For over 50 years, the EPA has been responsible for ensuring that American air and water is safe. December 2, 1970 marked the inauguration of an agency that has unilaterally brought monumental benefits to the American quality of life — from tackling forever chemicals like PFAS in our water to working with global partners to fix the growing gap in our ozone layer. The EPA is the one agency to which we can attribute tangible change and benefits for Americans across all strata of life. Because the environment doesn’t discriminate — regardless of social status or party line, a warming atmosphere chokes everyone equally.

Yet now, the EPA’s mission has shifted significantly, and politics has entered the arena of environmental protection in a way never seen before. The EPA’s mandate has been warped and its authority diminished. EPA Administrator Lee Zeldin has openly reframed the agency’s purpose, saying that the agency now aims to “lower the cost of buying a car, heating a home and running a business.”

Let’s be clear: the EPA’s job should not be to make buying a home more affordable. It should be to make sure that our homes aren’t poisoning us, and our cars aren’t producing emissions that burn our lungs. The EPA, by its principles set out in Rachel Carson’s “Silent Spring,” ought to operate separately from the free market. Capitalism already does well enough of a job of cutting the most corners and finding the cheapest solution possible, often at our expense. We must not forget the impetus of Carson’s novel: that the toxins released into our environment are often invisible to the naked eye, yet their effects are very real on the human body.

These changes couldn’t come at a worse time. With the global AI boom, the United States is quickly becoming the nexus of new data centers to power massive AI engines. And this all comes at a harrowing energy cost. For the first time in over two decades, electricity demand is on the rise again. Now more than ever, we needed the EPA to step in. To regulate and to fulfill its initial mission set in motion by Carson’s book. 

The changes at the EPA are supposedly part of a broader campaign to put America first. Yet taking a step backwards in energy regulation does anything but and betrays the American people. A systematic gutting of the agency by firing scientists, cutting funding, and staffing industry lobbyists cripples the agency’s very foundation. Through the elimination of regulations like the “Good Neighbor Rule,” a policy which mandated states to address pollution drifting across borders, the EPA essentially absolves corporations of any accountability for the toxins they create. Federal changes affect New Jersey and Princeton directly — dirty air minds no borders, but neither should our resolve. We must urge our lawmakers to put the climate agenda first, for both our lives and our livelihoods.

As PHS students go out to vote, make the environment a top issue on your ballot. Because while the economy or education could seem important, none of it matters when our health is being directly undermined. It is an invisible virus with lasting afteraffects. Remember that your fight matters, and it has tangible consequences for your community. In the absence of clear, concrete, and measurable regulation, it is time we realize that where Washington D.C. has stepped away, Trenton must step in.

It’s beginning to look a lot like...a climate crisis

“I’m going to community college!”

Whether in response to a college rejection or a bad grade on a math test, these common, sarcastic jokes frame community colleges and other high-accepting schools as last resorts in an academic career. These jokes only work because we have collectively decided that four-year, name-brand universities sit at the top of the pyramid while everything else is a step down. However, constructing a culture, whether intentionally malicious or not, in which community colleges are placed at the butts of jokes and looked down upon causes students undue stress and shame while leading people to overlook their benefits. 

In the long span between September and April, we hear about many college acceptances publicly announced through Instagram posts and merchandise. These moments should all be treasured as celebrations of hard work finally paying off, yet they are often scrutinized, spiraling into unsolicited discussions around an applicant’s portfolio and abilities. For many, attending community college is the most realistic and affordable path to receive higher education, costing, on average, one-third of in-state tuition at four-year universities. For others, community college is where their parents earned degrees after immigrating, working multiple jobs, or returning to school later in life. When we decide to make a mockery out of these institutions, we are not just insulting the institution; we are reinforcing elitist values and disrespecting the effort and sacrifice behind the people who walk through those doors in the hopes of appealing to something greater.

Of course it’s okay to have different standards based on our unique circumstances. However, our words don’t exist within a vacuum — they are heard, echoed, and internalized by countless others beyond our initial milieu. We don’t know who will hear our words and how they will interpret it. Referring to a school as “mid” or joking that you are committed to a low-ranked school simply tells those who choose to attend these institutions that their goals, finances, and futures are worth less than yours. These harmful remarks ultimately instill an elitist mindset into PHS’s culture, not only discouraging disadvantaged students but also perpetuates a stressful environment for all college applicants.

You never know how life will turn out. College admissions work the same way: none of us fully controls which schools accept us, how much financial aid gets allocated to us, or which campus will actually feel like home once we live in it. If the process itself is so unpredictable, framing certain choices as inferior starts to look pretty shallow and naive. One person’s “backup” might be another person’s dream school, or the loving place that lets them stay close to family, hold a job, or graduate without decades of debt. When we make fun of particular institutions, we are truly revealing how limited and cursory our own definition of success really is. 

Let’s stop making elitist college decision jokes

Free speech has always been a fundamental pillar of America. The very first amendment states, “Congress shall make no law ... abridging the freedom of speech, or of the press.” Yet, this core value is now under attack by our government, which seeks to stamp out all opposition through various media outlets — and it is our duty to resist. 

The Trump administration has already cut off all federal funding towards National Public Radio (NPR), including local broadcasting stations who rely on the funding. Without it, many of them will eventually shut down, cutting off the region from local, state, and even national news. This has  created news deserts, where citizens are left in the dark and more susceptible to misinformation. These deserts continue to worsen as the lack of federal funding continues.  By allowing the funding to be cut off, broadcasting stations, including New Jersey’s own NPR station, would be forced to work with limited resources, where communities are left without reliable information to hold those in power accountable. Additionally, Voice of America, another federally-funded broadcaster, originally founded in 1942 to counter Nazi propaganda, was cut off for being too “anti-Trump.”

Lawsuits are one of the main weapons the administration uses to corner private press organizations and media conglomerates into submission. The New York Times, the Wall Street Journal, and Paramount are among the few that have been accused of defamation and sued for billions of dollars. Most recently, late night television show host Jimmy Kimmel’s program was suspended from ABC network after making comments about Trump’s insensitive reaction towards conservative influencer Charlie Kirk’s assasination. While late-night hosts are entertainers, they are also crucial social commentators. Punishing them for their critique enforces the idea that dissent should be met with total erasure.

The press acts as an unofficial check on the government’s power, one of the main reasons the government is going after them. The recent moves from the administration creates an environment where people learn to fear dissent and debate — a textbook move of an authoritarian government. At times, it’s easy to view it as a distant drama, not directly impacting our own school. However, the principle behind it has a trickle-down effect, which can lead right to student journalism. An attack on the press is also an attack on the public’s right to know. 
 
  Not all of these freedom of speech limitations are affecting the press; they are also affecting corporations and their rights to advertise to the public. The Trump administration has recently been working on preventing pharmaceutical prescription drug ads from airing on television and other forms of media. Although these ads can be misleading in their presentation, it is also a protected practice for the companies by the freedom of speech. Trying to ban these ads from airing would be a direct violation of the freedom of speech of the companies and is an example of how far-reaching the government’s power is over all kinds of media.

   So, how can we resist? We need to support independent journalism, call out censorship, and spread verified information. We need to take the media we consume with a grain of salt and validate it ourselves. The future of American democracy depends on informed citizens.

The weakening of the free press

Princeton is no stranger to unopposed elections. On the ballot this coming November, there will be two unopposed positions for the Princeton Council, and three unopposed seats on the PPS Board of Education. During PHS’s own 
election for student body council earlier this month, the 
seats for both student body vice president and secretary were 
unopposed. This is hardly a new phenomenon. 

For the past five years, numerous 
Princeton municipal 
leaders have won primary 
and general elections 
uncontested. The same 
can be said of many PHS 
student council positions 
for upperclassmen: every 
single student council 
candidate for the class 
of 2026 ran unopposed. 
This concerning trend 
of candidates being elected 
through no-contest undermines the 
health of democracy. 

Recent changes in student council policies only 
exacerbate these concerns: starting from the 2026–27 
school year, only students who have previously served on 
student council may run for student body positions and as 
school board liaison. The result? A reduction of an already 
shrinking field of candidates. 

When voters lose the opportunity to choose between 
candidates, they often become apathetic, causing the trend 
to continue into future elections. According to data gathered 
by Survey and Ballot Systems in 2024, there is a 39 percent 
decrease in voter turnout in non-competitive elections. 
This is reflected in PHS Student Council elections, where 
voter turnout averaged 62.4 percent in campaigns where 
all races have more than two candidates but dropped to 
24.6 percent in years with only one candidate. 

In Princeton municipality elections, voter turnout was 
57.66 percent, placing it second to last place among Mercer 
county municipalities — and voter turnout has been on 
the decline since 2016. Officials have placed emphasis on 
measures to increase voter turnout, yet the fundamental 
root cause of voter hesitancy remains the same: a lack of 
choices at the ballot box. 

Indeed, this disillusionment in the electoral process can 
be seen at the school level, too. Freshman year student 
council races often feature a wide range of hopefuls, each 
vying for a position they see as prestigious and meaningful 
in the school community. Yet just one year later, the number 
of candidates running in sophomore year races drops 61 
percent, going from about 4.16 candidates per race freshman 
year to just 1.75. When students realize that these positions 
can’t truly bring change, they may no longer be eager to 
spend time, energy, and effort to run for them. 

Participation in school elections has been found to predict 
civic engagement in adulthood, with students who vote or 
run feeling more prepared to engage 
in the same processes as adults. 
This means that disengagement 
from elections at a student level 
can lead to decreased political 
engagement through both 
running and voting in future 
democratic processes. 

Breaking the cycle of apathy, 
beginning at the local level, is 
critical. The municipality 
makes decisions daily on 
many of the most important 
policies that directly impact 
our lives. As just one instance, approving new highdensity housing projects is not a decision handed down 
from Washington, but rather taken on 400 Witherspoon St.

To address these challenges, it is time we revitalize what 
it means to win one of these positions. Whether it be at the 
school or municipal level, these positions can hold real value 
and change-making power. The real question is, of course, 
why has the ambition to serve in these roles vanished? The 
answer lies in the idea that these roles are perceived as 
lacking any real agency: student council positions simply 
serve to plan prom and town council members just rubber 
stamp predetermined policies.

So to the community, we say this: come together and 
unite behind new ideas: rally for fresh faces that break the 
status quo. Pool your minds — and funds — together, and 
perhaps you will see someone on the town council that truly 
represents you and advances the values that you care about.

To be clear, the current candidates don’t present any 
inherent flaws. But the mere fact that they have run 
unopposed for several election cycles sets the scene for 
deep-seated voter apathy.

When local governing bodies seldom have to step out of 
their comfort zone and truly connect with the community, 
the quality of our candidates falls short of what this town 
deserves. Without facing pressure to compete against 
opponents, winning candidates have the privilege of 
assuming positions with subpar effort, without the need 
to bring concrete policies to the table. 

Democracy works. But it’s not a passive form of 
government — it works only when people are active in it. 
From the forums in Ancient Greece to the record electoral 
participation in India in its recent elections, it is up to 
us — we the people — to fulfill our duty to create a more 
perfect union by demanding a choice worth voting for, 
and ceasing support for a coronation of the unopposed.

The perils of unopposed elections

Biking is one of the easiest and quickest ways to reduce your carbon footprint, and we live in a town uniquely suited to it: in 2025, Princeton was awarded a Silver-Level Bicycle Friendly Community award by the League of American Bicyclists for the 12th year in a row. And yet, many PHS students ignore this amazing part of life in Princeton. 


In recent years, various local efforts have worked to promote this eco-friendly mode of transportation. Walk & Wheels Wednesdays, a community initiative, encourages walking and biking to school on a weekly basis. For many parts of the country, including areas just outside Princeton, car dependency makes this difficult or nearly impossible. 


