PHS’ competitive and goal-oriented student culture is undeniable. Rigorous classes and mountain-high piles of homework not only create stress, but also often dig into sleeping hours. As a result, a majority of the student body files into the hallways plagued with foggy brains from sleep deprivation and simply being overworked. 
In order to make up for this sleep deprivation and maintain their busy lifestyles, many students choose to turn towards sugar and caffeine. The high school vending machines offer a couple of options, but since the beginning of this year, one predominant candidate has entered itself into the pool — Celsius energy drinks. Containing 200 mg of caffeine (the equivalent of two cups of black coffee), the drink has quickly gained immense popularity amongst students. However, Celsius’ focusing abilities come with dangerous side effects. In 2020, the CDC found that drinking highly caffeinated beverages such as Celsius can lead to long-term effects like increased blood pressure, and heart complications. Even in the short term, the effects are damaging; research done by WebMD in 2018 found that relying on artificial high doses of caffeine causes numerous negative symptoms to the drinker, including anxiety, irregular heartbeats, and insomnia, highlighting how this temporary fix for fatigue often leads to a more permanent, detrimental problem to long-term health. 
Instead of drinking energy drinks, students should consider tea for their pick-me-up beverage of choice. Tea delivers a moderate amount of caffeine that doesn’t disrupt the nervous system. Matcha, for one, contains l-theanine, which slows the effect of caffeine, creating a more stable energy boost. While caffeine from coffee or energy drinks takes mere minutes to be absorbed into the bloodstream, it takes around three to six hours for the caffeine in matcha to be fully absorbed. This gradual absorption cushions the blow to the nervous system, prolonging the body’s energy and preventing sudden crashes and withdrawals from occurring. Furthermore, tea boasts a much higher nutritional value to the body compared to caffeinated drinks, as it’s packed with antioxidants and vitamins that help regulate blood sugar, heart health, nervous systems, metabolism, and many other bodily functions. 
All of these factors demonstrate tea’s nutritional value over caffeinated drinks, being able to regulate students’ sleep schedules and stress levels much better compared to less healthy alternatives. The options for tea are vast, providing options for any palate. So next time you feel tired, avoid that celsius drink and reach for tea instead.

Pouring Positivi-tea: tea's positive impact on your health

By the time his fingers grazed the leathery surface of the tea plant, the war had been won. He might’ve looked at that tall, unassuming bush — the complex of ridges and the white flowers peeking through clusters of fat lanceolate leaves — with a sort of pity. He might’ve remembered the nations marred and uprooted in its name, the warships crumpled like the furled flag of its apical bud. He might’ve thought a lot of things, really, but in 1848, Robert Fortune did exactly what the British East India company had paid him to do: With precision and with delicacy, he reached down towards the stem of the tea plant and tore it from the earth.
A mere decade earlier, Fortune’s operation would’ve been unthinkable. China had been cultivating tea for millennia, and by the 1800s, the leaves were steeped not just in hot water but in a rich milieu of spiritual and philosophical traditions, carefully guarded agricultural secrets, and powerful economic incentives. Thanks to their virtual monopoly of the tea plant (a few seeds had escaped to Japan in the ninth century, but their fruits were barely commercialized), China’s tea became a vital, lucrative commodity once Dutch and Portuguese traders appeared on the country’s shores. This economic dependence was deepened in 1661, when Portugal’s tea-loving Queen Catherine of Braganza married Britain’s soon-to-be-tea-loving King Charles II, and China’s foremost export became the quintessential drink of the European aristocracy. Before long, it was hard to come by tea that was selling for less than ten times the price of coffee.
In the face of China’s control over the tea, porcelain, and silk markets, Europe found itself without a sought-after good of its own to rectify the growing trade imbalance. For decades, mercantilist leaders fumed as silver poured into the Chinese port cities of Guangzhou and Tianjin, and only teabags floated back in return. In the early 18th century, though, Europe stumbled across an export that Chinese citizens were willing — and eventually, due to the drug’s addictiveness, desperate — to pay for: opium. 
The Qing dynasty was dismayed. Imagining, rightfully, that importing massive amounts of a narcotic drug would harm Chinese society, they began to resist Europe’s opium smugglers. They began to openly question Europe’s power-hungry trade tactics. And so, in 1839, British warships began to dot their harbors.
To call the three ensuing “Opium Wars” a series of sudden, unexpected conflicts is to say that Robert Fortune’s heist — where he (in perhaps the grandest display of cultural appropriation in history) learned to speak Mandarin; pretended to come from western China; bamboozled the owners of tea plantations across the province of Fujian into letting him observe their cultivation processes; and sent 10,000 stolen seeds and 13,000 young tea plants alongside ovens, woks, rolling tables, and eight hired Chinese experts back to the British East India company in Calcutta — was nothing more than a crime of passion, conceived and performed in the heat of the moment. It is to pretend that in 1839, Britain hadn’t already stretched itself across India like a moth-torn canvas, that France hadn’t imperialized what is now Southeast Vietnam. Colonialism is no haphazard romp. No, it is precise, and delicate. It is pernicious — an opium, washing across the body like a somnambulatory tide. It is the story of today's tensions, and, yes, of today’s tea — once a delicacy, then combined with sugar harvested by the enslaved laborers of Britain's Caribbean colonies and made available the European citizenry at large, now more popular than any beverage besides water itself. Spread across the earth, but torn from it too.

War and Teace

Bubble Tea

Ficus, Fruity Yogurt, Junbi, Kung Fu Tea, MTea: These are just a few of the bubble tea stores Princeton has to offer. But what is bubble tea? Bubble tea was invented in the 1980s by Taiwanese tea house manager, Lin Hsui Hui. While bored at a staff meeting, Hui had the revolutionary idea of dumping her tapioca pudding (“fen yuan”) into her iced Assam tea. Awestruck by the flavor and deliciousness of the beverage, it was added to the menu of the teahouse and rose to popularity almost instantly. Soon, adjacent teahouses added it to their menus too while experimenting with fruit teas, tapioca pearls, and other traditional Chinese dessert add-ons. Today bubble tea has become a globally known beverage and a social media sensation. 

Matcha

Though originating in China during the Tang Dynasty, matcha today is considered the quintessential Japanese tea that has taken the world by storm. When Buddhist merchants reached Japan between 6 C.E. and 7 C.E., they established a variety of Buddhist monasteries around the empire which utilized specific rituals, one of them being the drinking and celebration of matcha. This was quickly taken up by samurai-in-training programs in order to help the warriors cultivate their inner strength and develop a calm, clear mindset. Almost instantly, matcha’s popularity boomed and became a cultural tradition in Japan. So how is it made? Instead of being steeped, matcha is made by whisking hot water with green tea grounds in order to create a frothy drink. Nowadays, there are two kinds of matcha cultivated, ceremonial and culinary, which both act as representations of pleasant virtues such as harmony, tranquility, and purity, originating from their unique history. 

Chai
A chai latte is one of the more popular drinks ordered at Starbucks, Dunkin’, or any local coffee shops. However, the average “chai” you might purchase at those places is far from its ancestor. “Chai” is the Hindi word for tea, dating back to over 5,000 years ago where it was used mainly for medicinal purposes. It was not until after the British colonizers arrived when locals started to add sugar and milk to their chai; soon after, a chai culture erupted throughout the Indian subcontinent that has outlasted British rule. The sweet, spicy, rich flavor of chai is what makes it so popular today. 

