Fueled by the excitement of returning to a normal school year, PHS students are roaring with school spirit. With the start of the fall sport season and the recent “pack the cage” mentality that many have adopted, sporting events have offered students an opportunity to show support for their peers and display school pride. Of course, these events would not be complete without the captivating musical acts that entertain the crowd, so there is no shortage of work for PHS musicians to do in preparation. 
This September, two major school spirit events took place, both of which occurred on Friday, September 23: the annual Pep Rally and the Homecoming game. 
The Pep Rally occurs every year in September and gives the student body a chance to recognize and uplift our sports teams. Each team is individually called out, after which they are met with a round of applause from their peers. This event is purposefully held before  Homecoming  to  amp  up  school  spirit  before  the  big  game,  and  the  inclusion  of musical entertainment is integral to  keeping the crowd engaged and excited. This year, the Pep Rally took place after school on the turf, where two of PHS’s a cappella groups—The Cat’s Meow and Around 8—performed. As school has just started, there was little time to prepare for the gig, but the young musicians were confident that they would pull through with a good performance despite the time crunch.
 “The easiest part of practice is that we have so many great singers, that learning music has become a piece of cake. We can put together a new song every rehearsal,” said Matty Baglio ’23, the music director for Around 8. 
Around 8 performed the national anthem for the Pep Rally, while The Cat’s Meow performed the PHS alma mater.  
“We’re excited to be performing the alma mater this year. It’s nice to be part of such a fun tradition that’s so important to PHS culture,” said Rowan Gilmore ’23, a singer in The Cat’s Meow. 
The highly anticipated PHS annual Homecoming game took place later that day at 7:00 pm. Every year, students excitedly show up to the first home football game of the year to show off school spirit, enjoy a night of fun, and support our student athletes. Just as exciting is the halftime performance, which starred the PHS Studio Band. For the few weeks leading up to the performance,  Studio Band musicians worked hard to make this year’s performance even more sensational than last year’s. 
Since the Homecoming game wasmoved up a month this year, Studio Band members were also under a time crunch to rehearse. 
“We [were] just starting to prepare so the difference this year is that we have less time.  We [had] like two and a half weeks to pull this together. I would say it’s more frantic this year,” said Band Director Joseph Bongiovi. 
Despite the ticking clock, younger students were looking forward to performing in the classic halftime show. 
“I [was] most excited to be playing in front of my classmates and other friends because I  love  to  play  in  front  of  people  I  know...  I  know  [people]  will  listen  to  what  we  are  playing and really enjoy it,” said drummer Owen Barry ’25. 
After only a few weeks of practice, Studio Band was already beginning to collaborate and merge their sounds—the rhythm section in particular meshed very quickly.   
“I  mean  the  rhythm  section  sounds  great—it’s  our  piano,  bass,  drums—and  the  trumpets sound good this year too,” Bongiovi said.  
Past  performances  have  included  hits  like  “Treasure”  by  Bruno  Mars  and  Stevie  Wonder’s “Sir Duke.” Before their performance, Studio Band’s production was under wraps, so the set list was kept secret between its members. 
As it turned out, the setlist for the concert was particularly engaging for the audience. Studio Band ended up dazzling the crowed with their renditions of “September” by Earth Wind and Fire, “Runaway Baby” by Bruno Mars, “Lose Yourself ” by Eminem (rapped flawlessly by Koen Moulton ’23), “Smells Like Teen Spirit” by Nirvana, and “Proud Mary” by Tina Turner. “Smells Like Teen Spirit” was particularly well recieved by the audience after a surprise solo by PHS Principal Frank Chmiel.
Overall, though there was limited time to rehearse, PHS musicians pulled through with a well-done performance. Despite the football team’s loss, the engaging musical performances  and    sense  of    community  instilled  the  sense  of  school  spirit  that  Homecoming is all about


PHS musicians amplify sense of community at spirit events  

Ashley Chen ‘23 has been passionate about singing and songwriting since childhood. She initially became interested in jazz back in middle school, when her band teacher encouraged her to audition for Jazz Band, and she has pursued music ever since. She has sang with the PHS Studio Band since her freshman year, and with the Cat’s Meow since her sophomore year. Chen has found her community through music, and finds that she has formed many close friendships with her fellow musicians. In her freshman and junior year, she won Outstanding Soloist for Studio Vocals. Studio Vocals also won first place at National Jazz Fest her sophomore and junior years, and they won second place at states her junior year as well. Finally, in her four years of singing in high school, she has won first in the vocal category of the National Jazz Festival. Overall, Ashley Chen has formed a tight-knit family and supportive community throughout her four years at PHS that she treasures and relies on. 

*When did you first start singing and who first got you into singing?
I've always loved singing ever since I was really young, but I think I got into singing for jazz and for bands right now. In middle school, there were Jazz Band auditions, and Mr. Pollack told me to do it, and that's how I got into it. I used to think I'd be more of a musical theater person, but now I'm in Band because of that. 
*What experience has shaped your passion for singing?
What got me to really love singing and want to be really good at it was when I was a freshman, I watched the seniors do vocals or Studio Band. I saw them win awards and be crazy, and that's what prompted me to want to be like them. I remember the Princeton Jazz Festival when I was in middle school and watching the seniors at that time perform was what made me realize: “I want to do this when I'm older.”

