TigerMagazine - Spring/Summer 2026

SPRING/SUMMER 2026

CONTRIBUTORS

writing

photography

Ben Hughes Ed Kidd Kelly Neill ’81

John Burns Andrea Chan Danny Custodio

editing

printing

Ben Hughes Melissa Stephens

Battlefield Press

design Andrea Chan Anna Cobian Danny Custodio COMMUNICATIONS & MARKETING Rachel Bessette Communications Manager

John Burns Digital Communications Specialist

Andrea Chan Graphic Designer & Photographer

Danny Custodio Communications Design & Project Coordinator

Ben Hughes Communications and Content Officer

Melissa Stephens Director, Strategic Communications & Marketing

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COVER: Reading Buddies

Solely for valued members of the Ridley community. The information contained herein may not be published without permission.

Headmaster’s Headlines

Greetings from Ridley College, Another remarkable school year at Ridley — our 137th — has come to a close and I’ve been reflecting on the countless moments of wonder we’ve collectively experienced. In what has become a Ridley tradition, each year I announce a one-word theme for the year. With this year’s theme of awe, we have been invited to see the world with fresh eyes — to marvel at outstanding student achievement, to celebrate the extraordinary talents within our community and to find wonder in the everyday experiences that shape our lives here on campus. We have attempted to capture many of these moments in photo and print in this edition of Tiger. Central to our goal of developing human flourishing, awe has reminded us that the purpose of education is not simply to fill minds with knowledge, but to ignite curiosity, and inspire a lifelong sense of wonder. As I look back on the year, I am struck by how often our students, faculty, staff and families have demonstrated that the most meaningful learning begins with the courage to be amazed and inspired by something bigger than ourselves.

This season’s Tiger magazine celebrates the conclusion of Ridley's most recent strategic plan, a roadmap that has guided us with intention and heart. Our 2021 plan, "Leading with Heart," was more than a title; it was a call to action, a promise to place compassion, courage and community at the centre of all we do. As we prepare to launch a new plan next school year, we honour the key pillars of that plan throughout this issue: the

transformative power of boarding, the pursuit of flourishing and the ever-deepening connections that link Ridley to the global community. In these pages, we trace how Ridley has evolved, connecting the traditions that built our community to the experiences our students live today.

Throughout the issue, you will discover stories that illuminate the heart of Ridley, and life stories that have been shaped by the values taught here and the experiences lived. We are also pleased to launch a new recurring segment, Faculty Feature, which turns the spotlight on the people who bring our classrooms and community to life. Fittingly, our inaugural feature reintroduces you to Mr. Ken Hutton, one of our longest-serving faculty members, whose dedication to Ridley exemplifies the spirit of heart we celebrate throughout this edition.

Over the course of the summer months, I encourage each of you to pause and appreciate the little moments, reflect on those things that inspire awe, and share gratitude for the people in your lives who exemplify what it really means to lead with heart.

Thank you for being a part of this vibrant community. I wish you a restful summer, and I look forward to beginning the next chapter of Ridley’s history next school year.

Terar Dum Prosim, J. Edward Kidd Headmaster

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table of

CONTENTS 1 OUR SCHOOL Headmaster's Headlines

4 LIFE ON CAMPUS Academics Arts Athletics Service

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24 FEATURE ARTICLES Leading with Heart: From Vision to Culture Leading with Heart: Deepening the Potential of Boarding Learning with Heart: Deepening the Purpose of Service Learning Leading with Heart: Connecting with Ridley’s Values Ian Wood '53: Across Continents, From Ridley

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Faculty Feature: Ken Hutton, Ridley's Heartbeat

40 CLASS NOTES

44 ARCHIVES CORNER Ridley at the Henley Royal Regatta Share Your Treasures: Help us Tell the Ridley Story

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LIFE ON

campus The 2025/26 school year was a year filled with fulsome learning experiences and thrilling athletic achievements. Our students also soared to new highs in the arts — all while remaining as dedicated to service as ever before. Our community has once again proven its dedication to inspiring flourishing lives and its commitment to leading with heart.

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Reaching

NEW HEIGHTS

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Embracing the

SPOTLIGHT

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Connecting

TO THE GLOBE TIGER | RIDLEY COLLEGE 11

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Inspiring

AWE

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A new

ERA

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academics

Prize Day Ridley’s 137th Prize Day was an incredible success. Our graduates were surrounded by friends, family and loved ones as they took the next step in their journey.

Congratulations to the entire Class of 2026. Once a Tiger, always a Tiger.

1. Grad Parade On their way to a special award ceremony, our Grade 12s took a victory lap through campus, cheered on by Lower School and Middle School students, who held their photos high in celebration of the grads who once stood in their place.

2. Grad Dinner The annual Grad Dinner is one of our graduating students’ most anticipated traditions. Our graduating class gathered for a final evening in the Great Hall to reflect, share a meal and celebrate with their advisors and boarding house staff during a special awards ceremony.

3. Celebrations of Learning Throughout the final week of school, we celebrate the incredible academic achievements of our students, from Kindergarten to Grade 11. For our Lower School students, this culminates in a Celebration of Learning for our Grade 6 students, honouring their completion of the Primary Years Programme (PYP). Our Grade 8s celebrate their transition to Upper School with a student-led ceremony highlighting their achievements.

And, for our undergraduate students in Upper School, we hosted a prize-giving ceremony to showcase their academic excellence.

4. PYP Exhibition Grade 6 students shared the results of their learning journey through the International Baccalaureate Primary Years Programme Exhibition. This culminating, studentdriven experience gave students the opportunity to investigate real-world issues they care about deeply.

Over several weeks, they engaged in meaningful research, worked collaboratively, reflected on their learning and took action, all while strengthening essential skills such as critical thinking and communication.

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5. Find Your Right Fit Day All Upper School students participated in Find Your Right Fit Day, a new event organized by our University Counselling Department. Students spent the afternoon in grade-specific seminars focused on university preparation and career exploration. The event featured 18 guest presenters, including parents, community members and industry professionals, who led meaningful sessions supporting students at every stage of their university preparation journey.

6. Personal Project Showcase and Theory of Knowledge (TOK) Exhibition Grade 10 and IB1 students showcased an impressive blend of curiosity, critical thinking and personal passion as they presented at the Personal Project Showcase and TOK Exhibition. Pairing these two major IB milestones highlighted how thoughtfully our students engage with their learning through independent inquiry and examining how knowledge itself works in the real world.

7. Ridley Model UN Conference The Ridley College MUN Club hosted its annual internal conference, welcoming both club members and new delegates eager to gain Model UN experience. Throughout the sessions, the committee collaborated to address pressing issues related to the global refugee crisis.

8. Grade 7 Science Fair Grade 7 students proudly displayed their curiosity and creativity at the annual Science Fair, showcasing impressive research projects and hands-on experiments.

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arts

Singin' in the Rain Congratulations to our talented thespians on an outstanding run of Singin’ in the Rain! From February 25th to 28th, the Mandeville Theatre was filled with energy as our cast and crew delivered a charming production that brought this Hollywood classic to life. From performers, musicians, stage crew, staff and supporters, everyone had a part to play in creating four memorable and beautifully executed shows!

1. RIFF 2026 The 17th annual Ridley Independent Film Festival brought incredible student films to the Mandeville Theatre, featuring standout work from IB film students and film club members. The impressive lineup of short films spanned genres and creative elements, bringing fresh perspectives to the screen.

5. The Lion King JR. We’re still celebrating the circle of life after an unforgettable performance of The Lion King JR. This spring, 78 incredibly talented students in Grades 4–6 brought the savannah to the Mandeville stage. The vibrant characters, creative costumes and timeless music all came alive through their passionate performance.

2. Arts Awards Students involved in arts courses and co-curricular activities throughout the school year attended the annual Arts Awards. This special night was to honour and award those who have achieved excellence across a variety of artistic media this year.

