Even with a busy schedule, Andrew
Kim ’26 always finds a way to pursue
his passion: singing. Kim began to
sing at the age of 10, and ever since,
music has shaped who he is. Through
years of choir and singing with his
acapella group, Around 8, as well
as Studio Vocals, he has grown and
discovered a supportive community,
helping him find his voice. He plans
to carry his passion with him to
college, where he hopes to join an
acapella group.

**How did you start singing?**

I started singing in elementary
school. It was a requirement for
Community Park. At first I didn’t
really think much of it. It was more
like my parents told me to do music,
and so I did it. But then going to high
school, this is where Mr. Metallo
opened my eyes to singing. I had so
much fun freshman year. And that’s
when I started doing more singing.

**Do you have any favorite songs? If so, what are they?**

We had a song for Studio Vocals. It was called “I’m Gonna Live Until I Die.” Even
though I just sang the bass part, like the supporting track, it was so much fun, and I
had an amazing time.

**Who is your favorite artist?**

Right now, I’d say Grant Perez. I really enjoy his music when I’m studying. It has a
nice, relaxing vibe.

**What is your favorite genre of music? Why?**

To sing, I’d say jazz. I think it suits my vocal range, so it sounds better. I [also] listen
to jazz, but when I’m doing work or exercising, I like to listen to pop.

**What is your favorite memory of being in the PHS Choir?**

My favorite memory is definitely going on the trip to Italy. We got to perform at many
Gothic buildings. It was so cool to sing with the university students. It was really cool
to embrace the culture.

**What is has your experience in
Around 8 been? When did you
join? What inspired you to join?
What is your role?**

I joined sophomore year. My sister
recommended it to me because she
thought I’d enjoy it, and I really do
enjoy it. This year I’m going to be
the music director, so I’ll be leading
the group. Usually we have two hour
rehearsals twice a week. We will
start off with getting to know each
other and catching up, then we do
vocal warm ups, and then, we get
into practicing our songs. We have
our back to school performance on
September 25, so we’re formulating
the songs we want to choose. We
usually choose by voting, so each
member gets to vote on songs they
like after hearing them.

**How do you balance school and
music?**

It’s important to be punctual
because when you have a lot on your mind, you can’t really focus on one thing since your
mind gets dragged around. Speaking from my sophomore and freshman year experience,
managing school and choir was not that big of a burden, especially because I didn’t take
that many APs. Junior year was when it really started kicking in, so I struggled a little bit.

**Any advice you would give to younger singers?**

I think [you] should just try it out and see how you like it. I think for singing, as long
as you like it, you can be good at it. I remember in freshman year, I really didn’t think I
was adamant auditioning for Around 8 because I knew that there were so many more
talented singers compared to me, but I’m glad I took that risk. And so I think for younger
singers, you should definitely take that risk, and have a little faith in yourself.

**Will you continue to sing after you graduate?**

I would definitely continue to sing after graduating. I have a lot of interest in college
acapella groups because they’re pretty cool. I might try that out. But other than that,
I’m not sure if I’ll really pursue a career in music, although I really enjoy it. I think it’s
more of a hobby than a career.

photo: Katherine Chen

Andrew Kim ’26 sings “Back to Black” by Amy Winehouse, one of the songs in Around 8’s repertoire.

Student artist of the month: Andrew Kim ’26 

As a child, Sylvia Schreiber ’26
would sit at the dining room table
for hours, happily doodling with
crayons. Though she’s transitioned
from crayons to watercolor and
gouache, the importance of art in
her life has stayed the same. In her
time at PHS, her illustration work
has included t-shirts, programs, and
this year’s school-issued planner.
She’s currently compiling pieces for
her portfolio as part of applications
to art school, where she hopes to
further expand her artistic abilities,
preparing her to eventually work as
an artist professionally.

**What childhood experiences
shaped you as an artist?**

I remember when I was little my
mom would put me to bed and then
I’d get up and turn my light on and
start drawing — I was trying to
copy the cover of one of my picture
books because I loved it so much.
And then my mom would come and
be like, “Sylvia, go to bed.” Picture
books really inspired me to create
art when I was younger.

**What are you drawn to depicting in your art?**

 Anything in the natural world is my go-to. I like things with patterns, so obviously
nature has a lot of patterns, but also architecture ... I like to push myself to draw new
things a lot of times, but I would say nature is a big one ... I feel like the repetitive motion
of drawing the same thing over and over again is definitely calming.

