What was once a level playing field for athletes has
become a marketplace. Modern college athletics has
reached an all-time high in popularity, becoming a
multimillion dollar business built on the backs of athletes
who have received nothing for their performance.
Name, Image, and Likeness (NIL) is an NCAA policy
that allows college athletes to earn their own money
through branding. This policy prevents brands from
misrepresenting athletes or using them to promote their
brand without consent. It also allows them to earn cash
for brands they choose to represent, eliminating the issue
of the NCAA’s lack of compensation. Some opportunities
for student athletes to make money through NIL include
autographs, merchandise, blogging, commercials, and
more. As of 2021, college athletes can make money
with the NIL, but some consequences such as wealthier
schools gaining more power and student athletes losing
focus from their monetary trade have been producing a
net negative impact on college sports.
Compared to last year's 200 players, more than
1700 athletes in men's college basketball entered the
transfer portal on its first day of opening because of
their inability to make money and earn recognition
in the current colleges they attend. This eliminates a
feeling of school loyalty and prevents smaller schools
from building better athletic programs, as they are
consistently losing their players to the bigger schools
with deeper pockets. Because of the branding, schools
with publicized athletes will compete more
often and in high-level tournaments, while
schools with less publicized athletes with the
same or better skill may not have the chance
to compete in these tournaments, as selection
depends on what the audience wants to see.
Still, many incoming college athletes look
forward to these opportunities.
“I think it would be great to be paid for
sponsoring someone and use my image to
promote their brand. It would be nice to have
extra cash for college,” said Sean Wilton ’25, a Brown
commit for shot put.
The ability for student athletes to promote their brand
and receive payment in college has been a debated issue
long before the NIL was passed, specifically because
supporters of NIL believe that student athletes should
earn compensation for what they accomplish. However,
opponents of the NIL believe that college freshmen
are simply not responsible or experienced enough to
handle these large sums of money. Still, the NIL was
officially introduced and passed in 2021. In recent
years, well-funded powerhouses have poached recruits
from smaller colleges with a much higher salary. These
temptations are slowly turning the focus of college
sports away from what they were originally, which was
for athletes to improve and be able to perform their best.
At first, the limelight and extra cash earned through
NIL policies may seem to benefit student athletes, but
over time, it has harmed them. These well-funded
schools are also more attractive to recruits looking for
colleges, creating situations where student athletes are
choosing schools for the money, rather than what is the
best fit for them. Not only does this create a negative
culture, but it also often results in going “one and done”
through college, meaning they go to school for only 1
year without graduating to immediately pursue their
sport professionally. This leaves athletes in difficult
situations if they are plagued by injury or other careerending issues and do not have a college degree to choose
a different career.
Schools without branding and NIL money don’t
get the same chance to recruit better players
and be shown more to a national audience.
Therefore, athletes who want to be recognized
for their talents and make a cash surplus must
attend colleges with highly publicized athletes.
These well-funded schools ultimately make
student-athletes into athlete-students. Despite
the benefits of NIL, some athletes are finally
seeing the downsides.
“I think right now [NIL’s] actually impacting
them for the worse,” said Wilton. “It is hurting
more athletes than helping them in some way.”
To prevent conflicts such as unfairness and loss of
focus, players and coaches could push for NCAArecognized restrictions on NIL. One potential solution
could be to implement a NIL budget for every school to
abide by, regardless of size or wealth, similar to a salary
cap in the NFL and NBA. Additionally, policies could
be used to regulate player agreements with NIL deals,
such as a loyalty clause, where students must stay with
a school they commit to for at least 2 years, to ensure
both the school and the athlete have equal benefits. This
proposition would not only create an equality amongst
colleges and universities in terms of NIL usage, but also
give college players a better overall college experience.
The initial intentions of the creation of NIL were
morally correct in the sense of giving college athletes
what they deserve for their hard work, given the
amount of money the industry makes. However, there
have been many hidden flaws that could have serious
negative effects on college athletes' experiences as they
go through their careers. This requires action against the
current forms of NIL, and restrictions need to be made
before college athletics are changed forever. If college
sports continue to uphold this negative culture, school
spirit and built-up talent will be replaced by business
proposals and short-term gains, leaving behind the true
meaning of the game. 

The dark side of NIL

The crowd holds their breath as Jacqueline Zang ’25, with her driver in hand, steps
up into the tee box of the first hole. She carefully chooses a spot to place her tee and
golf ball. Visualizing her shot, Zang takes a confident swing, influenced by her favorite
professional golfer, Nelly Korda. Her shot breaks the crowd’s silence as it flies through
the sky and lands perfectly on the green.
At age five, Zang began playing golf after her father introduced her to it. She initially
only played golf with her family, but later in her career, she would compete in big
tournaments.
“I used to play tennis, and
when I was around 11, my
parents told me to choose one
or the other,” said Zang. “It’s
funny, because I didn’t want
to do tennis because my dad
told me I’d be running around
in the heat. So I chose golf not
because I liked one more than
the other, [but] just because I
didn’t want to run.”
After deciding to pursue
golf over tennis, Zang went to
her local country club’s driving
range and practiced with her
sister, Madeline Zang ’23. When they practiced, they would mutually help and encourage
one another, along with the additional coaching from their father.
“November through March, I try to do around an hour a day. Sometimes, I skip a few
days. In the summer, if I’m not playing a tournament that weekend, I’ll be practicing
five to seven [hours],” said Zang.
Zang joined the PHS golf team in her freshman year, when golf was a co-ed sport
led by Head Coach Patrick Noone and Assistant Coach Jess Monzo. During Zang’s
sophomore year, a girls-only golf team was formed with Monzo as head coach. Over
the course of the past few years, Monzo has been able to see Zang grow as a player
and a person.
“She’s definitely matured a lot. She’s always been very focused, very lights out,” said
Monzo. “[She] knows what she wants to do, but I think as she’s gotten older, she’s
developed and kind of matured in the sport and understands that if I don’t make every
shot, it’s not going to make or break me.”
Zang’s determination and dedication not only helped her reach her current level
but also inspired the rest of her team, including teammate and close friend Kyuyoung
Chung ’26.
“She’s definitely very skilled as a golfer, and so I think that’s definitely inspired a lot
of the girls to practice more,” said Chung. “We’ve seen scores go down from last year,
so score-wise we’re doing better than we did last year.”
In addition to being a skilled golfer, Zang, who is captain of the team, serves as a
leader and role model to her teammates.
“She also has this sort of leadership [quality] about her, and so she’s just sort of
someone you can look up to, [and]
I certainly look up to her,” said
Chung.
Monzo witnessed the effect of
Zang’s leadership on the team and
how she serves as a role model for
her teammates.
“Every girl looks up to her,” said
Monzo. “She’s able to kind of help,
and she lends a hand, and she’s
always available to give girls advice.
So she’s been one of a kind.”
Throughout her career, Zang
qualified for the National Junior
PGA championship, the highest
level of junior golf, being inducted
into the Rolex Honor Society, and
placing in the top five in an American Junior Golf Association tournament in 2022.
Despite this, there were challenges that Zang had to overcome. Staying calm under
pressure and controlling emotions are both aspects of the sport that Zang has learned
to play with.
“[The most difficult part of] golf for me [is] probably the mental side. Just being
in the moment, committing to it, and actually doing what I’m trying to do on the
course,” said Zang.
While individual golf can be mentally challenging and stressful, Zang’s favorite part
of golf is a more enjoyable and less stressful way of playing it.
“[My favorite part] ... is team golf because golf is an individual sport, so it can get
kind of lonely sometimes,” said Zang. “Everyone plays their own ball, and then you
add up each individual sport for a combined team.”
Committed to Carnegie Mellon University, Zang hopes to contribute to another
season as one of their best players. As she prepares to leave PHS and start college, Zang
reflects on the valuable lessons golf has taught her throughout her years of playing.
“It’s a lot of ups and downs. It’s never really consistent, so when you’re not playing
as well, [be] patient with yourself, and keep your hard work up,” said Zang.

