Joycelyn Brobbey ’22 has a distinct understanding and passion for music. As a singer and performer, Brobbey believes that music is an outlet for artists to truly express themselves, drawing her greatest inspiration from genres like jazz and rock. Like most artists, Brobbey was greatly affected by the pandemic. However, her passion for singing remains as strong as ever, and she continues to devote her time as a member of Around 8, the only gender-inclusive a cappella group at Princeton High School.

Q: If you have any, who is your biggest inspiration? Who do you look up to when you perform or when you practice off stage? 
A: To be completely honest, I don’t have someone who I look up to when I am singing. When I am on stage, either performing by myself or with my peers, I draw inspiration from the audience because it makes me happy to see the audience enjoying the performance.

Q: What are your thoughts and what was your experience like as an artist during your four years? How do you think PHS can improve with regards to diversity and representation? 
A: I think that PHS can improve its arts programs by reaching out to creative Black students who might feel like they don’t have a voice or space to express their creativity. Even though PHS is trying to increase its diversity and representation in the numerous spaces they provide, advocacy is lacking and many students of color find it difficult to reach out and participate. After taking drama my freshman year, I was deterred from involving myself in other musical theater courses in the school primarily because of the underrepresentation. I was not comfortable in a space that was never marketed towards me.

Q: How do you think your singing or music in general impacts people? 
A: I think that music has a very positive impact on people because it allows them to express themselves. It acts as an outlet for many people. Another great thing about music is that whether it is being performed or listened to there are many genres available for people to appreciate.

Q: Are there any specific songs or concerts that you would like to share? Something that you would like to cherish as you graduate PHS? 
A: A concert that will stay with me forever was the gospel concert the choir had during my sophomore year before COVID-19 hit. It was the last concert we had in person. The energy throughout the performance is still very nostalgic. It was exhilarating to see that the audience and the performers were equally enjoying the concert.

Q: Have you ever struggled with singing in general? Was there ever a moment where you wanted to quit or thought you would quit? 
A: During the peak of the pandemic, when we went virtual for the whole year, I found it difficult to love singing because every singing opportunity was virtual and it became a bore. If it was not virtual, we were masked. Fortunately, I did not let that get in the way of my love for singing. Instead, I invested in a microphone and a speaker so that I could do karaoke in my own home.

Q: What is your favorite song or piece you like to sing? It can be a song you sing in the shower or an actual performance piece. 
A: A song I like to sing in the shower is “All I Ask” by Adele.

Q: Why do you think it is important we keep and utilize clubs like Around 8? 
A; I think it is important to keep and utilize clubs like Around 8 simply because they are fun to be a part of. It is something non-academic students can enjoy in a school that has such an overly competitive atmosphere

Q: How did you start singing? Was there a particular event or person that inspired your journey as a singer? 
A: In elementary school, my teacher got me involved in a lot of creative opportunities, and singing happened to be one of them. Ever since, I’ve been involved in my school choirs and singing groups.

Student Artist of the Month: Joycelyn Brobbey ’22 uses her voice to make a difference

“Do the Right Thing” Film Review

The name Spike Lee is essentially synonymous with films focusing on the complexity of racism in American society, from “Malcolm X” (1992) to “BlacKKKlansman” (2018), two portrayals of hatred on an epic scale. However, in his 1989 film, “Do The Right Thing,” Lee looks at the causes and effects of racial conflict on a smaller stage, choosing to focus only on a Brooklyn neighborhood, which acts as a microcosm of the United States as a whole. This is Spike Lee in miniature, but at his best and most complex, making it perfect as an introduction to his acclaimed filmography.“Do The Right Thing” takes place on the hottest day of the year in Bedford-Stuyvesant, a small, majority-Black New York neighborhood in the embryonic stages of gentrification. Lee spends most of the first part of the movie leading us through the sweltering landscape of brownstones and fire hydrants, introducing us to a colorful cast of characters. The film has a very inactive protagonist, Mookie, played by Lee himself, whom we follow around the neighborhood like his personal cameraman as he delivers pizza for Sal (Danny Aiello, earning himself an Oscar nomination for the role), an Italian-American man who operates the Bed-Stuy fixture Sal’s Famous Pizzeria with his sons Pino (John Turturro) and Vito (Richard Edson) in a plot that at first seems to be wandering around as aimlessly as Mookie. Along the way, racial tension grows with the heat until it reaches a tragic boiling point.That said, what makes “Do The Right Thing” special is that it doesn’t tell you what to make of the slowly built-up racial conflict it depicts: Lee presents us with a situation that is obviously wrong, but leaves us to point the fingers, every moment being left ambiguous in its cause and blame. Sal, the film’s most prominent white character, is someone we might expect to be an unhinged racist, but Lee writes him with as much respect and understanding as he does any of the film’s many Black characters, without discounting his prejudices. Sal hovers somewhere between his open-minded son Vito and his unequivocally racist son Pino. He’s happy and proud of the community his business depends on, but his own racist beliefs are harder to ignore as race relations deteriorate. In one darkly comedic montage, we see Mookie, Pino, a Korean shopkeeper, a policeman, and a Latino youth deliver verbose strings of slurs directly to the camera, addressed at each other, showing us that this is a setting connected by hatred in the most arresting way possible.Lee sets up the film in such a way that everyone will have a different opinion on who was wrong or right. Lee probably has his own interpretation too, but he doesn’t let it bleed into the movie. At the end of the day, it’s clear that what happens on that summer day in Brooklyn lies not just within the Bed-Stuy community, but outside it as well. Lee implies that the cause is a systemic hatred that is channeled through everyone and that hurts everyone. But this is only my interpretation. As I said before, everyone will have a different perspective on a movie that shows us that there isn’t always a right answer. If you want something to think about, spare 120 minutes to watch “Do the Right Thing.” Lee proves he is a master of filmmaking, using Dutch angles, fiery colors, and fluid camera movement to drop you into a world both larger than life and heartbreakingly realistic, as well as give you a movie-going experience you’ll never forget.

"Sorry to Bother You" Film Review

Bold, vibrant, and thought-provoking, Boots Riley’s debut feature “Sorry to Bother You” puts forward a passionate and unique view on the current state of U.S. racial politics and the economic system that leads to oppression. In a dystopian Oakland, Cassius Green (played by Lakieth Stanfield) is behind on his rent, and in an effort to ease the tension with his landlord, he gets a job as a telemarketer with an extreme caveat: He is paid by commission. With the help of an elderly gentleman, Cassius uncovers an uncanny ability to augment his voice in order to sound like a white “worry-free” individual. As the telemarketing company unionizes and Cassius works his way up the corporate ladder, things take an odd turn. Many of the film’s themes are impossible to analyze without spoiling the bold twists the movie takes, but its bombastic storytelling still offers plenty of insight. Boots Riley, the film’s director and writer, is an interesting character to say the least. A communist, hip-hop artist, writer, and protestor, Riley is a man who truly cares about what he preaches, his virtues evident in his unforgettable musical hits like “Your Parent’s Cocaine” and “Clap for the Killers.” He brings an unwavering passion toward Black liberation into every aspect of “Sorry to Bother You.” He doesn’t waste a single frame of his film because he is unsure if executives are going to cut his beautiful cinematic tirade short. His powerful storytelling and advocacy enhance the entire film. A group of high-level telemarketers, “power callers,” who sell slave labor and weapons of mass destruction must get into a building through a mob of angry union workers. One of these protestors films herself throwing a sharp, opened can of soda at one of the prestigious power callers. This clip goes viral on YouTube. Then, by the climax, the same, now viral woman who threw the soda can in protest of the rich elite, is recreating the scene in an advertisement for the soda company. This is in reference to the common practice of commodifying revolution, like how Apple creates deceitful racial equity initiatives while happily exploiting child labor in the Congo to mine cobalt. This criticism of modern consumerist culture takes up at most one minute of screen time total, a common pattern in this movie. But, Riley’s ability to jam-pack the film with symbol after symbol comes with a stipulation. The film lacks emotional depth — each character isn’t really a person so much as a symbol to drive yet another point home. This would be a problem if the film were a slow-burn drama, dependent on the emotional journey of the protagonist to hold the narrative together. However, this fast-paced, satirical, darkly comedic, science-fiction extravaganza is anything but that. What makes “Sorry to Bother You” work so well in comparison to its political satire contemporaries? A movie like “Don’t Look Up” also lacks emotional depth, preferring to use characters as two-dimensional symbols, but it’s a snoozefest that feels more like a lecture than a film. Instead, Riley punches you in the face with the point he’s making but does it in some of the most subversive and creative ways possible. While “Don’t Look Up” spends two hours and twenty minutes spoon-feeding you, “Sorry to Bother You” conveys its themes with seemingly surface-level symbols that intertwine into a thought-provoking narrative. From a voice augmentation superpower to a talk show where the attendee is gruesomely tortured for a live audience, “Sorry to Bother You” will show you the system is screwed while also taking you on a wild ride.

