Sarah Kaputa ’23 often gets lost in her art, painting for hours at a time. Ever since her grandmother introduced her to portrait-making as a child, she has been extremely passionate about art. Since then, she has experimented with many different styles of art (including printmaking in high school), but takes most of her inspiration from artists in the Renaissance period. Over the course of her high school career, Kaputa discovered a love for art history, and she will be continuing this passion by majoring in art history at Northeastern University. 

How did you start making art?
My grandma is a portrait artist, so I followed in her footsteps, and growing up I always was drawing and painting like her. And it was always my top hobby, so it kind of just blossomed. I like painting people a lot; I really follow in my grandmother’s footsteps in that [regard]. But I also do a lot of landscapes and classic stuff like that.

What type of art do you make?
I mostly do painting, but I just started printmaking and I  love it. Painting is a lot more fluid; I can work, rework, change things around, and get creative. But printmaking, there’s a lot of planning that has to go into it, which is different for me because a lot of times I don’t plan; I start painting. But both are really fun and I like that it’s a new thing. I’ve been painting since I was young, but I started printmaking last year, so I’m still developing  my craft.

How has your art style developed?
As I’ve grown, I’ve just figured out what I like to paint in terms of subject matter, but also I’m a really big fan of Renaissance art, so I take a lot of inspiration and style from that. But I also like being a little more fluid and I’ve kind of forced myself with my installation to try out different styles and things like that.

Do you have any inspirations in art?
I’m a really big fan of Artemisia Gentileschi. She’s one of the only few female Renaissance painters, and she has this incredible painting of two strong women killing a man. It’s so powerful and amazing and it gets me every time; she’s just so cool. I think it’s really cool that she was one of the first [women] to be famous and among the greats. She’s dear to my heart.

What are some challenges in painting?
I think just coming up with a plan for something that’s unique and something that really interests me. [In] all of my paintings, I get really in the zone and I’ll end up working for like six hours at a time because I just love it so much. [One particular challenge is] just planning something that’s interesting, new, and creative. I always try to create something that I feel I can be proud of it at the end. 

Are you going to continue to paint after graduation?
I’m actually not majoring in art, but I’m majoring in art history, so I’ll still have that piece that I can connect to in my studies. But I’m definitely going to take art classes and go to studios and museums and things like that, so I’ll definitely keep it up.

Sarah Kaputa ’23 reflects on the impact of art on her life

"Little Miss Sunshine" (2006), directed by Jonathan Davis and Valerie Faris, emerges as a cinematic gem that illuminates the complexities of chasing self-realization (as the late philosopher Friedrich Nietzsche would put it) with a generous sprinkling of humor and warmth. Set against the backdrop of a cross-country journey, the movie introduces us to the Hoover family as they embark on an oftentimes heartbreaking road trip, interwoven with hilarious dialogue. When their young daughter Olive qualifies for the “Little Miss Sunshine” beauty pageant, the Hoovers find themselves confronting personal struggles, rivalries, and an assortment of offbeat encounters. With a remarkable ensemble cast and a heartfelt narrative, the film unveils the transformative power of unconditional love, resilience, and the pursuit of dreams against all odds. "Little Miss Sunshine" explores the intricacies of what it means to “win,” the word nestled at the very heart of the film's messaging, leaving audiences with a renewed appreciation for the unpredictable yet beautiful tapestry of life.
   The Hoover family is a dysfunctional unit composed of a bankrupt perfectionist father, a mother strives to maintain unity, a completely unfiltered grandfather, an uncle who recently survived from a suicide attempt, a philosophical older brother, and Olive, a young, little girl with big dreams. While the movie explores a variety of themes from family to societal expectations, an underlying theme throughout the movie is the subject of philosophy. Dwayne Hoover, Olive’s older brother, spends the entire movie grappling to understand the late philosopher Nietzsche’s wise advice that “those who were seen dancing were thought to be insane by those who could not hear the music.” As viewers examining the lives of the Hoover family, it is easy to understand how Nietzche’s commentary resonates with the struggles of each character within their own respective worlds. Despite their incompatibility, the family is compelled to work together and understand each other’s troubles in order to support Olive’s journey to successfully participate in the pageant.
   Throughout the film, the director delineates a striking contrast between the atmosphere and the content, effectively illustrating the inherent contradictions of life. Each family member contradicts one another, allowing the film to encompass both somber and joyful perspectives on life. As each of them begin to self-actualize, they come to realize that out of the lot of them, Olive is the happiest through her optimistic view of the more solemn matters of life. Though this is most likely because Olive is a child who doesn’t fully comprehend all of the depressing events that occur on this one short road trip, her effect on the movie is undeniable. Olive’s pure bliss and wide smile transform the otherwise sad events of the movie into a positive ending, as her colorful view on life spreads to influence the other characters’ attitudes as well. Her efforts in becoming a pageant queen, despite not having the appearance of a pre-molded pageant doll, inspires the rest of her family (and the film’s audiences) to chase their own ambitions, emphasizing that the journey of it all may turn out to be more fulfilling than the success at its end.
    While “Little Miss Sunshine” isn’t directly about summer, Olive’s bright aura and cheery smile makes the audience feel as if it’s being enveloped in sunlight. The movie starts out with the uncle’s depression, the brother’s vow of silence, and the father’s business failure polarizing them all, however, these issues eventually unite them when they all refuse to see Olive give up on her dreams. “Little Miss Sunshine” manages to tackle not-so-cheerful themes of dysfunctionality, depression, and even death in a way that doesn’t ignore those issues, but perceives them through a lens of greater acceptance.

Shining light on sadness: “Little Miss Sunshine”

Hoyoun Lee '24: "My favorite movie is 'High School Musical,' and I think that it's something that everyone should watch once in their lives"
Vince Sheire '25: "My favorite original Disney Channel movie is 'Avalon High,' because growing up it was something that I really enjoyed watching"
Myrrah Shapoo '23: "Oh lord, this is tough. But I would probably have to say 'Geek Charming' was my favorite movie. Even though the actor sucks and is a terrible person, that movie is just so good."

Student Takes: Favorite childhood Disney Channel Original movie

To the Editor:

Congratulations to the PHS Class of 2023! I am extremely proud of you. Graduating from Princeton High School is no small feat. PHS is marvelous, but it is also competitive, and pressure-filled. While the challenges push people to excel, they also cause stress. Thankfully, the school is filled with resources for students and many opportunities for positive experiences. The faculty, staff, and building leaders are all gifted, skilled, and hard-working individuals, who care about you. I know that they wanted nothing more than for you to finish off your PHS experience on a good note, and I hope that you finished your year positively.

I want to share a few thoughts. Never judge others and don’t judge yourselves too harshly either. Don’t compare yourself to others. Find ways to be your best you. Today, for example, you’re graduating from high school. That is an awesome achievement. There were some hard times for you, but you get to celebrate this moment together as Tigers. I had the privilege of bringing the classes of 1971 and 1972 on tours during my time as principal. I learned a lot by listening, and the best thing I observed was their school pride. I hope that as opportunities come for you to meet with your classmates again, you will make some time to return and remember your experiences at PHS.

Remember the PHS motto: Live to learn and learn to live. It’s the best motto I’ve come across as an educator. It’s carved into the wall on the outside of the Learning Commons. In an unofficial capacity, I added a little something to it last year. I told it to the Class of ’22 and now I’m telling you: Learn and live to give. Find ways to be kind to people and give. It can be your time or other resources. When you know someone is in need, don’t assume that someone else will help. You become the one to give.

I miss you and will continue to miss you, and I am so happy for you. Whether you won awards or not, are going to college, taking a gap year, or going into the workforce — whatever you do, just find ways to be happy. Please take time to relax and celebrate. Just please make sure to do so with moderation and safety.

It has been some time since I have seen most of you. It has been difficult not seeing you every day. Thank you for supporting me as your principal; for taking time to say hello, for not being embarrassed to invite me to cheer with you in the stands, or perform with you, or just to be seen having a conversation with me. I learned positive things from you, Class of 2023. I had a great experience being your principal. If you walked away learning any positive things from me, then I’m happy. Now, go and find ways to make our world a better place. Go Tigers!

