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

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

Cross country teams sweep CVC championships 

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


Carmine Caruson '26: football

Seeing the ball fly through the air, Naomi Lygas ’26 runs up to the ball set to her, plants her feet, and jumps up to spike it. Whipping her arm forward, she hits the ball between the opposing player’s arms, watching as it flies through the air and bounces off the ground with a loud thump.

In fifth grade, Lygas was given the opportunity to play either field hockey, softball, or volleyball. She tried volleyball out first and fell in love with it. Role models like American beach volleyball player Taylor Crabb and her mom encouraged her to keep developing her skillset in the sport. 

“My mom is one of my biggest role models. Whether it's in sports or not, I feel like her work ethic translates really well over to sports. So I like to try to replicate that,” said Lygas.

For Lygas, volleyball is a year-round commitment. Not only is she a member of the PHS girls volleyball team, but she also plays for the beach volleyball club Stars and Stripes. 

Lygas’ dedication to the sport has earned her and her team numerous awards: last year, Lygas played a crucial role in the PHS team’s run to win the NJSIAA Group 3 Championship, recording 60 kills in the tournament alone from her position as outside hitter. Additionally, Lygas also won the 2024–25 Gatorade New Jersey Volleyball Player of the Year title. 

“Gatorade Player of the Year was something I had been working towards for a while, and to actually see the results of my hard work was super amazing,” said Lygas.

Despite spending much of her time on volleyball, Lygas is still able to find a balance between her academics and athletics.

“[It’s] hard, especially when traveling for tournaments, but I always try to get my work done,” said Lygas. 
“It comes down to having some late nights doing work, or early mornings waking up to do it, but I get it done as much as possible, because I value school as much as sports.”

The constant pressure to become a better player takes its toll even on the best of players, something that Lygas also struggled with at one point in her volleyball journey.

“I was at this level where I didn't feel like I was getting better. And one of my biggest things is that I want to get better, and always see myself having that constant improvement,” said Lygas. “So it was kind of hard to just tell myself that even one percent every day is still an improvement, [but] once I put that mindset in my head, I haven't felt that way since.”

Lygas’ passion for the sport and her hard work have made her a leader on the team, immediately catching the attention of PHS girls volleyball Head Coach Patricia Manhart.

“She is such a hard-working, driven athlete. You don't get as good as Naomi is without putting the work in. So knowing how dedicated she is, those are all things that make her the outstanding athlete that she is, that she's just always training, always pushing herself to get better,” said Manhart. “And I think that really also then motivates her teammates too, to make sure that we are strong all around because it is a team sport.”

Lygas’ well-rounded skillset and abilities have also stood out to her teammates, making her a respected and well-valued member of the team.  

“Passing is one of the largest skills in volleyball,” said Kaelin Bobetich ’26. “She's probably our strongest passer at the moment ... and that's just one of the most important parts about a game, because if you're an outside hitter, you have to be able to pass really well and hit really well, and she's put in that position because she can do those things really well.”

This year will be Lygas’ seventh year playing volleyball and fifth playing beach volleyball. Through her many years on the team, she has grown both mentally and in her game to be more versatile and adaptable. After being recruited at the end of her sophomore year, she plans to continue playing beach volleyball at Tulane University.

“Adaptability is huge, especially in beach volleyball, which is what I am going to play in college. Whether it's the wind, the sun, or if the other team is serving to you every single time, you have to learn to adapt,” said Lygas. 

After becoming the captain of the team this year, Lygas hopes to continue acting as the role model for her teammates that she had when she was a freshman.

“Coming in as a freshman, I was a little scared,” said Lygas. “Some of the senior captains that year were some of my biggest role models in high school. And now the leadership role is definitely more prevalent as that's what I'm labeled as, but I always try to be a good leader by leading by example.”


Naomi Lygas '26: volleyball

The crowd roars as he laces up his cleats and takes to the field. Aaron Thyrum ’26 jogs out on the pitch in one of the biggest games of the season, a home playoff game against Monroe. Thyrum flies around the field, ready to make the most of every offensive opportunity that comes his way, while also playing crucial defense against quick attackers. Through Thyrum's efforts, the Tigers secure the win and advance onward to the next round of the CVC tournament.

