Gill St. Bernard's School: Viewbook

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Our Mission Statement Gill St. Bernard’s School provides a diverse, balanced environment where individual potential is nurtured, mutual respect is understood, excellence is pursued and students are prepared academically, socially and ethically to thrive and lead with honor and responsibility in an interdependent and changing world.

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A small school

Accomplishing G Gill St. Bernard’s School offers families a well-rounded program of academics, award-winning arts and athletics and a welcoming community with an emphasis on living a healthy, balanced life.

As a small college preparatory school, GSB provides an extraordinary sense of community and security to its students. Our teachers know and creatively engage students, fostering a climate where students reach for their fullest potential and celebrate one another’s successes.

As a learning community, we recognize each individual and his or her unique contributions.

In turn, students are more open to voicing opinions during class discussions, persevering in tough courses, taking important academic risks and performing in public with well-earned confidence.

Perhaps what most distinguishes GSB is our belief that the pursuit of knowledge has its own intrinsic rewards. Learning can be exhilarating, even while it requires patience, effort and discipline.

Ours is a small school accomplishing great things, and we find our students eager to match our enthusiasm.

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g Great Things

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Welcome to Gill St. Bernard’s School Over the course of my time as the headmaster of Gill St. Bernard’s, it has been most gratifying for me to meet and become acquainted with so many wonderful students and their families. The GSB community is highly regarded among schools in the region due to the remarkable accomplishments of our students.

However, it is the special emphasis we place on the balance of mind, body and spirit that makes our school so unique. We are preparing students not only for college, but also for meaningful and fulfilling lives.

This is an era of significant change—rapidly advancing technology, emerging economies and the flattening of global markets—and our focus is on properly responding to these changes as an educational institution.

Towards this goal, Delivering the Future, our strategic plan, speaks to an emphasis on developing a curriculum that promotes creativity, collaborative inquiry, global awareness and communication. These are the skills that are increasingly essential in the workplace and which a 21st century education must incorporate to ensure that students are equipped for success.

Along with these skills are the school’s core values, which reflect all that we hold to be most important at GSB. They are: • commitment to excellence • compassion • courage • honor and integrity • respect • responsibility to self and others

• balanced approach to learning and life These values are on display both inside and outside the classroom—on the stage, the playing fields, on the robotics team, and in the many community service projects supported by GSB students. They remain at the center of all that we aspire to achieve as a learning community and are much more than mere rhetoric.

Recently, Gill St. Bernard’s was awarded the New Jersey State Interscholastic Athletic Association “ShopRite Cup,” which recognizes the most outstanding school athletic program in the state. Concurrently, the Upper School spring musical production earned five awards from the Paper Mill Playhouse, including best overall musical. No school in the state has ever received both honors, let alone in the same year; we are a small school accomplishing great things.

A vibrant and dynamic community, GSB has a strong record of success in all areas.

I am honored to serve alongside a talented and passionate group of educators who help to make this happen. Most importantly, I am enormously proud of the students we serve—of what they achieve and for who they are becoming—and invite you to come and experience Gill St. Bernard’s School.

S.A. Rowell, Headmaster

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Academics that

CHALLENGE and INSPIRE

There was a child went forth every day, And the first object he looked upon, that object he became, And that object became part of him for the day or a certain part of the day, Or for many years, stretching cycles of years.

Walt Whitman

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We harness the power of small classes and gifted teachers for a learning experience that is personal and challenging.

“The best thing about GSB is the community. My academic preparation for college was excellent, especially in writing, research and critical thinking. Most of my classmates didn’t realize that the curriculum at GSB is as academically rigorous as it is because the faculty is nurturing and the environment is so pleasant.”

Brian Bernard ’11, Princeton University

PIRE

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We believe that lessons learned on the stage, the playing field or debating social issues are as vital as those learned in the classroom.

“As our son’s college experience draws to a close, it is clear to us that his experience and time at GSB was invaluable, directional, motivating and lasting. We firmly believe that his time spent in the fine arts at GSB, especially in both theater and chorus, provided him with valuable and unique life lessons, discipline and maturity beyond that afforded to most high school students; helping to harness and maximize other equally important areas of education such as literature, math and the sciences.”

Eric & Pat Sjogren, Upper School Parents ’09

The ideals of

BALANCE and SELF DISCOVERY

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A place that fosters

CREATIVITY

Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world...