Frank Chmiel
Horner Lane

Former PHS Principal Frank Chmiel Shares Thoughts for Class of 2023

On May 15 at 6:00 p.m., the Board of Education held an over five-hour-long Donaldson hearing per the request of former PHS Principal Frank Chmiel, resulting in an 8–2 Board of Education vote to uphold Superintendent Carol Kelley’s recommendation for nonrenewal. This marked the first time that Chmiel appeared in front of Board members to present his case as well as the first time the Board was able to officially weigh in on the situation.
Chmiel requested the Donaldson hearing on April 28. A Donaldson hearing is a right in New Jersey for nontenured staff members who are not renewed or terminated, allowing them to request an appearance before board of education members to offer reemployment or reject the recommendation for nonrenewal. However, while the word “hearing” is in its name, the proceeding is informal, and no parties are placed under oath. According to NJ law, when a Donaldson hearing is requested, it must take place within 30 days after the employee receives the Statement of Reasons listing the reasons for nonrenewal.
On the day of the meeting, over 200 PPS parents, students, and staff filed into the PMS cafeteria, filling the 160 seats and leaving many standing against the walls. Many sitting in the front waved blue flags and held signs such as “Chmiel is the real deal.” Another 50 parents sat in the PMS library due to a lack of seating. Over 1,000 more tuned into the YouTube live stream. 
“I came here today because it’s good to show support for the principal. I think it means a lot that a lot of people turned up. [It] shows that they are behind him and that he made the effort to bring the community and the school together,” said Matthew Chao ’25.
Like the previous two board meetings regarding Chmiel’s dismissal, the hearing began with one hour of public comment where parents and students voiced their opinions on the matter at hand. Each person was allotted two minutes to speak; a wide range of views were voiced, especially those in support of Chmiel. However, the strained atmosphere erupted after audience members booed and heckled Ellie Bernstein ’23, a student who criticized Chmiel for being unforthcoming with his vaccination status, leading to a 15-minute recess. 
“What was confirmed to us at the meeting was that [Chmiel] told staff they could take their masks off and a staff member said, ‘Well, I mean, we are all vaccinated, right?’ He just ignored the question. So essentially, he lied by omission,” Bernstein said.
Being one of the few that publicly spoke out against Chmiel at the hearing, Bernstein described her close relationships with her teachers, resulting in her motivation to be vocal. Despite expecting pushback, she was “disgusted” and described the parents’ behavior as “extremely inappropriate.”
“I definitely wouldn’t consider [the hearing] my business at all if [Chmiel] hadn’t been dishonest to staff about it,” said Bernstein. “Since I’ve been at PHS, my teachers have probably been my favorite part of the school. Coming from an educator family, I understood a lot of teachers are required to cooperate, and that made me really angry … For anyone who was actually at that board meeting that was not comfortable … I just figured that I was probably the only one who’s gonna do it because his supporters can be so scary, and I was willing to deal with backlash.”
Although the members of the board were aware of the unpopularity of their decision to fire Chmiel was to many PHS parents, they were surprised and concerned by the disrespectful and discouraging behavior that was demonstrated during the hearing.
“Our students [were] being booed and silenced and that stuff just isn’t supposed to happen. It was really disappointing and it also just sort of knocks you off your game a little bit when you’re trying to follow the rules for this strange proceeding,” said Jean Durbin, one of two board members who voted to overturn Chmiel’s nonrenewal.
At 7:24 p.m., following public comment, Kelley began listing her reasons for Chmiel’s nonrenewal as per the official Statement of Reasons. Her statement consisted of Chmiel allegedly lying about his vaccination status, failing to lock down the school for an intruder, failing to communicate in a timely manner, failing to acknowledge the needs of certain struggling students, and in general, noting the alarming number of “Rice Notices,” which informs the employee if their employment will be discussed. She also stated that, in regard to Chmiel’s leadership abilities, the staff held a vote of no confidence, meaning that the majority of staff voted that they did not support Chmiel. 
This claim of an informal vote was then refuted by Matthew Wilkinson, a PHS Physical Education teacher. According to him, the vote was not official or legitimate, and also ended up being inconclusive.
“The poll was over a Zoom, and that’s different from other types of situations because you have a buffer between how you are voting or not voting,” said Wilkinson. “So we cast our informal ballot, and then the union came back to us and said it was inconclusive. The poll did not give the union a strong point for him or against him. So this bit about a vote is inaccurate.”
The Princeton Regional Education Association, a prominent teachers’ union in the district, declined to comment. 
The first part of Chmiel’s response was the presentation of witness testimonies. A variety of people were asked to speak by Chmiel, including Neveah Williams ’23, who was personally helped by him in her classes. 
“I feel like Mr. Chmiel deserves the support from everybody … and I just felt like I had to show up,” said Williams. “One day, right before winter break, I was telling him to take a break for mental health, and he was just saying, ‘PHS is the priority, and you don’t really get time off.’ So I feel like that’s like a side of him that I see.”
 With the hearing going beyond the scheduled time, ending at 11:36 p.m, tensions increased not only among students and parents, but also among teachers and staff.
“If you come to this community, you value education… and [we’re] here tonight because [we] value someone that puts our children above all other things,” said Wilkinson. “I look at the seniors and what [they] have gone through, and [they’re] so close to the finish line, and yet another horrific thing is thrown at them.” 
Furthermore, in a confusing juxtaposition, Chmiel wholeheartedly denied many of Kelley’s reasons in his response. 
“I will bring [the audience] through several parts of the statement and show how this document is inaccurate and wrong,” said Chmiel at the beginning of his rebuttal. “I will explain some of the wrong ways I have been treated by Valley Road. Actions that were not just unethical, but illegal.”
While Chmiel did not deny being unvaccinated in 2021, he stated that he was unvaccinated due to health reasons and was sitting over six feet away from staff when he took his mask off. Moreover, he claimed the intruder incident did not take over three hours to resolve, but was controlled in a matter of minutes. Chmiel further asserted that during time-sensitive instances where he needed administrative support, Kelley was unresponsive. Additionally, Kelley told him to always be on the lookout for new jobs because “she too was always looking for new jobs.” 
After Chmiel’s statement, which lasted over an hour and 15 minutes, each board member was given the opportunity to initiate a motion to reinstate Chmiel as the principal of PHS. After Mara Franceschi and Beth Behrend both declined to make a motion, Durbin started a motion to the excitement of many spectators.
“My reason for voting was a pure protest vote. I was protesting an incredibly flawed process and an impossible situation for all of us to be in,” said Durbin. “I had heard a couple of things from two independent witnesses that gave me pause, and I had no way to investigate that. No way to ask a question, no way to cross examine, no way to verify. … It was certainly not a real conversation. And it’s really something almost impossible to be placed in for any of the parties participating.”
Looking back, Bernstein describes this time as difficult, but wants to put this behind as soon as possible to move forward. She feels that expressing strong opinions are necessary in a democracy, but wants to focus on change and improvement to have a more productive and compelling argument, specifically focusing on discernment.
“I’ve definitely held beliefs throughout my life that I’ve completely turned around through the research and listening, and the realization that I was wrong was humbling,” said Bernstein. “I want people to learn to think critically and take into account that what makes them feel good isn’t always what’s right. And to challenge themselves or to challenge perceptions.”
Even after the failure to overturn Kelley’s decision, the board hopes to reunite the divided Princeton community once again.
“I feel like most of the people in my world have moved on. I just think a lot of people  understand that employment decisions are complex, that people were operating with good intent, and that non-renewal was a normal thing. It happens all the time,” Durbin said.

