   Having a tutor does not guarantee success. That is the mistake too many students make. The assumption goes like this: if you are struggling in a class, hiring a tutor will fix everything. A tutor will reteach the material, clarify confusion, and help you complete assignments. If you sit through lessons, understanding will come eventually. But that is not how learning works.


Students who rely on tutors as a safety net — thinking they can check out during class because they will “just relearn it later” — are setting themselves up for failure. A tutor is not a replacement for active engagement. They are not an alternative to thinking for yourself.


PHS students know this pattern too well. You can walk into the IDEAS Center on any given afternoon and see tutoring sessions happening at nearly every table. Some students are asking questions, engaging in discussion, and working through problems themselves. Others sit back, listen passively, and nod as if absorption was automatic. Then, they go home, take the test a few days later, and are surprised when their grade does not reflect all those hours with their tutor.


The reality is that success depends on active learning. That means asking questions in the moment, staying engaged with the material, and making an effort before seeking outside help. It means attempting the homework before assuming you need a tutor to walk you through it.


Tutors are not a shortcut. They should be a supplement: a way to refine understanding, clarify difficult concepts, and receive guidance on problem areas. The students who see real results from tutoring are the ones who already engage in class, who struggle first before seeking help, and who come to their tutor with specific questions instead of waiting to be spoon-fed the material. PHS offers plenty of resources for students: teachers who hold office hours, peer tutoring programs, and the IDEAS Center. However, none of it matters if students refuse to take the initiative themselves. The bottom line? If you are zoning out in class, thinking your tutor will handle it later, you are wasting time — yours, your tutor’s, and your teacher’s. The real work happens in the classroom. Tutors can help, but only if you are willing to help yourself first.

Photo: Charley Hu
Stellan Song ’28 and Vinay Lele ’28 study together in the IDEAS Center.

Tutors are not shortcuts to success

With each precise stroke, Ellie Kovalick ’25 brings her team closer to the finish line. Guided by the rhythmic splash of the oars against the water, the boat inches past the others. In a succinct, combined effort, Kovalick and her teammates secure 15th place out of a total of 90 competitors in the 2024 USRowing National Championships.

Despite doing track in middle school, Kovalick began focusing on rowing as her main sport starting freshman year. She specializes in rowing eights, the largest, fastest, and most competitive type of boat.

“I started rowing the summer before my freshman year, and I kind of just knew that I loved it,” said Kovalick. “And the thing about rowing is that it’s year-round, so it’s hard to do multiple sports at once. So once I discovered that I loved rowing, I looked back. I never really looked back. I’ve never considered doing another sport since I started.”

This commitment has propelled her to find success at the highest level. Kovalick has gone to Nationals during her sophomore and junior year. In addition, her team, Mercer Juniors, was the 13th fastest in the nation last year with this year’s national championships yet to take place. However, the achievement comes with challenges.

Throughout her high school career, Kovalick has seen three changes in coaching, turning what can be a very chaotic, fast-evolving sport into a test of resilience.

“Our team has gone through a lot so there have been rebuilding years in a way, for sure. But one of the athletes has to step up and take a more active role in how we want the team culture around how we want the dynamic of our team to be,” said Kovalick. “But overall, I think we’re a resilient group, and we managed all right, even through coaching changes.”

Despite the stress, Kovalick and her team are still very competitive. Rowers have to row nonstop for races that can be up to three miles long, such as the Head of the Charles in Boston that Kovalick’s team will participate in this fall.

Kovalick’s impact isn’t limited to her contributions on the water. Yita Moss-Wang ’25, Kovalick’s teammate and long-time friend, explained what helps Kovalick set herself apart from the rest.

“What’s really unique about Ellie is … [her] consistency, every day at practice, every day on the water; and you can see that when she rows, she’s very decisive with her stroke,” said Moss-Wang.

Sam Atter, Kovalick’s coach on the girls rowing team, confirmed her dedication.

“I think that’s been a consistent theme for Kovalick from 2023 to now: her ability to be in these hard situations, these hard races, and [being] this kind of a leader, demonstrating and acting on this is just great. If you get the job done, don’t talk under pressure kind of success,” said Atter.

Here at PHS, Kovalick has taken the initiative to expand the sport of rowing to a wider audience, founding the PHS Crew Club from its few year hiatus.

“I’ve definitely been trying to get more PHS kids involved in the sport, because it’s not too good in Princeton right now. And it’s just such an awesome opportunity … I have nothing but good things to say about [Mercer Rowing],” said Kovalick.

Kovalick is now committed to continue rowing at the Division I school of Wisconsin, in addition to serving as the Collegiate Rowing Commitments Intern. As she embarks on the next chapter of her rowing career at the collegiate level, Kovalick reflects on her choice to row.

“There’s people that discover this sport their year and immediately quit [rowing], and then there’s people that stick with it. And I think I [have] just found a passion, and it’s not something I ever want to give up,” said Kovalick.

Photo: Charley Hu

Kovalick, who has commited to the University of Wisconsin, continues her senior rowing season while looking forward to competing at the collegiate level.

Ellie Kovalick '25: rowing

  Throughout history, women have played a significant role in challenging societal norms in the sports world. Efforts to bring attention to women's sports and close the gender pay gap were made possible by women who persevered to create a better future for female athletes.   

As the first woman to run the Boston Marathon, Kathrine Switzer completed the entire course despite efforts by the race director to remove her. With no rules against women competing, Switzer signed up simply because she was a running enthusiast. While running the course, men tried to rip her running bib off and push her off the path, captured in an iconic photo by The Boston Globe. Shaken but determined, she resolved to help other women deprived of opportunities in running. In 1977, she created the Avon International Running Circuit, which paved the way for the women's marathon in the Olympic Games.   

Tennis player Billie Jean King first brought attention to the gender pay gap after she noticed that her prize earnings in the Pacific Southwest Tennis Tournament were only fifteen percent of what her male counterparts earned. Despite the womens’ finals selling more than double the tickets as the mens, the tournament director refused to award the same amount of prize money, leading to King to organize a walk-out.  

This was only the beginning of King’s fight for equal prize money in tennis, which culminated in the famous tennis match, Battle of the Sexes. Bobby Riggs, declaring women’s tennis inferior to men’s, challenged King after he defeated top-ranked women’s player Margaret Court. Knowing the symbolism and weight the match would carry, King accepted and beat Riggs in straight sets with ninety million people watching worldwide.   

Her win inspired the U.S. Open to offer equal prize money for the first time for any major sporting event. Thanks to King’s persistent advocacy, tennis is one of the only sports today that offer the same amount of money to both male and female competitors across all four grand slams. 