Photo: Charley Hu

Zang is one of the original members of the girls golf team, and is preparing with the
rest of the team to gear up for the Mercer County Championships in May. 

Jaqueline Zang ’25: golf

For the first time in PHS history, a student-run badminton tournament took place in the Old Gym, where 12 singles players and eight pairs of doubles all tried to claim the championship title.

PHS Badminton Club leaders William Liu ’26, Kaitlyn Bian ’26, and Joseph Hu ’26 took months to plan.

“There were a lot of steps. First, we had to get approved, and then we had to get all the logistics, like the nets, the tournament order as well as [decide] who is going to judge. So there’s a lot of components, and I’m glad that we were able to get it together in the end,” said Bian.

After playing badminton in China, Liu wanted to build a community that shared his passion for the sport with his fellow students. At the club fair, the club got over 200 signups — an eighth of the entire student body.

“I’m trying to find [people] who share the same interest with me in badminton and also trying to encourage others to play this sport,” said Liu.

The co-ed tournament was held in an elimination style format, playing the best out of two sets, with each set only going up to 11 points, unlike the professional standard of 21 points.

Players had the choice to sign up for either doubles or singles, and were required to bring their equipment.

In the finale of the tournament, Akshaj Sama ’26 and Anirudh Kashyap ’25 won the doubles tournament and Yunsheng Xu ’27 took home the singles prize.

Sama initially decided to sign up for the tournament for fun and to compete with fellow students.

“I’m really happy about my win,” said Sama. “I definitely couldn’t have won without my teammate Anirudh … This experience was really fun!”

Club advisor and gym teacher Carlos Salazar remembers badminton being a tradition among the P.E. teachers and wanted to help the students at PHS get involved with the sport outside of their gym class. In his 34 years of teaching, “this is the first time” he’s witnessed such an event.

“As an advisor, my main goal is to make sure that it is a … student-oriented program,” said Salazar. “I make suggestions, support them as much as I can … basically it’s been [the leaders’] ideas [and] their support.”

Although PHS does not have an official badminton team, the tournament served as a way to connect badminton players throughout the school, regardless of their skill level or previous experience.

“I played badminton outside of school, and I think it’s a very fun sport. It’s good exercise as well,” said Bian. “I think [the tournament] positively influenced sports culture [by] getting people who normally don’t participate in sports to participate in some type of activity.”

After seeing the success of their very first tournament, Liu is optimistic about the future of badminton at PHS and even beyond.

“Maybe next time we can have an inter-school tournament. For next year, we’re gonna have the same school [event], hopefully,” said Liu.

PHS holds its first badminton tournament

With each precise stroke, Ellie Kovalick ’25 brings her team closer to the finish line. Guided by the rhythmic splash of the oars against the water, the boat inches past the others. In a succinct, combined effort, Kovalick and her teammates secure 15th place out of a total of 90 competitors in the 2024 USRowing National Championships.

Despite doing track in middle school, Kovalick began focusing on rowing as her main sport starting freshman year. She specializes in rowing eights, the largest, fastest, and most competitive type of boat.

“I started rowing the summer before my freshman year, and I kind of just knew that I loved it,” said Kovalick. “And the thing about rowing is that it’s year-round, so it’s hard to do multiple sports at once. So once I discovered that I loved rowing, I looked back. I never really looked back. I’ve never considered doing another sport since I started.”

This commitment has propelled her to find success at the highest level. Kovalick has gone to Nationals during her sophomore and junior year. In addition, her team, Mercer Juniors, was the 13th fastest in the nation last year with this year’s national championships yet to take place. However, the achievement comes with challenges.

Throughout her high school career, Kovalick has seen three changes in coaching, turning what can be a very chaotic, fast-evolving sport into a test of resilience.

“Our team has gone through a lot so there have been rebuilding years in a way, for sure. But one of the athletes has to step up and take a more active role in how we want the team culture around how we want the dynamic of our team to be,” said Kovalick. “But overall, I think we’re a resilient group, and we managed all right, even through coaching changes.”

Despite the stress, Kovalick and her team are still very competitive. Rowers have to row nonstop for races that can be up to three miles long, such as the Head of the Charles in Boston that Kovalick’s team will participate in this fall.

Kovalick’s impact isn’t limited to her contributions on the water. Yita Moss-Wang ’25, Kovalick’s teammate and long-time friend, explained what helps Kovalick set herself apart from the rest.

“What’s really unique about Ellie is … [her] consistency, every day at practice, every day on the water; and you can see that when she rows, she’s very decisive with her stroke,” said Moss-Wang.

Sam Atter, Kovalick’s coach on the girls rowing team, confirmed her dedication.

“I think that’s been a consistent theme for Kovalick from 2023 to now: her ability to be in these hard situations, these hard races, and [being] this kind of a leader, demonstrating and acting on this is just great. If you get the job done, don’t talk under pressure kind of success,” said Atter.

Here at PHS, Kovalick has taken the initiative to expand the sport of rowing to a wider audience, founding the PHS Crew Club from its few year hiatus.

“I’ve definitely been trying to get more PHS kids involved in the sport, because it’s not too good in Princeton right now. And it’s just such an awesome opportunity … I have nothing but good things to say about [Mercer Rowing],” said Kovalick.

Kovalick is now committed to continue rowing at the Division I school of Wisconsin, in addition to serving as the Collegiate Rowing Commitments Intern. As she embarks on the next chapter of her rowing career at the collegiate level, Kovalick reflects on her choice to row.

“There’s people that discover this sport their year and immediately quit [rowing], and then there’s people that stick with it. And I think I [have] just found a passion, and it’s not something I ever want to give up,” said Kovalick.

Photo: Charley Hu

Kovalick, who has commited to the University of Wisconsin, continues her senior rowing season while looking forward to competing at the collegiate level.