Decision to not renew Frank Chmiel holds after heated Donaldson hearing

On May 17 during Tiger Time, students and staff along with the Princeton Education Foundation celebrated the inauguration of the newly renovated courtyard next to the Numina Gallery, which was completed this spring after two years of construction.
The official opening of the courtyard was attended by many PHS students, staff, PPS board members, and the Mayor of Princeton, Mark Freda. During the event, attendees were able to hear individuals give  speeches and stories about the renovating process and the idea’s origin.
For the past two years, the courtyard has undergone multiple stages of renovation. The first improvements were pitched in the midst of the COVID-19 pandemic in 2021 by Language Arts teacher Bryan Hoffman, who wanted to help the PHS community after the pandemic. By decorating the space with flowers and benches, Hoffman aimed to create a more intimate resting space for students to enjoy.
“I was looking and noticed just how upsetting the pandemic was. None of us knew what to expect with in-person or hybrid learning,” said Hoffman. “So when [we] put out [our] yearly bid for grants, I thought, well, what if we make a space for beauty? 2,000 dollars, and there’s a courtyard.”
After seeing the popularity and enthusiasm students expressed with the first courtyard decorations, Hoffman decided to collaborate with another group of teachers who were advocating for a similar, albeit more elaborate, idea. Together, they pitched the idea to the Board of Education, who approved the plan “to give students the opportunity to step away, reflect on their studies and situations, reduce their stress levels, and enhance their mind-body wellness,” according to the PEF. Supported by the PEF, the mini-grant was enlarged, allowing the team to expand its original ideas and draw up more significant modifications.
“It [was] something that we were not used to because teachers are always working on a budget, and I think it definitely opened [things] up. [It] allowed us to be more creative,”  Hoffman said. 
Students played a vital role in the development and execution of the courtyard. After being contacted by Hoffman, Joseph Gargione, an industrial arts teacher at PHS, invited students from his Advanced Architecture class to participate in the design process of the courtyard. Using SketchUp, a 3D modeling computer program, students who volunteered would design models of the courtyard and then provide them to landscape architect Rich Sneidiker, who had worked on similar projects at other schools. 
“My only worry was how seriously they wanted to take it, because I didn’t even know how serious this was going to be,” said Gargione. “I presented my Advanced Architecture class about what was going to happen here and who was interested.”
In the end, three of Gargione’s students, Jake Richter ’23, Tom Lips ’23, and Aiden Castillo ’23, submitted designs and began meeting with the team during breaks.
“The three of us went through a multitude of different drawings that would all be given to the landscape architect, Rich Sneidiker. He worked incredibly hard to include our ideas into his plans while also pushing us to come up with more ideas,” Richter said.
In the center-left of the courtyard, the team constructed a wooden platform intended for a variety of uses. Hoffman hopes that students and staff will be willing to use it to its full effect.“So the platform is for meditation, yoga, and performance, and then there's plenty of space around [it]. … I'm hoping there'll be more public performances,” Hoffman said.
Students and teachers were amazed at how the renovations turned out when the construction of the courtyard was completed. The team stresses the importance of creating a space that focuses on the well-being of the students and continues with the original goal of the renovations.
“The main goal of this courtyard was to mesh both science and art into one central meeting space. The intent was a place of peace and meditation, which was the focal point for the focus of Mr. Hoffman,” said Richter. “My personal goals behind the project were to create a colorful space that deviated from the bland colors that flow throughout the school currently. I wanted to prioritize mental health, and I believe there is no better way to do this than create personality through color.”
 Going forward, the team hopes that this project will serve as an example for similar projects at PHS in the future. Additionally, Gargione hopes that this courtyard has set a strong example as to how capable students can be to help bigger projects, as well as encouraging them.
“I think that this is now proof that these kinds of projects are possible. I think [a student] already started doing drawings for a wall. Now I’m hearing that there might be another project. I think after students see more, we'll take it more seriously,” Gargione said.
For now, though, the team hopes that the courtyard will be a place where students can escape the academic stress throughout the school day.
“I couldn't be happier. I hope that teachers don't bring their classes out to teach, because we want to have a space that's intended for student wellness and to feel like you're not in school. So far, I think teachers have done what I did, [like taking] students out to read,” Hoffman said.




Completion of PHS courtyard joins larger effort to improve the school environment

Major General William J. Bowers ’86, the Commanding General of the Marine Corps Installations Pacific, visited PHS on May 10. During his recruitment stop at PHS, his presentation had an audience of about 100 students and revolved around the oath to defend the Constitution, a must for all new military recruits. 
“As Americans, [according to the preamble], we leave a better country, for our children, and their children’s children, and posterity. … That’s what all of us in the military swear to support and defend. … And that’s what some of you … are going to be doing in the future,” Bowers said.
Bowers enumerated stories and                        experiences from his 33-year career serving in the Marines. From leading 11,000 people in the III Marine Expeditionary Force in Okinawa, Japan in 2005 to deploying to Iraq as a Plans Teams Leader soon after, Bowers emphasized the relevance of the lessons he learned, such as the importance of trust and respect in order to succeed as a team, and how that applies to the students’ own lives.
“I think respecting allies and spending time overseas made me appreciate how great our democracy is. But sometimes I think we can’t take it for granted. To ensure domestic tranquility [and] promote the general welfare; I think everything we do [in the military], translates in some way [to civilian life],” Bowers said.
Throughout his presentation, Bowers also talked about his time at PHS, and how Princeton’s rich history allowed him to thrive in the environment of the Marines, especially when recruits come from all over the country.
“Being a student here at Princeton, I learned to be a good teammate for lots of different people and make friends with lots of different people,” said Bowers. “That’s really helpful in the Marines because when you’re a commanding general, you’re going to have the whole country represented. … You have to be able to build a team and a diverse group.” 
Tasked with planning the event, PHS Secretary Daniel North served nine years in the Army himself in tactile satellite communications, North hoped that the visit broadened the perspectives of all people, especially students. 
“I was excited and [looked] forward to meeting him. He’s very accomplished and very experienced. I thought it all went pretty well, and I was happy that everything stayed on schedule,” said North. “We really need to … start thinking more globally. Not just to students, but people my age, because [there is] too much division. Too many people seek to find ways to separate … when we should all be coming together.”
During Bowers’ brief stay at PHS, he also took a tour of PHS led by students who are set to enroll in the Military Academies after graduation. Throughout the tour, Bowers was pleased to rekindle his old high school memories and see new additions to the school after his graduation.
“He was definitely pleasantly surprised by the new additions of the PAC and the new track and football fields,” said Rachel Luo ’23, who plans on attending the United States Military Academy West Point.
Luo thought that Bowers made a good impression on the students. She believed that Bowers’ speech made him seem approachable.
“He was very well-spoken and despite his rank, he is very good at putting people at ease and relating to others. He was a great storyteller [and] is very inspiring,” Luo said.
Bowers is excited to see leaders of the future and encourages those within PHS to make a difference, whether it be through the Marines or in other parts of society. 
“You got activists all over. … You have a lot of good, optimistic leaders; leadership potential in your generation. Some of you are going to recognize that leadership potential wearing this uniform. I don’t know who you are yet. But I know what the numbers tell me. There’s a couple of you out there,” Bowers said.


Major General Bowers visits his alma mater PHS during a  recruitment stop

To supplement Holocaust education during Jewish American Heritage Month, Holocaust survivor Eva Wiener shared her story with PHS students in a one-hour presentation on Tuesday, May 16. Sophomores attended the presentation in PHS’ Performing Arts Center, while other grades watched it online from their homerooms. The presentation also allowed time for a Q&A session.
During the event, Wiener described the persecution that she and her family faced as Jews leading up to and during World War II. When Wiener was born, the environment in Germany was becoming increasingly hostile towards Jewish people, and Wiener’s family was forced to leave the country in the aftermath of Kristallnacht (“the Night of Broken Glass”) on November 9, 1938. As a result, in 1939, at ten months old, Wiener became a passenger of the S.S. St. Louis, a cruise liner that was bound for Havana, Cuba. Onboard, it carried almost entirely Jewish refugees escaping persecution in Germany. However, upon its arrival in Cuba, the Cuban government did not permit the ship to dock due to antisemitic sentiment. The ship then traveled to the Florida coast, where it was similarly prevented from landing. Forced to return back to Europe, only four European countries decided to admit passengers. Wiener’s family was admitted to England and stayed there for the rest of the war. Unfortunately, the majority of those who went to the other three countries — France, the Netherlands, and Belgium — did not survive the war.
   Given that racial literacy is one of PHS’ priorities, this event was an important part of the school’s Holocaust education.
“Educational excellence today is no longer limited to just academic excellence; cultural proficiency and racial literacy are priorities as well. … [The] Holocaust was a horrific event in human history. By understanding the historical context and the gradual progression of events that led to the Holocaust, we can work to prevent similar atrocities in the future and promote a more peaceful and tolerant world. … Listening to Mrs. Wiener’s story makes us appreciate the sufferings and biases she endured, [and] it reminds us of the danger of hate,” said PHS Assistant Principal Nicole Mantuano Lacsamana, who conducted the Q&A session.
This event helped to supplement students’ understanding of the Holocaust by providing an opportunity to hear the personal story of someone who was directly impacted. 
“I think oral history is an important component of understanding. When you’re hearing it straight from someone who has a direct, personal connection, I think it’s much more impactful. The more we can do that, the better off we are as a people. It’s hard to encapsulate the Holocaust, [and] that direct connection has more meaning. It becomes much more tangible,” said Christopher De Young, a PHS History Teacher.
Ero Christy ’25, a sophomore who attended the presentation live, expressed that Wiener’s presentation conveyed a touching and an enlightening message. Personally, Christy was motivated to start looking at alternate view points.
“I thought it was really interesting and important for us to hear. It was powerful [and] effective in promoting awareness [of] history. [The] Holocaust [is] very real to me as something that happened in pretty recent history, but it did definitely change my perspective of what a Holocaust survivor [is] because her experience is not one of a concentration camp, and it’s instead one of a political survivor,” Christy said.
Although Wiener had not always considered herself a Holocaust survivor, since she did not fit the typical profile, she later changed her mind about going public with her story when she recognized the historical significance of the S.S. St. Louis.
“This ship became a symbol to the world of what the Nazi government was planning to do. They wanted to show the world that this cargo of Jewish passengers was not wanted [by] any other country [to justify their elimination of] Jewish people, [becoming] a forerunner of what [the Nazis] called ‘The Final Solution,’” Wiener said.
Realizing that she was part of this historical event, Wiener decided that she had an important role to play in passing along a message, with which she concluded her presentation. Wiener left the students in the audience with a task: with the number of Holocaust survivors decreasing, she asked that all students continue to share the stories of Holocaust survivors and pass along her message. 
“If allowed to survive, hate, bigotry, prejudice, and antisemitism will rear their ugly heads and overtake us again. And God forbid we should have another Holocaust,” Wiener said.
More broadly, she encouraged students to be active in bringing about change and to stand up to the injustice that continues to manifest itself today. 
“Don’t be a bystander,” said Wiener. “To be a bystander is as bad as being the perpetrator.”


