Brookstone Magazine Spring 2026

IN THIS ISSUE:

CELEBRATING 75 YEARS OF BROOKSTONE

EDGE STRATEGIC PLAN UPDATE

GRADUATION OF THE CLASS OF 2026

WELCOMING THE NEW HEAD OF MIDDLE SCHOOL

THE RETURN OF DR. JIM EAST

REIMAGINING MIDDLE SCHOOL FINE ARTS

THE MAGAZINE • SPRING 2026

BROOKSTONE MAGAZINE SPRING 2026 BE THE ONE WHO LEADS

2025-2026 BOARD OF TRUSTEES OFFICERS

Mr. Travis Wade (’94), Chairman of the Board

MAGAZINE STAFF

DESIGN: Bianca Brown Assoc. Director of Communications

EDITING: Taylor Green, Ed Martin, Mundy McQuinn, Joe Mills, Anne Parker, Bonnie Smith, and Meg Stewart

PHOTOGRAPHY: Taylor Green, Justin Gaston, Bennett Counts, John Pyle, Brookstone Yearbook Staff, Brookstone Social Media, BPA, SE Photography

The Brookstone Magazine is produced by the Communications Office for alumni, parents, and friends of Brookstone School. Letters and suggestions for articles are welcome.

MISSION STATEMENT

Brookstone School, a collegepreparatory school founded in the Judeo-Christian ethic and committed to academic excellence, endeavors to build in its students the core values of loyalty, courage, wisdom, honor, service, respect, and leadership.

CONTACT

440 Bradley Park Drive Columbus, Georgia 31904

Phone: 706-324-1392 www.brookstoneschool.org

NON-DISCRIMINATORY POLICY

Brookstone School admits students of any race, color, gender, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, or national or ethnic origin in the administration of its education policies, admission policies, scholarship and loan programs, athletic programs, and other school-administered programs.

Mr. Billy Blanchard, Past Chair

Mr. Bo Bickerstaff (’96), Chair-Elect

Mr. Jason Branch (’91), Secretary

Mr. Pace Halter, Treasurer

MEMBERS AT LARGE

Mr. Jeff Beck (’95)

Dr. Alice Cellino (’98)

Mr. Keith Chambless (’76)

Mr. Bob Dixon

Mr. Daniel Hord

Mrs. Stephanie Hunter (’81)

Mrs. Lee Lee James

Mrs. Katie Krieg (’00)

EX OFFICIO

Mr. Henry Heil, Head of School

Mrs. Linda Logan (’82)

Mr. Cal Martin (’73)

Mr. Adam Pease (’99)

Mrs. Lane Riley (’01)

Dr. Kaizad Shroff

Mr. Mat Swift

Dr. Ted Thorne

Ms. Laura Cline, Assistant Head of School for Finance and Operations

Mr. Ed Martin, Assistant Head of School for Institutional Advancement

Mrs. Bonnie Smith, Assistant Head of School & Director of the Learning Center

EXECUTIVE LEADERSHIP TEAM, SPRING 2026

Mrs. Meghan Blackmon, Director of Servant Leadership & Blanchard Leadership Institute

Mr. Hunter Chapman, Director of Strategic Academic Initiatives

Ms. Laura Cline, Assistant Head of School for Finance and Operations

Mr. Jacob Crowder, Director of Wellness & Upper School Counselor

Mrs. Dani Dufrene, Director of College Guidance

Mrs. Taylor Green, Director of Communications

Mr. Henry Heil, Head of School

Dr. Kris Maguire, Head of Middle School

Mr. Ed Martin, Assistant Head of School for Institutional Advancement

Mrs. Mundy McQuinn, Executive Assistant to the Head of School and Board of Trustees

Mr. Joe Mills, Head of Preschool

Mrs. Anne Parker, Director of Enrollment

Mrs. Bonnie Smith, Assistant Head of School & Director of the Learning Center

Mrs. Javonne Stewart, Head of Lower and Intermediate Schools

Ms. Cindy Todt, Head of Upper School

Mr. Jamie Williams, Director of Athletics

BROOKSTONE MAGAZINE

FACULTY SERVICE AWARDS 2026

SAFETY IS OUR PRIORITY: JONNIE ELLERBEE, A YEAR IN REVIEW

BE THE SUNSHINE: SERVANT LEADERSHIP RECAP

FINDING THEIR PLACE IN MIDDLE SCHOOL: THE CAIN FAMILY SPOTLIGHT

I

DR. JIM EAST

WELCOME MAGGIE HENDERSON: THE NEW HEAD OF MIDDLE SCHOOL

EMPOWERING FUTURES: A YEAR IN REVIEW OF BROOKSTONE’S COLLEGE GUIDANCE PROGRAM WITH DANI DUFRENE

REIMAGINING MIDDLE SCHOOL FINE ARTS

MATHADOLOGY WITH SARAH SCHAEFER

BROOKSTONE

EDGE UPDATE: DONOR-DRIVEN IMPROVEMENTS AT BROOKSTONE

SUPPORTING SPACES THAT SHAPE STUDENTS: ISA MEEKS ‘01

BUILDING

75 YEARS OF BUILDING LEADERS: THE CLASS OF 2026

CELEBRATING 75: “BE THE ONE” DAY, BIDDING FOR BROOKSTONE, & DISTINGUISHED ALUMNI 2025

BROOKSTONE’S GENTLEMEN OF DISTINCTION: BEAUTILLION BALL 2025

ARTWORK BY KATIE BROOKS ‘26

A letter from the Head of School

Dear Brookstone Community,

In early April, Yale University released the Report of the Yale Committee on Trust in Higher Education. The report, authored by a select group of Yale professors, acknowledged the changing landscape of higher education that many of us have observed. Over the last decade, confidence in colleges and universities dropped from 57% to 36% due to sharply rising costs, the state of the admissions process, grade inflation, a highly politicized climate, and a perception that institutional missions have shifted. Even an Ivy League school should be concerned by this data.

Ultimately, the report summarized the committee’s twenty recommendations, which focused primarily on forces within the university’s control. These recommendations included reexamining the mission, finding ways to make access more affordable, and reforming admissions protocols. Additionally, the report called for the university and its employees to deliver on value, recenter the classroom sans devices, be human, communicate effectively, and lead by example.

Why does this report matter to me and why should it matter to you?

Typically, independent schools adopt policy and track trends that trickle down from higher education. Take, for example, classroom pedagogy. For years, my generation of teachers lectured and tested in the same ways we experienced college because we wanted our students to “be prepared” for what they would face. Now, the college classroom looks very different, and we have realized that students may not be as effectively prepared as we imagined. So, we have adjusted. We vary our teaching styles, include more collaborative

work, and give students opportunities to demonstrate their learning in new and different ways. We have learned how to better equip them for what’s next.

After reading the Yale University report, however, it appears that higher education should pay closer attention to the approach of independent schools, particularly at Brookstone School. I strongly assert that we are mission focused, cost-conscious, and available to the best and the brightest in Columbus, regardless of background. I also fully believe that we deliver tremendous value, challenge our students academically, teach and model strong leadership, communicate well, and care deeply about being human. Are we perfect in our execution? Maybe not always. But, adherence to our core values and mission shape how we interact with one another. Whether it is our shared focus on developing leaders, our community emphasis on honor and integrity, or our collective joy as we watch our children grow in courage on the stage before our eyes, we are all pulling the proverbial rope together in the same direction. As a result, it is easy to spot someone who doesn’t buy in. A community that centers humanity alongside learning is worth being a part of. Hey, Yale, if you want to see it done right, come on down to Columbus!

Relating to value and communication, I am regularly reminded of the power of word of mouth in the greater Columbus community. Brookstone School’s website, our gorgeous biannual magazine, strong social media presence, and other marketing and communication channels are flush with information about the school. For example, go to our website and find that any question can be answered with just a few clicks. In a recent conversation with a prospective family about their son’s academic challenges, I shared the advantages of our revamped daily schedule and the expertise of our Learning Center faculty. These and other factors could

make a marked difference in his life. They were astonished! I hope that the information I provided them will encourage them to apply. At the end of the day, despite the fact that we do our best, through traditional channels, to get the good news out into the world, nothing can replace a conversation. If there is something you have been happy about in your child’s experience, please spread the word. The story of Brookstone is not just what happens on our campus each day. It is shaped and strengthened by our families who choose to be a part of it and share it with others. We would not be Brookstone without you, and we are grateful for the role you play in helping others see what makes this place so special.

This summer, the Executive Leadership Team and Board of Trustees will read The Collective Edge: Unlocking the Secret Power of Groups. Feel free to join us in that endeavor. I am eager to hear your takeaways.

On the following pages, you will read a message from Travis Wade, Brookstone’s outgoing Chair of the Board of Trustees. Over the last three years, Travis has provided extraordinary leadership for Brookstone School. As a parent of two alums and an alum himself, he cares deeply about the school. He has played a pivotal role in a new and exciting Strategic Plan, record annual funds, balanced budgets, and revamped governance practices. His wisdom is only superseded by his remarkable ability to balance empathy with action. He has been a trusted advisor and counselor for me, and I am deeply grateful for our time together. Please join me in thanking him for his service.

Go Cougars!

Henry F. Heil Head of School

A letter from the Chairman of the Board

Dear Brookstone Family,

This Spring marks two milestones in my time with Brookstone. First, my tenure as chair of the Board of Trustees concludes, but my time as a Brookstone parent ends, as well. I will always feel a close connection to Brookstone, but passing these two moments in time feels like a significant transition. As I reflect on my interaction with the school, its faculty and administration in these two capacities, I could not be prouder of how Brookstone serves its community.

As a parent, I have seen Brookstone instruct my daughters from age 4 all the way through graduation. Like all “lifers,” they have benefited from dedicated faculty who develop their character and intellect with the end goal of preparing them for college. An important difference is the many other opportunities that are available to students as part of the Brookstone Experience. In addition to classroom work, students are developed as leaders, taught to serve one another and their community, and carefully guided to their eventual college of choice. They have access to arts and athletics, with many Brookstone students beautifully balancing time and activities across both areas. Brookstone offers many pathways to explore passions and interests, serving as an important guide on the way to college, choosing a major, and transitioning to young adulthood.

As board chair, I witnessed Brookstone take significant steps forward over the past three years under the leadership of our Head of

School, Henry Heil. Henry has placed talented individuals in important roles ranging from division heads to advancement to athletics. These individuals are successfully moving the school forward, further improving the lives of both current and future students.

Perhaps the most important recent accomplishment of the board is the approval of a new strategic plan. The Brookstone EDGE will further develop our community, evolve our curricular programming, ensure continuing financial strength and sustainability, and make meaningful improvements to our campus. This work, which is already underway, will guide the efforts of the board and school leadership for years to come. It will prioritize our strategic fundraising while focusing on initiatives most important to our near future.

A critical area of recent investment is our College Guidance Program, part of Dynamic Curricular Programming. Under the leadership of Dani Dufrene, the College Guidance Department offers a truly unmatched experience that begins by engaging families in the 8th grade. This process focuses on academic requirements and facilitates an understanding of students’ gifts and talents, ultimately creating a clear path to higher education. Students and families are provided important information, and there is ongoing communication from start to finish. This program, available to every student, is truly unique to our region.

Finally, I would like to highlight the sound financial oversight and execution at Brookstone. Through the dedication and hard work of both Henry and Laura Cline, we have seen balanced budgets for each of the past three years. We absolutely must continue to be good stewards of our school resources, and I am confident future boards will maintain this focus. As we work to grow

our endowment, maintain appropriate tuition levels, and raise annual funds for support, Brookstone will retain a strong foundation for many years to come.

It has been a pleasure and a humbling honor to serve in this role, and I am certain that our next chair, Bo Bickerstaff, will lead us well. I’ll always remain a Brookstone alum and “lifer” and look forward to what the future holds for our school and community!