*What is the most important thing singing has taught you?
I think perseverance, because when I was a freshman I was definitely not at the level I am now. It took time, maturity, and practice, and the determination and perseverance it took to get me here is the biggest thing I’ve learned. 
*Is there any artist or song you take inspiration from?
I really love this artist, Laufey, because she sings jazz and the standards that I do as well, but she also writes jazz pop and contemporary music for newer generations. I take inspiration from her because of the fact that she's introducing this old genre to the newer generation. 
*What challenges have you faced or have had to overcome when it comes to singing?
In the beginning, it was stage fright and learning how to get over stage presence because that's something you can't really learn right off the bat; it took a lot of experience. I think the initial awkwardness, not knowing what to do, and that fear were tough to get over. 
*What opportunities has singing opened up for you?
It’s opened up a lot of opportunities. For a summer band I sang in, I got to perform at major jazz festivals in Europe, which were really cool. I've also gotten to compete at the national Jazz Fest and go to states. There are a lot of things that I wouldn't have done if I hadn’t gone into band like the opportunity to win awards.
*How have the people in Band shaped your life? 
They’ve definitely shaped my life a lot. You get so much support from people, especially for activities like singing and music, which not all my friends are involved in. So having friends who are in it, too, we all support each other as we get better. Sharing similar experiences at competitions, at big auditions and having people do something you all love together, I have trust in them, so it's a good community.
*What's the difference between your experience in Band and your experience in Cat's Meow right now? 
For Cat's Meow, we have nine people, so we're very tight knit, and I love it because we're kind of a family. We do a lot of things together and we meet every week. It’s a smaller group and we have both underclassmen and seniors, so it's like we’re taking care of the underclassmen. Last year the seniors were taking care of me as the underclassmen in the group, so it’s a really tight family. Band is obviously bigger, definitely still a family, but more of a larger community. Cat’s is more of a family, and Band’s a community. 

*How have the people in Cat’s Meow shaped your life? 
Again, having support and having people be there for you. When things are a little rough or I’m stressed, I know that I can always rely on everyone in Cat’s. It's very supportive and very loving.

*Are there any challenges you've had to overcome as a group in the past? 
I think the initial couple of rehearsals, where it's a new group of people, especially after getting used to the last group, is something that we had to overcome together. We don’t have that many challenges because we get straight into things pretty quickly, and we just become really close really quick, too. 

*What's the best performance you put on?
I think the best performance I've done was for the National Jazz Fest. It was a recorder performance, and I won first for the vocal category. That was something that I was really proud of because I did that every year, and I've never gotten that high of a ranking, so I'd say that's my best performance. For Cat’s Meow, we do a lot of gigs, and I think every gig’s pretty good.
*What skills have you gained by singing that have helped you perform effectively?
Definitely a lot of confidence. It takes a lot of confidence to get out there because everyone's looking at you and you're just standing there, while everyone else in Band is sitting. Physically, I’ve gained breath support, and it's good for tennis too, which I play, so the physical endurance is good. 

*What is the best part about singing?
The best part is putting together the final pieces for everyone. After rehearsing so hard, going on stage with the final piece and seeing what you worked really hard for and rehearsed for come to life is probably the best thing. 

*Do you plan on pursuing singing in the future?
I'll definitely be singing in college and after that, but I'm not sure in what way. I’m not sure if I want to major in it, take a minor, or join a lot of clubs at school, but I definitely want to continue with it.

*Where do you see your singing career in ten years?
Probably singing with my friends at different places if we wanted to. I wouldn’t say a big venue because I don't know if I want to pursue that kind of career, but doing gigs with my friends and finding places to perform would be cool. 


Ashley Chen ’23 recounts her musical journey

Marina- You’ve Got Mail (1998):
	Taking place in a cozy bookstore during late autumn in the Upper West Side of Manhattan, “You’ve Got Mail” has the best setting for those moments when you feel like indulging in a jovial and comforting rom-com. This movie brings a refreshing spark of individuality to the worn-out enemies-to-lovers trope as there is an added twist: Kathleen (Meg Ryan) and Joe (Tom Hanks) may be enemies in real life, but online, an intimate relationship is blossoming. The involvement of the internet into the plot is a key ingredient in making “You’ve Got Mail” so one-of-a-kind. In the 1990s, online dating wasn’t nearly as normalized as it is nowadays, so the film was one of the first ever to add this aspect to the big screen, and now modern rom-coms have followed suit.
	With frequent co-stars Meg Ryan and Tom Hanks (previously seen together in both “Sleepless in Seattle” and “Joe Versus the Volcano”), the movie was set for success right from the start. Their chemistry was as impeccable as in the other films mentioned, if not more. Even in scenes when their lines consisted of spiteful bickering, their banter flowed perfectly, making you believe they were meant to be despite the hateful words flowing out their mouths. If I wasn’t fully convinced that they were my favorite 90s co-stars when I watched cult-classic “Sleepless in Seattle,” I most certainly was with “You’ve Got Mail.” Their relationship was as real as it gets in film. 
The relationship between both main characters in real life is quite standard for rom-coms: Kathleen is a small business bookstore owner, and Joe is part of the family behind Fox Books, a chain of huge bookstores. His multi-million dollar family company now poses a threat to Kathleen, as their new store is about to run her own out of business. However, online the two mutually decided that they’d keep information of their identities entirely secret in their email relationship under fake names “Shopgirl” and “NY152.” When they start crossing paths in real life, they hate each other, but a tangled web is slowly woven by their anonymity. Though Joe and Kathleen eventually do work past their career conflicts as their identities are gradually revealed to each other, it demonstrates that the situation that two people are in affects their perception of each other. When they were simply getting to know each other online, despite missing key details of the other’s identity, was when Joe and Kathleen really learned what the other was like personally. As career rivals, they simply let their situation as competitors blind them into assuming they knew everything about the other based on a few encounters. It really makes me wonder how many different peopleI could be closer to now, if it weren’t for the awkward positions that we have been given in each other's lives. 
“You’ve Got Mail” questions relationships in the most feel-good way possible, by demonstrating how a perfect pair can act so differently based on a different set of encounters, framing all this in the wonderful nostalgia of late-fall holidays. For bookworms and those who love fall aesthetics alike, “You’ve Got Mail” is sure to deliver!

