   What do you do with leftover croissants? You make almond croissants. What if you don’t have croissants? You make these almond croissant blondies! Inspired by one of my favorite pastries, these blondies are dense and fudgy and have the most decadent frangipane topping. Top it off with flaked almonds and powdered sugar, and you have a dessert that resembles one of the best pastries ever created!

Total Time: 1 hour   Prep Time: 20 minutes    Cook Time: 40 minutes

Ingredients:

FRANGIPANE
60g unsalted butter, softened
65g granulated sugar
1 egg
¼ teaspoon vanilla extract
¼ teaspoon almond extract
65g almond flour
Pinch of kosher or sea salt

BLONDIES
170g brown butter
250g brown sugar
1 egg and 1 egg yolk
1 tablespoon vanilla extract
1 tablespoon almond extract
Pinch of kosher salt
¼ teaspoon baking powder
150g all-purpose flour
25g almond flour
¼ cup sliced almonds
Powdered sugar for dusting

Instructions:
1. Preheat the oven at 350F.
2. Make the frangipane. Add the softened butter and sugar together in a medium bowl. Cream until it’s pale in color.
3. Add the egg, vanilla extract and almond extract and mix. Add the almond flour and salt and stir.
4. Make the blondie batter. In a large, separate bowl, add the brown sugar and melted butter until they’re fully combined. Whisk in the egg and egg yolk, vanilla extract, and salt.
5. In another bowl, whisk together flour, almond flour, and baking powder.
6. Fold in dry ingredients into the wet.
7. Line an 8 by 8 tin with parchment paper. Spread the blondie batter onto the bottom of the pan. Spread the frangipane in an even layer on top and sprinkle the sliced almonds on top.
8. Bake for 40 minutes until the edges are brown and caramelized and the top is slightly browned.
9. Let cool, then top with powdered sugar.

Almond croissant blondies

   Freshly baked cake is a delight to the senses, whether it’s during the heart of winter or a scorching summer day. Drawing inspiration from Instagram and using some of my favorite ingredients, I developed a real winner: a raspberry white chocolate pound cake that’s simply divine. This raspberry white chocolate pound cake is decadent, with the perfectly tart flavor, and is a fantastic way to jump into the blossoming spring season. The beauty of this recipe is how customizable it is. Don’t have raspberries on hand? Try strawberries, blueberries, or even just chocolate! The possibilities are endless.

Prep time: 15 minutes	Bake time: 90 minutes	Total: 105 minutes

Ingredients:
160g all-purpose flour
¾ teaspoon kosher salt
226g unsalted butter at room temperature
300g granulated sugar
3 eggs
1 teaspoon vanilla extract
60 mL yogurt at room temperature
85g white chocolate chips
140g raspberries

Instructions:
1. Preheat your oven to 350F/175C. Grease and line a 9x5 inch loaf pan.
2. Toss raspberries in one tablespoon of flour. This will help them not sink!
3. Whisk together your flour and salt in a small bowl.
4. With an electric mixer or by hand, beat the butter until smooth, about one minute.
5. Pour in your sugar and cream the butter and sugar together, whisking until it becomes light and airy. 
6. Add in your vanilla extract and continue whisking.
7. Add the eggs one at a time, beating well and scraping the bowl after each addition.
8. Add in one third of the flour mixture, and using a rubber spatula, fold the flour in. Then, add half of the yogurt. Repeat with another third of the dry ingredients and the other half of the yogurt. Mix in the last third of the dry ingredients.
9. Fold in your white chocolate chips and raspberries gently so the raspberries don’t break apart.
10. Pour the batter into your prepared loaf pan, making sure the surface is even. 
11. Bake for 80–90 minutes. The cake is ready when you insert a toothpick and it comes out with just a few crumbs.
12. Melt extra white chocolate and drizzle over the cooled loaf! You can also decorate it with fresh raspberries and more melted white chocolate.

Raspberry white chocolate pound cake

Just like any other school, clubs play a huge role in the PHS community. A new school year introduces an entire class of new students with fresh ideas in mind, yielding the opportunity for many new clubs to emerge. 

What makes clubs so unique at PHS is the freedom that students have to create, change, and ultimately support the many different communities within PHS.

“Clubs at PHS are super important, because they give our students the chance to really explore their passions at PHS. It gives students a way to get involved to give students a plan, a way to get engaged in school. [They’re] so student-driven, [and] that's what makes our clubs really unique,” said Diana Lygas, Dean of Students at PHS. 

Creating a club at PHS is simpler than other schools, where students only need to obtain a supervisor and only ten members. Due to these low barriers, motivated students have the opportunity to easily create clubs they find important and crucial.

“What motivated me to start this club was to educate students from PHS about the rich diversity of South Asian culture so the general student body is more informed and educated about the world and its different peoples,” said Yuvraj Singh Bedi ‘25, leader of Sikh Awareness and Punjabi Culture Club. 