**What mediums do you work with?**

I work in 2D mostly; that’s what I’m most comfortable in. But within that, I do a lot of
stuff. Drawing, painting, and printmaking are the three that I do the most. I love watercolor.

**Are there any mediums that you’re experimenting with right now?**

I’m trying to do more printmaking. I really like printmaking. I’ve been doing some
classes at the Arts Council on linocut and stuff like that, and I think why I like it kind of
ties back to the patterns — you can
print it over and over again. And I
just like the look of print making,
so I’m trying to do more of that
right now in my portfolio and just
also for fun.

**What are some of your
inspirations and influences?**

My sister, just her being in art
school and all of her friends, I follow
them all on Instagram and I get to
see all of their amazing work and
sometimes I’ll take an idea from
there ... Having my sister in art school
is really cool to see, because it’s, like,
whoa, that could be where I am in
a couple years. Barbara de Lorenzo,
she works at the Arts Council ...
She illustrates children’s books, and
she mostly works in watercolor,
so she’s helped me a lot with my
watercolor abilities. When I paint
with watercolor, I’m channeling
Barbara DiLorenzo. She’s definitely
helped me grow as an artist.

**What’s your artistic process?**

 I have a sketchbook at home that’s really just whatever comes out ... A lot of times,
when I’m feeling like I want to do something art-related, I’ll just sit down with that and
just write or draw, or do whatever is inspiring me at the moment; I’ll try to get it down
on paper ... So then when I know what I’m going to do for my project, it comes with
some trial and error ... So I do a lot of practice sketching. And then I’ll try to see if I
have materials at home or if I need to get some from the Arts Council ... You just have
to start and challenges always arise ... It’s kind of inevitable that at some point, you’re
going to be like, this is terrible. But more times than not, it’s not terrible and you just
need to work through it.

**What goals do you have for yourself in your art in the future?**

I want to get into an art college and I want to just enjoy that to the best of my ability
without having to think too much about what exactly I’m going to do with art after
college. I just want to really explore my own style and develop my own style as an artist
... Even as art becomes my work, I also want to just keep enjoying it.

photo: Charley Hu

Sylvia Schreiber ’26 sketches to plan out a print for her art school portfolio.

Student artist of the month: Sylvia Schreiber ’26

With the start of another school year, yet another group of
sophomores are looking for ways to fulfill their community
service hour requirement. Many community services
programs are offered at Princeton High School, focusing
on topics such as tutoring, health, and the environment.
However, there are also a variety of arts community service
programs at PHS.

The Arts Council club provides an opportunity for
students to work together on projects such as decorations
for the school and cards for senior centers or hospitals. For
example, during the winter, the club puts up snowflakes to
heighten the festivities.

In addition, the club also collaborates with the Arts
Council of Princeton by volunteering at events and camps
that the council hosts.

“During camps ... we assist with cleaning, with [art] skills,
and just talking with the children. Children as young as
kindergarten all the way through middle school [come to the camp], and our goal is just to spread
art [to them]. A lot of the people that are
in the club are interested in art, and we
want to give back to the community,”
said Vanessa He ’27, one of the leaders
of the Arts Council club.

While the Arts Council club focuses
on giving back to the community, it also
brings together community at PHS.

“While we [work together], people
are also talking. And I think that’s also
another way for people to connect with
peers, not just the whole community
itself,” said He.

Another arts community service at
PHS is School Beautification. A newly-
formed club, their goal is to improve
the appearance of
PHS in order to create a more welcoming
environment for both students and teachers.“Art creates a welcoming environment
because ... abstract shapes and colors
usually inspire creativity among people
and individuals. Seeing art every day
makes the space look less monotone
and [industrial-like]. Instead, the more
creative, welcoming environment would
help students be more productive,” said
co-leader Lucy Wang ’27.

The club also hopes to expand the scope
of their projects in the future.

“I also hope that in the spring we are able
to collaborate with some other community
service organizations to hopefully plant
flowers, or [install] plant pots inside the
school,” said Wang.

The service project Make Your Mark
has a different approach to helping the community. Focusing on creating crafts such as jewelry
and clay keychains, the program donates all the handmade
crafts back to the Rise organization.

Rise, a nonprofit social support project based in central
New Jersey, helps the community through food pantries,
thrift stores, and educational programs. In addition to
making crafts, the club also organizes volunteering and
crafts events for the community.

