Phillips Exeter Academy
Phillips Exeter Academy is a co-educational, independent college-preparatory boarding school in Exeter, New Hampshire, founded in 1781 by merchant John Phillips and his wife Elizabeth to promote "piety, religion and morality" among youth through education.[1][2] The institution operates on a 700-acre campus with 147 buildings and enrolls 1,099 students in grades 9 through 12 and a postgraduate year, including 895 boarders and 211 day students from the United States and dozens of foreign countries.[2] Its academic program centers on the Harkness method, a seminar-style approach introduced in 1930 via a transformative donation from philanthropist Edward S. Harkness, in which instructors facilitate discussions among groups of approximately 12 students seated around oval tables, fostering collaborative inquiry over traditional lecturing.[2][1] Exeter maintains need-blind admissions and commits $29 million annually to financial aid, enabling tuition-free attendance for many families regardless of income.[2] The school houses the world's largest secondary school library and upholds the motto Non sibi ("Not for self"), which underscores a tradition of service and character development amid rigorous intellectual training.[2][1] While historically elite and selective, Exeter has evolved to emphasize inclusivity, admitting women since 1970 and expanding outreach to diverse socioeconomic backgrounds, though its founder owned enslaved individuals—a fact now under institutional examination.[1]
History
Founding and Early Development (1781–1850)
Phillips Exeter Academy was founded on April 3, 1781, through an Act of Incorporation signed by John Phillips, a prosperous Exeter merchant born in 1719, and his wife Elizabeth, who provided the initial endowment of approximately $60,000 to support the institution's operations and facilities.[3][4] John Phillips, uncle to the founder of Phillips Academy Andover, aimed to create a school for educating youth in "useful knowledge combined with piety and virtue," as outlined in the Deed of Gift, reflecting Puritan values prevalent in post-Revolutionary New England.[5] Historical records indicate Phillips owned enslaved individuals during this period, a practice common among wealthy merchants of the era despite emerging abolitionist sentiments.[6] The academy's trustees held their first meeting on December 18, 1781, and the school opened to students in May 1783 with an initial enrollment of 56 boys under the leadership of the first preceptor, William Woodbridge, who served until 1788.[1][4] Operations began modestly, likely in rented space, focusing on a classical curriculum including Latin, Greek, arithmetic, and English grammar to prepare students for college, amid the financial constraints typical of new institutions in the young republic.[7] Benjamin Abbot succeeded Woodbridge as principal in 1788 and led the academy for five decades until 1838, overseeing the construction of the first dedicated academy building in 1793 and steady institutional growth despite periodic enrollment fluctuations and economic pressures from events like the War of 1812.[8] Under Abbot's tenure, the school solidified its reputation for rigorous academics, attracting students from across New England and emphasizing moral discipline alongside intellectual training. Gideon Lane Soule assumed the principalship in 1838, continuing the focus on classical studies as the academy adapted to increasing demand for higher education in the antebellum period.[7]Expansion and Institutional Growth (1850–1930)
During the mid-19th century, Phillips Exeter Academy expanded its facilities to support a burgeoning student body focused on college preparation. Abbot Hall, a dormitory, opened in 1855, providing essential housing amid rising demand.[6] By the late 19th century, further growth necessitated additional infrastructure, including Soule Hall, another dormitory that opened in 1894 and was named in honor of former principal Gideon Lane Soule.[6] This period also saw an increase in diverse student populations, with a growing number of Black students enrolling by the late 1800s, many residing in a dedicated boarding house.[6] In the early 20th century, the academy addressed challenges and pursued modernization; after a fire destroyed the original Dunbar Hall on April 10, 1907, a new brick dormitory replaced it and opened on September 16, 1908.[9] Campus planning advanced with consultation from landscape architect Frederick Law Olmsted Jr. around 1900 to site new buildings, enabling orderly expansion.[10] The completion of the Thompson Science Building in 1930 enhanced scientific resources, underscoring the institution's adaptation to contemporary educational needs.[11]The Harkness Endowment and Pedagogical Innovation (1930–1950)
