
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

Ever since the age of five, Nikolai
Margulis ’25 has embraced music as a
defining part of his life. His passion for the
banjo has led him to hone his ability over
the years, as well as engage
in the musical community
by coordinating a program
with the International Bluegrass
Music Association, becoming a
signed artist of Prucha Banjos, and
winning awards for his playing
and compositions. Margulis is
considering taking a dual–degree
program between Harvard and Berkeley
that would allow him to continue studying
music while also exploring other paths
in life.

**What inspired you to start playing the
banjo?**

I grew up in Arkansas, and we had a
farmer’s market every Saturday, and there
was a guy there and [it seemed like] he lived
in the Gilded Age pretty much. He wore
corduroys and a button-down sweater vest
with a little pocket watch and I thought
he was the coolest guy and he played the
banjo. So I asked my mom if I could take
lessons. I took lessons with him for seven
years in Arkansas. He played a style called
classic banjo ... I didn’t get into [the style I
play now] though, until I moved to Jersey
and no one played [classic banjo]. I was
gonna give it up, and my mom sent me
to this banjo camp with adults, I was the
youngest one there ... they all played the
three-finger banjo, which is what most
banjo players play now, and I got converted
[to playing the three-finger banjo] there.

**What work have you done for the Bluegrass
Music Association?**

I put together this program at the
International Bluegrass Music Associations
... called the World of Bluegrass. It’s their
annual festival in North Carolina, and you
get all the stars down there [and it’s] where
they give out awards. I put together some
people who I knew would be up for it, like
some of these big winners like Vocalists of
the Year and stuff. And I asked them to kind
of form a new band that would go play one
set where people can request the songs. So
as the songs are playing, the audience pays
to request what the next [song is] gonna
be and the highest bid gets to choose it.
And so we raise money for their diversity
programs as the International Bluegrass
Music Association, and it’s also just fun
because I get to hear bands that I’ve always
wanted to hear that don’t exist, so it’s a
win-win.

**What was your journey in becoming a
sponsored artist for Prucha Banjos?**

I met the banjo maker Jaroslav Prucha a
few years back in North Carolina. I’d grown
up seeing heroes of mine like Russ Carson
and Alison Brown playing his instruments
and had always dreamt of playing one
myself. Jaroslav and I got along great, and
in a few months he approached me about
making a custom instrument. We spent a
few months designing a banjo specifically
for my playing, and last fall I officially
signed on as the youngest endorsing artist
of Prucha Banjos. It’s a real beauty of a
banjo, and I am [grateful] and proud to
play it everyday.

**How is playing the banjo different from
other instruments?**

When I started playing an instrument,
I didn’t think about playing anything else.
But the more that [I played, the more I
realized] that the banjo, the way it’s played,
is very based on its limitations. It doesn’t
have much sustain, you have to just throw
a bunch of notes out to give the impression
of any chord, and you don’t get a lot of bass
notes. And so I try to find ways to work
around that, but now I often find myself
having a little envy of pianos or guitars.
But I’m happy to play the banjo.

**What was your most memorable
performance?**

[Tony Trishka is] a real hero of mine. He
invited me to come play [at his birthday
party] and everyone was there: Steve
Martin was there, [Ed] Helms ... from “The
Office” [was there, as well as] Béla Flack,
who’s one of my favorite banjo players ...
it was really cool there just to see all these
banjo players come together and celebrate.

**What is your process when composing
music?**

When I sit down and take the banjo out
of the cage, I just play stuff for ten minutes.
I’d improvise and try and play things that
I haven’t heard before and often an idea
will come out of that that makes me feel
something. And it’s like emotional problem
solving [because] you throw your fingers
down, they end up in some place that’s new
... The goal is to resolve it in a way that’s
pleasing in some way, or it makes you feel
something that you’d like to feel.

Student artist of the month: Nikolai Margulis ’25

Jenna Stucky ’25 grew up in a household full of musicians, so music has always been an important part of her life. She discovered her love for singing and performing at a very young age, and soon began singing in choral groups and even combining her singing skills with acting by performing in musicals. Now a senior at PHS, Stucky has immersed herself in the musical community by singing in PHS Choir and co-leading the a cappella group The Cat’s Meow.

**When did you first start singing and why?**

[I started] when I was pretty young because my family is very musical, so I’d often sing with my siblings and with my parents.

**How do you handle performance jitters?**

I think it’s something that gets easier over time. The more practice you get in front of an audience, the easier that it gets. Sometimes you just have to embrace the nerves and do something even if you’re a little nervous.

**What’s it like being in an acapella group?**

I have a lot of fun. My group, we’re really close with each
other, so oftentimes in our rehearsals we’ll be talking more
than we’re singing. But, it’s a really talented group of people
and I love singing with them and we have a lot of fun together.
I love doing performances, too, sometimes in the winter we’ll
get gigs, so that’s a fun experience, and also performing at the
choir concerts. Also, in Italy we actually got to perform as well.

**How was your tour experience in Italy with PHS Choir?**

It was so much fun and I wish that I could go back. The spaces
that we performed in were gorgeous and stunning, and the food
was amazing, and it was just such a fun experience.

**What kind of music do you listen to? Do you have a favorite
band or an artist?**

I listen to a wide range of music, but recently I’ve been listening
to a lot of SZA and some Role Model.

**What are some of your other hobbies?**

I’m very musical, so I like to learn instruments. Recently I’ve been
practicing a lot of guitar.

**If you were stranded on a desert island and could only take
one thing with you, what would it be?**

I would take my kazoo, because I think that would be really
entertaining for me and would help pass the time.

**What are you going to miss most about PHS?**

I’m going to miss the communities here, especially the singing
communities. We’re really close and I’ve got to do a lot with other
artists and musicians at PHS.

**Are you planning on pursuing music in the future?**

Not as a profession, but it’s definitely something that I want to
keep doing when I’m older.

**What’s the best advice you’ve ever been given?**

Don’t be afraid to try new things even if it might be a little
nerve-racking.

**What advice would you give to new singers and musicians?**

Don’t be afraid to put yourself out there and step out of your
comfort zone every now and then. Do things that push you and
help you grow.

Jenna Stucky ’25 finds community through singing

From reading Shakespeare and watching plays to playing the lead role in high
school productions, Peter Niforatos ’25 has developed a passion for acting through
years of dedication and hard work. His love began acting in middle school when
he and his sister frequently put on productions at home. This led Niforatos to
pursue theater throughout high school, most recently playing Phil Connors, the
lead role in “Groundhog Day.” With every musical production, he continues
to gain valuable experiences and develop a better understanding of acting,
which he intends to pursue at New York University.

**What was your favorite moment and role in high school acting?**

The most fun I’ve had is between two [different plays]. I really enjoyed
playing Lenny in “Rumors” because he’s a very high energetic character and
... I ended with this massive monologue, and he was such an intense character
to play. [In contrast], I think the exact opposite when I played Nick Carraway
back in “The Great Gatsby.” I remember that was such a meticulous character
and one that I really had to focus on every single detail. [Lenny] was the exact
opposite experience and it was fun to play and really [interesting] to figure
out how I was going to do that.

**What’s the biggest challenge you’ve faced as an actor?**

The most challenging one is “Groundhog Day” because I’ve always been
more of an actor than a singer and dancer ... “Groundhog Day” in particular
is a show about a change in a person. A lot of the characters change from the
beginning [to the end], and that’s one of the most important things. I think
to have somebody completely go from a depressed and pessimistic character
and change to somebody who is more positive and an optimistic person is
really hard to nail, especially because in a lot of shows you change with other
characters. But in “Groundhog Day,” because everybody is repeating the
exact same day, except for Phil, it’s really important to find that change
within yourself, instead of from outside forces.

**What lessons have you learn about acting?**

The biggest thing I’ve learned is to think of less specific elements. I used to always
think about how every single word could mean a specific thing ... and while
that can be useful, I think what I really learned to do is to [bring the right
amount] of energy into a scene based on how I feel. So every single time I
do things now, it’s always different. I think letting yourself be that vulnerable
and convince yourself that you’re the character in that moment, that I think
is really what acting is.