“We plan to bring arts and crafts opportunities to our
community through hosting crafting events at Princeton
Public Library,” said Jessica Zhang ’26, a co-leader of Make
Your Mark. “We [also] organize volunteering opportunities
at [Rise’s thrift store], helping to work and manage the store.”

Overall, while the main purpose of each community
service project is to give back to the community, members
also find themselves connecting and bonding with each
other and the community.

photo: Katherine Chen

Vanessa He ’27 and Kenzie Miller ’27 talk to a student about the Arts Council club.

A guide to arts-related community service programs

A K-pop girl group fighting a hot demon boy band for the fate of the world? When I first heard the premise of “KPop Demon Hunters” from my sister, I laughed it off. After much insistence, I reluctantly sat down and watched what would become the cultural phenomenon of the summer. But it wasn’t just a stroke of luck that the movie was such a massive hit. 

For me, the true magic of the movie wasn’t its punchy animation or catchy songs, but its incorporation of Korean culture. My reluctance came from a disappointing experience with another animated movie released over the summer, “Elio”: just another generic plot and recycled animation style. 

However, “KPop Demon Hunters” pulled me in because it went beyond using Korean culture as just another trendy aesthetic. Director Maggie Kang’s nine years of research is evident throughout the movie, referencing Korean mythology as well as lesser-known Korean dishes. For example, protagonists Rumi, Mira, and Zoey, collectively known as Huntr/x, try to save the world from demons by sealing them through the “Honmoon” with their songs. The idea was taken from Korean muldang dancers, women who perform protective rituals. Even Derpy and Sussie, the internet-famous tiger and magpie duo, were designed after minhwa, Korean folk art. 

The highlight of the entire movie for me came towards the end. The Saja Boys, an all-demon boy band and nemesis of Huntr/x, perform their chart topping song “Your Idol.” After my sister and I had managed to stop singing along, I noticed their outfits, traditional Korean clothes called hanbok. All of them even wore the traditional hats (gat), a detail my mother was all too happy to point out. 

Even songs from Huntr/x and the Saja Boys — fictional groups — topped the Spotify charts, surpassing very popular groups like BLACKPINK and BTS. But the movie’s ultimate success is the buzz surrounding what I consider the movie’s best song: “Golden,” which is now being considered for Best Original Song for next year’s Oscars.  

I still believe one of the main reasons behind the popularity of “KPop Demon Hunters” is because of how well it knew its audience. The movie tapped into a pre-existing interest towards K-pop and Korean culture, fueling its popularity globally. Nowadays, animation studios are finding it harder to come up with original ideas that still grab the audience’s interest. But as “KPop Demon Hunters” has shown, true connection isn’t found in generic plots, but in the heart of a cultural moment. 

“KPop Demon Hunters” slays 

How many of us have watched “The Office” too many times to count? For anyone looking for something new, we now have “The Paper,” a spinoff about a failing newspaper in Ohio struggling to reestablish itself. Through 10 episodes, each 30 minutes in length, the volunteer journalists working for the new and improved Toledo Truth Teller encounter new experiences and are filmed along the way. 

So, how are “The Paper” and “The Office” related, and how do they compare? Well, their connection is shown in the pilot episode with the return of Oscar Martinez, a former employee at Dunder Mifflin, the setting of “The Office,”  now working as head accountant for The Truth Teller. Throughout the series, there are various easter eggs and references to the show’s predecessor. However, you don’t need to be a die-hard “The Office” fan to enjoy its satiric and mockumentary-style comedy. 

In terms of style, “The Paper” has used “The Office” as a template, taking inspiration from the familiar confessional sequences, shaky footage, and reaction shots. In relation to characters, there aren’t any striking parallels. 

Like the first season of “The Office,” everything is fresh, the actors are developing their characters, the writers are testing the waters, and the show is discovering its true purpose. Since it’s already been renewed for a second season, I think we will see growth on all fronts. 

The show not only hooked me because of its resemblance to “The Office,” but as a writer myself, I was intrigued by how Hollywood would portray journalism. The characters know they live in a pretty ordinary place, but in everyday events, they find the story and make those events interesting to their readers. A great example is how two of the main characters, Ned and Mare, go mattress shopping and uncover the layers of deception involved in unfair pricing. Pulling together a cohesive story from only bits and pieces is a skill that, like them, I hope to master. Overall, the realities of journalism shown in this series is something I deeply appreciate and admire. 