In 1930, philanthropist Edward S. Harkness, an alumnus of Yale and a major donor to educational institutions, approached Phillips Exeter Academy Principal Lewis Perry with a proposal to revolutionize secondary education by replacing traditional lecture-based instruction with collaborative, discussion-oriented classes limited to about twelve students seated around oval tables.[12] Harkness, who had previously supported similar innovations at other schools but found them insufficiently transformative, viewed Perry—a trusted associate from their shared interest in theater and prior acquaintance—as the ideal partner to implement a "conference method" emphasizing student-led inquiry over rote recitation.[13] On November 17, 1930, Harkness formalized his commitment with a $5.8 million endowment—the largest single gift he made to any secondary school, equivalent to approximately $129 million in contemporary terms—earmarked for smaller classes, faculty expansion, new classroom furniture, and infrastructure to support the pedagogical shift.[14][15] The endowment enabled immediate structural changes, including the procurement of custom oval "Harkness tables" measuring roughly 7 feet by 11 feet to facilitate eye contact and equal participation, and the renovation of classrooms to accommodate group dynamics rather than rows of desks facing a lecturing teacher.[12] Implementation began in fall 1931, initially in mathematics and classics departments, where teachers acted as facilitators guiding students through problem-solving and textual analysis via open-ended questions, fostering critical thinking and verbal articulation over passive absorption of facts.[12] Perry, principal since 1914, oversaw the transition, recruiting faculty trained in the method and experimenting with ability-based grouping—though this tracking system proved short-lived due to its limitations in promoting broad engagement.[12] By 1935, enrollment had reached 700 students supported by 80 faculty members, with the endowment funding thirteen large dormitories and eight smaller "house" dorms to integrate residential life with academics under teacher-advisors, creating a cohesive campus environment conducive to the method's demands.[12] Through the 1930s and into the 1940s, the Harkness approach expanded academy-wide, influencing curriculum design to prioritize depth in fewer subjects and preparatory rigor for college-level work, while Harkness's death in 1940 did not halt momentum, as Perry continued refinements until his retirement in 1946.[16] Empirical adjustments included emphasizing preparation—students required to study texts independently before discussions—and teacher roles as "midwives" to ideas, which data from internal reviews showed improved retention and analytical skills compared to prior recitation models, though challenges like uneven student participation persisted and demanded ongoing faculty training.[17] By 1950, the method had solidified as Exeter's hallmark, with the endowment's resources sustaining low student-faculty ratios (around 6:1) and inspiring adaptations at peer institutions, marking a causal pivot from industrial-era education toward interpersonal, inquiry-driven learning grounded in the practical efficacy of small-group discourse.[12][18]Post-War Modernization and Enrollment Surge (1950–2000)
Following World War II, Phillips Exeter Academy underwent significant infrastructural and policy adaptations to accommodate rising demand for elite preparatory education amid broader societal shifts, including the baby boom and increased emphasis on higher education pathways. In the 1950s, the school's library facilities reached capacity limits due to expanding collections and student usage, prompting initial planning for expansion that evolved into a landmark project. By the late 1960s, these efforts culminated in the construction of the Class of 1945 Library, designed by architect Louis I. Kahn and completed in 1972, which featured innovative circular towers for stack spaces and a central atrium to foster collaborative study aligned with the Harkness method.[19][20] A pivotal modernization occurred in 1970 when the board of trustees unanimously approved coeducation, reversing the school's longstanding male-only tradition to reflect evolving educational norms and broaden applicant pools. The transition began that September with the enrollment of 39 female day students from nearby areas, marking the first admission of girls in the academy's 189-year history; full coeducation, including boarding options for women, phased in subsequently, with female enrollment gradually approaching parity by the 1980s.[21][4] This policy shift, alongside post-war economic prosperity and heightened competition among preparatory institutions, drove an enrollment surge, expanding the student body from approximately 700 in the pre-war era to over 1,000 by the late 20th century. The influx necessitated further campus adaptations, including dormitory renovations and auxiliary facilities to support a more diverse residential population, while maintaining selective admissions standards. By 2000, these changes had solidified Exeter's position as a coeducational leader among Ivy League feeders, with enrollment stabilizing near current levels of around 1,100 students.[1][4]Contemporary Developments (2000–Present)