Luca- Election (1999):
	In the political world, autumn doesn’t mean beautiful foliage, school beginning, or the end of summer, but rather election season. In my opinion, one of the greatest movies to focus on the time-honored tradition of American democracy isn’t a historical drama or political thriller, but rather unexpectedly, a 1999 teen comedy by the name of “Election.” Although the concept may seem simplistic on the surface, the plot of “Election” plot is layered with commentaries on not just democracy, but also morality and ethics (the distinction between which is made clear throughout the film).
	Directed by satirist Alexander Payne, “Election” follows a high school student-government election in the all-American city of Omaha, Nebraska. Specifically, the movie focuses on teacher Mr. McAllister (Matthew Broderick, bringing to mind a broken-down Ferris Bueller) who is horrified by Tracy Flick (Reese Witherspoon), the ruthlessly ambitious central figure of the film, running unopposed. McAllister persuades popular football player Paul Metzler (Chris Klein) to run against Tracy. Simultaneously, Paul’s sister Tammy (Jessica Campbell) runs on a platform to dismantle the student government.
	Although this may seem straightforward enough, Election becomes a much more complex film through its exploration of each character’s motivations and its examination of ethics. A prominent theme throughout the film is the extent to which sexual desire and frustration influences the titular election, most exhibited in the character of Mr. McAllister. The root of McAllister’s antipathy towards Tracy is ambiguous, and is one of the central mysteries of the film’s plot. Although he justifies it to himself as simply exasperation with her ambitiousness, McAllister is well aware of a sexual relationship between Tracy and a former colleague and friend of his. This sexual undercurrent also drives Tammy’s spiteful run for president, after her best friend and crush Lisa begins dating her brother following an unwanted romantic declaration by Tammy (“It's not like I'm a lesbian or anything. I'm attracted to the person. It's just that all the people I've been attracted to happen to be girls.”) Additionally, while Tracy runs to maintain the system and Tammy runs to dismantle it, Paul seems to be the only candidate running with a genuine interest in improving the school while in office, obviously making him the least based in reality.
	“Election” also poses the question of ethics versus morality throughout the film, both hypothetically and in real-life situations, such as Tracy’s relationship with McAllister’s colleague. As the motivations and actions of the main characters become more and more questionable, we as the audience ask ourselves the same questions about ethics and morality and apply them to the characters in question. 
	All in all, “Election” is a lovely and funny film whose hidden complexity is exemplified by Alexander Payne’s occasionally eccentric stylistic choices. As this complex web of interactions, hidden in the banal landscape of a Nebraskan high school, is revealed, it prompts thoughts about whether or not our democracy works, what prompts someone to break their morals, and what makes a good leader.



Foliage and film: two reviews of autumnal favorites, “You’ve Got Mail” and “Election”