However, what doesn’t need refining is the comedy. For me, one of the funniest characters on the show is Esmeralda Grand, a wacky Italian woman played by Sabrina Impacciatore. Her accent on certain words and the drama that she brings to every situation is hilarious. Whether it’s the sarcastic comments, the pranks, or the cringe-worthy moments, “The Paper” never fails to make me laugh. Often I find myself looking forward to the time in my day where I can relax on my couch and watch an episode or two and decompress.

“The Paper:” a successful spinoff 

# **Harmony Project**

The Harmony Project is a testament
to the transformative power of music,
fostering artistic skills of students while
simultaneously spreading joy to elders
at senior care centers. The project is also
part of the community service program,
allowing students to earn hours while
enjoying music.

“We’re all really passionate about music
and performing. It’s really nice to see
the people who live at the senior centers
and [how] their faces light up,” said co-
president Sarah Chen ’26.

The project is mainly student-operated,
with orchestra director Robert Loughran
being the advisor. The students reach out
to the care centers and set times for their
performances.

“[The club] is mainly led by myself, my
co-leader Sarah Chen, and our officer Ash
Nieman, though the club itself is supervised
by the orchestra teacher ... we often invite
other PHS musicians groups, such as
acapella groups to perform as well,” said
co-president Daniel Haiduc ’26.

Through the project, the students are
able to make connections not only with
each other but the people at the center.

“Last year, in the spring, we hosted Cat’s
Meow as well as Cloud Nine, which the
seniors at the senior center really enjoyed,”
said Haiduc.

The project currently consists of 10
people, including a guitarist, singers,
pianists, a violinist, a cellist, and flawtists.

“We are trying to incorporate some
chamber music, which is where you play
with people of different instruments and
you play pieces together,” said Chen. “So if
we were to do something like that, we would
probably want to hear people’s musical
levels, to be able to pair them together.”

The goal of the project is to share their
passion for music and give back to their
community in a fun and joyful way.

They meet each Friday to discuss their
plans for the performance that takes place
on Sunday. All students are encouraged to
join, and anyone interested should contact
Chen or Haiduc.

**Music Mentoring**

If you’ve ever seen a group of elementary
schoolers with instruments filing into the
PAC after school, they’re probably a part of
the Music Mentoring program. This long-
standing community service club connects
fourth and fifth grade students from PPS
elementary schools who are beginners at
an instrument with high school mentors.
Each mentor works with a small group of
kids who all play the same instrument.
A typical lesson is 40 to 45 minutes long
and consists of each mentor instructing
the kids, helping them with musical
assignments from school, and, ideally,
getting to work with each kid one on one.

“I like whenever you can actually help
one of the kids and you notice a difference
that you can tell comes from your teaching.
It’s a really cool experience. You help
someone and you know that,” said co-
leader Julian Suozzo ’26.

Both Suozzo and co-leader Seigo Iwata
’26 joined Music Mentoring as elementary
school students and became mentors
themselves once they reached high school.
The leaders agree that the program has
stayed true to its original purpose.

“It’s been providing an opportunity to
both students and also, sophomores and
juniors at the high school,” said Iwata. “It
gives high schoolers a teaching opportunity
— learning how to coach kids, to deal with
younger kids. And then the kids learn from
older and more experienced people.”

This year, Iwata and Suozzo hope to
expand the program by getting more
high school mentors invovled. As more
elementary schoolers have joined the
program in recent years, finding enough
qualified mentors has become an issue.

“There was one point where I was alone
with, like, eight kids. It was terrible. I could
not get to each one individually,” said Iwata.

Music Mentoring is open to all students
who play an instrument and would like to
help elementary schoolers develop their
musical skills. Interested students should
contact Joe Bongiovi, one of the band
directors as well as the club’s staff advisor,
or either Suozzo or Iwata.

photo courtesy: Daniel Haiduc

Sarah Chen ’26 plays the piano at the Carnegie Post Acute Care Center for the senior citizens.

Two clubs using music to serve their community

William Ponder ’25 has been involved in theater and the arts throughout
his life. Starting at his church, then taking part in productions in middle
school, Ponder has found community through his fellow cast members
and an emotional outlet through his characters. In the future, Ponder will
focus his studies on psychology at Howard University, but he hopes to
continue performing every chance he can.