Teatime with Vanguard

Background: 
Tea cultivation is a carefully controlled process, with every step executed perfectly to ensure the best flavor possible upon brewing. The two primary types of tea are true teas (oolong, white, green, yellow, black, pu’er, etc.), which are made from the Camellia sinensis tea plant, and herbal teas (peppermint, ginger, hibiscus, chamomile, etc.), which do not contain the tea plant. Although true teas are all made from the same plant, they all taste very different due to their specific cultivation process. 
Harvesting:
High-quality tea is harvested by hand to prevent damage to the leaves. Tea plants reach maturity after three years of growth, and harvests occur twice a year. Plucked tea leaves are taken to a processing center, where they complete the following steps to a certain extent unique to the type of tea plant.
a - Withering leaves:
A tea leaf starts to wither the instant it is picked. Many production facilities choose to harness this by placing leaves on outdoor mats either in direct sun or in the shade for an extended period of time. Most plants undergo daily cycles where their stomata open and close to let out and keep in moisture. The tea leaves’ stomata open and lose moisture, but the stomata cannot close because of the sun. As a result, abscisic acid is released as a sealant for the stomata, which gives the tea leaves a unique floral flavor. 
b- Rolling:
The rolling process consists of breaking and damaging the cell walls of tea leaves to release juices and distribute moisture evenly across the leaves. This can be executed in several different ways - mechanical rolling, rotorvane rolling, and hand rolling all produce very different results that determine the durability of the leaves in a tea bag. 

c - Oxidation:
Oxidation is a process by which tea leaves darken after exposure to the sun. The time at which a tea leaf’s oxidation is halted determines the color it will take on when brewed and the exact flavors it will release. For example, the oxidation for white tea leaves is stopped soon after picking, which produces brews  with a light yellow color and sweet and delicate flavors. Meanwhile, the oxidation for black tea leaves is stopped much later, producing brews of dark red and orange colors and bold and rich flavors.
d - Drying: 
Once tea leaves have reached the desired level of oxidation, they are taken onto trays of tea leaves and dried by being sent through hot air dryers. This reduces their moisture content to around three percent and makes them ready to pack and sell. 
Bonus: CTC Method
During World War II, the CTC (or cut, tear, and curl) method was used to make tea that could be packaged in greater quantities due to its low weight. In this method, withered tea leaves are sent through a roller covered in sharp spikes that curl and tear the leaves into many tiny pieces suitable for bagging. The tea leaves are then oxidized and dried.

Steepin' it real: how is tea made?

   Due to the ravaging effects of climate change, coral reefs globally are on the decline. United against the same problem, both scientific and local communities in the Coral Triangle are working to protect their reefs. At Chulalongkorn University in Bangkok A team led by Dr. Suchana Chavanich is focusing on coral spore cryopreservation, a technique by which scientists preserve coral sperm for future generations. Additionally, native divers of Tidung Island, Indonesia, concerned about damage caused by pollution and overfishing, are transplanting coral all around the island to encourage growth. Thankfully, these efforts have been working. On the island, coral growth rates are 10-15 centimeters annually, and projected to increase even more. This island’s success story really goes to show that every community can make a difference, and that the ocean can be saved. 
The destruction of coral has been one of the worst repercussions of climate change and overfishing in the ocean. As one of the places most affected by these issues, Southeast Asia is working towards reversing these damages. United against the same problem, both scientific and local communities are working together to protect their reefs. A team led by Dr. Suchana Chavanich is focusing on coral spore cryopreservation, a technique used by preserving coral sperm for future propagation. Native divers of Tidung Island, Indonesia, concerned about pollution and destruction created by ports and fishing, are transporting coral all around the island to encourage growth. The growth rate on the island is currently 10-15 cm a year. By setting up concrete cube frames for both coral to grow on and fish to live in, sea life has a better  chance of survival. 

How South-East Asia is Fighting Back to Save Corals – Photo Essay

It's mind blowing to grasp that the vast expanse of dark blue water we watch while relaxing on the Jersey Shore makes up less than a fraction of the entire ocean, which in turn  occupies almost 71 percent of the Earth’s surface. The ocean creates a habitat occupied by over 276,878 known species of marine animals that have thrived for millions of years. As with all mysteries, questions arise and studies accompany them: marine biology, the study of marine life and human impact on the marine ecosystems, places a focus on the miracle that is our oceans. As pollution and climate change become a recurring topic in current times, the need for environmental awareness has surged, and a general environmental science class may not meet the demands for in-depth study of marine science. 
Due to the diversified nature of the PHS science curriculum and courses, students are able to take a deep dive into specialized science topics, including organic chemistry, planetary science, environmental science, anatomy, forensics, and more. Yet for some reason, Marine Biology is absent. On a hot summer day, the common thought process of a New Jersey resident would be to spend a day at the beach and swim in the ocean. Being exposed to the East Coast staple that is the Jersey Shore, many New Jersey students develop a love for the ocean, and in turn the marine sciences. 
“We are a coastal state. New Jersey is famous for its beaches. There's so many opportunities in the state that I think we should take advantage of… we should absolutely be integrating more into our curriculum” said biology and Research teacher Mark Eastburn.
Unfortunately, a day trip to the shore might be slightly out of reach for the average student. Including a marine biology course at PHS, however, could make learning about the ocean just that bit more accessible, fueling the curiosity of students who don’t have the resources to go down to the shore.
Aside from fostering greater curiosity about the ocean among students, a marine biology class could also help point students toward a prospective major. More and more, students have been undecided about their majors when entering college. Fortunately, providing more specialized courses that properly direct students could remedy this disorientation. In essence, a marine biology class may just be the specialized science classes PHS students need. 
Though even without a course of direction, Eastburn mentions that still he has and had students who were particularly interested in marine biology. 
“I have multiple students who want to pursue marine biology. And I have students, even outside of the research program, who come to me with an interest in doing a project associated with marine biology,” Eastburn said. 
The sheer amount of undiscovered and understudied marine could have a plethora of uses – explaining the unknown, discovering alternate biofuels to save the planet, and even curing diseases. PHS’ resources and university-collaboration opportunities can play a role in new developing scientific interests, which may result in future discoveries. 
“This is a very unique place where you can make amazing things happen. You can't do this anywhere else. One town over, Westminster, they can't do this; Montgomery, they can't do this. We can do this. And we're the only ones, so let's leverage that. Let's not be West Windsor. Let's not be Ewing, let's not be Montgomery. Let's be frickin Princeton.”

Why Marine Biology Class

The ocean is quite a poetic oxymoron. For hundreds of thousands of years, it has separated cultures with vast seas and treacherous storms, and yet it has also unified them in contemplating the same majestic waters. As they gazed, they thought of stories. What does the ocean hold, hidden beneath its seemingly endless waves? 
One story in particular has transcended both cultural boundaries and time: the lost city of Atlantis. This myth originated some two thousand years ago when the Greek philosopher Plato wrote the “Timaeus” and the “Critias,” in which a fictional character, Solon, tells Critias a story about a land that sank beneath the waves some nine thousand years before his time. According to Plato, Solon heard of Atlantis from some Egyptian priests while journeying in Africa. In reality, Plato probably made it up.
In his tale, Atlantis was at first a utopian kingdom, built on a mountainous island and filled with virtuous people. However, the inhabitants gradually grew corrupt and too proud of themselves. In a blind lust for power, they tried to invade Athens, which did not exactly please the Greek gods. Divine judgment rained down from the heavens, floods and earthquakes ensued, and Atlantis fell into the murky depths of the ocean. Plato likely intended this as a cautionary tale on the dangers of excessive pride and – of course – messing with Athens, but that intention has not prevented a myriad of later scholars, writers, and conspiracy theorists from searching for this “lost land.”
Many have tried their hand at finding where Atlantis once stood. Plato stated that Atlantis lay in the Atlantic Ocean, near the Pillars of Hercules (mountains flanking the Strait of Gibraltar). And while the numerous claims of finding the actual submerged island are generally considered pseudoscience, the story of Atlantis might not be entirely fictional. Some have speculated that Plato drew inspiration for the destruction of Atlantis from a real-world event, such as the Minoan eruption that devastated the island of Thera (modern Santorini), or the tsunami that destroyed the city-state Helike.
Our fascination with Atlantis has even spilled over into our literature and media. After Plato, the first source referring to Atlantis is from the Roman historian Plutarch. In the second century, he wrote a biography of Solon (the actual Athenian statesman), in which Plutarch described Solon’s supposed travels and recounted the Atlantis tale as if it were fact. From there, Atlantis made its way into science fiction with “20,000 Leagues Under The Sea,” in which French author Jules Verne wrote about voyagers walking around the underwater ruins of the city. Atlantis has further been referenced in television shows like “Futurama” and “Phineas and Ferb,” and has served as a motif in countless movies, animes, and operas. There are far more examples than I could name in this short article; the Wikipedia page for “Atlantis in popular culture” has over two hundred items (yes, I counted).
As we gaze upon the ocean, we think of stories. Stories that grow and change like the crawling roots of a mangrove tree, that entrench themselves deep in the shifting waters of society, that weather the ebb and flow of time. Perhaps the true legacies of these myths lie not beneath the waves, but in the influence they have had on humanity.

