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

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

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 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 opponent hitter leaps up for a swing, Anya Haeberli ’25 is in place, loading a
jump before blocking the hit back over for a point. As she lands back on the ground, her
teammates crowd around her as the bleachers erupt in a roar.

Although Haeberli started playing volleyball in sixth grade, the onset of the
COVID-19 pandemic temporarily cut her playing short. She cycled between rowing and
field hockey but missed volleyball more than she wished to play either sport.

“I really didn’t like any other sport I was doing at the time,” said Haeberli. “So I was
like, ‘let me try [volleyball],’ and it turned out to be a lot more fun than anything else.”

Although she is a successful
player now, Haeberli’s
reacquaintance with
volleyball started on a sour
note, as she failed to make
the team in ninth grade. This
was a challenging period for
her, and though she never
planned on quitting, there
were moments where she felt
like her skills did not measure
up.

“In my freshman year ...
I thought I knew what I was
doing more than I really did,”
said Haeberli. “But putting
myself out there during
tryouts was really hard for me, and I didn’t play club like a bunch of the other girls did.”

When Haeberli made the junior varsity team the following year, she started to find her
stride as a player. She recalls making her first good hit, which, even though the ball went
out, still inspires her today.

“[With] the feeling that was left on my hand afterwards, I knew that I’d done things
right. It went out, but I was like, ‘that’s what I have to strive for every single time now,
this feeling,’” said Haeberli.

Now that she is a returning varsity player and a senior, Haeberli finds that she has a
new role to play on the team. Beyond being an example for others with her skills, she
takes an active role in improving the underclassmen’s game.

“I definitely try to take on a mentorship role ... when I see [underclassmen] struggling
to do something during practice, [I point] out things that don’t seem right. [I] also cheer
for them,” said Haeberli.

According to Girls Volleyball Assistant Coach Katie Dineen, the energy and her
commitment to helping her teammates both on and off the court is the strongest traits
Haeberli brings to the team.

“There’s never a time when she doesn’t put a smile on every other player’s face,” said
Dineen. “When she scores a point, when she gets a kill, everybody cheers louder. They’re
just so happy to be happy for somebody who makes them feel important.”

One of Haeberli’s teammates, Sedona Arminio ’27, also finds that Haeberli has a
major positive influence on the team. As a fellow middle blocker, Arminio has seen
Haeberli grow over the time they have played together.

“She’s gotten much more
confident on the court. Towards
the end of the year she got the
confidence to [serve], and she
actually got to serve in a game.
We were all screaming for her,”
said Arminio.

Beyond her energy and
positivity, Haeberli is known
by her teammates as a talented
volleyball player who significantly
increased her skills over a
short period through personal
dedication. As her coach, Dineen
has seen her grow from her first
tryouts as a freshman into her key
role as a middle blocker on the varsity team.

“She ... was the starting middle [blocker] on JV, and ... she became really consistent at
blocking. In fact, she has the highest vertical of anyone in the program. And then she’s a
state champion her junior and her senior year on the starting roster, playing middle, and
just being a really instrumental part of our defense,” said Dineen.

As a middle blocker, Dineen says she reliably supports her teammates every game.

“Blockers really are the unsung heroes of the defense,” said Dineen. “She is just so
consistent in closing that block every time. Her timing has gotten much better, her hand
positioning has gotten much better, and it’s really her specialization.”

After high school, she plans to explore her interests in literature, neuroscience, and
psychology. She will not leave volleyball behind, though, and plans to join her school’s
volleyball club or intramural team.

“[Volleyball has] given me insight into having people to go to and how I want to find
that in the future again,” said Haeberli.

As Haeberli’s final year on the PHS girls volleyball team comes to a close, she leaves
some final words of advice for younger players both on and off the court.

“I think being okay with failure and having other people around you be okay with that
failure as well is really important,” said Haeberli. “Having experienced a lot of failure
myself, it’s something you just need to accept and move on from and learn from.”

Anya Haeberli ’25: volleyball

Calling for a pass on the right side of the pitch, Connor Hewitt ’25 receives the ball
and charges up the field, cutting inside and launching a perfect cross into the box for one
of his teammates. Following the attack, Hewitt drops back and commands the defense
back into shape, stopping any chance for the opponent to score. In control of both the
offense and defense, Hewitt has been a key player in the team’s success this season.

Growing up, Hewitt did Taekwondo as well, but eventually settled on the soccer. His
decision ultimately came down to a love for the game and the people who played on his
team.

“I think it really was just my friends that made me continue to play soccer,” said
Hewitt. “My team was really good, and I really just love the game of soccer. It’s super
fun.”

Since then, Hewitt says he has continuously been motivated to improve through
watching the the world of professional soccer. He looks up to athletes who are the best
at what they do in order to continue improving in his position at right back.

“My favorite soccer player is probably Sergio Ramos. I really like his attitude in the
game and how he plays with a lot of heart,” said Hewitt. “Before games, I always watch
soccer games. I like to watch center
backs play because I feel that I’m good
at attacking, but defense is what I’m
wary about.”

Ryan Walsh, the head coach for the
boys varsity soccer team, was quick to
notice Hewitt’s progression over the
years, attributing his exciting character
and dogged personality as quality
traits.

“When Connor first tried out
with the soccer team, he was a young
freshman and he was super energetic
and you can tell that he loves soccer,”
said Walsh. “He played varsity for us
sophomore year, but he didn’t play. We
had a meeting before the offseason just
about his progress in training and stuff,
and he came back his junior year great
from the very beginning. He was so
much stronger. He was much better in
the air. He’s probably become the best
right back in the county.”

Hewitt’s strong impression doesn’t
just stop with his coaches, but is felt
through the team as well. Having spent
many years as his teammate, both on
the high school and club teams, Brian Donis ’25 knows what Hewitt brings to the table.

“Connor is someone who’s a good friend and teammate since I was in first grade,” said
Donis. “He may not wear the captain’s armband, but he gives everyone that reassurance
that we need. He always makes his presence felt, he is very loud and clear.”

According to his coaches, what sets Hewitt’s leadership apart is that he doesn’t just
order people around. He gives out directions and is respected based on the connections
he has with his teammates.

“I think my leadership really comes from the practices and team bonding. It’s
important to be a role model for them as well, to help them through practice,” said
Hewitt. “My leadership comes from getting everybody to talk and encourage them, such
as if they score a good goal or make a good save.”

