Volleyball

Coming into the season as two-time state champions, the PHS volleyball team immediately went on a 16 game win streak within the first month, achieving their 31st consecutive win, continued from the previous season. They ended the season with a 20-5 record by winning the state title for the third consecutive year. Other significant games were the two that 
were played in a tri-match against Williamstown and Old-Bridge, two other top-ranked teams in New Jersey. 

“We really got to meet new people and connect, going through losing together, as well as winning,” said Johanna Kraft ’29.

Girls Soccer

A six-game winning streak to open their season set the PHS girls soccer team up for a varsity record of 13-7, making it their most successful fall season since 2023. During the first 
round of the NJSIAA Central Jersey Group 4 tournament, the varsity team won 2-0 against East Brunswick. The varsity team wrapped up their postseason competitions after reaching the quarterfinals of the tournament. 

“When we have chemistry off the field, it makes it fun,” said Leah O’Neil ’26. “We have all the right inside jokes, and I think that’s what makes the season really special.”

Girls Tennis

Kicking off their 2025 season with a solid five game win streak, the PHS girls tennis team ended with a 12-2 record. Over the course of two months, the team played numerous matches, advancing all the way to state finals where they faced WWPNorth.With the overall match tied 2-2, the outcome hinged on a final singles match, which PHS won after three hours to advance.

“I think that everyone on the team really did enjoy being together, so we had really good team spirit,” said Sophia Bruhn ’27.

Field Hockey

The PHS field hockey team ended their fall season with a varsity record of 10-6. Despite losing their first game, the girls quickly recovered and won 6 straight games. The varsity 
team scored a total of 56 points this season, with their highest-scoring games being against Lawrence (8-1 win), Princeton Day (6-0 win), and Robbinsville (6-0 win). Most notably, as the third-seeded team, they beat second-seed Princeton Day during the CVC semi-final championships. Head Coach Heather Serverson celebrated her 200th win with 
the team after their game against Hopewell. 

“I was just very lucky to be on this team and meet all these girls and learn all the things that I did, whether it was field hockey or not field hockey,” said Maeve Hughes ’29. 

Girls XC

The girls’ cross country team secured a second-place finish at the NJSIAA Group 4 State Championship held at Holmdel Park. This performance earned them a wild card entry into the NJSIAA Meet of Champions, where they placed sixth overall. Their success was built on the lowscore winning format of the sport, 
a principle they demonstrated decisively at the CVC tournament. 
There, the team swept the competition, amassing a winning 
score of just 32 points and finishing well ahead of second-place West Windsor-Plainsboro North, which scored 75. Additionally, PHS placed second at the Varsity B race at the 
Shore Coaches Invitational on October 8th, one of the biggest instate races for the team. 

“All the people worked really hard to achieve their goals, and everyone put their all into it,” said Angelena Gonzalez ’29. “We had a lot of fun, and I really enjoyed just being with 
[the team] in general.

Boys XC

For the first time in program history, the team swept the CVC tournament, winning the varsity title, the JV title, and the first-place overall county title. Additionally, three runners placed in the top ten at the Jerry Hart Invitational at Peddie. The team capped the season with a second-place result at the sectional championship.

“I think definitely the counties win, and the JV counties win, were the most memorable moments, especially like the bus ride home,” said Steven Cenci ’25.

Cheer

The PHS Cheer team earned first place in the Game Day and specialty division at the CVC championship, a feat that hasn’t been accomplished since over 15 years ago. Throughout the fall season, the team cheered at numerous football games throughout the year, including the Homecoming Game. They led the student 
section through cheers and chants to help keep the energy up throughout the game as well as performing multiple stunts, 
showcasing the skill and coordination of the team.

“We were excited to make the routine for competition and looking forward to everything,” said Emily Marchione ’28.

Football

The Tigers concluded a strong season with a 7-2 record, their best since 2014. The year was highlighted by two signature wins: a dominant 35-0 shutout of West Windsor and a dramatic 19-14 comeback victory over Holy Cross in the Homecoming Game, where they overcame a halftime deficit to secure the win.

“This was our best record in a while,” said Aryan Kondakindi ’29. “Despite not making the playoffs, not because our record but because of player ejections, everyone played well and had a highlight this season."

Boys Soccer

The team concluded its season with a 14-2-1 record, which included a tie against Notre Dame. Their postseason run extended to the final match of both the CVC tournament and the state championship. During the season, the team recorded shutout victories over Ewing (7-0) and Hightstown (6-0).

“My favorite memory was probably winning the league,” said Riccardo Meloni ’27. “We did pretty well in the CVC [tournament]. The journey to the final was good."

Fall recap

On October 24, the PHS varsity boys football team ended their season with a 35–0 shutout against West Windsor-Plainsboro South, marking the finale of a 7–2 season, a team best in 11 years. However, their season was cut short prematurely, as the team was disqualified from the playoffs. The Tigers faced three ejections, and a rule from the New Jersey Interscholastic Athletic Association (NJSIAA) prevents teams with three or more 
ejections from participating in the state tournament. 

“Our coach [Charles Gallagher] told us,” said co-captain Ellington Hinds ’26. “He sat us down and told [the ruling] to us straight up, but then he left and gave us some time to think about it.”

When asked to provide commentary on the recent suspensions, Head Coach Charles Gallagher and Coach Brandon Williams both declined to be interviewed. Linebacker Julian Frevert ’27 explained how the playoff suspension resulted in a shared negative shift in the team’s attitude towards their season. 

“Leading up to the suspension, we were 6–1 ... so we were 
doing really [well],” said Frevert. “Then, [the suspension] 
happened, [which] kind of ruined the whole vibe of the 
team and made us feel like we messed up in some way.”

Anderson Potter ’26 took a more optimistic approach to 
the suspension, however, observing how the team gained 
experience by learning from past seasons. He explained 
how they leveraged this experience to succeed in the season.

“Everyone had their experience to lead up to these wins 
and built upon them,” said Potter. “I think we had a lot of 
success, and I think it was a really fun season. It was great.”
 
The suspension drew mixed reactions from the team, especially in the light of other issues that complicated this decision. Hinds believes the ejections weren’t entirely fair to the team.

“I think it’s because we are Princeton,” said Hinds. “It’s a [pattern] that the [referees] don’t like us.”

In terms of the ejections, Potter explained the first two ejections were due to unsportsmanlike conduct and an argument with a referee. He remarked that the third ejection, which led to the disqualification, was heavily contested by the team.

“The [third] one — this is the one that a lot of people are trying to argue against — [happened because] someone [said] 
something in a huddle,” said Potter. “The [referee] threw a flag because I think it was a bad word or maybe the [referee] didn’t like what he heard. That was the third one where he also got disqualified.”

While Frevert said that the team is generally displeased and disappointed with the disqualification due to the impressive season they had, he acknowledges that it wasn’t entirely uncalled for.

“In theory, [the decisions] were controversial, but by rule, it deserved to happen, and it should have happened to us,” said Frevert. “So as a team, we feel like it wasn’t deserved because we don’t feel like we’re the type of team to be disqualified. But, we did break the rules, and if you break the rules, you get disqualified.”

Additionally, the team is looking to focus more on sportsmanship and how they present themselves in upcoming seasons. Frevert echoed this sentiment, detailing the plan to work on behavior in the future. 