Diving Into Myth: the Legacy of Atlantis

The deep sea is one of the most mysterious places on Earth, less accurately mapped than even Mars. Many robots and remotely operated vehicles have been sent down to explore the deepest known parts of the ocean, the Mariana Trench and Challenger Deep. However, previous deep ocean robots were too big and bulky, making maneuvering through unknown territory nearly impossible. This changed in 2021; a Chinese robotics team, led by Guorui Li of Zhejiang University in Hangzhou, sought to apply soft robotics to deep sea exploration. The team’s soft robot was based on the Mariana hadal snailfish, a creature native to the Mariana Trench. The team mimicked the snailfish by creating a more flexible “skull,” able to withstand crushing pressures and by incorporating fins so that the robot could move more freely. After preliminary testing, the robot was sent to explore the Mariana Trench while attached to a deep sea lander, a mission it returned from with great success. Although the soft robot was slow and weak against currents, its navigability, small size, and deep diving prowess were a big step forward in biologically inspired robotics and deep sea exploration.

Deep Ocean Tech

As we transition to the new decade, one thing hasn’t changed: New Year’s resolutions. Every year, people across the world make promises to better themselves the coming year, whether it be by performing one act of kindness each day, spending more time with family, or quitting an unhealthy habit. According to a 2019 article published by Statista, eating healthy and being more active were amongst the top three resolutions for the new year, and with good reason: exercise has more benefits than one might think.
We may hit the bench press to get ripped, the treadmill to enhance our endurance, or the yoga mat to improve our flexibility, but all of these activities yield the same beneficial result: they leave us feeling uplifted and rejuvenated afterwards. This is because physical health and mental health are oftentimes directly correlated. Unfortunately for me, I learned this the hard way. 
I’ve consistently made promises to start exercising this year, but have always been unable to bring myself to start. I used to dance, and after graduating from my studio, the amount of physical exercise I got each week dropped drastically. Without practice and rehearsals to keep me busy, I spent most of my time afterschool each day at home in bed. Further, I had always received exercise plans from my instructors, who never taught me how to create my own.
 And as my physical health declined, so did my emotional wellbeing. My mental health was suddenly deteriorating, yet I never considered exercise to be a solution. Regardless, I desperately craved a more productive way to spend my time, to replace the long hours spent scrolling through social media that were only exacerbating my daily struggles with my mental health.
	Luckily I was able to look to my sister, an avid exerciser who improved her life by committing herself to working out. She had always promoted the benefits of exercising, describing how it helped boost her confidence when she was feeling insecure and calm herself down when she was anxious. With her back home, I discovered that her perspective on exercise holds a lot of truth: the more I worked out, the better I felt. After only a few workouts, I felt like I could suddenly tackle the world. I understood how it had improved my sister’s life.
	We see the physical benefits of working out — larger biceps, six packs, slimmer waists — but rarely recognize how workouts make us feel emotionally. By improving our physical health, we advance our mental health as well. So the next time you feel stressed, try getting off your phone and doing ten jumping jacks or taking a five minute walk — it might just brighten your day.

Mind and Body

How has exercise and fitness helped you in your life?
With all the nerves and anxiety that's been going around with the coronavirus for the last two weeks, [exercise has helped me] more so than ever before. I've made it a point to do my personal fitness, which is lifting three times a week and running. Each and every time I've done it, I felt myself get calmer. It's great to have that ability in moments like this.

In your experience as a gym teacher have you seen the positive impacts of sports and activities on students' lives, specifically their stress levels?
What I've seen more is the impact on their social gratitude and behaviors when they are around someone. Even if they're not good at an activity, but they share either conversation, or they do something that surprises themselves, you can see the joy in their face. So maybe overall, they're not coming out more fit, if you will, but they're getting certain aspects that are making them better.

Do you think PHS puts as much emphasis and value on physical health as it does with mental health?
No. My daughter's a senior and this place is an absolute pressure cooker, both mentally and physically. So the simple answer is I don't think they can do enough. And are they getting close to it? I mean, we had that wellness push and this and that, but I think it's a goal that always needs to be chased. Especially for [PHS].

When you ask so much of a student population academically, they themselves put so much pressure on themselves and they lose sight of what's the [big] picture for wellness. So they'll want to leave physical education in order to get a chemistry lab done. [It’s] great that they're so conscientious about their academics, but they tend to forget that [how their minds and their bodies feel] go hand in hand. And when [their physical health] is at its peak, their academics will be at their peak. 

What do you think is the biggest challenge teens face in regards to fitness?
Princeton High School students are incredibly intelligent. So with that, I put a lot of faith in them figuring it out. But that also being said, they're in a period of their life where they're learning and, like anybody else, they get pulled in different directions. So I think the two things that are their biggest challenges are one, the academic stress, and two, when they do have downtime, what does that represent? And for too many of them, it's getting lost into the cell phone, which isn't doing anything really positive. So I think a lot of them need to step up their game on both their mind and their body.

Do you think that the media on the internet sends dangerous messages to teens about fitness?
Yes. For instance, I used to have a shirt that said “Short is Normal.” because I'm told that I'm not normal, because I'm five feet tall. Too many times, the media portrays what is desirable. And that's just somebody's opinion. Sometimes students are made to feel bad about themselves when there's absolutely no reason they should ever feel bad about themselves. [No matter if] they’re short, they're skinny, they're whatever they are, [it doesn’t matter] so long as they're doing what they're able to do to make themselves feel good and healthy. You be you. Be yourself. I think the media does send some harmful messages.

Do you have any tips or tricks for teens for incorporating physical activity into their day, especially for students who often sit at desks for long periods of time?
Yes. Here's one thing. It's kind of like when you're a little kid and you [usually] walked everywhere. … [Then], you've learned how to ride a bike and your world exponentially explodes with adventure and excitement. Fitness is the same way. Once you get into it [and] it becomes habitual, … it's addictive and … you crave it. So my message to them is to push through that period where your mind's telling you [that] you don't want to do this because once you get through that, then you crave [exercise].

PHS Fitness with Mr. Wilkinson

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

Dances throughout the world

***Call Me Maybe***

*Written by Jane Hu*

“Call Me Maybe” is the kind of song that gets stuck in my head for hours after listening to it. I first heard this track in 2013, and I still haven’t found a catchier song. Even people who don’t listen to a lot of music are familiar with the song “Call Me Maybe.” This song brings people together, whether I’m at a party or warming up for a sports game.

The lyrics are simple, but that is what makes it so great. They capture the fun and spontaneity of giving someone your number and hoping that they’ll call. The chorus is impossible to not sing along to, and the whole song emits a feeling of excitement and confidence. What makes this song so special to me is the nostalgia I feel when I listen to it. It reminds me of the good old times when life could just be fun and silly, standing out from other more recent pop music.

While listening to the song, the upbeat melody brings a sense of happiness that is easy to follow and sing along. The recognizable and repetitive lyrics makes it very memorable for everyone.

While many songs get their weekly fame, placing top five on the Billboard Hot 100, “Call Me Maybe” will forever be number one in my heart. Pop music doesn’t always have to be serious to be great. Sometimes, a song just has to uplift you, give you motivation, and make you happy. “Call Me Maybe” does a perfect job doing that; it’s a great example of being a constant big hit in the music industry. It’s proof that a “good” pop song can unite people, not because of its
complexity, but because of how it makes people feel.

***A Hard Day’s Night***

*Written by Maeve Walsh*

It’s 1964. The Beatles just announced their first world tour and have released a movie based on their newest album. They are the most famous rock group in the world. In a house in Princeton, New Jersey, their records are well-preserved, with the exception of a few scratches on the vinyls and the paper sleeves slightly deteriorating due to old age. One album in particular is at the top of the stack: “A Hard Day’s Night,” with just 14 songs spanning 34 minutes.

To me, it’s crazy that at the time of the album’s creation, the Beatles were only in their early twenties. But their young age gave them room to develop a sense of humor that makes me feel like I too can take a break and let loose. Their ability to move between lighthearted and meaningful, like in “I’m Happy Just to Dance with You” and “Things We Said Today,” strikes the perfect balance.

Not only is the songwriting complex yet playful, but it evokes feelings of nostalgia that are so comforting. As a young girl, I would listen to this album with my parents in our living room, the turntable spinning the black, shiny vinyl round and round. That was a simpler time, where life was easy, and the world seemed to be at peace. Now, I listen to the songs and let my mind wander to when I would dance on the coffee table, screaming along with Paul McCartney during “Can’t Buy Me Love.” It’s a nice escape from the rest of the world when I don’t feel like dealing with reality.

