YouTube, one of the most downloaded apps in the world, is losing its touch. Many would argue that the “Golden Age'' of Youtube has passed and that the app is spiraling downward. In recent reviews, there are several complaints regarding unskippable ads, unnecessary censorship, and views getting deleted. Despite YouTube’s endless amount of updates and changes to its algorithm, many users are still left unsatisfied with its current version. An infamous new trend seemed to evolve with the shift of the platform’s original purpose: cycles of YouTubers rise to fame, peak at a certain point, and then decide to take a break from the app. The safe haven for uncontained creativity has transformed into a large money-making corporation.

Several of YouTube’s original content creators have opened up about their discontent with the website, among whom is Ryan Higa. Kicking off his Youtube journey with lip-sync videos and later writing his own songs and comedy sketches, Higa’s channel, NigaHiga, became the most subscribed channel in 2009 and remained so for 677 days. But as Youtube progressed towards its monetization policy, Higa’s content shifted in order for his channel to stay afloat. In his video “Why I haven't been posting recently…,” Higa describes how in the beginning of his career his sole focus when making videos was to maximize quality. 
“I started in a time where you could not make money off of YouTube and the videos, so the fun part was always trying to get better than the last video and just keep improving because the better your content was the more YouTube would promote it,” Higa said. 

However, as YouTube changed its algorithm, creators were forced to modify their content as well. Longer videos were being recommended more often and getting more watch time, meaning that in order to earn money, YouTubers had to meet the 10 minute mark. Instead of creating the content they wanted to make, YouTubers are now practically forced to conform to new trends. If they don’t discuss a certain hot topic or use a certain thumbnail, their videos are in danger of being overlooked by viewers and the algorithm. 
YouTube also came out with new policies that obviously favor more popular content creators over smaller, newer channels. In 2017, YouTube adjusted its Partner Program, which gives creators greater access to YouTube resources and features. To be an eligible member of the program, a channel needs a minimum of 1,000 subscribers and 4,000 valid public watch hours. The stricter requirements were fueled by certain YouTubers posting inappropriate content while still earning money off those videos. 

“We’re making changes to address the issues that affected our community in 2017 so we can prevent bad actors from harming the inspiring and original creators around the world who make their living on YouTube. A big part of that effort will be strengthening our requirements for monetization so spammers, impersonators, and other bad actors can’t hurt our ecosystem or take advantage of you, while continuing to reward those who make our platform great.” announced YouTube’s Chief Product Officer, Neal Mohan and Chief Business Officer, Robert Kyncl.

Felix Kjellberg, better known as Pewdiepie, has publicly criticized the new policy in his video “Is YouTube Screwing Over Small Channels?” Being the first individual content creator to cross the 100 million subscriber threshold, Kjellberg points out that the smaller channels are suffering due to the mistakes of more popular YouTubers’. Without registering in the program, the channels are unable to make money as their videos are not monetized. Although the barrier to enter the program may seem low, the wait-time for approval after applying is 30 days. During this time, the creators aren’t profiting from their videos, and the wait can be even longer since there have been complaints about not being monetized until months later.
Besides his critique on Youtube’s updated Partner Program, the Swedish Youtuber is also known for holding a grudge against YouTube’s copyright strike system. Kjellberg repeatedly gets copyright striked for the use of other “original content,” but he notes that on many occasions, he references the content in order to communicate an idea better for his audience. He expresses his frustration towards the contradicting factors of the system, saying that borrowing original content has always been a common phenomenon on YouTube. In his video “STOP DOING THIS - Copyright Strike Criticism etc,” Kjellberg gives his own reasoning as to why borrowing original content should not be the target of copyright strikes. 

 “I don’t know exactly what the percentage is, but I would say 90 percent of content on the Internet — or at least YouTube or Twitch — isn’t a hundred percent original content,” said Kjellberg. “It’s commentary, it’s reaction, it’s review, … it’s gameplay. People tell me all the time ‘Oh just make original content’ — Well, guess what? Every single gaming channel is not original content. They’re reacting to someone else’s video game. It’s someone else’s content and they don’t own the rights to it. It’s just the same way with other reaction [videos]. But it’s fair use because it’s transformative work, because you’re adding your own commentary to it.” 

Further frustrations with the social media platform originate from YouTube’s decision to unnecessarily suspend accounts. Markiplier, a popular gamer on the platform, has complained about the issue in his recent video titled “YouTube has a huge problem…” Hundreds of his fans’ accounts were banned during one of his live streams when he asked them to vote in a poll through emotes. The unexplained and unfair suspension caused for more discussions to arise concerning censorship. Accounts posting inappropriate content seem to go by unscathed while innocent channels are being suspended for no clear reason.
With all the issues the new YouTube algorithm causes, the creators are spending more time being cautious about the technicalities of their channels and videos. Many feel like they are straying further away from their objective, which can sometimes be as simple as sharing their stories and entertaining their audience. YouTube was once a creative outlet, but now it's falling out of touch with the original creators, leading to its downfall. And without the organizers realizing these issues, there might come a time when the biggest platform starts to drown among its competitors  — and one day without us realizing, it might just become a sunken tale of the past. 


The “Golden Age” of YouTube…. has passed 

With her whole family’s passion for music, Grace Axcelson ’20 seemed destined to follow down that path. But when she was introduced to the world of musicals by a production of “Wicked,” Axcelson, who was ten years old at the time, immediately became enchanted by the brilliant combination of acting and singing. She has been pursuing that passion ever since, starring in dozens of plays and musicals throughout the years. Aside from acting, Axcelson is also the president of Spectacle Theatre. Although theater takes up a huge portion of her life, Axcelson’s initial interest for singing was not thrown aside — she actively sings with the PHS a cappella group “The Cat’s Meow,” which holds concerts several times throughout the school year and has an album of their own titled “Gurgle Pot Addiction.” Axcelson will take a different route studying business at Mercer County Community College, but she looks forward to the acting opportunities presented at its Kelsey Theater. 

How did you first discover this passion?

I was ten years old, and I went to a sleepaway camp — it was my first time ever going to camp, and they were doing a production of “Wicked,” so I decided to audition. And from there, I didn't want to do anything else at camp. I wanted to sit at rehearsals — I wanted to be there. I didn't really even have a role, but I just wanted to watch the entire time. I listened to the soundtrack over and over again, and from then on, I've just been obsessed with theater.

Were you more attracted to the singing or acting aspect of a musical?

My whole family is really musical. My mom and my dad sing in a band; my brother is in a band. So when I was little, I always knew I wanted to sing. But [seeing the production of Wicked] was the first time I ever really saw acting and singing combined, and it was just so cool to me.

How is the combination of singing and acting different from just singing? 

[When I’m singing I] …  sometimes I find that I get too into my head, or like I'm too focused on how I sound. But with acting … you're taking on a different character and that character doesn't really [think] about what they're doing, which is how I love to sing.

Is there a moment in your acting career that is unforgettable?

I would say maybe when I was in “Once Upon a Mattress” and I was playing Princess Winnifred. There was one [show where] … a bunch of little girls … came up to me [afterward]. [One of them said], “you make me want to do theater. I'm really excited to go to [John Witherspoon Middle School] and get to do the shows.” So that was really, really cool. Moments like that always make me happy.  

Were there any difficulties that you encountered while pursuing acting?

In general, PHS has a lot of talents and there's a lot of impressive singers and actors, so sometimes the competitiveness can be a little bit much. There’s definitely a lot of pressure. But I've come to realize that people [all] have their own paths. Comparing yourself to somebody else isn't really going to get you anywhere. At the end of the day … you're still going to do what you want to do if that's what your passion is. And the same goes for [everyone]. There's no need to compete if you're doing what you love.

What would you say is the hardest role to play?

It might be this one. I'm playing Katherine Blake in “Freaky Friday” and the most challenging part about that is that I'm on stage for at least 50 percent of the show. There's a huge amount of lines and material to memorize. Also, [I have to switch] from one character to another within a few seconds. So in the opening number, the Mom and I have a completely different demeanor, and then as soon as we switch, it's like you have to become a different character. It's been a lot of fun to work on!