6. Toronto Branch Dinner The 123rd annual Toronto Branch Dinner was hosted at the Art Gallery of Ontario. This year, we were thrilled to showcase a curated student art gallery in Walker Court, where our young artists presented their work and engaged with attendees. It was a wonderful evening of connection among alumni, parents and other members of the Ridley community.

3. The Fatal Crescendo Middle School students put on an incredible performance for their spring production, The Fatal Crescendo. A battle of soul and sound in the heart of London, The Fatal Crescendo told the story of a struggling London arts centre on the brink of collapse. Faced with low attendance and rising debt, the board made a bold and controversial decision to move away from classical performances and stage a modern fusion production to attract a younger audience.

4. IB Art Exhibition We celebrated the creativity and dedication of our senior artists in the Leggat Family Art Gallery this spring with the annual Art Exhibition. These projects represent months of hard work and study by our talented visual artists, and it is always an honour to showcase their work to the Ridley community.

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7. CAPPIES Our incredible students brought home seven CAPPIES awards in recognition of this year's theatre productions, including four students winning best actor awards. Stage management, lighting and orchestra were recognized as well.

8. Dr. Shireen Abu‑Khader Visit to Lower School We were delighted to welcome Dr. Shireen Abu-Khader to Ridley’s Lower School. Over two days in February, she joined music classes alongside Dr. Rachel Rensink Hoff (Brock University), sharing her music, stories and creative process with our students.

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athletics

Left to right: Coach Dereck Schwandt, Hendrik Veld ’26, Aiden MacPhail ’26, Ashton Kidd ’26, Luke Winterbottom ’26

Stotesbury Cup Our senior rowers had a successful showing at the 99th Stotesbury Cup Regatta on the Schuylkill River in Philadelphia, PA. The event is often considered the most important high school regatta in North America.

The Boys Senior Quad brought home the gold, while our Girls Senior Quad finished in second place.

1. CSSRA Championships The rowing season concluded with yet another high point.

Our Senior Boys Quad, fresh off their gold at Stotesbury, also won the gold here at home in St. Catharines. Our junior crews had incredible weekends as well, with gold medal wins for both our boys and girls. Overall, Ridley finished with four gold medals, one silver and two bronzes across the various divisions.

5. Ontario Hockey League (OHL) Futures Camp In May, Ridley hosted the inaugural OHL Futures Camp, welcoming top draft-eligible players from across Ontario and the United States.

From the Griffith Gym to the Tiger Arena and Great Hall, Ridley facilities provided space for these elite athletes to train, refuel and recover as they showcased their skills ahead of the 2026 OHL Priority Selection this summer.

2. Prep Boys Basketball Success On Saturday, March 28th, the Ridley College Prep Boys basketball team defeated King Heights Academy of Thornhill, ON 98–84 to capture their first-ever National Preparatory Association title. A storybook finish for a dedicated group that grew together and peaked when it mattered most! To make the season even more of a success, players Caleb Roberts ’25 and Quinten Ethier ’25 were recognized with OSBA and NPA All‑Star honours.

Caleb was also named Ontario’s most valuable player.

6. Figure Skating Coaching Showcase Our Coaching Showcase brought the excitement to Nathan Phillips Square in Toronto as we launched our new high performance figure skating programme. The square was buzzing as spectators gathered to watch coaches Kurt Browning, Elvis Stojko, and Marika Steward lead an incredible interactive coaching session with our student skaters, offering everyone a unique look at elite training in action. We are especially thrilled to welcome our first cohort of figure skaters to campus this fall!

3. Chimes Challenge The 40th anniversary of the Chimes Challenge delivered another memorable competition. Congratulations to Abby Dingwell ’26, who repeated as girls’ champion, and Kevin Nguyen ’26, who captured top honours in the boys’ division.

7. Midwest Prep Hockey League (MPHL) Championships Congratulations to our Prep Boys Hockey team, who captured the MPHL Championship! The team clinched gold on home ice with a 4–2 win over Shady Side Academy from Pittsburgh, PA.

4. Lower and Middle School Track and Field Students participated in various events and enjoyed some spirited House Team rivalry for our annual Lower and Middle School Track and Field event.

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8. CISAA U14 Girls Softball Our U14 Girls Softball team captured the CISAA Championship with a 19–9 win over The Country Day School, capping off a truly historic undefeated season.

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service

117th Annual Cadet Parade and Inspection On April 25th, the Ridley College Cadet Corps No. 162 RCACC continued the school's longest-standing tradition, participating in the 117th annual Cadet Parade and Inspection. Our Cadets braved an extremely wet and rainy day, but undeterred by the weather, they demonstrated the same commitment to tradition, service and duty that generations of Ridleians before them had. Congratulations to our Cadets on a fantastic showing, and thank you to this year's Reviewing Officer, Dr. Paul Kavanagh.

1. Terar Dum Prosim Celebration In May, we hosted our fourth annual Terar Dum Prosim Celebration night. This evening recognized students from all grades, staff, parents and alumni who have made significant contributions to the community through service. These individuals truly represent what it means to be a Ridleian, as they embody our school motto, "May I Be Consumed in Service." Thank you to Michele-Elise Burnett ’86 for serving as the evening’s guest speaker.

2. Earth Day On Earth Day, our Lower School students took meaningful action across campus. Organized by the Green Tigers Club, students from JK to Grade 6 began the morning with a campus cleanup, working together to collect litter and care for shared outdoor spaces.

3. Coldest Night of the Year For the fifth year in a row, Nathan Nitsopoulos ’29, James Amyote ’29, Max Tsuji ’29 and Jackson Martin ’29 joined the Coldest Night of the Year Walk in support of Start Me Up Niagara. Together, the Mighty Tigers raised $1,300 thanks to their hard work and the generosity of Ridley families.

4. Jump Rope for Heart Despite a cold and rainy day, our Lower School students were full of energy for our annual Jump Rope for Heart fundraiser. Spirits were high as our students kept moving, smiling and supporting a great cause, raising over $3,000 for Heart & Stroke.

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5. Service Trips Over March Break, Ridley students travelled to the Canary Islands, Thailand and Malawi, where they immersed themselves in local communities and meaningful service.

Whether tracking marine life off the coast of Tenerife, supporting animal rescue in Thailand or learning alongside students at The Jacaranda School in Malawi, they experienced daily life in new and eyeopening ways.

6. Kindness Market More than 70 students in Grades 3–6 participated in the annual Kindness Market, by choosing a local charity that mattered to them and supporting it by collecting donated items or selling handmade goods. This event not only highlights important causes in our community but also gives students a meaningful, hands-on way to connect with local organizations.

7. Dean's House Marathon of Sport Upper School students brought the energy this year at Dean’s House Marathon of Sport. In partnership with Motionball and Special Olympics Ontario, Ridley students and Special Olympic athletes came together for a funfilled day celebrating sport, inclusion and community.

8. Hockey Cares Exchange We were proud to host visitors from Kugaaruk, Nunavut, over the February long weekend as part of the Hockey Cares cultural exchange. Fifteen Ridley student athletes, along with Ridley families and staff, spent the weekend connecting with the visiting students through hockey, school activities and community experiences — including conversations about future pathways and life beyond their home communities. In June, Ridley students were hosted by our new friends for a visit to their community in Nunavut.

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Leading with Heart: FROM VISION TO CULTURE Some ideas begin as aspirations. The most powerful become part of an organization’s identity. At Ridley, the idea of flourishing has shaped strategic thinking for more than a decade, guiding decisions, inspiring innovation, and challenging the College to think deeply about how young people build flourishing lives. As our current strategic plan, Leading with Heart, draws to a close in July 2026, it offers a natural moment to look back at how that idea evolved from a vision into a culture — and how it continues to shape Ridley's future.