“The seniors talked about it, and we’re [going to] put a big emphasis on sportsmanship and how we behave in general and be more strict with the enforcement of punishment so [players] abide by the rules,” said Frevert.

Potter corroborated this idea of emphasizing sportsmanship within the team’s culture. He underlined the importance of ensuring this type of behavior doesn’t become a pattern or a reputation.

“The most important thing, especially for the freshmen, is knowing that this [behavior] is not normal, and this is not [what] should be expected from the team,” said Potter.“Everyone should be looking to build each other up and then everyone should also, learning from this event, carry themselves with the most professional attitude ... on and off the field.”

As the team puts this setback behind them, they aim to come back stronger next season, even with the loss of their many graduating seniors. 

“I feel like we have guys who could be better, who 
are [going to] step up, and I think that we’re [going 
to] be just as good, if not better, next year, and we’re 
[going to] work really hard to get there,” said Frevert.

Photo: Jasur Agzamov

Anderson Potter ’26, Dayron Ospina Posada ’26, Kobe Smith ’27, and Vincent Min ’28 celebrate a big play.

Football team banned from playoffs

The lights are bright as energy pulsates through the crowd. Taking a deep breath, Valeria Trujillo ’26 steps onto the mat and faces the audience with a smile. The music starts, and she follows every beat with precision. After receiving their score, 
Trujillo and the team raise their first place trophy into the air to the roar of the crowd. 

Trujillo began cheerleading as a freshman after spending her childhood exploring different sports, such as cross country. This time, however, she decided to stick with it for the rest of her high school years. 

“I’ve always liked dancing, so I thought that cheer would be a good way to be able to still dance,” Trujillo said. “So, I joined my freshman year.” 

Her love for music and dance came from her parents and her dance teachers. Growing up, she and her parents would 
often dance together to Spanish music, especially salsa. 

“[I learned] techniques, like when you’re carrying the girls, or the routine has a lot of stuff, so I think that I learned 
a lot of more new skills other than [just] dance,” said Trujillo.
 
Head Cheer Coach Veronica Foreman noticed Trujillo’s dedication right from the start. Even as a freshman and a newcomer to 
the sport, Trujillo stood out for her effort and determination, putting in large amounts of time to learn all the dances beforehand and consistently practicing.

“My first impression of Valeria was freshman year, during tryouts, literally the first day she knew everything ... all the routines ... I was just so amazed,” said Foreman. 

She added that Trujillo has become more confident and organized, taking on greater responsibilities within the team. Over time, she has learned how to use her voice as a leader — encouraging her teammates, communicating clearly, and setting an example both on and off the mat. 

“She’s the first one to reply to emails, and she’s always helping to make sure that we get the things out to the girls,” said Foreman. “I feel like Valeria has grown by being able to realize her worth ... and I see now that ... she knows that she is confident in what she does.” 

Along with co-captains Nava Brito ’26 and Suki McNulty ’26, Trujillo led the cheer team to a first place overall win at 
the cheer CVC competition. The team took first place in the traditional category and second in the game day category.

“When there were five captains [last year], I think one of her weaknesses was just trying to figure out how she fits in to 
be a leader with the captains when there were still many and how can her voice be heard,” said Foreman.

Trujillo’s teammates share similar thoughts about her leadership. As one of the co-captains, Trujillo is known for 
her outgoing personality and patience.

“She’s a really good captain, and she teaches me many things. I’ve only been on the team for a month, and I’ve learned a lot 
from her,” said teammate Zoe Csefan ’29.

While balancing cheer with academics can be challenging, Trujillo has found a strategy that enables her to be able to 
focus on both. However, she continues to bring energy and focus to every practice and performance.

“I think I usually always try to kind of make time for my work outside of school, outside of practice, make that like my priority,” said Trujillo. “But when I get on the mat, 
or in practice, I usually try to take everything else off my mind and focus on [the] fun.”

As Trujillo reflects on her four years of cheer, she plans to pursue pre-med in college and look into college cheer teams. 

“I think that [we] definitely have formed a community and I think that I used to do a lot of sports that were like single, more like it was just based off of yourself,” said Trujillo. “But I learned that cheering is a lot, you rely on everybody in the group. So I think that I definitely [learned] to work to communicate better and work together as a group."

Photo: Charley Hu

Trujillo leads the cheer team with patience and diligence, and she looks forward to continue her career in college alongside a path in pre-med.

Valeria Trujillo ’26: cheerleading

Ripples spread throughout the water while the crowd of spectators hold their breath. All of a sudden a large cheer erupts as Grant Shore ’26 rows through the finish line of the 
prestigious Head of Charles regatta, a highly regarded race in the rowing world. Shore and his team end up placing fourth, in a race that attracted thousands from across the globe.

Shore initially lived in Wisconsin but later moved to New Jersey and took an interest in rowing. Shore’s older brother Rory first introduced him to intramural rowing team during 
eighth grade at the Hun School. Shore medaled in a few of the races during that season and decided to row for the Princeton National Rowing Association (PNRA) that summer. 

“I played basketball throughout middle school and in the freshman year of high school,” said Shore. “Up until I was 10 years old, I’d say ski racing was my main sport, then basketball, and then [I moved to] New Jersey. For the last two years, two and a half years now, rowing has been kind of my main sport.”

After transferring to PHS during the fall of his sophomore year, Shore decided to pursue rowing full time. Early on in his rowing journey, former Princeton University rower and boys rowing varsity coach Jamie Hamp became one of Shore’s biggest role models.

“He’s really been able to provide a lot of insight into the whole process of training,” said Shore. “He’s been very helpful in giving insight on what optimal nutrition is, what the optimal pacing for each workout [and] optimal ways to plan out your day to best ... orient your recovery. And it’s just been very helpful to have coaches like that.” 

In July 2024, Shore competed internationally and was a quarterfinalist in the Princess Elizabeth Challenge Cup at the Henley Royal Regatta. He competed in the Head of the Charles Regatta and placed fourth in the Under 19 (U19) eight category last year in October as well. For these accomplishments, Shore had to persevere and make tough decisions on a daily basis. 

“[I make] sure each night I am getting my homework done in a timely fashion so that I can get to sleep. During the day, [I 
make] sure I’m getting all my work done, [so] ... going into practice, I don’t have anything I need to handle that would take away from practice,” said Shore.

Even with his acheivements, Shore recognized that rowing is an extremely demanding sport. When he first joined PNRA, Shore struggled with getting used to the intensity of the training and the environment. 

“He wasn’t acclimated to that volume. And so he did hit a little bit of a plateau, and he did struggle a little bit,” said Hamp. “I told him to relax, take a deep breath, 
[and] it’s not that big of a deal."

With the help of coaches and teammates, Shore was able to overcome this obstacle, both mentally and physically. 

“But the hard part, I guess, is just kind of getting through it and realizing what is it that’s holding me back, what is it that needs to be overcome?” said Shore. “And then once you 
address that factor and overcome it, then obviously start to improve again.”

Still, Shore was already a prominent rower early in his career. Teammate Will Kovalick ’27 recalls meeting Shore during his freshman year met.

“He was in the one V as a sophomore, which is pretty impressive,” said Kovalick.

Not only is he technically skilled, Shore is also a role model to his fellow teammates. 