Albert Einstein

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We respect and nurture individual creativity, fully expecting students to bring their unique thinking to any assignment or discussion. Gill St. Bernard’s offers numerous outlets for student creativity both in and out of the classroom. In literature classes, students may compose additional chapters for novels they read to enrich their understanding of language, dialogue and human interaction. Students will extract clues from a “crime scene” in a forensic science class, create a webpage for computer class or design a catapult for the Middle School Science Challenge using newly learned principles of projectile motion. Outside of class, students find creative outlets in various extracurricular activities like theater or choral performances, writing for student publications including the literary magazine and student newspaper, reading their poetry at Open Mic Night, learning carpentry or photography and more.

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We teach students to see themselves as individuals with the power and purpose to make a difference, on this campus and beyond.

“The culture at GSB is one that is clearly reinforced by the faculty, staff and coaches. In the classroom or on the field, teamwork, diversity, education, mutual respect, hard work, focus, extra effort, training—sacrificing self for the betterment of the whole group are demonstrated.”

Roscoe Young, Upper School Parent ’11, ’13

“Since beginning at Gill in the fall, our daughter is so happy and willing to embrace change. She has taken on a new independence and is driven to do the best she possibly can. We absolutely love the new environment and are thankful every day for the opportunity she has to attend such a wonderful school.”

Tara Kramer, Upper School Parent ’16

An emphasis on

CHARACTER and COMMU

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MMUNITY Honor Statement As members of the Gill St. Bernard’s School community, we believe that faith, honor and consideration are the foundation of an open and trusting environment. In affirming this belief, we endeavor to uphold the following ideals: Respect for all individual community members and their beliefs Integrity, truthfulness and sportsmanship in our academic and extracurricular pursuits Responsibility for our actions Service to the school and our communities

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Spotlight on

FACULTY AND PROGRAM GSB faculty members are passionate teachers and learners who know that the key to student learning is not simply a matter of engaging with ideas, but also the result of a hands-on, active process. Our teachers endeavor to create an environment of trust in the classroom, understanding that students are successful when they know that a teacher cares about them as an individual. Mutual respect is a defining quality of the relationships between teachers and students at GSB. While over half of our teachers hold advanced degrees, all participate in professional development workshops and seminars to advance their knowledge of subject matter and the developmental needs of young people at GSB. “So much of what we do is about enhancing students’ understanding beyond the text, broadening their perspectives beyond the classroom. And small seminar classes mean that they have not just the opportunity, but the responsibility to participate.”

Barbara Ripton, English Department Chair

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Spend a few minutes in Anne Wilson’s classroom and you will learn a lot from her first graders about blue birds. In addition to science class twice a week, first graders spend the year monitoring 10 nest boxes spread about campus. They collect and track data, write their observations in journals, read about birds, watch as blue birds are tagged and sometimes even witness a chick hatching. They predict when a chick will leave the nest based on facts they learn: five days to build a nest, one egg laid a day, 12-14 days incubation, and 17-19 days until they fledge. Students are very attentive to the calendar.

“Every year, with each new group of children, I get to share in their sense of wonder and channel their natural curiosity into more formal learning. I take my lead from them and learn right alongside them—it’s exciting.”

Anne Wilson, Lower School Teacher

The Lower School employs Singapore math instruction to bring math to life. This method sparks children’s curiosity, fosters an intuitive understanding of numbers and engages children to become true thinkers. Children learn to use many different strategies to solve problems, which helps children develop an appreciation for the process and not just the answer. Since adopting this program, Lower School students have grown in confidence as young mathematicians and discovered a love for the subject.

AMS “I fell in love with the GSB community before I was even a part of it.

From the time I toured as an eighth grader, I was inspired by how passionate the teachers were, by the willingness of upperclassmen to befriend underclassmen and by the campus-wide commitment to both diligence and open-minded exploration.”

Sarah Quinn ’12, MIT

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“In math, how you get the answer is just as important as the answer itself. My students are amazed at the number of different ways they can solve a problem.”

Mary Tuohy, Lower School Teacher

The first-grade “Reading Rodeo,” held during the month of April, shows students how far they have come as independent readers. Reading on their own every evening, students add up their total weekly minutes each Monday as a math activity.

They also dress in Western clothes, read stories about the West, learn Western geography, write their own letters home from the wagon train and learn to squaredance. The month finishes with a Western-themed picnic outdoors. “All year they have been learning to read, but now they see that they can read to learn, says firstgrade teacher Pam Howard. “This is our way of celebrating such an achievement.”