In the early 2000s, Phillips Exeter Academy experienced a notable increase in student diversity, with incoming classes described as the most ethnically and socio-economically varied in modern history.[22] By the 2024–2025 academic year, enrollment stood at 1,106 students, including 895 boarders and 211 day students, with 57.1% identifying as students of color. The student-teacher ratio remained at approximately 5:1, supporting the continuation of small-group Harkness discussions across disciplines.[2] Financially, the academy's endowment grew substantially, reaching $1.3 billion by June 30, 2019, providing over 50% of operating revenue and enabling expanded financial aid.[23] In 2008, Exeter implemented a fully need-blind admissions policy, ensuring decisions were made without regard to family financial circumstances, and committed to meeting 100% of demonstrated need.[24] This shift, supported by endowment income, removed tuition barriers for qualified applicants, including those from lower-income backgrounds. The "Long Step Forward" capital campaign, completed in the 2010s, raised over $25 million for infrastructure upgrades, including renovations to Assembly Hall (last updated in 1969) and other facilities to enhance communal and academic spaces.[25] From 2016 onward, the academy faced significant scrutiny over historical and recent allegations of sexual misconduct by faculty and staff. An external investigation in 2016 identified mishandling of cases, leading to the firing of two teachers and policy reforms on reporting and prevention.[26] Further probes in 2017 and 2018 accused five and eleven former staff members, respectively, of abuses including fondling and forced kissing, prompting enhanced training, anonymous reporting systems, and greater transparency in disclosures.[27][28] Student-on-student incidents, such as assaults reported in 2016, also highlighted gaps in response protocols, resulting in lawsuits and commitments to independent oversight.[29] These events spurred broader institutional reviews but did not alter core academic practices like the Harkness method.[30]Academics
Curriculum Structure and Grading System
Phillips Exeter Academy operates on a trimester academic calendar consisting of fall, winter, and spring terms, with classes typically running from 8 a.m. to 6 p.m. on weekdays and occasional Saturday sessions.[31] Students carry a standard load of five one-credit academic courses per term, supplemented by one physical education course and a health and human development (HHD) component, totaling six credits per term or 18 credits annually.[32] [31] The curriculum spans approximately 450 courses across 18 departments, including anthropology, art, classical languages, computer science, economics, English, history, integrated studies, mathematics, modern languages and cultures, music, philosophy/religion/ethics, physical education and athletics, psychology, science, and theater and dance.[32] [31] Courses emphasize seminar-style discussion via the Harkness method, primary sources, and problem-solving, with over 50% at the college level using university textbooks; the school does not offer Advanced Placement classes but provides preparation for AP exams where relevant.[31] Diploma requirements are tailored by enrollment duration but prioritize breadth across disciplines alongside depth in student interests, with four-year students needing to accumulate specific term credits as outlined below.[32]| Discipline | Four-Year Requirement |
|---|---|
| English | 11 terms (sequential ENG100–500 + one 500-level senior course) |
| Mathematics | 9 terms or proficiency at 330+ level |
| Science | 6 terms (including 3 in biology and 3 in chemistry or physics) |
| History | 6 terms, including full U.S. History sequence (HIS410/420/430 with research papers) |
| Classical/Modern Language | 9 terms in one language or proficiency at 400+ level |
| Arts | 3 terms (2 in studio/performance across 2 departments) |
| Physical Education | 9 terms |
| Health and Human Development | 5⅓ credits (year-specific courses) |
| Computer Science | 1 term |
| Religion, Ethics, Philosophy | 2 terms |
| Numerical Grade | Letter Equivalent |
|---|---|
| 11 | A |
| 10 | A- |
| 9 | B+ |
| 8 | B |
| 7 | B- |
| 6 | C+ |
| 5 | C |
| 4 | C- |
| 3 | D+ |
| 2 | D |
| 1 | D- (minimum passing) |
| 0 | E (fail) |