Leeds Trinity University College - Celebrating 40 years of Learning

19662006Celebrating 40 years of learning

James Hagerty

1966ContCelebrating 40 years of learning

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tents20061) Bishop’s foreword 42) Principal's foreword 53) Acknowledgments 74) The Principals 85) The Sisters of the Cross and Passion 106) The Chaplains 127) The Chapel of Trinity & All Saints 178) The Campus 24

9) The 1960’s 3210) The 1970’s 5811) The 1980’s 7612) The 1990’s 9813) The 2000’s 118

14) Trinity & All Saints in 2006 130

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Bishops’ Foreword Celebrating 40 years of learning 1966-2006

When one of my predecessors, Bishop George Patrick Dwyer, agreed over forty years ago to

the opening of a Catholic teacher training college in this Diocese, he did so in a period of

extra-ordinary growth for the Catholic community. It was a confident decision, made when

there was an urgent need for Catholic teachers, government support for Church colleges and

relatively generous funding. Thus, in a unique partnership between the Diocese of Leeds, the

Catholic Education Council and the Sisters of the Cross and Passion, Trinity & All Saints

Colleges were opened in 1966.

From the outset, the joint Colleges were a remarkable venture and under the inspirational

leadership of Andrew Kean and Sister Augusta Maria, there emerged an innovative and lively

Catholic educational community whose attraction lay in a novel approach to the education and

training of Catholic teachers, the provision of other academic and professional courses, and

dynamic relationships with schools and employers.

A continuous stream of political and social developments since then has affected Trinity & All

Saints’ original purpose and character. Whilst some of these initiatives and influences have

presented great opportunities, others have threatened the College’s Catholic identity and even its

very survival. It is a testimony to the foresight, diligence and determination of those who have

directed the College that it remains viable and successful today.

Our contemporary Catholic colleges and schools are very different from those of the 1960s and

each succeeding decade has brought with it fresh challenges. The world of higher education

continues to change and that process, directed by government policies, modified by new

technology and responding to the aspirations of young people, shows no sign of abating. In such

circumstances, the Church’s educative mission must continue to inform our discussions and guide

our decisions. Trinity & All Saints, like all Catholic schools and colleges, derives its existence from

the commitment of the Catholic Church to a continuing presence in education and the fulfilment

of its mission.

This book traces the history of a Catholic College that has always been proud of its distinctive

ethos, and commemorates the dedication and efforts of so many people connected with its

growth and development. It illustrates the College’s determination to maintain high academic

standards, provide studies in professional formation and facilitate personal development. Its

students are thereby equipped with the spiritual foundation and intellectual and practical skills

that will enable them to contribute to society through their chosen professions and throughout

their lives.

I thank all those connected with the production of this commemorative book and I extend my

gratitude and congratulations to all those who have contributed so much to the life of the

College during its first forty years.

Right Reverend Arthur Roche STB STL

Bishp of Leeds

Bishop’s Foreword

Above: Bishop Arthur Roche

Principal’s Foreword Celebrating 40 years of learning 1966-2006

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As this history reveals, it was the exceptionrather than the rule for church colleges ofhigher education to survive over the pastfour decades. That Trinity & All Saints didso, and continues to flourish, is owed to somany: to its founders, the Bishops’Conference of England and Wales and theCongregation of the Cross and Passion, tothe University of Leeds, succeedinggenerations of trustees and governors,public funding agencies, and also, ofcourse, to its staff and students, sponsors,school partners and other collaborators andsupporters of innumerable kinds.

This work will serve as a tribute to all ofthem and I am delighted that we have beenable to collate it within the living memoryof so many of those who were there at theoutset. I hope that it will also serve as afitting memorial to those who have passedaway and to whom the College will beforever indebted.

Compiling the history would not have beenpossible without the contributions of somany who offered memories, recollections,pictures, facts and figures, who read andappraised draft text, contributed to proof-reading, etc. All such contributions areimmensely appreciated. The highestaccolade must be reserved for JamesHagerty, who so kindly volunteered his skills,expertise and time in researching, compiling,writing and editing the text and leading thewhole project through to completion.

The value of Trinity & All Saints is to bemeasured primarily by how it has enhancedthe lives of those who have come intocontact with the College and its work.Amongst these, above all, we must countthe graduates of the last four decades, nowscattered literally world-wide, serving inprofessions from education, public andcaring services to management, media,

sport and many other walks of life. Thetestimony they offer and the fondness withwhich they remember their days here is thegreatest reassurance we can have that it hasall been worthwhile.

It has been a privilege to have been giventhe opportunity to lead Trinity & All Saints tothe completion of forty years of service tothe community, building on the legacies ofprevious generations. I trust that thosecharged with taking it forward will do so witha firm conviction that life begins at forty!

Mike Coughlan

Principal’s Foreword

Below: Dr Mike Coughlan

Author’s Introduction Celebrating 40 years of learning 1966-2006

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Trinity & All Saints College is veryfortunate in having a substantial and well-organised documentary and photographicarchive. It is also fortunate that it has hadmany long-serving and faithful staff whohave good memories. These assets havemade it relatively easy for me to trace thepast forty years.

As an outsider, however, it is impossible forme fully to appreciate the College’s spirit, itspersonalities and its changing nature since1966 and so the basic narrative has beensupplemented by personal reminiscences ofstaff and students and by photographs andextracts from college magazines andstudent newspapers. I hope that thispresents a fairly accurate picture of what lifehas been like in the College for those whoexperienced it.

I am very grateful to all those who sharedwith me their memories of Trinity & AllSaints – their names are listed in theacknowledgements. I also wish to thank thestaff of the Andrew Kean Learning Centrefor allowing me access to the Collegearchives; Nicky Osmotherley for herphotographic skills; John Smith for hisinformation on the College estate andcampus; and Phil Steel and his colleaguesfor their advice on printing and publishing.Val Coulson has been a source of cheerfulenthusiasm and kind assistance. I amespecially grateful to her and also toMalcolm Redding and Kevin Delaney whoproof-read the manuscript.

Bishop Arthur Roche and Bishop DavidKonstant have been particularly helpful andhave encouraged the project from its outset.

Finally, my thanks to Dr Mike Coughlan,Chief Executive and Principal of Trinity &Saints, for his support and guidance.

James Hagerty

Author’s Introduction

Above: Dr James Hagerty

Acknowledgements Celebrating 40 years of learning 1966-2006

Rt Rev Bishop Arthur Roche,Bishop of Leeds

Rt Rev Bishop David Konstant,Bishop Emeritus of Leeds

John Alban Metcalfe

Frances Blow

Frank Bottomley

Paul Bottomley

Fr Peter Clarke

Mike Coughlan

Val Coulson

Sr Fidelis Daly CP

Michael Dawney

Kevin Delaney

John Dixon

Mark Dolby

Sr Marie de Carmel Finn CP

Paul Forbes

Frank Foster

Christine Foster (nee Wilkins)

Peter Fusco

Anthony Garrett

John Grassi

Roger Goulden

Ted Grinham

Mary Hallaway

Sr Dominic Savio Hamer CP

Gill Harries (nee Holloway)

Tommy Holgate

Winifred Kean

James Keegan

Tim Leadbeater

Canon Peter Maguire

Sr Annie McCambridge CP

Jason McCartney

Bill McGrath

Damian McHugh

Michael McNally

Tony Merritt

Tony O’Donnell

Nicki Osmotherley

Martin Owen

Helen Priest

Paul Priest

Helen Priest

Malcolm Redding

Sr Anna Maria Reynolds CP

Fr Peter Rosser

Elizabeth Rymer

David Samuel

Nik Sheehan

John Short

Joyce Simpson

John Smith

Phil Steel

John Sullivan

Shelagh Tomkinson (nee Brennan)

Bill Tomkiss

Monica Tomkiss

Gerard Turnbull

Fr Paul Varey

Verona Fathers

Tony Whittaker

Mgr Michael Williams

Richard Woodcock

Acknowledgements

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The Principals Celebrating 40 years of learning 1966-2006

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Andrew KeanAndrew Kean was born near Glasgow in1914. He was educated at St Mungo’sAcademy and at Glasgow University wherehe graduated with a double first in Englishand European History and in EnglishLanguage and Literature. After teachertraining at Jordanhill College he then tookup a teaching post in Stirling. During theSecond World War he was with BritishIntelligence and was posted to the WestIndies and later to Allied occupied Germany.After the war he returned to Stirling wherehe became headteacher of St Modan’s HighSchool. In 1948 he became a tutor at theUniversity College of Leicester andOrganising Secretary of the newly-established Institute of Education. In 1956,he was appointed Deputy Director of theInstitute of Education at Leeds University. In1964 he became Joint Principal of Trinity &All Saints Colleges. Kean remained at theColleges until 1980 when he retired.He was created a Knight Commander of StGregory on his retirement. Kean died on 12May 1991.

Sister Augusta MariaSister Augusta Maria Lane was born nearCork, Ireland, in 1920. She was drawn tomedical studies but her religious callingproved the stronger and she joined theCongregation of the Cross and Passion. Shegained an honours degree in Physics fromManchester University and a second degreein Mathematics from London University. Shethen returned to Manchester where she wasawarded an MSc. for her work on PolymerPhysics. Her teaching career began at StJoseph’s College, Bradford, where sheeventually became Deputy Head. When theOrder agreed to co-found Trinity an& AllSaints, Sr Augusta Maria was appointedJoint Principal. She remained at the Collegesuntil her retirement in 1980 when she wasawarded the Papal honour Pro Ecclesia etPontifice. Ill-health forced Sr Augusta Mariato retire in 1991. She died on 5 February1992 at the age of 71.

Dr Mary HallawayDr Mary Hallaway was born at Rickerbynear Carlisle in 1932. After secondaryeducation at the Convent of the SacredHeart, Woldingham, Surrey, Hallaway wentup to St Anne’s, Oxford, to readBiochemistry and on the completion of herdoctorate in 1958 became an assistantlecturer at St Anne’s and a departmentaldemonstrator. In 1962 Dr Hallaway took upa post as lecturer in Biochemistry atLiverpool University but in 1969 wasappointed to Ahmadu Bello University inZaria, northern Nigeria.

There, as Reader, she established thedepartment of Biochemistry and subsequentlybecame its first professor. Dr Hallaway wasappointed Principal of the combined Collegeswhen Andrew Kean and Sr Augusta Mariaretired in 1980. In March 1989 ProfessorHallaway resigned as Principal of Trinity & AllSaints and returned to Africa, first toMakerere University in Uganda and then, in1994, to the College of Medicine at theUniversity of Malawi in Blantyre.

The Principals

Left: Andrew KeanAbove: Sr Augusta MariaRight: Mary Hallaway

Dr Gerald TurnbullDr Gerard Turnbull was born in 1938 atAltrincham in Cheshire. He was educated atUshaw College, Durham, and at ManchesterUniversity from where he graduated in 1964with a degree in History. Following a yearstudying for a Diploma in Education atCambridge University, Turnbull went on tolecture at Glasgow University. In 1971 hewas appointed to a lectureship at LeedsUniversity and two years later was awardedhis PhD from Glasgow. At Leeds Dr Turnbullbecame Senior Lecturer in Economic Historyand Chairman of the Board of Arts,Economic and Social Studies, and Law. In1989 Dr Turnbull succeeded Mary Hallawayas Principal of Trinity & All Saints. From1980 until 1990 Dr Turnbull was the editorof The Journal Of Transport History. His PhDwas published in 1979 as Traffic andTransport: an Economic History of Pickfords.He has contributed several articles to manylearned journals on the effects of water androad transport on the economicdevelopment of 18th and 19th centuryBritain. Dr Turnbull retired in 1998.

Dr Michael CoughlanDr Michael Coughlan was born in CountyTipperary, Ireland, on 11 June 1945. Heattended Tipperary Central Technical Schooland then in 1960 he entered the Royal AirForce as an instrumentation apprentice. In1963 he progressed to Royal Air ForceCollege, Cranwell, as an officer cadet inelectronic engineering. Following a periodwith the Franciscan Community from 1967to 1972, he completed undergraduatestudies in Philosophy at the University ofKent at Canterbury in 1973 and then aMaster of Philosophy research degree at theUniversity of Reading. From 1976 until 1991he was a lecturer in Philosophy at St David’sUniversity, Lampeter, where he lectured onAristotle, Aquinas and Wittgenstein and inEthics and Philosophy of Religion. In 1978-1979 he was Visiting Lecturer at theUniversity of College of Wales atAberystwyth. In 1986 Dr Coughlan waselected Dean of the Faculty of Arts atLampeter and was re-elected to this positionin 1989. During this period he also servedthe University of Wales Court, Council,Finance and General Purposes Committeeand Academic Board. He was also a memberof the Welsh Joint Education Committee. In1989 he was awarded the degree of Doctorof Philosophy by the University of Wales. DrCoughlan was appointed Assistant Principaland Dean of Planning and Development atTrinity & All Saints’ College in 1991. Hebecame Principal and Chief Executive in1998. Dr Coughlan retired in 2006.

His publications include academic articles inlearned journals such as Analysis,Augustinian Studies, Bioethics, InternationalJournal for the Philosophy of Religion,International Journal on World Peace,Metaphilosophy, Religious Studies, Sophiaand Trivium. He has also written bookchapters in RP Scharlemann (ed), God inLanguage (Paragon, New York, 1987) and

in P Badham (ed), Ethics at the Frontiers ofHuman Existence (Paragon, New York,1992). His book, The Vatican, the Law andthe Human Embryo was published byMacMillan and University of Iowa Pressin 1990.

The Principals Celebrating 40 years of learning 1966-2006

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Left: Gerard TurnbullAbove: Mike Coughlan

The Sisters of the Cross and Passion Celebrating 40 years of learning 1966-2006

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IntroductionThe Sisters of the Cross and Passion playeda notable and important role in thefounding and early development of theColleges. For the first generations ofstudents, the presence and ministry of theSisters was an integral part of the academic,administrative and pastoral life of theColleges.

History of theCongregationThe Sisters of the Cross and Passion werefounded in Manchester in 1851 byElizabeth Prout (1820-1864) who was bornin Stone, Staffordshire, and was convertedto Catholicism by the Passionist DominicBarberi. Forced out of her home because ofher conversion, Elizabeth moved toManchester where she taught at St Chad’sschool. There she also worked among thepoor and destitute and soon gatheredcompanions around her. This led to herestablishing an active and contemplativeinstitute dedicated to work among the poorand, in 1854, Elizabeth and her followersmade their religious vows before BishopTurner of Salford who had supported theirefforts.

By the end of the nineteenth century theSisters of the Cross and Passion, as theywere known, had established themselvesnot only in Manchester but also in Bolton,Halifax, Leeds, Keighley, Ilkley, Dewsbury,Batley, Huddersfield and Bradford. Inparticular, they became well known for theirwork in parish primary schools, girls’secondary schools and in the provision ofhomes for working girls. They had openedand staffed St Joseph’s College, Bradford, in1908 and St Margaret Clitherow girls’

grammar school, also in Bradford, in theearly 1960s. The founding of Trinity Collegewas, therefore, a natural extension of theireducational work.

The Cross and PassionConventWhen Sr Augusta Maria and Sr Anna Mariawere appointed as Principal and Vice-Principal, respectively, they travelled by trainto Leeds and then later to Horsforth fromtheir convent in Bradford. The newconvent, built on the site at Troy, was anintegral part of the campus. There theSisters maintained their conventual routinein accordance with their vows andcongregational regulations.

The convent had three wings comprisingfifty-three rooms. Accommodation includedrooms for the Sisters, the twenty or soscholastics and also those professed Sisterswho were studying at the Colleges.

There was a chapel and there were alsoadministrative offices. The Sisters becamewardens for the female hostels.

The Sisters at the CollegesSister Mary Borgia was born in Ireland andjoined the Congregation of the Cross andPassion in 1953. Sr Mary came to Trinity &All Saints in 1972 as College matron. Sheoccupied this post until 1975 when she leftto undertake training as a hospice nurse.From 1978 until 1997 Sr Marywas on the nursing staff at St Gemma’sHospice, Leeds.

Sister Fidelis Daly was a graduate ofManchester University. Following hergraduation she spent some time inMaryfield, Dublin, before joining the staff ofSt Joseph’s College in Bradford. Sister Fidelisbecame headteacher of St Francis’ Girls’Secondary Modern School in Leeds beforejoining the staff of the Colleges where shebecame a member of the ProfessionalStudies department and was warden ofseveral of the halls on campus.

Sister Marie de Carmel Finn joined the staffat Trinity & All Saints in 1967 and was thelast of the Congregation to leave in 1986.Sr Marie was one of the first ten students totake advantage of the courses offered bythe Open University at its inception. Shewas the Warden of the females’ residenceat Crag Wood, Rawdon, in addition tobeing a lecturer in Home Economics andSociology. Before being appointed to theColleges, Sr Marie de Carmel had taughtDomestic Science at St Margaret ClitherowGrammar School and at Ilkley College. Onleaving the College, Sr Marie took on dutiesfor the Congregation and spent time in theUSA, the West Indies, Africa and SouthAmerica before becoming a clinical pastorat the Christie Hospital, Manchester. Sheretains a link with the College as a memberof the Board of Governors.

Sister Augusta Maria Lane was the firstPrincipal of Trinity College and, withAndrew Kean, the Joint Principal of Trinity& All Saints Colleges.

Sister Augusta Maria, the youngest of sixchildren, was born near Cork, Ireland, in1920. Her schooldays were spent at aboarding school in the West of Irelandwhere all her lessons were in Gaelic. Two ofher brothers became priests, two of hersisters became nuns, whilst her otherbrother became a surgeon.

The Sisters of theCross and Passion JESU XPI

PASSIO

Sr Augusta Maria was also drawn tomedical studies but her religious vocationproved the stronger and she joined theCross and Passion Sisters.

She gained an honours degree in Physicsfrom Manchester University and a seconddegree in Mathematics from LondonUniversity. She then returned to Manchesterwhere she was awarded an MSc for herwork on Polymer Physics.

Her teaching career began at St Joseph’sCollege, Bradford, where she eventuallybecame Deputy Head. When theCongregation agreed to co-found Trinity &All Saints, Sr Augusta Maria was appointedco-Principal. She remained at the Collegesuntil her retirement in 1980 when she wasawarded the Papal honour Pro Ecclesia etPontifice. She became a ProvincialCouncillor of her Order and later AssistantProvincial. In this role she visited the Order’scommunities in Africa, the Americas andEurope. Her first post-retirement work wasat the Congregation’s Retreat House atLarne, Northern Ireland, which oftenaccommodated the victims of the conflictand civil unrest in the Province. From thereshe went to Botswana as a pastor helpingprisoners, and then, in 1987, she beganpastoral work in Glasgow.

Ill-health forced Sr Augusta Maria to retirein 1991 and she entered the Order’snursing home at Lytham St Anne’s.She died on 5 February 1992 at the age of71. A memorial Mass was celebrated at theCollege on 14 February.

Sister Pauline Thérèse Leverage graduatedin Classics from Manchester University. Fora while she studied at Lumen Vitae inBelgium before joining the teaching staff atSt Joseph’s College, Bradford. She was amember of the Colleges’ Theology

department and she retains a link with theCollege as one of the trustees appointed bythe Congregation.

Sister (Eithne Mary) Annie MacCambridgewas in South Africa recuperating fromillness when she was appointed the Matronof Trinity College in 1966. The Matron ofAll Saints College was Mrs MillicentCusworth. During the first two years at theCollege they also worked as DomesticBursars. In addition to looking after the sickthey also inspected the halls of residence. SrEithne left the College after three years andtrained as a teacher.

Sister Gerard Magella Murphy graduated inChemistry from the University of London.Before her appointment to Trinity & AllSaints Colleges, Sr Gerard Magella was onthe teaching staff at St Joseph’s College,Bradford. At the Colleges she was amember of the Science department.

Sister Anna Maria Reynolds had beenheadteacher of St Margaret Clitherow Girls’Grammar School in Bradford for only ashort time when she was appointed as Vice-Principal of the newly-established Collegesin 1965. Sr Anna Maria took her firstdegree from Manchester University andthen went to teach at St Joseph’s College inBradford. She took a Master’s degree atLeeds University and was later awarded adoctorate for her research into the life ofJulian of Norwich. In addition to being Vice-Principal and Dean of Student Services, SrAnna Maria also taught English. Sheremained at the Colleges until 1975 andthen joined the Congregation’s GeneralCouncil before going to teach in Botswanafrom 1977 until 1984. Then she went toNorthern Ireland with Sr Augusta Maria,and later to Newton Aycliffe in CountyDurham. Sr Anna Maria retired to the Crossand Passion Convent at Drumcondra inDublin. In addition to her writings on Julianof Norwich, Sr Anna Maria has also writtenon the history of the Congregation.

Continuing Involvement

The Congregation continues to be involvedwith the College as one of the twoProviding Bodies (the Catholic EducationService being the other). The ProvidingBodies each appoint two of the fourtrustees who have responsibility forensuring that the College complies withthe terms of the Trust Deed.

Additionally, the Articles of Governmentrequire that the Superior of theCongregation be deputy chairperson of theBoard of Governors and the Congregationhas the right to appoint six members ofthe Board.

The Sisters of the Cross and Passion Celebrating 40 years of learning 1966-2006

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Above: Sister Gerard Magella Murphy

Rev Fr Gerard Spelman 1968-1977 RIP

Rev Fr Peter Maguire 1977-1982

Rev Fr David Smith 1982-1991 RIP

Rev Fr Peter Rosser 1991-1998

Rev Fr Paul Varey 1998-2005

Rev Fr Peter Clarke 2005-

In addition to the Catholic chaplains, RevPaul Tudge and Rev Chris Puckrin haveacted as Anglican Chaplains.

The Chaplains

Fr Spelman was born on 15 June 1930 atKilcolman, County Roscommon. He waseducated at St Nathy’s College,Ballaghadereen and All Hallows College,Dublin, where he was ordained for theLeeds Diocese on 12 June 1955. His firstthirteen years in the diocese were spent inlarge urban parishes: St Augustine’s Leeds;St Marie’s Sheffield; and Our Lady ofLourdes, Leeds. In October 1968 he wasappointed Chaplain to Trinity & All Saintswhere his pastoral care for young men andwomen is remembered with gratitude andaffection. After nine years at the Colleges,he was asked to undertake the difficult taskof Warden at Wood Hall when theDiocesan pastoral centre was engaged inthe care of Vietnamese refugees. He wascreated a Domestic Prelate in 1977 andassumed the title of Monsignor.

It was typical of Mgr Spelman that heundertook his work at Wood Hall with tact,patience and understanding. In 1981 hereturned to St Augustine’s, Leeds, whereonce again he endeared himself to thepeople of one of the largest parishes in thediocese.

In October 1989 he was appointed to StPaul’s, Alwoodley, where he died suddenlyon 18 March 1990. The presence of overone hundred priests and a thousandmourners at his funeral Masses at St Paul’sand St Augustine’s was a mark of therespect in which he was held.

Fr Peter Maguire was born in Ireland in1939. He trained for the priesthood at AllHallows College, Dublin, and was ordainedin 1963. He was appointed curate at StJoseph’s, Hunslet, Leeds, and then in 1966left for St Joseph’s, Huddersfield. From1972 he served at St Joseph’s, Bradford,until he was appointed Chaplain to Trinity &All Saints in 1977. Whilst at the College hewas also editor of the Diocesan newspaper,The Catholic Voice. In 1982 Fr Maguire leftthe College and became Director of theLeeds Diocesan Catholic Welfare Society. FrMaguire became Honorary Canon of theDiocese in 1985 and was elected to theCathedral Chapter in 1989. In 1990 hereturned to St Joseph’s, Bradford, as parishpriest. In 2004 Canon Maguire becameparish priest of St John’s, Normanton. Hehas also served as Episcopal Vicar for Socialand Pastoral Action and Episcopal Vicar forChristian Responsibility.

Fr David Smith was born at Otley in 1936.After studying at St Bede’s GrammarSchool, Bradford, and at St Mary’s College,Strawberry Hill, he went on to UshawCollege to prepare for the priesthood. Hewas ordained by Bishop George PatrickDwyer on 23 May 1964. For two years FrSmith was a curate at St Malachy’s, Halifax,before returning to teach at Ushaw. Fromthere he went to teach for a while inEthiopia. When the seminaries werereorganised in 1973 he moved to StJoseph’s Seminary, Upholland.

In September 1982 he was appointedChaplain to Trinity & All Saints College insuccession to Fr Peter Maguire and at thesame time became Vocations Director forthe diocese. Fr Smith was a very activechaplain. He continued the development ofsupport groups for staff and students,established liturgical, music, Justice andPeace and SVP groups,

The Chaplains of Trinity & All Saints Celebrating 40 years of learning 1966-2006

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The Chaplains of Trinity & All Saints

Above Left: Fr Gerry SpelmanLeft: Fr Spelman officiated at the wedding of former

students Peter McNally and Susan Bowens in 1975Right: Fr David Smith

supervised the televising of Lenten servicesfrom the chapel in 1985 and acted as thechairman of the Former StudentsAssociation.

