The Pingry School: 1936 Admission Brochure

THE PIN G R Y SCHOOL

X

THE PI NGRY SCHOOL E L I Z A B E T H ,

Incorporated "

N E W

Not for Profit”

C O U N T R Y

J E R S E Y

1861

D A Y

S C H O O L

" A Country Day School is a school which combines scholastic advantages with wholesome recreation, thus providing a well-balanced school day of work and play. Such a programme meets the high stand­ ards required for admission to college and also the problem of afternoon leisure time which modern conditions have created.

It enables parents to keep

their boys with them during the formative years, before they go away to college, by mobilizing the resources of home and school in developing the knowledge, the habits of study, the physical health and the character needful for success in college and in life.”

Third edition ,

School buses, owned and operated by Pingry, bring boys from Summit, Short Hills and intermediate points. Many other boys come in private cars from these and other nearby towns.

Pingry School and Playing Grounds from the air.

h is to r y In 18 59 Captain Jonathan Townley opened a small school for boys in Elizabeth; but his country called him to war, in 1861, and he turned over his pupils to Dr. John F. Pingry. The new principal and owner was one of those school masters, born not made, who are the glory of the profession. For thirty years he was guide, philosopher and friend to boys who became lead­ ers and good citizens in many walks of life. The school, though lacking in physical equipment, became known for its development of character and of sound scholarship.

In 1891 a group of these loyal pupils formed a board of trustees to per­ petuate the founder’s name and work. They erected the present school build­ ing and added an athletic field, ample for that time. For over a quarter of a century a devoted group of trustees, made up largely of its graduates, con­ tinued the school as a day school devoted to the principles and practices of Dr. Pingry. In 1918 it was converted into a "country day school” provid­ ing a luncheon and including supervised play in the school day for all of its pupils above the fourth grade.

The next important step in the history of the school was the change of the legal form of trusteeship to "a corporation not for profit.” A strip of land was added to the athletic field, a gymnasium and swimming pool were built by gifts of alumni, parents and other friends, and the school building was considerably remodelled and improved. These improvements were made between 1923 and 1927. Its seventy-sixth birthday finds the school with its enrollment holding up well in spite of hard times, still maintaining that fine tradition of high standards of conduct and scholarship for which it has stood so long, and doing more than ever before to carry out the ideal of a sound mind in a sound body.

Page Three

Oflm A school so founded and so long useful could not but achieve a philoso­ phy of education based on fundamental principles. Its external objective, as in its earliest days, is to prepare boys for college. Most of our boys do enter college. But it would be an altogether narrow and superficial view of edu­ cation which regarded preparation for college as simply enabling boys to pass examinations. College is but a further step in the process of preparing youth for adult life, and if education means anything it means development which will make that life genuinely successful—successful in making a liv­ ing, successful in its relations with others, successful in its own inner experi­ ence.

To achieve anything approaching this kind of success, physical vigor is needed, but is of comparatively small value without mental discipline; nor are either or both of these qualities durably useful without values of the spirit.

All experience shows this obvious interdependence of the factors which com­ bine to make good manhood and good citizenship, yet the tendency of school and parents is to over-emphasize one or two of them at the expense of another.

The aim of Pingry is to keep this threefold development clearly and always as the basis of the co-operative effort of home and school which we believe to be the best educational combination up to college age—provided there is unity of purpose and sympathetic co-operation. Concretely, on its part, the school aims to carry its zeal for this complete development of its boys into every part of its life. Its high standards of work, set by able teach­ ers, mean both intellectual and moral discipline; the honor system in its ex­ aminations, fair play stressed in its athletics, and sincerity in its short daily chapel service minister to the spirit both in its social and its inner life; its well-conducted play periods, athletic fields, gymnasium and swimming pool afford facilities for physical strengthening; its curriculum, work shop, dra­ matic and musical organizations allow opportunities for individual talents. In these things it hopes to have the active support of the home, and it believes that the home can supplement these efforts with its affection, counsel, and so­ cial contacts.

Page Four

The Manual Arts are a definite part of the Lower School curriculum.

Older boys may elect to continue this work as a Hobby.

Pingry offers a complete curriculum in science— General Science, Biology, Chemistry and Physics.

Instruction in music is available in all grades of the school. In the Lower School it is a required activ­ ity; in the Middle and Upper Schools, opportunity is provided through the Orchestra and Glee Clubs.