Branching out her passions for singing and acting, Grace Axcelson ’20 thrives on stage.

This February, Princeton High School Orchestra toured across Italy and submerged themselves in the country’s culture during their week-long stay. In an effort to raise money for UNICEF Italian, PHSO held three concerts at Florence, Sorrento and Rome. 
Their musical experiences aside, the students spent much of their time exploring the historic country. So, in an attempt to take a glimpse into what their experience in Italy was like, we interviewed PHSO members for their stories and asked them to share their most unforgettable memories. 

Helena Gifford ’20:
	Though I loved exploring ancient cities and visiting restaurants and ruins in Italy, some of my happiest memories came from simply sitting in the bus and gazing at the Italian landscape. For hours, I would put on my earbuds and simply stare out the window, not even bothering to turn on my music sometimes, too caught up in the landscape to care. Oftentimes we’d go through a long tunnel through a mountain and would finally emerge to the sight of entire towns sitting on top of mountains, with houses literally sitting on the edges of cliffs of death. But I never felt unsafe. … If there was a Harvard for bus drivers, our bus driver Anselmo would be a professor there. He navigated mountain roads and hairpin turns in the pitch dark and pouring rain. He executed maneuvers in that bus that I wouldn’t even attempt in a normal car. Our bus rides were magical, like something that existed outside of reality, and I loved them.

Julia Zhang ’21: 
	The most memorable part of the tour might have been the ride from our hotel to Positano, a village located on the side of a cliff on the Amalfi Coast. While the village itself was beautiful, the drive down was not exactly spectacular. You know those videos of a bus on the side of the cliff, and your anxiety spikes just a little bit because it seems like the bus will fall at any moment? That’s exactly what this drive was. 
The orchestra endured an hour on a small bus that crawled down a long, narrow, winding road. The incessant turns were nauseating, especially since we had just eaten a three-course meal for lunch. We were inches away from the edge of the cliff. To the left of us was a rocky wall that we strained our necks to see the top of. To the right was a low railing made of rock and metal, and beyond it laid miles of fog over a calm, blue sea. The railing was the only thing that separated us from the water below, but I knew that if the bus tipped over, it would do nothing to catch us. 
It was a relief when the bus finally stopped, and we rushed off, desperate to get out of its confining space. Honestly, as much as I love Positano, no one could pay me enough money to go back there by bus; experiencing that drive once is good enough for me.

Hannah Quan ’20:
It’s hard to choose a specific favorite moment from our tour when every moment was magical – even our never-ending bus rides and 2:00 a.m. “dinner with friends” at a gas station rest stop on our way to Venice. But I’ll never forget our time in Positano. The quaint cliffside houses overlooking the beach looked even more beautiful in real life than they did on my laptop screensaver. Most of the shops were closed, so the orchestra found itself reuniting at the one open cafe to indulge in the gelato we’d been looking forward to all trip. We skipped stones on the beach, felt the surprisingly warm water of the Tyrrhenian Sea, and took in the majestic sunset together before heading back to Sorrento on our cozy bus. Yet despite the beauty of Positano itself, it’s definitely safe to say that the people I was surrounded by were what made it that extra bit special and unforgettable.

Katherine Monroe ’23:
	Although it was hard to beat the allure of Positano, our next destinations — Pompeii and Rome — did not disappoint. With the direction of a tour guide, we walked the ancient streets of Pompeii, which had remained practically untouched for almost 2,000 years. Although we didn’t get as much time in Rome as was originally planned, we managed to snap a group picture in front of the Colosseum. After Rome, we made our way to Vatican City. We spent hours exploring the Vatican Museums, the Sistine Chapel, and St. Peter’s Basilica, all of which are filled with overwhelmingly intricate and elaborate architecture, as well as sculptures, frescos, and paintings done by artists including Michaelangelo and Raphael. I would say that the Vatican was my favorite attraction. The artwork was really beautiful, and our tour guide did a fantastic job explaining the history behind it.
You may think that American pizza and pasta is good, but believe me — it is nothing compared to the food in Italy. The quality of Italian pizza is inexpressible in words. We pretty much only ate pizza, pasta, and gelato for the entire trip. In fact, a few days into the trip we noticed that very few restaurants even serve vegetables. The only vegetable-like things served with our meals were tomatoes, steamed spinach, and occasionally zucchini. I [also] discovered my love of pistachio gelato, and there’s no going back now.

Nipurna Shah: 
The food we ate every meal was amazing. Every meal, whether it was lunch or dinner was three courses, with the first course always being pasta. At home, that bowl of pasta is my entire meal, but in Italy, it was just the first course, followed by the main meal and then dessert. What surprised me was even though we had pasta in every city, there were definitely regional flares that each city possessed. We had so many varieties of tomato sauce and each one was absolutely delicious, yet different. We literally ate our way through Italy and not only did I gain memories, I probably gained a few pounds too.
The boat ride to Venice was surreal. The weather was perfect, in the high sixties and sunny. There was a breeze blowing and the skyline of the city as we pulled up by boat was simply breathtaking. I had to pinch myself and say, is this really happening and am I really in Venice? It felt like I was in a movie. We were lucky enough to arrive right before carnevale started. People were dressed in costume and the whole spirit of the city felt so festive.


Sophia Teng ’20 : 
Venice was actually different from how I expected it to be; instead of all the streets being rivers it was more like many blocks of land separated by rivers and connected with bridges. There was a large square in the center with a huge cathedral, St. Mark's Basilica. I loved the coziness of the narrow streets and cobblestone roads full of shops and restaurants. Venice is known for its Carnival, and there were many people walking down the streets in masks and full masquerade costume too! My friends and I stopped by several Venetian glass shops, and bought several pieces of jewelry as gifts. We also had time to buy some Italian leather goods before we left.


Christa Niver ’20:
The most memorable moment during the Italy tour was our two-hour stay in Venice. The architecture of the buildings was so delightful because of the bright colors and whimsical features. The best part were the small stores and the store-owners. My friends and I went into a small stationary shop that was filled floor to ceiling with leather notebooks, all of which were hand made from start to finish. Although the shop owner didn’t speak English, I was lucky that he spoke French, and he told us that all the patterns on the books were all painted by himself using a water-marbling technique. He showed his little station where he had a shallow rectangular box of water on which he poured paint on in different patterns — motifs, as he called them — and used a rake to create different lines and textures. He then dipped paper on it and the motif imprinted on paper. He was such a kind man and was eager to show strangers his craft. My friends and I would have stayed the entire day if we could because it was a heart-warming experience. I will definitely go back one day.

Martin Mastnak ’21: 
	Of our three concerts in Italy, [the one at Chiesa di Sant’Agnese in Agone, Rome], stays with me the most. It felt like the church was waiting for the orchestra’s first crisp note to rise into the air. The air resonated with every note we played. The notes enveloped us and became the surrounding space. Every member of the orchestra became part of a collective whole. Our violinists, violists, cellists, and bass players; our flutists and clarinetists; each harpist and pianist tapped into their souls to create a vessel of music. The orchestra was one and was, in turn, at one with the space of the church. It was as if the church itself spoke our music with a rich, reverberating voice that filled the ears and souls of every being in the building. After the concert, everyone’s face seemed aglow with an inner light. I have never felt as connected to every musician of the orchestra as I did that evening.
 

Michelle Bryson ’20: 
	It was such an honor to be a part of PHSO’s Italy Performance Tour and to experience authentic Italian food, learn about the country’s history and culture, and hang out with friends. But the music was the most memorable part of the trip. Lugging our instruments all over Italy, we played pieces from around the world by Italian, American, French, Chinese, and Argentinian composers in cathedrals decorated with beautiful mosaics and sculptures. At each concert, people filled up the rows and often a passerby or several would step in and listen, standing in the back. I remember that after the last concert, in Rome, a little boy and his father approached Mr. Loughran, telling him that he had just started learning how to play the violin, which goes to show how a shared love of music can bring people together. And although there were a few mishaps — a few non-functional keyboards here, an accidental flick of a baton causing sheet music to fall mid-concert there — I’m proud of our orchestra and the music we created together. As Mr. Loughran would say, “grazie mille” for an amazing last tour.