Travis F. Wade Chairman of the Board

CELEBRATING 75 YEARS OF BROOKSTONE

For 75 years, Brookstone School has been shaped by the people who have walked its halls, stood on its stages, competed on its fields, and invested in its future. What began in 1951 as a small school with a bold vision has grown into a thriving community marked by meaningful relationships, transformative opportunities, and a steadfast commitment to developing loyalty, courage, wisdom, honor, service, respect, and leadership in students.

As we celebrate Brookstone’s 75th anniversary, this edition of the magazine reflects both where we have been and where we are headed. Throughout these pages, you will read stories that honor the traditions, experiences, and people instrumental in defining Brookstone across generations. You will also see how our community continues to invest in the school’s future through innovation, strategic growth, and a shared belief in what Brookstone can build upon over the next 75 years.

This milestone is more than a celebration of history. It is a celebration of the countless students, families, faculty, alumni, and friends who have shaped the Brookstone story and continue to carry it forward. Whether your connection to Brookstone began decades ago or this year, we are grateful you are part of this community and this legacy.

Here’s to 75 years of Brookstone and all that is still ahead.

ENGAGED COMMUNITY

Brookstone School will strengthen its community by creating an inclusive, encouraging, accountable, and safe learning environment. All students, faculty, and families will recognize, understand, appreciate, and implement the core values of loyalty, courage, wisdom, honor, respect, service, and leadership in their daily lives.

2026 Faculty Service Awards

Safety is Our Top Priority: Jonnie Ellerbee, A Year in Review

Be the Sunshine: Servant Leadership Recap

Finding Their Place in Middle School: The Cain Family

I Still Dream in Blue: The Return of Dr. Jim East

Bought In From the Beginning: Ian Headley, A Year in Review

THE HENRY SWIFT SERVICE TO SCHOOL AWARD

In 2019, the Henry Swift Service Award was established in honor of loyal board member Henry Swift to recognize those employees who have made a significant career commitment to Brookstone School. Henry served as a dedicated and engaged Brookstone Trustee for over 50 years. The program is designed to recognize and express appreciation to faculty and staff at each five-year milestone of service to Brookstone School. This year, the program took place May 21st.

15 YEARS OF SERVICE

10 YEARS OF SERVICE

5 YEARS OF SERVICE

Cathy DiQuattro, Len Kilgore, Andrew Stubbs, Leigh Smith, Danielle Sutton, Dorsey Hannahan, Karen Waters, Dana Holland, Angela Jones, Patrick Griffin, Shelly Borders, Linda Sheffield, and Haley Champion

Kathy Jones, Joe Mills, Alissa Jordan, Wendy Highnote, Emily Allardice, and Dr. Kris Maguire

Karen Hearn and Katie Forsyth

My first year as an official “full-time” Brookstone School employee has ended, and all I can say is, “Wow, what an amazing place to be!”

I worked security for Brookstone School on a part-time basis for over 10 years, but when I heard they were going to hire a Campus Security Officer full-time, I had a decision to make. Do I retire from the sheriff’s office after almost 36 years of service to our community? Do I apply for the position at Brookstone?

The answer: Absolutely!

The Upper School young men and women learning to become adults and preparing for their next chapter, the Middle School students with energy and questions, and the Intermediate and Lower School kids full of wonder—it is amazing just to be around them all.

I wanted to serve a community that has been so welcoming to me. I have been blessed to have done just that. The Brookstone School community is second to none. It is a family. The students, faculty, staff, and parents are the best.

In today’s climate, we must all be vigilant regarding the safety and security of our school. We must all come together to maintain that culture. As the first full-time, sworn security officer, the safety and security of our school is my primary concern, and I have enjoyed working with my co-workers, updating emergency plans, performing mandated safety and security drills, reviewing surveillance videos, and creating buy-in with the faculty, students, and parents this year. Together, we can keep Brookstone a safe and secure environment to work, grow, and learn.

Then there is Friday night football, Thursday night soccer, every night basketball, baseball, softball, tennis, prom, graduation—the list goes on and on. Plays in the Turner Center, Market on the Quad, the Country Fair! The time, dedication, and commitment of the faculty and the parents, the genuine care they show towards the students and each other.

Almost everything about Brookstone School is great and I have been asked multiple times what the best part is; for me, it is a hard choice.

But if I had to pick just one, I would have to say it is morning carpool at the Preschool. The children are full of smiles and laughter. While wearing my Blue and White Day regalia, my Turkey costume for Thanksgiving, or my Santa costume for Christmas break, I see the laughs and smiles from the kids and parents alike. When I open the car doors to get them out to start their day, I hear their small voices excitedly say, “Mr. Jonnie!” I see a parent laugh and hear them say, “This is Why Brookstone.” These moments give me confirmation that I made the best decision to come to Brookstone. It warms my heart and makes my soul smile because they have shown me that there is still good in the world. I hope that I make them all feel safer by being here.

BE THE SUNSHINE SERVANT LEADERSHIP RECAP

Meghan Blackmon DIRECTOR OF SERVANT LEADERSHIP & BLANCHARD LEADERSHIP INSTITUTE

This year, Brookstone further strengthened its long-standing commitment to servant leadership, grounded in the framework of Developing Ourselves, Engaging with Others, and Impacting Our World. Through the Blanchard Leadership Institute, students participated in intentional programming designed to foster self-awareness, empathy, communication, and leadership growth. Highlights included Developmental Sprints, guest speakers, assessments, and leadership activities for students.

These leadership lessons came to life through meaningful service and community engagement opportunities across all divisions of the school. Students participated in Weeks of Service, before and after school service projects, Chick-fil-A Leader Academy initiatives, Beyond Brookstone career programming, and ongoing partnerships with organizations throughout the Columbus community. Brookstone students continue to model lives of purpose and impact with a focus on servant leadership.

our summer service opportunity guide is live! click here to access opportunities to stay engaged with community organizations and serve throughout the summer.

FINDING THEIR PLACE IN MIDDLE SCHOOL: THE CAIN FAMILY SPOTLIGHT

When alumnus Springer Cain ’99 and his wife, Laura Susan Cain, began thinking about middle school for their children, they did what many parents do. They explored their options.

As parents of four children, including two sons now in Brookstone’s Middle School, the Cains wanted to find a place where their children would not only succeed academically but continue to grow in confidence, leadership, and character.

After exploring schools across Columbus, they found themselves drawn to Brookstone’s intentional approach to the middle school years and the opportunities students are given to lead.

in themselves. For their family, those opportunities have helped shape the middle school experience into something far greater than simply coming to school each day.

The Cains have also appreciated the many ways Brookstone encourages students to become involved across campus, whether through academics, athletics, leadership opportunities, or the arts.

One especially meaningful experience for their family came this past year when their younger son participated in the Middle School musical.

“We knew the arts program at Brookstone was incredible, but this was really our first firsthand experience with it,” Springer said. “Being part of the musical helped him come out of his shell a bit.”

WHAT REALLY STOOD OUT TO ME WAS THE LEADERSHIP STRUCTURE FOR THE KIDS.

“ “

Laura Susan shared. “It seemed like every student had the opportunity to learn to be a leader.”

Through opportunities like Coalition and the Ambassador program, the Cains have watched their sons learn to use their voices, serve others, and become more confident

For the Cains, the experience reflected something they have consistently seen throughout Brookstone’s Middle School. Students are encouraged to try new things, supported by their teachers and peers, and given opportunities to grow both inside and outside of the classroom.

Brookstone has also become a place where the Cain family has celebrated together, whether cheering from the sidelines, attending performances, or recognizing academic accomplishments along the way.

What initially began as a middle school decision has ultimately become something much bigger for their family—a place where they can envision their children continuing to grow for years to come.

click here to listen to the cain family’s story

I STILL DREAM IN BLUE THE RETURN OF DR. JIM EAST

A Q&A WITH JIM EAST

What has it been like returning to Brookstone this semester?

Things were so well organized and the team so welcoming; the return was effortless. This instructor was a little creaky with the technology, but the tech team here has improved the interface and speed so much that printers, the gradebook, and Google Classroom are easier to navigate.

When the opportunity arose to come back and teach this semester, what made you say yes?

It was easy to say yes to the opportunity: Just to cover for the arrival of Miss Jeanette Calhoun (Tess and Cason’s daughter) on earth was a career-long achievement.

What has felt most familiar about being back on campus?

The rhythms of the day: homeroom greetings, morning announcements (with a little gusto on southern fried chicken days), motivational

phrases from Pericles, Friday trivia, the hijinks and hacky sack in the hallway, laughing coveys of underclassmen around lockers early and late, mounds of pastry in the faculty lounge, teaching willing students, kibitzing with old colleagues and catching up on their children and, of course, the unruly closing period of the day. All familiar.

What has stood out to you most about today’s Brookstone students?

Though the question begs a contrast with past students, a teenager is a teenager with all the needs for guidance, discipline, instruction, recognition, and praise, no matter the generation. The level of civility and politeness is still very apparent, especially among the upperclassmen; students randomly thank one another after class or help to tidy a room without prompting. The energy and enthusiasm are certainly remarkable, as well.

The only difference that seems apparent is more a function of the unsettled culture and social

media in our country than anything else. This instructor thinks it an error to assume students are intentionally disrespectful, not listening, or unwilling to learn. Simply, culture that was once settled is now wildly scattered. So, it’s a perfect time for a culture like ours—competitive, academic, disciplined, service-oriented, and faith-based—to lead again, forcefully and without embarrassment. These are developments that call for very clear disciplinary procedures, altered class plans without yielding content, and better classroom management (with some histrionics?).

Has there been a particular moment this semester that reminded you why you loved teaching here?

Too, too many moments and stories to tell under this heading. But they all redound to a similar theme: a great winning culture at every department, at every level, and a desire to lead. One afternoon, a little down because of recent events, I was throwing my backpack in the car, heard the national anthem from the stadium, left

my car, got some popcorn and soda, and found a place in the bleachers.

It was dreamy.

Students, parents greeting one another. And, on the field, I was watching the children of students I had taught in the ‘90s. AND AND, it was yet another Pease on the mound who cut off a runner taking a lead at first base... zippp. “You’re out!” But I was IN the moment. Felt good and right. And in the classroom coaching students through stages of their research papers—on, appropriately enough, life choices and occupations—using stunningly improved technology, refined in the last four years, that allows the instructor to have personal interchanges through Google Docs (thank you Newman and Carpenter from Writerly!) instantaneously while students are composing just a few feet away.

In a fifty-minute period, the instructor can have 4-5 interchanges with every single student while they are composing. There is nothing more powerful, or unintimidating, than that

collaborative interchange at the speed of light: no red ink, no grades, no shuffling of papers, no day’s wait for feedback. Moreover, this brief return gave this instructor an opportunity to address his newest fascination with AI and Chat in the compositional setting.

As we now know, the best schools are leaning into AI as a cognitive amplifier and critical thinking tool rather than a shortcut. English classes actively teach students to prompt, audit, and interrogate AI, focusing heavily on human voice. The goal shifts from merely generating the text to evaluating its logic and refining its style (another answer to the fear of losing content). It’s here; we can’t avoid it; it is a phenomenal tool, and it’s best for us to lead the way. (BTW: Chat gave me a winner recipe for my crockpot corned beef and sauerkraut last weekend—psssst, secret is in the apples and caraway seeds. Incredible backbeat to the flavor of it all. Thank you, Chat. “You’re welcome, Jim”). Let’s lead.

How has it felt reconnecting with the Brookstone community?

To my wife and me, Brookstone was both church and congregation for nearly three decades. It was a place that nurtured our son (now an engineer at Pratt & Whitney, Raytheon Technologies), and cared for us when my wife had her health struggles throughout the years. As we had learned from watching the great faculty who came before us (astonishing as mentors and friends), if you were all in, the returns were immensely gratifying.

My presence here this quarter reminds me of that every morning when faculty quickly cover for one another—medical appointments for family needs—through brief email appeals sent out campus-wide. It’s only minutes before an answer shows up with coverage. Another annual event that strikes the outside observer is the enormous undertaking of our Day of Service (led by yet another stellar student from our past!). The idea of stopping the academic and athletic engines—all our drive and thrust—for

a day to direct our attention outward both for instruction and service is transformational and enduring both for both servitor and recipient. A church and congregation.