“Do the Right Thing” and "Sorry to Bother You" Film Review

Despite their lack of recognition, Black people have always had an influence on the American music industry, starting from the creation of ragtime and blues in the late 1800s. The earliest forms of Black music were rooted in religion and faith, with spiritual gospel as the foundation for what would later become a multitude of unique genres.

Early jazz and blues were the beginning of contemporary American music, becoming popular across the South and Chicago as well. Singers like Louis Armstong, Ella Fitzgerald, and Nat King Cole were the icons of the time, despite not recording their music until years later. Blues singers sang slow, sorrowful tunes, with messages reflecting the poverty of African Americans and establishing a rich cultural heritage that was beginning to be expressed through music. When jazz emerged in the 1900s, its syncopated beats (on the weak or “off ” count) and use of new instruments such as the saxophone soon became one of the most defining sounds of the time.

Jazz continued its hold on the American public until the 1960s, when it gave way to soul and funk. This new style of music borrowed many elements from jazz, blues, and ragtime, such as improvised solos, horn arrangements, and guitar foundations. Vocal parts influenced by soul music and gospel were also heavily used. Artists such as Marvin Gaye, the Temptations, and Earth, Wind & Fire were popular, and their lyrics and themes reflected the changing socioeconomic status of African Americans and their struggle for racial equality. The word “soul,” which had previously been associated with romance and relationships, widened to also include social awareness for the injustices African Americans faced.

In the 1970s, these messages took on a more optimistic tone, a result of the recent cultural liberation. James Brown, Aretha Franklin, and Stevie Wonder rose to popularity with their upbeat grooves and modern sounds. Influenced by wild fashions and science fiction, funk began to take on a more psychedelic quality, creating the disco genre. Disco music and clubs influenced the development of better sound equipment as the clubs demanded better mixers and speakers in order to provide an atmosphere full of energy and excitement for their patrons.

After the disco craze, pop music was the defining sound of the 1980s, and its accessibility and variety allowed Black artists to flourish. Pop artists like Michael Jackson, Whitney Houston, and Prince rose to fame by incorporating previous genres of music such as jazz, R&B, soul, and funk, and transforming them into a revolutionary new sound. The launch of MTV in the early 1980s also led to many songs being accompanied by music videos, and the added visual element helped further popularize pop music as a genre.

In the 1990s, the block party trend popularized hip-hop and artists such as Nas, Lauryn Hill, and Tupac. Block parties as we know them stemmed from the Jamaican dancehall “sound clashes,” where opposing DJs would play different songs and compete in an effort to win over the crowd. When this was brought to New York in the 1980s by DJ Kool Herc, it inspired many DJs to bring giant speakers outside and hype up the crowds. This was where the technique of spinning two records at the same time and mixing them together to create a dance break became popular. As the popularity of these parties grew, countless new rappers and groups started creating songs under the loosely interpreted hip-hop genre.

The 2000s saw the continuation of R&B and hip-hop changing with the times. Many songs now included psychedelic riffs and the audio processor Auto-Tune, which heavily influenced artists of today. New access to digital instruments, track boards, and mixers gave artists the ability to create music without needing any actual instruments. The socioeconomic status of many Black communities and the power to create music as an act of rebellion influenced the feel of Black artists’ music in the 2000s. Black artists such as Destiny’s Child, Outkast, Usher, and Snoop Dogg brought issues like racism, police brutality, and the struggles of romance to the public through their music as a means of inspiring their listeners. Black music evolved greatly throughout the 20th century, and each decade has many unique and important sounds. But throughout all those decades of music, love has been the predominant theme in many Black artists’ music. Everyone has experienced some form of romantic struggle — what better thing to do than write a relatable song about it? Many musicians have songs like this, and they are often the artist’s biggest hit. “L-O-V-E” by Nat King Cole, “My Girl” by the Temptations, “Sexual Healing” by Marvin Gaye, “I Wanna Dance With Somebody” by Whitney Houston, and “Forever My Lady” by Jodeci are a few.

How Black culture forever changed the music industry

Whether it be on the street or on the runway, fashion is everywhere. Many students at PHS are immersed in it, but if you ask them where their favorite styles came from many would not be sure. In honor of Black History Month and celebrating fashion origins, we have gathered some of the most influential fashion styles, comebacks, trends, and accessories that emerged from Black culture and icons like Destiny’s Child and Diana Ross.

Streetwear arose from the hip-hop movement, which emerged in the Bronx during the 1980s as a new style of music and dance, eventually becoming a prominent part of black culture. It was originally created as a response to whiteness being the standard of the “ideal citizen” in the 1950s–60s. Eventually, streetwear became the visual form of hip-hop and rap culture, pushing boundaries that allowed the Black community to express culture and style without conforming to what was “acceptable” at the time. It became even more integrated in the fashion industry with the emergence of luxury, high-end streetwear brands such as Off-White, a Milan-based and Black-owned fashion house founded by the late Virgil Abloh. Streetwear has evolved since its beginnings and has elevated to become a strong influence in fashion.

Y2K is shorthand for “the year 2000,” and it is making a comeback! Staple pieces like lace camisoles, low rise jeans, metallic clothing, baguette bags, and butterfly hair clips were linked to the mid-1990s to early-2000s era, inspiring the Y2K style that began right when the Internet started booming. Many would think that this vogue surfaced with Bratz dolls or “Mean Girls” but in truth, it was Black culture – specifically Black artists – that shaped the aesthetic into the phenomenon it is today. Michael and Janet Jackson wearing shiny and futuristic clothing in their music video “Scream,” Black girl groups like Destiny’s Child sporting vivid tank tops and low-waisted jeans, and rapper Missy Elliott in athleisure are all examples of this.

Velour tracksuits were the new norm in the 2000s with brands like Juicy Couture and Baby Phat being in the spotlight. Like tracksuits, scripted necklaces were also associated with the Y2K era. A notable example is when Carrie Bradshaw wore a nameplate necklace in “Sex in the City,” inspiring people to join the trend. However, this trend truly originated from Black and brown kids, and it was popular within their communities much earlier on. The scripted necklaces were a way for people to express themselves and their identity; a symbol of pride in their culture. Y2K is one of the prominent aesthetics of the past few decades, and it wouldn’t have been possible without Black culture.

Sneakers as we now know them made their first appearance in the 1970s and became a trend around a decade later. Originally, they were made for only playing sports, but that all changed when Michael Jordan launched his Air Jordans line, produced with Nike, in 1985, causing the popularity of sneakers to surge in hip-hop culture. Even now, Jordans are still sought after. These sneakers are featured prominently in the music industry by Black artists in their everyday wear and performances. Sneakers have become so popular because of Black culture to the point that they are spotted globally.

Bucket hats are the perfect versatile and stylish accessory. At first, like trainers, bucket hats were only for practical use. Fishermen used them as protection from rain and soldiers wore them in combat. As the mod subculture of soul-loving hippies known for their love of motorized scooters and fashion rose to prominence in London, the bucket hat took on a more refined and elegant style and quickly spread throughout Great Britain. However, it was the bucket hat’s incorporation into Black culture that made it rise in prominence. Icons like Rihanna, who paired a pink bucket hat with a Dior slip dress, and LL Cool J, who is known for his red Kangol bucket hat, contributed to the beginning of this newfound trend. Now, luxury brands like Dior and Prada sell them in a variety of patterns and textures. Bucket hats may not have been invented by Black culture, but it’s because of Black culture that more and more people are adding bucket hats as an essential piece to their outfits.