Despite these advancements in tennis and Title IX, the landmark legislation preventing sex-based discrimination in sports in an educational setting, the gender pay gap still remains at large for other sports. Yet in 2024, none of the top ten most paid female athletes were included in Sportico’s list of top 100 highest paid athletes. 
However, in team sports, the gap is especially noticeable because of the difference between individual salary compared to the revenue generated as a team. Caitlin Clark, a rising basketball star, signed with Indiana Fever. However, her salary of $338,056 was only a fraction of Victor Wembanyama’s contract of $55 million. Despite generating more revenue than the men’s team, the U.S. women’s soccer team’s maximum salary was $99,000 versus the men’s maximum salary of $263,320. In comparison, the men’s team has never made it to a World Cup finals while the women’s team consistently ranks among the best in the world. 

While the advancements made by iconic women athletes have considerably shaped the sports world for the better, there is more work that needs to be done. Women representation in sports in itself showcases the broader need for change in women’s rights. 


Women's impact on sports

From reading Shakespeare and watching plays to playing the lead role in high
school productions, Peter Niforatos ’25 has developed a passion for acting through
years of dedication and hard work. His love began acting in middle school when
he and his sister frequently put on productions at home. This led Niforatos to
pursue theater throughout high school, most recently playing Phil Connors, the
lead role in “Groundhog Day.” With every musical production, he continues
to gain valuable experiences and develop a better understanding of acting,
which he intends to pursue at New York University.

**What was your favorite moment and role in high school acting?**

The most fun I’ve had is between two [different plays]. I really enjoyed
playing Lenny in “Rumors” because he’s a very high energetic character and
... I ended with this massive monologue, and he was such an intense character
to play. [In contrast], I think the exact opposite when I played Nick Carraway
back in “The Great Gatsby.” I remember that was such a meticulous character
and one that I really had to focus on every single detail. [Lenny] was the exact
opposite experience and it was fun to play and really [interesting] to figure
out how I was going to do that.

**What’s the biggest challenge you’ve faced as an actor?**

The most challenging one is “Groundhog Day” because I’ve always been
more of an actor than a singer and dancer ... “Groundhog Day” in particular
is a show about a change in a person. A lot of the characters change from the
beginning [to the end], and that’s one of the most important things. I think
to have somebody completely go from a depressed and pessimistic character
and change to somebody who is more positive and an optimistic person is
really hard to nail, especially because in a lot of shows you change with other
characters. But in “Groundhog Day,” because everybody is repeating the
exact same day, except for Phil, it’s really important to find that change
within yourself, instead of from outside forces.

**What lessons have you learn about acting?**

The biggest thing I’ve learned is to think of less specific elements. I used to always
think about how every single word could mean a specific thing ... and while
that can be useful, I think what I really learned to do is to [bring the right
amount] of energy into a scene based on how I feel. So every single time I
do things now, it’s always different. I think letting yourself be that vulnerable
and convince yourself that you’re the character in that moment, that I think
is really what acting is.

**What advice would you give to someone who wants or plans to become a
lead role in a play, or someone who wants to go into acting in the future?**

The number one thing is dedication. You have to be ready to embrace it
all. It’s a big commitment and it’s similar to people who do sports and want
to be captain. I would say you have to be prepared to put a lot of your time
and effort into it. You have to be able to memorize your lines, your blocking,
and you really have to be able to commit yourself to not just practice when
you’re in school, but make sure you understand things when you’re out of
school ... but maybe if you love it, then I think it’s just gonna come naturally if
you keep doing it.

**What do you do if you ever feel nervous before a performance and how do
you overcome that feeling?**

I always feel nervous before a performance, but it has calmed over the years ...
the problem with those feelings are probably exacerbated, but I think you just have
to learn to embrace them. I think trying to make them go away really will mess
you up. I remember I used to try to push them out and not feel nervous anymore,
but then they would just show up anyway. The biggest thing with nervous energy
is the fact that there’s energy there. You need to use that energy and apply it to
everything, and then it quickly turns into excitement. But, once you start doing
everything and start feeling it and then all of sudden things start happening.

Peter Niforatos ’25 performs from the heart

Conversations at PHS are often embedded with strings of expletives, which occasionally result in teachers warning students about their language. This seemingly normal occurrence demonstrates that although profanity has become desensitized for younger generations, it still carries weight for the older population and in professional environments. According to a paper from the International Journal of Literature, Language, and Linguistics (IJLLL), a survey comparing Generations X, Y, and Z reported that only 4 percent of Generation Z respondents reported no use of profanity, contrasting with a larger 43 percent of Generation X participants. Despite this disconnect between profanity and past generations, most popular curse words have deep historic roots and come directly from the Middle Ages.


According to the Saturday Evening Post, profanity in medieval times mostly revolved around religion and eventually became associated with immodesty. These examples allude to a greater trend in profanity — historically, profanity matches the needs and desires of its users and the society it exists in. For example, general profanity revolved around racial slurs in societies where racial discrimination was a norm. Today, what we define as profanity is once again changing, and it will likely cause a rift between Generation Z and older generations such as Generation X. For example, the word “damn” was considered a serious profanity in the 16th century. However, in the modern era, its profane nature has more or less dissipated. For instance, The New York Times and other major print publications have loose regulations surrounding the printing of  “damn” in article titles, but will only include the word “f—” in “highly contentious quotations and interview transcripts”. The IJLLL paper found that Generation Z is more likely to use profanity light-heartedly or in casual conversation. Words currently still generally considered profane, such as “f—” or “s—,” may join “damn” and quickly lose that designation if they continue to be used in normal contexts.


   In contrast to “damn,” certain words have had their profane statuses elevated. The r-slur, which began as a professional medical term for neurodivergent people, quickly became common profane vocabulary. After various social movements pointed out the r-slur’s derogatory nature towards neurodivergency, it began to be considered as a slur. Its slur status was then solidified in 2010 when President Barack Obama signed “Rosa’s Law,” which changed “mental retardation” to “intellectual disability.” It’s likely that the next wave of profanity will not be any new, strange words, but rather a revival of what is currently considered unacceptable. For example, most PHS students have likely heard at least one slur in the hallways. Offensive slurs such as the f-slur and the r-slur that have been phased out of popular vocabulary seem to be making a worrying comeback. Interestingly, this coincides with the rise of conservatism among U.S. youth alongside racism, misogyny, xenophobia, homophobia, etc. These ideas and associated slang spread quickly in the fast-paced digital age, contributing to the loss of meaning for otherwise offensive words.


It is important to recall, though, that these changes in profanity are generally concentrated in younger generations. Older generations are less likely to change their perception of words they have always known as profane. This results in a generational language gap — when younger generations casually use words older generations may still perceive as highly hurtful, it can cause conflict. In the workplace, which many PHS students are only years away from entering, this dissonance could have particularly negative effects. Although curse words being used more casually isn’t inherently negative, it is important for younger people to remember that language does not change at the same rate for everyone.