But in Princeton, the combination of quiet, suburban streets and bicycle-protecting measures on busy roads makes biking much easier and safer. The Municipality has taken measures to improve bike safety on trafﬁc-heavy roads such as Witherspoon Street, Hodge Road, Valley Road, Hamilton Avenue, and Harrison Street by widening sidewalks, not allowing parking in certain areas, and adding bike lanes.


By biking to school, students not only help the environment by lowering their carbon emissions, but also get to exercise in fresh air. Regularly cycling improves cardiovascular health, reduces stress, and boosts mental well-being — beneﬁts especially important for PHS students managing busy academic schedules. According to a 2024 study by Hossain et al., biking leads to a release of endorphins and stimulates increased blood flow, resulting in more oxygen and nutrients reaching the brain to support cognitive function. These chemical boosts can cause people to feel more energized and happier. 


Biking also offers the chance to connect with nature, naturally reducing screen time by acting as a positive distraction. In a 2022 study, Loebach et al. found that by spending more time outside, individuals can boost their productivity and strengthen their problem-solving skills. Additionally, choosing to bike instead of drive helps reduce trafﬁc congestion around PHS, making drop-off and pick-up times safer and more efﬁcient.


PHS students should take advantage of the unique opportunities that come with living in a bike-friendly community. Whether it’s going to school, going to town, or just pedaling around the neighborhood, consider skipping the drive and going on a bike ride.

Exercise your right to bike

President Trump’s recent funding cuts to colleges and public schools has hit especially hard here in Princeton, a town internationally recognized for its high standards of education. The government has cut many research grants at Princeton University as well as colleges and universities across the U.S., and it is currently threatening to pull funding immediately from public K-12 schools if they do not eliminate diversity, equity, and inclusion (DEI) programs.

The shutting down of the DOE impacts Princeton in various ways. The DOE enforces the implementation of Section 504 of the Rehabilitation Act of 1973 (commonly referred to as a 504 plan), a federal civil rights law that protects the rights of individuals with disabilities in programs receiving federal funding. In particular, Section 504 formally outlines accommodations and support services for students with disabilities, such as allocating extra time for testing. Without 504 plans, students who need these plans may not be given them, leading to them not succeeding as much as they could because their right to accommodations was taken away.

These decisions have already faced mass pushback from many in the nation, including in Princeton. Hundreds of students, professors, and Princeton community members congregated by the Princeton Public Library on April 5, partaking in the national wave of protests on “Hands Off Day,” with over 1,200 other rallies all over the country. Gatherers protested Elon Musk and Trump’s efforts to pull funding from various government initiatives, such as Medicaid, Social Security, and the Department of Education (DOE).

With these developments, access to education is becoming a privilege and democracy is deprioritized. Since 1979, the DOE has fought for students’ rights, advocating for inclusion of female, disabled, LGBTQ, and all minority students. With the Trump administration slashing 50% of its workforce, the DOE  is likely to fade away as a central authority in maintaining standards for equitable and quality education. Every school is impacted, especially those in rural or under-resourced communities.  

If education is no longer a civil right, high educational standards are now a privilege reserved for the highest tax brackets and the wealthiest zip codes. By trading educational standards in the name of “government efficiency,” we are quickly letting go of the American principle of opportunity and upward mobility.

 Our education system should strive to dismantle systemic barriers. The Trump administration’s policies certainly will make it so that inequality will become institutionalized in the one place that ought to provide an equitable launchpad to the real world. While some students receive shiny, new, updated textbooks and modern labs, others that are less fortunate will be struggling to learn with outdated materials and crumbling infrastructure.

The social inequalities that fester unchecked in society will bleed into schools and dismantle the educational promise of equal opportunity. If we are serious about upholding our ideals of equal opportunity, and if schools are meant to be a stepping stone to our future, education can not be relegated to a gamble. 

To the government: thank you for proving to us that you are willing to jeopardize the education of millions of capable, smart, and ambitious American students. Thank you for proving that you do not care for improving equality. We hear you loud and clear. 

Stop putting education in budget cuts

This summer, many PHS students will go to Harvard (or Yale or UPenn). But they won’t be attending Harvard College — instead, they’ll spend around $5,000 to join Harvard’s pre-college summer school, a two-week program that offers non-credit college level courses for around 2,800 high school students.


Pre-college programs are offered by most elite universities, including all Ivy League schools, with the exception of Princeton University. The programs are marketed as opportunities to explore academic passion and experience life on a college campus, though many students are also swayed by the belief that attendance will help them in the college admission process.


Although attending a pre-college program from a prestigous school sounds alluring, it’s not worth it. In addition to being a waste of both time and money, these programs present serious ethical problems. 


PHS students as is are already in an elite academic environment, just a couple blocks away from one of the most prestigious universities in the world. The last thing we need is even more time in this bubble of exclusive academia. 


First, consider who else is attending: likely wealthy students with the means to spend thousands on programs that generally offer little financial aid, with interests that fall within the limited range of courses offered. Being surrounded with such similar students, in such a similar academic environment, presents little new challenges or experiences. 


This isolationism, or “Ivory Tower” seclusion, has been brought to attention in every recent major election, particularly since the rise of Donald Trump and his crusade against elite institutions for “indoctrinating students” and being “out of touch.” Though not necessarily correct, Trump’s claims do reflect a widening gap between college-educated and non-college-educated voters: in 2024, Trump  secured non-college educated voters by 28 percentage points, but fell short of support from college educated voters by 8 percentage points.


It’s critical that as high school students we don’t continue to revel in this polarization, but instead work to engage with a bigger world — the real world. It’s admittedly difficult to do this in the school year, but the summers present a strong opportunity. 


Further, many of the courses at pre-college programs are simply not effective ways to learn material. This year, Harvard is offering a two-week course called “Happiness and the Meaning of Life.” The topic, while interesting, is simply not something that can meaningfully be covered in such a short time frame. And, though most pre-college programs advertise a rigorous environment similar to what can be expected from an undergraduate course, most programs are taught by graduate students, not professors.


Finally, as an added benefit: not going to pre-college programs, but instead spending the summer engaged in the real world community, will make for a more interesting individual. 
Princeton (and the broader Mercer County) offers so many opportunities for true personal growth. From volunteering at a local organization to working a summer job, there are so many experiences that present a chance to learn in a new way, to face a real challenge, or to encounter a new perspective.


That’s something a pre-college could never teach. 

The echo chamber of elite pre-college programs

One day into the second Trump administration, the U.S. Department of Homeland Security lifted legal protections preventing Immigration and Customs Enforcement (ICE) from conducting immigration raids at “sensitive areas,” including churches, hospitals, and schools. Schools across the country are now bracing for potential ICE raids, threatening the sanctuary that educational institutions are supposed to provide — Princeton is no exception.

The stated purpose of ICE raids is to capture violent criminals, but how often do violent criminals lurk among children? According to a study conducted by professors Jacob Kirksey and Carolyn Sattin-Bajaj, heightened immigration enforcement in schools has a detrimental effect on the learning environment, as it creates a pervasive climate of fear.

Maslow’s hierarchy of needs, a psychological theory that organizes the fulfillment of human needs in a hierarchical order, states that the most basic requirements such as access to food, rest, and safety must be met before any others. As a result, students who constantly fear for their safety are unable to focus on higher learning. This directly leads to student absenteeism, declines in academic performance, and overall physiological distress. Even students not directly impacted by recent immigration regulations can still experience its negative effects — ICE does not just target violent criminals and undocumented immigrants. Three U.S. citizens were recently detained during a raid at Ocean Seafood Depot in Newark. The Trump administration has made it clear that they will stop at nothing to deport as many people as possible. Extending such initiatives to sanctuaries like schools causes an unsafe and unstable learning environment that threatens all students.

Public education should be accessible and welcoming to all students, regardless of immigration status. For people fleeing their home countries, access to these increasingly fleeting educational opportunities is the main reason to immigrate here. The United States is built upon the idea that anyone can achieve success. Equitable access to education lays the foundation for a more prosperous future. Now, this very foundation is being threatened.

Big change starts small — PPS has already taken action to protect its students and their families. Community nights hosted at PMS to help vulnerable communities know their rights in the face of immigration enforcement foster a safer environment. Even simply updating students’ emergency contacts on PowerSchool can be a step towards ensuring safety in dire situations.

However, it is also our responsibility as a community to support our fellow students and families. Princeton residents should reach out to the municipality’s human services to offer help, assist in funding legal counseling, and spread awareness to as many people as possible. Informing people of their right to refuse illegal searches and record evidence of transgressions can help families stay together. The power of community lies in people’s ability to come together and protect their most vulnerable members.

ICE raids are a direct threat to education

   “The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and as a people,” wrote the authors of the 1983 report “A Nation at Risk.” 
   Since the report’s publication revealed the extent of the United States’ far from exceptional public education, there has been an emphasis on the need to increase rigor in our curriculum and provide for STEM courses to compete with other knowledge economies. With it came an influx of standardized curriculum, like the Common Core and testing in public schools; it also seems more than coincidental that the popularity of AP tests has grown significantly almost every year since the 1980s. While these courses were originally created to challenge high-performing students further, it seems rare to find a student at PHS not taking these Advanced Placement “university-level courses.” On the surface level, we see tremendous progress in the effort and expectation for students at PHS and around the country. But we don’t seem to be better as a nation. 
   The Program for International Student Assessment (PISA) is universally recognized as a benchmark to assess and compare national education systems in different countries, testing 15-year-olds on essential math, reading, and science knowledge and skills. Despite funding for education increasing per pupil every year, the United States’ PISA scores have stagnated or even decreased the past decade. This doesn’t seem to match the fact that alongside millions of students nationwide, PHS students pushed themselves to take a record amount of 1660 AP exams in total this year. 
   Recently, there has been an avalanche of disappointing decisions by College Board, which is continuing to decrease benchmarks in multiple avenues of standardized testing such as the AP, PSAT, and SAT exams. Under the convoluted mess of positive statistics seems to lie an opposite reality, a downward trend in expectation that seems oddly similar to the fears that led to the publication of “A Nation at Risk.” For example, to be considered “extremely well qualified” in the AP Physics C: Electricity and Magnetism Exam, students need to score just above 50 percent of the total points available. Other more subtle changes show up in the difficulty of texts in the AP Language Arts and Composition exam or the complexity of questions given in history exams (not to mention the changes to the rubric). Are we stooping to a lower standard in education? With the powerful influence that College Board wields today in curriculum, it seems undeniable. Considering these developments, the very ideals that define American exceptionalism seem at odds with the direction of our schools. 
   In some ways, the changes are a result of public pressure. The push for self-contentment, relaxation, and work-life boundaries leads us to the conclusion that mediocrity is a far better fate than misery. However, although the US is facing a mental health crisis, especially among young adults, decreasing the expectations and benchmarks of what we can achieve is only further detrimental to education and the self-confidence of the generation most affected by the COVID-19 pandemic. 
   Simply put, students are confused. This confusion is felt frequently on social media, where students are swayed to believe they can prioritize their mental health, half-committing to learning, while working arduously to be somewhat comparable to other students in the “How I got into *insert university*” videos plaguing their screens. The rise of satisficing in education reflects America’s shifting priorities, exacerbated by the “dumbing down” of expectations that were seemingly achievable just a few years ago. One can’t help to feel as if the United States’ education system is shying away from difficult experimentation and implementation to improve education, and instead deciding to acquiesce in a whirlwind of damaged attention spans and complaints. 
   It is human nature to want things to stay easy. But for developing teens, when we ignore the growth that can come from pressure, the successive appeasement in the name of overbearing stress removes conviction when surmounting future obstacles. The comfort we feel in mediocrity right now is only temporary. 
   By definition, only a few are exceptional. But for each individual and as a society, the intense drive to improve upon the previous generation is necessary in order to exceed the stagnation that we currently face. Everyone wants to be the best version of themselves, so let’s put that idea into practice.

