism was really meaningful,” said Michael
Caceres ’27.

At the end of the performance, Bad Bunny finished by holding up a football inscribed
with the message “Together We Are America” and a jumbotron displaying a quote from
his Grammys acceptance speech: “The only thing more powerful than hate is love.”

“Instead of just letting hate shut us off or shut us down, we should still keep going.
Instead of getting quieter, we should get louder. We should show people what we’re really
made of,” said Salgado.

Bad Bunny sends a message on the Super Bowl stage

Cheers & Jeers: February 2026

 On Thursday, February 12, Biology I students participated in the first Fermentation Festival at PHS. Organized by Science Supervisor Jacqueline Katz, biology teacher Alexis Custer, and Food Systems Literacy Coordinator Shannon Barlow, the Fermentation Festival was an opportunity for students to showcase the sourdough bread they worked on throughout the year as part of their new phenomena-based curriculum. 

   The festival displayed handmade sourdough bread to taste, along with posters that demonstrated the biological processes that the students learned through baking their own bread throughout the school year. PHS parents, students, and even local bakeries around Princeton were invited. Custer, the main organizer of the festival, came up with the idea of incorporating sourdough bread into her classes’ last year. 

   “Microorganisms are not visible to the naked eye, but you can see [it] with a sourdough starter, the rise and fall of the starter, and [the] taste [of] a loaf of bread,” said Custer. “[So] the students could go ahead and see what they’re learning in the classroom is applicable in their real, everyday lives.”

  In total, Custer’s students made over 300 loaves of bread, funded by a grant from the Princeton Regional Educators Association. After the success of this year’s curriculum, Custer has been working with Barlow to pilot a new food science program for autism classrooms starting next school year. The two submitted a grant to the New Jersey Department of Agriculture’s Farm to School Program, in which they were awarded $10,000 to develop the program and continue it for the future.

“What’s really nice about Princeton is [that] we can put our own unique flair on to the way that we teach biology that makes it meaningful to us,” said Custer.

Photo: Julia Li

​​Isabella Nitze ’29, Emma Hu ’29, and Yuwei Jiang ’29 present their sourdough findings.

PHS Fermentation Festival demonstrates new phenomena-based curriculum

On Saturday, January 31, the Princeton High School Math team held the first Princeton Math Tournament (PMT). Consisting of two divisions, the tournament drew over 450 participants from elementary and middle schools across New Jersey. 

  Led by tournament co-directors Maiya Qiu ’27 and Emma Li ’26, the PHS math team began preparation for the tournament in the summer. Though the event was originally scheduled for October, it was postponed until the new year due to scheduling conflicts with other major math competitions earlier in the year. 

One of the most crucial parts of the preparation was problem-writing, with volunteers consisting of PHS students, middle schoolers, and Princeton University students. The team wrote over 500 problems, though only around 100 were used for the actual tournament.

During the tournament, participants were split into two divisions — one for grades 6–8, and the other for grades 3–5. In teams of 1–3, students competed in four rounds: a sprint round, a target round, a puzzle round, and a team round. Near the end, PMT also organized an Estimathon, a competition based around estimating results to complicated questions, such as: What is the area in square miles of the smallest non-self-intersecting hexagon that encompasses all Ivy League schools except for Cornell and Dartmouth?

“The idea [with this tournament] was [that] we wanted to create more opportunities for students in the New Jersey area, to become more interested in math … work with other students, and work with math outside of school or outside of the classroom, and maybe introduce some interesting puzzles and ideas,” said Li.

In addition to the various puzzles, PMT also invited guest speaker Professor Dieter Kotschick from the Institute of Advanced Studies to speak with parents of participating students. Inspired by the German children’s book “The Number Devil,” Kotschick’s talk focused on the value in finding joy and fun in math, which he believed was especially important for young kids participating in the tournament.

“I wanted to … emphasize to the parents that it’s very important that kids have fun and enjoy mathematics,” said Kotschick. “They’re not just sequences of numbers. There’s a kind of natural beauty in mathematical concepts.”

At the end of the tournament, prizes were awarded to the best-performing students and teams, with the highest reward being $200 for the individual winner of each division, as well as trophies and plushies for teams that placed in the top three.

“The competition was really fun … the [problems] were pretty similar to what you’d see in other national competitions,” said first-place winner Aarush Moola, an eight-grader at Community Middle School. “I think it was a really challenging but rewarding experience at the same time.”

Help from sponsors provided much of the financial support needed for the tournament. A key sponsor was the Princeton Regional Education Association (PREA), represented by Malachi Wood, a French teacher at PHS. He assisted the Princeton Math Team in securing a grant of $1,000 from PREA for food and awards. Wood emphasized the importance of showcasing how PMT helped build the community in order to receive support from PREA.

Wood also stressed that teachers played a supporting role during the PMT, as the general operations were student-led. 

“The day of the tournament, [I saw] the students registering people, organizing things, preparing things … Inside the auditorium, they were organizing the students and asking them math questions,” said Wood. 

In addition to handling operations on the day of the tournament and prior preparation, student organizers also heavily focused on outreach through a variety of media in an attempt to get middle school students and teams to sign up for the tournament. While social media outreach helped spread the word about the tournament, cooperation with administrators from participating middle schools played the biggest role in gaining sign-ups.

  “We had more than 480 sign-ups, and then around 450 of them came. So it was actually an extremely high turnout rate of around 90 percent,” said Qiu. “We actually did not expect this many students to show up.”

After the tournament concluded, the PHS math team received both constructive and positive feedback from participants. The parent of contestant Mario Luo, a fifth grader at Johnson Park Elementary School, was one of the many parents that thanked the PHS Math Team for their organization after PMT concluded.

   “My son had a wonderful time and came home truly excited about the experience,” said the parent in an email to the math team. “I really appreciate all the time and effort you and your team put into this event. It [was] honestly one of the most exciting activities in the Princeton community.”

Due to the success of this year’s tournament, the math team has high hopes for PMT’s future. They plan to continue hosting it in upcoming years, next time more prepared for the large turnout.

“I was impressed by how successful it was. I think they were expecting 300 kids or so, but they got 400 … and everything was well run and organized, from what I could see,” said Wood. “There were some difficulties in running out of supplies and so forth … [but] they were really successful.”

Photo: Katherine Chen

Britta Du, Audrey Zhang, and Ahana Roy collect their awards as the second-place team in Division A of the Princeton Math Tournament.

PHS Math team holds first Princeton Math Tournament 

On January 12, 2026, PHS finance teacher Jason Pikul passed away at the hospital of the University of Pennsylvania at the age of 51. Born in Avenel, New Jersey, Pikul taught Personal Finance and Entrepreneurship at PHS since 2005. He also coached baseball on the middle school and high school levels. 

Pikul had a heart attack after involvement in a car accident. He stayed in St. Mary’s Hospital for two days before being transferred to the hospital of the University of Pennsylvania, where he passed away surrounded by his family. 

