	Audrey Kang ’24 is a passionate violinist who first began playing at the age of four; however, she first started taking the instrument seriously in middle school. She first started competing in violin competitions in 2016, with her first achievement being an honors award in the 2016 NJMTA spring recital. Over her years performing, she has won a multitude of awards, including first prize in the 2020 New York International Classical Music Competition, a gold medal in the 2021 Trinity International Music Competition, and second and third place in two separate categories of the 2023 Great Composers Competition Series. Additionally, Kang has been part of the PHS Orchestra since her freshman year. Throughout her time there, Kang has formed many friendships and created a tight-knit community that she continues to both support and rely on. 

Questions to use:

What obstacles have you encountered and what made you keep going?
I would say time is my biggest constraint. Sometimes it’s difficult to find enough time to be able to play. But I like to play with my friends and violin is more of a social experience for me, and that is what encourages me to keep going.

Who is the biggest inspiration in your career so far?
My violin teacher is my biggest inspiration because she's very encouraging. I also love watching YouTube videos of violinists because I find it very inspiring to see people, sometimes my own age, be able to play so well.

What opportunities has it opened up for you?
I currently go to the Manhattan School of Music for their pre-college program, so violin has allowed me to do that. It’s also allowed me to be a part of [the] PHS Orchestra, including being a part of the musical and plays. I find [it] really fun to accompany music for many great songs as well.

How was your experience auditioning for the PHS Orchestra?
It was a while ago. I used the second movement piece of Root Concerto and Sonata to audition. You record a video and just send it in, so it was all online. With that, I was able to have lots of do-over opportunities, so it wasn't too nerve-racking. 

How is your current experience in the PHS Orchestra?
It's so fun. I have so many friends in the Orchestra and playing is really a social experience for me because I get to play with my friends. I get to collaborate with them and talk about music with them. 

What is your favorite performance you’ve put on, in your opinion?
My favorite performances are whenever I perform at a hall. In my most recent experience, I was auditioning for a concerto competition. It was the first time since the pandemic; it was very silent, and you were able to hear your own sound echoing off the walls. It almost felt out of this world in a way.

What skills have you gained that have helped you play effectively?
My teacher has definitely helped a lot with my technique. I had a previous teacher who told me that the way you hold the bow or the way your hand is shaped doesn't really matter as long as you can play the notes, but my current teacher told me that I have to be relaxed and hold the bow correctly without being tense, which allows for a much brighter sound. So he definitely helped fix my technique. 

What advice would you give to anyone who wants to start playing an instrument?
Starting is hard — it’s always hard — but it really helps if you’re able to find a reason beyond just focusing on technique. Also, when you see someone play really well, don't try to view it as discouraging. … Instead, view it as inspiring and a way to keep moving forward and improving. 

Audrey Kang ’24 Finds Community Through the Violin

Autumn’s leaves have dusted the ground, crunching beneath my shoe’s soles as a yellow bus fades into the distance. The air has gotten chilly as the season for knit sweaters, scarves, and winter jackets unfolds. Excited for the long weekend ahead, my walk home breaks into a run. Holed up in my room, wading through the mountain of homework at my desk, only the waft of sweet pumpkin rescues me from this strenuous affair. As the chilly air reminds me of the promise of falling leaves and freaky costumes in the month ahead, one thing that never fails to warm my heart is a plate of pumpkin cookies.
My most prominent memory of these cookies is how I first invented them. It was over Thanksgiving weekend when the issue of a near-expired can of pumpkin purée presented an opportunity for creativity. At that time, I was struck by a sudden desire to make macarons. What occurred then is the same as what leads to both great ideas and disaster: I combined both projects. Two failed attempts and a boatload of eggs later, I was finally satisfied with the batch I made as I stuck the shells into the oven.  
Fifteen minutes later, the delectable smell of pumpkin made it irresistible to not stand in front of the oven, counting down the seconds until I could pull the tray out. Somehow, the pumpkin-flavored macaron crackers tasted good! I was baffled at the result, and left without the desire to create a filling. So, they remained shells, or what they are now known as the Kondakindi family’s famous pumpkin cookies.
Pumpkin cookies, albeit a dessert with a common fall flavor choice, are now a staple comfort food in my household by the time fall arrives, especially as Thanksgiving turns the corner. Their golden edges, crumbly sugar-cookie-esque texture, and buttery yet flavorful taste provides the perfect dessert in autumn. Picture curling up with a good book by the windowsill, watching the last green leaves turn auburn, with a steaming cup of tea and pumpkin cookies beside you. What better way to enjoy the autumn day?

Chloe Zhao
It was late October, and I braced myself against the chilly air as I took a sip from my paper coffee cup. I was enlightened — the warm, rich coffee brought out all the notes of cinnamon and nutmeg sugar beautifully. I began to understand why the drink was so popular, especially among other teenage girls. I lowered my cup and glanced down at the warm, golden liquid filling it, regretfully recalling  all the years I had missed out on this delicious drink. 
The “I’m not like other girls” epidemic hit me when I was in kindergarten. Just one day on the playground, a girl decided that pink was no longer the best color, and that blue was. The reason? Pink was too girly. In a cascading effect, everyone else followed suit. Soon, I began rejecting the pink shirts and dresses my mom had picked out for me in the morning. My notebooks changed from pink and sparkly to blues and grays. I put away my pink plastic gem necklaces. All the other girls in my class followed. We were not like other girls. 
This mentality followed me throughout my elementary and middle school years, just now under a different packaging. The “basic white girl” stereotype was introduced, and it was understood that succumbing to it was undesirable. Ugg boots, Lululemon, knit hats, scarves, and iced coffees, specifically pumpkin spice lattes, were things to avoid because of their association to the stereotype. I followed these rules to avoid being “basic,” pushing away the pumpkin spice options that land on my menus every fall without ever trying them. 
However, as I went throughout my middle school years, I realized every attempt I made to avoid conforming to society simply followed a new adherence to the rules. If I wasn’t trying to fit in with the “basic” trends often seen on social media, I was then following the opinion of the girl on the playground. In either scenario, I was listening to what others thought was best, rather than what was actually best for me.
Now every fall, I happily run to the nearest coffee shop to order my pumpkin spice latte. Not to conform to anything, but just because I like how the drink tastes. Looking back on my previous actions, I feel silly depriving myself of things that I love just to conform to society.

Ruhee Hedge, CONTRIBUTING WRITER
Of all the perks of the fall season, the food has to be the most spectacular benefit. As the days get shorter and summer habits gradually fall out of play, we come to realize that fall is a time of both completion and transition. While the transition between summer and autumn is often a time of productivity, it is also a time of beauty and shedding of the old; the end of the growing season for crops in particular. Also known as the harvest season, autumn ushers in a time of celebration for many farming cultures as they gather their crops. This time of change and new ingredients is a staple of fall culture, and although there are many ways we can show our love for the season, mine has always been cooking in the kitchen with loved ones, preparing some of my favorite autumn delicacies. 
This season of autumn ushers in a feast for the senses, with an abundance of colors, scents, and textures. Since fall foods carry all these distinct traits, they create meaningful experiences for all. From trying out the new Starbucks fall drink menu to making our own cranberry jam, my friends and family all have our own traditions we practice every year that involve food. 
One of these traditions was going to a farm in our old town when it was open to the public every autumn. Some of my fondest childhood memories were spent running around in the pumpkin patches, playing hide-and-seek in the orchards, and, of course, making our own apple cider. The farm is also where I discovered apple cider doughnuts, and was immediately hooked. Through these experiences, I soon began to realize that the process of transforming typical fall ingredients into meals can be a way of appreciating the gifts of the season.. 
As a result of this newfound enjoyment, it became clear that fall foods in particular promote a sense of belonging. Every meal during this period of time tends to be hearty and comforting since it provides sustenance and warmth in preparation for the colder months ahead. This was especially prominent during several occasions in which my family and I would participate. During Diwali, which usually comes around in early November, many of our relatives would prepare savory snacks and dishes as a way of coming together and celebrating our gratitude towards each other. Diwali is a time of spiritual reflection and renewal, and many of the customs my family follow involve the sharing of food with others by inviting them to our place. This again embraces the idea of giving, pleasure, and finding light in the midst of darkness. As I’ve gotten older, I have come to realize how symbolic food is to our fall celebrations and how we can all stay appreciative during this seasonal transition

