Phillips Exeter Academy

Masthead | About | Web Board | Exonian Charter | Media Policy | Subscribe |

Logo of The Exonian
Monday, Sep 8, 2025
Missing Image

Carly Canseco

I am a writer


Latest Articles

Coach’s Corner: Girls Varsity Basketball

By CARLY CANSECO, EILENA DING, ANGELA HE, and AVNI MURARKA On some days, Love Gym feels like a battleground, where fast dodges turn into chaos, sneakers skid on the hardwood, and the echo of a coach’s whistle cuts through the noise. On other days, players show up to practice in costumes for a themed practice, laughing at each other’s silly hairstyles or outfits. Somewhere between these two extremes, the grueling drills and ridiculous outfits, the girls’ varsity basketball team is shaping its identity. Beneath the workouts and beyond the scoreboard lies a culture of determination, camaraderie, and passion. Consisting of players with varying basketball experience, Exeter tenure, and grade, the team is led by head coach and Instructor in English Katie Brule, assistant coach Kerry McBrearty, and assistant coach Mireya Boutin. The coaches take on the challenge of sharpening skills and creating an environment that prioritizes growth and community. For Brule, her relationship with basketball has been a lifelong journey that began with tears on the first day but then evolved into an everlasting love for the game. “I’ve played basketball ever since kindergarten,” she said. “I love the sport now, although on my first day in basketball, I cried, so it’s been a long journey. I played throughout high school, then continued to play in college, and I just really loved it.” Now, as a coach, she’s focused on helping her players develop the same connection with the game, not just as competitors, but as teammates. Coming to Exeter has allowed Brule to enjoy both her passions. “I think being able to coach was a big part of why I wanted to teach out a place like Exeter. I wanted to be able to do both and not just be in the classroom. I love spending more time with the game and getting more people to fall in love with the game. I think it’s an inspiring, dynamic space. I’ve learned so much about it since I started coaching at Exeter, so I’m really happy I’m doing it.” Most of the team comprises new varsity players, so the coaches have emphasized team cohesion and bonding. “I aim to foster a culture of continuous improvement and teamwork,” Boutin said. “We are always focused on improving daily, whether honing on a specific skill or improving our team dynamic.” “There are two overarching things that I find important, particularly with this season,” Brule added. “The first one is knowing your worth, what you’re capable of doing, and what you bring to the team. It’s important to know that you have worth, even if you’re someone who doesn’t get a lot of minutes in the game, there’s still a lot that you can be doing. Secondly, I think work ethic is really important to me. You can get beat by a team, but I don’t want to lose to a team and walk away from a game thinking, ‘I could have done more.’” The coaches emphasize the importance of working hard and together as a team. “Coach Brule talks to us about the effort a lot. Before a game, she tells us that we can win if we are the harder-working team,” lower Lynwoo Hong explained. “Coach once told our team that regardless of the scoreboard at the end of the game, if our efforts were 100 percent and we were playing consistently high