“I feel like he’s always there for advice [and someone] I can look up to, and he’s helped me develop my leadership skills … and it’s just his common nature to act as a leader,” said 
Vrishank Nalla, who competed with Shore at nationals. 

Both Nalla and Hamp say that, once Shore has his mind set on something, he doesn’t take his mind off of it until it is complete. 

“He’s not a very big vocal person. He’s more of a lead by example guy …he’s got this quality that, when he talks in the boat or says something in a meeting or says his 
goals for the boat, everyone’s listening,” said Hamp.

Shore’s main goal is to qualify for the U-23 national team, as last year was his final year on the U-19 team.

“So my goal would be to try and get on [the national team] sometime [in] the next two or three years, and then try 
and obviously compete for a medal this year.” Shore said.

This August, Shore was selected to represent team USA for the U19 Men’s World Rowing Championships in Lithuania. As rowing has shaped Shore over these past few years, he has grown as not only a rower but a person. Shore doesn’t just enjoy getting out on the water and winning, he loves being able to meet different people that all share common interests and goals with him. 

“The camaraderie is definitely my favorite part, getting to meet a lot of unique and interesting people,” said Shore. “The people who you row with, kind of whatever reason you keep coming back and keep talking to them, because it just bonds you in a way.”

Photo: Jasur Agzamov

After placing fourth at the international Head of the Charles Regatta and representing the US for the U19 team in Lithuania, Shore hopes to qualify for the U-23 national team.

Grant Shore '26: rowing

Head Coach James Smirk

“The real secret [to] being great at cross country is understanding that it never really gets easier. You just get better at dealing with it, and then, as such, you’re willing to run faster ... I think that’s something pretty unique in our sport. So our athletes 
have gotten better and have found themselves in a championship position because they have leaned into that idea that they can continue to find greater depths of ability if they’re willing to commit to those ideas.

Assistant Coach Jennifer Smolyn

“For the girls, the goal is going to be to win the section, because they are talented and ready to go. But for the boys, they’re a little bit more of a wild card. We weren’t expecting them to win the county. They put a really, really great race together. So we’re not totally sure how they’re gonna pan out in the section, but we’re excited.”

Aleric Deess ’28

“I’d say that it’s pretty exhilarating, honestly, especially depending on where you’re 
passing them. Towards the end of the race, you can see them in front of you [and] you can see that they’re breathing heavy [or] they’re looking down [and] not feeling great. [At that point], you really [start to] feel like you can really win and pass them in this spot.”

Steven Cenci ’26

“We’ve really bonded as a team and done a bunch of workouts together that have strengthened our connections with each other. So when we [got] out there on the 
course, we [were able to] trust each other and were willing to put it all out there as a team ... I think all four of our coaches ... have been super supportive [and helped] us with our workouts and [gave us] training plans.”

photo courtesy:Lily Ludewig


The cross country teams celebrate their clean sweep victory at the CVC tournament

Cross country teams sweep CVC championships 

Ready, set, hike! The ball is immediately snapped and handed off to Carmine Carusone ’26. He sprints past defenders and breaks tackles on his way to scoring a pivotal touchdown for the Tigers. A couple seconds later, he jogs back out to kick the extra point, which he drills right between the two uprights. 

Carusone grew up playing football with his brothers and friends - instilling an early connection to the sport. However, he initially played both soccer and lacrosse in his freshman year before making the switch to join the high school football team. 

“Once I started the workouts in the summer and I got to see the kind of bonds that you create, and what it's like to actually put the pads on, [it was] something that I knew I couldn't get away from,” said Carusone.

When he first started on the team, Carusone played as a cornerback and kicker. This didn’t stop him from achieving division honors in just his sophomore year, being named First Team Defense for his position as cornerback by the West Jersey Football League. The organization chooses division all-stars each year, the best in their respective positions, in collaboration with league coaches in all 17 divisions. 

Head Coach Charles Gallagher has been leading the PHS boys football team for over 10 years. When he first met Carusone, Gallagher knew he would be a great asset to the team. 

“We saw he was an athlete. He was tough, he was fast, and he was smart,” said Gallagher. “He was a great kid, and we'd like to think that we built our program around good kids.”

In a recent game against Lawrence, Carusone played a pivotal role defending his position as running back against the opponents.

“I remember he had like a 60 yard run against Lawrence where he ran through like, two, three guys,” said teammate Julian Frevert ’27. “And then, [it] took like five guys to bring him down.”

The following season, Carusone got his first snaps at the running back position, recording 651 yards on 130 attempts and five touchdowns. That season, the Tigers would go 5–5, winning the Valley Division title, and competing in the playoffs for the first time in 10 years. Additionally, Carusone was named First Team All Offense, this time for his position at running back in the Valley Division, for his contributions. 

Now, as a senior, Carusone is co-captain of the team. However, Gallagher says leadership is something that comes to him naturally and has been present in him for years, along with the characteristics that make up an excellent football player.

“He's become a great leader for our program,” said Gallagher. “He plays three different positions, some of the hardest positions. Being running back, corner back, and also being our full-time kicker, as punter, [means] he doesn't come off the field.”

In addition to playing such a pivotal role in the team, Carusone shoulders heavy responsibilities like school and academics. During the summer, the team completes workouts in preparation for the season. It doesn’t stop there though; the team has practice six days a week throughout the school year. 

“When school starts, I try to keep my mind on my scores as much as I can throughout the school day,” said Carusone. “Then as soon as football comes, my mind just completely shifts. I'm focused, ready to learn about the team that we're playing against or new plays that we're putting in."

Stepping into his leadership role, Carusone assists teammates in the weight room, a pivotal part of offseason training for every member on the team. In the weight room, he can be found leading teammates in exercises and providing support for everyone to get the most out of their workout.

“He's [the] kind of guy you want to get behind and follow,” said teammate Julian Frevert ’27. “He's one of our strongest guys and a really good example to have for younger guys on the team and people my age.” 

Even through tough moments such as losing the homecoming game in Carusone’s sophomore year, he took it as a chance to redirect his energy towards improvement.

“So when big losses like that happen, we try to just keep the team together and uplift everybody so that when the next big game comes, we're ready to go,” said Carusone.

For his final season, Carusone hopes to lead the team to another great season and victory at the homecoming game. While still going through the recruitment process, he has stacked an impressive resume from his time on the team and left a legacy that won’t be forgotten.

“The best part about football is, for me, is ... what it's like to be a part of a team. When you're part of a team, you're like a family, and [it’s] like a culture that no one else has, except for your team,” said Carusone. “When I step on that field, I know that I have my teammates’ [backs] and I know that they have my back.”


Carmine Caruson '26: football

Seeing the ball fly through the air, Naomi Lygas ’26 runs up to the ball set to her, plants her feet, and jumps up to spike it. Whipping her arm forward, she hits the ball between the opposing player’s arms, watching as it flies through the air and bounces off the ground with a loud thump.

In fifth grade, Lygas was given the opportunity to play either field hockey, softball, or volleyball. She tried volleyball out first and fell in love with it. Role models like American beach volleyball player Taylor Crabb and her mom encouraged her to keep developing her skillset in the sport. 

“My mom is one of my biggest role models. Whether it's in sports or not, I feel like her work ethic translates really well over to sports. So I like to try to replicate that,” said Lygas.