A Love Letter to a Fall Comfort Food

   On June 20, PHS Visual Arts teacher Matthew Pembleton received the Art Educators of New Jersey High School Division award for demonstrating the highest level of distinctive instruction that helps students blossom to their fullest potential. 
   According to the AENJ, this award is given out to teachers who have “achieved the highest level of professionalism in the field of visual arts education” and have “contributed their services in an exemplary manner to the Art Educators of New Jersey and the goals espoused for the profession.”
   “It’s nice. I’ve been teaching [for] almost ten years, [so] this is nice encouragement and positive reinforcement,” Pembleton said. 
   Throughout his career at PHS, Pembleton has focused on a holistic approach to art, grounded in contemporary theory, practice, and skill building. In order to do this, he uses art history and modern events through images and current news to help inform instruction. Along with using this holistic approach to the curriculum, he also works to nurture connections with his students by creating a very student-centered classroom. 
   “He’s helped [me] by giving creative freedom for assignments and accommodating any ideas I might have,” said Mira Sawant ’24, a student in Studio Art IV. 
   Pembleton demonstrates a sense of calmness that is deeply valued in education. Because of this, among the art department at PHS, he is viewed like a rock, grounding everyone and calming the environment around him.  
   “He’s been a great mentor to me over the past couple of years, and he’s fun to be around because he brings my energy back down to a calm place,” said PHS Art Teacher Bridget Schmidt. “Nothing really fazes him in terms of chaos; he’s just very strong and instruction is the primary focus of his room. He [instructs] in a way that is calm, approachable, and just inviting.”
   One of the most fundamental pieces of advice that guides Pembleton’s method of teaching is to have students step outside of their comfort zone.
   “Trust yourself, even if it feels uncomfortable or different or new. If you’re feeling anxious, that’s okay; it means you have room to grow and you need to grow biologically,emotionally or technically — whatever it is,” Pembleton said.
   In both the classroom and throughout the hallways, students have shown their appreciation for Pembleton’s teaching methods. Throughout her years of being mentored by him in Studio Art I, III, and IV, Sawant has valued his method of honing in on technical skills while also venturing out into personal style and strengths. One of her favorite ways to cultivate her artistic abilities in his class has been through his sketchbook assignments, which have allowed her to practice consistently and try new artistic techniques.  
   “He’s a great teacher who gives his students the most creative freedom possible, and in my experience, this has really allowed me to improve over the years,” Sawant said.
   Students also specifically value how Pembleton lets each student stay true to their personal style, giving them independence. 
   “I don’t like hovering art teachers, or art teachers that talk too much, or try to do your work for you,” said Kaja Buettner ’24, another student in Studio Art IV. “I feel like all these things take away from the actual action of making art, and also infringe on my own creativity.”
   Instead of imposing himself on their work, Pembleton encourages students to become independent in their own method through small suggestions and solutions to problems. 
   “By providing sketching and painting projects, he helps me to reinforce my own style. He has also introduced me to new art forms, like papermaking. Working with this new medium helped me step out of my comfort zone, which is really important when making art,” said Buettner ’24. “I think his personality and ideas make art class such a fun place for me; his passion for art is also so evident, and inspires my creativity.”
   Pembleton’s deep passion for art has influenced his immense care for what he does and ultimately led to him earning the Art Educators of New Jersey High School Division award.
   “I really think [art is] one of the most human things that people do,” said Pembleton. I love teaching art … It’s a lot of fun, and I certainly wouldn’t want to do anything else.”

Art Teacher Matthew Pembleton Wins the Art Educators of New Jersey High School Award

   From memes to style inspiration, it’s been hard to escape “Barbie” (2023) this summer, and for good reason. Though one might not expect much more of the movie than its bright pink hues and sparkles that are heavily featured in its beginning sequences, “Barbie” has a lot more to it. As the film progresses, “Barbie” reveals director Greta Gerwig’s examinations of womanhood and of the role of the patriarchy in today's era.
   In Barbieland, each of the Barbies has her own job, from doctor to president, while the Kens are devoted to constantly supporting the Barbies in all that they do. The Barbies believe that this depiction of women in every job imaginable has “solved feminism” in the real world, and they are proud of themselves for helping women realize their capabilities. But their female empowerment has its limits, as the Barbies shun all imperfections. They are terrified of being any less than perfect and becoming like the Barbie they call “Weird Barbie,” who became damaged after being played with too hard. She is a horror story to the Barbies, and when the stereotypical Barbie (played by Margot Robbie) starts noticing defects in herself, she’s willing to do anything to revert back to her perfect life and avoid ending up like Weird Barbie. 
   When her journey takes her to the real world, she discovers that the lives of most human women don’t contain any of the dream houses and dance parties of hers. An impassioned speech by Gloria (played by America Ferrera), a woman in the real world, sheds light on the impossible standards women constantly face. Even Barbie can’t fulfill the ideal of a perfect, accomplished, and flawless woman that women in the real world are forced to contend with. The main goal of “Barbie” is to expose how difficult it is to be a woman in a society full of contradictory expectations. As Gloria says, “You have to be thin, but not too thin. And you can never say you want to be thin. You have to say you want to be healthy, but also you have to be thin.” In her powerful monologue, Gloria shows how hard it is to be the “perfect woman” when you’re only human. Though the Barbie doll is known for her unattainable body and enforcement of stereotypes about women, the movie itself takes a contrasting point of view, arguing for the acceptance and embracement of human flaws. This message isn’t exactly original or ground-breaking, but it is more than you would expect from a movie about Barbie, and it does the important job of giving a spotlight to many feminist issues. Its message of acceptance, along with a poppy soundtrack, humorous script, and stylish costumes, is enough to make any viewer feel good walking out of the theater. 
   Additionally, the film demonstrates how the patriarchal system is detrimental not only to women, but also to men. Ken (played by Ryan Gosling), once considered merely Barbie's accessory, embarks on a transformative adventure that exposes the insidious nature of objectification. As he ventures into a fiercely competitive and toxic male environment, Ken finds himself surrounded by a culture that objectifies women, reducing them to mere commodities. This environment, unfortunately, thrives on the possession of these objectified women, equating sexism with masculinity. However, it's only once Ken has a profound realization that he is "Kenough," independent of societal expectations, that he breaks free from this toxic masculine paradigm. His journey serves as a powerful reminder that, along with perpetuating misogyny, the patriarchy also negatively impacts men, trapping them in a never-ending cycle of insecurity and unhealthy competition. "Barbie" masterfully explores these themes, offering audiences a thought-provoking narrative that encourages us all to challenge and dismantle harmful societal norms.
   “Barbie” (2023) takes responsibility for all that the brand has projected onto women in years past; while the original Barbie represented a woman can do everything herself (something that, at the time of the original Barbie’s release, wasn’t common), they also created a woman with no imperfections, something which is not ever attainable in real life. The film also highlights how our world’s patriarchal society encourages men to objectify women, but how the Kens have always been the opposite, craving Barbie’s approval. Though the movie finds a happy medium in Barbie world, leading the Kens to accept themselves as individuals and letting the Barbies accept their imperfections, it doesn’t actually provide a clear-cut solution to misogyny, mostly because there hasn’t been one yet. Instead, it focuses on how impossible we’ve made it for women to be respected for who they are, and it encourages women and men alike to reject these societal expectations. Our world isn’t made of plastic, and we shouldn’t model it as such.

Barbenheimer Spread

When the first pictures of Margot Robbie playing the title role of “Barbie” were released, everyone knew it would be the movie of summer 2023. Shortly after the announcement, fashion labels quickly began to dress their models in hot pink — most memorably Valentino and Versace — and this hot trend covered the runway for most of 2022 and part of 2023. In January, Pantone even declared the color of 2023 “Viva Magenta,” designating this year’s color a vibrant shade of pink, similar to the one Barbie frequently has worn.
Both “Barbie” and “Oppenheimer” caused an immense surge in movie theater attendance, bringing in $337 million and $175 million respectively in their first debut weekend, according to TIME Magazine. Currently, “Barbie” has surpassed $1.3 billion at the global box office.
On TikTok, the app’s users began to share what outfits they were wearing to “Barbie” or “Oppenheimer,” creating videos where they entered the movie theater fully decked out in either hot pink or charcoal outfits. This even sparked a debate among users across the platform over which movie they would see first and at what time (a common consensus was to watch “Oppenheimer” in the morning and “Barbie” in the afternoon).  
In terms of records, “Barbie” had the most success ever in the box office for a Warner Bros. movie and it is currently the highest grossing movie by a female director (Greta Gerwig).