Before coming to PHS, Pikul was a financial planner and used the knowledge he acquired to help design a financial planning course to help students prepare for their futures. He always tried to stay at the forefront of current trends to ensure his teaching never felt abstract to his students. 

Business teacher Ashley Nussbaum spoke about Pikul’s captivating teaching skills.

“He was a tremendous storyteller…because he [knew] as a teacher you want to engage with humor and with your storytelling to make it tangible,” said Nussbaum. 

Pikul was also willing to work with students beyond just the classroom.

“I would meet with [Pikul] during lunchtime to ask him stuff like … ‘What do you think about some of these people in the United States, people in business’ ... [and] he would break it down for me,” said Tyler Lau ’27, a former student of Pikul.

Business teacher Allen Taskin, who was mentored by Pikul during the New Jersey New Teacher Certification Program, reflected on Pikul’s role within the school.

“He was incredibly helpful and considerate, always willing to share his extensive experience from 21 years in the classroom, offering practical advice, resources, or just a kind word to guide me as a new teacher,” wrote Taskin in a statement to the Tower. “His genuine willingness to pass on his knowledge and support will be treasured by me and our entire department. He will be greatly missed by our school community.” 

Photo: Prince Yearbook

Jason Pikul taught at PHS for 21 years.

Remembering Jason Pikul

This school year, Princeton Public Schools has implemented stricter guidelines on general financial practices. At PHS, the district placed an emphasis on addressing fiscal concerns related to extracurricular organizations such as clubs and community service organizations. Student have reported frustrations with the transition into the new system, citing concerns of unclear communication and complaints that students may need to pay fees out-of-pocket to continue their traditional activities, an expense many cannot afford.

Following the findings of the 2024–2025 PPS financial audit, Business Administrator Andrew Harris, who was appointed on July 1 of 2025, has been working with high school administrators and staff to implement the mid-year transition. As instructed by Harris, the audit team investigated and outlined financial concerns related to the Student Activity Fund, a financial account for use by student organizations. The details of the audit were presented to the public at the January 27 Board of Education meeting. 

Under the new procedure, clubs are required to receive prior approval for any purchases through the club fund using a district-regulated purchase order system. In the past, student club leaders bought from vendors directly and then sought reimbursement from their club fund afterward. Under the updated policy, the district will no longer permit reimbursements in most cases, as they will now make all purchases firsthand with vendors on behalf of students. 

Pride Unity Leadership Sisterhood Esteem club (PULSE) had planned this February to purchase items in bulk, such as baby bottles, clothes, and wipes to be donated to a Neonatal Intensive Care Unit drive, but faced an accessibility issue due to the new requirements relating to vendor approval.
 
“We wanted to use our club fund, because over the [past] year, we [have] been holding [canning] and Fall Fest hot cocoa fundraiser[s] ... but we were told that we can’t go to Target and purchase these items by ourselves and [still] get reimbursed through receipts,” said Secretary of PULSE Emma Dweck ’27. “We have to submit a proposal that takes about a month or two to review, and this prevents us from carrying out events in a timely manner.” 

Additionally, as recommended by the audit, the Business Office now reviews the purpose for each purchase to monitor overspending and discourage unadvised financial practices. While the office is still finalizing exact criteria, they claim that they intend to end consistent, non-essential purchases.

In compliance with state legislation, the revised system ensures that nearly all external payments are paid by means of check, and that the transaction takes place with a vendor that has been approved by the district. If an essential item is needed from a vendor that lacks the necessary documentation, a system of district approved indirect purchasing can take place; in this system, an organization’s staff advisor serves as the approved vendor, purchasing the item and receiving reimbursement from the given activity fund of up to $250.

In addition to ensuring compliance with existing legislation, these reforms were also designed to address issues related to financial disorder within extracurricular organizations. Within the past few years, several student activity funds have slipped into financial deficits. The Business Office plans to handle the deficits on its own, though it could involve working together with the organizations.

 “I think it’s appropriate for the business office to handle [the deficit], because you don’t want to put an additional burden on the students that may or may not have been here when the account went negative,” said Harris. “I think it’s up to us to figure out what we [are] allowed to do within our domain to make those adjustments, to bring them back home again.”

Feeling the direct impacts, club representatives are calling out the faults of the new system, while acknowledging the necessity of its implementation.

“The recent tightening of spending regulations [has] been somewhat annoying for student leaders of clubs,” said Vice President of the Class of 2027 Noah Lee. “It’s [a] longer process [but] useful [if you] time it right.”

All of the interviewed administrators and staff agreed that they are trying to address flaws with the new system. 

 “Connect with your advisors and be patient as we work through this process, [and] know that our goal is to ensure that you continue to operate and to serve your mission, and at the same time abide by the accounting rules,” said PHS Principal Cecilla Birge. “We take these things for granted because it was done smoothly before, but now in the new system, we’re running into hurdles at many steps in the process, but we’re working through them … We’re determined to get it right.”

Despite new changes, certain PHS clubs are learning to navigate the new requirements. After the new district-regulated order system took place, the Prince Yearbook temporarily lost the ability to purchase food for their after-school meetings. However, upon following district policy and communication with Harris, they’ve received approval for future spending for meetings. 

“Especially as we’re getting closer and closer to the deadline, it’s more and more work for everybody,” said Prince Editor-in-Chief Gayathri Kilaru ’26. “When [the Prince members are] all here pretty late into the evenings on Wednesdays, food is often an incentive, but it’s also a way to boost everyone’s morale.”

In his first year as Princeton Public Schools Business Administrator, Harris reminded students that change is not always easy, but was needed in this case due to the financial concerns the district was having. 

“Change is hard, it’s suggesting a new process, it’s moving on from the old and trying to integrate the new. We all recognized that this was going to be a challenge especially to do mid-year … but we felt it was necessary, given the results of the audit, that we adopt these new procedures as quickly as possible … I don’t foresee any [more] significant changes that I think the students are going to feel the impact of moving forward,” said Harris.


Photo: Oscar Kim


From left to right: Jack Kastellec ’29 shares information about Quiz Bowl club to Max Joseffer ’29, Ben Wang ’29, Matthew Craig ’29, and Skye Pinneo ’26 at the PHS winter club fair.

PHS clubs adjust to new spending restrictions and regulations

On February January 30, the Princeton Progressive Coalition, an alliance of progressive student groups at Princeton University, held a protest at Princeton University’s School of Public and International Affairs’s (SPIA) fountain, also referred to as the Freedom Fountain. Princeton University students, community members, and Princeton High School students gathered to protest against the U.S. Immigration and Customs Enforcement (ICE) and its recent actions in Princeton. They held signs that read “ICE Out” or “No One is Illegal on Stolen Land,” listened to different speakers from the coalition, and chanted phrases such as “the people united will never be defeated” as they walked along Nassau Street. 

Among the protesters were several PHS students, including Semira Schutz ’27 and Paloma Maya ’28.