However, Hewitt faced setbacks this season, most notably the injuries he picked up.

“Injuries happen a lot, especially with high school soccer because we play so many
games in a short amount of days,” said Walsh. “Guys that play maximum minutes like
Connor, you have to manage their workloads in practice. So there was a period of time
when he wasn’t really training because we had to deal with his groin and knee issues, and
we had to make sure he was ready for games.”

Even with the loss in the semifinal of the NJSIAA Group 4 tournament, the Little
Tigers had success, winning both the Colonial Valley Conference and the Central Jersey
Group 4 titles. After losing many
important senior players from last
year, Hewitt is immensely proud of
the season that his team had.

“I think that everyone really stepped
up to fill the shoes of the kids who left,
and all the new kids that were a part
of our team this year stepped up too,”
said Hewitt. “As the season started,
we didn’t have much of a connection,
but we developed as the season went
onwards. In the end, that’s how you
win championships: by having a team,
not a group of individuals.”

In the future, Hewitt is considering playing club soccer when he goes to college,
but is also thinking of playing lacrosse and hockey for fun. In the end, Hewitt is
making the most of his time at PHS, and is loving every minute of it.

“I would love to continue playing my athletic career, but nothing super serious,”
said Hewitt. “I’ll keep going to the field for soccer and to just kick the ball around with
friends, so that I can keep my skills together.”

Connor Hewitt ’25: soccer

Silence fills the air as the runners take their position at the starting line. Emilio
Gonzalez ’25 steps forward, eyes fixed ahead, mentally mapping the grueling course.
As the race begins, the first mile proves to be tougher than expected, but Gonzalez
digs deep, finding his stride and rallying to score a point for his team — a powerful
display of resilience and unshakeable grit.

 Gonzalez began running cross country competitively at the start of middle school,
and ever since, he’s continued to pursue the sport.

 “I got inspired because the sport just seemed interesting to me,” said Gonzalez.
“I’ve always liked running, but I didn’t know how I could find a team or place where
I could just practice those skills.”

 Upon joining the team his freshmen
year, Gonzalez wasn’t as proficient a
runner as he is now. It was through
countless hours of dedication and
perseverance that Gonzalez managed
to become one of the best runners on
the team.

 “I usually train six days a week,” said
Gonzalez. “Saturdays tend to be our
invitational races so our training lines
up for that. In the beginning of the year
sometimes we have other meets, maybe
two meets in a week, but during the most
important part of the season it’s just on
Saturday and the rest is all practice.”

 But during the offseason, Gonzalez takes his work to the next level. Every summer,
he goes to Colombia, and takes the high altitude as a challenge to overcome and grow.

“I’ll do a lot less volume even though I’m supposed to stay to a stricter training
plan,” said Gonzalez. “It just gets hard with everything that comes up, but I’m still
training every day, getting my miles in and just making out of that altitude training.”

Gonzalez’s long-time friend, Jeremy Wachtel ’25, has seen all of the hard work that
Gonzalez has put in over the years.

“From the time that we were middle school to now, I’ve seen so much improvement
in both his times and his ability to lead a team,” said Wachtel. “Between sophomore and
junior year, he really, really put in a lot of work, and just went from being an average
runner to being just amazing.”

Jennifer Smolyn, one of the head coaches of the cross country team, has watched
over Gonzalez’s growth since his freshman year.

“He has come so far from when he started running in the beginning. Like many
newer runners, they don’t know how to navigate cross country, especially because all
the courses are different,” said Smolyn.

As co-captain of the cross-country team, Gonzalez has become a role model and
leader that everyone on the team looks up to. When the team falls on tough moments,
they can always count on his upbeat personality.

“I hope that everybody on the team knows that I’m somebody that they can come
to if they need advice or support,” said Gonzalez.

 Gonzalez led the team to a fourth place finish out of 30 teams at the Shore Coach
Invitational at Holmdel Park — a course known for its especially tough terrain.

“We’re really pleased with
how they performed. He was
definitely in the mix in that
race,” said Smolyn. “He got a
slightly slower start, but in the
first mile, he started putting the
pieces together. In the second
and third mile, he had really
figured things out.”

As someone who is always
looking for opportunities to
improve, Gonzalez always
reflects after every race with
his team. Having been part of
the team that won the county
championships two years ago,
Gonzalez has high hopes.

“It’d be really good to see us
make it to groups this year and place very well in that race. On a more individual side,
I’m hoping to keep lowering [my personal record] time,” said Gonzalez.

Gonzalez recorded his first sub-18-minute 5K this year at the first meet, and also
helped PHS’s cross country team place first at the XC Fall Classic meet at Thompson Park.
Even though Gonzalez doesn’t plan to run for a college team,
participating in cross country has been about more than just the competition: it has
allowed him to build strong connections with teammates and coaches while forming
lasting bonds which will last much longer than the sport itself.

“The thing about this sport is that it’s as much [as a] team sport as it’s individual,”
said Gonzalez. “You build these really strong connections, and, for me, the support
that comes from coaches and everyone on the team is what keeps you going.” 

Emilio Gonzalez '25: track and field

Running up the field with the ball, Mia Ramirez ’25 sees a defender coming her way.
Rather than taking them on, she finds her teammate with a perfect pass, leading to a goal.
Seeing how her style of play has led others to success is one of her favorite joys of playing
the sport.

Ramirez discovered her passion for field hockey when she was in middle school. With
three siblings who played different sports, she was always encouraged to find a sport that
she liked.

“I wanted to play a sport for middle school, so I kept trying sports until I found one
that stuck,” said Ramirez. “I signed up for field hockey in the fall of middle school, and I
really loved it.”

While some things were different to her, like playing on turf instead of playing on grass,
her desire to improve always remained. This sense of responsibility immediately made an
impression with their coach, Heather
Serverson.

“When she came in as a freshmen,
I knew she was going to be captain,
because she’s always listening,” said
Serverson. “She was always getting
other people [on track] when they got
distracted at practice, she would always
be giving older players tips when they
needed help, so she wasn’t afraid to step
up and lead, even as a young player.”

As a captain, Ramirez wants to return
the same positive energy she recieved
as a freshman. To bring unity to the
squad, Ramirez regularly organizes
team dinners, group studies, and movie
nights.