Student Takes: Team “Barbie” or Team “Oppenheimer”?
   “I liked ‘Barbie’ more because it showed strong, independent women creating a future for themselves that sets a good example for other young women,” Besa Liese ’25.
   “I preferred ‘Barbie’ for the entertainment value because at least it was funny, even if I don’t agree with its core principles of promoting capitalism. ‘Oppenheimer’ was just not a good movie; the only thing that redeemed it was Cillian Murphy,” Ero Christy ’25.
   “I chose ‘Barbie’ because it’s about having a cool, fun time. ‘Oppenheimer’ is just about a sad American making a bomb,” Jonathan Taylor ’26.
   “‘Oppenheimer’ because I like physics so I very much like good movies or dramatic movies/TV series about some well-known physicists. I have previously seen a TV series about Einstein which is partially a documentary, partially a dramatic series, and ‘Oppenheimer’ was kind of similar to that. It’s also directed by Christopher Nolan, and I like that director. ‘Barbie’ was more like a promotion of social equality, which is interesting to me, but it’s not as central to my life as physics is,” Orion Wei ’24.
   “I would prefer ‘Barbie’ because ‘Oppenheimer’ was very long, but I loved the whole ‘Barbie’ vibe. I watched the trailer [for Barbie] over and over, [and] I really liked the movie. I liked the whole set and all the doll things, and it was a really great movie,” Phineas McCulloch ’26.

“Barbenheimer,” the Clash of the Summer

As the PHS boys varsity soccer team warmed up for their game on September 26, the regular blue jerseys of the team were nowhere to be found. Instead, #IStandWithEvan was plastered in bold letters across their white T-shirts.
This was one of many tributes to Evan Gershkovich ’10, the imprisoned Wall Street Journal reporter and former PHS soccer captain, that took place during a pre-game ceremony, where former PHS soccer coach Wayne Sutcliffe, Wall Street Journal financial enterprise editor Ken Brown, and former teammates of Evan all made speeches to spread awareness about his ongoing detention.
The ceremony began with lead event organizer Brown, speaking about the efforts the Wall Street Journal is taking to raise awareness about Gershkovich’s situation.
“We [the Wall Street Journalists] have hired lawyers in Russia and have been working with the Biden administration, who’s trying to negotiate to get him out,” said Brown. “We’ve [also] done a lot to try to spread the word about the situation … so that people know what is happening and that he’s being unjustly held. He’s not a spy. He was doing his job. Journalism is not a crime.”
After Brown spoke, Sutcliffe made a speech about Gershkovich’s abilities as a soccer player, his leadership, and his humor. The ceremony culminated with former teammates, Max Reid ’10 and Thatcher Foster ’10, speaking about their relationships with Gershkovich both as a friend and a teammate.
“I think his superpower is the ability to connect with all different types of people. It made him a really good captain, but also makes him a really good friend, teammate, and reporter,” Foster said.
Brown reached out to boys soccer Head Coach Ryan Walsh, Assistant Principal Rashone Johnson, and Principal Cecilia Birge to organize the event. Since this was one of the biggest games of the season, Walsh felt it was best to schedule the ceremony on that date. He highlighted how the biggest impact can be had by just keeping Evan’s name in the news.
“The best way to get Evan back safely is to continue to put pressure on the United States government to get him home. They’re the ones who can get him home,” said Walsh. “If [Evan] is forgotten, then the U.S. won’t feel the pressure and they’ll stop fighting.”
When the boys’ soccer team found out about Gershkovich’s situation, they immediately extended their support and demonstrated collective solidarity for the former player.
“It’s important that we send a message to the world saying that we have not forgotten Evan … He’s an alumn[us], which means a lot. This program has been built on a tradition of creating strong teams [and] strong brotherhood,” said PHS varsity soccer player James Reynolds ’24.
Even with constant press coverage, Gershkovich’s freedom in the near future is still far from being guaranteed. However, Caitlin Ostroff, a reporter at the Wall Street Journal who worked closely with Gershkovich in the Journal’s London office, believes that there are still reasons to be optimistic.
“I’m honestly mostly hopeful based on the people we meet at random, who asked me about my “Free Evan” button. I’m inspired by the people who’ve all come out to the soccer game. I’m inspired by random people who messaged me and say ‘I heard about Evan, what can I do?’” said Ostroff. “It’s just a matter of keeping pressure.”