For Lygas, volleyball is a year-round commitment. Not only is she a member of the PHS girls volleyball team, but she also plays for the beach volleyball club Stars and Stripes. 

Lygas’ dedication to the sport has earned her and her team numerous awards: last year, Lygas played a crucial role in the PHS team’s run to win the NJSIAA Group 3 Championship, recording 60 kills in the tournament alone from her position as outside hitter. Additionally, Lygas also won the 2024–25 Gatorade New Jersey Volleyball Player of the Year title. 

“Gatorade Player of the Year was something I had been working towards for a while, and to actually see the results of my hard work was super amazing,” said Lygas.

Despite spending much of her time on volleyball, Lygas is still able to find a balance between her academics and athletics.

“[It’s] hard, especially when traveling for tournaments, but I always try to get my work done,” said Lygas. 
“It comes down to having some late nights doing work, or early mornings waking up to do it, but I get it done as much as possible, because I value school as much as sports.”

The constant pressure to become a better player takes its toll even on the best of players, something that Lygas also struggled with at one point in her volleyball journey.

“I was at this level where I didn't feel like I was getting better. And one of my biggest things is that I want to get better, and always see myself having that constant improvement,” said Lygas. “So it was kind of hard to just tell myself that even one percent every day is still an improvement, [but] once I put that mindset in my head, I haven't felt that way since.”

Lygas’ passion for the sport and her hard work have made her a leader on the team, immediately catching the attention of PHS girls volleyball Head Coach Patricia Manhart.

“She is such a hard-working, driven athlete. You don't get as good as Naomi is without putting the work in. So knowing how dedicated she is, those are all things that make her the outstanding athlete that she is, that she's just always training, always pushing herself to get better,” said Manhart. “And I think that really also then motivates her teammates too, to make sure that we are strong all around because it is a team sport.”

Lygas’ well-rounded skillset and abilities have also stood out to her teammates, making her a respected and well-valued member of the team.  

“Passing is one of the largest skills in volleyball,” said Kaelin Bobetich ’26. “She's probably our strongest passer at the moment ... and that's just one of the most important parts about a game, because if you're an outside hitter, you have to be able to pass really well and hit really well, and she's put in that position because she can do those things really well.”

This year will be Lygas’ seventh year playing volleyball and fifth playing beach volleyball. Through her many years on the team, she has grown both mentally and in her game to be more versatile and adaptable. After being recruited at the end of her sophomore year, she plans to continue playing beach volleyball at Tulane University.

“Adaptability is huge, especially in beach volleyball, which is what I am going to play in college. Whether it's the wind, the sun, or if the other team is serving to you every single time, you have to learn to adapt,” said Lygas. 

After becoming the captain of the team this year, Lygas hopes to continue acting as the role model for her teammates that she had when she was a freshman.

“Coming in as a freshman, I was a little scared,” said Lygas. “Some of the senior captains that year were some of my biggest role models in high school. And now the leadership role is definitely more prevalent as that's what I'm labeled as, but I always try to be a good leader by leading by example.”


Naomi Lygas '26: volleyball

The crowd roars as he laces up his cleats and takes to the field. Aaron Thyrum ’26 jogs out on the pitch in one of the biggest games of the season, a home playoff game against Monroe. Thyrum flies around the field, ready to make the most of every offensive opportunity that comes his way, while also playing crucial defense against quick attackers. Through Thyrum's efforts, the Tigers secure the win and advance onward to the next round of the CVC tournament.

Starting at the age of four, Thyrum’s soccer journey started by following in the footsteps of his father. He first started playing soccer at the age of three, along with other sports such as baseball and football. However, eventually he chose to pursue just soccer when he was in middle school.  

“My dad is really the one that got me into soccer. I mean, he's a soccer fan as well, so it's just a matter of how any other kid gets into sports,” said Thyrum. “As middle school came along .. I really wanted to ... get better at one specific thing, that's when soccer ... pulled ahead of everything else.”

However, once he reached high school and began his freshman season, Thyrum experienced a significant setback when he injured his back. 

“I had a back injury where I was out for nine months ... you can say that was like the lowest point in my soccer career, because I had to go a full nine months without even touching the ball,” said Thyrum.

Head Coach Ryan Walsh first started coaching soccer at PHS 11 years ago. Along with introducing him to a physical trainer, Walsh helped Thyrum stay connected mentally to the game and to the team throughout his rehabilitation. 

“I remember how upset he was, and he was not able to play. I could just tell that he loved the game and wanted to play so bad,” said Walsh.

Despite the setback, quitting was never an option for Thyrum, who maintained a positive attitude.

“I don't think it was necessarily something where I wanted to quit. I think it's just you have your highs and lows, but at the end of the day, you have to understand it's a fun game that you get to play with your friends,” said Thyrum. 

However, the next season would prove to be different as Thyrum was able to get on the field as a member of the varsity team. Ultimately, the squad won the State Championship, an especially proud moment for the team.

“Going from a sophomore not playing at all to a junior last year for him, it's a really big gap, and he had to immediately become one of the most important players,” said teammate Kian Asiaie ’27. “I mean, that's always hard mid season, just kind of missing out a little bit, but he always bounced back really good.”

In 2024, Thyrum recorded three goals and seven assists as the team went on to win 18 games and a sectional victory against Monroe. 

This season, Thyrum is one of three captains on the varsity team. As a captain, Thryum takes inspiration from the leaders that came before him, such as Archie Smith ’25 and Azariah Breitman ’25, in his approach to leading the team.

“Obviously, last year, you look at the captains and the year before that, and I really considered those guys as people I look up to, and those [who] set the example,” said Thyrum. “But now, as a captain, and as a senior on the team, you really have to embrace the role model role.” 

Thyrum stands out as a vocal figure through the team's high-intensity training sessions, an essential part of their game preparations. Working with his co-captains, he pushes the team to be the best they can be through workouts and drills, to ensure a winning season. 

“The guys really are attracted to him ... they gravitate towards him because of his ability to connect with [them],” said Walsh. “He himself is training really hard ... it's very rare to have a guy who both leads by example and leads their voice. And he does both.”

His leadership style has received high praise from multiple teammates in addition to his skill in games throughout the season. 

“Soccer wise, he's an amazing player [and] technically, he's really good. His shooting technique is insane,” said Asiaie. “This year, against Hightstown, he dropped an incredible performance. And, I mean, that's just like the Aaron Thyrum we know.”	

So far this season, the Tigers are 13-2-1, including being 6-0-1 in CVC conference play and Colonial Division champs. Thyrum has recorded two goals and seven assists as the team has rallied around him in crucial moments this season.  

Although unsure about his career as a soccer player in college, Thyrum looks forward to another season as the Tigers look to finish strong before ultimately hoping to win the state championship title. 

“We feel as though we're family. I feel like everybody, no matter what position or role that you're in, everyone has a role, and you're connected to one another,” said Thyrum.


photo:Jasur Agzamov


Thyrum plays as one of the senior midfielders and helped the team win the CVC tournament and state final last year.


Aaron Thyrum '26: soccer

The starter shoots the pistol, and Kajol Karra ’26 is off. Less than 20 minutes later, she approaches the finish line of the 5k race. Legs aching and arms pumping, Karra sprints under and passes the arch, giving it everything she has left. 