Ellie Kovalick '25: rowing

Pushing past the wall of defenders, Brendan Beatty ’25 shoots the winning goal by flicking his stick forward, allowing the ball to glide into the back of the net as the crowd goes wild. With only thirty seconds left on the clock, Beatty demonstrates perseverance and grit, key skills needed to secure the win for the team. 

Beatty’s lacrosse journey started in third grade after he moved from England to the United States. Following his older brother’s example, Beatty soon picked up the sport as well. Throughout his lacrosse career, Beatty found inspiration from one of the coaches of his club team, CJ Kirst, a senior at Cornell and one of the top players in college lacrosse. Beatty learned that success in lacrosse isn’t only about skill, but patience and dedication as well.

“Hard work and dedication will take you places,” said Beatty. “You have to respect those who’ve been around longer and learn from them. It’s a slow process, and things don’t come right away.”

As a freshman, Beatty stood out to PHS boys lacrosse Head Coach Chip Casto as one the more advanced players, having experience in both hockey and lacrosse. 

“He also brought the other things you want to see in athletes, which is effort, tenacity, intensity, and commitment to getting better at the sport during the off-season, and he really personifies that,” said Casto.

However, at a higher level, it can be difficult to deal with pressures to achieve perfection. 
“There are times when he doesn't feel like he's done enough for the team and he struggles with holding on to that for too long and that might affect the way he plays,” said Casto.

However, as Beatty progressed throughout the years, he has come to understand that mistakes are just part of the process of improvement. 

“As a player he's become better at everything, at playing defense, at figuring out situations so his mental game is much better. He's a better shooter,” said Casto. 

Apart from becoming a better player, he has also grown as a person and a leader, becoming more disciplined, confident in the process of how a game will play out. 

“He’s a great leader. He’s always stepping up to do the right job,” said teammate Peter Pessutti ’27. “He’s always helping out younger kids and teaching us to do respectful things.”

Looking back on his high school career, Brendon’s advice to his freshman self is simple yet telling. 

“Don’t take anything for granted. Always go out to get more reps and work when people aren't watching or listening because that's the biggest thing,” said Beatty.

Beatty’s final season is soon to start, and everyone is looking forward to how much he has grown both on and off the field in the last four years. 

“He’s becoming more vocal and people listen to him. We’re excited to see how he leads us in his senior season,” his coach said. 

Beyond his school career, Beatty is looking forward to playing for the University of Vermont. On September 1st of his junior year, schools began to reach out to him, but Vermont stood out to him the most. 

“Vermont was one of my top schools. When I visited, I saw the campus and met the team. It checked all the boxes, and I knew I wanted to go there,” said Beatty. 


Photo: Jasur Agzamov

Beatty, who has been a lacrosse player since freshman year, looks to continue his legacy at PHS with his senior season.

Brendon Beatty '25: lacrosse

The month of March is known for many things in the sports world, but by far the most popular is the NCAA Division 1 men’s basketball tournament, or March Madness, a thrilling 68-team tournament full of underdog stories and intense games of college basketball. According to the NCAA, the chance of filling out a perfect bracket is one in approximately 9.2 quintillion. Yet, despite these odds, millions of people fill out their brackets every year for fun, prizes, or glory, including PHS’s very own students.

“I love March Madness because of all the uncertainty. It’s [very] fun,” said Octavio Shank ’27. 

Teams are seeded 1–16 in each of the regions. The bracket will play out until the championship is left with 4 region champions and then a grand champion. Every year, millions watch as small school winners from underfunded conferences come out of nowhere and win against much more seasoned teams, shocking the world and ruining bracket predictions. These unexpected wins are what put the madness in March Madness. 

As an example, the Princeton Tigers won the Ivy League tournament in 2022 and were placed into the bracket as a #15 seed. The Tigers stunned everyone by defeating #2 Arizona then #7 Missouri, advancing to the round of 16 and breaking millions of brackets along the way.

“I remember my brother telling my mom, ‘Hey Mom, we might actually win this.’ We’re up by ten points with only two minutes to go ... the emotions at the end and the feeling of ‘oh my goodness we just won this insane, crazy game’ was so much fun,” said John Staples ’27, a fan that attended the Princeton vs Missouri game in Sacramento back in 2022.

March Madness is a thrilling, unpredictable college basketball tournament that, due to its unique structure and format, consistently produces games where smaller, lower-seeded teams defeat larger, higher-seeded powerhouses. Each year, these underdogs create history and ruin millions of brackets that attempt to predict it.   

“The tournament is amazing. I think it’s a very fun tradition to do,” said Staples. 


March Madness: the science behind the brackets

  Throughout history, women have played a significant role in challenging societal norms in the sports world. Efforts to bring attention to women's sports and close the gender pay gap were made possible by women who persevered to create a better future for female athletes.   

As the first woman to run the Boston Marathon, Kathrine Switzer completed the entire course despite efforts by the race director to remove her. With no rules against women competing, Switzer signed up simply because she was a running enthusiast. While running the course, men tried to rip her running bib off and push her off the path, captured in an iconic photo by The Boston Globe. Shaken but determined, she resolved to help other women deprived of opportunities in running. In 1977, she created the Avon International Running Circuit, which paved the way for the women's marathon in the Olympic Games.   

Tennis player Billie Jean King first brought attention to the gender pay gap after she noticed that her prize earnings in the Pacific Southwest Tennis Tournament were only fifteen percent of what her male counterparts earned. Despite the womens’ finals selling more than double the tickets as the mens, the tournament director refused to award the same amount of prize money, leading to King to organize a walk-out.  

This was only the beginning of King’s fight for equal prize money in tennis, which culminated in the famous tennis match, Battle of the Sexes. Bobby Riggs, declaring women’s tennis inferior to men’s, challenged King after he defeated top-ranked women’s player Margaret Court. Knowing the symbolism and weight the match would carry, King accepted and beat Riggs in straight sets with ninety million people watching worldwide.   

Her win inspired the U.S. Open to offer equal prize money for the first time for any major sporting event. Thanks to King’s persistent advocacy, tennis is one of the only sports today that offer the same amount of money to both male and female competitors across all four grand slams. 

Despite these advancements in tennis and Title IX, the landmark legislation preventing sex-based discrimination in sports in an educational setting, the gender pay gap still remains at large for other sports. Yet in 2024, none of the top ten most paid female athletes were included in Sportico’s list of top 100 highest paid athletes. 
However, in team sports, the gap is especially noticeable because of the difference between individual salary compared to the revenue generated as a team. Caitlin Clark, a rising basketball star, signed with Indiana Fever. However, her salary of $338,056 was only a fraction of Victor Wembanyama’s contract of $55 million. Despite generating more revenue than the men’s team, the U.S. women’s soccer team’s maximum salary was $99,000 versus the men’s maximum salary of $263,320. In comparison, the men’s team has never made it to a World Cup finals while the women’s team consistently ranks among the best in the world. 