A transition to mediocrity

   During vent sessions, these phrases are often echoed through the halls of PHS: 
   “I want to kill myself.” 
   “I want to shoot myself.” 
   “I’m going to throw myself off a cliff.” 
   In this day and age, students set ambitious goals, especially as they prepare to reach major milestones such as sitting down for standardized exams and beginning the college application process. When they discover that they have too much on their plate, many resort to complaining as a means to destress. 
   Too often, the complaints of students have become desensitized to genuine mental health concerns, which creates a situation in which those listening to the rants are subjected to unpleasant and uncomfortable conversations. 
   The problem with the casualty of these phrases is the lack of recognition that some students are genuinely struggling with suicidal thoughts on a daily basis. Humor can be an outlet for stress, but reducing situations as serious as self-harm and suicide to a simple one-liner is destructive and disrespectful. Saying phrases such as “I want to kill myself ” can be insensitive to students with mental health concerns. While they may seem like throwaway phrases to some, they could have serious consequences for others. 
   With the normalization of suicide jokes comes an inevitable side effect: their misinterpretation. Students at PHS have become too comfortable with turning suicide into  a  centerpiece for humor, and this has made it too easy for people to misread their friend’s joke as a simple comment made in passing, when it may be a serious cry for help. 
   Alternatively, it can be misinterpreted as a cry for help when it isn’t. A Journal JAMA study from January 2024 found that globally, 20 percent of teenagers have suicidal thoughts every day, and that suicide continues to be one of the leading causes of death in adolescents today. Evidently, suicide and mental health are serious concerns in our age group, and when a person who struggles with these concerns speaks about it in an unserious and light hearted way, their friend could misinterpret it as a warning sign for a suicide attempt. 
   Suicide jokes also force the student on the receiving end of the statement into an uncomfortable position. Even though PHS has trained guidance counselors and school psychologists to identify and assist with these situations, the student still has to assume the responsibility of discerning whether or not their friend really needs help. 
   For students who are in a good mental state, being more mindful of those struggling around them would not only help make the school environment a safer place, but it would also make the student environment feel more accommodating. For students who may be struggling with mental health or having suicidal thoughts, it may be best to talk to a professional — both those inside or outside of school — or even call the Youth Helpline, the National Suicide Prevention Lifeline, or the Mobile Response and Stabilization Response all located on the back of PHS school ID’s.
   Complaining about school and life is inevitable and understandable, but there are less harmful ways to do so. No matter how challenging our academic or social lives become, suicide should never be joked about.

“I want to kill myself ”

A silence falls over the gym as Taylor Adair Heyward ‘26 steps up to the bars: her favorite event. She takes a deep breath, preparing herself to perform some of her hardest skills yet. Using her momentum, she spins and twists, moving around the bar before gracefully landing on the mat.
	
Heyward started doing gymnastics when she was just two years old. It was her uncle that first suggested she be put into gymnastics after noticing her high energy as a young child.
“My mom always tells me that I used to just run around a lot and jump on the counters” said Heyward, “So my uncle suggested that she put me in gymnastics”. 

Her dad, who was also a gymnast, became a big role model for her. Being able to look up to him and have his support through setbacks has helped her stay committed to gymnastics.

“[My dad] was a gymnast and he's always pushed me to do my best in the sport… he used to get hurt a lot in gymnastics, but he never gave up. And I feel like I also tend to get hurt a lot, and just like having him tell me about his experience, just tell me to push through [helped me],” said Heyward.

Heyward is now a level ten gymnast, a goal of hers ever since freshman year. In gymnastics, athletes advance through different levels after learning and mastering specific skills. Level ten is the highest level of gymnastics before advancing to college or “elite” levels, making it incredibly difficult to reach. 

Gymnastic’s many versatile events help Heyward to become a more well-rounded athlete in all aspects of strength, balance, and flexibility. Her preferred event is bars, where athletes need to be strong and stable in their upper bodies in order to perform tricks such as spinning and catching each of the bars at different heights.

“[It] feels like you're flying in the air, and it's very different from the other events, because it's the only event where you use mostly your upper body strength… It's a lot harder when you start, and it takes a long time to learn, but you kind of just have to use your upper body strength to move you around the bar,” said Heyward.

Heyward stands out as a leader within her gym, keeping everyone on track and helping the other senior teammates take charge of team bonding. 

“There's three of us that are seniors, so we kind of all lead the team… we just kind of keep everyone on task and make sure everyone does everything right, and we also try to keep the team very close,” said Sophia Cassese ‘26, a teammate of Heyward’s.

Despite the impressive situation she is in now, Heyward has encountered setbacks over the years, including her many injuries. 

“She's had a lot of injuries that she's had to come back from. She's hurt her wrist, her back, her finger, her ankle … and she always comes back from it, ending the season strong” said Cassese, recalling Heyward’s positivity and determination.
“She's very focused but still remains positive, even in stressful situations,” said Cassese.

Recently, Heyward committed to Yale University, a school she had never even considered before two years ago. For Heyward, committing to Yale was one of the most memorable moments of her career.
 
“When they offered me, I just felt like I'd been trying to do this for so long and at some points I wasn't even sure if it's gonna work out, but I realized that…I've been trying for so long, and it finally worked out, and it just made me really happy” said Heyward, “I feel like…all the hard work finally paid off”. 

Heyward will undoubtedly remain focused in the years to come, giving all she has to her team, and passing on the wisdom of moving forward to her younger teammates. 

“Focus on what progress you're making, and don’t get so caught up on what you did wrong, because most of the time, you've done more right than you have wrong,” said Heyward. “These small mistakes or these issues that they're having now aren't going to stop them from getting to where they want to be, so just keep going.”


Photo: Charley Hu

After committing to Yale, Heywood feels proud of her accomplishments and looks forward to continuing her career in college.

Taylor Adair-Heywood ’26: gymnastics

Dribbling the basketball on the court, Zion Madden ’26 sprints across the hardwood. There are 10 minutes left in the playoff game against Ewing, and everyone is on edge. With the ball in hand, Madden shoots a three-pointer, and it swishes into the hoop. Throughout the rest of the game, he shoots six more threes as the crowd stamp their feet. 

Madden has loved basketball from a young age, but he only started playing competitively when he was 13 years old. He was introduced to the sport by his dad and brothers, who also taught him how to play, and their support played a huge role in his game and improvements over the years. 

“My brothers played it, but they didn’t ... play it seriously ... I was the first in my family to play it seriously,” said Madden. 

As Madden started to put more time into the sport over the course of his high school years, he learned he had to work much harder if he wanted to play at higher levels. 

“Something I’ve learned is that you’ve got to really earn it ... sophomore and junior year I started playing more and dedicating my time to play,” said Madden. 

Madden explains how he has been inspired by many role models who have helped him build confidence throughout his years of playing. “I really look up to Shai Gilgeous-Alexander ... I like to watch him play … but in person, my role model’s probably my dad,” said Madden. 

Madden recognizes his responsibilities as a student athlete, as he recalls how his mom tells him to be a student before an athlete and to finish all his schoolwork, so he doesn’t have to worry about anything after practices. When he joined the basketball team at PHS in his sophomore year, Head Coach Patrick Noone knew he was going to make a big impact on the team. 

“[My] first impression of Zion was how fun and outgoing of a kid he is. And then the second impression was how good of an athlete [he was] and his passion for basketball,” said Noone. 

Reflecting on his years, Madden recalled that he started to dial up his training work as hard as he ever has in his freshman and sophomore years. He believes in never giving up and to always keep trying as much as possible. Noone also said that an initial setback Madden overcame during his years was the nerves he got while on court. With gradual improvement Madden goes on offense in a home match against Sayreville. over time, and despite his few years of experience playing basketball, Madden is a confident senior today. 

“I think he was a little bit overthinking it ... but I think last year, as we got through the season, culminating in that playoff game, he really was able to get comfortable and enjoy and have fun and take the pressure off,” said Noone. 

Madden was not always the player he is today, mentioning that it took him multiple years to start getting minutes on the team. 

“8th grade I didn’t play, freshman year I didn’t play, and then sophomore and junior year I started playing more and dedicating my time to play,” said Madden. 

Throughout his years at PHS, Madden continued to inspire and lead the team by creating a great experience for his teammates on and off the court. 

“He’s just always such a positive, outgoing person, so that makes everybody feel really comfortable and that they can do their best,” said Noone. “He takes a lot of accountability, so for the younger guys ... they can feel less pressure, and he’s just a really good person all around,” said Noone. 

Madden’s teammates describe the bonds Madden helps create between each other on and off the court, which lead them to play their best and have good teamwork during the season. 

“I think we’re all close friends off the court. And we play a lot of basketball outside of the school team and stuff, so when it comes to the season, we all have good chemistry together and are well-bonded,” said Noah Wadler ’26, one of Madden’s teammates. 

Madden has created bonds with his teammates and helps them have a great time, and overall improves their experience of being on the team, according to Madden’s teammates and coach.

“He’s got a lot of friends on the team, and makes sure they kind of enjoy the presence of being out there,” said Noone.

Madden is excited about the upcoming basketball season, and as he looks back on his career, he emphasizes the importance of persistence for progress.

“Don’t give up,” said Madden.

photo: Charley Hu

Despite a late start to his career, Madden quickly became a top scorer on the team and
the leader on steals.

Zion Madden ’26: basketball

Earning another summoner’s belt, South Korea team T1 didn’t just win Worlds 2025; they reminded the world why their dynasty refuses to die. League of Legends is a multiplayer game where two teams of five players each try to destroy the other team’s nexus. Every player controls a character known as a champion, each with special abilities and roles. The game uses strategy and teamwork as players try to out-battle and out-smart the opposing team. The strategy, competition, and organized leagues make the game an esport that has been growing in popularity since its creation.

 T1 defeated fellow South Korean team KT Rolster in a dramatic 3-2 series to win the 2025 League of Legends world title on November 9 in Chengdu, China. This win marks T1’s dominance, as they are the first team in League of Legends history to win three consecutive world championships, making this their sixth world title.

On average, roughly 6.7 million people tuned in to watch the final between T1 and KT Rolster. The event also held massive opening ceremonies, featuring K-pop stars, popular singers, and lifelike animations. The game even produces new songs every year for this moment. 

“My favorite part was definitely the Grand Finals, just watching T1 and KT go back and forth was crazy. Every game felt super cool and like it could flip any second,” said Sahil Ponnada ’29. “The hype and the crowd was all super energetic and made me feel really part of the moment.”

T1, along with KT Rolster, were two of the four teams sent by the League of Legends Champions Korea (LCK). The rivalry between the two teams gained so much significance in the world of esports that it became known as the “Telecom War,” stemming from the fact that both teams were founded by major telecommunications companies: SK Telecom and KT Corporation. The rivalry between their organizations is not limited to League of Legends; it began in StarCraft in the early 2000s and continues in other competitive games and sports like basketball.

Stars such as Faker, who first went viral back in 2013 from a clip demonstrating his skills in a solo mission, drew in further interest towards the game. He later earned an exemption from the Korean mandatory military service by earning a gold medal in the Asian Games, allowing him to play in future League of Legends events. 

“I think [Faker] is gonna keep going until he gets bored of it. This is the LeBron James of esports,” said Edward Yin, a Computer Science Teacher. “League of Legends is competitive. It’s a thing of national pride, right? So in a certain sense, he represents Korea on the world stage for a competitive event.”

From the opening ceremonies to the very end, the League of Legends tournament has gained popularity from across the globe while also elevating the game and its community. As this year’s tournament has drawn to a close, the future of the esport appears to be bright.