intensity, that would be a win for us.” “The most valuable lesson my coach taught me was that you don’t always have to be more skilled than the opponent,” prep Haylie Regan said, “But if you’re playing harder and want to win, you can.” The coaches are working to build a team culture where players push themselves to their limits without losing their love for the game. “I think our coaches are skilled at figuring out what we have to do better and improve our game,” said lower Maya Hinrichson. “At halftime, they’re always very specific in three or two, one thing we must focus on to improve. But also, even before the game, they do a good job at observing the other team, figuring out their plays, and looking for ways that we can attack their weaknesses.” “Our coaches help our team by teaching us and explaining everything we need to do to be successful,” said Regan.“They ensure we do our best every time we step on the court.” Prep Sarika Agarwalla, though she is not playing this season due to an injury, similarly noted, “Our coaches put a lot of focus on playing as a single team. We won’t be able to succeed or be the best version of ourselves if we play selfishly and as an individual.” The coaches emphasize off-court bonding as well. “Coach Brule is always coming up with little fun things for us to do,” upper Daniella Kalil noted. “This past week, we had a themed practice where we dressed up in our favorite Taylor Swift eras. Next week, we’re doing another themed practice and dressing up as something that starts with the letter of your first name. The coaches often plan little fun things for us to do. It’s serious, and we want to win, be serious, and practice, but they have a good balance of finding little things for us to do to keep bonding and remember to have fun because it’s still high school basketball. On the court, the coaches rigorously train the athletes, preparing them mentally and physically for games. However, they balance this rigor with compassion and openness, resulting in the comfort of several athletes. “Our coaches help our team by not sucking the joy out of a sport,” upper Quinn Dabney said. “I’ve had experiences with coaches in different sports, but where the coach just doesn’t make the sport fun, and it’s gotten to the point where I just never wanted to go to practice because I was afraid of messing up or making mistakes. Here, the coaches emphasize that it is okay to make mistakes because mistakes are how you grow.” “I think that’s what makes our coaches so great. They focus on individuals and the broader team,” Hinrichson said. “It’s the small moments in practice, like when we’re doing a finishing drill, and Coach Brule is under the hoop with a pad, helping us one-on-one. She’ll tell us, ‘Fix this, jump off both feet and ram your arm into me instead of your shoulder.’ Those little details make a big difference.” The girls’ varsity basketball team shines as an extremely close-knit community. The coaches highly emphasize the importance of teamwork and a strong work ethic while still having fun and enjoying practice. Basketball is a highly competitive sport, requiring hard work during practice and trying your best during games. However, what is indispensable to a team’s success is their collaboration and their community. Brule concluded, “You have to make sure that when we’re off the court and out of those heated moments, everyone feels comfortable, seen, supported, and loved.”