Snapshots of Italy from PHSO’s 12th tour

In light of the upcoming release of the live-action remake of the Disney classic “Mulan”, a storm of controversies surrounds the removal of the original animation’s characters Li Shang, Mushu, and the collection of iconic songs. While the studio and the producer gave their reasoning behind making this decision, fans were not pacified. 
The story of “Mulan” tells of a young woman who disguises herself as a man to fight in place of her elderly father. In the 1998 original film, Mulan develops a rather personal relationship with her superior, General Li Shang. However, due to the momentous traction that the #MeToo movement gained, Hollywood has reevaluated their films and the underlying messages they convey. Fueled by the Harvey Weinsten case in which the former film producer was sentenced to 23 years in prison for criminal sexual act and three years in prison for rape, the #MeToo movement encourages women to speak out against sexual harassment and assault. 
In response to the monumental impact of the movement, producer Jason Reed has confirmed that Li Shang will not be included in the remake. 
"I think particularly in the time of the #MeToo movement, having a commanding officer that is also [a] sexual love interest was very uncomfortable, and we didn't think it was appropriate," said Reed, according to a Collider article published in February of 2020. 
In the new version of the film, Li Shang will be split into two separate characters: Commander Tung, Mulan’s mentor throughout the film, and Honghui, her comrade and equal in the unit. The producers’ goal with these new characters is to maintain Li Shang’s role as general while removing the romantic element from his relationship with Mulan.  
Despite the fact that the decision to remove Li Shang comes from a place of consideration and respect, many Mulan fans are displeased and frustrated. Viewers feel that it is unnecessary to eliminate his character from the plotline.
“Li Shang was arguably the most healthy relationship Disney had to model to little girls. Mulan wasn’t looking for a prince. I cannot abide by the message that it’s better to be alone than with a man who is attracted to a powerful & intelligent woman,” tweeted an angry fan. 
“Mulan was the one with a serious crush in this movie. She was the only one where 'the look' is given to the male love interest instead of the princess. He did nothing until she was no longer in his army. This is silly and another case of removing a strong woman's agency,” tweeted another. 
Because the couple’s relationship was not formed based on Mulan’s beauty but rather off of her courage and intellect, many fans believe that Li Shang’s absence is in fact detrimental to the development of the story. 
	Nevertheless, Li Shang is not the only character that will be missing from the 2020 remake. The producers of the film have also decided to exclude Mushu, the lively dragon and close companion of Mulan. This angered the fans even more, since Mushu was adored for his witty comments and loyalty towards Mulan. 
Although the discontent is understandable, it feels as though as time goes by and the comments start to pile up, the dissatisfaction for the removal of Li Shang is escalating towards overreaction. 
	The public should bear in mind when confronting Disney on their decisions that Li Shang is purely a fictional character designed by Disney screenplay writers while Mulan is an early-medieval Chinese legend, with a long ballad written about her story which is still being recited by schoolchildren in China today.
	The director of the remake, Niki Caro spoke of the original ballad with admiration during her press Question & Answer in Hollywood back in early March. The New Zealand director reveals how she envisioned the remake of “Mulan.” However, as she disclosed during the Q&A, she was not planning for the film to be a remake at all, at least not one for the 1998 animation. 
	“I think for me it was a journey from village girl to male soldier to warrior and hero that felt like it spoke for all of us. It was a story that didn’t, in fact, originate with the 1998 animation, but it’s about 1500 years old and has been resonant and relevant for centuries – and nevermore so than now,” said Caro. “So, we tried to mine everything we could from the ballad and also just to be inspired by it.”
So now that Hollywood is working to accommodate social responses (the #MeToo movement) and explore meaningful cultural jewels (“The Ballad of Mulan”), we can only wait until the movie releases to see what kind of responses from the public lie ahead. Will people be able to accept these changes for the better, or will we lean towards the old adaptation because it’s familiar? Either way, one thing is for certain —  the powerful image of Mulan as a strong female character will remain unchanged, and it’s not hard to predict that years from now, the tale of “the flower that blooms in adversity” will still inspire young girls to fight through their obstacles.  

Straying away from its animation, new Mulan remake faces disapproval from sentimental fans

A new movement has recently emerged in an attempt to bring conversation about mental health into everyday life. According to the World Health Organization, 20 percent of adolescents (ages ten through 19) live with a mental health condition. To address this issue, PHS’s Numina Gallery, in collaboration with the PHS Mental Health Coalition, plans to explore the teenage mind in their diverse art exhibition titled “Breaking the Chains Within.”

The exhibition was originally planned to open during break on March 23, but the recent coronavirus outbreak has caused the deadline for artwork submission to be pushed back to April 1. The showcase has gone virtual and will be up indefinitely as a resource on the MHC website.

The MHC proposed the original idea for the project and reached out to the Numina Gallery club. The Numina Gallery is a creative space dedicated to art exhibitions from PHS and beyond. Open to the public, these exhibits have helped preserve the community’s appreciation for art for over 20 years. On the other hand, the MHC is a newer club that focuses on spreading awareness about mental health issues around PHS and the Princeton community. Despite their differences, both clubs are working toward a similar goal of recognizing the importance of mental health with art as the medium and combining their separate club missions to create something that would benefit the community. Together, they worked to formalize a plan of action and organize the exhibition. 

Taarika Bala ’20, co-leader of the MHC, hopes to see a shift in the mindsets of students as a result of the exhibit, especially with regards to the pressure that stems from Princeton being an academically competitive town.

“I think the reason why PHS is so [academically demanding] is because of Princeton University [being so close]. It’s going to be hard to change the mindsets of the students because there’s a historic culture for PHS students [to aim high],” Bala said. “If we make resources available and talk about mental health issues and organize such events, people will put ideas together and actually discuss mental health issues, so there’s a conversation about it and people understand other people’s stories.”

The exhibit’s name, “Breaking the Chains Within,” symbolizes how those with mental health issues may feel as though they cannot push past restrictions on their own thoughts. The title communicates the idea that inner monologues and mental blocks become burdens and chain people within themselves. One of the students contributing artwork to the exhibition, Sarah DeCheser ’22 can see these ‘chains’ on herself and the people around her. 

“Growing up, I’ve definitely known a lot of people who have struggled with mental health — either family members or friends. I myself have struggled with [it] and that plays into my art. I use drawing and writing music to understand how I am feeling,” DeCheser said.

Nina Bergman ’20, co-leader of the MHC, believes that art in many cases serves as a means of communication between individuals. 

“I’m hoping that people walk away with a greater understanding of the different experiences that people have at our school, and also with a greater understanding that they’re not alone in experiencing a mental health issue,” said Bergman. “There are lots of different things that they can do to get treatment or even just talk to someone and feel that there’s less of a stigma about talking about it in the open. … I think art and literature can also be used as a way to make other people feel less alone because they know the emotions that they’re experiencing are not unique to them.”

Bala agrees with the notion that art bridges the gap between those with and without mental health conditions. She also noted the issues with social media, which limits transparency and often poses perfection as the standard. 

“Art helps you express yourself because very often in day-to-day life you don’t get to be yourself,” said Bala. “[On social media], you can post things, but you cannot express yourself completely. I think through art you can definitely do that. And you can also get the point across to others, about what is going on in school or with your life, even if it is anonymous.”

“Breaking the Chains Within”: new exhibit tackling the subject of mental health through student artworks.

