It was March 22nd, a day etched into the school's calendar with anticipation and excitement. As the final bell echoed through the corridors, a swarm of students flooded the area behind the gym, transforming the once-empty space into a bustling hive of activity. Amid the lively atmosphere, voices mingled in loud chatter, accompanied by sounds of coins clinking and bills rustling, as hands eagerly shoved money toward the student council organizers. 

All these students were purchasing a ticket to the one-of-a-kind school event that promised not just entertainment, but also a chance to make a difference: a Student vs. Teacher basketball game.  

As the clock ticked closer to the game, the students settled into their seats. With each teacher proudly announcing their name to thunderous applause, the gym erupted into a cacophony of cheers. Students screamed with delight, waving their posters high above their heads in a colorful display of support.

Only a few days before, student-made signs adorned the school walls: "Student Council Presents: Teachers vs. Students Basketball Game, March 22, 3:30-5:30." At the bottom, in bold, red letters, a clear message: "Proceeds Go To Ronald McDonald."

As students passed by these posters, contemplating whether to attend the game, one question lingered in their minds: "Who the heck is Ronald McDonald?"

For some, Ronald McDonald is a familiar figure. He's the iconic (albeit somewhat creepy) clown mascot of the McDonald's fast-food chain. However, to address the students' query, this Ronald McDonald isn't a "who" but rather, a "what." 

Ronald McDonald is a non-profit organization, known for its dedication to improving the health and well-being of children and families. While affiliated with the well-known fast-food company, its mission differs greatly -- it aims to support families with ill or injured children by providing housing near the medical facilities where their children receive treatment. It offers a range of programs and services, including housing for families of hospitalized children, scholarships, and medical grants. Through their tireless efforts, they provide comfort and assistance to families facing challenging circumstances.

Twenty-two years ago, the Ronald McDonald Charity provided invaluable support to the family of HMS’s very own Mrs. Dolly when her sister-in-law underwent treatment for kidney disease. This act of kindness left a lasting impression, motivating the Dollys and many others in the community to give back and support the charity's mission.

practice, training, and memorizing, their skills are put to the test as they compete against other schools, to see how they rank when compared with their peers in the region and state. 

“It was a surprise to me how much dedication is necessary to excel in the club. Science Olympiad goes beyond just Thursday meetings, and participants must consistently study and prepare whenever they can if they want to stand a chance,” Akshath Balaprabunath of 8D admitted regarding his experience. 

However, to even consider being part of the HMS SCIOLY Team, one must pass an extensive tryout process. Over 70 applicants applied to participate in the opportunity to represent their school in the competition, but only 30 students were selected to join the club to participate in future competitions. To be selected, an individual must select one or two areas of interest (whether it be biology, physics, chemistry, earth and space sciences, inquiry, or engineering) and delve deep into the events within the category. Later, they took a test, where the highest scores in each category were selected to participate based on their event spread and dedication to join the team. 

    “It was a tough tryout process, but it was totally worth the effort!” Alice Ma of 7D exclaimed. 

    Nonetheless, that was only the beginning of all of the effort for the SCIOLY competitors. Although 30 competitors were selected from the bigger pool of applicants, a Science Olympiad team can only contain 15 members, so there was a tougher tryout process to secure a spot in the regional competition at NJIT. 

“We all knew we had to work hard to earn a spot on the team for regionals, so we buckled down and started to do everything we could. At NJIT, not all of the events were tested, so everyone only had 1 or 2 events, meaning that we all really delved deep into our events to have a shot of succeeding,” 8D’s Arusha Bhargava explained. 

After a month of intense preparation, 15 competitors were selected to compete at NJIT and represent the team as they moved ahead into the state competition. After a lengthy bus ride spent drilling final facts into competitors’ brains, they were all wished luck as they proceeded to their examination sites, coming back with tales of aced tests and wonderful results. In the end, the Hillsborough Regionals Team received a grand 3rd place, trailing Montgomery by a minuscule 2 points and a 1st place finish by 5 points. 

However, they knew if they wanted to have a chance of receiving a first-place finish in the state tournament, their struggles would have to continue. As the state competition drew near, students studied for hours on end to receive the medals that they desired. Now, there was another tryout process, to determine which students had truly demonstrated their potential throughout the season and which should receive the honor of earning a prestigious spot on the team. 

“Those tryout tests had topics and questions that I had never seen before. It was eye-opening to see how much I had to learn to win any award in the state tournament,” 8A’s Paul Chen mentioned. However, although the upfront effort might have been challenging to persevere through, those who were the most dedicated eventually saw results as they had been chosen to compete at the 2024 NJ State Tournament at Middlesex Community College. Yet their challenge did not end there, for they had to intensively prepare themselves for the biggest hurdle yet: the state championship. 

The NJ State Tournament for the 2024 season hosted 27 teams that had qualified from their regional competitions to send the best team from New Jersey to the national tournament. If Hillsborough wanted a chance to advance, they had to beat the likes of powerhouses like Montgomery and Community Middle School. Competitors could be seen before and after school every day preparing their structures, taking notes, or memorizing facts inside of Room C8 regardless of the day to be ready for the challenges that the state tournament entailed. After preparing thoroughly, participants printed out notes and made finishing touches to their builds the night before the competition, knowing that they have done their absolute best to succeed in the tournament. 

The day of the state competition was a frenzy of excitement, with each competitor excited to stroll around the college campus with their friends and put their best foot forward on the tests and competitions. Participants were wished luck and sent on their way, the others anticipating their return to get an understanding of how the events went. At the end of the day, the members of the team blasted music the entire journey home, nodding their heads along to their favorite songs and tunes.

During their final meeting after the competition, all the participants of HMS Science Olympiad rejoiced as the results came in from the state competition. A staggering 4th place was achieved, with medals in 7 different events, even beating rivals Montgomery in the process! To celebrate, members of the team brought various pastries and delicacies, and with a congratulatory party, everybody bade farewell to the 2024 season, studying in advance to compete next year. 

There were 14 medals earned overall in seven different events:

• Paul Chen and Joe Cridge placed 1st in the event “Wheeled Vehicle.”

• Ruby Zhao and Arya Patel placed 2nd in the event “Can’t Judge a Powder.”

• Sragvi Basireddy and Akshath Balaprabunath placed 3rd in the event “Disease Detectives.”

• Joe Cridge and Arusha Bhargava placed 3rd in the event “Write It Do It.”

• Alice Ma and Arusha Bhargava placed 5th in the event “Tower.” 

• Alice Ma and Paul Chen placed 5th in the event “Flight” and 6th in the event “Roller Coaster.”

“Although I have learned a lot while being on the SciOly team, perhaps the most important gift I have received is bonding with my friends over a love for science,” 8D’s Arusha Bhargava concluded. 

Indeed, this club is a wonderful opportunity for 7th and 8th graders alike to delve into the world of science, fostering a newfound passion, all while forging enduring bonds of friendship along the way.

The staff of The Word wishes to wholeheartedly congratulate the members of HMS Science Olympiad, who achieved great success in the recent state competition!

The HMS SCIOLY team received an outstanding fourth place, beating rivals Montgomery in a well-deserved win!

For example, Mrs. Nami revealed, “The pros are just taking time to read for enjoyment and to get into the story.  Sometimes in class, we spend so much time analyzing text and citing evidence, that it's nice to take time just to enjoy a great story and an engaging character every once in a while.  Also, we can apply whatever strategy or skill we are working on that week to the First Chapter Friday book, so there is a connection.”