The album’s final track, “I’ll Be Back,” with John Lennon’s smooth guitar and melodic harmonies, always feels like a hug goodbye. Leaving my imaginary world with the final words “but I’ll be back again” reminds me that this album will always be there for me when I need to be whisked away. As the sounds of the acoustic guitar and drums slowly fade away through the speakers, and the needle picks up off the album, I leave with dopamine filling my brain and even more reasons to love “A
Hard Day’s Night.”

Love letters to...

After months of debate and community discussions, all three parts of Princeton Public School’s $89.1 million referendum were officially approved by Princeton voters on January 28, 2025. The first two parts of the referendum, which will fund infrastructure and educational improvements at PHS and PMS, were passed by a margin of 2,075–1,317 and 1,973–1,410 respectively, while the third part, which will fund expansions at Littlebrook Elementary, passed by a slightly closer margin of 1,890–1,491.

With the referendum approved, the district must now decide how to execute the projects. The money will go towards facility upgrades, including HVAC overhauls, technology improvements, and enhanced security throughout the school district.

“The most important [things] that we’re doing with this referendum [are] adding 23 classrooms and five small group instruction rooms, and we’re going to fix the HVAC at Princeton High School,” said Dafna Kendal, president of the Princeton Board of Education.

PPS has not yet released the details of the contract process, in which the district hires private companies to execute specific projects. PPS Business Administrator Matthew Bouldin noted that while the district aims to keep the public informed, some details can’t be shared immediately.

“We will give periodic financial reports, but we don’t want to be so transparent that we stifle competitive bidding on our projects by telling [contractors] what we think it will cost, or have budgeted,” said Bouldin. “With multiple projects happening at once, we have to leverage our professional consultants — architects, engineers, and construction managers — to keep everything on track.”

Inflation and logistical challenges could affect the construction timeline, with some projects expected to begin this summer and others that may take years to complete. Bouldin emphasized that managing costs will be key as inflation and tariffs impact material prices.

“We have built-in cushions but may have to do value engineering, which [could mean] scope changes and alternate bids,” said Bouldin. “A referendum cannot use interest earnings to expand the dollars spent, [but] the district can augment [costs] through capital reserves.”

That means any interest earned on the referendum’s funds can’t be added to the project budget. However, the district can use its capital reserves, which are funds set aside for long-term projects, to cover unexpected costs or supplement spending if needed.

Despite concerns over inflation and potential high spending, Kendal believes the referendum was the right financial choice for the district.

“Years of planning went into this, and I think that these three questions are the most cost-effective [options] that were available,” said Kendal. “I think that dollar for dollar, we’re going to get the most bang out of our buck, and also the $19.9 million of state aid, which will help to lower the tax burden.”

With the assistance provided through state debt service funding, it is estimated that the three questions passed in the referendum will result in an annual property tax increase of $532 for the average household in Princeton. This has caused some household residents, especially those without children currently in the school district, to speak out against the referendum.

“I am one of those many people whose taxes ballooned more than once in order to support what by now feels like a black hole of need,” said Princeton resident Daniella Bittman in a letter to local newspaper *Town Topics*.

PHS principal Cecilia Birge has a different metaphor to describe the passed referendum.

“For the referendum, it’s like our own house, right? For us at the high school level, we live in a 96-year-old building, and things through wear and tear need updating. Every 10 to 15 years, a lot of these machines need to be replaced. New technology comes in, and they need to be replaced,” said Birge. “As a taxpayer, I may not be here in five years, so it’s more equitable for me to pay my portion over time rather than all up front. It allows the burden to be shared by those who are still here when the improvements last.”


Voters approve all three parts of PPS’s $89.1 million referendum

The annual Black History Month Assembly took place during a 60-minute homeroom on February 27, where students experienced a snapshot into Black culture. Student leaders from the Minority Student Achievement Network (MSAN) and Pride, Unity, Leadership, Sisterhood, and Esteem (PULSE) were heavily involved in the planning for this event, after various concerns about the assembly were brought up to the PHS administration by these students.

“In terms of actually planning for this year, it’s been since the beginning of the school year. The students met with Ms. Birge and had to advocate for it to happen during the school day and we got approval for that in October,” said Bethany Siddiqu, the advisor of PULSE.

The discussion centered around concerns from the administration that previous assemblies had limited educational value and created issues with student attendance. In a response to an email from *The Tower*, Princeton Parents for Black Children (PPBC), a group aiming to advance equity for Black students, criticized PHS administration’s comments about the assembly.

“The administration made unfortunate and inaccurate comments about the relationship of the cultural assemblies to student absences and academic performances,” said the organization. “The comments seemed to be excuses to validate eliminating or diminishing the assemblies... It simply perpetuated the difficult environment students have complained about for years.”

Following negotiations with various student groups, including PULSE and MSAN, PPBC acknowledges the administration’s willingness to work with students.

“We understand that the planning has gone through many ideations and iterations as the PHS administration has become more aware of its importance. We believe PPBC’s meeting with Ms. Birge and vocal student advocacy has helped the administration gain some perspective,” PPBC said in a statement.

As a student organizer of the assembly, Will Ponder ’25 has overseen several changes aimed to make it more interactive.

“[We will add more] scripts and more acting and we’re also adding a little bit of a fashion show, so we’re gonna be able to incorporate more things than last year [because] we have more time,” said Ponder.

President of PULSE, Lena Hamilton ’25, emphasized that continuing to have vibrant cultural assemblies is critical in ensuring students, especially minority students, feel more seen.

“It’s really important that schools have assemblies like the Black History assembly, because especially in our current political climate, it’s important to celebrate our differences and our various cultural values and share that we’re not all the same, [which is] kind of a good thing. [We] can celebrate how we’re different and how we each contribute to the foundation of society,” said Hamilton.

Patricia Manhart, a racial literacy and social studies teacher at PHS, agreed that while the Black History Month assembly celebrates and represents Black history, teachers need to continue to do work within their curriculum to be representative and inclusive.

“There’s way too much history for it to just to be one day, right? It is the job of teachers to make sure that our curriculum is representative, inclusive, and covers all of U.S. history, and it doesn’t just sort of cherry-pick or take a white, Eurocentric approach,” said Manhart.

Siddiqu echoed Manhart’s sentiments for continued and increased representation of Black history in school curricula.

“I think the ... ultimate goal would be for Black history, and any other cultural history, to just be embedded in everything that we do here at the school. I think that’s the long-term goal,” said Siddiqu.


PHS hosts Black History Month Assembly

PHS Chemistry I and Accelerated Planetary Science teacher Shefali Mehta has worked to combine her curiosity for the cosmos and chemistry with a love for teaching throughout her career. Mehta was recently one of 30 educators selected to be part of the 2025 Space Foundation’s International Teacher Liaison program.

Mehta had always been interested in teaching in high school but tabled the idea after she decided to major in chemistry at the University of California, Irvine. However, after a couple of negative experiences in college, Mehta realized she couldn’t spend her entire life in the laboratory.

“We don’t always get the results we want, and I [didn’t] know [if] I want[ed] to work with such a small team all the time,” said Mehta. “I kind of thought back again with teaching; that way I could use the chemistry that I’ve learned and do more with it and hopefully inspire other people [with] chemistry.”

Mehta started her teaching career in California, where she taught physical science, chemistry, and environmental science. In 2013, she accepted a job offer at PHS after being drawn to the size of the school and the numerous electives PHS offers.

“Because there’s so much available [here], I’ve been able to grow as a teacher and try new things,” says Mehta. “I have more colleagues that I work with that [teach] the same classes that I teach, whereas before, I’ve been the only one ... and there was only so much stuff we could do with the curriculum.”

At PHS, Mehta has strived to create an environment that encourages curiosity and inquiry and where students are comfortable asking questions.

“Ms. Mehta is a teacher where you feel like you can really, if you have questions, you’re comfortable asking her, and you know that she’ll be able to give you a good answer. And if you still don’t understand it afterwards, she can really give a good explanation of the concept,” said Audrey Wang ’27, a student in Mehta’s chemistry class.

In addition to chemistry, Mehta has a deep interest in astronomy and research. In 2011, Mehta participated in the NASA Teacher Archive Research program, eventually leading to the opportunity to work with satellites for data collection.

“Last year I went to see a launch in Florida for a space satellite ... It was a GOES-U satellite that basically help[s] us track weather and things like that. And so I got access to some things from that ... I feel like now all of a sudden I’ve gotten new ways to access data that is being collected and that nobody’s really using,” said Mehta.