As we, the younger half of Gen Z, begin to enter the professional sphere and transition into a world where we are not always mostly surrounded by our peers, we should start to be more mindful of our words — we will need to communicate effectively with other people, and profane language, although more casual for young people, is intrinsically divisive.


Traditional curse words are losing their meaning for younger people as they use them as casual terms, not as expressions of significant emotion. These developments should be taken seriously, as they will not only create far-reaching professional and interpersonal consequences, but could also accelerate the use of bigoted slurs in common conversation. Although these linguistic developments seem out of our hands, by consciously making an effort to remove profanity from our vocabularies, we can still make a difference.

The evolution of profanity

The Interfaith Iftar at PHS, led by the
Muslim Student Union (MSU) on March
17, brought together students, staff, and
the local community to celebrate Ramadan
and build connections among people of
all faiths. The Iftar included both Muslim
and non-Muslim students, community
members, and several speakers.


“The Interfaith Iftar is an event for
everyone to come and learn about the
month of Ramadan and how Muslims break
fast. Additionally, it’s for all of us to come
together to embrace [our] similarities and
differences so that we can all connect and
become closer together,” said Asma Qureshi
’25, a leader of the Interfaith Iftar and the
PHS MSU. “I want this to be a glimmer of
hope and light in our very own Princeton.
And I hope that after tonight, our hearts
stay kind and pure to ourselves and to one
another.”


The event began with a land
acknowledgement, followed by several
presenters from the local community.
These speakers included Muslim imams
and members of the Jewish and Christian
communities, who all emphasized the
common beliefs of peace throughout
different religions and cultures.


“This particular time in 2025 is a beautiful
convergence of blessed days, as the month
of Ramadan coincides with Lent, Passover,
and the holiday of Easter and Good Friday,”
said Levon Brown, an imam and one of the
speakers at the Iftar. “It is a time of reflection
and unity amongst our multicultural and
diverse family, and we are in a country of
diversity and multiculturalism. This is the
land of freedom of religion and freedom
of thought, and this is what we celebrate
tonight at this blessed 4th annual Iftar
event.”


The Iftar also had the first-ever crescent
lighting at PHS. An Eid Committee
brought a metal crescent to PHS, which
had previously been lit in over 50 other
communities throughout New Jersey, as a
symbol of unity.


The event comes at a time of considerable
tension in the Muslim community, especially
after college campus protests over Palestine
and divestment from Israel. On March
18, the Trump administration ordered the
Immigration and Customs Enforcement
(ICE) to seize Mahmoud Khalil for his role
in Columbia’s Palestine protests last year.
Though he is not accused of any charges,
he faces potential deportation.


“[It’s easy] to come to a celebration and be
with people who are of like minds, [but] for
me, allyship means standing up for people
when it’s not easy,” said Linda Oppenheim,
a member of Not in Our Town Princeton.
“To some degree these days, it’s within my
own community. This past Saturday, in my
synagogue, when they asked people to stand
to give names of people who are suffering
physically or spiritually, I [said] the names
of Khalil Mahmood and [his wife] Noor
Abdullah.”


Malachi Wood, a French teacher at PHS
and the advisor for the Muslim Union,
noted the two goals of the Interfaith Iftar.
“I hope that non-Muslim students will
have a better insight into Islam and the
Muslim community, and see that it’s a
warm, welcoming community. I hope that
Muslim students will [be able to] feel valued
as members of the community and see that
there’s a place for them here — that they’re
included,” said Wood.


Though students of all backgrounds were
encouraged to attend, the Iftar included
religious ceremonies that celebrate the end
of the daily Muslim fast during the holy
month of Ramadan — one of the five pillars
of Islam, designed to strengthen Muslims’
relationship with God.


“Once everyone [broke] their fast, we
[had] an imam come to lead the prayer,
and whoever needed to pray pray[ed].
Otherwise, people [got] their dinner or
observed if they want to. In the past years,
we’ve usually had a final remark, called a
Dua, which is basically a prayer for … hope
[and] peace in the world,” said Qureshi.


PHS began the tradition of the Iftar in
2017, though did not host it for several
years. Qureshi and Wood began reviving the
Iftar two years ago — this year, around 40
PHS students, administrators, faculty, and
Princeton community members attended
the event.


“I came [in part] to support the students,
and also to learn more about Ramadan and
Iftar,” said Valerie Henry, an administrative
assistant at PHS. “I was happy to see my
very first crescent lighting.” 

Photo: Charley Hu

Interfaith Iftar attendees Khaja Khateeb, Imam Levon Brown, Malachi Wood, Zainab Qureshi, Asma Qureshi ’25, Eman El-Badawi, and Naba Sharif gather for a crescent lighting, a symbol of unity.

Muslim Student Union hosts Interfaith Iftar

PHS French teacher Sova Fisher’s journey
to PHS spans multiple continents, cultures,
and careers. Fisher spent her childhood
in England, France, Taiwan, along with
several short periods in Cambodia. After
Cambodia’s collapse to the
Khmer Rouge, Fisher’s family,
who were stranded in Taiwan,
decided to move to the United
States.


Fisher’s relationship with
language and culture has been
important throughout her
journey. She spent much of her
education in French international schools,
though she also spoke English and a bit of
Mandarin.


“I went to French schools until 8th grade,
then to an American high school, and then
to [Dartmouth]. [Though] my parents …
wanted to keep the [Cambodian] culture
and the tradition alive in the house, we
weren’t living in Cambodia most of the
time, so it was very difficult,” said Fisher.


At Dartmouth, Fisher enrolled as a premed student but later switched to a double
major in biology and French. After a brief
stint in sports publishing, she decided to
pursue a PhD in French at her husband’s
recommendation. Fisher was accepted into
a PhD program at Princeton University,
where she worked as a precept for
undergraduate French classes in addition
to her research.


“I was a little intellectually demanding,
[which] was sort of a challenge, and I
learned [after] one of the comments from
an undergrad to try [and] sort ease into the
discussion, rather than [start] with a big
question,” said Fisher.


However, after a while,
Fisher realized that she wasn’t
very excited about the job
prospects in academia if she
were to complete her PhD.


“I wrote one chapter of my
dissertation, and I thought,
‘you know what, I want to
stay here. I don’t really want to, you know,
go teach in Arkansas or Alabama.’ At a
university level, you have to go where the
job is, because there are not that many
posts,” said Fisher.