In 1991 Fr Smith left the College to becomethe Director of the National VocationsCentre located in Leeds. In July 1994 FrSmith went on a working holiday in NewYork and collapsed after saying Mass on 8July. He never recovered consciousness andwas brought back to England where hedied in Otley Hospital on 20 May 1995.

At his funeral Mass on 26 May, BishopDavid Konstant spoke of Fr David’sinfectious enthusiasm for the priesthood,how this made him such a good man tohave in a seminary and such a natural choiceto work for vocations and how there weremany people who had cause to be gratefulto him for his friendship and kindness andfor the vision of the priesthood and theChurch that he gave.


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Fr Peter Maguire

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Bishop Wheeler appointed me as Chaplainto Trinity & All Saints in September 1977. Itwas new territory for me, after fourteenyears as a curate in three different parishes.There was a structure to parish work:baptisms, weddings, funerals, ministry tothe sick, plus involvement in schools, parishvisiting … There was no such structure inCollege Chaplaincy. When people asked me“What do you do there?” the closest Icould come to an answer was: “I provide apresence”. Gradually, by my just beingaround, talking to students and getting toknow them, that “presence”, I hope,became more real. I am still in contact withsome of the now middle-aged people firstencountered as teenagers. It was aninteresting experience.

I was not aware of the developments thathad taken place in the College some timepreviously. In my mind, it was still a TeacherTraining College: every student coming witha reference from the Parish Priest anddestined to teach in the Catholic sector ongraduation. It was something of a surpriseto realise that there were two otherprofessional areas for which students couldopt: Planning and Administration andCommunication. It was also a surprise todiscover that perhaps half of the studentswere not Catholic. The majority of the non-Catholics were not of any religiouspersuasion. Many would never have met apriest before. Obviously it took some timefor them to see the relevance of a Chaplain.

One of the duties expected of the Chaplainwas to provide week-day and Sunday Mass,and other relevant Liturgical Services. TheCollege community was so diverse that itwas not feasible to get everyone togetherat any one time. Students living out inHeadingley and such places got attached totheir local churches (if they practised theirfaith). Many of course, whether living in or

out, went home for weekends.Consequently the Liturgy did not play assignificant a part as I had anticipated. Therewas always a hard core of students andsome staff who got involved in the Liturgyand planned Masses and other services.They were a shining example to the rest ofthe community.

As Chaplain, I was automatically a memberof the Senior Common Room. That was aninteresting place. The members were all verybright people: a gifted gathering. Many ofthem were committed Catholics with a deepunderstanding of their faith. Some belongedto other churches and were active members.Some were lapsed, some were agnostics,some atheists. They were all friendly andwelcomed newcomers. There were manyheated discussions about the basic questionsthat life poses to us. There was also a bigsupporting staff for a College of more thana thousand students. It seemed to me to bepart of my remit to get to know them andbe of support when necessary.

The College facilities were in demand for allsorts of purposes: conferences, meetings ofteachers, priests, the Diocesan PastoralCouncil, Catholic associations like SVP, etc. Itafforded me the opportunity to get to knowmany active Catholics around the Diocese.This was an advantage when BishopWheeler asked me to found and becomeeditor of Catholic Voice. TAS was a goodbase from which to launch such a project.

There was (and probably still is) anassociation of Chaplains in HigherEducation. The Bishops’ adviser to that bodythen was Rt Rev David Konstant, AuxiliaryBishop in Westminster. He attended ourDecember 1977 meeting. I asked him if hehad ever been to TAS. He said “No”. Wouldhe like to visit? “Yes”. By arrangement withBishop Wheeler, he was invited to be

Principal Concelebrant and Preacher at ourAll Saints’ Day Mass in November 1978.Bishop Wheeler kindly invited us to dinnerat Eltofts the previous evening. At the tablewas Father Arthur Roche, Bishop’s Secretary.This was Bishop David’s introduction,though he was not to know it at the time,to his future home, to one of his majorprojects for nineteen years (he was Chair ofGovernors at TAS), and to his successor.

I had five memorable and enjoyable yearsthere. I had wonderful support from manypeople and still cherish the memories. Sadly,my predecessor, Gerry Spelman, and mysuccessor, David Smith, died prematurely:may they rest in peace. They would havemuch to contribute to this book to mark theRuby Jubilee of this esteemed establishment.

Below: Fr Peter Maguire

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Fr Peter Rosser


There are some predecessors who are verydifficult to follow. Fr David Smith was oneof them.

He was, as they say, ‘a hard act to follow’.Strangely my first sense of feeling dauntedwas when I entered the chapel and saw themany plants that adorned the BlessedSacrament Area. One of my first prayerswas ‘Lord please keep these plants alive andwell during my tenure’. My fingers arewhatever colour is opposite to green. Everyliving plant I touch turns brown and dies. Iam pleased to say that God honoured mycry for assistance and somehow, with thekindness of a few students, the plants werestill there and alive when I moved on sevenyears later. I am of course happy to say thatmost of my attentions were directedtowards students and not plants.

After a difficult first year in which Istruggled to find my feet I came tothoroughly enjoy the role. It reminded meof the business of my years as a chaplain atSt James’ Hospital. I was occupied fromearly morning till late at night every dayexcept the welcome Monday off. I was veryblessed to have a post-graduate student asan assistant every year. They, together withSylvia Myers, the secretary (and mother!) tothe Students Union, enabled me to reach somany students, not just the ones who cameto chapel. I cannot thank them enough fortheir support.

I enjoyed being part of many of the studentendeavours, when time permitted, butperhaps what I enjoyed most, and may bestbe remembered for, was my interest in theTAS Ladies Football team. I held the prouddistinction, one year, of being nominatedtheir number one supporter. The year Ibegan to watch them they had aparticularly good team. I travelled as far asLeeds United’s training Facility at Thorpe

Arch and Coventry with them. I still havethe jersey they presented me with for mySilver Jubilee.

It was a great privilege for the College, andindeed for me, when the BBC decided to doa Lenten series of live Sunday morningservices from the College Chapel in 1997.The series was entitled ‘Thy KingdomCome’. It was one of the highlights of myseven years as chaplain. It was soon afterthat that I developed quite serious heartproblems and had to have three monthsoff. I came back for a further year, at BishopKonstant’s request, but realised that I couldnot continue with the relentless pressure. Idecided to move on because to haveworked at a lesser pace would have meantthat I could not have been as available tothe students as I felt they deserved.

I still miss aspects of the work, especiallymixing and moving in the world of the fun-loving students. It was such a privilege tobe able to share their `highs’ and their`lows’. I also miss so many of the staffwhom I counted among my friends andwho at times offered me such wise counsel.However I am pleased not to have to facethe pressures, tensions and demands of thefirst six weeks of a new year and it goeswithout saying that I was very happy topass on the responsibility of the plants tomy successor who clearly had such a gift inthat direction.

“I still miss aspects of the work,especially mixing and moving inthe world of the fun loving students”


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Fr Peter Rosser was born in 1945 andstudied for the priesthood at Ushaw Collegeand Durham University. He was ordained atSt Patrick’s, Birstall, on 27 February 1972and was appointed as a curate to St Mary’s,Batley Carr, where he remained until 1975.Fr Rosser was subsequently curate at StPaul’s, Cantley (1975-1976), St Patrick’s,Leeds (1976-1982), and St Mary’s, Halifax(1982-1984). For the next six years FrRosser worked in Peru and then undertookfurther studies at the Richmond Fellowshipin London during the year 1990-1991. FrRosser was Chaplain at Trinity & All SaintsCollege from 1991 until 1998. He thenbecame parish priest of St Aidan’s, Mirfield.For a number of years Fr Rosser wasEpiscopal Vicar for Social Responsibility; heis now Episcopal Vicar for Christian Life.

Fr Paul Varey was born in Selby, WestYorkshire, in 1962 and was educated atHoly Family, Carlton. In 1979 went to StJoseph’s Seminary, Upholland, to beginstudies for the priesthood. He spent sevenyears at St Cuthbert’s College, Ushaw, andtwo in Campion House, Osterley, and wasordained in 1991 at St Mary’s, Selby, byBishop David Konstant. Fr Varey’s firstappointment was at St Augustine’s, Leeds.From 1992 until 1996 he was assistantpriest at St Anthony’s, Beeston, Leeds. In1997 he studied Pastoral Liturgy at theNational Centre for Liturgy, Maynooth inIreland. In 1998 Fr Varey was appointed asChaplain to Trinity & All Saints. In 2005 hebecame parish priest of the Sacred HeartParish comprising Ackworth, Kinsley andHemsworth and surrounding villages.

Fr Peter Clarke was born in 1948 and waseducated at St Bede’s Grammar School,Bradford, and St Aidan’s, Sunderland. Hestudied for the priesthood at St Cuthbert’sCollege, Ushaw, and was awarded a BAand a Master of Theology degree fromDurham University. He was ordained in1973 by Bishop James Cunningham for theDiocese of Hexham and Newcastle. Aftertaking a PGCE at Christ’s College, Liverpool,Fr Clarke held teaching posts at UnderleyHall, Kirby Lonsdale, and then from 1975 to1981 at Upholland College. After threeyears at St Benedict’s, Ealing, Fr Clarkebecame assistant priest at St Teresa’s, CrossGates, Leeds, before going to work as PressOfficer for the Catholic Media Office. In1988 he became curate at Our Lady ofLourdes in Leeds and a member of theDiocesan Religious Education Team. In 1992Fr Clarke was appointed Chaplain to theUniversity of Leeds and remained there until2003 when he joined the staff at LeedsCathedral. He was appointed Chaplain toTrinity & All Saints in 2005.

Left: Fr Peter RosserCentre: Fr Paul VareyRight: Fr Peter Clarke and James Noakes, Chaplains Assistant

Introduction

Dr Frank Bottomley, one of the first Vice-Principals, wrote a short guide anddescription to the chapel shortly after itscompletion but before its furnishing andadornment. This enlarged versionincorporates Dr Bottomley’s earlier workand also comments submitted by Sr FidelisDaly CP, Canon Peter Maguire, Fr PeterRosser and Fr Paul Varey.

The chapel, with its pointing spiresurmounted by a simple cross, is adominant external feature of the College.Internally, it lies to the right of the mainentrance, immediately accessible yetproviding a place of quiet and withdrawal.It is a visible mark of the College’s status asindependent and Catholic and is intendedto function as a differentiating elementwhich gives meaning and life to thisparticular community. Its prime function isto provide a location for daily Mass andespecially the College’s Sunday principal actof worship. It is also the scene of corporatecelebration, fellowship and sharing of bothjoy and sorrow. It witnesses to Feast Days,to rejoicing in music and song and to lovingmemory of departed staff and students aswell as occasionally providing a location forweddings and baptism of members of thecommunity. Nevertheless, it is a privatechapel and not a parish church. It is aCollege facility for the expression andrenewal of its corporate life.

It has permanent seating for 473 but canaccommodate up to 550.

The architects deliberately handed over thechapel in such a state as to allow it to beadorned and enriched at a later stage inaccordance with the wishes of the Colleges.Subsequently, a working party under thechairmanship of Fr Michael Williams was

established to consider furnishing theChapel and a budget of £9,600 wasallocated to the project.

Dennis Selby attested to the hugeimportance of the two Principals in thedesign of the new chapel. Items of thechapel furniture and fittings were to bedesigned and made by members of theColleges. This emphasis was rooted in thewish to make the chapel a suitable settingfor the worship of God in the spirit of theliturgical movement in the years precedingthe Second Vatican Council. The first officialdocument emanating from the Council, theConstitution on the Sacred Liturgy, seemedto mark the culmination of that movement.The chapter on Sacred Art and SacredFurnishings encouraged artists to share inGod’s creativity by using their talents tohelp the faithful in the worship of God. Thecommitment of Dennis Selby and thoseothers involved in the design and furnishingof the chapel was an act of homage,illustrating in practice what had been

traditional in church art and architecture.The artistic process was seen as a serviceaimed at celebrating the glory of God, aservice in which the purpose of the artist isdedicated to the revelation of the DivineMysteries in building up the community ofthe Colleges as part of the universal Churchof Christ.

The chapel was opened and dedicated on13 July 1968 when Archbishop Dwyer ofBirmingham was Principal Celebrant at theconcelebrated Solemn Votive Mass of theMost Holy Trinity. The anthem ‘The LordCreated Man’ was performed to a settingby John Ward, a first year Music student.The setting of the Ordinary of the Masswas by Paul Shepherd, Director of Music,and the setting of the Proper of the Masswas by Michael Dawney, Lecturer in Music.

The Chapel of Trinity & All Saints Celebrating 40 years of learning 1966-2006

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Above: Chapel

The Chapel of Trinity & All Saints


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The Entrance

Though there are a number of direct entriesfrom outside, the main entrance to thechapel is through a corridor which connectsthe main academic block and the Collegefoyer and reception lounge. The corridorprovides exhibition space and a meetingarea. The chapel is separated from thisapproach corridor by a vestibule or narthex,a modern atrium or forecourt whichfunctions as a transitional area andrepository.

Mater Admirabilis

Immediately to the left of the entrance tothe narthex is the painting of MaterAdmirabilis. The painting, originally at StMary’s College, Fenham, was donated toTrinity & All Saints in 1985 by the Sisters ofthe Sacred Heart to commemorate theclosure of St Mary’s after eighty years oftraining Catholic teachers. The MaterAdmirabilis was located originally to theright of the altar where weekday Mass isnow celebrated.

The original fresco of Mater Admirabilis waspainted on the cloister walls of the oldmonastery of Trinità dei Monti which was atthe top of the Spanish Steps in Rome. In1828 the Sisters of the Sacred Heart tookpossession of the convent and opened agirls school. In 1884 it was suggested that apicture of Our Lady be painted on the wallsof the cloister where the nuns took theirrecreation. A postulant, Pauline Perdrau,was commissioned to undertake the workand produced the Mater Admirabilis.

The painting depicts Our Lady as a younggirl. She is sitting in the Courts of thetemple. Her spinning, her Book of Scripturesand the lily at her side speak of her life oflabour and prayer and of her purity ofheart. The painting was first called ‘OurLady of the Lily’ but, as those who prayedbefore it were increasingly granted favours,it acquired the title of Mater Admirabilis.On 20 October 1846 Pope Pius IX visitedthe shrine, blessed the painting andconfirmed its present title. Today thepainting is honoured in all convents of theSacred Heart.

Above: EntranceBelow: Mater AdmirabilisRight: The Sisters of the Cross and Passion

Commemorative Plaque

The Sisters of the Cross and PassionCommemorative Plaque

To the right of the narthex is a plaque orshield to commemorate the 150thanniversary of the founding of theCongregation of the Cross and Passion andthe Congregation’s association with theCollege. It was installed in 2004.

The plaque was produced, at the request ofthe Cross and Passion Congregation, byDenis Selby, a former lecturer in Art at theCollege and the sculptor of the candlesticksin the chapel. The material from which theplaque is made links it with the candlesticksand the mosaic of the sanctuary floor.

The shield carries the Cross and Passion signin the top left-hand quarter. The Trinity & AllSaints logo is in the bottom right-handquarter. In the bottom left-hand quarter is acornfield with flowers of the field. Thisspeaks its own message. In the top right-hand quarter is a gist of a fifteenth centurysource referring to the world-cum-universeas a spinning disc. On the disc is caught thesun, source of light and energy and universallife, accompanied by its sister moon,beneath a loose version of comet and starsmoving to the supporting surround, itself across section of leaves and berries protectingand making a secret world of creatures.

On the left side of the shield, partly hidden,is a version of the Ram in the Thicket –Temple to the Moon God. Its strange beautysums up, in its proud defiance, a sort ofoxymoronic proud humility of the humanstate. On the base are partial forms ofdamsel/dragonfly. On the right-hand side atthe base, whereas the ship of Trinity & AllSaints sits in its sea, there is a sealconnecting from its errant position.

The reddish stones are cornelians groundand polished, used to represent the humanelement in this work. So wherever there is ‘acertainty of uncertainty’ there are cornelians.They make a trace across the piece of allthose in quest of faith. Slight though theymay be, they form cross-like tracks notingthe passing of that quest. Some corneliansare gathered together in a sort of limbo-crown of hope at the central top of theshield and in the undergrowth. All thecreatures and the cornelians are livingtogether in the vegetation supported withinthe shield, bearing its message.

The Fonts

On either side of the doors into the chapelproper are holy water stoops. Blessingoneself with holy water before entry intochurch symbolises the consecration of thewhole person in thought, word and deed,in mind, body and spirit. A symbolicwashing before entering the church as asign of ‘the purity of soul with which theThrone of Majesty should be approached’ isas old as the Christian Church. The free-standing font just inside the door of thechapel is the work of a student.

Plan of the Chapel

Internally, the chapel is hexagonal, thoughsome have recognised a heart-like shape inthe overall plan. Around the chapel aresacristies, meeting rooms, chapels, vestriesand other amenities. Behind the main altarand on the sides of the chapel (in front ofthe Lady Chapel and Trinity Chapel) arewhat appear to be perforated wall features.These originally gave the impression thatthe chapel was incomplete and leadingelsewhere. They were designed to ensurethat the spirit and light from the mainchapel entered into the adjoining chapels sothat all were at one. These perforationshave since been blocked in.

The hexagonal shape has allowed some tosee it as a miniaturised version of LiverpoolCathedral and there are some structuralaffinities. The hexagon is one of the manygeometrical shapes to which the Church hasgiven symbolic significance as indicatingcreation and completion. This is why it isone of the commonest shapes for fonts.The six sides represent the six days ofcreation. We are the final act of God’screation and occupy the middle groundbetween God and His earlier work.

The chapel focuses on a virtually centralaltar which allows the congregation almostto surround it. This is in line with modernliturgical principles and allows the maximumnumber to have an uninterrupted view ofand easy access to this central point.

On entering the chapel shortly after itsconstruction, one’s first impression wouldhave been of bareness and lack of colour.This was partly due to deliberate austerityand partly for reasons mentioned in theIntroduction. Since its opening, however, anumber of steps have been made towardsthe completion of the design throughcontributions of members and friends of theCollege.


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The Roof

The insulating roof panels, like the floor,are tessellations – coherent shapes – in thiscase, triangles. The triangle is, of course,an ancient symbol of the Holy Trinityand the roof tiles serve to emphasize theTrinitarian motif within the chapel. The roofreminds us of the Trinity, the altar of Christ’ssacrifice, the floor of the saints, and all threeof the dedication of the chapel to the HolyTrinity and the communion of saints.

The Floor

The chapel floor consists of hexagonalstone blocks and their shape is meant torepresent the six days of creation. Underthe Trinitarian roof God watches over all ofcreation. The hexagon is one of the fewregular geometrical shapes that will fittogether in an overall pattern without anyspaces between. It is the shape of ahoneycomb and may remind us ofcorporate creative work, of industry,or of coherence and unity.

The Altar

There is only one altar, in accordance withthe insights of the Second Vatican Council.The altar symbolizes Christ, Mediator, theNew Adam. It reminds us of sacrifice,atonement and communion. It standsseparate and as a centre, four-square andfocal point. The cube is a symbol ofperfection and has reminiscences of theNew Jerusalem (Revelation, xxi, 16) andassociations with all the saints. Its base ismade of York stone and rests on a numberof old stones. These come from Yorkshireabbeys and remind us that we have earthlyloyalties, geography, history and culture aswell as heavenly aspirations. The names ofthe halls of residence pick up these linksand indicate that we are continuous withour past and with other institutions whichled a common life of dedicated work. Theymight also remind us that some of thegreatest earthly monuments (even thosededicated to God) decay, crumble and fall.

The altar, in accordance with tradition, ishewn out of a single stone to symbolize theintegrity of the Church and that Christ is itscornerstone (Ephesians, ii, 20).

On its upper surface are incised five crossessymbolizing His sacred wounds, the cost ofour reconciliation. These are the nodalpoints of the ceremony by which the altar isconsecrated for its sacred use. The surfaceof the altar is clothed in white linen, areminder of the Resurrection. Occasionally,the front of the altar is covered with arichly-embroidered frontal.

The hexagonal floor immediately beneaththe altar is paved with ‘pebbles’ ofaluminium cast by the students. The floorindicates that it takes ‘all sorts’ to make theChurch of God and reminds us of the Seaof Galilee. This floor is itself based uponanother hexagonal floor of smooth stone.

Between the central cross and the frontedge of the altar a small rectangular cavityhas been cut, called the Altar Sepulchre orConfessio, in which relics andauthenticating documents were depositedbefore the cavity was sealed by a thin stoneslab flush with the surface. This feature notonly links us historically with the Church ofthe catacombs and reminds us that theblood of the martyrs is the seed of theChurch, but also symbolizes the reality ofthe Communion of the Saints which isaffected by Christ’s Death and Resurrection.

“We, being many, are one body” whetherin life or death, whether in Horsforth nowor the universal Church which extendsthrough space and time (Revelation, vi, 9).

There are no screens, communion rails orother barriers between the altar and thecongregation, only a slight step to separatethe sanctuary from the nave.

The Ambo

From here the scriptures are read and this is,therefore, the second most important focalpoint of the chapel. In keeping with originalchapel design, the wooden ambo is flexible.The ambo was donated by Margaret Kay,Senior Lecturer in Theology (1967-1981),on her retirement.


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The Presidential Chair

The presidential chair was donated to thechapel by the parents of Patricia Jean Gentof Darlington, a third-year Drama studentwho died suddenly on 5 April 1978 aged 21years.

The Crucifix

The great rood or cross behind the mainaltar is a modern, realistic representation inbronze and fibre glass of the moment ofChrist’s death – the end of the great workof Redemption wrought by the MasterCarpenter of Nazareth: the act whichpotentially unified God and man, man withman, and sanctified all our work.

The figure of Christ was made by andmodelled on Charles I’Anson, who wasSenior Lecturer in Sculpture at the Colleges.The crucifix, which weighs 2 cwt, tookI’Anson eighteen months to complete andwas placed in the Chapel in October 1971.

The Candlesticks

Four standard candlesticks, two larger thanthe others, represent primarily the Light ofChrist but their stems are decorated withappropriate Creation themes – the wheatand vine for the Eucharistic Bread andWine, and human heads, of all sorts andconditions, which represent the Church‘called to be the saints’. Originally, therewere to be seven candlesticks. Thecandlesticks were designed by Denis Selby,the first Head of the Art Department, andmade by him and students.

The Blessed Sacrament Chapel

There are no side chapels in the strict sensesince none of the peripheral enclosurespossesses an altar but we will use this termfor convenience.

To the left of the altar (as you face it) is theBlessed Sacrament Chapel where Christ issacramentally present in the tabernacle (adomed safe containing consecrated Hosts),a reminder of His living bodily presence in

His Church. The tabernacle is veiled out ofreverence and a reminder that Christ’spresence is veiled under the forms of theEucharist. The tabernacle is supported onpart of a millstone resting on a pedestal.The millstone was chosen because MillstoneGrit is the typical Pennine stone of this areaand Christianity is bound to the earthly andmaterial. There is more obscure symbolismin the Mystic Mill – the Mill of God whichnot only ‘grinds exceeding small’ but alsorepresents the suffering involved in thetransformation from the earthly to theheavenly state. Further, wheat is groundinto flour which becomes the body of Christin the Eucharist. This sense goes back to thefirst century in the writings of St Ignatius ofAntioch who desired to be ground intoGod’s fine flour by the teeth of the lions inthe Roman amphitheatre. The mill has alsobeen used in Christian iconography toillustrate the shedding of the husks of theOld Law to form the Gospel of Christ.

The presence of Christ in the BlessedSacrament is indicated by a light. It isrequired by Canon Law that this lightshould be white and consist of a wickfloating in olive oil. Light is an ancientsymbol of Christ who described Himself asthe Light of the World. White is natural,true and unmediated light which containsall colours of the spectrum. (Blue lights aresometimes used before images of Our Ladyand red before other saints). The light, tothe right of the tabernacle, is supported bya ship (navis) – the ancient symbol of theChurch – each Christian is a Christ-bearer,carrying His light to others. (The ship alsoforms part of the College badge). It wasdesigned and made by Denis Selby.

The Lady Chapel

The Lady Chapel is furnished in traditionalblue and contains a statue of the Madonna(Our Lady of Hope) sculpted by the Spanishartist (Dr José Garcia-Maria) Moro whosewife was the model for the statue. In 1969Moro had visited the Colleges as a memberof group of lecturers from Spain. AndrewKean asked him to undertake the work onthe Lady Chapel.

The stained glass window to the left of theMadonna was installed on 4 June 1979 and

dedicated on Trinity Sunday of the sameyear. It was designed by George Faczynskiand made by J.O’Neill, Son and Partners ofLiverpool. It is a now a memorial to SrAugusta Maria. The subject of the windowis the Annunciation. Mary aligns her willwith the will of God and her acceptanceinitiates the Redemption: ‘Behold thehandmaid of the Lord, be it done unto meaccording to Thy word.’ The momentportrayed is the moment of acceptance –the humble obedience which made awoman higher than the angels. Thereforethe representative of the mighty spiritualpowers kneels before a young girl. It is amoment of mystery and glory, of God’scondescension and human exaltation; ‘TheHoly Spirit shall come upon thee and thePower of the Most High will overshadowthee.’ The lily is the usual attribute of theBlessed Virgin Mary – it is more than asymbol of purity and integrity and usuallycarried references to other virtues such asholiness, meekness, discipline andsteadfastness.