While many clubs focus on clubs, education, and sports, some clubs offer students a chance to explore career paths and discover new passions.

“I've always wanted to become a civil rights lawyer, making systemic change to help people for years to come. I found [that] Mock Trial [was] a way to expand my interest in law. Not only did it increase my passion, but it taught me invaluable public speaking, reading comprehension, analysis, debating, and communication skills,” said Gilly Bannett ‘24, team captain of Mock Trial.
Ultimately, clubs provide the students of PHS a new way to interact in and out of school. The freedom students have to pursue and expand their hobbies and interests is what makes club culture so unique at PHS.

“The club culture at PHS is great in the way that there's a club for virtually anything you're interested in. We have anything you can think of! It gives students ways to channel their callings into an outlet free of shame, and full of friends. We add to the range of competitive teams at PHS like our sports teams, but instead of baseballs or wrestling mats, we use classrooms. We add spirit and to the sense of competitiveness PHS is known for, both academically and sports-wise.” Gilly Bennett.

Club Culture Visual Mini-Introduction:


   As PHS welcomes new and returning students back to school, l. 

As PHS students return from summer break, they are welcomed back with fresh changes to the school. 

The past couple years have brought with them a number of major construction projects at PHS. Most recently, the construction of a new wing of the school behind the weight room has been the largest one. Now complete, the new wing 

As PHS welcomes new and returning students back to school, there are a few changes which they may notice in the building - OG 

Maybe the most significant of these changes is the introduction of new, furnished study halls aimed towards group work, offices for current gym teachers, and new facilities for specific PHS sports, which are all located in the area past the Tiger Cafe.
   The 27 million dollar referendum which funded this expansion originally passed in December of 2018, including a ten million dollar plan for the construction of these new spaces along with upgrades to the school’s heating, ventilation, and air conditioning. Although there have been changes in the supervision and leadership of the project, along with many delays, it was still able to be completed in time for this school year. 
   “After Principal Gary [Snyder] left, Principal [Jessica] Baxter was here for eighteen months, Jared Warren for six months, and then Mr. Chmiel took over last year. So the institutional knowledge of how things happen has been lost a little bit,” said Matthew Bouldin, the PPS district’s Business Administrator. “It was very slow and it took two years plus for this particular addition, but the building was still built as intended.” 
   The idea for this new space was first imagined after administrators saw the need for an open area, one where groups of students could freely interact and collaborate with each other, thereby fostering student growth.
   “It's always supposed to be about the kids. And the thought was that the [Learning] Commons was always a popular place to study, but this is a place where you can do more collaborative things,” Bouldin said. “As education improves, workplaces are different [and] we want to focus on that.”  
  Now that the expansion is complete, the students are enjoying the new environment, with large windows allowing natural light to fill the room, creating a different aesthetic from the rest of the building.
   “I particularly like the really cool view in one of the rooms where you get a full view of the football field and tennis courts,” said Beatrice Cai ’23. “The whole vibe is very fresh and feels like a different building than the usual PHS.”
   Soon, the surrounding area will be filled with athletes as well. Until now, many PHS sports did not formally have a space to practice and the expansion hopes to help work to solve that problem. Among the parts of the new wing are a dance studio, wrestling room, and fencing area.
   Students are not the only ones able to benefit from the new wing though, as many gym teachers were able to relocate to newer, brighter offices. Before the construction, gym offices were located on the basement level right underneath the old gym. With no windows and lights that barely worked, this created a very gloomy environment to work in.
   Lenny Goduto, one of the gym teachers, was pleasantly surprised by the renovations in the beginning of the year and believes that the new offices bring a new type of unity to the Physical Education Department.
   “As far as I know, coming to work and having a new space is amazing. It raises the morale and makes you feel like, ‘Hey, we got a home again’. It just feels nice,” said Gaduto. “It also allows the department to kind of come back together as a whole. Before we were kind of spread out in five or six different spaces the last two years.” 
   Along with the new offices, Goduto also believes that the new wellness centers and rooms will yield a more positive teaching and learning experience to students and teachers alike. 
   “I think it's going to be incredible. We have a dance studio, we have a wrestling room, and a wellness Lounge, which will all be used for physical education. I guess what it does is it opens up more teaching spaces and is more conducive for learning for you kids.” Goduto says
   Overall, this renovation has been quite a success. Looking into the future, Bouldin encourages students to voice their opinions about their needs from the school and the community in order to create a favorable environment for learning.
   “What value do you place on education? There's a high value, of course, in Princeton placed on education. In the end, you guys are the ideas, you know, it's always supposed to be about the kids,” Bouldin said.