Not only are students taking the opportunity to gain more interest in typically overlooked topics, but they are also using this as a chance to demonstrate the tactics that are being taught in school. This is a win-win for everybody, as students and teachers alike are satisfied with a syllabus that comes with this much diversity. The cost of this added regimen might be class time, but many others would argue that such sacrifice is welcome for the chance to be able to gain the enthusiasm of students once in a while.

Have you ever heard of Mardi Gras or Carnaval? They are both very fun holidays celebrated across the world. Mardi Gras is a spectacular day before Ash Wednesday when many people celebrate traditional cultures such as eating King’s Cake, going to parades, and listening to jazz music dedicated to this event. This wonderful holiday is celebrated in over fifty countries and on five continents worldwide. Hence, there are multitudinous ways to celebrate it, having differences even in countries that speak French. 

Were you aware that we celebrate this event right here in our school? Both of the French Classrooms learn about Mardi Gras and Carnaval while they ate King’s Cake.The King’s Cake is a sweet pastry filled with many fillings such as berries, or cream cheese. King’s Cake contains a plastic baby inside it, and the person who finds the baby gets a prize.  This is a delightful event, both for the teachers and the students. 

To begin, students love learning about the cultures and customs about the language they are working hard to learn. Both of the French teachers, Madame Rosso and Madame Couillens, stated they believe that “students work very hard every day to learn the structure of the language, and it is important to infuse cultural components as well. In class, students learn about the different ways that Carnaval and Mardi Gras are celebrated in French-speaking areas (or areas with roots to French culture) to give them perspective of how the same event with the same origins can differ. Learning about cultural differences can be very motivating and fascinating to students.” 

The students love this event, and Harshitha Rajeshchockalingam, a student from 8D stated, “I really enjoyed the Mardi Gras celebration! It was exciting to learn about the French holidays and traditions, not just the language. We got to learn about different types of celebrations and traditions. I enjoyed how interactive this celebration was, and how we got to try some of the traditional food, which gave us a taste of what it would actually be like to celebrate this holiday! In my opinion, the Mardi Gras celebration was a perfect way to teach students more about French culture itself!” 

Unfortunately, Madame Rosso and Madame Couillens have never been to any Mardi Gras or Carnaval event but they plan to go soon in 2025. The French teachers are planning to “experience the Winter Carnaval first hand”. A favorite tradition of the Carnaval festival that the French teachers find particularly fascinating is the Carnaval celebration in the village of Dunkirk located in Northern France. The village throws over 1,000 pounds of herring into the sea- and they scream, “Give us the herring we deserve!” 

Additionally, another tradition that the French teachers love is the closing ceremony of the Carnaval de Nice, “At the closing ceremony of the Carnaval de Nice, the French burn the King of Carnaval puppet to mark the end of the festivities and the start of Lent in Christianity. Also, the burning of the King of Carnaval symbolizes the end of winter and the start of spring”.  

The teachers love celebrating this intriguing event with their students.  The said,  "The fact that each region throughout the world has their own unique way to celebrate Carnaval/Mardi Gras demonstrates the value of individual, local, and regional identities, while still being a part of a global community.”

The teachers are planning on improving this celebration to be even more interesting to their students, and expanding it for more than  just two days so that the students can truly understand the concept of this wonderful event. The teachers stated, “In the future, we would like to separate the lessons on Carnaval and Mardi Gras by region to focus a bit more on the differences between the celebrations in each of the areas. We would also like to give our students some more time to enjoy the celebration of Mardi Gras and Carnaval by giving them time to decorate masks for the event. Also, we would like to collaborate with the other language classes to learn about how Carnaval is celebrated in Italian, German, and Spanish-speaking countries.” 

Celebrating Mardi Gras was a really fun experience for all the students, and the teachers love planning it for the students to enjoy.

As one peeks through the slim windows of Room B10, they view groups of 8B students attempting to communicate with each other - not by speaking - but rather, by aggressively waving their arms and pointing to papers with images of what seems like random items.

"Let’s trade the cheese for the family," writes a student on a piece of paper for their group to see. Of course, the student meant this in the context of  Mr. Dennis Collins’s silent trading game. 

As it has often occurred in history, trading between regions speaking disparate languages could be a feat to accomplish, yet past societies have managed to do so to gain resources, thus benefiting their civilization’s economy. From the eighth through seventeeth centuries, West Africa participated in the Trans-Saharan trade route connecting West Africa to North Africa and the Mediterranean. Since Mali - a West African territory possessing an abundance of gold - required salt for food preserves, they utilized this trade route to exchange their precious gold for salt. 8B's resident  social studies teacher - Mr. Collins - attempted to convey the significance of communication when trading with a simulation that proves the difficulty of silently trading during the Africa unit.

The objective of the silent trading game was to earn the most points in a group of 4-5 students. Each group would start with 5 randomly selected papers with images of objects on each, all of which possessed varying corresponding point values which were determined based on their importance to Mr. Collins. For instance, the card with an image of a family - the highest-valued item - is more precious to Mr. Collins, while the paper with a picture of cheese - the lowest-valued item - is despised by Mr. Collins. Based on students’ perception of their social studies teacher’s highest values, they were to trade their initial items - if desired - without speaking in hopes of gathering the most points. Students were permitted to write on a sheet of paper to communicate with their group, but could not write to converse with anyone outside their team. Without the ability to talk, however, students were required to be creative when communicating to trade their items.

While students learn historical content from the activity, which 8B student Ania Nevaeh Lopez-Acuna recognized: “It was an interactive activity where students could experience the difficulties the merchants in the Trans-Saharan traders experienced.” The game also entertained a fair many. 

Another 8B student, Isabella DelPriore, witnessed how several thirteen-year-olds were able to maneuver past this limitation to using English, and found it rather amusing. “Classmates resorted to making animal noises to exchange goods,” she mentioned through giggles, which acknowledges the entertaining aspect of the activity. 

As for the true intention - whether it was to entertain students or educate them - Mr. Collins precisely answered the lingering question: “The purpose was half and half educational and entertainment. From experience, I found that kids learn more from simulations. Kids need brain breaks sometimes, and this was the perfect opportunity to kill two birds with one stone.”

To accommodate the educational aspect, the simulation must accurately replicate the West Africans’ experience in trading with those who participated in the Trans-Saharan route to be effective, and indeed it does: 

“In medieval Africa along the salt and gold trade routes, there are times when language difficulties occur in trading. Its [sic] has been documented by historical witnesses all the time. Over a long period, trading can have amazing or disastrous effects on civilizations,” Mr. Collins mentioned, and his theory was proven in an example in history when Emperor Mansa Musa of Mali traded too much of West Africa’s precious gold. 

Mr. Collins continued, “In fact, items almost have to sell themselves in most cases. But, making advantageous trades is crucial to improve, in this case, your score, but in real life, a civilization’s economic status. So overall, the simulation drives home the point that communication is crucial with trade with a hands-on experience.” 

The 8B teacher also suggested that “environmental determinism” has a significant impact on a civilization’s success: “Bottom line, there’s a lot of stuff out of your control to develop a successful civilization,” he states. 

Environmental determinism is a philosophy that states that initial resources lying within a region have a remarkable effect on a civilization’s economic status. In other words, in both, the game and historical trading occurrences, luck essentially determines a civilization’s fate. To specify, if a group began with the family card - since Mr. Collins values family the most - those students would have an advantage as they likely would not trade the item and end with more points. Similarly, Mali’s geographical location naturally formed an abundance of gold, and thus the civilization possessed leverage that other territories would exchange any item the Africans desired to improve their economy. On a similar note, both trading experiences require sensibility as reckless decisions will ultimately invite consequences. Indeed, if a group started with the family card, they must be sensible enough to recognize its value and keep the item as if they traded the family paper for the cheese card, their initial luck would backfire. Unfortunately, the Mali civilization - although sensible - still made impulsive actions by trading gold - one of the most valued metals globally - for salt - a common mineral. In hindsight, perhaps they should not have made such actions; however, the West Africans required salt and hence were able to compromise some of their gold - considering the sheer abundance present in Mali. Nevertheless, Mali’s economy inevitably suffered once its gold supply was depleted. 