Relaying messages from history: Holocaust survivor Eva Wiener speaks at PHS

   On May 17 during Tiger Time, students and staff along with the Princeton Education Foundation celebrated the inauguration of the newly renovated courtyard next to the Numina Gallery, which was completed this spring after two years of construction.
   The official opening of the courtyard was attended by many PHS students, staff, PPS board members, and the Mayor of Princeton, Mark Freda. During the event, attendees were able to hear individuals give  speeches and stories about the renovating process and the idea’s origin.
   For the past two years, the courtyard has undergone multiple stages of renovation. The first improvements were pitched in the midst of the COVID-19 pandemic in 2021 by Language Arts teacher Bryan Hoffman, who wanted to help the PHS community after the pandemic. By decorating the space with flowers and benches, Hoffman aimed to create a more intimate resting space for students to enjoy.
   “I was looking at just how upsetting the pandemic was. None of us knew what to expect with in-person or hybrid learning,” said Hoffman. “So when [we] put out [our] yearly bid for grants, I thought, well, what if we make a space for beauty? 2,000 dollars, and there’s a courtyard. ”
   After seeing the popularity and enthusiasm students expressed with the first courtyard decorations, Hoffman decided to collaborate with another group of teachers who were advocating for a similar, albeit more elaborate, idea. Together, they pitched the idea to the Board of Education, who approved the plan “to give students the opportunity to step away, reflect on their studies and situations, reduce their stress levels, and enhance their mind-body wellness,” according to the PEF. Supported by the PEF, the mini-grant was enlarged, allowing the team to expand its original ideas and draw up more significant modifications.
   “It [was] something that we were not used to because teachers are always working on a budget, and I think it definitely opened [things] up. [It] allowed us to be more creative,”  Hoffman said. 
   Students played a vital role in the development and execution of the courtyard. After being contacted by Hoffman, Joseph Gargione, an industrial arts teacher at PHS, invited students from his Advanced Architecture class to participate in the design process of the courtyard. Using SketchUp, a 3D modeling computer program, students who volunteered would design models of the courtyard and then provide them to landscape architect Rich Sneidiker, who had worked on similar projects at other schools. 
   “My only worry was how seriously they wanted to take it, because I didn’t even know how serious this was going to be,” said Gargione. “I presented my Advanced Architecture class about what was going to happen here and who was interested.”
   In the end, three of Gargione’s students, Jake Richter, Tom Lips, and Aiden Castillo, submitted designs and began meeting with the team during breaks.
   “The three of us went through a multitude of different drawings that would all be given to the Landscape Architect, Rich Sneidiker. He worked incredibly hard to include our ideas into his plans while also pushing us to come up with more ideas,” said Jake Richter ‘23.
      In the center-left of the courtyard, the team constructed a wooden platform intended for a variety of uses. Hoffman hopes that students and staff will be willing to use it to its full effect.
   “So the platform is for meditation, yoga, and performance, and then there's plenty of space around [it]. … I'm hoping there'll be more public performances,” Hoffman said.
   Students and teachers were amazed at how the renovations turned out when the construction of the courtyard was completed. The team stresses the importance of creating a space that focuses on the well-being of the students and continues with the original goal of the renovations.
   “The main goal of this courtyard was to mesh both Science and Art into one central meeting space. The intent was a place of peace and meditation, which was the focal point for the focus of Mr. Hoffman, who did an incredible job leading the entire project,” said Richter. “My personal goals behind the project were to create a colorful space that deviated from the bland colors that flow throughout the school currently. I wanted to prioritize mental health, and I believe there is no better way to do this than create personality through color.”
  Going forward, the team hopes that this project will serve as an example for similar projects at PHS in the future. Additionally, Gargione hopes that this courtyard has set a strong example as to how capable students can be to help bigger projects, as well as encouraging them.
   “I think that this is now proof that these kinds of projects are possible. I think [a student] already started doing drawings for a wall. Now I’m hearing that there might be another project. I think after students see more, we'll take it more seriously,” Gargione said.
   For now though, the team hopes that the courtyard will be a place where students can escape the academic stress throughout the school day.
   “I couldn't be happier. I hope that teachers don't bring their classes out to teach because we want to have a space that's intended for student wellness and to feel like you're not in school. And so far, I think teachers have done what I did, [like taking] students out to read,” Hoffman said.


Completion of PHS Courtyard joins a larger effort to improve the school environment

Adding another year to the decades prom has been celebrated by PHS, June 1 brought together upperclassmen at The Westin Princeton at Forrestal Village for a night of festivities, starting at 6:30 p.m. The spotlight fell on a picturesque scenery, with gowns flowing elegantly across the dance floor surrounded by floral, candlelit tables. 
After arriving at The Westin, attendees enjoyed a social hour paired with hors d’oeuvres, the boasting of a myriad of appetizers, followed by an evening of catered dining — serving chicken parmesan with salad — and DJ’ed dancing that wrapped up at 10:30 p.m. Photo booths complete with colorful props and a karaoke station were set up around the venue. To top it all off, a grand chandelier sparkled overhead, glittering as the light show illuminated the clear glass.
For most attendees, the night started well before 6:30. Groups of friends and their dates gathered to get ready for prom together, taking group photos to capture long lasting memories.
“We got together and took pictures, it was like a pre-prom,” said Rohun Chivate ‘23. 
Many attendees agreed that the highlight of prom was the music. Colorful strobe lights flashed across the dance floor accompanied by musical hits, making for a night of high energy dance moves, romantic slow waltzes, and even a brief crowd surf. Some memorable song favorites included Pitbull’s “Fireball,” Lil Uzi Vert’s “Just Wanna Rock,” and Wiz Khalifa’s “See You Again.” 
“The music was like something you would hear in a club. It was popping and thrilling,” said Marsden Edler ‘23. 
Behind the energetic, candlelit night was months of planning by the prom committee, which started having weekly meetings in October. In addition to narrowing down a venue and theme, which upperclassmen voted on through Canvas polls, details such as food, specific decor, and activities were discussed and narrowed down by the committee. For Heather Harris, teacher supervisor of the prom committee, seeing these visions play out on prom night was especially rewarding. 
“The theme this year was candlelit nightfall, so there [were] warm, glowing candles, nice flowers, and seating. It’s like a nice restaurant dinner, but prettier. It focused more on orangish [lighting] and more of an intimate setting,” said Ashlena Brown ’24, junior class president and member of the prom committee. 
An integral part of the longstanding high school tradition are promposals, elaborate requests to be someone’s date at prom. Many PHS juniors and seniors honored this tradition during this year, creating promposal posters full of puns and inside jokes. Most of these affectionate gestures were displayed on a PHS instagram page called “phspromposals_2023”, which contains over 1000 posts with promposals dating back to 2014.
“I think promposals are the best part of the experience — you get to see what jokes people make. [Mine] was a poster after this one baseball game I had, and it [had] a very big Parks and Recreation reference,” said Matty Baglio ’23, senior class president. 
Promposals were not limited to be between love birds, as attendees often “prom-posed” to their close friends.
“Promposals are really fun, especially if you prompose to your friends, I think it can be really funny,” said Hermy Berteloot ‘23. “I proposed to my friend and it was an inside joke between us. People were looking at us weird, but I had fun.” 
Throughout the decades, another consistent component of prom is the presence of elaborate gowns and suits. Attendees often dressed to match, wearing ties corresponding with the color of their date’s dress. Others honored their culture, dancing in traditional gowns such as qipao and sarees. For many attendees, outfit shopping before prom was an entertaining and unforgettable way to connect with family and friends. 
“I picked out my dress with my mom last year and again this year. It’s really fun because it’s a way for us to spend time together. She also tried on some dresses which were pretty funny,” said Berteloot. “It was also a way for her to also enjoy the last memories of me in high school.”
This year’s prom was deemed a success by attendees, having a large event turnout with approximately 600 students attending. Many attendees agreed that contrasting from last year’s outdoor prom, 2023 was a drastic upgrade. 
“We had to drive so far away [last year], and it was just hot outside,” said Edler.
Following the night of an enchanting, successful prom, many attendees traveled to post-prom festivities– a second round of partying–or returned home accompanied by friends. 
“I went to my friend’s house [after prom],” said Felix Aguayo ‘24. “People want to keep having fun. They don’t want the night to end.”
For the graduating PHS seniors, prom is one of the last major events in their high-school experiences. After four years of high school molded by the COVID-19 pandemic and polished off with demanding classes, prom marks both an end and a new beginning.
“Prom is one of the last big celebrations for me and my friends,” said Emma MacMillan ’23. “It’s a great way to round off high school.”