Leading with Heart, first published in 2021, was built on a foundation laid over a decade earlier. Rather than a radical departure from earlier thinking, the plan was a refinement; an evolving articulation of how Ridley’s vision continues to grow in response to both its own community and a changing world.

Headmaster Ed Kidd says the past five years have been about deepening Ridley’s philosophy of flourishing and pursuing the promise of this cardinal idea. Leading with Heart expanded on our earlier commitment to the development of human flourishing. With evolving research and ideas, new initiatives and programmes, the 2021 plan focused on the collective — a flourishing community.

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“It was very much flourishing 2.0,” Headmaster Kidd says.

“A transformation from thinking about flourishing solely as an individual pursuit to understanding how each of us contributes to the flourishing of others ­— and our responsibility to do so.”

That shift, from the individual to community, has shaped both Ridley's priorities and its culture over the past five years.

“In a coherent, aligned school, you’re constantly asking: how does this decision advance our mission and vision?” notes Mr. Kidd. “A strategic plan isn’t an operating manual — it’s an aspirational and directional guide.”

Some outcomes have been tangible: new programmes, expanded boarding initiatives and campus developments contributing to the School’s vision. The Iggulden Building renovation and the Evans Athletic Centre are obvious examples of this. The Headmaster refers to them as physical manifestations of our strategic vision. But the deeper impact is cultural and philosophical. Over time, the concept of flourishing has become embedded across Ridley, influencing programming, student life and the overall experience on campus.

Today, amidst the confusion of change, polarization and cultural malaise, Ridley stands out for its strongly held conviction: the primary aim of education is to inspire flourishing lives. Obviously, the table stakes of schools — excellence, academic success and top matriculation — still matter and are obtained. However, the central target has shifted toward instilling strong habits and values, building confidence and resilience, a strong commitment to community and deepening relational skills. It is something alumni and visitors to campus sense, even if they can’t quite put their finger on it.

“People say this place feels different,” admits Mr. Kidd. “The same traditions and buildings are here. But the culture of wellbeing and flourishing is more apparent and intentional than ever before. And everyone is ‘singing from the same song sheet.’”

Looking ahead, the next strategic plan will build on that strong foundation and vision. Flourishing 3.0’s challenge will be to grapple with human flourishing in the face of technology and a rapidly changing world, particularly the rise of artificial intelligence and its impact on learning and human formation.

“The advent of AI is, in many ways, devaluing knowledge — I predict this will no longer be a differentiator for schools like Ridley,” Mr. Kidd says. “What becomes more valued in an elite education is the development and deepening

of those uniquely human capabilities: how we relate to others, how we navigate ambiguity and ethical thinking, how we collaborate in teams, how we create with our hands and experience the real world. Those who deepen their humanity and employ AI as a tool to ‘become better humans’ — these are the people who will flourish in the future, and I think Ridley has a role and a responsibility to do this.”

For the Headmaster, the true power of strategic planning as an organizational exercise lies not just in final outcomes, but in cultural alignment, energy and momentum.

Strategy is never linear. Plans evolve. Ideas shift. Some succeed; others are set aside. “I very much view strategy as an organization’s coherent pursuit of some audacious, inspiring future vision. The iterative task of getting there — one step forward, two steps back — that’s how you know you are pursuing something worthy.” Nevertheless, he admits there are always some very tangible goals to be achieved in every plan — financial, programmatic or capital.

As Leading with Heart concludes in July 2026, Ridley is already looking ahead to its next chapter. The School’s new strategic plan, launching later this year, will continue to build upon a vision that has guided its evolution for more than a decade: a commitment to human flourishing.

“There is no end in strategic planning and actualizing a worthy vision,” says Kidd. “It’s a constant pursuit of new interpretations, new research, and new implementation tactics. It’s iterative. It’s messy. That’s what gives it power and meaning.”

The destination may continue to evolve, but the aspiration remains the same — to create a school where every student is equipped not only to succeed, but to flourish. That vision has carried Ridley far, and it will help guide where the School goes next.

Strategic plans may have end dates. Transformative ideas do not.

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Leading with Heart: DEEPENING THE POTENTIAL OF BOARDING There's a question about change that Andrew McNiven and Jess Roud, Ridley's Deans of Boarding, get asked a lot, and they have learned to be careful with their answer. Implementing changes to the boarding programme at Ridley doesn’t mean something was broken — it's deepening what was already there. Through the Leading with Heart strategic plan, there has been an evolution, one where we’re now unlocking the true potential of what a dynamic boarding experience can mean for a student’s life.

"Alumni always want to know what's changed since their time at Ridley," says Andrew. "But the moment you say, 'we changed this' or 'we fixed that,' it sounds like what came before wasn't good. That's not the story."

The story, as Andrew and Jess tell it, is more deliberate and less dramatic, but arguably more meaningful. Over several years, boarding at Ridley has been a foundational pillar of successive strategic plans and a priority for improvement, not through a single sweeping overhaul, but through a sustained, principled commitment to making something good into something great.

"The biggest shift has been toward continuous improvement," Andrew says. "Not one transformation, but a decision to keep moving the needle, consistently, with structure behind it."

That structure has become something much larger than just the boarding programme. It goes hand in hand with a culture shift at Ridley that has been central to successive strategic plans.

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positive education, built around a simple ambition: to help students feel good and do good — not just within these walls, but in communities far beyond them. That vision is grounded in PERMA-V, the human development framework developed by Dr. Martin Seligman, in which each letter represents a pillar of wellbeing: positive emotions, engagement, relationships, meaning, achievement and vitality.

It’s more than just a poster on the wall or a few words in Chapel. Every adult on campus, from faculty to advisors to boarding staff, is all bought in and working towards the same goal. For boarding, the opportunity to fully embrace PERMA-V was impossible to miss. Every decision in the boarding programme, from how a weekend is structured to how a staff member approaches a difficult conversation with a student, is now filtered through it.

"Walk into any dorm," Andrew says. "Talk to any staff member. Talk to students. You'll see it reflected everywhere."

Ten to 15 years ago, the landscape was completely different than what it is today, not just at Ridley, but at most independent boarding schools.

Houses operated largely in isolation. Competition between them was fierce, collaboration rare. And the role of boarding staff was more focused on supervision — making sure students were where they needed to be.

At Ridley, that’s shifted to a more holistic model focused on collaboration, with boarding staff stepping up in a “parenting” role focused on the development of the whole person.

Vitality, the V in PERMA-V, is where boarding has the most natural influence: sleep routines, nutrition, stress management and the balance of an active life. These aren't abstract concepts in a House; they're the texture of everyday.

The culture shift is only part of the story. Improving our existing facilities has also been a priority. A perfect example is the introduction of dimmable lights in the dorm rooms.

It seems small, but even something simple can improve vitality and encourage positive sleep routines. Other recent dorm improvements included upgraded kitchenettes in common rooms and new water stations throughout our Houses.

Another concrete expression of the philosophy is a new intentionality of weekend programming. It’s an area that Andrew and Jess say is nearly unrecognizable from where it stood five years ago. Now, the entire year is mapped out in advance, with a deliberate mix of on-campus and offcampus activities. Houses build additional programming around that framework, creating layers of engagement for students who live on campus.

"Many comparable schools largely empty out on weekends," Andrew notes. "We don't. We have hundreds of students here, which creates a real responsibility. And we've leaned into that."

to make the experience more meaningful. It also helps build unity within the House between boarding and day students.

When something cool is happening on the weekend, day students often show up on campus, even when they aren’t required to be there.

There’s been a lot of progress made over the course of the Leading with Heart strategic plan, and Andrew and Jess weren't content to keep what they were learning to themselves.

What began as an internal conversation about professional development eventually grew into something none of them had quite anticipated. They created the Community of Boarding School Staff (COBSS), which is now a national network connecting 15–20 schools each year.

The model is refreshingly practical. Participating staff work in small cohorts throughout the year, identifying real challenges, developing programme ideas, testing them with their own students and reporting back on what actually worked. The programme culminates in an in-person summit hosted by one of the member schools.