**What advice would you give to someone who wants or plans to become a
lead role in a play, or someone who wants to go into acting in the future?**

The number one thing is dedication. You have to be ready to embrace it
all. It’s a big commitment and it’s similar to people who do sports and want
to be captain. I would say you have to be prepared to put a lot of your time
and effort into it. You have to be able to memorize your lines, your blocking,
and you really have to be able to commit yourself to not just practice when
you’re in school, but make sure you understand things when you’re out of
school ... but maybe if you love it, then I think it’s just gonna come naturally if
you keep doing it.

**What do you do if you ever feel nervous before a performance and how do
you overcome that feeling?**

I always feel nervous before a performance, but it has calmed over the years ...
the problem with those feelings are probably exacerbated, but I think you just have
to learn to embrace them. I think trying to make them go away really will mess
you up. I remember I used to try to push them out and not feel nervous anymore,
but then they would just show up anyway. The biggest thing with nervous energy
is the fact that there’s energy there. You need to use that energy and apply it to
everything, and then it quickly turns into excitement. But, once you start doing
everything and start feeling it and then all of sudden things start happening.

Peter Niforatos ’25 performs from the heart

From an early age, music has always been a big part of his life. Surrounded by music from a young age, and especially inspired by his grandmother, Owen Barry '25 started drumming with chopsticks in restaurants to getting his own drum set. He’s been playing for a little over 10 years, having held drumsticks since the age of three. When he got his first drum set at five, Barry decided to start taking his musical passion more seriously. Owen currently plays in Studio Band, and is looking ahead to taking the next step into his musical career. 

**Who or what inspired you to start playing the drums?**

I’d say my grandma, definitely, was a huge inspiration because she was the musician in my family. She was a professional singer and started playing music for me when I was little. She was also the one to get me my first piano and drum set and became the one I looked to as I learned how to play. 

**What drew you to the drums?**

Although I play a little piano, I mostly stick to the drums as it’s what I enjoy most. I used to get chopsticks when I went to restaurants and would play them in the parks of New York City, where I grew up, before transitioning to drumsticks. I just enjoy the different sounds and beats I can make.

**What has been the most challenging song you’ve had to play and how did you overcome it?**

Right now I’m working on this Charles Mingus song — he was a famous bass player — and what makes it so difficult is the need to lock in with all the other musicians of my section. Since I play the drums I have to focus on what the bass player is doing, which has been hard because there are so many fluctuations in the piece’s tempo, but it’s sounding pretty good.

**What’s it like being a drummer in Studio Band?**

I’ve really enjoyed it. It was my goal since middle school and I was able to get in as a freshman. I enjoy the environment which has allowed me to meet new people and make long-lasting relationships that have stuck around even as people have headed to college. I think being able to make music with people is pretty cool.

**What’s your favorite thing about the band program at PHS? Can you share your favorite memory?**

PHS is obviously one of the best band programs in the country and the opportunities we get are amazing. I’d say being able to record an album and tour in London was definitely one of my favorite memories. Last year we won states in the National Jazz Festival, and sharing that with all the seniors that graduated was also really special.

**Where do you see yourself going with music after high school?**

I’ve gotten into a couple music schools and am debating which to choose. After that, I kinda just want to perform and maybe teach, but really focus on trying to tour and get into it professionally. That’s the dream.

**Do you have any tips for aspiring drummers?**

I’d say listen as much as you can and play as much as you can. The advice I always got was take any gig or any opportunity to play that you can. It doesn’t really matter whether it pays or not. You can learn a lot from listening to other people and trying to mimic what they are doing.

Owen Barry ’25 connects his past and future through music

For Elliot Block ’25, music has always been an integral part of his life. His passion for classical music began at an early age, sparked by his love for both the viola and the piano.
Now, as the first chair violist of the PHS Orchestra as well as co-president of its cabinet,
Block continues to explore his passion in chamber groups and on stage.

**When did you start playing the viola and why did you choose it?**

I started viola when I was seven years old, [but] I didn’t choose it. My mom chose it
for me and I didn’t like it at first, but when I was 10 or 11 years old, I started playing in
chamber groups at summer camps, and I realized I really liked that.
That got me into it a little more.

**Who would you consider your inspirations?**

I also play piano, [which] is my [preferred] instrument. Some
of my inspirations are the top performers for piano, like Martha
Argerich, Rubinstein, [and] Horowitz. But there are a ton of great
performers and musicians.

**Why are these artists your inspirations?**

I think it’s primarily their playing style. All the musicians that
I find inspiring are able to approach their instrument in different
ways, but always successfully put their feeling into the music, and
also bring feeling out of the music. I really admire that, and I always
try to do that whenever I’m playing in practice and performance.

**What do you like about classical music?**

There are a ton of things I like about classical music. It’s what I
listen to most. The range of emotions that classical music can feature is really vast, and
there’s always a piece that fits the mood I’m in.

**What do you consider the most challenging aspect of classical music?**

I think the most challenging aspect is the combination of technique and sensitivity
to feeling. It’s sometimes easy to focus on one or the other, but both are necessary to be
really great, and that can be tough.

**How do you handle pressure from auditions or
performances?**

I used to be really bad at that, and I kind of still am really
bad at that, but I make sure that there’s no tension in my body,
and I really practice clearing my head before playing, so that
I can replicate it in front of an audience. It never really is easy,
but I think clearing the tension is the most important thing.

**What is your favorite memory from PHS orchestra?**

Going on the European tour last spring was really fun and [I
bonded] with the orchestra. Through that, I made a lot of new
friends ... It’s made this year a lot more fun too.

**Are you planning on pursuing music in higher education
or as a career?**

Definitely. I want to study piano and classical music in college.
Ideally, it would also make a career. But I know that music will
be with me for my entire life, either way.

Photo: Katherine Chen
Elliot Block ’25 plays the viola in a practice room.

Elliot Block ’25 finds his voice with the viola

From colored pencils to acrylics, Cynthia Zhou ’25 creates art using various mediums.
Since seventh grade, she has learned to translate her personality into her art style. Besides
drawing as a hobby and gifting paintings, Zhou is a member of the art studio Keke Studio,
and co-president of the Numina Gallery. Over the course of her artistic journey, Zhou’s
former art teacher and younger sister have become her inspirations.

**What made you interested in creating art?**

I was always self-taught when I was younger. I really liked to doodle in class [and] I
think that’s really my biggest thing. I liked comics a lot, so I read a lot of Webtoons and
stuff like that growing up. I think the main reason why I
started learning was because originally I wanted to draw
web comics ... Later on, I realized that, honestly, [art is] just
really calming, and a [way for me to] express myself.

**What is your artistic process?**

I think it depends for the most part. I have a bank of ideas
[that I think] about. Usually, I [use] the best idea and then
pick a color scheme [for the piece]. I’m into really random
colors mixed together to create really vibrant pieces ... My
idea, and then the colors that I want to incorporate ... are
the [two] things that I always decide before drawing and
then I usually sketch it out. Right now, I’m doing a lot of
acrylic. I start with the base colors [and] the face first. I get
very excited to do certain parts, so I skip around, and focus
on one specific part, really in detail, [then I] skip over to the
next part. I don’t do the full thing all at once.

**Have you ever felt like quitting art because of challenges that you faced?**

Yeah, I think in eighth grade, I went through a really hard time with my life during
COVID. I would rip up my drawings and stuff like that because I just would take my anger
out on art. I really wanted to just stop [doing] art, because I didn’t feel like myself. Because
art was such a big part of myself, I thought that was the issue, and I just wanted to quit.

**What made you continue art?**

My sister was especially [helpful]. She taped all my drawings back up together, which
was really thoughtful. And I think I eventually just got over it. I came to the realization
that I really love drawing and I can’t stop.

**What were some goals that you had when you
started and how have they changed over the
course of your journey?**

I think my original goal was ... to do something
big, like draw a Webtoon or enter a competition and
win something massive. But I think because I wanted
that, I had to follow this very structured art type. But
honestly, I think throughout the years, I realized that
I don’t want to draw this very standard type of art. I’ve
been exploring with a ton of different crazy ideas that
I get from my head. I really love writing with art too.
I think originally I did not want to write at all with
my art, but now I just like to tie those two together.
But I don’t really have a huge goal. [I] just like to do
[art] for fun.