While the advancements made by iconic women athletes have considerably shaped the sports world for the better, there is more work that needs to be done. Women representation in sports in itself showcases the broader need for change in women’s rights. 


Women's impact on sports

Dance has become a powerful, universal way to express culture, history, and personal emotions. Throughout history, varying styles of dance have arisen, each with its own distinct meanings and traditions. Some forms of dance, such as ballet and salsa, have become extremely well known across the world. Other forms, such as the seungmu and dabke, though less known, are still powerful expressions of culture and identity. Despite their differences in technique and meaning, all dances share a common role in storytelling, celebration, and community. 

One of the most renowned forms of dance, ballet started in the courts of Italy in the Renaissance period, where it was performed in courts as a form of entertainment. It was then brought to the French courts following the marriage of Catherine de Médici, an Italian noblewoman, to King Henry II of France, where it evolved into a more formalized style of dance. King Louis XIV of France, a ballet dancer himself, helped promote the dance as an art with the establishment of the Académie Royale de Danse, the first formal ballet school. 

During the 19th century, opera-ballets evolved in Russia, where the combination of dance and classical music tells a story such as “Swan Lake” and “The Nutcracker”. One of the defining characteristics of ballet is pointe work, a technique where dancers perform elaborate movements on the tips of their toes. The complex sequences of turns, jumps, and steps of ballet require years of practice and dedication to achieve full mastery. 
Amanda Lee ’25 has been dancing ballet alongside traditional Chinese dance since she was around five years old. One of her favorite skills is jumping, which is emphasized in the Gamzatti Variation: ballerinas have to leap at just the right moment to capture the burst of bright music.

“I really like the Gamzatti Variation ... it’s really hard but really elegant,” said Lee. 

Seungmu, or the Monk’s Dance, a traditional Korean dance, is said to reflect the philosophy of Korean Buddhism. Many scholars believe that the five main sections of the seungmu dance are representative of the Buddhist understanding of life, overcoming the three evils to achieve the state of nirvana. The dance begins slowly, with a steady rhythm, to represent birth and the start of life’s struggles. As it progresses, the energy of the dancer’s movements increases, to show the challenge of overcoming the three evils. Then, in an extended drumming section, the dance reaches its climax, representing the triumph over these struggles and the achievement of the state of nirvana.
 
Although its exact origins are debated, the dance is said to date back to the seventh century, where it was traditionally performed by monks during temple rituals. During the Japanese colonial period, the dance was stripped of its religious roots and modernized into a strictly secular dance. In 1969, the South Korean government designated the dance as an Intangible Cultural Property, showing its importance to Korean culture and people. 

The name “salsa” is derived from the Spanish word for “sauce,” which symbolizes how its origin comes from a fusion of cultures and dance styles. The dance, whose origins can be traced back to the 1920s, is highly energetic and lively, with upbeat music and rapid dance movements. The salsa dance is meant to bring people together, through its elaborate partner work and dancer lines. It is typically performed in a four-beat rhythm, where dancers only move to three of the four beats in a measure. Dancers usually keep their upper bodies still, and focus on movements involving their hips. In Latin America, dancers engage in group-oriented styles, where they form circles and are led by a caller, who tells them which movements to perform. Due to its fast-paced movements and ability to bring people together, salsa has become one of the most popular forms of dance across the world. 

The dabke is a highly energetic dance that started in the mountains of the Levantine region. The word “dabke” comes from the Arabic word “dabaka,” meaning “to make noise” or “stamping of the feet.” It used to be a work dance, where people in the community would come together and stomp their feet to repair roofs made out of tree branches and mud. From there, it was passed down generations, reminding Arabic people of the importance of family and community. 

The dance is accompanied by songs that have a slow introduction, then gradually speed up. The leader of the dance, or lawweeh, sets the rhythm and keeps up the energy of the dance. Often, they will break out of the dance line to improvise and perform more skilled movements. Today, the dabke is seen as a way of preserving the traditions that were passed down through generations.

   Beyond a form of artistic expression, dance is a way for people to express their culture, connect with others, share their experiences, and express themselves in a way that words cannot. Whether it’s through the refined and graceful movements of ballet, the energetic and dynamic steps of the salsa, the bold and synchronized stomps of dabke, or the graceful and spirited gestures of seungmu, each dance is a unique representation of the various cultures and traditions worldwide. 

Dances throughout the world

The gym falls silent as Blase Mele ’25 squares off with his opponent on the mat, eyes
locked. He shifts his stance, a subtle bounce in his step, tension building in the audience
with every move. He goes for a single leg takedown, causing his opponent to go down,
and the crowd roars. He just won against a top-ten nationally-ranked wrestler, and his
victory is a moment that has encapsulated the years of perseverance and sacrifice that
Mele has offered to wrestling. 

Introduced to the sport at a young age by his father, Mele found his calling early. He
attributed his success to his parents, recalling that they encouraged him to do the right
things and had a great support system throughout his whole career.

“All [my family] talks about is wrestling, so I’m in an environment where it’s easy to stay
focused,” said Mele.

Jess Monzo, the PHS boy’s wrestling team
coach, was immediately impressed when he
saw Mele’s skillset as an incoming freshman.
 “I was excited. I knew he could do really,
really good things by what he brought to the
program and to the team,” said Monzo. 

Despite his success at both the state and
national level, where Mele placed sixth at
the NJSIAA/Rothman Orthopaedic State
Wrestling Championships, making him
the third PHS student to ever place, Mele
constantly strives for improvement. 

“My club coaches are starting to implement
a lot of techniques from foreign wrestlers and stuff that was used at the Olympics,” said
Mele. “I am just trying to focus on getting bigger, getting stronger, getting better.”

Blase is not only able to train hard, but he works hard at school as well. Blase credits his
parents and family for raising him in an environment that worked for him.

“I think being a good student makes me a better wrestler, and I think being a good
wrestler makes me a better student,” said Blase. 

However, his success did not come without adversity. He had faced multiple injuries
over his career that caused him to take time off of practice. 

“I dealt with some knee problems. I had to have two knee surgeries. It was fine in the
long term, but at the time, it was really frustrating,” said Mele. 

Despite a rough setback, Mele believes part of overcoming challenges is to have faith
and recover as diligently as possible, while also taking time off as needed.

“When you sign up to go play sports, you’re not signing up to automatically win. You’re
signing up to test yourself,” said Mele. “You have to be prepared for things to go wrong,
and you have to be ready to put yourself back on track.”

This tenacious mentality has allowed him to rank in the top 20 nationwide while
placing at the state level. Monzo saw Mele grow as both an athlete and person, especially
during his Junior year after Mele won one of his biggest matches.

“He always believed in himself, that he could be that guy ... from that day forward ... he
saw it was true. He believed it into fruition, and he knew he belonged at that level,” said
Monzo. 

During the season, practices are demanding and many students quit the team before
the end of the season. Mele affirms that even though it’s difficult to stay motivated because
of the long season, by the end, those who stuck around are good friends and work even
harder together.