"It's low-cost, highly practical and focused on what actually matters: working with students," Jess says. "And it's had a huge impact on our own programme. We're constantly learning from others and bringing ideas back."

We’re building on what has made it great, carefully and strategically, to ensure it remains a life-changing experience for generations of Ridleians yet to come.

Students now expect something exciting to happen over the weekend. That programming has been built deliberately

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Building on the concept of learning best practices from other schools, an opportunity presented itself last year.

Andrew and Jess, with support from Ridley leadership and made possible by our professional development fund, were able to gain a better understanding of Ridley's standing on a global scale. They packed their bags and headed to the U.K., visiting eight top boarding schools across the pond. The tour proved to be some of the most valuable professional development either has experienced.

What they found surprised them, in the best possible way.

Many of the schools they visited, storied institutions with centuries of history, were still operating in relative isolation.

Collaboration between schools was nonexistent. The culture of wellbeing and focus on flourishing of the whole person that Ridley has been building was, in some cases, ahead of what they encountered abroad.

"We came back feeling confident," Andrew says. "In many ways, we're not catching up — we're keeping pace, or even leading in some areas."

Where British schools did hold a clear advantage was in infrastructure: more on-campus housing, more embedded staff and greater flexibility in how space could be used. It was an honest assessment, and they returned from the trip with a sharper sense of what future investment at Ridley could unlock.

Ask Andrew and Jess where Ridley’s programme needs to grow, and they answer without hesitation.

Facilities are near the top of the list. Common spaces, updated dorm interiors and greater flexibility in how residential space can be allocated as enrolment shifts.

These are the kinds of investments that aren't glamorous but matter enormously to the lived experience of boarding students and staff.

There are other things to consider as well: more experiential opportunities for students, changes to the staffing model and the development of a longer-term arc that creates a truly intentional boarding journey from Grade 6 through to graduation.

They have an ambitious vision. But to continue advancing Ridley’s boarding programme and ensure the experience continues to improve, that is required.

The new goals for boarding at Ridley will take shape under our next strategic plan. However, what’s clear today is that the programme remains a cornerstone at Ridley, and big things are in the works.

“We’re in a strong position internationally,” says Andrew.

“With the right investments, in people and in our Houses, we can continue to lead."

For alumni who remember late-night study halls and the camaraderie of House life, that's the most reassuring thing to hear: the best of what made boarding at Ridley formative hasn't been discarded. Instead, we’re building on what has made it great, carefully and strategically, to ensure it remains a life-changing experience for generations of Ridleians yet to come.

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RIDLEIAN FUND SHAPING OUR FUTURE, TOGETHER

Lower School Bike Programme

Your 2024/25 Impact.

Thanks to you and other proud members of the Ridley family who chose to continue the Ridley tradition of giving and invest in our students this year, we were able to deliver impactful campus and programme improvements to enhance the experience and opportunities available to our students.

Your generosity in the 2024/25 school year enabled us to advance our mission as a school, provide impactful tuition assistance through scholarships & bursaries, and complete campus projects that will benefit current and future generations.

Terar Dum Prosim.

New Tiger Court

Thank you for inspiring flourishing lives.

249 Deserving students supported through scholarships and bursaries

$2,508,999 Donated to support endowed scholarship, bursary, and prize funds.

“Thank you, from the bottom of my heart, for believing in students like me. Your generosity has shaped my Ridley experience in ways I will always carry with me.“ - ALEX ‘26

New Instruments and Art Equipment Masters Way (Phase 2)

New Cadet Uniforms

New Philosopher’s Way Path

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Leading with Heart: DEEPENING THE PURPOSE OF SERVICE LEARNING For countless Ridley students and alumni, Terar Dum Prosim was a phrase absorbed almost by osmosis; it was spoken at assemblies, printed in programmes and carried out through fundraising drives. It meant that Ridley students were here to contribute. To be consumed in the service of others has long been part of our School’s identity.

Alumni who walked these halls in the 1980s, 90s and early 2000s remember this aspect of their time at Ridley well.

But like all things, the concept has evolved over the years.

In successive strategic plans at Ridley, including our most recent, Leading with Heart, being consumed in service has been at the centre of everything we do.

Over the years, we have worked to make service to others not only a requirement for graduation, but rather a calling.

These days on campus, the identity of Terar Dum Prosim has deepened, structured and grown in directions that would have been difficult to imagine even a decade ago.

"Service isn't just an action — it's a way of being," says James Steward, Ridley's Service Learning Coordinator.

A role overseeing service learning has only been formally in place for a handful of years. Still, as service opportunities for students continued to expand, it became clear that there was a need for strategic oversight of the programme.

Enter James.

Throughout his career, James spent nearly 25 years working overseas, 13 of them in Japan, which has informed his view on service learning.

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"I want students to feel like service is a part of who they are,” James says. “Not that they have to serve, but that it can be a passion."

The infrastructure to support that vision has grown considerably. Each House supports a dedicated charity or cause. Student-led service clubs have grown exponentially.

And a new annual celebration dinner honours students, staff and community partners who make it all possible.

"Ridley has always lived the motto," James says, "but now service learning is more intentional and visible. It's become embedded in the culture."

The shift has been obvious. Now, it’s the students themselves who are leading the charge, starting new initiatives or clubs around causes that they care about.

For example, Action Alliance provides meals to community members in need. Tigers in Action co-ordinates a range of service initiatives across the school. Ridley Women in Leadership ties civic identity to service in ways that extend well beyond volunteer hours.

"Once students take ownership, others follow," James says.

"That's been a big shift."

The hours reflect it. Total service hours at Ridley continue to grow year after year, with many students logging 200, 300 and even 500 hours over four years — not because they are asked to, but because they have found something that matters to them.

hosted students from Kugaaruk, a remote community above the Arctic Circle. In June, 14 Ridley students travelled north, where shared experiences in sport, culture and daily life strengthened relationships and built a sense of community.

For alumni who remember the Malawi trip to visit the Jacaranda school or the Guatemala DIG Project, Ridley's tradition of service travel is familiar ground. What's new is the ambition behind it.

From hockey games and community events to traditional drum dancing, land-based learning and cultural workshops, the exchange emphasized inclusion, mutual respect and meaningful connection.

Ridley now has service trips to Thailand and the Canary Islands, with destinations including Malaysia, Borneo, Peru, Costa Rica and the Bahamas under active consideration.

The programme is being built with more rigour than before: proposals are reviewed, trips are aligned with staff expertise and student interest, and student interest is taken seriously as a guide.

James sees strong value in both sides of this partnership. He hopes to continue expanding it in the years ahead, as students return with a deeper understanding of northern communities and the power of shared experience. "It's about mutual learning and understanding different ways of life and different perspectives," he says.

"There are endless possibilities," James says. "We're building a stronger system to make sure those trips have a real impact."

The most significant next chapter in Ridley’s service story has nothing to do with tropical destinations. It starts in Nunavut.

Through partnerships with organizations including True North Aid and Hockey Cares, Ridley recently

He sees the Nunavut partnership as a model, not a one-off, with hopes of more Indigenous-focused opportunities in the future. "Whether it's with Nunavut or other Indigenous communities across Canada, it's about building meaningful relationships," he says. "That's what this has to be."

James is candid about one remaining obstacle: the language we use to describe Terar Dum Prosim. "'Service learning' can feel limiting.

People associate it with required

hours, with something you have to get through," he says. "We need to broaden that perspective."

The language he prefers speaks of active engagement, community collaboration and transformational learning. It's a distinction that might sound semantic, but James believes it matters.

"Service learning is much bigger than volunteer hours. It's about connectedness. It's experiential.

It changes you."

That, he argues, is what the motto has always pointed toward — not a task to complete, but a character to build.

“People working together to solve problems. That's the goal, good people doing good things for each other," James says.