“I wanted to join [the protest] because what’s going on with the ICE raids and everything, it’s totally wrong,” said Schutz. “People are getting taken away from their families, people are getting their fathers taken away, their children taken away, which is insane to me … It’s just not right. And that’s why we wanted to take a stand.”

For many PHS students, involvement in this protest was inspired by local activity. On Wednesday, January 15, during school hours, an ICE raid occurred a few blocks away from PHS. Agents were initially spotted near the intersection of Birch Avenue and John Street. In response, PHS administration decided to place the school in a shelter-in-place from 10:47 a.m. to 11:55 a.m.

 “Knowing all of these situations, the best way to manage it is for us to stay put,” said PHS Principal Cecilia Birge. “That allows authorities to figure out what is going on and then make sure that off-campus is as safe as inside the building.” 

Under federal law, immigration enforcement officers — like any visitors seeking access to a student or the school building — must present the required documentation. In ICE’s case, this includes a judicial warrant. Due to the lack of direct communication between federal agencies like ICE and the school districts, each school takes different approaches depending on their age group to keep students safe.

“If any person comes to [the] schools, it doesn’t matter if it’s federal immigration enforcement or other visitors … they need certain documentation to be able to access a student or come into the building,” said PPS Superintendent Michael LaSusa. “If they don’t have that, and even if they do say they have that, they have to report to the superintendent’s office so that I can verify whatever they are presenting and reach out to our board attorney to confirm that.”

Despite these administrative protocols in place for safety, limited information during the shelter-in-place led to widespread uncertainty among students. As a result, rumors spread quickly, especially after an ICE sighting was reported at Community Park Elementary School. Some students attempted to contact their families about the situation, while others were left guessing.
 
“It was just very confusing,” said Jane Berkery ’29. “Someone told me that they took a kid from [Community Park Elementary School], which was not true. They took the kid’s dad. And so … I was concerned because I [thought], ‘Oh my God, they’re going to schools.’” 

   Because information about ICE was only passed around by word-of-mouth, teachers were not permitted to directly explain to students the reason for the shelter-in-place. However, each teacher took necessary precautions to ensure the safety of their students. 

 “I was teaching my ESL class that period, so particularly amongst that demographic it was really upsetting,” said history teacher Dr. Katie Dineen. “So immediately, we continued the day as normal, but took every precaution we could to make sure not only our students were safe in the building, but safe getting home that day. So there was a lot of organizing, both within the school and with community organizations, to ensure that students felt safe.”

In the aftermath of the incident, students and teachers responded in different ways to protect and support each other. Jennifer Smolyn, a cross country and track coach at PHS, kept the track team running close to school, and required check-ins after their run to account for everyone’s safety. Jasmine Taylor ’26, a leader of the Anti-Afrophobia Club at PHS, organized a presentation on procedure in case of an encounter with ICE agents, and also distributed red cards listing legal rights that people could reference to minimize contact and conflict with the agents.

“It’s gonna affect you no matter if you’re a U.S. citizen or not … especially [people of color], they’re not going to check,” said Taylor. “I feel like a lot of people want to look away and you can’t really.”

The incident left many at PHS worried about the future as well as vulnerable immigrant communities, especially as ICE activity has increased across schools and neighborhoods nationwide. 

“I know how much this is affecting the families, how it’s breaking the families, how it’s affecting their daily life. They have no trust in the police or the hierarchies,” said Idania Rodriguez-Mejia, a Spanish teacher at PHS. “I’m living [in] fear … It’s shameful what’s happening and what our government is doing.”


Photo: Emily Kim

Paloma Maya ’28 holds up a sign as she supports a protest organizer speaking during the SPIA protest.

PHS students respond to ICE activity in Princeton

As February unfolded, the hallways of 
the PHS choir wing filled with the sounds 
of students singing in preparation for the 
PHS Spirituals and Gospel Festival in 
honor of Black History Month. The event 
highlighted the musical, cultural, and 
historical significance of gospel music as 
an American art form.

The PHS Gospel Festival aimed to honor 
the tradition while bringing students into 
direct contact with the music’s cultural 
roots. The performance took place on 
Thursday, February 12, in the Performing 
Arts Center, featuring all PHS choir 
students, five Studio Band members, and 
guest conductor Bishop Chantel Wright 
from New York University. Their combined 
effort resulted in a program that honored 
both the music and its tradition.

“I just love being able to sing a song that 
has meant so much to other people, [that] 
has an impact on so many things, and has 
such a big story to tell … I’m able to sing [it] 
with [so] much emotion, and with so many 
other people, and share the story,” said PHS 
choir member Aimy Solares-Zacarias ’26.
 
Gospel music originated from the 
spirituals sung by enslaved Africans, who 
blended their traditions with Christian 
hymns as a way to express hope and 
preserve their identity. The music reached 
its prime in the early 20th century and was 
shaped by composers such as Thomas A. 
Dorsey, who combined sacred lyrics with 
blues-influenced harmonies, creating the 
foundation for the choirs and modern styles 
heard today. Over the years, gospel music 
influenced other major American musical 
genres like jazz and served as a source of 
unity during the Civil Rights Movement.
 
“PHS Choir and Cantus both [did] their 
own sets [at] the concert and then all of the 
choirs, including Chorale, [sang] all four 
pieces … all together. So we call it the mass 
choir and we often have some community 
members from the Black churches in our 
Princeton community [and] they [came] 
and [sang] with us as well,” said choir 
director Sarah Pelletier.
 
The style of gospel challenged students 
to adapt to a different vocal approach, 
emphasizing tone, attitude, and blend.

“I think a big factor with gospel music is 
the attitude and the tone that you’re bringing 
to the songs, especially when there are large 
harmonies you want to be heard, but you 
also don’t want to stand out from the rest 
of your voice part,” said Alexis Brown ’27.

The event features a guest conductor 
who rehearses with the students and leads 
the final performance every year. This year, 
for the second in a row, PHS welcomed 
Bishop Wright.

“They’ve been rehearsing since we got 
back to school in January and so the music 
[was] in multiple parts. Sometimes certain 
choirs [did] certain parts and then it all 
[came] together. Then we [had] all the 
voice parts covered and so it [was] fun to 
finally get to put it together with Bishop 
Chantel Wright. That [was] the night before 
the concert,” said Pelletier.
 
A small group from the Studio Band, 
including drum set and rhythm-section 
players, accompanied the choirs. They 
practiced individually and with the choir 
teachers before joining in several combined 
rehearsals.

“I think it’s neat that the school has a thing 
like [the Gospel Festival] ... It’s a good way 
to get involved with your community and 
the music is really soulful,” said Studio Band 
member Zack Ware-Huff ’26.
 
For many students, the event was 
meaningful not only because of its distinct 
musical style, but because each song carries 
with it a unique story and history.

“Bishop Chantel Wright, she is all about 
community and bringing people together 
... This music is very religious … but even if 
you are not a religious person … this music 
can bring communities together, and that’s 
what she is all about,” said Pelletier.
 