Senior of the Week: Aria Suchak

Murmurs, gasps, and whispers fill the room. As the pungent smell of formaldehyde perfuses the air, sheep brains are strewn across the table, and students tentatively prod and slice at them with a scalpel. They are led through a fascinating exploration of the brain, traversing through the optic nerves, complex olfactory bulbs, and dura mater. Comparing an animal brain to a human brain, this experience investigates the captivating organ’s nuances, similarities, and unknowns. This task is daunting to some, but it is invigorating and enthralling to senior Aria Suchak, who is expertly leading the Biology Club through this endeavor. A kind, thoughtful, and persistent figure on campus, Suchak’s positive disposition has impacted many. “As her prep year roommate, I was living with her, so I was pushed to become friends, but we became even closer friends because she would listen to me,” senior Kairene Ramirez said. “She’s honest and very direct when she gives advice.” “She’s very caring and such a good listener. She also gives a lot of good advice and is a very supportive friend,” said senior Natalia Ulbin. Suchak holds an expansive presence throughout the Academy’s STEM community as co-head of MATTER Magazine, Biology Club, and Women in STEM. “I’ve interacted with Aria in Bio Club a lot, and I noticed that when she speaks, she draws attention to herself very well,” fellow Biology Club cohead Ulbin described. “When speaking, she speaks with intention behind her words rather than just to speak. I think she knows what she’s talking about, especially in clubs.” Fellow co-head of MATTER Magazine, CJ Smith, commented, “She is an awesome collaborator and teammate. We work together often to create and finalize our issue for MATTER, and she is always very reliable in helping put everything together with layout and editing.” “Compiling and creating articles is a long and arduous process, but in the end, it’s a great feeling to see my work along with all of my writers’ articles in a beautiful magazine,” Suchak reflected. Suchak’s passion for STEM extends beyond club leadership positions, and her contributions to the Harkness table have been immense. Instructor in Science Shimaa Ghazal described the growth she’s witnessed Suchak undergo throughout her four year tenure. “I first met Aria in an introductory biology class a couple of years ago and last year with the malaria class, and I can tell how much she showed progress in mentality and mindset,” Ghazal noted. “I think one of the best qualities she has is when she tries to explain something to the class, she takes her time for a comprehensive understanding of the concept and delivers the information without rushing or just trying to reach the correct answer. Being patient and willing to spend time on learning is an amazing quality to have in STEM.” Suchak, in turn, described the course’s impact on herself. “The most impactful class I’ve taken is the BIO650 Malaria elective,” she said. “It is definitely my favorite class at Exeter because it wasn’t like any other class I’ve taken. It felt like the eight of us in class were labmates in a university lab, working together to solve real-world puzzles about Malaria. Dr. Ghazal, our instructor, just sat back and listened to us as we worked through these complex challenges. It was one of those classes where everyone who was there really wanted to be there. It really just helped me realize that I love biology and being in the lab.” As a squash team captain, Suchak is also a great leader on the courts. When she’s not playing, she’s mentoring her younger teammates, advising them on the smartest shots to play, and cheering them on. “This is my fourth year on the team, and I love the team so much,” she said. “It’s a really fun group of girls who love squash. We are going to Squash Nationals next week, which we are all excited for.” Upper Mathilde Senter, teammate and dormmate of Suchak, commented, “I appreciate Aria’s dedication to the squash team. Even though she was injured a few weeks ago, she still came to practice every day with her speaker, ready to be a great captain. When we’re on court together, she rarely slacks off. Whenever I get flustered, she tells me to reset. Having a role model like her makes me try my hardest every day.” Suchak described her love for the setting of squash practices and matches - Fisher Squash Center. “I love Exeter’s squash courts, and I think they’re the best courts out of all the schools where we play. They are perfect for home games, and I especially love the posters that line the pillars outside each court. They represent our team’s attitude and positivity and the fun we put into the game. You can often find me soloing with my AirPods after a long day.” Among many other leadership roles, Suchak is a proctor in Lamont Hall. She is often on duty on the basement floor, welcoming dorm members into her room to talk or just hang out. “She is very inclusive and welcoming to everyone, and is a great proctor this year, and has been a great leader,” Says Ms. Lovett, the dorm head of Lamont Hall. Over her four years at Lamont, Ms. Lovett has seen her grow in many ways. “I’ve seen her grow in self-confidence, communication, and interpersonal skills.” Suchak looked back at her transition to Exeter and mentioned how her friends in Lamont made the process smoother and her Exeter experience more comfortable. “When I first came to Exeter, I was on the quieter side and didn’t speak up much. I think my friends in Lamont during my first two years, Sofia Morais, Claire Fu, Esme Eberstadt, and Kairene Ramirez, really made me feel at home at Exeter. They inspired me to follow their lead and become a proctor in Lamont,” Suchak reflected. Suchak’s presence as a leader, teammate, and student has inspired many. “Aria, you are so well-rounded, and honestly, everyone has something to look up to you for because you’re such a strong leader who is passionate about what you do and who loves to learn,” Ulbin commented. “You’re just an amazing friend and an amazing person.” Heading into senior spring, Suchak warmly reflected on her Exeter experience. “I am so grateful for my time at Exeter and want to soak up all the joy in the weeks I have left.”

Who Are Dorm Faculty At Exeter?