Hoop earrings are some of the most common accessories today, but they have been a symbol of Black women’s empowerment since the 1920s. The large and lavish jewelry piece was created in the fourth century in North Africa (around Sudan). Centuries later, Black women in the United States chose to use this piece of their heritage to showcase their beauty. Beginning in the 1920s–60s, hoop earrings were worn by activists for civil rights and Black power. However, later in the 1970s–90s they became associated with music and were showcased on Black disco and soul artists such as Diana Ross and Evelyn “Champagne” King. As different genres became more popular, hoop earrings were later seen on many rap and hip-hop artists. Additionally, hoop earrings have been a symbol of power and feminism pioneered by Black women, especially in the last century. In recent years, they have influenced people of all ethnicities and races.

With their colorful, glossy, and bold designs, pictures of acrylic nails on Pinterest are often the first we save to show our friends. Today, they are considered to be a fashionable statement. However, in the late 20th century, many people considered wearing acrylic nails “cheap” and “trashy.” Over time, they were shown off in the media by influential people like famous runner Florence Griffith Joyner (Flo Jo), who showed off vibrant patriotic colors through acrylic nails at prominent races in the 1980s. With this prominent appearance of acrylic nails in the media, they eventually became more mainstream and popular. From famous celebrities such as Lizzo to people in our day to day lives, acrylics can be seen everywhere. This trend was made possible by Black women who normalized and popularized them.

The overlooked origins of fashion

Each year at PHS, different groups of students in Studio Art III paint a mural in relation to the word “skull.” For most, this word may conjure up images of death and decay, but these art students look through the gloom to find inspiration.

“In Studio Art I, students draw realistic skulls and animal bones, and in Studio Art II, they do the same again. Then in Studio Art III, they come back to the idea of the skull, and they think about what it could mean and represent symbolically,” said Matthew Pembleton, one of the Studio Art teachers at PHS.

@img=https://yusjougmsdnhcsksadaw.supabase.co/storage/v1/object/public/images/Screen Shot 2022-06-08 at 8.19.32 PM.png

The tradition of painting murals or installing 4x8-foot painted panels onto the walls has endured since 2000. Unlike many of the individual projects done in the Studio Art III class, the mural project highlights that teamwork is needed in order to create a stellar finished product.

“I think the main purpose of this project is to show that art and collaboration can be made by many people, not just one person,” Pembleton said.

Although it may seem like a simple task to paint a mural, the project requires a few weeks worth of planning before the painting can actually begin. 

The process starts with thorough research of modern and historic murals throughout art history, ranging from the Renaissance era to the Mexican muralist movement in the 1900s. Students then take a tour around PHS to look at past murals created by previous Studio Art III students. After gaining inspiration and ideas from these different sources, students engage in collaborative mind mapping and sketching. To start, they need to come up with ideas relating to the skull theme. There are many diverse perspectives that can be taken for this project. It is fascinating to see how different minds approach the same word based on their imaginations along with their individual interpretations. After two to three weeks of laying the groundwork, students start painting the murals on the walls.

@img=https://yusjougmsdnhcsksadaw.supabase.co/storage/v1/object/public/images/Screen Shot 2022-06-08 at 8.19.08 PM.png

Although the word skull often evokes feelings of death and doom, the students have shown that there can actually be a lot more to it.

“Our mural is like the exact opposite of what [we] first thought of when I heard the word ‘skull.’ We’re doing an art history inspired mural, but we’re also incorporating a bit of modernity to it. We’re mostly inspired by two Renaissance pieces: The Birth of Venus and Creation of Adam,” said Myrrah Shapoo ’23, a student in Studio Art III.

“We’ve taken components from each, and we’ve mixed them together to create one piece. We are doing them in the form of a skeleton to bring in androgyny and to put a twist on these classical pieces,” Shapoo said.

Focusing on darkness and mystery, students Andy Yao ’23 and Ned Erickson ’22 created a “surrealist landscape” that focuses on the uncertainty we have about the afterlife.“

We thought of death, and we thought about what happens to a skull after you die and if it’s just empty. This led to us wondering about what happens after you die and how we don’t really know. We wanted to make it weird because we don’t know what happens after we die,” Erickson said.

“We’re going to have a bunch of random stuff like planets, columns, and broken statues so that it’s dreamlike ... It’ll be made up of a weird collection of things, so you’re not sure what’s going on or when it’s happening,” said Yao. PHS art students have been enriching the school with their artwork over the years, as can be observed with the many posters, sketches, and paintings already being displayed on the walls.

This current mural project is a symbol of the beauty that lies in collaboration, and altogether, it will serve as a manifestation of the students’ creativity as a whole. The murals should be finished by early April, and will be on display in room 172 for students after spring break

Different perspectives shape Studio Art III’s murals

On February 9, the first of a series of three COVID-19 vaccination clinics held at the PPS administrative building on Valley Road opened its doors, marking the beginning of a district-wide effort to increase the availability of booster shots. The implementation of these new vaccination clinics as well as the continuation of the free weekly COVID-19 testing program at PHS aims to continue to keep the school community safe during the pandemic.

While it is only one of many measures that the district has taken against COVID-19, the weekly testing has been successful in catching cases before they spread. The testing program offered at PHS is the result of a grant program by the state of New Jersey aimed to slow the spread of COVID-19 in schools across the state.

“This is a surveillance testing program with the goal [of identifying] COVID-19 positive students who are asymptomatic [in order] to minimize spread of the disease,” said Micki Crisafulli, PPS Director of Student Services. In any given week, about 50 PHS students participate in the testing. Other elementary and middle schools within the school district report a similar number of students getting tested weekly.

“At our elementary schools, the company sends a technician to collect the samples. At the middle and high school, the company sends packs of vials that are sent home and collected the next day,” Crisafulli said. The testing provided at PPS is called pool testing. In the testing, student participants collect and submit their saliva samples, which are then added to a sample pool. If a positive COVID-19 result is detected in the sample pool, each saliva sample is tested individually using the PCR testing method to determine whether or not it is positive. In general, students find the saliva testing procedures easy to follow.

“I simply spit into a tube and give it to the school,” said Edward Cao ’24. “It is very easy and doesn’t hurt since you don’t have to stick something up your nose.”Coupled with the free testing, the Princeton Health Department has started to offer weekly vaccine clinics at different locations such as the YMCA. Kathy Korwin, a public health nurse for the Princeton Health Department, believes that the increased availability of the vaccine during this pandemic continues to be an essential piece to Princeton’s success.

“It’s important to get the vaccine out. It has been a journey... [and] we have started partnering with everybody. We started with partnering with the senior centers, then we partnered with the schools,” said Korwin. “Actually, one of our most successful clinics is partnering with the people who own the bodegas on Witherspoon street who know their population. They were so kind, and they broadcasted it to people who live in that area, and we were able to go at six o’clock in the morning and give it to people who [were] coming out for their jobs.”

After offering the first few clinics, Korwin noticed a public need for uncomplicated vaccination access and began to advertise vaccination opportunities more. “After we did boosters, more people came. And then we also started doing [the clinics] at night when people got dropped off [after work], because so many people get picked up to go work someplace else, and then they get dropped off [to go home],” said Korwin. “We also had other people give food to be able to have a festive atmosphere to make them feel safe getting the shots ... this translated to more people getting the shots.”

Partially due to a series of district efforts to limit the spread of COVID-19, infection numbers have continued to drop since the peak in mid January. Even with decreasing COVID-19 cases though, Korwin believes that it’s still important for students to not get complacent with protocols, testing, and vaccine distribution.