Starting at the age of four, Thyrum’s soccer journey started by following in the footsteps of his father. He first started playing soccer at the age of three, along with other sports such as baseball and football. However, eventually he chose to pursue just soccer when he was in middle school.  

“My dad is really the one that got me into soccer. I mean, he's a soccer fan as well, so it's just a matter of how any other kid gets into sports,” said Thyrum. “As middle school came along .. I really wanted to ... get better at one specific thing, that's when soccer ... pulled ahead of everything else.”

However, once he reached high school and began his freshman season, Thyrum experienced a significant setback when he injured his back. 

“I had a back injury where I was out for nine months ... you can say that was like the lowest point in my soccer career, because I had to go a full nine months without even touching the ball,” said Thyrum.

Head Coach Ryan Walsh first started coaching soccer at PHS 11 years ago. Along with introducing him to a physical trainer, Walsh helped Thyrum stay connected mentally to the game and to the team throughout his rehabilitation. 

“I remember how upset he was, and he was not able to play. I could just tell that he loved the game and wanted to play so bad,” said Walsh.

Despite the setback, quitting was never an option for Thyrum, who maintained a positive attitude.

“I don't think it was necessarily something where I wanted to quit. I think it's just you have your highs and lows, but at the end of the day, you have to understand it's a fun game that you get to play with your friends,” said Thyrum. 

However, the next season would prove to be different as Thyrum was able to get on the field as a member of the varsity team. Ultimately, the squad won the State Championship, an especially proud moment for the team.

“Going from a sophomore not playing at all to a junior last year for him, it's a really big gap, and he had to immediately become one of the most important players,” said teammate Kian Asiaie ’27. “I mean, that's always hard mid season, just kind of missing out a little bit, but he always bounced back really good.”

In 2024, Thyrum recorded three goals and seven assists as the team went on to win 18 games and a sectional victory against Monroe. 

This season, Thyrum is one of three captains on the varsity team. As a captain, Thryum takes inspiration from the leaders that came before him, such as Archie Smith ’25 and Azariah Breitman ’25, in his approach to leading the team.

“Obviously, last year, you look at the captains and the year before that, and I really considered those guys as people I look up to, and those [who] set the example,” said Thyrum. “But now, as a captain, and as a senior on the team, you really have to embrace the role model role.” 

Thyrum stands out as a vocal figure through the team's high-intensity training sessions, an essential part of their game preparations. Working with his co-captains, he pushes the team to be the best they can be through workouts and drills, to ensure a winning season. 

“The guys really are attracted to him ... they gravitate towards him because of his ability to connect with [them],” said Walsh. “He himself is training really hard ... it's very rare to have a guy who both leads by example and leads their voice. And he does both.”

His leadership style has received high praise from multiple teammates in addition to his skill in games throughout the season. 

“Soccer wise, he's an amazing player [and] technically, he's really good. His shooting technique is insane,” said Asiaie. “This year, against Hightstown, he dropped an incredible performance. And, I mean, that's just like the Aaron Thyrum we know.”	

So far this season, the Tigers are 13-2-1, including being 6-0-1 in CVC conference play and Colonial Division champs. Thyrum has recorded two goals and seven assists as the team has rallied around him in crucial moments this season.  

Although unsure about his career as a soccer player in college, Thyrum looks forward to another season as the Tigers look to finish strong before ultimately hoping to win the state championship title. 

“We feel as though we're family. I feel like everybody, no matter what position or role that you're in, everyone has a role, and you're connected to one another,” said Thyrum.


photo:Jasur Agzamov


Thyrum plays as one of the senior midfielders and helped the team win the CVC tournament and state final last year.


Aaron Thyrum '26: soccer

The starter shoots the pistol, and Kajol Karra ’26 is off. Less than 20 minutes later, she approaches the finish line of the 5k race. Legs aching and arms pumping, Karra sprints under and passes the arch, giving it everything she has left. 

Growing up, Karra tried many different sports before joining the cross country team at PHS in her sophomore year, after moving from West Windsor. Role models like Olympian Parker Valby and her own teammates inspired Karra to stick with the sport. Inspired by her teammates' dedication, strong work ethic, and running abilities, she implements their strategies into her own training and races.  