The striking relief on the wall directly facingthe door, to the left of the window, is bythe same artist. This relief combines theTrinity, Ascension and Pentecost and alsoincorporates Mary and the Apostles and thefour Evangelists. At the top of the sculpturewe can see Christ being carried to God theFather by angels. Below this we see theHoly Spirit. Below this is perhaps the mostintriguing feature of this relief for it isclaimed that the faces of Mary and thetwelve apostles bear striking resemblancesto early members of staff. These are knownto include Sr Augusta Maria and AndrewKean (carrying the cross of Andrew), andare thought to include John Sullivan, AdrianRunswick, Denis Selby, Fr Michael Williams,Sid Cross, Charles I’Anson, John AlbanMetcalfe and Ronald Cueto. It is thoughtthat Moro, his assistant and a student madeup the other male figures.

Within the Lady Chapel is the Book ofRemembrance containing the names ofthose staff, students and their families whohave died during the College’s existence.The first entry is for Jane Elizabeth Palmer,the daughter of Frances Palmer of theColleges’ administrative staff, who died on3 January 1969.

Other lives commemorated in the Book ofRemembrance are Andrew Kean, SrAugusta Maria, Lord Boyle of Handsworth,the former Vice-Chancellor of LeedsUniversity and Fr David Smith, the CollegeChaplain from 1982 to 1991.

On the wall to the left of the Lady Chapelentrance is another relief by Mororepresenting scenes in the life of Our Lady –the Annunciation, her betrothal, the birth ofJesus and Joseph’s dream. This was done atthe request of Bishop Wheeler but is ascaled-down version of what was originallyto have been a bigger project. On the wallto the right of the Lady Chapel entrance isa plaque to commemorate the life of CandyFagan of the Class of 1982, who died on20 December 1986.

The Chapel of the Most Holy Trinity

The stained glass window depicting TheMost Holy Trinity was installed as a tributeto Andrew Kean and Sr Augusta Maria, thefounding Principals of Trinity & All SaintsColleges. It was dedicated on Trinity Sunday1980 on the occasion of their jointretirement. It was designed by GeorgeFaczynski and made by J.O’Neill, Son andPartners of Liverpool. The window containsnot only depictions of the Trinity but also ashamrock and three fishes, enduringChristian symbols.

The glass doors, featuring Our Lady and theTrinity, were commissioned by Fr Rosser andthe etchings undertaken by a NorthYorkshire artist. They were installed in 1994.At the same time the open brickworkbetween the Trinity Chapel and the mainchapel was filled in to provide for solitudeand prayer in the smaller chapel, and toalso facilitate small group meetings.

The plaque to the right of the Trinity Chapeldoor commemorates the life of CarolineWilkes of the Class of 1988. Caroline, fromBridgnorth in Staffordshire, was a student ofTheology and Primary education and diedon 10 June 1992. Also to the right of TrinityChapel is a Madonna and Child relief (artistand other details unknown).

The huge CAFOD tapestry outside theTrinity Chapel commemorates the College’s

close involvement with the charity and itswork. Banners of art work are also hunghere to complement the liturgical seasons.

The Stations of the Cross

The original stations placed on the outsideof the column are made of aluminium,following a material theme and remindingus that all materials are sacred.

The pottery stations on the inside of thecolumns are of pottery and contain thecanonical minimum – a cross and a number.The numbers are Roman and the Cross isChad’s, the apostle of this area of England(hence Shadwell, St Chad’s well). They weresolemnly blessed and dedicated by the well-known Catholic broadcaster, Fr AgnellusAndrew O.F.M. (Andrew Kean’s cousin), on28 February 1979. They werecommissioned by Colonel G. Beswick, theCollege Bursar and Clerk to the Governors,and were designed and made by ColetteCullen of Hambleton near Selby.

The Organ

The organ was built by Rushworth andDreaper to the specifications of PaulShepherd, the Colleges’ Director of Music, inorder to meet the architectural restrictionsimposed by the design of the Chapel,particularly at the west end, and also toconform with liturgical and recitalrequirements.

The pipe-work is mounted in a chamberbehind the High Altar and is separated fromit by a brick screen, perforated in front ofthe swell box. The organ, which possessesover 800 pipes, has a rotatable consolewhich permits a recital soloist to be seen bythe congregation and for the organist toface the congregation for normalaccompaniment. In this way thecongregation can be led from the front andthe choir may be seen as part of thecongregation.

Work began on the organ in March 1967and the installation in the Chapelcommenced in May 1968.

Toning and final tuning were completedonly days before the official opening of theColleges in July 1968.

The inaugural recital was given on 10October 1968 by Francis Jackson, Master ofthe Music at York Minster, who sensitivelyplanned his programme to display thepotential of this fine instrument.

Conclusion

The work of building, maintaining andedifying a Christian community is acontinuous activity and it is the same withthe building that symbolises this communalenterprise. The College chapel has beenenriched and adorned over the past fortyyears with dedication, care and affection.


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Above: Chapel Morro SculptureRight: xxxxxxxxxxx

The College Logo

The College logo, the ship guided by thethree stars, tells us that the College is part ofthe Church of Christ, and that its staff,students and associates, aboard the barqueof Peter, are members of the communion ofsaints. They are guided by Catholic doctrineand principle, the foundation of which is theHoly Trinity represented by the three stars.


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The Campus Celebrating 40 years of learning 1966-2006

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Educational developments, student needs,and administrative and technicalrequirements have inevitably led toalterations and extensions to the College’soriginal buildings. However, the basic planof the campus remains.

The architects for Trinity & All SaintsColleges, Weightman and Bullen ofLiverpool and York, were first appointed inOctober 1962 but the decision to build onthe site at Horsforth was not taken until1963 after four other sites had beenconsidered. Various plots of land werepurchased at Troy which together now formthe present site and in April 1965, afterplanning permission had been granted byHorsforth Urban District Council, buildingwork began. Eighteen months later the firststudents moved in.

In November 1965 Brownberrie Manor,across the main road from the Colleges andthe former home of the Stanhope family,Lords of the Manor of Horsforth, waspurchased by the Trustees and although aPrincipal’s residence was to be built in theColleges’ grounds, the Manor becameAndrew Kean’s house. Here, he and hisfamily entertained guests and occasionallystudents were taught there, but it was alarge house and expensive to maintain. Onher appointment Dr Hallaway resided at theManor but the financial restrictions imposedupon the College during the late 1980scompelled the Trustees to sell the propertyto the Verona (Comboni) Fathers in 1987.

Initially, temporary accommodation wasprovided for the female students at aformer Baptist Training College at CragWood, Rawdon, which had opened in 1859and closed in 1963. After its closure it waspurchased by the Sisters of the Cross andPassion. Following refurbishment, ninety-one single rooms became available in the

Victorian Gothic edifice. From there thestudents were bussed to and from theColleges. The building was sold in 1973.

To begin with, the architects were asked toprovide accommodation for 450 men and300 women with separate dining rooms,common rooms and study bedrooms. Toavoid wasteful duplication and to benefitfrom the wider range of possibilities withincreased numbers, however, the sharing ofspecialist rooms was envisaged, includingthe library, auditorium, science laboratories,art and design studios, music rooms andgymnasia, and of course the College Chapelwhich required a prominent position at theheart of the scheme.

The central academic block with its upperfloors faced with powerfully-modelledconcrete panels finished in white spar abovea brick base was planned around acourtyard containing stepped terraces and acircular fountain and pool. When studentsdiscovered the effect of washing powder onthe fountain it was turned on only forpatronal feasts. In the original layoutcommon rooms extended round three sidesof the ground floor so that two halves ofthe campus met in the central area with abar, coffee bar and a shop which also actedas a foyer to the auditorium. On the upperfloors lecture and tutorial rooms on eachside were linked across the axis by sciencelaboratories and the library on three levelsabove the entrance with the seniorcommon room on the far side of the court,while the administrative offices occupied anintermediate mezzanine level on the eastside, taking advantage of the considerablechange in level across the site. In the centralarea were a television suite adjoining theauditorium and with a control room linkedto lecture rooms. Art and design workshopsand studios were also in this area.Additionally, there were Music teaching and

practice rooms. The Physical Education wingcomprised two gymnasia, separated byroller shutters which could be raised toprovide one large area, two squash courts,extensive changing facilities and a climbingwall. There were twelve tennis courts,playing fields, an all-weather pitch, arunning track and ample provision forathletics.

Trinity College was composed of threeresidential halls to accommodate femalestudents and was located on the north sideof the campus. The names of the halls wereall of great significance. Shrewsburycommemorated the birthplace of ElizabethProut, founder of the Cross and PassionOrder. Whitby recalled the remarkableAnglo-Saxon Saint Hilda, abbess of WhitbyAbbey. Norwich was named after theremarkable Julian of Norwich, a fourteenthcentury mystic and one of the mostinfluential English female writers of theMiddle Ages.

Located near the halls for female studentswas the convent occupied by the Sisters ofthe Cross and Passion. This occupied twoacres and had over fifty study bedrooms,offices and chapel. When the Sisterseventually withdrew from the College, theconvent was sold to the College Trustees in1987 and provided an extra thirtybedrooms, fourteen tutorial rooms and1,000 square metres of teaching space. Thisbecame the Secondary Base (later renamedthe Bede Centre) and another female hall ofresidence named Jervaulx after one of thegreat twelfth-century Cistercian abbeys ofYorkshire.

All Saints College was located on the southside of the campus and consisted of fourhalls to accommodate male students.Fountains and Rievaulx were named aftertwo of the greatest Cistercian abbeys of

The Campus


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Left: The College under construction, 1965Below: The College 2006

Yorkshire. St Albans was named after Alban,the first known British martyr saint, whilstRipon was named in honour of Wilfrid, thegreat seventh-century Anglo-Saxon saint, acontemporary of St Hilda and Bishop ofRipon.

Emphasising this link with the county’sreligious history, the floor of the High Altarin the chapel contains stones taken fromthe abbeys of Fountains, Rievaulx, St Mary’sYork, Kirkstall, Meaux (near Beverley) andRoche (near Maltby).

Walsingham, originally the Colleges’infirmary and now the hospitality office,was named in honour of the great medievalEnglish centre of pilgrimage and devotionto the Blessed Virgin Mary.

In 1993 Kirkstall, another hall of residence,was added at a cost of £1.2 million and wasnamed after the famous Cistercian abbey inLeeds. In a sign of changing studentexpectations and requirements, Kirkstallhad 100 en suite rooms. The Trinity Building(1995) was named in honour of theCollege’s major patron and providedadditional teaching facilities. Financed bythe PCFC, Trinity accommodated PrimaryEducation which moved from the ‘PrimaryBase’ in the main building. Trinity containedspecialist science and IT areas. Theavailability of PCFC and later HEFCE fundsallowed the College to submit bids fornew projects.

Further development and considerableremodelling took place in the late 1980sand through the 1990s. When Drama wasphased out of the College curriculum in1985, the drama block was converted intoa students’ union building with offices andsocial facilities. An Early Years Centre wasbuilt but it later became a franchisednursery taken over by Cliffe House

Nurseries. In 1989 a new lecture theatrewas built with DES grants and was namedafter the recently-retired Principal, MaryHallaway. In 1996 the College receptionarea was redesigned and the Library wasrefurbished. The sports facilities wereupgraded and new changing rooms wereprovided in 1999.

Andrew Kean had drawn the attention ofthe Academic Board to the need for acentral resources centre where all theeducational materials required by staff andstudents could be housed. Although he didmanage to create a Unified ResourceService (URS) bringing together all themedia at the disposal of students at thattime, there was never sufficient fundingduring his time as Joint Principal to effecthis ideas and build a completely new centre.Later, an estate strategy also identified thebuilding of a central resource area as beingcritical for the continued development ofthe College. At the beginning of the newcentury Kean’s vision became a reality, forin 2001 the College was successful in itssecond bid to the HEFCE for funding a newlibrary and computer centre. Work beganon the excavation of the site on 19November 2001 and on 20 March 2002 inthe presence of Bishop David Konstant andDr Mike Coughlan, Margaret Hodge,Minister of State for Lifelong Learning andHigher Education, laid the foundation stone.The fifty-two week project, which cost £3.5million, was the first phase of a £5 millionbuilding project partly funded by HEFCE.The remaining £1.5 million was spent onremodelling the old library and parts of thefirst and second floors vacated by thelibrary and computing department.

The project was completed in December2002 and on 19 May 2003 the complexwas formally opened by Baroness Williamswho had opened the Colleges in July 1968.

Appropriately named the Andrew KeanLearning Centre, the three-floor buildingwas designed to provide converged libraryand ICT facilities and support the growingneeds of College students, the localcommunity and schools. The College hasinvested heavily to develop a careful blendof the traditional library service alongside anextremely high-tech, IT- based, supportprovision. Coupled with recentdevelopments in learning and teaching, theCentre allows the College to offer a trulyaccessible service, backing up itscommitment to widening participation andlifelong learning. It is located at the front ofthe College as an indicator of the College’simportance as an academic institution. Theroof points towards the chapel at the heartof the College.

The book stock has been increased by 25%to 150,000 with over 600 journals in printor in electronic format. Thirteen GeowebOnline Public Access Catalogues (OPACs)for information retrieval provide links toother library catalogues and on-linedatabases. There are 150 study spacesincluding six private study rooms withnetwork access and video/DVD playback.There are five IT rooms with provision for125 networked PCs and twenty-four houropen access for thirty-five PCs. Overall,computer provision has been increased by50%, whilst interactive whiteboards supportnew methods of learning and teaching.

In 2004, with a £1 million grant fromHEFCE, the estate was further developedwith the opening of a student supportcentre at the heart of the campus, aconference room and improved disabledaccess.


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Left: Crag WoodBelow: Brownberrie Manor


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Above Top: xxxxxxxxxxxxxxxAbove: xxxxxxxxxxxxxxxxxRight: Arial view of the college today


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Introduction Celebrating 40 years of learning 1966-2006

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Trinity & All Saints College was opened inSeptember 1966 as two Catholic teachertraining colleges with Joint Principals andshared academic, administrative andpastoral resources.

Trinity College accommodated femalestudents whilst All Saints Collegeaccommodated male students – both onthe same campus. The courses offered didnot imitate those delivered in conventionalteacher training institutions but wereexperimental and challenging. In every waythe new foundation at Horsforth was aunique venture.

Since that time, higher education and thetraining of teachers has been transformedand the College has undergonefundamental changes in its purpose,organisation and size. It is impossible tounderstand and appreciate these changeswithout considering the many influencesthat have affected tertiary education since1966. Trinity & All Saints Colleges openedin a period of educational expansion whena certain amount of institutional liberty wasallowed and even encouraged, but thepolitical and educational landscape haschanged frequently and dramatically sincethen. Government pressures haveincreasingly determined all aspects ofeducational provision and have led to bothconformity and uniformity. In thissometimes frenetic atmosphere, manycolleges have disappeared, includingCatholic institutes of higher education, butTrinity & All Saints has survived. This hasbeen due to its organisational ability torespond and adapt to government initiativesthat have sometimes offered opportunitieswhilst at other times posing serious threats.

This history of the College’s first forty yearsis therefore set out in a way that tracesboth the general and specific context in

which it has grown, developed andmatured. The political and legislativebackground which dominates alleducational development is outlined, as isthe relationship of Trinity & All Saints toother Catholic colleges of higher education.Against this backdrop is presented the moredetailed history of the College, itseducational provision and the roles playedby its major personalities.

Introduction

“In every way the new foundation atHorsforth was a unique venture.”

Introduction Celebrating 40 years of learning 1966-2006

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Section Pages1960’s: Pages 32-571970’s: Pages 58-751980’s: Pages 76-1161990’s: Pages 98-1172000’s: Pages 118-129

The 1960s Celebrating 40 years of learning 1966-2006

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1960’s

To understand the background to theEnglish school system and the training ofteachers in the 1960s, it is necessary toconsider two important developments thatoccurred during the Second World War(1939-1945).

The first was a government decision in1942 to appoint a committee under thechairmanship of Sir Arnold McNair, Vice-Chancellor of Liverpool University, toinvestigate the supply, recruitment andtraining of teachers. The McNair Report,published in 1944, made three majorrecommendations: a three-year teachertraining course should replace the existingtwo-year course; a National AdvisoryCouncil for the Training and Supply ofTeachers should be established; and thereshould be closer liaison between newly-formed university institutes of educationand teacher training colleges, to beachieved through Area TrainingOrganisations (ATOs) which the instituteswould control.

The government was simultaneouslyplanning a post-war structural reform of theschool system and the second major

development, the Education Act of 1944,related closely, therefore, to the McNairReport and the training of teachers. The1944 Act swept away elementary and all-age schools and rationalised secondaryprovision. It introduced a primary system forchildren aged 5 to 11, and a secondarysystem based on grammar schools,secondary modern schools and secondarytechnical schools for those aged 11-15 or11-18. The appropriate and effectivetraining of teachers for the new schools wascritical if the reformed system was to besuccessful.

The severe economic dislocation caused bythe war led to post-war austerity and thegovernment could not afford to implementeither the recommendations of the McNairReport or the statutory requirements of the1944 Act. Although the governmentacknowledged the merits of longer trainingcourses, the chronic shortage of teachers atthe end of the war compelled it tointroduce a one-year emergency teachertraining programme and open temporarytraining colleges up and down the country.One of McNair’s recommendations did


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The Educational Background:from the Second World War to the Robbins Report (1944-1963)

Above Top: xxxxxxxxxxxxxxxAbove: xxxxxxxxxxxxxxxxx


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materialise, however, and universitiesestablished institutes of education. In 1948the University of Leeds Institute ofEducation assumed full responsibility for theorganisation and administration of teachertraining within Bradford, Dewsbury, Halifax,Huddersfield, Leeds, Wakefield, York, theNorth Riding and the West Riding apartfrom southern districts which were to beserved by Sheffield University.

It was not until the 1960s that McNair’sproposals and the 1944 Education Act cameto full fruition but the process was notwithout considerable tension. Schools,training colleges and universities were undergreat pressure as the rise in the post-warbirth rate and a consequent increase in theschool population led to a huge demand forboth school places and teachers.

In 1948 there had been just over 5 millionpupils in maintained schools; by 1968 therewere 7.75 million. Free from financialrestrictions, Local Education Authorities(L.E.A.s) and dioceses now began to buildand extend primary schools and open newgrammar and secondary modern schools, butthe costs for government, local authoritiesand the voluntary sector were enormous.

Meanwhile, training colleges and universityinstitutes of education, struggling to providethe teachers so desperately needed by theschools, were affected by three furtherdevelopments. The first was theintroduction of the three-year course for the1960 entry into teacher training colleges.

Thus, in one year - 1962 - very fewstudents left the colleges and schools wereplaced under even greater pressure. Thesecond was the Newsom Report - Half OurFuture - which was published in 1963. Thiscalled for a fresh look at teacher trainingand stressed that colleges should not berestricted mainly to the training of primaryschool teachers. It also proposed the‘concurrent’ course where academic studieswere closely integrated with pedagogicalstudies The third was the influential RobbinsReport on Higher Education which wasissued in 1963. This proposed theintroduction of a Bachelor of Education(B.Ed) degree for fourth-year students intraining colleges which themselves were tobe renamed ‘colleges of education’ and tohave no fewer than 750 students.

To access the BEd, which was introduced in1964, students had to matriculate andcolleges had to be ‘affiliated’ to a universityinstitute of education. In 1963 there were49,000 students in training at 146 colleges;the Robbins proposal was for 82,000 studentsat 156 colleges and it predicted that 145,000trainee teachers would be required by 1980.Additionally, institutes were required to co-ordinate initial teacher training and provide in-service courses for teachers relating to, amongother developments, the government Circular10/65, which introduced comprehensiveschools, and a range of curriculum projectsbeing generated by the Schools Council forCurriculum and Examinations which hadbeen established in 1964.

Another government initiative of the 1960shad a subsequent impact upon non-university colleges. In 1965 AnthonyCrosland, the Labour Secretary of State forEducation and Science, noted that therewas a public sector of higher education with‘principles and purposes distinct from theuniversities’. These were the public sectorcolleges, such as teacher training colleges,colleges of advanced technology andtechnical colleges, which he referred to asbeing in the ‘service tradition’ whilst theuniversities were in the ‘autonomoustradition’. In the following year the WeaverReport, A Plan For Polytechnics And OtherColleges, acknowledged these traditionsand functions and proposed the furtherexpansion of the ‘binary’ system. In the late1960s, colleges of advanced technologybecame either independent technologicaluniversities or polytechnics, the latterhaving their degrees validated by thenewly-formed Council for NationalAcademic Awards (CNAA).“Schools, training colleges and

universities were under great pressureas the rise in the post-war birth rateand a consequent increase in the schoolpopulation led to a huge demand forboth school places and teachers.”

Above: xxxxxxxxxxxxxxxxxRight: Bishop George Patrick Dwyer

It became clear that the government’sdemand for extra teachers could not bemet by the expansion of existing Catholiccolleges and that new foundations wouldbe required.

In 1964 there were ten Catholic trainingcolleges for women and two for men, andall were conducted by religious institutes.The provision of Catholic teachers was anintegral part of the government’s strategyand the Catholic Education Council (CEC),an agency of the Bishops’ Conference ofEngland and Wales, chaired by BishopGeorge Andrew Beck of Salford, was askedto consider locations for new Catholiccolleges bearing in mind their geographicaldistribution, the need for them to be nearuniversities and the importance of theirbeing placed close to centres of Catholicpopulation. The CEC recommended to theBishops’ Conference of England and Walesthat one of the new colleges should belocated in Yorkshire, preferably in Leeds, inthe heart of the extensive Leeds Dioceseand close to the university. The Bishop ofLeeds, George Patrick Dwyer, supported thescheme wholeheartedly and became thechairman of the promoting committee.After Endsleigh College in Hull, whosecourses were accredited by Hull University,the new college would be the secondCatholic institution of higher education inYorkshire with its courses validated by theUniversity of Leeds.

The early project related only to theformation of a college for women, but inview of the great need for male teachers, itwas proposed that a college for men shouldalso be established on the same site andshare administrative, teaching and resourcefacilities. For the time, this was a novelapproach. The bishops entrusted thewomen’s college to the Congregation of theCross and Passion who undertook financial

responsibility for the college, whilst themen’s college was placed under the controlof the CEC with the Bishops’ Conferencefinding the necessary funds. With Ministryof Education approval and the consent ofthe University of Leeds, planningproceeded, and in 1962 the names ofTrinity for the women’s college and AllSaints for the men’s college were adopted.In 1964, in another radical move, BishopDwyer appointed a layman, Andrew Keanof Leeds University, to be the Principal of AllSaints. Sr Augusta Maria, of St Joseph’sCollege, Bradford, was appointed Principalof Trinity. A forty-three acre site atHorsforth, near Leeds, was purchased, localopposition was overcome, and planningpermission was given by Horsforth DistrictCouncil in 1965.

A Trust Deed was drawn up and on 11 June1966 the Charity Commissioners awardedTrinity & All Saints charitable status. TheTrustees were the Congregation of theCross and Passion and the CatholicEducation Council. The Trustees owned theland and buildings and had the power toapply trust funds for the development andmaintenance of the Colleges. By anInstrument of Government the Trusteesentrusted the direction of the Colleges to ajoint governing body who in turn delegatedroutine management to the Principals.Bishop Dwyer became the chairperson ofgovernors and Sr Consolata Shiels, theMother General of the Cross and PassionCongregation, became the vice-chairperson.Other governors included nominees fromthe CEC and the Cross and PassionCongregation, and representatives of LEAs,the University of Leeds, and widercommunity interests.

The first 300 students were admitted inOctober 1966 but by then Bishop Dwyerhad been appointed Archbishop of

Birmingham. However, he returned toHorsforth on 13 July 1968 when theColleges were formally opened by ShirleyWilliams, Minister of State for Educationand Science. By this time three otherCatholic colleges had been established.Christ’s College, Liverpool had opened in1964 and was run by the CEC and theUrsulines on the same lines as Trinity & AllSaints. This was followed in 1968 byNewman College, Birmingham, which wasunder the control of the CEC, and MaryWard College in Nottingham, run by theSisters of Loreto. This brought the total ofCatholic colleges to sixteen.

Overall, the 1960s were marked bysignificant educational developments andthe establishment of Trinity & All Saints waspart of a massive expansion in teachertraining. In 1959 there were 15,000students training for the profession; by1963 there were 49,000; and by 1970 therewere 120,000. It was claimed at the timethat the decade was probably the mosthectic ever experienced by schools, localeducation authorities, dioceses, colleges,and institutes of education.


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The Expansion of Catholic Collegesin the 1960’s and the Establishmentof Trinity & All Saints College

“The whole purpose of this life is torestore to health the eye of the heartthrough which God can be seen”(Saint Augustine).

