OBITUARIES Richard Morgan (Head, Cheltenham College 1978-1990)
Richard Morgan died on 26 May 2021, aged 80. He is survived by his beloved wife Margaret, his daughters Pippa, Victoria and Rachel, and his grandchildren. David Levin, who served as Head of Economics and Second Master during Richard’s Headship, has written the following tribute. Richard Morgan’s qualities as Head of College were those of energy, enthusiasm, a wry sense of humour and a consummate ability to motivate others. The Morgan years at College saw much change. Underlying his achievements were a clear vision, deep religious faith, a sense of history and a great love of both Britain and his family. Margaret’s support of his Headship was a fundamental facet of its strength, as all those who enjoyed the hospitality of College House can confirm. Above all, Richard understood that a successful school must be carefully presented to, and enjoined in, the wider world, as Sir Jeremy Moore (Xt, 1946, past parent and College Council 1980-85) wrote when Richard left College: ‘One of his outstanding contributions has been
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When Richard commenced his Headship in 1978, aged 38, he did so with explicit Council instructions to modernise without diminishing the best traditions of the school. The Governors had chosen exactly the right man. Richard was someone who could both diagnose weaknesses and deliver necessary change. In promulgating his vision for change, Richard was fond of quoting General Slim, whose motto was ‘to attack on all fronts’. In 1978 the College ‘fronts’ were many and varied. Richard’s vision was clearly articulated as encompassing six key areas. The importance of Chapel was confirmed through the Chaplain becoming part of the Senior Management Team. Making Chapel the heart of the school also meant outstanding music and rousing Chapel singing, coupled with notable visiting Preachers and Remembrance Days. The inspired appointment of Lindsay Gray as Director of Music, and a music graduate Chaplain, the late Reverend Anthony Stidolph, transformed Chapel, with pupils vying to be selected for the Choir. The core College challenge was the improvement of Academic performance from the 23% A Level A or B grades in 1978. By the late 1980s the picture was very different in terms of exam results and the gaining of university places, not only at Oxford and Cambridge but also at other highly regarded and competitive universities. Over 55% A or B A Level grades were regularly
achieved by the late 1980s. Similarly, the number of Oxbridge places gained improved from single figures in 1978 to 19 in 1989. Academic improvement also involved the introduction of the Upper College Tutorial system which ensured that Tutors were based in a department relevant to their Tutorial pupils’ subjectinterests. Richard encouraged Heads of Department by giving them greater authority, underpinned by agreed Departmental budgets. Staff Appraisal, then unheard of in schools, was introduced. Targets were set and Department Heads held to account with the system including an annual one-to-one meeting with Richard. All left those meetings feeling encouraged and appreciated. College modernisation included substantial improvements to the campus, with extensive new facilities being developed. Information Technology and Careers Centres were created. The provision of a modern ‘Common Room’ was a good motivator for staff and happy social events held there made for staff cohesion. Richard’s strong emphasis on recruitment generated a rise in pupil numbers and also saw the introduction of girls in the Sixth Form. This prioritisation of recruitment was not based on huge marketing expenditure, but on Richard’s own understanding of the critical importance of Prep Schools’ Heads’ recommendations. That understanding ensured his energetic promotion of the College through his many Prep School Governorships and his being prepared to preach at and attend Prep Schools’ Prize Days. He communicated a strong vision of the future to prospective parents and the resulting rise in College
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in presenting Cheltenham College to the outside world. This has taken much energy and much eloquence to communicate the substance of the actual work done inside the school family.’
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