 “The thing about PHS field hockey is that we’re always super close,” said Ramirez. “I
remember freshman year, everyone was super welcoming to me, and that’s just kind of
the culture that we have, where the older players and younger players just naturally mesh
together.”

Sophie Gono ’25 has been right beside Ramirez for most of their time on the team, and
has seen how Ramirez has grown as a player. As the team’s other co-captain, she feels that
Ramirez has the qualities needed in a leader.

 “We have a similar working style, so we’re always there to support each other, playing
or not playing field hockey,” said Gono. “She’s always willing to listen and help, and when
I want to get extra touches in the off season, she’s always open to going to a field to go
and practice.”

 The desire to improve has had great results; Ramirez currently leads the girls field hockey
team with an astounding 21 goals, and will be looking to add to that tally in the coming
weeks. For her, there’s no need for extra motivation.

“I’m naturally competitive and self-motivated,” said Ramirez. “I think that no matter
what my day was like, or what warm up felt like when I got onto the field, I naturally turn
into my competitive nature. That’s always really helpful, because there’s nothing I really
have to do to tune into that.”

 When it comes to motivating and helping other teammates out on the pitch, Ramirez
can do that as well. Serverson recalls a game against Lawrence High School in the Mercer
County Tournament where, although they eventually lost the game, Ramirez’s captain
qualities really stood out.

 “In the MCT game, the younger players were very, very nervous. I had some freshmen
starting, and these were freshmen who weren’t used to the crowd and the lights, which
can be a lot for a young player,” said Serverson. “They were getting frustrated in the moment because they weren’t performing at the
level that a senior would be expected
to perform at. Ramirez was on the
field, telling them to hang on and
that they were doing well.”

Looking towards the future,
Ramirez is demonstrating that, like
most things she has done so far in her
athletic career, she wants to make sure
that the final decision is right for her.

 “I was going through the recruiting
process for a while, but ultimately
didn’t find a school that was the
right fit, so I decided to not commit
anywhere,” said Ramirez. “If I go
somewhere that has a team, that’s
definitely something I would like to
think about pursuing, either at the club level or at the varsity level in the future.”

For new players considering trying out for the PHS field hockey team, Ramirez has
some words of encouragement.

 “You shouldn’t be afraid to make mistakes, and you should always be open to trying
things,” said Ramirez. “Field hockey is a game where there is always something more that
you can learn.

Mia Ramirez '25: field hockey

Travis Petrone ’25 takes the snap and drops back on the defense’s 45-yard line, fakes the handoff to his running back, and scans the field for open receivers. As the defense starts to close in, time is running out. Right as the linebacker rushes in, he spots a teammate in between two defenders, and places a pass that connects for a 41-yard touchdown to give the Tigers the lead.

Starting from flag football in seventh grade, Petrone was a wide receiver on the junior varisty team his freshman year, and became varsity team’s quarterback the next year. When asked about his transition to quarterback, he attributed it to his grit.

“I wanted to be a leader ... As a quarterback, I analyze a lot — reading defenses, seeing what other teams do, and what their strengths and weaknesses are,” Petrone said.

Petrone saw a huge improvement for Princeton’s football team last season, and despite the tough loss against Allentown, the Tigers showed some potential of what this team could achieve. One of the highlights on the team was when Petrone scored a rushing touchdown and a pick-six. An athlete on both sides of the ball, he contributes to the football team as both a quarterback and a strong safety. Petrone has shown steady improvement these last two seasons with the starting quarterback job, and he’s looking to end on a high note this season. He believes the team has what it takes to become division champs this season.

“My goal for this season is to become division champs and to have a good season with my guys and our family that we created,” Petrone said.

As a senior, Petrone is expected to take on a bigger leadership role within the football program. He is hoping to become someone that his teammates can rely on and learn from.

“Travis is a leader by example. He’s shown up every day,” said Sean Wilton ’25, Petrone’s teammate. “He watches the film, puts in the work, he’s there every practice, and he shows everybody the type of work that the team needs to put in. He changes the mindset and shows us what we need to be doing.” Petrone also plays basketball in the winter and baseball in the spring for PHS, so his schedule is often filled with tryouts, practices, and tournaments along with his homework, quizzes, and tests. As a student-athlete, there are days where going home sounds better than going to practice.

“I just buckle down on academics. Academics always come first,” said Petrone. “Three sports can be difficult sometimes, but I’ve made it work over the last couple of years.”

Petrone admits that it’s not an easy lifestyle to juggle, but he feels that he can continue to balance his student athlete life in the future. Following high school, Petrone looks to continue playing sports in college.

“I would love to play football in college at a small school somewhere, but if that’s not in the works, it’s not, but I definitely strive to play college sports,” Petrone said.

Although he looks forward to continuing his football career in college, Petrone is focusing with the current task at hand. The Tigers can still turn this season around, and with Petrone spearheading the offense, you can’t count them out.

Athlete of the Month: Travis Petrone '25

As co-president of the PHS teachers’ union, advisor to the Science Olympiad club, former Hebrew and chemistry teacher, and current special education teacher, Renee Szporn’s résumé spans 40 years and multiple careers. However, education has remained a constant throughout.

“I love learning, and I want to share my love of learning with others,” said Szporn. “I remember from a very young age lining up my dolls and playing school. I always wanted to be a teacher.”

Szporn, at her parents’ request, majored in Chemistry, though she struggled to find jobs after graduation. After brief stints as a chemistry teacher and a Hebrew teacher, Szporn decided to pursue special education.

“At the time that I was looking for work, there weren’t a lot of science [education] jobs. Teachers were treated with a lot more respect — they had a lot more autonomy in their classroom — and [they] weren’t leaving education, so there were no openings,” said Szporn. “All my friends were telling me, ‘Well, if you get certification in special education, you’ll get a job,’ and that’s what happened.”

In New Jersey, special education teachers must receive certification, accommodate students’ Individualized Educational Plans (IEPs), and adapt to students’ varying needs.  
“I’m very glad, but it’s tough. I’ll give an example: here’s Hamlet. I have four different editions. I have kids who need [a larger copy] because of dyslexia. They’ll need a larger print, and then they can rearrange and cut out the letters. Then I have students that have major comprehension problems, so then I’ll have [a translated copy] ... and then I have kids that really can’t read. And then we do stick figures,” said Szporn. 