At Ridley, we truly believe in the importance of leading with heart and transforming service opportunities from a requirement to a passion.

It has been a goal of our School for generations. Things have expanded, programmes have changed and new leaders have stepped up, but the core has always remained the same. Being consumed in service will always remain at the heart of what we do and a cornerstone of a Ridley education, whatever the future holds for our School.

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Leading with Heart: CONNECTING WITH RIDLEY’S VALUES Back in 2021, Ridley refreshed its strategic plan, titled Leading with Heart. It was a bold document that outlined eight strategic pillars to inform Ridley’s mission, vision and motto. Strategic plans are living documents. Plans change, projects are completed, and milestones are reached. But the underlying values are always at the core of everything we do and the way members of our incredible communities lead their lives. For this story, we spoke to three alumni who live the values of Leading with Heart every single day. They exemplify three of Ridley’s values in particular: inspiring flourishing lives, engaging our home here in Niagara and connecting to a global community.

Jill Hopkins ’92: Flourishing in Sport Jill Hopkins ’92 has overcome every obstacle and takes flourishing to heart. She did not set out to become a competitive athlete. Her introduction to wheelchair curling began with a simple invitation to a “try it” day — a way to make winter, often difficult to navigate in a wheelchair, a little more manageable. She has lived with paraplegia since a 1995 accident, and her expectations that afternoon were modest.

“Anything that might make winter more tolerable is worth trying. I’m in,” Jill says.

What she found on the ice went beyond sport. The culture of curling, built on generosity, humility and camaraderie, stood out immediately. By the end of her first tournament, Paralympic coach Mick Lizmore approached her with an unexpected question: did she see herself pursuing this at a higher level? She was invited to join the National Wheelchair Curling Program shortly after.

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Competing at that level is as much mental as physical, and through performance training, Jill learned to work with her emotions rather than against them.

“I’m a very emotional person,” Jill says. “I used to think that was something I needed to change. Now I understand it is part of who I am — and there are real strengths in that.”

She credits Ridley with giving her the foundation to say yes, to the sport, to growth and to the unexpected. Though not selected for the most recent Paralympic Games, she served as a colour commentator for CBC, calling games from Toronto with full emotional investment. She continues to train nationally, most recently finishing 4–1 at the National Wheelchair Curling Championships in Boucherville, Que., and sits on the board of the Sandra Schmirler Foundation, which funds life-saving equipment for critically ill newborns across Canada.

What began as a simple attempt to make winter more manageable has become a flourishing life — one shaped by purpose, resilience and the willingness to say yes.

Jay Tredway ’96: Creating New Connections in Niagara

where both Ridley and its community partners gain real value.

Jay Tredway ’96 has spent most of his adult life at Ridley — first as a student, then as a teacher and athletic director, and now as the driving force behind Ridley’s strategy to engage Niagara.

The strategy, born from a moment of reflection after the pandemic, is built on a deceptively simple idea: consistency.

That shift matters because community organizations, particularly charities and youth-serving groups, depend on reliable partners. When relationships hinge on a single staff member or a single initiative, they are vulnerable.

What Jay has worked to build is something more durable.

“The goal wasn’t to say we weren’t engaged, it was to make those efforts more visible, more intentional and more sustainable,” he says.

Ridley has always had a presence in the region, but that presence was often informal and individual-driven, depending on whether a teacher would maintain a relationship. In his current role overseeing community connections, Jay set out to build something more durable: coordinated partnerships grounded in reciprocity,

Two partnerships illustrate the model.

The relationship with the Niagara River Lions basketball team, now over a decade old, has grown into a deeply integrated collaboration with shared personnel, joint programming and campus events that open Ridley’s doors to young people across the region. A newer partnership with the FirstOntario Performing Arts Centre saw Ridley students design and build a large suspended installation for its foyer — a piece intended to hang for three weeks that stayed up for months.

For Jay, that moment captures everything Engage Niagara is meant to be: students doing real work for a real audience, building trust with a community partner, and leaving something meaningful behind. It is not programming for its own sake; it is a relationship built on substance. With nearly half of Ridley’s student body now consisting of local day families, Jay views a strong presence in Niagara as paramount to our success.

"Parents and students want to see the school making a positive impact locally. That creates both an expectation and an opportunity,” he says.

The work is only just beginning, with Jay constantly seeking new partners and initiatives that align with Ridley’s values and provide our students with unmatched opportunities in the community.

TIGER | RIDLEY COLLEGE 33

George Butterfield ’57: Embracing a Global Community

of travel and purpose, he says, is something his own generation at Ridley never had.

George Butterfield ’57 was 19 and in his final year at Ridley when he took what he calls a grand tour of Europe. It changed everything. That journey became the seed of Butterfield & Robinson, eventually one of the world’s most respected travel companies, and the source of a conviction he has carried ever since: that travel makes people more fully human.

“Whether students are doing service at home or abroad, the important thing is getting involved and understanding the needs of others,” he says.

“We tend to live within our own communities. Travel exposes you to different cultures, religions and ways of life, and people who have travelled are generally more open and understanding.”

Now 87 years old, George’s support for Ridley’s global and service learning initiatives is rooted in that same belief.

When he and his wife were approached about funding travel programmes at the School, the answer was an immediate yes. He knew firsthand that transformative experiences are not equally accessible, and that helping to close that gap matters.

What he finds most compelling about today’s Ridley is the shift toward service learning, students who do not simply observe the world but contribute to it. That integration

For George, that evolution reflects something essential about what education at its best should do. It should pull back the blinds, as he puts it. It should create encounters that complicate easy assumptions and replace them with genuine understanding.

He points to a simple truth that his years of travel have reinforced: most people, wherever they live, want the same things — a good life, a family, the chance to contribute to their community. The more students encounter that truth in real places, with real people, the better equipped they are to lead in a world that increasingly demands the ability to see across difference.

He still loves to travel himself. At 87 years old, the airport has become more complicated. But the desire to see the world, George says, has never diminished. And his belief in the transformative power of a Ridley student's first real journey beyond their own community, that, too, remains unchanged.

THREE PATHS, ONE HEART Three alumni. Three paths. One shared conviction — that the fullest kind of leadership is not a performance of confidence but an act of investment: in people, in community, in a world wider than the one you started with.

That is what it has always meant to lead with heart. And at Ridley, it is what we continue to ask of the people we are privileged to educate.

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Admissions Travel Dates 2026/27 September 7th–October 4th

Taipei, Wuhan, Shanghai, Beijing, Vancouver, Hong Kong, Bangkok, Seoul September 27th–October 11th

Germany and Poland October 5th–12th

Ghana and Nigeria October 22nd–November 6th

Hong Kong, Seoul, Shanghai, Beijing, Shenzhen, Taipei, Hangzhou, Quzhou, Guangzhou, Nanjing, Hanoi October 27th–November 3rd

Japan November 5th–7th

Saudi Arabia November 5th–25th

Germany, Austria, Sweden November 25th–30th

Turkey November 16th–18th

Each year, our Admissions Officers travel extensively to connect with families around the world. To view our complete schedule or learn more, scan the QR Code.

Cayman Islands November 18th–21st

Jamaica November TBD

Barbados November 21st–23rd

Nassau, Bahamas January 18th

Bermuda January 22nd–27th

Mexico

TIGER | RIDLEY COLLEGE 35

Natasha Esteves '24, Gioia Bonifacio-Proietto '25, Ian Wood ’53, Barbara Wood and Okechukwu Oluwatobi Okafo '25

Ian Wood ’53: ACROSS CONTINENTS, FROM RIDLEY Ian Wood ’53 first stepped onto Ridley’s campus as a 15-year-old boy from Quebec City. An eerie quiet settled over the nearly empty school. He had arrived a day early, wandering the grounds alone, taking in unfamiliar buildings and imagining what life so far away from home might become. It was a tentative beginning, one that would, in time, grow into a lifelong connection defined by curiosity, discipline and a deepening sense of global purpose.