League of Legends: the center of esports

Breakdancing isn’t just spins, flips, and crazy footwork — it’s a cultural movement. Though breakdancing was created by Black American and Latino youths on the streets of New York City during the 1970s, this style of dance has now grown into a worldwide phenomenon. 

Today, it shows up in music videos, competitions, and even the Olympics. Breakdancing made its first and only Olympic appearance in 2024, and has since then been removed from the Olympic catalogue of sports.  Nonetheless, the Olympic debut remains a memorable moment for those who saw breakdancing as a sport more than an art.

“I think breakdancing is very impressive and entertaining to watch and requires lots of skill,” said Claire Hua ’27. “I was disappointed they took it off the Olympics because I liked watching it.”

With dance trends spreading through social media and school events, breakdancing cannot only be seen as a global art but also as a way of expression. 

The art of breakdancing corresponded with the rise of hip hop. DJ Kool Herc, a Jamaican-American DJ and nicknamed the “Father of Hip-Hop,” founded it at the age of 18 in the Bronx. During extended instrumental drum breaks, breakdancers had a chance to display their skills in front of the crowd. Early breakers — the term for individuals who practice this form of dance — developed and created unique moves such as the top rock, six-step, and power spins.  Later on, in the 1980s, breakdancing began to reach larger crowds as famous artists, including Michael Jackson, started performing it during concerts.

Over time, breakdancing has become more than just a dance, but a form of expression and rivalry between neighbourhoods. Crews and teams formed around the globe soon after battles in New York popularized. Even right now, the Pro Breaking Tour invites dancers from across the globe to compete in Los Angeles, California.

During the pandemic, it was announced that breakdancing would be at the 2024 Olympics, and breaking had a huge surge in popularity. Breaking competitions became popular over Zoom calls and facetimes between people. Lots of breaking studios held cheaper online classes so people could learn the sport and art of breaking. As a result, it became very popular and helped sustain breaking studios throughout the tough economy during the pandemic. 

Recently, the Redbull Dance Competition was held in Los Angeles, where breaker JAIRA Joy took first place, defeating the previous champion, Waackxxxy, in the final. The Redbull Dance Competition is the world’s most respected dance competition, where individuals from all over the globe are brought together to share their creativity and talent. Breakdancing battles are not only judged through skill and power moves, but also taking into account musicality and originality. 

“I think break dancing is very impressive. I respect it so much for those who can breakdance,” said Jessica Zhang ’26. “It’s very impressive and admirable to see how people can move and control their body in so many different ways to express certain feelings.”

Today, breakdancing continues to inspire and intrigue many of the youth, whether that be in schools or at home. Competitions, talent shows, and school events allow break dancers to show off their skills and creativity.  What began as a street dance in the 1970s has now grown to become a form of art and expression for students who enjoy music, movements, and freedom to create their own style.

History of breakdancing

Several PHS volunteers held a flag football clinic to help adults with special needs train for the 2026 Special Olympics USA Games. As an annual sporting event, the games bring together athletes with intellectual disabilities to compete in Olympic-style competition. Not only does it promote inclusion and acceptance, it offers a supportive environment for the athletes. As an organizer for the event, Ezra Lerman ’26 wanted to ensure these athletes had access to proper training by holding a clinic to help them prepare for the upcoming games. 

Plans for the clinic developed after several conversations with coaches and supervisors who showed strong interest in the idea. Lerman’s position on the Princeton Junior Football League board provided the organizational backing necessary to coordinate with volunteers and set up the clinic. 

“I wanted a way to stay involved with coaching flag football, so I reached out to their coaches asking about it,” said Lerman.

The goal of this clinic was to give the athletes access to guidance from PHS athletes who had the training and technique. They made stations and different drills, primarily focusing on specific positions. 

“The purpose is to provide better training to athletes ... It just really helps them on their journey,” said Lerman.
 
Alongside Lerman were student volunteers Leif Franson ’27, Judah Lerman ’29, Truman Arshan ’26, Langsdon Hinds ’27, and Rio Giamarese ’27. Each student managed drills for different positions, such as receivers, quarterbacks, and running backs, while also helping run a scrimmage at the end of the session. 

“The game, the scrimmage, we had at the end where we had split up the groups and we had the two teams go against each other,” said Franson. “I thought that was really fun seeing how into it they were.”

Following the clinic, Ezra Lerman and the volunteers noticed that the athletes were fully engaged throughout the season and seemed to appreciate the chance to train with more experienced players. The group said the athletes brought strong energy and enthusiasm to every drill. 

 “One moment from the clinic that really stuck with me was probably when we were first, getting a glimpse of how good these players actually were, and we realized that they were actually very talented,” said Judah Lerman. 

The clinic became a meaningful experience for both the athletes and the high school students who coached them, who hoped their own experiences would help the team prepare more effectively.

“It’s one hundred percent something we plan on continuing. When I first reached out, it maybe wasn’t something we planned on continuing, but based on how well it went, the feedback we got, they want us back, and we would love to do it again,” said Ezra Lerman. 

Photo courtesy: Ezra Lerman

Left to right: Ezra Lerman ’26, Judah Lerman ’29, Truman Arshan ’26, Langsdon Hinds ’27, Rio Giamarese ’27 and Leif Frasson ’27 with the Special Olympics Team NJ Flag Football team.

PHS students volunteer to coach Special Olympics clinic

On a Friday afternoon, my sister vaguely mentioned the chance to meet professional tennis players. My first reaction was one of surprise, which quickly morphed into skepticism. The obvious question was, which ones? There are roughly over a thousand pros around the globe right now. I treasure my Sunday mornings, and I wasn’t about to waste one sitting at the back of a crowd, straining for a glimpse of someone’s distant ponytail.

When I pulled up the email, my hand shot out and clutched my sister’s arm in a near-death grip. Frustratingly, like all younger sisters, she had failed to mention the most important part: Amanda Anisimova and Jessica Pegula — ladies ranked world No. 4 and No. 6 respectively. Anisimova shot into the spotlight this year by making it to the finals of both the U.S. Open and Wimbledon, putting her in the spotlight at some of tennis’s biggest events. As a former No.1 doubles player, Pegula reached the doubles finals of the 2022 French Open with fellow American Coco Gauff and had a career high of No. 3 in singles. There was no chance I was going to miss this opportunity of a lifetime.  

The meet-and-greet was slated to be hours before an exhibition match called “A Racket at the Rock” at Prudential Center. It was held in honor of the legacy of Althea Gibson, the first African American woman to win a Grand Slam. The event also featured world No.1 Carlos Alcaraz and 2022 U.S. Open finalist Francis Tiafoe in a series of matches, one mixed doubles and two singles. 

A total of only ten girls were invited. My sister and I along with my co-editor Katie Qin wormed our way to the front until we were seated three feet away from the players. After finding my seat and spotting an opportunity, I got up and introduced myself to the moderator with a little smile. Our plan worked which earned me the chance to ask the very first question. Katie, who was sitting right next to me, took the second. With the players running late, the moderator declared only a total of four questions. I delivered a swift kick at my sister and she secured the final question. In the end, our trio asked three of the four questions. Later at the exhibition match, I watched a sea of fans clamor for autographs. As the rush grew stronger, I gave a smug, victorious smile. As presumptuous as it may sound, I had stood shoulder-to-shoulder with Pegula as they were reaching over barriers. 



**What does Althea Gibson’s legacy mean to you, and how has she inspired you as a tennis player?**

Jessica Pegula: 
She’s such a legend of the sport, and I feel like she’s really paved the way for us as women and I think we owe her and Billy Jean King so much credit for doing that. To see how much the sport has grown since then is so incredible. And I feel like it just keeps growing and growing, which I think we all deserve and it’s incredibly special. 

Amanda Anisimova:
I think it’s cool that what she was able to do for the history of our sport, and then being able to also still to this day, even though it was a long time ago, honor her in such a really unique, cool way. Going back to the roots of our sport and how open centers really started, and to be able to still honor that to this day, I think [it] is really important to remember the history of it.

**There’s been a lot of progress in inclusivity and diversity in the tennis court, but what is one thing that could be improved on?**


Pegula:
I think women’s sports are growing. I think we’ve seen a lot of that, a lot of different types of sports are growing for females. And I feel like it’s such an important time right now where it’s getting a lot of traction. It’s getting a lot of eyes on our sport. People, I think, are really supporting it. We’re starting to get paid a lot more. I think we’re starting to get better TV deals and better sponsors, and you’re seeing all of that happen, not just in tennis, but I think in a lot of other sports.
 
 I’ve always been really proud to be part of the sport that has been at the top of women’s sports in general, but I think we just have to kind of keep pushing and building off of that. We have so many cool stories, so much diversity [and] it’s international. I mean, there’s a story I think everybody can relate to, and I think that’ll help continue to grow our sport. I’m proud that our kind is setting the bar and other sports are starting to follow, especially with basketball. 

Anisimova: 
I feel like we are getting the recognition that we deserve, and it’s growing on social media and on TV. Women’s sports, not just in tennis, but also you’ve seen in the WNBA and involve that it’s growing tremendously, and it’s so great to see. We work so hard and every single player has their own story to tell. And I feel the equality bar is getting closer to what we want it to. Obviously, we’re not entirely there yet, but it’s been great to see how much women’s sports have progressed over the last few years. I think there’s still a lot of room for improvement, but I feel like we’ve been doing a really good job of that, not just as players, but also everyone who’s trying to promote women’s tennis.


**If there was one tennis player in history you could switch places with, who would it be and why?** 

Pegula:
Maybe Serena [Williams]. I wonder what it would be like to just dominate like every single slam, to be the best player, one of the best and [if] not the best of all time. I wonder what that feels like.

Anisimova:
I would agree with that. To be so incredibly consistent, far better than anyone else, that would be an incredible feeling. 


Photo: Claire Yang

Jessica Pegula and Amanda Anisimova answer questions at the “A Racket at the Rock” event in Newark, New Jersey. 

Top ten tennis players honor Althea Gibson in local event

In some sports, the competition starts far before the whistle blows. Training, equipment, and travel costs can create invisible barriers, preventing many from entering or even considering playing, while the more privileged few move forward. In elitist sports such as Formula 1, fencing, and horseback riding, access, resources, and social connections often determine who is even allowed to compete. In these sports, the opportunity to compete often matters more than the willingness to play.

Especially in fencing, which requires up to twenty thousand dollars a year to compete in, creating unequal opportunity for players unable to finance the expenses of the sport.

“Just the money and the gear, it’s a lot more expensive than you would think. All of these clubs also require a lot of money,” said Ethan Hu ’27.

Not everyone who can play these sports will participate, which narrows the pool of athletes for these sports even more. On the other hand, other sports like soccer, cross country or track, and volleyball have low barriers of entry, allowing the amount of people who play the sport to be so much higher. Thus, sports such as running find their way into the lives of many people, including PHS students.

“[Almost] everyone can do running as a sport. All you need is some trainers, some proper running clothes, and then you can run,” said cross country runner Isaac Son ’27. 

While sports like running can open the door to nearly anyone with determination, many other sports remain guarded by price tags that only a few can afford. Access to the proper facilities, private coaching, and travel for competitions often determines who is able to join in and participate and who can only watch from the sidelines. This divide can become the most visible in sports that have traditionally been associated with privilege, such as golf and horseback riding. For example, a standard membership at Bella Vista Country Club in Marlboro, New Jersey is $1,300, with an additional $5,000 annual golf fee and $500 monthly fee. 

“[For golf], you have to pay to get into clubs and you need to pay to get into tournaments. It’s pretty expensive, [and] I don’t know anyone who is not wealthy who plays,” said Ronan Madan ’29. “It’s just the way it is.”