“I just liked the community that I was able to build with my teammates, and I thought it was pretty fun,” said Karra. “One of my teammates ... I race with a lot, so I feel like I'm able to learn from her and how she races as well.”

However, as a student athlete, balancing school work and after-school practices can be difficult. For Karra, a major skill she had to develop was time management, in addition to growing her athletic skills.	

“I feel like that was a big thing because cross country is more time-consuming than track,” said Karra. “I get home later ... So being able to manage my schoolwork and tests with the time commitment of meets, where you're gone all day, [can be hard]”

In addition to time management, Kajol was able to learn how to find connections within the running community through what can be at times, an isolating sport.

“Running is pretty individual, but there's also team aspects, so how to contribute to that aspect,” Kajol said. “When you race, it's technically by yourself [but] knowing that you're not alone.”

Ever since she started on the team, cross country coach Jennifer Smolyn knew Karra had the potential to become one of the best runners on the team. Smolyn and the other cross country coaches worked with her to expose her to high level competition, to boost her skill and confidence.

“We knew when she got here that she was very, very talented,” said Smolyn. “Getting her to see just how talented she was, getting her to realize that, ‘oh, I should have some confidence in this,’ [or] ‘I'm a great runner.’” 

Selected as one of the cross country captains this year, Karra has more responsibilities compared to before . In addition to becoming a bridge between her teammates and the coaches, she’s attentive to her teammates’ performance and the effort they put in through training.

“[It’s more] caring more about other people, having more responsibility for the other teammates, and what they do on the team and how they perform on a daily basis, not speed-wise, but how much they put into it,” said Karra. 

Throughout the season and in past years, Karra has always been a supporting teammate, providing advice for the underclassmen and making sure no one is left behind. Last year, she led the team in winning their first ever state title, after clocking a time of 19:26 at the 5,000-meter course.

“She's very positive, and works really well to connect our teammates together and in races.” said teammate Grace Hegedus ’27. “She inspires me by just staying committed. I love how she was very new to the team when she started and new to the sport. ... And she grew so much, she stayed consistent [and] really worked very hard to get where she is right now.”

Leading into the season, Karra was the top Princeton girl at the Manhattan Invitation with a 2.5-mile time of 15:17.8 that she ran on October 11.  

“She is just fearless. From the time the gun goes off, is somebody who is willing to just get out hot, like be fast from the gun, make passes when she needs to,” said Smolyn. “She is unafraid of competition and unafraid of challenge.”

Now as Karra finishes her last season at PHS, her skills, leadership, and personality will be greatly missed among her teammates and coaches.

“She's just a great training partner and during practice, at meets and even outside of practice, and it's just really fun to see,” said Hegedus. “She is my racing buddy [and] I don't think anyone will replace her in that way.” 

While still going through the recruitment process, Karra looks forward to finishing up the season and making memories with her teammates and friends. 

“The sport is pretty hard, and, a lot of times it's not as fun, but the people make it fun,” said Karra. “ I feel the relationships I've been able to build through the sport is what makes it [what it is] and I know they're gonna last forever.”


photo: Charley Hu


In her third and final year running at PHS, Karra looks forward to finishing up the season while still going through the recruitment process. 

Kajol Karra '26: cross country

Before digging into a long-awaited meal, you may wonder about the true nutritional value of your food. Now, by simply snapping a picture of the burrito bowl sitting in front of you, detailed statistics about the nutritional contents of your meal are generated within seconds. As the modern world of sports becomes increasingly attentive to the impact of diet and macronutrient intake on fitness and athletic performance, new innovations are accommodating to this focus. This is mainly made possible by one thing: artificial intelligence. 

Like many other facets of our day-to-day life, AI has become one of the most convenient and accessible tools in the fitness industry. Beyond ChatGPT and other large language models, AI has been integrated into programs such as Whoop, Peloton, and other fitness-related tools and appliances. The rise of machine learning in the fitness industry mirrors its success in other fields; its efficiency and personalized nature cut the time it takes to manually research fitness goals to just a few seconds. 