Left: Association b e t w e e n masters and boys develops a cordial spirit of co-operation, and a personal interest in the individual boy.

Below: Two Dramatic Clubs provide ample opportunity for the encouragement of all phases of Stage Craft.

'

The School is organized in three departments as follows: High School period—Boys thirteen or fourteen to eighteen or nineteen years of age.

T

he

U p p e r Sc h o o l .

Session: 9 a. m. to 5 p. m., including luncheon between 12 and 1 and two hours of exercise and play.

Seventh and Eighth Grades—Boys usually enter at the age of eleven or twelve years.

T

he

M id d le Sc h o o l .

Session: 9 a. m. to 4:30 p. m., including luncheon between 12 and 1 and two hours for exercise and play.

First to Sixth Grades inclusive—Boys usually enter at the age of six years, though we sometimes accept a boy a little under six.

Sessions and Luncheons: First and Second Grades, 9 a. m. to 12:30 p. m.

No luncheon at school, no afternoon school. Milk served, mid-morning, at small price, on request.

T h e L o w e r Sc h o o l .

Third and Fourth Grades, 9 a. m. to 12:30 p. m. and 1:30 p. m. to 2:30 p. m. School luncheon optional with parents.

Fifth and Sixth Grades, 9 a. m. to 4:00 p. m. Luncheon between 12:45 and 1:30 p. m., and one and a half hours of exercise and play.

The unusual feature of this organization is the Middle School, the pur­ pose of which is to afford a helpful transition from the elementary to the more advanced high school work.

Each of these departments, with its curriculum, is described separately on subsequent pages. The three form a unified plan devised for the progress from small boyhood to young manhood.

Page Seven

< ~(She TapperSchool This department, covering the four years immediately preceding college, and including as it does the difficult period of adolescence, challenges the best resources of home and school. Of first importance in the school is the teach­ ing staff, consisting of college men of ability and experience. Thoroughness and understanding are the main objectives in the teaching. The ability of the teachers is given full scope to get the best results by the division of classes into small reciting sections (averaging from twelve to fifteen boys) so that no boy has a chance to "get by” with inadequate preparation. There is also a daily extra period for those who need special help or who have neglected their work, and boys may be summoned for help or make-up work on Satur­ day morning.

In addition to due emphasis on thoroughness and on the acquisition of the necessary knowledge, this department uses various means to teach boys to think for themselves and to appreciate the values of mind and spirit. This is not only an important part of the classroom training, but is developed in required public speaking in which current matters of national and interna­ tional interest are considered, and in discussions with the Senior Class about the simple elements of the Christian religion, held during the winter term.

In a comparatively small school of this type, with a variety of organiza­ tions and with a faculty large for the numbers in the school, boys of out­ standing ability or personality are not the only ones who receive the stimula­ tion and training which comes from the classroom, membership in athletic teams, holding offices, etc. There is much more opportunity for the average ambition. The ablest boys are likely to have more responsibilities than they would have in a large institution, but not enough to hurt them; and many others, who would be lost in the crowd of a big class or school, have a chance to develop latent executive abilities cr unsuspected talents.

Thus the principle of all-round development to which the school is com­ mitted has its fullest scope in the increasingly full life and abundant oppor­ tunities of the Upper School.

Page Eight

Gurricutum III

Form .

English, emphasis on mechanical proficiency, review of grammar; on the literary side, Scott, Dickens, and some poetry. Algebra to quadratics. Latin continued from II Form; a Beginners’ section for those just entering. French continued from II Form; a Be­ ginners’ section for these just entering.

Elective: General Science.

IV

Form .

English, vocabulary; selected novels, J. B. Priestly, Dickens, Con­ rad; narrative and lyric poems. Algebra, through quadratics, progressions, and binomial theorem. Latin, Caesar. French> through College Board requirement for second year.

Electives: Ancient History (Greece and Rome); Mechanical Drawing.

A t the end of this year boys may take College Board Examinations in Caesar, French 2, Algebra A and Ancient History.

V

Form .

English, composition, Howells; Shakespeare, modern drama, Sinclair Lewis, Hardy, biography; poetry. Plane Geometry.

Electives: Cicero; French, 3rd Year; Greeky German or Spanish, 1st Year; Modern European History. Biology, Chemistry* or PhysicsA Mechanical Drawing.

A t the end of this year boys may take College Board Examinations in plane geometry, history, science or languages, according to what they have elected.