Unfortunately, corruption was able to find its way into the game. 8B student Ananya Ajeeth described that “first period was the first time in history when theft occurred. Then they got into a huge fight because of the miscommunication.” While rules had been implemented against theft - being that anyone who steals a card is automatically disqualified - the regulations did not stop mischievous students from being deceiving. Of course, this action did not go without consequence, considering that the item they stole was deducted from their points. 

Overall, Mr. Collins’ trading game offers both entertainment and educational opportunities simultaneously but mainly supports the idea that communication is significant when trading. The carefully crafted activity demonstrates Mr. Collins’ dedication to his lessons in making them interactive and enjoyable for students. Despite the feat of amusing teenagers with educational activities being extremely challenging, Mr. Collins was able to defy those unfavorable odds by developing his trading game. 

“I really like the trading game because it was the quietest my room has ever been, but seriously speaking, I know I only have so much time every day with these kids and social studies can be very dry at times. So, my goal is to allow them to connect with my lessons as I recognize that all learners aren’t the same,” he wisely reflected.

As a child, Mrs. Puritz had always been one to enjoy physical activities, being involved in a myriad of sports, and her versatility can be seen in the adventures she pursued, from playing field hockey, softball, and even being on her school's bowling team! Even in school, the educator particularly enjoyed physical education along with her math and science classes. In fact, her school used to confer a “President’s Award” upon an exceptionally astute and athletic individual, and it would bring immense joy to Mrs. Puritz to receive this award every single year! 

Even now, Mrs. Puritz is actively involved with other pursuits, with co-planning the Hershey Park trip for 8th graders along with Mr. Timothy Quimby, but this is not her only extracurricular commitment. Mrs. Puritz also enjoys coaching sports teams for HMS, and has led these squads into a host of trophies, championships, and successes throughout her numerous seasons!

Although Mrs. Puritz is a decorated member of the HMS staff and community, she actually was unsure of her pathway until she was in her senior year of high school! She reminisces, “I guess I didn't really know until going into senior year. My high school had a preschooler program, so I got to teach preschoolers for half of the day. [That's when] I knew I wanted to become a teacher.” Although Mrs. Puritz may have realized her passion for teaching the younger generations later in life, she clearly comprehends how to reach the students and have meaningful conversations with them. 

Her passion for her career can be seen in her daily interactions with her students, with Mrs. Puritz claiming that her teaching style is “kind of laid-back, easy-going, and easily [adaptable] to situations. The more comfortable you make people feel, the easier it is to participate and learn. Health class, especially for 8th graders, is not the most comfortable environment, so making people feel safe is important.” Indeed, although the sensitive topics in Health may be rather awkward, to say the least, Mrs. Puritz’s quiet determination to aid others in realizing their sense of self is clearly discernible. Mrs. Puritz also frequently collaborates with team teachers to find the best approaches to aid students that are in need of assistance in any form, and it brings many students great delight to know that they have an instructor that cares so much for their needs. 

Outside of school, Mrs. Puritz enjoys a variety of activities and takes pleasure in many hobbies. For instance, Mrs. Puritz reports a peculiar passion for playing pickleball every week with her husband. In general, she and her husband like to be active outdoors, whether they are hiking or just taking a stroll around the neighborhood. She feels like her sense of a work-life balance has aided her immensely in being able to enjoy her life while it happens with the ones that care the most about her and her well-being. 

For individuals that are considering the discipline of teaching when reaching adulthood, Mrs. Puritz had an abundance of advice to share from her years of experience. She mentions, “I guess intimidation is probably the biggest thing kids struggle with. Not knowing what to expect and having to work with a diverse student population really can stress out people sometimes. However, I think it's important that when they're in the room to let them know that you're on their side and you're somebody that you can rely on and talk to. Just being there for kids is important for them to know.” Undoubtedly, Mrs. Puritz has already implemented these strategies into her own classroom to aid the learning process for her students, and she has shared timeless wisdom that will be extremely beneficial for future educators and instructors. Her advice serves as a wonderful reminder of how to behave with others, regardless of any misgivings towards them, and this counsel demonstrates Mrs. Puritz’s empathy and understanding towards others. 

The participants' motivations for competing were varied: while some sought to improve their vocabulary, others wished to take home the trophy for bragging rights, and others simply joined for the experience. 

Team 8E’s Savitha Sriram reflected upon her decision process: “I’m always looking for new experiences, and I stumbled upon the spelling bee, so I thought, ‘Why not give it a try?’”

Furthermore, while some joined the contest for the first time, others viewed the spelling bee as a cherished tradition. Madhura Karekar from Team 8D has been competing in the spelling bee every year since sixth grade, and seventh grader Yuvraj Upreti competed in fifth grade, as well. The spelling bee has been a part of their lives for a while -- some longer than others.

The most common motivation to join the spelling bee, however, was the chance to take home the trophy. The winner not only received the title of “HMS Spelling Bee First Place Winner”, but also earned the chance to compete in the Scripps National Spelling Bee -- the most prestigious spelling bee in all of America. 

“It wasn’t a rule in past years, as far as I remember,” Karekar explained, “so I just disregarded it.” 

Despite these obstacles, two competitors managed to defy all odds: 8D’s Sragvi Basireddy (runner-up), and 7A’s Yuvraj Upreti (first place).

“The final standoff between Sragvi and I [was] going on for around 15-20 minutes,” Upreti reminisced. “The final word that I won on was ‘cellutosis.’”

With support from his family and his dedicated preparation, Yuvraj Upreti now stands to represent HMS at the next stage of the Scripps National Spelling Bee!

However, amidst the triumphs, there were also moments of resilience and grace in defeat. For every misspelled word, there was a lesson learned, and an opportunity for growth and perseverance. The school spelling bee serves as a reminder that setbacks are merely stepping stones on the path to success: true victory lies not in winning, but in the unwavering pursuit of knowledge.

Moreover, as evidence supports, Mrs. Simons’ students suspect the game’s possible hidden intention. 

8B student Jared Chu theorized, “I wouldn’t be surprised if Mrs. Simons has a secret motive behind this game. She is very skilled at disguising lessons as pleasure.” Accordingly, almost every student agrees that Mrs. Simons is a “master of disguise” which is perhaps applicable to this game. 

Another 8B student, Vanda Dominko, built on Chu’s points and further interpreted her teacher’s intentions: “Mrs. Simons definitely has a reason for creating this game, and I kinda [sic] think she is trying to improve our memory for future assignments.” This alternative approach is certainly a possibility as one of the more prominent skills Mrs. Simons possesses is creating humorous learning techniques. 

After all the blocks were found, the game was over, and everyone was assigned a new job: sprinkle sorting. Their task was to sort the sprinkles by color into small plastic containers. They would earn a coin for every 20 sprinkles of one color. This painstaking task represented farmers in the Mesopotamian simulation. As the reproduction progressed, people were randomly assigned different roles, with one student being the “king” or “queen”. The other jobs would be deemed “more important” than the farmers and received a higher salary despite their lack of contribution.

A former student of Mr. Vasquez, Arya Patel, recollects her experience. She was the queen’s courtier, meaning that she flanked the appointed queen with music and obeyed every order demanded of her. “I endured the struggles of a slave as I was mandated to comply with king’s orders, so I felt oppressed,” conveys Arya in an interview. 