Mehta is also one of 30 recent admits to the Space Foundation International Teacher Liaisons—a program founded in 2004 that provides access to space-related curricula, networking opportunities, and connections to scientific institutions like NASA. This program was founded in order to empower teachers to integrate STEM into their curriculums and enrich students’ experiences in STEM classes.

“I get access to other curriculums that people have done and maybe make things more interesting,” said Mehta. “The last couple of years I’ve been looking at trying to … [do] projects where kids can actually do something that’s of interest to them.”

Even in her limited free time, Mehta continues to pursue her strong passion in science and cosmology, often as entertainment.

“I do enjoy reading, especially with science fiction and fantasy. When I can, I try to do that, but I don’t always get a lot of time. I really liked The Three-Body Problem,” said Mehta.


PHS Profile: Shefali Mehta

Fasting is the main tradition observed during the month of Ramadan. During the daylight, Muslims refrain from food and drink while going about their normal activities. Before dawn they eat light breakfast called suhur, and at sunset they break their fast with a special meal called iftar that traditionally consists of just a few dates and water. Finally, after performing the sunset prayers, the
family sits down to eat dinner, the first substantial amount of food they’ve had for the entire day. However, not everyone is expected to fast. Young children, pregnant women, the sick, and the elderly are all exempt from taking part in fasting.

Although forgoing food and water for an entire month seems counterintuitive, fasting has many spiritual meanings for Muslims. Ramadan, the ninth month of the Muslim calendar, is considered the holiest month of the year for Muslims because it is believed that the Holy Quran (the central religious text of Islam) was sent down from heaven as a guidance for all. Therefore, Muslims fast
during Ramadan as a form of spiritual discipline, bringing themselves closer to God, as well as empathizing with the less fortunate. Since Ramadan is a time for charity, mosques also hold food drives and or fundraisers for the less fortunate. During Ramadan, Muslims gather for five daily prayers to God. In addition to these, they also gather in mosques for a special nightly prayer
called Taraweeh, in which the Quran is recited.

This year, Ramadan begins on February 28 and ends on March 29. After Ramadan ends, Muslims celebrate with a day of festivities, known as Eid al-Fitr. During Eid, children traditionally receive many gifts, including new clothes or money from parents and relatives. On the morning of Eid, a special prayer and sermon is held, followed by a large community celebration. Families spend the day socializing, reuniting with old acquaintances, not to mention eating. Though Ramadan is the month of fasting, Eid is the day of celebrations and eating. Many different types of dishes are served during the community gathering, ending the month with a huge feast.

 After a long day, many often look forward to the delicious and traditional Pakistani dish chaat: a dish that consists of a mix of chickpeas, tangy tomatoes, onions, and tamarind, and a variety of spices to add flavor. It’s nourishing, full of protein, warm, just a little spicy, and really hits the spot when you’re hungry. 

Ingredients:  
1 tablespoon of ghee (clarified butter)  
4 cans of chickpeas (drain out preservatives before using)   
1 can of tomato sauce  
2 raw tomatoes, diced  
2 green chilies, diced  
10 fresh curry leaves  
4 cloves of garlic, finely chopped  
1 chopped onion  
1 ½ teaspoon turmeric  
1 teaspoon red chili powder  
1 ½ teaspoon salt  
1 ½ teaspoon ground cumin powder  
1 ½ garam masala powder  
¼ cup tamarind paste, dissolved in water  
1 bunch of cilantro, chopped  
½ onion, finely chopped  
2 green chilies, chopped   

Instructions:  
1.Take a medium sized pot or deep frying pan and let it sit over a medium-heat
flame.  
2. Add in the ghee and let it simmer for 30 seconds.  
3. Add in the onions and curry leaves, and let simmer for three to four minutes.  
4. Add raw tomatoes and fresh garlic, and stir for two minutes.  
5. Add all the spices.  
6. Sautee everything for one minute.  
7. Add tomato sauce and chickpeas, stirring until evenly mixed with the sauce.  
8. Close the lid and let it simmer for around 20 minutes, or until the chickpeas are soft and the sauce is darker.  
9. Garnish with fresh cilantro, onions, and green chilies.  

Ramadan recipe: chickpea chaat

PHS students’ favorite rom-coms

Many students roam PHS’s halls without even realizing that just over two decades ago, Damien Chazelle ’03 did the same. 

A director and screenwriter known for his movies “Whiplash”and “La La Land,” Chazelle is the youngest person to win the Academy and Golden Globe Awards for Best Director at age 32. He was born and raised in Princeton, and joined the PHS Studio Band as
a freshman, which at the time was directed by its founder Anthony Biancosino.

“Ironically, movies were ... my main passion, but [Biancosino’s] overwhelming presence ... motivated
me to make drumming my life,” said Chazelle. 

Drumming became so important to Chazelle that he even considered pursuing it as a career. However, he ultimately decided to stick with filmmaking, his first love. Despite the pivot, Biancosino’s teachings still had a heavy influence on Chazelle’s
approach as a filmmaker.

“Looking back, I think [my experiences] wound up creating [a] way of thinking about cinema through rhythm ... and getting into a mode where making art ... was not just a hobby [but was] all consuming,” said Chazelle. “Obviously [when] pushed to its extreme [this] can be very unhealthy, but that sort of intensity of art can be important in your life. I think I kind of owe that all to him.”

Premiering in 2014, the psychological drama “Whiplash” was Chazelle’s breakout film. He drew inspiration from his own experiences in Studio Band and interactions with Biancosino, although the events in “Whiplash” are greatly exaggerated. Chazelle saw the movie as an opportunity to push boundaries and explore the value of trying to attain a costly goal.

“I pushed the narrative of Whiplash ... far beyond what, for instance, I personally went through [as] a student ... I wanted to kind of see if you push this sort of thing into really dark terrain, at what point [do] the ends justify the means,” said Chazelle. “I think, in a way, the moral answer is an easy one ... it’s not worth it ... And yet I keep grappling with it, because it’s hard to imagine ...
rewriting history to exclude all of those things, or all those accomplishments, and thinking ‘what does that mean?’”

Despite this dilemma, Chazelle emphasized that when creating movies, he doesn’t think about messaging since it can be too abstract. Rather, he prefers to focus on emotional expression and tries to share a piece of his own world with others.

“In the case of ‘Whiplash,’ it was both the emotion I felt when I was drumming, but also that specific world I was in as a ... young, competitive jazz drummer ... that I hadn’t seen very often in films.
[I] felt like I could shine a light on [it] in some way,” said Chazelle. 

Chazelle’s experiences at PHS led him to discover his passion for film and have inspired his movie-making process. He has found that everyone has unique experiences that allow them to create distinctive artistic works.

“We all have our influences, and you should be honest about it and ... learn what you can from the past, because that’s what it’s there to do,” said Chazelle. “In following those influences, at some point ... you [will] stumble on to what it is that you bring to the table — that is yours and yours alone.

Damien Chazelle ’03 reflects on his artistic journey

The hills and halls of Italy were alive with the sound of the PHS Choir as the 97 singers embarked on their week-long performance tour this February. In taking the choir overseas, PHS Choir Director Vincent Metallo and Associate Choir Director Sarah Pelletier hoped to give their students the chance to share their music with new audiences, grow as performers and people, and experience Italian culture.

During their time in Italy, the cities of Naples and Rome served as their main hubs for a packed itinerary. They performed six concerts in venues including a medieval castle, churches, high schools, and a university.

“The thing that [excited] me most about visiting Italy [was] the different venues, the different spaces [since] PHS Choir usually only performs in the PAC or at the Princeton Chapel,” said Benjamin Caswell Klein ’27. 

The students performed a diverse repertoire tailored to the different venues. Adhering to the requirements of Italian churches, they prepared programs consisting of only traditional sacred music. On other occasions, they sang gospel and folk music, Italian pop songs, traditional
Italian music, and more. One of their pieces, “Home” by Philip Phillips, also featured choir member Nikolai Margulis ’25 performing on his banjo.

In addition to their three solo performances, the choir collaborated with some local choirs. During these joint concerts, they sang pieces like “Amazing Grace” and “Total Praise” together. 

“[I was excited] to see other performers, and see how we relate to them, how we compare to them,” said Soha Jameel ’26. 