Cynthia Zhou ’25 finds strength through art

 Sebastian Bongiovi ’25 has always been surrounded by music. He fell in love with
the trumpet in second grade, and grew up with several accomplished musicians in his
family, including his father, Joseph Bongiovi, who is the longstanding band director
at PHS, and his mother, who is a vocalist. His passion for music and it’s presence in
his family’s story has played an outsized role in Bongiovi’s life, such as his decision to
follow in the footsteps of his father and sister to apply to the Berklee College of Music
where he hopes to study composition. Now a senior at PHS and about to embark on
his next musical adventure, Sebastian plays trumpet for the highly selective Studio
Band, sings for PHS Choir, and is a vocalist in the a cappella group Around 8. He acts
in numerous school plays and composes music for video games and web series. Most
recently, he composed a song called “Be Sorry” for Studio Band’s Abbey Road Studios
album “Run It Twice.”

**What made you choose the trumpet?**

 That’s actually a funny story. In second grade, I had
to choose an instrument, and I had my heart set on
trombone, but I was a really tiny kid, and my dad
was aware of that, so he told me to take trumpet
and change from there, and I just never [ended up
changing] to trombone.

**When did you start acting and what do you love
most about it?**

 The first time I started legitimately acting was in fifth
grade. The thing I love most about it is being able to
portray different personalities that I wouldn’t really
act like in real life. Unlike other aspects of art that I
do, I don’t really take it as seriously, which is better
for me, because it makes it more lighthearted and fun.

**How does acting, singing, and playing an instrument
all connect for you artistically?**

 I feel much more attuned to playing than anything
else, but I need to give credit where credit is due.
Singing is like the bridge between acting and playing
for me. It’s the only medium where you use both.

**Can you talk about the experience of recording at Abbey Road Studios and what
that meant to you?**

It was absolutely ludicrous in the moment, and it still is now. The overall experience
was extremely validating. Being able to play in that room was a very grueling process,
like when you’re physically there and you’re working, it’s a lot more stressful than you
realize. We had to record ten hours straight for three days. Specifically recording my
song, in the heat of the moment it was absolutely insane, especially with Randy Brecker,
who was the guest artist we had there. He is someone whose music I’ve been listening
to for a very long time, so having an artist who is a part of your daily life being in front
of you and then also playing your music that you wrote and asking you questions about
your song was baffling a bit. It was an amazing experience.

**What is your process when composing music?**

 For me, usually what happens is I’ll be messing around
with the piano, and I’ll come up with a random chord
progression, and it’ll be a lot of me experimenting.
Going into my room, being like, “Okay, let’s make
something out of this,” and spending however many
hours just fiddling.

**Are you planning on pursuing a career in music, and
if you are, what type?**

 Definitely. My goal is to apply to three to four different
schools for some form of either composition or a
contemporary writing and production major, the latter
of which is offered at Berklee College of Music, which
is my top college of choice and the only college I’ve
applied early admission to.

**What advice would you give to new musicians or
artists?**

 Give yourself time. More often than not, I’ll be working
on a song and I get stuck and have no idea where to go,
so I just go to bed, and then I wake up the next morning
and I have an idea. Being able to give yourself space and
time is invaluable to creating music.

Sebastian Bongiovi ’25 passionately pursues a musical life

For Eva Zizak ’25, music is like a second language. Growing up in a highly musical family — Zizak’s father is a guitarist — she found joy in singing from an early age, often having jam out sessions with her dad. This passion has led to her involvement in numerous vocal groups at PHS. Her love for singing ensures it will remain a central part of her life long after graduation.

**How have you been involved with music at PHS?**

A lot, a little too much. Sometimes my mom is picking me up after 11 o’clock from school, and she’s like, “So I think you sing too much,” and I’m like, “Yep, probably.” Sometimes I get a little sick of it, but in the end, it’s what I like doing. I do choir; freshman year, I did Chorale, then Cantus, then PHS Choir since last year. I’ve been in Cloud Nine, an a capella group, since my sophomore year — this year, I’m music director — and I did Studio Vocals last year. This summer, I went on tour with PJO, the Philadelphia Jazz Orchestra as a vocalist, so I went to Italy.

**How has being involved with so many different activities helped you develop as a singer?**

Well, I think practice makes perfect, or almost perfect, for sure, because I think I’ve definitely improved in the last few years. Just last night, I was looking at videos from the beginning of our tour this summer, and videos at the end of the tour, and I was cringing at my first videos, because I was like, “Oh my god, I was so bad.” The teachers here are so talented and so good at pushing you. This was my first year working with Mr. Bongiovi in Studio Vocals and in PJO, and even though he’s not a vocalist, he still did a great job ... I also think, being in groups of new people that [I’m] not friends [with] gives me a chance to be around other people, and I meet so many people. In [Cloud Nine], I have 12 built-in friends, and [in] Studio Vocals, I got to know a bunch of people. So I feel like I just got to find my crowd and just improve as a singer.

**What are your duties as music director for Cloud Nine?**

There are a few things. It is a student group because we don’t have an adult leading us, [so] there needs to be one person to [decide] if there’s a decision that needs to be made. I pick the music; I arrange the music too. I really like the idea of everybody in the group arranging music; I know that’s not something that all groups do. We have a couple people working on arrangements now. I’m arranging the music for the first concert. Organizing our meetings, and deciding what we do in each practice is the biggest [responsibility I have as music director].

**What do you like about singing jazz specifically?**

I think I’ve always kind of liked singing more jazzy songs, and I never really realized that until I was like “Oh I’m gonna audition for Studio Vocals,” and then I was doing it and [realized] this is my favorite kind of music to sing. I think jazz is the easiest and the hardest [music to sing], because anything kind of goes. You just have fun, and that’ll make you sound so much better, but I also think you have to adjust your voice a little bit, think about the lyrics more, [and] think about the song you’re singing. What I like about [jazz] is that I sort of found my place with my voice because I just found that it fit my voice really well.

**Why do you sing?**

I think a lot of it stems from my upbringing. This is a conversation I’ve actually been having with my dad a lot because I’m doing college applications now, so I have a bunch of questions to answer; colleges want to know what I’m about. So me and my dad were talking about it, and he [asked], “Do you know why we sing? What’s the point of it?” I [said], “To make people happy, to entertain.” That’s the point of singing. Obviously I [sing] for myself because I think it’s fun, but I think part of the reason why I think it’s so fun is because I love people that enjoy music; I think it’s really cool to watch people having a good time.

Eva Zizak '25 explores her voice through multiple genres

*The Tower has retracted a previous version of this article that appeared in the issue published on May 1, 2024, headlined “Ishaan Banerjee ’24 prepares to turn a passion for jazz into a career,” and republished a new version. The previous writer fabricated Banerjee’s responses, and The Tower has communicated our sincerest apologies.*

When I met Ishaan Banerjee ’24 for this interview, I found him fixated on one of the practice room pianos, his saxophone in the corner of the room — undoubtedly part of a rehearsal I had just intruded on. Ever since the third grade, Banerjee has been dedicated to jazz and his instrument, the saxophone. He sees band as a team effort, where supporting each other is key to success — Banerjee has twice switched the type of saxophone he plays to cater to the band’s needs. His devotion to jazz has certainly paid off, having given him back a plethora of life experiences. Through his time in high school, he’s toured with the PHS Studio Band and Philadelphia Jazz Orchestra, traveling to Disney, Italy, Monaco, France, and Abbey Road Studios in England. This coming fall, Banerjee is off to Manhattan, where he will study jazz at NYU.

**What first got you into jazz? Or just band in general?**

I was playing piano when I was four years old, and then I got really bored of it. Once I started playing the saxophone in third grade, I had a couple private teachers that got me into jazz. They introduced me to the music, and since I love listening to the music, I figured it’d be great to start playing.

**Do you ever struggle with confidence on stage, and if so, what do you do to deal with it?**

A lot of times in competition, it’s easy to get super nervous and lose confidence, but it’s really nice to have a lot of people around me, just like building me up before a performance and making sure that they know or that I know I can sell it really well.