**What got you started in acting?**

I always loved acting. I started acting in the church; we used to do these
little musicals and stuff. When I got to middle school, I did every single
play and musical before COVID happened. I got to high school and I
was like “I would love to be in the play,” so I did all four plays and
I really loved it. I got to meet a bunch of really cool people and I
got to really lose myself in the character.

**What was it like to start participating in school
productions?**

It was a really fantastic experience. Ms. Cameron, the
drama teacher [at Princeton Middle School], made sure that
everyone, no matter how big or small your role, was having
a lot of fun. It was such a diverse and fun experience.
Your father is an artist — did he inspire you in any way?
Both my father and my mother are really creative. My mom
creates these really elaborate quilts and my dad is a painter, so
there were these days where my sister and I would sit down and they
both would present their pieces. They were also really encouraging
me and my sister’s creative sides.

**What was your favorite high school production?**

I would say my favorite was definitely “The Play That Goes Wrong.” I did it my
sophomore year and basically the premise of the play was we try to keep having the
show go on when everything’s actually getting messed up. Our setlight collapsed at
the end. It was very fun to be a part of. I was really close to my classmates because we
had to do so many stunts and trust each other.

**How do you handle nerves on stage?**

A lot of the time my classmates and I will do these special exercises where we all
try to get the nerves out of our system. Another thing that really helps is when I
get nervous I talk really fast, so when I’m on stage I try to calm myself down.
I just remember to breathe and just talk slower because slower will not be
as slow as it sounds.

**Are there any clubs at PHS that you joined that appeal to your
creative side?**

I’m in the Multicultural Student Achievement Network and something
we did this year was the Black History Month Assembly. I really think
we were able to show our true creative sides. There was a dancing club
and a fashion show so we really were able to put our own creative sides
into that.

**If you were to give advice to someone who wants to follow in your
footsteps, what would you say?**

I would say just march at the beat of your own drum. If it seems cringe
or embarrassing, it’s totally okay. I’d rather come off as an embarrassing
person but authentic than someone who’s trying to be someone they’re not.
Whatever makes you happy, you have to do that.

Student artist of the month: Will Ponder ’25

While most students are introduced to history through textbooks, few recognize the educational value that historical films can provide. Although these films are not always historically accurate, they offer a captivating way to introduce students to the complexities in the past. By recreating stories, movie directors are able to transform historical events into engaging and entertaining experiences, bringing life to events in ways textbooks cannot. While these films may include slight modifications to the original storyline, they provide a powerful passage for students to learn about history’s most fascinating people and events.

One of the most effective ways films can teach history to students is by humanizing real events by providing personal stories. “Black Hawk Down,” for instance — set during the Somali Civil War — follows the crew of a Black Hawk helicopter which was shot down in the Battle of Mogadishu in 1993. The movie plunges students into the chaos of warfare, with soldiers fighting for their lives and losing their loved ones, showing the dangers and troubles of a soldier at battle. This helps students understand the fear that the soldiers faced during the conflict.

Furthermore, in “Selena,” a movie directed by Gregory Nava about Selena Quintanilla-Perez, one of the most famous Mexican American singers in the 20th century, students are able to learn beyond her fame and into her personal struggles. While a famous singer like Selena may appear jubilant on stage, singing and laughing with a big smile, the film sheds light on the discrimination and challenges Selena faces growing up. For example, when Selena and her sister are shopping to buy Selena a dress, they encounter an unpleasant interaction with the sales associate who discriminates against the two sisters because of their skin color. While issues with discrimination may be taught in classes, historical films like “Selena” provide firsthand experience for students to understand the troubles to a greater extent.

Similarly, “Hacksaw Ridge,” a film about Desmond Doss — a U.S. soldier who saved tens of lives during WWII without carrying a single weapon — also provides a powerful depiction of the war and prompts students to engage with the past. This movie not only teaches facts about the war, but also proposes themes like the complexity of heroism and moral conviction. By focusing on Doss, the film teaches students about conscience, faith, and perseverance.

Films also provide opportunities for students to discuss the complexities in history. Take “Schindler’s List,” for example — while it highlights the horrors of the Holocaust, it also raises important questions about morals, courage, and how power in the hands of one can influence the lives of others. The movie encourages students to consider the deeper implications behind the Holocaust, rather than observing from the surface. Teachers can use certain scenes, such as the burning of thousands of books, to spark conversations about broader historical themes such as propaganda, resistance, and consequences of discrimination. Additionally, students are also encouraged to identify what historical details are included — and left out — developing a stronger understanding of how the media portrays history. This not only enhances students’ critical thinking skill, but also their ability to analyze media literature.