Some AI fitness scanners, like Fitbod, are able to assess the client’s physical state (age, weight, medical condition, BMI) in more detail than a personal trainer would be able to achieve. Apps then take that information to tailor a specific workout regimen — all in a matter of minutes. Rather than investing hundreds of dollars into a trainer, AI offers a cheap, innovative alternative. 

“When I didn't know how to work out and it was difficult for me to find resources which were beginner friendly, AI was the way to go,” said Aarav Upadhyay ’27. 

Not only can AI be used to gather data on the athlete’s physical metrics, it’s used as a tool to predict injuries and outcomes. Wearable bracelets are able to sense muscle imbalances and stress patterns before it’s too late. The Dallas Cowboys implemented this wearable tech system for performance analysis and injury prevention, an issue that has long plagued the sport. Additionally, Paralympic cyclist Skylar Espinoza praised AI fitness program Parity in helping her track her biometrics ahead of the Olympic Games. 

Despite the benefits and streamlined efficiency, there are concerns over AI’s privacy and reliability. These fitness trackers collect massive amounts of data on a person with little to no guarantee of misuse or breach. Systems with a poorly trained algorithm are capable of recommending risky or even dangerous workouts, increasing the risk of injury. In sports, AI implementation has caused arguments on who has the final say in injury situations: the coach, athlete, or AI. 

“I don’t use AI trackers for my sport because the US figure skating [team] has their own app,” said Audrey Chiu ’26. “I don’t actually trust it because it can’t really know what’s going on in human bodies.”

While it is tempting to immediately turn to AI for advice, PHS students have many resources at their disposal, ranging from health classes and gym teachers to professional guest speakers who teach us about fitness and nutrition. An overreliance on technology is dangerous, especially if we entrust our physical health with it: AI indiscriminately sources from the internet, and it is our job to be proactive by verifying generated answers. 


How AI is transforming the fitness industry

Last year, the PHS boys football team made its first playoff appearance since the 2014–2015 season, defying expectations and starting a new trend. The team now has had back-to-back winning seasons for the first time since the 2008–2009 and 2009–2010 seasons, while starting with wins over Lawrence and Allentown this year. 
A big part of the team’s achievements stems from the leadership of Head Coach Charles Gallagher. When he first started with the team 13 years ago, the Tigers were 0 and10, but they bounced back the next year with a winning 8 and 2 season. According to Gallagher, the biggest strength this team has compared to earlier years is greater participation and quality of athletes. 
“You’re going to be a strong football team if you have numbers. It just so happens that we’ve had some really great athletes over the past couple of years — not to say that we haven’t had really good athletes prior — but I think we just have more of them,” said Gallagher. 
The squad has 75 players consistently coming to practice, which is significantly more than in prior years, where the average has been around 50 players. 
“Nobody’s taking off, which is awesome. No one has quit. Everybody’s sticking in. Everybody’s having fun. Everybody’s getting an opportunity to play,” said Gallagher.
While a strong senior class is key for any high school football team, this year’s group of players draws its strength from all grades. Under the leadership of captains Ellington Hinds ’26 and Carmine Carusone ’26, the team is working together to maximize their potential.  
“Once we make the playoffs, we have a goal to make the playoffs again, so that overall just focuses the team even more,” said Hinds. “Even though we made the playoffs last year, it’s a new team, so there’s struggles that we have to go through.”
As the starting quarterback, Quinton deFaria ’28 understands the amount of hard work that is necessary to achieve their goal. 
“[Our goal is] just to be 1–0 at the end of every week. That’s our saying. And to achieve [this], we just [have] to continue to work hard. We’ve been doing great in the summer. We’ve been lifting, we’ve been practicing, and [staying] humble,” said deFaria.”
As the Tigers prepare for the Homecoming game and the rest of the season, they aren’t showing any signs of stopping. 
“[We have to] just continue what we’ve been doing,” said deFaria. “It’s obviously working out well for us, but we can’t take our foot off the gas just because we [started] 2 and  0. [We have to] just keep going.” 


Photo: Rohan Viswanathan

The PHS football team celebrates after their first win of the season. 

PHS football team success continues

Set — everything falls silent: the cheering crowd, the music, even the pounding of her heart. The gun is about to go off, and all that matters is what lies ahead. A deep breath, then the horn sounds. She’s off, spikes digging into the track, every ounce of training fueling Lena Hamilton ’25 toward the finish line.