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John Ripton, Ph.D., History Department Chair

Dr. Ripton serves as chair of the history department at Gill and as an adjunct professor at Rutgers University.

He has had numerous articles and poetry published in professional journals, in addition to pursuing his passion for photography. Dr. Ripton designed the school’s hallmark Comparative World Cultures program.

Comparative World Cultures Program In the ninth grade C.W.C. history course, students begin to see themselves as participants in a global society. They conduct a careful examination of the meaning of culture as it fits into the larger framework of the social and natural sciences. Selected regions of the world are studied, emphasizing the last 500 years of European expansion against the backdrop of interregional contact that has been driven primarily by global commercial enterprise. Readings of fiction and nonfiction literature by indigenous authors help students see issues of culture from the perspective of local customs and conditions. Though specific regions that are studied may vary from year to year, this course ensures that all students will be well versed in social science skills, and also better prepared to understand and address the challenges of an increasingly global community.

For a complete list of faculty and the curriculum guide, please visit our website, gsbschool.org.

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At GSB teaching is about thoughtfully designing learning opportunities for young people, so that they become invested in their own learning. Our teachers create innovative courses and applied projects, often in collaboration with each other across a variety of disciplines. They provide students with meaningful experiences that challenge them to build fundamental skills while exciting imagination and developing confidence. You can see this process at work in our Lower School fourth graders hosting their annual Colonial Fair; in Middle School science students designing rocket launchers or raising trout to be released in our stream; or in Upper School English students voluntarily choosing to live without material objects for a week to fully understand Henry David Thoreau’s call for “Simplicity, simplicity, simplicity!”

Middle School Latin Middle School students master the rules of Latin grammar and sentence construction, but they also fuel their imaginations by studying the culture and customs of ancient Rome. After a year of reading Roman mythology, for example, seventh graders take part in “Roman Day,” dressing up as gods and goddesses, telling stories based on research about their characters and enjoying a Roman banquet.

Latin students are better prepared to face a range of academic challenges. Research has established the link between the study of Latin and strong vocabulary, language mechanics and grammar skills.

“I want students to embrace how much they don’t know. That’s where great questions come from.”

Stacy Schnurr

As a former Liberty Science Center instructor, Stacy Schnurr, Middle School science teacher, knows how to grab the attention of youngsters and she understands the power of hands-on learning. “Science is an ongoing conversation, teaching students how to become learners.

Most of us might look at the moon at night. I want students to understand the phases of the moon and where the sun is in relation to it.”

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Takisha Sulton, Upper School Math Teacher

Takisha Sulton has always been good at math and had no difficulty maintaining her place at the top of her class through elementary and secondary school. An entrepreneur at heart, it was her SAT tutorial business that convinced her to pursue teaching. While Ms. Sulton’s academic achievements came easily, as a teacher it is her patient optimism that makes her so effective as she steadily encourages students to achieve at higher levels of proficiency than they ever thought possible. It is not uncommon to find her in between classes putting in the extra time with a student until he or she “gets it.”

“GSB is an idyllic place. I have stimulating colleagues, ample resources, motivated students—all in a beautiful setting. The combination promotes high ideals and aspirations for students and teacher alike.”

Takisha Sulton

Learn more at gsbschool.org

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Writing and Research Emphasis GSB incorporates research and writing into all aspects of the curriculum from kindergarten through twelfth grade. Each division offers developmentally appropriate instruction in research and library science. In kindergarten, students work with the librarian to complete a research project studying an animal of their choice. Eighth grade students complete a research project around a theme such as alternative energy, which culminates in a tri-fold brochure the student authors and designs.

Students in the Upper School produce research projects in the sciences and humanities. They choose a subject of personal interest that fits within the course guidelines and are taught to distinguish and critique primary, secondary and other source materials. Information literacy skills are taught in organizing, researching and assessing sources for the purposes of evaluating, understanding and synthesizing information. Students refine their information skills preparing for collegiate level research in their junior year with a scientific literature review.

“We desire all students to have a common experience that grounds them in research writing, note-taking and organizational skills—tools students need for success not only in high school but beyond. Year after year, I hear graduates say that the writing and research programs at Gill enabled them to make a smooth and effortless transition to college. Our students are already doing college research in high school, something students in other high schools aren’t doing.”