Pre-game ceremony pays tribute to detained PHS alumnus Evan Gershkovich

   September 5 not only marked the beginning of PHS’s 2023-2024 school year, but also the first day for a new principal with a familiar face. After a lengthy selection process that spanned close to the entire summer and included a search committee composed of over 20 stakeholders, PPS superintendent Carol Kelley recommended former assistant principal Cecilia Birge as the new PHS principal. This recommendation was unanimously approved by the Board of Education on August 31. 
   In an email that entailed her recommendation of Birge sent on August 30, Kelley stated that “During this selection process, Ms. Birge showcased her exceptional leadership qualities, along with her deep commitment to the success of all students, her passion for education, and her respect for the entire Princeton High School community.”
   After a whirlwind of new principals at PHS (four in the past three years) and the lingering controversy over the nonrenewal of former PHS principal Frank Chmiel, a survey was sent out to PHS stakeholders on July 7 asking them what the desired characteristics of a principal at the high school were.
   “Our goal was to begin the search process as soon as possible so that we would have an individual at least approved by the Board prior to the start of the new school year,” Kelley said. “Because of the reputation of our school district, we saw that even though the posting gave people just three weeks to apply for the position, there was an outpouring of candidates that were interested.”
Apart from the community survey, the Board also surveyed PHS faculty about their wants and needs for the new principal. Immediately, Birge stood out as a forerunner with her past experience and reputation at PHS.
“The staff that was involved on the interview committee really wanted an internal candidate. They said that the school was fragile and that they couldn’t really take someone who didn't understand the culture at the school ...  When you have the staff saying that this is what we need, the board is gonna listen to that," said Dafna Kendal, President of the Board of Education.
According to Kelley, the job opening received 25 applications during the three weeks it stayed open; two of these applications came from internal candidates, while the rest were external. The process consisted of three rounds of interviews. The first round was a paper screening to identify the candidates with the suitable qualifications and characteristics desired by community stakeholders, while the second round was a short virtual screening of four questions; this collectively narrowed the candidates down to five people, including the two internal candidates that skipped these first two rounds. The final round was an hour-long interview conducted by a stakeholder committee for each individual candidate, consisting of an open-ended question of the candidate’s outline on the first 100 days of school as PHS principal, as well as ten questions that focused on the candidate’s trustworthiness, communication, and responses to pertinent school affairs. Afterward, the committee had a discussion and rated each of the candidates according to their responses, culminating in the recommendation of Birge by Kelley to the board.
   Keeping with her philosophy of placing the well-being of students and teachers at the forefront, Birge, despite enjoying her assistant principal position, mentions one of her primary reasons for applying to be principal in the first place was to provide missing continuity.
   “When somebody from outside the community applies, the learning curve is really steep. And that means that will cause additional learning curves. Students and teachers - that was really the main reason for me to apply,” Birge said.
   After retiring from being a bond analyst on Wall Street, Birge began her time in education in 2012 and has seen and guided the growth of thousands with different job titles along the way. Starting as a substitute teacher for former PHS math teacher Valerie Rodriguez, she later secured a tenure track position at Dwight Morrow High School in North Jersey teaching math the next year, where she worked with various students with special needs. Wanting to make a greater impact, Birge obtained her certification in special education and later returned to PHS in 2015 as a special-ed math teacher.
   “I returned to PHS as a special-ed teacher because at Dwight Morrow, I had taught some really challenging students and in many ways, the teachers in that school were the only stabilizing force in those children’s lives … It sort of gave me a different perspective and a much higher level of appreciation for public education and how teachers can touch student’s lives,” Birge said.
   Now, after watching Birge’s exceptional performance as well as the board’s unanimous approval, Kelley believes that Birge’s experience, combined with her involvement in the PHS community, will bring long-awaited stability to PHS.
   “I feel that [Birge] is going to do a really marvelous job … She's not just an administrator, but she's been a teacher and parent at the high school,” said Kelley. “I think that her background in other industries and the experiences that she has had serving, as mayor [of Montgomery Township], on town councils, on town committees … creates an individual that's right for being principal of Princeton High School.”
   In addition to her extensive professional career in public service, Birge believes she can readily adapt to unfamiliar environments due to her experiences as an immigrant coming to the U.S. from China without knowing much English.
   “I still remember the days when I stood in the cafeteria at my college, trying to order food, and didn't know what to say to get the food. I think that my experience as an educator [and] my passion for our students is very much framed by my experiences as an immigrant and being unfamiliar with the system,” said Birge. “I think that my diverse professional background really has been great because school is a microcosm of society.”
   When asked about her methodology and guiding principles when making decisions for the future, Birge mirrored Kendal’s sentiment about putting teachers and students at the center.
   “As an administrator, my philosophy has always been that my job is to support the teachers, and if I support the teachers, then the teachers can place [the] students as their priority…you will never hear me blindly choosing some statistics just for the sake of statistics, the students and the teachers must be front and center in everything.”
   This school year, Birge does not hope to change much around the school and will instead try to focus on having a strong and communicative relationship with PHS stakeholders, in addition to the strategic plan that the PPS administrators and board members have decided upon.
   “I want to be out there to be visible in the community. I'm in the process of meeting with community groups, [such as] PTO and other groups to update our communication channel. The Tiger Tribune will probably return, in addition to Letters From the Principal,” Birge said.
   Furthermore, Birge has taken various actions to update an outdated system she sees as geared towards survival during a period of COVID-19 instead of a thriving school ecosystem. Several of these include requiring lanyards and revising punishments for plagiarism and unverified absences. 
   “All of these [new] policies and handbooks and whatnot … What we all realize is that after surviving the past three years post-pandemic, we need to be re-educated about what real school feels like,” Birge said. ”
   Birge fondly remembers her time as an assistant principal mainly because of the relationships she was able to form with students, as well as jokingly mentioning her comfortable old office.
   “In many ways, the assistant principal’s job is the best job in a school in the sense that each day is different. You just don't know what to expect each day and same thing with principals. But the assistant principals focus is on the students. They're there to support the students and the teachers, but with direct contact with the students. So the principal is a step removed,” said Birge.
   On September 26, the Board approved the transfer of former PHS Mathematics Teacher Lauren Freedman to the Assistant Principal position who has worked in various capacities with the current PHS administrators and feels ready for challenge.
   “I also believe that my transition into this new role will go well, as I have been working closely with the administration team over the years on various committees … I have had the opportunity to work with Ms. Birge and had the honor to co-teach Pre-Calculus with her,” said Freedman. “I am most excited to have the opportunity to directly engage with the entire PHS community. In this role, I will get to work directly with staff members from all departments, the entire student body, Valley Road, and other community members.”
Freedman also is deeply connected as a Peer Group teacher, field hockey coach, student class advisor, and Corner House advisor, among many other roles. Similarly to Birge, Freedman believes she can utilize her wealth of experiences to impact students in her new position.  
“I have taken on a variety of leadership roles with the PHS administrative teams, and I have planned and coordinated both district-wide and building level initiatives. I feel that the AP position gives me an opportunity to provide a wider range of support to our students.”
   In the future, despite her new position being a “step removed,” Birge hopes to continue to work more closely with students and watch their growth.
   “Be the good student leaders, the role models that you are … make an appointment with me or walk with me,” Birge said. “Learning can be painful and difficult, but that's why graduation is so beautiful because at the end of the year, we reflect that there isn't a single child who doesn't grow fast and significantly.”


Students see a familiar face in a new role: Cecilia Birge

   This year, the PHS administration introduced Learning Labs, a supervised study environment during any free periods in freshmens’ schedule, including their P.E. free periods. The Learning Labs aim to help new students get acclimated to the high school schedule, workload, and environment and is held in the recently constructed New Wing. 
   “We really just want to support students [in] the transition [from middle school to high school]. As educators and as parents, we find that [it] can be challenging,” said PHS Assistant Principal Dr. Nicole Mantuano Lacsamana. “We're also providing [guidance on] … some of the soft skills that …  are not explicitly taught in regular classes; anything that will help them be successful in high school.”
  Improving safety at PHS is a priority this year as mentioned in this year’s strategic plan. As part of new safety measures, Learning Labs also provide supervision for freshmen during their free periods so that fewer students are unaccounted for during a given period.

   “When an emergency happens, I [should] know where you are so I can confidently say to parents, ‘you’re safe in this field,’” said PHS Principal Cecilia Birge. “If you wander off during your free time, I can’t do that … Legally, you're getting yourself into trouble. You’re getting your parents into trouble. You’re getting all the teachers you love into trouble.” 
 All freshmen have at least one Learning Lab in the span of one schedule rotation, but Learning Labs can also be assigned to students in other grades to make up for excessive absences. While in their Learning Lab, students can do many of the things they normally would do during a free period, including catching up on homework, doing independent work, and scheduling meetings with teachers. 
   “We're not trying to micromanage, but we are taking attendance, [and] we are responsible for them. For the most part, students work on school-related work,” said PHS special education teacher Adiba Syed, a teacher of a Learning Lab.
   The freshmen of PHS have found the Learning Labs quite helpful. Along with the transition to high school and a heavier workload, the Learning Labs provide them with an environment that’s both efficient and productive.
   “Learning Labs are pretty helpful. …If [students] have work, they [can] focus on their work, but if they don't, then they can just spend time with their friends, [which is also] nice. Everyone's pretty nice and supportive,” said Ivy Cordle ’27.
While the Learning Lab is more monitored than a traditional free period, many freshmen still find that they have enough freedom, and at times, even too much. 
“Because there is so much freedom, I found it very easy to waste the period socializing or otherwise procrastinating. The physical space, from its chairs to the layout of the tables, has been well designed to foster both student collaboration and individual productivity,” said Harry Dweck ‘27.
However, additional opportunities will also be offered in Learning Labs in the future, including lessons in note-taking, executive functioning, social-emotional learning, and cultural proficiency. Since Learning Labs are new this year, the administration and Social and Emotional Learning team are still determining how to organize these activities.
“I think it is actually doing a great job [so far] of supplementing classroom instruction,” said Syed. “Students are utilizing it [and] taking advantage of it to the utmost.” 