New venue astounds at prom

 Major General William J. Bowers ’86, the Commanding General of the Marine Corps Installations Pacific, visited PHS on May 10. During his recruitment stop at PHS, his presentation had an audience of about 100 students and revolved around the oath to defend the Constitution, a must for all new military recruits. 
   “As Americans, [according to the preamble], we leave a better country, for our children, and their children's children, and posterity. … That's what all of us in the military swear to support and defend. … And that's what some of you … are going to be doing in the future,” Bowers said.
   Bowers enumerated stories and experiences from his 33-year career serving in the Marines. From leading 11,000 people in the III Marine Expeditionary Force in Okinawa, Japan in 2005 to deploying to Iraq as a Plans Teams Leader soon after, Bowers emphasized the relevance of the lessons he learned, such as the importance of trust and respect in order to succeed as a team, and how that applies to the students’ own lives.
   “I think respecting allies [and] other cultures and spending time overseas made me appreciate our democracy and just how great it is. But sometimes I think we can't take it for granted. To ensure domestic tranquility [and] promote the general welfare. I think everything we do [in the military], translates in some way [to civilian life],” Bowers said.
   Throughout his presentation, Bowers also talked about his time at PHS, and how Princeton’s rich history allowed him to thrive in the environment of the Marines, especially when recruits come from all over the country.
   “Being a student here at Princeton, I learned to be a good teammate for lots of different people and make friends with lots of different people,” said Bowers. “That's really helpful in the Marines because when you're a commanding general, you're going to have the whole country represented. … You have to be able to build a team and a diverse group.” 
   Daniel North, Secretary of PHS, was tasked with planning the event. Serving nine years himself in the Army in tactile satellite communications, North hoped that the visit broadened the perspectives of all people, especially students. 
   “I was excited and [looked] forward to meeting him. He's very accomplished and very experienced. I thought it all went pretty well, and I was happy that everything stayed on schedule,” said North. “We really need to … start thinking more globally. Not just to students, but people my age, because [there is] too much division. Too many people seek to find ways to separate … when we should all be coming together.”
   During Bowers’s brief stay at PHS, he also took a tour of PHS led by students who are set to enroll in the Military Academies after graduation. Throughout the tour, Bowers was pleased to rekindle his old high school memories and see new additions to the school after his graduation.
   “He was definitely pleasantly surprised by the new additions of the PAC and the new track and football fields,” said Rachel Luo ’23, who plans on attending the United States Military Academy West Point.
   Luo thought that Bowers made a good impression on the students. She believed that Bowers’s speech made him seem approachable.
   “He was very well-spoken and despite his rank, he is very good at putting people at ease and relating to others. He was a great storyteller [and] is very inspiring,” Luo said.
   Bowers is excited to see leaders of the future and encourages those within PHS to make a difference, whether it be through the Marines or in other parts of society. 
   “You got activists all over. … You have a lot of good, optimistic leaders; leadership potential in your generation. Some of you are going to recognize that leadership potential wearing this uniform. I don't know who you are yet. But I know what the numbers tell me. There's a couple of you out there,” Bowers said.


Major General Bowers visits his alma mater PHS during a recruitment stop

To supplement Holocaust education during Jewish American Heritage Month, Holocaust survivor Eva Wiener shared her story with PHS students in a one-hour presentation on Tuesday, May 16. Sophomores attended the presentation in PHS’s Performing Arts Center, while other grades watched it online from their homerooms. The presentation was followed by a Q&A session.
During the event, Wiener described the persecution that she and her family faced as Jews leading up to and during World War II. When Wiener was born, the environment in Germany was becoming increasingly hostile towards Jewish people, and Wiener’s family was forced to leave the country in the aftermath of Kristallnacht (“the Night of Broken Glass”) on November 9th, 1938. As a result, in 1939, at ten months old, Wiener became a passenger of the S.S. St. Louis, a cruise liner that was bound for Havana, Cuba. Onboard, it carried almost entirely Jewish refugees escaping persecution from Germany. However, upon its arrival in Cuba, the Cuban government did not permit the ship to dock. The ship then traveled to the Florida coast, where it was similarly prevented from landing. Forced to return back to Europe, only four European countries decided to admit passengers. Wiener’s family was admitted to England and stayed there for the rest of the war. Unfortunately, the majority of those who went to the other three countries — France, the Netherlands, and Belgium — did not survive the war.
   Given that racial literacy is one of PHS’s priorities, this event was an important part of the school’s Holocaust education.
“Educational excellence today is no longer limited to just academic excellence; cultural proficiency and racial literacy are priorities as well. … [The] Holocaust was a horrific event in human history. By understanding the historical context and the gradual progression of events that led to the Holocaust, we can work to prevent similar atrocities in the future and promote a more peaceful and tolerant world. … Listening to Mrs. Wiener’s story makes us appreciate the sufferings and biases she endured, [and] it reminds us of the danger of hate,” said PHS Assistant Principal Nicole Mantuano Lacsamana, who conducted the Q&A session.
Nonetheless, this event helped to supplement students’ understanding of the Holocaust by providing an opportunity to hear the personal story of someone who was directly impacted. 
“I think oral history is an important component of understanding. When you’re hearing it straight from someone who has direct personal connection, I think it’s much more impactful. The more we can do that, the better off we are as a people. It’s hard to encapsulate the Holocaust, [and] that direct connection has more meaning. It becomes much more tangible,” said Christopher De Young, a PHS History Teacher.
Ero Christy ’25, a sophomore who attended the presentation live, expressed that Wiener’s presentation conveyed a touching and enlightening message.
“I thought it was really interesting and important for us to hear. It was powerful [and] effective in promoting awareness [of] history. [The] Holocaust [is] very real to me as something that happened in pretty recent history, but it did definitely change my perspective of what a Holocaust survivor [is] because her experience is not one of a concentration camp, and it’s instead one of a political survivor,” Christy said.
Although Wiener had not always considered herself a Holocaust survivor since she did not fit the typical profile of one, she later changed her mind about this in recognizing the historical significance of the S.S. St. Louis.
“This ship became a symbol to the world of what the Nazi government was planning to do. They wanted to show the world that this cargo of Jewish passengers was not wanted [by] any other country [to justify their elimination of] Jewish people, [becoming] a forerunner of what [the Nazis] called ‘The Final Solution,’” Wiener said.
Realizing that she was part of this historical event, Wiener decided that she had an important role to play in passing along a message, with which she concluded her presentation with. Wiener left the students in the audience with a task: with the number of Holocaust survivors decreasing, she asked that all students continue to share the stories of Holocaust survivors and pass along her message. 
“If allowed to survive, hate, bigotry, prejudice, and antisemitism will rear their ugly heads and overtake us again. And God forbid we should have another Holocaust,” Wiener said.
More broadly, she encouraged students to be active in bringing about change and to stand up to the injustice that continues to manifest itself today. 
   “Don’t be a bystander,” said Wiener. “To be a bystander is as bad as being the perpetrator.”