**What would you say is your favorite memory in band or Philadelphia Jazz Orchestra?**

Going on tour with everyone is super fun. PJO, it's 13 nights of just constant playing and being in a different city all the time. Getting to play in front of a bunch of different diverse groups of people is really cool. And for Studio Band as well, playing in front of really big crowds and seeing crowd reactions is always super fun.

**How was changing from alto saxophone to barry and back to alto? Why did you change?**

I first started playing alto in third grade, and then changed to barry sax in seventh grade because we didn’t have a barry sax player, and I figured I could help out. It was pretty funny, because the instrument was bigger than me at that time. And then I continued throughout high school because they needed a barry sax player in Studio Band. And then this year, because we didn’t have a lead alto saxophone, Mr. Bongiovi thought it’d be a good idea just for me to switch back, and it’s been super helpful, because I think I’m gonna keep playing alto sax in college.

**What are your plans going forward, in relation to jazz?**

I’ll be studying jazz at NYU in the fall, and I don’t know if I’m planning on making it a career yet, but studying jazz was always something I wanted to do so I could get better at my instrument. And yeah, we’ll see where it goes from there.

**Do you think the role of jazz in the has changed over time, and how do you see it’s role in music today?**

You hear a lot of times like the jazz [is] dead thing, but I think that if you look a little deeper, there’s a lot of people that maybe aren’t necessarily doing traditional jazz, but are taking concepts from jazz and incorporating it into popular music.

Ishaan Banerjee ’24 remains resolute in his passion for jazz

Nerves settle in. A close game against a challenging opponent is coming down to the wire. With the difference only being a single goal, Ellie Naggar ’25 sprints around the field, switches on to open players, and manages to hit a pivotal slide on the opposing team to prevent a goal. The Tigers are able to hold on for a close 8–7 victory, gaining a huge win backed by Naggar’s stellar defense.

Naggar was first introduced to the sport in second grade by following her sister, Winnie Naggar ’20 in her footsteps, leading her to join the Princeton Girls Lacrosse Club. Ever since then, she has loved lacrosse, a love that she still holds with her in what is now her 10th year in the sport. Additionally, Naggar’s defensive style of play was inspired by players that came before her at PHS, such as Eva Petrone ’21, who was also a defender and now plays lacrosse at Fairfield University.

“A lot of my sister’s friends played, and [they were] pretty inspiring ... They looked like they had a lot of fun playing the sport. I did some summer camps and I really liked it,” said Naggar.

As a defender, Naggar is responsible for being an effective communicator and executing key plays to prevent the opposing team from scoring goals, as one mistake can be the difference between a win or a loss.

“Ellie is one of the best communicators on the field. You can always hear her, no matter where she is on the field,” said Head Coach Katherine Federico.

As team captain, Naggar leads the team with her aggressive defensive strategy and optimistic spirit. In a winning game against Hillsborough, Naggar played a key role in helping her team secure the win before going into the state tournament. As a fellow defender, Zoie Reynolds ’26 has known Naggar since second grade and played club lacrosse with her from third to fifth grade.

“Ellie inspires me [to be] a leader and [to be] loud and vocal on defense. She’s actually one of the people I depend on because she’s very vocal,” said Reynolds ’26.

Throughout her time on the team, Naggar has shown tremendous growth from her earlier years to her current role as captain of the team. Despite not making varsity freshman year, Naggar worked hard to improve her game by playing at the Gym and Center Court, which is a winter lacrosse league played during the offseason.

During her career as captain, Naggar learned about the importance of a positive attitude and body language on her team’s performance.

“I can see the [team’s] body language change when we cheer them on versus when we don’t. That’s the part of being captain you enjoy most, empowering your teammates.”

In addition to cheering on teammates, Naggar takes pride in continuing traditions that she took part in as an underclassman. One of these involves surprising new members of the varsity team by going to their home or other places to let them know they have made the team. When she was a sophomore, Naggar remembers this as one of her most memorable moments on this team.

“It was just so much fun, and it was a great team bonding activity. It’s a tradition,” said Naggar. “I literally cried when I made varsity because I was so excited, so doing that for the other kids that made it this year was super fun.”

The girls lacrosse team finished the season 12–9 before falling to Red Bank Regional High School in the first round of the state tournament. While Naggar currently has no official plan to play lacrosse at the next level, she acknowledges the impact it has made on her life.

“I’ll definitely be friends with all of these girls forever, and I might play club and college. I just think it has taught me that sports are super important,” said Naggar.

Outside of gaining lifelong friends because of lacrosse, Naggar also learned that success often comes from constant vigilance.

“You need to always be looking around. You need to watch both the girl and the ball at the same time, and you need to be able to multitask, which a lot of people say is impossible, but I think most defenders have it down pretty well.”

Photo: Charley Hu


Naggar leads her last team practice as varsity captain, bringing an end to her 10-year lacrosse career.

Ellie Naggar ’25: lacrosse

As the school year comes to a close, it can be tempting to sit back and relax, letting the whole summer blur past while you stay indoors and retreat to the online world. While relaxing is crucial, staying physically fit can be just as important.


Exercise has numerous health benefits, but without school sports in the summer, it can be hard to find ways to stay healthy. Fortunately, staying active doesn’t mean you have to do vigorous exercise every day. Even something as simple and small as going outside for a stroll can be beneficial.



Parks are a great place to spend time outside and enjoy the nice summer weather. Whether it’s taking a walk or walking your dog, parks are there for you to get some fresh air. Smoyer Park is a classic, with open fields and ponds, which is a nice and peaceful environment to walk through. Marquand Park offers labelled trees and well-kept trails, perfect for those who love nature. For those sports and skateboard enthusiasts, Hilltop Park contains a soccer field, baseball/softball diamond, basketball courts, and a whole skate park. These parks are perfect for sports lovers that play sports even outside of the school season, like Sebastian Balestri ’28.



“I like playing tennis, so sometimes during the summer I like going to certain parks with tennis courts and just play tennis with my friends,” said Balestri.



The Community Park Pool is also open during the summer, and swimming is a great way to stay active, with your body burning calories to stay warm and swimming itself being a strenuous activity. Pools are the place to go if you just want to spend time with your family, cool off, or just have fun and fool around with your friends.



There are a number of hiking trails in and around Princeton too. The Watershed Reserve, located in Hopewell Valley, has over 10 miles of trails and supports one of the largest nature centers in New Jersey. Within Princeton are the Herrontown Woods, which is open to the public everyday free of charge, and the 5.2 mile Stony Brook trail. For those who are willing to travel the distance, the Sourland Mountain Preserve is 30 minutes away with hiking trails that have amazing views and beautiful rock formations.



“Over the summer I like to hike at the Watershed Reserve because I really like the environment there. I like to go there when the sun is about to rise to get a good view,” said Gavin Macatangay ’27.



As for indoor activities, there are also many options nearby. Gyms such as Planet Fitness offer a traditional gym experience, while places like the Gravity Vault have other options, such as rock climbing.



The key to staying active is keeping consistent while making the most out of your summer, even if the things you do are small and simple. Staying active doesn’t mean missing out on the summer fun, it means making the most out of the time that you have.

Photo: Emily Kim


Lily Berkery ’26, Kalina Tacheva ’26, and Mercy Ebong ’26 walk laps during gym.

Ways to stay active after school ends

“Charlie the Chocolate Factory” takes
a twist at the Odyssey of the Mind World
Finals, as Chef Oopsie Doopsie (an oompa
loompa) overthrows Willy Wonka and
decides to use the factory for a dinner
party instead.


But things soon go awry for Chef Oopsie
Doopsie as his guests begin reacting poorly
to his concoctions (including hair toffee),
and at the last moment Chef Oopsie
Doopsie decides to pursue his true passion
instead: becoming an opera singer.