Princeton Public Schools switched to a remote learning system on March 16 to reduce potential spread of COVID-19. This model, which will continue through at least April 17, includes online assignments and attendance forms in order to simulate a school environment.
“From a school perspective, … implementing remote learning [is] the most extreme measure that we could put in place,” said Superintendent Steve Cochrane. 
At first, the district was focused on a greater degree of personal hygiene and facility sanitation within schools. 
“We started with our physical facilities and [ensured] that we were cleaning our buildings and our buses on a much more rigorous schedule [while] focusing on frequently touched surfaces,” said Cochrane. “We're also working on education and practice regarding respiratory hygiene.”
Despite these preventative measures, the risk of contracting coronavirus remained high enough that the municipality officials decided to close schools for the time being in order to prevent the virus from spreading.
“So the other measure, in addition to cleaning our facilities, and maintaining respiratory hygiene, [is] social distancing,” said Cochrane. “The next form [of social distancing] that we [have implemented is] limiting assemblies and meetings of large groups, and especially groups that would bring in older folks, because [children] are actually the group that is least at risk for the coronavirus.”
Teachers at PHS have been using a variety of platforms to work with their students in order to attempt to replicate physical schooling. Outside of an attendance form on each grade’s Powerschool Learning website, some teachers are moving to platforms that they are more comfortable with.
“There have been a lot of problems. Setting up conference calls can be annoying because some teachers aren't organizing the information required to join them, and Powerschool Learning has been failing to upload assignments because everyone is using it at once,” said Amalia Kutin ’21. “It's been really hectic.”
Because of these technical issues, Powerschool Learning has undergone system maintenance to improve service for students and teachers. Other teachers have switched their instruction onto platforms like Microsoft Teams or Google Classroom to avoid the problems with Powerschool Learning. Anlin Kopf ’21 believes that these initial bumps can be fixed once the school becomes more experienced with remote learning.
“Although there have been a few problems, … I think that the school will be able to fix [them] as time goes on,” said Kopf. “I feel like [remote learning] is a very good [substitute] for [physical] school. [PHS] just [needs] to get used to it.”
Despite these limitations, the district plans to continue remote learning past the minimum two week period and into mid-April due to heightening COVID-19 concerns. 
“As we kind of move forward with this, because it's all new territory for us, and there will undoubtedly be some glitches along the way. But we're going to make the very best faith effort we can and we'll figure those things out as we go through,” Cochrane said.

Princeton Public Schools shut down amid coronavirus spread

Steve Cochrane, Superintendent of the Princeton Public Schools, announced his intent to retire on February 24, to be effective on June 30, 2020. Cochrane has served the PPS community as superintendent for six years and has made major changes in the district through his work and vision.
	After graduating from Princeton University, Cochrane started a career in education. He has held countless positions in this field, such as a college administrator, elementary school teacher and principal, and middle school principal. However, he initially hesitated at the superintendency.
“All of that [education-related] work involved direct interaction with children and with teachers and with the joy of learning. [I was] concerned that [becoming superintendent] might take me away from that. So I wasn't seeking a superintendency when the opportunity [arose]. I wanted to be able to give back to the community that had given a great deal to me,” Cochrane said.
As superintendent, Cochrane has always been devoted to equity and student wellness. Two major changes that Cochrane implemented in his time as superintendent — the later start time for PHS and the shift to the bell schedules — were particularly progressive and intended to benefit student health. He has also encouraged racial literacy throughout his career.  
“Even when the state came in to do an audit a few weeks ago—which happens every three years in most districts — they went out of their way to tell us how remarkable it was that we focus on joy. And [that] whole vision and alignment has been driven by Superintendent Cochrane,” said Beth Behrend, President of the Board of Education. “He has led us to celebrate diversity as a strength, sharing a vision for equity and student wellbeing that has transformed and inspired our communities, within the schools and beyond. And he's changed the conversation on what we mean by student achievement in Princeton.” 
	The superintendency and efforts for change were not without their own challenges. However, Cochrane believes that these changes have been for the better. 
“[Because] Princeton has a wonderful reputation, … attempting to change something that's working fairly well isn’t always easy,” said Cochrane. “I think one of the biggest challenges [I’ve faced] has been making the shift from [seeking] perfection to [seeking] student wellness, stress reduction, and racial literacy.”
To make these changes and continue supporting his goals for PPS, Cochrane maintains consistent communication with PHS as well as the Board of Education. The BOE functions as a collective in working with the superintendent and will continue to work in the same manner with Cochrane’s successor.
 	Behrend believes that Cochrane has left behind a legacy of faithful and committed leadership for the district.
“Mr. Cochrane has provided steady and visionary leadership to the district over the past six years. And we are so grateful for his devoted service to our students and to our community,” said Behrend. “Even though change is hard, we should be hopeful and look at this as an opportunity for us to grow even further as a district.”
The Board is currently looking for a short-term superintendent who will help run the district while they seek a permanent replacement with a broader search for candidates and more community input. 
	Although the switch to a new superintendent may be challenging, Principal Jessica Baxter, is optimistic about the future of PPS.
	“Everybody who comes, [comes] with their own vision. So the new [superintendent] might not have the same vision as Cochrane,” said Baxter. “He's [been] someone who really cares about kids and about equitable access for all students and families. And I think even after he leaves, we will continue that work.”

Superintendent Cochrane leaves behind a legacy of student wellness

	On March 23, Jon Kleiman, a Senior School Program Director for Challenge Success, presented the results from the Stanford Survey of Adolescent School Experience — taken earlier this year by PHS students — via a Zoom call, looking at goals for student health and the effects of previous changes to the administration. This survey investigated the mental health of PHS students by collecting data on their stress levels, hours of sleep, amount of homework, and time for leisure activities. 
“We decided [to start administering] the survey back in 2016 because we were noticing that a lot of [the students] were stressed out and complaining about a lack of sleep. They were reporting a lot of homework each night, very little free time, and disengagement with school,” said Principal Jessica Baxter.
The survey, which 90 percent of the students at PHS took, was aimed to provide concrete data to the administration in order to make change.
“We just wanted confirmation of what we were seeing [in our students]. I think it's good to have actually really good data from a [large portion of the student body],” said Baxter. “We use data to make decisions here, and [talking to] a few kids may or may not be representing the larger group of students.”
Due to the results of the 2016 and 2018 surveys, the administration made many changes in an attempt to alleviate the stress students experience. These surveys have been important in showing the administration the effectiveness of such changes.
	“We've done a lot of changes over the past couple years with our bell schedule and the later start time, [among other things]. So we wanted to see if what we were implementing was beneficial to the [students],” said Baxter. “What we found from the survey this year is that [after moving] the start time up a half-hour [students] are actually reporting [an increase of] more than a half-hour of sleep each night, which is really, really good.”
	Despite the effect of previous changes, the results of the 2020 survey still concern Baxter; on average, students are reporting 6.8 hours of sleep a night, with 2.7 hours of homework each day. The majority of students, 59 percent, believe that half to all of their homework is busywork and doesn’t help them learn the material.
“The other thing that we've been working on is homework,” said Baxter. “We're working with staff to [mainly] give assignments that are essential to the learning, because [although] the hours [of homework] that [students] were reporting went down this year, which is good, kids still perceive a lot of their homework as busywork.” 
Baxter also encourages students to be mindful of the amount of work they should expect when choosing their courses. To help students make their decisions, the administration released homework time estimates by class earlier this year.
“[To reduce student stress] we also need families to do their part and kids to do their part. Right now, kids need to understand that they shouldn’t complain about workload if they’re just going to load their schedules up with AP courses,” said Baxter. “This is a collective effort, and to reduce [student stress] we really need kids to understand what they’re signing up for.”
Baxter stresses the importance of flexibility of the administration and its policies concerning student mental health. 
“We’re always open to [change]. We have this current schedule, we have certain initiatives that we're working towards, but we’re always open to modifying things and making things work for staff and students and families,” Baxter said.