Hamilton has been an athlete her whole life. After 13 years of classical ballet, she switched sports in the spring of her freshman year. She chose to pursue track and field because her dad had run in high school, and following in his footsteps proved the perfect way for her to remain active. Since then, her passion for the sport has only grown. 

“I’ve always enjoyed being competitive, and I found track and field to be a very competitive discipline that I could potentially excel at,” said Hamilton.

Since being named captain in her junior year, Hamilton has strived to bring her team closer together.

“I organize pre-season workouts during the fall off season, manage the team social media, design team merch, and plan team bonding,” said Hamilton.

For Hamilton, one of the most important lessons she has taken away from her experience in track is of the value of self-sufficiency as a mechanism for improvement.

“You’ll never grow as a sprinter if you aren’t able to self-analyze and figure out what you need to do to help yourself be better,” said Hamilton. “I’ve definitely gotten better at naming my flaws and working on how to fix them.”

Before races, Hamilton likes to take a moment to herself to collect her thoughts and concentrate on her upcoming event. She finds that, when facing race-day nerves, it is critical to not doubt herself and remember just how much she is capable of. 

“I like to say prayers to stay focused on my race and to remain confident in my training and my ability
to do what I need to do,” said Hamilton.

Being a track and field athlete means rigorous training for most of the year. Being a student-athlete means coming home late from practice and immediately shifting gears to focus on schoolwork. For Hamilton, it’s crucial to find ways to prevent homework and studying for assessments from piling up.

“I balance school and track by organizing my time and assignments to the best of my ability,” said Hamilton.

To her coaches, Hamilton stands out as a positive and motivating force on the team, always working to improve her own individual performance, and that of her teammates. 

“[Lena] embraces our team’s principles of growth mindset and positive psychology, always striving to improve and encouraging others to do the same,” said track head coach Ben Samara. “Her commitment to both personal progress and the success of the team is evident in everything she does.”

Apart from being an outstanding runner, Hamilton has a notable impact on her teammates, providing feedback whenever it’s needed and cheering them on during races. 

“She’s very positive, which I think is a nice quality to have, because it gets you thinking in a different approach, [rather] than [thinking of] something negative [that could] happen,” said Madison Hamlin ’27, a sprinter on the track team. “The advice that Lena gave me was so focused on myself and how to improve myself ... She inspires me because she’s like my big sister. She has that connection that works for us.”

With already three years of track under her belt and plenty of race experience, Hamilton only has a few words of advice for her younger self: “I would tell my freshman self to sign up for track sooner.

Lena Hamilton ’25: track

The sound of the starting horn reverberates throughout the pool as Jaiden Xu ’25 dives off the block, precisely cutting his way through the water. His rivals struggle to keep up, as he glides through the water in a rhythm and pace that has been meticulously cultivated throughout his years of experience. In an effortless display of his underwater prowess, Xu scores the key points for his team

Xu was introduced to swimming at an early age, with his father kickstarting what would eventually blossom into an 11-year career. His father became one of his inspirations along with 23 time Olympic gold medal winner Michael Phelps.

“My father taught [my brother and I] at a young age ... I really looked up to my father,” said Xu.

Xu explained that his father and Phelps share key traits: dedication, perseverance, and resilience, which played a key role in his decision to stay in the sport, despite facing many challenges.

“There was a period in time where injuries plagued me, and it genuinely made me [think about] quitting,” said Xu. “But I thought about the fact that I’ve put so much effort into this sport I might as well continue and see how far it’ll take me. It’s not like it’s going to be the end of the world if I don’t perform well.”

His commitment and dedication to his team paid off, as Xu’s efforts aided the PHS boys swim team in clinching the Colonial Valley Conference championship this past January, going undefeated in the regular season and individually placing in the top three. Boys swim coach Carly Misiewicz has noticed Xu’s capability ever since his freshman year.

“From his first year he was somebody who was very talented [and] very skilled,” said Misiewicz. “He was a top contributor as a freshman ... but he’s really grown into being able to swim almost any event.”

In between his commitment to the sport, Xu finds time for other aspects of his life, especially his family and his education.