Joy Chen ’27 , Claire Yang ’27, Viola
Que ’27, and Julia Li ’27 and Luna Xu ’28
competed and performed this skit from
May 21–24 at the Odyssey of the Mind
World Finals in Michigan. Odyssey of
the Mind is an international competition
encouraging students to use creativity in
a theatrical performance that responds to
one of five prompts, while incorporating
STEM or literarature-related topics. This
year, the PHS team chose the prompt
“Classics...Cooking with Books,” where
they were challenged to create a skit based
on “an original chef character inspired by
classic literature.”


 In addition to creating the skit, the team
also had to create props and costumes out
of materials totalling no more than $140,
which led the team to use recycled materials
— using cardboard and construction paper
to make large green wigs for the Oompa
Loompas and a mechanical lazy susan to
present the dishes.


The largest part of the judge’s final score
are the creative aspects of the skit, which
encouraged the team to think in a different
way than usual. Que noted that some of the
most engaging presentations came from
younger competitors in the elementary
and middle school divisions.


“[In] Odyssey of the Mind, you think
in a different way — like [someone] at a
younger age. I think as you get older, in
high school, [you’re] afraid to be judged,”
said Que. “[But] when you do Odyssey of
the Mind, anything goes. If you want to
do something, you can do it, and nobody’s
going to judge you, even if it sounds silly.”


The team began each session with a brain
dump, coming up with ideas, trying out
different possibilities, and dividing up the
work according to the strengths of each
member. Marcus Strum ’27, a member of
a different team in the PHS Odyssey of the
Mind club, noted the strong work ethic of
the team that qualified for Worlds.


“Before the competition, there’s typically
several working sessions at people’s houses
and script writing sessions over FaceTime.
The team that went to worlds this year
worked all day going into a sleepover,”
said Strum.


Throughout the year, the team fundraised
for their event and journey to Worlds
through GoFundMe and chocolate bar
sales, as the trip was not supported
financially by the school.


“It was unfortunate that for all the
hard work we [put in that] we [weren’t]
able to get funded by the school on our
trip, even though we were also going to
be representing Princeton High School
at [an] international competition ... with
thousands of people,” said Que.


Although Que admits that the team
was initially unfamiliar with Odyssey of
the Mind, their experience at Worlds,
where they ultimately placed 25th out of
38 teams in their category, has energized
and motivated the team to perform even
better next year.


“It’s made me excited for next year,
because I [realized that] if I put my mind
to [something], I can make whatever I
want, and it can be a fun experience. If you
want to make something really cool, like,
mechanical gadget, or a robot ... [I realized]
you can do it,” said Que.

Photo Courtesy: Jacqueline Katz

From left to right: Viola Que ’27, Julia Li ’27, Joy Chen ’27, Luna Xu ’28, and Claire
Yang ’27 after their performance of ‘Chef Oopsie’s Revelation’ at World Finals.

PHS Odyssey of the Mind team competes at Worlds

In its first top-five finish since 2022, PHS’s
Euro Challenge team earned fourth place
at the Euro Challenge national competition
on May 7. Euro Challenge, a competition
co-funded by the European Union (EU),
encourages students in the United States
to learn about European Union economic
policies by proposing solutions to realworld economic issues faced by an EU
nation of the team’s choosing.


This year, the PHS team addressed
issues in Lithuania regarding growth and
competitiveness, such as wealth inequality,
economic stagnation, and rural-urban
disparities. Their solutions were evaluated
on their creativity, effectiveness, and
feasibility, criteria the team sought to meet
with a particular solution which used AI
to combat financial corruption.


“We [proposed] implementing ... an AI
system that sifts through large amounts of
data so [the system] can find suspicious
tax filings. This is much faster and more
efficient when it comes to identifying these
false tax filings ... it decreases tax fraud,
and the government is earning more,” said
Helen Yu ’27, a member of the presentation
panel at Nationals.


Euro Challenge consists of three rounds
of competitions held in New York City: a
preliminary round, then a semifinal and
finals round. The team first presented a
15-minute slideshow on the country’s
economic problems and their proposed
solutions to a panel of judges, followed
by a 10-minute Q&A on the team’s
recommendations.


The judges of Euro Challenge are often
leaders in finance and economics fields or
are economic policy workers within the
EU, which helped the team develop their
solutions.


“They were the chief financial officers
or advisors of major investment banks, so
[there were] definitely a lot of people who
were really specialized in this field,” said Yu.
“And it was really interesting to see what
they had to say and what questions they
had, because it’s completely different from
what high school students would tell you.”


The preparation for the competition starts
early in the year, after seven of the applicants
are selected for the team following tryouts
for interested underclassmen. The team
first researched the economic state of
their chosen nation, then categorized the
economic issues in the country under root
causes and proposed solutions for these
issues. Finally, the team heavily practiced
the Q&A portion of the presentation, one
of the most important parts for the team’s
score.


“[The] captains would give me questions,
and we’d have to come up with responses
on the spot. Just having this as a routine
really helped prepare us, because you could
just take whatever question came at us, no
matter if we really knew how to answer it
or not. Having that practice also helped us
be coherent as a group,” said Yu.


The team also had to practice soft
skills like public speaking and effective
communication to help them communicate
their policies to judges.


“I think the most important skill is
being able to speak in a conversational way
because when the judges are asking you
questions – you’re trying to convince them
out of their concerns about your solutions,
but you’re not debating people ... I had a bit
of debate experience, but what Euro taught
me was how to convince people instead of
how to win an argument,” said Sebastian
Balestri ’28, another member of the team.


Through the months that the team
spent for preparation, Euro Challenge
members built connections that will extend
beyond the competition. They were able to
capitalize on each other’s strengths to create
a strong team for the national competion.


 “[Before] becoming a captain, I had a
lot of meaningful experiences interacting
with my captains at the time. I think they
really gave me a lot of insight into not only
econ[omics] and topics pertaining to Euro
Challenge, but also bigger things pertaining
to personal life, especially with school and
future tracks that you could take beyond
that,” said Emma Liu ’26, current co-captain
of the Euro Challenge team.

Photo Courtesy: Elif Cam

Sebastian Balestri ’28, Joshua Huang ’28, Jane Hu ’27, Emma Liu ’26, Aritra Ray ’27, Elif Cam ’26, and Helen Yu ’27 met Jovita Neliupšien, Ambassador of the European Union to the United States

Euro Challenge wins fourth place at Nationals

## Dia Beri

On June 30, less than two weeks after
PHS graduation, Dia Beri ’25 will begin
Cadet Basic Training at the U.S. Military
Academy at West Point, a six week long
program known as “the beast,” designed
to ensure that cadets are prepared for their
next 12 years in the army — four years at
the academy, five years of required activeduty service, and three years in the reserves.


“I’m really excited, but at the same time,
I’m terrified. For six weeks, they take away
our phones, and we’re going to be out in the
field learning how to use rifles for the first
time,” said Beri. “We’re going to be dirty.
We’re going to be stressed. We’re going to be
running on only four hours of sleep every
night. And the upperclassmen are going to
be yelling at us.”


In her four years at West Point, Beri will
train to be an officer in the U.S. military
while earning a Bachelor of Science degree.
Beri first developed an interest in West Point
during freshman year, motivated by a desire
to find satisfaction and fulfillment in life.
“I feel like everyone has their purpose
on earth,” said Beri. “For me, it’s defending
a nation that has given my family and so
many other immigrant families so much
to work with.”


Beri’s high school experience has, in
her words, “revolved around” her goal
of getting into West Point. West Point
requires applicants to not only submit their
GPA, SAT, and essays, but also secure a
recommendation from a U.S. Congress
member (in Beri’s case, Representative
Bonnie Watson Coleman), and complete
a six-part Candidate Fitness Assessment.
For Beri, the intensepreparation leading
up to it required not only physical, but also
mental, growth.


“I’ve never [put] as [much] dedication
in my life as [I did in] preparing for the
West Point fitness test. Then mentally, my
mindset about becoming better at things
completely changed. I thought that there
were some things that you really couldn’t
change about yourself, and then I realized
that if you worked hard enough ... you can
change those things,” said Beri.


West Point requires students to follow a
rigid schedule throughout the school year:
the day begins at 6:30 a.m., includes several
classes, military training, mandatory athletic
activity, and an 11:30 p.m. curfew.