Growing up, Karra tried many different sports before joining the cross country team at PHS in her sophomore year, after moving from West Windsor. Role models like Olympian Parker Valby and her own teammates inspired Karra to stick with the sport. Inspired by her teammates' dedication, strong work ethic, and running abilities, she implements their strategies into her own training and races.  

“I just liked the community that I was able to build with my teammates, and I thought it was pretty fun,” said Karra. “One of my teammates ... I race with a lot, so I feel like I'm able to learn from her and how she races as well.”

However, as a student athlete, balancing school work and after-school practices can be difficult. For Karra, a major skill she had to develop was time management, in addition to growing her athletic skills.	

“I feel like that was a big thing because cross country is more time-consuming than track,” said Karra. “I get home later ... So being able to manage my schoolwork and tests with the time commitment of meets, where you're gone all day, [can be hard]”

In addition to time management, Kajol was able to learn how to find connections within the running community through what can be at times, an isolating sport.

“Running is pretty individual, but there's also team aspects, so how to contribute to that aspect,” Kajol said. “When you race, it's technically by yourself [but] knowing that you're not alone.”

Ever since she started on the team, cross country coach Jennifer Smolyn knew Karra had the potential to become one of the best runners on the team. Smolyn and the other cross country coaches worked with her to expose her to high level competition, to boost her skill and confidence.

“We knew when she got here that she was very, very talented,” said Smolyn. “Getting her to see just how talented she was, getting her to realize that, ‘oh, I should have some confidence in this,’ [or] ‘I'm a great runner.’” 

Selected as one of the cross country captains this year, Karra has more responsibilities compared to before . In addition to becoming a bridge between her teammates and the coaches, she’s attentive to her teammates’ performance and the effort they put in through training.

“[It’s more] caring more about other people, having more responsibility for the other teammates, and what they do on the team and how they perform on a daily basis, not speed-wise, but how much they put into it,” said Karra. 

Throughout the season and in past years, Karra has always been a supporting teammate, providing advice for the underclassmen and making sure no one is left behind. Last year, she led the team in winning their first ever state title, after clocking a time of 19:26 at the 5,000-meter course.

“She's very positive, and works really well to connect our teammates together and in races.” said teammate Grace Hegedus ’27. “She inspires me by just staying committed. I love how she was very new to the team when she started and new to the sport. ... And she grew so much, she stayed consistent [and] really worked very hard to get where she is right now.”

Leading into the season, Karra was the top Princeton girl at the Manhattan Invitation with a 2.5-mile time of 15:17.8 that she ran on October 11.  

“She is just fearless. From the time the gun goes off, is somebody who is willing to just get out hot, like be fast from the gun, make passes when she needs to,” said Smolyn. “She is unafraid of competition and unafraid of challenge.”

Now as Karra finishes her last season at PHS, her skills, leadership, and personality will be greatly missed among her teammates and coaches.

“She's just a great training partner and during practice, at meets and even outside of practice, and it's just really fun to see,” said Hegedus. “She is my racing buddy [and] I don't think anyone will replace her in that way.” 

While still going through the recruitment process, Karra looks forward to finishing up the season and making memories with her teammates and friends. 

“The sport is pretty hard, and, a lot of times it's not as fun, but the people make it fun,” said Karra. “ I feel the relationships I've been able to build through the sport is what makes it [what it is] and I know they're gonna last forever.”


photo: Charley Hu


In her third and final year running at PHS, Karra looks forward to finishing up the season while still going through the recruitment process. 

Kajol Karra '26: cross country

Before digging into a long-awaited meal, you may wonder about the true nutritional value of your food. Now, by simply snapping a picture of the burrito bowl sitting in front of you, detailed statistics about the nutritional contents of your meal are generated within seconds. As the modern world of sports becomes increasingly attentive to the impact of diet and macronutrient intake on fitness and athletic performance, new innovations are accommodating to this focus. This is mainly made possible by one thing: artificial intelligence. 

Like many other facets of our day-to-day life, AI has become one of the most convenient and accessible tools in the fitness industry. Beyond ChatGPT and other large language models, AI has been integrated into programs such as Whoop, Peloton, and other fitness-related tools and appliances. The rise of machine learning in the fitness industry mirrors its success in other fields; its efficiency and personalized nature cut the time it takes to manually research fitness goals to just a few seconds. 

Some AI fitness scanners, like Fitbod, are able to assess the client’s physical state (age, weight, medical condition, BMI) in more detail than a personal trainer would be able to achieve. Apps then take that information to tailor a specific workout regimen — all in a matter of minutes. Rather than investing hundreds of dollars into a trainer, AI offers a cheap, innovative alternative. 

“When I didn't know how to work out and it was difficult for me to find resources which were beginner friendly, AI was the way to go,” said Aarav Upadhyay ’27. 

Not only can AI be used to gather data on the athlete’s physical metrics, it’s used as a tool to predict injuries and outcomes. Wearable bracelets are able to sense muscle imbalances and stress patterns before it’s too late. The Dallas Cowboys implemented this wearable tech system for performance analysis and injury prevention, an issue that has long plagued the sport. Additionally, Paralympic cyclist Skylar Espinoza praised AI fitness program Parity in helping her track her biometrics ahead of the Olympic Games. 

Despite the benefits and streamlined efficiency, there are concerns over AI’s privacy and reliability. These fitness trackers collect massive amounts of data on a person with little to no guarantee of misuse or breach. Systems with a poorly trained algorithm are capable of recommending risky or even dangerous workouts, increasing the risk of injury. In sports, AI implementation has caused arguments on who has the final say in injury situations: the coach, athlete, or AI. 

“I don’t use AI trackers for my sport because the US figure skating [team] has their own app,” said Audrey Chiu ’26. “I don’t actually trust it because it can’t really know what’s going on in human bodies.”

While it is tempting to immediately turn to AI for advice, PHS students have many resources at their disposal, ranging from health classes and gym teachers to professional guest speakers who teach us about fitness and nutrition. An overreliance on technology is dangerous, especially if we entrust our physical health with it: AI indiscriminately sources from the internet, and it is our job to be proactive by verifying generated answers. 


How AI is transforming the fitness industry

It is well documented that many teenagers experience a myriad of social pressures just from simply going through their day. A report from the National Institute of Mental Health reported that an estimated 31.9% of adolescents have had some anxiety disorder. Unfortunately for them, our world currently prioritizes extroverts. Especially among the social lives of young people, there’s much to gain from being unafraid to wave in the halls, initiate conversations, work through awkwardness, and deal with the complications of social cues. It is easy to assume that being outgoing equates to being happy, or even being successful, but this is not the case. Introverted people are capable of being fulfilled as well, but they simply prefer utilizing quiet reflection and close connections. Introverted students, already hindered in the social scene, find themselves further disadvantaged in their academics.

   Consider a student in their math class, raising their hand to answer a question they think they know well. If they get the question right, there is not much of a reward; the class progresses as usual. If they get it wrong, however, there are many perceivable social risks: their teacher and fellow students now know that they have a gap in their knowledge, which possibly builds a bad impression. Running through these scenarios, many students find that there is little incentive to participate. This is especially true for an introverted student, who may not enjoy participating in class even when they know the answers. Although small group discussions or one-on-one discussions with the teacher may work for them, they often get penalized all the same for not participating during full-class discussions. Currently, class participation is often ultimately a system that doesn’t account for differences in learning styles.