Shopping for a cause: The commercialization of social movements co

Let's end the "no politics in the classroom" mentality

With an influx of social media hashtags such as #summer body, #weightlossgoals, and #skinnylegend, it’s easy to get sucked into the idea that a summer without perfectly tanned skin and a flat stomach is not sufficient. The constant upsurge of social media’s presence in our lives has made it possible for harmful trends such as these to arise and rapidly gain popularity. Many content creators have championed the “summer body” trend  for the past few years, creating a collective mindset that a body that doesn’t check off certain boxes is a body that could never be loved. The “summer body” trend refers to the documentation of diet and workout regimens to create the “most appealing” body for being seen in summer clothes. This mindset is especially detrimental for teens who are already faced with many social pressures, unrealistic expectations, and possible mental health issues. As summer is approaching, it is becoming increasingly important to highlight the issues that these toxic beauty trends create.
Large social media platforms such as Instagram and TikTok can easily create false perceptions of what we should look like. These platforms’ sole purpose is to keep users scrolling for as long as possible, because the ads that pop up every once in a while create revenue for the company. Unfortunately, this leads to people, especially young women and girls, coming across videos and posts that encourage people to shave off weight before the summer and enter the season prepared to rock a bikini. 
Why should a random content creator on the internet get to dictate who can and can’t wear a certain type of swimsuit? This random content creator is likely following the ever-changing beauty standards that are so prevalent in today’s society. The Kardashians, Bella Hadid, and other such celebrities are quick to deny having had plastic surgery procedures done, but the repercussions of these denials are massive. These actions cause the emergence of unrealistic standards in the beauty world as the lines between plastic surgery and natural features are muddled, and the usage of social media filters and photoshop intensify. With these quite literally impossible standards set, online influencers feel the need to conform to a certain body type, and may even believe that without achieving their goal, they could never be content.
This constant circulation of the so-called perfect body type creates a mindset that eventually leads to a higher likelihood of people developing mental health problems. When a person compares their own body to someone else’s, they become more likely to develop body dysmorphia and eventually even eating disorders. Evidently, the whole theme that lies at the heart of the “summer body” trend on social media is the idea of comparison, jealousy,
     
When many people active on social media are already dealing with body dysmorphia, depression, anxiety, or other mental health issues, this feeling of forced conformity and a need to change in order to fit impossible beauty standards only increases the pain and the burden on their mental health.
It is also important to consider that for teens and young people, this issue may be even worse. For one, young people make up the largest demographic of Instagram users. In 2023, Statista, a German company that specializes in gathering data, found that almost 70 percent of Instagram users globally are 34 years old or younger. It is also true that young people are much more susceptible to social influence and pressure, so when they view a certain look or body type as the standard, they likely feel the need to conform to it. With the added pressure of adhering to the “summer body” trend or other such social influences, young individuals who are already struggling face even more pressure and harmful criticism. 
The “summer body” trend on social media and other tags like it create more insecurities, more mental health problems, and more hatred towards one’s own self-image. The time to eradicate all such terrible messaging is now; far too many people on social media have felt the need to look slimmer, tanner, and more “perfect,” just because an influencer on Instagram said they must do so before the summer. It is so important to remember that the “summer body” is not a real thing because perfection is such a varied construct. It is absolutely imperative that we vocally defy these terrible standards and put an end to these damaging, detrimental trends. 


The problem with the summer body trend

The notion that LGBTQ+ media can only exist as a source for historical information about the Stonewall riots, AIDS epidemic, or the Baker v. Nelson Supreme Court case is quite a common one. More often than not, these are the stories placed at the forefront of all LGBTQ+ experiences. Although this type of media is extremely important and should continue to educate people about LGBTQ+ history, it is equally as important to highlight the other side of the coin; we must understand how big of a role positive LGBTQ+ media can play in the lives of queer people. Joy is not always a major part of the depiction of queer people in mainstream media.  As Pride Month begins, it is important to reflect on the diversity of LGBTQ+ representation in mainstream media and how we can make LGBTQ+ stories more diverse and accessible. 
In the 1930s, Hollywood introduced the Hays Code, an unofficial ban on any neutral or positive depictions of homosexuality in film and TV, deeming it obscene and inappropriate on the basis of  “sex perversion,” as Lynne Stahl, a Humanities & Interdisciplinary Studies Librarian at Wesleyan University, wrote in 2023. This code was cast aside in the 1958 Supreme Court case One, Inc. v. Olesen, which decided that homosexuality was not inherently obscene. This case discarded the idea that LGBTQ+ representation was inappropriate if it was not strictly negative in mainstream media. So, while LGBTQ+ representation remained minimal and queer characters continued to be portrayed as offensive caricatures, this case set a precedent to allow LGBTQ+ stories to eventually become a major part of mainstream media. After the progressive era during the 1960s and 1970s swept the nation, LGBTQ+ film and media greatly expanded, and gay representation emerged in popular movies like the 1985 film “An Early Frost” and the 1993 film “Philadelphia.” In the last few decades, the film industry has made even more progress. With attention paid to LGBTQ+ issues growing, queer media has spread immensely, with popular TV shows like “Young Royals,” “Heartstopper,” and “Euphoria” featuring explicitly queer coming-of-age stories. However, although mainstream media has come far from the era of Hays Code, LGBTQ+ representation in mainstream media continues to lack complete inclusivity. Some issues with media featuring the LGBTQ+ community include lack of racial diversity, misogyny, underrepresentation of lesbian couples and underrepresentation of transgender stories.
Now that the queer community has gained greater representation in mainstream media, making that representation more true to the queer experience is the necessary next step. LGBTQ+ representation must depict LGBTQ+ struggles, celebrations of queer joy, and the capability to embrace different sexual orientations and gender identities in order to properly represent the LGBTQ+ experience. This representation provides LGBTQ+ people, especially queer youth, with the realization that they are not alone in their struggles because the early LGBTQ+ experience that can include bullying, alienation, and confusion due to their sexual orientation or gender identity as well as immense joy and happiness for the community has been experienced by so many people that have come before them which could include their favorite TV characters. In addition, realistic depictions of the oppression of LGBTQ+ individuals help spread awareness of the common queer experience to those outside the community, aiding open-minded, cisgender, heterosexual individuals who aren’t very aware of the experiences within the queer community with the chance to educate themselves and become LGBTQ+ allies. 
However, especially for the aforementioned queer youth, depictions of queer joy — a key part of the celebration of the LGBTQ+ community based on queer theory — are even more necessary. We need LGBTQ+ people to not only have a sense of community, but also thrive in their differences from their non-LGBTQ+ peers. The celebration of the community can be seen in pride parades as a flamboyant display of queer joy and celebration of the community as a whole as well as its millions of supportive allies. Pride Month originally marks the 1969 Stonewall riots in New York City in which people of the LGBTQ+ community were attacked for who they loved. Since then, the years of trauma and concealing of sexuality that this month initially marked have been replaced by an immense celebration of our diversity and encouraging further inclusivity. It is crucial that similar sentiments of prideful celebration are depicted in mainstream media throughout the year to make sure LGBTQ+ youth thrive in their differences and that queer joy spreads positivity across our entire society.
It is incredibly important to depict queer positivity in mainstream media, especially because there is already so much censorship when it comes to queer representation and silencing of conversations surrounding queer individuals based on legislation such as the Florida “Don’t Say Gay” Bill, or the Tennessee bill that restricts drag performances. It is imperative that we spread diverse representations of the queer experiences. 

The importance of balanced representation in LGBTQ+ media

In an era of growing mainstream consumption, the commercialization and commodification of social movements has become increasingly prevalent within corporate culture. Black History Month in February sees an influx of businesses marketing “Black Lives Matter” T-shirts and campaigns. Women’s History Month prompts advertisements of feminist merchandise and corporate applause for gender equity. During June, with major retailers parading a myriad of splashy rainbow commodities, Pride Month starts to resemble a month-long Hallmark holiday. Like clockwork, brand logos can be seen awash in rainbow hues, gestures of solidarity with the movement. However, as July comes around, Pride merch slowly moves to clearance racks, and corporate “allyship” seems to vanish just as quickly as it began. 
   The distinction between a marketing tactic and genuine allyship with a social movement is often negligible in the public eye. People often purchase these items to show support for different movements, but behind the scenes, the corporations supposedly celebrating LGBTQ+ individuals during Pride month sometimes also support their greatest oppressors. For example, corporations such as AT&T and Walmart lead annual Pride marches to cover for their millions of dollars spent funding legislators such as Bill Flores (R-TX), who believes gay marriage is a “breakdown of the family.” Though the hypocritical actions of these said corporations are reprehensible, they have a fair share of partners in crime. McDonald’s, the multibillion-dollar fast food company loved by millions of Americans, allocated $213,000 to lawmakers who voted against the Equality Act, which sought to prevent discrimination against LGBTQ+ individuals in the workplace, criminal justice, and other public accommodations. Ironically, on June 1, McDonalds tweeted, “We’re proud of you. And you should be proud of you, too. This month, we’ll be celebrating and highlighting the people within our McDonald’s family that embody the spirit of LGBTQ+ Pride.” 
   If fast food restaurants that spout support for the LGBTQ+ community on social media are not genuine in their efforts, what does that mean for the glittery pride shirts? At this point, we must look past the sequins. According to the New York Times, fast fashion giants like Primark and H&M rely on cheap overseas laborers in locales such as Bangladesh and Myanmar, countries where homosexuality is criminalized, to source their Pride garments. And instead of attempting to shift to a more ethical and equitable form of labor, according to Discourse Magazine in 2022, Nike capitalizes off the backs of forced labor programs “linked to crimes against humanity” in countries such as Myanmar to manufacture Black Lives Matter goods as well as the rest of their products. Corporate “activism” oftentimes does not extend beyond the economic sphere, with profit and gaining social capital being at the forefront, leaving a null impact on social change. Yet it is the commodities from these corporations that are marketed to consumers as bona fide symbols of allyship.
   Critics often oppose these claims by citing that the commercialism of a social movement creates greater recognition of a marginalized group. But to what extent does commercialization promote progress, especially considering where that money often goes? While altruism is unrealistic and ultimately not feasible in a capitalistic society, shouldn’t corporations have a responsibility to act on their supposed support for the movements? Sure, mainstream recognition was once a dream for the segregated and discriminated African Americans and the queer individuals who faced public brutality. However, corporate recognition often overshadows the fact that these systemic issues still persist in today's society. Gay conversion therapy is still legal in 37 states, and similar anti-LGBTQ+ organizations are often endorsed by corporations such as Chick-fil-A through their charitable arm, the Chick-fil-A Foundation. Homosexuality is illegal in 74 countries, and a record-high of 375 transgender individuals were murdered in hate crimes in 2021 worldwide. When capitalist values are placed at the forefront of social movements, the advocacy for them essentially becomes gauged by materialistic possessions in lieu of genuine advocacy for systemic change. Activist sentiment towards a movement becomes tied to a tangible product, and the purchase of these commodities often replaces actual direct action. Essentially, social movements risk losing their activist intentions and becoming seasonal fads. 
   PHS students who are part of these marginalized communities may feel insulted to observe their daily struggles objectified and monetized as marketable products. Not only is the commodification of these struggles invalidating, but seeing this complex dimension of their identity glamorized and glossed over in mainstream media can also be alienating. By acknowledging and condemning the co-opting and over-commercialization of social movements by corporations, we can come closer to recognizing and addressing the true systemic injustices faced by these communities. But are we holding ourselves to the same standards? As consumers, we play a crucial part in shaping corporate culture. Rather than only blindly waving a Pride flag in June or purchasing a Black History Month T-shirt in February, consider donating to a charity that strives towards the betterment of these marginalized communities year-round and actively listen to these voices throughout the year. This will allow the journey towards equality to continue to matter long after rainbow socks, Black Lives Matter keychains, and trendy retail items disappear from social media pages and store windows.

