A Conversation with Mr. Kidd on the Importance of Tradition and Lasting Legacies

In honor of the annual Cadets Inspection and Church Parade in April, The Tiger Times wanted to interview our very own headmaster, Mr. Kidd, about the importance of tradition and lasting legacies. We asked him about the longstanding tradition of cadets as well as the upcoming and much anticipated Iggulden Building opening! 

 The following is a transcript of an interview with Mr. Kidd. It has been edited for clarity and conciseness. 

Rebecca:  Our theme, as you know, is all about the importance of tradition and lasting legacies, just to coincide with cadets happening. So, that's the part that I'd like to start with. Cadets have been a lasting part of the Ridley community, and yet, many students dread the practices and don’t understand its value. What would you say in response to this? 

Mr. Kidd: Well, my first response was that I think this year, unlike in past years, we didn't do a very good job of doing exactly that: explaining to the student body the purpose and the history. You may remember in the past, where I think we did a better job of that in Assembly or Chapel. And this year, the Cadets season was upon us before we had planned. I was away and so I'd say that's the first reason. It really is important to explain. Any given year we have upwards of 150 new students who perhaps have no idea what we're doing and why we're doing it, so it's important to understand that. 

My second response is simply, I don't know if I agree with the premise of the question. I don't believe that there's ‘many.’ I think increasingly in the last couple of years I've been amazed and quite proud by how much people seem to be embracing the experience. It seems like compared to 10 years ago, I'd say people are having fun. They're laughing, they're smiling. You know, maybe it's not their favorite thing to do, but they're not grumbling about it. And I would say, the idea that ‘many’ is really because we succumb to negativity biases or confirmation biases. Because we don't like it, we think everyone doesn't like it. And I don't know if that's really necessarily the case. 

And then the third thing would be just simply, you know, it's part of our curriculum. It really is. And when I say curriculum, I mean the Ridley experience. That is curated in a very intentional way, both academic and co-curricular. As a boarding school, there are just so many things that we do that we think are a part of a curricular learning experience. And this is one of them. There are lots of parts of our curriculum that students don't love, right? And yet, the adults are saying, it's really important. And there are reasons why we want you to do this. Like, play sports. Not everyone likes it, a lot of people dread the physical activity that is required. A lot of people dread mathematics. But they're required to take certain courses to graduate. I think we have good reasons as to why it's an important component of our curriculum. 

Rebecca: Absolutely, and I'd like to put it on the record that I am not one of those ‘many.’ 

Mr. Kidd: You can be! It is entirely acceptable to be one of them. There's definitely every year, where we have what we'll call conscientious objectors. And that just has to be an intelligent and thoughtful and honest conversation. And we often will say, okay, yeah, we get it, and excuse people from cadets. 

Rawnie: And that leads pretty well into our next question. As Ridley's headmaster, how do you ensure that the tradition of Cadets at Ridley is upheld and respected while also adapting to the evolving needs and expectations of the Ridley students and also the Ridley community as a whole? 

Mr. Kidd: First of all, I just want to be clear and distinguish that when we say Cadets, there are really two Cadet programs. There is what we'll call the Cadet Club, which is very much an outdoor education, leadership, and experiential club. And that club continues to evolve: we have lots of ideas from canoeing to mountain bike riding to winter camping, all to align more closely and reinvent the Duke of Edinburgh program. They used to be really, really strong at Ridley and have waned recently. 

And then there are the Ridley Cadets, what we call the spring Third Term Cadets, right, which is this tradition of the inspection and the parade. If that's what you're referring to, the Third-Term Cadets, then there is less constant adaptation and evolution there. I think we as a school, adapt in many other aspects of our curriculum. I'm constantly introducing new courses and new clubs. For instance, the International Baccalaureate adoption was an evolution for Ridley. But there are some things that I think are tried and true and valuable. Just because they're old and traditional doesn't mean that there aren't valuable lessons to be learned. 