“As there were fewer cases, there was less demand. They didn’t think that they needed the vaccine or they thought that ‘Oh, yeah. COVID is going away’ ... it is definitely a constant battle reminding them how important [the vaccine] is,” Korwin said.
Both  Rodriguez  and  the  parent  group  agree  that  in  order to truly address the inequities in mathematics, the district needs to begin from early stages of schooling such as elementary school, not just at the high school level. 
“We  need  to  make  sure  that  we’re  focusing  from  the  ground  level  as  well.  Like,  what  types  of  mathematical  programs and practices are we putting into the elementary schools,  so  that  by  the  time  they’re  middle  schoolers  or  high schoolers, we know how to tap into those resources and use them to maximize their education,” Rodriguez said.
Amidst  these  conversations,  PHS  students  also  voiced   their   opinions   and   reflected   on   their   personal                          math tracks. Sarah Villamil ’22 chose to take AP Calculus AB  because  she  always  had  a  passion  for  math  and  felt  grateful  that  her  public  school  education  offered  such  advanced courses.
“I personally have an interest in math, and I think it’s an advantage [to have APs] because I’m able to challenge myself to do what I want,” Villamil said. 
Students  also  recognize  the  lack  of  diversity  in  their  accelerated classes. Precalculus Accelerated student Adam Stein  ’24  noticed  that  his  classmates  are  composed  of  familiar faces each year. 
“I definitely think that there should be more diversity between the classes. I think that it should be our goal to be more inclusive and more diverse,” Stein said. 
As the math department continues to work in accordance with the strategic planning committee on increasing equity, students have also offered potential solutions.
“I  think  that  if  they’re  going  to  offer  math  courses  in  the  summer,  it  should  be  offered  to  everybody  for  free,”  said  Villamil.  “I  think  that  that’s  the  solution  to  making                          our  math  program  more  equitable,  not  taking  away  our  AP courses.”
Going  into  the  next  school  year,  the  district  is  only  looking  toward  expanding  the  math  programs.  And  in  the  end,  although  there  were  many  frustrations  shared,  the  discussions  that  occurred  as  a  result  of  this  board                meeting    allowed  the  community  to  reevaluate  its  goals  and methods. 
“In closing, I would just remind us to ask questions. Get all of the information. It’s healthy to have opinions. And at  the  same  time,  sometimes  there  are  ‘uncontrollables,’  and   sometimes   we   just   have   to   trust   the   process                                     and,  and  communicate  in  ways  that  are  effective,”        Rodriguez said.

Princeton Public Schools promote COVID-19 safety for students

On January 25, Princeton Public Schools passed a $17.5 million facilities referendum with many goals, including the repairing and refurbishing of the current roofing at Princeton High School as well as the roofs of other schools across the district.

“Most [roofs] have a life of usually around 20 to 25 years,” said Matthew Bouldin, PPS Business Administrator.

“One of the best ways to fund projects like [repairing them] is through referendums.”

The referendum also aims to help the school become more eco-friendly moving into the future.“Hopefully, [the referendum would] also lay the groundwork to make [the roofs] solar panels ready,” said Frank Chmiel, PHS Principle.The current referendum is aimed specifically at roofing across the district. However, repairing heating, ventilation, and air conditioning equipment is also of concern for the district.

“On the roof, equipment takes a lot of wear and tear,” said Bouldin. “In general, any kind of mechanical system like that doesn’t have an endless life, unfortunately.”

While past referendum projects such as the fitness center have been more oriented towards students than teachers, the current referendum aims to help both groups. By fixing the roofs of the high school, teachers will be able to teach without having to worry about inconveniences such as water leaks during rainfalls.“

Because we have flat roofs, snow collects up there, [and] rain could collect up there,” said Chmiel. “So, there are just spots where our custodial staff [expects] leaks to happen.”

Unlike past facilities projects, completing the current roofing project will be no small task. This is because roofs are very difficult to repair, and require that all construction will have to be completed when students aren’t in class. Matthew Chen and Anika Hadap,CONTRIBUTING WRITERS“Roofs are uniquely difficult, and that work has to be done in the summer,” said Bouldin. “It’s going to be at least three summers, at least, maybe possibly four summers.”

Difficulty in repairing roofs was not the only challenge facing this referendum, though. Like most activities and projects over the past few years, the pandemic has hindered facilities repairs. Multiple hired contractors getting COVID-19 was an obstacle, causing a setback in both construction and equipment supply. Luckily though, the construction was not significantly slowed by these setbacks.“

Roofing installation has been under a little bit of short supply over the last 12 months,” said Bouldin. “But COVID luckily hasn’t had a huge negative impact, at least on the work we have been doing.”

Despite the obstacles and setbacks that will inevitably come, in the end, the referendum will benefit both the district and the school community. Bouldin believes the final result will be worth the wait for the students and teachers.“

[The referendum] will help students live and learn in a better environment,” Bouldin said.

$17.5 million referendum prepares PHS for the future

Growing up, Timothy Campbell always knew he had a passion for politics and history. From engaging high school history classes to family Thanksgiving dinner conversations centered around politics, Campbell was drawn to the open and interpretive nature of the two fields. Now, as a history teacher at PHS, Campbell has led meaningful discussions about American history and contemporary events for 16 years.

Before coming to Princeton, Campbell was born and raised in Michigan, where he studied at Central Michigan University. With two teachers for parents, Campbell had always seen himself becoming a teacher in his own future. In college, Campbell tried to pursue his interest in political science as much as possible, majoring in secondary education with a focus on constitutional law and political science. By senior year, Campbell was amongst a select class of around 100 other interns at the White House.“I did a lot of correspondence, letter writing, setting up of meetings with potential appointees, and ... logistics of the correspondence,” said Campbell. “I had the best job because I had pretty much daily access and interaction with the President of the United States.”Following his internship, Campbell explored many different applications of his major, such as consulting and local campaigning. But he soon felt burnt out and realized he wanted to reignite his original passions in teaching.At the recommendation of a colleague, Campbell taught at Villa Victoria Academy, an all-girls private Catholic school, for three years. After researching New Jersey school districts more, Campbell came across PHS and was drawn to students’ drive for academic success. Campbell has always placed an emphasis on student growth and broadening perspectives rather than numerical grades. His classes are discussion-based, aimed toward encouraging open conversations on topics that may be difficult or controversial. Campbell believes this style of learning gives his students a safe place to discuss, especially if there are differing opinions.

“You don’t learn anything from just talking about or listening to opinions that are your own ... nobody ever died from listening. The worst thing that ever happens is that it solidifies your faith and your conviction in your own belief system ... [and] that’s a win-win,” said Campbell. “Silencing discourse, or not listening to [it], in addition to silencing people that you disagree with, [makes you] no better than the people that you disagree with. Campbell believes it is even more important to create such an environment given the turbulent political climate the country has been facing.“I’ve always been a firm believer in the idea that the most difficult conversations in life are all usually the most important,” said Campbell. “I understand [that]... in a school setting, [there is] an unwillingness or a level of discomfort, to have those difficult conversations in class whether it’s Black Lives Matter, abortion, guns, whatever it may be, but those are the important ones.”

Expanding on this, Campbell also believes that his students are in a place in their lives where conversation about these issues is uniquely important. “Having discourse and providing a place for young adults to start to talk about and think openly about these issues is important [because] come the next election, they’re going to have the opportunity to affect some sort of change,” Campbell said. Nicholas Matese ’24, a student in AP United States History with Campbell belives that Campbell’s efforts to include everyone in class discussions have been beneficial for students.“I like the fact that he makes sure everyone who wants to speak is able to speak,” said Matese.Campbell’s students also appreciate efforts to teach uncomfortable topics and tie them back to real life examples. “Especially in government and politics, there’s a lot more relevance to current events. ... The issues that he discusses with our Constitution are really being challenged every day in the political sphere,” said William Erickson ’22, who had Campbell for AP United States History and currently takes AP Government and Politics.To incorporate current event topics and introduce these difficult topics, Campbell goes beyond the textbook, using podcasts, documentaries, YouTube videos, and articles. He believes these mediums not only supplement his lessons, but also allow him to fill informational and educational gaps from the textbook.

Campbell recognizes COVID-19 as a major setback in the past two years since it prevented his favorite part of teaching—his daily interactions with his students. However, Campbell never lets them affect his goal and objective as a teacher. “There are always going to be frustrations in public education, but ... [I never lose] sight of the fact that the students that are sitting in front of [me] are the most important constituency that [I] serve. Nothing will ever cloud that,” Campbell said.

Outside of the classroom, Campbell is an avid sports fan who loves running as well as playing golf and hockey. On top of that, he also enjoys spending time with his children and often acts as their “taxi driver,” taking them to their many sports events. Campbell’s intended takeaway for his students is to pay attention to the world and to embrace their unique opinions. “I don’t care who they vote for. I would never do that. But just that [they] have a voice. And in this world where a lot of voices are silenced... you have a way of promoting change yourself,” said Campbell. “So that’s my biggest priority... that when they leave here, they go out into the world and they exercise that voice.”

PHS Profile: Timothy Campbell promotes activism among students

PHS came together to celebrate Black History Month in a way not possible since the onset of COVID-19. The high school hosted a variety of events in order to allow students to learn more about Black history and become more racially literate.