Fisher decided to apply as a French teacher
to the local Princeton Charter School, where
one of her daughters attended.
“I got hired at the Charter School …
and from the Charter School, I came to
[PHS],” said Fisher. “This is what I think is
my calling: with all this other stuff that I’ve
done in my life, it just never really sort of felt
like I made a difference or that I have the
passion for it, whereas with teaching French
… I love it. I love the culture, the language.
I love teaching it, and I love the students.”


In the classroom, Fisher strives to create
an environment where students feel engaged
with each other and with the language.


“Whenever we do presentations, she
gives us different partners and switches it
up every time, so I know everyone in that
class, and I have a really close bond with
them all,” said Penelope Cardona-Fox ’26,
a student in Fisher’s AP French class.


Fisher’s passion for language and teaching
has been noticed by students and colleagues
alike.


“In her classroom, students are expected
to participate actively. There is a lot of group
work, and the expectation is that everyone
stays in the language throughout the class,”
said Priscilla Russel, PHS’s world language
supervisor. “[Fisher] is a very passionate
teacher, and her enthusiasm is contagious.
She loves teaching French, and this comes
through in her classes.”

Photo: Charley Hu

Sova Fischer analyzes the text of “Le Géant de Zéralda,” a French children’s story,
with her 8th period French IV A class.

PHS Profile: Sova Fisher

On March 27, PHS students gathered
in the new gym for a celebration of
Hispanic culture and history. Following
the administration’s postponement of the
assembly, which was originally schedule
for October, students from clubs such as
Latinos Unidos and Generation 1 came
together in January to begin the planning
process. This year’s assembly included
numerous performances, including those
that showcased the many perspectives of
Hispanic people throughout the Princeton
community.


In order to address PHS administration’s
concerns about the event’s educational
value, new performances focused on
teaching various aspects of Hispanic
culture, such as mariachi music and
quinceañera dances, a tradition that
celebrates a girl’s 15th birthday common
in many Latin American countries.
“A new event that we tried out that we
hadn’t done previous years for the assembly
is a quinceañera: we [had] a bunch of
quinceañeras with big dresses, and we [had]
teachers to do a waltz with them,” said Aimy
Solares ’26, one of the board members of
Latinos Unidos.


Latinos Unidos led the preperation for
assembly. As a completely student-led club,
the planning board coordinated with several
outside community groups, as well as club
members from the organization Gen 1, to
ensure all events and rehearsals happened
smoothly.


“[The preparation is] chaotic … we have
to talk to everyone who’s part of it to make
sure they’re up to date with everything,
especially with our other events making sure
everyone’s doing their part,” said Osbaldo
Morales ’25, co-president of Latinos Unidos.
This year’s Hispanic Heritage celebration
was the first to include several other PHS
clubs in its performances. This added an
extra challenge for the organizers, as they
had to schedule rehearsal times that would
work for all the students involved.


“For our assembly, usually we kind of just
plan it out among ourselves, but this year we
tried to get other clubs like PULSE involved
and the PHS Step Team,” said Solares. “We
[also tried] to get other people outside of
Latinos [Unidos] to come in and volunteer
and help with the assembly.”


Though the assembly was intended to
celebrate Hispanic culture, students of all
cultural backgrounds are encouraged to
participate in future events.


“Can you dance? Can you sing? Can
you move furniture around? I could. You
can. Everyone’s invited. Whoever wants to
participate — even the administration — is
invited. The community outside of the PHS
community is also invited,” said Idiana
Mejia-Rodriguez, a Spanish teacher at PHS
and the advisor of Latinos Unidos.


The organizers hope that the assembly
not only succesfully educated others on
Hispanic culture and heritage, but also
brought representation to Princeton’s
large, but often-underrepresented Hispanic
community. The assembly was intended to
serve as a public platform for their voices
and ideas to showcase their diverse culture
and form a sense of community.


“I think we just want them to feel seen
and know that there’s other kids just like
them and just to [provide] representation.
Hopefully [even] if they don’t feel like they
belong somewhere [else] in the school,
they know that they belong in our club,”
said Solares.

Photo: Charley Hu  

Camila Del Castillo, Mona Mobin-Uddin ’26, and Cecilia Reynolds ’25 adjust their garments in preparation for the assembly.


Hispanic heritage assembly showcases diversity and culture

PHS students’ favorite rom-coms

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

Ramadan recipe: chickpea chaat

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


Graphics: Charley Hu

Proposed renovations for PHS under the referendum, including the conversion of the current technology department area into instructional spaces.

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

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


Photo: Charley Hu

Arianna Malave ’26 and Marissa Moreno ’26 rehearse a dance to “Wade in the Water” by Ramsey Lewis.

PHS hosts Black History Month Assembly

TikTok is more than just an app; it’s become a cultural force, shaping how millions communicate through online content. With more than a billion users worldwide and 170 million users in America at its peak, TikTok’s future in America seems bleak. On January 19, 2025, Congress passed a landmark bill banning TikTok in a landslide 352 to 65 vote. While TikTok did receive an extension, it currently has less than 70 days to conclude its affairs.

So why are lawmakers so adamant about banning TikTok?  The first concern is data privacy. TikTok’s algorithm gathers data based on the videos a user skips and the videos a user lingers on. Because those videos are so short, TikTok can quickly accumulate a hoard of information on its users. TikTok can access information on device type, location, IP address, search history, and message content. TikTok can then use this information to infer other factors such as age range, gender, and interests.

The Chinese government could exert control over TikTok to collect this information through ByteDance, TikTok’s parent company, which is headquartered in Beijing. Under China’s National Intelligence Law, companies are required to assist with government intelligence work—meaning ByteDance could be legally compelled to share data. If the Chinese government asks TikTok to turn over information, executives and investors would almost certainly be unwilling to risk asset seizure, imprisonment, and legal action.

But it’s not just that TikTok collects a lot of information. Anything like TikTok would do almost nothing to ensure data privacy. Nearly all social media companies in the United States sell private data on a market so unregulated that, according to journalist Karl Bode, “Chinese, Russian, and U.S. governments can all just buy data from … poorly regulated data broker [markets].” The “private” data market is so unregulated that a New Hampshire stalker was able to locate and kill a former classmate with $45 worth of information bought from an online data broker.

In 2024, online data broker company Epsilon admitted to selling the data of over 30 million consumers to clients that they knew were carrying out scams. Since data brokers clearly don’t care about who clients are and what they’ll do with bought data, why would China need TikTok specifically to spy on Americans?

Lawmakers have also expressed concern over Chinese influence on TikTok’s content. More than 20 legislators justified their support for banning TikTok by citing risks of foreign propaganda, as well as other concerns about the content carried on TikTok, such as the content available to minors and the alleged suppression of pro-Ukraine videos.