“Blase is always on everyone
about working hard and putting
forth your best,” said Mele’s fellow
teammate Chase Hammerschlag
’25. “He is both assertive and
supportive ... I admire his work
ethic.”

After his strong junior season,
Mele committed to Princeton
University to pursue a degree in
economics while fulfilling his
dream of competing at the Division
I level. His successful career is the
result of long years of consistent
hard work and dedication.

“[Consistency] allowed me to
accomplish a lot of my goals. I do not think I would have done that without wrestling,”
said Mele. “I’ve encountered a lot of failure in my career — both failure and success in my
career. And through it all, I’ve been able to remain consistent and just pursue my goals.

Mele is able to find this consistency for practice because of his love for the journey. 

“The process of achieving a goal is just as fun and just as rewarding as achieving the
goal itself,” said Mele. “When you start to find enjoyment in the [process], then your
performance will increase, and you’ll just feel better about where you are as an athlete.”

Before going to college, Mele has been able to refelect on what wrestling has given him.

“Wrestling taught me the importance of consistency. [Consistency] allowed me to
accomplish my goals,” said Mele. “I don’t think I would have done that without wrestling."

Photo Courtesy: Blase Mele
Already committed to Princeton, Mele is hoping for one more great high school season.

Blase Mele ’25: wrestling

As the puck drops, Cassie Speir ’25 glides across the rink with unwavering focus, her
eyes sharp and her grip firm. She closes in on the net and shoots, sending the puck into
the back of the posts and marking her 31st goal of the season. 

Speir, a senior and forward, first discovered her love for hockey at the age of nine.
“I started in a rec league ... [because] one of my really good friends from elementary
school was doing it ... ever since I started, I just loved it,” said Speir. 

She soon transitioned into playing travel hockey, which introduced her to competitive
play and extensive travel, allowing her to go to different states such as Illinois, Wisconsin,
and Michigan. Although Speir also dabbled in lacrosse and softball throughout middle
and high school, it was hockey that she was most passionate about. 

“Quitting has never really been an option for me ... hocky is an outlet for me,” said Speir.
Many athletes have role models they admire, and Speir is inspired by two renowned
hockey athletes: Hilary Knight, who has won a gold medal at the IIHF World Women’s
Championship and the 2018 Winter Olympics, and Sarah Fillier, a former Princeton
University standout now playing in the newly formed Professional Women’s Hockey
League (PWHL).

“I would go watch [Fillier’s] games when I was
younger ... they did have [the PWHL back then],
but the women didn’t really get paid much, and i t
wasn’t super known. But this one’s being marketed
really well, so they are good role models to girls
who want to play,” said Speir.

Speir’s commitment to hockey is year-round,
as she competes for both the PHS girls ice hockey
team and the Princeton Tiger Lilies, a club team
in the National Girls Hockey League. 

“[I play hockey] basically every day,” said Speir.
“At school, I play defense, but for my club, I’m
usually a forward. Playing both positions has
been great for understanding the game better.”

Last season, Speir played a crucial role, leading her team to a 3–11 record to qualify for
the Annis Cup semifinals. She led not just her team, but also the state, in number of goals
in one season, embodying the team’s spirit throughout the season. 

“She’s definitely more down to earth and she connects personally with the players on
our team, and she’s really great for morale. She’s very inspiring. The energy she brings to
the game inspires other people to be more energetic,” said Co-Captain Maya Hagt ’25. 

Christian Herzog, head coach of the girls ice hockey team, who witnessed Speir’s journey
from an ambitious freshman to a leading scorer, reflects on her success. 

“She’s had a lot of success in this sport because she’s been playing quite a while, and she
works extremely hard,” said Herzog. “I would expect to hear about her accomplishments
playing in college as well. She’s definitely going to be a tough personality to lose next season.”

Hagt expresses Speir’s importance to the team, not just as a hockey player, but as a
person as well. 

“She’s so inspiring to have on the ice. But even off the ice, she works so hard. You can tell
that she puts a lot of effort into everything she does. I think she’s also a very empathetic
person. Having her as a friend and a teammate is really, really special,” said Hagt. 

Looking forward, Speir has set personal goals for this season, aiming to continue her
streak by increasing the number of goals she scores and improving her assist count. 

“I’m always working on improving my game all-around, skating, shooting, and handles.
On my travel team we’ve been working on some new o-zone faceoff plays,” said Speir. 

For the rest of the season, Speir aims to continue her streak by increasing the number
of goals she scores and improve her assist count. As for her future beyond high school,
Speir seeks to keep playing the sport she loves. 

“I just want to continue to play, probably at the club level ... [and also] keep introducing
new players to the game,” said Speir.

As she enters her final season at PHS, Speir is determined to make every game count and
build lasting connections with her team. Preparing to skate off into a new chapter of her
life she remembers and appericates
all of the moments that have led her to
become the player and person that she
is now.

“Ice hockey has taught me that hard
work makes good things (goals and other
life things),” said Speir. “It has taught
me a lot about being a very supportive
teammate and friend and my experiences
have made me a more confident leader.”

To Speir, every game, tournament has
meant more to her than her team. Most
important of all, Speir knows that hockey
has given her more than skills — it’s given her unforgettable friendships and memories
that will last a lifetime.

“In the future I hope that I can continue to play for fun and that I will be able to bring
in new players to the game,” said Speir. “Hockey is where I’ve made my best friends in
the world.”

Photo: Katherine Chen
Spier is looking forward to another successful season, both on and off the rink.

Cassie Speir ’25: ice hockey

The lunch bell rings at 11:33, and fourth period ends as hundreds of students pour out of classrooms and into the halls of Princeton High School. Some students head to the library, while others head to the guidance office. Some just walk laps — earbuds in, heads down, skipping lunch for the third, maybe fourth day in a row. It is not a diet. It is not a protest. It is not always a choice. 


For too many students, lunch has become optional. Not because they are not hungry — they are — but because 35 minutes is not enough time to eat, finish an essay, ask a teacher a question, and review for the quiz they have next period. In the past few years, there has been an unhealthy exaggeration of high school performance and how it affects the futures of these students. Because of this, when given the choice between nourishing the body and “getting ahead” in their studies, the choice seems trivial.


This is not just a PHS problem. According to a 2020 national survey by Yale University, 75 percent of high school students report having negative feelings toward school. The general sentiment seems to be that these students feel negatively towards school because of apathy or laziness. The truth, though, is that these students are under copious amounts of stress, driving them to have these negative feelings.


A New York Times article written by Tim Donahue stated that “we [as a society] have pushed high school students into maximizing every part of their days and nights.” Students feel like they need to do more and more in order to stay afloat. Self-care takes a backseat because students feel like they need to do so much in order to distinguish themselves. They need to get perfect grades, take the hardest classes, be a part of every extracurricular under the sun. Of course, under all of this pressure, physical needs become an afterthought.