What do you think makes Brookstone such a special place?

Once, an old student of ours told us that he still remembered Dr. Epperson’s AP Chemistry course while he was taking his MCATs. Another related the tale of being in Zoology class at a southern university, and the professor asked him, after his observation about some bird, if he had been schooled by Mr. Sam Pate at Brookstone School. The banners—yellowed and tattered—on the walls of the gold gymnasium, recording decades of past championships and champions look a little like one would imagine at the Notre Dame gymnasium. And more still (sorry to go on so long), and perhaps what should have been the first story to tell, in the early 90’s, my first boss (and best man at my wedding) in North Carolina, tried to lure us away from Salem Academy and College, a beautiful, self-conscious 18th-century school in its own right. Mr. Newton’s biggest argument in his proposal was not the school itself, the salary, or Coach Cumiskey’s incredible tennis dynasty; it was, simply, “wait until you meet the people.” And he was right.

We had never been in a place where administrators, faculty, and families were so devoted—despite differences in methods, policy, or politics—and so united and intentional about one goal: to compete and to win at every level. Not only did the experience change Stephanie and me, but also our son. He had a great experience in sports, winning at all of them (wrestling, soccer, football, and tennis). In addition and most importantly, under Cindy Sparks and Meghan Blackmon, he had essential, transforming learning experiences in public service (missions to Kenya, Liberia, Panama, and Columbus Habitat). The Brookstone experience prepared him for his competitive master’s degree in aeronautical engineering, as he graduated “with distinction” from Embry-Riddle

University, and led to his recent recognition from his coworkers at Raytheon for being a complete human and future leader. So, “wait until you meet the people” in this very special place.

As you reflect on your time back this semester, what are you most grateful for?

The full meaning of “gratitude” comes a little late to some of us. And it’s something my wife and I missed the chance to express to this community and culture more formally at our retirement: COVID and personal health challenges made for an Irish goodbye. “It is not about us,” was my wife’s favorite expression in our home—to our son, to her husband. It was her warning against one’s propensity to nurture grievances or resentments and to focus, instead, on the wellness of our extended family and community that had carried us. Witnessing the thousand silent ministries, here, of my colleagues, administrators, and families on behalf of the “idea” of solid communities and a leave no souls behind culture (there are some miraculous rescues of students that can never be told in public) and its total influence on us was grace made manifest.

an

Stephanie promised Jimmy we’d hike Katahdin after her lung transplant. The year after her transplant, Sharad Virmani (‘98) (now a nephrologist with

Emory group) appeared one weekend and we all four hiked up to the last staging point (Mirror Lake) before the summit. The next year, by the way, Stephanie’s team would win the Georgia State Tennis Championships in her division.

The Gunbys and Poydashefs are here every summer in some form or another. The Poydashefs bought a place up here and spend around 6 months a year here. Walt Gunby (‘11) and Meg Poydashef.

Wynn Mullin (‘17) (Ranier’s daughter), Don Dakin (‘17). Don still visits from time to time.

Brett Page (‘04) ran cross country for us, did a tour in the Navy while at dental school, and practices now in Seattle. He and his wife, Jill, aim to travel as much as they can.

This is an ICONIC pic around 2000 coming across the West Penobscot Bay. Everyone in this pic is going off to grad school after August. Each will become a doctor of some sort. Chris McClure (‘01), Jimmy East (‘14)— Master’s in Aeronautics, Charles Scarborough (‘01), Sharad Virmani (‘98), and Jonathan West (‘01).

When Ian Headley arrived at Brookstone School, there was not much time to get settled. The timing was late, expectations were high, and there were plenty of moving pieces. But almost immediately, something about Brookstone felt different.

From the beginning, Headley said there was an excitement and energy surrounding the program. More importantly, there was a group of players willing to buy in.

“This team was different because they answered the call,” Headley shared. “Nothing was too big.”

That buy-in became one of the defining parts of a season that brought renewed excitement to Brookstone football. Even through challenges and tough losses, Headley said the team embraced accountability instead of excuses.

“We’re going to be tough, and we’re going to be accountable,” he said. “There’s no pointing fingers. We’re always going to take it on the chin.”

For Headley, the culture being built within the football program is about much more than wins and losses. It is about helping shape young men who understand responsibility, resilience, and how to lead others well.

“

AS LONG AS YOU’RE ACCOUNTABLE, YOU’LL BE

DIFFERENT IN THIS WORLD.

“

While the success on the field energized the Cougar community throughout the fall, both Ian and Harela Headley say what stood out most during their first year at Brookstone was the people.

After moving from South Florida, the Headleys were struck by the warmth and sincerity they experienced from students, faculty, parents, and coaches alike.

“I remember asking, ‘When are you guys going to start being mean?,” Ian joked. “And they said, ‘No coach, this is just who we are.”

That sense of authenticity left a lasting impression on both of them.

“It’s sincere,” Harela shared. “We just feel a lot of love here.”

Throughout their first year, the Headleys quickly experienced what so many Brookstone families know well. Brookstone is a community that rallies around one another, celebrates together, and genuinely cares for the people within it. That feeling of connection especially hit home for their family as they watched their daughter, Shai, quickly open up and grow to love Brookstone as well.

After a season that created momentum and excitement around the football program, there is a growing anticipation for what lies ahead. But for the Headleys, the foundation being built goes far beyond football. It is rooted in relationships, shared belief, and a community that has embraced them from the very beginning.

DYNAMIC CURRICULAR PROGRAMMING

Brookstone School will pursue programmatic excellence that enhances the student experience and prepares students for acceptance to their colleges of choice and life beyond.

Welcome Maggie Henderson: The New Head of Middle School

Empowering Futures: A Year in Review of Brookstone’s College Guidance Program With Dani Dufrene

Reimagining Middle School Fine Arts

Mathadology with Sarah Schaefer

Brookstone Students Present Independent Research at CSU Tower Day

A Letter from the Director of Athletics

Jamie Williams

WELCOME MAGGIE HENDERSON THE NEW HEAD OF MIDDLE SCHOOL

A Q&A WITH MAGGIE HENDERSON

What drew you to Brookstone, and what made you feel this was the right place for your next chapter in school leadership?

What initially drew me to Brookstone was the immediate respect and admiration I felt for the administrative team. From our earliest conversations, it was clear that there is a strong sense of purpose, alignment, and care behind the school’s leadership. This is something that’s both rare and deeply compelling.

That impression only grew stronger during my visit. I was struck not just by what was said about Brookstone but by what I experienced. The parents showed up in full force, asking thoughtful, engaged questions that reflected both their investment in the school and their trust in its direction. The teachers were candid and welcoming, speaking with both honesty and pride about their work and their students. And most powerfully, the students themselves conveyed a genuine love for Brookstone and a deep appreciation for what the school has already given them.

Taken together, those moments made it clear that Brookstone is more than a strong institution; it’s a community with a shared sense of identity and momentum. That combination is exactly what I was looking for in my next chapter in school leadership.

As you step into leading the Middle School, what are you most excited about when it comes to working with students at this age?

What excites me most about working with middle school students is that this stage of life is so deeply formative. These were some of the most transformative years for me personally, and I’ve seen the same to be true for my own children. That perspective gives me a deep appreciation for just how important this window is.

It is both an honor and a privilege to help guide young people through a time marked by rapid change—academically, socially, and

emotionally. I’m energized by their spunk, their curiosity, and their willingness to question and explore the world around them.

At the same time, I find real purpose in being an advocate for students during the more challenging moments, whether they’re navigating academic pressures, friendships, or dynamics at home. Supporting them through those experiences and helping them build confidence and resilience is incredibly meaningful work and a responsibility I take seriously.

How would you describe your philosophy of middle school education, and why do you believe these years are so formative?

My philosophy of middle school education centers on the belief that these years are less about perfection and more about formation— academically, socially, and personally. Middle school students are in a unique developmental window where they are beginning to ask, “Who am I, and where do I fit?” That makes our role both powerful and delicate.

I believe a successful middle school must do three things well. First, it must create a safe, structured environment where students feel known and valued. When students feel secure, they are far more willing to take academic risks and engage meaningfully in their learning.

Second, middle school should emphasize skill-building over performance. This is the time to develop habits—organization, resilience, time management, and critical thinking—that will carry students into Upper School and beyond. Mistakes should be treated as part of the learning process, not something to be avoided.

Third, relationships are central. Students at this age are deeply influenced by the adults around them, so teachers and leaders must be intentional about building trust, modeling respect, and guiding students through both academic and social challenges.

These years are so formative because they set the trajectory for a student’s confidence and identity as a learner. A student who leaves our Middle School believing they are capable, supported, and responsible is far more likely to thrive later on.

As Head of Middle School, my goal is to build a culture where students are challenged, supported, and truly known— because when those elements are in place, growth follows.

What are a few priorities you have as you begin your first year at Brookstone?

My first priority at Brookstone School would be to listen and learn—building strong relationships with students, faculty, and families to understand the culture and what’s working well.

Second, I’d focus on establishing clear, consistent expectations for students and teachers to create a positive, structured environment.

Finally, I’d look for a few high-impact areas—whether academic support, student wellness, or faculty collaboration—where we can make meaningful, visible progress early on without overwhelming the community.

In your experience, what helps middle school students grow not just academically, but in confidence and character?

Growth at the middle school level comes from a balance of challenge and support. Students build confidence when they’re pushed to try difficult things in an environment where it’s safe to make mistakes. Clear expectations, consistent routines, and meaningful feedback help them see their own progress.

Just as important are relationships; when students feel known and respected by their teachers, they’re more willing to

take risks and develop resilience. Character grows through accountability, reflection, and opportunities to contribute to something larger than themselves, whether in the classroom or the broader school community.

How do you hope to partner with families during these important middle school years?

Partnership with families starts with clear, consistent communication and a shared goal: supporting the whole child. I want families to feel informed, heard, and comfortable reaching out; not just when there’s a problem but as part of an ongoing dialogue.

I also believe in being proactive by sharing expectations, offering guidance on how parents can support organization, independence, and healthy habits at home, and addressing concerns early before they grow.

Most importantly, I see families as allies. When school and home are aligned in expectations and messaging, students experience the consistency they need to grow in both confidence and character.

What can students and parents expect from you as a leader and presence in the Middle School?

Students and parents can expect me to be visible, consistent, and approachable. I like to be present in the day-to-day life of the school—whether that’s in classrooms, at lunch, or just in the hallways—so I really get to know the students and what’s going on.

They can also expect clear expectations and follow-through. I think it’s important that students understand both the standards and that they’ll be supported in meeting them.

AFTER MAGGIE’S VISIT

TO CAMPUS, THE BROOKSTONE MIDDLE SCHOOL COMMUNITY HAD THIS TO SAY:

Most importantly, they can expect someone who listens and communicates openly. I want families to feel like true partners, and I want students to feel known, supported, and encouraged to grow.

As you look ahead, what excites you most about becoming part of the Brookstone community?

What excites me most about becoming part of the Brookstone School community is how clearly the mission aligns with what I value in education. The emphasis on both academic excellence and character—especially the focus on servant leadership—really stands out.

I’m drawn to schools that see middle school as a time to intentionally shape not just strong students but good people. The commitment to values like respect, service, and leadership, paired with strong relationships, creates the

“kind of environment where students can truly grow.

I’m also excited about being part of a full Beginners-through-12th Grade community. There’s something powerful about helping students build a foundation in Middle School that carries all the way through graduation. Being part of that larger journey—and working alongside a community that’s so clearly invested in its students—is what I find most compelling.

Maggie is the mother of three adult children, Mamie, Lilly, and Port, who are all graduates of The Perkiomen School outside of Philadelphia. She will assume her role on July 1 and looks forward to spending her first months getting to know Brookstone’s students, faculty, and families.