In the end, historical films — while not always 100 percent historically accurate — offer a meaningful and engaging way to revisit the past. Through powerful stories and deeper discussions, movies like “Black Hawk Down” and “Schindler’s List” make historical events more accessible and emotionally resonant. When used in educational settings, these films can spark curiosity and encourage critical thinking, turning entertainment into a valuable learning experience.

Photo: Katherine Chen


After learning about the Holocaust and WWII, Mr. Campbell’s APUSH Period 2 class watches Schindler’s List.

Learning history through films

Word fun in the summer sun


Having been involved in theatrical productions most of her life, from on-stage performances in middle school to now leading the PHS Tech Crew and Spectacle Theatre, Grace Waldman ’25 finds joy in being able to manage and coordinate the technical aspects of plays and musicals, and ultimately watching it all unfold into a stunning final production for the audience. Waldman began as a member of Tech Crew during freshman year, and is now the stage manager for Tech Crew and Spectacle Theatre. Motivated by the excitement of piecing together shows and building community, Waldman plans to study technical theater in college.



**What do you do as a member of Tech Crew?**  
I’m the stage manager for PHS Tech Crew and PHS Spectacle Theater. So that means that I oversee the theater program at PHS. I would say I’m the link between the actors and the crew: it’s my job to communicate what is going on in rehearsal and let the technical designers and all the crew that we have working know what’s going on so that we can have the set work for us.  




**Do you ever encounter any issues with coordinating the theatrical productions?**  
This year is my first year as stage manager, so I stage managed “Rumors,” the fall play, and “Groundhog Day,” the musical, and I’ll probably do the choir cabaret. “Rumors” was not a very tech heavy show at all, kind of park and bark if you will. Once we got to “Groundhog Day,” it’s so technically intense and there’s so much going on at every single moment in the show. It was a lot to process and figure out, “okay, this is how I have to approach this sort of thing and this is how I have to be able to communicate,” and how I have to manage [the time spent on] my work outside of school and my work with the show with my homework and everything else … while being an assistant stage manager is similar and you get a lot of the training … you kind of just have to go in and learn, “okay, this is the way that I have to do it.”



**Did you also do theater in middle school or when you were younger?**  
[In] elementary and middle school, I did a couple of productions that my school offered. I also went to a summer camp and every year they put on a musical, so I would do that, I was an actor. I didn’t get into the tech aspect of it till high school, but I definitely think that it suits me better. I’m not one for performing on the stage. I’ll leave that to them.



**What’s your favorite part of being the stage manager?**  
Especially for the musical … the auditions are so fun because [there are] some people [that] I don’t know. They’re just coming in as freshmen and it’s so exciting to see everybody be so happy and want to join this community because theater is a really big part of my life. I’ve done it forever, and my dad is an actor and so it’s just really in the family. I also really enjoy the end of the process. Once we actually get performing and see it all come together, tech week can be really stressful and it definitely was this year for “Groundhog Day,” but it’s always so beautiful seeing everything just come together.



**Do you plan to continue this in the future?**  
A lot of the schools that I’ve applied to and that I’m thinking about have some kind of programs or the theater scene in the area is really vibrant. So I definitely think about doing it in the future. I’m not sure if I would want to pursue it professionally, although I did apply to some BFA programs. But I’ll see where the wind takes me.


Student artist of the month: Grace Waldman ‘25

AI has rapidly seeped through all levels of society, permeating through each layer of academia — and it looks like it’s here to stay. Thus, the district’s ban on ChatGPT is a necessary measure  to protect academic integrity and preserve critical thinking in our education. But this effort isn’t enough to halt the surge in AI usage; instead, it should be extended to other AI tools until there are clearer guidelines and safeguards to combat the innovation of AI humanizers. While the convenience and speed of AI models does offer some benefits, it has increasingly become disruptive in students’ learning. Worse, a solution to this issue is rather difficult to find. 