 For many teachers, starting their first year teaching at a new school is no easy task. Brent Ferguson though, currently teaching Calculus, AP Calculus AB, and AP Calculus BC, has already managed to set himself apart in just his first few days at the PHS. 
   Ferguson is no stranger to teaching, with this year marking his 30th year as an educator. When he first started as a teacher in 1993, Fergeson taught physics and chemistry at an all-boys school in Cleveland. Since then, Ferguson has taught at many schools including The Lawrenceville School, Princeton Day School, and Montgomery High School, before coming to PHS. 
   While he has grown to love the job over the years, Ferguson didn’t always know that teaching was for him. 
   “I always had a hard time figuring out what I wanted to be when I grew up,” said Ferguson. “I started tutoring officially in high school back in the 80s, you know, $15 an hour, it felt like highway robbery to charge that much. But I feel like that was the beginning of my teaching career. I think I would have been fine to do a number of other things, but I think this is really what I'm called to do.”
   One defining part of Ferguson’s journey in becoming a teacher was his time at graduate school at the Princeton Theological Seminary. Going into it, Ferguson felt the need to slow down and reevaluate where he wanted to go with the rest of his career, either continuing as a teacher or possibly assuming a leadership role in the church. 
   “During that time, I started to reframe why I was teaching. I kind of always just liked math, but I realized that the reason why teaching is so appealing to me is because you're helping people figure out who they are and who they are becoming and who they can be,” Ferguson said. 
   Yuyi Liu ’24, a student in Ferguson’s AP Calculus BC class, appreciates his love for teaching and the positive classroom environment that his passion brings with it. 
   “I like how he’s very good at guiding us into understanding the problem with hints and clues instead of rushing through the process and merely having us copy down notes. He emphasizes important parts of the lesson and really makes sure students comprehend the significant takeaways. His passion for math is very contagious, which creates an encouraging and engaging environment,” Liu said. 
   Ferguson does many things to make sure that students get the most possible out of their time in his class, emphasizing that student engagement is crucial for a complete learning experience. 
   “Getting students talking with the whole class and … in small groups is super important. And I think that's a really important piece of mine,” said Ferguson. “I think that the verbal description of math is what really leads to people owning their ideas and owning what they're doing, not just copying what a teacher did.”
   When students leave his classroom, Ferguson hopes that they are more prepared and excited to face the challenges that lie ahead of them in both their academic and non-academic lives. 
   “There are a few things that I hope anybody who interacts with me but especially my students take away,” said Ferguson. “That I love them no matter what, that I've got their back, and I will, without question, challenge them because the math is challenging. I'm not going to add to the challenges or pull away from them, but I'm definitely going to support students in finding ways that they can meet those challenges.”
   Vikas Yarlaggada ’25, a student in Fergusons AP Calculus BC class, appreciates how he uses humor to stray from creating a tedious working environment.
   “When he teaches, he can crack a joke or say something funny which really dials the class into what he is teaching,” said Yarlaggada. “He’s also still able to progress with the material because everyone then pays attention and understands quickly.”
   Outside of school, Ferguson enjoys spending time with his family and has many hobbies, including playing ultimate frisbee, doing jigsaw puzzles, and his latest interest: chopping wood.
   “We have this great little fireplace insert, and we heat our home mostly by burning wood,” said Ferguson. “We have a gas furnace, but we don't use it very much because we just love the smell and the kind of the caretaking quality of chopping, and managing and stoking the fire. It's just very satisfying.”
   In the end, Ferguson is grateful for the opportunity to teach at PHS. 
   “I'm really really glad to be here. It feels like home to me, because this is the kind of school that I grew up in,” said Ferguson. “I just feel like I have a chance to be useful and give back.”


PHS Profile: Brent Ferguson promotes student engagement in the classroom



   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 

   On the first day of school, while many students were trying to get back into the rhythm of school, they might have noticed one small change: that lunch break had been pushed up a period. On top of a changed schedule, the start of this year also brought with it a modified lunch menu as well as the end of the free lunch program which ran through the majority of the 2021-2022 school year.
   While these changes might seem minor, they were done to improve the quality of life while students are at school. The change in the lunch time is a result of the new schedule, which has only four classes in the morning as opposed to five. This schedule also extended the time between classes by a minute for more flexibility in crowded hallways with the tradeoff being a reduced morning break. 
   “The idea behind the schedule change was to provide a more predictable schedule for the entire year. In a collection of surveys we gave [to staff and students], there were repeat comments about [fewer] schedule changes,” said PHS Principal Frank Chmiel. 
   The timing of lunch, according to Chmiel, was not one of the reasons behind the schedule change. Instead, it was focused more on benefiting PHS students who take classes at Princeton University as well as those who attend the Mercer County Technical School. 
   While this may not be a drastic change, the earlier lunch has had a positive effect on some students. 
   “I like the new lunch because it splits up the day evenly between the eight classes. It took a second to get used to having four classes after lunch, but I think it works well because I always tend to be hungry by fourth period,” said Rowan Gilmore ’23.
   Not all of the changes to lunch were positive though. The school lunches, which were free during the pandemic, now require students to pay for them. While the intention of the free school lunch was to help food-insecure families provide for their children under the stresses of COVID-19, they are no longer available, and students have to pay for their school lunches individually.
   “I think it would be great if lunch could be free again,” said Gilmore. “It’s hard for a lot of students to bring their own lunch or buy it at school.”
   One upside of the change however, has been that it has allowed the school to introduce a number of new options to the lunch menu. For example, previously popular lunch options such as different types of fries are now back in the cafeteria. Thankfully, this has allowed the new changes to the school lunch to go over well with students. 
   “The new lunch is great! I love the options it has created for us as opposed to last year’s lunch. It isn’t free [anymore], so that is obviously a downside, but it sure keeps us fueled for the afternoon classes,” said Jaiden Jain-Edwards ’25. 
   