Maggie demonstrates empathy for middle school students and a strong understanding of teachers and their challenges. She is committed to fostering positive relationships with parents and strengthening the school community. Maggie brings steady leadership, values teamwork, and contributes thoughtfully to collaborative planning. She is eager to learn, offers fresh perspectives, and understands the importance of consistent student discipline while supporting growth.

Maggie seems to have a strong ability to build relationships among students, faculty, and parents. She clearly wants the best for everyone in the school community. She also presented a plan for discipline that includes a clear and consistent approach with transparency, which is especially important during the middle school years. In addition, she emphasized building a supportive team around Middle School students to help guide them through this challenging and important stage of their lives.

Her strengths are connecting with students, holding people accountable, being compassionate, being there for other people, setting high standards and helping students reach that, improving people academically and improving their character, respectful, and fun.

EMPOWERING FUTURES: A YEAR IN REVIEW OF BROOKSTONE’S COLLEGE GUIDANCE PROGRAM WITH DANI DUFRENE

Dani Dufrene DIRECTOR OF COLLEGE GUIDANCE

Brookstone’s College Guidance program experienced a year defined by renewed mission, innovation, collaboration, and meaningful student support. Under new leadership, the department sought to build a culture in which students and families felt deeply supported through each stage of the college journey.

Gleaning from her business acumen, Dani Dufrene reflects that, “Successful organizations understand that strong outcomes begin with a clearly defined mission. The most effective companies build programs, services, and processes intentionally aligned with that mission, ensuring that every initiative serves a larger purpose. Year one in Brookstone’s College Guidance office required establishing a mission that both reflected the needs of today’s students and complemented the broader mission of Brookstone School.”

We launched several new initiatives designed to strengthen college readiness across all grade levels. Parent engagement became a cornerstone of the programmatic calendar, with 21 grade-specific workshops offered throughout the year to help families better understand the evolving college admissions landscape. Freshman parents explored strategies for helping students transition successfully into Upper School. Sophomore families focused on early college fit exploration and testing preparation. Junior programming emphasized college list development,

testing timelines, essay development, and intentional resume building, while senior parents received rapid and ongoing support navigating deadlines, financial aid, and the emotional transition to college. Families were invited into the process as collaborators while also being encouraged to help students grow in independence and responsibility.

This shared mission, “to engage, inform, and equip students in the pursuit of their college and career goals,” became the lens through which priorities were identified and programming decisions were made throughout the year. Brookstone’s College Guidance program experienced a year defined by commitment to our mission, innovation, collaboration. It will also serve as a compass, as we look to launch new initiatives in the years ahead.

The College Guidance Office also introduced several signature student experiences this year. The Senior Application Bootcamp helped seniors launch their application season with structure, accountability, and encouragement. Juniors participated in the College Essay Workshop, centered on authentic storytelling and intentional selfreflection, as they began developing their college essays and their Deliberate Life Projects. Students were challenged to think beyond résumés and ask deeper questions about purpose, impact, and personal growth.

Among the year’s highlights was Brookstone’s first Athletic Recruitment Workshop, a collaborative effort between College Guidance and Athletics that brought together coaches and current student-athletes representing a wide

range of collegiate pathways, from junior college athletics to SEC commitments. Younger students and parents gained firsthand insight into the realities of recruitment, commitment, and balancing athletics with long-term goals.

The department also launched a conversation universities call “So You Want to Go to Harvard?” These conversations provided students and families with honest, transparent perspectives about competitive admissions, college life, and finding the right fit.

We were thrilled to host two College Admissions Nights featuring eleven admissions representatives from a broad range of institutions across the country and the world. These included a panel discussion followed by a mini college fair, helping families better understand admissions trends while also strengthening Brookstone’s relationships with colleges worldwide. This year also marked a significant investment in helping students

approach standardized testing with greater clarity and strategy. Brookstone partnered with Compass Education Group to provide students with full-length diagnostic SAT and ACT exams accompanied by detailed score reports and consultation opportunities. Families received guidance on testing timelines, preparation strategies, and the increasing importance of intentional planning in a competitive admissions environment.

In addition, the College Guidance Office launched Test Prep Power Hour, a new initiative that provided 37 hours of intentional time before school for guided test preparation support.

Brookstone officially expanded its Scoir implementation, providing students and parents with enhanced tools for college research, application management, and career exploration. The office also emphasized helping students develop professional communication and networking skills through new programming surrounding LinkedIn and personal branding.

Building upon our Servant Leadership Program and the Alumni Relations department, we developed a systematic process for students to learn about careers through four unique Beyond Brookstone Lunch-and-Learns. Students could then elevate their networking skills and career exploration to the next level by personally connecting with a Brookstone alum in a field of interest, conducting an informative interview, and developing a meaningful professional connection

The impact of our efforts could already be seen in the accomplishments of the Class of 2026. This graduating class of 78 students submitted 372 applications to 110 colleges and universities across the country, yielding 250+ acceptances. Students pursued a remarkably broad range of opportunities, from flagship public universities and highly selective liberal arts colleges to honors colleges, Division I athletic programs, military academies, and competitive honors

programs. They are heading off to 31 different institutions across 14 different states.

Beyond admissions outcomes, however, the deeper success of the year is found in the habits students developed along the way. The College Guidance program consistently emphasized ownership, self-advocacy, communication skills, and intentional decision-making. Students were encouraged not simply to build impressive applications, but to become thoughtful young adults prepared to thrive in the next chapter of their lives.

As we look ahead, we remain committed to building on this year’s momentum. Future goals for the department include expanding opportunities for career exploration, strengthening access to highly selective universities, increasing national student recognition programs, deepening alumni engagement, and continuing to create innovative programming that reflects the evolving landscape of higher education.

As part of the Brookstone EDGE Strategic Plan and its focus on Dynamic Curricular Programming, Brookstone is excited to introduce a new structure for Middle School Fine Arts beginning in the 2026-27 school year.

Starting with rising sixth-grade students, Brookstone will transition from a nine-week rotational model to a year-long fine arts pathway experience. Students will select a primary discipline in Theatre, Visual Art, Chorus, or Orchestra, allowing them to engage in deeper learning, focused skill

development, and long-term artistic growth throughout Middle School.

This new model is designed to create greater consistency and longevity within Brookstone’s Fine Arts programming while helping students discover and develop their passions in meaningful ways. Through sustained study in a chosen discipline, students will have opportunities to build creative confidence, strengthen collaboration skills, and experience more impactful performances, exhibitions, and artistic showcases.

click here to learn more

“Our goal is depth over breadth,” shared Director of Strategic Academic Initiatives Hunter Chapman. “Students are more likely to remain engaged, motivated, and committed to their learning through sustained study in a chosen discipline.”

While students will focus on one primary discipline, opportunities for collaboration across the arts will remain an important part of the Brookstone experience. The updated structure also strengthens vertical alignment between the Middle and Upper School programs while supporting the broader goal

of creating alignment and excellence across all areas of the student experience.

“This will allow students to really find their passion and get excited about the arts that they’re studying,” added Fine Arts Director Paul Hampton.

Brookstone looks forward to continuing to invest in innovative and student-centered programming that enhances the overall educational experience both inside and outside of the classroom.

MATHADOLOGY WITH SARAH SCHAEFER

Joe Mills

DIRECTOR OF PRESCHOOL

BJavonne Stewart DIRECTOR OF INTERMEDIATE SCHOOL & LOWER SCHOOL

rookstone’s commitment to professional learning is the heart of our teachers’ instructional practice. It is one of the many things that draws exceptional teachers to Brookstone and what keeps them here. In February, Preschool, Lower School, and Intermediate School faculty were fortunate to experience demonstration lessons with Sarah Schaefer, a math instruction expert and the founder of Mathodology.

Sarah Schaefer is a nationally and internationally recognized math guru. Her approach to teaching and learning empowers teachers and students to explore math that provides a strong foundation in number sense while encouraging students to think outside the box in their mathematical learning journey. Her approach is interactive and dynamic, an energy that all of our teachers were able to experience during her visit. Brookstone has enjoyed a professional learning partnership with Sarah and Mathodology for over a decade through on-

campus visits, off-campus workshops, and online coaching opportunities.

Over her two-day visit, Sarah turned our classrooms into thinking labs, evoking the C-P-A method, where students are taught to move from the concrete (being introduced to math concepts), to the pictorial (using charts and pictures to show understanding), and then the abstract (solving problems using the traditional algorithm or equations). She planned lessons for PreK, 1st Grade, 3rd Grade, and 5th Grade; instructed students in classrooms while teachers observed; and spent considerable time debriefing the lesson experiences with the teachers.

As one of our Beginners teachers put it, this was one of the most eye-opening, enlightening, and impactful learning experiences we’ve ever experienced. And a PreK teacher added, much of what we learned is applicable for all subjects, not just to math.

The majority of our teachers have also attended Mathodology summer workshops. One thing that Sarah shared in these conferences has really impacted our teachers:

DO

NOT DO FOR A CHILD WHAT A CHILD CAN DO FOR THEMSELVES. WE WANT CHILDREN TO BUILD INDEPENDENCE. DON’T ROB THEM OF THAT OPPORTUNITY TO LEARN.

“ Sarah Schaefer Founder of Mathadology

This is a question we all ask of ourselves in any activity or situation: What learning opportunities am I taking away from the children by doing ____ for them? As they learn routines, rituals, and procedures for school, we are teaching them to do things for themselves.

In Preschool and Kindergarten, cleaning up after themselves after snacks, playtime, and lunch; learning to wash their hands before eating and after using the restroom; learning to speak up for themselves when a friend does something they don’t like are just a few of the life skills children begin to learn. It’s not as easy as doing things for

them; it requires coaching and patience as the children make attempts at doing things themselves and appreciation for close approximations as they take small steps towards full independence. For the older grades, it looks like being okay with productive struggle; attempting harder problems using the tools they already have; and seeking support when needed. Sarah demonstrated this philosophy in action during the lesson studies as she held students accountable for their own learning and management of their time and materials.

Our students wowed her with their knowledge of math and their ability to see math in so many ways. We are grateful for these wonderful opportunities to learn and grow together. We can’t wait to see how this learning continues to impact the teachers’ practice going forward. This kind of commitment to collaboration and growth is the heart of being a part of the Brookstone faculty.

“When Sarah Schaefer visited, I learned that training children’s minds to think is at the heart of effective professional practice. As she emphasized, the focus of instruction should be on how students learn, not just what they learn. For students to grow into independent thinkers, they must become comfortable with productive struggle, reflection, and revision.”

Erica Womack 2nd Grade Lead Teacher

“

“We really enjoyed having Sarah Schaefer come teach and model lessons for us. She emphasized the importance of challenging children’s thinking, encouraging independence by letting students do what they are capable of, and continually revisiting skills throughout the year. She also showed us how games, movement, and acting out math keep learning engaging and developmentally appropriate. One of our biggest takeaways was to consistently ask students, ‘How do you know?’ and allow them opportunities to teach and explain their thinking. We learn something new every time she comes.”

Sara Varner Preschool Lead Teacher

“Having Sarah Schaefer visit our classroom for a lesson and discussion truly reignited my passion for teaching mathematics. Her approach was a powerful reminder that a bit of healthy cognitive dissonance can be incredibly productive, and that some of the most meaningful learning emerges from thoughtful questioning—both for students and educators.”

Julie Anne Eldred 1st Grade Lead Teacher

BROOKSTONE STUDENTS PRESENT INDEPENDENT RESEARCH AT CSU TOWER DAY

This spring, thirteen Brookstone juniors and seniors had the opportunity to present their independent scientific research at Columbus State University’s Tower Day, becoming the first high school students invited to participate alongside CSU graduate students.

Led by Upper School science teacher

Jody Lumsden, Brookstone’s Independent Research program gives students the opportunity to explore scientific questions they are genuinely passionate about, often spending hours before and after school conducting experiments, collecting data, and analyzing results completely on a voluntary basis.

“These students come in and work for hours and hours,” shared Lumsden.

“This is outside of school and completely voluntary on their part. It’s awesome to see them get excited about their research.”