Through this event, choir students had 
the chance to expand and diversify their 
musical skills while also honoring the 
traditions and long history of Black gospel 
music in America.

photo: Emily Kim


PHS Choir performs at the PHS Spirituals and Gospel Festival, joined by guest conductor Bishop Chantel Wright and members of Studio Band.

PHS choirs celebrate Black History Month with gospel celebration

Princeton High School’s very own Kelly Curtis ’07 
competed at the 2026 Winter Olympics, in the sport of 
skeleton. After previously making history as the first 
Black athlete to represent team USA in skeleton during 
the Beijing Olympics, Curtis returned to the Olympics, 
competing on February 13, 2026. In the process, Curtis, the 
top American in women’s skeleton, managed to finish the 
training runs behind first place by only 1.15 seconds. She 
ultimately placed 12th in the final rankings, demonstrating 
her resilience and perseverance in the sport. Outside of the 
sliding track, she serves in the U.S. Air Force World Class 
Athlete Program, which is an initiative designed to allow 
athletes to participate in elite events such as the Olympics 
while also remaining in the military. Additionally, her 
journey was also interrupted by the birth of her daughter, 
which sidelined her from the track.

### How did you initially start skeleton? What were your steps to getting to this level?

My father was the athletic director of Princeton High 
School in the ‘90s, and he left right before I entered high 
school. I think just that solid foundation of trying so many 
different sports and finding success in some and not in 
others ... I think that was foundational. And then in high 
school, I was known as a basketball player and I just ran 
track and field more so to stay in shape for basketball. But in 
college, I went and competed collegiately in the heptathlon, 
[which helped] also create another solid foundation of ... 
different skills. And after college, I was in graduate school 
coaching track and field in upstate New York. And that 
was close enough where I could go to Lake Placid for a 
combine. From there, I was invited to a bobsled driving 
school. At that driving school, I liked bobsled, but I didn’t 
love it. I saw skeleton and I tried it in 2013. [I] finished 
graduate school in 2014, went out for skeleton, but ended 
up joining the bobsled team in 2014 and then [I] went 
full-time skeleton in 2015.

### In between the Beijing 2022 Olympics and this year’s Winter Olympics, how did you and your team train or how did you work to improve from the last Olympics?

We do a lot of reflection, feedback, assessment, and 
then see what worked well in the past quad and see what 
didn’t. Hopefully, we can get some fundraising going and 
go into our research and development and have a little bit 
more of an edge going into the next [Olympic] Games. I 
think we were just outmatched these past Games by some 
of the technological advances of some of the well-funded 
countries.

### As a Staff Sergeant in the Air Force, you represent the U.S. in two very different uniforms. How do you balance serving in the Air Force and training and competing?

There’s really no way to completely balance something. 
Something is always needing attention while I’m giving 
attention to others. Especially trying to become an 
Olympian, a multiple-time Olympian at that, it’s not 
a balanced lifestyle. Everything is focused [on] these 
particular goals. [As a result], other things are on the back 
burner. I would say keeping up with family and friends 
had to take a backseat for this past couple of weeks. My 
family came out to support me and it was amazing, but 
I’m like, ‘I don’t want to be in any of the group chats’ [or] 
‘I’ll hang out with you guys after the games.’ Once you’re 
so focused on one thing, you have to give it everything.

And now, I can take the foot off of that pedal and I’m 
going back to doing everything that I need to do for the 
military and I’m right here at Aviano Air Base, so I’ll still 
stay up to date with everything that I need to do here. It’s 
a bit of an unbalanced act, I would say. It’s like everything 
towards one particular goal. And then once that’s done, 
then you reassess, you calm down, then you go toward something else.

Photo: Kelly Curtis

Curtis hurtles down the ice track at the Cortina Sliding Centre during the 2026 Winter Olympics, where she placed 12th.

Kelly Curtis '07 competes at the 2026 Winter Olympics

In the last three weeks, the United States saw 232 of 
its athletes — the largest U.S. Winter Olympic team to 
date — represent the nation in over 116 events across 16 
disciplines at the 2026 Winter Olympics. More specifically, 
the Seattle Times reported that seven of the athletes were 
foreign-born and another 31 are children to immigrant 
parents, highlighting the importance of immigration in 
American society.

Indeed, key components of Team USA come from foreign 
heritage. For instance, figure skater Ilia Malinin, known for 
his technical ability and moniker of “Quad God,” is the son of 
two former Olympic athletes who competed for Uzbekistan. 
Other examples include monobob bronze medalist Kaillie 
Humphries, of both Canadian and American descent, who 
competed for Canada at three Olympics before switching 
allegiances to the U.S. Similarly, gold-medalist figure skater 
Alysa Liu is also the child of a Chinese-American immigrant 
who fled the nation as a political refugee.

Unfortunately, an ongoing crisis both at home and abroad 
threatens to overshadow the brilliance of our athletes. The 
presence of Immigration and Customs Enforcement (ICE) 
personnel in Milan as part of the American delegation has 
sparked controversy globally. Although their presence was 
explained as a security measure, Italian officials have openly 
expressed their discontent with the presence of ICE onsite, 
drawing protestors to gather outside of the U.S. Embassy 
in Milan. Although athletes compete in the name of our 
nation, they face a difficult question: is this a nation that 
they want to represent?

For some, the answer isn’t that simple. Athletes like 
freestyle skier Hunter Hess have raised their concerns 
through social media. Hess explains that although he 
does wear the flag, he doesn’t identify nor align with 
developments in the nation. Similarly, fellow freestyle 
skier Chris Lillis expressed concerns with the actions of 
ICE, emphasizing how athletes on Team USA don’t wish 
to be associated with ICE’s actions. 

Looking beyond these concerns, Americans should 
reflect upon the Winter Olympics and the role that 
immigrants played in our success. When more than 
one-eighth of the delegation is composed of athletes with 
immigrant heritage, it’s hard to ignore the influential role 
that immigration plays in our society. Although these three 
weeks of competition might have been just entertainment 
for spectators, it represents the culmination of years of 
work and dedication from athletes. Regrettably, instead of 
supporting and celebrating these individuals who represent 
our nation on the global stage, our society is leaning toward 
turning against and ostracizing them. Despite the issues 
that America has been experiencing internally, our nation 
should offer support the athletes that sacrifice so much 
for our flag on the biggest stage of sports, the Olympics.

Immigration provides a channel of talent and diversity 
that American society has built itself upon. Despite attempts 
at hiding this fact through stringent enforcement, events 
like the Winter Olympics demonstrate the importance of 
immigrants in our culture. No matter how many differences 
we may like to draw, they fade when we watch our favorite 
athletes. In that moment, we become the same: Americans 
rooting for Americans.

The role of immigrants in the 2026 Winter Olympics Team USA

On February 8, the PHS Cheer team 
competed in the 2026 UCA National High 
School Cheerleading Championship’s 
Division I Intermediate Finals at Disney 
World, winning fifth place in the nation. 
Although this was the first time the team 
qualified for and competed in nationals, 
each cheerleader adjusted both their 
positions and schedules to accommodate 
extra practices in preparation for the 
competition.