PHS debuts lunch changes


  Coming out of the pandemic, I had a rude awakening—the sheer act of raising my hand was now mortifying. Many other PHS students grew accustomed  grown accustomed to turning off their cameras and being anonymous in class. When we raised our hands for the first time out of a virtual classroom, we realized how much class attention was suddenly focused on us, and for most students, that attention was unwelcome. We all had to re-learn how to actively participate. Even after a year of in-person learning, students are still hesitant to speak in class. 
   Teachers have made the classroom environment more comfortable by asking us for our pronouns and allowing us to choose our own seats, but most methods of encouraging participation are less accommodating, and still, can lead to the quietest among us do not have their voices heard. Tactics like cold calling (calling on people at random) and strict participation grades are not working as intended. These strategies either do not work or cause class discussions to feel superficial, rather than insightful. In order for each student to be represented in class, PHS must institute systematic change to class participation. 
   One of the main factors of participation anxiety  is the discouraging responses that teachers give to students. Teachers say things like “you should have known this” or “did you even take notes?” when students make an error or ask a seemingly obvious question. Public humiliation discourages not just those unprepared, but everyone. Teachers should explain why a student’s answer is wrong and give them a chance to correct themselves.Instead of calling students out for their errors and forcing them to invent half-baked contributions on the spot, teachers could allow students to talk in small groups and discuss their ideas with people they feel comfortable with as a sort of “warm up” before opening the conversation up to the entire class. Teachers could also ask more open-ended questions to allow students to bounce ideas off of one another, instead of pressuring students with right or wrong answers. Class discussions shouldn’t entail going over the homework. They should be designed to expand on the ideas established by the homework, and let students ask their peers questions about these new concepts and insights.
   Student participation can also be hindered by the responses of other students. Even if a student feels confident in their answer, the idea that their peers could judge their answers, or outright ignore what they have to say, can be all it takes to turn a raised hand into a lowered one. . If the class is silent, being the first one to talk is difficult because few students want to be the first one to talk or have their ideas judged. In order to solve this problem, teachers must make sure that students are being respectful of one another, no matter how absurd a postulation may seem to be. Teachers should reassure students that their ideas will not be judged, and will instead be used for others to gain a new perspective on the topic at hand. By encouraging some of the louder students to make room for people that aren’t usually heard, class discussions can become more fulfilling.
   Participation is only a part of some classes’ final grades, but all PHS classes should make it at least some part of the grading process. Some teachers require every student in their classes to contribute at least once per period. Students who don’t participate are docked a full percentage point for each day they don’t add something to the class conversation. Although this method can seem daunting for some students, it actually works brilliantly in terms of getting students out of their shells, and makes sure that a diverse array of opinions are presented every day. That said, it is important to note that participation grades alone do not provide sufficient incentive for students to raise their hands. Teachers must have a system in place to encourage participation that is independent of grades; otherwise, they are just punishing shyness. 
   Personally, class discussions are my favorite part of the school day. Last year in English, I was able to formulate the main idea of one of my essays thanks to our class discussion about All Quiet on the Western Front. Hearing the opinions of others and framing my ideas around their insights made me understand the subject material much better, and stimulated my intellectual curiosity about a myriad of tangential subjects that came up during the class’s discussion. Not only do conversations like these provide new perspectives, but they also help students get to know others, which is especially vital now at the beginning of the school year.


We need to talk about class discussions

   While many of us Princetonians like to think that we live in an impenetrable progressive bubble, racist and misogynistic ideologies have already made many inroads into our community. One such inroad comes in the form of social media. “I think the woman belongs to the man” was one of many messages that Andrew Tate, social media influencer, communicated to the world on a daily basis before being banned from most platforms. Tate garnered tens of millions of followers over the course of this summer, some of whom attend PHS. The dangers of this kind of cyber-misogyny to our school and community cannot be understated.
   To fight against online misogyny, it is first important to examine the effects of social media, especially with regard to one of its largest demographics: kids and teens. Within the span of even a ten to thirty second TikTok video, a child’s value system can be dramatically altered. Children and teenagers often idolize social media influencers without a second thought. In 2019 UNICEF and AEM conducted a survey showing that “When a child… sees something or someone on TV or the internet… the odds are high that the child will absorb everything unconditionally. Absorb and, most often, imitate.” Kids and teens are much more susceptible to trusting whatever they come across online, and unfortunately, this is also around the same age range that many kids start gaining access to social media platforms. What this creates is a situation in which influencers can easily weaponize social media to tout their ideologies to children, who are the most prone to being manipulated. 
   The summer of 2022 laid bare this threat, as Andrew Tate took the world by storm. His TikTok videos have amassed over 11 billion views on the app, and his name was searched on Google more than Donald Trump’s name was in July. From blaming assault victims to encouraging domestic abuse, from advancing homophobic views to glorifying the exploitation of women, from intentionally misgendering online figures to stating that​​ “Females are the ultimate status symbol,” his messages are as varied as they are harmful. In fact, the only thing that does not seem to change about Tate’s eclectic posts is the unrelenting prejudice that underlines all of them. He has managed to introduce what are essentially Victorian gender roles and hierarchies back into the mainstream, warping the beliefs of millions of teenagers. He has shown that one man with a deeply twisted worldview and some semblance of charisma can fundamentally alter the views of a generation. Andrew is not simply another social media nuisance to make fun of, he is a serious danger to social progress and to the safety of our community.
   Thankfully, Tate was just recently ousted from Facebook, Instagram, TikTok, and YouTube, though many of his misogynistic proverbs can still be heard recited unironically in school hallways. There is likely no redemption for Andrew Tate, but there still remains hope that we can learn from our mistakes in allowing someone like him to gain such traction at PHS, and amend the damage that he has done. It is imperative that our school community does as much as it can to fight off this ongoing problem. Radicalization is remedied by open discussion. While social media may seem like a doorway to a wide range of opinions, recommendation algorithms quickly turn it into an echo chamber. Teachers should promote civil discourse in and out of the classroom, no matter how sensitive the issue. On social media, teenagers are already exposed to issues like sexual violence on the daily—Andrew Tate shouldn’t be the one mediating the conversation. 
   One article from 2018 by Harvard’s Making Caring Common Project suggests that teaching students how to critically consume media is an effective way to combat misogyny. English and History teachers must allocate more time to such exercises. Telling students “don’t trust everything on the internet” or “Wikipedia is bad” isn’t enough. Teachers should teach students how to research a topic: how to assess the bias of a paper, how to check the sources of a media pundit, how to choose articles from both sides of an issue. This doesn’t just undermine misogyny, it ingrains in students a skepticism which is necessary in the internet age. 
   Moreover, students should take control of their own education. They should mediate their own conversations out of the classroom. They should try to truly educate themselves on the issues which interest them, and share that information with their peers and classmates. 
   PHS does not tolerate any type of discrimination, but many of us see it online every day. As a community, our school should work towards preventing the misogyny and manipulation that we see on social media from having an effect on the student body. Words on a screen can sometimes translate to actions in real life. We cannot allow Andrew Tate’s ideology, or anything like it, to be realized. Through civil discourse and education, we can hope to prevent that from happening.