Lumsden has led student research for nearly twenty years, creating opportunities for students to pursue meaningful scientific work while also strengthening college

applications and recommendation letters through hands-on experience and initiative.

One of the unique aspects of the program is that students are encouraged to choose topics that genuinely interest them. Some projects build upon years of previous research, allowing current students to continue the projects started by former Brookstone researchers.

This year’s projects explored a wide range of topics, including whether fast-food burgers contain microplastics, how biodegradable plastics decompose over time, whether AstroTurf releases toxic chemicals during heat and rainfall, and how vitamin C levels may correlate to the browning of apples.

Students Max Lopez ‘27 and Thomas Caves ‘27 are currently studying whether plastics truly decompose as advertised, while Amelia Berry ‘26 continued a multi-year research project comparing microplastics found in fast-food meat versus organic meat samples. Another group, Jiya Patel ‘27 and Rayna Gor ‘27 studied food preservation and apple browning in surplus produce and donated to local shelters through the nonprofit Thrive2gethr.

Mary Carter Fort ‘27 and Sydney Zwickey ‘27 had opportunities to conduct advanced testing at the University of Georgia, exposing them to collegiatelevel scientific research and equipment.

The invitation to participate in Tower Day came after CSU faculty were invited by Penny Mayfield ‘27 to a Women in STEM event on Brookstone’s campus earlier this year. Impressed by the level of work students were conducting, CSU’s Dr. Carri Taylor invited the group to present their findings at the university’s annual research showcase.

Students delivered five-minute presentations to graduate student judges, peers, parents, and university attendees, representing Brookstone with professionalism and confidence.

As Brookstone continues to expand opportunities for experiential learning and student-driven discovery, programs like Independent Research are giving students the chance to move beyond the classroom and engage deeply with questions that matter to them.

A LETTER FROM THE DIRECTOR JAMIE WILLIAMS

Brookstone Family,

As I complete my first year as athletic director, I would like to share a few reflections and updates with you.

Looking back, several things about Brookstone stand out to me. I now have a deeper understanding of what the “Brookstone Experience” truly means. Brookstone is more than just a school; it is a central part of our families’ lives. There is a strong sense of community here that makes Brookstone feel more like a small town than a school. I have also come to appreciate how intentional we are in everything we do. Most of what takes place at Brookstone is by design, with a clear purpose and vision. Finally, I have seen firsthand that there is a place for every student. Whether through academics, clubs, the arts, or athletics, every student has an opportunity to find where they belong and thrive.

After meeting with various groups throughout the year, we identified three key areas of emphasis. The first was strengthening our Middle School athletic programs. To support this effort, we named Jason Armstrong as Middle School athletic director. This ensures that someone is dedicated to supporting our Middle School coaches, securing resources, and advocating

for the unique needs of our younger studentathletes.

The second area of emphasis was vertical alignment. Simply put, this means ensuring that all levels within a sport are working together and communicating effectively. As student-athletes progress through the program, they should have a consistent understanding of expectations, terminology, and overall program philosophy.

The third area was equity. While differences in roster size may affect how resources are allocated, every sport deserves the support, respect, and opportunities necessary for success. Our goal is to ensure that all student-athletes feel valued regardless of the sport they participate in.

These priorities are ongoing areas of growth. While new initiatives will be introduced each year, our commitment to Middle School athletics, vertical alignment, and equity will remain a constant focus.

One initiative introduced this year was a comprehensive head coach evaluation process. All program directors were evaluated on 50 expectations across eight key areas: Coaching Knowledge, Communication, Management, Player Development, Professional Development,

DIRECTOR OF ATHLETICS

Professionalism, Relationships, and Safety.

Each coach completed a self-evaluation that was reviewed during an individual meeting with the athletic director. In addition, student-athletes completed a post-season survey that provided valuable feedback related to these same areas. Using the selfevaluation, survey results, and discussion with the athletic director, each coach identified two areas for professional growth and developed a plan for improvement.

This process was implemented with program directors during its first year and will be expanded to include all Middle School head coaches beginning in the 2026–27 school year.

Looking ahead, the 2026–27 school year will bring several exciting developments. We recently implemented FinalForms, an online management system that allows parents and students to complete and sign all required athletic paperwork electronically. The only document requiring submission outside the platform will be the annual physical examination, which parents can simply upload.

We are also developing a new athletics app that will provide access to rosters, schedules, calendars, and other important information.

This will give families convenient access to up-to-date athletic information at any time. We anticipate launching the app later this summer and will share additional details once it is available.

Additionally, an athletic handbook will be released later this summer. The handbook will serve as a comprehensive resource outlining the policies, procedures, and expectations that guide our athletic programs.

In closing, I want to express my sincere appreciation to our coaches. Their dedication to and love for our student-athletes are truly second to none. I have the privilege of witnessing their impact on young people every day, and it is inspiring. Our coaches would also be the first to acknowledge that their success would not be possible without the support of our parents, team moms, volunteers, and so many others who generously give their time and energy to support Brookstone Athletics.

Thank you for your continued support of our student-athletes and athletic programs. It is a privilege to serve this community, and I look forward to building on the successes of this past year.

Go Cougars!

GROWING FINANCIAL POSITION

Brookstone School will ensure the future financial stability and longevity of the institution through balancing the school’s budget, managing our investments, and continually investing in our students and faculty.

There are few things in life that compare to the feeling of being heard, understood, and truly known. These feelings are at the heart of the experience that Brookstone aspires to deliver to our students through caring relationships with faculty, coaches, and counselors. Being heard and understood is equally important to donors who are given the opportunity to provide transformational gifts that support current and future student experiences.

Brookstone’s visionary strategic plan and recently completed campus master plan were developed with input from faculty and staff, alumni, current and past families, and current and past donors, all while considering the future of our campus over the next 5, 10, and 20 years. These completed documents provide a roadmap for Brookstone and serve as enlightening talking points when visiting with our most philanthropic supporters. What they do not do, however, is instruct donors where they must designate their generous support.

Aligning donors’ personal passions with Brookstone’s vision unlocks gifts that immediately elevate the student experience while sustainably funding long-term strategic goals. This synergy, built on trusted partnership, empowers us to innovate and thrive for generations. New endowment gifts as well as major gifts to annual operations are supporting student scholarships and programs across campus. We have launched exciting new initiatives, such as Swift Scholars and mock trial through the guidance, generosity, and passion of donors.

We stand on the precipice of an expanded Learning Center and Leadership Center, both fully funded and projected to open in August 2027, thanks to donors who offered both a license to reimagine and enhance the educational

journey at Brookstone and the financial support to make a shared vision a reality.

We have recently completed a donor-driven renovation of the Turner Center Gallery and will be renovating other portions of the building as well as a portion of the Illges Gym this summer. While these projects are ongoing, we continue to secure support from foundations and individuals for the future construction of a state-of-the-art Lower School. This facility is a critical piece of our strategic plan and the future of Brookstone.

Many donors share our enthusiasm for the new Lower School and are considering major gifts to support the most ambitious funding project in our school’s history. The new Lower School will provide the physical space and resources to deliver an early education experience unmatched in the region. This facility is a multi-year project and continues to be a primary focus for our Advancement Team and board members.

As I reflect on the remarkable achievements of the Class of 2026 so well documented in this magazine, I look forward with great optimism. Members of the Class of 2027 started arriving on campus for senior photos. Summer camps and academic enrichment programs are in full swing. Construction teams have started renovation projects. And personal visits with donors and foundations continue throughout the summer. We continue to share the story of Brookstone while writing new chapters along the way. We turned 75 years young this year, and with your support, the very best is yet to come.

BROOKSTONE EDGE UPDATE: DONOR-DRIVEN IMPROVEMENTS AT BROOKSTONE

Ed Martin ASSISTANT HEAD OF SCHOOL FOR INSTITUTIONAL ADVANCEMENT

“ Isa Meeks Class of 2001 I’M NOT AN ARTIST, BUT THE FACT THAT THESE TEACHERS AT BROOKSTONE WERE ABLE TO DRAW SOMETHING BEAUTIFUL OUT OF ME WAS REALLY COOL.

SUPPORTING THE SPACES THAT SHAPE STUDENTS

For Isa Meeks ‘01, the Turner Center has always been tied to some of her favorite Brookstone memories. From spring musicals to time spent backstage during rehearsals, the arts played a meaningful role in her student experience and continue to shape why she gives back today.

As part of the ongoing Brookstone EDGE Strategic Plan, enhancements to the Turner Center Gallery reflect the school’s continued investment in spaces and opportunities that enrich the student experience for future generations. These enhancements are made possible through the generosity of multiple donors who believe in Brookstone’s mission and future.

For Isa, that investment is deeply personal.

“When I think about why I invest in Brookstone, it is because it is so important to give back to those who have given to you,” she shared. “It is such a privilege to invest in a place that has blessed my family and me with so much.”

Isa credits teachers like Miss Ogle and Mr. Dozier with helping foster her love for the arts and encouraging creativity in ways that left an impact that lasted long after graduation.

Now, as both an alumna and parent, Isa is excited to see the Turner Center continue to evolve for current and future students. Throughout the coming year, Brookstone looks forward to continuing to share updates connected to the strategic plan and the exciting, donor-supported work happening across campus. click here to hear from isa who donated directly to her passion

BUILDING A CULTURE OF ACADEMIC ENGAGEMENT

Bonnie Smith ASSISTANT

Every day, Brookstone teachers create experiences that challenge students to think deeply, ask questions, collaborate, create, and wrestle with ideas. Naturally, that work often spills beyond the classroom. Students continue conversations in hallways. They gather before school to prepare for assessments. They stay after class to work through difficult concepts together. Younger students become deeply invested in topics they want to explore further.

In many ways, that realization sparked the idea for Brookstone’s future Learning Center space.

The vision grows directly from the work already happening in Brookstone classrooms every day.

*THE DISPLAYED IMAGE IS A RENDERING AND SUBJECT TO CHANGE FROM THE CONSTRUCTION OF THE ACTUAL CENTER

Every day, Brookstone teachers create experiences that challenge students to think deeply, ask questions, collaborate, create, and wrestle with ideas. Naturally, that work often spills beyond the classroom. Students continue conversations in hallways. They gather before school to prepare for assessments. They stay after class to work through difficult concepts together. Younger students become deeply invested in topics they want to explore further.

In many ways, that realization sparked the idea for Brookstone’s future Learning Center space.

The vision grows directly from the work already happening in Brookstone classrooms every day. We think often about how we can intentionally support, sustain, and strengthen that kind of engagement across campus, imagining a place designed around the way students learn.

For years, the Learning Center has provided exceptional personalized academic support through accommodations, Seminar classes, individualized instruction, and academic guidance. These components remain foundational to the program and will continue with the same intentionality and care families value today.

What is evolving is the way we think about that work and its role within the larger academic life of the school.

At Brookstone, we do not see students as fitting neatly into categories. Every student has strengths, and every student encounters challenge. A student who needs support in one area may be thriving independently in another. Learning is dynamic, and students’ needs continue to shift as they grow.

The future Learning Center reflects that understanding.

For some students, the space may provide structure, guidance, or support. For others, it may offer opportunities for extension, collaboration, mentorship, or deeper exploration of a particular interest. Most students will likely move among those needs throughout their time at Brookstone.

That is part of what makes this opportunity so exciting.

We believe academic engagement grows when the work happening in classrooms is reinforced by opportunities, relationships, and environments that allow students to continue that learning.

The goal is to create a culture where students better understand themselves as learners and have access to the spaces, resources, and relationships that help them continue growing. Sometimes that growth requires quiet concentration. At other times, it emerges through conversation, collaboration, shared problem solving, or the exchange of ideas.

That philosophy is shaping the design of the new space itself.

Students need both “space from” and “space with” at different moments throughout the day. This new space for all Brookstone students will support that reality through flexible collaborative areas, quieter workspaces, mentoring and tutoring spaces, and resources intentionally selected to encourage focus, productivity, and interaction.

More than anything, we want the environment to feel inviting and alive with purpose.