For Szporn, one of the most rewarding parts of her job is seeing the impact of her efforts. Her special education students have gone on to work on Wall Street, publish books, and attend Harvard Medical School as postdoctoral students.

“I’m making a difference with special education. I’m really helping the kids. I’m glad I made the switch, but it was difficult. I think a lot of people don’t respect special education teachers. I think a lot of people think that we’re less than when we are more than,” said Szporn.

Evan Kang ’25, a student in Szporn’s English IV In-Class Resource Program (ICRP) class, is one student impacted by Szporn. A self-described “introvert,” Kang emphasized how Szporn’s combination of humor and passion has helped him open up.

“[Szporn] makes me laugh every day,” said Kang. “I applied to 26 colleges, and she’s like, ‘You’re crazy.’ I’m like, ‘I’m going to commit somewhere, but I haven’t done it yet.’ And ... she’s like — ‘You’re gonna be the one who makes me want to retire.’ We like to joke around.”

Szporn also serves as one of three co-presidents of the Princeton Regional Educators Association (PREA), a union that represents the interests of all of the  teachers in the Princeton Public School district, including salary, health benefits, working conditions, and teaching policies. Just as with special education, Szporn’s position as union president was not originally planned.

“[I was told] by my father to never volunteer ... but someone came up to me and said, ‘You used to be a debater [and] you speak very well. Would you like to be in the union?’” said Szporn. “And like a fool, I said yes, and I moved up in the ranks. I had no intention of ever being a union president and then I’m co-president.”

Although she has left a career in chemistry behind, Szporn has kept that part of her life alive by serving as the advisor for the PHS Science Olympiad team for the past 20 years.

“I’m with my nerds [at PHS Science Olympiad]. I don’t like to call them that, but I love them. The kids are so inventive and dedicated and driven and we have a good time, and I just adore them. I love it,” said Szporn. 

Throughout PHS, whether in her special education classrooms, at Science Olympiad meetings, or among her colleagues in PREA, Szporn has developed a reputation as a person who is all-in for the causes she believes in.

“[Szporn] is really smart — she cares a lot about her students. She demands a lot of them, but she also gives them the support that they need to reach those goals,” said Jennifer Bigioni, Educational Media Specialist and Szporn’s colleague in PREA. “[Szporn] is flamboyant, she’s funny, she’s a justice warrior — she’s a very dynamic person.”


Photo: Emily Kim

Szporn introduces a video about King Arthur and His Knights of the Round Table.

PHS Profile: Renee Szporn

### 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.   

PHS works to bring courtyards and lower basin back to life

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

## 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

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


Student artist of the month: Grace Waldman ‘25

**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

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

Student artist of the month: Nikolai Margulis ’25

“Snow White” (2025), the recent live-action remake
of the classic 1937 animated film “Snow White and the
Seven Dwarves,” has been marred by controversy since
the moment Disney announced the start of production.
What started as an attempt to simply update the classic tale
for a modern audience quickly turned into a high profile
storm of hate comments and public
backlash.

The original story is familiar to
most. Based on the Grimms’ fairy
tale, it follows Snow White, a kind
and beautiful princess
w hose evil
stepmother,
jealous of her
stepdaughter’s
beauty, forces
her to work
as a ser vant.
When the Evil
Queen’s Magic
Mirror tells her
Snow White is more
beautiful than she and
the Queen tries to kill
her, Snow White is
forced to flee into
the forest, where she
befriends seven
dwarves. After
the Evil Queen
attempts to kill her once again (this time with a poison
apple), Snow White falls into a deep sleep, but is rescued by
a handsome prince and presumably lives happily ever after.

The charming animation and fun music, combined with
the novelty of it being the first full-length animated film
made the original movie an instant success, grossing around
$2.3 billion (adjusted for inflation) at the box office, more
than any other animated movie in history. So, the 2025
remake had big shoes to fill.

There are some key differences between the original and
the remake: instead of a prince, Snow White falls in love
with a commoner; and instead of just riding off into the
sunset at the end, she deposes the Evil Queen and takes
control of the kingdom. Unfortunately, pretty much every
aspect of the movie sparked intense dispute, from the two
lead actresses’ opposing views on the war between Israel
and Palestine to the comments of Snow White’s actress,
Rachel Zegler, surrounding the original film, which she
called “extremely dated.”

The handling of the seven dwarves in particular became
very controversial. The decision to use CGI to bring the
beloved characters to life instead of casting actors with
dwarfism made many members of the dwarfism community
angry, as well as fans. The movie, which came out in theaters
a few months ago, was not particularly well received by
fans. Expected to gross $48–58 million in its first weekend
in theaters, “Snow White” only brought in a disappointing
$42 million, according to IMDB.

However, the film does have some good elements. Despite
Zelger’s comments regarding the original storyline, she
brings a fun new twist to the character of Snow White.

She explores a new depth to the character that was not
included in the original. The character of the prince has
also been updated effectively. Instead of a prince, the love
interest Jonathan (played by Andrew Burnap) is a bandit
and rebel, giving his character a touch more personality
than the original, sort of bland Prince Florian. Additionally,
I liked that we get to see his relationship with Snow White
evolve over the course of the film, so it’s less insta-love and
more realistic.

In my opinion, the best part of the new film is the music.
It keeps many of the beloved original songs like “Whistle
While You Work” and “Heigh-Ho” for a touch of nostalgia,
while also adding exciting new ones like “Waiting on a
Wish.” In addition, I thought that the sets were beautifully
designed and let you really become immersed in Snow
White’s world as the story unfolds. From the imposing,
beautiful castle to the seven dwarves’ quaint, cozy cottage,
the sets added a lot of whimsy and magic to the film.

However, I do think that the movie had many flaws. For
example, I found the use of CGI for the seven dwarves a
bit creepy, and I thought they stood out in a negative way
among the other characters. I also definitely preferred the
costumes from the original film to this one, especially
Snow White’s iconic dress, the updated version of which
I didn’t love.

Despite its controversies, “Snow White” still has many
good pieces that make the film appealing. So, I suggest
going to the theater and seeing the movie for yourself
before deciding on what you think about it. Even if you are
a die-hard fan of the original, there will still be something
to enjoy in this magical updated fairytale!