The spread of misogyny and manipulation

 Most people tend to stick to friend groups where all the participants share similar political beliefs. It’s much easier to be friends with someone if you’re able to bring up politics without immediately wanting to yell at each other, but unfortunately, what’s easy isn’t always what’s best for our high school community. Fostering discourse with people who have different political opinions than you is vital because politics becomes highly sectionalized and extremist when open lines of communication don’t exist where Democrats, Republicans, and third-party supporters can all share their views. The Asper Institute supports this idea, explaining in 2018 that when you talk to people outside of your usual political spectrum, you both begin to care about each other more despite your political differences, a key first step in rebuilding our seemingly derelict American democracy.
   Of course, you’re probably heard this spiel before, but if you’re like most Americans, you’re still a little unsure of how to actually discuss political issues with people that you’re sure you could never agree with. Thankfully, the process is pretty simple. All you have to do is find someone with different political beliefs than you, which shouldn’t be too hard, as it’s extremely unlikely that someone agrees with you about everything. Even at PHS, where it can seem like most of the school leans liberal, you can find students who don’t share your policy priorities by joining a new club, or sitting with a new group of kids at lunch. Then, once you’ve found a new friend (or an old one who you want to start discussing politics with), talk to them! Your conversation doesn't have to be about politics at first (and probably shouldn’t be, because you don’t want to appear confrontational), but if you take the brave first steps towards shifting the conversation to that domain, there are a few things to keep in mind.
   First of all, frame the talk you two are going to have as a discussion, rather than as an argument,, and don’t go into that discussion hoping to “win”. Every time two people have a conversation, they create a discursive space. Imagine that your space (which you can leave at any time) is valuable, and worth maintaining and protecting, and it’s both of your jobs to make sure that sharing information and listening to each other's opinions is valued over just trampling over each other’s viewpoints. You shouldn’t prepare clever comebacks, or damning one-liners — as long as that discursive space is one where you can listen to your friend, and where both of you can take each others insights and use them for the better, it’s a space worth being in.
   It’s also important to remember that your friend isn’t wholly responsible for the political issue you two are discussing. It’s important not to immediately jump to anger, even though almost every issue you two will discuss probably has real world implications that could end up hurting people both of you care about. You two are not the arbiters of which policies are actually passed, but by communicating calmly about the policies that are up for discussion, you can have a productive conversation that makes it more likely a solution you can both agree upon can come into being. 
   There are times where it’s better for you to unceremoniously exit a conversation, rather than trying to keep it going against your better judgment. If your friend says something blatantly racist, sexist, homophobic, or simmilarly problematic, it’s okay to step out of the discussion. You shouldn’t feel like you have to bear deeply hurtful comments just to have a conversation with a classmate, and it might be smart to get a teacher or administrator involved. Additionally, if either of you get heated enough over a political issue to just start throwing personal attacks at each other, you can and should just leave the conversation.
   You should treat the conversation you two will have as an almost academic one. Recognize that your friend, no matter how outlandish their opinion may seem to be, probably has plenty of valid and important pieces of information to share with you. Actively listen to what they say, instead of nodding along while secretly preparing for a witty retort. If you are not familiar with a topic, then say so! If you have nothing to really share about something, it’s probably not a topic worth spending time on. Move on, find where your opinions clash, and discuss that issue together.
   It’s likely that neither of you will have changed each other's opinions by the end of your conversation. That’s okay. What you will have done is created a space where you can understand and communicate with each other better, both during the conversation and in the future. That is the single most important first step towards rebuilding connections within our fractured political sector, and it is something that we should all strive towards, if American democracy is really something we value.