Building upon the work already happening in classrooms, the expanded concept also creates opportunities for students to learn alongside one another in new ways through peer tutoring, mentorship, collaborative

study, and a revitalized Fellows program. Some of the most meaningful learning happens when students explain ideas, encourage one another, and discover they are capable of contributing to someone else’s growth.

Our goal is to strengthen confidence, connection, independence, and investment in learning itself. We want to honor the effort students are already making while helping them grow.

This work is ultimately about helping more students experience the satisfaction and benefits of genuine engagement involving working through complexity, collaborating with others, pursuing ideas more deeply, and discovering they are capable of more than they initially believed.

The result will be a place students use throughout the day to study, collaborate, seek support, mentor one another, pursue new interests, and continue the work of learning after a class period has ended. It will become a vibrant part of daily school life and an investment in academic growth and excellence.

EMPOWERED FUTURE

Brookstone School will design a campus that supports its mission through state-of-the-art facilities, sustainable growth, and spaces tailored to inspire academic excellence and lifelong learning for today’s students and future generations.

Graduation of The Class of 2026

Celebrating 75 Years of Brookstone

Brookstone’s Gentlemen of Distinction: Beautillion Ball 2025

Helping Others Feel Less Alone: Clara Tebeau ‘26

75 YEARS OF BUILDING LEADERS: THE CLASS OF 2026

For over 75 years, Brookstone School has produced more than 50 graduating classes of leaders equipped with the core values and sense of servant leadership that influence their lives in college and beyond. The Class of 2026 is no exception, having left an imprint on this campus that has been both felt and seen by faculty and fellow classmates alike. From their enthusiasm in and out of the classroom to their dedication during service projects, and from their accolades on the stage to their achievements on the playing field, the Class of 2026 is on its way to continuing the Brookstone legacy of empowering the future of leadership. Congratulations to this remarkable group of seniors.

CLASS OF 2026 SENIOR AWARDS

THE TIMOTHY BALDWIN TARPLEY AWARD

Established by the Class of 1979 in perpetual honor of their friend and classmate Timothy Tarpley, this award is presented annually by a vote of the Brookstone School senior class to a teacher who has consistently and selflessly demonstrated extraordinary personal commitment to serving the interests of Brookstone School and its students.

PRESENTED TO MRS. LISA PRESCOTT

HALLMARK AWARD

This award is presented to the senior who has distinguished themself by consistently demonstrating integrity, honesty, and good moral judgment through humble actions. As the name Hallmark suggests, this individual is “marked” by their exceptional character.

PRESENTED TO WILL JOHNSON

THE L. ASHLEY WALTERS MEMORIAL SCHOLARSHIP AWARD

The Outstanding Senior Speech Award was established in memory of Lenora Ashley Walters, a member of the Class of 1984. This one-time cash award, intended to be applied toward the recipient’s college tuition, is funded by the L. Ashley Walters Memorial Endowment Fund.

PRESENTED TO THOMAS WHITEHEAD

MARTHA K. HEARD COMMUNITY SERVICE AWARD

This award, given in memory of Martha Karen Heard, a member of the Class of 1985, is presented to the senior who has demonstrated exceptional dedication to community service.

PRESENTED TO CHARLOTTE ADAMS

TROTTER LEADERSHIP AWARD

This award is given in honor of Catherine Trotter to a deserving member (or members) of the senior class who exemplifies leadership and embodies the spirit of servant leadership.

PRESENTED TO MJ ARCHIBALD AND AMELIA BERRY

COUGAR SPIRIT AWARD

This award recognizes one senior girl and one senior boy who, throughout their time in the Upper School, have demonstrated the true spirit of Brookstone and exemplary sportsmanship.

PRESENTED TO EZRA HORD AND AMELIA BERRY

DEE DEE BRANHAM TENACITY AWARD

This award, given in memory of Dee Dee Branham, is presented to a senior who exemplifies grit, tenacity, and resilience.

PRESENTED TO MICAH PATE

WALTER E. MEINZEN AWARD

This award is presented to a senior who has demonstrated exceptional perseverance and growth in the study of mathematics. It is given in memory of Retired Colonel Walt Meinzen, a devoted Upper School teacher who firmly believed in every student’s potential to succeed in math.

PRESENTED TO ELIJAH BROOKS

MCKENZIE–CHAPPELLE MATHEMATICS AWARD

This award is presented in honor of former Upper School mathematics teachers Windle McKenzie and John Chappelle. It recognizes a senior who has achieved success in upper-level math courses through perseverance, dedication, hard work, and an outstanding attitude.

PRESENTED TO CHARLOTTE ADAMS

SENIOR AWARDS FOR EXCELLENCE

HERNDON MATHEMATICS AWARD

Presented to Traeger Young

ROTHSCHILD ENGLISH AWARD

Presented to emma mathis

MARY AND JACK PASSAILAIGUE FOREIGN LANGUAGE AWARDS

for Spanish: Presented to lexi ellis for French: Presented to sophia chhokar for Latin: Presented to emma mathis

KIRVEN HISTORY AWARD

Presented to micah pate

HAZOURI SCIENCE AWARD

Presented to molly robinson

DRAMATICS AWARD

Presented to ezra hord

JORDAN MUSIC AWARD

Presented to micah pate

SARAH SMITH HART ART AWARD

Presented to gigi waldrep

OUTSTANDING OVERALL SENIOR ARTIST AWARD

Presented to amaya colbert

KENNON COMPUTER SCIENCE AWARD

Presented to zack shaw

MCCONNELL -TUCKER JOURNALISM AWARD

Presented to caroline peak

COACHES’ OUTSTANDING ATHLETE AWARD

Presented to emma mathis and john cowley

THE JOHNSTON–MCKENZIE AWARD

This award is presented by a grateful faculty to one senior in recognition of their cheerful and selfless service to Brookstone School.

PRESENTED TO EMMA MATHIS

THE CHARLES J. CUMISKEY AWARD

This award is presented to two seniors—one female and one male—who have attended Brookstone School for at least six years and who personify the spirit of Brookstone through tenacity, perseverance, congeniality, optimism, and loyalty.

PRESENTED TO GRAY JONES AND AMAYA COLBERT

THE SALUTATORY AWARD

This award is presented to the senior with the second highest cumulative academic weighted numerical average.

PRESENTED TO MOLLY ROBINSON

THE JAMES P. MCCALLIE VALEDICTORY AWARD

This award is presented to the senior with the highest cumulative academic weighted numerical average.

PRESENTED TO A.J. HAYES

THE DORIS AND TOM BLACK AWARD

This award is presented to the senior who has contributed the most to Brookstone School through personal achievement, leadership ability, and character.

PRESENTED TO JIMMY HUNTER

click here to watch the class of 2026 college choice video

Class of 2026 College Choices

CHARLOTTE ADAMS

University of Alabama

MADISON ALLPORT

College of Coastal Georgia

MJ ARCHIBALD

United States Military Academy West Point

GRACIE ARNETT

Wesleyan University

HARRISON BAKER

Auburn University

ROMAN BECK

Auburn University

SALLY BECK

Auburn University

AMELIA BERRY

Georgia Institute of Technology

ARTHUR BICKERSTAFF

Auburn University

TATE BORK

Piedmont University

BEN BORR

Hampton University

ELIJAH BROOKS

Mercer University

KATIE BROOKS

University of Georgia

SAMMY BURACKER

Southern Union State Community College

WYLIE CANNON

Southern Union State Community College

SOPHIA CHHOKAR

Georgia Institute of Technology

LILLY CHRISTOPHER

University of Alabama

AMAYA COLBERT

Furman University

SOPHIE COLGROVE

University of Georgia

BRAUGHN COPELAND

Troy University

JOHN COWLEY

University of Georgia

KASON CROSBY

Southern Union State Community College

KATE DEAL

University of Georgia

LEXI ELLIS

Berry College

WHEELER GRIFFIN

Samford University

A.J. HAYES

University of Georgia

CLARA HELTON

University of Georgia

STEELY HELTON

University of Alabama

WHIT HIGHTOWER

Southern Union State Community College

VIRGINIA HOLLINGSWORTH

University of Mississippi

EZRA HORD

Georgia Institute of Technology

JIMMY HUNTER

Davidson College

DYLAN JOHNSON

Southern Union State Community College

WILL JOHNSON

Auburn University

GRAY JONES

Lee University

HAYES KEADLE

University of Alabama

SAVON KELLY

Missouri Valley College

LAUREN KENNEDY

Bellarmine University

JAMES KILGORE

Georgia College & State University

SIM KNOX

University of Alabama

JACK LANE

Southern Union State Community College

JAKE LOWERY

Columbus State University

LUKE LOWERY

Columbus State University

LAWSON MANSFIELD

Clemson University

PEPPER MARKS

Texas Christian University

EMMA MATHIS

United States Air Force Academy

CAM MIDDLETON

University of Alabama

GRAYSON MILEY

University of Georgia

ANNA PAIGE MILLER

Auburn University

CHARLIE NORRIS

Auburn University

SAMMIE OLIVEIRA LABOY

Auburn University

FRANCIS OSEI ANTWI

University of North Georgia

MICAH PATE

Berry College

SIYA PATEL

Mercer University

CAROLINE PEAK

University of Georgia

SARAH PEASE

Southern Union State Community College

MOLLY ROBINSON

Emory University

MATTHEW RUTLAND

Southern Union State Community College

TY SCHOPPE

Auburn University

ZACK SHAW

Auburn University

ANNE SLUDER

University of Alabama

EJ SURAGH

Louisiana State University Eunice

CLARA TEBEAU

Berry College

ELIJAH TODT

Columbus State University

SAMUEL TODT

University of North Georgia

WEEZIE TURNER

University of North Carolina - Chapel Hill

LUKE VAEL

Southern Union State Community College

MARTHA WADE

Georgia Institute of Technology

GIGI WALDREP

University of Alabama

KEN WAN

Mercer University

THOMAS WHITEHEAD

Mercer University

WHITNEY WHITEHEAD

University of Alabama

TJ WHITFIELD

Georgia State University

KIGHT WILSON

Auburn University

STEWART WOLFF

University of Georgia

SAM WYLIE

Auburn University

TRAEGER YOUNG

Georgia Institute of Technology

TAYLOR ZWICKEY

University of Tennessee Knoxville

indicates athletic signing

Legacies

A Brookstone Legacy is a graduating senior with a sibling, parent, or grandparent who is a Brookstone graduate, current or former trustee, or faculty member. The following fortythree members of the Class of 2026 are shown to have earned this special distinction.

3.

1 2 3 4 5 6

1. CLAYTON (‘94), SARA FRANCES (‘24), AND CHARLOTTE ADAMS

2. ARCHIE (‘23) AND MJ ARCHIBALD

JEFF (‘95 AND BOARD), MARY LOVETT (‘00), AND SALLY BECK

4. CLAIRE (‘98) AND AMELIA BERRY

5. ARTHUR (‘91), MARJORIE (‘24), AND ARTHUR BICKERSTAFF

6. AMANDA (FACULTY) AND TATE BORK

7. KATHERINE WADDELL (BOARD), HELEN (‘92), VIRGINIA (‘24), MARY HELEN (‘21), AND KATIE BROOKS

8. NATHAN (‘21), BEVERLY (‘23), AND ELIJAH BROOKS

9. SAM (‘86), CAMPBELL BLEKE (‘06), AND SAMMY BURACKER

10. HEATHER (‘97), LANE (‘24), AND WYLIE CANNON

11. VIK (‘90 AND BOARD), AVA (‘24), AND SOPHIA CHHOKAR

12. BO (‘25) AND LILLY CHRISTOPHER

13. CARRIE (‘94), ELIZABETH (‘24), AND JOHN COWLEY

14. ANNA KATE (‘22), ELIZABETH (‘24), CLARA, AND STEELY HELTON

15. DONNA (‘99) AND WHIT HIGHTOWER

16. CAROLINE (‘20), LIZA (‘22), AND VIRGINIA HOLLINGSWORTH

25 24 23 22 21 17 18 19 20

17. DANIEL (BOARD), JOSIAH (‘23), AND EZRA HORD

18. STEPHANIE (‘81 AND BOARD), RUTH (‘19), CARA (‘16), MATT (‘14), ROSS (‘11), AND JIMMY HUNTER

19. BRADLEY (‘97), FULLER (‘24), AND GRAY JONES

20. LEN (‘94 AND FACULTY) AND JAMES KILGORE

21. ADDIE (‘23) AND SIM KNOX

22. DANI DUFRENE (FACULTY) AND SAMMIE OLIVEIRA LABOY

23. RHETT (‘24) AND JACK LANE

24. ADAM (‘21), JAKE, AND LUKE LOWERY

25. MATTIE (‘22) AND PEPPER MARKS

26. VANDY (‘92), M (‘21), TAFT (‘24), AND CAM MIDDLETON

27.