Peter Schmidt, Director of Studies

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THE GSB UNIT The GSB Unit is an important element of the school’s curriculum and educational philosophy. For two weeks at the end of the academic year, students take learning out of the classroom context. Students may travel to countries they’ve studied in class, pursue a course in creative writing on a remote Maine island or they may take part in a campus-based community service program. The Unit crosses disciplinary boundaries. It challenges students to think critically and practically, to offer the best of themselves in the service of others, to cooperate with others in learning and doing and to become conscious of themselves in the world around them. In myriad ways, the Spring Unit celebrates the educated imagination, the capacity in each of us to perceive the arresting beauty and endless possibilities of the world we share.

“I really embraced GSB motto ‘The World is Our Classroom,’ and got the chance to visit some truly amazing countries that inspired me to see what the world has to offer.”

Caitlyn Dougher ’10, Northeastern University

Learn more at gsbschool.org

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Upon graduation, GSB students are well spoken, goal-oriented, engaging young people poised for leadership and success in higher education and beyond. They are able to think critically and analytically, are accustomed to acting with integrity and compassion and expect to be active, responsible citizens of the world.

A sampling of project-based learning Units: Alternative energy: visiting hydroelectric and geothermal energy facilities in Iceland, a wind farm and a methane recovery plant Eco-tourism and sustainability in Costa Rica Telecommunications: visiting the AGG headquarters and touring the Atlantic cable-laying ship Organic gardening, from compost to harvest Trail maintenance in the White Mountains of New Hampshire Geology and outdoor education at the Teton Science School, Grand Teton National Park Sailing lessons on the Chesapeake

“The impact of the Unit can’t be measured. It’s an opportunity to learn about a profession or shed light on an area that a student might want to focus on in college. Many graduates say the Unit played a major role in helping to determine a future professional course or personal pursuits; it introduces students to a world they might not have had the opportunity to experience.”

John Ripton, Ph.D., History Department Chair

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“The great advantage of the performing arts is that they are never just about one person.

Whether students are staging a musical or a concert, they have to think about how they are going to achieve their goals as a group. And this will apply to whatever they do in life, whether or not they pursue the arts professionally.”

Paul Canada, Performing Arts Department Chair

Award-winning GSB Players’ 2012 spring production of The Mystery of Edwin Drood

“Art is about encountering the unexpected, so I never show students samples of finished projects. I want them to go through the creative process on their own and surprise themselves. I’m encouraging them to think like artists, to consider composition and technique and perspective.”

Joanne Bodnar, Lower School Art Teacher

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The Arts As working artists, our teachers are wonderful role models. Most of them perform or exhibit their work professionally, providing students with a valuable window into the world of the working artist.

Students have numerous opportunities to act, sing and perform from Lower School through graduation. The size of our school helps ensure that our productions are open to all students, even those who may not yet think of themselves as actors or singers. Most combine this involvement with other activities, such as athletics, clubs and community service. GSB Upper School performances are of exceptionally professional quality, from their costumes and choreography to musical arrangements and accompaniment, offering first-rate preparation for students who wish to perform outside of school, in college and beyond. In fact, the GSB Players’ 2012 spring production of The Mystery of Edwin Drood won five prestigious Paper Mill Playhouse Rising Star Awards, including one for Outstanding Overall Production of a Musical.

The arts teach young people important lessons about themselves, their abilities and the world that surrounds them.

When they master a challenging choral piece, play a complex dramatic character or paint a self-portrait, they learn what it means to take a creative risk, to express themselves in new ways and to present their work before an audience.

These are some of the most vital experiences students will have at Gill St. Bernard’s School.

Learn more at gsbschool.org

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athletics “Athletics is an extension of the classroom, in that it provides significant teaching moments that cultivate long-lasting and meaningful connections. Like our students, I am committed, as a teacher and coach, to immersing myself in the life of the school, and never miss an opportunity to support our students’ success.”

William Diamond, Upper School History Teacher and Coach

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Over 80 percent of our Upper School students participate on at least one interscholastic athletic team.

Gill St. Bernard’s athletic program is distinctive due to a unique sense of balance, managing to be both highly competitive as well as inclusive. Our varsity teams are achieving at an unprecedented level, and many of our recent graduates have continued their careers in college. At the same time, we offer several intramural and junior-varsity opportunities to encourage students of all abilities to be involved in athletics.

In the spirit of healthy competition, our athletes are expected to strive to win, as a winning tradition is one measurement of success and can invigorate an entire community. Our student-athletes work toward team goals and conduct themselves with honor, integrity and sportsmanship at all times—the cornerstone of our athletic philosophy.