On the other hand, Harini Raghuraman, an 8B student who previously had Mr. Vasquez, shares her exasperating adventure as a farmer in this simulation. Although she enjoyed the unique approach to ancient history, she found the farmers’ monotonous work aggravating. After her strenuous efforts to sort the variously pigmented sprinkles, Harini was horrified when Mr. Vasquez proceeded to dump all her meticulously sorted toppings back into a singular container.  In fact, witnesses state that she burst into angry tears! Harini vowed to never waste even a sliver of food again for she is now conscious of the anguish that farmers experience when their hard work goes down the drain.

One may be wondering how this obscure idea came into being. Mr. Vasquez recalled, “In student teaching, my host teacher did something similar with the kids…that involved sorting sprinkles.” Furthermore, the idea began as a lively way for students to actively understand the struggles and injustices that Mesopotamians encountered daily. This encouraged students to approach the subject more passionately, as they had a personal stake in it.

The Mesopotamian Sprinkle Society Simulation is an excellent example of presenting basic lessons in a relatable fashion while infusing an element of excitement. Though there may have been mixed emotions during the reenactment, everyone can agree that this will be a cherished memory for life.

An orchestra student, Devin Patel of Team 8E, has been playing for four years and confirmed that "orchestra wakes me up.” 

“I get to understand music," he elaborated further. "It makes me feel tranquil, and it helps me get ready for the day; Not only can you exercise yourself in the morning, but you can also be more awake during school." 

Musician Navya Mittal revealed that, in the end, some of the rewards that come with orchestra are the notes and music themselves : "The satisfaction of all of the notes weaving together after hours of practicing individually is just so rewarding to the ears. When we get together, it's so intriguing how such a unique melody can be created from just a couple of simple notes mushed into one harmonious tune. It makes all of the hard practice that we do alone worth every second."

The orchestra's many hours of practice will surely pay off at their forthcoming winter concert, which will take place on December 13.

Mr. Gall shared a sneak peek of the evening's program: “The Concert Orchestra will be performing three pieces - 'Winter Stars' by Kathryn Griesinger, 'Minuett' by Joseph Haydn, and 'Call of Heroes' by Christian Williams.  Symphonic Orchestra’s three pieces will be: 'God Only Knows' by Brian Wilson, 'German Dance' by Ludwig Van Beethoven, and 'Thundersnow' by Katie O’Hara LaBrie. Finally, Chamber Orchestra will be performing 'Pastorale' by Archangelo Corelli.” These are complex classics in the world of music, and the middle school students will have to be able to play these songs with precision in front of their expectant audience. This will show the expertise that they will have developed over their years of learning. 

Everyone interested in watching these maestros in action is welcome to attend!

Each member has made it clear that their only intention is to make Hillsborough Middle School a better school for everyone, and they all plan to make as many positive changes as they can.

The HMS Choral Program's winter concert is one of the most eagerly awaited events of the year for all the talented singers involved. With weeks of dedicated practice behind them, the performers are all set to deliver a truly breathtaking performance on December 11th, 2023 at 7 p.m. which is sure to be an unforgettable experience for every single person in attendance. 

The soulful melodies and harmonies are sure to captivate the audience and leave them spellbound. This concert is a great opportunity for the students to showcase their hard work and talent, and for the audience to experience an exceptional musical performance that will leave them feeling uplifted and inspired. 

The concert program is diverse and features a range of songs, including the upbeat "African Noel" and the playful "The Twelve Days After Christmas," which is a parody of the original song “The 12 Days Before Christmas” composed by Fredrick Silver, a popular favorite for many others in choir. 

Other highlights include "Sisi Ni Moja" and "Aeyaya Balano Sakkad". It is worth noting that these two pieces are in different languages, but the students are more than up to the challenge and are working incredibly hard to perfect their performance. 

To get prepared for this stellar performance, the students are showing up constantly to their rehearsals and ensemble meetings where they learn tips and tricks to make the concert successful.  

Anagha Surubhotla, an enthusiastic student in 8E, stated, “Mrs. Szabo’s creativity in giving us songs to sing is enjoyable for both the listeners and us the students.”

Anagha also fondly recalls Mrs. Szabo's encouragement to students to improve their breathing and dynamics. 

All of the songs will be sung by the three groups within the choir; soprano, alto, and baritone. As each group continuously meets, the soprano group is the one who sings the higher notes, the alto is the one who sings the notes in the middle, and finally, the baritone is the group which sings the lowest, and frequently consists of male students. 

The choir students focus on their diction, and vowels, and compare the differences between different languages as they attempt to practice breathing patterns, rhythm, and musical notes in their lessons. They also learn some hilariously difficult tongue twisters that help them sing the words more easily. 

Mrs. Szabo, the director of the HMS Choral Program, masterfully works to put together an entire performance and takes weekly rehearsals with a group of students during their gym periods and on Fridays for the ensemble. She works tirelessly to plan a  concert for not one, not two- but THREE musical groups! Out of these three, she has to get the HMS choir and chorale students prepared for their concert. They all have a concert in December and she has to organize all of them.  

With their amazing voices and passion for making music, the choir students are determined to perform in a great concert and there are hours of thought and planning that go behind every two-to-three-minute song sung. 

All in all, the students in the HMS Choral Program are very grateful for Mrs. Szabo’s excellent guidance and helpfulness, and they look forward to their upcoming performance on Monday, December 11, 2023! 

Every Wednesday afternoon, the Debate Club’s weekly meeting commences in the HMS library with over 80 eager students voicing their opinions about controversial topics. 

“Debate is extremely fun. It opens me up to many different perspectives. It’s extremely fun to research about what you stand for and it gives me a say in things that I usually don’t have a say in,” stated Akshath Balaprabunath, a student from 8D. 

During Debate, the students' hearts pound, wanting to come out strong and confident and address their opinion of the topic-  all in a minute and thirty seconds. If the student finishes before that period, the cross-examination (the questioning of vague information contained within the speech) will begin. However, if the speaker finished all their time, their time would be considered elapsed and the next speaker would begin. In the remaining time, filibustering occurs, when one can discuss any school-appropriate subject matter for thirty seconds. There would be no questions taken afterward which allows more students to talk and encourage a lively environment. At the end of the meeting, the members of the club undertake a poll that requires the participants of the Debate Club to democratically elect another topic that will be the issue disputed at the next meeting.

The club commences at the beginning of the school year, continuing until May when the middle-school students experience a conventional high-school debate. The members partaking in this experience are all invited to a banquet to view this debate, along with their guardians. It is a fascinating event to end the wonderful journey, filled with absorbing debates that capture the hearts and minds of all participants. Ms. Shelley Rubin - the Debate Club moderator - presents a captivating speech at the banquet and everyone dresses formally for the elaborate affair. 

Ms. Rubin embarked on this journey when Mr. Del Prete, the principal before Dr. Trybulski,  received a phone call from the high school, pondering whether the Literacy teacher of 8D would be intrigued in creating a Debate Club. She has instructed her writing classes in the art of public speaking for years, and the individual who requested that she head the Debate Club knew that her experience would be essential to the formation of the club.  Ms. Rubin feels as if she has a strong connection with middle schoolers and - remembering this age - she can relate to them. Furthermore, getting a feeling of excitement to see what is ahead for her club members and seeing the progression of the speakers from the beginning compared to the end of the club brings tears to her eyes. 

Ms. Rubin has been running this club for 23 years and continues the age-old tradition of debate to allow students to become more confident about themselves with public speaking. She feels that if she had enjoyed an experience similar to this growing up,  she would have been more mature deliberating about sensitive issues in today’s world. 