Although the school restricted ChatGPT this summer, this effort isn’t enough to counteract the harms of AI. ChatGPT is just one of many forms of AI that can be exploited by students with tools such as Copilot and Gemini. Although these tools are admittedly useful, they blur the line between help and dependence. Their  ability to instantly generate responses on seemingly any subject makes them extremely appealing to students and teachers alike. However, this creates an extremely slippery slope. Asking questions to strengthen understanding can turn into generating entire lab reports or papers. More importantly, utilizing AI simply to get the right answer fosters a toxic environment where the end product becomes more important than the learning process to get there. PHS principal Cecilia Birge explains that struggling is part of learning.


“Once you struggle, that learning acquired after the struggle is much deeper,” said Birge.  “I’ve taught long enough to know that’s true, and I witness that every single day, right in our building.”


Forcing students to grapple with a certain topic not only deepens their understanding, but it also distills the topics they don’t know into targeted questions that they can then ask their teachers about the following day. This is especially true given that PHS students now have three days of built-in flexible learning time where they are able to seek out extra help. Hence, building a strong anti-AI narrative that promotes the struggle is imperative to our learning.


On the other hand, effects on education are not the only concern when it comes to generative AI. The usage of AI has been widely debated for its privacy issues, as users often intentionally or unintentionally share private information with it. As a result, ChatGPT requires parental consent for users under 18 to comply with the Children’s Online Privacy Protection Act. Unfortunately, most students probably aren’t aware of this policy and use it regardless. This problem extends beyond ChatGPT, which means students are still vulnerable to privacy breaches. Banning AI in school serves as a stand against careless AI usage for youth and also serves as a solution until students are able to be educated on proper usage ethics and regulation can be passed to enforce said proper usage. 


In short, the district’s ban on ChatGPT is far from enough to stop the ever-growing presence of AI. Instead, the district should look to create a directive that creates a more holistic ban on AI to help combat issues such as decreasing academic integrity, privacy concerns, and environmental issues. While discussions such as this article attempt to create awareness, searching up ChatGPT just to see it banned serves as an ever present reminder of AI’s negative impact.

Photo: Katherine Chen

AI humanizers, such as humanizeai.pro, are sometimes used by students to bypass generative text detectors.

Cons of AI in School

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


Carmine Caruson '26: football

*The PHS Learning Commons stores 
archives of The Tower dating back 
to the first issue in 1929. We decided 
to take a look and show some of the 
most interesting pieces of PHS history 
throughout the years.*


### The Tower conducts a survey of redheads


In 1947, the Tower conducted a survey 
on the personal likes and dislikes of 
PHS redheads. The only definitive 
result from the survey, according to 
the article, was that the majority of 
redheads disliked the nickname “red."


### PHS students purchase a plane


During World War II, the student 
council led a buy-a-plane campaign, 
which aimed to raise $15,000 to buy 
an army trainer ship. The student 
body ended up raising almost $20,000 
through bonds and stamps, equivalent 
to $3.6 million today. As such, a 
sponsorship panel with PHS’s name 
was placed on the plane. 

### Frank Sinatra visits PHS

On March 29, 1945, the Tower 
reported on an event where multiple 
Hollywood stars, including Frank 
Sinatra, hosted an event at PHS to 
encourage students to purchase war 
bonds. The cheapest tickets for the 
event started at $100 of war bonds 
(worth $1,800 today), and the most 
expensive reached $5000 in bonds 
($90,000 today)!

### PHS students watch Sputnik


In 1957, the Tower covered a group 
of PHS “moonwatchers” who woke 
up early to watch the Soviet’s Sputnik 
Satellite, the first satellite to reach 
space. The students described it as 
“quite a sight.” However, the head 
of the PHS science department 
downplayed the event, saying that “if 
there had been a race to be first, we 
could’ve been there two years ago.”
PHS students purchase a plane
The Tower conducts a survey 

Graphic: Emily Kim


Sputnik satellite

The Tower peeks into PHS history

This year, the three mental health 
counselors at PHS — Bethzayda Matos, 
Michelle Simborski, and Ryan Stingel — 
have rebranded the Student Assistance 
Program from last year to Resilience, 
Intervention, Support, and Empowerment 
(RISE), which will consist of confidential 
counseling services, classroom visits, and 
evening events centered on topics such as 
depression or substance abuse.


“There’s a lot of pressure here at PHS, and 
the school district saw a rise in numbers 
of students coming to see counselors for 
anxiety, depression, stress related concerns. 
And so the district, being very proactive, 
wanted to build a comprehensive mental 
health program for students and families,” 
said Simborski.