I like to imagine that the above challengingstatement of Saint Augustine inspired thedream that was eventually actualised in theinstitution now known as Trinity & AllSaints. Long hours of prayerful discernmentby the leadership of the Sisters of the Crossand Passion, detailed discussions with theCatholic Education Council for England andWales, weighty arguments on either sidewith the Ministry of Education, and a dealwas struck. Twin Colleges to be calledrespectively Trinity & All Saints would bebuilt. There would be a joint staff, but twoPrincipals and Vice-Principals, one for eachCollege.

Lectures would be in common. The venturewould be financed by the Ministry, theSisters of the Cross and Passion and theCatholic Education Council. That was in1964. But the beginning was not yet.

A whole year of preparation followed theappointment of the two Principals and theVice-Principal of Trinity. Mr Andrew Keanwas appointed Principal of All Saints, SisterAugusta Maria Lane, CP Principal of Trinityand Sister Anne Maria Reynolds, CP asVice-Principal of Trinity. Dr Frank Bottomleywas appointed Vice-Principal of All Saints alittle later.

Hidden away in a rented building in YorkStreet, Leeds, the task of translating a visioninto practical reality began. The vision wasGod-centred, community-centred andholistic. The “eye of the heart” and its“restoration to health” would be central,but the eye of the mind and the physicaleye would each be developed to its fullestcapacity. A fine Chapel, a resident Chaplain,daily Eucharist and splendid liturgies on thepatronal feasts as well as on other occasionswould foster the health of the “eye of theheart”. Dignified buildings and furnishingsand the programme of studies would

cultivate the “eye of the mind” whileprovision for sport and gymnastics wouldlook after “they eye of the body”.

There was no doubt about it - Trinity & AllSaints Colleges were to be ‘different’.Programmes would be set out in modules.Academic disciplines would be responsiblefor their own teaching methods. From theoutset the desirability and possibility ofdiversification (ie of graduates from TASCentering professions other than teaching)was envisaged.

On 1st November Feast of All Saints 1966,the official opening of TASC took place. Thefirst intake of over 200 plus students hadarrived in September and had time to settlein before the celebration. It was an historicoccasion and all stops were pulled out tomake the official opening impressive.

Events began in the College Chapel, towhich the academic staff in full academicdress proceeded in solemn procession to theaccompaniment of the hymn “All peoplethat on earth do dwell”. Students and non-academic staff were already in place andthe organ pealed out as the clergy wendedits way to the sanctuary.

A sumptuous celebration meal followed,after which visitors were free to explore thebuildings, including the seven Halls ofResidence.

The other big event of this first year was aweekend for all academic staff, Principals,Vice-Principals and Bursar for a seminar inOtley. The purpose was for staff to get toknow each other and to provide time andspace for an interchange of ideas aboutmatters relating to education and the wayahead for TASC. It was a happy weekend.Euphoria was in the air and there was asmile on every face.

It goes without saying that such an Eden-like state of harmony could not last. It didnot. The following months and yearsbrought tensions, friction and somediscontent. Mr Andrew Kean was an

educational charismatic - innovative,persuasive, confident but not practical. Hewas in great vogue with the Ministry anddid all the Colleges’ business with it. SisterAugusta Maria Lane, his opposite number,was of a more practical nature and less self-confident. Mr Kean left most of the pastoralside of the institution to her, and she wasvery good at it. But it seemed to some of usthat Mr Kean thought of Sister AugustaMaria as his second-in-command ratherthan his equal partner. This caused manyproblems in later years. Even during theseearly years too, it became obvious that theidea of twin colleges, identical but separate,was a myth. It was a Siamese twin situationwhich ultimately had to be recognised asunworkable, and scrapped.

One terrible event stands out in mymemories of these early years - the tragicdeath of three of our students in a caraccident as they were returning to theColleges one Sunday night after spendingthe weekend helping disadvantagedchildren in a home where a Cross andPassion sister was looking after them.

The three were buried in their parishesduring the week and, sometime later, aSolemn Requiem Mass was celebrated forall three in the College Chapel. Parents,relatives and friends of the deceased wereinvited and afterwards given hospitality inthe Convent. The parents of the threestudents were wonderful - so brave in theirstrong Christian faith that we felt they weresupporting us, rather than the College staffsupporting them.

The years glided by, and despite the areasof difficulty I have referred to, Trinity & AllSaints’ Colleges flourished. There was noshortage of student applications and, yearby year, our numbers went up. When Iretired from TASC in December 1975, itwas looking forward to a healthy future andseemed as eager as ever to explore - andexploit - “fresh woods and pastures new”.

It was the end of the beginning!

Sister Anna Maria Reynolds, CP


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The appointment of two Principals forwhat was to be effectively one educationalorganisation was a radical move andplaced both Andrew Kean and Sr AugustaMaria in unenviable positions.

The unique relationship between Trinity &All Saints Colleges required governance,organisation and administration that wereclearly defined and understood. TheInstrument of Government stipulated thateach College was responsible for thepastoral care and welfare of its students butthat organisational planning, the conduct ofacademic and professional studies, andadministration were a joint responsibility.A close working relationship and a cleardelineation between the responsibilities ofthe two Principals were necessary if thesystem was to be successful.

The two Principals came to their posts fromdifferent educational backgrounds. SrAugusta Maria, who held degrees in physicsfrom Manchester University andmathematics from London University, hadbeen deputy head at St Joseph’s College,Bradford, a girls’ Direct Grant grammarschool with a formidable academicreputation. Unlike the Sisters of NotreDame and other female institutes, theCongregation of the Cross and Passion,

with a large presence in the urban north ofEngland, had no experience of providinghigher education. Andrew Kean had adouble First in History and English fromGlasgow University and before and afterthe Second World War he had taught inStirling. In 1948 he became a tutor at theUniversity College of Leicester, where hebecame Organising Secretary of theInstitute of Education, before moving in1956 to be the Deputy Director of theInstitute of Education at Leeds University.Kean had been on the original interviewingpanel with Bishop Dwyer for theprincipalship of All Saints and was appointedin the absence of a suitable candidate.

It was an historic appointment forpreviously such positions had been occupiedonly by members of religious institutes.

It was a position that Kean had not sought,for his experience was in universities wherehe enjoyed research and teaching.However, it is unlikely that his radical viewsand his subsequent innovations would havemuch impact in traditional academia.Before they formally assumed theirresponsibilities, the two Principals visited theUnited States to gather ideas and observe anon-British system of teacher education andtraining.

The American model greatly influencedKean who was responsible for the planning,co-ordination, development andimplementation of the curriculum, themanagement of the academic staff, andexternal relations. On his return from theUSA he promptly published a paper on ‘TVin Teacher Training’ (Trends In Education,July 1966). Sr Augusta Maria wasresponsible for the control of expenditure,the management of the campus and itsfacilities, social affairs and theadministration of non-academic staff.

The early working relationship between thetwo Principals was a sensitive one but itmatured into one which was harmoniousand productive. It was obvious to manythat Kean, already a national figure ineducation, was the driving force anddominant personality behind the Colleges’early development. To some he was thePrincipal but it was not a perception heencouraged. Sr Augusta Maria did notpossess the same public self-confidence ofher colleague, nor did she have the sameexperience of higher education, but herinfluence on the Colleges was equallyimportant if not as openly displayed orrecognised. Throughout their jointleadership of the Colleges, Kean’scharismatic and visionary, if not alwayspractical approach was offset to some degreeby Sr Augusta Maria’s astuteness, her firmgrasp of reality and her modifying counsels.

The Two Principals

“The early working relationship betweenthe two Principals was a sensitive onebut it matured into one which washarmonious and productive.”

By October 1964 Kean and Sr AugustaMaria had embarked on the detailedplanning for the organisation andmanagement of the new Colleges and fromtemporary accommodation in a formerwarehouse at 6 New York Road, Leeds,they recruited the lecturing andadministrative staff.

In May 1965 Dr Frank Bottomley, a manwith considerable experience in schools andadult education and currently in charge ofpost-graduate students at LoughboroughCollege, was appointed as Vice-Principal ofAll Saints and Dean of Professional Studies,and Sr Anna Maria Reynolds, theheadteacher of St Margaret Clitherow GirlsGrammar School in Bradford, was appointedas Vice-Principal of Trinity and Dean ofStudent Services. Dr Bottomley later recalledthe early days in New York Road:

At this time the operational centre of theColleges was in a disused warehouse nearthe centre of Leeds. One cavernous floor,approached by a flight of un-swept stonesteps, had been subdivided by temporarywooden partitions to provide for theexisting five staff members and their

secretaries. Very grimy windows let in somedaylight which was supplemented byindustrial lighting. The floor was uncarpetedand the furniture minimal, but the austeritywas hardly noticeable amidst the unceasingactivity: telephone bells were incessant, filingdrawers slammed to, typewriters clatteredand large-scale maps sprouted coloured pinsas teaching practice places were negotiatedfor the expected 120 students of our firstyear. Staff applications were sorted, short-listed and the selected candidates wereinterviewed. One wondered what theirthoughts were as they found the address,pushed open the heavy door and ascendedthe stone steps. One of the early appointeeswas Dr John Grassi as Head of History who,having no students, occupied another floorwhere he ordered, accumulated and sorteda constant stream of books which were tobe the nucleus of the College library.

The Governors, who met initially at StGemma’s Convent in Leeds, had decidedthat eleven members of staff would beappointed by Easter 1966 and that anotherten would be appointed by August of thesame year. Among the first lecturers to beappointed were John Sullivan and Denis

Selby. John Grassi and Brian Stratford camefrom St Mary’s College, Strawberry Hill.Other appointments included the CollegeBursar, Cyril Atkinson, who had held asenior rank in the Royal Navy and had beenports officer in Nigeria; the Head Porter, ex-police sergeant Alan Cusworth; and HelenSmailes, the Domestic Bursar. As Fr MichaelWilliams was at the English College inLisbon and Dr John Hickey was in Belgium,there was some delay between theirappointments and their arrival.

Kean was preparing to break the mould oftraditional teacher training and theColleges’ first prospectus, compiled aftercomparison with those of other similarinstitutions, illustrated the radical nature ofcourse organisation. In adopting thisapproach, Kean also abandoned theconventional criteria for appointingacademic staff to training colleges. For himit was not necessarily experience in schoolsor in higher education that were essentialattributes. Rather, he was anxious to recruitimaginative people of high academicattainment with the personal qualities thatwould enable them to respond to thechallenges of experimental education.


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The College in the 1960’s

Left: Sr Augusta Maria and Andrew KeanRight: Head Porter Alan Cusworth in the Colleges’ original

reception area


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Consequently, lecturers came from theschool sector, from training colleges anddirect from university: the range ofqualifications, experience and expertisevaried considerably. There being no collegeaccommodation, the first staff meeting washeld during a weekend at a hotel in Ilkley.Kean felt that the lecturers needed at least12 months to prepare for a ‘radically newapproach to the professional training ofteachers’ and his job descriptions weredetailed and prescriptive. A lecturer wasappointed to one College and to a specifiedcurriculum area but was expected to playan active part in academic and professionalplanning and in the pastoral, social andreligious life of both Colleges.

The Principals attended to every aspect ofthe Colleges’ organisation and managementand set about establishing flexible andpractical structures. Kean insisted that therewere no ‘departments’ and therefore no‘heads of departments’ with vestedinterests, but this ‘flat’ organisational modelwas a new venture and fraught withpotential pitfalls. Contemporary salary scaleswere not appropriate for such anarrangement and ‘responsibilities’ had to bedevised in order that remuneration wouldmatch staff posts, especially at senior levels.In accordance with Instrument ofGovernment, an Academic Board had to beformed but an elected Collegium,representing the Colleges’ academic andprofessional sectors was established in itsplace. Chaired by Kean, the Collegiumbecame the driving force in the internaldevelopment of the Colleges and the forumfor vigorous debate. Additionally, therewere elected curriculum boards andresidential and house committees with astrong element of student representationand internal democracy. Both Principalswere concerned that a close and informalassociation develop between students andacademic and administrative staff in orderto solve any problems through discussionand prevent ‘undue concern being paid toinstitutional structures or academicstereotypes’.

Kean often used acronyms as shorthand toremind others of his guiding principles.Hence in 1967 SIGMA was a system withindividual, group and mass alignment…the organisation of facilities for study and

recreation, the clarification of theresponsibilities of staff and the modulationof a flexible collegiate timetable so thatindividual study by students becomes thenormal and basic procedure of learning andso that group and mass learning situationsare utilised only with explicit justification…

An alternative interpretation was that heexpected opportunities for individual andprivate study to take place within flexiblecurricular arrangements, that course contentand outcomes should be specified and thatclose attention be paid to pedagogicalplanning. Another early acronym wasCLASP - Collegiate Leisure Academic andSocial Pursuits - which referred to theeffective use of a student’s free time.To aidunderstanding, Kean issued both staff andstudents with a glossary of terms andorganisational flow charts.

So confident was Kean of the future successof the Colleges and so satisfied with theprogress being made, that when he wrotein October 1967 to Bishop William GordonWheeler, the new Bishop of Leeds,requesting assistance in acquiring someone‘important’ to open the new buildings inthe following year, he stated I think itwould be fair to say that the Colleges willeventually be among the larger ones in thecountry, that in terms of organisation ofstudies they are unusual and that they havealready been the subject of considerableinterest both in the USA and Europe…Interms of modern technology in the serviceof education, the Colleges will by the timeof the opening, already have anoutstanding position.

By March 1968 the administrative, teachingand sports facilities were nearingcompletion. Despite the fact that the originalfoundation was to be for women, therewere four halls of residence for men –Fountains, Rievaulx, Ripon and St Albans;and three for women – Shrewsbury, Whitby,and Norwich. For a time, some femalestudents were accommodated in a largeformer Nonconformist seminary at CragWood in nearby Rawdon under thewatchful eye of Sr Marie de Carmel. TheSisters and some professed students of theCross and Passion Order lived in a newly-built convent on the site, whilst Keanpersuaded the CEC to purchase BrownberrieManor, a substantial eighteenth-centuryhouse where he eventually lived. The newPrincipal’s house on the campus wasoccupied by Dr Bottomley and named bysome wag as ‘Fort Bottomley’.

“The Principals attended to every aspectof the Colleges’ organization andmanagement and set about establishingflexible and practical structures”


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Kean’s visionary and innovative approachwas evident in the academic structure ofthe Colleges and it was here that he reallydemonstrated his radical and progressiveview of the professional formation andeducation of teachers.

Six ‘Divisions’ were established, eachresponsible for the delivery of majoracademic programmes of study, didacticcourses at all levels, general courses and theprovision of specific courses on demand.The introduction of a Media Divisionemphasised Kean’s belief in the value andeffectiveness of modern audio-visualtechnology in teaching, but perhaps themost important innovation was the absenceof an Education ‘department’ with thetraditional connotation of ‘training’teachers. A crucial element of Kean’sphilosophy was that professional‘education’ was the total and integratedresponsibility of all staff. As he remindedthem in 1969:

...there is no Department of Education inthe Colleges. The corollary of this (madeclear to members of staff at their interviews)is that all members of staff have aresponsibility for participation in the work ofProfessional Studies generally and to offerparticular assistance in terms of their owncapacity and interests.

Writing in The World Year Book ofEducation in 1973, Kean gave a personalaccount of the organisation of studydeveloped in the Colleges’ first seven yearsof existence. The basic structure of theColleges was that of the Class, identified bythe year of entry and a term more akin toAmerican higher education than to Britishinstitutions which still adhered to the ‘yeargroup’. A Director of Studies wasresponsible for a Class and as each Classentered it brought ‘a new impulse in the

community, a new set of disturbingexperiments.’ It was the Colleges’ policyand practice, wrote Kean, ‘to giveencouragement to this individuality, ratherthan to restrain it.’

The six Divisions within the majorstructure were:

Languages:English Language and Literature, FrenchLanguage and Literature, Spanish Languageand Literature, Language and Linguistics

Social Sciences:History, Geography, Economics, Sociology,Home Economics, Psychology

Mathematics and Natural Science:Mathematics, Physical Science, BiologicalScience

Creative Arts:Art and Design, Music, Drama, HumanMovement (including Physical Education)

Philosophy and Divinity:Divinity

Instructional Modes and Media:Communication Arts and Media

Each Division included ‘Elective CourseAreas’ (ECAs) – or major academic coursesof study – and conducted courses forstudents from all Classes. When Kean waswriting this article the Colleges recruitedstudents for the three-year Certificate inEducation and the four-year Bachelor ofEducation (BEd) degree, both validated bythe University of Leeds. Elective CourseAreas were available to certificate anddegree students. Within the Divisions therewere some outstanding innovations for acontemporary teacher training course:Spanish, Linguistics, Economics, HumanMovement, Instructional Media and

Communication Arts, Sociology, Systematics(the planning of material for teaching) andPsychology as a discrete study rather thansub-division of educational studies, were allnovel curriculum developments.

The 38-week college year accommodatedthe distinction between certificate anddegree students and was divided intosemesters (again an unusual term in Englisheducation), allowing for professionalexercises and academic study. The need toalign with the schools’ year dictated thetiming of the professional exercise and asstudents progressed through theirprofessional course, their time in schoolincreased. In order to facilitate academicprogress and pastoral care, the system ofClosed and Open Periods was introduced.

Courses

Above: The Duke of Edinburgh visited the colleges shortlyafter they were opened.

In Closed Periods, based on the normaltimetable and teaching pattern, meetingswere arranged between Classes and lecturers,and students and tutors. The more flexibleOpen Periods, when the timetable wassuspended, were used to undertake fieldwork,host visiting lecturers, consider cross-disciplinary themes and conduct conferences.

The students were encouraged to be closelyinvolved in all the practical and socialaspects of their own education with anemphasis on individual work, assessmentand evaluation within a highly flexibletimetable. Their major courses were theacademic Elective Course Areas but theyalso followed Professional Studies in theform of Sociology, Philosophy andPsychology and the practice of teaching,Collegial Courses which were wide-ranging,centrally-provided and open to all studentsthroughout their stay and Exercises whichconsisted of practical work of a professionalor academic nature which was undertakenat intervals throughout a student’s course ofstudy. But the Colleges were established toeducate and train teachers and had, likeother similar institutions, to ensure thefulfillment of this aim. Professional Studies,the preparation for teaching, wasconducted through the Class and wasdivided into Pre-professional Studies, duringthe first two years of a course of study, andProfessional Studies, conducted through thethird and/or fourth year.

The whole structure was, in Kean’s ownwords ‘complex but practically viable’. Itwas not easy to understand and hisdiagrammatic representation of thecurriculum organisation and relationshipsbetween programmes of study is complex.It was the students’ responsibility tointerpret the curriculum and access andexploit what was on offer: the ‘keynote’ ofthe system was ‘that of personal self-directed study’. He admitted that first yearstudents, especially, had to ‘break awayfrom the conventions with which theysuccessfully coped at school’. But thestudents were not left to their own devicesand were given assistance throughchecklists of competences to judge theirown progress and determine theirsubsequent course of action. It was Kean’swish, though not stated in the article, thatstudents defer the final decision on their

path of study until as late as possible anddespite the Colleges’ raison d’être – toproduce Catholic teachers for Catholicschools. His preference, although notovertly stated, was probably for a form ofCatholic quasi-university but one Catholiccollege alone was unable to assume thatrole given the contemporary structure andvariable quality of Catholic higher educationand, in any case, the Catholic hierarchywere probably unwilling to supportsuch a venture.

By the end of the decade, like other non-university providers, Trinity & All Saints haddeveloped the BEd degree, introduced bythe University of Leeds in 1967-1968, butthis had become a problem for thegovernment planners.

The Department of Education and Science(DES) was concerned that the collegeswould recruit unlimited numbers, turnthemselves into miniature red-brickuniversities, and threaten both long-established universities and also the newuniversities such as York, Lancaster andSussex, which had opened in the early1960s. In 1969 Kean addressed theacademic staff and, whilst positivelyencouraging the continued developmentof the BEd, he had to admit that the DESwould begin to limit development byrestricting the number of degree studentsand by providing no extra funding if thatnumber was exceeded. For the degree toacquire credibility and status, he urged thatfourth year studies in Elective CourseAreas be of an even higher standardand make a distinctive contribution toprofessional courses. The undertaking ofresearch projects was a way into this butresearch was costly in terms of financeand personnel.

There were also early and disturbing signsthat some curriculum areas had begun toexperience recruitment and retentionproblems. In February 1970 the Collegiumdebated the statistical differences betweenthe ‘strong’ ECAs – English, History,Geography, Sociology, Human Movement,and Art and Design – and the ‘vulnerable’ones – Divinity, Language and Linguistics,Physics, Biology, Mathematics and Music. Itwas agreed to establish minimum numbers,encourage recruitment and maintain awatching brief but the Colleges facedincreasing competition from the developingpolytechnics and there was an additionalfear that the University of Leeds wouldrationalise courses.


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“…[Kean’s] preference…was probablyfor a form of Catholic quasi-universitybut one Catholic college alone wasunable to assume that role…”

Above: xxxxxxxxxxxxxxxxxxxxRight: Shelagh Brennan and friends 1968


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Shelagh Tomkinson (Nee Brennan)

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Rawdon 1966-1968

The College buildings on the BrownberrieLane site were not completed in time for thefirst intake in September 1966. I received aletter to say that the semester would start inOctober, and that I would be staying atRawdon College.

Well, as all good girls do, I travelled with thefamily to Horsforth to see the College duringthe summer holiday. We had all seen theartist’s impression on the brochure, but thatwas nothing like the real thing – it was abuilding site!! The driveway to a temporarymain entrance was unmade, muddy and fullof potholes. The view was very good but itseemed quite bleak. As the background ofmy fiancé, Ken (now my husband), waswithin the building industry, he was notsurprised that I had received a letter to saythat the College would not be ready in time.

I had never been away from home before,so that was a challenge in itself. I did notrealise at that time that I would be staying atRawdon for two years. Only the ‘girls’

stayed at Rawdon; it was an old BaptistSeminary, so there were rooms off eachcorridor on two floors. The rooms aroundthe main entrance and at the top of thestairs were occupied by the nuns; not justordinary nuns, but the Principal (SisterAugusta Maria), Vice-Principal (Sister AnnaMaria) and any other high ranking nuns inthe College!! There was no easy way tosneak in at night after the door was locked ifyou had not signed out!!

I started off in a room with three other girls,two from the Leeds area and one fromPreston. We were later moved to separaterooms. I was in the lower corridor - I think ithad been Sister Anna Maria’s room! Anyway,there were no curtains at the windows becausethe ‘matron’ had not had time to make themall. There was no problem until we had a‘prowler’ so we had to be quite innovative tostop prying eyes – I used my plastic ‘tablecloth’to cover the window at night.

Anyone who stayed at Rawdon caught thespecial bus (Wallace Arnold) which leftRawdon every weekday morning at

approximately 07.45 to Brownberrie Lane –it never waited for anyone! At night, we hadto walk three miles (hail, rain, or snow).There was no transport for us at night;Rawdon College was not on a bus route –anyway it was downhill all the way – theroad to Rawdon, that is!!!

Rawdon College was situated down a verylong narrow lane which had only a fewstreet lights. It was very dark when therewas no moon hence the girls rarely walkedthe three miles on their own from TASC toRawdon! We had to walk or pay for a taxiwhich no one could afford unless it was anabsolute necessity or have a lift withsomeone who may have a car, which wasVERY rare at that time. I do not think thatany of the girls in that first year had a car; infact there may only have been about half adozen of the boys who had a car.

Now if you were on Teaching Practice, then aPatrick Shilton’s minibus picked you up fromRawdon at 06.45 so that there was time to betaken to Brownberrie Lane, have breakfast andbe ready to board one of the coaches at 07.45.

Left: Art and Design Students 1966

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The length of Teaching Practice variedbetween two weeks and a term (I think). Onone occasion I was on Teaching Practice inDalton, Huddersfield, so, although I had leftRawdon very early in the morning, I was thelast student to be dropped off atapproximately 09.00 at a Primary school onthe outskirts of Huddersfield. I had to leavethe school early in the afternoon, catch aservice bus into Huddersfield, so that I didnot miss the coach back to College at 16.00.If the coach was delayed returning to TASC,then we were all in danger of missing ourevening meal (17.00 – 18.00). After ourmeal, we then had to face our three-milewalk back to Rawdon and then start anycoursework/preparation for the next day. Ialways liked to go to bed early, so I moanedwhen anyone was noisy outside my room atnight (I must have been a pain); however,when anyone wanted to be woken up earlyso that they did not miss the minibus, I wasthe one who received the notes under thedoor (Please wake me at 06.15, …Room16)!!! I must have been useful!!!!!

There was a television room at Rawdonwhich was quite well used. Saturdayevening watching was very popular, but ifany programme clashed with The ForsyteSaga, which the nuns always watched,then it was no contest –the nuns won!

There were a few comfortable armchairs (forthe nuns when The Forsyte Saga was on),and the rest were more straight-backedchairs.

Art and Design 1966-1969

On the main TASC Campus the Art andDesign Studio was still at the planning stagewhen we started the ECA (Elective CourseArea) in October, so we had to use a smalllecture room. In fact, I do not think that aStudio was ready until the following year!There was a barn at the top of the fieldbehind the College buildings which was our‘studio’. It was the Art Department’s ‘project’which was never really completed.