Learning Labs debut at PHS

   Students who want to learn the code above should take one of the classes taught by Rida Kas, who has assumed the role of PHS’s programming teacher after the previous teacher, Graciela Elia, retired. She currently teaches AP Computer Science, Algorithms and Data Structures, Introduction to Java, and Object-Oriented Java. 
   With this year marking her ninth year as an educator, Kas is familiar with the knicks and knacks of the education industry. When she first started teaching in 2014, Kas taught computer science courses and robotics at Piscataway High School, then taught the same subjects at Plainfield High School.
   “In my new teacher's orientation, they kept telling us that there is a right way, there is a wrong way, and then there is a Princeton way. I [have] been exploring that Princeton way as a new teacher,” said Kas. “I wanted to see how that is bringing change in our students' lives, [and] how [Princeton’s] opportunities are different from what was offered in my previous school. The climate and culture that the students create [here are] … much different from my previous experiences, and I want to see what kind of impact they have on me.”
   While Kas has grown to love computer science and teaching over the years, she didn’t always plan for a career in this field. Initially, inspired by a close friend, Kas dreamed of becoming an architect and even took an entrance exam for an architectural undergraduate course.	
   “I soon realized that [architecture] was not something I saw myself doing for the rest of my life,” said Kas. “My father motivated me to [major] in IT. Today, I am so glad that I followed his vision, because [now] I see the importance of technology in the growing world.”
   Prior to becoming a teacher, Kas had three years of experience in the programming industry. After graduating from Mumbai University with a bachelor’s degree in Information Technology and a Masters in Business Administration, her first job focused on taking outdated, obsolete pieces of software and converting them to cloud services, automating software at technology firms in India and New York. 
   A defining moment in Kas’s journey to becoming a teacher was the birth of her children. Kas felt that the demanding and inflexible schedules of her previous jobs left little time to spend with her two young kids. After taking a hiatus from working, Kas searched for a profession that could fit with her experiences both as a programmer and as a parent, finding a job in the education industry to be most fitting. 
   “As a parent, I bring experience from home as to what students like to learn, how they respond to certain things, and that allows me to be a parent and teacher at the same time,” said Kas. “I had a lot of moments where I realized that [teaching] was what I wanted to do for the rest of my life.”
   In her classroom, Kas hopes to create an environment where her students can not only grow intellectually but emotionally as well. 
   “My goals I originally created when I started my educational journey were more related to intellectual learning and academics. But recently I revised them.” said Kas. “I want to make sure I incorporate a lot of social emotional learning for my students, wherein you learn not just by being present, but by being happily present in the spot that you have chosen to be in.”
   Amy Lin ’25, a current student in Kas’s AP Computer Science A class, appreciates how Kas maintains an engaging and interactive environment in the classroom. 
   “She walks around helping to explain concepts, which differs a little bit from the past when we would basically learn stuff on our own, and the teacher would be there to help us in that process,” said Lin. “Ms. Kas is more hands-on and she hopes to do activities like her teaching instead of us learning by ourselves.” 
   On top of her engaging and often pun-filled lessons, her students mention her compassionate attitude and attentiveness toward student needs, making communicating their questions feel easier.
    “She keeps in mind the students’ pace so she is never going too fast or too slow,” said Vritika Singh ’26, a student in Kas’s Introduction to Computer Science class. “She puts the students first and always makes sure our questions are answered.”
   While a lot of programming-related clubs and events such as HackPHS had a chance of being suspended due to Elia's retirement, who was their previous advisor, Kas plans to take over those positions in coming years.
   “I really like the idea of HackPHS, [but] I don’t know whether I’m ready to take the responsibility this year,” said Kas. “Maybe [I will] take my time over the summer break and plan something for our students in the form of an extracurricular activity, or maybe a club.”		
   Outside of school, Kas enjoys spending time with her kids, going to the park, cooking, and, as of recently, biking.
   “These days, we’ve been doing a lot of bike riding,” said Kas. “My youngest one just learned how to ride her bike, so it’s very exciting when we go out to the trails for a bike ride.”
   At the end of the day, Kas is grateful for the opportunity to teach at PHS.
   “Princeton is such a pinnacle, a standard, [and] a beacon when it comes to education,” said Kas. When you hear the word Princeton, you know it’s coming from high standards, it’s coming from rigor, it’s coming from challenging standpoints.”


  	If (you.want == learning_code) { 	System.out.println(“Rida Kas”); }

Just like any other school, clubs play a huge role in the PHS community. A new school year introduces an entire class of new students with fresh ideas in mind, yielding the opportunity for many new clubs to emerge. 

What makes clubs so unique at PHS is the freedom that students have to create, change, and ultimately support the many different communities within PHS.

“Clubs at PHS are super important, because they give our students the chance to really explore their passions at PHS. It gives students a way to get involved to give students a plan, a way to get engaged in school. [They’re] so student-driven, [and] that's what makes our clubs really unique,” said Diana Lygas, Dean of Students at PHS. 

Creating a club at PHS is simpler than other schools, where students only need to obtain a supervisor and only ten members. Due to these low barriers, motivated students have the opportunity to easily create clubs they find important and crucial.

“What motivated me to start this club was to educate students from PHS about the rich diversity of South Asian culture so the general student body is more informed and educated about the world and its different peoples,” said Yuvraj Singh Bedi ‘25, leader of Sikh Awareness and Punjabi Culture Club. 

While many clubs focus on clubs, education, and sports, some clubs offer students a chance to explore career paths and discover new passions.

“I've always wanted to become a civil rights lawyer, making systemic change to help people for years to come. I found [that] Mock Trial [was] a way to expand my interest in law. Not only did it increase my passion, but it taught me invaluable public speaking, reading comprehension, analysis, debating, and communication skills,” said Gilly Bannett ‘24, team captain of Mock Trial.
Ultimately, clubs provide the students of PHS a new way to interact in and out of school. The freedom students have to pursue and expand their hobbies and interests is what makes club culture so unique at PHS.

“The club culture at PHS is great in the way that there's a club for virtually anything you're interested in. We have anything you can think of! It gives students ways to channel their callings into an outlet free of shame, and full of friends. We add to the range of competitive teams at PHS like our sports teams, but instead of baseballs or wrestling mats, we use classrooms. We add spirit and to the sense of competitiveness PHS is known for, both academically and sports-wise.” Gilly Bennett.

Club Culture Visual Mini-Introduction:

Lygas: Social, Engagement, Friendship
Yuvraj: Inclusive, Exciting, Educational
Gilly: Miscellaneous, Passionate, Extensive
Tommy: Unifying, Strong, Creative
Ronald Aung: Collaborative, Unifying, Relaxed

Three Words

“She’s Barbie. He’s just Ken.” This tagline from “Barbie” (2023) brought the topic of feminism into the spotlight upon the movie’s anticipated arrival in cinema. While garnering support from a majority of the public, an enraged side of the audience jumped to accuse the feminist film with claims of misandry and “toxic femininity,” with the movie even being dubbed as “anti-male propaganda” by USA TODAY. This is an all too common response to any form of feminist media, with the negative connotations surrounding feminism leading to misconceptions about the goal of the movement: achieving equal rights and opportunities for men and women.
Not all supporters of the principles of feminism are keen on identifying with the word itself. While 94 percent of people believe that gender equality is important, according to Pew Research Center, a GenForward study found that only 12 percent of Hispanic women, 21 percent of African-American women, 23 percent of Asian women, and 26 percent of white women identify as a feminist. So why the discrepancy? The hesitation to identify with the movement partly stems from the belief that all feminists are extremist. A study from Routledge found that the associations of the term “feminism” with “man-hating” and lack of femininity, an association amplified by the widespread slandering of feminist media, were key factors in peoples’ decision to reject the label of being a “feminist.” 
Especially for those born into a world where women have the right to vote, one where so much progress towards equal rights has already been made, it is easy to view modern feminism as obsolete, with ignorant individuals harboring misconceptions that men and women already have equal rights. From a 2020 study by the Pew Research Center, while 64 percent of Americans see feminism as empowering and 42 percent as inclusive, in the same sample size, 45 percent also saw it as polarizing and 30 percent as outdated. Why is feminism seen as outdated when misogyny still persists in the present day? While women make up two-thirds of the world’s working hours, they only earn 10 percent of global income, a reverberating effect of women globally spending three times as many hours on unpaid domestic work as men. Additionally, there are still 18 countries in which husbands can legally bar their wives from working. This lopsided distribution of unpaid care and domestic work prevents women from entering the labor market, with only 47 percent of women at working age participating in the labor market, compared to 74 percent of men, according to the United Nations in 2020. While achieving perfect 50:50 male to female ratios in sex-based economic studies is unlikely, feminism aims for equal opportunities so that sex isn’t a burdensome factor in an individual’s livelihood or career aspirations. Currently, women make up two-thirds of the world’s illiterate population, a result of gender discrimination stemming from the normalization of women’s sole roles as family caretakers in patriarchal social systems. Poorer communities often favor boys when investing in education, while girls face large amounts of gender-based violence at school. These are all factors contributing to the gender gap in education, a major accelerant of the patriarchy. Under the patriarchal social system, men hold a disproportionate amount of power in society. Out of the 11,000 people who have served in the U.S. House of Representatives throughout history, only 375 have been women. Even today, only 28.7 percent of Congress are women. Being underrepresented in politics directly leads to being underrepresented in decision-making at all levels, consequently suppressing the female voice, undermining their ability to rule on important regulations regarding female focused issues. The International Parliamentary Union conducted research proving that an increased presence of women in politics had a positive impact in moving issues of violence against women’s health and education onto the political agenda. The ideals that feminism stands for cannot be silenced when so much misogyny and underrepresentation of women in many fields continues to exist.
What anti-feminists often fail to notice is that the patriarchy, the very social structure feminism aims to deconstruct, ultimately harms both men and women. Under the patriarchy, a man’s sense of personal worth is reduced to shallow outward achievements: the amount of money he makes, his social standing, the attention he gets from women. Without valuing and loving themselves based on holistic properties, men may feel worthless and easily disposable, and struggle under the expectations set up for them by a patriarchal society. The rigid gender roles that define “masculinity” also pressure men to not seek emotional help when needed, contributing a significant influence on the rise of male suicide rates, with men dying by suicide four times more than women.
As more media begins to focus on feminism, it’s important to interpret them with a clear eye and remember feminism’s principles of equality. PHS students who wish to become allies for marginalized communities can begin by assessing their own privileges and understanding the true principles of social justice movements. When having conversations about marginalization, instead of promoting division, it is important to maintain an open mind and respect for others so that these equality issues can be effectively tackled. Ultimately, achieving equality starts with having some empathy.