Stanford survey results highlight student disengagement

The Researcher encourages scientific awareness
Focusing on current scientific discoveries, achievements, and events, The Researcher is PHS’s new student-run monthly science magazine. The editors are currently publishing the magazine online, with seven sections: biology, physics, chemistry, psychology, student research, guest speakers at the school, and a section for logic puzzles.
Editors-in-Chief Ben Baumgartner ’21 and Sanyukta Mudakannavar ’21, who were inspired to create the magazine by their experiences in PHS’s research program, organized a group of editors to begin creating the first issue of the magazine.
“[In my freshman year], I felt that there was no outlet at PHS for me to read more into the sciences. I was unaware of the fascinating ongoing scientific research underway in both the broader scientific community and by high school students,” said Mudakannavar. “I felt that if I was exposed to the research world earlier, I would have greatly benefited from it and explored more of the different fields in the sciences.” 
Mudakannavar and Baumgartner wanted to educate the community by creating a magazine that would discuss and share recent scientific discoveries, both at PHS and in the greater scientific community. 
“The Researcher is a magazine that students and faculty can access if they want to read up on all of the interesting discoveries happening in science in the world, and the speakers and experiments happening at the school,” said Baumgartner. “One of our goals is that this would help to promote high school student research and raise awareness about the student-led research in the PHS research program to the Princeton community.”
Through the creation of this magazine and the need for coverage of a multitude of scientific fields, Baumgartner and Mudakannavar became interested in many different sciences that they had previously not known much about. They hope to do the same for other students at PHS who read their magazine.
Beyond research conducted by professional scientists, Baumgartner and Mudakannavar are also planning to share the scientific work of students at PHS. Because Baumgartner and Mudakannavar have seen the dedication of time and effort put into the PHS Research projects, they hope that the accomplishments of these students can be seen and appreciated by their peers.
“One of the challenges that [Ben and I] faced [before we started the magazine] was that [we] were unable to effectively publicize and share [the Research students’] findings or research projects [with] the community,” said Mudakannavar. “This magazine is [unique because] it showcases interesting and awesome PHS student research, which isn't really known to many students in the school.”
The magazine comes out monthly, having published its first issue in February. In the future, its editors hope to publish more articles and enlist more students as writers to continue their pursuit of informing the community about scientific research and events in the world and at PHS.
	“Eventually, when the magazine gains more recognition, we plan to approach local businesses who would be interested in placing ads on our website, [to be able to publish a physical version as well],” said Mudakannavar. “Our main hope is that this will raise awareness in the school about events in the scientific community happening today.”

Link to website: https://www.theresearcherphs.com/
Career speakers promote student opportunities

Throughout this school year, the Ideas Center hosted career speakers in the Learning Commons during F-Day community service times instead of the usual Career Fair. The first event took place on February 27, and the Ideas Center Board originally planned for them to continue through mid-May. Because of the switch to remote learning, the Ideas Center was only able to host one more session on March 9.
In an attempt to present a multitude of career options and ideas for students, the Ideas Center Board, along with advisor Dr. Andrea Dinan, invited speakers of different careers to advise and offer their own experience to the students.
“[Having the speakers come is beneficial] because [students will] see that there are so many opportunities and [different] ways that you can [be successful],” said Moriah Eley ’21, a member of the Ideas Center Board.
	Based on her prior experiences with listening to career speakers in college, Dinan believes that having experts come in and talk is more effective than a career fair because the communication of real information is more direct.
“I wanted to do something [other] than the Career Fair [because] I don't think students get an opportunity to ask a lot of questions or find out any in-depth information about any careers,” Dinan said. 
Eley hopes students will be able to see what the careers are like in practice by learning more about the duties and benefits of the jobs. The board carefully chooses the speakers to address the interests of the student body and the practical applications of each job. 
“We started with a really big list. We want to make sure we have a diverse group that represents a diversity of people, careers, [and] interest for all the students,” Dinan said.
	They especially hoped to encourage students to participate and ask questions to the speakers, to ensure that the students would learn something from the presentation. Additionally, with the many choices they had, they were able to choose jobs that were beneficial for students to learn about.  
	“I really wanted students to understand that these careers are [attainable], and [what] their futures would look like,” said Dinan. “Having these career speakers come in and talk about their [experiences] really helps students to diversify their [ideas] about what [career] they want to pursue in the future.”
	The speakers also explained to students what challenges came with their careers and how to overcome them, as well as introduce them to careers or even entire fields that they might have never had the opportunity to learn about.
	“What I think [students] can benefit from here is to listen to different points and different perspectives,” said one of Johnson & Johnson’s Senior Finance Director Eduardo Gonzalez and one of the career speakers. “There are a ton of opportunities for [students] right now, and I want [them] to be [aware] of those opportunities and [begin] thinking more about [their] futures.”
	Although it is currently not possible for speakers to deliver presentations in person, the Ideas Center is finding new ways to continue offering these opportunities to students, and is considering hosting speakers over Zoom during the period of remote learning.
Princeton’s new affordable housing plan will increase PHS enrollment

	Princeton’s new affordable housing plan calls for construction of several developments to meet Princeton’s required number of affordable housing mandated by the state. However, this would increase enrollment at PHS, which is already high and steadily rising. 
	“We're very mindful that there are enrollment concerns [and the] district has [been] sensitive to that,” said Mayor Liz Lempert. “We know that the school district is having some challenging discussions right now, [and] we’re also having conversations about the benefits of affordable housing in [Princeton].”
	Soorya Baliga ’22, a member of the Youth Advisory Committee, believes there should be a balance between the increasing class size and the preservation of more personalized education.
	“On one hand, [the addition of more students leads to a] less individualized education.  However, having more students also means more perspectives to add to the school community,” Baliga said.
	Although the Affordable Housing Plan will increase the overcrowding at PHS, Lempert believes there are benefits to it as well. 
The mayor has already set a goal to make sure the locations of these housings can maximize the benefits in the community by helping local businesses.
“[We wanted the developments to be] walkable to shops, jobs, [and] transit. [The] buildings [will be] sustainable,” said Lempert. “[But] we also had to make sure that the developments were going to be feasible.”
	This affordable housing will increase the level of income diversity in Princeton Public Schools, which is relatively low in comparison to other districts. Additionally, one of the developments will be reserved only for senior citizens.
“[We want to] lower the negative impact of this affordable housing application on the schools and the community,” said Lempert. “[Senior housing] is important because we hear all the time from seniors in the community that they need to have more housing options that will be more affordable.” 
Currently, the township has reached half of the approximately 750 affordable housing units needed by 2025. To reach this number, the municipality will use two methods to build new developments, aimed to satisfy the affordable housing mandate while still helping out the people receiving affordable housing.
“First, there is the method where the township builds affordable housing. [The other way is with an] inclusionary project, [where] an outside developer comes in, and they are required to make 20 percent of their development affordable,” said Lempert. “What the [Princeton] plan tries to do is strike the balance between the two methods.”
 On February 19, the Princeton Council approved the Thanet Road development, moving the affordable housing plan forward. This was one of the first steps in continuing the development of more affordable housing in Princeton.
“The truth is that the town is growing, and we want to plan for the municipality, [while also making sure] it has a good relationship with the district,” said Lempert. “We’ve been working together on questions about how the schools might grow, [and we hope] that we can sustain that growth.”

Flash Features

Racism is embedded in world history: people scapegoat foreigners and different cultures for problems and crises. The current global pandemic is no different — people around the world and at home have started to blame and attack Asians for the dissemination of the coronavirus. This should not be accepted in our modern, tolerant, and plural society. 
In a subway station in New York City’s Chinatown, a man attacked a woman wearing a facemask, screaming at her to stay away and calling her diseased. She was kicked, shoved into a wall, and hit on the head as a primary reaction to her race. A local newspaper in France called Le Courier Picard used headlines such as “Le Peril Jaune?” and “Alerte jaune” meaning “yellow peril?” and “yellow alert,” completed with an image of  a Chinese lady wearing a mask. French Asians retaliated with the hashtag, #iamnotavirus, on various social media platforms. Countless Asians all over the world suppress their coughs and hold in every wheeze. In a Los Angeles Times article published on February 3, Rosen Hyunh said, “I feel like every time I cough, people are going to be uncomfortable with that. I shouldn’t have to feel that way.” Some PHS students have posted on their social media stories or talked about how this is a “Chinese virus,” and that we should punish or subjugate Asians for spreading the epidemic to the United States. 
 The onslaught of racism that the Asian population has faced since the conception of COVID-19 is unwarranted, unnecessary, and ultimately exposes the widespread ignorance of individuals about the virus. It is important to address the causes of the virus in China, but casual racist comments and microaggressions such as “the coronavirus is caused by Chinese people eating freaky stuff” are not acceptable. Most Asians have absolutely nothing to do with the issue. Less than ten percent of those living in mainland China go to wet markets, where animals carrying the virus are said to have originated. And most Chinese people have never eaten the virulent exotic animals sold in these markets due to their high prices, limited supplies, and ethical concerns. If most of the individuals in mainland China share no connection with COVID-19, why in the world do we expect the Asian students at PHS to be the first to contract the virus? We have allowed our panic over this epidemic to manifest in our perception of our peers. When it comes down to it, the most dangerous aspect of the coronavirus at PHS is not the disease itself, but the racist sentiments that it instills in our student body.
Fundamentally, Asians have the same chance of catching the coronavirus as any other race. The races, ethnicities, religious affiliations, and genders of those victimized by the virus are utterly arbitrary. It isn’t as if the virus goes around in search of individuals who fit a certain template, or check a few boxes. Anti-Asian sentiments have the ability to amount an even greater impact on the PHS community, as our school has a significantly higher percentage of Asians than other American schools, with 26 percent of our students being Asian compared to an average of four to five percent in other American schools. Many of the issues that Asians are facing around the world are due to xenophobia. Even though our school is fortunate enough to not see a significant increase in racist attacks on Asian people, there have still been snide comments and snapchat and instagram story posts that blame and scapegoat Asians for this global pandemic. As a collective student body, we should condemn such actions and in the strongest possible terms make it clear that hate has no home in the halls of PHS. 