VI

Form .

English, study of the drama, the essay and poetry, with discussion and long themes.

Electives: Advanced Algebra, Solid Geometry or Plane Trigonom­ etry ( l/ z year each); Vergil; Greek, German or Spanish, 2nd year; 4th year, French; American History and Civics; Biology, Chemis­ try* or Physics;* Mechanical Drawing.

A t the end of this year boys may take College Board Examination in comprehen­ sive English, mathematics, history, science or languages, according to what they have elected.

* Chemistry and Physics are offered in alternate years.

Page Nine

< ^ h e ^Middle School The transition from one department of a school to another always presents difficulties of adjustment. These difficulties can never be entirely obviated, and it is questionable whether they should be. The challenge of difficulty is not bad for a boy, it tests his manliness. But these difficulties can and should be moderated. Adjustments of work and of methods of teaching may be made profitably before the high school period. The Middle School is planned with this end in view.

Men teachers and the introduction of elementary Latin and French into the curriculum are the main points of difference from the elementary grades, introduced in this department. We find that men teachers who like and un­ derstand boys of this age have a firmer hand and "step up” the average in­ dustry of the classes. Experience also teaches the decided advantage in an early start in foreign languages. The high school period is inevitably over­ crowded, with college entrance requirements as they are, and any relief is beneficial. Then, too, a smattering of Latin and French is worse than useless.

More time, such as we give, is needed by the average boy to acquire a real knowledge of them.

In order to modulate the change from the classroom teacher plan of the six lower grades and make the transition less abrupt, the two classes of the Middle School have a common study room and are in special charge of the head of the department who has had long experience with boys of this age.

The First Form has one teacher for English, one for Latin, one for Arithmetic and one for Social Science, so its members get used to several teachers by degrees. There is a special period each day and Saturday morning for help and extra work for those boys who have been lazy or who need further ex­ planation or drill, in order to insure good work and good understanding.

Standards are high, but not beyond the powers of average boys of this period.

The Middle School also forms a convenient athletic unit. The boys of this group take their play under the direction of our physical department in the early afternoon, coming in for a study period from three-thirty to fourthirty. They have their own teams and contests. They are with the older boys at luncheon and in chapel but are otherwise separate from them.

Page Ten

I F o r m .*

II

F o r m .*

English. Special emphasis laid on legibility and neatness in hand­ writing and on the essentials of English grammar—parts of speech, spelling, and punctuation; short stories suitable to this age, nar­ rative poems, such as Hiawatha and Horatius at the Bridge, and some simple poetry of various kinds make up the literary side of this work. Latin is correlated with the English grammar; it in­ cludes the declensions and conjugations, together with simple exer­ cises in translation. Arithmetic, a thorough review of the funda­ mental processes with drill in speed and accuracy; careful.study and practice in problems and- principles of percentage, and taxes, denominate numbers and simple interest; and. instruction in the elementary processes of geometry, involving compass and pro­ tractor. Social Science, and current events, the interesting mod­ ern method of combining historical, economic and geographical facts. The text is "An Introduction to American Civilization,” a book written for children of this grade.

English, continued emphasis on the-mechanical essentials of writ­ ing English and of grammar, "Lorna Doone” and "Adventures in Literature,” for the literary aspect of the subject. Arithmetic, percentage in all its applications, compound interest, bank dis­ count, proportion, areas of circles, cylinders, square root, and life insurance, stocks and bonds, general review. An introduction to algebra including work with simple formulas. Latin (elementary) continued from I Form. French (elementary) begun as a full time subject. Social Science continued with sequel to text above, "A History of American Civilization.”

* Seventh and Eight Grades.

Page Eleven

Mhe Mower School At the head of the department and in immediate charge of the Sixth Grade is Miss Harriet Budd, who, in length of service to the school and in qualities which make the born teacher, can only be paralleled in the history of the school with Dr. Pingry himself. What he was to the older boys of his generation, Miss Budd has been to many generations of younger Pingry boys —unfailing in sympathy, affection and understanding.

Miss Budd is assisted by a group of fine experienced women. They aim for a happy medium between some of the extremes of freedom of the socalled "progressive schools,” and the stiff unsympathetic discipline of the older type of education. There is a good deal of freedom and no harsh strictness or severity; but on the other hand there is a distinction made, according to the capacities of the boys* ages, between work and play; and they are taught, for gradually increasing periods of time, to concentrate on their studies, particularly the three R’s. The classes are so small, ranging from ten to twelve in the lowest grades to twenty or twenty-five in the Sixth Grade, that individual attention and assistance can be given to all.