The way students cope with this stress is not always visible — but it is often unhealthy. Skipping meals, sleeping in fragments, and studying at midnight. It becomes a game of sacrifice: what can be dropped to make room for everything else? For too many, the answer is lunch. A study from the Harvard T.H. Chan School of Public Health found that students given less than 20 minutes to eat consumed significantly less food and nutrients. When the body is not given the nutrients it needs to function properly, productivity drops. This, in turn, harms students’ academic performance.
When students are skipping meals just to keep up — when they feel they have to choose between eating and succeeding — something is wrong with the system, not the student.


We need to stop pretending that this is normal.


Lunch should not be a luxury. It should not be treated as expendable. It is time — real, uninterrupted time — to eat, decompress, exist as something other than a GPA.


So the questions posed are, how do we take back our lunch periods? How do we take our lives back from the grind that academia has instilled in us? There is no single fix, but there are places to start — both as individuals and as a school.


At a school-wide level, the goal should not just be more time. It should be better use of the time we already have. Lunch needs to be protected. No required meetings, no mandatory makeups, unless a student chooses them. The school can also help by making lunch more accessible — a pre-order system or even a simple form could cut down the lines that push students away. And if we are serious about student wellness, the message needs to be loud and clear: eating and resting are not optional, they are essential. Teachers and administrators should say that out loud. Not just in emails during Mental Health Week, but every day, in how they schedule, how they speak, and what they prioritize.


But change cannot just come from the top. It starts with what we do, too. That might mean bringing food from home instead of skipping lunch. Taking ten minutes to sit down and actually eat. Using free periods to slow down instead of squeezing in more. Outside of school, it means setting boundaries — around sleep, around work, around the pressure to always do more. And maybe most of all, it means shifting how we think. Getting the perfect grades and getting into a top college are not the most important things in your life. More than that, needing rest does not mean you are failing. Taking care of yourself is not weakness — it is proof that you are still trying to live, even in a system that tells you to do the opposite.


So when the lunch bell rings at 11:33, you do not need to run. You can stop. You can eat. You can let that be enough.

Photo: Julia Li


Ksenia Petukh ’27 eats lunch and studies in the IDEAS Center.

Lunch is for eating, not cooking

**Across**

1. Hogwarts School of ___ and Wizardry 

6. 1.5 Volt battery 

7. It’s marked by an X 

10. I Know Why The Caged Bird Sings recently received one 

12. It’s used to make bronze, along with tin 

14. Matilda’s teacher 

16. It protects your eyes from the sun 

18. The five senses are for this 

20. The exam much of PHS is dreading 

21. If it’s after BCE 

22. It provided the boy with apples, branches, a house, and a boat. 

27. Holmes, but not Sherlock 

28. Sci-Fi author Asimov who coined “psychohistory” 

30. Nintendo’s best selling console 

31. Harper who published To Kill A Mockingbird 

33. Guthrie, but not Woody 

34. Golfer’s goal 

36. Jaws or Goosebumps, to a child 

**Down**

1. Aladdin’s first was to be a prince 

2. It’s known for being very hungry 

3. 10,000 square meters (abbreviation) 

4. They’re usually yellow in NYC 

5. Gatsby is celebrating its 100th 

8. The most famous supercalifragilisticexpialidocious user 

9. E or A’s scrabble value 

11. __ Kaplan, Pentatonix singer 

12. “__ don’t feel,” Elsa’s demand to Anna 

13. Impulse 

15. Reddit, DoorDash, and Airbnb incubator (abbreviation) 

17. The modern form of the metric system (abbreviation) 

19. Humpty Dumpty was one 

20. This type of wine or cheese is usually more expensive 

23. Technique in many video essays (abbreviation) 

24. “No”, to a Scot 

25. B, in fixed do solfège 

26. The BFG had a large one 

29. Viet - ___ 

32. Pen in most nurse’s offices 

Literary crossword

   With its box-office-breaking records and eye-opening perspective on Chinese animation, “Ne Zha 2” (2025) isn’t just a film — it’s a cinematic landmark in the animation world. “Ne Zha 2” is an animated fantasy movie loosely based on the 16th century novel “Investiture of the Gods” by Xu Zhonglin, and a sequel to the first movie “Ne Zha.” Written and directed by Yang Yu, or more famously known as Jiaozi, “Ne Zha 2” is a visually stunning and emotional movie. 

   Following the first movie, Ne Zha, a teenage deity, and Ao Bing, a dragon prince, are struck by lightning, which destroys their physical bodies. To prevent the destruction of their souls, Master Taiyi Zhenren uses the powers of his Seven-Colored Sacred Lotus to recreate their physical bodies. Despite the regeneration, both Ne Zha and Ao Bing’s bodies are still fragile, so Master Taiyi Zhenren advised the two to act with caution. Believing his son to be dead, Ao Bing’s father Ao Guang sends out an order for Shen Gongbao, Ao Bing’s former master, to attack Nezha’s hometown Chentang Pass. Ao Bing defends Ne Zha’s home, but unfortunately destroys his weak body in the process. 

   In order to revive Ao Bing, the Seven-Colored Sacred Lotus must be restored. As a result of a deal, Ne Zha and Ao Bing must share a body for one week, complete three trials to become immortal, and receive a potion that can restore the lotus and create a new body for Ao Bing. As the two strive to combat new challenges, secrets unravel, putting them to their friendship to the test. 

   Throughout the movie, the visuals and animations stood out to me. For example, Ne Zha and Ao Bing perfectly contrast each other, with Ne Zha designed to resemble fire and flames and Ao Bing with cool tones, symbolizing ice. Unlike in the previous movie, Ne Zha looks fiercer and more mature with fiery eyes and energy swirling around him. Ao Bing on the other hand is portrayed elegantly, his actions both smooth and regal. The visual contrast between the two characters highlights their personality differences while showing how they balance each other out. 

   Furthermore, the gods and mythical creatures were also designed intricately. Each character has their own distinct color palette, symbolic accessories, and details that are inspired by Chinese mythology. One of my favorite parts of the movie was when Immortal Wuliang led his army, the Chan sect, to fight in the battle. To show the strong bond between the army, animators depicted the Chan sect in the shape of a golden bonsai tree. The details were mesmerizing, reflecting the countless hours animators put into this project. These fascinating visuals contrast drastically with the precedent set by other Chinese animated films. While many argue that Chinese animations are often “cringy” due to immature plotlines or distinction from western familiarity, “Ne Zha 2” proves these assumptions wrong. 

   What makes this movie even more impressive is its complete dominance over the box office, grossing over $2.1 billion. Even though “Ne Zha 2” has been released for less than six months, it has reached number one on the list of highest grossing animated films, surpassing “Inside Out 2,” made by an American studio, by almost $500 million. While being an engaging movie with its visuals and colors, the movie also modernizes old folk stories, making it accessible to younger audiences. 