And I think Cadets is one of those things, including tradition, legacy, and discipline. It takes a considerable amount of discipline to stand out there in the rain, pay attention, and march properly. And it does have traditional leadership roles. They have to inspire a group of people to do something. And then there are followers, that is a valuable lesson to learn, followership. And then the last one is just simply, and I said this in Chapel earlier today, is just the unique experience. We're providing everyone with a unique experience that they will probably never experience again, and that is doing something collectively, in unison, with 600 people. Like when else do we ever get together and do something together as a group like that? 

So, I think there's something to be said for, again, the collectivism of that. 

I'll tell you this as well: I think it's almost a universal experience that while you're at Ridley, you don't love cadets. Some do. But when you become an alumni, it's almost universal. They love cadets. And if I were to get rid of cadets, the alumni, even the young alumni who graduated last year, would be up in arms. It's an interesting phenomenon, but it is so true. Alumni always tell me “It was so valuable. I hated it at the time, but I realize now it was so valuable.” 

And I'll tell you another thing, I hear a lot from alumni it is amazing how many times in job interviews, on CVs, on resumes, they say, “My cadet experience jumps off the page and employers or potential employers say, ‘That's what interested me in you, or I want to know more about that, or that's why I hired you.’” It's not like we're preparing anyone for the military. We're not, we're not going to war. You know, very few students graduate and go to military college, right? 

Rawnie: I think discipline is very important too. I’m part of the cadets club with a leadership position and I was writing about my CAS experience about it. I was thinking about how it taught me perseverance, because there were times I wanted to drop out or maybe not continue because of the time commitment with practices and such. And then I think about how rewarding it is to see the work that we put in as an entire school. 

Mr. Kidd: Yes, when you see the final product, right? I think that's when, for new students, it's like, “Oh, I get it.” This is cool, we're all in uniform, there's pageantry, there's music and there's a whole bunch of people. 

Rebecca: Well, as the headmaster, are there any specific aspects involving cadets and or really any traditions that you are the most proud of to continue? 

Mr. Kidd: I really love chapel, you know, and I hope it is always a component of a Ridley education. Again, I hope everyone understands we're not proselytizing or turning people into Christians or Anglicans. I know there are lots of different components of our education, but it's the one place where we all come together and, I hope, we try to explore in some way spirituality and faith. 

And then sport. I think sport is so important. Again, we're not a sports school. We're not producing professional athletes. But I think physical activity is so, so important as a lifetime habit. 

And then the last one would be our vision as a school. I know kids sometimes make a joke about it or as a meme, but I think the idea of inspiring flourishing in human beings, ourselves, and others, defines the primary purpose of education. And so, I hope that is a tradition that continues as well. 

Rawnie: So, for the next question, can I move on to Iggy? Could you give us an overview of what Iggy will be like? What makes this space so extremely exciting? 

Mr. Kidd: So, there are basically three central components to this old building, this old gymnasium building built in 1931, which I think at that time must have been one of the most amazing athletic complexes in Canada. I really do. I mean it was incredible. A swimming pool, squash courts, and a shooting range? You know there's a rifle range down there? The cadets used to practice like actual rifle range in a shooting range. And then the big stage where they did gymnastics and boxing was just incredible. 

So, that space will be transformed into a new space that is devoted to a music centre with practice rooms and classrooms. The second component is the creative commons where all of our art, Grades 9-12 is going to take place. The Creative Commons is a big open-concept design and art studio. And then classrooms including woodworking, ceramics, film, and digital animation/art studio. The third component is up on the main floor, and that is a brand new Learning Commons. It will be a modern library, complete with a café and lots of different private study, social, and group study areas and spaces that have been designed very purposefully. You will have a space for private or cloistered study and thinking – let’s call it a ‘cave.’ But you also have a ‘watering hole,’ where a group of people sit around and have a coffee and chat in comfy chairs. Then, you also have a more serious traditional study table that you can sit at and work. The mezzanine area will serve very much like a “mountain top”. 