Just like in other sports, when athletes don’t have as much financial support, their choices are limited and they are often not able to make the decision they believe would be best for them. When athletes do not own their equipment, potentially due to not being able to, they are put at a disadvantage. For example, in equestrian riding, riders can either own a horse or lease a horse. Owning a horse is significantly more expensive due to maintenance costs like the vet, food, and board. However, it allows for a deeper connection between the rider and animal, leading to greater effectiveness in training, a privilege not available to those who can’t afford to own.

“If you own a horse, you can make your own decisions about your skill level and performance in competitions,” said Andrea McBride ’29. “But if you lease your horse, you don’t have the privilege to make those serious decisions about your sport.”

While the process of learning and starting to play many sports only involves getting a coach and somewhere to practice, some sports, such as F1, golf, and horseback riding, have a high barrier to entry that only money can overcome. Though elitist sports may dazzle fans with precision and discipline, they also expose how deeply inequality runs through the world of athletics. When participation depends on money more than merit, many athletes are left in the dust before they even get a chance to take a step forward.

The reality of elitist sports

Whimsical winter wordfest

#
### The Apartment (1960) dir. Billy Wilder

Winter on the East Coast is cold, dark, and long, and stepping out of the biting cold into the warmth of one’s home is a relief like no other. Some though, like the lead character of “The Apartment,” C.C. Baxter (Jack Lemmon), have nowhere to go — although his circumstances are rather unique. The affable if lily-livered office worker is lonely and it’s the holidays, but he has found himself in the habit of loaning out his Upper West Side apartment to the higher-ups at his company for their extramarital trysts.

Soon enough, Baxter is contacted by personnel director Jeff Sheldrake (Fred MacMurray), who tells Baxter that he will be promoted if he allows Sheldrake use of the apartment. Baxter agrees, and asks an elevator girl, Fran Kubelik (Shirley MacLaine), out for that night. She agrees, but ends up standing him up for a date with none other than Sheldrake, with whom she has had an off-and-on affair.

Both characters are lonely, and the decision to set the movie over the winter holidays (major plot events happen on Christmas and New Year’s Eve respectively) reflects their state of mind. Though these holidays are typically times to rejoice with your loved ones, Baxter and Kubelik instead endure a series of heartbreaking rejections and setbacks in their relationships with other people.
 
Lemmon’s fantastic performance and the jokes packed densely into the script manage to transform what seems like a somewhat miserable plot, however, into — miraculously — a comedy, and a great one at that. Though “The Apartment” has been overshadowed by other romantic comedies from the same period like “Breakfast at Tiffany’s” and “Some Like it Hot,” it is one of the best films to come out of the 1960s and deserves a reputation as not only a great film but a perfect one for the winter holidays.

### The Grand Budapest Hotel (2014) dir. Wes Anderson
Though it does not once mention Christmas, Hanukkah, or New Year’s, there is no doubt in my mind that “The Grand Budapest Hotel” is a film for the winter holidays. It is a story within a story within a story, established in an opening sequence of a woman visiting the grave of an author who wrote a book about his visit to the titular hotel, where he was told a story by the proprietor, Zero Moustafa (Tony Revolori). The eccentricity in the framing of the story is present in virtually every other aspect of the film, from the pastel color palette, to each frame’s stilted symmetry, to the miniature models of the hotel. Anderson is one of the most distinct directors of our age, and “The Grand Budapest Hotel” is an extravagant aesthetic indulgence, both visually beautiful and absurdly unnatural.

The bulk of the story follows Gustave H. (Ralph Fiennes), a prim, poetry-loving concierge at the Grand Budapest who rules stringently over the staff and dotes on the elderly female patrons. Though there is a plot, involving a stolen painting, prison escape, and secret society of hotel concierges, it takes the back burner for the film’s more pressing thematic concerns, particularly nostalgia. Though the range of confectionary colors and dollhouse-esque sets evoke childhood aesthetics (further evidence of it being a holiday movie), more specifically, the somewhat ridiculous yet eminently respectable Gustave is a dandy committed entirely to the kind of high-end service that, as chronicled by the gradual degradation of the hotel, was in its dying throes at the time.

Though the Grand Budapest is located in a fictional Republic of Zubrowka, the phases it goes through are not unfamiliar to the 21st-century viewer: the colorful, glamorous 1930s giving way to a Nazi-equivalent occupation, and then finally the Iron Curtain-era dilapidation and grayness. Despite its highly unnatural and stylized composition and the layer of fiction separating our world from Anderson’s, “The Grand Budapest Hotel” imparts serious messages about fascism and art. It is also wildly entertaining, with a pitch-perfect comedic performance from Fiennes alongside Anderson’s crew of regulars, including Bill Murray and Owen Wilson.



### The Holdovers (2023) dir. Alexander Payne

“History is not simply the study of the past, it is an explanation of the present,” the curmudge only teacher Paul Hunham (Paul Giamatti) says in “The Holdovers,” a snowy dramedy set in a New England boarding school over winter break. Indeed, when a Focus Features logo customized to look retro flickers onto the screen, it’s made clear that “The Holdovers” is a film concerned with the past. Shot digitally, then edited to emulate film, it’s composed like a film from the 1970s, with Cat Stevens songs playing quietly over long shots of empty school halls and snowy Boston. But the quietly moving pain of the three lead characters, along with the unlikely bonds they form because of it, make this story still deeply resonating in the present day.

When Hunham fails the son of a major donor, his administration-prescribed punishment is to stay at the school and supervise the unruly group of boys “holding over,” the sort of rich, insubordinate brats he despises. Soon, however, most of the holdovers are picked up by one student’s magnanimous father, leaving only a student of Hunham’s named Angus Tully (Dominic Sessa). The head cook Mary Lamb (Da'Vine Joy Randolph), grief-stricken from her son’s death in the Vietnam War, joins them, and the three form an awkward trio, with each member initially concerned only with their own holiday melancholy. Through the events of the film, the three form a genuine bond that transcends their unfortunate circumstances.

The film is anchored by the three strong lead performances, particularly Randolph’s, who has been given the rawest emotional moments and does beautifully with them. It’s a quiet movie, fuzzy around the edges like childhood Christmas memories, and though the plot may not exactly move at breakneck speed I always find myself wishing at the end that Hunham, Angus, and Mary’s stories could last just a little bit longer. “The Holdovers” is a new, offbeat addition to my December movie rotation that manages to be heartwarming without being saccharine and melancholy without being maudlin, despite occasionally falling prey to holiday-movie clichés. 




Unofficial holiday movies

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

Since “Wicked” (2024) was released, audiences have been “holding space” for the second movie. Over the Thanksgiving weekend, “Wicked: For Good” had flurries of teenagers and adults alike, decked out in green and pink, flocking to movie theaters. The movie completes the story arc established in the hit Broadway musical of the same name.
 The movie picks up after Elphaba, learning of the Wizard of Oz’s deception, soars into the air on her broomstick in the number “Defying Gravity” featuring Cynthia Erivo’s iconic vocal riff. Unfortunately, the Wizard and Madame Morrible start a smear campaign, positing Elphaba as the new Wicked Witch of the West and her best friend Glinda as the Good Witch. Audience expectations for the sequel were high, following the cultural influence of the first movie. “Wicked: For Good” indeed succeeds in exploring new dimensions of Oz and the girls’ relationship, but ultimately, its magic falls flat compared to its predecessor.

Many aspects of the film work to make Glinda the main character, but do so at the cost of Elphaba’s own development. For instance, after the number “Wonderful,” Elphaba makes a (temporary) agreement with the wizard. Knowing her steadfast commitment to protecting animal rights, the audience has a difficult time understanding her intentions in doing this, and the act seems out of character for her. 

Additionally, Elphaba’s freeing of the animals interrupts Glinda and Fiyero’s wedding, resulting in Glinda being left alone at the altar. Although this raises the stakes in an audience-engaging moment, it ultimately makes Elphaba and Fiyero look like horrible people, which slightly dampens their cause. On a production level, the color grading of “Wicked: For Good” is slightly better than that of the first part (and the visual effects during “No Good Deed” are top-tier), but in some scenes, such as Glinda the Good’s speech to the Ozians, the characters still look washed out.

In all fairness, the original Broadway show didn’t leave much substance for the director John M. Chu to work with. The movie takes place over the span of the second act of the show, already criticized for a lack of pacing and enormous plot holes. It’s obvious to see that Chu tried to stay faithful to the original musical but attempted to develop certain aspects even further. For example, the addition of a new song “Girl in the Bubble” reveals more of Glinda’s past and her dreams, something that the original musical didn’t have time to flesh out. 

The movie overall did a decent job at transforming Glinda from a ditzy, selfish blonde, to a powerful figure willing to make a real change, hence the line “I have been changed for good” in the closing song “For Good.” 

Overall, the movie stayed true to the stage show and gave the characters more depth.  And for all the people who have been a “Wicked” fan since the musical, you know your heart skipped a beat when Grande and Erivo recreated the poster image in the ending scene. However, it might be safe to say the gold mine of Cynthia Erivo memes that we got from the Wicked press tour were more memorable than the actual movie. For the average non-theatre kid, “Wicked: For Good” did not defy our expectations but provided enough closure to end this green-pink frenzy.

Wicked: For Good review

On December 18, PHS choirs and orchestras performed in the 80th annual Winter Concert at the Princeton University Chapel. To honor the Neo-Gothic architecture of the chapel, the choirs sang sacred music, and the orchestras finely tuned their instruments to fit the chapel’s echo. 

At the end of the winter concert, the choir program participated in a tradition where they invited PHS alumni to sing Handel’s “Hallelujah Chorus” and “Break Forth, O Beauteous Heavenly Light” by Johann Sebastian Bach with current students. 
To prepare for the concert, the choir members rehearsed their songs in class every day and rehearsed out of school, making sure that they had their pieces memorized.

“Last year we got a lot of one-on-one time with the teachers, but it’s different this year, because there’s a lot more people, so it [was] harder to make sure we got everything completely right,” said Milania Kapoor ’27. 

However, the members of each choir were able to overcome their struggles by putting in hours of hard work and dedication to perform each piece.

The choirs sang a variety of songs from different periods, with a mix of classical and contemporary pieces. PHS Choir performed pieces that were orchestrated so that they could be performed with the Princeton Symphony Orchestra as well.

“PHS Choir [performed] a piece called ‘The Snow’ by Elgar with orchestra with the Princeton Symphony and they [did] with piano at the winter concert. It’s a beautiful piece,” said Vocal Music Teacher Sarah Pelletier.

The repertoire also consisted of songs from different languages, such as Latin, German and Hebrew. The choirs also sang songs of varying tempos, and styles. 

“I’m most excited for when it all [came] together for the concert and being able to perform it for everybody,” said Kapoor. 

The PHS Orchestra students have been practicing since the start of the school year to delve into the composers’ artistic intentions.

“It’s a very grand structure, and so the sounds have a tendency to bounce around a bit. For an ensemble to perform there, it’s a wonderful challenge,” said Instrumental Music Teacher Robert Loughran.

The orchestra will be performing an array of both classical and more modern pieces, including a new Latin flavor.

“‘Le Grand Tango’ by Astor Piazzolla features a solo cellist as well as really interesting orchestra parts. It also actually takes us to Argentina with the rhythms, with the colors that the composer has imagined,” said Loughran.

With a large orchestra, collaboration was essential to ensure a cohesive sound.

“The hardest part of preparing for the concert is trying to put things together and be able to listen to the other people around you in the orchestra, being able to stay together and rehearse off one another. It’s not your part that matters, but how you work with others in the orchestra,” said pianist Chen Jiang ’27.

Besides the classical orchestral instruments, Nassau 2 bass player Bora Akbay ’27 will also be performing alongside PHSO. 
“I’m really confident for the concert. Being a junior in Nassau 2, I’ve had a lot of time to prepare. I feel the most prepared I have, even before Mr. Bongiovi and Mr. Pollack left for [tour], I think they’ve done a great job in preparing me for being able to play the parts that I need to play,” said Akbay.
 