It’s true that TikTok has manipulated content in the past. In 2019, leaked documents showed that TikTok had instructed moderators to ban content on high-profile political topics, citing mentions of Tiananmen Square, Tibetan independence, or the banned religious group Falun Gong. Additionally, in 2020, The Intercept reported that its moderators were told to suppress videos by “users who are too ugly, poor, or disabled” for the platform.

In addition to limiting the visibility of topics sensitive to China, some researchers also believe that TikTok promotes narratives reflecting official Chinese stances on global affairs.

However, the government can’t simply ban speech outlets it dislikes, even if those outlets contain propaganda. In 1965, the court struck down a law that required the postmaster general to detain “communist political propaganda,” which could be delivered to recipients only after they specifically requested it from the U.S. post office. In its decision, the court reasoned that even this “mere burden” was an unconstitutional effort to “control the flow of ideas to the public.” Also, banning TikTok would still fail to stop the spread of Chinese propaganda. Propaganda accounts thrive on a diverse spread of social media sites, websites, and content distribution systems that extend far beyond TikTok’s reach. Platforms that have recently axed their content moderation teams, such as Facebook and X, are especially vulnerable to Chinese and Russian propaganda accounts.

Ultimately, the TikTok ban is a publicity stunt that fails to accomplish what it promises and ignores deeper issues about American data privacy. If lawmakers genuinely cared about data privacy and misinformation, they wouldn’t single out TikTok while ignoring more significant issues such as unregulated data markets and the proliferation of propaganda across major social media platforms. Instead of performative bans, the U.S. should follow Europe’s lead in passing stronger data protection laws, like the General Data Protection Regulation, to regulate how all American companies collect, use, and sell data. If Congress wants real reform, PHS students should know the inherent risks of using online platforms, educate themselves on how to recognize propaganda and ads, and adjust privacy settings to reduce data collection. If lawmakers are serious about protecting our data, they should act like it.

Photo: Charley Hu
Soha Jameel ’26 uses TikTok on her phone.

The TikTok ban changes nothing

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

Three PHS students named Regeneron Scholars

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

Dances throughout the world

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

Damien Chazelle ’03 reflects on his artistic journey

PHS Choir performed this year’s holiday POPS! concert.
In collaboration with Broadway singer Andrea Ross and
the Princeton Symphony Orchestra, allowing audiences
to enjoy repertoire from various ensembles.

Since 2003, PHS Choir has been performing at the annual
POPS! concert with the Princeton Symphony Orchestra,
giving generations of choir students the opportunity to
perform with a professional orchestra. Previous vocalists
included Morgan James, Janet Dacal, and Laquita Mitchell,
as well as the New Jersey Tap Ensemble, a non-profit
professional tap dance group.

“[The concert was] so popular that it was sold out
with standing room only. So now they’ve added a second
performance in the last three years,” said Sarah Pelletier,
a choir teacher at PHS.

Assembled by Princeton Symphony Orchestra, this year’s
program deviates from their usual classical repertoire,
featuring lighter, longtime holiday favorites such as “Santa
Claus is Coming to Town.”

 “[The program] is a combination of holiday songs, festive
songs, mostly pop and jazz and traditional carols with
cool arrangements,” said PHS Choir director
Vincent Metallo.

In addition to classic holiday tunes, the
song selection featured iconic Christmas
soundtracks, such as “Believe” from “The Polar
Express” and “Somewhere in My Memory”
from “Home Alone”.

“I really like “Somewhere in My Memory,”
said Raima Srivastava ’25, a member of the
PHS Choir. “In the movie [there are] a bunch
of children singing, and it’s kind of like us. It
sounds really cute [and] beautiful, and I really like the way
the conductor conducts it.”

A tradition of the concert is for the audience to singalong at the end. Not only do the choir students get the opportunity to lead, the audience is also able to feel truly
engaged.

“I hope that the audience enjoys the music, and [that]
it’s an experience,” said Marcus Strum ’27, who’s a member
of PHS Choir.

The event joined the singers together in holiday spirit,
and provided learning experiences for the choir students.

“[It’s an] absolutely great experience for our kids to sing
with a professional orchestra. Most schools don’t ever. [It’s]
been really great [and it] teaches them a little bit more
about performance etiquette, what it’s like to collaborate
with professionals,” said Metallo.

The different interpretations of the music between the
choir and orchestra allowed them to collaborate, building
off of each other.

“It’s really cool to just kind of go off of the
orchestra because they do the pieces a little
differently than how we rehearse them in
choir,” said Srivastava. “Sometimes I watch the
orchestra perform and I’m so encapsulated by
how they perform that I just forget to actually
try when I sing, but they’re really good every
year that we perform with them.”

In coming together with Princeton
Symphony Orchestra and Andrea Ross, the performance
allowed for a blending of various vocal ranges and
instruments.

“We’ve worked really hard on it,” said Jenna Stucky ’25,
a member of PHS Choir. “We often rehearse [as just]
sopranos [and] altos. More recently, we’ve been coming
together … and it’s just super cool to see all those voices
coming together and [the] people in choir this year. So I
love hearing everyone’s voices together.”

PHS Choir performs Holiday POPS! concert with Broadway singer Andrea Ross

### Jane Sajan '25

**What were you most surprised about your Spotify Wrapped?**

 I was in the top 0.005 percent for my top artist so I felt like it was so cool
that I was part of that. I never thought I would be, so [this is] definitely
[giving me] bragging rights.

**Who were your top artist and song this year?**

 Yeat and “500 lbs."

### Erin Pilicer '26

**How often do you think about your Spotify Wrapped
year-round?**

 A few times a month. I have earbuds, so that keeps me thinking
about it.

**Who was your top artist and song this year?**

 Clairo and “Birds of a Feather."

### Kanishk Mogha ’28

**What is your favorite part about Spotify Wrapped?**

 Probably just the fact that it recaps it and I’m shocked that it is even able
to determine what my top song is because god knows how many times I’ve
listened to some of these songs.

**Do you think your Spotify Wrapped this year was accurate?**

 Yes, very much so. I’m a big fan of psychedelic rock and that was very
accurately reflected.

### Sonya Allee ’27

**What’s your favorite part about Spotify Wrapped?**

 [My favorite part is] seeing my [different] moods each month.

**Who were your top artist and song this year?**

 Florence and the Machine and “Motion Sickness."

### Hayah Mian ’25

**What’s your favorite part about Spotify Wrapped?**

 I have Apple Music replay, [and] my favorite part is being surprised by my
top artist, because every year I try to vary it, and every year at least three of my
artists are the same. It’s always kind of fun to see what accumulated over time.
Harry Styles was my fifth favorite artist, and I didn’t know I listened to him
that much, but [it] turns out in February I got sad and listened to his album
over and over again. It makes you reflect [on] your year.