Feminism is Misunderstood

Princeton is known across the world for one thing: its prestigious university. In town, it's not uncommon to see shops adorned with Princeton memorabilia or to overhear conversations about famed professors, impossibly difficult classes, and groundbreaking research. This academic air reverberates through our community and has found its way into our high school. PHS’s emphasis on pursuing academia undermines the importance of trade professions as a future career path.
	A trade occupation is a career that involves extensive education to specialize in a specialized craft, but does not require a 4-year college education. Rather, education can begin early through trade schools, apprenticeships, and training on the job, which can begin directly out of high school, or even in high school for students in a dual enrollment program. At Princeton High School, students have the option to dual enroll at the Mercer County Technical Schools as early as in eleventh grade, providing them with a plethora of options for an early start in trade professions. MCTS offers courses in — among other things, culinary arts, health science, and STEM — and is open to any Princeton High School student who meets a certain academic threshold and is interested in pursuing these fields.
At a time where many parts of the workforce are constantly changing, trade jobs are always in demand. The problems that we are grappling with in the 21st century present broader applications for trade professions, from sustainable agriculture to information technology. With a decline in trade labor, the demand for more skilled tradespeople in these professions has existed for years, but became even more prominent with the passing of The Inflation Reduction Act in August 2022, which poured billions of dollars in funding into climate-friendly projects. Tradespeople are indispensable for installing and maintaining green infrastructure, and the lack of these professionals makes it near impossible to attain climate goals. As a society, we need to adapt to the changing economic and environmental landscape by engineering practical solutions to growing challenges. The increasing demand for solar panels to combat harmful energy use, for instance, requires a skilled workforce of tradespeople across industries.  
Affordability is another major selling point for trade school. In a world where student loan debt affects millions of young people, the Center for Employment Training reports that, “Students who attend trade school graduate with an average of $10,000 of debt, while students who attend college collect an average student debt of $36,327.” That’s why, according to the Federal Reserve, the United States’ central banking system, tradespeople often have a higher starting disposable monthly income than college graduates, allowing them to spend far less of their income paying off debts, while college graduates pay an average of $400 in student loans each month.yy
One main reason people hesitate when deciding on whether to attend trade school is the societal stigma associated with trade professions. Many have preconceived notions about what kinds of people pursue such careers, often connecting tradespeople with those who are simply unsuccessful in school settings. In reality, those who pursue trade have a diverse array of unique skills that require focus and top-notch problem solving abilities. The hands-on experience rather than the traditional, theoretical, classroom-based learning can appeal to many who seek challenges that aren’t provided by a typical higher education setting. 
While the importance and relevance of trades professions and trade school has not ceased, there is clearly a major stigma against this career path in modern society, and especially in academically driven schools such as PHS. The idea that tradespeople are less educated or less hardworking is completely false. Considering we live in an assumed meritocracy, wouldn’t it make sense that people who worked their way up the system by learning the trades and eventually creating a life for themselves would be more valued as they seem to reflect the meritocratic system better than the college admissions process. A sense of curiosity surrounding where each student is going after PHS is completely understandable, but assuming that pursuing higher education is the norm continues to downplay the importance of trades within our society.

Trades v. Higher education

Social media has only intensified our obsession with romanticizing school and studying. The hashtag #romanticizeyourlife has garnered over 131 thousand posts on Instagram, with #studyaesthetic marginally beating it with 198 thousand posts. These posts are composed of anything from flawlessly organized desk set-ups to vlogs of cafe study dates. As fun and harmless as all that may sound, oftentimes these idealized studying mindsets set unrealistic expectations for school and contribute to hustle culture, a societal pressure to remain productive and on-task at all times. 
It is understandable that students may feel as though without some method of motivating themselves, they cannot focus on their schoolwork. This is why many people turn to romanticizing their tasks to persevere through the workload. Yes, it can put a fun twist on otherwise mundane activities, and for some students that may be a good enough reason to adopt this as a motivational technique. However, what these students do not realize is that the negative effects of this tactic may outweigh the positive ones. At first, building a pleasurable routine around studying — which may include perfecting your handwritten notes, lighting a candle, or color-coordinating your supplies  — can be overwhelmingly tempting. But after a while, one begins to notice the overall toxicity that these behaviors conceive. The high standards for the aesthetic of it all can be unrealistic, and the push to always be constantly and diligently working creates unnecessary pressure, which breeds a destructive collective mindset surrounding the trend.
Romanticizing studying creates an image of the perfect way to study for tests, review notes, and complete homework. However, it is sometimes difficult for students to achieve such “perfect” study sessions. Not all people have the time, energy, and financial resources to buy all of these supplies that are often tied to romanticizing school and studying. Through general media, fancy stationery, and other aesthetic supplies are promoted almost everywhere; this sets materialistic standards that are quite exclusive and unrealistic. Students that participate in this trend most likely get the idea from films and videos that present often unattainable studying routines and environments. When we realize that reality is different from the expectations formed when watching these characters we idolize, it often results in disappointment, shame, and an unnecessary pressure to work hard toward unreasonable standards in order to imitate these online or fictional personalities. 
Not only does romanticizing studying set unattainable standards for students, but it also acts as a form of procrastination. It has granted students a way to slack off from actually studying, yet still feel as though they are accomplishing something. By creating an aesthetic to-do list and adding calligraphy titles to our notes,  there is an illusion of accomplishing productive tasks, but are any of these add-ons as important as actually studying? The strive to make our studying environment perfect and ideal may end up leading to a decrease in productivity because of all the time spent on unnecessary tasks and distractions. 
Another distraction that may come up when one romanticizes their studying is external noises and sounds. Some people recommend listening to a studying playlist while completing schoolwork, as it creates a certain ambiance that is helpful for some individuals. However, that may be extremely distracting for other students, and having outside noises while trying to focus on work can be very off-putting and unhelpful. The same is true for people who find it difficult to study in public spaces. There is a branch of this trend that fixates on studying in coffee shops or bookstores, but all the external sounds that go hand-in-hand with such places could be  very overwhelming and distracting for some students, and may lead to poor quality work being produced.
As students with already stressful and rigorous academic lives, we shouldn’t push ourselves to not only excel in school, but to also do so in an aesthetic manner. Romanticizing study routines and sessions may work for some, but it shouldn’t become the norm, as it’s financially and practically not fit for many students. While study methods are  ultimately up to personal preference, elaborate routines do not work for everyone, and treating them as the standard does more harm than good.