“I don’t really enjoy the athletic part as
much as the academic part, but I know that
there are certain things that I [will] enjoy,
like teamwork with friends,” said Beri. “And
my favorite saying that I learned from this
process is ‘two is one and one is none.’


Because when you have two people, you have
someone that’s always having your back, and
if you have one, you’re alone; there’s no one
that has your back, you’re basically dead.”


Following graduation, Beri will be a
second lieutenant, leading a platoon of
around 30 to 50 soldiers in operations
concerning aspects such as cybersecurity,
military intelligence, or infantry.
However, for now, Beri is focused on what
lies just a few weeks ahead.


“I think one of my goals is to not give up
when the going gets really tough. I feel like
once I tackle that fear of not knowing how
hard something is or what’s lying at the end,
I’ll really be able to do things that I never
thought I could do,” said Beri.

## Yael Dveer


This past year, Yael Dveer ’25 moved
from Israel to Princeton with her family,
following political instability in Israel.
This coming year, Dveer plans on moving
again — this time, taking a gap year for a
backpacking and volunteering trip around
the United States and South America instead
of attending college.


“We moved here, [in] a very quick
decision ... because of the war in Israel.
And when we decided to move, I told my
mom that I’m not going to be ready to go
to college right [after] I finish high school
... [the gap year] will also [give] me more
time to go volunteering ... in South America
— which is something I wanted to do for a
long time — and a few [more] months for
me to live in the U.S. and get more used [to]
American culture,” said Dveer.


In Israel, it’s mandatory for high school
graduates to enlist in the Israeli army for
several years. Following this, it’s common for
Israelis to go on a backpacking trip (literally,
“the big hike”) for several months. Though
Dveer won’t be in Israel, nor serving in the
Israeli army, she still wanted to experience
this Israeli rite of passage.


“For a person to develop and grow, they
have to travel and explore the world not
only in the U.S. or rich countries,” said
Dveer. “I’ve been wanting to travel for [as
long as] I can remember, because in Israel,
backpacking and camping is a really big part
of the culture there. I wanted to continue
that tradition in my own way.”


Though her plans aren’t finalized
yet, Dveer plans on participating in an
environmental volunteer program in
the Amazon region in Peru and then go
backpacking independently, all while
practicing her Spanish.


“[There are] so many countries that I want
to go to ... Chile and Argentina, to Bucha,
to the Patagonia Mountain range, and to
Brazil, because I love Bossa Nova music
and Portuguese,” said Dveer.


Dveer eventually plans on settling
in the United States after a few months
of backpacking, adjusting to American
culture and preparing for her studies in
higher education as a physics major at the
University of Maryland in the fall of 2026.
For now, though, she’s focused on taking
a step back before diving into academics
again.


“There’s no rush to get us a head start
in your career — everything’s going to
be here in 10 years. I think taking some
time after high school, especially [after]
Princeton High School, where everything
is so stressful and unnecessarily competitive
... is a good [way] to discover yourself — at
the end of the day, that’s what’s important.
You’re living your life. You’re learning the
American dream. You’re not living anything
else,” said Dveer.

Photo: Charley Hu

Dia Beri will join West Point as one of 4,500 cadets.

PHS seniors not attending traditional academic institutions this fall

Following 23 years of dedication to her students, colleagues, and community,
veteran PHS teacher and Princeton-Cranbury community member Martha
Hayden is preparing to retire from
teaching. Throughout her career, Hayden
preferred real-world learning over textbook
instruction, developed Spanish exchange
trips to Peru and Cuba, and founded the
Cranbury Arts Council.


Hayden didn’t originally intend to pursue
teaching, but after her husband lost his job,
she started working at PHS to support their
family. For Hayden, teaching was a daunting
task at first, especially given the difficult
courses she was expected to teach.


“In the beginning, I really did not want
to be here ... I [originally] wanted to go to
teach fourth grade and then I was told ‘you
belong in the high school’ ... so the first year
was really hard because I was really nervous
... and I [wasn’t sure] if I could teach kids
that were older,” said Hayden.


However, a powerful personal experience
completely changed her perspective on
teaching. Hayden had a student who
refused to engage in class or with classwork.
But when he mentioned he wrote poetry,
she gave him an alternative assignment
and challenged him to write slam poetry
instead. Hayden was moved by his poetry,
and compiled it into a book for him.


 “Five years later, I was in the library
... and he tapped me on the shoulder. I
said,‘How are you?’ and he said, ‘I’m doing
really well. I’m a DJ for a radio station ...
I just wanted to come by to tell you that
you’re the only person that believed in me
... every time I feel bad about myself, I read
my book, and I know that I can make it,’”
said Hayden. “I think that was the turning
point for me to understand that the reason
why I was here as a teacher was not [just] to
teach Spanish, that there are other reasons
... bigger than ourselves.”


Hayden also founded and organized of
the foreign exchange trips between PHS
students and schools in Peru and Cuba.
Throughout the years, these trips began to
incorporate community service along with
cultural immersion.


“I honestly thought [the Cuba trip]
was really nice [and] it was a really great
experience. A lot of kids didn’t have toys
[and] we also brought supplies to the kids
in the schools — I thought this was a really
nice way to give back to the community,
especially because they need it so much.”
said Valen Roden ’26, Hayden’s former
student who attended the trip to Cuba.


Hayden emphasizes the fact that her
classroom is “textbook-free” and focuses
more on the applications of a language
rather than technical aspects. Instead of
relying on standardized lesson plans, she
designed a unique curriculum exploring
social issues and Latin American history.


“I don’t want to teach something that
they’re not going to like. I always tell the
kids you’re not going to get off a plane and
they’re not going to ask you to conjugate
the verb,” said Hayden. “They’re going to
ask you, what’s your country like? What do
you know about my country?”


Hayden also uses the arts to supplement
her teaching — for example, “Latinoamérica”
by Calle 13 is used to help teach Spanish IV
Advanced students about environmental
destruction in Latin America.


“Senora Hayden prompts us to connect
with Latin American culture outside of class
in various ways. The songs in particular
get me thinking about their origins and
Hispanic history when I’m listening to
them outside of school,” said Thomas
Basso ’27, a student in Hayden’s Spanish
IV Advanced class.


Outside of PHS, Hayden and a friend,
Susan Leson, created the Cranbury
Arts Council around 30 years ago —
a non-profit volunteer organization
dedicated to enriching the cultural and
artistic experiences of the community by
providing arts programs, workshops, and
performances.


“I took a pottery class, and I was so good
at it, I couldn’t believe it. And then I’m
thinking, if I’m good, can you imagine how
many people are good at different arts, but
they don’t know it,” said Hayden. “So we
started taking classes, and I said to [Susan],
‘Imagine how many people don’t know that
they have a gift ... so why don’t we start an
Arts Council in Cranbury?’”


In retirement, she plans to spend time
with her family and continue organizing
exchange trips. Though Hayden is leaving
PHS, her impact on the languages
department and the whole community will
not be forgotten.


 “If I could say one thing to her, I would
say ‘Gracias por todo, Senora Hayden!’”
said Basso. “Your dedication to teaching is
something I will never forget, and I want
to know that each and every one of your
students are extremely fortunate to have
you as their teacher whether they know
it or not.” 

PHS Profile: Martha Hayden

Princeton’s new housing projects have come with
increasing debates about whether the developments
adequately meet Princeton’s affordable housing obligations
while at the same time preserving the town’s unique historic
identity. The projects, most notably the Alice and
Avalon Bay developments surrounding the Princeton
Shopping Center and a proposed development near the
Princeton Theological Seminary, generally include both
market-priced and affordable housing units.


Princeton Council’s strategy, as outlined in their master
plan, is to promote developments that have both affordable
units and market-priced units through PILOT (payment
in lieu of taxes) agreements. PILOTs are designed to
make critical infrastructure developments, like affordable
housing, more financially attractive to developers, while
at the same time providing the town with extra revenue.
On May 12, the Princeton Council approved a resolution
to share surplus funds with PPS from a PILOT agreement
between the 232-unit Avalon Bay development and the
municipality; the additional funds for PPS are expected to
amount to about $300,000 to $500,000 annually.