The students had begun learning pieces as early as September and refined them in concerts throughout the semester, including an Italian music-themed concert in October, as well as December’s winter concert.

While the trip was music-centered, the choir immersed themselves in Italy’s rich cultural history. Between concerts, students took a day trip to visit the ruins of Pompeii, attended “gladiator school,” toured the Vatican, and tried their hand at Italian cooking in Rome. These were opportunities for students to create lasting memories together and grow closer as a group.

“I learned how to be a part of a team [on the trip]. We really had to work together as a group, especially with 100 people [and] stick together,” said Lily Berkery ’26.

According to Pelletier, group bonding is just one of many reasons the PHS Choir tour, which has been going on since the 1970s, is such a long-lasting tradition.

“When you ask students what are things they remember from high school, this tour is one of the things that they really remember,” said Pelletier. “Because [tour means] really being an ambassador for our school through music ... and taking our music to other countries and collaborating with other groups in these countries, it’s just so meaningful and really makes an impact for the students in what music can actually be.

PHS Choir tours Naples, Sorrento, and Rome in Italy 

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

Owen Barry ’25 connects his past and future through music

On January 8, the Princeton Public Schools Board of Education (BOE) appointed Dr. Michael LaSusa as the district’s new superintendent. LaSusa will undergo a six-month transition process before officially replacing current interim superintendent Dr. Kathleen Foster on July 1.

LaSusa is currently superintendent of the Chatham school district, and before that began his career as a history and Spanish teacher at Chatham High School. PHS Principal Cecilia Birge believes that his tenure demonstrates a strong commitment to education.

“When someone stays in the district for that long, especially coming from the teachers ranking, [they] know what our students and teachers feel,” said Birge. “His district respects him and has enjoyed the long tenureship that he has given to Chatham.”

LaSusa’s appointment comes after years of turmoil in the PPS district, with the district going through two superintendents and six PHS principals in the past five years. In making the decision, the Board of Education hired the consulting firm School Leadership LLC and held a series of student and parent forums. In addition, the PPS adinistration distributed a survey designed to provide a platform for the community to request characteristics and prerequisites that they want to be considered for the superintendent.

“The process started with a pretty wide-cast net. The consultants [and the] search firm, hired by the board, opened it up to the several unions in the district,” said Birge. “Each group had a chance to meet with the consultant.”

Throughout the interview process, LaSusa emphasized the importance of providing equal educational opportunities to all, according to Kathleen Foster, the interim superintendent.

“[LaSusa] really talked about the importance of making sure that every student is known and valued,” said Foster. “[He] encouraged [students] to flourish in the way that they choose. Not everyone has to go in the same path. There are lots of [different] paths after graduation.”

LaSusa has received considerable recognition for his work in improving the learning experience for students. In 2019, the New Jersey Association of School Administrators awarded LaSusa New Jersey Region 1 Superintendent of the Year.

“He is [a] very forward-thinking, compassionate leader, he is very student-centered, and actively makes decisions that will benefit the students’ experience,” said Mary Donohue, Chatham’s assistant superintendent. “He wants to create an environment, a learning space where [students] feel supported [and] to help them grow as people and as learners. In an interview with The Tower, LaSusa highlighted his student-centered vision for the district, committing to supporting all students regardless of their background.

“There are students who are underserved or don’t have the [same] resources of some of those higher performing students,” said LaSusa. “I want to do what I can to ensure that every single student, regardless of their background, what their first language might be, or any other challenges they might have, can all thrive and reach their full potential by the time they exit the [education] system.”

LaSusa is now preparing for his transition from the Chatham district to Princeton Public Schools. Over the next six months, he will work to familiarize himself with Princton’s background by meeting with school administrators, the Parent Teacher Organization, and staff members.

“I’m going to interact with as many people as I can,” said LaSusa. “I’ll be listening and absorbing for my first months in the district, and hopefully from there, relationships will form, and I’ll get to have a greater sense of Princeton as each month passes.”

Board of Education approves Michael LaSusa as superintendent 

On January 8, 2025, Benjamin Gitai ’25, Amy Lin ’25, and Yurai Morales ’25 were named Regeneron Science Talent Search Scholars, each winning $2,000, with an additional $2,000 going to PHS. Morales was further selected as a top 40 finalist, entitling her to an award of at least $10,000. The Regeneron Science Talent Search, one of the largest research programs for high school students, selects 300 scholars annually among 2,500 applicants, with the center of the application being a 20-page research paper.


### Benjamin Gitai


Benjamin Gitai’s  ’25 research focuses on improving the success rate of ankle replacement surgeries. 


“We can [build] a model to essentially ... try to predict if [failure] will occur and then be able to help stop that from happening,” said Gitai.


Gitai was inspired to begin the project after attending Princeton University’s Laboratory Summer Learning Program, a free program for high school research students. At Princeton, Gitai was part of a group that focused on ankle imaging led by professors Dmitri Kosenkov and Olga Troyanskaya. He saw that the orthopedics, doctors dealing with deformities of bones and muscles, measured the ankle by hand.


“[An] orthopedic surgeon [was] telling us about how they take all these measurements, and it just struck me that with all this technology that they still have to [measure by using] these little points [on] this X-ray machine. I thought I could solve that issue and help them with that. From there, I was able to expand that [idea] into the prediction algorithm,” said Gitai. 


Because the idea of using AI to measure ankles is relatively unexplored, Gitai started off his project by studying on websites like Stack Overflow, a question-and-answer site for programmers, and Github, a platform for storing code.


“I did lots of research into what [code] libraries and various tools I should be using. I’ve [had] a lot of experience coding, but I didn’t have experience using any of this computer vision material. I had to learn and teach myself all of that from scratch,” said Gitai.  


However, despite his success at Regeneron, Gitai still considers himself at the beginning of a longer journey. Gitai is planning on attending Princeton University next year, and hopes to further his research by using the university’s resources.  


“I think that’s one thing that makes this project a little bit special is the fact that it has so much room to grow. We’ve created the bone detection model, and right now, we’re waiting on getting data to be able to further expand the failure prediction. But the truth is that the pipeline that I created applies for literally any bone in any kind of bone deformation. Potentially, this [project] could be expanded indefinitely,” said Gitai.



### Amy Lin


Amy Lin ’25  didn’t expect to be named a Regeneron scholar. 


“It was a very pleasant surprise because I went in there thinking, ‘oh there are some pretty cool projects that they always select, year after year.”


But in early January, Lin was notified that her project, titled “Predicting Compound Melting Temperatures From Computationally Derived Properties Using Machine Learning,” had been selected. Her research focused on using AI to predict the melting temperatures of different materials by analyzing their material properties.


“The problem I was trying to tackle was that, right now, there are a lot of methods [for] experimentally measuring melting temperature [of] different chemical compounds. And those [methods] are pretty dangerous and pretty costly. And existing simulations for computing melting [points] are also pretty time-consuming and computationally expensive,” said Lin. 


Inspiration for this project came from The Coding School’s data science summer research program. 


“I learned about this topic, which is predicting melting temperatures. I wanted to actually continue this project because I fell in love with machine learning and data science. I wanted to make some contributions to the area and perhaps develop a toolkit to predict melting temperatures and other such material properties,” said Lin. 


After a bit of trial and error, Lin settled on the Random Forest Regression prediction model, which predicts melting points by anaylizing  other properties with the high correlation to melting point. 


Throughout the process, Lin relied on PHS research teacher Mark Eastburn and science supervisor Jacqueline Katz.


“They really created a great environment for [me] to explore [my] project. They offered a lot of guidance in terms of what [are] good research practices? Or, how do you annotate and read papers properly? Or, how [can we] write our own reports? So that was really helpful,” said Lin.
Lin emphasized that the Regeneron competition was an honor that has helped develop her appreciation for AI and computer science.


“I think the project definitely bolstered  my interest in these areas [computer science], because it showed me the power of what machine learning and AI can do to help us learn about the world around us. It’s really an amazing tool,” said Lin.


### Yurai Morales

Yurai Morales ’25 has had an unconventional journey to the highest level of high school research. Morales was born in the United States, then moved to Guatemala at age seven, then to Mexico at age 14, and finally back to the United States at 17, when she enrolled at PHS.
At PHS, research teacher Mark Eastburn encouraged Morales to develop the work she began in Mexico into a research article.