The GSB Knights compete in the 25-school Skyland Conference, comprised of public and private schools from Somerset, Hunterdon and Warren Counties. We are members of the New Jersey State Interscholastic Athletic Association (NJSIAA) and the New Jersey Independent School Athletic Association (NJISAA – Prep B Division).

Learn more at gsbschool.org

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SERVICE and ACHIEVEMENT The GSB Community Service Program is voluntary by design and does not include any requirement for hours of service. The program’s purpose is to provide students with a variety of opportunities through which they can participate in outreach to underserved communities by providing friendship, conversation and services to those who are isolated from society.

Community Service at Gill St. Bernard’s School Our ongoing service projects have contributed to the following: • BRIDGES: A collaborative program which serves meals to the homeless in New York City, Newark and Irvington, New Jersey.

• ARC of Essex County: GSB students prepare holiday food baskets and serve as hosts for a holiday party each December.

• Interfaith Food Pantry: Several canned good drives in all three divisions support the work of this Morristown agency.

• Relay for Life: A community walk-a-thon in the late spring that raises more than $30,000 annually for the American Cancer Society.

• Eleventh Hour Rescue and St. Hubert’s Animal Shelter: Collections of pet supplies by students of all three divisions support the work of these rescue shelters.

• Dover Head Start: Members of the Spanish Honorary Society organize a holiday party and raise the required funds.

• FISH: GSB sponsors a winter coat drive for children, collecting more than 300 coats each year.

• Habitat for Humanity: GSB student and faculty volunteers working with other community volunteers.

• New Jersey Community Food Bank: GSB is the second largest non-for-profit contributor to the annual New Jersey Community Food Bank turkey drive.

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The college guidance office oversees the transition from the Upper School to college for each of our seniors. Work begins in the freshman year as students and parents are apprised of the ways in which a student’s work becomes part of a record that is ultimately evaluated by colleges.

Counselors make an effort to get to know freshmen and continue contact in subsequent years through involvement with the curricular and extracurricular programs of the school. Beginning in the junior year and continuing through the spring of the senior year, students and parents have full access to counselors.

The heart of the Gill St. Bernard’s college counseling program involves the one-to-one work with students and families.

The philosophy of the process is about finding the best college fit for each GSB senior. Best college fit is defined by academic opportunities as well as college culture match.

We’re proud of our graduates and their college placements. Through a process that includes student self-reflection, faculty advice, parental input and attentive counseling, our students find schools that serve them well and at which they flourish as students and people.

College Matriculation List Below are institutions of higher education where our students have matriculated over the last three years.

Agnes Scott College American University Amherst College Arcadia University Auburn University Babson College Bard College Bates College Bentley University Boston College Boston University Brandeis University Bryn Mawr College Bucknell University Carnegie Mellon University Centenary College Colby College Colgate University College of Charleston College of Staten Island College of the Holy Cross Colorado College Columbia University Cornell University Dartmouth College Davidson College Denison University Dickinson College

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Drew University Drexel University Elizabethtown College Elon University Emory University Fairfield University Florida Southern College Fordham University Franklin and Marshall College Furman University Georgetown University George Washington University Hamilton College Harvard University High Point University Hobart and William Smith Colleges Hofstra University Indiana University at Bloomington Johns Hopkins University Lafayette College Lehigh University Loyola University Maryland Marist College Maryland Institute College of Art Massachusetts Institute of Technology Middlebury College Muhlenberg College New York University

Northeastern University Northwestern University Oglethorpe University Pace University, New York City Parsons The New School for Design Pennsylvania State University Pratt Institute Princeton University Providence College Purdue University Rensselaer Polytechnic Institute Rhode Island School of Design Roanoke College Rochester Institute of Technology Roger Williams University Rutgers, The State University of New Jersey Saint Joseph’s University Saint Lawrence University Saint Mary’s College of Maryland Savannah College of Art and Design Seton Hall University Sewanee: The University of the South Skidmore College Southern Methodist University Springfield College Stevens Institute of Technology Susquehanna University

Syracuse University The College of New Jersey Tufts University Tulane University University of Amsterdam University of California at Davis University of Chicago University of Colorado at Boulder University of Delaware University of Edinburgh University of Florida University of Illinois at Urbana-Champaign University of Maryland, College Park University of Alabama University of Pennsylvania University of Pittsburgh University of Richmond University of Rochester University of Scranton Vanderbilt University Vassar College Villanova University Wake Forest University Washington University, St. Louis Wellesley College Wesleyan University

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Applying to Gill St. Bernard’s

Financial Aid

We view the admissions process as an opportunity to get to know your child and help you to learn about Gill St. Bernard’s School.