“[This agreement] comes at a critical time for the PPS,”
said Dafna Kendal, president of the Board of Education,
at the May 12 Town Council meeting. “In April, we were
notified that our state aid will be reduced by 3 percent.
We are also at risk of losing more than a million dollars
in federal funding because we do not want to compromise
our educational programming to accommodate an agenda
that does not reflect our community’s values.”


In New Jersey, housing is classified as “affordable” when
the occupant’s housing costs are no more than 30 percent of
their gross income. Mia Sacks, President of the Princeton
Council, noted that the town’s primary approach to city
development is one of “smart growth.”


“We have a housing crisis and a climate crisis. How
can you address both? Smart Growth: bikeable, walkable,
transit-oriented development close to economically
productive downtown centers where people can walk to
work, bike to schools. The old model of building affordable
housing ... was build it on the outskirts of town ... and
you have to have a car to get anywhere. It’s not genuinely
integrated housing. This is genuinely integrated housing,”
said Mia Sacks, president of the Princeton Council.


However, there exists considerable opposition to these
new developments, especially the proposed developments
near the Princeton Theological Seminary, from the
Princeton Coalition for Responsible Development (PCRD),
who question whether the district and the town can
accommodate a larger population. On April 23, the Ad Hoc
Commitee of Historians in Defense of Historic Princeton,
published a full page letter in the Town Topics which is
now featured on the PCRD website.


The letter alleges that a rapidly expanding Princeton
could threaten downtown Princeton’s historic character.
The proposed Seminary development in particular would
sit a quarter of a mile from the Barracks, a 1684 house
that was the temporary residence of James Madison and
Alexander Hamilton, and the house of former Princeton
resident Albert Einstein. In the past few weeks, a number of
orange and black signs reading “Defend Historic Princeton,”
distributed by the PCRD have gone up around Princeton,
particularly in the historic Mercer Hill neighborhood.


Sean Wilentz, professor of American history at Princeton
University and signee of the letter, argues that the size and
height of the proposed developments, which would be 50
feet— could damage Princeton’s historical character.
“This kind of high density project is an assault on
historical integrity. It’s [important to]find ways to
harmonize development and the preservation of what
make s Princeton, Princeton.” said Wilentz. “It makes it different from any other place, this history
which is unique in all the world ... If you
undo that, if you endanger that, then the
entire town suffers. It’s no longer Princeton.”


In response to the Town Topics letter
by the PCRD and the “Defend Historic
Princeton” signs, the Princeton Town
Councilman Leighton Newlin released a letter in the Town Topics.


“These arguments about PILOT
agreements, density, traffic, walkability,
storm water management and architectural
design are not arguments at all. The surface
looks polite and technical, the core is about
power, privilege and a refusal
refusal to share space,”
read the the letter.


Wilentz argues that the PCRD is not
anti-affordable housing, nor a not-in-myback-yard group, but rather it opposes
large developments with affordable and
market-priced units. The town’s current
strategy is to support developments with
80 percent market-priced units and 20
percent affordable units, with the idea
being that developers will use the revenue
from the market-priced units to support
affordable units.


“You end up ... justifying luxury housing
developments on the basis of affordable
housing ... but it’s a bait and switch. [The
developers] are basically gonna build four
times as much luxury apartment stuff ... as
affordable housing. That’s not gonna help
the social imbalance, it’s only gonna make
it worse,” said Wilentz.


Wilentz instead supports developments
with 100 percent affordable housing.
“We want affordable [housing]. We’re not
objecting to the historical integrity because
they’re gonna be low income people living
here — some people accuse us of that. That’s
not a threat to the historical stuff ... quite
the opposite ... it’s the luxury [development]
that’s going to present a problem to the
historical integrity of the neighborhood —
the height [and] sheer mass of the [luxury
developments],” said Wilentz.


However, Princeton Council officials
have pointed to the financial inviability
of the housing projects PCRD proposes.


“The proposal, for 100 percent affordable
(i.e., municipally-sponsored) housing,
would require the financial backing of the
municipality, including millions of taxpayer
funds to purchase the property, to construct
the housing, and to provide tax subsidies
over time. Further, the low unit count would
make it uncompetitive for state financing,
causing Princeton residents to make up
significant funding shortfalls,” said a letter
from Mayor Mark Freda and the Princeton
Council in response to PCRD’s letter.


The recent surge in housing developments
throughout Princeton is primarily due to
the Mount Laurel Doctrine, a judicial
doctrine in the New Jersey Constitution
that requires towns to use their zoning
powers to provide its share of affordable
housing to those who have lower and
moderate incomes. In 1996, Princeton
fulfilled its affordable housing obligation
by paying $460,000 to build 23 affordable
units in Trenton.


“The housing that’s being built in
Princeton is a result of municipal
compliance with that very critical housing
desegregation case,” said Sacks. “Princeton
[is] making up for 20 years of not fulfilling
its obligation. That’s why there is so much
housing in such a short amount of time.”


The array of proposed developments
is slated to add over 800 units, and it
remains to be seen how both sides of this
debate work to balance the need for new
housing and ensuring that the town and
the school system can accommodate a
growing population.


“You know, we are not the same small
village we were in the 1700s and 1600s
when Europeans began to settle in this
area. However, we can’t stop the growth,
right? We can’t just say no one else can
move into Princeton,” said PHS history
teacher Rick Miller.

 PILOT agreement passed admist larger debates on housing developments in Princeton

On May 30, students, club leaders, a
cappella groups, and local organizations
gathered on the front lawn for the annual
Pride for PHS day to support and celebrate
the LGBTQ+ community. PHS clubs and
outside organizations including Princeton
Public Library (PPL) and HiTOPS led a
variety of activities, including a pride themed piñata and an LGBTQ+ history
stand.


Pride for PHS was first organized in
2023 through the efforts of PHS art
teacher Bridget Schmidt and PHS special
education teacher Torie Esposito. However,
this year, the event had a special significance.


“In 2025, we’re being told to be quiet —
and not be so out, proud, and loud. We as
adults need to encourage our youth that
we’re educating ... to be proud about who
they are and speak about their experiences,
which are very different [from] mine as a
queer adult,” said Schmidt.


Though Pride for PHS involved many
teachers and outside organizations, PHS
students played a significant role in
managing the booths at the event. Sylven
Waldman ’25, ran the makeup station; Pearl
Agel ’25 ran the pottery booth, a perennial
favorite; and Lilly Tuliszewski ’25, a leader
of the Gender and Sexuality Alliance club,
led an trivia stand on LGBTQ+ history.


“GSA provideed a lot of educational
resources for the community, and then
we made trivia questions based on those
resources. I think this event helps solidify
that there is a place for [LGBTQ+ students]
here in in our community, and that GSA
will advocate for them whenever they need,”
said Tuliszewski.


PHS students who simply participated,
like Olivia Chen ’27, also enjoyed the event.
“I think it’s really nice to have events
organized for you to feel accepted in. I
don’t necessarily need it because I don’t
live in a terribly homophobic community
... but I definitely feel a lot more accepted.
[PHS takes] queer people seriously instead
of ignoring the issue or outwardly opposing
it,” said Chen.


Osbaldo Morales ’25, the president of
Latinos Unidos, emphasized the supportive
nature throughout event. Though not a club
focused on pride-related themes, Latinos
Unidos presented a pride themed piñata.


“Pride Fest is an important event for the
whole community because it just shows
that there’s inclusivity. In this climate … I
feel like everyone should know that they’re
supported. There’s worries that they’re
trying to push down sexuality down people’s
throat, [but] we’re just being supportive,”
said Morales.

Pride for PHS unites local organizations and students in support of LGBTQ+ community

Spring recap

Bouncing the ball against the court, Shaan Zaveri ’25 adjusts his feet as he prepares to serve. Taking a deep breath, he hits a fast flat serve out wide with his racket and rushes to the net as the opponent returns the ball. Angling his racket face, Zaveri hits a volley winner between the opposing players.