Her final project, titled “How the Lion Becomes a Lamb: Transfer of Bacterial Symbionts From Ant Larvae to Vegetarian Spiders Through Selective Predation​​​​​​,” was announced as one of the  top 40 finalists on January 23th, the highest award a PHS student has received in the competition. As a finalist, Morales will be going to Washington, D.C. on March 11 to showcase her research to the United States’ leading scientists for the chance to win a top 10 prize.


In her research, Morales discovered that the species Bagheera kiplingi, which is the only spider known to be a herbivore, is able to maintain its plant-based diet because it eats the larvae of ants. Morales also investigated the bacteria that allows the spiders to extract nutrients from the larvae.


“I was wondering why these curious spiders could be vegetarian when their bodies were designed to be carnivores. I was doing this research to understand how their body works and how they can eat plants without having a carnivorous life,” said Morales.


One of the biggest challenges for Morales throughout the project was not just the research component , but learning English.


“English is not my first language. Some of the articles I read [are] in Spanish, but I have to translate [into] English, so it’s very hard for me. I’m still learning,” said Morales.


Morales hopes to continue her project at The College of New Jersey, where she is enfrolled for this fall. But for now, Morales is proud of the work she has already accomplished.

 
“I’m feeling very excited. It was very surprising for me; It’s such an amazing opportunity for me because I’m learning new skills and doing research. English is my second language, but I’m still here, and I’m very proud,” said Morales.

Three PHS students named Regeneron Scholars

The recent Advanced Spanish trip, from January 19th to January 25th, marked the program’s eighth visit to Cuba since its start in 2015. This trip was designed for students to experience a unique culture, engage in community service, and live through an authentic connection with the local community. PHS Spanish students participated in various activities that ranged from painting murals in Havana to gifting local students donations fundraised by PHS students.


The trips to Cuba began as an assignment in Spanish IV A and Spanish VI A teacher Martha Hayden’s El Cine Hispanohablante class, where students were instructed to write letters to a Cuban artist. One student chose Manuel Lopez Olivia, sparking a lasting friendship between Olivia and Hayden. In 2015, when Obama lifted the travel ban to Cuba, Hayden decided to visit Olivia and give students the opportunity to experience Cuban culture firsthand.


“I said to Manuel, I’m definitely coming now. I really want to go to Cuba. I don’t know why it just felt like it was so important to now actually meet him in person because he kept writing to me for all those years,” said Hayden.


Hayden initially designed the itinerary for the trip with a tour company; however, Olivia disliked it and offered to redesign it from an authentic Cuban perspective with art as the focal point of the trip.  
“He thought that it was a terrible program and ... not really totally Cuban ... And he said ‘I really want it to be through art.’ So they [created] this whole program for me so that we could actually travel there. But I gave it a name, ‘Seeing Cuba through the eyes of the artist,’” said Hayden. 


However, traveling to Cuba required flexibility due to differences in living conditions between Cuba and the United States. For example, essentials such as toilet paper, soap, and even toothbrushes were not always readily available in Cuba. Additionally, limited internet access meant students had to put aside their phones and social media. 


“There was very, very limited WiFi at the homestay, so we could call our parents and maybe send a few texts, but that was about it. But most of us had saved music, and I think it kind of added to the experience ...  like when we were on the bus, the only entertainment was just to talk and listen to music together and stuff,” said Leopoldo Gessner ’27, a student on the trip.  


This year, as in past years, students and teachers alike enjoyed various  activities like bus tours, museum visits, and eye-opening community service events designed to help local kids. 


“We put a lot of effort into collecting and then distributing a lot of the supplies that these people needed … I would say it was a big part of the trip, and it was really amazing to see especially when we were helping out kids … It’s just really nice to see how appreciative they are … and it was so amazing being able to help out,” said Gessner.


Cuban art was an espeically important part of the trip. Cuba has many schools for the arts that were installed by former the communist  dictator Fidel Castro during the Cuban revolution in the 1950s. However,  according to Hayden, Cubans later utilized art to protest against the communist government by creating pieces that resonated with the people, leading to several crackdowns on Cuban artist. 


“The fine arts is just unbelievable. It really is. The history behind it and the talent is so incredible. It’s different than any museum that I’ve seen around the world. And I’ve traveled a lot,” said Hayden.

 
 PHS assistant Principal Lauren Freedman, one of the  chaperones on the trip, said that the many ways the trip was made to be as authentic as possible improved the overall experience, leading to lifelong memories for everyone on the trip. 


“This is like an authentic, real life. We’re going to be with the people, like it’s not a fake touristy trip. And that makes this trip, I think, extra unique and special too, because it’s like you’re going to visit family. It felt like we were with family,” said Assistant Principal Lauren Freedman. 


PHS Spanish students go to Cuba

   On January 14, New Jersey Governor Phil Murphy called for a statewide ban on cell phone use in public schools for students in grades K-12. In his State of the State address, Murphy justified his proposal by declaring that cell phones are fueling a rise in cyberbullying. However, while cyberbullying is a pressing issue, a blanket ban on phones in schools may do more harm than good. Instead, schools should focus on responsible phone usage policies that balance the need for digital tools with classroom engagement.


Phones are not always distractions — they often serve practical purposes that can enhance students’ safety, learning, and mental health. In today’s world, having access to a phone can be a lifesaver. Contacting a parent about an unexpected schedule change, calling for help in an emergency, or receiving alerts about school prompts students to rely on their phones to stay connected and informed. Completely cutting off this form of communication could have unintended negative effects.


Beyond emergencies, responsible phone use offers benefits for education at Princeton High School. During free periods, gym blocks, or even as part of classroom activities, phones can be a valuable tool for learning. With technology at their fingertips, students can quickly research information, use educational apps, and stay organized, all of which may contribute to improved academic performance. As many students at PHS already use their devices for this purpose, a state-wide one-size-fits-all ban unfairly punishes those who have been appropriately using technology for learning and productivity.


Additionally, some students rely on their phones for learning accommodations, like text-to-speech apps, calendar reminders, or translation tools for multilingual learners. A total ban would strip these students of the crucial tools they need to succeed, and in doing so, could create unintended consequences such as increased secrecy and tension between students and teachers. Instead of fostering trust, a harsh ban could create an environment of defiance, making classroom management even more difficult.


Instead of an outright ban, the state should encourage schools to develop responsible phone use policies that promote balance by allowing usage of devices for educational purposes. For Princeton High School, maintaining the current policy — allowance of phone use during lunch, passing, and free periods while restricting them during instructional time with phone pockets — could help along with the additional incorporation of brief, scheduled “tech breaks” during block days, permitting students to check their devices at designated times. Teachers should allow students to use their devices for accommodations and educational assistance upon request, but they should otherwise be kept out of sight during class.Setting clear guidelines for when and how phones can be used helps avoid confusion and frustration, and if students know they can use their phones at specific times, they may be less likely to use them during class for non-school purposes. 


Furthermore, rather than discouraging the use of technology, the New Jersey government should focus their efforts on promoting digital literacy. PHS does not currently have a digital literacy graduation requirement, but such courses could help students understand the dangers of cyberbullying, how to manage screen time, and how to navigate online information critically.
While  Governor Murphy’s proposal aims to address real concerns, a strict ban on phones in all schools would hinder their current purposes of emergency communication and educational support. Instead of banning them outright, the state should encourage adoption of responsible use policies similar to that of PHS in addition to investing in digital literacy resources to address cyberbullying. After all, rather than sheltering students from technology, shouldn’t high school be preparing its students for a tech-driven future?

The consequences of a blanket ban on phones in schools

   Many people love thrifting. This form of retail developed as a way to provide affordable products for the less fortunate. As the most accessible place for affordable clothing, furniture, and other goods, thrift stores are a necessity for many low-income families. However, the recent rise in popularity of secondhand shopping, fueled by trends on social media and growing awareness of the issues with fast fashion, has created a new problem: the gentrification of thrift stores. Higher demand has caused thrift stores to raise their prices; while some thrift store customers are financially capable of accepting such changes, many are not.    


   Thrifting is now viewed as a vintage shopping experience. This shift has led to higher prices in order to reflect the perceived “coolness” of secondhand finds. According to a 2024 report from The Record, “Customers of a generally higher income demographic are buying frequently and in large quantities from their stores. As a method of increasing profits (when the cost of inventory is virtually zero), they mark up products of good quality or of a particular brand that is likely to be sought after, knowing that the inflated cost, although still under the initial cost, will nonetheless be purchased by someone able to afford it.”  