Meet Disney’s new Snow White

Photography has been around for more than two hundred years, capturing moments in time that are forever immortalized with a click and a flash. As technology evolves, cameras can now easily take high-resolution pictures that don’t require any effort whatsoever to develop or share. Editing and filtering apps are plentiful and can help photographers stylize and perfect any image. However, the resurgence of Polaroid cameras has sparked a throwback trend toward imperfect photography. The joy of Polaroid photography is based on its flaws, its spontaneity, and the fun of bringing back what’s old as new again. 

Unlike professional cameras or phone cameras, Polaroid cameras are not super-accurate or predictable. Pictures often end up with odd lighting that creates high contrast between the subject and background. Because the photo cannot be edited, the camera captures the true essence of the moment. This type of unfiltered reality is so rare in today’s photography that Polaroids can be a refreshing break from the constant perfection we see on social media. 

“Phones are boring, social media is so fake, but with Polaroids you can’t fake it,” said Viraaj Pasricha ’28. 

Since the point is imperfection, people can grab their Polaroid camera and click away without worrying about the precise angle, lighting, background, or even their smile.

Polaroids are also gratifying and are a different way to share and remember special moments. Our grandparents and even our parents collected printed pictures to document their good times, but few our age have photo albums. 

“They’re so much more precious than digital photos,” said Pasricha. 

By taking a bunch of Polaroid pictures at an event, friends can each take some home, pin them up on the wall, and enjoy looking at them in a completely different way than staring at their device. 

Ultimately, Polaroids have become so popular due to the recycling of trends. Clothing styles from the 1980s are trendy, and old-school cars like the Trans Am and IROC are coveted again. So it’s not surprising that trendy stores are selling Polaroid cameras and film while playing Tears for Fears in the background. Maybe one day our grandkids will dig up our phones and call them vintage!

The resurgence of Polaroids

As spring unfolded across Princeton, the halls of PHS
choir classes were alive with the sound of preparation.
Singers found their harmony as the choir groups performed
their annual Spring Concert at the Performing Arts Center
on April 24. A total of nine groups participated in the event,
including five choral ensembles and four student-run a
cappella groups.

This year, the program featured a variety of genres and
styles, including pop, folk songs, and musical theater. The
five choir classes performed folk songs in different languages
while each ensemble and a cappella groups presented two
selections. The concert also included international music,
such as an Indian raga, an American spiritual, a Japanese
folk song, an Italian pop, and a British song.

“We do a lot of
experimenting with
different styles, and
that’s what makes it
really interesting,” said
Mia Dunlap ’26.

The singers started
preparing for the
concert around two
months before the
concert. The choir
classes rehearsed for
their performances
during class or solo
work with choir
teachers Vincent
Metallo and Sarah
Pelletier while the
student-run a cappella
groups selected their
own repertoire and
rehearsed outside of
school.

“We started preparing for the concert in mid to late
February, choosing selections for all the groups and
immediately diving into breaking them down and working
on all the components,” said choir director Vincent Metallo.

The diversity among the songs excited the singers as they
rehearsed and performed their musical journey through
their songs.

“Through the preparation for this concert, I’ve learned
variations in singing style that are included in [the] different
signs that we are singing, [and] the different styles that
we’re singing. It [has] expanded my skills in being able to
sing,” said Benjamin Caswell Klein ’27.

The tight schedule and the lack of enough time had
sometimes put the groups into challenges that they had
to overcome.

“Consistency is key,” said Metallo. “Some days they sound
great, and others, their voices are a little raspy or they’re
not as focused. But we encourage them to always strive to
take their performances to the next level.”

With much dedication and hard work, the PHS choir
groups hoped that their audience came away from the
concerte feeling uplifted.

“I’m hoping that they feel inspired to learn more about
the musical traditions that we [sang] for them [and] I hope
they derive some joy from hearing our beautiful singers,”
said Klein.

Besides highlighting the musical range of the PHS choir
program, the concert also offered a space for students across
grade levels and experience levels to perform, collaborate,
and connect through music.

Photo: Julia Li

PHS Choir performs at the Choir Spring Concert in the Performing Arts Center,
accompanied by pianist and choir teacher Sarah Pelletier and conducted by Vincent Metallo.

Musical variety at the spring choir concert

In a step towards a more sustainable future,  Princeton Public Schools recently announced their purchase of two electric school buses and an electric bus charger.

The district hopes to receive the two 54-passenger Blue Bird electric school buses by the end of August and have them running by the start of the 2025–2026 school year. 

The cost of the buses without state aid is $1,013,069.48. However, a roughly $700,000 NJ Department of Environmental Protection grant and around $40,000 in federal aid reduces the out-of-pocket cost for the district to $300,000, which is comparable to the price of two standard gasoline buses.

“It is our responsibility as elected officials to ensure that the vehicles carrying our children to school do not adversely affect their health outcomes as they grow. That’s why my administration has dedicated $30 million to date to ensuring that those vehicles are powered by clean energy,” said New Jersey Governor Philip Murphy during a press conference announcing the grant.

The grant was designed to replace the district’s few remaining diesel buses, which will be decommissioned, with a safer and more environmentally friendly option. The remaining buses will have standard gasoline powered engines. 12 other districts in New Jersey with diesel buses received similar grants. 

“Not having diesel fumes will make the air quality a little safer for the community [and] a lot safer for the kids that ride on those two buses,” said Jenny Ludmer,  a program manager at Sustainable Princeton who organized much of the purchase.

An average gas-powered vehicle emits around 12,000 pounds of carbon dioxide every year, compared to around 1,500 for electric vehicles. The school also purchased a $212,000 bi-directional electric charger for the buses, allowing the district to store  any excess energy until needed. In NJ, the vast majority of electricity is either from nuclear power or natural gas.

Though the electric buses have a limited range, Ludmer assures that they will not cause any problems and are suited for the district’s transportation needs.

“[Its range] is around a hundred miles, so it’s less than what most vehicles have,” said Ludmer. “But [while] the district does have some long distance routes, these buses would not get used for that situation — they would only be used locally — so they’re not gonna have a problem.”

In the future, Ludmer hopes that the district can acquire an all-electric fleet of busses. Princeton University recently finished converting its campus-wide Tiger Transit system into an all-electric fleet, as part of its net-zero carbon emissions initiative.

“This is a proof of concept that the electric buses are going to work well, be easy to maintain, and be quieter — and have a more enjoyable ride that way. I think with proof of concept and with additional funding, the district can continue to add more buses to their fleet that are electric,” said Ludmer.