A newly-established Black History Month planning team composed of students and staff members from various racial backgrounds took the lead in the organization of these events. The team planned many events including a door-decorating competition themed around Historically Black Colleges and Universities as well as a T-shirt event where participants wore Black Lives Matter-themed T-shirts on February 28.“

It was important for me as a leader to not take over this, but rather to facilitate conversations and support [the team’s] vision [as to] how they want the month to be celebrated,” said PHS Principal Frank Chmiel, the organizer of the planning team.

Nonetheless, not all of the high school’s Black History Month events were organized by the planning team. Running from February 22 to February 28, an art exhibit organized for the Numina Gallery aims to help PHS students celebrate Black History Month through unconventional means.

“The [artist] brings together artifacts, costumes, visual aids, and posters, and will set up an exhibit with our team in the Numina Gallery that is going to be open for a week. It [will focus on] ... Black Americans and Black American events that you should know, that you maybe didn’t know about before,” Chmiel said.

One way in which PHS tried to ensure that students were able to fully appreciate Black History Month was by partnering with other organizations around Princeton.

“[Along] with several community partners, including the Princeton Public Library, we [did] something this year called the African American Reading, which [featured] stories about Malcolm X and his debate at Oxford Union, on February 22,” said Dr. Joy Barnes-Johnson, a teacher of racial literacy at PHS.

Barnes-Johnson believes that these events are beneficial as they help students learn about Black history in a way that they are otherwise not able to.

“I want more people to acknowledge and understand why it’s important to [learn about] Black history,” said Barnes-Johnson. “A lot of people treat Black history as distinct from American history. And well, that’s not actually true ... Black history in the United States is American history.”

In accordance with this idea, Chmiel tries to encourage the teaching of Black history in school, specifically the idea of “color brave activities,” where students can speak openly and honestly about race.

“If you don’t do color brave activities, you could leave your learners colorblind,” said Chmiel. “When you say ... ‘I don’t see color,’ it’s like, ‘OK, well, you know, what do you see?’ And it discounts the experiences of people of color, and the history and the discrimination and systemic racism that they experience.”

Charlie Kaswan ’23 also thinks that it is very important that the high school celebrates Black History Month. “The US has had a long history of systemic racism ... and it's important to take time to acknowledge what has happened and how that impacts ... the present,” Kaswan said.

Through the organization of events, competitions, and exhibits, PHS has tried to make Black History Month a more immersive experience for all students. Despite that, Barnes-Johnson believes that more can still be done.

“I think that [PHS could improve] not just how we approach Black History Month, but how we approach our diversity and our strengths,” said Barnes-Johnson. “I would love it if we could, as a whole school, challenge what we see as being merit-worthy, or productive, in a direction that supports social justice and equanimity.”

Barnes-Johnson hopes for PHS to become a place where people appreciate diversity and are aware enough to question when they don’t experience diverse learning environments.

“While we celebrate our heroes and our holidays, we [need to] actually work to go beyond just heroes and holidays and transform our school. So that it’s a place where everyone sees themselves and feels prepared to be their best,” Barnes-Johnson said.

PHS embraces student ideas through Black History Month celebrations

Scheduling season at PHS is always hectic. Students scramble to sign up for the most rigorous classes the school has to offer. Many students hope to construct transcripts that only serve to impress colleges, sometimes by taking six or more Advanced Placement classes in a single year. At PHS, it’s no secret that grade anxiety, unbearable workloads, and chronic stress are commonplace. In a school where the students’ merit is often linked to the number of AP courses in their schedule, passions and hobbies can take a back seat. Still, many students who have incorporated the arts into their schedules have found the decision to be a good one. Whether it be the shedding of stress, the opportunity to make new friends, or the discovery of new passions, signing up for a visual & performing arts course can be one of the most worthwhile things one will do in high school.

Arts classes can provide a refuge from the stress and monotony of an average school day. During weeks filled with tests or other nerve-wracking assignments, arts classes are a time to relax and do something stress-free and enjoyable.. Instead of sitting behind a desk all day listening to a seemingly unending string of mind-numbing lectures, you could be helping create an orchestral symphony or painting beautiful landscapes. Through arts classes, you have an hour every day to sit back and forget about academics.

The workload that many PHS students wrestle with can also hinder their social lives. Arts courses can help alleviate this issue — they are a great space for meeting new people. Visual and performing arts classes provide an opportunity to meet other students who share your interests and passions and to craft meaningful, lasting friendships. Joe Bongiovi, an instrumental music teacher at PHS, often says that “band is like a family.” In band, students spend hours rehearsing together in and out of school. Whether that be in the band room at Tiger Time or at someone’s house on the weekends, students always find a way to rehearse, jam, and bond. Many students stay in arts classes such as visual arts, Drama, band, and orchestra for multiple years in high school, allowing for deeper bonds to form between students and teachers. In visual arts classes, students are often left to their own devices, and small talk serves as the perfect backdrop for the making of an art piece. In the performing arts, friendships are further solidified by the performances that the programs hold, which can form long-lasting memories. Twenty years from now, it’ll be the memories of the band trip or your solo in the school musical that you’ll cherish the most, not the final exam that you took for your AP Calculus class.

Arts classes are less stressful than almost every other course at PHS. Generally, it is not hard to earn a good grade in an arts class, but that’s not to say that these classes don’t require students to work hard. Learning an instrument, for example, takes months of consistent practice. So does learning to paint, to sing, or to act on stage. Still, this is a virtue — unlike regular classes, where it is common for students to cram for tests the day before and forget the content quickly, arts courses show students how to work towards long-term goals. By way of slow, gradual improvement, lifelong passions are born. Students learn how to find motivation and continue working even without the constant threat of an upcoming test or a bad grade. Maybe you have a natural talent for dance which has been unknown to you, or a love for music which you’ve never been able to fully explore. There are classes at PHS that can help you gain the skills needed to explore those passions. Genuine enjoyment, instead of good grades, is what should drive you in these classes.

Putting an arts class into your schedule is an easy way to provide respite from the day-to-day pressures of school. Students in arts classes often look forward to them all day and don’t want them to end — a sharp contrast to many AP courses, which can be a source of dread. Your schedule should not be curated solely to please a third party, like a college or parent. It should be built not only to fulfill your academic ambitions, but also to make you happy and set you up to enjoy your high school experience. Signing up for a visual & performing arts class takes a big step towards this goal, and is something everyone at PHS should consider.

The arts: our escape

As you walked through the halls this February, you may have noticed trophy cases filled with historical artifacts, students wearing Black Lives Matter attire, and streamers in black, yellow, green, and red, all to celebrate Black History Month. However, as February draws to an end, you might pick up on some subtle changes. On the evening news, features on black businesses, black inventors, and other mentions of black success slowly fade from public discourse. In school, decorations are taken down, students stop wearing their BLM T-shirts, and Black history is once again only a side note in both lessons and conversations. It will be 11 months before you’ll hear Black history and culture being mentioned frequently again. During that time, PHS tends to only think about “standard” American history — in other words, white history.

At the core of this phenomenon lies the assumption that the history of Black Americans is somehow separable from the history of the United States. Every year, during February, many teachers opt to take a few classes to teach Black history, which at first seems to be a good thing. It’s PHS’s responsibility to celebrate different cultures and heritages. Yet, all too often, the actions taken during the month of February, some performative, some meaningful, are used as a convenient excuse to forget about Black history for the rest of the year. For those who haven’t experienced the consequences of ignorance firsthand, the importance of Black history can be hard to comprehend. This leads to rhetoric like “we’ve done enough.” Yet, in the face of shortcomings in our Black history education and festivities, that statement becomes clearly false.

Instead of sidelining Black history to the shortest month of the year, we should be constantly committing to diversifying our school curriculum, especially by requiring teaching a side of history that often goes forgotten. One example is the 1921 Black Wall Street massacre in Tulsa, Oklahoma: an act of racially-motivated violence that burned down 35 square blocks of a Black neighborhood. It’s possible that you have not even heard of this event before in school. If you have, it’s unlikely that you’ve been taught its true scale and tragedy. In the official report by the Oklahoma Bureau of Vital Statistics, 39 people were confirmed dead. But, historians estimate there were anywhere from 80 to 300 dead, and close to 800 people were admitted to hospitals. It is estimated that 6,000 more Black Americans were held hostage by the rioters. Too often, monumental and tragic events in Black history are brushed over or inaccurately portrayed in our classes. Discussions about these topics need to be held to a higher standard. Black history deserves a more prominent place in all of our classes, especially in the required two years of US history at PHS.