There was a minimum of facilities completedwhen the College opened. There was adining room, some lecture rooms, one ortwo halls of residence for the girls (none forthe boys), but no Common Room – this wasan area which had to be walked across viawooden planks in order to get to the diningroom! Health and Safety did not exist then!Communication was via public telephone –there were no mobile phones or e-mailfacilities!

There were a number of social activities inthe evenings and at the week-ends: iceskating, cinema and theatre visits, and visitsto tourist attractions. There were a numberof sporting clubs and teams; some of themtook part in local competitions. I joined thetable tennis team; we played in a fewcompetitions, and we even won theAiredale-Wharfedale League!

The Art students went out on field trips toHorsforth to draw the pubs (we did needrefreshment afterwards) and sketching onthe hills near Otley. One day we walkedbeside a river in the direction of Durham. Wetravelled in a soft top army-type vehicle,open to the elements at the back!! Thenames of the students in the Art and Designdepartment which I can remember are SheilaEvans, Barbara Ryan, Phil Chadwick, MikeDiamond and Alistair McNeil (who could dopencil drawings which looked just likephotographs).

We started to learn Italian because DenisSelby, our lecturer, planned a visit toFlorence. This never came about but we didhave a study trip to Paris. This was mostenjoyable. I had never been abroad beforeso to travel to Paris during a warm andsunny September (1967 I think) wasdelightful. I can remember sitting in thesunshine in The Tuileries (I think) oil painting.I can also remember visiting the RodinMuseum. It was quite funny really when weall got on the bus to go to the museumbecause Sid Cross, another Art lecturer, couldnot speak French!!

It was great when we had a new Art Studioand could actually work on our areas of

study and have plenty of room when wewere taking part in eg life drawing classes –no longer squashed in a small lecture room.

I spent two years at Rawdon and then Ispent my final year (1968/69) in a hall ofresidence. TASC campus was not as quiet asRawdon, especially when the aircraft cameover – we were on the flight path for YeadonAirport or Leeds-Bradford Airport as it isknown now.

All the students had a ‘personal tutor’: mypersonal tutor was Mr Hendry. He was veryunderstanding and compassionate. We werenot allowed to go home for the first sixweeks of the semester, which was traumaticfor students who had never been away fromhome before, and were suddenly informedthat to travel home was not allowed; we alsohad lectures on some Saturday mornings, sowe could not go home anyway!

The main memory I have from TASC is thatthe first-year intake was a very special group.There were fewer than three hundred of us,so we were just like a large family of friendsfacing the challenges of a new ‘unfinished’College and meeting other students from allparts of the UK and abroad.

I remember going to Mass at four o’clock inthe morning; I think it was in the newChapel! I remember Prince Philip visiting theCollege and looking round the Art andDesign Department.

At the end of three years, there was thememorable ‘Going Down Ball’ for this firstintake at the Old Swan. It was a formal ‘do’,with a sit-down meal followed by a varietyof entertainment – two or three bandsaround the hotel.

One thing I really regret is that I missedGeorge Hamilton IV who was appearing inthe TASC Folk Club one night! I was stayingat Rawdon; I could not afford the taxi fare toget back there later in the evening so Imissed him!!!

Many hard-working, many stressful butmany happy days and people to remember!


Underpinning Kean’s ideas on theformation and education of teachers washis theory of ‘the school’. As with hisorganisational and curricular innovations atthe Colleges, his vision of schools wasradical. He was also uncannily prophetic.

In July 1966 and July 1967, Kean addressedNational Union of Teacher Conferences atLeeds and Sunderland, and in both hepredicted that new technology would be asgreat an influence on education as wouldpolitical and socio-economic factors.Meritocracy, he argued, would also come tothe fore and other occupations wouldchallenge teaching as a preferred career forworking and lower middle class students.

According to Kean, schools should andwould change. The crude and inflexible19th-century models still prevalent in thesystem would have to give way toresponsive neighbourhood or communityschools adjoined to welfare and medicalcentres. Schools should have moreautonomy and should be more sociallyintegrated and less isolated from thecommunities they served. The modernworld, he contended, placed new andcomplex demands on schools and called fornew patterns of organisation andadministration.

But the main thrust of his speech lay in hiscomments on teaching and learning.

It was his contention that the perception ofknowledge and the hierarchy of subjectswould have to be transformed. At thecentre of all curriculum change there hadto be highly-educated, professional andautonomous teachers. Assisted by teaching‘auxiliaries’, they could devise and deliverthe flexible curriculum that was required bycontemporary society. The age andacademic sub-divisions so fixed in thetraditional structure of schools would haveto be replaced by ‘learning situations’occupying ‘variable learning spaces’.There should be an increased use of‘multi-media’ facilities to enhanceteaching and learning.

For the present, however, the students whohad decided to teach were sent into schoolsthat for the most part were blissfullyunaware of Kean’s prophetic message andnew ideas. In the first year, students wouldbe sent into schools for a short period toobserve teachers and assist where possible – the latter activity being moresuited to primary rather than contemporarysecondary classroom practice. In the secondyear, the students undertook a three-weekprofessional experience that really wasinnovatory, for a group of them wouldemploy ‘team teaching’ methods ‘with anemphasis on flexible organisation and onthe use of varied instructional groups’.And on the third professional exercise,students were required to act as classteachers for a period of twelve weeks.Kean was conscious that his new methodswould cause some concern in schoolswhich he regarded generally as‘conservative elements in society’, but hewas convinced that, by introducing flexibleinstructional methods and new subjectsinto the school curriculum, he waschallenging the schools to examine andevaluate their organisation and practices.


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Kean’s School of the Future

“The modern world, [Kean] contended,placed new and complex demands onschools and called for new patterns oforganization and administration.”

At the end of the decade it had becomeclear that Kean, Sr Augusta Maria and theircolleagues had rapidly developed areputation for pioneering innovativeapproaches to teacher education and thatthe joint ethos of the Colleges was alreadydistinctive.

The muddy building site at Horsforth hadgiven way to a modern educationalcomplex and a community proud of itsuniqueness was being formed. As themajority of students lived on the campusand did not go home at the weekend therewas a very lively social scene.

Kean’s creative thinking was the mainstimulus in the development of the newinstitution. The establishment of theacademic divisions, the integrated approachto planning, teaching and study, the level ofstudent participation in the Colleges’organisation, new approaches to academicstudy, assessment and evaluation, thestudents’ practical experiences in schools,the use of technology and even theterminology used were all facets of adifferent and exciting way of preparingteachers. Kean himself had written thatfrom their inception the Colleges had beencommitted to a new look at the educationof teachers and ‘had an experimentalattitude in all aspects of this work’. Therewas an imaginative approach to theprofessional practice undertaken by studentteachers and there was a developingrelationship with the Catholic schools withinthe area even if not all teachers understoodthe new approaches adopted by theColleges. Similarly, members of the lecturingstaff who had to supervise students onprofessional attachments other than ineducation were also placed in new andchallenging situations. As Dr Bottomleylater recalled:

The first impression the Colleges gave wasone of novelty, but there was no pursuit ofnovelty for its own sake: the approach wasbased on a careful and radical analysis ofacademic and professional training with animaginative vision of the needs of the future.

There was also another importantdimension to the Colleges’ earlydevelopment. Kean was distinguished forhis love and knowledge of languages andwas a member of the Council of Europe. Itwas inevitable, therefore, that he wouldestablish links between the Colleges andeducational institutions on mainlandEurope. In 1968, in association with theDutch Ministry of Education which wasplanning a restructuring of its educationalsystem and teacher training, Keanestablished a summer school for Dutchteachers at Trinity & All Saints.

It was so successful that from 1969 until1975 it was integrated into the retrainingscheme for Dutch teachers.

In 1968 Trinity & All Saints’ HumanMovement, Geography and Languagesstudents also embarked on the firstorganised visits abroad when they visitedGermany, Holland, France and Spain.


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Conclusion

Left: Corpus Christi School, Leeds, was one of the manyCatholic schools used by TASC for teaching practice

Below: Andrew Kean welcomes overseas visitors to Trinity& All Saints. European links were an essentialdimension of his educational vision

Tony O’Donnell

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Heading for TASC

I believe it was Monday 3 October (on thisI stand to be corrected) having purchaseda ticket for the princely sum of £2 / 10 (i.e.£2.50) I left King’s Cross Station, heading forLeeds. As stated, I’d never been further norththan Rugby, but I had been an avid watcher ofZ Cars and had even watched a few episodesCoronation Street, so I thought I was equippedto face the strange world of Northern England(but no one had told me there was a differencebetween Lancashire and Yorkshire, let aloneanything about the land and peoples of theNorth East!)

Arriving at Leeds City Station, in those daysLeeds boasted two stations City and Central, Iwalked up to a policeman and asked directionsto the bus station. He clearly understood whatI had asked, but I was not too sure about hisresponse. Despite these linguistic difficulties Idid make it to where I was to get the bus. Ithink some of the problem was to do withasking for Troy! After getting on the bus Inoticed another young man with a suitcasethat had a label actually saying TASC. At last,or at least, I would not be alone in the searchfor Troy!

The bus eventually drove through thevillage of Horsforth and began the longpull up Brownberrie Lane, a slope that I wouldbecome familiar with over the next three yearsand one that never became shorter. There is abend in the road, for it was, even then more aroad than a lane, where the College buildings

came into sight. I had no great feeling at thatpoint, just glad to be arriving after the longhaul from London.

Arrival

It was a building site! The main, central blocklooked finished on the outside, three towerblocks stood to the right of that, as you facedthe College, from the Lane. The three towersthat would match them on the left I don’t thinkwere even started. There was rubble, bricks andall that you would expect from a half completedconstruction. The Chapel and other buildingswere either not started or were just footings.

We followed some signs into the main building,to a room that had tables around it.

There we reported to a member of staff whoticked our name off on a list and I think gave anenvelope with useful information in it? This wasthe checking in system. One of the staff involvedin this was a woman who was the CollegeMatron; I seem to recall that she was wearingsome type of nurse’s uniform. We were thentaken, in groups, to our rooms in the halls ofresidence. A very tall man, in a black suit, whowas the Head Porter, guided us.

My room was in Fountains Hall, number 303. Imust admit I was quite impressed by it. Bed,with bookshelf above, desk and chair and adouble wardrobe that when you opened it,had a sink to one side. There was also one ofthose angle poise lamps, that not only couldyou adjust the angle; but you could also move

it from over the desk to over your bed. I waseven more impressed when I found that therewere ladies who cleaned our rooms. On eachlanding were a toilet, shower and bathroom.Spaced in the block were small kitchens withhot plate, kettle, etc.

There was only one dining hall then,so I presume we had our evening meal init. I think that they gave us books of tickets?But I do remember that the ladies who servedus were never strict in the collection of thesetickets, so that in later years, when you livedout and were not entitled to free food, youcould always get some. The firm that did thecatering was called Smallmans. It wasn’t greatfood; but as an ever-hungry young man I tookwhat I could get. All their plates, cups andsaucers were white with a green band. Thecrockery and cutlery inevitably endedup in our rooms.

That first evening we were all assembledin the largest classroom then available, theLecture Hall, Auditorium, not yet completed.We were told how our courses would beorganised, teaching practices, etc. It was clearfrom the start that those who were runningthe College had some very different ideas asto the training of teachers, than were then invogue. These are looked at in more detailbelow, under the heading “The TASC Way.”

The make up of that first cohort wasinteresting. Although there may have beensome who were just out of the sixth form, thevast majority were people who had some workexperience. There were a number who wereconsiderably older than normally thought of asstudents in those days. There was at least oneex-military type that I knew, there may havebeen more. One man was ex-Rhodesian Policeand there were a number of ex-seminarians.One lady claimed to have run a chicken farm!Many, like myself, had been working inschools as unqualified teachers or assistants. Awhole host of occupations. Because of this theaverage age of that intake was higher thannormal. They came from all over the UK andthe Republic of Ireland, with a small numberfrom overseas

“The make up of that first cohort wasmost interesting… There were anumber who were considerably olderthan normally thought of as studentsin those days.”

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The TASC Way

The powers that be wanted the approach toteacher training to be different from othercolleges of the time. The long blocks ofTeaching Practice in the First and Third Yearswere a change from how other colleges sentout their students, they had shorter times inevery year. Although we went out in thesecond year, it was for a very short time andwasn’t assessed in the same way as the twomajor blocks.

The emphasis was on your main subject, minebeing History, covering the three years. Youstudied Sociology for two years andPsychology for the third year. The basicsubjects, Maths and English, don’t seem tofigure very much in my memories. I recallattending only one lecture in Maths and onefor English. I certainly have no recollection ofdoing any written work for them.

At other colleges, the study of the Theories ofEducation and Child Development were givena great deal of time over the three yearcourses that they ran. At TASC we did the lotin a 2 to 3 week block at some stage in oursecond year. During this block time, which Ibelieve was entitled Professional Studies, wehad lectures from 9 in the morning to 9 atnight. There were outside lecturers brought into supplement the staff. One of the speakerswas John Braine, author of “Room At TheTop,” who spoke on the importance of RCeducation.

We followed a course of religious education inthe first year and I recall writing at least oneessay for this.

We had to make a detailed study of the areawhere we did our teaching practice. So thatover the three years we built up a folder on thesocial services, the education dept. courts,housing, etc. We started from that secondweek we were sent out in October 1966. Atvarious times in the three years we were giventime to work on these folders. Now there isonly so much you can find out and only somuch you want to tramp round a rain soakedBradford. I spent a great deal of time in thecinema and can claim to have seen Dr Zhivagoat least 6 times!

At the end of that first year we had someexams. RE and Sociology were three-hourpapers. For History, there was no exam; but wehad two weeks in which to write a series ofessays. I presume we had exams at the end ofthe second year. There must have been one forSociology, as we finished it that year. In thefinal year there was a three hour paper inPsychology and a number of papers on variousaspects of History.

Other events and Social Occasions:

The first Pancake Day, some of us madepancakes in a Hall kitchen. Having no bowl, tomix the batter, we found a pile of brand newplastic waste paper baskets, still wrapped inpolythene. The pancakes turned out very well!

I can’t remember exactly when the followingincident occurred. Each Hall had a residentwarden. Fountain’s had a male lecturer. I’msure he was not as old as we thought. He wascertainly single and certainly had a sports car, aTriumph Spitfire I believe. One evening, whilehe was entertaining a young lady who wasone of the College librarians, it was decided toplay a joke on him.

Where the idea started I know not, all I recallis suddenly being part of it. Downstairs we allwent, to where the car was parked. Being thattype of car it was very light! Up it was liftedand placed in the middle of the building sitethat still constituted a large part of theCollege. I don’t recall his reaction on comingout to drive his date home, nor do I knowhow he got it down.

I believe that at the end of one Christmasterm, some carol singing females weredrowned by youths armed with fire hoses! Firehoses figured in the playtime of a number ofthe young men in my Hall. Sometimes it wasjust a water fight; sometimes a room might beflooded.

During the Second Year I was placed in aschool in Pontefract. To get there a coach wasprovided. One morning the driver of ourcoach decided that the traffic, on our side ofthe road, was standing still for too long. Offhe went, up the wrong side of the road that

was clear. We covered a great distance in ashort time; all the while the radio was blaringout “Young Girl” by Gary Pucket and theUnion Gap. He got the sack.

The end of the first year saw the very first Ball.It really was a fantastic sight to behold. All thegirls who spent the year in jeans, etc cominginto the building in long dresses, absolutelystunning! Each of the following years ended inthe same way.

It may have been for the ball, or maybe someother time, but early on we had a live showfrom a group that had a lead female singer,Julie Driscoll with Brian Auger and the Trinity.They had a big hit in 1968 with “This WheelsOn Fire”. Another time we had the BBCNorthern Dance Orchestra. Again the diningrooms, one on each side of the main building,were pressed into service, not only for food butalso for dancing. Smallmans did the cateringand the food was better than the day-to-daystuff. Another Ball had, as its centrepiece, aproduction by the Drama students. It was film,I think with them all dressed like John Lennon,charging round the campus. This film wasshown in the middle of the Ball, roundmidnight in the Auditorium. The main thing Iremember is the loud soundtrack of “All YouNeed Is Love”

The bar, when it opened, was of course apopular meeting place. One regular happeningto look out for was the arrival of Sr F. Shewould come up to the bar, dig deep into herhabit and from the depths of the pocketsproduce empty tonic bottles. New bottles werepurchased, replacing the empties in thatvoluminous cover all! I can’t remember whatshe lectured in, but she was always friendlyand was very popular.

People had parties, there were a lot of twenty-firsts, in various pubs round Leeds. There wasplenty of time to play.

I recall the early hours of one morning, after adance in the College, a Geordie lad sat in thequadrangle and sang in Geordie dialect. Thesongs were almost unintelligible to aSoutherner like me; but he had a beautifulvoice and provides me with a hauntingmemory of 40 years ago.


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As one recalls the beginnings of TASC, it isimportant to remember the events anddevelopments of the 1960s – the SecondVatican Council, the Cold War, studentriots in Europe and the USA, the Beatles,Kennedy and Khruschev, the Cuban MissileCrisis, Jean-Paul Sartre, existentialism,Marxist-Leninism, the space race anddevelopments in Psychology, Sociologyand Anthropology.

Referring to the impact of Vatican IIrecently, a speaker who had been presentsuggested that the energy behind theCouncil was something that captured amoment when the torrent of history stoodstill, examined itself and asked the question“What are we about?” Other people weretalking about “The Death of God”. Theywere indeed stirring times, when so manyquestions were asked that one hadn’t thetime to wait for answers. The twodocuments that were promulgated on thelast working day of the Second VaticanCouncil were the Pastoral Constitution onthe Church in the Modern World and theDeclaration on Religious Freedom.

TASC too was a stirring experience in itsearly days. The Colleges’ patronage was inthe care of the Blessed Trinity and the

Saints. Here one may quote Isaiah 40:26when he reminds us that as God wascreating the stars He was naming them, justas we associate Baptism with the giving aname, with becoming a ‘new creation’.1965-1966 was a significant year for thefoundation of Catholic colleges where faithwas the directing influence and, in thecontext of the Second Vatican Council, theiropening was an important motivationalinfluence.

The Second Vatican Council had burst uponthe world as a result of the extraordinaryinitiative of Pope John XXIII. He had losttime in the encyclical Pacem In Terris whenhe caught the world’s imagination byintroducing his way of considering ‘thesigns of the times’. What followed later, asthe Council progressed, was foreshadowedin this encyclical and the idea ofaggiornamento was eagerly welcomed. Torecall now the excitement caused by PopeJohn’s innovations during his brief reigncould inspire a renewal of the challenge ofthose years. Sadly, it can be said in 2006that the message of Vatican II, which hadcaused such excitement at the time, has notbeen ‘officially’ received. Reflecting nowupon what the Council came to mean, asreports were issued from Rome and the

splendid documents were coming our way,we get a sharp reminder of the hope for theChurch and the world that the ‘NewPentecost’ was offering.

The new Principals and Vice-Principals wereaware of these events and developmentswhen discussing the plans for making oneCollege out of the two institutions that hadbeen envisaged by the Bishops’ Conference.The Catholicity of the enterprise was ofprimary importance. ‘New’ ideas ineducation were there in plenty. These hadto be interpreted in the light of the Church’steaching. The Council was bringing theChurch ‘up to date’. We are grateful nowfor the opportunities that were available tous to learn something about the significanceof the major Council documents on theChurch, Liturgy, Scripture and the finalPastoral Constitution on the Church in theModern World (Gaudium et Spes) wherethe distinction was made between the‘Church in itself’ and the ‘Church in relationto the modern world’. Topics brought toour notice from Gaudium et Spes includedeverything concerned with human dignity,social justice, war, peace and the Church ofthe poor. Mention was made of new formsof culture which give rise to new ways ofthinking, acting and making use of leisure.

Left: Official openingRight: The College under construction 1965

Reflections on the Opening of Trinity & All Saints:Sr Fidelis Daly CP


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Sometime during the first year, after a heavy rainstorm,parts of the College flooded. Many of us helped withbailing out but some floors were badly damaged…

...evening free bar!

Double Diamond only

1s/7d a pint!

1960’s Memories

1966 Art & Design Students


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In August 1966 I came to Leeds aged 24, as an Assistant Lecturer in Music. The College had atemporary office in York Road, Leeds. When I moved to Yorkshire I found the climate very cold…

These were great pioneering days! Among the staff and students there was a spirit of tremendousenergy, enthusiasm and excitement. Fortunately, I was apprentice to the sorcerer Paul Shepherd, afine musician. He was very good-natured and extremely popular, took a genuine interest in everyone,and was a very good organiser. Paul designed the chapel organ. He created a happy, workingatmosphere…

It was a fairly old-fashioned Catholic life as it appears in retrospect, more formal than now.Previously at university I had to stick up for my faith. It seemed to me ironic that TASC students had littleinterest in Catholicism. Perhaps…at 18 they were escaping the constraints of parental control and school life – going wild!Getting this out of their system!..

The College hadn’t been built…We taught music at Rawdon College…Mr Kean asked me to be Warden of Rievaulx Hall. Ihad a comfortable warm flat and moved there in March 1968…Before we had our own chapel we had some services atSt Mary’s Horsforth and at Leeds Cathedral…The chapel was having fittings installed so that TV transmissions could takeplace…

Staff weren’t called by their first names the. To students I was ‘Mr Dawney’. I found that strange having just beena student. It was a very different time from now.

Memories: Michael Dawney

I entered TASC in 1967 in the second year of its existence. For ten days I was resident in Fountains Hall (brand new!). Then,as Ripon and St Albans were incomplete, I was sent with a dozen or so others to live in a hostel in Ilkley. We were mini-bussed there and back. Of course, all this was free – no student loans in those days. In the winter, probably January-February,there was a two-foot snowfall. Students were paid half-a-crown (12_ pence) an hour to shift the stuff off the driveway. Therewas also a free bar in the evening (Double Diamond was 1s/7d (8 pence) a pint!

About 10 days before the official opening we were having an end-of-year exam in AS4 (Maths students seemed to have morethan most). The exam began at 9.30 am and at 10 o’clock Mr Frith (Head of Maths - brilliant lecturer – many people signed up tohis collegial courses just to listen to him) who was invigilating said: “Stop working. Come and look at this.” We went to the windowand saw torrents of water and ice flowing down past the gym from the back gate to finish up outside the red dining room. Whenthe exam ended and we went downstairs water was flowing through the College from the top of the hill through all the roomsand out at the bottom…Students were using chairs to push water out of the red dining room towardsthe sick bay and track…The College had been in pristine condition…

The Second Year: Anthony Garrett


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I was one of the original 100 X-group who started on1.10.66…I was met by Mrs Cusworth in full nurse’s uniformand was given a room in Hostel 2. The hostel was still full ofworkmen…On 17.10.66 we were sent out into schools. Iwent to St Kevin’s, Seacroft… Mr Cusworth was theporter and our link with caretakers and repairmen…Myinterview for the College was held in Leeds. I can’tremember who interviewed me but it was what I wouldnow call cursory…

The opening of the College was postponed. In the two spare weeks we were encouraged to spend time in a localprimary school, which I did. Also we had a booklist, of which we were to read six. Summaries of these wereasked for during our first week, given in, and never heard of again. Much was like that. According to the staff,everything was ‘new and exciting’…

Sometime during the first year, after a heavy rainstorm, parts of the College flooded. Many of us helped withbailing out but some floors were badly damaged…

The problems and pains of the early days are now obviously tinged with a heavy rosy glow. What lasts most is thememory of friends made then…

Early Days: Bill McGrath

The New CollegeHere in a college consecrated to newness,problems arise.These problems are difficultto solve due to their roots in the generalattitude of mind. Circulars on ‘units oftime’ tend to be mistaken for inhumanmanifestos written on the walls ofAnimal Farm, while prohibitive decisionspromulgated for academic reasons areconstrued as unreasonable inroads on anewly developing social life…

Student opinion, a nebulous commodityat the best of times, is beginning todemand the reasons for such activity.Students are not cybernetic agentswho can be immediately programmedto cover new terms of reference.When re-orientated without sufficientpreparation they become insecure anddisillusioned...a choice in the hierarchyof values is called for…

Readabout, 1967


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PubsThe Original Oak comes first ofcourse…for students only…a must tomake your appearance…The Skyrackis across the (Otley) road…you can takeanyone there, even your mum anddad…Opposite the University is ThePackhorse… its clientele are local yokelsand way-out students…In town there isWhitelocks…a treat for anyone tovisit...the crowd there varies from ‘little’

mods to would be Avenger types…The General Wade is a modern pub inthe Merrion Centre…all types of humansventure in to partake thereof…The NewInn, near Beckett’s Park…is a pretty nice,average pub…frequented by students, morenoticeably those of the male-female couplesort…Parties in Headingley are notoriousfor being either lousy or drunken orgies…Pub’s the place…

Town Street Horsforth

aAttitude, 1967


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A Pipe DreamWhat then is TASC? Is it a pipe-dream, a nasty trick, an act of God? Will it turn out to be theEducational Dustbin of the Age or the place where the New Movement in Education reallybegan to take shape? We must be careful to beware of the dangers of TASC.Already, too manyof us have been reduced into believing things without thinking about them.Who is there toprotect us and fill us with idealism when we are standing in front of a class? We have progressedso far from the ‘ordinary’ college of education curriculum that ‘theory’ is a dirty word. Surelythe time has come to stop and carry out a detailed reappraisal of our position…

Teaching! – that word does not inspire as it should do. Perhapsthat is because we have been brainwashed into thinking of it asa dull but nevertheless secure and stable profession. But think ofthe potential of teaching. Stir your imagination and see yourselfas responsible for the outlooks, attitudes, ideas and capacities oftomorrow’s generation.The responsibility lies heavy – but thechallenge is an irresistible one. Perhaps some day soon the imageof teachers might be radically altered – but only through today’steachers becoming more aware of their tremendously powerfulrole within society – not as arrogant or status minded bores, butenthused with an ideal of total self-dedication – aware of thechild as a developing person rather than as an instrument whosewit must be bludgeoned to that of half-wit…

Teaching

Attitude, 1969

Attitude, 1969


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Hitch HikingCheap Educational Holidays for all Countries

If you decide to hitch-hike all you need is a rucksack, sturdy legs, and don’t forget to takeyour professional studies file because, remember, it’s not only relevant to future teachingsituations (so we’ve been told) but you will find that it makes interesting reading betweenlifts, and remember the golden rule:

• Two men travelling together find it slow going

• A guy and a girl get on much quicker

• Two girls move fast

• A girl on her own may never get there

The Trinity & All SaintsLadies Soccer Team1967-1968

Attitude, 1969


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1970’s


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The Educational Background:the James Report, diversification, and the constructionof teacher training (1972-1979)

In 1964, the Conservative government ofSir Alec Douglas-Home had been replacedby the Labour administration of HaroldWilson but by the end of the decade theConservatives had once again returned topower. Inevitably, educational policies wereformulated and re-formulated and newdirections were charted and then re-charted. For the colleges of education,the 1970s were to be another ten yearsof turmoil.