Ridley in those days was, as Ian recalls, “a different kind of school.” Far different than the Ridley of today, and unlike anything he had experienced before. Rigorous, structured and, at times, unforgiving. Yet it was precisely that environment that helped shape him.

Ian was raised by a widowed mother and had only sisters.

A boys’ school was entirely a foreign concept. But after an initial period of homesickness familiar to so many Ridleians, he found his stride. He embraced the rhythms of school life, the camaraderie of sport and most importantly, he began to discover the academic interests that would guide his future.

Foreign language, in particular, opened a door.

Arriving at Ridley fluent in French, Ian soon made a decision that would prove pivotal: he set aside Latin to study Spanish. It was the beginning of a lifelong relationship with language, both as a skill and as a bridge between cultures.

That connection was strengthened through a formative visit to Guatemala over Christmas, where Ian stayed for two weeks with Hans Hartleben ’54 and his family. His rapidly improving Spanish allowed him to navigate a new world, connect with a different culture and solidify his direction.

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“I had always been interested in languages,” he reflects. “But that experience made it real. Spanish came much easier to me than Latin, and I think that was one of the best decisions I ever made.”

From an early age, he had been interested in serving in the foreign service. His Ridley education, growing passion for history and geography, and love of learning languages helped set his path. What followed was a career and a life that spanned continents.

After university, Ian joined Canada’s diplomatic corps and embarked on a journey that would take him across Europe, the Middle East and the former Soviet Union. From New York to Athens, Vienna to Beirut, Paris to Moscow, each posting offered new challenges and new perspectives.

Along the way, Ian added to his linguistic repertoire: Spanish, German and Russian, each language deepening his ability to engage meaningfully with the people and places he encountered.

For Ian, language was never simply practical. It was relational. It allowed him to build trust, foster partnerships and represent Canada with cultural sensitivity and insight.

Nadia Trites '27 and Ian Wood ’53

Whether working to promote Canadian trade abroad, secure foreign investment back home or navigate complex political environments, his success was tied not only to what he knew but also to how he connected.

Languages were central throughout my career,” he says. “I already had French and Spanish, then picked up German. Later, I added Russian. But it wasn’t just about communication; learning the language helped me better connect to the culture and understand the whole person at each posting.”

Even in retirement, Ian’s passion for language and travel has never waned. From backpacking across South America to studying Spanish in Guatemala, alongside his wife, decades after his first visit, he continues to approach the world with the same sense of curiosity that began at Ridley.

awaited Ian. It was a video message from every student who had received the scholarship over the past 10 years.

They shared how the scholarship affected the course of their lives — both professional and personal. Some have gotten engaged or married. Some have moved to other parts of the world, inspired by Ian’s story. And all of them still speak and practice the language that his scholarship made possible for them to learn.

“It’s been a real pleasure,” he says. “To see where they go, what they do, and how that experience shapes them.”

Ian is the quintessential example of a globally-minded Ridleian. And, thanks to his generosity, he is opening the world for the next generation of our students. It is truly a full-circle initiative: from personal passion to a lasting legacy.

It is a mindset and a global perspective he wants to pass on to the next generation.

More than a decade ago, Ian chose to give back to Ridley in a way that reflected both his personal journey and his belief in the transformative power of language. Drawing on an inheritance, he established the Ian Wood ’53 Global Language Summer Study Scholarship, designed to support students pursuing immersive language studies abroad.

For Ian, the intent was clear: to create an opportunity for Ridley students to experience the same kind of awakening he had felt as a teenager. To step beyond the classroom and discover what it means to communicate across cultures.

Since its inception, the scholarship has supported students travelling abroad to deepen their language skills and broaden their perspectives.

Headmaster Kidd and Ian Wood ’53

At his most recent visit to campus to present the 2026 recipient, Nadia Trites ’27, with the scholarship, a surprise

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Faculty Feature: KEN HUTTON, RIDLEY’S HEARTBEAT For more than three decades, Ken Hutton has been one of Ridley College's most enduring presences: a history teacher, music director, housemaster and, for countless alumni, simply the teacher on whom they want an update.

"I'm told alumni ask about me frequently at events and receptions," Ken says, with a laugh that carries a lot of gratitude. "That's humbling."

It should come as no surprise. Ken arrived at Ridley the way many great chapters begin, almost by accident. His organ teacher brought him to campus one Saturday morning to try the Chapel organ. Students were heading to class in full uniform, on a weekend, in what felt like a British boarding school transplanted to the Niagara Peninsula. "I thought, I'd love to work here one day," he recalls.

He got his wish, and then some.

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Over the years, he has taught history, directed music, led Chapel services and spent 17 years as housemaster of Merritt North, where he and his wife, Charlene ’83, raised their children Jeremy ’10, Sidney ’13 and Julia ’16 alongside the boys in his care. There were no residence dons or assistants back in the early years; just Ken, Charlene and a rotating cast of faculty colleagues keeping the lights on and the culture alive.

His teaching philosophy has remained constant after all this time: meet students where they are, build them up from there. That has defined Ken's approach in every role. And,

he’s not slowing down just yet. He wakes up every day — now living off-campus — still as excited and energetic to teach his classes as he was in the 90s.

He has many fond and vivid memories from those early years. House dinners. Barbecues at the Burgoyne Outdoor Education Centre. And one tradition Ken holds especially dear: taking students downtown once a year to prepare and serve a meal at a local church, then spending the evening with guests, playing cards, talking, and setting up cots for those who needed somewhere to sleep. "No student ever complained," he says. "It really put things into perspective."

In 1994, he travelled to Europe with the choir, performing in Salzburg, Leipzig and Berlin, arriving just after the Wall came down. He has taken students to Model United Nations conferences in New York and Washington, as well as on visits to faith communities across the region. In 2024, he also conducted the Lincoln and Welland Regimental Band in the Netherlands for the 80th anniversary of the Dutch liberation, performing before Princess Margriet and later attending a reception at the palace. "Truly once-in-alifetime," he says.

These days, Ken is feeling as adventurous as ever. He recently competed in the Lake Ontario 300, a multi-day offshore sailing race around the lake with skipper Thomas Lynam, navigating channels in the dead of night using charts on a laptop, and placing first in their class.

Back on campus, he's energized by the School's new performing arts facilities in the Ron Mannix and Class of ’66 Music Centre — the Paterson Performance Hall, recording studios, expanded practice spaces and new instruments that have transformed what's possible. A concert series has brought musicians from the Toronto Symphony Orchestra to St. Catharines, and Chapel has evolved too, now blending contemporary ensembles with diverse musical styles and guest speakers from a range of faith traditions.

"It feels like we've reached a new level," Ken says. "It's rejuvenated me."

For alumni wondering what he's up to, the answer is: still here, still teaching with no plans yet to stop, still curious and still finding new ways to surprise you. And, he’s still the heartbeat of a place he fell in love with on a Saturday morning so many years ago.

TIGER | RIDLEY COLLEGE 39

1950s

CLASS NOTES WE WANT TO HEAR FROM YOU! Share a few short words with your fellow Old Ridleians about important milestones, career moves or philanthropic endeavours. Please include your full name and the year you graduated from Ridley.

Ian Wood ’53 and more than 30 members of the Wood family from Canada, Australia, South Africa and England gathered in Phuket, Thailand, for a family reunion in early January.

1960s

Tim Griffin ’68 was awarded an honorary degree from Bishop’s University in recognition of his distinguished career in investment management, extensive philanthropic leadership and longstanding service to the university. Tim co-chaired Bishop’s highly successful Leading the Way capital campaign from 2012 to 2018 and remains active as a volunteer, fundraiser and competitive tennis and squash player.

1970s

High resolution images (300dpi, 2MB minimum) are welcome to accompany your Class Note.