“With my family, I try to spend as much time as I can, especially on the weekends,” said Xu. “[For] school work, I try to finish in school so I don’t have to do it at home. [But], sometimes I do have to miss practice in order to finish work.”

His dedication to excellence is also shown in his leadership. David Xu ’25 has been on the team with Xu for all four years, witness- ing the behind-the-scenes effort he puts into the sport.

“He’s definitely one of the hardest workers out there that I know of,” said Xu. “He’s always there ... helping and pushing teammates to do their best and go their fastest.

Xu’s leadership has been critical to the team’s success this year, especially in an important swim meet against West Windsor High School South when it came down to the final relay where the boys needed first and second place to win the meet. That’s when Jaiden came up with a strategy.

“[He suggested to] split up our best swimmers into both these relays so we could secure these positions, and it ended up helping us win the meet,” said David Xu.

Xu plans to carry his swimming career into the next four years at Hamilton University, where he will continue to compete at a high level in a sport that he has loved since his childhood.

Jaiden Xu ’25: swimming

A form of exercise, calisthenics, has begun to gain more attention through social media. Online fitness celebrities such as David Laid and Simeon Panda showcase their strength by doing bodyweight movements that seem to defy gravity like the planche or handstand pushups. 

“I think there are a lot of pretty popular influencers that do calisthenics, especially in terms of short-form content.
For me personally, [that content] is what also inspired me to get started with calisthenics,” said Ronald Qiu ’26. 

Though calisthenics may seem like a new fad, Angelo Andriotis, owner of the International Calisthenics Academy in Greece, says its roots can be traced back to 600 B.C: “calis” comes from the Ancient Greek word “kallos,” meaning beauty, and “thenics” comes from “sthenos,” or strength. Under Spartan rule, leaders relied on calisthenics to train soldiers. The reason why it continues to be widespread mainly ties back its benefits and the overall nature of the exercise. 

The main function of calisthenics, as concluded by Thomas Rosmond et al., is to build functional strength, because these exercises target multiple muscle groups in the body while enhancing flexibility, coordination, and posture. Performing daily tasks in life would become much easier because a lot of calisthenic exercises mirror daily movements like pushing, pulling, and squatting. Furthermore, with increased mobility, one would be at a lower risk of injuries and have increased joint health. 

“I think that one of the best benefits of calisthenics is its [convenience]. You can do it anywhere, anytime, [and] you don’t need fancy equipment to do [it],” said Qiu. 

Calisthenics is beginner friendly; many basic bodyweight exercises like squats and pushups are relatively easy for people to master without major risk of injury, so people can improve their form and build confidence in their balance and strength. This enables the transition into weight training, but it’s important to keep in mind that lifting and calisthenics are separate exercises for different intentions.

“[When] lifting weights ... you’re pretty stationary because you’re the one pushing the [weight]. With
calisthenics, you’re using your body as the weight, so it’s a lot more mobile, and also, you get better control of your body,” said Qiu.

Like Qiu, Jake Winn ’26 started calisthenics two years ago and continues to improve his routine. 

“A good [calisthenics plan spans] anywhere from like six days a week, and you probably only need half [an] hour a day to get results,” said Jake Winn ’26.

According to Pat Chadwick, a certified calisthenics coach, a plan should start off with the easier moves such as lunges and planks. As the workouts get more advanced, equipment like gymnastic rings, pull up bars, parallel bars, and resistance bands are often used but aren’t necessary. 

“You could have a pull up bar at home, but you don’t need a lot of materials because you could go to any playground or gym and do pull ups, muscle ups, [and] dips,” said Winn.

Though the end result may seem unattainable, it is important to remember that everyone starts somewhere, and the only way to progress is through consistent effort.

“If you’re thinking about starting calisthenics, you should, because progression comes fast at first, and it’s actually very rewarding to see,” said Qiu. 

Bodyweight fitness: how calisthenics is redefining strength training

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

Graphic: Emily Kim


Sputnik satellite

The Tower peeks into PHS history

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

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

Cons of AI in School

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

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

A guide to arts-related community service programs

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

Photo: Charley Hu


PHS mental health counselors plan RISE initiative


PHS mental health counselors plan RISE initiative

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

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

Student artist of the month: Sylvia Schreiber ’26

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

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