The rapid and unchecked expansion of theteacher training sector during the 1960shad led to complaints about the poorquality of both courses and students withcriticisms voiced most stridently in 1969 inBlack Paper One: The Fight For Education.This led, in the same year, to the CommonsSelect Committee on Teacher Educationrequesting a full inquiry into the wholesystem of teacher training but the Labourgovernment felt that the colleges anduniversities should be allowed to get overthe recent upheavals before beingsubmitted to further scrutiny. A change ofgovernment, however, transformed thescene and in 1970 the new Secretary of

State for Education and Science, MargaretThatcher, appointed Lord James ofRusholme ‘to inquire into the presentarrangements for the education, trainingand probation of teachers.’ Lord James,Vice-Chancellor of York University,undertook the first major investigation sincethe McNair Committee and his Report wasto be a seminal document for the futureeducation and training of teachers.

Most importantly, James recommended anall-graduate teaching profession based oneither the award of a three-year passdegree in Education, a four-year honoursdegree in Education, or the traditionally-accepted route of a first academic degreeplus the Post-Graduate Certificate inEducation (PGCE). The distinction betweencertificate and graduate students was,therefore, finally to be removed. Secondly,he recommended the total integration ofteacher training into the higher educationsystem, either through collegesamalgamating with universities, mergingwith other colleges to become ‘institutes ofhigher education’, or by going it alone asseparate institutions.

Whatever the outcome, the separateness of‘teacher training’ was to give way to the‘education and training of teachers’ within acoherent structure of higher education.Thirdly, he recommended that up to 3% ofall serving teachers undertake in-servicetraining in any one year; and fourthly, hecalled for the introduction of a formalinduction and probationary period for newentrants to the teaching profession.

Far Right: Students in branded tops 1978Right: Jean Williams with students 1977Below: A warm welcome home for Commonwealth Games

marathon gold medal winner, and PGCE student,Ian Thompson


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The government gave effect to therecommendations of the James Report andin the White Paper Education: A Frameworkfor Expansion, also published in 1972, itconfirmed the existence of the binarysystem - the delivery of higher education byuniversities and non-university institutions -and stated its own principles for theeducation and training of the teachingprofession. It has been asserted that thiswas the last occasion on which agovernment acknowledged the principles ofacademic freedom, professionalinvolvement and government policy as eachhaving independent status and thedesirability of bringing them into usefulinteraction to support the training ofteachers. Following this, successivegovernments became increasinglyprescriptive and interventionist and controlwas drawn to the centre. In 1973 the DESCircular The Development of HigherEducation in the non-University Sector

began the rationalisation of the multiplicityof colleges of advanced technology,colleges of education, polytechnics, andother institutes of higher education. Threeyears later, the Labour Prime Minister,James Callaghan, made a speech at RuskinCollege, Oxford, where he questioned thealmost unlimited control that institutes ofeducation had over teacher education andtraining and that teachers had over theschool curriculum. He called for the widerinvolvement in education of government,parents and industry in education and theresult was ‘the Great Debate’ followed bythe Green Paper Education In Schools. Fromthen on, the structure of education and thecurriculum was not to be left to theprofessionals, and the collaborativerelationships between government, highereducation, local authorities and schools wasto give way to increasing governmentintervention and coercive legislation.

Below: Bishop Gordon Wheeler, Bishop of Leeds, andAndrew Kean. Bishop Wheeler was Chair ofGoverors from 1966 until 1985

Although the number of pupils in stateschools had risen to 9 million by 1979,the increase in the school population wasslowing down and government statisticianspredicted that in future fewer teacherswould be needed.

For this reason and also to ensure a morestreamlined and cost-effective system basedon the recommendations of the JamesReport, the Conservative governmentsought to rationalise the number ofstudents undertaking initial teacher trainingand drastically reduced the Robbins’prediction of student teachers that wouldbe required by 1980. In 1976 it wasannounced that the entry to teachertraining places would fall from 57,000 to45,000 by 1980, leading to the closure ofat least thirty colleges. The call for an all-graduate system of higher education alsoincluded a demand for diversification andthis marked the beginning of the decline ofsingle-purpose colleges. Throughout the1970s all colleges of education, butespecially small ones, came under increasingpressure either to merge with largerinstitutions, and thereby transform theirpurpose and relinquish their unique identity,or to close completely. The outcome of theprocess was dramatic. In 1970 there weretwenty-seven universities and 180 collegestraining teachers; by the early 1980s therewere still twenty-seven universities but onlyeighty-four colleges and polytechnicsinvolved in training.

In 1974 the Bishops’ Conference hadpublished an outline plan for reorganisingCatholic colleges. The Catholic sectorsuffered the loss, either throughamalgamation or closure, of seven colleges.By 1977 Cavendish Square College inLondon had closed. By 1978 Mary WardCollege (opened in 1968) had closed, andEndsleigh College disappeared following a

merger with Humberside Polytechnic. In thefollowing year, Maria Assumpta College inLondon, St Paul’s College at Newbold Revelin Warwickshire and Coloma College atWest Wickham in Kent all closed. By theend of the decade only nine distinctivelyCatholic institutions remained.

Those that did were forced to adopt newroles and in some cases different identities.In Manchester, for example, there was amerger of Hopwood Hall and Sedgely Park,whilst in 1980 Christ’s, Notre Dame and StKatherine’s Anglican College joined togetherin an ecumenical federation known as theLiverpool Institute of Higher Education. InBirmingham, Newman College retained itsseparate identity but entered into acollaborative venture with the Free ChurchWesthill College.

The principals of denominational collegeshad informally discussed the James enquiryduring 1970 but this ecumenicalcollaboration was raised to a higher level in1971 when the Council of the Church ofEngland College Principals invited theirRoman Catholic counterparts to join themat their annual conference. It was thebeginning of a fruitful and harmoniousrelationship among voluntary colleges.


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“Throughout the 1970s all colleges ofeducation, but especially small ones,came under increasing pressure…”

The Contraction ofthe Catholic Colleges

Right: Prospectus from 1979 - 1980


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Kean’s long-held view that the Collegesshould offer more than vocational trainingin a narrow sense proved correct. As earlyas November 1970 he had informed thegovernors that there was little future forsmall monotechnics and that, in order tosurvive, Trinity & All Saints should diversifyand develop other courses.

Both Principals were quietly confident of theColleges’ relatively strong position but therewas concern that a consequence of theJames Report would be a restriction on theexpansion of certain academic areas and aclosing of those that were vulnerable,leading both to an in-balance in subjectsoffered and to a decline in student numbers.Following the publication of the JamesReport, Kean, Sr Augusta Maria and theGovernors canvassed the staff for practicalsuggestions that would attract students, beacceptable both to the government and theUniversity of Leeds and maintain theColleges’ Catholic identity. It was agreedthat the major purpose was to prepareCatholic teachers for Catholic schools butthat ‘some future diversification ofprofessional commitment will be necessary’.

Kean himself was optimistic and welcomedthe challenges ahead. ‘The reorganisationof Colleges of Education generally’,he wrote, ‘has been of a radical nature’.He continued, Some people would sayit has been devastating. Very few collegeshave come out of the operation with theirposition strengthened.

We have. In a peculiar kind of way it isas if we were starting all over again; thecircumstances in which we shall be living,and the opportunities open to us, will bequite different from those of eight years

ago when the Colleges were founded. Withall of these changes (of which none of usshould be afraid), it will be important tomaintain the kind of things which we havealways tried to achieve…our own particularway of life and our own recognition of thevalue of our individual members.

1975 was a particularly difficult year for theColleges. The ending of the Teacher’sCertificate course led to a drop in studentrecruitment and corrective action wasneeded. Kean presented the governors and,

The College in the 1970s

“…there was concern that a consequenceof the James Report would be arestriction on the expansion of certainacademic areas and a closing of thosethat were vulnerable…”

Right: Human Movement Students in theGymnasium 1972


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subsequently, the Regional Advisory Councilwith a five-year plan that effectivelymodified the curriculum Divisions andreflected the proposed shape of theColleges’ future work.

Thus the original six Divisions becameCreative and Communication Arts, Divinityand Philosophy, English and History,Mathematics and Sciences, ModernLanguages and European Studies, and Socialand Environmental Sciences. The Collegeshad an advantage in having pioneeredflexible courses and would continue withthis principle, but Kean had to acknowledgethat government planning would dictatecriteria for recruitment and thereby identifycourses either to be developed or closed.Eventually, the government’s policies andcutbacks hit the Colleges. The Departmentof Fine Art was hit hard and its threelecturers were made redundant in 1978-1979. One Education lecturer was declaredredundant in the same year.

For a Catholic institution, the vulnerabilityof the Division of Divinity and Philosophywas particularly worrying as its recruitmentbase, and therefore its potential fordevelopment, was weak. An extension intoin-service work for Catholic teachers andthe provision of PGCE and other courseswas suggested. Equally disconcerting wasthe decline of teacher training in theColleges and its effect upon staffing levels.The DES had forecast a fall of up to 50,000students in teacher training by 1981,including a fall of 5,000 in Yorkshire andHumberside. This was due partly to thematriculation requirements for an all-graduate profession and partly to the fall inthe school population. Trinity & All Saintshad already experienced a 75% reductionin entrants to initial teacher training coursesand in these challenging circumstances itwas decided to introduce an extendedcurriculum based on the refined Divisions.There was concern within the Colleges thatthe University of Leeds might refuse tosanction these new arrangements andaffiliation to the CNAA was considered.However, Leeds University’s well-establishedlinks with the Colleges and its willingness torespond to the aspirations of its affiliatedinstitutions ensured that co-operation andcollaboration continued. To oversee thesedevelopments for all its affiliated colleges,

the University established a Board forCollegiate Academic Awards in 1975 and inthe same year the DES approved theColleges’ revised curriculum model.

Below: The College Library


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65

Left: xxxxxxxxxxxxxxxxx

The Certificate of Education was phasedout at the end of 1973-1974 but the BEdcontinued either as a three-year ordinarydegree or a four-year honours degree.

Other academic pathways were required,however, if the Colleges were to diversifysuccessfully. A two-year Diploma in HigherEducation (DipHE) with a general studies slantfollowed by a two-year vocational elementwas proposed but without much enthusiasmas the 2 + 2 arrangement was seen as beingmore attractive to local and mature studentswho would most likely be non-Catholic. Thetwo most significant outcomes were theintroduction of the Collegiate degree in 1974based on major, minor, foundation andprofessional studies components with astudent entry requirement of at least twopasses at GCE Advanced levels, and theintroduction of PGCE courses in English,Economics, French and Spanish forprospective secondary school teachers. Themajor section of the Collegiate degree was anacademic study that lasted four years. Minorcourses were of two years’ duration (eithertwo courses for one year, or one course fortwo years) as was the compulsory foundationcourse which provided a background to thestudent’s personal and social developmentand for professional studies. The professionalcomponent was delivered during the student’sfinal two years and it was here that theColleges’ reputation for innovation continued,for, in addition to the ‘Education’ option, astudent now also had a choice of two others -‘Planning and Administration’ and ‘PublicMedia’. Both were to be exciting andimportant developments. The introduction ofthese two options took the Colleges out ofthe monotechnic mode and secured theirfuture but unrelenting government attemptsto control every aspect of higher educationwas to signal the end of Kean’s attempt toplough an individual furrow.

Statistics indicated a successful outcome tothe Colleges’ attempts to diversify. At theopening of the 1970s there were just over600 students on roll. By 1976-1977 thisfigure had risen to only 727 with an intakeof 156 and with a 50-50 balance betweenstudents on Education and those on otherprofessional courses. Thus, five years beforethe expected outcome by the DES, theColleges had already achieved the requiredbalance. By 1979 -1980 the number on rollhad increased to 1,022 with the number ofteaching staff rising from seventy-eight in1976-1977 to ninety-five in 1979-1980. Inthe period from 1975 to 1979 applicationsto the Colleges increased by 90% whilstthere was a decrease of over 60% to thecollege sector as a whole.

Kean continued to strengthen the Colleges’European and overseas links. Between 1970and 1978 five teacher training instituteswere established in the Netherlands and thehead of each English department in theseinstitutes was required to spend a week atTrinity & All Saints where they wouldobserve all aspects of the Colleges’provision. In 1976 students from Kent SateUniversity in the U.S.A. arrived at theColleges for one term’s study whilst studentsfrom the University of Bordeaux undertookshort courses in Communications andMedia. The early contact that Kean hadestablished with the PädagogischeHochschule in M_nster was formalised inJune 1979 with the signing of a Concordatbetween the two institutes. This enabledGerman students to visit the Colleges andundertake courses that counted towardstheir final assessment. Additionally, grammarschool teachers who had trained at theUniversité Catholique de l’Ouest at Angerswere welcomed at summer schools inHorsforth.


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Above: 1970s Fine Art Class

Courses


67

Conclusion

Right up to his retirement, Kean’seducational vision dominated the Colleges.He continued in his determination todevelop courses and enhance the Colleges’distinctive approach but external factorswere by now having a greater influence.

Kean’s earlier and fruitful personal contactswith the ‘men from the Ministry’ and hisstrong friendship with Sir Edward Boyle, theVice-Chancellor of Leeds University, ceasedto give him the advantage over otherPrincipals. He could no longer be seen to be‘ahead of the game’. The ‘man of vision’,so much aware of educational possibilitieswas, like others, now restricted by directpolitical intervention and increasinglymanagerial and secular influences. Thegovernment had ended the educationalestablishment’s control of the ‘secretgarden’ of the curriculum and examinations.The contraction and diversification offormer colleges of education hadtransformed the teacher training sectorbeyond identity, with the Catholic collegesbeing seriously affected.

There were also internal changes. DespiteKean’s attempt to manage without‘departments’, there were signs that evenby the late 1960’s this approach did not siteasily with accepted salary scales linked toposts of responsibility. The salary structuresintroduced by the Houghton Report of1974 meant that the Colleges’ liberal andegalitarian approach of the 1960s with itsopen management style was now ended.Whether Kean approved or not, subjectdepartments and salary structures nowbegan to dominate the character andnature of the Colleges. The ‘creativeconflict’ that he had always encouragedwas to be replaced by a different range ofissues and tensions. His unique managerialstyle was no longer applicable in the newcircumstances.

In the midst of all these developmentsthe teaching staff continued to undertakeresearch and produce an impressive listof publications across a range of disciplines.Staff attendance at academic conferencesat home and abroad, visiting lecturers, andthe provision of in-service courses in theColleges ensured the cross-fertilisation ofideas and the sharing of good practice.The relocation of the Schools Council HistoryProject from Leeds University to the Collegesin 1978 led to the further development ofschool-based initial teacher training and INSETfor serving teachers. In 1979 the Departmentof Public Media received a grant of £10,000from Saatchi and Saatchi, the famous publicrelations and advertising company, to fund aresearch project into advertising. Anothersource of income was the hosting ofconferences. The Colleges had begun tohost weekend and vacation conferencesfor a variety of organisations.

At the end of the decade the Collegesexperienced a major change in seniorpersonnel. In 1975 Sr Anna Maria, the firstVice-Principal of Trinity College, had left toundertake further research and writing andeventually took up a teaching post at theUniversity of Botswana. In April 1979 Keanhad been involved in a serious car accidentin London and such were the physicaleffects of his injuries that he was never thesame dynamic leader again. It was left to SrAugusta Maria to run the Colleges duringKean’s illness. When they both retired in thefollowing year, the educational context andthe Colleges themselves had changedmarkedly since 1966.

However, in a very short time they hadestablished a unique Catholic institutiondistinguished by flexible and relevantcourses, energetic teaching, academicand practical research, a strong pastoralsystem and a lively student community.The Trinity & All Saints Colleges Unionof Students (TASCUS) was well establishedas was the Senior Common Room (SCR).A Former Students’ Association (FSA) ofstudents and staff had been formed andin 1979 the first edition of its Newsletterappeared.

As if to signal the end of a uniqueexperiment in education and theopening phase of the Colleges’ history,the Governors took the decision to combinethe two Colleges in 1980 and open the wayto further development.

“…Kean’s educational visiondominated the Colleges.”


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“This area to show a quote

or statement from one of

the articles on this page”

1970’s Memories“... only afterwards did I really become aware ofhow great an influence those four years had onme and my fellow students...”

1970s Class Outing


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I was a member of the Class of ‘71. In my fourth year I was President of the Students’ Union. What do I remembermost of TASC from that era? Easy: the sense of freedom to develop! A sense of constructive anarchy without anyfeeling of chaos. That period was, I believe, unique in the educational history of the UK. Only afterwards did I reallybecome aware of how great an influence those four years had on me and my fellowstudents. After many years in the theatre business I have finally started a newcareer as a lecturer in theatre lighting design. Suddenly, after all these years, I havecome to realise how right the philosophy at TASC was.

Before I started writing these memories of TASC I expected to be writing aboutweird things that happened either in rooms, in the halls of residence, or the bars; ortrips to ice-skating in Bradford, or the number 55 bus. There are lots of those too,but it surprised me that one of the things which most stuck in my consciousness wasin fact the educational philosophy of the place (I assume it was the brilliant conceptof Andy Kean.)

I went back about four years ago and went to the library to get some documentationon the “Certificate of Education”. That was what I got on paper from TASC. Therewas no information in the library. It was as if it had never existed. Eventually, I hadto get something from the University of Leeds who were at that time the validatingbody for the Certificate.

Of the other things I remember vividly: “The Nice Bar” as opposed to “The Rough Bar”…The nightof the bomb scare when males where coming out of female halls and females coming out of the male halls. Even thoughmixed visiting wasn’t allowed after 11pm. (10.30 pm when I started in 1971)…The only time I have ever written on a toiletwall: “Are you a prisoner of freedom?”…In my first year sitting in a crowded room in one of the halls listening to KevLoughran reading out loud from “The Hobbit”…The tales of haunted rooms and attempts with a Ouija board to contact thedead. (Very finger in cheek I might add.)…Finally understanding the “Dewey decimal system”…Ted Grinham going roundtaking pictures of everything. There are still lots of them hidden away in the new library. (Or should I say resourcecentre?)

The night the Chieftains played at College. Their first concert ever in England! That was my first lighting job incidentally.We inadvertently created a rainbow on the back wall…Watching Noel chatting up all the big macho lads. He had an answerevery time they said they weren’t gay…Going through the harrowing process, as President, of an attempted vote of no-confidence. I was saved by the support of the post-grads who discovered that it was more of a personal attack on mefrom a few of the girls. Incidentally, I think I had a bad reputation which was totally undeserved. It was just that Ihad a coffee percolator and a Hi-Fi in my room. (I hadn’t come straight from school)

Being NUS rep. and going to the national convention in North Wales. Jack Straw was national president. It was obviousthen that he would go far…The pop art pictures in the upper common room…Folk concerts especially with Pete McNally, KevLoughran and co. (I had the honour to be their roadie but without all the benefits that roadies are supposed toget!)...Hosting the Going Down Ball in 1975 and driving Gerry Capaldi’s car back to College. I was in a slightly less pissedstate than he was. To this day I don’t remember the journey…Exhausting discussions with Pete McGuire…Running a reel-to-reel tape recorder discotheque service with Mike McNally. (It was one way to get invited to parties.)

The 70’s: Tony Whittaker


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If 1974 was not the beginning of the end of the originalColleges, it was certainly the end of the beginning - the Yearof the Mongrels as the Chinese might have put it. Until that year,thoroughbred scholars - historians, mathematicians, geographers,theologians, linguists among them - had a monopoly of the educationalbones of contention. In 1974 the kennels were opened tomongrels. I was the second, a mere journalist. The first hadbeen a huge part-Irish Wolfhound called Pete who had started his working life drawing labelsfor shoe boxes in his native Dublin.

Pete McGuire was something special, a most original thinker, if sometimes he expressed this thinking in aninfuriating way. At root, as he said himself in the longest handout issued in the College’s history, his aim was tomake us all only certain of our uncertainties.

There were five lecturers then in what was called Communication Arts and Media (CAM) - and about the samenumber of students! In those days education was the only professional training and all students had to combine itwith an “academic” course. To justify our kennel fees we ran a host of what were called minor courses. Wesupplied tea and biscuits to freshers and tried between their gulps and bites to recruit them as energetically asany double-glazing salesman So energetic in fact that I tried hard to recruit a “student” whom I later found to bea proper lecturer, Rob Rix.

How things have changed. Although the College has at least tripled in size, the litters from those mongrel pups of1974 now account for more than half of all the staff and students. To CAM’s famous five who pioneered thechanges have been added advertising and PR people, TV producers, directors and presenters, photographers,museum designers, computer wizards, film and video makers and a host of what one irreverent mongrel called“French philosophers”.

The founding father of this burgeoning media empire was Jim Keegan who epitomised the energy of pioneers. Whilethe rest of us spent wet Sunday afternoons totting up how much pension was due if we retired early, Jim washurtling around the world as ambassador extraordinaire. When he finally retired it was to a full-time professorship inthe United States for another 15 years. They don’t make ‘em like that any more.

There was an unintended but welcome bonus to having mongrels among the haughty, high-stepping thoroughbreds. Itmeant that people who might have thought the “academic world” beyond their reach realised how mistaken they hadbeen. One of Jim’s secretaries, Ann Gray, was clearly so impressed by the star-like quality of the early CAMstaff that she left and, with a modest interlude to collect a doctorate and write the odd book, became head ofone of the UK’s most prestigious cultural studies institutes.

Yet pride has never been a temptation. We all knew that our year,1974, was also the year that McDonalds openedtheir first branch in England.

The Year of the Mongrels:John Short


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The StreakerTaking the shirt off one’s back inthe name of charity has often beenheard of but taking the whole lot ofone’s clothes off, still in the nameof charity, is rather unique and istermed ‘the TASC streak’.Regrettably, the recent incidentwas given more publicity than itdeserved, which says a lot for ourjournalists and some students.

It is not going to get much spacehere…The over-reaction of theCollege authorities and the refusalof the charity to accept the moneycollected can only be equalled onthe wisdom scale with the publicitygiven to a non-event…A dash ofhumour would have gone a longway towards preserving peace andharmony in the College…

Sr Anna Maria was

treated for shock last

week after being

informed that Mr P

McGuire was a plagiarist.

She recovered rapidly

when told that it was not

a new religion.

A NewReligion:

TASCUS PresidentPenny Pennington

Barque, 1974

TASC NEWS, 1975


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DIDEROT:An Andy Kean exercise involving words, library –it went on for a couple of weeks. I’m still workingon mine.

JOE MCNALLY:key words to exam paper questions “important, veryimportant, crucial” (to be spoken in a Scottish accent).

PETE MCGUIRE:Brilliant mind, outside-the-box thinking. I still use his“systematic management” approach - “If ….. What!!”

PATSY HOULIHAN:Always upbeat, great character, outstanding UnionPresident.

MR CUSWORTH:Dominating the Porters’ desk.

CHRISTMAS DANCES:Slade not turning up one year. Another time 700 revellersand the Police did, leading to banned bar extensions butcausing bowling, ice rink and roller skating trips.

BOMB SCARE:In the middle of the night, mass exodus from the halls(boys from girls and vice versa), dozens of police,ambulance and firemen - word got out about the greatfree breakfast in the Red Dining Room.