  While research on active learning shows that engaging with the material can help retention, it does not say that students must constantly speak in class discussion to learn. It is reasonable that there is a correlation between participation and understanding, but that is more likely because students who already know the material feel comfortable speaking and therefore get more chances to answer questions. The problem is not participation itself, but the narrow way it is viewed upon. If teachers are going to grade participation, there needs to be a conscious effort between the teacher and the student to communicate. Teachers should strive to learn how each student learns best and acknowledge multiple valid ways to “participate” in class, such as through group projects, written responses, one-on-one check-ins, or short reflections, not just speaking out in front of thirty people. For many students, working in small groups is just as effective, and often less intimidating, than responding to or asking a question in front of the whole class.

  Isaac Son ’27 corroborated this idea. “I think definitely within a small group, I feel like you probably have much less judgment.”

 Teachers who want to better gauge student performances can use written responses or individual forms. To facilitate the sharing of ideas, classes should use small groups in which students can confer with their peers and have more meaningful conversations. There is never a need for teachers to assign grade-point worth to a system that works for very few and accomplishes very little.

Cons of participation: How important is class participation?

From November 1 to November 11, around 30 Italianlearning PHS students immersed themselves in Italy’s 
culture through scavenger hunts, pasta-making classes, and 
classes at Liceo Scientifico Statale “Manfredo Fanti,” a high 
school in Carpi, Italy. The students traveled to the regions of 
Tuscany and Marche, visiting culturally significant duomos 
and the Ferrari Museum, before spending the rest of the 
trip with their host families in Carpi. 


For Italian teacher Laura Francolino, one of the highlights 
of the trip was a scavenger hunt in Mantua, a small city 
in Northern Italy, that both PHS and Italian students 
participated in.


“They had to sing a song, so the Italians taught the children 
from PHS how to sing Rigoletto, from [the] famous opera 
La Donna Immobile. Then they had to go into a store, 
[and] come back with a tortellino. They were on their own 
throughout the city of Mantua,” said Francolino. “We met 
back at a certain spot, they had turned in everything, and 
then the kids ate by the lake … their host families had 
packed them lunch.”


PHS students also had the opportunity to attend their host 
student’s school, Liceo Fanti, for several days. Hawthorne 
Warren ’26, an Italian IV student and participant on the 
trip, noted differences in school culture between Liceo 
Fanti and PHS. 


“The entire school, almost, biked … it was like a flock 
of bikes coming in. And their classes, they stayed in the 
same class [for] the whole day. [School] only goes until 
one o’clock, so they would have three classes a day and 
the teacher would come each hour [and] switch out. They 
stayed with [the] same class all five years of high school,” 
said Warren. 


Though Francolino noticed a significant language barrier 
between PHS students and their Italian host family at the 
beginning of the trip, by the end of the trip she observed 
a much closer connection. In the past, Francolino has had 
students who stayed in touch with their Italian host family 
for several years.


“Everybody was crying before we left. I even got tearyeyed, even though we know they’re coming in February. 


The families all came out to say goodbye – they were crying 
as well. Before we left… they went on each other’s social 
media to check out whatever [online] pages your generation 
has,” said Francolino.


PHS students primarily spent the second half of the trip 
with their host families, but the trip also allowed them to 
connect with the entire community of Carpi as well. 


“In Carpi, they have these centers where the senior 
citizens, [who] are very vibrant, make pasta and share their 
skills with the younger generations. We met women who 
showed us how to make tortellini. And actually we made 
tortellini with them, then they cooked it for us, and we had 
this big goodbye dinner,” said Francolino. 


In the months before the trip, Francolino was in constant 
contact with her counterparts in Italy, planning activities 
and pairing students from PHS and Italy together. But 
despite the challenges (including a canceled Uber ride 
at 5am on their last day), Francolino says it was worth it.
“I love to be in Italia,” said Francolino. “One of my students 
came up to me before I left, when we were in the airport, 
and said, ‘I understand why you cry every time you leave,

PHS students tour the factory of Caseificio Oratorio 
San Giorgio, a Parmigiano Reggiano producer in Carpi.

PHS students travel to Italy 

A club leader excitedly posts about an upcoming event. A team captain announces a fundraiser. In both of these cases, the student instantly reaches hundreds of views with a click of a button.

And then suddenly — one day — ”BLOCKED DOMAIN.” An orange globe symbol appears that has come to symbolize the source of every student’s technology frustration. One more site — a site more consequential that it may seem to the naked eye — has been blocked. 

All of this frustration results from the new filter placed on school-issued devices: Mosyle, a program which automatically categorizes websites and allows technology officers to block categories deemed unacademic.

Many students have been left reeling and frustrated after Instagram, among other websites, has been blocked. Some feel silenced and unheard. And the path to appealing these blocks seems intentionally obscured.

“I wouldn’t say [the appeals process is] intentionally not out there, but it certainly isn’t a goal to get students to be putting in tickets,” said PPS Chief Technology Officer Todd MacDonald.

The district’s official procedure for appealing blocks is through staff tickets — and it is a process that relies solely on them. This places an undue burden on teachers, as they now need to advocate for students on top of all their other responsibilities. What’s more is that it robs students of a valuable opportunity to articulate their needs and advocate for themselves.

“The approach technology is taking is that if there is a service, an application, or a website, that’s really essential to instruction, then teachers can email technology, then they review it, [and] they approve it,” said Principal Cecilia Birge.

However, in an increasingly digital world, learning to balance freedom with responsible usage is a critical skill — it is critical thinking applied to a very real part of student’s lives. As a school district that emphasizes “learning to live,” learning to make effective decisions about technology are just as important as traditional classroom skills. 
“There’s a lot of research out there that not even adults are good at always maintaining that balance,” said PPS Superintendent Dr. Michael LaSusa.

If even adults struggle, however, it only underscores the importance of teaching healthy online managment early. High school provides a controlled environment to learn how to effectively regulate skills in our formative years. 
To be clear, many of the new restrictions are a result of administration prioritizing student online safety — which is a worthy interest to pursue.

“When it comes to safety, [that is] absolutely top down. There’s just no compromise to that ... adults are trained ... to learn how to manage the safety aspect of [technology],” said Birge.

LaSusa also emphasized that his primary concern was the integrity of the school network.
Aside from clearly dangerous sites (that install spyware, for example), however, students should have free access to the internet, just as they would in a real-world setting outside of school. This provides opportunities for them to grow and learn from failure, becoming effective 21st century citizens. 
Thus, we implore the district to meet us halfway. Proactive communication is key — when sudden blocks are put in place at the mercy of an automated device manager, it is only inevitable that the student body begins to breed resentment. Blocking a tool first and waiting for backlash and appeals — which disrupts student activities and learning — is a poor way to manage technology.

Instead, we invite our technology department to actively seek student voice in implementing technology policies—speak with our student representatives, and bring passionate voices to the table to truly understand the needs of the student body. Only then can we move beyond a mindset of restriction and work towards creating an environment of forward-thinking learning that reflects the changing world we live in.

Analog mindset in a modern world

On December 1, research teachers James Smirk, Jennifer Smolyn, and Insu Yi will 
release applications to the two-year research program, which consists of two elective 
classes at PHS that allow students to learn how to research, create and conduct a project, 
and compete and publish in various competitions and journals. 