Shopping for a cause: The commercialization and commodification of social movements

Cheers and Jeers

   Andrew Kenny ’23 lines up at the starting line alongside the other racers, scrambling to their positions before the shot of the starting pistol. For a brief moment, silence falls upon the track. Everyone’s hearts stop. Bang! The race is on. 
   Kenny’s track career so far has been extremely successful, including his qualification for the states tournament last year, captaincy of the team which led them to a Mercer County Tournament title, and commitment to Northeastern University for track. However, Kenny’s commitment to track almost halted early in his life when he was at a crossroads between two sports.
   “We always ran the mile at Cranbury . . . and I would always do pretty well, but I didn’t really enjoy it,” said Kenny. “I wanted to play soccer, but my mom . . . convinced me to do cross country, and I’ve just gotten good at it.”
   Kenny’s commitment to track is evident not only in his results, but also in the eyes of his teammates and coaches. PHS track team Co-Captain Marty Brophy ’23 witnesses Kenny’s dedication, commitment, and personality every day at practice. 
   “He sets a great example. He’s always warming up correctly, doing everything right, and he pushes people to be better than . . . they are,” said Brophy. “He’s been a great leader no matter what the circumstances were.”
   Kenny’s journey to reach where he is now has been a long one, and accompanying him through it is longtime teammate and friend Akshay Patel ’23, who used to train and compete with Kenny on the same team in middle school. Patel has seen Kenny grow as both an athlete and a person and has seen the important role he plays in keeping the team together and organized. 
   “He is very vocal . . . usually, I would say, of the three [captains], probably the loudest voice,” said Patel. “If the group isn’t in line or something, he will sort of yell out and get them.”
   Despite encountering setbacks due to a hip injury last summer, Kenny’s drive to recover and keep racing has allowed him to be in top shape towards the end of the spring track season, maintaining his consistently successful career. 
   “He had a little difficulty over the summer . . .  so we made the deliberate choice to extend his recovery,” said PHS track team Coach James Smirk. “That’s not an easy place to be in, but he’s handled it with grace and focus. And really, if you look back at someone who has really given themselves the greatest opportunity to be as successful as they can be, he’s done it.”
   Kenny’s hard work has allowed him to excel in his sport, and the dedication and perseverance has allowed him to pursue track at a collegiate level. He has committed to Northeastern University’s Division I track and field program for his freshman year. 
   “I was gonna go to a school that was also a good academic school,” said Kenny. “I wouldn’t say I was keen on going to Northeastern or Boston or anything from the start, but it’s kind of just how I ended up and I’m happy.”
   While Kenny’s role as captain enforces a strong work ethic and hard work, he also keeps practices lighthearted and fun. 
    “He has this really easy demeanor when it comes to balancing having a good time, but also being focused and deliberate,” said Smirk. “Sometimes we take ourselves a little too seriously in track and field, and having him be able to lighten the mood while also showing an elite level of performance is something that has really kind of catalyzed our performances over the years.”
   Kenny’s journey up to this point, fueled by his never-ending determination and hard work, has also made him an inspiration to those younger than him who aspire to pursue the same path.
   “I’d say the biggest thing is just staying consistent,” said Kenny. “Running’s a lot different than a lot of other sports, so you’re not going to see results day in and day out. The best thing you can do is just stay consistent.”


Andrew Kenny '23: track

   Clare Johnson ’23 waits in anticipation as she watches the ball flying towards her, ready to jump into action. Within a split second, Johnson crouches into position and catches the ball, prompting a roar of applause from the crowd.
   Beginning at the age of five, Johnson has dedicated an exceptional amount of time honing her skills as a catcher. Although she has run into some setbacks along the way, Johnson’s passion towards the sport has driven her forward.
   “I just really enjoy the team aspect of the game,” said Johnson. “Sometimes it gets hard, especially when you make a bad play, but you just have to let yourself learn from the mistake and improve the next time.”
   Johnson’s first year at highschool got off to a rocky start after the season was canceled due to COVID-19. Even during this time of isolation, though, she was able to showcase her skills and impress the coach. 
   “We only had two weeks of practice in person before we had to quarantine,” said Head Coach Marissa Soprano, who also teaches Johnson in her social studies class. “From the beginning, it was apparent that she was talented and hard working. When the team went to remote workouts, she was always there and worked hard.”
   This year, Johnson has stepped up and embraced the role of co-captain, working hard to create a supportive environment for the team. 
   “We really focused a lot on team bonding this year,” said Johnson. “Breakfast after Saturday morning practices and pasta dinners were a great way to hang out and bond as a team.”
   Growing into the role of a leader, Johnson has learned to take the initiative and to step out of her shell in order to guide the team efficiently, with much confidence and dedication. 
   “Clare is an exceptional catcher and she only improved as she moved through high school,” said Soprano. “She grew more confident in her abilities behind the plate and more vocal about calling plays for her teammates. She served as an excellent leader for the underclassmen both last season and this season.”
    Beyond organizing team building exercises, Johnson has made it a priority to boost team morale and encourage open communication among players. She has forged an incredible connection with her teammates while developing a cohesive dynamic among the team. 
   “Clare was an absolutely amazing leader and her knowledge of the game was also awesome,” said Simryn Patel ’26, one of Johnson’s teammates. “She was a powerful voice on and off the field, and she always knew where to go, even if the play didn’t have anything to do with her.”
   Although this has been Johnson’s final year on the team, it has been a season full of remarkable achievements. Through their collective determination and hard work, the team has accomplished qualifying for the state tournament—one achievement that has not been reached in years prior. 
   “Clare made multiple tag plates at the plate to get runners out which was phenomenal,” said Soprano. “Clare also performed well in the state game, keeping us in it with her pitch calling. It was a great performance to end her high school career.”
    As her high-school softball career comes to a close, Johnson is looking forward to leveling up her game in college, where she will continue to play club softball. For anyone looking to step up to the plate, Johnson has some words of encouragement.
    “Practice makes perfect and one mistake doesn’t dictate how the rest of your game will go, so shake it off and learn from it for next time,” Johnson said.