Acting as “parents” of a community, dorm faculty are integral and valued members of Phillips Exeter Academy. They ensure safety, respect, and support for students living on campus. Full-time faculty employment at Exeter is contingent on fulfilling 10 years of on-campus residence. The process for a dorm faculty member’s placement in dorms is complex and idiosyncratic — matching the needs of the Academy to those of the faculty. Faculty backgrounds in a dorm are usually eclectic, ranging in Exeter tenure, academic discipline, and family size. However, for most, the duration of their stay with students is similar. “Faculty need to live in dormitories for the first 10 years of their time at Exeter,” Wheelwright dorm faculty and Instructor in History Sally Komarek said. “After that, they can choose to move either off campus to a house that they’ve purchased or are renting, or they could move into what’s called post-dorm housing, which is academy-owned housing, for a limited time. You can stay in dormitory housing for up to fifteen years and then choose to live in academy housing or purchase your own house. If you stay longer, you get more time in Academy-owned housing after the dormitory.” Instructor in Spanish Ellen Glassner said, “If you stay over ten years, every extra year is two years in a faculty house.” However, some faculty members cannot immediately live in a dorm during their first year. Many faculty members are first affiliated with a dorm and live in a school-provided apartment off campus for their first year. “For example, if you’re gonna be a dorm head, then they give you housing in the dorms immediately,” explained Instructor in English David Rhee. “But they have different rounds depending on what’s available.” These rounds are when faculty members can “apply” towards living in a dorm. Despite the importance of dorm sentiment and culture for many of Exeter, faculty do not necessarily get to decide what dorm they can be in. “When given an apartment in a dorm, you automatically become the dorm faculty for it,” Rhee said. After their first year, the faculty’s dorm residency usually begins. When faculty are placed in dorms, “housing availability, length of service, family size and other space or accessibility needs, the composition of the dorm team, and whether they will serve as a dorm head” are all criteria for location, according to Dean of Faculty Eimer Page. Wheelwright dorm faculty and Instructor in Health Courtney Shaw described her application to become a dorm faculty, “We just have to fill out a form that states our needs, as far as family size, if we have any allergies, and if we are willing to be dorm head.” Exeter’s consideration of faculty needs is paramount in ensuring that during their time in the dorm, they don’t have to live in a space that doesn’t suit their spacing and family needs. Most faculty members spend time in a dorm, which is dynamic and can be subject to change based on living conditions and needs. Glassner described her numerous dorm switches, starting her journey in Wentworth, then moving on to Webster, Abbott, Ewald, a faculty house, and now Cilley, respectively. “We had to be clearer about why we needed a bigger place. But we needed to move because it wasn’t a suitable apartment after having another child,” Glassner said about her move from Webster to Abbott. While the dorm faculty system is important to students, it also benefits teachers, allowing them to connect with the community more profoundly. “It’s convenient to live in the dormitory when you’re working with students to be able to check in with an advisee on a non-duty night to meet your advisees in the common spaces,” Komarek said. “From a working perspective, there are many ways that the connections with students are a little bit more direct when you’re living on campus. or even if it’s something small.” Instructor in Art Adam Hosmer, a member of the Langdell’s dorm faculty, concurred: “I think living in the same dorm as advisees allows you get a better sense of who they are. You hang out with them more, you talk with them more — two weeks ago, I had all my advisees over to my apartment for dinner.” Dunbar dorm head Samantha Fahey described a contrasting perspective, highlighting a benefit of living off-campus: “Off-campus housing allows you to get that separation from the school and the students. Not in a bad way, but it allows you to, even when you’re not on duty, really not be on duty. When you’re in the dorm, you still feel responsible to the students there.” “Off-campus housing makes a work-life balance a little bit easier,” Alia Haskins, an OMA intern and member of Dunbar’s dorm faculty, added. “You do not live where you work, so detaching from PEA life is slightly easier. It also offers more privacy because you do not see colleagues and students during your free time.” Fahey, who lives in the dorm with her family, noted, “The housing system can be stressful, especially when you have a family involved, because it’s kind of your family’s livelihood.” “As resident faculty, we have way more responsibilities, not just doing duty once a night, we meet with our advisees once a week, and sometimes we have weekend duties, so that’s twice a week,” Shaw explained. “We also have other commitments, such as holding spaces for students in the dorm, walking through the dorm during the day, and also being present for events such as Wheel Tea. It’s part of our contract.” Komarek explained the difference between being a dorm faculty or living in faculty housing, “I think from a working perspective, there are a lot of ways that the connections with students are able to be more direct when you’re living on campus. This would never happen to me, but if you forget a book or a computer at home, just like for boarders versus day students, it’s easy to run home and grab it.” Whether living on or off campus, all full-time faculty must be affiliated with a dorm and fulfill at least 10 years of dorm residency. Staff members can also elect to be dorm affiliates. “I decided to be a dorm affiliate because I didn’t know any students. To be successful in any community, you must know people in that community,” said Safety Operations Manager and Langdell dorm affiliate Andrew Pixley. Director of Choirs and Instructor in Music Kristofer Johnson described an upside of dorm affiliation: “We music faculty have so much evening duty to the Music Department that we should be affiliated with dorms that have a larger dorm faculty team because we have to be out so often. It doesn’t leave us with a lot of flexibility.” However complicated, the dorm faculty housing system is essential to the Exeter community. Dorm faculty guide students through their most formative years and many depend on this support system. At the end of the day, Exeter wouldn’t be the same without its devoted dorm teams.