In order to apply, prospective students must submit a short document summarizing 
their research interests, ask a teacher for a letter of recommendation, and complete a 
problem solving task in groups. First year students enroll in research methods, where 
they learn how to read scientific papers and complete the year with a grant-writing 
project that details the significance of their project and their procedure for carrying it 
out. Second year students enroll in research applications accelerated, where they work 
with a mentor to collect data and write a research paper.


James Smirk, one of the research teachers along with Jennifer Smolyn and Insu Yi, 
believes that the program is valuable because of the problem-solving skills and persistence 
students develop.


“I think one of the unique things about research is [that] you’re going to run into ... 
difficulties, and you really have to think deeply and meaningfully to try to overcome them 
to get to where you want to go. I think that has a lot of value outside of the academic 
sphere,” said Smirk. 


### Eleanor Nayden

On October 16, 2025, Eleanor Nayden ’26 published 
her 19-page research paper “Impact of Political Allegiance 
on H-1B Visa Acceptances to the US: An Analysis of the 
Relationship Between UNGA Voting Alignment and H-1B 
Visa Acceptances to the United States” in the Social Science 
Research Network (SSRN) — a culmination of her three 
years in the PHS Research Program. 


Nayden’s research analyzes the relation between 
countries’ political alignment to the United States and 
the acceptance rates for a country’s H1B visa applicants. 
Nayden was inspired to pursue this topic because while it 
combined her interests in economics and political science, 
it also held personal significance for her. 


“[The] entire intention with [my] research is to combine 
all my passions and all my areas of interest. I am an 
entrepreneur, I founded a nonprofit and a socially-conscious 
business, and my whole idea is to use entrepreneurship for 
social impact,” said Nayden. “[Because] my parents are 
immigrants, I see the influence of immigrants, not only 
when I read research and literature, but also through the 
impact that they amake to the U.S. economy.”


In addition to the mentorship she received from Louis 
Maiden, an empirical researcher at Harvard Business 
School, who guided her on research methodology and 
data organization methods, Nayden also credits the PHS 
research program for making her project possible.


“For my first year, [I] had Ms. Katz before she was the 
science department supervisor. I was one to ask so many 
questions and she answered all of them. Mr. Yi has been 
such a help ... he's very well regarded in the research world, 
so he's helped me through publication and applying to 
different journals and conferences ... I had Smirk junior 
year. He helped me start Stata [and] get funding for [it].”

 
Nayden looks forward to soon publishing her paper in 
the International Journal of Research and Innovation in 
Social Science, and continuing research in college


### Angelica Hu

Inspired by reading about sunscreen created from 
pineapples, Angelica Hu ’27 is researching plant-based 
sunscreen through the PHS Research Program. 


“These two compounds I'm looking at, bromelain and 
quercetin ... one's a protein, the other one is [basically] a 
plant pigment, haven't really been researched together ... I 
want to [do that],” said Hu. “It's going to have applications 
in more natural products, because sunscreens [overall] use 
chemical active ingredients, which can be harmful.”


Hu credits the introductory class of the program, 
Research Methods, in helping her distill her many interests 
into her current research topic. The summer assignment 
for incoming research students is to create an annotated 
bibliography in which they read articles about their topic 
of interest.


“[Ms. Smolyn’s] great at giving you the resources [and] 
the basics ... and then it's for you to kind of decide on 
what you want to do. There aren't many restrictions on the 
assignments. For example, for the [annotated bibliography 
summer assignment], you [can] do research on anything 
that you want,” said Hu. 


Hu is currently taking Research Applications Accelerated 
with Dr. Insu Yi. The class is much more self guided than 
Research Methods, which Hu says is helpful because it 
allows her to focus on her own personal project. 


“I scan [to see] if my orders have come in yet. I'm working 
on my methodology [right now] — I'm doing research on 
the equipment I'm going to use. I also like to chat with my 
classmates: I chat with my partner about progress [and] what 
we're going to do. I also [work on] emailing my mentees 
or emailing my mentors,” said Hu.


In addition to the analytical skills she learned, Hu also 
finds research beneficial for pursuing her passions. 
 “You get to learn how to make graphs from really complex 
data sets. You also get to explore [what] you're interested 
in [for] your career ... It helps you with communication 
[too] by contacting others. It's also ... your project. You do 
what you want to do.”


### Joanna Hou

Joanna Hou ’26 combined her interests in machine 
learning and cell behavior in her research project, which 
predicts whether certain drugs used to target age-related 
diseases can eliminate senescent cells that release harmful 
chemicals. 


“These anti-aging compounds are called senolytics, and 
what they do in the body is that they selectively target 
and then eliminate senescent cells ... [that] spread [bad] 
chemicals ... especially because senescent cells are tied to 
age related diseases such as Alzheimer’s [and] arthritis,” 
said Hou. “I took the data set that the authors of the paper 
compiled ... and I trained a ... machine learning model.”


Hou credits her mentor Lie Xie, a computer science 
professor at Northeastern University, for helping her with 
the modeling aspect of her research.


“The data set that I used from the authors was very 
imbalanced, meaning that it didn’t have a lot of actual drugs 
that were senolytics, because it’s still a pretty new field ... 
machine learning models generally require larger, larger 
amounts of data [and] I didn’t have a lot of senolytic data 
to train my model on. But eventually, I just looked around 
... and I used another training technique,” said Hou. 


Hou also credits the PHS Research Program for 
introducing her to the fundamentals of research. 


“I was introduced to ... how to read a study, how to analyze 
data, and how to write grant proposals. [And] after that we 
figured out what we wanted to do, and we would ... do that 
in [our] junior and senior years,” said Hou. 


Though Hou’s research has taken her deep into the 
intersection of technology and biology, she emphasized 
that innate talent for science is not the key to success.


 “I think what’s most important in research isn’t really ... 
natural talent for science, it’s how well you work with other 
people, how well you communicate with your mentors, 
and also how much you want to do the project, because I 
think it’s about your passion,” said Hou. “[And] with my 
own project ... there were problems where my model just 
wouldn’t work ... but you just keep pushin


Joanna Hou stands in front of her scientific poster for the 
research program’s “three minute thesis” presentation.

Flash Feature: PHS's research program

**NOSFERATU: A SYMPHONY OF HORROR (1922) directed by F.W. Murnau**

Blood, coffins, and bats: nothing says Halloween quite
like vampires, and no film has portrayed the vampire quite
like F.W. Murnau’s “Nosferatu: A Symphony of Horror.”
In this illicit adaptation of Bram Stoker’s classic novel
“Dracula,” Max Schreck stars as the nightmarish Count
Orlok, a performance so believable that it spawned legions
of conspiracy theories about Schreck’s own possible
vampiric origins.

Filmed in stark black-and-white, “Nosferatu” follows
a young real estate agent named Thomas Hutter, played
by Gustav von Wangenheim, who travels to Transylvania
in order to sell a house to a mysterious count. The film
is truly a product of its time: an indescribable terror of
"The Other" pervades every frame, the disease-bearing
rats ubiquitous in the film reminiscent of those once
infesting the battlefield trenches.