29.

30.

GRADY (‘25) AND ANNA PAIGE MILLER

28. AMY (‘89), JACK FERGUSON (‘17), AND CHARLIE NORRIS

TODD (FACULTY) AND MICAH PATE

WHITNEY (‘96), JASON (‘96), CAROLINE (‘23), AND SARAH PEASE

31. KATIE (‘23) AND ZACK SHAW

32. WILLIAM (‘20), MARY VIRGINIA (‘22), AND ANNE SLUDER

33. DENETTA (FACULTY) AND EJ SURAGH

34. DEEDEE (‘90), WILLIAM (‘17), SPRINGER (‘22), AND CLARA TEBEAU

35. CINDY (FACULTY), HAILEY (‘23), ELIJAH, AND SAMUEL TODT

36. ASHLEY (‘98), JACK (‘98), AND WEEZIE TURNER

37. JAXON (‘21) AND LUKE VAEL

38. TRAVIS (‘94 AND BOARD), RUTHIE (‘22), AND MARTHA WADE

39. KATIE (‘98), MAL (‘96), AND GIGI WALDREP

40. BARBER (‘96), ROBERT (‘23), AND KIGHT WILSON

41. LUKE (‘91), AVERY (‘91), GRAHAM (‘19), LEVI (‘17), LUCAS (‘15), AND STEWART WOLFF

42. LUCY (‘21), HANK (‘25), AND SAM WYLIE

43. ZOE (‘23) AND TAYLOR ZWICKEY

A MILESTONE TO REMEMBER

Brookstone celebrated the second annual Be The One Day on March 2, 2026, as part of the school’s 75th anniversary celebration. The day honors Brookstone’s history, core values, and the impact of its students and alumni while strengthening connections across the school community.

Highlights included a proclamation from Columbus Mayor, Skip Henderson, declaring March 2, 2026, as “Be The One Day,” alumni panel discussions with Distinguished Alumni honorees, campus history exhibits, and community celebrations throughout the day.

The tradition continues to showcase the culture, legacy, and spirit that define Brookstone.

BIDDING FOR BROOKSTONE SUPPORTING OUR MISSION & FUTURE

In honor of Brookstone’s 75th Anniversary, Bidding for Brookstone—the BPA’s premier annual fundraising auction—rose to the occasion in the most spectacular way! On March 19th, Co-Chairs Lane Riley and Ashley Turner led an exceptional team of volunteers in delivering an unforgettable evening at the Bibb Mill for over 300 guests filled with incredible auction items — stunning artwork from Brookstone alumni and local artists, oneof-a-kind Brookstone treasures, dream travel adventures, gorgeous grade baskets, and mouthwatering culinary delights!

Guests were treated to the incredible live sounds of the Kinchafoonee Cowboys, setting the perfect tone for a night of celebration, community, and Brookstone pride! The live auction of 4 unique items brought the energy to a fever pitch with bidding worthy of Brookstone’s legendary 75-year legacy. And the excitement didn’t stop there; one very lucky winner, Kari McWhorter, took home the ultimate prize from the BPA tuition raffle, winning half-off tuition for the 2026-2027 school year!

A heartfelt thank you to our incredible team of hard-working volunteer committee members who made this 75th anniversary celebration one for the history books: Lane Riley, Ashley Turner, Lucy Cochran, Whitni Waldrop, Sara Varner, Sally Norman, Samantha Blair, Carson DeMars, Lulie Wallace, Cally Dixon, Casey Westguard, Kelsea Garrett, Eileen Halter, Katie Ricci, Allison Tucker, Deani Pahil, Robin Gosling, Carrie Beth Wallace, Justin Gaston, Meg Stewart, Bianca Brown, Sallie and John Martin, Avery and Luke Wolff, Sally and Tommy Watkins, and so many others.

BIDDING FOR BROOKSTONE HAD A RECORD-BREAKING YEAR, GROSSING OVER $185,000 FOR OUR STUDENTS!

2025

Mr. Jack Jenkins ‘82

Attended the University of Mississippi before earning a Bachelor of Architecture from Auburn University in 1989.

Practiced architecture for nine years in New York City, New York; Jacksonville, Florida; Atlanta, Georgia; and Columbus, Georgia.

Founded Jenkins Architecture, Inc. in 1998, specializing in high-end residential design throughout the Southeast.

Completed notable local commercial projects including St. Andrews Presbyterian Church, the Country Club of Columbus tennis facility, and the Village at Green Island.

Designed several landmark Brookstone projects, including the Quad, Ella Kirven Building, Denson Bell Tower, and Turner Chapel.

Serves as a loyal alumni volunteer for Brookstone’s annual Career Day.

Married to Fontaine Caldwell Jenkins, Brookstone Class of 1988; their three sons — William, Jack, and Sutton — are all Brookstone graduates.

Ms. Laura Hanley ‘95

Holds a BA in International A airs from George Washington University, with a focus on Africa.

Earned an MBA in Marketing from the University of Notre Dame.

Began her career in the nonpro t sector before transitioning into banking.

Currently serves as Chief Marketing O cer at Synovus, where she has worked for more than 18 years.

Leads brand strategy, digital marketing, and major corporate transitions, including the evolution of a few dozen community banks to the Synovus Masterbrand and the current transition to Pinnacle Financial Partners.

Expanded Synovus’s digital marketing capabilities across online, email, social media, and search platforms.

Lives in Columbus, Georgia, with her son Tommy, an 8th grader at Brookstone School.

Mr. Willis “Trey” McCoy Privott III ‘08

Began writing poetry as a student at Brookstone, where early encouragement sparked a lifelong passion for creative expression.

In high school, he balanced running endless hours in track and cross-country with playing guitar, bass, singing, and experimenting on little 8-track recorders alongside friends.

Studied Journalism in college, strengthening his storytelling and communication skills.

Interned with AthFest in Athens, Georgia, deepening his connection to the music community.

After moving to Austin, Texas, he signed a recording contract with New West Records and has toured extensively across the United States and Canada.

Has performed at iconic venues including Red Rocks Amphitheatre and Ryman Auditorium. Contributed music featured in the award-winning television series Ted Lasso, which earned an Emmy and global acclaim.

Beyond the stage, he advocates for youth and artist mental health awareness and has engaged in conversations with national leaders and public o cials.

Currently building his own record label and preparing to release Los Coast’s sophomore album independently before touring nationally and internationally.

75 YEARS OF LEADERS

DISTINGUISHED ALUMNI 2025

JACK PEASE JENKINS (‘82), LAURA HANLEY (‘95), & TREY PRIVOTT (‘08)

Brookstone is full of long-lasting traditions, passed down from those who came before us and are woven into the fabric that makes Brookstone so special.

For over a decade, Brookstone has recognized outstanding alumni through the Distinguished Alumni Society. As planning began for the induction of the 13th class of Distinguished Alumni, the celebration was reimagined and brought forth an additional element: an opportunity for our current students to meaningfully connect with alumni.

Throughout the day on March 2nd, students had the privilege of hearing from the 2025 Distinguished Alumni and engaging in activities that highlighted Brookstone’s rich history and foundational values. The day was all about inspiring our next generation to Be The One. The awards presentation was at the Big Eddy Club that evening.

The Distinguished Alumni Society’s purpose is to recognize the contributions our alumni have made to their communities. For over 75 years, Brookstone has produced strong minds, willing hands, and servant leaders. This program allows the school to thank them for their service.

BROOKSTONE’S GENTLEMEN OF DISTINCTION

JACK AND JILL OF AMERICA’S BEAUTILLION BALL

Javonne Stewart HEAD OF LOWER SCHOOL AND INTERMEDIATE SCHOOL

It is not surprising that our Brookstone students are not only leaders within the school community but also hold themselves to the highest attributes of leadership outside of school. Five Brookstone leaders, Benjamin Borr, Grayson Miley, Brennan Neal, EJ Suragh, and Ethan Suragh, demonstrated this commitment as they embarked on an experience that would solidify their commitment to excellence, leadership, and service.

On December 20th, 2025, the Columbus, Georgia, Chapter of Jack and Jill of America, Inc. hosted their 24th Biennial Beautillion Ball at the Columbus Trade Center. Established by the late Juanita Booker, a pillar in the African American community, the Beautillion Ball was imagined and brought to life to showcase the accomplishments of dynamic young men in the community.

Ben, Grayson, Brennan, EJ, and Ethan, along with 31 young men from schools across the Chattahoochee Valley, bonded, served, and collaborated to form the 2025 Platinum Gentlemen of Distinction. This year’s blacktie gala was a culmination of their 9-month leadership development journey, which included hours of community service, collegereadiness preparation, and wide-reaching professional development opportunities.

The theme for the evening, “A Platinum Experience: Focused on Excellence, Leadership, and Service,” underscored Jack and Jill’s commitment to cultivating well-rounded leaders who are prepared to make a meaningful impact. The Brookstone Five definitely did their part, serving throughout the community and with their philanthropic efforts. Because of Jack and Jill of America’s commitment to providing extraordinary programming and meaningful experiences that benefit all children while uplifting the next generation of leaders, our Brookstone gentlemen, along with their cohort, were equipped to support many nonprofit organizations in the community. As program chairperson and Brookstone parent, Cherie Howard Elcock (Carrington Elcock ‘33) states, “Each gentleman represents the values we seek to instill—excellence, integrity, and a commitment to serving others.”

Ben, Grayson, Brennan, EJ, and Ethan understood the assignment and rose to the occasion.

One participant, Brennan Neal, reflected on the impact the experience had on him personally, sharing:

“

MY EXPERIENCE WAS PHENOMENAL! IT WAS GREAT TO MEET OTHER KIDS IN MY CITY WHO LOOK LIKE ME AND EVEN HAVE SOME OF THE SAME GOALS AS ME. I HAD A WONDERFUL TIME BECOMING A BEAU WHILE LEARNING HOW TO LEAD OTHERS, HOW TO STAY CONFIDENT AS A BLACK MALE IN THIS WORLD, AND HOW TO LEARN FROM OTHERS WHO ARE WHERE I WANT TO BE. OVERALL, I WOULD RECOMMEND IT TO EVERYONE!

For Clara Tebeau ‘26, a personal struggle turned into a mission to help other students feel less alone.

After walking through her own mental health journey as a teenager, Clara noticed a big problem facing a lot of kids and their families. While she had received wonderful care along the way, she realized there was often a gap in support for teenagers once they were done receiving professional care.

Inspired by the help she’d received, Clara knew she wanted to help in return. During her junior year at Brookstone, she went to her parents with an idea. She wanted to be a voice for kids her age and make it easier for them to find mental health support in Columbus.

Soon after, Clara was introduced to Brookstone parent and Board member Fray McCormick and Brookstone alumna and parent Betsy Covington ‘79 through the Community Foundation of the Chattahoochee Valley. Together, they helped bring Clara’s vision to life creating The Light in the Dark Fund, an initiative supporting local adolescent mental health programs.

Clara later had the opportunity to meet with leaders at the St. Francis-Emory Healthcare Bradley Center, where she shared about her own experience receiving care and the impact it had on her life. During those conversations, she also shared her desire to partner with the Bradley Center to help support other adolescents and families navigating similar challenges.