Zaveri was introduced to tennis when he was in fifth grade, inspired by his sister. Growing up, Zaveri also played table tennis and soccer, which caused him to take many breaks from tennis. He eventually decided to focus on tennis, choosing to do so because of how much he enjoyed watching his favorite players, especially his role model Novak Djokovic.

“One of my role models is Novak Djokovic. He's a pretty famous tennis player, and I like how he's calm in tense moments,” said Zaveri. “I really like his mental toughness, and that's something I put towards my game whenever I'm down a set, or I'm down a couple games, so I'm not [scared] to make a comeback or hit a shot.”

Mental toughness is especially important in tennis, since while playing, players only have themselves or a partner. Zaveri tries to exemplify this ideal, especially in a tough match.

“I'm a risk taker ... I never back down from the big moments ... and I'm never giving up on a point. Even if the ball looks like it’s going out, I'm still hustling towards the ball,” said Zaveri.

Being strong mentally and emotionally has also helped Zaveri win important matches. One such example was the 2025 Colonial Valley Conference tournament first doubles final, where he and his doubles partner Tacto Yamada ’27 were able to beat the same doubles team they had lost to previously, winning first place. 

“Winning the Mercer County tournament individually with my partner Tacto this year [was a highlight of my season], because the last two years we've been [losing] and [getting] third place,” said Zaveri.

In addition to his skills and mental strategy during matches, Zaveri has also learned to be a leader on the team, understanding the importance of balancing being competitive with having fun on the court, which stood out to PHS boys tennis Head Coach Sarah Hibbert.

“He enjoys the lighter side of things as well. He enjoys having fun on court, and I think that it's important to be able to lighten up the intensity sometimes because it can be an intense sport,” said Hibbert. “There can be a lot of pressure. So being able to find moments of comedy is important.”

In tennis, players also need to be able to grow and adapt their game to play well against stronger opponents. Last year, in the doubles tournament, Zaveri and Yamada nearly beat the number two seeded pair in a close match.

“They really rose to the level [that was needed] and played a great match. [Zaveri]’s improved over the years and I think overall he has really stepped into the role as first doubles this year, and it's been a pleasure watching him grow as a player and as a person,” said Hibbert.

Even with the amount of time and effort Zaveri puts into tennis, he has been able to find a balance between his academic and athletic lives.

“I used to schedule my tennis [according] to my school schedule, I would play right after school, and then I'd go home, and I would rest, like a nap or a snack, and then I'd do my homework, and then it's just a cycle,” said Zaveri.

This season has been his second with Yamada as his partner. After working out the imperfections in their partnership, their chemistry has grown to be stronger, built on their trust and communication.

“Last year I was paired up with Shaan as well, and we were still figuring out what we should do as doubles [partners] but this year, we were able to figure out how to play doubles and talk to each other and stuff like that,” said Yamada.

Zaveri’s tennis journey has also been about personal growth as it is about getting better as a player and being a part of the team, learning lessons along the way that go beyond the court.

“I've made a lot of good buddies that I wouldn't think that I would make just regularly interacting with the high school and the community,” said Zaveri. “[I’ve learned to] never give up and just try to have fun.”


photo: Jasur Agzamov

Zaveri finishes his high school tennis career with many accomplishments, including winning first place at the Mercer County tournament in doubles. 

Shaan Zaveri '25: tennis

2025 FIFA Club World Cup

Millions of soccer fans across the globe look forward to the FIFA Club World Cup every 4 years. This year, the United States will be hosting the tournament, with the final taking place at the MetLife Stadium in East Rutherford, New Jersey. This tournament brings all the action of the well-known FIFA World Cup, which features national teams, but is played by 32 of the strongest club teams in the world; all 63 matches will be mainly broadcasted on DAZN. Follow along with the tournament this summer from June 14 to July 13. “It provides all the fans in America a chance to see some of their favorite clubs,” said Ryan Litvinsky ’27. 

2025 UEFA Women’s Euro

16 European nations will send out their women’s soccer teams to compete in Switzerland this summer in hopes of winning the 2025 UEFA Women’s Euro, a continent-wide soccer event that takes place every four years. The first tournament took place in 1983 and has continued up until present day, Germany winning the most with 8 trophies. The most recent winner in 2021 was England. These countries along with many others spread across Europe look to compete for the trophy this year in hopes of bringing home glory and victory to their country. The tournament will take place from July 2 to July 27, and will mainly be broadcasted on FOX Sports network. “I thought the men’s tournament last year was pretty great so I’m excited to see the women’s tournament this year,” said Charissa Hu ’28

2025 Tennis U.S. Open

A yearly tennis event taking place in New York City is an event many look forward to, especially for fans who live in the area. The U.S. Open is the fourth and final grand slam championship of the tennis season and it is not only known for its phenomenal tennis matches, but also is played at the largest tennis complex in the world, the USTA Billie Jean King National Tennis Center. The area features the two largest stadiums in the world: Arthur Ashe Stadium and Louis Armstrong Stadium. “Tennis is a really cool sport and it’s nice to see a big tournament that's fairly local,” said Alex LeBouef ’27.  


Sports events to watch over the summer

On May 13, the PHS girls golf team made history by winning this year’s NJSIAA Girls Golf State Championship. This is the team’s first state title ever since its founding in 2023 by player Madeline Zang ’23. Behind this success was a roster of veterans who managed to shine both as a team and individually, with each member hitting under 100 strokes, a display of their consistency.

“They stayed committed to the process, supported one another, and consistently held themselves to a higher standard,” said Head Coach Jess Monzo. “That belief and mindset shift became a turning point that propelled them toward the state championship.”

For the team, this title is more than a trophy; it is proof of the effort and endurance from the team throughout the grueling season. Kyuyoung Chung ’26, one of the five players in the state-winning team, explains that this title was crucial for the team’s confidence — serving as redemption for the team after not doing as well in previous years.

“[The title] definitely adds to our confidence and it’s an accomplishment that we’ve worked towards collectively; so I think that really adds to the bonds between the girls as well,” said Chung. 

Monzo echoes this sentiment, emphasizing that the title means more to the players, who saw themselves overcome various obstacles to achieve this feat, than it might to a spectator.

“For the team, it’s more than just a title — it’s validation that every practice, every tough round, and every challenge they faced was worth it,” said Monzo. “It’s a shared achievement that reflects their growth not just as athletes, but as a unified group.” 

Despite facing numerous challenges, the team managed to not only pull through but also come out stronger than before. Throughout the season, Monzo has seen this team develop into the standout athletes they are now.

“This team has matured tremendously — not just in skill but in leadership, resilience, and their understanding of the game,” said Monzo. “Over the year, they've learned how to handle pressure, support each other, and bounce back from setbacks.”

Monzo cites consistency under pressure as one of the biggest challenges this team faced going into the state championship.
 
“High-stakes rounds can get into your head, especially at a state-level competition,” said Monzo. “Learning how to play one shot at a time and not let a bad hole spiral was something we worked hard on. Staying mentally tough was key — and they rose to that challenge beautifully.”

Individually, Yasna Shahriariana ’27 faced challenges on her way to the title, such as her dissatisfaction with her own playing. 

“In golf it is easy to get caught up on the bad shots that you have hit previously,” said Shahriarian. “But the most important shot is always the next and I often find the need to remind myself of that.” 

According to Monzo, the team showed signs of their capability and skill even before their state championship triumph. Prior to their victory at the state competition, the team also won the Red Devil Invitational and the CVC tournament.

“There was a defining moment mid-season during a tough invitational played in less-than-ideal weather conditions,” said Monzo. “Despite the challenges, the team rose to the occasion and played exceptionally well, taking home the team title against some of the top programs in the state. [Jacqueline Zang ’25] won the tournament individually, and Kyuyoung finished fourth — both incredible performances. That day, the team realized what they were truly capable of.”

Regardless of what happens next year, Monzo has an optimistic outlook for the team and the players individually.

“Every practice, every match, and every moment of support helped push this team forward,” said Monzo. “Their sportsmanship, camaraderie, and relentless work ethic made this journey truly special. This championship is a milestone, but it’s also just the beginning of what this program is capable of achieving.”


Girls golf team wins state championship for the first time

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.

The Tower

Student Artists

The Tower