Despite clearly being from a different era, the
nightmarish atmosphere, excellent lead performances,
and easily transmutable story lend it a timeless quality—
it’s no wonder that it has yielded a myriad of remakes
over time. The latest of these, Robert Egger’s 2024 film
of the same name starring Bill Skarsgård as the titular
vampire and Lily-Rose Depp as Hutter’s wife Ellen, is
proof of the enduring legacy of Nosferatu as one of the
most influential achievements in the history of cinema
and the horror genre.

Seeing this movie performed with a live score to a soldout audience at the Princeton Garden Theatre last October
was one of my best moviegoing experiences. I love this
movie not only for the scares and storyline but also its
occasional silliness and, ultimately, the influence that it
continues to have on film over a century after its release.

**AN AMERICAN WEREWOLF IN LONDON (1981) directed by John Landis**

Foggy English moors. Local superstitions. Practical
effects good enough to award it the first ever Academy
Award for Best Makeup and Hairstyling. “An American
Werewolf in London” may have been poorly received
upon initial release, but in the years following its release, it
has grown into a cult classic of the horror-comedy genre.
In it, college students David Kessler, played by David
Naughton, and Jack Goodman, played by Griffin Dunne,
are backpacking across the north of England when they
stop for the night at a pub, where they are cautioned of a
mysterious creature who lurks the local moors.

Neither heeds these warnings, however, and what
follows is a surreal, grisly comedy of errors. Naughton
gives a great performance, transforming from an average
good-humored New Yorker into a snarling man-beast.
Though Rick Baker’s practical effects are deservedly the
most famous aspect of the film, the rest of the movie is
up to par. The omnipresent humor balances out the often
startling violence that the third act dives into head-first,
and the friendship between Naughton and Dunne’s
characters, along with a relationship that Naughton forms
later on, provides a strange emotional core to the movie.

I love this movie not only for being Griffin Dunne’s
breakout role but also for the bizarre, gruesome, giddy
amusement-park ride it is. “An American Werewolf in
London” is a highly entertaining film that successfully
satirizes some elements of the horror genre while dutifully
paying homage to others.

**THE SILENCE OF THE LAMBS (1991) directed by Jonathan Demme**

There are few cinematic characters who haunt the public
consciousness quite like Anthony Hopkins’ Dr. Hannibal
Lecter. Eerie and restrained in his famously Academy
Award-winning 16 minutes of screentime, Hopkins is a
force of nature, staring down the camera with a chilling
intensity. Despite his undeniable excellence, however,
the film is Jodie Foster’s; playing the hard-working FBI
trainee Clarice Starling, Foster adopts her secondhand
briefcase and West Virginian accent with ease.

Throughout the film, Starling struggles with the sexism
imbued in the culture of her chosen profession and her
past as a poor orphan growing up on her cousin’s farm
following the death of her parents.Strangely enough,
Lecter seems to be the only person in her life to respect
(or, at least, understand) her unfortunate circumstances.
The strange chemistry between the two is a kind of
sinister symbiosis that pushes the tightly-paced plot along:
Starling is assigned to interview the incarcerated Lecter
under the guise of a psychological survey. The assignment
quickly reveals itself to be a ploy by her supervisor, Jack
Crawford, to get Lecter’s professional opinion on serial
killer Buffalo Bill. Intense close-ups on the lead actors’
faces famously characterize the interview scenes, but the
camerawork is deft and stylish throughout, drawing the
tension out to highwire suspense in the gripping third act.

Though I do harbor a particular fondness for all
Hannibal Lecter adaptations, I think that “The Silence of
the Lambs” is the best among them. Though the film is
now famous to the point of innumerable parodies, to me
Hopkins’ Lecter has never lost his ability to frighten. The
first (and only) horror movie to ever receive the Academy
Award for Best Picture, “The Silence of the Lambs”
remains a classic of the genre that will be celebrated for
decades to come.

Classic horror movies to add to your Halloween watchlist

The Princeton University Art Museum opened its doors
to the public at 5 p.m. on October 31 for the first time since
2021. The new 146,000-square-foot building has been five
years in the making and reopened on Halloween with a
completely new facility, built on the site of the old museum
that was demolished in 2021.

“I’m incredibly excited,” said Juliana Ochs Dweck,
Chief Curator for the museum. “We’ve been working on
this building for years, and I’ve been working on it in my
capacity as the chief curator for over six years now.”

The new building, completed in the fall of 2025, features
Princeton University’s art collection in a completely new
light. Largely designed by the principal architect David
Adjaye, the new museum is almost double the size of the old
museum. Beyond space, however, Dweck shared a vision of
creating a space of belonging for all the museum’s visitors.

“I hope that when the public comes, the building as
a whole meets people where they are,” said Dweck. “I
really hope that people find themselves and find works
that speak to them.”

Given that the collection has an impressive 117,000 pieces
of art, one of the goals for the new museum was more
space to feature the art. According to Stephen Kim, Senior
Associate Director for Communication & Information,
only 2 percent of the entire collection was previously able
to be featured in the old museum’s 2,500-square-foot space.

The new building also provides more than 12,000 square
feet for educational spaces, such as creativity labs, six object
study classrooms, two seminar rooms, and an auditorium.

The old museum’s structure had an upstairs featuring
Western art and a downstairs presenting ancient and nonWestern art. While the galleries upstairs were open and
received an abundance of natural light, the downstairs
galleries lacked these qualities.

“Unconsciously, there was an implied hierarchy as if we
were elevating the art of the West and somehow denigrating
the arts of ancient and non-Western art. [The new building]
radically moves away [from] any presumption of hierarchy,
[putting] every collection… on one floor,” said Dweck.

The new museum launched with a 24-hour open house
from October 31 to November 1. The open house included
events such as a Halloween fair, a costume contest, dance
party, movie screenings, trivia, and more. Additionally, the
new museum features two new inaugural exhibits.

The first, “Princeton Collects,” highlights works from the
over 2,000 artworks donated by alumni for the museum’s
new building. Most notable among them are works from the
artists Gerhard Richter, Mark Rothko, and Hans Hofmann.

“One of the qualities that the exhibition models is the
ways that art from across times and place can be presented
in dialogue with each other,” said Dweck. “We’re… modeling
the ways that we teach and learn with collections, which is
often by comparison and juxtaposition and conversation
across time.”

“Toshiko Takaezu: Dialogues in Clay”, the other opening
exhibit, featured the ceramic pieces of the artist Toshiko
Takaezu. A professor at Princeton University for almost 30
years, Takaezu pioneered the form of closed ceramic pieces,
positioning her as one of the eminent ceramic artists of the
20th century.

“[Takaezu] was able to get away from the sort of divide
that the art world has created between … craft and art,” said
Dweck. “Whereas the ‘Princeton Collects’ is taking this vast
encyclopedic look at collections and the pedagogic work
that they can do, this is a more intimate focus on a single
artist and a celebration of one particular form of materiality”.

The museum will continue to feature new special
exhibitions and galleries, hoping to feature betweensix and
ten special exhibitions each year.

“The installation for day one is set, but it will continue to
evolve and to sort of react like an organism to the people
who use the space,” said Dweck. “The real conversation
with our publics, which includes you and your peers and
students on campus, only begins when we actually open.” 

photo: Katherine Chen

Nine interlocking pavilions make up the structure of the Princeton University Art Museum building.

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