“Everybody was just willing to make 
change[s]. … I was moved from one of 
the back stunt groups in the pyramid 
to supporting the extension,” said cocaptain Nava Brito ’26. “Everybody 
just had to be very flexible and change what their 
positions were to help the team.”
To the team, this win was the result of their effort and 
persistence in preparation for the event. After finding out 
that they qualified for the Large Varsity Non Tumbling 
division of the National Cheerleading Championship, 
and therefore had their season extended, the team had to 
overcome many obstacles.

“A few of the 
girls weren’t able to 
come with us, so 
we had to switch 
around part of our 
routine and ... [we]
tried to build up our 
skills even stronger 
because we knew this 
competition would 
be a lot harder,” said 
co-captain Suki 
McNulty ’26.

Competing at 
nationals in Disney 
World came with a 
hefty price tag, and fundraising for the competition was 
an important part of the preparation for the nationals to 
ensure they would have enough money to cover travel 
expenses, housing, and the entry fee. However, they were 
able to raise enough money by collaborating with local 
businesses. 

“There was [a fundraiser] at Buffalo Wild Wings. There 
was one with Nomad Pizza. There [was] one with the Ivy,” 
said Brito. “A lot of parents got involved [who] we were 
all incredibly grateful for, and I know that a lot of them 
reached out to big companies and businesses as sponsors, 
which we wore on the back of our shirts.” 

After raising the required $29,000, the team shifted their 
focus back onto preparing for the competition, working 
until the routine became ingrained in their memories. 
In the high-pressure environment of the competition, 
each cheerleader had to have every move memorized, 
as any individual mistake could cost the whole group’s 
performance.

“[During our performance,] we have to trust that we 
know the routine. A lot of times it’s easy to get in your 
head when doing a routine like this because there are a lot 
of parts that are hard,” said Brito. “You could do it in your 
sleep. So don’t stress and ... [don’t] overthink.”

Throughout the entire experience of competing and 
participating in the national competition, a common 
belief amongst the team was that it provided closure to 
an unforgettable season powered by togetherness and 
teamwork.

“Getting to be there with the team as our kind of final 
goodbye,” said McNulty. “It was a great experience to end 
this season off, and just stay together with the seniors."

Photo: Veronica Foreman
The PHS Cheerleading team completes their routine at the national tournament.

Cheer team places 5th at their first ever national tournament

The roar of the crowd fades around Jojo Vitaro ’26 as she takes a deep breath and 
steadies herself. As an oncoming attacker rushes toward her, Vitaro stands her ground 
and deftly steals the puck from the attacker with a well-timed sweep check. Seconds 
later, the clock rings and the PHS girls 
hockey team crowds around their 
captain as they celebrate a 7–3 victory 
against Lawrenceville, marking their 
third consecutive victory.

The ice rink was far from unfamiliar 
to Vitaro. She began playing hockey 
at five years old after her brother Nico 
Vitaro ’23 introduced her to the game.

“My brother gave a lot for his team 
when he was a freshman or when he 
was a senior; he played goalie for his 
team, even when he had never played 
goalie [before],” said Vitaro. “He 
sacrificed a lot for hockey and I look 
up to him for that.”

As a result of her family’s 
background in the sport, they 
became a source of inspiration for 
her passion for hockey. Still, she 
only rediscovered her passion after 
stepping away from the game for 
years to pursue a different sport, 
soccer. 

As Vitaro grew over the years 
after her return to the game, Head Coach Christian Herzog observed her growth 
as a player throughout her four years on the team. Specifically, Herzog emphasizes 
her importance as an honorable leader on the ice rink.

“She’s gotten better over the years positioning-wise — that’s a common theme 
within this team,” said Herzog. “She’s more trusted than she has been [in the past], 
and she earned that kind of trust.”

Furthermore, her attitude has also drawn attention from spectators. Herzog 
recalled others noticing Vitaro’s perseverance regardless of the outcome of the game.

“I’ve had colleagues of mine who come to see games, and even if we don’t [do 
well] ... they [say], ‘Hey, so I noticed 
a captain, she just doesn’t throw in 
the towel’,” said Herzog.

Similarly, her efforts have also 
been noticed by her teammates. 
Sophia Lee ’26, another co-captain 
on the team, emphasizes Vitaro’s 
willingness to be honest and 
communicative.

“A lot of people feel like they can’t 
give me feedback or that they’re not 
in the place [to do so],” said Lee. “But 
whenever the period ends, she’ll 
skate up to me, and she [says] ‘Hey, 
I’m just noticing this and this...’; then, 
I’ll do my best to correct it right away, 
and I honestly see that as one of her 
best qualities as a captain.”

Beyond her individual growth, 
Vitaro highlighted the improvement 
of the team as a whole throughout 
her career. Ever since Vitaro joined 
the team in her freshman year, 
she has witnessed the team make 
changes that allowed them to 
gradually improve.

“My freshman year, we lost all of 
our games,” said Vitaro. “Since then, 
we’ve had so much improvement ... We’ve won quite a few games this year and last 
year, and comparatively, we’re playing a lot better.”

Despite losses discouraging the team in the past and an 0–15 season in Vitaro’s 
freshman year, Herzog found that they were critical to the development of the team.

“You learn a lot more from a loss than you ever will from a win,” said Herzog. 
“Losses, which we’ve had plenty [of] over four years ... they create character.”

Vitaro recently committed to being a student-athlete at Tulane University. As 
she looks back on her time spent with the team, she cherishes every one of their 
moments together.

“Even though we haven’t been the strongest team in the past, it’s been worth every 
moment of stress, anger, and frustration,” said Vitaro.

Photo: Jasur Agzamov
After committing to Tulane, Vitaro feels proud of her improvement and looks forward to continuing her career in college

JoJo Vitaro '26: ice hockey

With foil in hand, James Huang ’26 stays focused as the match comes down to its final moments. His teammates hold their breaths, waiting for the buzzer to light up.
 
After several back and forths, Huang makes his final lunge and touches his blade to his 
opponent’s chest, taking the win. 

Huang was first introduced to fencing by his parents six years ago when they brought 
him to Medeo, a fencing club in Bridgewater. There, he began training with a private 
coach, Andre Zamlynny, who taught him the fundamentals of fencing. Together, Huang 
worked hard to improve his skills.

 “I remember in my sophomore year, I didn’t have much of a foundation in any other 
sport, but I realized that … with the knowledge that I had of fencing, I was able to 
continue progressing in the sport,” said Huang. 

Although fencing eventually became his focus, Huang’s mindset was shaped by his 
background as a rower.

 “[Rowing] really taught me how to put in hard work and dedication into a sport, but 
I think that moving on to fencing was a great choice, and I believe that it’s the right 
sport for me,” said Huang.

After working with his coach for three years, Huang joined the PHS boys fencing team 
in April of 2024, where Huang fit in immediately. Throughout his time on the team, 
Huang has inspired his teammates, serving as both a mentor and a leader. 