From there, Clara began raising awareness and funds through social media campaigns, informational cards, and local interviews, including appearances on WTVM. Brookstone parent Heather Cannon ‘97 also joined the effort after hearing Clara’s story, helping raise additional support for the initiative through mahjong lessons and mahjong board sales inspired by her own passion for mental health advocacy.

By December, Clara sat down with leadership at the Bradley Center to discuss how the funds raised could directly impact the child and adolescent unit, with hopes of one day making improvements to both the inside and outside spaces designed for young patients.

“

PEOPLE I KNEW AND PEOPLE I DIDN’T KNOW WOULD REACH OUT AND SAY, ‘I’M GOING THROUGH THIS, TOO.’ IT SHOWED ME HOW IMPORTANT IT IS TO TALK OPENLY ABOUT MENTAL HEALTH AND LET PEOPLE KNOW THEY AREN’T ALONE.

Clara Tebeau Class of 2026

In addition to fundraising efforts, Clara has continued finding personal ways to support patients at the Bradley Center by bringing gifts and meals during holidays such as Christmas and Easter. Clara is also partnering with the Pastoral Institute through their Hope Fund to help provide scholarships for adolescents who may not otherwise be able to afford therapy after treatment.

What surprised Clara most throughout the experience was how many people quietly shared that they could relate to her story. Clara says the support system she found at Brookstone gave her the confidence to be open about her experiences.

“The people make the place at Brookstone,” she said.

She credits Brookstone’s small class sizes and close relationships with teachers for helping her feel known and supported throughout Middle School, while the Learning Center played a major role in helping her continue to succeed academically during difficult seasons in Upper School. “They worked with me on what I needed to make sure I was still learning,” Clara said. “I always felt supported by our community. People were welcoming, understanding, and willing to work with me when I needed it.”

Clara says Brookstone challenged her to continue growing both academically and personally while also providing the flexibility and encouragement she needed along the way.

She specifically credits teachers Stephanie Fuerte, Lynn Robertson, and Kathy Jones with

helping shape and encourage her throughout the journey.

“Kathy Jones was such a huge part of helping me through everything,” Clara said. “She kept me organized, encouraged, and on track. So many people at Brookstone helped me turn difficult experiences into something positive.”

In Upper School, Clara and several classmates also established Minds Matter, a student organization focused on mental health awareness and peer support. For her Senior Deliberate Life Project, she continued building on that mission by training her Labrador retriever, Champ, to become a therapy dog. Together, Clara and Champ now visit children at Easterseals and patients in the Bradley Center’s

adolescent unit, offering encouragement and companionship through animal-assisted support.

Today, The Light in the Dark Fund continues to support adolescent mental health programs throughout the local community, allowing Clara’s advocacy work to continue growing beyond Brookstone.

This fall, Clara will attend Berry College, where she plans to study nursing while competing on the women’s golf team. Above all, she hopes others who hear her story walk away knowing one thing:

“It’s okay to not be okay,” Clara said. “And it’s okay to ask for help.”

WHY BROOKSTONE

Since 1951, Brookstone School has stood as a beacon of academic excellence, leadership, and character development. The growth and accomplishments of the past have set a remarkable foundation, one forged by visionary educators, dedicated families, and inspired students. Now, as we look ahead, we draw upon that rich legacy to guide us forward. Together, we will shape a future that reflects our core values, embraces innovation, and empowers every student to reach their fullest potential.

CLASS NOTES CLASS NOTES

Brookstone alumni are always doing great things, and we want to hear all about it! Remember, you can submit class notes at any time throughout the year by emailing Meg Stewart at mstewart@brookstoneschool.org. We love staying connected with our incredible alumni and celebrating all they are accomplishing!

1. Karen Carr Gale ’73 retired in 2008 from leading a musical theater group for children and teens. She had also worked for several years at an environmental consulting firm but eventually decided one job was enough, and theater won out. Later, she worked with local theaters until 2010, when her husband became a federal magistrate judge. Because his position required travel to destinations such as Jackson Hole, Wyoming; Santa Fe, New Mexico; and Park City, Utah, Karen decided not to continue balancing work and travel. Karen has happily enjoyed retirement since 2010, and her husband retired in 2023. They have two grandsons who live locally and another in Albuquerque, New Mexico. The couple has a trip to Ireland planned for October, which will mark their eighth visit there, and they also hope to return to England in the spring. Karen plays the bodhrán, an Irish drum, in a Celtic band that performs about five times each month. She says retirement has been wonderful.

Glenn

3. Floyd Clements ‘83 currently lives in the Charlotte, North Carolina, area with his wife, Rebecca. He serves as director of corporate and charity event sales and lead shotgun instructor at Hyatt Farms Shooting Complex. The facility features two sporting clays courses, a five-stand shooting area, rifle and pistol ranges, teaching facilities, a full-service pro shop with firearm sales, an onsite gunsmith, a grill and bar, and onsite lodging. In addition to his work at Hyatt Farms, Floyd has been a licensed real estate agent for 24 years and serves clients in Georgia, Alabama, and South Carolina.

4. Chris McCann ‘84 recently joined United Airlines as a first officer. He began training in Denver on March 10 and will likely fly the Boeing 737 out of Los Angeles upon completion. Chris encourages fellow Cougars to keep an eye out for him on future United flights. Go Cougars!

5. Patrick Pocklington ‘84 spent several years in New York City and later Los Angeles and London working with a number of accomplished musical artists; he is now enjoying a quieter pace of life in Nashville, Tennessee. He currently works in real estate investment, focusing on projects within the hospitality and architectural property space, and he collaborates with Nashville talent on commercial real estate development ventures. Most importantly, Patrick says he is enjoying a happy life with his partner, Esequiel, in their home along a creek. He also appreciates the opportunity to occasionally reconnect with several of his classmates.

2.

Sumrell ‘77 is now the District Director of the Central California Coast District.

6. Klaus Baer ‘87 and Rush Jenkins’ design firm, WRJ Design, based in Jackson Hole, Wyoming, will launch its second book, Natural Luxury, this summer. The book features 10 of the firm’s most recent projects. WRJ’s first book, Natural Elegance, is currently in its seventh printing. The new release comes on the heels of the completion of the firm’s new headquarters building in Jackson, Wyoming.

8. Palmer (Trawick) Colson ‘05 and her husband, John, welcomed their second daughter, Martha Frances Colson, on March 12, 2026.

7. Stacey (Woodruff) Beardsley ‘93 After reading about Dr. Brad Guffey receiving the Distinguished Alumni Award in the alumni magazine, Stacey and her oldest daughter were inspired to learn more about Family Legacy and its work in Zambia. The two spent a week volunteering with the organization, and Stacey says the experience became one of the most meaningful of their lives. “It was especially inspiring to see a fellow Brookstone classmate making such a profound impact in the world!” Stacey shared.

9. Ginny (Turner) Upchurch ‘09 and her husband, Tripp, welcomed Mills Allen Upchurch on October 15, 2025.

10. Tori (Kennedy) Brown ‘10 and her husband, Bryan, welcomed daughter Blakely Jane Brown on June 17, 2025.

11. Kathleen Chancellor ‘13 married Joe Danehower in Charleston, South Carolina, on June 22, 2025.

12. Grant Davidson ‘15 married Tori Hitchcock Davidson.

13. Guy Peek ‘15 and Virginia Peek welcomed Madden Peek on March 17.

14. Hunter Green ‘15 and his wife, Taylor, welcomed a daughter, Florence Spencer Green, in January, 2026. They are soaking up every moment with Florence and are grateful for this sweet new chapter in their family’s life.

16. Susie (Hatcher) Mullin ‘15 and Lawton Mullin ’16 joyfully welcomed their daughter, Anna Hatcher Mullin, on May 7, 2026, in Charleston, South Carolina.

15. Michael Henley ‘15 was recently promoted to captain on the Boeing 737. He says the opportunity has been both an exciting and fulfilling challenge and a significant milestone in his career.

17. Lucas Wolff ‘15 and his wife, Mary, welcomed a daughter, Rosemary “Rosie” Wolff. Lucas is finishing a clerkship at the U.S. Tax Court and will begin working in the tax practice at Latham & Watkins in Washington, D.C., this September.

18. Tripp Valentini ’15 and Helen (Snavely) Valentini ’16 welcomed a daughter, Henley Hunt Valentini, on June 21, 2025.

19. Joel Brown ‘18 was hired as general manager of street car events at Eddyville Raceway Park on October 20, 2025, after five years working as a manufacturing engineer at Clow Valve.

20. Catherine Coley Sigman ‘18 married Lane Bradford Pemberton on December 13, 2025, at St. Luke Church. The reception was held at The Power House. The couple currently lives in Athens, Georgia.

21. Ryan Drew ‘19 and Katherine Dudley were married on October 4, 2025, in the bride’s hometown of Opelika, Alabama. Briggs Kalish and Noah Stenslie, both members of the Class of 2019, were among the groomsmen. The bride and groom met while attending Samford University.

22. Wes Pahl ‘20 signed with the Cleveland Browns following his career as a kicker at Oklahoma State University.

23. Henry Lemieux ‘21 recently completed a backpacking trip through Europe and parts of Asia, traveling solo to 19 countries. One experience that stood out in particular was his time in Ukraine, where he volunteered as a paramedic with TacMed Ukraine. In that role, Henry assisted with ICU medical evacuations near the front lines. Through his experience in Ukraine, Henry says he discovered a calling toward intensive care medicine. Since then, he has enlisted in the U.S. Navy and is currently training for the opportunity to become a Special Amphibious Reconnaissance Corpsman. After gaining experience through this path, Henry hopes to continue on to medical school and eventually provide more advanced support within intensive care units.

24. Joe Hilsman ‘22 and Joseph Fernicola ‘22 graduated from the University of Georgia with First Honor Graduate distinction, which only 150 students of the 6000 members of the graduating class received.

UPCOMING CAMPUS EVENTS

Mark your calendars for an exciting fall season! Join us for these special campus events, starting with our BPA Block Party hosted in the Jordan Quad as part of our back-to-school events. Don’t miss the Cougars first home football game at Mack Strong Stadium, and be sure to save the date for the BPA’s epic Cougar Kickoff, an event filled with food, music, and community!

Classroom Visits

August 11

BPA Block Party

August 11

First Day of School

August 12

BPA Cougar Kickoff

August 21

Brookstone vs. Spencer at Mack Strong Stadium

August 21

BPA Cougar Cup

September 28

Fall Break

October 7-9

Homecoming Weekend

October 2-3

State of the School

November 16

Thanksgiving Break

November 23-27

Holiday Break

December 18 - January 4

Spring Semester Begins

January 5

WHAT IS THE BROOKSTONE ANNUAL FUND?

The Brookstone Annual Fund is the most important annual fundraising effort at our school each year. The Brookstone Annual Fund fills the gap between tuition income and operational costs, ensuring a balanced budget and minimizing tuition hikes. With tuition covering less than 70% of expenses, the fund plays an important role in the implementation of our:

• Safety and Security Plan

• Academic Programs

• Fine Arts Program

• Athletics Program

• Leadership Program

• Faculty Development

• Technology

WHEN & HOW SHOULD I PARTICIPATE?

From July 1, 2025, to June 30, 2026, Brookstone’s entire community is encouraged to support the Brookstone Annual Fund. Gifts and pledges may be mailed to Brookstone or you can use the link below to give your best gift today.

For those donors who wish to contribute but pay later, you may submit a pledge now and pay any time before June 30, 2026.

Contact Ed Martin at emartin@brookstoneschool.org or Meg Stewart at mstewart@brookstoneschool.org

Parents: If this issue is addressed to a son or daughter who no longer lives at home, please send the correct address to mstewart@brookstoneschool.org.

Thank you.

We hope you enjoyed the newest issue of the Brookstone Magazine. To keep up with Brookstone School, make sure to check out and follow our official social media pages on Facebook, Twitter, and Instagram. For all up-to-date school information, please visit www.brookstoneschool.org.