Fears over COVID-19 have morphed into xenophobia, and it’s not acceptable

Kobe Bryant’s death on January 26, 2020 came as a shock to the public. Twitter became a platform for the hundreds to express their devastation over his passing. Soon after his death, a retweet of an article relating to Bryant’s rape allegations in 2016 from The Washington Post reporter Felicia Sonmez led to a wave of hatred throughout the platform. Kobe fans began to threaten Sonmez’s life and her inbox was filled with hate. This incident brought up the question of whether or not the comments were warranted towards Sonmez or whether the negative aspects of Bryant’s life should’ve gone ignored. 
	When Sonmez received hate for retweeting the article, she deleted her retweet immediately. But she continued to defend herself and her actions, later stating that “Any public figure is worth remembering in their totality, even if that public figure is beloved and that totality upsetting.” This statement completely captures the essence of Bryant’s death, a man who’s mainly remembered for his basketball career, rather than his rape allegations, which appear to be pushed aside by many.
Throughout his life, Bryant did great things. He was a basketball legend who related to the public; the public who fell in love with him instantly. He didn’t let this blind him and he lived a charitable life. He also raped someone. In the age of #MeToo, we tend to tread on eggshells around sexual assault, but even in the early 2000s actions like that were intolerable. While Bryant is still seen by the public as an inspirational figure, his rape allegations are an important part of his life to remember.
Everyone should be viewed in totality, both the living nor the dead. But should an exception be made for a celebrity? Someone who lives their life in the public eye, who serves as not just another citizen but a fixture that many hold dear to their heart, is an instrumental influence over how several Americans make decisions. And in order for these decisions to be made with good morals and a sound mind, these influences should be of high quality. 
Bryant was idolized by America since his time at Lower Merion High School, where he won four Pennsylvania state championships. Since the beginning of his career, he was surrounded by adoring fans who immediately idolized him and plastered his posters around their bedrooms. Children and adults saw Bryant as almost having superhuman athletic abilities. He was a role model, however, his talent was far beyond any that his followers could hope to achieve. Bryant was seen more as a God than a human, and it was this detachment that validated fans to disregard Bryant’s rape allegations in 2003. Even he attempted to distance himself from the allegations, as he said that the sex was consensual all while reaching a settlement with the victim.  
While Bryant definitely embodied several admirable ideals throughout his career, they do not erase the fact that he embodied some dishonorable ones too. The undeniable truth is that Bryant made the decisions that placed him in the middle of a sexual assault case, and, whether or not he actually raped a 19-year-old hotel employee, he still did something of some capacity to make the victim uncomfortable. The truth is also that Bryant was a man of charity. The two are not mutually exclusive. Rather, they exist completely independently. We cannot compare apples and oranges, just like we cannot weigh the positives and negatives aspects of Bryant’s character. We must rather decide to accept the man in full, instead of leaving out the sections of his narrative that make us feel uncomfortable.
As teenagers, students at PHS are those most impressionable to false idolization. We’re the ones who see past the bad and fixate on the good. The tragic death of Bryant should in no regard be dismissed or forgotten. However, tragedy does not swipe one’s plate clean of past errors. We will forever remember Bryant as a loving father and an inspiring basketball star, yet if we wish to remember the real Bryant, we must also remember the sides of Bryant that might not necessarily fit his role model aesthetic. Still, this multifaceted version of Bryant reminds us that nobody’s perfect, including our idols. And in a way, by allowing their mistakes to humanize them, we enable role models like Bryant to be more relatable and more impactful on our lives.

Kobe’s death has unveiled society’s impermissible double standard when judging celebrities

The global pandemic of COVID-19 is a crisis of such sweeping scope and magnitude that Americans are now having to deal with a reality that was unimaginable five weeks ago. Students across the country, including students at PHS, have been forced to adopt online learning so that we can finish this year’s curriculum and graduate on time. This new system of online learning is not ideal, but it is the situation that we now have to adapt to. 
Online school does not mean an indefinite vacation; on the contrary, it is a new responsibility for students. This new system of learning is founded on trust and the idea that students, especially high schoolers, can take our education into our own hands, and complete the tasks assigned without teachers constantly looming over us. For most students, this is the first time in our lives that we are largely responsible for our own education, and we need to step up and complete the tasks that are set out for us. For the time being, teachers can’t spoon feed us information and coax us into doing our work — we must do it ourselves. Don’t view these circumstances as a curse, but as a blessing. After high school, when we’re in the real world, we will have to manage our own time and think independently, and the current situation helps give us experience in a controlled space where we can learn without any major repercussions. 
	Even though we’re at home and this feels like a vacation, school is still in session and the work that our teachers are assigning us is there for a reason. Our teachers don’t want to just assign busy work. The state has mandated certain expectations so that these days count towards the 180-day requirement. On top of that, many of our teachers are also giving us the information we need for an AP exam whose contents are still up in the air. Furthermore, our teachers are also in the dark about so many things like finals, the way AP exams will work, and if we will actually return to physical schooling this year. Through all of this uncertainty, they are continuing to work hard to ensure that their students can receive all the information and guidance they need.
	That is not to say that online schooling is easy. Not only does the workload largely resemble that of a normal school day, but our homes present us with endless distractions, many of which we had not encountered while sitting at our desks at school. It becomes difficult to focus on the tasks at hand and stay up to date with the daily assignments from our teachers when we have siblings, technology, and snacks to distract us. However, if we allow ourselves to get caught up in these newfound distractions, we will find ourselves behind in schoolwork, and utterly unprepared for any of the tests that we will be taking in the spring, such as APs or standardized tests. Therefore, choose to spend your time in quarantine wisely — preferably, by refining your time management skills. 
	Furthermore, this is a prime time to explore areas that you haven’t had time to study before. Now that most extracurriculars have been canceled, there is ample time to read a book about some interesting subject and gain a new perspective. There are so many interesting subjects that we can study from the comfort of our homes and we should be using the free time we have gained to do so. Pick up a book, listen to a podcast, pick up a new language, or simply talk to your family about their experiences growing up. The choices are endless.
Another important part of our responsibilities during this crisis is staying at home to help protect older people who could fall seriously ill under COVID-19. As students and young adults that are not at serious risk for the severe consequences of COVID-19, we can not discount the effects of the virus on our families. Choosing to hang out with friends instead of canceling plans and staying at home could prove fatal for older members of your family or the families of other people in our community. 
There are very few times in American history where we are asked to unite and take this sort of collective action that our community direly needs. As Americans, we are used to an incredibly individualistic society and the idea of collective action or responsibility is generally met with skepticism or contempt. However, the current crisis requires every person’s cooperation and demands sacrifices from all. If young people like us decide to ignore warnings and continue to go out and have fun, we condemn our society to this never-ending cycle of meaningless death and economic destruction. The quicker we decide to stay home and practice social distancing, the quicker this nightmare ends. Choosing to stay home for three or more weeks could save our country and globe from months of economic and social havoc. 
At the end of the day, don’t view this time at home as a waste or a bear on your plans. View it as a time for introspection, an opportunity to discover new things, and most of all, view it as a service to your community.