“[Huang] serves as a mentor 
[and] teaching role for me and many 
others in fencing, specifically foil,” 
said teammate Ethan Hu ’27. “He’s 
my head captain this year ... was 
my blade captain [sophomore] and 
freshman year. He was teaching me 
the ropes [and] showing me how 
things work.”

During his time on the team, the 
fencing program went through a 
difficult transition due to losing their 
prior coach, Sam Blanchard. While 
the team worked toward finding 
new coaches, Huang stepped up 
to help support the team and make 
the transition smoother for both 
teammates and the new coaches, 
Dr. Katie Dineen and Victor Lau.

“He wanted to make sure that I was around because they had recently lost their coach,” 
said Lau. “He was one of the first people to contact me … and [help] me learn the process 
of what coaching the team would be like.”

Although Dineen and Lau were new to the fencing program, Huang made a memorable 
impression on them. In particular, his understanding of the game helped the new coaches 
quickly acclimate themselves. 

“It was so helpful to have someone who knew which equipment we needed, how to 
set up the space, [who knew] the rules, and was willing to coach new players … I was 
just very grateful to have someone who cared so much about the program,” said Dineen.

In contrast, Lau already knew Huang before becoming a coach. Before joining the 
boys fencing team, Lau had Huang as a student.

“James was my student before I knew him as a fencer. So he’s a good student, first and 
foremost. He’s really enthusiastic 
[and] he loves fencing,” said Lau. 

This attitude has allowed 
Huang to end his career with a 
55–36 record. Through Huang’s 
many achievements throughout 
his career, he sees one particular 
accolade as his “greatest.” 

“My greatest accomplishment 
was making it to individual states, 
which means that I qualified 
among the top 50 fencers in New 
Jersey,” said Huang.

As Huang has a deep passion 
for fencing, this accomplishment
showed how much his hard 
work and dedication had paid 
off. After struggling earlier in 
his career, qualifying for states 
reminded him that putting in 
effort allows him to continually 
improve and succeed. 

As Huang’s time on the PHS fencing team is coming to an end, the lessons he learned 
from fencing will stay with him during his transition from high school to college.
“The biggest takeaway from fencing for me is that no matter how much hard work 
you put in, you’ll be able to get twice as much with other people supporting [you],” 
said Huan

Photo: Claire Yang
Throughout his time on the team, Huang has stood out as a key leader to both coaches and teammates alike.

James Huang '26: fencing

The murder of an innocent protester — or perhaps the wrangling of a domestic terrorist. It depends on who you ask. 


Following the shooting of Alex Pretti, Trump administration officials claimed that Pretti was an “armed suspect [who] violently resisted” ICE’s attempts to disarm him. The gun, it turns out, was just a phone — a fact only revealed as a result of a widely-shared bystander video.


We live in a time when our access to information has reached unprecedented levels. Yet at the same time, political rhetoric and its ability to misconstrue the truth can blind us from making our own objective judgments. 


It’s often only through bystander videos that the truth gets out. In the past decade, nearly every major protest movement has been fueled by videos filmed by normal citizens, often with shaky hands and without professional equipment. In 2020, 17-year-old Darnella Frazier was walking to a nearby grocery store when she witnessed police officers restraining George Floyd. Frazier started recording, and later that day uploaded the video to social media.


Had it not been for that video, the uproar in the wake of Floyd’s killing — and the conviction of Derek Chauvin, George Floyd’s murderer — may never have occurred: the initial police report by the Minneapolis Police Department simply described the death as a “medical incident.” As Governor Tim Walz of Minnesota later said “that video, I think many folks know, is maybe the only reason that Derek Chauvin will go to prison.”


As PHS students, we have two important duties when it comes to primary sources. 


First, we must acknowledge our own power to act as sources. It might feel as though we, as students, do not have the capacity to catalyze a national protest movement. But for Frazier, it likely seemed that way too. In reality, all it takes is the awareness and courage to press record and share.


Second, when consuming media, it’s imperative that we evaluate sources with a critical lens. In order to combat this rhetoric, we must trust the primary sources that we see — even when everything we hear from politicians flies in the face of what our own eyes tell us. It means staying true to our eyes, allowing interpretations to enhance understanding, not rewrite them. 
In the age of AI, this obligation has an extra step: sources purporting to be authentic have the potential to be doctored or completely AI-generated. Before wholly believing details from one post or video, we must cross-verify information.  


George Orwell’s warning in 1984 — “The Party told you to reject the evidence of your eyes and ears. It was their final, most essential command” — thus rings true today. The second we stop filming, and stop trusting, primary sources, we become complicit in this command. 

The power of primary sources

Elettra Mangone Unterthiner ’29 was first introduced to piracy after her friend recommended the website StreameX, a media library consisting of movies, TV shows, and anime series. 


“They just said it was a platform in which you can find any show, any movie, that is free without having to pay for it. And they didn’t mention any consequences,” said Mangone Unterthiner.


Mangone Unterthiner is not the only student who began pirating media in this manner, unaware of the consequences for artists. But after conducting her own research, she ultimately decided the idea of illegally sharing copyrighted content conflicts with her moral values. 


The decision to pirate, which often takes just a few clicks, raises complex ethical questions. Though piracy can offer a solution to consumers who have little affordable options to access desired content, it also represents little more than theft from artists who need money to continue their creative process.


In 2024, piracy websites accumulated over 216 billion visits, compared to 130 billion in 2020, according to the Guardian. The increase can largely be attributed to rising costs. In 2025, U.S. households spent an average of $70 per month on streaming services, a 45 percent increase from the previous year. 


The rising cost of entertainment, combined with stagnant incomes, has led so many people to turn to illegally sourced “free” entertainment that piracy has almost been normalized, no longer being viewed as theft. 


By raising prices, media companies are leaving customers in an ethical dilemma, where morality and affordability clash. While piracy is illegal, and can hurt artists, for low-income consumers and students, it’s the only affordable option to access media. 


This January, Spotify sued the shadow library Anna’s Archive for 13 trillion dollars over pirated data. Similarly, Bato.to, once one of the most visited pirating manga websites, was shut down by Japan and China on January 19, 2026. In 2025, piracy cost the anime industry over 30 billion dollars, and five billion to the comic book industry. However, with limited translations for manga, there are very few legal and affordable options. 


Piracy isn’t just a harmless shortcut — it is fundamentally unfair toward artists, authors, and other media creators. It’s no different from walking into a store and stealing a physical product off the shelf. Taking someone’s work without permission and payment is morally wrong. Musicians earn pennies per stream, and therefore rely on a lot of legitimate streams to generate an income. Authors rely on book sales to fund their needs and future projects. 


Ultimately, media piracy has turned into a systemic issue rather than a legal one. Though the cost of entertainment has risen, the fundamental need for it hasn’t changed. The responsibility, therefore, does not only fall onto the shoulders of the consumers, but also to the greedy industries that continue to increase prices in this unaffordable economy. Corporations have the power to balance pay and accessibility for creators and consumers alike, yet persist to prioritize profit over fairness. This doesn’t justify piracy, but reveals an uneasy truth: until industries stop treating customers like endless revenue streams, pressures driving people toward illegal pirating will continue. 