A key component in achieving a harmony of different sounds for one composition is maintaining both a grace with other instruments and a unique quality to individual roles in order to keep the piece cohesive and interesting.

“We played a double bass part, because a lot of pieces don’t have piano parts and for double bass, we kind of have that lowest voice that adds a presence to the songs,” said Jiang.

Photo: Katherine Chen

PHS Choir rehearses “Os Justi” by Anton Bruckner.

Winter concert brings choir and orchestra together

From December 5–15, PHS’s Studio Band toured Europe, performing across France, Germany, Austria, Switzerland, and the Czech Republic. 

The band performed a number of different pieces, each with different styles. Some of their songs included Christmas classics such as “All I Want for Christmas is You,” “You’re a Mean One, Mr. Grinch,” and “Let it Snow.” Other pieces included “Creep” featuring vocalist Sofia DiGioacchino ’26, “This Can’t be Love” featuring vocalist Sanya Bhatt ’28, and “New York, New York” featuring vocalist Jacob Zacks ’28. On the trip, the band recorded an album of holiday music at the Eiffel Tower, where they also performed. 

Each piece came with its own challenges, so in preparation for this trip, Studio Band practiced regularly. Countless rehearsals helped the band to put on smooth performances across each of the five countries they visited, and also make sure that they come together cleanly as a whole. During and after school, they would run through each of their songs and host sectionals, weekly hours-long practice sessions for each section, to work on specific parts with those who played the same instruments. The members of the band also practiced on their own time, perfecting their parts and working through tough sections of each of their pieces. 

“[We had] many night rehearsals. Three hours. Literally no break ... we come in, you take everything out, we warm up real quick, and then we start running stuff. Sometimes we [ran] the entire set, and then sometimes [Mr.] Bongiovi would pick certain spots or certain songs to focus on,” said saxophonist Leah Wang ’28.

Articulation and dynamics were especially important when working with each of these songs, as they performed in numerous spaces with different acoustics.

“The notes are challenging [and] there’s this really fast 16th note line. Articulations and dynamics [had] to be on point and we just [had] to sound together,” said Wang.

Alongside the band, Studio Band vocalists had their own preparations for the trip. They often practiced with the band during night rehearsals, as well as on their own time. Each vocalist worked on memorizing their songs and getting used to what they were singing, ensuring that they were comfortable with how each of their pieces fit their voice part.

“I would say by the beginning of November ... we really had to get this album in shape and ready to record. Recently I’ve been as careful as possible not to use my voice, because the worst thing that could ever happen is me being sick or losing my voice. This is a once in a lifetime opportunity,” said Zacks.

Aside from just the performances, the band had many opportunities to explore the cities and spend time bonding as a group. They visited Christmas markets and museums such as the Holocaust Museum in Germany.

“We got to record an album, which is a super cool experience. And just being in a place where so many really amazing people have made music and also... It was really fun to connect with the people on a trip,” said flutist Katie Schorr ’26.

Studio Band spreads holiday cheer throughout Europe

Making resolutions has become an advent for the new year. After all, the blank pages of our new journals and calendars need to be filled with something new. In need of inspiration, many students turn to social media for guidance on what they should achieve in the upcoming year. 

Unfortunately, social media is fake — and characteristically so. In order to succeed on the algorithm, creators often need to present the most perfectly aesthetic side of their lives and deliver the most shocking statements. Most of what we see online are carefully curated and artificial, with no reliable way to confirm which lifestyles are truly authentic. If our resolutions are built off of these unrealistic online influences, they can at best lead to disappointing outcomes and at worst cause lasting damage to bodily and mental health. 

One popular new year’s resolution for students is to pursue new academic goals. Aesthetic “Study-tok” and “That Girl” videos, for example, that show unrealistically perfect routines, pressuring students to believe overachieving goals are practical. For example, many videos may include ideas equating achieving a 4.0 GPA or learning a new language in an absurdly short period of time to being a “perfect” or “ideal” student.
 
Fanciful academic resolutions are not the only unrealistic expectations pushed by social media; there are also athletic or appearance-based goals. For instance, the pressure to “glow up” can cause teens to question their body image and develop negative self-esteem, often leading to eating disorders. The constant stream of “what I ate in a day” videos or cleansing challenges can lead impressionable audiences to make nutritional decisions without professional nutrition knowledge.
 
In the end, each person knows themselves best. When setting goals, it is important to consider what one knows they are actually capable of and what their situation allows for. For example, trying to squeeze in more hours of studying into an already packed schedule could cause burn out and negatively impact future performance. Aiming for a complete physique change in a short period of time can lead to the development of unhealthy exercise habits and cause injury. 

Rather than aiming for lofty, unrealistic goals motivated by social media’s expectations, it could be better to break these goals down into smaller, more specific objectives, such as exercising three times a week or cutting down on fried foods. These kinds of resolutions are not only specific to each person, but also more simple and reachable, making them more likely to be achieved. 

Look away from online resolutions

PHS Speaks Out: How do you feel about the discontinuation of the penny?

Senior year is one of the most significant times during high school. It’s the year everything starts turning into a “last” — the last first day, the last spirit week, and the last time you sit and learn in the same classroom with your childhood friends. But at the same time, this is also the transition from childhood to young adult life brimmed with new experiences, new responsibilities, and new chances to have those ever special firsts out in the big beautiful world. 

Students involved in choir, band, or language programs at our school have special opportunities to have these experiences. Buses, hotels, cities; unfamiliar sights that hum with the dazzling intensity of something new. These moments coalesce into living, breathing memories that can define one’s high school experience. 

Giving seniors the chance to make one more shared memory and expose them to new cultures and environments, and a moment away from the stress of grades and college applications, may be the last chance where everyone unites before they go their separate ways.

Field trips allow students to experience new cultures, engage with the world beyond the classroom, meet new people, and grow in ways traditional instruction cannot provide. According to the NEA, 89 percent of adults said that trips had a “had a positive, lasting impact on their education and career because [they] made them more engaged, intellectually curious, and interested in and out of school.” 

Of the trips that happen now, most of them are limited to students in specific programs, unofficial beach days, or last-minute plans within social circles and friends groups. These experiences are enjoyable for those who attend, but they are exclusive. Students without reliable transportation, flexible schedules, or extra money to spend are excluded. For a school as large and diverse as PHS, it is unfortunate that a significant portion of these upperclass students finish high school without ever getting the opportunity to go on an official school-sponsored trip.

All of this being said, there are still a couple of undeniable problems with a whole class trip. These being, primarily, logistical as well as financial. Our school has classes made up of hundreds of students, which makes taking an entire grade on a trip an incredible challenge between chartering enough buses, booking enough hotel rooms, getting enough food, and of course, having enough money to supply all of these things in the first place. Funding is finite even for language and music trips, thus often resulting in costs falling on students — a cost not every family can afford to pay. 

A field trip or group activity may not fix every disparity in experience of the past four years, but it gives seniors a treasurable event to look forward to: one shared moment that belongs to all of us. After all of the grit and work this class has gone through together, they deserve more than just an unremarkable ending — they deserve a final send-off worthy of warm nostalgia and satisfying closure from this chapter in their lives.

Seniors deserve a school-sanctioned trip

As much as people try to deny it, labels are everything. They allow us to identify what is important to us and how to align with common interest groups. Thus, the One Big Beautiful Bill Act (OBBBA)’s recent removal of certain degrees from the list of those classified as “professional,” such as nursing, education, and accounting, will have significant negative repercussions. Notably, the act will invalidate many female-dominated fields and create financial barriers to higher education. The ramifications of this reclassification extend to college-bound PHS students, whose chosen majors may be affected by changing loan conditions as well as a skewed perspective of a career path’s “legitimacy.”

The designation of degrees as professional determines the loan ceiling for many graduate programs. The OBBBA gives professional degrees a total limit of $200,000, while the cap is halved for degrees simply classified as graduate — $100,000. Additionally, the bill cuts the Grad PLUS student loan program, further heightening financial barriers for many individuals to access post-secondary education. 

Moreover, many of the reclassified degrees are in female-dominated fields, resulting in a disproportionate impact. For example, AuDs, the degree necessary to become an audiologist or hearing doctor, are among those being reclassified. It is a rigorous four year doctoral degree in addition to a bachelor’s degree. At the end of the program, students gain clinical experience through an externship, which is a short, observational program where a student shadows an experienced individual in order to learn more about a field or industry. Women comprised 82 percent of the audiology field in 2019, and this level of educational experience is the same, if not more, than “professional” fields such as dentistry or law. Restricting financial aid for vital degrees, especially considering that audiology and nursing are facing worsening labor shortages, creates additional barriers for individuals to enter each field.

On a more narrow scale, there is no doubt that this will affect what majors high school students will choose, including students at PHS. Those who once considered pursuing graduate futures in nursing or accounting may have to reconsider due to a hindered ability to cover education costs. Students who are the first in their family to go to college will be especially hard hit—according to Ohio State University in 2022, 72% of first-generation low income students rely on federal student loans to fund higher education. Individuals will be forced to turn to private loans, which require strong credit history and are more difficult to obtain. Instead of attempting to encourage social mobility, the government is only exacerbating an existing socioeconomic education gap.

The OBBBA is not a judicious reform, but rather a careless gamble of progress. As part of the future workforce, we must advocate for the legitimacy of vital career fields. Although the OBBBA is an intimidating piece of federal legislation, there are still ways we can express our opinions about the reclassification. Contacting local government officials and working to raise community awareness about civic engagement always helps. Students can also contact universities about their financial policies to see if they will offer new school-specific loan options considering the recent degree reclassification. No matter the illusions created by a law, our dreams remain legitimate, and we must continue to fight for the everlasting principles of curiosity, integrity, and the enduring pursuit of knowledge.

The domino effects of degree reclassification

Cheers & Jeers: December 2025

Winter is the time of year for hot chocolate, festive spirits, and the best part: gifts. Exchanging holiday presents allows loved ones to come together and express their gratitude for each other. 

Unfortunately, the task of selecting a gift is often challenging. One of the hardest questions we ask ourselves is where to find the perfect present. Immediately, most of us look at big-box stores like Amazon and Target. However, located right in the core of Princeton, stores like Miya Table and Home, Mandalay, Shop the World, and Greene Street are small, local businesses that give our town its character while also offering unique gifts. In spite of that, these stores are often underappreciated and, consequently, underutilized when it comes to picking out the right present.

This difference in sales for big companies versus local businesses during the holiday season can be attributed to a few logistical distinctions. First, larger corporations use deals and sales that make purchases irresistible for customers. Indeed, Black Friday and Cyber Monday are evidence of the importance of markdowns in modern American consumer culture. Second, larger businesses are often more well-known, and strong marketing can allow them to reach more potential customers. Local businesses, on the other hand, may not have the same budget to allow them to advertise their products in the same way their wealthier counterparts can. Finally, the prominence of conspicuous consumerism encourages buyers to gravitate towards top brands that are easily recognizable, which local businesses can’t compete with.

That being said, local businesses present many distinct advantages that retail corporations don’t. For instance, locally-owned businesses are often individual by nature, meaning that presents bought there can’t be found elsewhere, whereas top brands manufacture hundreds of millions of the same drop-shipped products. By opting to steer away from the most well known brands, customers are able to give unique items with more personality.

On the other hand, purchasing gifts from mainstream stores like Amazon and Target does offer some benefits. Their distribution center business model offers a large inventory of products for consumers, further boosting the platform’s appeal. Furthermore, Investopedia finds that big box stores tend to have lower prices for similar products compared to local businesses. Despite these conveniences, shopping local still offers benefits, especially in Princeton. Our downtown area offers a wide scope of stores, along with stunning holiday decor for a festive ambiance while shopping. Many of them offer affordable options as well; for example, Miya Home and Table has many products that are under $20. 