The half hour recess periods for the First to Fourth Grades are directed by our skilled physical department, outdoors when the weather permits, oth­ erwise in the gymnasium. These boys do not regularly stay for luncheon, but may do so by special arrangement if they live at a distance. Milk is pro­ vided at small cost for those whose parents wish it.

The Fifth and Sixth Grades are expected to stay for luncheon, which they have with their teachers at a different time from that of the older boys.

They have their play period in the late morning. Each boy has a locker and is required to change for athletics. During the athletic period (about an hour and a half) the physical director has charge, so that the little boys have the benefit of the same trained athletic guidance as the older boys. This is a valuable factor in their all-round development. Another factor is morning chapel, for all six grades, conducted separately four times a week, a short, simple and appropriate service. Once a week they meet in chapel with the older boys—their only contact—which serves to give them a sense of unity with the entire school.

Page Twelve

C urriculum Arithmetic, simple number work, counting and writing up to 100; simple addition, number games, speed tests. Reading, sounds and phonetic families, flash cards, pre-primer books, etc. Spelling and W riting.

F ir s t G ra d e .

Arithmetic, addition of larger numbers, subtraction, multi­ plication and short division by 2, 3, 5; Roman numerals, time telling, speed tests. Reading, Spelling, Writing.

S e c o n d G ra d e .

Arithmetic, multiplication tables, multiplying by two num­ bers, oral drill, speed tests. Reading, oral and silent. Writing. Geogra­ phy, How and Where We Live (Allen). English.

T h ir d G ra d e .

Arithmetic, further practice in addition and subtraction, multiplication and division, denominate numbers, counting, simple fractions and problems. Reading, silent and oral. Spelling. Writing, special emphasis on neatness and legibility. Geography and History com­ bined. English.

F o u r t h G ra d e .

Arithmetic, fractions and mixed numbers in the four proc­ esses, decimals, problems; rapid oral practice ("mental arithmetic”).

Reading. Spelling. Writing. Geography and History, Geography of North America; American Beginnings in Europe, Story of the English, and Explorers and Founders of America. English. Manual Training.

F i f t h G ra d e .

Arithmetic, Review and advance in common and decimal fractions; oral drill; denominate numbers. Reading, Geography and History, geography of outlying possessions of U. S. and of Central and South America; Makers and Defenders of America (U. S.), discussion of characters. Spelling. Writing and English, emphasis on neatness and legibility in all current work; memorizing; books read aloud and dis­ cussed. Manual Training.

S ix th G ra d e .

In all grades Music and Art are taught according to modern methods for different ages.

Page Thirteen

_M iscellaneous The morning assembly from 9 to 9:20 is attended daily by the Upper and Middle Schools. It consists of a brief, en­ tirely unsectarian, but sincere period of worship—a hymn, responsive read­ ing or a short talk, and a short prayer. This is followed by short talks or discussions by two or three boys on current, national or international affairs, or on some item of interest in the news of the day. Every boy in the Upper School is required to speak several times a year.

C ha pel

and

P u b l ic S p e a k i n g .

This public speaking is a unique and quite valuable feature of our pro­ gramme. It not only gives a boy practice in "speaking on his feet,” a useful accomplishment, but it broadens his outlook and helps to develop that im­ portant and too often neglected part of education—learning to think for one­ self.

Music. A school orchestra, a "miniature orchestra” in the Lower School, a glee club, a younger boys’ chorus—these are some of the musical activities promoted by the director of music and by his assistant in the Lower School.

The latter also gives musical instruction in the grades and the former gives an optional course in appreciation in the Upper School. " A t h l e t ic s for all” is the watchword of the men who have charge of this important part of the Pingry programme. Each term, boys choose the sport they prefer: in the fall, football, soccer or tennis; in the winter, basketball, boxing, wrestling, gymnastics or swimming; in the spring, baseball, track or tennis. There are "school teams” but also many others—second, third, fourth, fifth, "midgets” and "sub midgets,” in football and baseball, down through the Fifth Grade. Whatever a boy’s size or athletic ability we can usually fit him somewhere. The gymnasium, swimming pool, athletic field and tennis courts are occupied intensively much of the day by the various groups.