**What do you use your Spotify Wrapped for?**

 I usually post it on my story so people can know my top artist, because I
really think that gives a good indicator of what I like to listen to and the type
of person I am. [I like] to compare with my family and friends, and also [to
realize] what a year I’ve had.

**Who were your top artist and song this year?**

 Taylor Swift and “Not Strong Enough."

### Iaroslav Baicev '25

**Who were your top artist and song
this year?**

 Oasis and “Don’t Look Back In Anger."

### Eve Kavookjin ’27

**Who were your top artist and song
this year?**

Adrianne Lenker and “Acolyte."

### Christina Metaxas ’25

**Do you think Spotify Wrapped is an
important part of the platform?**

 I think it’s fun, and you get to see
[what you listened to]. But is it going
to change who I listen to next year?
Not really.

Our soundtracks of the year

### StuCocoa day

*January 9, 2025 at Tiger Time*

A long day at school can wear down
even the toughest of students. On
January 9 at Tiger Time, you can stop
by at the main intersection for a sweet
pick-me-up! At Student Coucil’s annual
StuCocao fundraiser for PHS’s spring
events, you can buy a delicious cup of
hot chocolate for only $1 each! You can
also add marshmallows and whipped
cream to level up the perfect, limited-edition after-school comfort drink.

### A Cappella Night

*January 10, 2025*

Like singing, harmonies, and catchy
tunes? Attend A Cappella Night
hosted by the Princeton Student
Board on January 10 in the Princeton
Public Library! Featuring a handful
of PHS a cappella groups including
Around 8, Cat’s Meow, and Cloud
Nine, the musical event will leave you
saying “encore!”

### PHS building tours

*January 15 6:15 p.m., January 24 5:30 p.m., January 26 10:00 a.m.*

In one month, Princeton voters will
vote on a $90 million referendum that
would support renovations at PHS.
These tours might be your last chance
to get a sneak-peak at all PHS’s quirks,
including a 20 year old HVAC system!
You will also have the chance to ask Ms.
Birge any of your burning questions
on our heating, air conditioning, and
modular classrooms.

### Planetary alignment

*January 18, 2025*

Join the six planets in a once-in-100-
year event that will dazzle both the
eye and the night sky! On January 18,
Venus, Mars, Jupiter, Saturn, Uranus
and Neptune will look as if they’re
gathered in a small area, appearing
like a bright cluster across the night
sky. Visible anywhere in the Northern
Hemisphere, this celestial gathering
is not something Princeton residents
would want to miss. 

### Big Band Dance

*January 31, 2025 at 7 p.m.–10 p.m.*

Do you feel like dancing when you
hear jazz? Unleash your funk at the Big
Band Dance in the PHS Cafeteria on
January 31. Under bright disco lights,
Studio Band and Jazz Ensemble will
play popular jazz tunes that will get
your feet moving. Bring a friend, your
favorite dancing shoes, and be ready for
a night of nonstop, swinging fun!

January 2025: Save the dates

In April 1988, Margaret McIntyre, a citizen of Westerville,
Ohio, was handed a $100 fine for distributing a leaflet that
opposed a local school tax. The small fine, equivalent to
around $250 today, was appealed, unappealed, and nearly
seven years later made it all the way up to the Supreme
Court. The reason for the controversy wasn’t the amount
of the fine, or what the leaflet said. It was simply that the
opinion expressed on the leaflet distributed by McIntyre was
anonymous. In a 7-2 decision, the Supreme Court struck
down the fine, and in its ruling decreed that “anonymity
... exemplifies the purpose behind the First Amendment in
particular: to protect unpopular individuals from
retaliation ... at the hand of an intolerant society.”

The decision was written in 1995, well before
the rise of social media. In the 25 years that have
elapsed since, there have been many attempts
to ban our right to anonymity — especially
online. In 2021, a proposal seeking to require
IDs on social media platforms received nearly
700,000 signatures in the UK, making it the
fourth largest petition in the past five years to
be debated in the United Kingdom Parliament.
In the Republican primary last year, former
U.S. ambassador to the United Nations
Nikki Haley referred to anonymous
accounts on social media as “a national
security threat.”

The petition, a response to
anonymous accounts involved in
cyberbullying, expresses a common
belief: that banning anonymity on
social media, for example by requiring people to verify themselves with an ID, would lead to a more
civil, less misinformed internet. And in theory, it makes
sense — according to Pew Research, almost 60 percent of
teens have experienced abuse online, often at the hands of
a user with a mysterious pseudonym.

But while it’s possible that the amount of cyberbullying
from anonymous accounts would be slightly reduced if
anonymity were banned, cyberbullying as a whole would
remain. In 2015, a research study published by Dr. Emily
Nagel and Dr. Jonathan Frith showed that many accounts
that spread misinformation and cyberbullying are not
anonymous. This is why BBC journalist Hussein
Kesvani noted that even on sites like Parler,
where users have to prove their identity with
documentation, there are high levels of abuse.
And every act of cyberbullying that does
still occur would be much more dangerous.
Anyone with internet access, armed with
just the knowledge of a person’s real name,
can determine that person’s address, place of
work, and other personal details.

Furthermore, out of fear of stalking and
more intense cyberbullying, the posting
of controversial beliefs or ideas would
be virtually impossible without the
right to anonymity. Thus a ban on
online anonymity would spell the end
to a free internet that, while flawed,
continues to provide invaluable
benefits to society. Every year,
anonymous internet forums allow
millions of people to seek medical advice, answer sensitive questions, and have important
conversations. To minorities and other at-risk groups, online
support can mean the difference between life and death.
After Roe v. Wade was overturned in 2022 and abortion
became banned for women in 13 states, many anonymous
Reddit and Facebook accounts provided transportation and
housing resources for women seeking to have an abortion.

Internet anonymity, through ensuring free speech, has
also given regular people the confidence and ability to join
movements such as #MeToo, which exposed cases of sexual
harassment among high profile celebrities. Forcing users to
disclose their identity would silence calls for justice, as victims
would fear for their job security, social reputation, or safety. 

In authoritarian regimes, the risks of a global platform
like Twitter or Instagram cracking down on the use of
pseudonyms or other tactics that create anonymity would
be even more severe. While whistleblowers and dissidents
in democracies like the United States have avenues of
expression aside from social media, in many autocracies,
anonymous posts on social media are a powerful form of
protest and dissent.

Finally, in less extreme daily situations, internet anonymity
is also important in allowing people to express their true
selves. A study published in the Journal of Social Issues
showed that when shielded by anonymity, people are more
honest and thus “more likely to form close relationships with
people they met on the Internet.”

Online anonymity is central to so many of the rights we
should all be able to enjoy — freedom of speech, freedom
of the press, privacy, and self expression. It’s time that tech
companies, governments, and angry internet users should
start to treat it that way.