SEND TO: development@ridleycollege.com

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Brad Pierce ’78 and his family were recently honoured by Valour Canada with the General Sir Arthur Currie Award, a prestigious honour that recognizes Canadians who demonstrate leadership and determination in making outstanding contributions to Canadian military heritage and community.

1980s

Don McDonald ’80 completed the Boston Marathon on April 20th with a time of 3:47:47.

2020s

Brad Ferguson ’87 was appointed chair of the University of Alberta Board of Governors, effective April 23rd, 2026.

1990s

Former Prep Boys hockey studentathlete Luke Haymes ’21 suited up for the Toronto Maple Leafs this season, marking his NHL debut and playing in four games at the end of the season.

Kate Anderson ’82 recently gathered in Costa Rica with three generations of Andersons, alongside Theo Thomas ’13, Wally Anderson ’49 and Isabel Thomas ’15.

Charlotte Langlois ’24 and Caillen Pieckenhagen ’25 have been named to Team Canada for the 2026 World Rowing U23 Championships in Duisburg, Germany.

Brian Wannamaker ’82 has won the 2026 Seattle Wine Tasting Award.

Alana (Tervo) Tart ’96 reconnected with Carlos Fuentes ’96 in Switzerland.

Over nearly 30 years, they have stayed connected, reflecting the global relationships built through Ridley.

2000s

Paul Moyer ’84 received an honorary degree during the University of Guelph’s 2026 convocation. A visionary entrepreneur, a dedicated community leader, and a passionate advocate for innovation in agriculture and food safety, Moyer’s contributions have had a profound impact on the UOG, the Canadian economy, and global public health.

Charlotte Pieckenhagen ’25 is an NCAA Women’s National Champion in her first year playing hockey with the University of Wisconsin.

Jay Willmot ’03 was recently featured in The Globe and Mail in a profile on his company, Haven Greens.

Caitlin Ng ’25 was named OUA Women’s Squash Rookie of the Year after a flawless 5–0 championship weekend, helping Western University capture the OUA Championship title.

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CLASS NOTES CONTINUED

BIRTHS

FACULTY & STAFF NOTES

Erin Howard and her husband Corey Chmay welcomed their son, Wesley James Chmay, on May 25th, 2026.

Marcie Lewis ’03 and Gerardo Martinez welcomed their son, Ellis Rafel Michael Martinez, on January 26th, 2026.

Yue Han and her husband Hu welcomed their daughter, Mila Hu, on April 27th, 2026.

Michaela Eaton-Kent ’09 and her husband Keenan Hamilton welcomed their son, Cassian Hart EatonHamilton, on January 6th, 2026.

Celeste (Doucet) Auld ’07 and her husband Jeffrey Auld welcomed their daughter, Mackenzie Grace Auld, on April 7th, 2026.

MARRIAGES

Nina Bukovec ’17 married her husband, Noah Perlic, on October 25th, 2025, in Niagara-on-the-Lake, ON.

OBITUARIES Donald Wyatt ’45 died on March 1st, 2026, at the age of 99.

John Weinstein ’70 died on March 10th, 2026, at the age of 74.

Harry Hill ’47 died on February 15th, 2026, at the age of 97.

Simon Ainley ’71 died on March 15th, 2026, at the age of 74.

Bryan Eberli ’49 died on March 18th, 2026, at the age of 94.

Anthony Steele ’73 died on May 24th, 2026, at the age of 71.

William Clarke ’50 died on December 26th, 2025, at the age of 92.

Tim Powell ’74 died on January 18th, 2026, at the age of 70.

Nigel Newbery ’50 died on January 19th, 2026, at the age of 93.

Elizabeth Molson ’87 died on March 5th, 2026, at the age of 58.

John MacMorine ’54 died on May 27th, 2026, at the age of 93.

Julio Di Filippo, former custodian and then Ridley’s head chef, died on February 1st, 2026, at the age of 89.

Barney Leach ’58 died on December 16th, 2025, at the age of 86.

Ian (Jolly) Macintosh ’67 died on January 27th, 2026, at the age of 77.

John H. Wilmot ’61 died on May 18th, at the age of 83.

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Carla Vizzari and her husband Chris welcomed their son, Matteo Christopher Vizzari, on June 16th, 2026.

Peter Gill, former Director of Campus Security, died on January 22nd, 2026, at the age of 74.

Dennis Hull, former faculty and hockey coach, died on May 30th, 2026, at the age of 81.

RETIREMENTS

Giles Campbell 1995–2026

Linda Chang 2016–2026

Andrew Leach 2005–2026

Giles Campbell retires after more than 30 years of service. A teacher of design technology and visual art, he built a programme grounded in creativity and hands-on learning, expanding facilities and introducing technologies including 3D printing.

Beyond the classroom, he led Duke of Edinburgh expeditions, coached athletics and supported theatre and outdoor education. He helped shape generations of confident, capable students. Giles and his spouse Fiona will relocate to Vancouver Island, where he looks forward to painting, family life and west coast living.

Linda Chang retired on June 26th, 2026, after 10 years of service. A dedicated volunteer before joining staff, she served as Family Guild president and later as executive assistant to the CFO, where she modernized Board operations and introduced digital tools. She went on to support the Board of Governors and served as a Grade 12 advisor.

She also contributed widely to cocurricular and community initiatives.

In retirement, she looks forward to travel, time on her hobby farm and quilting.

Andrew Leach retires after 21 years as an Upper School English teacher. He helped launch the IB programme, led the department and served as an instructional coach and IB examiner. He contributed extensively through coaching, theatre and debate, leading students to regional and international opportunities. A proud parent of three Old Ridleians, he now looks forward to travel, family time and new adventures, including cycling and skiing abroad. His impact across academics, arts and athletics leaves a lasting legacy.

Brenda Lockhart 2006–2026

Duane Nickerson 2004–2026

Lara MacKenzie 2012–2026

Brenda Lockhart retired April 30th, 2026, after 19 years as financial controller. Since joining Ridley, she has provided steady leadership, deep expertise and unwavering integrity across financial operations. Her careful stewardship and mentorship established a strong foundation that will support the school for years to come.

In retirement, she looks forward to spending time with family, travelling and volunteering. Her contributions have left a lasting mark on Ridley’s financial strength and stability.

Duane Nickerson retired in June after more than 20 years at Ridley. He taught visual art, art history and design technology and held key leadership roles, including Director of the Arts and IB Diploma Programme Coordinator. He enriched student learning through international art tours and mentorship, inspiring many to pursue further study in the arts. He also contributed broadly through co-curriculars and committee service. In retirement, he will relocate to Nova Scotia to focus on painting, travel and time with family.

Lara MacKenzie retired after more than 13 years as manager of retail operations. She transformed campus retail, improving uniform systems and enhancing the student experience through creative offerings and initiatives. She also served as an advisor, chaperone and committee member, consistently prioritizing student connection and community spirit.

Known for her professionalism, creativity and warmth, she built strong relationships across campus.

In retirement, she looks forward to travel and new experiences.

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Ridley at the HENLEY ROYAL REGATTA There is a particular sense of calm and quiet that settles over the banks of the River Thames on race day. The course, the town and the grandstands all exude nearly two centuries of racing history. It’s like nowhere else in the world of rowing.

Ridley has a long history at the Henley Royal Regatta, with thrilling victories and disastrous defeats over the decades. This summer, our School added another chapter to the story, with a crew competing at Henley for the first time in years.

Luke Winterbottom ’26, Ashton Kidd ’26, Aiden MacPhail ’26 and Hendrik Veld ’26 carried the Ridley legacy on the Henley Royal Regatta course, racing for the Fawley Challenge Cup against some of the finest school-age crews in the world.

Their first race, a tightly fought contest against Norwich School, was the closest of the entire day; praised by online commentators and spectators in the grandstands, the excitement was palpable. They, unfortunately came up short in their following race to Marlow Rowing Club on July 2nd, but not before laying down everything they had on the course, rowing with the composure and grit that has long defined Ridley crews at the highest levels of the sport.