The school attempts to make a GSB education more affordable to students in grades K through twelfth whose families demonstrate financial need. A family must apply each year for consideration for a financial aid grant.

Assuming a family’s financial circumstances remain constant, tuition aid grants will likely remain constant.

We seek motivated, intellectually capable students who are eager to learn and take advantage of the many opportunities our school offers. One-hundred percent of our graduating seniors are college-bound, and many go on to matriculate at the country’s most selective colleges and universities.

Our goal is to develop respectful, intelligent, capable young people who will find success in higher education, who can think critically and analytically, act with integrity and compassion and become responsible citizens of the world.

GSB encourages applications from families of all racial, ethnic, religious and socioeconomic backgrounds.

Learn more at gsbschool.org

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The following are taken into consideration in determining financial need: income, assets (real estate, stocks, etc.), number of students at tuition-charging institutions, potential income of a non-employed parent, discretionary income expenditures and other financial resources.

Families are welcome to schedule an appointment with the director of admission and financial aid to discuss the process, particular family circumstances or an award.

For more information about the admission process or financial aid, contact the admission office, or visit our web site at www.gsbschool.org and follow the “Admissions” link.

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Facts At-a-Glance History: Formed through a merger in 1973 of St. Bernard’s School for boys in Gladstone (founded 1900) and The Gill School for girls in Bernardsville (founded 1934).

Enrollment: More than 675 students from eight New Jersey counties, in pre-kindergarten through grade twelve.

Class Size: Averages 14 to 16 students, depending on grade and subject.

Faculty: 105 faculty and administrators of which 56 percent have advanced degrees.

Honors and Advanced Placement: Courses offered in English, history, mathematics, foreign languages and the sciences.

Campus: 17 buildings on 79 acres in Somerset and Morris counties in central New Jersey. Includes separate Lower, Middle and Upper School buildings, athletic center, gymnasium, turf field, theater/art gallery and various administrative buildings.

Athletic Facilities: Sports facilities include a gymnasium and an athletic center, seven all-weather tennis courts, indoor and outdoor tracks, three full size basketball courts and professional soccer and ball fields. GSB fields teams in baseball, basketball, cheerleading, cross country, fencing, golf, ice hockey, lacrosse, soccer, softball, swimming, track and field and tennis.

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Extracurricular Activities: A full range of choices in the arts, community service, student government, athletics, academic clubs and activities such as Model U.N. and mock trial. In addition, Gill St. Bernard’s School is one of only two schools in New Jersey that participates in the national VOTES (Voting Opportunities for Teenagers in Every State) program.

Award-Winning Theater Program: The Mystery of Edwin Drood (2012) named best high school musical in the state of New Jersey, Outstanding Achievement by an Actress in a Supporting Role along with other awards. Kiss Me, Kate (2010) won Best Male Lead. The Secret Garden (2008) was selected as Outstanding Overall Production of a Musical and Outstanding Musical Direction along with other awards (Paper Mill Playhouse Rising Star Program).

Extended-Day Options: A program of supervised homework, play and special activities until 6:00 p.m. for students in pre-kindergarten through fourth grade; supervised study hall until 5:30 p.m. for Middle School students.

Summer Programs: Hi-Hills Day Camp at Gill St. Bernard’s begins the last two weeks of June for children ages 3 through 15 and offers a broad range of summer fun and academic enrichment programs. Both programs offer extended-day options to meet the needs of family schedules. Kinder Camp (ages 3-5); Traditional Day Camp (ages 6-13); Teen Travel (entering grades 7-9).

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Gill St. Bernard’s School is located on 79 beautiful acres on the border of Morris and Somerset Counties in Gladstone, New Jersey.

The school is minutes off of US-206, five miles from the center of Chester, 15 minutes from the junction of highways 287 and 78 and less than 30 minutes from Morristown center, Somerville and Hackettstown. For directions to the campus, visit the school web site at www.gsbschool.org.

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Gill St. Bernard’s School P.O. Box 604 St. Bernard’s Road Gladstone, NJ 07934 908-234-1611 www.gsbschool.org

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