How to talk to friends with different political beliefs 

  Walking down the 250s and 260s hallways at PHS, it’s not unusual to hear the chatter of students conversing in Japanese, or the muffled rhythms of Malian pop music seeping through the walls. During the Mid-Autumn Festival, a holiday celebrated in varying forms in many Asian countries, the crumbs of mooncakes are scattered across classroom floors, and strands of auspicious symbols hang from the ceiling, swaying slightly every time students pass under them. In February or March, classroom doors are plastered with eclectic Mardi Gras decorations. These experiences reflect just a few of the festivities organized by our school’s wonderfully rich World Language program. Unfortunately, despite how fun and intellectually stimulating they can be, many students at PHS choose to deprioritize their world language classes. These classes are a window into the customs and vernacular of cultures around the globe, and are vital for any student who wants to have a nuanced view of the world around them. By only requiring one year of World Language, our school is undervaluing the importance of cultural enrichment. It should be required for PHS students to take the full four years of their world language classes, and even rudimentary language courses should be valued just as much as every other class that a student might have on their plate.
   Language connects people. It fosters solidarity and understanding. It is, at its heart, a mode of empathy. Language barriers, on the other hand, create categorization, alienation, even dehumanization. By increasing the fluency of the student body in languages other than English, PHS would make itself a more welcoming place, and its students more welcoming people. For students who do not speak fluent English, it would serve as a great comfort to know that there are others making an effort to speak their first language. Immigrants are often made to feel out of place in our country, and language barriers contribute to this problem. Many Americans travel to other countries with the expectation that their people speak enough English to be able to communicate, and this is often true. But when a non-English speaker visits America, most Americans don’t speak a lick of their language. Many non-anglophone countries choose to mandate the teaching of English in their schools. Why shouldn’t schools in English-speaking countries mandate the teaching of other languages? 
   With the advent of the digital age, globalization is more of a reality than ever. With this new interconnectedness has come a strengthened desire for uniformity, especially with regard to language. English has become the world’s lingua franca, aka a “bridge” or “link” language between speakers of different native languages, and many governments have made efforts to replace traditional languages with English, such as India in 1835 when it passed the English Education Act. Lingual diversity acts as a conduit for cultural diversity. It is vital to the preservation of the history, heritage, and cultural identity of various regions around the world, which are all threatened by English’s dominance. Within our country, it promotes the preservation of the culture and heritage of different immigrant groups. 
   By encouraging world language learning in our school, we can emphasize the importance of lingual diversity, and create an environment that is more inclusive of diverse cultures and people. Moreover, language classes are more than linguistics—they expose students to the rich and varied cultures of countries around the world. In French classes at PHS and Princeton Middle School, for example, students can expect to learn everything from the intricacies of the Cajun cuisine in Louisiana, to the school schedules of students in Paris, to the gender inequities in Senegal. The school requires that we spend two years on every nook and cranny of American history and four years reading exhaustive amounts of English text. The school should push students to study other languages and cultures with just as much rigor. 


Editorial

  The team puts their hands together. Varsity Cheerleading Co-Captain Morgan Thompson ’23 starts their chant: “3...2...1... Tigers!” Exhaling a breath, she leads the team to their formations on the football field. The music begins and the crowd cheers as they passionately flip, spin, and chant. 
   Thompson always wanted to try cheerleading because of her background in gymnastics and Taekwondo. Nonetheless, when she first joined the team in her freshman year, she was very nervous to cheer because she was unfamiliar with the sport and the team.
  “It was hard at first to pick up on the cheers and all the little things you have to pay attention to. Also, I wasn’t that confident at first and it was hard for me to cheer loudly,” Thompson said. 
   Thompson quickly overcame her nervousness by finding a group of friends on the cheer team and with experience, she gained confidence in her abilities and started cheering louder. During her cheering career, she cycled through all the positions — flyer, the athlete who gets lifted and thrown into the air; back spot, the athlete who stands behind the stunt and supports the flyer; and baser, the athlete that holds the flyer during a stunt — and was able to successfully execute all three. Being well-rounded paid off as Thompson was named co-captain this year. 
    “In the last few years, Morgan blossomed, took charge, and now shows true leadership skills,” said Varsity Cheerleading Head Coach Barbra Callahan. “She has gone above and beyond for everyone and truly has an amazing way of helping and being there for the girls.” 
   As captain, Thompson organizes the various team activities including getting ice cream after practice, having team lunch every Friday, and asking about everyone’s “highs and lows” at practice.
   “Team bonding is so important to cheerleading. Morgan always makes sure she includes everyone in our team bonding activities,” said teammate Alex Woodbury ’24. 
   However, balancing cheer with all her other activities has not been easy. Going to practices after school every day means that there is a lot less time to do homework and relax. In the past, Thompson felt that she lacked the motivation to be fully present at practice. However, having a rigid routine for herself has allowed her to find the energy to bring her 100 percent to every practice. 
   “During [cheer] season, I usually have schedules for what I want to do each day. I also wake up at seven to have more time in the morning so I can get things done and be ready. And during school, I would do my homework during lunch so then when I get home, I have a little bit more time so I can decompress,” Thompson said. 
   In addition to cheerleading, Thompson has also has a first degree black belt in Taekwondo and has recently also started MMA fighting. The flexibility, agility, and strength needed for these martial arts sports translates well to cheerleading. 
   “Morgan has all the skills to dance and stunt well, which makes her an incredible cheerleader. She gives her 100 percent to every practice, which has made her successful,” Woodbury said. 
   Sticking with cheerleading has allowed Thompson to learn valuable lessons throughout the years. Having struggled with reaching out to others before, through cheerleading, Thompson has been able to see the significance of supporting (literally) one another.
   “For cheer, you really need to have everyone supporting you or else it's going to literally fall apart. Everyone needs to be communicating and everyone needs to know what's on everyone's mind at the same time,” said Thompson. “I've realized that it's okay to rely on other people to help me instead of doing [everything] myself.”
   For this year’s homecoming, Thompson noted the hard work everyone on the team put in to stick their stunts and perfect their routines. She hoped that their hours paid off and that her last homecoming performance was her best. 
   “Before competition, homecoming, or pep rallies, there is this moment right before the music starts to go that we're all anticipating the final performance. Like everything that we all worked for and it's just that one breath before you just get it done. That moment is always in my head,” Thompson said. 
   Though Thompson wants to focus on Taekwondo and MMA fighting after this fall, in the future, she hopes to cheer in college. As her final cheer season at PHS winds down, Thompson wants younger cheerleaders to be their authentic selves on the mats.
   “Be more out there and don't hide yourself. Try to voice your opinion more. Don't care what other girls think and just experience things for yourself,” Thompson said.