In 2022, the district conducted a survey 
that revealed stark disparities about how 
different racial demographic groups felt 
about belonging, safety, and support in 
PHS. Though 56 percent of PHS students 
overall said they felt like the school was a 
welcoming and safe space to be, only 28 
percent of Hispanic students felt that way. 
Further, only 44.2 percent of PHS students 
overall agreed with the statement “when 
something is really bothering me, there is 
at least one adult that I can go to and talk 
about the problem.”


“I think that the difference in the 
percentages ... and feelings come from a 
space of maybe not understanding the 
support that is available,” said Matos. “If 
you don’t know what’s available, then you’re 
not going to seek it.”


Through introducing herself in 
classrooms, interacting in the hallways, 
and having consultation meetings with 
students, Matos hopes to make them aware 
of the available support and close that gap. 
Given that she is the only Spanish-speaking 
counselor in PHS, Matos regularly visits 
English Language Learning classrooms to 
educate students about mental health and 
the numerous resources that the school 
provides.


Matos says that last year, she and 
Simborski saw an average of 90 students 
a week. However, she also noted that the 
amount of risk assessments decreased from 
the year prior.


“There’s no shame in seeking support. It’s 
not a sign of weakness. It’s actually a sign 
of resilience,” said Matos. “We are here to 
support each and every student however 
we can, but we don’t know what you do or 
what you need, unless you come to us for 
assistance.”


Ryan Stingel, who joined PHS as a mental 
health counselor earlier this year, is also 
the advisor of the Lock In Club, which is 
dedicated to helping students learn mental 
techniques to perform better under pressure 
and regulate emotions.


“I think for a lot of high schoolers who 
are motivated, hard working and want to 
do their best, it can be frustrating if you’re 
able to do something in practice, but you’re 
not able to replicate it or do it as well in in 
the test room or on stage or whenever it 
matters,” said Daniel Haiduc ’26, leader of 
Lock In Club.


Throughout his meetings with students, 
whether as their club advisor, during oneon-one meetings, or through the classroom, 
Stingel strives to relay one core message to 
all students.


“I hope that every person that reads this 
takes away the message ... that no matter 
who you are, you deserve to feel comfortable 
being you,” said Stingel. “You deserve to 
feel comfortable living in your own skin

Photo: Charley Hu


PHS mental health counselors plan RISE initiative


PHS mental health counselors plan RISE initiative

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

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

Cross country teams sweep CVC championships 

These days, it seems that beauty industry consumers prioritize convenience over all else. They look for the product that creates the best results while having to put in the least effort, trading sustainability for ease of use. This mindset favors products with disposable, often unrecyclable packaging. In 2024, Business Waste found that 120 billion units of plastic packaging are thrown away each year. This includes packaging for shampoo and lotion, products that carry an additional environmental impact — water waste. The International Natural and Organic Cosmetics Association finds that such products can contain up to 95 percent water. 


With climate change and pollution threatening fresh water supplies, it is important to conserve this precious resource. A 2019 study from the Research Institute for Medicine corroborates that beauty products in the form of bars or sticks minimize water use in the consumption phase and thus benefit conservation. The idea of waterless beauty may sound strange at first, but their accessibility and sustainability make it a worthwhile swap for students’ daily routines. 


One of the most common waterless beauty products is shampoo bars, which are solid surfactant-based products that resemble bars of soap. The price point of one shampoo bar — often $15 — is a bit higher than that of bottled shampoo, but its formula is designed to be ultra-concentrated and last more washes. For example, Ethique Beauty advertises their shampoo bars as equal in use to three 350 mL plastic shampoo bottles, while their conditioner bars are equal to five 350 mL bottles of conditioner. Additionally, most shampoo bars are packaged in recyclable or compostable paper packaging, which saves water from manufacturing and reduces its end-of-life impacts on local ecosystems.


Ditching familiar liquid products can be daunting, but many mainstream stores make waterless beauty swaps easily accessible. Lush, the original inventor of the shampoo bar in 1987, sells a plethora of water-free products at most malls. Sephora now carries shampoo bars from Viori and superzero, while Amazon offers items from Ethique Beauty as well as a variety of other eco-friendly brands. Instructions for use are simple, and often involves rubbing the bar directly onto wet hair and then massaging to lather. 


Although it can be hard to make changes to our usual personal care products, every little bit counts to conserve water and reduce packaging waste. By incorporating a small aspect of sustainability into daily routine from a young age, individuals can save thousands of bottles of product over a lifetime. 

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