According to Ms. Rubin, “Debate Club teaches you better listening skills, speaking your mind without a mentor helping you, and not being apprehensive to speak your mind in a formal manner. Doing this can be exceptionally beneficial in the future,  such as in college interviews. In addition to that, writing letters and  emails, professions involving debating such as becoming a lawyer and learning how to stand up for yourself are all things that experience in debate  helps to accomplish.” 

The Debate Club has numerous advantages to offer students. Other than seeing the perspectives of others, this beneficial club aids individuals in gaining confidence in public speaking, speaking their minds and not being frightened of what others think, making friendships with other students,  and freely talking about controversial topics.   Ms. Rubin even mentioned that parents of well-spoken children have even engaged in multiple “mini-debates'' between the two opposing mindsets!

Finally, Ms. Rubin declared, “Don't be afraid to come and speak your mind, although listening is key. Being in debate prepares you for anything you might do in the future- any career or event in the future that you might participate in.” 

Indeed, HMS is fortunate to have such an eye-opening club, open for all, aiding students in flourishing in whatever dreams they pursue.   

During period 3 on May 19, 2023, a special visitor came to Team 7A’s Advanced Literacy class -- Jasmine Brown, a former student of Ms. Deborah Meredith's from thirteen years ago. As a student of biology and neuroscience in 2018 at the University of Washington, Brown received the Rhodes Scholarship -- a prestigious award given to students to complete their postgraduate studies at the University of Oxford -- and shifted to Oxford University for the next two years.

Brown, on a mission to inspire students, discussed her book Twice As Hard. The novel revolves around several African women physicians in the past, as well as on the prejudice they faced because of their differences. Brown completed the research for her book in her postgraduate dissertation. 

“I planned to complete my dissertation about many encounters with prejudice between people of color,” she explained.  “My goal was to understand why micro-aggression and macro-aggression permeated these communities.” 

Gradually, as she continued writing her book, Brown began to realize that the focus of her project had shifted: “My book now focuses on the hurdles of black women from the Civil War to the 21st century.”

Brown begins by sharing the story of Dr. May Chen, a black woman physician from the 1900s. 

“In the 1900s there were only a few female black physicians, and a lot of white physicians. After graduating, Dr. May Chen faced intense racial discrimination. But she was not deterred,” the physician's story begins.  In the process, Brown highlights Dr. Chen’s distinguishing aspects, such as her unwillingness to give up. Chen assisted in sterilization practices, provided special care, and aided in many surgeries. 

Dr. May Chen is one of the nine inspirational figures highlighted in Twice As Hard, and - according to Brown - they "are only a small fraction of the women who have been discriminated against.” 

To conclude her presentation, Brown reflected, “I feel so grateful that I’m not just constructing histories. I am inspiring the future generations of black women and other minorities.”

After much applause following her compelling speech, Brown answered many questions of the audience.  Several students inquired about her own experiences as a child and if they were similar to her subjects' experiences. 

She shared, “As a kid, people said they don’t think I’m smart enough.” Several others discriminated against her for her gender, race, and passions. However, it is clear that Brown did not change herself and her plans to become a doctor at the words of others. 

On overcoming racism, Brown elaborated, “It was hard. I think that, especially while growing up, it can be difficult to not listen to bullying [but] I looked up to my parents.” Indeed, it is important to have a strong support system. According to Brown, they can “lift you up when others have painful things to say to tear you down.”

“May Chen’s dad disowned her because she didn’t get married and have a family; instead, she went to college to become a doctor,” Brown continued. She relates it to how her peers expected her to amount to nothing, but she still looked forward to her residency. 

Jasmine Brown hopes to inspire future generations of people to be the best they can be. While they may face discrimination or feel like they will not amount to anything, they should believe in themselves. 

To end, Brown imparted one crucial piece of information to all of the students: “Keep that creative spark and don’t let it die.”

On December 20, 2022, the Hillsborough Middle School Band had its annual winter concert. There were three different bands - Concert Band, Symphonic Band, and the Wind Ensemble - although all three bands were mostly wind instruments. The band directors were Ms. Ciji Coates and Mr. Ryan Barry, and - instead of taking place in the middle school - the concert was held in the High School Auditorium. 

It started at 7:00 pm, and the Concert Band played three symphonic and rhythmic songs so well that it sounded like professional musicians were playing. Once they were done, they exited the stage and took their seats at the back of the auditorium which was reserved for them. 

Next, the Symphonic Band filled up the stage and began their performance. The crowd was clearly enjoying it heavily, which could be understood by the applause that followed every piece. Some people were even whistling. The band then played some melodic music. After they finished, Ms. Coates gave a heartwarming speech, followed by Mr. Barry.

The last band - the Wind Ensemble - then came onto the stage, and it was their turn to play some beautiful orchestrations. They were wearing all black, unlike the previous two bands who wore white shirts and black pants.  

An unexpected thing happened next: HMS principal Dr. Joseph Trybulski started to sing!  He narrated “Up on a Haunted Housetop” while the Wind Ensemble provided background music. Together, their performances sounded incredible! The Wind Ensemble ended the program with another symphony. 

The crowd was filled mostly with adults -- parents and relatives of the band members -- while the children in the audience were mostly siblings of the musicians.  Their combined appreciation of the performances was clearly enjoyed by the musicians; all the band members were really happy to hear the crowd cheering and see the smiles on the faces of their loved ones. 

“The rush of how good I felt we did was one of the best parts. Seeing the shocked faces of my parents was maybe better,” said Zann Ruderer, a Team 7D student who played in the Concert Band. 

Parker Johnson from Team 8A also had fun: “It was fun to watch the other band members play during the concert and it was also fun to share the things we learned with the people that came to the concert.” 

Katie Edmonds of Team 8D added, “Overall, it was a different experience. None of my concerts have gone the same, but I enjoyed being able to sit in our room and discuss the concert instead of getting there right before the concert and having to set up or running around to make sure people were in the right place and trying to get between two bands like I've had to do in the past.” 

“One song we performed, 'Land of the Rising Sun'...was my favorite," recalled Emmanuel Rizk of Team 7B, "not only because it sounded amazing but it was also very challenging. I could barely keep up. It's a very fast-paced song that you could easily get lost in.” The song was indeed very well-played and sounded absolutely stunning. In fact, all the songs played were excellent! 

The band members practiced hard for a long time, and it clearly paid off: in the end, the concert was like anything one would hear from a professional orchestra: it was very well-played with clean sync and properly-executed notes, and - just as professional orchestras would - it was worthy of attracting thousands of people. 

“I want them to feel comfortable and let them know they are encouraged to take risks and ask questions."

Indeed, Mr. Patrick Heck of 8D is a brilliant teacher who only wishes the best for his students. 

When a person strolls into Mr. Heck’s Literacy classroom, they are suddenly overwhelmed by the comforting atmosphere. Nervous students on the first day of school only need to see the quirky posters surrounding the walls of the classroom to alleviate their fears of the school year.

On December 15, 2022, an exciting musical event took place in Hillsborough Middle School’s main cafeteria -- the annual HMS Orchestra Winter Concert.   

Earlier that day, Concert Orchestra and Symphonic Orchestra gathered together as they practiced their music for the last time before making their grand appearance on stage. The Symphonic Orchestra practiced their three pieces in Mr. Gall’s room while the Concert Orchestra did the same in Mrs. Baker's room next door. They were all anxious and nervous as they quickly played their pieces. The Concert Orchestra was going to perform "Allegro Molto", "Dragon Dances", and "Magma".  Meanwhile, the Symphonic Orchestra practiced "St. Anthony Chorale and Variation", "Song of the Sea Mariner", and "Lady Madonna". 