How Romanticizing Studying and School can be Harmful

If we think of past U.S. presidents, many of them come from humble backgrounds, where hard work and passion ultimately secured them the presidency. Think Jimmy Carter, the humble peanut farmer who rose to fame. Or Barack Obama, the boy who moved back and forth from Hawaii and Indonesia and eventually discovered a passion for public policy. Even in the good old days of presidents we liked to trust, there was always a lack of trust in the truthfulness of the electoral system in our country, but recently we have developed a sense of numbness to political scandal. In the wake of recent political behavior including sexual assault charges, impeachments, lawsuits, slur usage, and arrests, our understanding for how we evaluate candidate behavior must change. 
As the presidential election looms over the American population, the comparison of presidents and the comparison of their actions in general becomes an overwhelming topic of debate. Some candidates’ comments stand out over others such as Trump’s “nasty woman” or Kamala Harris’s “Mr. Vice President I’m speaking.”Although both of those examples have become synonymous with some political candidates, viewing them with the same level of concern is unfair considering the contexts in which each comment was made. While Trump’s comment to Hilary Clinton was intentionally offensive and very unnecessary, Harris’s comment to Mike Pence was far more justified, as the former vice president interrupted Harris multiple times throughout the vice presidential debate of 2020. As more students turn eighteen and have the power to vote, it is more common to hear the PHS politics buffs comment that the next election will be riddled with terrible candidates, or that they would rather have Chris Christie than Ron DeSantis as our next president. Granted, Christie did have his picture in Princeton Soup and Sandwich (we love a good local business supporter). But considering the George Washington Bridge shutdown scandal of 2013, where Christie seemingly caused traffic jams to get back at another politician, such a statement ten years ago would have been unthinkable. But in comparison with criminalizing abortion, banning books, or prohibiting drag performances in public, a simple traffic jam seems small. 
Through this comparative lens, we can weigh candidates based on the worst things they have done relative to one another. However, this method of comparison makes it almost always possible to make the claim that one candidate would be better than another comparatively. However, it’s not the most effective way to choose the next congressperson, senator, Board of Education President, prom queen, and most importantly—president. Similarly, should we really be settling for an ideal leader of a country who is just one step above a mugshot? 
Generally, when it comes down to a final presidential election, party loyalty creates the divide between candidates. A study in 2021 by the Washington Post regarding the 2020 election concluded that about 95% of registered Democrats voted for the Democratic candidate while only about 5% voted for a Republican candidate. A similar trend can be seen with registered Republicans about 95% of whom voted for the Republican candidate. Based on each person’s political party based biases, it makes sense that they will believe that the candidate that has done the fewest bad things will be the one who aligns with their own political values. Therefore, considering that the final election comes from party loyalty based biases, we would hope that the primary elections would eliminate the candidates that would have the most “wrong with them,” however you want to define that. Thus, the final candidates in a presidential election would not only hopefully have the least wrong with them, but would allow the trend of party loyalty to stay intact with a reasonable candidate on either side to settle for, as the most polarizing and problematic candidates would have already been eliminated. 
In this context, doesn’t that make this the crunch time in which we should be working to eliminate the candidates who are the most problematic rather than settling for ones based on our lowered political standards? Granted, we assume that the final two candidates in an election would already be the least problematic, but we know from recent elections that our trust in a more moral candidate such as Hillary Clinton can still be surpassed by Donald Trump, a very controversial candidate that some people would have assumed would have been eliminated earlier on. Although cancel culture is cancellable in and of itself, it seems that any candidates who have cancelable traits such as sexual assault charges, evidence behind their stealing of an election, or slur usage, should not have as much power. When we see these kinds of traits in the art or music world we do our best to separate the art from the artist, but in this context, the art of public policy is so directly tied to the artist’s views and past actions that we should not be letting them slide or lowering our standards. While America continues to search for the presidential candidates, we should not look for the biggest persona and the craziest farmer, but instead, remember the humble peanut farmer. Carter is long gone, but he's a prime example of the candidate that we desperately need — hardworking, relatable, and passionate about truly improving the country.

What are the Standards for Our Political Candidates?

The Princeton High School football team is off to an amazing start, boasting an impressive record of 2-1 to kick their season off. The team already has two shutouts under their belt heading into their fourth game, an achievement that hasn’t been reached in over ten years. With dominant performances over opponents Lawrence and Haddon Township, the Little Tigers have proven that they mean business and are ready to play. 
The team’s sudden change in momentum in comparison to previous seasons can be attributed to a handful of different factors, one of which being the turnout of athletes heading into the summer pre-season and fall regular season.
“It really is about the sheer number of kids that we have here,” said Head varsity football Coach Charles Gallagher. “Last year we had  42 kids altogether . . . This year, we're sitting right now at about 63. All those kids I feel like have embraced what we're trying to do.”
While sheer numbers may seem to make the biggest impact, the hard work, motivation, and — most importantly — dedication of these athletes during and before the season cannot be overlooked. The preparation for this season began last December, and for some carried on towards the end of the summer. Gym sessions, team scrimmages, and team bonding have all been the core of this team’s exciting start so far. 
“We've had a couple informal practices in June, which helped to get the freshmen going so we could focus more on the varsity during the summer,” says Joseph George ’25, a fullback on offense and middle linebacker on defense on varsity. “Throughout the whole summer we spent everyday with each other [and the] chemistry is definitely there . . . we all work well together, we all talk and that's played a big factor so far this season, and hopefully we'll continue on.”
Compared to previous years, this year’s team is much more experienced as many veterans returned to play their third or fourth years and a strong class of freshman and sophomores joined the team. The upperclassmen, with more game time and experience from previous years, are now able to guide the new members of the team. As for the underclassmen, there could not be a more suitable time for them to grow, develop, and eventually lead the team themselves.
“We had to start a lot of sophomores and juniors last year, just because we didn't have the numbers of the senior class,” said Sean Wilton ’25, a left tackle for the varsity team. “Now that we all have one [more] year of experience, we're a lot better.”
While the off-season work for the Little Tigers has immensely improved their performance so far, the mindset and mentality that the team carried entering the season has played a prominent role in establishing a precedent for upcoming games. 
“I have high expectations for the guys, so I expect us to win the division,” said Co-Captain Tyler Goldberg ’24. “I set the highest expectations for everyone on the team, so we should get there.”
This high bar is set by not only the captains, but also the team themselves. As a result, the change in mentality and approach heading into their games has had significant impacts on the results that the team can achieve.
“For this year, in particular, our goal, and something I really never talked about at all in my 11 years, is, at the end of the week, we want to be 1-0. That's it,” said Gallagher. “For high school kids, right, short term success is important, they're not thinking long term . . . let's not think about a 7-3 record, let's not think about 2-9. Let's just think about being 1-0 at the end of the week.”
The team has demonstrated that it will take more than just brute strength to beat them, as they continue their season with high morale and unbreakable drive. The little tigers came ready to play this season, and are keen on finishing what they started. 
“We [have] the heart . . . we care more, we want to win, we know that we can win,” said Wilton. “So let's do it.”

Football Team Off to Record Start

As Delaney Keegan ’24 steps onto the field, she quickly scans her surroundings, the buzzing crowd, and the arriving opposing team. With a deep breath, she tightly grips her field hockey stick. Game on.
When Keegan began playing sports, she didn’t know that field hockey would end up being her main focus. Her dad was a Division I swimmer, and from a young age, he made sure that Keegan tried a wide variety of sports.
“My parents let me choose in the sense that they threw me into sports and they said, ‘If you enjoy it, you enjoy it,’” Keegan said.
Looking back on her early years, Keegan remembers the unconditional support that she would get from her family, and is very grateful for it.
“My dad was my biggest supporter,” said Keegan. “He was someone who was always there for me to help me through all of it, because he understood what I was going through [as an athlete].”
Keegan first tried field hockey in sixth grade, when one of her friends encouraged her to try out for her school's field hockey team. Initially she didn’t think that anything would come of it, as she had been playing on a travel softball team for the past ten years, but as she played more, her passion for the sport only grew stronger.
“I realized that I loved playing field hockey more than softball, so I started taking field hockey more seriously, and it became my path,” Keegan said. 
Fast forward to present day, and Keegan has become one of the most important figures on the PHS Varsity field hockey team, being trusted with the captain title, along with three others. Head Coach Heather Serverson acknowledges the importance of her presence.
“[Keegan] does a great job demonstrating how to always play in a game,” said Serverson. “I think the players really look up to her, they know how good she is, and that she's been playing for a long time.”                             
Outside of hockey, the team likes to spend lots of time off the field  together, such as pasta dinners on Sundays, Halloween parties in October, and a banquet at the end of the year. These traditions are in place to make sure that they keep that special bond for when it matters most on the pitch. 
“We’re all a really tight group,” said Keegan. “We all love each other no matter what, we’re kind of like a cult. It makes me so happy, because even outside of field hockey, we’re so close.”
For Keegan, this year has been a significant one, as she recently announced her verbal commitment to Cornell University, where she will continue playing field hockey.
“I was shocked, and it still hasn’t hit me yet,” said Keegan. “I feel like once I get that acceptance letter, it will actually feel real, but it's crazy to me that I’m going to a school that’s so academically competitive.”
Some of Keegan’s goals while at Cornell is to make friendships and continue to build connections. One of Keegan’s goals has always been to build relationships, as she looks to meet new faces in her last year of high school as well. 
For anyone interested in playing field hockey in the future, Keegan displays the same supportive attitude as her father. 
“Don't give up,” said Keegan. “There's always another path, there's always another way to go. Just keep trying.”