GERRY MCNALLY:Gold teeth and French savoir faire! His brothersJack and Paul.

PRESIDENTIAL IMPEACHMENT:If the Americans could do it so could we.

TEACHING PRACTICE:Early morning coaches. Long trips in the winter darkness.Music on the radio, “My sweet Lord” and “Who put thelights out?” sticking in my mind. I was kicked out of myfirst school. The head didn’t like long hair!

LECTURERS:Like Gerry Capaldi, John Sullivan, Joe McNally, PeteMaguire who were happy to join students in the bar.Leading to great discussions few of which I canremember - the ageing process and too many pints, butthey were very important at the time!

FLOUR BOMBING FIRST YEAR STUDENTS:Outside in my first year (1970), but due to exuberanceended up in the Auditorium another year, everything waswhite - Anna Maria was unimpressed!

LEEDS RAG, FLOUR BOMBING OPPONENTS:Floats, a gorilla in Trafalgar Square and someonepainted part of Leeds Airport runway purple.

MIKE KESTERTON:Surviving a brain tumour.

TASC, I believe, was unique within the English education system thanks to Andrew Kean. Icertainly enjoyed my time there and I learnt a bit (yes I really did) which I still try and put intopractice today in my varied working life.

What do I remember?

Memories: Michael McNally


73

PACKED CONCERTS:The Chieftains, Horselips, Kevin Loughran and PeterMcNally, Tir NaNog, etc.

THREE STUDENTS KILLED IN A CAR CRASH:I think of them occasionally.

CAM PARTIES:Parties in my hall room - sometimes over 30 of us!

PARTY 5 AND PARTY 7 CANS.

LATE NIGHTS PLAYING RISK!

HORSFORTH:The Old Ball, the long walk up Brownberrie Lane.

HOUSES IN HEADINGLEY:The 55A, a long journey from town to TASC.

MASS WATER FIGHTS.

THE STUDENT COMMON ROOM& STICKY BUNS.

GIRLFRIENDS AND GIRL FRIENDS.

ANTI-THATCHER:“Milk snatcher” demonstration in Leeds.

MINERS’ STRIKE, POWER CUTS,THREE DAY WEEK!

EXAMS:Enough said.

TONY WHITTAKER:A loyal friend - we enjoy occasional reminiscingover a bottle of wine.

TASC - thousands of memories but only 500 words. Weeach have our own and these are just a few. It wouldtake several books to expound on those special years!

Thanks for everything, Andy.

Frolics in the bar: Andrew Shepherd kneels beforeGerry Capaldi, Jack McNally, a visiting student, MichaelMcNAlly and Dave Omerod


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Comrades! As the crisis of capitalism

deepens, one fundamental issue faces

the mass student movement –

mustard! Why are the paper tiger,

fascist hyena, lackey running-dogs of

bourgeois lecturers getting it and the

proletarian students not? Moreover,

why, as they sit in white table-clothed

majesty, are the mandarins of liberal

education, social mobility and the

classless comprehensive community

served on by waitresses whose wages

must be a pittance…Also, why are

they spreading the fruits of the

plutocratic Common Market

(capitalist club) butter mountain on

their unlimited supply of bread when

we, the TASC workers, are restricted

to a slice soaked in margarine…?

Furthermore comrades, to get down

to the basics, the struggle to set up

the provisional government of

Horsforth begins at home, indeed in

the smallest room in the house.

Throughout the ages of strife, one of

the prime objectives of student

unions everywhere has been the

establishment of soft lavatory paper

as a fundamental human right. What,

comrades, goes on in the dark

recesses of the staff toilets to

compare with the common agony of

the rank and file…?

Comrade! In the impenetrable

mountain fastness of the SCR the

Wedgwood pottery may clink to

accompany progressive platitudes

but in the…stark reality of visiting

rules the grimmer oppression is

revealed…Like all ruling classes the

administration needs a self-justifying

ideology …but the false

consciousness seeks to secure from

sight the hypocritical truth. The

future teachers are institutionalized

like children, penned in by petty

restriction and privilege, the student

class shackled on to servitude.

Margarine eaters of Horsforth unite,

you have nothing to lose but hard bog

paper…

Marxist Mustard

The Third Test

at Headingley

Far be it from us to suggest

that anyone should skip

college for the next five days.

But if Boycott returns to the

Test side and England bat

first then Behavioural

Objectives could suddenly

lose their appeal…

TASC News editors 1977

TASC NEWS, 1975

TASC NEWS, 1978


75

I came to TASC in September 1978 after 10 years’ recovery from doing verybadly in my “A” levels. During this time I had worked in several clerical jobsand had a short spell trying to be a professional musician in Devon. I also spentthree years as a computer operator which turned out later to have been usefulexperience. I chose TAS because of the Communication Arts and Mediacourse, which looked original and interesting, and because I could get to theCollege and back in a day!

In my first year I travelled in to College every day – a friend who workedat Sandoz in Horsforth gave me a lift each day. Being an external studentmeant it took a bit longer to get to know my peers, but there was a goodsocial atmosphere and a small group of fellow mature students made for apositive, encouraging environment.

I found my three periods of professional attachment veryuseful. The College maintained a large and vibrant network ofattachment organisations, from which many studentsbenefited. In my time at TAS as a member of staff, Iwas pleased to assist in the expansion of this network.

Class of 78: Richard Woodcock

Anti-Apartheid

Week

On Saturday 11th February, the

TASCUS sent four delegates to the

Emergency Action Conference called

by the anti-apartheid movement. The

conference was set up to intensify

the solidarity campaign in Britain

for the liberation movement in South

Africa…TASCUS has decided that the

week beginning Wednesday 1st

March should be an Anti-Apartheid

Week of Action…

TASC NEWS, 1978


76

1980’s

The 1980s can be seen as the period whenthe Conservative government finallyimposed its political will on all aspects ofstate-funded education. As far as teachertraining was concerned, the process beganin 1983 with the publication of the WhitePaper Teaching Quality. This suggestedthat all teacher training courses besanctioned by the Secretary of Stateagainst a set of national criteria. Controlwas removed from the Area TrainingOrganisations and handed to a newCouncil for the Accreditation of TeacherEducation (CATE). An Advisory Committeeon the Supply and Education of Teachers(ACSET) was also set up. Between 1983and 1992 three DES Circulars introducedregulations that further strengthened thepower of central government.

In 1984, Circular 3/84 and Teacher TrainingLetter 7/84 set out the criteria by whichteacher training courses would beaccredited. The fifteen criteria, administeredby CATE, included the selection of students,the recruitment of lecturers, subject studiesand method, educational and professionalstudies, and student assessment and

certification. In particular, rigorous academicstudies and professional studies were closelylinked to practical experiences involvingcompetent teachers. For the College thiswas not an innovation: its IT/INSET schemewhich had been developed in theEducation, Science and History departmentshad been running successfully for morethan five years and had begun to transformthe delivery of initial teacher training.

From 1985 until 1989 CATE and HerMajesty’s Inspectors (HMI) scrutinised allteacher training courses in every institutionwith the result that new criteria wereintroduced. Using its own research, the DESemphasised ‘reflection in action’ rather than‘the application of theory’ and moved theemphasis in teacher training away fromcolleges and into schools where studentswere surrounded by practising teachers.Classroom practice and the directapplication of practical principles in schoolwere linked with the study of disciplinarytheory and simulated exercises based incolleges.


77

The Educational Background:The Imposition of Government Control on Higher Education (1983-1992)

Top: Theology Class 1982Above: Computers in History 1982


78

In 1990 CATE was given a wider remit toinclude the scrutiny and monitoring ofteacher training courses, to disseminategood practice and to advise the Secretary ofState. The inevitable move towards school-based training culminated in Circular 9/92 -Notes for Guidance on Secondary Courses -which stipulated that schools and institutesof higher education were to be partners inthe process, that there would be a focus onpractical competences, and that theinstitutions, not the courses, wouldhenceforth receive accreditation.

Government intervention in the educationand training of teachers was mirrored by asimilar process in schools. Two officialdocuments issued in 1980 – A FrameworkFor The School Curriculum (DES) and AView Of The Curriculum (HMI) – sparkedoff another huge debate amongeducationalists, politicians and parentsabout the content and structure ofcompulsory education. For the next sevenyears the government published WhitePapers, Circulars and consultationdocuments all dealing with the schoolcurriculum. As a result, in 1986, theConservative Secretary of State, Sir KeithJoseph, announced his intention to bring ina National Curriculum. In 1988 hissuccessor, Kenneth Baker, introduced theEducation Reform Act which gave himstatutory powers to define a NationalCurriculum which stipulated programmes ofstudy, attainment targets and assessmentarrangements for students aged between 5and 16 who were divided into four KeyStages. Amendments to the Act could beintroduced only via Statutory Orders andBaker established the National CurriculumCouncil and the School Examination andAssessment Council to supervisedevelopments and advise him. The nextcouple of years were marked by thepublication of voluminous manuals dealingwith every aspect of the school curriculum,its delivery and assessment. Subsequently, inorder further to reduce the power of LEAsand introduce the market economy andincreased competitiveness into the schoolsystem, the government also allowedschools to receive their funding direct fromthe DES and be free from local politicalcontrol. The Grant Maintained Schoolsbecame a variation of the earlier DirectGrant Schools.

As part of the same drive towardscentralisation, and breaking the shackles oflocal political dominance and removinghostile interference, the government alsoremoved all higher educational institutesfrom local authority control. Since 1982 theCollege had been funded by the DESthrough the National Advisory Board forHigher Education (NAB) but in April 1989 atotally new relationship between fundingand student numbers was imposed with theintroduction of the Polytechnic and CollegesFunding Council (PCFC). The former grant-status arrangement was discontinued andbidding for funds was henceforth tobecome the norm. Market forces, pricecompetition for course funding, and thegeneration of private income were the newmaxims.

The status of the relationships betweenuniversities and affiliated colleges was alsodiscussed fully during this period and in1987 the government White PaperEducation: Meeting the Challengeconsidered how these relationships mightbe strengthened and improved. Thenumber of students entering highereducation, meanwhile, increased by nearly400,000 during the decade.

Above: Fr Michael Williams and StudentBelow: The Education Department of the 1980s

With the retirement of both Andrew Keanand Sr Augusta Maria, the governors of theColleges decided that the time had cometo merge the two Colleges under onePrincipal – a very significant development.Thus it was that Dr Mary Hallaway, adistinguished and highly-respectedbiochemist and researcher, became the firstPrincipal of the unified College – Trinity &All Saints.

The appointment of Dr Hallaway in 1980was something of a surprise for, unlikeAndrew Kean and Sr Augusta Maria, shehad experience neither of teacher trainingnor of teaching in Catholic schools. Herappointment was also notable in that shewas probably the only woman in charge ofa mixed Catholic institution of highereducation. After secondary education at theConvent of the Sacred Heart, Woldingham,Surrey, Hallaway went up to St Anne’s,Oxford, to read Biochemistry and, oncompletion of her doctorate in 1958,became an assistant lecturer at St Anne’sand a departmental demonstrator.

In 1962 Dr Hallaway took up a post aslecturer in Biochemistry at LiverpoolUniversity and in 1969 was appointed toAhmadu Bello University in Zaria, NorthernNigeria. There, as Reader, she establishedthe Department of Biochemistry andsubsequently became its first professor.

Having been out of England for elevenyears, Professor Hallaway’s first tasks wereto familiarise herself again with the Englishtertiary education system and, perhapsmore importantly, to get to know theCollege, staff and students. As in theprevious decade, there were to be seriouschallenges to the College’s nature andthreats to its continued existence. One ofDr Hallaway’s major objectives was to gainaccess to those bodies, such as CATE and

the Voluntary Sector ConsultativeCommittee (VSCC), that had knowledge ofand influence over the government’steacher training strategy.

During the decade changes were made,particularly in the senior management ofthe College, in order to moderniseadministration and clarify roles andresponsibilities. Adrian Runswick wasappointed Dean of Academic Studies andJohn Crewdson became Dean ofProfessional Studies, both posts reflectingan emphasis on the academic work of theCollege, the need to respond to constantlychanging academic requirements, and theimportance of recruiting students. InDecember 1982, Dr Frank Bottomley, oneof the founding Vice-Principals, retired andwas replaced by John Dixon, a lecturer inthe English department since 1974. Dixonhad formerly been responsible for publicityand recruitment in addition to beingAdmissions Tutor and Dean of Students. Hewas replaced as Dean of Students byDamian McHugh. Martin Owen hadbecome Registrar in 1975 and in 1980 wasjoined in the Registry by Malcolm Redding.As in the previous administration, thebursarial functions continued to run inparallel to the academic structures.


79

“The time had come to merge thetwo Colleges under one Principal…”

Above: Dr Mary Hallaway, the first principal ofthe unified colleges

The New Principal


80


81

Left: College soccer teams 1980


82

In 1981, a study group which had metsince 1977 under the chairmanship ofBishop David Konstant, Bishop in CentralLondon and Chair of the Department forCatechetics of the Bishops’ Conference,produced Signposts and Homecomings, areport on the educative task of theCatholic community.

Influenced by Pope John Paul II’s messageon catechesis (Catechesi Tradendae) andthe report of the 1980 National PastoralCongress in Liverpool (The Easter People),the study group produced a wide-rangingsurvey of the educational commitment ofthe Church in England and Wales.

It demonstrated that, although studentnumbers in Catholic primary and secondaryschools had increased considerably duringthe 1960s and 1970s, a projected decline inrolls and economies in the education servicewould have a serious impact upon schoolsand colleges of higher education.

Demographic trends dictated that the targetoutput for teachers was further reduced inthe 1980s and the Catholic colleges had tobear their proportion of the reductions. By1981 there were only eight Catholiccolleges with a total student roll of 6,390.In the north-east there was St Mary’s,Fenham (350 students), and in the norththere were Trinity & All Saints (900),

De La Salle (900), and Christ’s (1,000). Inthe midlands there was Newman College(640), in the south La Sainte Union atSouthampton (600), and Digby Stuart (800)and St Mary’s Strawberry Hill (1,200) inLondon. At their meeting in February 1981,the Catholic principals faced up to the factthat places in the colleges would bereduced from approximately 11,000 to6,000 and of the 6,000 only 4,000 could befor BEd students. The remaining 2,000 wereto be filled by students on non-teachingdegree courses. The principals also debatedthe problem of devising and implementingnew courses and their validation by theRegional Advisory Councils.

Colleges were trapped between therequirements of academic research andscholarship on one hand and professional andreligious aspects on the other. Provision hadto be made with limited financial resources,the prospect of further cuts and thepossibility that student recruitment would fallconsiderably. In September 1980 Catholiccolleges had succeeded in filling only 55% oftheir target intake for first degrees, althoughthere had been an over-recruitment of PGCEstudents. A particular concern shared by theprincipals was that fewer students werestudying Theology and Religious Studies andgiven that HMI had the power to close downuneconomic courses, the pressure wasconsiderably increased.

Other voluntary colleges faced the sameproblems. In 1974 there had been twenty-seven Anglican teacher training colleges. By1989 only twelve survived, eight of themfree-standing. To provide mutual support insuch challenging circumstances, the Councilof Church and Associated Colleges wasformed out of the former Association ofVoluntary Colleges. Its purpose was toprovide high quality education in a contextwhere the practice and study of theChristian Faith were taken seriously.

Further Contractionof the Catholic Colleges

“…the target output for teachers wasfurther reduced in the 1980s and theCatholic colleges had to bear theirproportion of the reductions.”

Above: xxxxxxxxxxxxx

The Conservative government’s relentlessdrive for cost-effectiveness and themeasurement of key performanceindicators continued to place huge pressureon small, free-standing colleges like Trinity& All Saints.

A National Audit Office report of 1991showed that, between 1980 and 1989,funding per student in the sector had beenreduced progressively by 21%. Unlike someof the larger universities and polytechnics,the smaller institutions of higher educationwere unable to generate income, provide awide range of courses and sustain academicresearch. In Yorkshire, those colleges whichwere judged to be uneconomic or hadresisted change and had concentrated solelyon teacher training courses were eitherclosed down or compelled to amalgamate.Endsleigh College in Hull merged withHumberside Polytechnic; Beckett’s Park andCarnegie Colleges in Leeds became part ofLeeds Polytechnic; James Graham Collegein Leeds was closed down whilst RiponCollege and St John’s College, York, mergedto become the College of Ripon and York StJohn. The four Yorkshire colleges – Trinity &All Saints, Ripon and York St John, NorthRiding College at Scarborough, and BrettonHall College continued their established linkwith the University of Leeds which set up aspecial Faculty Board to liaise with them.

In this situation, Kean’s visionary approachof combining academic and professionalstudies proved to be of the utmostsignificance and, although he had ultimatelybeen disappointed by the way in whichgovernment was pushing colleges, Hallawayand her staff saw Kean’s approach as thecrucial and deciding factor in the College’sfavour. A one-day staff conference held inJune 1981 addressed the demographic,educational and financial issues confrontingthe College and considered new initiatives

whereby the structure and composition ofdegree courses could be modified andstudent numbers increased within thecontext of the College’s Catholic identityand government policy.

The College survived the turmoil of thedecade but did not emerge unscathed, onereflection of these austere times being thedisposal of Brownberrie Manor, thePrincipal’s residence. This was bought in1987 by the Verona (Comboni) Fatherswho hoped to use the house as a centre forvocations and a hostel for those of itscommunity undertaking courses at theCollege. More fundamental, however, wasthe deleterious impact of governmentpolicies and budget cuts on staffing and thecurriculum. The Linguistics and ArtDepartments had been closed in 1980.Other long-established departments such asMusic, Science and Drama weresubsequently closed and some staff wereforced to leave, be redeployed or be maderedundant. Departments that wereexpensive to maintain or did not attractstudents could not be sustained. A furthercomplication arose out of Leeds University’sstipulation that each academic departmentshould have at least four teaching staff.Linguistics, French, Spanish and CAM eachhad three. Although recruitment to theLinguistics courses was improving, especiallyat post-graduate level, its lecturers wereredeployed to the other three departmentsthus allowing them to continue. TheLinguistics department ceased recruiting in

1982-1983 and in the following year theScience department was closed. 1985-1986was a particularly difficult year when theDES’s late notification of reduced fundingled to considerable anxiety and tension

among all the staff. Staff morale wasseriously impaired by these developmentsand with the loss of Music, Art and Dramathe social and cultural life of the Collegewas damaged considerably. A knock-oneffect of such developments was that thenumber of applications from those wishingto teach in secondary schools droppedconsiderably. Yet such was the popularity ofthe College, the reputation of its coursesand its record for graduate employmentthat the overall number of students,including those from ethnic minorities,continued to increase. Compared with theother Catholic colleges, the proportion ofstudents at TAS on non-teacher trainingcourses in 1981 outnumbered thosepreparing for teaching by nearly ten percent. Such was the steady improvement inrecruitment that in the academic year 1980-1981 there were 1,050 students on roll butby 1988-1989 there were 1,271 on rollalthough government and Collegeeconomies had reduced the number ofteaching staff to below the 1980 level.Following their inspection of the College inFebruary 1983, HMI reported favourably onmost aspects of the curriculum andcommended the quality of community lifeand the physical environment.


83

“Kean’s visionary approach of combiningacademic and professional studies provedto be of the utmost significance…”

The College During the 1980s

TASC in the mid-to late 80s:Jim Utting

84

“But Yorkshire! Why Yorkshire son?”, my father said in dismay.“You’re just doing it out of spite aren’t you lad? Just getting yourown back for us not buying you that shell-suit you were on about.Think of the shame you’ll bring on our family.”

“Not at all Dad”, I said “Yorkshire people are quite well civilised these days youknow. They have a sewage system and running water and it’s rumoured thatthey have laid electricity supplies to most of the towns in the county now.”

“No good will come of it”, he continued. “You mark my words. Just because Christ’s and Notre Dame appointed two YorkshirePrincipals out of charity for our fellow man, doesn’t give them theright to poach our children for their students. And anyway, whatabout the immunisations; you know how you hate those injections.”

“It’s not like that anymore. Trust me. It’s what I want to do. And anywayjust think of all the good I could do for those poor Yorkshire people.”

“Very well then lad. You go and do your missionary work but becareful. They’re funny folk. And whatever you do never criticisethem. You never know quite how they’ll react.”

“I would never dream of doing that father”, I said.

84


8585

And so a Scouser came to Yorkshire. Andhere I have stayed for the last twentyyears; six years at college training to be aMaths teacher and then on into myworking life where I became a Mathsteacher. Half of my life in Liverpool, andthe other two thirds in Yorkshire!

Trinity & All Saints’ College was what I hadhoped it to be and far more. Studentsrealised they were entering a ‘small’ highereducation institution which would be asignificantly different experience from anycity university or polytechnic. It was its sizeand its Catholic foundation which made itwhat it was. Everyone knew everyone elseif not by name, at least to say “alright” toas they passed by each other. That in itselfcould cause problems as people knew a lotmore of other people’s business than theywould do in bigger places, but on thewhole, its closeness was a great thing andone of the things that made TASC – TASC.

Your day of arrival was always for signingin, meeting your hall warden and thestudent union reps, the second day wasreserved for the college hierarchy. In ourday, we were fortunate to have three of themost outstanding leaders the college hasever had: Mary Hallaway, the Principal;John Dixon, the Deputy Principal andFather David Smith, the college Chaplain.We were welcomed by them and given allthe usual formalities and two pieces ofadvice which even to this day I rememberwell. The Principal told us that in order forus to get the most from our time here weshould be doing at least 40 hours of study aweek. Obviously, she told us, this wouldrise significantly when we had importantassignments to do and on the run up to theexams. The other was more of a predictionrather than advice (or was it a warning).Father David told us that a significantnumber of us would marry people who we

would meet at college. They were to beexciting and informative times he told us.The Principal happened to be wrong andFather David turned out to be correct!

During my time at college I becameincreasingly involved in the students’ unionand consequently involved in the workingof the College itself. It was then that Ibecame impressed by the loyalty and thededication to College of the three peoplementioned above. Each with their ownindividual style and their own responsibilitybut each also with a determined effort todo what they could for the college and forall the people in it.

The Principal was largely in the background,from the students’ point of view, but verymuch in the foreground in taking thecollege forward in terms of makingrepresentation to governmental and otherbodies and being the external face of thecollege. This, of course, was at a timewhen higher education funding was gettingtighter each year.

John Dixon was the face of the college forthe vast majority of its members. He waspassionate about it and wanted it to thrive.At the same time, he was very much ahumanist and wanted to help people. Hisadvice was often sought and was alwaysfreely and selflessly given at any time ofday, or indeed night. Many people willhave sought his guidance on an individuallevel; all will have been invited to his Friday3.30 sherry soirée. I perhaps rememberthese more than most, as officials of thestudents’ union had an open invitation. Iam not too sure whether this was the normor whether I started the tradition byseemingly having an important reason tomeet with John every Friday at around3.10, just as he was preparing for the event.I was always made to feel very welcome,

given a drink and as I was there I wasexpected to stay.

Father David will be remembered by a lotof people for a number of different things.Around the top of most people’s list willprobably be that he was approachable,friendly and sociable and, this despite himbeing a Yorkshire man. He was a students’sort of priest. His door was quite literallyalways open and everyone was more thanwelcome. Father Dave celebrated Mass inthe chapel twice on Sunday and everyweekday. He invited us to join himparticularly on Sundays. People generallydid as Father Dave told them!

In 1989 I was elected President of theStudents’ Union. It wasn’t long before Ilearnt that it wasn’t the President that ranthe union but the diligent, hard-workingadministrator, Sylvia Myers. She wasinvariably first to arrive in the morning andlast to leave in the evening. She wastireless in her work and often sacrificed herlunch in order to complete some work thathad been started in the morning but hadbeen interrupted numerous times bystudents wishing to buy metro cards, dophotocopying, wanting an up-to-date list oflandlords in the area, or the like. She didmore than a full-time worker ever should beexpected to do; she was actually only everemployed part-time. She was the students’union.

By the time I was elected, the Union hadfirmly established itself inside what was theold Performing Arts Centre. This meant anend to our popular and well-loved coffeebar discos - so popular and well-loved, thatthe security team spent as much time tryingkeep the ‘Horsforth Boys’ from coming in,as they did trying to prevent any studentleaving before the statutory 2am finish!


86


We were never sure whether the local ladswere after trouble or just wanted thechance to play on our ‘Eight Ball Deluxe’pinball machine. This was the most popularpinball machine ever as its fault on the tiltmechanism meant that as long as yourpartners on either side of the machine werequick enough to lift the machine backwardsas the ball plunged out of play, then youcould knock up a world record score everytime! This was as satisfying as being ableto spin your 10p piece in the bar’s juke boxto get the same number of plays as youwould for 50p. This was only ever a 50/50call; elation when you managed it, despairwhen you only got one play for your 10p.Perhaps it was something about collegewhich made machines fail. On anotheroccasion the cigarette machine woulddispense a random number of packs ofcigarettes when you just put in enoughmoney for one. Fortunately for the ones inthe know, this was not diagnosed on thefirst visit to re-stock the machine as theoperator didn’t count the money there andthen. It wasn’t that long after she had leftthat that the machine had again beenemptied. I plead the fifth!