However, Adam Bierman, a current member of the Board of Education, is skeptical that the district will be able to purchase a complete fleet of electric busses in the near future.

“The process right now is very volatile.You have a federal administration that is not pro-electric. Then we might even have a Republican governor — I’m saying this as a nonpartisan — that might want to do some DOGE-type cuts in New Jersey. The funding is really up in the air,” said Bierman.

PHS students, for their part, are excited about the potential for an all-electric fleet in the future. 

“[The current seats] are often ripped and uncomfortable — and they can’t clean them either,” said Griffin Short 27, who rides a regular bus to school. “The engine noise, you can just hear so much. It’s really distracting and especially early in the morning, it [makes] it hard to focus. Then, obviously it’s much better for the environment using an electric vehicle  than gas-powered.” 


Photo: Charley Hu


The current fleet of Princeton Public Schools’ busses sit in a parking lot behind the PPS administrative office. 

PPS purchases two electrical buses

On February 27, the Trump administration launched an “end-DEI” portal that allows anyone to report illegal diversity, equity, and inclusion (DEI) practices in the classroom. Then, on April 3, the Department of Education sent a letter that threatened to withhold federal funding for districts that do not end “illegal DEI practices.” Finally, on April 22, the Supreme Court heard arguments about whether elementary schools can compel students to be present for lessons that discuss LGBTQ characters. 

This rapid sequence of initiatives that aim to eliminate DEI programs in education have left administrators, educators, and students across the country — including at PHS — questioning what exactly qualifies as an illegal DEI practice, whether they can continue discussing DEI-related topics, and what might come next.

“The goal is to chill speech. It’s to chill conversation about diversity, equity and inclusion, and it’s very frustrating,” said Kimberly Tew, assistant superintendent of curriculum and instruction for Princeton Public Schools (PPS). “Talking with teachers, they’re like, ‘Can I still do this lesson? Can I talk about — you know — maybe they’re a cisgender woman married to a woman, right — can I talk about my family?’ There’s a lot of concern about these things.”

The federal government does not have the right to determine the curriculum in public schools, a power reserved to the states according to the 10th amendment. However, the federal government does fund around 15 percent of total public school spending — which is its primary leverage in enforcing new DEI policies. 

New Jersey mandates the teaching of diversity, equity, and inclusion in public schools, including a mandate to teach LGBTQ history, African American history, and Asian American & Pacific Islander history. It’s not immediately clear whether these mandates are “illegal DEI practices” according to the federal government, which has left districts unsure whether they are at risk of federal funding cuts. 

“[Though] the U.S. Department of Education’s request references “certain DEI practices” or “illegal DEI,” it does not define those terms, and there are no known federal or New Jersey State laws prohibiting diversity, equity, or inclusion,” wrote Kevin Dehmer, NJ’s education commissioner, in response to a letter from the Trump administration.

PPS receives only 2 percent of its budget from the federal government (most comes from local property taxes), which means that it is much less beholden to federal funding policies compared to most other districts nationally.

“The district embarked upon an equity initiative starting in about 2018, and since then, we have done a lot of work, both in and outside the curriculum arena, to make this building more equitable. That’s something we’re proud of, [and] we will not change that,” said PHS Principal Cecilia Birge. 
PPS administrators are instead concerned with what might happen to NJ education policy. In 2024, NJ experienced the second largest shift to the right nationally.

“You know, my bigger concern is at the state level — who’s coming into the new governor’s office this year, what the State Assembly and Senate look like. Those bodies have much more say about what happens at the school level than the federal government,” said Tew.

However, for now, some PHS teachers are using the crackdown on DEI as a way to educate their students about issues like censorship, historiography, and systemic racism.

“We’re trying to help students understand that it’s part of trying to cut out or cover up different parts of history — we’re noting current events where things like a page about Harriet Tubman on like government websites might be taken down, or [the government websites] on the Stonewall Rebellion are dropping the T of LGBT,” said Patricia Manhart, who teaches PHS racial literacy. 

“We’re trying to get students to understand that the attack is really just an attack on accomplishments by people of color throughout United States history, as well as [a] cover up the legacy of racial inequality that is also very real.”

PHS students have also expressed concerns over the efforts to eliminate DEI, especially concerning the effects it would have on their future educational environments. 

“I’ve personally talked to minorities about the topic, and they definitely hold more pessimistic ideas about their own futures, and that’s something I can relate to,” said Jasmine Taylor ’26, a student in the Racial Literacy class at PHS. “It kind of made me feel a lot more pessimistic about college, because I feel like they’re not taking into account very nuanced topics [anymore].”

Photo: Katherine Chen

Patricia Manhart (left) discusses with her PHS racial literacy students Jennifer Lopez de la Cruz ’26 (center) and Anuar Viruel Lopez ’25 (right).

PHS reacts to federal crackdown on DEI in K-12 education

One thousand people — including several Princeton High School students — gathered in Princeton’s Hinds Plaza on April 5th to protest the Trump administration as part of a nationwide “Hands Off” movement. PHS students cited a number of reasons for attending, ranging from concerns for LGBTQ rights, threats to the Department of Education, and the Trump administration’s disregard for humanity.

“It's selfish men and women, men especially, doing what serves their ego best — and what serves their pockets best. It's so infuriating that we've given them enough power to actually be able to hurt people on a mass scale,” said Rica Eleches-Lipsitz ’25, who attended the protest.
Indivisible Princeton, one of the main organizers of the event, noted on their website that one of the core principle of the protest was nonviolence, and encouraged all participants to de-escalate potential confrontations. However, attendees described a strong sense of collective energy and enthusiasm at the protest, which was part of the largest national movement so far against Trump’s second administration.

Lia Eleches-Lipsitz ’27 attended the protest with her family and a sign that read, “The only minority that's destroying this country are the billionaires.’ A different protester held up a sign that read, “We the people have power over the people in power.” 

“It was empowering to see all these other people. It's really easy to read news articles and feel like you're by yourself with your rage, but it's nice to see [that] together, we actually might be able to make some sort of difference,” said Lia Eleches-Lipsitz.

Maya Halcomb ’25 echoed this desire for change.

“In Princeton specifically, it's important that we are all coming out and leveraging our privilege. Even though we're [in] a progressive town, I feel like there’s not a lot of movement that happens, so it's important that we're super active in the change — and I think our privilege can do a lot to change things,” said Halcomb.