Morgan Thompson ’23: cheerleading


 Great athletes have a passion and purpose for what they do — they are focused and determined to get better every day and set goals that they actively pursue. Varsity Football Co-Captain Jack Callahan ’23, shows that passion and purpose can help overcome life obstacles to achieve success. 
   Callahan was introduced to football under the influence of his family. Coming from a family of football fans, he had much exposure to the sport before he started playing himself. 
   “I’ve enjoyed watching football games for a long time, [and] my dad watches football all the time,” Callahan said. 
   With this devotion for football in mind, Callahan started playing football in eighth grade and joined the football team at PHS. Despite having little experience when he joined, Callahan knew the necessity of hard work. He put a lot of effort into training himself to become better, working on footwork and practicing catches
   “Jack’s a hard worker that's just committed and ready to work at practice [...] He’s a quiet kid, but [based on] the amount of work he puts into playing, you could tell he's definitely passionate [about it],” said Varsity Football Co-Captain Tyler Goldberg ’24. 
   While improving his own individual skills, Callahan learned the importance of teamwork in football games. His most memorable game was played against Bishop Eustace High School in his sophomore year. Defying many people’s expectations, PHS won on a two-point conversion, which is a play a team attempts after a touchdown instead of kicking the ball. 
   “My teammates made that moment [the] most memorable,” said Callahan. “It was just so fun being around the whole team, [everyone] got excited. We were all 100 percent zoned in on the game.”
   However, along with unforgettable victories, football comes with the possibilities of sustaining serious injuries. Callahan encountered his greatest obstacle last year when he broke his femur bone toward the end of the season. 
   “He came such a long way from that [injury]. That was like a serious injury. And I didn't really [expect] he would come back. [It] is tough because [when] you break your femur, some people will choose to just quit,” Goldberg said.
   But Callahan stayed in. And he came back, faster than everyone expected, focused on improving further than where he was before his injury. 
   “I never thought about quitting. [I overcame it] by rehabilitating my leg, going to physical therapy, and getting back with the team as soon as possible,” Callahan said.
   His Coach, Brandon Willaims, commends Jack for his persistence in the face of his injury. 
   “Jack's biggest strength is his resilience. Coming into his senior year I didn’t know how Jack was going to perform after coming off such a gruesome injury, but  he has shown that he wouldn’t let an injury hold him back. Thus far in his senior season he has been an outstanding left tackle and even better defensive end with him catching interceptions and forcing fumbles” Williams said. 
   Having been named team captain this year, Jack has become a role model for the younger players. He has taken full responsibility into helping them develop their skills and passion for football. 
   “Just stay passionate, stay focused. The time will come. It’ll be fun,” Callahan said.
   The PHS Football Team looked forward to the Homecoming game against their old rival Bishop Eustace on September 23.
   “We’re very prepared. All the guys have been working hard. I really just want to win,” Callahan said. 
   Even though Callahan is still not sure whether he will be playing professional football in the near future for college, he will always be dedicated and passionate about football.   
   “I never aspired to be like [any professional player] when I’m playing. I just [play] because I love the sport,” Callahan said. 


Jack Callahan ’23: football


How long have you been doing your sport?
Can you explain your sport briefly?
What encouraged you to start your sport?
What is your goal for your sport? 

Athena Huan ’24
I started snowboard racing when I was ten years old, so almost six years.
It is different from traditional snowboarding. It is not about the jumps and tricks in the park, but about speed and “carving” around the gates. Snowboard racing is about getting low to the ground to avoid air resistance and the speed of the run.
It was actually my mom who encouraged me to start this sport. I started skiing for fun when I was in kindergarten but never got really good at it. One day my mom asked me to try snowboarding because it looked cooler, so we signed up [for] a club that teaches snowboarding.
I’m striving to be a national champion this year. I got second place last year and the margin between me and the champion was very small.

Zoey Shaevitz ’25
I first did circus in a camp nine years ago, but I’ve been doing it hardcore since about two years.
I am currently dedicating my time to training trapeze, lyra, silks, rope, contortion, acro. 
I played baseball for [about] eight years but then I quit. I remembered that I did circus at a camp and I decided to try it out again. My coaches sat me down and talked to me about how I have a huge potential and that really boosted me to where I am now. 
I’m not sure what my end goal is with circus because I'm constantly improving and learning new skills, but for now I just want to keep getting better. 

Henry Zief ’23
I have been throwing javelin for two years now and will be going into my third year this spring.
Javelin is one of three throwing events that are done in track [and field]. The way javelin works is that you run down a runway and then stop yourself and use the momentum you have gained and throw the javelin as far as possible. Whoever can throw the farthest wins.
I was encouraged to start throwing Javelin when I tried all the throwing events for track and found that javelin was my best event. I really liked javelin because it had similar throwing motions as baseball and football, two things that I could already throw far.
My goal for javelin is to throw 194 feet this year and set the school record. Also I want to be the number one javelin thrower in the state.


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