New Year, New Wing 

Ever since a young age, Dave Pollack knew that he had a passion for music. He started playing the piano when was just five years old, and started learning to play the saxophone soon after that when he was nine. In high school, Pollack frequently participated in musical performances and performed at jazz festivals, winning several awards. Now, as the new band director at PHS, he hopes to spread that love for music to his students.

As the owner of Princeton Home Music Lessons, educating younger students has always been an important part of Pollack’s life. After high school, Pollack enrolled in William Paterson University where he started teaching a few private lessons. His passion for teaching music has grown since then.

“Teaching private lessons helped me know how great [jazz] was for me. I wanted to pass that on to other students, so they can have the same good experience that I did when I was in school.” Pollack said.

Pollack taught at The Lawrenceville School and the Cranbury School before becoming the PHS Instrumental Music Teacher. When he heard about the open teaching spot at PHS, he knew it was an opportunity he couldn’t turn down.

“I know the history of the program really well because my students from Cranbury would go to Princeton High. I have known how great the program is for so long. Any director would want this job, not just me. I’m just lucky enough to have it.” Pollack said.

Guiding young students to discover music is something that Pollack finds important, especially because music is involved in many aspects of their daily lives.

“Music is everywhere, [even] when we don’t even realize it. Music [is] in movies. Music sets a mood if you go to a coffee shop,” said Pollack. “You go into an elevator, you go to a concert, music is everywhere, there’s so much of it”

Pollack focuses his teaching to give his students a taste of music from around the world. However, as the band director, jazz is something that Pollack finds the most important to teach among all types of music.

“This program is great because we focus on the jazz side, ‘jazz’ is just an umbrella term for so many different styles. If you only focus on classical music, you’re really focusing on Western European music from the 1600s through the 1800s,” said Pollack. “When you say you're doing ‘jazz’ music, you're really doing world music. We’re not only doing jazz from the early 1900s in the United States, but we’re also doing bossa nova music from South America, funk music, African music, and lots of different styles of music from all over the world from all different time periods under the umbrella of jazz. That’s why I think it’s so important.”

Moving from teaching middle school students to high school has been a welcoming change for Pollack. He finds satisfaction in teaching and discussing music at a higher level.

“The students are older, and just by that nature, more mature. We’re able to do higher-level things musically, but also I’m able to talk to them on a different level,” said Pollack.

After Pollack’s recent arrival, PHS Instrumental Music Teacher Joseph Bongiovi feels there have been many positive impacts with other bands as well

“I enjoy the humor. I think one big change with him is that we have fun in a more productive way, and then, you know, everybody feels like [they’re] part of the fun” said PHS Instrumental Music Teacher Joseph Bongiovi. “I feel like everybody, since he’s been here, has changed the level of enthusiasm. I think overall, having him here has been positive in terms of his energy. He’s brought new energy.”

As spring rolls around, Pollack is excited to begin the performance season. Several bands will be holding spring concerts in April and May.

“I’m looking forward to all the performances and opportunities that the kids have this year. We have you know, we did state prelims. Now we have state finals coming up, we have our own jazz festival featuring Tony Succar. We have a band dance. We have our spring concert. We have another concert and we have our Disney trip. So there’s a lot-jam packed into the spring.” says Pollack.

After two years of pandemic affected performances, both Pollack and his students are excited to return to real in-person performances. Performance opportunities in front of a live audience in a global pandemic have been limited. However, as the world get back to normal, more live performances are available for students.

“I’m always about performance opportunities and being able [to see] the fact that students haven’t had those last two years, that’s why I’m so excited to just see them on stage performing and see [how]  the audience will react to them.” Pollack said.

PHS Profile: Dave Pollack brings his passion for music to the classroom

Sustainability is a pressing issue that needs involvement in order to reach progress. As COVID-19 begins to fade, many past issues like sustainability return to focus. In response, the World Cafe Event, which will be hosted by PHS on March 16, is one of many solutions to bring further awareness to students and the overall community.        

 Unlike February, where there was only an online presentation, the event will be an in-person discussion where participants will be able to share their ideas and find common themes behind everyone’s ideas. 

   “The format of the program is such that we will split into small groups, and have each group have a discussion … By the end, we can find common themes behind all the different pieces, all the different pieces of input,” said Jenny Ludmer, the Program Manager for Sustainable Princeton.

   Following up on the event, Ludmer hopes that the series of activities can bring many great ideas together. After all, the decisions and actions taken now are for the future of many students. 

   “If we could provide a forum where all of these ideas can come together, that could help the district prioritize moving forward plans to address some of these concerns that are out there,” Ludmer said.

   Ludmer believes that it is important to allow students to contribute to this act. By exposing many students to make an effort to change how energy can be sustained at an early age, they are more likely to continue this effort later on in their lives.

   “I think it's vital to educate students. You're inheriting the world as it is now. And you, many of you will hopefully contribute to the solutions to climate change. If I wanted to sum it up, you're the future. And unfortunately, the future is going to include climate change, so we're going to need as many hands on deck as possible to help us with this issue.” Ludmer said.