times of crises require personal responsibility

A few months ago when the novel coronavirus first hit in Wuhan, China, most PHS students never thought that we would experience what was happening overseas. But as the outbreak moved closer and closer to Princeton, panic began to spread as the reality of its presence started to hit. Schools across the U.S. have shut their doors and sent students home. In the face of this crisis, Princeton High School’s faculty has worked hard to prepare for a shift to remote learning. Despite the efforts of teachers across the nation, this unprecedented and ever-evolving outbreak has exposed the fatal flaws in America’s prized education system as well as the federal government’s severely inadequate response, drastically undermining their efforts. In moments like these where the federal government does not provide the necessary oversight to effectively combat an outbreak, both local communities and individuals need to be vigilant in the face of a global crisis.
Put simply, America’s national education system has failed to keep up with the needs of its students, teachers, and staff in a time of crisis. In times like these when there is little to no universal plan or organization on a national level, local communities like Princeton need to act on their own by taking their own measures to curb the spread of the pandemic. 
The most common defense across the country has been to opt for online schooling instead of brick and mortar institutions. Princeton Public Schools have been no exception. While there were many successes, it is a reach to say that PHS’s transition to online learning had no shortcomings. Such downfalls were largely as a result of a lack of guidance. It seems as if the government is making demands without giving us any solution or aid. For the past two weeks of remote learning, most PHS students have seen PowerSchool Learning’s “kitten detangling units'' more than their actual assignments. On multiple occasions, slowdowns and even crashes in the district’s Powerschool Learning system have kept students and teachers alike out of their classes. Short notice about the switch also left teachers scrambling to readjust lesson plans and find ways to meet virtually with students. Worse, teachers lack a direct channel of communication with their students. An unreliable Powerschool Learning network paired with an email system rarely used by students has left teachers without an efficient means of communicating with their students. Because there has been little to no government-level response for this, local communities must do this work. The district needs to revamp its digital infrastructure to provide a sufficient platform for students, parents, and teachers. That means better communication within classes, a more reliable learning platform, and more accessible support. Instead of pursuing a school-wide email system that has proven to be ineffective, the district should take student’s personal emails to streamline communication. Even with some efforts, Princeton remained woefully unprepared in the face of a growing crisis. The severe shortage of readiness beforehand has all led to the district’s dire position now. This lack of adequate digital infrastructure to support schools in the district has left students stressed, teachers worried, and staff overworked. 
Making the switch from in-person to at-home learning not only complicates assigning work and teaching lessons, but also how to continue providing the care needed by low-income families within the district. While many food banks are remaining open, their biggest concerns relate to the health of warehouse workers. For the Food Bank of New Jersey, the question that remains up in the air is, “Not being able to be near each other, how do we protect the staff, how do we protect the people that we serve?” During a time where social distancing is critical for “flatten[ing] the curve” of coronavirus cases and the government fails to take responsibility, the well-being of many depends on community volunteers. 
Because America’s education system lacks the means to tackle such an issue in crises like this, local districts must take action on their own. “Nearly 500 students … rely on [Princeton Public Schools] for breakfast and lunch.” said Superintendent Steve Cochrane in a statement made on March 16. Closing the school would mean the loss of a food source for these students for an indefinite amount of time. Luckily, before the shut down of the school on March 12, PHS’s students and teachers came together to box over 500 meals to go home to families at PHS who receive subsidized meals. Additionally, 15 school buses with district-provided meals were set up for families as well. While the number of students who depend on free or reduced lunch in Princeton is relatively low and manageable, the National Center for Education Statistics finds that nationwide, 51.8 percent of all students are eligible for free or reduced lunch. This astounding number only exemplifies the government’s failure in addressing income inequality, poverty gaps, and alleviating household burdens. Such faults shine through in moments of crisis like now. Millions of students should not have to depend on their schools for meals. When their schools become inaccessible like now, students in lower socioeconomic brackets are left in the dust. America needs to step it up before it’s too late. 
But combatting this outbreak not only means that the federal government needs to do its part, but the whole community as well. We must remain vigilant in social distancing, avoiding large groups, and only going outside when necessary. When no cure is readily available, Princeton as a town needs to be responsible for protecting itself.
The COVID-19 outbreak has betrayed the American education system’s inadequacy in protecting schools when they need it most. In a time when the nation’s education system cannot keep up with the needs of students, faculty, and parents, the district and community must do their share in mitigating the crisis.

When a guide is not provided, it’s up to us to navigate

Her three millimeter blades carve grooves into the ice as she deftly dribbles the puck down the rink. Readjusting her grip, she locks her eyes on the puck as she drives it into the net. This is Victoria Zammit ’20’s third and final goal against Holton Arms on February 16, sealing a victory for PHS in the third period.
	Zammit started to skate when she was four; she has been on the ice for more than three quarters of her life. Zammit’s passion for hockey, which she started playing ten years ago, finds its roots in her family. Her father played ice hockey during his high school and college years; her sister, Alexa Zammit ’18, was one of PHS’s previous ice hockey captains; and her brother, John Zammit ’23, plays alongside his sister on the varsity boys ice hockey team.
	Although hockey isn’t Zammit’s only sport, it is the one that she has stuck with the longest and taken the most seriously. Since being introduced to the game a decade ago, she has worked consistently to improve her game, all while putting the team and winning first.  Eventually, her skill on the ice, along with her assertive nature, earned her the spot as captain of the girls ice hockey team. 
With many members of the team being newcomers, Zammit has assumed the responsibility of teaching her teammates how to skate. Through early practices and the many falls that come with learning to skate, Zammit and her team have  gotten to become much closer.
“We wake up at 5:00 a.m. to practice, … we shower together, … [and] before school we get breakfast. ... [All] these little things help make that bond,” Zammit said. 
Along with teaching her teammates the basics of ice hockey, Zammit has also helped her team gather equipment. Zammit turned towards her role model for inspiration and help with equipping 11 members with full sets of gear. Her solution: dumpster diving.
“The person that inspired my dumpster diving journey was Lars Eighner. … In his book, he had [a] specific chapter called ‘On Dumpster Diving’ and it’s really funny. It’s about how he turns trash into treasure and finds value in things that people don’t place value for. … And that is exactly what I did with equipment and with the teammates. I saw something, I saw potential and I was able to create the team based on that and that’s something that I’m really happy that I did,” Zammit said.
Zammit’s skills as a player compliment her strong leadership, as she became the first female ice hockey player at PHS to score over 100 career goals and was named one of New Jersey’s top 15 female high school ice hockey players in the past decade. Ready for more and needing a method to prepare for her club hockey team’s play-offs for nationals after the high school season, Zammit became the first girl to play on PHS’s boys varsity ice hockey team. Despite being new to the team, Zammit’s natural affinity for leadership shone through.
“When we drew up a practice drill [and] people were struggling with it, … she would point them in the right direction and [I] didn’t have to go up to her and [ask], ‘Can you help the freshman?’ She just did it by herself which was really admirable. … She’s [a] leader,” said Head Coach Joe Bensky.
Willing to face the challenge of playing on both teams during the same season, Zammit had to manage her time well. With some games on the same day, Zammit had to drive from rink to rink in order to play in both games.
“I [had] a boys game after school and a girls game at 6:00 p.m., so I would go to the boy’s game, play that game, down a Red Bull in the car and then drive to the girl’s game speed[ing], get on the ice, and play the whole girls game. … So much piled up,” Zammit said. 
But even with the new environment and high stress, Zammit immediately felt like a part of the team with the help of her welcoming new teammates.
“I think the guys did a really good job of making me feel included. … Having a brother on the team helped and being friends with the seniors [also] helped,” Zammit said.
This fall Zammit will start a new chapter of her life at the University of Pennsylvania and has decided to prioritize her academics as she heads off to college. Although Zammit doesn’t plan on playing Division I hockey, she will continue her passion for hockey through a club. Looking back on her last season, Zammit is glad that she took the initiative to join the boys team.
“I definitely don’t regret any of it because both teams gave me so much value and such a completely different experience that I’m really lucky for.” Zammit said.