The holiday season is meant to be a celebration of others. It is an occasion to give, and the gifts given are the medium through which appreciation is shown. Buying local in and of itself is a twofold gift — building community and showing gratitude. Shopping local signals to storeowners that their passion is valued by others. Unlike nameless, faceless big-box brands, this commitment to craft is what gives them their identity, and what keeps them on the map. Secondly, it is a token of gratitude towards whomever may receive the gift. Instead of giving them something streamlined and artificial, you instead gave them something personal and unique. The gift, though material, represents something more.

‘Tis the season for small businesses

For most of us, winter break offers an opportunity to relax and spend time with our friends and family. Comforting dinners around grandma’s kitchen table are often the pinnacle of the holiday season, but in today’s divided political climate, a warm conversation with extended relatives can quickly turn into a heated debate. Mentioning a controversial topic can twist a once pleasant vacation into an uncomfortable situation, causing some teens to feel apprehensive about discussing political topics around relatives. As the rift between political values grows wider, this is becoming a more frequent problem.

In 2024, Pew Research Center conducted a study revealing that 66 percent of voters ages 18–24 aligned with the Democratic party, while 51 percent of voters ages 70–79 and 58 percent of voters age 80+ aligned with the Republican party. This difference in political alignment and beliefs between the age categories contributes to political disagreements between younger and older generations. Another factor that has been increasing tension between Republicans and Democrats is ideological polarization. Ideological polarization is when beliefs are split into two harsh extremes, with little common ground. Over time, this gap has become more and more pronounced, causing a sharp divide between the beliefs of individuals affiliated with different parties. 

If you are worried about getting into delicate conversations, there are many ways to sidestep or minimize their consequences. As a whole, try to keep political discussions to a minimum whenever possible. Set clear boundaries if you are aware that your beliefs clash with your relatives. However, if somehow a discussion does come up that you would not like to be a part of, you can avoid it by switching to a more neutral topic, such as the weather, movies, sports, or a shared memory.

If you do in fact enjoy debating about politics, it’s important to approach disagreements thoughtfully. First, you should try to understand the other person’s perspective rather than jump in and automatically try to convince them of your ideas. When you are attempting to persuade a relative on an issue, ensure that the dispute does not push them away but rather makes them consider your position. You should remain respectful, calm and collected throughout the duration of the argument, even if the other person does not. You should also ask questions about the other person’s beliefs to better understand their thinking, and show that you care and are listening. Do not be afraid to take a break from the discussion or switch topics if you feel it is getting too intense. This will prevent arguments that hurt your relationship with your relative, or make a meal unpleasant for your family. 

As students in an ever-changing world, it is important for us to be exposed to various points of view, including those that clash with our own. Rather than impulsively trying to win a fight, treat every rebuttal as a learning opportunity. Above all, prioritize your relationship with your family — be mindful of your words when political issues surface and maintain a respectful tone. In the end, the holiday season is for spending joyful time with your loved ones, so take gratitude in every interaction.

Set the table, set aside politics

#

### Experience the 250th Anniversary of the Battle of Princeton 
*January 4, 2026 - 9:30 am to 12:00 pm*

Celebrate the 250th anniversary of the pivotal Battle of Princeton with the Princeton Battlefield
Society! The event will feature a historically-accurate reenactment of the Battle featuring more
than 350 actors and a memorial ceremony afterwards. Attendees will also have the opportunity to
tour the Thomas Clarke House, one of the most historically important sites in Princeton, and will
be provided with free coffee and hot chocolate. Although registration is required, the
semiquincentennial of this important battle shouldn’t be missed!

### StuCocoa Day
*January 8, 15, 22, and 29, Flex Time and after school*

As the bitter frost of winter sets in, students may find themselves struggling to grapple with the
cold weather, especially after a tiring day at school. Luckily, on the Wednesdays of January,
Student Council will be selling hot chocolate as part of their annual StuCocoa fundraiser outside
the PAC. There will also be toppings like whipped cream and marshmallows for you to add,
creating the ultimate after-school cold-combating combo!

### Winter Club Fair
*January 26*

Clubs are an integral part of the PHS student experience — it's a place to explore passions and
build friendships. On January 26, the club fair will return for clubs and students alike to explore
their interests or sign up for a club that may not have been at the fall club fair. Happy clubbing,
PHS!

### January Big Band Dance
*January 30th, 7–10 p.m.*

Join PHS Studio Band and Jazz Ensemble for a night of music ranging from jazz classics to pop
hits. Refreshments will also be provided by the PHS Band Parent Association. Get ready to
dance in your finest under the bright lights of the PHS Cafeteria!

January 2026: Save the Dates

In 2003, English Language Learner (ELL) teacher Michael Klinger took a simple photograph on his trip to Guatemala:  bare-faced and bare-footed, children stared from their dirt-floor huts. More than 20 years later, he sees the image as a motivator for the work he does everyday for students at PHS that come from realities nearly identical to those in the photograph.

“A Princeton High School diploma for this kid is amazing,” said Klinger. “This really puts your work into perspective as well — the idea that these students become the same students that graduate with high school [diplomas]”.

For decades, the unspoken agreement within ELL classrooms has been simple: if a student sits passively to the side without causing any trouble, they receive a passing grade, regardless of their level of engagement. Klinger described this as an entrenched tradition in line with the “soft bigotry of low expectations,” referencing George W. Bush’s speech addressing an annual NAACP conference in 2000.

“I think that a lot of American schools, including these here, have been guilty of that,” said Klinger.

To dismantle this trap, PHS’s College Counseling and ELL Department are launching a renewed partnership this December to reshape the district’s support of ELL students. By breaking down communication gaps, they hope that their mission to support these students will be fully realized.
“Right now, [we’re] more of a team, which is what we need,”  said Nipurna Shah, PHS’s College Counselor. “We just [need] to communicate and work together. You can’t be successful in a silo or working against each other.” 

Shah’s approach to college counseling is central to the new partnership: she offers individualized support to every student that comes through her doors by upholding the dreams of the students.
“We want to set students up for success,” said Shah. “We want students to have opportunities and open pathways to really reach whatever goal it is that they want to do.”

Back in the classroom, Klinger mirrors Shah’s ambition for the students, but believes that seizing those opportunities requires a fundamental shift in academic expectations.

“I’ve started to give the kids quizzes every week, and they’ve never had quizzes before,” said Klinger. “We had some quizzes today, and the kids did not study, and the results were not good.”

For Klinger, however, these failures are not a reason to retreat to the old, softer standard: instead, they are stepping stones towards building genuine agency. He views his efforts in increased rigor as “growing pains” for students who have rarely been asked to take ownership of their learning in the past.

“You have to have these moments of maybe stumbling and falling on your face for them to get the message of ‘No, I’m serious [about] my expectation that you spend some time studying,’” said Klinger. “That you’re actually committing some of your own personal mental energy. You’re not just sitting there passively, because that’s what’s happening.Too many of our kids are just sitting passively through their days and not learning enough.”

The increased rigor is also paired with an introspection into how material is taught. Klinger explained that, for too long, high school English teachers attempted to teach literary analysis to students who still needed support with foundational literacy. To address this, he has begun to work with experts like Sarah Moore, an elementary school literacy specialist, as well as Dr. Solange Murphy-Lopez at The College of New Jersey to redefine the program’s approach towards phonology and basic reading instruction. 

By aligning the curriculum towards students’ true needs, Klinger hopes that the program moves toward empowerment rather than pity.

“When we’re throwing seven hours of English at these kids a day, and then they don’t understand 90 to 95 percent of it, that’s frustrating ... they’re normalizing tuning it out,” said Klinger.

Raising the bar within the classroom is only half the battle, however. To ensure that students have support beyond their four years at PHS, the College Counseling Office helps students navigate the bureaucracy of the enrollment and scholarship process.  Shah also acknowledged that a four-year university can sometimes be out of reach, especially for students that need to work to support families at home and abroad.

“I want to meet the students where they are, I want to listen to what their goals are and then help them provide the pathways to get to that goal. And that’s the same whether you’re an ESL student or whether you’re a ... student in any population,” said Shah. “I don’t tell them, here’s what you need to do, X, Y, and Z.”

Through the 101: Fund scholarship, PHS students can receive complete tuition support for two years at Mercer County Community College, giving students a stepping stone into higher education as some still try to figure out their future.

“Two free years of college ... Why not take advantage of a unique opportunity that’s only at Princeton High School? There are no other high schools that have this scholarship program,” said Shah.

Even with free tuition on the table, Shah recognizes that immediate employment is a necessity, not a choice, with some students working over 40 hours to support their families. To that end, Shah’s goal is to ensure that bureaucracy is never a hurdle in the scholarship application process, and that every student receives individualized support to set them up for success.

Dr. Andrea Dinan, director of the IDEAS Center, has come to better understand the experiences of students from immigrant communities through her work with first-generation students. For her, helping is walking a fine line between caring and being overbearing.

“We have to respect the kids’ dreams. It’s really easy for anyone that starts working with kids with such sad stories to start feeling bad. They want to be their savior,” said Dinan. “That’s not the way to do it. You got to find out what the kid wants.”

With these challenges in mind, the ultimate goal of the new partnership is to foster agency among students. The staff hopes to replicate the success stories of ELL program graduates like Carolina Soto ’17. After graduating from PHS, she served in the military police through an ROTC program and is now an education major at Dickinson College. Soto plans to return to PHS as a part-time ELL and part-time Spanish teacher.

For now, Klinger is steadfast to a simple goal within the ELL program: help his students learn English. Working single-mindedly to this singular goal then gives students the agency to make the right decision for their own futures.

“We can assist them, and we can encourage them, and we can present options to them,” said Klinger. “But that’s [the] agency. That’s respecting them as autonomous, human beings that have come to this country with a plan, [and] have come to this country with a vision.”


Photo: Michael Klinger

On his 2003 visit to Guatemala, Klinger saw the plight of children in the country. In his classroom today, his work aims to build up students from nearly identical circumstances. 

Beyond the “soft bigotry of low expectations”: Redefining success in PHS’s ELL programs

November 29, 2025 marked the 50th anniversary of the Individuals with Disabilities Education act, a landmark legal act issued by the U.S. government in 1975 that guaranteed children with disabilities received the proper services as part of free public education in the “least restrictive environment” (LRE). 

“This anniversary reminds us that the road to educational rights was hard-won by families who refused to accept less. We honor their advocacy and recommit to protecting and strengthening these vital rights for all students,” said Margarita Baldeo, PHS Superintendent of Special Service. 

PHS is home to nine special education programs, each designed to meet students’ individual needs. Though some of the offered programs are designed to accommodate academic challenges, others address developing life skills, such as the “School-to-Work” and “Adult Living” programs. 

 “In society, [special education students] have to conform to the expectations that are set for [them],” said Crystal Riddick, Supervisor of Special Education at PHS. “Instead of us setting the expectation that the kids have to meet, we need to meet the kids’ expectation by planning to support them.”

The process begins with the child study team, which is in charge of evaluation and classification of students who may be eligible for special education services. 

“We get a referral that can come from a parent or the school or physician, and then we meet with the parents,” said PHS Social Worker Michelle Kotch, who is part of the Child Study Team. “If we determine that evaluations are warranted, that’s when we conduct the evaluations.”

Over 90 days, the team collaborates to create an Individualized Education Program (IEP), a legal document renewed every three years that provides recommendations for the type and level of special services that can be provided for the student.

“In PHS, we strive to ensure that we [have] an environment that’s least restrictive,” said Principal Cecilia Birge. “If you are a student with certain learning needs, we want to make sure that you are placed in an environment that gives you access to [a similar] curriculum [to] all other students.”