   There are also many students in PHS who feel the same way. As their futures are determined by the actions that are taken today, many want to step up to make a difference.

   “It is important because it is good to have awareness on what you do. It is still good to have general knowledge and information on issues that may surround us,” said Thomas Birge ‘24, a student in PHS. 

   Regardless of the current situation. Ludmer is very optimistic about this new opportunity to make a difference at PHS and in Princeton as a whole. Although the assembly being held this month may not be as significant, Ludmer believes that this is the right direction for PHS to change old habits into feasible and viable methods, explaining several advancements that Princeton is working on in order to reach a green future. 

   “I’m helping them with energy initiatives, transportation initiatives, natural resources management, and then resiliency, [which] is thinking about green infrastructure,” Ludmer said. 

   With so many broad topics, Ludmer has specific goals in mind, devising multiple methods and strategies to improve our environment ranging from clean, reusable energy, to transportation. 

   “We're looking at 2024 for solar to happen for all the schools … Those projects will likely start within the next six to nine months. It's a long process, it'll be a multi-year process. But it will, in the long run, be a very good thing for the high school,” Ludmer said.

   Despite difficulties lying ahead, change is in progress and students appreciate the effort from administrators and volunteers. 

   “I'm excited that the district has initiative now and wants to see it happen at the schools. In general, this is an important topic to address and inaction cannot be prolonged,” said Zach Guan 24’.



“World Cafe” event promotes discussion about sustainability at PHS:

PHS came together to celebrate Black History Month in a way not possible since the onset of COVID-19. The high school hosted a variety of events in order to allow students to learn more about Black history and become more racially literate.

A newly-established Black History Month planning team composed of students and staff members from various racial backgrounds took the lead in the organization of these events. The team planned many events including a door-decorating competition themed around Historically Black Colleges and Universities as well as a T-shirt event where participants wore Black Lives Matter-themed T-shirts on February 28.“

It was important for me as a leader to not take over this, but rather to facilitate conversations and support [the team’s] vision [as to] how they want the month to be celebrated,” said PHS Principal Frank Chmiel, the organizer of the planning team.

Nonetheless, not all of the high school’s Black History Month events were organized by the planning team. Running from February 22 to February 28, an art exhibit organized for the Numina Gallery aims to help PHS students celebrate Black History Month through unconventional means.

“The [artist] brings together artifacts, costumes, visual aids, and posters, and will set up an exhibit with our team in the Numina Gallery that is going to be open for a week. It [will focus on] ... Black Americans and Black American events that you should know, that you maybe didn’t know about before,” Chmiel said.

One way in which PHS tried to ensure that students were able to fully appreciate Black History Month was by partnering with other organizations around Princeton.

“[Along] with several community partners, including the Princeton Public Library, we [did] something this year called the African American Reading, which [featured] stories about Malcolm X and his debate at Oxford Union, on February 22,” said Dr. Joy Barnes-Johnson, a teacher of racial literacy at PHS.

Barnes-Johnson believes that these events are beneficial as they help students learn about Black history in a way that they are otherwise not able to.

“I want more people to acknowledge and understand why it’s important to [learn about] Black history,” said Barnes-Johnson. “A lot of people treat Black history as distinct from American history. And well, that’s not actually true ... Black history in the United States is American history.”

In accordance with this idea, Chmiel tries to encourage the teaching of Black history in school, specifically the idea of “color brave activities,” where students can speak openly and honestly about race.

“If you don’t do color brave activities, you could leave your learners colorblind,” said Chmiel. “When you say ... ‘I don’t see color,’ it’s like, ‘OK, well, you know, what do you see?’ And it discounts the experiences of people of color, and the history and the discrimination and systemic racism that they experience.”

Charlie Kaswan ’23 also thinks that it is very important that the high school celebrates Black History Month. “The US has had a long history of systemic racism ... and it's important to take time to acknowledge what has happened and how that impacts ... the present,” Kaswan said.

Through the organization of events, competitions, and exhibits, PHS has tried to make Black History Month a more immersive experience for all students. Despite that, Barnes-Johnson believes that more can still be done.

“I think that [PHS could improve] not just how we approach Black History Month, but how we approach our diversity and our strengths,” said Barnes-Johnson. “I would love it if we could, as a whole school, challenge what we see as being merit-worthy, or productive, in a direction that supports social justice and equanimity.”

Barnes-Johnson hopes for PHS to become a place where people appreciate diversity and are aware enough to question when they don’t experience diverse learning environments.

“While we celebrate our heroes and our holidays, we [need to] actually work to go beyond just heroes and holidays and transform our school. So that it’s a place where everyone sees themselves and feels prepared to be their best,” Barnes-Johnson said.

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