   “Ne Zha 2” brings China’s mythology to life through ways unlike before. The movie is a continuation that explores the personal growth of Ne Zha and the other characters through eye-opening visuals. It is a wonderful animation that truly changes the history of Chinese film-making through its visuals and record breaking gross in the animation world.

"Ne Zha 2" reviewed

## Alex Riera

Alex Riera ’25 enrolled in Mercer County
Technical School’s (MCTS) horticulture
and turf care management program at the
suggestion of her mother, who thought that it
aligned well with her interests in nature and
the outdoors. Riera, who will be graduating
from the 2-year program in June, is now
glad she enrolled.


“Taking care of plants or growing them…
[it] does help you mentally. I’ve had an
experience when we were planting tomato
seeds, and we had these containers filling
in the soil. I just remember it felt really
satisfying,” said Riera.


The program prepares around
20 students annually for careers
in landscape and agriculture industries — helping with everything
from securing horticulture
internships to technical skills.


“[We use] equipment like mowers,
turf riders, string trimmers, weed
whackers…we [also] identify plants
and weeds…and how to get rid of them. And
we’re introduced to different ways to get rid
of them, like pesticides or using bugs, for
example, [which] benefits the plants and is a
better way of getting rid of them,” said Riera.


Riera’s favorite part, however, has been
entering horticulture competitions and
conventions around the state with a team
of two other students from MCTS.


“[For] the Monmouth State convention,
we had to do a [presentation] on soil pH, soil
levels, and the importance of NPK (nitrogen,
phosphorus, and potassium). The first time
I was introduced to it, I [thought] I would
never [be able to] do it and I wouldn’t be able
to memorize these scripts…[my instructor]
was willing to help me through that and gave
me a lot of time to practice. It’s something
I never imagined I could do,” said Riera.


Riera only attends MCTS on Friday
afternoons this year. In the morning Riera
has classes at PHS, and in the afternoons
(with the expectation of Friday) Riera is
employed as a florist at McCaffrey’s as a part
of MCTS’s internship program.


“It was a long process, but I got [the
internship]. They make sure that the
coordinator comes to check on me if
everything’s okay [or] if I have any concerns.
And I’m like, ‘No, I’m doing well. This is a
great experience, and I’m very grateful to be
in it,’” said Riera.


Riera is also involved in Future Farmers
of America, an organization that supports
education in agriculture. Riera developed
the agenda for the organization’s 2024-25
programs and sold over 100 holiday wreaths
with the organization.


This fall, Riera will enroll in
Rutgers’ horticulture program,
a dream that she says was made
possible with the support of MCTS.
In particular, she plans to explore
her passion for horticulture therapy.


 “I’ve had so many great experiences
[at MCTS], and I’ve learned so much
about horticulture,” said Riera. “In
my [college] essay, I wrote about my
experience at [MCTS]. It really made a huge
impact on me.”

## David Lux-Betata

David Lux Beteta ’26 is enrolled in three
automotive programs at MCTS: Diesel
Technology, Automotive Technology,
and Auto Collision Technology. Through
MCTS, he’s learned how to assess damage,
repair vehicles, secure internships, and use
tools and equipment found in real-world
auto shops.


Beteta has been fascinated
with cars since his childhood,
and recalls deciding to go into
the automotive industry after
watching the Fast and Furious
films as a child.


“You would think it gets
frustrating… but it’s something that I’ve
always wanted to do, and I enjoy it. The rush
of ideas in your head… just disappears, and
you just kind of lock into the project that
you’re doing — that’s what I found myself
getting into,” said Beteta.


Beteta, like many oteer MCTS students,
juggles both in-class instruction and a paid
internship at a local auto shop, which he
also receives school credit for.


“There’s a range from staying in the
classroom — doing paperwork, [filling]
orders — to in the shop, [where] we do
things like den repairs, spraying primers
using the paint booth, [and] sanding using
pneumatic technology, which is air-driven
technology,” said Beteta.


For the past few months, Beteta has been
working on his project for the SkillsUSA
championship, the final-stage of a year-long
competition designed to showcase talented
students from technical schools across the
country. The competition requires students
to design a project and complete various
technical skills in front of a panel of judges.


“I made a custom snap-on toolbox. [I]
did all these different custom designs,
custom paint — everything,” said Beteta,
“I worked from A to Z on the entire thing.
The only thing that [my instructor] helped
me on was the initial design, but the rest of
it was completely my work that took about
a month in total.”


Beteta credits MCTS for having both
experienced, thoughtful instructors and
an excellent environment. His program
has around 20 people, which contributes
to a tight-knit community.


“The people… have a lot of character
[and] a lot of morals. On the first day, there
was no awkwardness. It was like
we already knew each other. We
just went into it, started doing
stuff. There was that excitement
in the air,” said Beteta.


Beteta hopes that the
instruction, internships, and
hands-on learning from MCTS
will prepare him for a career in automotive
technology.


“I plan on going into the army, an then
I’ll go into post secondary schooling...
for technology, where I can learn both
the business aspect of it and [bring] the
automotive [knowledge],” said Beteta.
“Hopefully, I can take a shot later on in
life, have enough money, and completely
fulfill my dream.”

Mercer County Technical School Student Profiles

Walk into any grocery store in America, and you’re bound to find shelves full of ultra-processed foods wrapped in shiny plastic packaging. Ultra-processed goods, products that are prepared using industrial methods, are often high in sugar, salt, and fat. For these reasons, many health professionals and critics on social media have taken to advocating for consumption of “whole” foods such as fruits and vegetables. Although reaching for an apple is decidedly healthier than grabbing a bag of chips, both foods can be sources of a less-discussed health threat — microplastics.


Microplastics are defined as small pieces of plastic less than five millimeters long, and result from the natural degradation of plastic products, such as packaging, synthetic textiles, and paint. Since the coinage of the term “microplastics” in a 2004 University of Plymouth study, its negative effects on marine organisms have been well-established. However, microplastics aren’t just a problem for our environment — they have begun to find their way into the foods that we consume on a daily basis.


For example, a 2020 study by Catania University discovered that carrots and apples contained high levels of microplastics, likely due to absorption of microplastic-contaminated water. Additionally, according to a National Institutes of Health study from 2023, tea bags made with certain plastics can release billions of very small microplastics into cups of tea. Marine organisms consumed by humans can also have thousands of larger microplastics, and any foods stored in plastic containers contain thousands of plastic particles of all sizes. When consumed, these microplastics have been shown to mimic hormones, messenger chemicals within the body. One study from the American Chemical Society found that a gene called TRPV4 was over-expressed due to microplastics acting as growth factors, leading to respiratory issues. Microplastics can contribute to an increased risk of cancer, neurological diseases, and respiratory issues. They also exacerbate pre-existing medical issues, or activate latent disease-causing genes in the body. 