The morality of piracy

With the blizzards that have recently swept across the East Coast, many families in Princeton are experiencing the wondrous joys of snow. For students, a snow day usually means sledding, building snowmen, and avoiding the roads if we can help it.


Eventually, the weather warms and school starts again. The snow melts into gray slush, which eventually freezes into ice that coats sidewalks and roads. Without proper removal, walks to school or a commute to work can become extremely hazardous.


According to guidelines from the United States Environmental Protection Agency, common methods of clearing ice and snow are ice salt and gas-powered snowblowers. Although these may seem like easy and effective solutions, they pose a hidden threat to the environment. 


According to The Conservation Foundation, just a teaspoon of road salt is enough to permanently contaminate five gallons of water. Salt on the road seeps into the ground and erodes the soil. In local bodies of water, higher salinity causes harm to fish, amphibians, and plants. Additionally, gas-powered snowblowers emit carbon dioxide, becoming another source of greenhouse gas that exacerbates climate change. There are alternatives, but individuals are overreliant on these environmentally damaging methods. 


One simple alternative is a cheap and accessible mixture of rock salt and water, called brine. Brine can be poured before a storm to stop snow from sticking to the pavement. The solution also melts ice faster compared to road salt, as traditional salt requires contact with liquids in order to activate and thus is slow-acting. As Landmark Landscaping finds, brine contains 75 percent less salt than traditional rock salt. A simple salt solution leads to far less environmental contamination while still serving its purpose.


While using a snowblower is certainly more convenient, we have the option to protect our planet by simply shoveling snow ourselves and avoiding unnecessary pollution of the atmosphere. It can be a pain in the butt, for sure. But if it means protecting the beautiful world around us, a little bit of extra leg work is nothing at all.


The next time you wake to a dusting of snow on your windowsill, mix up some brine and head out to shovel with your family — the local ecosystems thank you.

Photo: Emily Kim

An icy sidewalk near Princeton High School.

Responsible snow removal

For many high school students, life is a never-ending list of tasks — solving calculus problems, in-class essays, and attending sports practice — then going home to complete more homework. Amidst the stressors of the day, students often seek a mental break in between classes or after school, which usually means opening up Instagram or TikTok for a quick dose of entertainment.


The problem is that social media for “entertainment” doesn’t only consist of funny cat memes. Our For You Page also covers wars, school shootings, climate headlines, political outrage, and comment-section arguments. In ten minutes, you can absorb twenty separate crises, most of which you cannot solve, or even understand at the moment. The more you’re fed problem after problem, the more your brain starts grouping them as one message: the whole world’s on fire, and you’re a spectator. 


This vulnerable, spiralling feeling that you experience after an onslaught of pessimistic information is aptly titled informational learned helplessness (ILH). Coined by Northwestern Professor Erik Nisbet after the COVID-19 pandemic, it is a form of learned helplessness that trains the brain to accept unfavorable scenarios given an information overload. As stress piles up after the day’s social media marathons, it starts to feel as though the world’s crises are permanent, and any action to address them would be futile. 


It may seem that there are no ways to address these overwhelming issues, and it’s easy to fall into overwhelming feelings of distress that damage long-term mental health. To combat ILH, remember that it is triggered from  conscious consumption of information — some positive, some negative, and some inaccurate. We cannot control the course of global issues, but they can control the amount of time they spend passively scrolling through them. Self-limiting screen time, reading one positive article a day, and spending study breaks with family or friends are easy ways to realign with the present. Simply discussing real-world issues with others can feel clarifying, and can help sift through some of the misinformation accrued from our screentime. 


If a particular issue sparks passion, put down the phone and redirect energy into finding community and working towards small-scale change. Within PHS and in the broader Princeton area, there are a plethora of volunteer opportunities for people to make a difference. While collecting items for food drives or decorating cards for Alzheimer’s patients alongside their classmates, teens can feel the tangible emotional benefits of forming connections within a divided world.


Although informational learned helplessness is difficult to combat in our current media climate, our purposeful choices can help overcome it to benefit both our personal wellbeing and local communities. No matter how paralyzed you may feel, the most important thing is to stay grounded in our humanity and keep moving forward.

Beating doomscroll depression

In trading plush leather seats, 50-foot screens, and buttery popcorn for the comfort of their couches, society has exchanged the magic and human connection of movie theaters for instant gratification. Younger generations are frequently written off as dopamine addicts with low attention spans, though we often reject the label. The same mindset is now infiltrating the cinema industry. Movie theater consumption is rapidly decreasing — in December 2015, box office revenue reached $1.3 billion dollars, and only 10 years later, this number has plummeted to $517 million. Although streaming services offer convenience and affordability, movie theaters provide a superior emotional and social experience that cannot be replaced. 


Beyond the entertainment factor, going to the movies can strengthen both human connection and one’s mental health. Although streaming services like Netflix offer cost efficiency and convenience, they simply cannot replace the theater’s sense of community. Applied Consumer Neuroscience Labs explains that when people watch films that are more engaging, like when it is in a theatre, they report feeling stronger interpersonal bonds, likely due to the triggering of a neurobiological response involving endorphins. In other words, watching a movie in a theater can actually bring people closer together. Similarly, cinema therapy has also become a respected coping mechanism recommended by therapists to help patients release their emotions. The English Longitudinal Study of Ageing finds that people who attend monthly exhibitions, theaters, or movies, were 48 percent less likely to show symptoms of depression, demonstrating how in-person screenings can have a positive psychological impact. Ultimately, going to the movies is both a way to enjoy film while also strengthening emotional well-being and personal connections.


One of the most important factors that attract people to the theater is the immersive experience. In a theater, viewers are surrounded by a massive, high quality screen, expensive sound systems, and a dark room that is specifically designed to eliminate distractions.  The results indicate that theaters are not just crowded rooms with big screens, but environments designed to maximize the opportunity for an engaging experience. 


Despite these advantages, it is important to consider the impact streaming services have had on viewing habits. Some may argue that streaming services, with their flexible schedules and lower costs, are more practical for busy families. According to a 2020 Statista survey of American adults, only 14 percent of adults said that they strongly preferred seeing a movie for the first time in a theater, and 36 percent said they would much rather stream the film at home, demonstrating how accessibility plays a large role in attracting people to streaming services. These platforms tend to offer a variety of movies at a lower price compared to the cinema. For example, one cinema trip to watch a movie at the AMC may end up costing more than a monthlong subscription to a streaming platform where users are granted a diverse catalog of shows and movies to choose from. In spite of the specific advantages streaming services provide, going to the theater still offers a real connection, an enthralling atmosphere, and mental health benefits while giving people an opportunity to experience new things by breaking their usual routine. The convenience of streaming services often comes at the cost of creating meaningful connections through shared experiences. 