Athletes of Month: Victoria Zammit

PHS’s Futsal Club gathers over 200 students every time they meet — with these meetings not happening weekly, but daily. Holding matches during break, numerous students from all parts of PHS gather to cheer their friends on.
Part of what has allowed the club to be so successful is its inclusivity. The club has members that range from skilled soccer players to those simply looking for some fun. 
“I told everyone I knew about it and made sure that people knew it was open for all. I emphasized having fun more than taking it very seriously,” said Luke Wingreen ’20, leader of the Futsal Club.
Wingreen’s efforts of recruiting students across PHS have proven to be successful. The club’s popularity has skyrocketed; it now boasts 24 teams and is the school’s largest club. The club encourages members to bring in their own social groups. While people may join because they enjoy watching and playing soccer, they stay because of the experience. 
“It's actually a club that’s open to everyone. So if anyone wants to come, just come. It’s really about the experience. … We want everybody to join.” said club member Simon Li ’21. “I love collaborating with others and getting to know all these people I didn’t know before really makes me happy. … In the stressful environment of this high school, having time to forget about my worries and just play is something I think a lot of people need.” 
With a new surge in popularity, the Futsal Club continues to work toward expanding, but also troubleshooting some issues that have arisen. Both members and leaders have noticed the difference in skill between some teams and are looking for methods to mitigate the imbalance. Another issue is the lack of time during break. 
“If the club continues to grow, we need a new model of gameplay because right now we are playing 12 games in a week and we only have 30 minutes at break most days. It makes it really difficult to get everyone who's on the schedule in,” said Advisor Katie Dineen. 
With this in mind, student leaders and Dineen have been implementing changes in the club to better match up teams and coordinate matches till the end of the year. But PHS’s closing has disrupted some of the club’s plans.
“We’re just going to have to roll with it. If there’s no more school, then I guess there will be no more Futsal Club — until next year of course. But if school comes back, futsal will be back. We may have to head straight into the playoffs though,” Wingreen said.
Despite the school’s closing, this past season has been a major checkpoint for the Futsal Club. Membership, participation, and organization have greatly increased, and members agree that the club is a great way to make new friends, collaborate, and just have a blast. 
“I'm just surprised at how the gym erupts anytime a team scores. … It seems strange to me that kids are playing soccer in a gym during their lunchtime for 30 minutes and [that] somehow draws hundreds of kids to come and watch and cheer and that is really exciting. I love how positive they are,” Dineen said.

Futsal Club experiences upsurge in popularity

On your mark. Get set. BOOM.
Matt Perello ’20 launches himself off the starting block. Setting his eyes on the finish line, it doesn’t take Perello long to finish the race. In less than seven seconds on February 3, Perello had covered 55 meters and set his senior record at the Morris County Coaches Invitational — the current New Jersey state record for the 55-meter is 6.26 seconds. 
	Perello first took up running as a game among friends. Perello would hold small races with his friends during gym warm ups in middle school. As he grew older, his teachers noticed his innate running ability and encouraged him to join the track team.
	 “[My middle school gym teacher] would always have us run around the gym or outside on the field, and one day I was just like ‘I’ll try to go as fast as I can,’ She noticed and said ‘You should do track,’” Perello said.
	Following his gym teacher’s advice, Perello started track in the spring of sixth grade and has continued since. Perello enjoyed success early, further fueling his passion for the sport. Although Perello admits that he has some natural talent, he attributes his success and dedication to the friends that he has made along the way and the lessons he has learned from them.
“I really took after [the] work ethics [of my previous track teammates]. … They were always putting in 110 percent, never backing out, never quitting,” said Perello. “Nils Wildberg [’19], he was a senior last year, is an amazing athlete, … and is one of the most hardworking people I know [and] Jack Henry Whetstone [’19] … is one of the most dedicated people I know … and they are just two of the people that I really really look up to,”
Wanting to help others improve and enjoy the sport like he does, Perello has been the sprinting team’s captain the last two years. He also leads the team in both the 55-meter and 200-meter races.
“I like to lead by example as much as I can. I want to help the younger athletes as much as I can and I want to see the kids that I grew up with become much better athletes. Even within one season, … it’s great to see them becoming much better athletes,” Perello said.
Despite this being his last season at PHS, Perello is excited about what is in store for the track team in the future. He notices that some of the younger kids on the track team this year are dedicated and competitive, and he looks forward to seeing the team improve.
Looking back on his high school track career and his growth, Perello notes the importance of hardwork and persistence.
 “Hard work beats talent. … If you put more work in, over time you’ll see much bigger growth and you’ll see yourself become faster and stronger. So I think that even if they’re younger and they don’t have as much talent, I think they should just go for it,” Perello said.

Athletes of Month: Matt Perello

Wrestling
	PHS wrestling had a successful run in the state tournament, with Chloe Ayres ’21, James Romain ’21, and Ava Rose ’23 all qualifying, and Ayres winning her weight class. She was also voted the top pound-for-pound wrestler in the state.
 “This meant a lot to me because I didn’t receive this honor last year,” said Ayres. “James and Ava also went. … They are super hard workers so it was great to get to be down in [Atlantic City] with them because they really put the time in and it makes PHS look so much better.” 
Although nationals are canceled due to the global pandemic, Ayres still trains and continues her workouts at home. A hard worker at heart, Ayres isn’t dwelling on nationals; instead, she now has her eyes set on world team trials which are set to be held in May. 
Boys Hockey
PHS boys hockey won the Mercer County tournament, highlighted by their comeback against the Hun School in the finals, from being down 5-0 to winning 7-5. Rocco Salvato ’20 scored four goals and was named the MVP of the game. 
“Hun isn’t necessarily our rival school, but … it felt really good to beat them in the final, especially with a comeback win,” said Patrick McDonald ’21.
Coaches Joe Bensky and Matt Strober were very influential, according to McDonald, and the team could not have pulled off the comeback win without them.

Winter Track
While the winter track team wasn’t competitive in the county or state tournaments, two juniors stood out. Jacob Bornstein ’21 and Doraldinho Servil ’21 both set personal records and were at the top of nearly every PHS leaderboard this winter. Bornstein ran a 9 minute 48.38 second 3200-meter at the New Jersey State Interscholastic Athletic Association Sectional Championships in Toms River, New Jersey. 
“Going into the race, I wasn’t set on a time. I was more focused on getting out of the group than [breaking my personal record], overall it was just a win-win,” said Bornstein. “In the end it all came down to your mental game, [I] just have to tell myself to keep running, to keep going.”
Running two miles is usually physically taxing, but for Bornstein that race was more of an internal challenge. 
“I had to put the pain aside and focus on passing and chasing others down,” said Bornstein. “After all, running is more mental than physical.”
Bornstein credits much of his success to valuing every practice as an opportunity to improve for competitions.
“It’s all in the practice, if you work hard in practice, you’re bound to go faster in the meet. I just pushed myself to the point where every single meet I kept on getting better and kept [breaking personal records].”
In addition to Bornstein’s personal record, Servil ran a 52.87 second 400-meter at the second Princeton Invitational Series. 
“[The race] was intense, it was fun. I was running, I was halfway through the race and all I heard was ‘Doro keep going,’” said Servil. “In my head I was behind the guy in first place and then the coach was screaming at me telling me to run full speed and I did that.”
	Servil exploded this season, setting personal records with a 6.86 second 55-meter dash, 23.77 second 200-meter run, 52.87 second 400-meter run, and a 19’ 5” long jump. He credits his success to taking every practice and race seriously.
	

Boys Basketball
Over the past few years, the PHS boys basketball team has been growing together. The team rebounded from the last season where they went 4-21 to 13-12, their best in the past four years. They scored 1,337 points this season, up from 837 points a year ago. Zane Scott ’21, backup center for the team, attributes this season’s success to the atmosphere that the team built throughout the season. 
“This season [we did better] mainly because it felt more like a family than a team. We were all close with each other and we had a real connection,” said Scott. “We were truly connected and had a strive to win every single game.” 
However, the team is still looking to progress. It was knocked out in the quarterfinal of the county tournament, and is aiming to make a deeper run next year.  
“Obviously we’re still looking to improve. There are things we could have done better. Our record, while good, is still only barely positive but I’m confident that we will continue to improve for next year,” Scott said.

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