So, lots of different spaces. It's going to be incredible when it's finished. I'm very excited.  

Rebecca: What new opportunities do you think for teaching and learning does the renovated Iggy offer compared to the previous gymnasium setup? 

Mr. Kidd: Well, I mean, it's entirely different. It's being completely repurposed, right? Before it was physical activity, and now it's going to be art and largely creativity. Music, arts. And as I just told you, it's going to have many different types of spaces. That is going to be about learning and creating community and relationships. 

The vision for this space originated from our school vision.

So I used to say, it is a physical manifestation of our vision. So, if we're inspired, if we aspire to help facilitate flourishing and teach young people how to flourish, this space is going to help us do it.

Because it's about engagement and flow. When you're painting, practicing music, or working on the piano. It truly is a place of relationships and building. It is a place of establishing meaning and purpose. 

My vision for this has always been that this place is filled almost 24/7. In the evening, our goal is that students don't study in their rooms. They can if they want. I'm not going to say you cannot. But I'm hoping most will choose to go to that space and work on art, practice their music, study, or work together on a collaborative project, and then have a tea or some snack.

And then go home and go to bed. On Saturdays, the place is filled with activities and community gatherings. 

Rebecca: Yeah, for sure. That makes me really excited about it. I think it would be a really good study spot, especially with the cafe. I would love to go there. As a day student, at a certain point, while I'm studying in the current library, I would love to have a snack but there's nothing for me to eat 

Mr. Kidd: So I'm going to migrate somewhere. Go somewhere else, right? 

Rebecca: Exactly, yeah. I think it's always great to have a little cup of coffee or tea while you're studying. It's very relaxing for me. 

Rawnie: Definitely. And how do you believe the transformation of the Iggulden Building into a learning space will contribute to the school's legacy in the years to come? How does that contribute to your vision that you kind of just talked about? 

Mr. Kidd: I do think it's going to be the heart of our campus. Physically, it's the heart of our campus. And I think almost spiritually, in terms of activity and community, it'll become the heart of our campus as well. It's a part of our past, but it's been renovated into a modern building. So it's this nice transition and bridge from our past and the beauty of the architecture of our past with modernity and innovation of the future. 

Rebecca: Then personally, what are you most excited about for the Iggulden? 

Mr. Kidd: The vista, or the visual of what you can see. There are so many parts of the building that have been designed purposefully. There’s lots of glass so you can see from one place right through. When you're up in the mezzanine, you will be able to see across into the weight room. You'll be able to see out the windows and look all over campus. And I'm excited about the boardroom, which will be 99% of the time be used by students, not the board. It's going to be beautiful with big windows looking out over A Squad. It's going to be a beautiful room and I’m very excited about that. And I'm also excited about the promise and the innovation of the Creative Commons because it's going to be different from any other art centre, anywhere in Canada. After all, it's an open concept. 

Rawnie: Last question! Considering that this year's Ridley theme is ‘Engage,’ how do you foresee students utilizing the cadets, the Iggy, and other aspects of Ridley tradition to engage with Ridley's history and also the ever-changing future? 

Mr. Kidd: I think there's a lot of engagement. That's again with the PERMA-V, right? The E is engagement. And so there's going to be so much engagement everywhere with music, creativity, ceramics, and even eSports gaming (We're planning on having an eSports team in our digital animation studio!). But then there's also the bridge in some ways between the path from the past to the present, even architecturally. You're going to be able to see the old parts of the building and see that it was built in 1931 while it is also a modern building. 

And I think that bridge is what Ridley is. Ridley, when you drive onto campus, looks so old. It looks like it's from the 19th century. It looks like it's a 19th-century British boarding school. And yet, on the inside, we are a very modern school and provide a modern education. 

Thank you so much to Mr. Kidd for taking the time out of his busy schedule to answer these questions. To any readers, thank you for reading thus far! We hope that you find this interview helpful and now better understand the importance of both tradition and innovation in Ridley, all inspired by our school’s vision of Inspiring Flourishing Lives.