Indeed, our student body has already come up with various demands. Under Superintendent Dr. Carol Keley’s leadership, students attended the 2021 National Youth Liberation Symposium. Here, students increased activism to address Princeton High School students’ demands like greater racial literacy, more diverse staff members, and having minorities better incorporated in the curriculum. These demands must apply not just to Black History Month, but to all months that celebrate cultures and heritages, such as Hispanic Heritage Month, Asian American and Pacific Islander Heritage Month, and Pride Month. Princeton High School must acknowledge the voices of students and fulfill their demands. Acceptance can’t be achieved using occasional performances and attire changes. We must go further, incorporating the ideals of inclusivity and remembrance into our classes and everyday lives.

We need more Black History

THE PROS:

Following winter break, PHS students found themselves in a school wildly different from the one they had left. Students discovered that they had only half the number of classes each day and a school day which ended almost an hour earlier than before. Also, students had enough time for their assignments, extracurriculars, and friends. Teachers could exercise their creativity to plan engaging lessons. For many students and teachers, this new block schedule was a breath of fresh air, vastly improving student and faculty life at PHS.

Before the block schedule, there were usually daily assignments from each class. With the block schedule, on the other hand, assignments were similar in size, but less frequent. Consequently, there was less homework and grading. Moreover, a buffer of at least two days was provided between assignments, meaning that even if one day was especially busy due to extracurriculars or other assignments, a student always had the cushion of a second day to complete an assignment. Thanks to the block schedule, PHS students became less stressed.

Students and teachers also found that they had more time to finish their homework. With this extra time, teachers were able to catch up on grading past assignments, and students were able to catch up on missed assignments. Teachers were also able to use this time to create lessons that were effective and enjoyable. Though the 77-minute period may have seemed intimidating at first, teachers at PHS succeeded in making it engaging. A longer period allowed for more project-based and student-centered activities. There was enough time for longer class discussions, which were seen throughout many English and World Language classrooms. This method of “self-teaching” has been shown to greatly enhance student comprehension. In science classes, the schedule allowed learning to be more easily geared towards hands-on labs. Now that students could work together with their peers, they found themselves more immersed in their classes. Before the block schedule, Gym Classes could be dull because students only got to do one activity throughout the entire period. During the block schedule, students were able to participate in volleyball, floor hockey, and the fitness center all within one period. The block schedule reinvigorated students’ academics, and made classes more enjoyable.

Perhaps the most cherished part of the block schedule, however, was that Tiger Time was built into every single day, instead of just two days a week. Students used this time to meet up with friends and hang out. Friends that that both play instruments would often jam out together in the band room. Any socialization that was lost due to the altered lunch schedule was more than made up for in Tiger Time. Of course, having this period off every day was also a test in students’ time management. Thankfully, students made good use of the it. Clubs had more frequent meetings and enjoyed better engagement from members, and Students who were struggling or confused in their classes used the time to seek the help they needed. The block schedule was a godsend for students and teachers alike. It was introduced as a preventative measure against COVID-19, but was even more effective as a remedy for stress and boredom, in and out of school. If the school wishes to reduce stress and increase student productivity, it should return to the block schedule. Students and faculty will welcome it with open arms.

THE CONS:

During the few weeks that the block schedule was implemented, my lunch break was a consistent source of stress. Everyday, the bell would ring, and I would make my way to where I ate lunch. I was forced to take careful steps so as to not step on someone’s hand or smush a neatly wrapped sandwich. This was the norm in the crowded 190s hallway — the place I ate lunch while the block schedule was in effect. This scenario was mirrored all over the school. The block schedule, just retired by PHS, was harmful for a number of reasons: It created crowded lunch spaces, separated friends, decreased class time, and resulted in a loss of focus.

You’d think that with only a third of the school eating at once, these three lunch periods would be less concentrated. Unfortunately, that was not the case. There was a very limited amount of spaces where eating lunch was permitted. Consequently, large, maskless groups congregated in small, highly populated areas. Furthermore, because friend groups were often split into different lunch periods, students were eating with people that they had never eaten with prior to the block schedule, increasing the number of possible exposures to COVID-19. Instead of minimizing the problems COVID-19 has created at our school, the block schedule only worsened them. With the return of the normal lunch schedule, this issue will likely become less of a concern as students return to their normal eating places and lunch groups.

Socialization is a very important part of high school, and because many of us are already overburdened with both schoolwork and extracurriculars, spending time with friends is more important than ever. Unfortunately, the block schedule interrupted many students’ social lives. Students were often left in the hallways alone because their friends had different lunch schedules — something I certainly don’t miss now that lunch periods are back to normal.

At first glance, the block schedule might seem to increase overall class time because individual block periods are longer. But this is misleading: Classes end almost 50 minutes earlier than in the normal schedule, which creates an overall decrease in synchronous learning time. Even with longer periods, less learning happens every day.

These excessively long class periods aren’t doing any good for our personal or academic self-improvement, either. It’s pretty obvious that the attention span of teenagers is not long. Spending 77 minutes focusing on one single subject is difficult for many PHS students, myself included. At a certain point, staying productive becomes almost impossible. Taking a mental break from work and difficult tasks is incredibly helpful, in regard to both our well-being and our work ethic. In addition to the strain the block schedule places on students, an even heavier burden is placed on teachers. Teachers are struggling to maintain student engagement during these block periods but are still forced to cover content at a breakneck speed due to reduced instructional time.

Although there are some students and staff who did enjoy the block schedule, it ended up hurting our school in a lot more ways than it helped. The block schedule is counterproductive to the school’s efforts to curb the pandemic, prevents socialization, and places pressures on students and teachers. The termination of the block schedule is for the best, and for the sake of our collective mental and physical health, it should not return.

PHS Takes: The block schedule

Around December of 2021, several Instagram accounts began posting pictures of students sleeping or not wearing masks. In the past, students have taken to Instagram to post about clubs or extracurriculars so participants could be in the loop about events. Some of these newer accounts, however, document indiscriminate aspects of student life. These accounts promote bullying and are a clear example of how social media is misused at PHS.

The account that started the trend was @phssheep. It gained a massive following within the first few days of posting and was dedicated to accepting and posting submitted photos of students who were not wearing their masks properly or at all in school. During the time that the account was active, it attempted to promote proper COVID-19 safety protocol among students. The idea was to hold students accountable when they didn’t wear their masks correctly by way of public embarrassment. However, despite efforts to shame people wearing masks incorrectly and to encourage better mask practices among students and staff, the account brought about a reaction that seemed to undermine the purpose of the account. Some students attacked the account in the comments section by denying the existence of COVID-19. Moreover, many people were concerned that if they took their masks off to get a drink of water or eat their lunch, pictures of them would be posted and they would be deemed “anti-maskers.” Even so, students would jokingly repost and circulate images of their peers with their masks off, without any sort of consent. Public humiliation and mockery is not the correct way to promote mask-wearing.

One of the first accounts to follow the trend that was set by @phssheep was @princetonhssleeping, which frequently posts photos of students sleeping in class. The account posts images constantly with just a few images in each post, a tactic which is aimed at garnering likes, followers and reposts as quickly as possible. Other accounts, such as ones which post pictures of students with their significant other or slouching, have also gained popularity. All of the accounts encourage reposts and submissions of pictures.

Although posting pictures of affectionate couples or of students sleeping in class may seem like a fun way for students to engage socially, it is unethical. Relationship accounts publicize the relationships of students who may not want them to be public. They are a violation of students’ privacy. Even worse, some of these accounts choose to make fun of these relationships. For example, one account posted that it would take submissions for the weirdest PHS couples on Valentine’s Day. This promotes judgment and mockery of couples on a day that is meant to celebrate them. Accounts which post pictures of students sleeping in school are also harmful. A student could be juggling homework, younger siblings, or a part-time job, and have to duck into an empty classroom to sleep during lunch. But when a picture of this is posted to one of these accounts, hundreds of students might think they were slacking off in class. Unsurprisingly, some students have requested to have their pictures removed from these accounts. However, screenshots and reposts ensure that even if a student succeeds in removing their picture, it could still stay on the internet forever. The trend of plastering unsolicited photos of people on social media for anyone to see needs to end. A newer account, @phs_polling, polls students asking whether they approved of the high school each week. However, @phs_polling does not try to take action or inform PHS administration of the approval rating. If the account focused on asking students why they feel the way they do about PHS as well as what the administration could do to help, their popularity could amount to greater progress for the school.