Clare Johnson '23: softball

Spring sports recap 2023

Throughout history, professional athletes have made headlines for coming out as members of the LGBTQ+ community. For these LGBTQ+ athletes and others, participating in sports often comes with struggles cisgender athletes may not experience, as they may face homophobia at all levels of competition. While legislation in over 20 states, including the New Jersey Law Against Discrimination, has been a huge step towards prohibiting gender discrimination in school sports, there have been many instances where they fall short. No matter the athlete’s gender alignment, they should be able to be themselves without having to worry about any forms of discrimination or hate. 
   For Thomas Foley, former School Counselor at Princeton Middle School and current senior education manager of HiTOPS, an organization in Princeton providing support groups for LGBTQ+ youth and their families, his participation in high school soccer as an “out” gay athlete was not positively received. 
   “People used to call me slurs on the field,” said Foley. “People in my own locker room would tell me to leave the locker room because they weren’t comfortable with me being there, when all I wanted to do was change, put my gear on, and get ready to play.”
  Much of the polarizing debate regarding transgender inclusion in competitive sports is rooted in the potential physical advantages they possess as biological men. The controversy surrounding Lia Thomas, a trans woman competing in the collegiate women's swimming league, surfaced after her Division I National Championship win. Negative media coverage and public condemnation of her alleged physical advantages sparked conversation within the LGBTQ+ community.    
   “Trans people have been participating in sports for decades, and they’re really only hated doing so when they win,” Foley said. 
    In the biological realm, inherent physical advantages including greater height, higher bone density, greater lung capacity, higher testosterone levels, longer wingspan, and larger hand and feet sizes are sometimes present in trans women who have gone through male puberty. The differences between biological men and women are the reason for different net heights in volleyball, different hurdle heights in track, and different three-point arcs in basketball.
     But these physical variations between athletes often occur within sexes in a similar way they do across. Advocates for trans women in women’s sports point at Michael Phelps, the swimmer decorated with 28 Olympic medals, for holding biological advantages such as a longer torso and lower lactic acid production, or Boban Marjanovic, the seven-foot-five-inch tall male NBA player who towers over shorter defenders.  Sporting organizations such as the National Collegiate Athletic Association have established regulatory guidelines that consider the individual circumstances of trans athletes and scientifically address potential advantages, such as regulating hormone levels.
   In New Jersey, PHS currently follows all New Jersey Interscholastic Athletic Association rules and regulations, meaning transgender athletes are allowed to compete with the sports team that either aligns with their gender identity or biological sex. The PHS Board of Education approved Policy 5756 to help guide decisions regarding LGBTQ+ inclusion within school. 
   “[This policy] ensures a safe and supportive learning environment that is free from discrimination and harassment for transgender students, including students going through a gender transition,” said PHS Director of Athletics Brian Dzbenski. 
   While the New Jersey Interscholastic Athletic Association has rules that allow transgender athletes to compete with others of their aligned gender, there are still some instances where the athletes may feel uncomfortable.
   “Sometimes it's a little strange being in a team of all girls when you’re not a girl,” said transgender male athlete Jordan Shaevitz ’23, who started playing softball in fifth grade and is currently a member of the PHS girls softball team. “Sometimes it’s a little uncomfortable. I choose not to use the girls locker room, so I have my own routines that are separate from the team.”
   Although playing on a team that does not align with his gender identity can feel uncomfortable at times, Shaevitz remains grateful for his supportive team members. 		
   “It would be nice to have a boys softball team or a girls baseball team, or just make the teams co-ed,” said Shaevitz. “I was able to find my community in the girls softball team even though I’m not a girl, but I know not everybody is [able to].” 
   Many trans athletes, such as Chris Mosier, a transgender male triathlete, have taken strides in advocating for trans inclusion in sports. As an All-American duathlete, Mosier utilized his platform to prompt the International Olympic Committee to make changes to their rules in 2016, removing restrictions for trans men to compete with other male athletes. For many LGBTQ+ athletes, these progressive changes are a win. 
    “Softball is really good for my mental health … [and] sports are something that are for everyone. People [against trans inclusion in sports] are going off based on the assumption that [trans athletes] are naturally better, and they’re not looking at all the hard work that they did,” said Shaevitz. “[Sports should] have rec-leagues [that] have opportunities for people of all identities to play.”
    At the end of the day, LGBTQ+ individuals, like all people, should be able to live an uncompromising version of themselves, whether it be having the ability to enjoy the sport they love or walking the streets without the fear of homophobia and hate crimes. 
   “Inclusion for anyone who wants to participate in anything is important,” said Foley. “[Some] people have a lack of understanding on LGBTQ+ people. The thing I want most is for people to understand.”


 The importance of LGBTQ+ inclusion in the athletic world

  In the past few months, PHS boys varsity soccer team Head Coach Wayne Sutcliffe made the decision to step down after more than 25 years. Leading the PHS boys varsity team in past years to 19 division titles, seven Mercer County Tournament titles, and two state titles, Sutcliffe’s career as the head coach is considered by many as legendary. 
   Sutcliffe has led the team to numerous victories and titles, and as such, his decision to step down has initiated reflection and recognition from the team. The decision ultimately came down to timing and setting the groundwork for future coaches and athletes to succeed. 
    “There was never a day in the 26 years that I've coached that I didn't enjoy ... [but] to do something for 26 years is a long time and I felt as though I gave everything I could,” said Sutcliffe. “The team and the program overall, are in really good shape right now in terms of health and we have a lot of good players. ... It's important to me to leave the team in a better place than it was, even when I became a coach, for the rest of the staff.”
   With Sutcliffe stepping down, there will be a new head coach the following season, but despite the change in staff, there should be little to no change in the way the team is run.
   “I get the same question from a few people that I've talked to, … asking what I'm going to change about the program,” said former Assistant Coach Ryan Walsh, who will be succeeding Sutcliffe’s role as head coach the upcoming fall. “Coach Sutcliffe has won 19 division titles, seven MCTs, [and] two state tournament titles. So what am I supposed to change? My goal is to keep doing and keep practicing his beliefs.”
   As the team bid farewell to their esteemed coach, players on the team, including co-captain of the boys varsity team Nick Matese ’24, , reflected on the transformative impact that Sutcliffe has had on their soccer journey. 
   “Throughout three years of being on his teams, Coach Sutcliffe has helped me improve a lot as a player through his encouragement and constructive criticism, which he was always able to deliver in an effective and positive way,” said Matese. “He created a team culture that really focused on support and togetherness." 
   Beyond the tactical elements of the game, Sutcliffe's team has succeeded because of his capacity to inspire and motivate them at crucial times. 
   “Looking back, I can remember some of his team talks before overtime periods in games such as Hightstown this season or Notre Dame and Steinert the year before,” said Matese. “He had a great ability to fire up the team when we needed it the most.”
   The team mentality that Sutcliffe has cultivated is one in which each player feels empowered to accept criticism and use it as a springboard for improvement. In addition, Sutcliffe's emphasis on efficient communication, which he views as one of the most important components of the game, has helped the players feel more united and cohesive.
   “He's always been there. He's always been pretty vocal, just taking control,” said Matthew Chao ’25, one of the players on Sutcliffe’s varsity team. “[We’ve] had some problems this past season, but he still did his best to show up to be there for us every step of the way.”
   Although Sutcliffe’s coaching journey has been filled with numerous victories, he recognizes that the most rewarding aspect of leading a team lies in the strong connections he’s formed with his players and watching them grow in the face of new challenges. 
   “[I will] never forget what it was like to win a state title. But next to those are the most important things,” said Sutcliffe. “In games, these moments [in my memory] about how young players develop, grow, and mature into different [people] than they might have been when they got here... those are the really important things [to me].”
   These connections that are made, starting as early as freshman or later as seniors, have remained strong even after the players graduate from high school. 
   “I think it's pretty clear to see the connections he's established with all these players throughout the years, because if you just look at the captain's practice[s], you have these alumni who were on the team five, six, seven, eight years ago, and still coming back,” said Chao. “The fact that he was able to establish these connections with other players really helped build a pretty tight team and … established a good team culture.”
   Sutcliffe’s impact and influence on the players are undeniable, inspiring many young athletes to push themselves into becoming better, not just as soccer players, but as people as well. Sutcliffe has not only had an impact on the athletes, but he has also guided and mentored his co-workers into becoming better versions of themselves, setting an example for them to build off of when it is eventually their turn to take over. 
   “[Sutcliffe] has taught me so much about being a coach, and a player's coach, really,” said Walsh. “When I came out of college, I loved soccer, I was good at soccer, but I wasn't a good coach …[Sutcliffe] really taught me how to properly manage a team. He was really good at making connections with all of the players … and he really helps players improve every day.”
   Returning players are excitedly anticipating the next chapter under Walsh's guidance as the team looks to the future. With a strong foundation built by Sutcliffe, the team is ready to embrace the challenges and triumphs that lie ahead. 
   “I'm looking forward to next season as we have a lot of returning guys with experience, and Coach Walsh is a really great coach to lead us,” Matese said.
   Together, Sutcliffe and Walsh have been able to work together as a cohesive team to foster success over the course of multiple seasons. Their combined efforts have created a positive and nurturing environment for the players that Walsh will carry on, allowing them to flourish on and off the field. 
  “I hope that the next 26 years, [Coach Walsh will have] the same opportunities that he can do that for the next coach,” said Sutcliffe. “That will be my hope for a legacy.”



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