Within two months of taking office, President Donald Trump has already cut funding for many departments within the federal government through the Department of Government Efficiency (DOGE), headed by Elon Musk. The cuts to the National Institute of Health (NIH) hit especially hard, removing funding from many research institutions. 


The NIH is the federal agency responsible for conducting and supporting medical research. Their mission statement is to “seek fundamental knowledge about the nature and behavior of living systems and the application of that knowledge to enhance health, lengthen life, and reduce illness and disability.” 


According to the New York Times, in 2024, $32 billion was spent on grants, with $23 billion going to direct costs and $9 billion going to overhead costs. These overhead costs are what the Trump administration attempts to target, but what they’re missing is that overhead costs are incredibly important to research. Without them, the United States will fall behind in the scope of worldwide research progress. 


The NIH has served an essential role in the development of medications in the U.S. A data assessment from the JAMA Health Forum found that the NIH funded the creation of 99% of drugs approved between 2010 and 2019, ranging from cancer treatments to advancements in gene editing. With funding being frozen for some institutions, these developments are bound to grind to a halt. This means that the United States simply will not be able to research as quickly as other countries. This inevitably leads to less innovation, as the funds for the backend operations required aren’t being provided.


Biology teacher and PHS Research Program head Jennifer Smolyn relied on government funding for the multiple research programs and labs that she participated in during her college years.
“I think colleges and universities are going to have to think about who gets to do research. They’ll probably shift the focus more towards graduate students, and there will be fewer opportunities for undergraduates, is what I would guess is kind of the easiest fix,” said Smolyn. “But they will definitely need to think about where the funding is going, how they’re allocating resources, and to whom.”


Smolyn says that she is trying to be optimistic about the situation, but reading the news about these funding cuts is alarming and discouraging. However, she is still positive about the fact that the U.S. will remain a world leader in scientific research and progress despite these cuts. “I don’t know that I would say we’ll lose our position entirely, but I do think it will be more of a challenge to … hold the standard of academic research that we do,” says Smolyn. 


Although the funding cuts only directly affect the NIH, PHS will also inevitably feel its tremors. As the student Research Program relies on money from the New Jersey State Department of Education, which gets its money from taxpayers, this funding cut will likely affect PHS’s ability to support particularly resource-heavy student projects. Research is an integral part of PHS’s academic culture, and PHS students should be aware of these far reaching policies when casting their votes in the future.

NIH funding cuts hurt innovation

On March 27, PHS students gathered
in the new gym for a celebration of
Hispanic culture and history. Following
the administration’s postponement of the
assembly, which was originally schedule
for October, students from clubs such as
Latinos Unidos and Generation 1 came
together in January to begin the planning
process. This year’s assembly included
numerous performances, including those
that showcased the many perspectives of
Hispanic people throughout the Princeton
community.


In order to address PHS administration’s
concerns about the event’s educational
value, new performances focused on
teaching various aspects of Hispanic
culture, such as mariachi music and
quinceañera dances, a tradition that
celebrates a girl’s 15th birthday common
in many Latin American countries.
“A new event that we tried out that we
hadn’t done previous years for the assembly
is a quinceañera: we [had] a bunch of
quinceañeras with big dresses, and we [had]
teachers to do a waltz with them,” said Aimy
Solares ’26, one of the board members of
Latinos Unidos.


Latinos Unidos led the preperation for
assembly. As a completely student-led club,
the planning board coordinated with several
outside community groups, as well as club
members from the organization Gen 1, to
ensure all events and rehearsals happened
smoothly.


“[The preparation is] chaotic … we have
to talk to everyone who’s part of it to make
sure they’re up to date with everything,
especially with our other events making sure
everyone’s doing their part,” said Osbaldo
Morales ’25, co-president of Latinos Unidos.
This year’s Hispanic Heritage celebration
was the first to include several other PHS
clubs in its performances. This added an
extra challenge for the organizers, as they
had to schedule rehearsal times that would
work for all the students involved.


“For our assembly, usually we kind of just
plan it out among ourselves, but this year we
tried to get other clubs like PULSE involved
and the PHS Step Team,” said Solares. “We
[also tried] to get other people outside of
Latinos [Unidos] to come in and volunteer
and help with the assembly.”