A physical examination is given by the school doctor at the beginning of each school year, and parents are informed of any defects found. The phys­ ical department also offers corrective work for boys who need it.

Page Fourteen

Pingry provides sports for boys of all ages.

Right: Midget baseball team. Below: Varsity Tennis Team.

Eight football carry on active ules in the fall. from one of the

squads sched­ Scene games.

Spacious playing fields where a great variety of out­ door sports are conducted under the supervision of trained leaders.

Swimming pool, where boys may have a daily swim after athletics or receive instruction.

R in q ry ^Representation in Colleges Fif teen Years>1921-1935 (P^T3 Admitted to College Directly from Pingry

By College Board Examination

By School Certificate

85 129 214

Number who failed to complete Freshman year (the year for which the school is held partially responsible) 5 Entered Business Life instead of College ....................................................... 27 Spent a year away because of immaturity, before entering College 14 Took an extra year at Pingry for same reason 15 Harvard, Yale, Princeton, Haver ford, and M. 1. T. admit only by College Board examination. The other colleges listed below give a choice. Some of our boys have entered them through Board Examination, the majority by certificate.

DISTRIBUTION OF GRADUATES BY COLLEGES Princeton ...

Virginia ....

Lehigh .......

Dartmouth Pennsylvania Yale Colgate .......

Harvard Williams ...

Amherst ....

Bowdoin Wesleyan ...

Hamilton ...

Lafayette ...

Total number of Colleges, 39 ........ 58 Rensselaer ............................................. ........ 17 Pratt Institute ...................................... ........ 14 Union ................................................... ........ 14 Cornell ................................................... ........ 9 Haverford ............................................ ........ 8 Stevens ................................................... ........ 8 Swarthmore .......................................... ......... 7 Naval Academy .................................... ........ 7 Middlebury ............................................ ........ 6 Brown ................................................... ........ 6 North Carolina .................................... ........ 5 Trinity ................................................... ........ 5 Rutgers ................................................. ........ 5 New York University ..........................

The following, one each: M. I. T. Black Mountain Columbia Duke Notre Dame Rollins Worcester Tennessee Albright Maryland Michigan

4 3 3 3 3 2 2 2 2 2 2 2 2 2

Page Seventeen

M LSSLO n

Enrollment is effected through filling out an "application blank” and its acceptance in writing by the Headmaster. Previous to this a personal in­ terview with the Headmaster is essential, and a boy’s former school record should be presented.

In the cases of boys whose parents desire them to enter the Upper School, examinations must be passed in the subjects essential to the class they wish to enter, or College Board credits must be presented.

These entrance examinations are held at the school in June, immedi­ ately after the close of school, and in September just before school opens. The former is the better time, as partial failure may be made up during the sum­ mer.

T c EXPENSE L o w e r Sc h o o l

First Grade .......................................................................................$125.00 Second Grade .................................................................................. 150.00 Third and Fourth Grades .............................................................. 225.00 Fifth and Sixth Grades .................................................................. 275.00 M id d le Sc h o o l

First and Second Forms .................................................................. 350.00 U p p e r Sc h o o l

Third and Sixth Forms, inclusive..................................................

400.00 Above the Second Grade there is a reduction of $25.00 per boy on the tui­ tion of each additional boy from the same family.

Payable three-fifths October 1st and two-fifths on February 1st.

Luncheons, at estimated cost (beginning Fifth Grade; optional for Third and Fourth Grades), $40 per half year, payable October 1st and Febru­ ary 1st.

Pingry School Buses from Summit and Short Hills respectively. Charge ac­ cording to cost—approximately $60.00 for school year.

Athletic Dues and Subscriptions to school paper, Middle and Upper Schools, $10 a year; Lower School, $5 a year.

Boys using Physics or Chemistry laboratory, $15 breakage and materials fee.

No remission of fees is made in case of enforced withdrawal from the school; or of voluntary withdrawal, except in case of prolonged illness, when one-half the tuition for the time lost will be remitted.

Boys entering after November 15 will be charged pro rata for the remainder of the year.

Page Eighteen

Art is encouraged through re­ quired work for younger boys, optional for older boys.

A daily hot lunch is served in the school dining room. Meals are planned and pre­ pared by an exper­ ienced staff. Typical m e n u s consist of meat, potatoes, green v eg e ta b les, mi l k, bread and butter, and dessert.

A corner in the library—"the laboratory of the humanities.”

GEORGE R. ILES, Printer