Princeton University students organized a smaller rally that began at Firestone Library, before joining the main event. The university, along with several other Ivy League institutions, recently saw federal funding cuts, but Princeton University President Christopher Eisgruber has continued to speak out against Trump.

“[Trump] kept $210,000,000 of Princeton’s grant funding last week, and we believe that research is valuable and that America can only be strong if its universities are strong,” said Isaac Barsoum, a freshman at Princeton University.

The event lasted around two hours, and featured several speakers, including U.S Representative Bonnie Watson Coleman, whose congressional district includes Princeton.

“This is the most corrupt and incompetent — which might you know be helpful — administration in my lifetime,” said Watson Coleman. “This administration chooses to take very important resources from those who really need them so that they can make their greedy folks richer. These people have so much money that if they even just shared a little bit of it — tithe to the poor — we wouldn't have poverty.”

Though most PHS students can’t vote, Rica Eleches-Lipsitz urged students to engage themselves in politics, whether through protest or education.

“[We] should stay involved in politics, even if it's not a ton. Just enough to know who to vote for, enough to stay engaged,” said Rica Eleches-Lipsitz. “You don't have to make it  your life — and you shouldn't, because we need to breathe — but at the same time, we have to keep being there for each other.”


Photo: Charley Hu


Indivisible Princeton organizers led chants of “Hands-Off!” and “The People, United!”

1,000 attend “Hands-Off” event in Princeton as part of national anti-Trump protest

**Cheers:**

Take Your Child to Work Day; USC Mind ice bucket challenge; Kickstart energy drink; cold brew; SZA & Kendrick Lamar Grand National Tour 

**Jeers:**

AP season, humid air, litter, running out of pencil lead, expensive review books, school tissues, nosebleeds, performative activism

Cheers and Jeers: April 2025

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 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

Bridget McAloon '27: "It has to be Kinder Buenos. I'm a sugar fiend."


Priya Bakshi '25: "I just like to chew gum ... I think it helps me concentrate."


Ian Lee '28: "I like to eat chips while I'm studying ... Doritos, Lays."


Lile Kapanadze '26: "Red Bull ... because it's an energy drink and it helps me study."

PHS Speaks Out: What is your favorite study snack?

“Stop GENDER DISCRIMINATION in debate,” reads the cover slide of the hit 2024 Instagram post by the Debate Hotline. This particular post collected (at the time of writing this article) a whopping 2,164 likes and 247 shares, making it probably one of the most notable moments of feminist activism in the high school debate space in recent years. 


Any debater with an Instagram account would likely recall the viral impact of this post. Across my feed, debaters of all genders shared the post, creating a powerful moment of solidarity. This moment mirrored activism in other competitive academic spaces — from the #WomenInSTEM movement addressing gender gaps in mathematics competitions to the Women’s Chess Initiative highlighting similar disparities in chess. Nonprofit organizations have proliferated across these disciplines, each focused on promoting gender equality in their respective activities. In debate specifically, feminism has become perhaps an integral movement. Yet despite this widespread activism, gender disparities persist across all these academic spaces. In mathematics, women still represent less than twenty-five percent of International Mathematical Olympiad participants. In chess, women account for just eleven percent of rated players worldwide. In debate, the disparity remains since the viral post. This raises a critical question that transcends any single discipline: Is our current approach to addressing gender discrimination in academic competitions actually effective?


To approach an answer, we can examine the Debate Hotline post and how the debate space handles inclusive activism. The post features quoted testimonies from female debaters describing misogynistic social encounters they have experienced: “At the Harvard tournament, I advanced in out-rounds. When a male friend of mine found out, he congratulated me by saying ‘have my babies,’” recounted one anonymous submission. Beyond these accounts, the post presents three key statistics: women are 18.8 percent less likely to win Varsity elimination rounds, 30 percent more likely to quit debate altogether, and notably absent from half of all national circuit finals. They end with a call-to-action urging debaters to sign a petition that demands the NSDA to implement mandatory judge bias training. 


The message of the post reflects the message of the overall feminist movement in debate: biased judging leads to female debaters losing rounds, which drives them out of the activity, ultimately hurting their academic and life opportunities. This rhetoric also follows through in Fem-Kritiks, a popular argument (usually made by female debaters) that urges the judge to drop the opposing team (usually male), and for the opposing team to forfeit the round. This is done in order to even out the win-loss disparity by addressing judge bias.


The problem with this widespread rhetoric is that it is only partially true; a closer look at Yi and Nie’s 2020 study “An Empirical Study of Gender Differences in Competitive High School Debate” reveals something crucial. In Varsity rounds, the study found “a large difference in win rates between teams of different gender compositions, with female-female teams 17.1 percent less likely and male-female teams 10.0 percent less likely to win a debate round against male-male teams.” However, they also found “no gender gap in win rates for novice debaters.”


If the thesis of female push-out being due to judge bias is to be believed, why is there no sex disparity in novice round results? The study follows this discovery by suggesting that “the disparity does not occur from innate entry ability differences, but rather appears alongside experience in debate.” In the results section, Yi and Nie continues that “some possible causes of this gap result from a female debater’s environment: potential bias in the amount of resources allocated to competitors by coaches, the gender-hostile environment of a team, or the effect of the perceived stereotype of the activity, to name a few examples.”


This pattern extends beyond debate and into other competitive academic spaces. Chess, for instance, has implemented structural solutions by creating women-only sections and tournaments since 1927. Yet despite these institutional changes, the gender disparity in chess still exists today. The underlying cause mirrors what we see in debate, which is a hostile social climate. Female chess players consistently report implicit exclusion from the broader chess community, which pushes them out from participating. In many academic environments, female participants describe being excluded from study groups, having their contributions minimized, and facing heightened scrutiny of their abilities. These experiences, not competition results alone, ultimately drive many talented women away despite their proven capabilities.


Although misogyny and other forms of inequity is a systemic problem in academic spaces, we need to stop focusing on that — however counterintuitive it sounds. Exclusively deeming the issue to be systemic is how we arrived at our current position. It removes responsibility from the individual. If you are someone who cares about and wishes to solve inequality in the academic space, it is time to address the issue on a personal level: how you deal with and react to hostile situations. Have you stood up for others? Have you excluded team members from resources? Have you actively denounced crude, inappropriate behavior? Have you stopped perpetrators from participating in leadership? 