   This new shift has been driven by several factors. According to the ThredUp Resale Report, the global secondhand apparel market will reach $350 billion by 2028, growing three times faster than the overall global apparel market. Thrift shopping faces less stigma, especially since the fast fashion industry has been under more pressure for its unethical practices and unsafe working conditions by activists on social media. Coupled with concerns about negative environmental impacts, thrifting has been presented as the solution to shopping with a clean conscience. This idea spread on social media platforms like Tiktok and Instagram, which display influencers styling thrifted outfits, with unique and vintage pieces as a way to stay on top of trends without breaking the bank. Additionally, there is a growing push back against fast fashion for its negative environmental consequences, causing many consumers to be drawn into thrift stores with the hopes of reducing textile waste. 
   However, such trends have caused evident consequences for low-income families. According to Tacoma Daily Index, the popularity of thrifting among higher-income individuals has led lower income families to be “priced out” in some neighborhoods. Many families across the nation who once relied on thrift stores or second-hand stores are now having to choose between paying the high prices or going without new clothes or household goods. This newfound situation exacerbates economic disparities and inequalities.


  Although thrifting is beneficial for the environment, current thrifting culture perpetuates overconsumption, causing inaccessibility of second hand products for those in need. Purchasing an excess of unnecessary goods, thrifted or not, still creates waste. The most beneficial and sustainable choice is to make intentional and necessary purchases. 

The gentrification of thrifting

   When opening up Powerschool to select next year's class, students at PHS are blessed with six language options; the outlier among these offers is doubtlessly Latin, the only dead language. It is natural to wonder if this option should be preserved; not only is Latin the only language you cannot speak, it is arguably the most grammatically complex. After freshman year, I could say little more than “hello,” “goodbye,” and “the farmer killed the emperor.” There are also little to no travel prospects associated with the language, save a trip to the Vatican. Despite this, I and many of my peers still select this dying language at the end of every year, for reasons that go beyond its application in travel and conversation. 


   In eighth grade, I decided not to continue with French, a language I disliked and struggled with due to its pronunciation challenges. Most of the other options like Italian or Spanish were also spoken languages, which would inevitably have the same problems as French. Eager to escape the complexity of living languages, I decided to choose Latin. Many current Latin students have similarly dispassionate reasons for taking the language. Just as I did when I began freshman year, they may wish for an easier language class to fulfill a requirement. Others may see the unweighted course as a break or virtual free period, relieving students overwhelmed by AP classes. Lynda Danvers, one of two Latin teachers at PHS, notes that a common motivation is the language's ability to “help with the SATs.” However, students have many other reasons to take the course. Valen Roden ’26, a student in AP Latin, cited the “really good sense of community,” as a primary reason for taking the course. In the classroom and through Latin-related extracurriculars such as Latin Club and Certamen, students have the opportunity to meet others who appreciate the language as much as they do. Danvers supported this outlook, remarking that pupils of hers have taken Latin after family members “pass down [a] love” for the language and its environment.


   In some cases, a student may choose the course specifically for its content, often to explore the mythological and historical aspects of Latin. According to Danvers, “Latin is the only language in which you can spend a day just reading mythology and talking about the gods and goddesses.” Although this may seem trivial, there is an unfortunate lack of opportunities to study classical myth and history at most schools (although Princeton is blessed to also offer a purely mythology-focused elective, it does not substantially cover history). This focus on ancient texts and cultures is invaluable, especially given the loss of ancient history in broader school curriculums. Indeed, the removal of ancient material from AP World History in 2015 made sixth-grade social studies the only opportunity to pursue this topic in a core class.


   Furthermore, a strong base in this language can lead to a multitude of benefits for students, even after they graduate. Beyond enhancing vocabulary, and potentially leading to a higher SAT verbal score, the roots learned in a Latin classroom are applicable for career fields like medicine and law, or for those seeking a better grasp of the English language. Latin helps native English speakers improve their understanding of words and grammar, which can yield greater reading comprehension and ability to articulate. Additionally, an understanding of Latin makes it easier to learn the many Romance languages based on it, some of which are offered at PHS, like Italian or Spanish, and others, like Romanian, that are not. Since Latin serves as the foundation for the vocabulary, grammar, and sentence structure of such languages, a knowledge of Latin can lay the framework to later learn, or at least have a working knowledge of, other languages. 


   Beyond its linguistic benefits, Latin also improves cognitive skills. Danvers explains that studying Latin and translating texts, a process that is complex and requires deliberate attention to detail, enhances logical skills and problem-solving. Overall, she believes that experiences in a Latin classroom can “help develop skills in solving puzzles which provides a “practical application in every discipline...from English...to math,” thereby yielding both cross-subject applications and analytic skills that can prepare students to tackle problems in a variety of fields.


   Despite its reputation as a “dead language”, Latin proves invaluable to students who choose to breathe life into an ancient culture. Although many of its benefits are not as overt as in other traditional languages, Latin is an integral branch of our world language program that more students should take advantage of. The knowledge and skills gained from studying this ancient language can have a lasting impact on students’ academic and professional lives for years after they leave our school. 

The case for taking Latin

Following an Israeli strike on Gaza in May 2024, an AI-generated graphic depicting an aerial view of thousands of displaced Palestinians’ tents with the text “All Eyes on Rafah” went viral on Instagram. Celebrities such as Dua Lipa, Lewis Hamilton, Priyanka Chopra, and Gigi and Bella Hadid reposted the image, amplifying its reach to their hundreds of millions of followers. This image rapidly gained traction, being reposted around 50 million times. Many PHS students joined in on sharing the post, generating discussion about the crisis within the Princeton community. Afterward, similar AI-generated graphics advocating for an end to violence in Congo and Sudan quickly went viral on Instagram. 


The justification for creating and sharing AI-generated images rather than photos or articles is often rooted in a valid concern. Oftentimes, real images of war are removed from Instagram for violating the platform’s policies prohibiting graphic and sensitive content. AI images seem to be the ideal workaround for promoting an important message on Instagram. The “All Eyes on Rafah” image aims to depict the scope and severity of the issue without outright posting graphic content. It appears to encourage involvement and discourse with the issue given the simplicity of the image and ease in sharing the message to a large audience of followers. 


While sharing such a post may seem like a low-effort way to effectively raise awareness, in reality, it discourages genuine engagement with pressing current issues. These images lack any information about the conflict or resources to take action. People feel content with engaging through the click of a few buttons, neglecting to take the next step of researching the issue through reading the work of credible journalists and finding ways to make a tangible impact. 


The performative nature of sharing an AI-generated image in the name of activism is reminiscent of reposting a black square on #blackouttuesday in response to the death of George Floyd and other social media activism campaigns. In a phenomenon known as “virtue signaling,” millions of users publicly expressed empty support for a cause to demonstrate moral correctness for social acceptance.


If this was not bad enough, the fact that the image is AI-generated worsens this kind of shallow activism. AI-created images are often weaponized in disinformation and propaganda campaigns due to their ease of manipulation and generation. The “All Eyes on Rafah” image depicts orderly, neat rows of camps, clear skies, and cotton candy clouds. In reality, Rafah’s air is thick and gray. The ground is littered with debris, remnants of buildings that once housed communities. As many Palestinian activists have pointed out, the graphic is a “sanitized” version of the true conditions in Rafah after the strike. Sharing a distorted image of the situation in Rafah contradicts the aims of many activists. Instead of raising awareness about a calamitous current event, the post paints a misleading picture of the suffering faced by Palestinians on the ground.    


As high school students with relatively little power in society, merely reposting an image may seem like an appropriate form of activism. However, instead of sharing grossly oversimplified machine-generated content, we should aim to consume and share intellectual commentary and reporting by journalists dedicating their time to publishing thorough, ethical, and factual investigations of current events. As students, consuming high-quality media makes a difference in how we interact and engage with pressing current events. Instead of checking a performative box by reposting words someone else wrote, prioritize being informed and willing to act beyond a few clicks on your phone. 


Apart from reading and educating yourself, there are many accessible ways to make a tangible impact on the causes you care about, whether it be the Israeli-Palestinian conflict or other global conflicts, such as those in Syria, Sudan, Lebanon, Afghanistan, Yemen, and the war in Ukraine, to name a few. You could volunteer your funds or time to grassroots organizations or attend events and demonstrations. Especially in Princeton, a town where activism is found in all corners of everyday life, high school students have boundless opportunities to get involved with the issues they care about, from campus protests to contributing to student-led organizations. 