Andrew Gould ‘26 Elected Vice President

Public speaking is a difficult task for many. Going up on stage, perfecting elocution, executing strong rhetoric, and engaging with crowds is daunting. Almost every Tuesday evening, upper Andrew Gould’s eloquence can be heard from the Assembly Hall during weekly Daniel Webster Debate Society meetings. Political jargon, philosophical references, and laughter echo through the marble foyer. During the vice-president candidate speeches, Gould displayed a snippet of his verbal adeptness last week. As the newly elected vice-president of the student council, he will soon exhibit more. Gould derived inspiration to run for vice-president from alumnus Hunter Ryerson, a senior last year. “Hunter has been my close mentor and friend, constantly pushing me to do more and be more,” Gould described. “He has supported me through my darkest moments, encouraged me during my highest, and showed me the value of discipline, dedication, and love. Hunter pushed me to run when I wasn’t sure if I should or was able to, and I am so grateful to him and everything he has done for me.” Gould is from Beverly, MA, and has lived in Cilley Hall for three years. He was drawn to Exeter because of its emphasis on open dialogue and collaboration. “Through middle school, I loved musing with friends about the questions of life and politics. However, I never really felt I got to have these discussions in my classes,” he said. “Harkness was a big draw for me, not just because it’s a great way to learn, but because of the environment it creates, one that rewards the ability to engage deeply in intellectual discussion.” “The students at this school have so much to offer; everyone has their unique talents and interests, and everyone is eager to share their passions with the rest of us,” Gould added. Gould’s passion for public speaking is reflected in his presence in several oratory clubs and extracurriculars: school productions as the lead role in the fall play “The Book of Will” and in the play he wrote for DRAMAT, “A Change in Mood,” Mock Trial, and the Daniel Webster Debate Society. Additionally, he is in the Philosophy Club, Catholic Exonians, and Ethics Bowl. Gould described himself as “a big yapper” and praised public speaking because it “forces you to have broad general knowledge on many different topics and read politics, foreign policy, economics, and philosophy.” “Public speaking strikes at the core of who we are: rational but emotional,” he elaborated. “It’s not enough to win a debate on mere technicalities. Nobody changes their mind that way. To convince others, you must compel them, make them feel something, and motivate them to act on those feelings. That’s how real change happens.” As the head of the Recreation Committee, Gould has focused on community engagement and bringing joy to the Academy. “It is really important that we enjoy our time at Exeter,” he said. “This place can be exhausting, with constant pressure and expectations. I ran into this, but we need to ensure that as much as we work hard, we also get to play hard. StuCo is the main opportunity for students to voice their concerns.” As vice president, Gould plans to involve all of StuCo. “I want to engage with the people, not just sit in front of the Forum during meetings and do homework,” he said. I want to be very involved and engaged, meet with the committee coheads, offer advice, and attend committee meetings.” More expansively, Gould also seeks to organize StuCo structure to maximize efficiency. “I think there needs to be more structure in how the committees are organized, a bit more enforcement of participating in StuCO, so StuCo can run smoother.” “My main concern is boosting the dorm experience,” Gould elaborated. “I want to fight for dorm merch, continue the Dorm Cup, and ensure that dorm funds are well spent.” Gould concluded, “Have faith, put in the work, and believe that when you show effort, things will work out. Dedication to your fellow students and taking real action to improve Exeter will pay off in this administration.”

9/5/2025

Subscribe to The Exonian

Subscribe to our online newsletter and receive regular updates from The Exonian straight to your email!

Click here for a paper subscription!
Logo of The Exonian

The oldest continuously-running preparatory school newspaper in America.

Established 1878.

Website created by the 16th, 15th, & 14th Web Boards, and launched in 2025 by the 16th Web Board.