You have a right to remain anonymous

At the November 19 board meeting,
Princeton Public Schools (PPS) passed
a resolution to join around 200 other
districts nationwide in suing several
of the largest social media platforms:
Facebook, Instagram, Tiktok, Snapchat,
and YouTube. The lawsuit cites the
growth of social media use as a cause for
increasing costs related to “staff time,
disciplinary proceedings, emotional and
social counseling, medical services, and
other costs.”

Although it started with only the
Seattle public school district, the lawsuit
eventually spread nationwide. It comes
as a class action lawsuit: when a group
of people or organizations with a similar
claim sue a defendant (in this case social
media companies) together, represented
by only a few individuals.

“I hope that [we can] make some
positive effects on society,” said PHS
Principal Cecilia Birge. “That’s really
the reason I think we should join, not
particularly ... for dollars with class action
lawsuits [because] law firms keep usually
about a third of the proceeds ... but if we
did get dollars, we could use them to help.”

According to a 2019 study cited by the
lawsuit, social media is strongly linked to
self-image issues. This comes particularly
with the exposure of teenage students to
unrealistic or ideal body presentations,
fostering adverse comparisons.

“This study also showed that ‘adolescents
who engage in high levels of social media
use may experience poorer quality sleep’
and that increased social media use
could be associated with an increased
risk of ‘cyberbullying, which has a strong
association with depressive symptoms.’
Further, the study noted ‘negative body
image’ ... as connected to social media
use,” the lawsuit reads, quoting the study.

According to the psychiatric non-profit
Compass Health Center, U.S. teens
spent an average of 7 hours 22
minutes on a screen per day
in 2024, representing an
increase of nearly two hours
since 2015. Moreover,
one in five teenagers
report depression, and
nearly 32 percent are
estimated to have an
anxiety disorder.

“Younger
generations [are]
switching from
websites to social
media, and you
see the impact
on their mental
health crisis and significant uptick of ...
suicidal thoughts, or negative feelings or
low [self] esteem ... all of these things that
are critical in us being healthy,” said Birge.

PHS administration has taken measures
to tackle rising disciplinary and mental
health issues in students. Assistant
principals and counselors are meeting
more frequently with students to check
in with them emotionally, and PHS has
established a new tier of counseling to
address students’ mental health.

“Each student has a Tier 1 [counselor]
— they deal with schedules. Say you
have a bad day, you need somebody to
help you process things: they’re
there,” said Birge. “Then Tier
2 is for when you start to
have chronic absences or
feel blue for a significant
period of time. We have
three Tier 2 counselors
who manage those kinds
of things.”

In addition,
administrators have
recognized the role
that social media
plays in facilitating
incidents of
harassment,
intimidation,
or bullying.
In response, administrators emphasize
promoting an inclusive school culture
through counselors, assistant principals,
and staff being more accessible to
students.

“[Countering] the negative impact
that social media brings ... needs lots
of education, lots of communication. It
needs students to build self regulation and
resilience. It needs parents’ involvement,
and it definitely needs school intervention,”
said Birge. “So, I think, regardless of the
outcome of the lawsuit, it’s pretty evident
that cell phones [and] social media ...
[will] bring a much bigger negative impact
in all of our lives.”

By participating in the lawsuit, the
Princeton district hopes to seek justice
and reparations from these companies
without resorting to impractical or overly
restrictive measures like banning social
media. This new approach focuses on
accountability rather than elimination,
creating a healthier digital environment
without disrupting students’ access to
technology.

“With all these new technologies ...
there are many companies that just want
to monetize and create dollars from it, and
don’t think about some of the harmful side
effects,” said Bouldin. “I’m hopeful that
something like this [lawsuit] can help lead
to better use of the technology.” 

PPS sues social media giants

**February**: Chappell
Roan’s “HOT TO
GO!” dance went
viral on social media
thanks to the song’s
catchy beats and
Roan’s musical riffs.

**April**: Jojo Siwa’s new song
“Karma” blew up on the
internet. Her silly costumes
and dances pushed her
up to number one on the
internet’s hate list.

**April**: A video
of teenage boys
dancing at a party
to “Carnival” by
Kanye West brought
an insane amount of
psychological analysis
 to their friend
group

**May**: The feud
between Drake and
Kendrick Lamar
came to a head,
leading to the
release of multiple
diss tracks such as
Lamar’s “euphoria”
and Drake’s
“Family Matters.”

**June**: The release of
Charli XCX’s album
“Brat” took the world
by storm, giving rise
to new TikTok trends
such as the “Apple”
dance.

**August**: The “very
mindful, very
demure” TikTok
trend quickly went
viral. Was it used in
the wrong context
half the time? Yes,
but it was very catchy
nonetheless.

**August**: The
2024 Olympics
featured a variety
of pop culture
moments: the
cardboard beds,
the gymnastics
“superman”
Stephen
Nedoroscik, and
the Australian
breakdancer.

**September**: Season 33
of “Dancing with the
Stars” had some iconic
moments, from the
controversy over Anna
Delvey’s placement
to the showmance
between Brooks and
Gleb.

Recapping 2024: best pop culture moments of the year

In an effort to ensure the passage of
the largest referendum Princeton Public
Schools has proposed in over two decades,
PPS officials have begun several initiatives
to share information with voters and
address any resulting concerns. These
include virtual forums, a website devoted
to the referendum, and in-person tours
of issues with school facilities.

The referendum is divided into three
parts called “questions.” The first part, with
an estimated cost of $37.9 million, would
fund improvements to the PHS HVAC
system and an expansion of Community
Park Elementary school. The second part,
with an estimated cost of $38.3 million,
which can only be approved if the first
part is passed, would cover expansions to
PHS and Princeton Middle School. The
final part, contingent on the passage of the
first two parts, would fund expansions to
Littlebrook Elementary School.

In total, the referendum — if passed —
would have an annual tax burden of $532
on the average Princeton home assessed
at $850,000. Thus, PPS officials have been
keen to explain the critical importance
of the referendum and consequences the
district would face if the referendum were
to fail. Business administrator Matthew
Bouldin highlighted the importance of
the referendum’s first section.

“If [question] one doesn’t pass, it’s
definitely going to be an issue. We’re going
to have to really look at our programs and
possibly have to do redistricting more
often,” said Bouldin. “If it’s overcrowded
at one [elementary] school, we would have
to make shifts, and it’s really disruptive
and difficult to do that.”

Kathie Foster, PPS’s Interim
Superintendent, elaborated on the
consequences PPS would face if the overall
referendum were to fail, including larger
class sizes, overcrowded schools, and
reduced programming.