The growing popularity of new accounts has resulted in more conversations regarding their content, in and outside of school. Those who do not have Instagram may feel excluded from conversations regarding the topic. On the other hand, for students who are active on the platform, these accounts lead to more distractions during class time as students try to discreetly take photos of others or check their phones for updates. The use of phones not only angers teachers but also distresses other students, who may suspect candid pictures are being taken of them.

Still, PHS students can use social media for a good cause. In previous years, students have taken to Instagram to post memes about PHS that the whole student body could relate to. Accounts like @phs.vs.internet posted captivating content that did not target or mock others. By posting memes about the school that didn’t revolve around individual students, they were able to be relevant to the school without running the risk of offending individual students. Using accounts to connect with students in a positive way while still engaging them in relevant issues is a better use of social media than ridiculing other students and the school. It’s really important to mitigate the dangerous side effects of the accounts on Instagram right now, since they can have big impacts on PHS. Many of them have hundreds of followers, and are still continuing to grow. Without a course correction, their harmful impacts will only continue to grow as well.

At PHS, social media should be used to make students laugh, not laughed at. If students want their accounts to impact and connect with a wider scope of students, they need to take a more engaging and less harmful approach to posting. If they do, these accounts could become one of the most fun things about being students at PHS.

PHS social media accounts are getting out of hand

After putting on their hockey gear, the boys ice hockey team huddles for their courtside ritual. A hush falls over the group. The laughter and chitchat is replaced with focus and determination. Captain Cooper Zullo ’23 gives a quick pep talk before the team strides onto the ice. Every match is like a battle, and they’ll need precise focus and adept teamwork to be victorious.

This year’s team is keeping the historically competitive boys ice hockey program at PHS alive — they advanced to the semi-finals of the Mercer County Tournament for the tenth consecutive year. In addition, they’ve maintained an impressive record this season of seven wins, two draws, and only three losses.

Although they lost the final round of the Mercer County Tournament, by far their biggest accomplishment this season was getting the number one seed in the tournament. However, their most exciting game thus far was their match against Morristown, where they tied 1-1 in a very close battle.

“That game proved we [could] play with anybody and it felt like a win for us,” said Head Coach Dave Hansen. In the past, the boys ice hockey team achieved many milestones, including winning the 2019–2020 Mercer County Championships, ending The Hun School of Princeton’s six-year domination of the Mercer County Tournament. Boys ice hockey players Gabe Silverstein ’23 and Julian Drezner ’23, who were freshmen at the time, underscored the influential lessons that the players learned at the game.

“I learned that you have to keep your head in the game and focus on the task at hand,” said Silverstein. “There’s going to be a lot of people trying to get you out of your locked-in zone, and you have to block that out and play your game.” Since the rinks were closed last year because of the pandemic, the team could not compete much last year. However, the team organized street hockey games that allowed the teammates to reconnect and stay fit, though these exercises weren’t an adequate substitute for the rigor of a normal season. Back to normal at the beginning of this season, Zullo and his team were excited and prepared to take on any challenges that came their way.

“This year has been a big step up from last year,” said Zullo. “Having this full season has benefitted everyone on the team.” Long before the winter season started, much of the team had already been practicing together and playing at games through Zullo’s hockey club, PHS Puck. The club, headed by Zullo, allowed teammates to practice together outside the regular school season and enjoy the leisure club environment. Going into the season, the strong bonds between the teammates were evident.

“The brotherhood on the team really translates into chemistry on the ice. It develops to where you know where someone’s going to be and they know where you’ll go,” Silverstein said. With the addition of many new underclassmen on the team this year, the captains have further promoted teamwork on the ice where, regardless of age, the athletes can experience the excitement and passion that comes from the sport.

“My favorite part about the team is the environment. We like to joke around and have fun on and off the ice. Especially as an underclassman, the seniors have done a good job including everyone regardless of their year. We just try to work with what we’ve got and we have a lot of fun doing so,” said team member Yitian Zhao ’24. Harnessing their skills, the team will try to rebound from their loss at the Mercer County Tournament and win as many rounds as possible in the New Jersey State Interscholastic Athletic Association Tournament.

“I am very happy with the hard work and dedication they have put in starting from November 8,” said Hansen. “Teamwork will be the key to our success if we want to make a push to win [more] tournaments.” Because they thrive in the companionable and passionate environment, the team encourages everyone considering joining hockey to try it out. “

My advice would be that if you fall, get back up and try again,” said Silverstein. “Be resilient, and keep working ... it’s a really rewarding sport.”

PHS boys ice hockey team finds success through teamwork

“Your friend just completed a run. Go give them kudos!”

As soon as I come back from my daily afternoon workout, my phone lights up with notifications. While I complete my afternoon post-workout stretch, I simultaneously scroll through Strava. Strava is an app that allows athletes to track their own activity and see their friends’ progress, creating healthy competition between teammates and athletes across the globe. People of all ages, athletic abilities, and sports pop up on my feed. The posts are as diverse as the people who share them: They may consist of song lyrics, long rambling streams of consciousness, an adorable dog sighting, or a love letter to a pair of shorts. Many titles and descriptions go far beyond just describing their activity as they give greater insight into their lives. This app for so-called mentally tough athletes can get very personal.

When athletes upload their activities, the app can track distance, time, and repetitions. “Likes” are measured in “kudos,” and the more interesting the caption or more important the race, the greater the amount of kudos. Strava is mainly designed for individual sports like running, swimming, and biking, where the activity is continuous and the competition is mainly individual. Although Strava is not very far-reaching as a social media platform, it provides athletes a far more personal support system that offers social and physical benefits, unlike mainstream platforms such as Instagram and Snapchat.

Part of the reason I love Strava is its unique ability to connect athletes across sports. While I primarily run, I am inspired by the determination and drive of swimmers, bikers, and even triathletes. As a runner, I am aware of the kind of training and mindset the sport requires, so the best part about Strava is getting to see other athletes’ training schedules and how hard they work for their sports. When I befriended some swimmers and bikers through initially commenting on their posts, and later meeting them in person, we decided to start a Strava training group to log our activities. After seeing how much everyone enjoyed their own sport, we were persuaded to try each other’s. I have since tried biking for far longer than I am used to and have discovered that it is very enjoyable. To further push my training, my group intends to do an adventure triathlon in a couple of months. We have created a Strava group to log mileage and time for this endeavor and to hold members accountable for sufficiently preparing to compete in the triathlon. As we all have been focused on our own sports, it was crucial at first that we mimicked each other’s training plans since a triathlon requires training across running, biking, and swimming. This increased sense of accountability has helped all of us tremendously in staying motivated.

The special thing about Strava is being able to see the different ideas, thoughts, feelings, and experiences people have while doing their activities. It is difficult to know what goes on in a teammate’s head during a workout. While one person in a group might struggle during a run, others could have had a great time and think the run is easy. After workouts, when our heavy breathing limits conversation, checking on Strava is a great way to reflect on the run, learn from peers, and identify ways we can improve. If someone is upset after a bad race or elated after a win, a teammate may mention it on a Strava post. Seeing the comments under my workout creates an unexplainable connection and sparks real life empathy and support. Strava also allows people to see the training and activities of professional athletes, making role models accessible. It is amazing to see that at any level, athletes have high and lows within training plans and workouts. As a massive sports science nerd, I enjoy following their training and progress, being able to see their workouts, and more importantly, mentality while training. Every athlete should download Strava to have a built-in support group of motivated athletes who are elated to give “kudos” to your workout every day.

Striving with Strava

Student takes on the Beijing Olympics

On January 31, the PHS boys and girls swim teams found success by taking the top spots at the Mercer County Finals, their first side-by-side win in eight years. The boys team won for the first time since 2014, scoring 265–225 in a tight race against West Windsor-Plainsboro High School North. The girls team swept the competition in a 336–54 victory against The Pennington School, winning for the first time since 2016.