In particular, many of the microplastics in humans arise from a process known as biomagnification. Because of pollution, there are many plastic particles floating in the ocean. Small organisms eat these plastics, and they are then consumed by predators. The plastics move up in the food chain, becoming more and more concentrated in the tissue of the apex predators. When a human proceeds to eat this animal, they receive a portion of the many microplastics present in the ocean. Biomagnification occurs in a similar sense for land animals like chickens and cows, which often consume contaminated plants. In all cases, the original source of microplastics are man-made materials that pollute the environment.


This is not a problem that can be solved through selection in what we eat, but instead needs to be solved at its origin. We fill our oceans with trash, destroying the single geographic feature that gave rise to all life. As a society, we need to change to save our planet, our oceans, our marine life, and ourselves. Large societal shift begins with small, personal steps. Right here at PHS, students can make a meaningful impact in the fight against microplastic pollution. From the cafeteria to the vending machines, we make daily choices that either contribute to or help combat this growing health and environmental crisis. 


If you want to stay away from these life-threatening, cancer-causing particles, start by putting your water bottles in the recycling. The next time you go to the cafeteria or Tiger Café, choose items with less plastic packaging. Bring your own reusable water bottle instead of purchasing plastic beverage bottles from the vending machine. Even small changes like using your own reusable utensils or avoiding plastic straws count. These changes may seem insignificant, but together, we can reduce sources of microplastics that end up in our food, and in our bodies.

Photo: Julia Li

Izzah Memon ’27 eats a bag of chips during break.

Microplastics are a macro problem

### The Courtyard

In 2023, Princeton Mayor Mark Freda, Board of Education members, and PHS staff and students gathered in PHS courtyard to celebrate the completion of a multi-year revitalization effort, with new gardens and space for activities such as reading or yoga. However, the project never quite reached the level of engagement that was hoped for.  

Then, in 2024 former PHS Science Supervisor Dr. Joy Barnes-Johnson received a climate literacy grant to revitalize the courtyards. This year, physics teacher Dr. Insu Yi and several other faculty members and PHS students are using the grant to clean up the courtyard and restore the gardens and research activity.

“The greenhouse was used a little bit for the horticulture class, and the courtyard for research. But they weren’t in great shape, let’s put it that way,” said Yi. “I began getting involved in a team that was formed based on our district grant. [The] initiative was to turn the ... courtyards into spaces for everyone — meaning classes, community groups, even outside groups — but most of the time we spent on cleaning up.”

Yi was initially hesitant to include PHS students, though he eventually began recruiting through his research and physics classes. In the future, he hopes to also include ESL and special education classes.

“I’m really interested in turning something as simple as a garden into a science project. For example, we have solar panels, but the solar panel is placed in the wrong way, so it doesn’t get sun[light],” said Yi. “I calculated with students what angle we should [have] from the horizon to the solar panels inclination, which we calculated to be about 30 degrees.”

The project has now grown to include several organizations. This includes a Generation Green team led by Dr. Andrea Dinan, director of the IDEAS center and community service programs at PHS.  The team uses the courtyard as a way to teach elementary school students about sustainability, and the collaboration of the PHS facilities and custodial staff.

“From a logistical standpoint, if you want to transport 60 bags of soil to the courtyard, you have to navigate it through the school building to get into there. The spaces had kind of fallen into a little disrepair, so there was a lot of cleaning that happened,” said Jacqueline Katz, PHS’s current Science Supervisor. “We [worked] with facilities and custodians to help us move some of the trash.” 
Katz hopes that the courtyards can continue to be accessible to PHS students in the future, whether for research projects or educational initiatives.

“We have some students interested in fruit trees, so we’re going to try to bring fruit trees into the space. And we have a student interested in vertical gardening, so he’s going to build some vertical gardens up in the greenhouse,” said Katz. 

PHS students recently celebrated the work they’ve already accomplished at a recent sustainability symposium at Monmouth University.

“It was really exciting. We got a chance to have a conversation with Tammy Murphy, who’s the governor’s wife, and she mentioned us in her speech, which was surprising and exciting,” said Raya Kondakindi ’26, a student involved in the project. “We got to communicate with people with similar sustainability goals, and it was a really engaging experience to talk with people who had experience in areas we’re looking into.” 

### The Lower Basin

As PHS students pass by the lower basin near the tennis courts, the bare patch of land is often overlooked. However, a new restoration project led by the Friends of Herrontown Woods (FOHW) and PHS students aims to bring the  basin back to life. 

The basin was first planted with turf grass to help reduce flooding in the area, and was later overplanted with native upland prairie vegetation in an attempt to transition the basin into a prairie-like ecosystem. However, due to the poor environmental conditions, the prairie system didn’t form, and the basin was instead dominated by invasive species. 

FOHW submitted a project proposal last summer for the wet meadow basin in response to Princeton Public School’s request for plant care in the area. They are now working with the PHS environmental science class to restore the basin and re-establish native species in the wet meadow. 
“We provide support. They provide us with an orderly opportunity to understand that invasive versus native [plants], and what a wet prairie is,” said James Smirk, an environmental science teacher at PHS.

The July contract grants FOHW around $6,000 for upkeep, workshops at PHS , and new signage around the basin.

The restoration process began with the removal of invasive species, including plantain weeds, and in the coming months will proceed to the over planting of native grasses like little bluestem, soft rush, and ironweed, and various wildflowers. Smirk estimates that a self-propagating basin is still around 20 years away.

Until then, the basin will be maintained through a partnership between FOHW and PHS’s environmental science classes, who use it as a resource for learning. 

“Before, I didn’t really know a lot of wetlands and how important they are to nature, and just in general to us,” said Amelie Kraft ’26, a student in Smirk’s environmental science class. “This class has definitely opened me to that, [and] I have a lot more knowledge about wetlands [and] preserves.”

PHS students play an active part in collecting ecological data and conducting their own experiments. This data–including information on native species’ distribution and location–will contribute to a long-term database helping track restoration efforts and biodiversity in the area. 

“[The] student role is always going to be data driven,” said Smirk. “We’re [going to] collect data on invertebrates, because [they] are a good indicator for the overall health of the system.”

The basin project is a smaller part of the large sustainability goal throughout Princeton, which is to build an Emerald necklace made up of interconnected green spaces and trails.

 “We would like to see that [the] emerald necklace has a component that every school is connected to,” said Smirk. “We want to build a green pathway through every property that eventually connects.”

Though vision for the emerald necklace in physical connection between nature in Princeton, Stephen Hiltner, the president of FOHW, emphasized the importance of a connection between nature and people.

“I’m hoping [the project] will spark an interest in students to start getting to know nature and all the tremendous diversity — nature is very complex, and for some people, that’s intimidating, but for me, it’s fascinating. If you love something, you want to find out as much as you can about it. I’m hoping to spark some of that,” said Hiltner.




Photo: Emily Kim

From left to right: Andrew Rivera ’25, Elizabeth Chorba ’25, Julia McGoldrick ’26, Bhavya Yaddanapuddi ’25, and Arnold Zacarias ’26 prepare soil for a garden bed.   

The Tower

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The Tower