Streaming services are gaining popularity for good reason, but young people should not ignore the connection, community, and powerful storytelling that can only happen in a movie theater. As digital entertainment continues to expand, it is important that we keep its purpose in mind: not a brain-numbing, passive escape, but rather, an opportunity for cultural and social rapport. 

Graphic: Fangwu Yu

In this 2019 Showcase Cinemas Theater study, movie watchers rated theaters and home viewing on multiple aspects of enjoyment based on if they were satisfied with the quality. Theaters dominate in every aspect of movie viewing compared to at home.

Don’t forget about movie theaters

**The Tower asked Princeton High School students for their opinions on recent activity of Immigration and Customs Enforcement (ICE) both locally and on a national scale. Here’s what they had to say.**

### I am Guatemalan, I am human, and I am not going anywhere

I am Guatemalan. And I am proud.

I do not believe deportation is wrong. I believe the intention behind it is what has gone off track. 

There is nothing wrong with protecting a nation. But there is everything wrong with tearing apart innocent families in the name of it. I do not agree with deporting children who have known no other home. I do not agree with deporting mothers who rise before the sun, who clean, who care, who labor so their children might dream bigger than they ever could. I do not agree with deporting a man who works harder than most, who pays his taxes, who contributes to an economy that runs on the sweat of his back, doing the jobs that no one else will stand in the sun for ten hours to do.

Deport the predators. Deport the violent. Deport those who break the law and bring harm. But to deport a human being simply for the color of their skin, the accent in their voice, the pride they carry for where they came from? That is not policy. That is cruelty dressed in procedure. And it is dishonorable to the very idea of what America claims to be. 

I do not need to call myself American to know I have built this country with my own hands. I do not need a plastic card to remind me I am human. And I should not need one to prove it to you. We are watching millions of dollars evaporate. Farms emptied. Hospitals understaffed. Buildings unfinished. Crops left to rot in the fields not because Americans won’t work, but because the workers who fed this nation have been cast out of it. And still, the lie continues: that we are takers. That we are invaders. That we are less than. But we are the ones holding this country up. And if they tear us down, the whole thing crumbles. 

I am not asking for pity. I am asking for sight. See the mothers. See the fathers. See the children who only know this land as home. See the hands that feed you, that heal you, that build the walls around you.

This path we are on will not fix America. It will divide it. It will hollow it out from the inside.

I am proud of my culture. I am proud of my language. And it is not a crime to know more than one — it is a gift. One that built civilizations long before borders existed.

I am Guatemalan. I am human.

And I am not going anywhere.

Anonymous ’26


### ICE is necessary to uphold the law

In my opinion, ICE is doing a good job. Why is it okay for people to enter this country illegally? Don’t get me wrong, the shootings of the two people were unacceptable, but why is it acceptable to enter this country illegally? The clowns that are in outrage against ICE think it’s okay for people to come in illegally? Are we serious? Supporting illegal immigrants means they are supporting those breaking the law. Ironic, isn’t it? But they call us Republicans the bad ones. The law is the law. Illegal immigration is ILLEGAL. Trump is doing a great job in office in all ways, and especially getting rid of people breaking the law. Finally someone who enforces the law. Actually do real research instead of reading and falling for this liberal propaganda. No one is above the law; if you travel to America illegally, you are breaking the law. Why get annoyed at ICE when they are enforcing the law? The issue is not ICE; it’s the bad border controlling letting these illegals in.

Anonymous ’27


### ICE’s expansion attacks our freedom

I am appalled by the recent loss of innocent American blood and the repressive, systematic raids, even coming perilously close to PHS. We must take steps to stand against actions that intimidate our neighbors.
An agency for legal immigration enforcement is necessary given the current crisis; its creation, per se, is a step toward curbing illegal immigration. However, its recent expansion has led to a direct attack on our freedom and constitutional rights. 

While local governments are rather powerless, they must foster a good atmosphere and relationship within communities, condemning these illegal activities in their districts. The American people must find a common denominator despite polarization. Are slaughters and systematic illegal deportations not enough for us to unite? Our local representatives and governments must support our rights and the Constitution to protect the weakest in our society.

Anonymous ’27





### Immigration enforcement delivers justice

I think what they are doing is great; people didn’t follow the rules and they should come to the country the right way. Because they are illegal, it’s expected that they have the risk of getting deported. On the other hand, I think the fact that people are getting hurt is upsetting, but if you play stupid games, you win stupid prizes. 

Anonymous ’28

### ICE’s activities threaten our safety
 
I believe ICE’s recent activities, both nationwide and in my community, raise huge concerns about fairness, safety, and the treatment of immigrant families. The recent aggressive enforcement and highly visible operations seem to create a lot of fear and uncertainty, especially for people who are trying to live normal lives. When people are aware that the shade of their skin can have them arrested or shot, they are entirely unlikely to venture outside and contribute positively to their community. I feel that when people are afraid to interact with schools, healthcare, or law enforcement, it weakens trust between individuals and makes communities less safe. 

Local governments must be held more accountable in order to effectively protect their residents’ rights, promote transparency, and make sure policies reflect compassion as well as maintain public safety. Overall, it is important for everyone to support more humane and balanced approaches to immigration enforcement.

Anonymous ’29

### Immigration enforcement respects legal immigrants

Personally, the idea of ICE and ensuring people are here legally is overall a good idea. Unfortunately, even though many illegal immigrants work and pay taxes, it would be unfair to the immigrants who came here through the legal process. Nonetheless, I do not agree with the way they hire ICE agents, as I feel it is too easy to become an agent. Hardworking “illegal immigrants” should be given a chance and at the least a fine for entering illegally, but criminals should be deported with no questions asked.

Anonymous ’27


### ICE maintains order and security

I support the recent activities of U.S. Immigration and Customs Enforcement because I believe enforcing immigration laws is an important part of maintaining national security and public safety. Nationwide, these efforts show that federal laws are being taken seriously and applied consistently. In our community, increased enforcement can create a sense of order and accountability, reinforcing the idea that laws matter.

Anonymous ’26

### Corrupt authority warrants resistance

When the Gestapo invaded towns during its 1944 occupation of Italy, churches would ring their bells to let people know they weren’t safe. Princeton needs an alarm system. Have the churches ring their bells, send us a text message notification, just SOMETHING to let people know that they are not safe.

And once people are notified of ICE’s presence, the police need to be on these ICE agents until they are OUT.

The students of PHS didn’t spend 15 years learning about injustices and corrupt authority to sit back and turn a blind eye when the same things actually happen in real life.

So remember the mothers, remember the fathers, and remember the children whose lives have been affected by the kidnapping of loved ones and the fear that they will be next. Princeton should be the example for change, not the example of hesitance. Fight ICE. VIVA LA RESISTENCIA!

Anonymous ’26

### ICE is unconstitutional

Disgusting,   inhumane,   and   unconstitutional. Immigrants are what make America great. If you are looking to only deport “Illegal Felons,” start with the president, a felon, and his wife. Not American citizens.

Anonymous ’29

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