Heading into their county race, the team had already been having a triumphant season: The girls had a 10–0 record and the boys had a 11–0 record. Despite the tough competition, Head Coach Carly Misiewicz believed the team could continue their win streak at this year’s County Finals. “I would say that we were pretty confident, but we knew that [winning Mercer County Finals] wasn’t going to be easy. We knew that the boys and girls were going to have tough competition with strong teams,” said Misiewicz. “So my message [to the team] was to race your own race and do the best that you can do at that moment.” The team’s undeniable chemistry and support for one another was fueled through their passion for swimming.

The team was led by Captain Tracey Liu ’22, who, alongside many highly experienced seniors, brought out the unique strengths in this year’s members. “This year’s team had so much depth and diversity because there were so many different swimmers that had different special strokes and events that we could swim,” said Liu. “In addition, a lot of us are seniors, and we already had a year off because of COVID, so we really wanted our last year to be meaningful for us.” The competition between the schools was intense, but the Tigers’ perseverance and teamwork paid off. After most of the team made it back after the preliminary round, excitement was running high as they knew they had a chance at winning. In the final round, many swimmers placed in top spots, propelling the team to a win.

@img=https://yusjougmsdnhcsksadaw.supabase.co/storage/v1/object/public/images/THIS WAS USED FOR SWIM TOO.jpg

On the boys team, Daniel Baytin ’23 took home first place in the 50-meter and 100-meter freestyle, and David Xu ’25 placed first in the 200-meter individual medley, second in the 100-meter butterfly, and medaled in two relays. “I was confident that I would swim well and was proud of what I achieved as a freshman,” Xu said. On the girls team, Kyleigh Tangen ’24 placed first in the 100-meter and 200-meter freestyle. Courtney Weber ’24 won first place in both the 200-meter freestyle relay and the 100-meter breaststroke, breaking the PHS girls record in the two events. “I was really happy not just that I broke the record, but because I knew I was improving a lot and I was [benefitting] the team as one of the fastest PHS swimmers that’s ever swam,” Weber said. On February 10, the girls team advanced to sectional semifinals, where they lost in a close race of 92-78 against Summit High School. Nevertheless, their season ended with an impressive 13-1 record.

On February 18, the boys team continued their win streak by winning a 105-65 meet against West Windsor-Plainsboro High School in the Central Group Sectional Championship; their first time taking the title in eight years. On February 22, the boys team advanced to New Jersey State Semifinals where they won in a tight meet with a final score of 87-84 against Tenafly High School. Their next big stop is the New Jersey State Finals, where their goal is to swim as many rounds as possible. “We’re ranked against some of the hardest, most competitive public schools in New Jersey. We’re a little nervous, but I know that with all of our hard work and dedication, we will swim [more] good competitions,” Liu said.

PHS boys and girls swim teams both crowned Mercer County Champions

   On the rink, Emma Traylor ’22 is not afraid to be bold. With the goal of hitting the puck into the net on her mind, she accelerates across the ice. Swiftly intercepting the puck, she shoots it toward the goal with no hesitation. Narrowly missing the goalie, it slides straight into the back corner. In high spirits, the crowd erupts in cheers.

   Traylor’s ice hockey career started when she joined the cheerleading team during her freshman year. While coaching fall tennis, girls ice hockey Coach Christian Herzog noticed her cheering on the adjacent field.

   “She was one of the girls in a leadership position on the cheerleading team. I was looking for players that had an interest in going outside of their own comfort zone. It took some coaxing for [Traylor] to try ice hockey, but once she started, I think she developed a passion for the sport,” Herzog said. 

   While Traylor was new to the sport, she was willing to do whatever it took to excel. Although early 5 a.m. practices could be draining, she always dedicated 100 percent of her energy to improve her skills. During her first season, after mastering the basics of skating and maneuvering the stick, she scored two goals. After making significant progress in her technique through continuous practice in her second year, she was voted “most improved player” by her teammates.

   “She is constantly one that wholeheartedly exerts every ounce of energy she has on the ice. Wherever the chips fall at the end of the game, that’s where the chips fall, but she always knows that she put in her best effort. I think it is something that other players really look up to,” Herzog said. 

   Now, as a senior and starting center on the first line, Traylor demonstrates her passion for the sport through the aggression and tenacity she brings to the ice. 

    “Sometimes we’ll get athletes who you have to get into an aggressive mode. It's not always the easiest skill or attribute to teach. But some student athletes have the ability to turn it on and off and [Traylor] is one of those,” Herzog said.

   In addition to demonstrating her own love for the sport, Traylor extends her love to all her teammates. Her favorite moments on the team were their annual overnight trips to compete in Maryland at the Women’s Interscholastic Hockey League of the Mid-Atlantic competition. The quality bonding time Traylor had with her teammates translated well to their chemistry on the ice.

   “Out on the ice, Emma is a pro when it comes to communication skills. [This] has greatly benefitted the general team dynamic,” said teammate Tessa Solvibile ’22. 

   During quarantine, Traylor and her team only had the chance to play three games and had to wear masks under their helmets per the COVID-19 guidelines. Since many rinks were closed, the team only practiced basic skills off the ice. Although these setbacks were discouraging, Emma stayed focused by recognizing her improvements and maintaining her work ethic.

   Although she does not want to pursue varsity hockey in college, Traylor plans to continue playing ice hockey on a club team. 

   “I like to pick something and stick to it. I don’t like to quit. I feel like I need to constantly keep that mindset to improve,” Traylor said.

Emma Traylor ’22: Ice Hockey

John Reardon ’22 looks at the clock with only five seconds left, signals for a teammate to pass the ball, and aims it at the net. Swish! Just as the buzzer sounds, he scores a three-pointer. 

   While Reardon has experience in many other sports, including playing soccer during his freshman year and being on the varsity lacrosse team all four years, basketball has always been his favorite. As starting point guard on varsity, the position usually reserved for the best ball handler and passer, Reardon specializes in making corner three-pointers. 

   Reardon has been playing club basketball since he was in seventh grade. While no one in his family was a big fan of basketball, his mom’s house was close to the Princeton YMCA, where he often played pickup games. Wherever there was a hoop and a court, that was where you would find Reardon. While the high school team is not a full year commitment, Reardon plays basketball year-round, either at pickup games or on a club team. 

    “I practice everywhere. I have a lot of friends that don’t go to PHS that will invite me to pick up games and stuff. So it’s kind of just whenever I get a call, I just go wherever the gym is that people are at,” Reardon said. 

   Reardon is influenced a lot by his teammates, most of whom are his close friends. When he was younger, he looked up to older teammates. Now, as a senior, Reardon hopes his younger teammates similarly look up to him.

   “He is a floor general and will get the ball to an open man. He is crafty and can finish from any spot on the court. He is able to [do this] because he works hard,” said teammate Henri Maman ’22.

   Besides his teammates, Reardon is heavily influenced by past and present basketball stars such as Allen Iverson and the late Kobe Bryant. Although there are no official captains on the varsity basketball team, John has stepped into the role by organizing extra practices, open runs, and even a fall league. Patrick Noone, the head varsity coach, praises him for connecting the team. 

   “He has a true love for the game, [and] you can always count on him to be there. He has strong relationships that he’s built with his teammates because of his leadership. He plays in different leagues and knows everybody around the area playing a lot of travel basketball,” Noone said.

   Although Reardon was at a disadvantage with his height, he put in the work to get ahead of those who had an advantage, and it paid off.

   “He’s grown a lot. He’s gotten bigger and physically stronger. He puts in more time than anybody. [His] shots, ability to drive to the basket, and defense [have all] gotten better,” Noone said.

   Like all accomplished athletes, Reardon has dealt with setbacks. Even when times get tough, he stays committed to his childhood aspirations and his teammates every time he steps onto the court. While it is not set in stone, Reardon plans to continue his basketball career in college. 

   “There have definitely been moments, even this season, where things [weren’t] going the way I anticipated them. … It felt like all the work wasn’t paying off. But I thought about how much time I put in and about the kid that started this whole thing and how I couldn’t give up on him,” said Reardon. “I think there’s definitely been times I wanted to quit, but I told myself [that] if I quit, my seventh-grade self would be heartbroken.”

The Tower

February, 2022 Archives

The Tower