Athlete of the Month: Delaney Keegan

In the sports industry, where records are defeated and rising athletes triumph, one challenge remains unaddressed: gender bias. While both genders share an exceptional skill level, women’s sports have received less funding, media coverage, and recognition than their male counterparts. Oftentimes, women find themselves left in the shadows, while men get to shine in the spotlight. This contrast is not a reflection of ability, dedication, or passion, but rather a matter of the gender inequality that persists in the sports world. 
One of the most notable examples of sex discrimination is when the U.S. women’s soccer team fought for equal pay and treatment back in 2022, arguing for compensation equal to that of their male counterparts. Although they boasted outstanding achievements, they lacked recognition for their dedication to the game. Even athletes of different sports, such as basketball and ice hockey champions, shared a similar sentiment and resonated with this lack of equality. The lawsuit gradually spread its influence worldwide, as more female soccer players from various countries advocated for a better, more equitable playing field. Eventually, this discrimination brought on by the U.S. Soccer Federation came to an end when the dispute settled in favor of the women’s team. 
Unfortunately, the equal pay lawsuit is not the only example of gender imbalance in the world of sports, despite the progress made since the United State’s 1972 Title IX law, which forbade sex-based discrimination in federally financed programs. This gender disparity is partly influenced by the demands of the sports entertainment industry, which revolve around decisions regarding championship funding, amount of equipment, and even the quality of food for sports teams, according to a 2021 investigation of the National Collegiate Athletic Association.  
"Everything in this country revolves around money,” said Brandon Williams, a PHS Physical Education teacher and track coach. “Men’s sports bring in a lot of money, [while] women’s sports bring a lot of [financial] problems.”  
Recently, gender inequality in women's sports teams was yet again highlighted when Jorge Vilda, the coach of the Spanish women’s soccer team, was dismissed on September 5, 2023. The allegations of inappropriate behavior against him included forcibly kissing an athlete on the team recently, which became the turning point in his demotion. These accusations have followed Vilda since he was hired in 2015, with accounts of sexism, controlling behavior, and unequal pay. Last year, 15 Spanish players, with 12 from his own team, protested against his inappropriate behavior, but it was only until after these concerns reached the breaking point that they were effectively addressed.  
A reason for the monetary gap in womens’ sports seems to lie in what the average person finds entertaining in sports. A bold rush down the field. A powerful slam dunk. These are the actions that often get fans riled up during major sporting events, enhanced with dramatic angles and gripping commentary. For viewers, stunning feats of athleticism are eye candy, which according to an NBC News article in 2018, increase hormone levels and neurotransmitter chemicals such as dopamine, a chemical that increases happiness and excitement. As a result, men’s sports, which often demonstrate more action, can be seen as the more popular sport.
“I think people who watch sports want to look more at physicality… and men’s sports seem to fulfill those people who want to watch those more entertaining sports,” said Jaiden Xu ’25, a basketball enthusiast. 
However, in pursuit of forging the latest, hottest sports highlight, a Duke University article stated in 2015 that men’s sports often make sacrifices on the tactical aspect of the sport––an area that women, conversely, tend to focus on more. In sports such as tennis, gymnastics, and volleyball, where the technical aspects stand out, female athletes tend to excel. Yet, when it comes to male athletes competing in these female-dominated sports, preferences seem to shift. As reported in an article written by The Atlantic in 2015, fans express a greater interest in watching men perform exhilarating shots and breathtaking moves, indicating that there is some unresolved gender bias in the sports industry. 
However, public perception of women’s athletic ability seems to be shifting, after the Nebraska volleyball team set a record for the highest women’s sporting event attendance, with over 92,000 fans cheering in the crowd. In addition to that astounding record, FIFA recorded more than 1,715,000 tickets sold out for the FIFA Women’s World Cup Australia and New Zealand, with staggering attendance numbers at its openers. With this surge of interest taking a turn in achieving gender equality, women’s sports are receiving the recognition they deserve for their exceptional skill and talent. While watching women’s sports undoubtedly offers a source of entertainment, it’s also an essential step to facing the inequality women have carried on their backs for far too long. Perhaps it’s time for people to explore an alternate side of sports and embrace a fresh approach to the game. In breaking down these barriers, the sports world can move forwards towards a more inclusive environment, where, regardless of gender, athletes can be celebrated for their abilities.

A Dive into Gender Bias in Sports

The clock is ticking down, and with the game tied, Nick Matese ’24 eyes the ball flying towards him. Seeing a chance, he turns to kick a ball, scoring a goal. 
Matese has been an important player for PHS Varsity Soccer ever since he joined the team in his freshman year. Playing at center back, Matese not only is a great asset to defense, but can score as well. 
Growing up, Matese was inspired by his mother playing sports and found an interest in various sports at an early age.
“I tried a few other sports [other than soccer] growing up, like basketball, but never really continued to play them as I got older,” said Matese. “My mom played a bunch of sports... but I picked the only sport she didn’t play.”
At PHS and club level, Nick’s talent for the sport was quickly picked up by his coaches, who took him under their wing, and helped him grow as a player and as a person. For Nick, he couldn’t be more grateful for their help.
“I’ve been really lucky to have great coaches throughout all my time playing soccer. The coaches I’ve been with... have all noticed parts of our team's game that need work, and [they’ve helped] us improve,” said Matese. “Beyond that, our coaches create a team environment that inspires hard work and allows teammates to support each other.”
Matese has had many accomplishments in his time playing high school soccer. Last season, he was able to score 3 goals even as a center back, an accomplishment that he takes pride in. Along with a successful season for the High school, Matese and his club team became under-16 national champions, winning the presidents cup.
As Matese prepares to leave high school, he also leaves a lot of positive impressions from the people that he's trained and played with. 
“I'll always enjoy spending time with Nick because he is the most dedicated guy I know and a great guy to joke around with,” said Chao. “Therefore it’s a pleasure being able to practice alongside a talented player like him.” 
Matese’s leadership has allowed him to bring the whole team together. He is able to show leadership skills on and off the field and is someone who leads by example.    
“His leadership is often a calming presence for many, especially during intense games,” said Chao. “Overall, he’s just a great guy and a great leader whom we can rely on. ''
As team captain, Nick was the eyes and ears for his coaches on the field. Ryan Walsh, the head coach of the PHS Boys Varsity Soccer, also reflects appreciation for Matese’s leadership.
Although Matese’s high school soccer career is coming to an end, he has made many memories with his teammates that he can cherish. One of his most memorable things he remembers is scoring a goal against Notre Dame.
During his junior year, he had to sit out for half of the season due to an injury on his medial collateral ligament, a section of his inner knee..
“It was rough for the team because I felt like I was a strong part of our success early in the season,” Matese said. “I tried to be as supportive of the team as possible while I was unable to play.”
Recently, Matese announced that he committed to the Swarthmore College men’s soccer team. While the commitment process was difficult for him at first, he’s glad about the end result     “Honestly [playing for Swarthmore College is] a dream come true, to be able to play soccer at a great school,” said Matese. “I’m looking forward to the challenge of playing at the next level.”
For anyone thinking of playing soccer in the future, Nick has some inspiring words about continuing to improve yourself.
“Find friends to train with, and play as much as possible with people better than you. Find your weaknesses and make them your strengths,” said Matese.

Nick Matese ’23: Soccer

Max Li
Yes…we always wanted to keep it fair, but since there is a competition, it's inevitable that some people will want to manipulate the scores.

Vritika Singh
The [U.S. Open] controversies …don't shock me, since these kinds of conflicts are expected to show up in all sports.

Katie Schorr 
 I think most people who play tennis have integrity…There are always some people who cheat but not most people.

most people.

I think…kids cheat because of the immense pressure to win, so …if there was less external pressure there would be more fairness.

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