Finally, around six o’clock, the Concert Orchestra went up to the stage and performed their three pieces for an adoring crowd of friends and family. All of their songs had long and rich notes that flew out of each instrument with harmony and power, mixing together to form beautiful music. Mr. Gall would wave his baton with power, and the Concert Orchestra would play with the same strength. After each song they played, they were rewarded with applause from the audience. 

Soon after that, the Symphonic Orchestra came up on stage, and it was their turn to play. Once again, Mr. Gall moved the baton in graceful motions, and the Symphonic Orchestra began their performance. They, too, were rewarded in the end with many claps from their audience. 

Finally, the Chamber Orchestra - a group of elite student musicians who are also a part of Symphonic Orchestra - began to play their share of the concert. They played a medley of songs from the movie Frozen, which consisted of "Do You Want to Build a Snowman?", "Let It Go", and "For the First Time in Forever". The transitions in this truly amazing piece were smooth and graceful with long and swift bow movements. 

Although all the pieces on the concert's program were wonderful and powerful, each student had their own favorite piece of music. 

Maayra Saha - a member of the Concert Orchestra and a student on Team 8B - enjoyed the song “Magma” the most because she “liked the way the sound joined together with all of the parts and it was pretty easy to play.” 

Similarly, Symphonic Orchestra's Madhura Joshi - an 8E student - enjoyed performing “Song of the Sea Mariner” because she felt like “it has a very flowing rhythm to it which [she] loves.” 

While all of the students loved and appreciated the songs themselves, they also appreciated the opportunity to play for a live audience. Concert Orchestra and Team 7B's Anika Jauhari was particularly grateful for this chance: “I very much appreciate the memories that we make of pushing ourselves and learning to be confident in playing our music.”  

They also cannot wait to play their music at the annual Spring Concert, which will take place in May in Hillsborough Middle School’s cafeteria. Certainly, the HMS staff and student body are just as excited to see what these wonderful musicians have in store. 

 “Looking back, I just fell into this career,” reflected Mrs. Linda Schley, HMS's Educational Support Professional of the Year. “Now, here I am, ESP of the Year because of a happy accident.”

This 2023 school year has been full of excitement and enthusiasm to return to pre-Covid normalcy, and HMS teachers and staff have been working tirelessly to make this school year one of the best. However, some have made an extra-special effort, and - for this very reason - Mrs. Schley was awarded the title of "ESP of the Year". 

“An ESP is an Educational Services Professional," she explained. "That includes people like speech and language specialists, guidance counselors, special ED teachers, and social workers.”

In other words, ESP’s are the mental health teachers in school, and many know how much of a difference they can make to a young teen. Middle school is regarded as the time for students to find themselves, but that process is often complicated and difficult. ESP’s like Mrs. Schley help middle-school students through that, which makes all the difference between failure and success for some. 

with young people, she often takes time to make sure that they are not bored. Board games and fidgets help children find the fun and flexibility in learning while keeping their minds fresh and sharp. 

Not only did Mrs. Schley win both an amazing title and recognition when she won 2023's "ESP of the Year", she received other prizes for her hard work, as well. 

“I got a gift card from Amazon for 25$ and  a beautiful, humongous poinsettia," she fondly recalled. "It was glorious, and definitely my favorite part. In addition, there was obviously recognition from staff and students, and it was really lovely when they announced it that day. Some of my students congratulated me and at the Board Meeting we got recognized. At that meeting we also got a glass apple with our names engraved on it.”

Mrs. Schley loved all her prizes and recognition, but she also made a point that - without her loving family and friends - her life would be very different.

So different, in fact, that she might have not even been an ESP at all. 

“I went into college not knowing what to do, and I was so confused," she revealed. "The reason I became an ESP was because of my former roommate. I was walking back to my dorm from class and my roommate said she was going to an information seminar about speech language pathology. I had nothing to do, so I went with her, and the rest is history."

While Mrs. Schley is very successful at HMS and is loved by students and teachers alike, she also has another side to her life: she has an amazing family and a huge support system. While she works hard to make her students feel their best at school, her loving family - and even some furry friends - work hard to make her feel loved and appreciated and home. 

“I’m married and have one son," she said. "He’s a senior at high school. We’ve had two rescue dogs. Our first dog was Drama. He gave us a good fourteen years, and we loved him so much. My second dog's name was Atlas, and he was our Covid doggy. Unfortunately, Atlas got very sick, and we had to put him down."

In a way, Mrs. Linda Schley is one of HMS’s “best-kept secrets”. When a student is lucky enough to know her, she might just change their life. In fat, the students who are leave the middle school and go on to high school, college, and eventually adulthood might not even be here if ESP’s like Mrs. Schley did not fight the good fight and change their lives. 

Therefore, on behalf of the HMS student body, the Word staff would like to thank Mrs. Schley for her comfy personality and her always-open door.

“Working with students is the most enjoyable. It may sound obvious, but I do get a charge out of seeing students working and getting to talk to students. Watching the students performing, such as in the theater programs and performing arts, and seeing them going to classes makes me happy.” With the performing arts programs performing in concerts for the winter season, Dr. Trybulski is seen in all of them, supporting the students.  “I love to see young people working towards what they want to be in life. For me, that is the best part of the job.”

However, the same students that cause him joy may occasionally dishearten him. “When students are throwing away opportunities and not taking advantage of the opportunities, it is the most frustrating part. There are so many good people in the school that are working harder to help students be successful.” Indeed, the school is filled to the brim with hardworking teachers and staff that strive to make students’ school experiences memorable and worth the time. 

“One of the most important things in life is working hard when life is handing you opportunities, “he reflected. “Know to work for things; it doesn’t come easy. When students throw away these opportunities, it is the most painful part.” 

Being the head of a school not only welcomes many experiences, but it is also time-consuming. Nevertheless, in his free time, Dr. Trybulski enjoys many hobbies. 

“I like to take my dog out for walks, and I like visiting national parks.” He explains.  “Usually, I hike and walk around. Recently I had a chance to go to Yellowstone National Park and Olympic National Park. I try every year to go to a new national park, and visit as many national parks as possible.” 

Many students might be shocked that even the principal of the school can enjoy work-free periods of break. In fact, they have many misconceptions about what a principal can or can not do. 

“A misconception is that as a principal you always do the right things and you never get in trouble for anything,” says Dr. Trybulski. “Students might be surprised at the kinds of things I’ve gotten in trouble for. I never got in bad trouble, it was more ‘good trouble,’ such as when I took action against something and thought ‘Wow, I got involved in some way.’” 

Being the principal, Dr. Trybulski is dedicated to his students. While he shares facts about himself, he also has advice for other students. 

“Sometimes school can feel like a bunch of stuff you don't need to know,” he admitted. “Find something that you are really interested in and love.” This can include performing, reading, or a sport, everyone has something they feel confident or strong in. 

He advised further,  “Throw your time and energy into what you enjoy. It is easier and you will enjoy learning more. It may not be as obvious to you sometimes, but you may find that there are important things that you learn in school that help you later on in life.”

“Also, work hard,” Dr.Trybulski continued. “So many things I thought wouldn’t be helpful, and I came across them when I grew older, and I thought, ‘Oh, I see why I should have paid more attention.’” 

Every single student has felt the feeling that a course is useless, and Dr. Trybulski has essential advice regarding this matter: “Find that even if you don’t realize what it may mean to you now, it may come back to you in life in some way. When I was in school, I thought the shop classes were useless. Later, when I needed to do woodworking for college, I needed a lot of the basic knowledge we learned in previous years during school. Something as simple as woodworking, where people think ‘When will I ever use that?’ comes to use later on.” 

