Pingry School
Coordinates: 40°37′11.9″N 74°34′02″W / 40.619972°N 74.56722°W / 40.619972; -74.56722
| The Pingry School | |
|---|---|
|
Maxima reverentia pueris debetur The greatest respect is due to the students. |
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| Location | |
| Martinsville and Short Hills, NJ | |
| Information | |
| Type | Private Day school |
| Established | 1861 |
| Headmaster | Nathaniel E. Conard |
| Faculty | 177 (on FTE basis) |
| Enrollment | 1,027 (as of 2009-10) |
| Average class size | 14 students |
| Student to teacher ratio | 5.8:1 |
| Campus | 240 acres (970,000 m²) |
| Color(s) | Blue and White |
| Athletics | 20 varsity sports |
| Athletics conference | Skyland Conference |
| Mascot | Big Blue (name was assigned to a bear, used as a symbol in athletics) |
| Average SAT scores | Middle 50%: 620-700 critical reading, 610-720 math, 600-690 writing |
| Endowment | $60.5 million |
| Budget | $36,800,000 |
| Tuition | $27,050 - $31,615 |
| Website | School website |
The Pingry School is a coeducational, independent, college preparatory country day school in New Jersey, with a Lower School (K-5) campus in the Short Hills neighborhood of Millburn, and a Middle and Upper School campus in the Martinsville section of Bridgewater Township. The school was founded in 1861 by Dr. John F. Pingry. The school has been accredited by the Middle States Association of Colleges and Schools Commission on Secondary Schools since 1998.
Pingry's headmaster is Nathaniel E. Conard. The school has an endowment of more than $60.5 million.
Pingry’s 200 full-time faculty have 13 doctorates and half have master’s degrees, with an average tenure at Pingry of 13 years. The school also has a student-initiated Honor Code, which dates back to 1925, and requires its students to complete ten hours of community service each school year.
Read more about Pingry School: Student Body, History, Athletics, Facilities, Student Publications, Accreditation, Notable Alumni
Famous quotes containing the word school:
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)