“We would need to repurpose existing
spaces for regular classrooms, making it
harder to provide all the programming
we believe is important in key areas, such
as art and science. [Further], modular
classrooms, or trailers, may be needed,
straining the operating budget,” Foster
wrote in an email to The Tower.

PPS teacher and union leader Renee
Szporn noted that in some instances, the
challenges Foster warns of are already
being faced by teachers.

“In our seventh and eighth period class,
we have 24 to 25 students and we can’t fit
those kids in that room. It is tight, and it
impacts teaching,” said Szporn. “It’s very
difficult to do cooperative teaching.”

However, Szporn believes that the
frequent use of referendums is not the best
way to solve long term district issues. Last
year, the Princeton community passed a
$13 million bond referendum for security
and major maintenance upgrades. Moreover, a referendum in December
2018 helped fund security vestibules at
the middle and elementary schools, as
well as HVAC upgrades.

“I think you always have to plan for
growth ... you just can’t keep asking the
taxpayers to keep paying for things.” said
Szporn. “I think taxpayers are tired. And
I think to keep asking and drawing from
the same well is a little tough.”

To address community concerns
and highlight necessary improvements
to the district buildings, elementary,
middle, and high school tours will be
offered through December and January.
In a December 8 tour to community
members, PHS Principal Cecilia Birge
emphasized the importance of updating
the school’s HVAC, which is the oldest in
the district. Birge also cited the school’s
increasing population as a reason to
support the referendum, which at around
1500 students sits well above the 1200
she believes the school can perfectly
accommodate. PPS officials have also
sought to inform community members
about the importance of the referendum
through more accessible methods.

“We have written letters to the editor
of all local publications explaining the
facilities referendum questions and
offering opportunities to learn more
about our plans,” said Foster. “Members
of the public who attend events at the
schools, such as the fall plays and concerts
at [PHS] and [PMS], will hear brief
announcements about the… referendum
and how to learn more.”

 Beyond advertising the referendum,
PPS officials are also arguing that even
Princeton voters without children in the
district, who, as taxpayers, should also
vote in the district referendum.

“The property values of homes are
definitely related to the quality of the
schools. In that sense, somewhat directly,
people that own properties in Princeton
benefit from the improvement of schools
overall,” said Bouldin.

Foster believes that given the many
efforts of the PPS administration in
promoting the referendum, Princeton
voters will vote to approve it.

“We feel confident that if we effectively
make the case for the referendum,
community members will see that they
are sensible, cost-effective investments in
sustaining the quality of the education we
provide and the experience our students
enjoy,” said Foster.

PPS officials push 2025 referendum approval

On February 28 of this year, Florida teenager Sewell Setzer committed suicide after months of conversing sexually with an AI chatbot resembling Danaerys Targaryan, a character from the HBO show Game of Thrones, on the platform Character.AI. Eventually, the chatbot encouraged the young man to take his own life. Sewell’s case is all around us; he found himself in the common position of social isolation, causing a spiral of emotional vulnerability that was left unchecked and ultimately resulted in a severe mental health crisis.

```Reliable friends are difficult to come by in a world dominated by shallow interactions. Social anxiety is becoming increasingly common as young people become subject to various forms of societal pressure, driving a fear of inadequacy. As teenagers feel more detached from their support system of friends and mentors, the loneliness epidemic continues to grow. The popularity of conversational AI-driven characters is skyrocketing, and the trend is likely to continue after Google recently acquired Character.AI for 2.5 billion. As AI chatbots continue to proliferate and target socially isolated young people, the loneliness epidemic continues to grow.```


A 2021 Harvard Graduate School of Education survey of 950 Americans found that 61% of young people ages 18–25 reported experiencing profound loneliness compared to only 36% among other age groups. The study’s researchers attribute this trend to factors such as young people lacking close connections and noting that, compared to older adults, they have not yet developed “mature, reciprocal” relationships with others yet.

Unfortunately, the internet has moved to romanticize the correlation between teenage years and lonely behavior, portraying isolation as admirable. Online trends idolize people who are “mysterious,” as though they are more complex or interesting than others. For instance, “nonchalant dreadheads” — perpetually aloof individuals who seem entirely detached from social interactions — have become people to venerate. Phrases like “I Don’t Give A F— (IDGAF) war” reflect a growing culture of apathy and passivity in young people. “Ghosting” — suddenly cutting off communication without warning — has become a glorified solution to control and dispose of others, making pulling away from connections without explanation a normalized and simple act.

This mass phenomenon of individuals disconnecting from society continues to undermine the value of forming long-lasting relationships with others. In an attempt to curb the draining impact of loneliness on mental health, individuals also increasingly prefer the instantaneous rush of dopamine from short-term, low-commitment romantic relationships over the perennial stability of platonic ones. After its surge in popularity over the past year, the word “situationships” even became a contender for Oxford Word of the Year – demonstrating how common these no-strings-attached relationships have become. Romance has become another form of escape for lonely people. However, prioritizing romantic relationships is often coupled with deep dissatisfaction and insufficiency in one’s stable platonic bonds. One who craves romance often seeks two things through it: emotional vulnerability and reliability. Because their friendships lack these qualities, and teenagers are often culturally conditioned to believe that they are guaranteed in romantic relationships, many assume romantic relationships are the instant and all-encompassing solution. In reality, both vulnerability and reliability are present in healthy, functional friendships. True friends are those you can count on to support you in difficult situations, and want to help you.

Having healthy friendships won’t always be easy. In difficult situations, reaching out often feels daunting. We may expect immediate responses or reactions from people, even though it won't be the case — social interactions are not that straightforward. This may explain why Sewell and many others were drawn to an AI chatbot in a time of difficulty — users are guaranteed an immediate and engaged response, although lacking the quality of understanding and personal connection. Likewise, under a romantic relationship, there is some sort of obligation to immediately respond with interest. However, these interactions often lack the value of cultivating a meaningful relationship over time. Although the lack of labels in a platonic friendship can make commitment more fragile than in romantic relationships, perhaps that is a good thing: the fragility encourages us to continually put effort to maintain the friendship, like consistently watering a plant. To actively commit to pursue and sustain a friendship will create purpose in a friendship, build character, and provide valuable relationship skills.

At a time in our lives when we have a lot of pressure and much to process, we should shift our focus towards building and investing in strong friendships with people who will uplift us and provide the support we need. As teens, stability is more important than ever as we experience changes in our lives, whether it be personally, academically, or socially. By nurturing our friendships, we improve our well-being and push ourselves to become the best versions of ourselves. Thus, we urge you to show effort within your relationships; Send them a kind message, wave to them when you see them, initiate a conversation. Give out your love, and you’ll see it return.


The Tower

Charley Hu's Work

The Tower