Their return to Henley is also an opportunity to reflect on the history. Ridley's relationship with this regatta stretches back decades, through crews, coaches and races that have

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shaped the identity of rowing at this School. We invite you to revisit some of the defining moments.

The 1970s Dynasty The Ridley rowing programme was founded in the spring of 1966 and quickly became a force to be reckoned with on the global stage. Three seasons later, in 1968, the School made its first appearance at the Henley Royal Regatta thanks to the coaching leadership of Neil Campbell ’51 and Gerald Cheevers.

By 1970, Ridley were champions. The heavy eight crew would go on to win the Princess Elizabeth Challenge Cup that season, the first Canadian school to do so.

We continued to dominate in North America over the next several years, but a snapped oar and a man overboard in 1971 and 1972 meant they would not be repeat champions until three years later. The success at Henley continued throughout the decade with wins in 1973, 1975, 1977 and 1979.

Continued Excellence In 1985, the men’s heavy eight once again made the trip across the pond, this time with a twist. Due to the age of our Grade 13 rowers, the crew was ineligible to compete in the Princess Elizabeth Challenge Cup as we had in the previous decade. Instead, they raced against older crews for the Thames Challenge Trophy. Undaunted, Ridley was on top again in 1985 and 1986 — our first time winning back-to-back at Henley.

For decades, Ridley crews, both boys and girls, continued to win regattas in North America and compete at the Henley Royal Regatta. During this era, many Ridley rowing alumni saw success at Henley, including future olympians Fiona Milne ’90, Maria Maunder ’90.

Unfortunately, further wins for school crews at Henley have remained elusive.

The Modern Era In 2010, rowing in Canada saw a philosophical overhaul in long-term athlete development. With it, Ridley also shifted to focus on early introduction to the sport, technical training and smaller boats, with greater emphasis on individual and small-team pursuit of excellence. Gone were the days of the intense focus on the heavy eight. Still, under the leadership of Dereck Schwandt and Siobhan McLaughlin ’96, more crews were competing at Henley.

In 2014, both the senior men’s and women’s quads had successful seasons and qualified to go back to the Henley Royal Regatta. Both crews had impressive showings, with the girls reaching the quarterfinals and the boys reaching the semifinals.

Before this year, the most recent crew to compete at the Henley Royal Regatta was our senior women’s quad in 2019. They raced their hearts out but lost a time trial by less than one second.

Throughout all our trips to the Henley Royal Regatta, support from our alumni and parent community has been paramount. Whether it has been fundraising or billeting rowers, or simply coming out to cheer on the crews, the Ridley community has proven its generosity, heart and spirit time and again.

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Share Your Treasures: HELP US TELL THE RIDLEY STORY

By Kelly Neill ’81, Archivist For some, heading off to work might feel mundane or repetitive — but for me, entering the archival vault is a daily transformation. Like Alice tumbling down the rabbit hole, I find myself drawn into the world of Ridley, surrounded by curious images, postcards, letters home, moth-eaten sports jerseys and uniforms dating back nearly a century.

These remarkable artifacts illuminate our beginnings and conjure stories and memories that echo the joy and excitement of early days, the sadness of wars, the cheers of victory on and off the playing fields and the awe and wonder of a promising future.

items to our archives, and we give thanks to those who continue to value and honour our legacy.

A heartfelt thank-you to all who have generously donated the following treasures to our collection:

We are forever indebted to all those who have safeguarded and donated

Nicholas Ronald (faculty) — a large collection of team sports pictures, programmes, awards and branded memorabilia, along with a remarkable find from an antique store: two leather-bound Prize Day literary books from 1964.

Jonathan F. Mandeville (friend of the School) — Ridley Sketch Book.

Megan Hill (daughter of Harry Hill ’47) — a woollen basketball singlet, a collection of team and Cadet photos, a large felt banner and a Lower School crested wool cap.

Robert L. Sillcox ’49 - a woollen 2nd team basketball jersey

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ARCHIVES CORNER

Do you have a piece of Ridley history tucked away at home?

We want to hear from you. The Ridley Archives is actively seeking photographs, trophies, ribbons and awards, School and House ties, event programmes, invitations and any memorabilia capturing the history of Ridley.

Every item, no matter how small, helps us document and share the rich history that defines this School. If you are interested in making a donation, please contact archives@ridleycollege.com.

Tom Fischer ’77 — original 1950 Cadet drum and mallets.

Ingrid Cronin (widow of former Headmaster Jeremy Packard) — Honorary Doctorate academic regalia, gown and cap from Wycliffe College, University of Toronto.

Janet Lewis (former faculty) — silver tray presented to the late Paul E. Lewis by the Class of 1975, pictures, yearbooks and a sketch by the late Jim McLaughlin.

TIGER | RIDLEY COLLEGE 47

ARCHIVES CORNER

John Burtniak (friend of the School) — ceramic teacup and saucer, a decorative painted dish featuring images of Springbank and School House, and a copy of Studies in Ethics by J.O. Miller.

Elizabeth Kingstone '88 — Lower School blazer worn by brother E. James Kingstone ’75 c. 1969.

Elizabeth Baque (daughter of the late Ferdinand H. Marani ’1912*) — a remarkable collection of letters home from Ridley, report cards and letters from the Front. *The architect who designed several of Ridley's oldest buildings.

Rick Coy ’60 (former faculty) — a collection of newspaper clippings and albums.

John Evans (nephew of the late Edward C. Evans ’53) — numerous team photos (1949–1953), Mason Gold medal, Prefect medal, silver boxing medal (128 lbs division) and a gold cricket bat presentation medal.

James "Jay" P. Hanna ’62 and the late Frank Hanna (former faculty) — sweater coat, silver tray, photos, event programmes and newspaper articles.

Rickart New ’63 — six panoramic Cadet photos (1928–1933), formerly belonging to his father, Ryland J. New '33.

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Mary Hesketh (widow of the Rev. John T. Hesketh ’45) — photos and silver presentation tray from 1961.

Lynn Kennedy (widow of John D. Kennedy ’57) — vinyl recording of Ridley music, circa 1968.

Chris ’62 and Trish Loat (former faculty) — pictures, newspaper clippings and branded memorabilia.

Will Reid (faculty) — a 1960 issue of The Times (London) featuring an advertisement for Ridley.

Michael Rice ’61 (former faculty) — a collection of Tiger issues.

M A R K YO U R CA L E N DA R S !

2 0 2 6 / 27 E ve n t s UPCOMING EVENTS MUSKOKA RECEPTION August 23rd | Muskoka, ON

WINTER HOMECOMING January 23rd | Ridley College

HOMECOMING YEARS 1s & 6s September 25th–27th | Ridley College

HOLIMONT SKI DAY January 31st | Ellicottville, NY

UK BRANCH RECEPTION October 15th | London, England

ROWING LEGACY RECEPTION February 27th | Ridley College

BOSTON RECEPTION October 17th | Boston, MA

UPPER SCHOOL WINTER MUSICAL & RECEPTION March 5th | Ridley College

LONDON PUB NIGHT October 19th | London, ON

TORONTO BRANCH RECEPTION April 15th | Toronto, ON

KITCHENER-WATERLOO PUB NIGHT October 20th | Waterloo, ON

118TH CADET DAY PARADE & INSPECTION May 1st | Ridley College

NIAGARA PUB NIGHT December 18th | St. Catharines, ON

CSSRA RECEPTION June 5th | Ridley College

Visit ridleycollege.com/alumni for more information on upcoming events, or email Jen Roberge at jen_roberge@ridleycollege.com.

P.O. Box 3013 - 2 Ridley Road, St. Catharines, Ontario, Canada L2R 7C3 | 905-684-1889

ridleycollege.com