Though the assembly was intended to
celebrate Hispanic culture, students of all
cultural backgrounds are encouraged to
participate in future events.


“Can you dance? Can you sing? Can
you move furniture around? I could. You
can. Everyone’s invited. Whoever wants to
participate — even the administration — is
invited. The community outside of the PHS
community is also invited,” said Idiana
Mejia-Rodriguez, a Spanish teacher at PHS
and the advisor of Latinos Unidos.


The organizers hope that the assembly
not only succesfully educated others on
Hispanic culture and heritage, but also
brought representation to Princeton’s
large, but often-underrepresented Hispanic
community. The assembly was intended to
serve as a public platform for their voices
and ideas to showcase their diverse culture
and form a sense of community.


“I think we just want them to feel seen
and know that there’s other kids just like
them and just to [provide] representation.
Hopefully [even] if they don’t feel like they
belong somewhere [else] in the school,
they know that they belong in our club,”
said Solares.

Hispanic heritage assembly showcases diversity and culture

As a published author and the creator of the Mandarin
curriculum at PHS, Shwu-Fen Lin has taught Mandarin
for over 30 years. Growing up in Taiwan, Lin dreamed
of becoming a Mandarin teacher ever since she was a
young girl.

 “I think [being] a teacher is a powerful job. You can
teach somebody something new,” said Lin. “I think [it
is important that] you teach a student [so that] they can
see, they can read, they can speak, they can talk.”

 Lin’s journey as an educator began in Taiwan, where she
taught high school Mandarin for 3 years before moving
to the United States. She initially taught elementary and
middle schoolers in the Highland Park School District.
She ultimately found herself drawn to PHS because of
the students and the quality of the district.

 “I’m here because Princeton High School [is in] a very
good school district ... they have very nice students ... I
love to teach here,” said Lin.

 Lin employs a number of teaching methods that involve
simulating real-world situations to help students become
more confident with their Mandarin.

 “We can ‘shop’ in the classroom. So some students
become the vendor, some students become the buyer ...
[this is] very practical, how to shop in the real world,”
said Lin. “[I also use the] bicycle-chain [method] every
day. So all the students [stand] ... in the center of the
classroom [and talk about] different topics every day
[with a] friend [until] they rotate like a bicycle chain.”

 Another particularly unique method she uses is called
“ban zhang,” which means class captain. Being ban zhang
allows students to model the lesson for the day, setting
an example for their peers.

 “All the students can become a ban zhang for one
week ... to help ... the student’s self-confidence,” said Lin.
 Outside the classroom, Lin has also co-authored
books on Mandarin, from basic levels all the way to AP.
Her effective teaching style has led her to give talks at
multiple large teacher conferences.

 “The past 19 years ... I [gave] a lot of good [speeches]
in very huge teacher [conferences], like [the] National
Chinese Language Conference, and ACTFL, a very big
World Language teacher conference,” said Lin.
 Thomas Basso ’27, who has been taking Mandarin for
three and a half years, appreciates Lin’s energetic teaching
style and the enthusiasm she brings to class.

“She ... tries her very best to get everyone to participate
and will often cold-call on people who she thinks aren’t
participating enough, which in a way forces everyone
to pay attention and stay engaged ... I’ve been learning
Spanish since kindergarten, and I still feel like I know
more Mandarin than Spanish,” said Basso. “Mrs. Lin
sometimes makes jokes in class to make us laugh and is
happy to answer any questions that we have.”

 Lin believes that the end goal of learning Mandarin
is to connect with Chinese culture. To help spread
and showcase Asian culture throughout the Princeton
community, Lin established the annual Asian Festival
at PHS in 2007, an event featuring performances and
booths from several Asian culture clubs.

“Every year, we have around 500 people that come
together to celebrate [and] learn Asian culture. This is very
important [as] people need to talk to people, [because]
if I understand your culture, I will respect your culture,”
said Lin. “So I say language is communication, the tool,
but most important that you use this tool in real life, and
be able to use language not only as regular conversation,
but also as a skill to develop.

 Lin believes that learning a new language is not
something that can happen in a classroom alone, but
requires skillful practice throughout one’s life.

 “I like to help my [students] become life [learners],
not only in my classroom ... so they can continue to
learn, even in society,” said Lin. “When you graduate,
you will continue to learn your whole life. I think that’s
very important.

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The Tower