 In order to do this, many PHS classrooms have In-Class Resource Programs (ICRP), where there are two teachers, one general education teacher and one Special Education teacher, who provide additional support to students with an IEP, and modify the curriculum to their level if needed.

“In an ICRP class, you might sit next to a student [or] some of your friends might have an IEP, and you don’t even [know] they’re receiving support,” said Riddick. “That’s the structure that we promote ... because kids should be inclusive and accepting of all students.”

PHS also offers resource classrooms for students with higher levels needs. These classes are taught by a Special Education teacher but retain many of the aspects of the standard curriculum. There are  also  classes that focus on teaching the core subjects with a focus on the development of real world skills.

“I don’t follow algebra, geometry, or anything for my LLD or my MD math,” said Danielle DeCroce, a Special Education teacher specialized in MD and LLD math, English, and social studies classes. “It’s all functional math skills — right now we’re working on coupons ... and saving money versus spending more.”

For students who require a supervising adult with them, PHS hires aides to stay with them throughout the day. Maurice Tigget has served as an aide in Princeton Public Schools for 12 years, prior to which he worked in a similar position at a residential facility for teenagers who have court orders. 

“The ability to see the change and the growth in a student ... to watch them come in angry [with] whatever they got going on ... and see them and their mindset change, grow and they start to learn and understand ... is what makes this job wonderful,” said Tiggett. 

In the case of Riddick, her passion for special education was rooted in her experience with her own child, who faced struggles receiving the same quality and level of education as his general education peers. 

“It wasn’t that he couldn’t learn ... they [just] couldn’t meet his needs. That inspired me, once I got in[to] college ... I got into Special Education, and ... I found my purpose,” said Riddick. “When I say that, I smile ... my light bulb went off in Special Education, and I can’t see myself doing anything else.”

However, despite the wide range of services and accommodations that the special education program at PHS offers, many students still encounter gaps that the current system does not  yet completely address. 

 “[There are some special education] students, who will probably never attain a driver’s license, [who] are being made to take driver’s ed,” said DeCroce. “I feel that there should be more adaptive classes, elective wise for them, [and] adaptive PE, where it’s just those kids with their peers. I think it would be more comfortable for them.”

But regardless of the program, a common theme shared amongst the various people in Special Education is to approach all students with understanding.

“You can’t force people to interact with all individuals, but I would just like to see people approach everyone with ... empathy,” said PHS Special Education and Autism Program teacher Jeremy Reilley. “Whether it be my students or just any other individual you see here at Princeton, have a little bit more empathy for each other. We’re all kind of trying to navigate this crazy world together.”

Photo: Charley Hu

Members of the Buddies Program participate in a game of Uno.

PHS’s Special Education Program

For Jennifer Bigioni, being a librarian was always in the books. 

“I was a huge reader as a kid, and I was also a very good researcher. I remember being in elementary school and helping all the kids use the card catalog and showing them how to use the periodic guide,” said Bigioni. 

However, in college, Bigioni wanted to work in the State Department at the Soviet Union embassy. That is, until the Soviet Union collapsed. Bigioni’s professor encouraged her to pursue a career in education instead, and her teaching career began. Bigioni started as a substitute teacher at West Windsor Plainsboro Regional High School and later became a social studies teacher there. Then, while working one summer on her social studies curriculum, she realized the school needed a librarian to facilitate good learning, and returned to her childhood passion. 

“I was working one summer and I’m like, ‘They’re going to need a really good librarian to help them with all of this — maybe I should be a librarian.’ So I got myself into grad school and ... I was like, this totally feels right,” said Bigioni. 

Bigioni later began working at PHS in 1994 as a social studies teacher and later as the Learning Commons Media Specialist in 2013. She remembers falling in love with the beautiful building, welcoming people, and the close relationship between faculty and students. She has now been a part of the PHS community for 31 years and plans to retire this March.  

“There was something calling to me about Princeton, and once I started working here, I knew I would have a hard time working anywhere else because there’s a lot of academic freedom here, which is wonderful,” said Bigioni.

In her time here at PHS, Bigioni has strived to make the Learning Commons a space that every student feels comfortable using. Bigioni also worked to make sure that students went to the Learning Commons at least once over their four years at PHS. 

 Bigioni has also diversified the reading selection by adding manga, graphic novels, fantasy series, and fiction on top of the academic books already carried by the Learning Commons, drawing on student book recommendations and professional journals to stay updated on reading trends.

“When [I] first started here, students didn’t take out any books. They didn’t even know they were allowed to borrow the books, so our circulation was almost at zero,” Bigioni said. “I really worked with students to find out what they wanted to read. [They] wanted to read manga. They wanted to read graphic novels, ... different fantasy series, so I bought them. [And] nothing makes me happier than seeing students who are really happy about being able to read and having the books here for them.”

In addition, Bigioni stresses the importance of academic integrity in a time when students are increasingly relying on technology to think for them. Through the Learning Commons, Bigioni has held professional development sessions for teachers regarding the use of AI in learning spaces, as well as training people in AI detection. 

“It does bother me when I see there are various structures in place that make it difficult for students to do everything that they need to do — over scheduling is causing these issues, and [AI] is the shortcut to getting a grade without doing the learning. [It’s hard] for me to witness, and to not be able to solve,” Bigioni said. 

In her retirement this spring, Bigioni and her husband plan to move to Ireland to be closer to their daughters, travel the world, and volunteer. However, Bigioni hopes that PHS students continue to read and learn.

“If you don’t know how to ... do your own research, you will forever be fooled by whoever controls that information. That’s something really critical for every individual, but it’s [also] really critical for our world,” said Bigioni. “It’s hard to convince a 15 year-old or a 16 year-old of how important the learning that they’re doing now is going to have for not only their future, but the future of other people too. But it’s true. It really is true.”

photo: Charley Hu
 
When Bigioni first joined PHS, book circulation was close to zero.

Learning Commons librarian Jennifer Bigioni to retire after 31 years at PHS

On December 8th, the Ridgeview Turtles hosted a session to teach K-5 teachers throughout the Princeton Public Schools district about how to incorporate lessons on conservation and climate change into their curriculum. The Turtles are a PHS community service group that meets every weekend to restore Princeton’s forests and remove invasive species.

“The main goal is to get students to understand their local environment — so often we talk about far off places when we could be talking about here. And also just to get students to see that they can use science to solve problems in their own lives,” said Jaccqueline Katz, Supervisor of Science Education at PHS.

Though the Turtles have been teaching leading environmental and conservation activities at Johnson Park for years, they hope to expand the current after-school program and incorporate it into the regular school curriculum. 

“We [are] creating the next generation of young environmental stewards. We are trying to show that it’s important to have environmental education within our education system because [the system is currently] really outdated,” said Andrew Kim ’26, one of the leaders of the Turtles. 

In addition to talking about preservation, the Turtles also showcased potential lesson plans.
“We have [an activity] where we have preserved leaves and nuts from trees and kids [use them for] a matching game. The [goal] is to give teachers ideas [about] how you can teach climate change in a more attractive way,” said Elif Cam ’26, another leader of the Turtles.

The environmental teaching will be split into two parts, one in the classroom and one outside, according to Dr. Patricia Shanley, a scientist and longtime mentor for the Turtles.

“[The students] will learn which species they have on their property, what are those used for, which ones make maple syrup or pancakes…what the Turtles can do is to open the eyes of both the teachers and the students as to the miracle of what’s outside their classroom. [Then] they would get some of the conceptual overview in the classroom…the link of local [environmental issues] to global [problems],” said Shanley.

photo: Elif Cam

Elif Cam ’26, Maiya Qiu ’27, and Melvin Qiu ’27 present images of local endangered species to a room of K-5 teachers.

Ridgeview Turtles lead presentation for elementary school teachers

 On Monday December 1, PHS hosted Maud Dahme, a Holocaust survivor from the Netherlands, who shared her story of being a hidden child during World War II. The PHS and larger Princeton community was invited to hear firsthand accounts of perseverance and hope from a woman who experienced one of history's darkest chapters. 

   Dahme was born in Amersfoort, in the Netherlands in 1936. Her father was a chef, who, along with her grandfather, operated a restaurant in a local train station. In 1939, Hitler invaded Poland, beginning World War II. 

   “The Netherlands.. was expected to remain neutral in [World War II]. That's why so many people came to the Netherlands, because everyone felt they would be safe.” said Dahme. “But that didn't happen: we woke up one morning in the middle of the night, [at] two in the morning in May of 1940 people… looked outside and they saw German airplanes coming in and soldiers parachuting out. Hitler [had] invaded.”

Dahme’s local synagogue soon received a letter that all Jews in Amersfoort were to take a train towards Eastern Europe, where unbeknownst to them many would be eventually murdered in concentration camps. Dahme’s parents decided to put their daughters in the care of their Christian friends. Through the resistance, these friends were able to find a farm in the countryside to hide Dahme and her sister. 

   “We get to a house in the neighborhood, we get to the garden gate, and my dad gave me the two little suitcases, and he said, ‘We'll see you in a couple of weeks – go in that house, and take very good care of your little sister,” said Dahme.

   Her childhood was incredibly difficult, but even amidst the evil of World War II Dahme found goodness in people. Dahme recalled one moment when she brought to visit a young Jewish boy who was hiding from the Nazis by living under a trap door.
 
   “I was [instructed to bring] him something to eat once a day, but [to] be very careful that nobody [saw] me. [And] everything was fine until one day I brought him something to eat, and came back up with the pot in my hand and looked, and there were half a dozen German soldiers standing there just looking at me. I put the trap door down. They stood and watched,” said Dahme. 

   Dahme recalls praying every night that her action would not lead to the arrest or murder of the boy, her guardians during the war, or her and her sister, and to her relief, it never never did.

   “[When] I became an adult, I realized what happened there. These were soldiers who had been drafted into the army, or they were not Nazis, and probably had families of their own and children, and just pretended they never saw this. Even amongst all this evil that was going on, there was goodness also, and [that] saved our lives.”

   Dahme’s village was eventually liberated by Allied soldiers, but even after the war was over many who survived the Holocaust, including Dahme, did not want to speak up about their experiences. 

  “[They] didn't want to talk about it, not even my own parents. They said, ‘[it’s] over and done, life has to go on. We're not going to talk about it,” said Dahme.

   When Dahme moved to the United States in 1950, she remained silent for many years, in part because of her poor English. It was not until later in her life that she decided that it was time to tell her story. In March of 1981, she saw a program on 60 Minutes about a man named Raul Wamberg who saved many Hungarian Jews during the war. The next week, the presenters shared viewer reactions to the program, including a harmful conspiracy theory from someone Dahme knew personally.

   “The Jews of Europe were not exterminated in gas chambers. The gas chambers were wartime propaganda fantasies,” the comment read.

   The fact that someone she knew could deny the horrible events of the Holocaust shook Dahme deeply, pushing her to communicate the horrific truths of the Holocaust. 

  “This is when I decided I was going to start to speak up. It was very difficult at first, because these were things that were back in my head. I never talked about them. And when you start to tell a story of some experience, as you're describing it, you're seeing it, you're reliving it. But I decided the time had come that I should speak,” said Dahme. 

   Dahme has since written a book about her experience as a hidden child and talked to countless students and teachers across New Jersey, eventually leading to her induction into the New Jersey Hall of Fame in 2014. Superintendent Michael LaSusa first met Dahme in his previous school district, and decided it was important she come to PHS too. 

   “Education is what prevents hatred and intolerance. Understanding other people, understanding oneself, having respect for other people, all of that is what we hope to foster when we educate anybody, children and adults. Hearing [Dahme’s] message … reinforces the importance of education as a means of understanding others and reducing … intolerance,” said LaSusa.

Photo: Katherine Chen

Dahme, one of around 220,000 remaining Jewish Holocaust survivors, speaks in PHS’s Performing Arts Center.

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