I’m not demeaning current feminist initiatives. Their focus on institutional change remains important. But perhaps we need to focus elsewhere; perhaps our activism has become too copy-paste, too shallow, too performative; perhaps we need to look elsewhere, deeper, within ourselves. Our efforts must address the social climate that shapes our activity from within, not just the institutional structures above. While continuing to advocate for structural change, let’s recognize that creating truly inclusive spaces begins with us.

Why inclusive initiatives are failing in the academic space

 It is well-accepted that the sense of American security collapsed along with the World Trade Center back in 2001. From a country dazed and confused, the War on Terror began, and, soon enough, our generation was born: a population hyper-aware of and sensitive to instances of terrorism.

The September 11 attacks certainly dwarfed any instance of non-war violence that the United States had seen in the preceding decades — but terrorism did not start in the twenty-first century. Many students may remember learning about John Brown, who killed several pro-slavery expansionists and attempted a raid on Harpers Ferry to further the cause of abolition. Brown became a Union martyr in the years following his execution, and even today, many don’t necessarily deem him a terrorist.

To better understand Brown’s case, consider the definition of terrorism: an act of violence against non-combatants for a political aim. Non-combatants are everyday civilians who are not directly partaking in hostilities, while combatants are the actors in the conflict. Besides a simple semantic separation, this implies a distinction between the right to protection held by each group. Supposedly, the United States conducts war — an action justified in that it kills people who chose to fight — and its enemies conduct terrorism — an action unjustified in that it kills people who chose nothing. Brown never killed a truly “neutral” person, neither from his perspective nor ours today, because for both, to defend slavery constitutes such an abhorrent belief that it becomes violent by nature. But for the wider view of his day, abolition had become so polarized as a political issue that “neutrality” in its matter meant simply not engaging in physical violence for the cause.

Therefore, complications arise when evaluating who truly counts as a combatant. Somewhere between John Brown’s raid and the September 11 attacks may lie someone like Ted Kaczynski, otherwise known as the Unabomber. In Kaczynski’s manifesto, he detailed his fear that modern technological advancements would trigger a world without nature, human freedom and dignity. By mailing bombs to university professors conducting STEM research, airline executives, and advertisers, Kaczynski acted upon his extreme political opinions. With knowledge on the extent of global warming, Kaczynski might have very well argued that the everyday choices of Americans to use ecological resources such as gas and electricity and water, made them combatants against the Earth itself, which he defended.

The question of who is a combatant has come to a larger stage in the trial of Luigi Mangione. Even without any legal determination as to whether or not he murdered United Healthcare CEO Mark Thompson, Mangione has become a folk hero for his alleged action. To his defenders, the insurance CEO is responsible for the violent action of causing people to suffer unmanageable healthcare fees, whereas Luigi, if guilty, is only a victimized soldier in the class warfare that the rich started. The prosecution, meanwhile, sees a man murdered for doing his legal job and a terrorist responsible for that murder.

What made these cases compelling and generally socially accepted? Figures such as John Brown, Ted Kaczynski, and Luigi Mangione based their actions off of well researched, passionately defended ideological positions that tapped into public grievances. Their targets were not random but individuals seen as combatants responsible for systemic issues, whether it be slavery, the degeneration of humanity, or healthcare inequality. Their actions were not intended to instill fear into the general public but rather a distinct resistance towards a combatant.

In a community like Princeton, where student activism is often passionate and socially conscious, it’s important to ask: how do we define resistance, and where do we draw the line between protest and violence? While we don’t condone acts of harm, we can reflect on the motivations behind historical and controversial figures to understand how they were able to make people so deeply moved by injustice. PHS activists can learn that effective change comes not just from emotion, but from informed, strategic action that taps into shared concerns and presents compelling narratives.

What we can learn from controversial figures

President Trump’s recent funding cuts to colleges and public schools has hit especially hard here in Princeton, a town internationally recognized for its high standards of education. The government has cut many research grants at Princeton University as well as colleges and universities across the U.S., and it is currently threatening to pull funding immediately from public K-12 schools if they do not eliminate diversity, equity, and inclusion (DEI) programs.

The shutting down of the DOE impacts Princeton in various ways. The DOE enforces the implementation of Section 504 of the Rehabilitation Act of 1973 (commonly referred to as a 504 plan), a federal civil rights law that protects the rights of individuals with disabilities in programs receiving federal funding. In particular, Section 504 formally outlines accommodations and support services for students with disabilities, such as allocating extra time for testing. Without 504 plans, students who need these plans may not be given them, leading to them not succeeding as much as they could because their right to accommodations was taken away.

These decisions have already faced mass pushback from many in the nation, including in Princeton. Hundreds of students, professors, and Princeton community members congregated by the Princeton Public Library on April 5, partaking in the national wave of protests on “Hands Off Day,” with over 1,200 other rallies all over the country. Gatherers protested Elon Musk and Trump’s efforts to pull funding from various government initiatives, such as Medicaid, Social Security, and the Department of Education (DOE).

With these developments, access to education is becoming a privilege and democracy is deprioritized. Since 1979, the DOE has fought for students’ rights, advocating for inclusion of female, disabled, LGBTQ, and all minority students. With the Trump administration slashing 50% of its workforce, the DOE  is likely to fade away as a central authority in maintaining standards for equitable and quality education. Every school is impacted, especially those in rural or under-resourced communities.  

If education is no longer a civil right, high educational standards are now a privilege reserved for the highest tax brackets and the wealthiest zip codes. By trading educational standards in the name of “government efficiency,” we are quickly letting go of the American principle of opportunity and upward mobility.

 Our education system should strive to dismantle systemic barriers. The Trump administration’s policies certainly will make it so that inequality will become institutionalized in the one place that ought to provide an equitable launchpad to the real world. While some students receive shiny, new, updated textbooks and modern labs, others that are less fortunate will be struggling to learn with outdated materials and crumbling infrastructure.

The social inequalities that fester unchecked in society will bleed into schools and dismantle the educational promise of equal opportunity. If we are serious about upholding our ideals of equal opportunity, and if schools are meant to be a stepping stone to our future, education can not be relegated to a gamble. 

To the government: thank you for proving to us that you are willing to jeopardize the education of millions of capable, smart, and ambitious American students. Thank you for proving that you do not care for improving equality. We hear you loud and clear. 

The Tower

Student Athletes

The Tower