Indeed, Mr. Trybulski has not only provided several eye-opening pieces of advice for students, but he has also given several fun facts about himself, bringing the student body one step closer to connecting with HMS’s caring staff. 

Almost 1,350 children travel through the halls of Hillsborough Middle School every school day. They converse with friends, meet with teachers, and take in their surroundings. It seems obvious, then, that these students’ voices should be heard regarding what new changes to bring about to HMS.

When asked the question, “What would you keep and change at HMS?”, several students pounced on the chance for a perfect reply, sharing their thoughts about the conduct, staff, and students at HMS.

“HMS is a terrific school with many great aspects, but even the greatest things must have some flaws,” replied Daniel Shapiro from Team 8D. “It is difficult for students from the Annex (Teams D and E) to reach classes that are in the main building - especially the related arts classes. This causes students to be late and sometimes they have detentions for something that is not their fault. These students are late to many classes due to the bell schedule. If students had 5 minutes to change classes, this problem would be solved (only 16 minutes to the school day [would] be added).” 

In addition, he suggested, “It would also be helpful to allow students to have a study period at the end of the day to take care of the homework that is given after their lunch/study period. If this could be solved, busy students could have more free time.”

“Something I would change is the time period we have between classes,” agreed Leisha Malik of Team 8D, echoing Shapiro's claim. “We could possibly change the 3-minute period to 5 minutes, as it is quite hard to travel across the whole school and arrive at class at the same time.” 

Indeed, this is a problem that students in the D and E pods face almost every day, having to navigate to their related arts or language classes across the school. This becomes an even bigger problem when having to squeeze through crowds of unruly students. 

“In between any class, there’s always tons of chaos,” explained Jared Chu of Team 7A.  

On the subject of time and scheduling, Team 8E's Riley Krubski suggested, “I also believe that lunch periods should be longer." With the commute to their classes and back, including the time taken to buy lunch for some, students have roughly 10 minutes to eat their lunch - barely enough for many to eat a substantial amount. 

Furthermore, regarding lunch, Team 8A's Aarav Chamunya advised some changes to the menu: “There should be more vegetarian options for lunch.  It is hard for people who are vegetarian to have access to a variety of sources for food apart from fries and mozzarella sticks.” 

However, other students suggested additional ideas for the improvement of HMS. 

“Something I don't like are girls hanging out in the bathroom during study hall,” stated Arianna Salotti of Team 7E. “I try to avoid the bathrooms because girls often hang out in the bathrooms with their phones, and there are always a lot of them. This makes it very uncomfortable and awkward when I need to use the restroom.” 

On a related note, Krubski added, “I would definitely improve the bathroom situation in HMS. The stalls are smelly, several doors for stalls are missing, and locks don’t function properly. Soap dispensers and sinks need to be maintained as well. Some soap dispensers have been empty for days, without being refilled at all, leading to an unhygienic environment.”

Several students also responded that often - especially during study periods - several of their building-mates are seen roaming around, talking with friends, or tapping away at their cell phones. 

While phones are a way to relieve stress, assessments serve the opposite function. 

“I would change the number of tests and assessments we get in a given day,”  Team 8A's Priyanka Vimalkumar claimed. “While tests may be beneficial to our overall learning, during the mid and end of marking periods, they often pile up.” 

“Sometimes I find myself taking a test for every single subject, and I have no time to unwind and not study for them,” she continued.  Tests are a way for students to assess their overall learning, and - as grades understandably matter to many students - they feel stressed to perform well on all of them.

On the other hand, Team 7B's Tanvi Jadhav inputted her ideas regarding school clubs: “I would like clubs like STUCO to have more impact, and for the roles of VP and President to be more important." Certainly, clubs and extracurriculars are an important part of the school, and charitable clubs like these should be more influential.

Of course, while there are a few shortcomings in the opinions of HMS students regarding their school, they also have a lot to be grateful for. 

“I believe that HMS is great regarding its students in need,” replied Daniel Shapiro. “The school is organized in a way that allows students to have time to contact teachers if they need help and always gives students the ability to reach out to someone, such as a counselor or a teacher if in need. This ensures the success of every student.” 

He added, “The school also has half a period of study so busy students can have time to complete some of their homework.” During their study time, students have an easy opportunity to unwind, relax, and get some work done. 

“Something I love in HMS is being able to have a snack in most of my classes,” Arianna Salotti said. “I'm glad that the food rule at HMS is not very strict because I often get hungry.”

“I would keep the fact that our school participates in many activities, such as fundraisers and dances,” Priyanka Vimalkumar added. “I think the school is working for a good cause while allowing the students to have fun while they’re at it.” 

“I also feel that the teachers in the school are highly supportive of our learning, and they strive to make the school a better place for all,” she continued.

Leisha Malik agreed: “I would definitely keep the supporting teachers and staff. They help to make any student’s day brighter and strive to ensure that they are prepared for their later high school years.”

Jared Chu claims that he likes “being able to do (almost) whatever I want when I have free time, for example finishing work early.” Several teachers, with the completion of work, allow their students to spend their free time however they wish. 

“I like the related arts programs that are in the school,” added Riley Krubski. “In addition, I feel that the several clubs the school offers are inclusive and call on students with all interests. One great addition would be a sign language program." Clearly, the activities, teachers, and opportunities laid out for students are something they appreciate. 

In short, while a wonderful place like HMS has both flaws and strengths, what matters most is that these students find themselves in a safe and healthy environment, promoting their learning and leaving them a better person for years to come. 

Cheers erupted, the Hillsborough Middle School Cafeteria shook from the audience's response, and the curtain closed after a triumphant performance... 

On Tuesday, December 13, 2022, the choirs of three district schools - HMS, Auten Road Intermediate School, and Hillsborough High School - collaborated to put on a spectacular concert.  Just like for choir director Mrs. Barbara Szabo’s successful Drama Club production Story Book Reunion Murders, the HMS cafeteria could not hold the amount of people who came to see their children, friends, or siblings perform. Huddled masses of latecomers had to crowd against the wall since all the seats were taken. Over 200 audience members were estimated to be there, and it is clear why they would want to be: the choir concert was a once-in-a-lifetime experience and a real look into HMS and its glory. 

First, the ARIS Choir performed "Song for Mother Earth" and "Double Trouble".  While the former was a tribal song with slow beats and deep chants, the latter was a catchy, witchy song brewed to perfection!

The concert was a special accomplishment for the ARIS Fall Choir, who "had only 9 rehearsals to prepare," according to Mrs. Szabo. "The ARIS Choir has many students who have never sung in a Choir before, this is their first concert!!” 

After the ARIS Choir performed, the HMS Boys' Choir joined them for the oldie-but-goodie, “You're a Mean One, Mr. Grinch”. Nostalgia was a key part in the success of this performance, for "Mr. Grinch" has become a staple in traditional Western Christmas culture; thus, this song was a particular crowd-pleaser for both young and old alike. Of course, the voices of the ARIS Choir - in addition to those of the HMS Boys' Choir and the HHS baritones - made the whole song worthy of praise. 

“As you sang 'You’re a Mean One, Mr. Grinch', well, it was clear how much you enjoyed it and when an audience can sense that joy, it brings a welcome level of cheer to all those in attendance!” Chris Ireland, Supervisor of Visual & Performing Arts beamed afterward. 

“[When I was] conducting the HHS boys in "You're a Mean One Mr. Grinch" - that older fuller sound is awesome and mixed with the ARIS choir students it was a fantastic moment in the performance!” Mrs. Szabo added. “The HHS boys are mostly my former students who began choir with me and I am always thrilled to see them and work with them again.” 

Following "Mr. Grinch" was the Advanced Choir, or  Chorale, who sang "Be the Change" and "Come Travel With Me". "Be the Change" was a moving, inspirational song about everyone can make a difference, and - much like the ARIS Choir’s “Song for Mother Earth” - it was a song with beautiful lyrics and beats. 

“'Come Travel with Me' had such a pretty melody that was sung over energizing piano rhythms while 'Be the Change' delivered a wonderful message and your split voice parts were a clear attention getter,” agreed Chris Ireland.

Finally, the HMS Concert Choir performed a medley of songs, starting with "Journey to the Past" and followed by "Elijah Rock", "Believe", and "Home". These songs were specifically chosen by Mrs. Szabo because they all have one common meaning. 

“Travel, journey, destiny,” she clarified. “All these songs have the same message.”

"Journey to the Past", specifically, explored a young girl's journey to find her past. 

“As the students know, 'Journey to the Past' from Anastasia was my favorite as I am a musical theatre person,” Mrs. Szabo revealed.

While "Elijah Rock" was a bold tune, it had a deeper meaning of trying to find God. On the other hand, "Believe" was all about a spiritual journey -- how Christmas "transports" adults to their childhood. Finally, "Home" was all about the struggle to find home, and how people can always help others on their journey. 

“One of my favorite pieces to listen to at this time of year is 'Believe'," stated Chris Ireland, "because it seems to remind everyone that no matter what they celebrate, we all believe and believing can be powerful. The ending to this piece was quite beautiful as well. In your last piece, 'Home', I really enjoyed the harmonies that you sang in support of a great melody.”

In the end, this year's collaborative performance was a smashing success, and the HMS faculty, student body, and Word staff applaud the ARIS Choir, the HMS Chorale and Treble Choir, the HHS Baritones, and - most importantly - Mrs. Szabo for this wonderful, unforgettable night!

“At the end of the show when I came onstage to bow I was so happy!” stated Ujjwala Adimulam of 7A. “My insides were jumping up and down and I was smiling ear to ear.” 

For Ujjwala Adimulam and the 69 other cast and crew members in HMS’s Storybook Reunion Murders, this night would go down as one of their best middle school memories ever. Storybook Reunion Murders premiered on December 2nd and ran through December 3rd. On both nights, the cafeteria was buzzing with excitement and anticipation, waiting for the clock to hit 7:00 pm. 

“This year we had a huge audience!” exclaimed Ms. Szabo, HMS’s Drama Club Advisor. “We usually have 130-150 people, but this year we had over 200!”

Rightfully earned and deserved, this year’s audience for Storybook Reunion Murders was one of Ms. Szabo’s biggest yet! Students, staff, and parents alike filled up the entire cafeteria to the point where latecomers couldn’t even find a seat! 

Ms. Szabo and her crew have worked tirelessly to provide the best possible experience for their audience. It doesn’t seem like it, but directing a play is hard work. Ms. Szabo has been directing HMS’s school productions for 14 years, but even she can agree that her job is tiring!

“Staging any theatrical production takes months of planning,"  Ms. Szabo explained. “In the spring of the prior year, lots of planning takes place - the show is selected, theatrical rights are requested and paid, scheduling is planned and production dates are reserved for the entire year.  This all happens before summer recess.  Once September hits, we just run the plan that we created.  I always hold a Drama Club information/interest meeting.  Auditions are scheduled at that meeting.  We have 2-3 days of auditions.  The rehearsal schedule that we created is refined to specific scenes for rehearsing on certain days.  Rehearsals run up to Tech Week when all the technical elements (lights, sound, etc.) come in.  Tickets are created and numbered and staff chaperones are scheduled for ticket sales.”

Not only is Ms. Szabo doing a lot of work, but her cast and crew are as well. From late September to December, the cast and crew have been rehearsing 2 times every week. During the weeks nearing the premiere, they even had to stay after 6:00 pm for rehearsals.

“Participating in a play requires a lot of hours, hard work, and dedication. Some days it was very tiring with a full day of school, homework, and drama practices, but my love for theater and the drama club community made it all worth it!” stated Chloe Viana of 7A. 

“There were days where we were at school from 8:20 am to 7 pm. It can be very exhausting but it is all worth it in the end,” affirmed Katherine Beder of 8D. 

Even though the cast agrees that rehearsals were tough and long, it seems that everyone believes that in the end, it was worth it. 

Storybook Reunion Murders was a hilariously charming comedic show about two rival schools. Aesop Academy and Grimm High can’t stand one another, so what happens when both schools book their high school reunions to the same place… at the same time? Witty lines, comical skits, rivalry, romance, and most importantly- murder, ensue in this perfect for all ages performance of a lifetime!

“I love the genre of murder mysteries,” stated Ms. Szabo. "Storybook Reunion Murders combined characters that are well-known, a mystery, and alot of comedy.”

Even though the audience showered the student cast and stage crew with flowers and cheers, the biggest fan of Storybook Reunion Murders is actually the kids! The student cast adored working on the play, and all of them are excited for their next opportunity on the stage.

“I played Cow (one of the leads) and I loved my part. I have done multiple shows before but I have to say that this was one of my favorite parts I’ve played. I am exactly like this funny, sarcastic character,” commented Lauren Moore of 8C. 

“I played the Queen,” Katherine Beder of 8D added, “She is very vain and self-absorbed, and I always find it fun playing characters like that. It was also so much fun because there were a lot of pop culture references throughout the play.”

While Storybook Reunion Murders was no doubt a perfect show, we all know every performance has its ups AND downs. 

“Before the last show, I was getting my crown that I had to wear and it snapped in half. It was very last minute and we had to zip tie it back together,” Katherine Beder of 8D revealed.

Storybook Reunion Murders was one of HMS’s most successful shows, and we applaude the cast, extras, crew, Ms. Szabo and Ms. Fink for bringing the fairytale world to life!  Ms. Szabo added "And they all lived happily ever after! ”

The pitter-patter of rain can be heard just underneath the passionate voices echoing through the library. The speakers shuffle, one by one, to tables where they form little groups, a distinct hum of anticipation in the air as they wait for the club director, Ms. Shelley Rubin, to start the debate.  There are over 50 people, both 7th and 8th graders, packed into the otherwise quiet library, and it is safe to say - through their consistent participation throughout the meeting -  that each person in that room is committed to Debate Club. 

Every week, from 3:15-4:15 PM, the usually quiet library transforms into a formal conference room where committed debate speakers voice their opinions about controversial topics, such as the death penalty, euthanasia, and abortion. For example, one recent topic was eminent domain, the seizure of property by the government with compensation but without consent, a system that affects each and every person in the school. It is likely, as so many speakers stated, that most homes and businesses that students visit every day are a result of eminent domain: it is what took Hillsborough from just acres of farmland to the bustling town it is today.  This topic proved to be a kickstarter for an interesting debate meeting. 

It all began twenty-two years ago in 2001, when Ms. Rubin used to hold debates in her classroom.  When the high school found out about what she was doing, they asked her to start a debate club for all of Hillsborough Middle School. She consequently started the club and decided to hold a meeting every Wednesday. After that, she continued to run this extracurricular activity every year in the Library Media Center. 

In addition, every May, the middle school’s debate club typically meets up at HHS with the high school debate club. There is a formal banquet with food and award ceremonies. These banquets honor the speakers of both schools. Dr. Trybulski, parents, and the superintendent even attend the festivities, ensuring that many people are present to congratulate the speakers and respect them for all their hard work throughout the year. 

Indeed, this particular club is surely one that HMS should continue to cherish.