Also gone was the obligatory Sunday nightAG13 disco. When we were young, therewas no need for endless visits to night clubsor raves. No need for taking drugs. Aslong as we were able to go to AG13 wewere happy. In fact, AG13 was itself thedrug of the time! Perhaps it was just thefumes from the semi fluorescent blue floor

which when wet yielded its very uniqueblue dye which stained everything that itcame in contact with.

With the new student union building wewere no longer able to use the main lecturetheatre for events. Sure enough, theSunday evening film would still take placethere although the annual showing of theRocky Horror Picture Show became a verytame affair. Bands would always be in theunion building from then on. This was notsuch a great problem as the new facility wasvery adequate for them. What did changewas the annual All Saints’ Day celebrations.We would all go to Mass in the morning tocelebrate our special patronal feast. There,cabaret performers would pray that theafternoon would be a success for them or atleast be more of a disaster for someone else.Later in the afternoon they would enter thelions’ den to face the most vicious andsavage of all beasts, the TASC audience.Perhaps that was the big difference with themove from the lecture theatre to the studentunion building. In amphitheatres projectilesare thrown downwards; in the unionbuilding, they had a raised stage!

Of course the bar remained in the mainbuilding. Here too there had developed anumber of customs and traditions. We hadthe annual inauguration of new members ofthe rugby team - The Lancaster Bomber!Of course it had to be annual as no onewould fall for it twice. This also proved a

great service to the college as itincorporated the annual floor wash for thebar. The football club seemed far morecivilised as it encouraged us each week tocome with them and walk up ‘SunshineMountain’. Although it wasn’t that unusualfor people to fall off Sunshine Mountain orindeed for Sunshine Mountain to collapseas it was unable to take the weight of all itsvisitors. Perhaps there were more sportsrelated injuries off the pitch than on.

The old adage to leave plenty of time whenyou travel on public transport was especiallytrue if you wanted to leave college to go tothe city centre. Someone had at somestage decide that the route of the 655/755bus from college to Leeds should gothrough most of West Yorkshire. Going theother way to Bradford was even worse as itwent via Bristol! The official timetable forthe complete journey from the Vicar Lanebus station in Leeds to Forster Square inBradford was measured in days rather thanhours.

Union activity was not usually at theforefront of people’s minds; that is exceptfor the annual presentation of the budget.Here the usual divides of the men’s footballteam and the men’s rugby team wereforgotten as they combined forces for theirultimate battle; trying to receive moremoney than the women’s teams. In this,they were usually victorious. And thatwould be an end to their union involvementfor another year, or so they thought.Attaining the quorum at other times wasalways a struggle. It seemed a good idea tobegin rumours that someone at the meetingwas going to propose the suspension of allstanding orders to enable discussion of thefunding of the men’s sports clubs. Itworked every time and the boys in blue andmaroon would flock into the meeting. Thistechnique had, however, only to be used

“This area to show a quoteor statement from one of thearticles on this page”

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sparingly as surely even rugby playerswould twig at some point they were beingset up.

Education, of course, was what it was allabout. The courses offered at college inthose days were Planning andAdministration, Public Media and Education– both Primary and Secondary. Thesecourses were teamed with a main subject toensure a balanced curriculum. Althoughduring my first year we had the almostweekly ‘open day’ which for some reasonmeant that our lectures were cancelled inorder for prospective students to visit.There were complaints by students aboutthe number of times these were takingplace and the consequent disruption to theireducation. As if!

The class of ’85 was, I believe, the last tohave the Foundation Course. Here, thewhole of the year came together once aweek for a most inspiring and entertaininglecture. The increasing numbers cominginto the first year at college meant that itwas impractical to have whole year groupsmeeting in one place for a lecture everyweek. Although there wasn’t really somuch of a problem as the averageattendance after the first week of thecourse tended to be around 35.

Education, in its widest sense, also includesa person’s development in what it is to behuman; how that person fits into its society;how it relates to its fellow beings; and, mostimportantly of all, how much toast theperson is prepared to share at 1 o’clock inthe morning having sneaked the requiredbread from the canteen at tea the eveningbefore.

At college we learned comradeship andfriendship, loyalty and reliability. It wascollege that instilled values of decency,

diligence and honesty, apart from, ofcourse, the pilfering from the canteen!

Below: xxxxxxxxxxxxxxxx


88

The major structural change was thephasing out of the academic ‘Divisions’introduced by Kean. Following the JamesReport, the University of Leeds hadenabled its affiliated colleges to developaccording to individual circumstances andallowed relative potential for diversification.

Accordingly, the curriculum at Trinity & AllSaints had been simplified and ‘major’ and‘minor’ subjects were introduced leading tothe BA (Collegiate) degrees that had beenintroduced in the mid-1970s together withthe BEd in Primary education. These weremore modular in design and dissimilar tothe current standard university degreecourses. The opportunity for students toundertake wide-ranging professional studiesand explore different occupational routeswas not affected, however, and otherdevelopments ensured that the Collegesurvived and prospered. By 1989, however,the ‘Collegiate’ title had been dispensed with.

Fluctuating government demands meantthat courses were adapted almostunceasingly and those departmentspreparing students to teach in secondaryschools were particularly affected. TheEducation Department was compelled toswitch to the production of primary schoolteachers and only four secondary subjects –Home Economics, Mathematics, BusinessStudies, and Theology – remained.However, an innovative IT/INSETprogramme was developed enabling serving

teachers, particularly in Catholic schools,to undertake continuing professionaldevelopment alongside the initial trainingof teachers. All College departments weredeliberately brought into this scheme whichemphasised the relationship betweenacademic study and professional training.Like other departments, History was forcedto revise its courses to meet the demandsof the new three-year degree but as thecentre for the Schools Council HistoryProject and the National Centre for HistoryEducation, it was able to enhance itsreputation and develop its links withprofessional studies. In 1985Communication Arts and Media (CAM)became the Department of Communicationand Cultural Studies. The continued strongdevelopment of the Department and alsothe Planning and AdministrationDepartment attracted undergraduateand part-time students in addition toserving teachers.

After two years of planning, a further re-structuring of degree courses wasintroduced in September 1986. The BA(Honours) degree was reduced from fouryears to three, and the BEd (Ordinary)degree was phased out, as was theFoundation Course. All degrees becamehonours degrees with PGCE coursesavailable in Primary and SecondaryEducation. Two years later, however, adecision by CATE led to further changes.

Psychology, Sociology and Communicationand Cultural Studies were deemedunsuitable for the BEd Primary and sostudents could no longer be recruited forthose courses with Primary Education.

Meanwhile, the European dimensioncontinued to be developed. The concordatwith the University of M_nster wasrenewed in June 1989 and facilitated theannual exchange of Drama groups. The linkwith the Netherlands through theChristelijke Hogeschool in Zwolle and thePABO in Maastricht enabled Dutch studentsto undertake teaching practice in England.The long-established link with theUniversity of Madrid was supplemented bya new arrangement with the University ofLa Laguna in Tenerife. Good use was madeof the European Commission’s ERASMUSscheme which funded such joint venturesand this also gave rise to new links with theUniversity of Tours, involving students ofFrench with Business Management andAdministration, and the University ofBordeaux which involved students of Frenchand Public Media. The British Councilcontinued to sponsor reciprocalarrangements with academics andprofessionals from overseas, and links withthe Marist College in New York, SalveRegina College, Rhode Island, andMarymount Manhattan College continuedto be strengthened. The College’s expertisein communication courses was in demandby overseas institutions and by the WorldAssociation for Christian Communication. In1984 and 1985 the College provided themain academic support when the CatholicChurch in southern India was preparing asyllabus for Communication Studies withinits seminaries. Meanwhile, vacation coursesand conferences added another dimensionto the College’s reputation and providedalternative sources of income.

Courses

“Fluctuating government demandsmeant that courses were adaptedalmost unceasingly…”


89

Despite further vicissitudes, Trinity & AllSaints remained on the educational map asa distinct entity and had even managedfurther to develop its provision andincrease its popularity. Dr Hallaway’smembership of CATE and of the VSCCenabled the College to keep abreast ofdevelopments and ensured its visiblepresence in the debates of importantcouncils, but the political determinationto reduce costs continued unabated. TheCollege had emerged from the decadebruised but nevertheless intact.

Internally, the College had undergone adifficult and stressful period with reductionsin funding, staff restructuring andredeployment and course closures. Dealingwith new funding agencies which were lesssupportive and sympathetic than theirpredecessors inevitably placed aconsiderable strain on the governors andadministration in the same way that theinternal re-alignments did on the teachingstaff. A financial deficit had led to staffingand other resource cuts which would not beeasily rectified.

In March 1989 Mary Hallaway retired asPrincipal and returned to Africa, first toMakerere University in Uganda and then, in1994, to the College of Medicine at theUniversity of Malawi in Blantyre. She wassucceeded by Dr Gerard Turnbull, a SeniorLecturer in Economic History at theUniversity of Leeds.

Conclusion

Above Right: Computers made their entrance into teachingand learning. The computer room 1981

Right: Class of 1981


90

1980’s Memories

“... the students weremost welcoming andfriendly and thelecturers extremelyhelpful andapproachable...”

Prospectus 1981-1982


91

I joined the 4th year BEd (Hons) course in 1983, having taught for 13 years in an inner-citycomprehensive school. 15 serving teachers were on the year-long course which was governmentfunded as it wished teaching to become an all-graduate profession. We were all ratherapprehensive at the thought of joining young students, not to mention writing essays again. Weneed not have worried; the students were most welcoming and friendly and the lecturersextremely helpful and approachable. I shall always remember John Sullivan’s Philosophy lectures –highly informative and hysterically funny – and never a prompt sheet in sight. Then there wasDenis of the Striped Tank-tops – compulsory apparel in the Sociology Department. It was wonderful to return to thepeace and quiet of the College library – no bells, no noise, noscreaming little oiks demanding attention all the time. We were allterrified of failure, we supported each other and worked all thehours that God sent. We became typical students again.

My year at TASC helped me to further my career and I havebeen very grateful for the encouragement and support Ireceived from lecturers and students in the Education andFrench Departments.

The Mature Student:Gill Harries, nee Holloway

TASC News, 1981

LLeefftt WWiinngg TTaakkeeoovveerrComplaints have been made about the Cambodiadisplay constructed by a 1st year CAM Media projectgroup. It has been described as dangerously left-wingand anti-western in its description of the disaster andits aftermath. A spokesperson for the CAM groupinvolved said: ‘No political bias was even thought ofin the presentation, let alone included, and we feelwe have made an unbiased assessment of thesituation. I think it would be terrible if it wereremoved because someone didn’t want a damagingview of their policies.’


92

Not The TASC News, 1980

TASCUS Presidents 1984

TThhee HHoorrssffoorrtthh MMiillee……Due to the Horsforth Mile being postponed this year due tosecurity measures, I’ve decided to write an article about the pubsyou may have missed. Actually, this was originally to have been anarticle on pubs in Leeds city centre but because of certain factors(eg the Yorkshire Ripper) this has been changed to Horsforth.There are eight pubs…the Old Ball, the Queen’s Arms, the GreyHorse, the Brown Cow, the Old King’s Arms, the Black Bull, TheStanhope, The Fleece…

TASC News, 1981

TTAASSCC YYoouunnggSSoocciiaalliissttss

The inaugural meeting of theTASC Young Socialist StudentsSociety will now take place nextMonday 29th June in AS19. Thespeaker will be Cliff Slaughterauthor of Coal is Our Life…


93

“This area to show a quote

or statement from one of

the articles on this page”

TASC Soccer Team 1980s

Former Students Soccer Team 1980sCaptain: Mick Rossiter


94

TASC News, 1981

CCNNDDThe CND Week of Action at the Collegehas received a mixed response andsupport.

On Monday night saw Bruce Kent, GeneralSecretary nationally, speaking in theauditorium to an audience of about 30…adisappointing turnout bearing in mind thatKent is at the front of this campaign. His

presentation was interesting and varied and his approachfriendly. Unfortunately, to a great extent he was preachingto the converted…

EEffffiicciieennccyy DDrriivveeThe College academic year is to be cut by 2 weeks in aneffort to cope with the cut in funds. In a paper issued by DrHallaway, the Principal, last week it was pointed out thatsuch a move could save the College something in theregion of £20,000. The Principal also pointed out that a cutof 2 weeks ‘can be achieved without any reduction inteaching and possibly may even improve efficiency.’


95

I joined TAS in April 1972 and retired in July 1995, thendid two terms as a part-timer, January to July 1996, so afull 24 years in all. What do I remember? A lot, but inlittle flashes and snips, and it is fading. How much is worthrecording, or even capable of it?

Early in my first or second year, the English Departmentone morning went out for a picnic. Yes, we could do suchthings in those days! Not often - this is the only one Iremember - but imagine it happening now. We sat in acircle on the grass. There were ten or eleven of us asI recall, another amazing fact, for that number wouldshrink to five or even four and a half in years ahead, andColin Wood said, “We’ve got a great team. And we’vegot a great boss.” That was of course our chairman,Adrian Runswick. Why do I remember just thosewords? They were well formed, and enthusiastic, thoughnot otherwise remarkable. But they set a tone. Theygive me a handle to pull back into memory theatmosphere of that happy morning.

Colin was I think the best mind I knew there, or anywhere else for that matter, at least the best I knew well.Teacher, thinker, poet - he carried a three-stringed bow, and humble as well - but what great words do Iremember him saying? What comes to mind is from a lecture, approximately thus: “The essential action of Antony andCleopatra is to transform peripateia into oxymoron.” Of course it took a lot of lecture to explain what he meant: areversal in fortune or action - Antony resolving to be loyal to Rome and then running off to Egypt, Cleopatra beingconsumed with passion for Antony, then flirting with Caesar, then dying with Antony - this sort of thing happening sooften as to give a sense of two contrary or even contradictory qualities both present in the same subject at thesame time, this sense also being strong in the play’s metaphorical language. Was that a great word? I remember it asa wonderful insight into a poetic drama, something you could hold in mind while reading the whole play to the greatincrease of your understanding and delight.

But I heard a lot of good talk at the College, both formal and conversational. The best rhetoricians for me wereFrank Bottomley and John Frith, who was also the best Senior Common Room conversationalist. The best monologist,though (I mean no disparagement by this term, for it is an art in itself) was Peter McGuire. (I see I am saying“was” and “were” because I am speaking of memory, though as far as I know all these gentlemen are very muchalive.) But Father Michael Williams was extremely impressive, and John Sullivan, and that eloquent and subtle scholarDamian McHugh, and Roger Goulden.

The best appreciator I knew was and is Joyce Simpson. She can look at any work by student, staff or famousauthor and draw out of it beauties that many would not at first perceive.

Memories: Dr Paul Priest


96


96

GGrraannttss ttoo DDrrooppbbyy ££44 aa WWeeeekk

HHoonnoouurrss LLiisstt

The NUS begins its attack on what it calls ‘the derisory grantrises’ this term

A week of action beginning 1 March will include a WALK OUT designed toshow the public and politicians the strength of feeling among students…TheNUS President said ‘we must convey to MPs, college and local authorities,parents and public, the level of abject poverty that all students will face nextyear if the government proposals go ahead…The parental contribution levelis to be frozen which means that 1_ million students will receive up to £4 perweek less…

TTAASSCC TToopp ooff tthhee CCllaassss…While many other colleges of education are being forced to close theirdoors, TAS has kept its head well above water with an ever increasingnumber of students…With the closure of Catholic colleges now imminent,TASC will be the only Catholic college east of the Pennines and one of thefew north of London offering teacher training…

The most important award in the NewYear’s Honours List was conveyed onMr Damian McHugh, the Director ofthe so-called Foundation Course.McHugh, an expert at dead languageswill go down in history for his servicesto insomnia. He has been made a DBEand will now be known as Dame IanMcHugh.

The Bursar of TASC is also honoured.Mr Beswick, famous for refusing allrequests from students and academicsalike is now a knight – Sir Tainly Knott.

BBlluuee DDiinniinnggRRoooomm RRIIPPDear Sir,

I wholeheartedly agree with thecomments made regarding theclosure of the blue dining room.Speaking as a senior member of theCollege (but often acting like a juniorone), I would like to express mysorrow at its passing. The blue roomholds many a happy memory for me,of constant gastric trouble andpeople flicking peas at me, etc.Coupled with this is the fact thatgetting served in the red dining roomis now like being at a Harrods’ sale.However, the Mole is quite wrong tosuggest that governors’ luncheswould suffer, their splendourundermined by having to take placein the red dining room. Surely the reddining room is the appropriate placefor these people, where the décor fitsin perfectly with the red carpet thatthe College constantly rolls out forthem.

TASC News, 1982

Even

ing P

ost,

19xx


97


97

TASC News, 1989

Staff retirement dinner 1982

SSttuuddeenntt DDeebbttGovernment statistics show that theaverage debt of a student ongraduation is £1000, a sizeable chunkof anyone’s grant. To find out howmuch of this is true, TASC studentsSarah Crowther, Fiona Stocks and JoDey drew up a questionnaire to see

how far the epidemic of debt hasspread through TASC…male studentsare likely to more in debt thanfemales…male students spend onaverage £25 or over going out duringthe week, whilst females spendbetween £5 and £10…


98

1990’s

Higher education was affected by anumber of significant developmentsin the 1990s.

The first was the Further and HigherEducation Act of 1992 which introduced anumber of major reforms. The first was thecreation of OFSTED (Office for Standards inEducation) to oversee, inspect and reporton the whole range of educational provisionfrom nurseries to teacher training inuniversities. Secondly, universities werecreated from existing polytechnics and,although this further rationalised theprovision of higher education, it inevitablyled to a distinction between ‘pre-’ and‘post-1992’ universities. The third majorreform was the combining of theUniversities Funding Council (UFC) with thePolytechnics and Colleges Funding Council(PCFC) to become the Higher EducationFunding Council for England (HEFCE).Between 1989 and 1992 Trinity & All Saintsreceived its funding from the PCFC. Thefourth was the creation of a single highereducation admissions agency - theUniversities Central Admissions System(UCAS) – to replace the former University

Central Council for Admissions (UCCA) andthe Polytechnics Central Admissions System(PCAS). Applications to Trinity & All Saintshad been handled by UCCA and, to someextent, this had given the College anadvantage in recruitment as UCCA wasregarded as being the more prestigious ofthe two admissions systems, leaning, as itdid, towards the university sector.

The second major development was theEducation Act 1994. One of its provisionswas the setting up of the Teacher TrainingAgency (TTA) whose purpose was to raisestandards in schools by attracting able andcommitted people into teaching and byimproving the quality of teacher training.The Agency was responsible for a widerange of initiatives to promote recruitmentto the teaching profession, for furtherdevelopment of the standards for award ofQualified Teacher Status and for the NewOpportunities Fund for the provision oftraining in the use of Information andCommunication Technology (ICT) insubject teaching. The TTA also assumedresponsibility from HEFCE for the fundingof all teacher training courses. The TTA

introduced a far more rigorous approach tothe delivery of initial teacher training andenabled schools to assume greater teachertraining responsibilities in partnership withuniversities and colleges. Quality assurancefunctions were transferred to two newagencies. The auditing responsibilities of theHigher Education Quality Council (HEQC)and the responsibilities for inspectingteaching and learning in non-teachertraining courses, formerly undertaken byHEFCE, were assumed by the new QualityAssurance Agency (QAA). Teacher trainingcourses were to be inspected by OFSTEDwhereas they had previously been inspectedby HMI. The TTA attached its policy for theallocation of places much more tightly toOFSTED inspection than had hitherto beenthe case.


99

The Educational Background:The Dearing Report, and Further Reforms to the Teacher Trainingand Higher Education Sector (1992-1998)

Far Right: xxxxxxxxxxxxxxxxxxxRight: Mathematics Class 1990 M Mohammed, J Utting, J

Hawkin, S Farrell, P Hewardine


100

The third major development was thereport of the National Committee of Inquiryinto Higher Education. The report - HigherEducation In The Learning Society -appeared in July 1997 and is often referredto as the Dearing Report after the name ofits chairman, Sir Ron Dearing. It set out awide ranging agenda with emphasis onlifelong learning, a new compact betweenthe providers of education and training andthe removal of the historic boundariesbetween academic and vocationaleducation. Over the next twenty years, theCommittee argued, the development ofhigher education would be fundamental tothe social, economic and cultural health ofthe country, and that in order to provide avariety of courses responding to individual,local and national needs, the highereducation sector should be comprised offree-standing institutions with diversemissions. Above all, the Dearing Reportstressed that external factors such as therapid development of technologies and therise of a new world economic order wouldplace a premium on knowledge and high-level skills. No government could afford toignore this but nor could the highereducation sector expect to be leftuntouched or receive funding divorcedfrom quality control.

The Dearing Report was issued against acontradictory background of rising studentnumbers and a reduction of governmentfunding. Over 1.5 million students were inhigher education, with the number ofstudents doubling between 1977 and 1997,but during the same period, governmentfunding per student had fallen by 40%. Thegovernment had also capped a rise in full-time undergraduate student numbers andhalted public spending for capitalexpenditure. Those in higher educationwere seriously concerned that the reductionof costs and the lack of investment wouldjeopardise the quality of teaching andlearning.

Dearing’s committee had been appointedby the Conservative government of JohnMajor but the official policy response – TheLearning Age: Higher Education For The21st Century – was issued by Tony Blair’snew Labour administration in March 1998.In general, the government acceptedDearing’s recommendations and saw higher

education playing a bigger role in lifelonglearning, increasing and wideningparticipation and extending provision andchoice. It accepted that new technologiesshould be exploited and that flexibledelivery and learning situations should bedeveloped. To support this approach thegovernment introduced new financialarrangements and immediately announcedan increase in university and furthereducation funding.

The fourth major development in highereducation, a consequence of the DearingReport, was the Teaching and HigherEducation Act 1998. The most importantprovision of this legislation was theintroduction of the undergraduate fixedtuition fee which was seen, rightly, as the‘thin end of the wedge’ for variable tuitionfees introduced in the subsequent HigherEducation Act of 2004 and implemented in2006. The Act also introduced morestringent controls and rigorous proceduresinto the higher education sector and hadfar-reaching consequences. The first relatedto the use of the title ‘university college’.Such a term was permissible only if collegeshad independent powers to award degrees.The majority of colleges were unable to dothis and therefore had to be either affiliatedor accredited to a university. It was felt insome quarters that an independent degree-awarding institution might have greaterstrength in the recruitment ‘market place’,but together with the College of Ripon andYork St. John, the North Riding College atScarborough, and Bretton Hall, Trinity & AllSaints was effectively accredited by theUniversity of Leeds and the governors sawno reason to end a relationship that hadworked well since the Colleges’ inception.

Two features of the 1990s bore significantlyon colleges. First, there was an approximatereduction of 40% in student funding whilstexpanding access meant that the number ofstudents grew by around 50%. Throughoutthe decade, the unit cost fell from £7,500per student to just under £5,000, whilst thenumber of students increased by nearly600,000. Secondly, the rigorous approachof the TTA to the inspection of teachertraining courses by OFSTED led to studentintake targets being halved immediately if acollege failed its inspection.

Trinity & All Saints was obliged to meet theformer challenge by increasing the staff-student ratio and the latter by concentratingand enhancing its best-placed ITT provision,which meant having to phase out two areasof the Primary PGCE courses and allSecondary Education undergraduatecourses.

Above: xxxxxxxxxxxxxxxxxxx

A number of factors conspired to makethe Bishops’ Conference submission to theDearing Committee an opportune momentfor it to undertake a wide-ranging surveyof Catholic higher education in Englandand Wales.

In 1990 the Apostolic Constitution onCatholic Universities (Ex corde ecclesiae)addressed questions relating to theworld-wide identity and mission of aCatholic university while a subsequentVatican document of May 1994 - ThePresence of the Church in the Universityand in the University Culture - reopenedsome of the issues raised in the ApostolicConstitution. In the light of these twodocuments, in preparation for theirforthcoming ad limina visit to Rome in 1997and in response to Dearing, the bishopswere prompted to consider the status andcondition of Catholic higher education inEngland and Wales. In 1997 theConference’s Department for CatholicEducation and Formation produced ThePresence of the Church in the UniversityCulture of England and Wales whichexamined the position of the twentyCatholic institutions of higher educationranging from university halls of residence toseminaries, and from missionary institutes tocolleges of higher education.

As far as the former teacher trainingcolleges were concerned, the Departmentreported that the small, exclusivelyvocational, almost entirely residential andgovernment-funded Catholic colleges ofeducation of the 1960s had been affectedby huge political and social changes. Highereducation had expanded considerably andwas increasingly more accessible. The fall inthe birth rate had reduced the need forteachers and Catholic colleges had beencompelled to close or diversify. Moderntechnology had transformed the skills

market and modes of teaching andlearning. New funding arrangements andsystems of accountability had reduced theChurch’s important role in controlling thecolleges whilst wider staff recruitment andstudent access had affected their previouslyuniform Catholic identity.

But the most important influence onCatholic colleges had been the developmentof postmodernist thought which marked aradical discontinuity with previous eras andchallenged hitherto accepted certainties andtruths. This had profound effects upon therecruitment of staff and students and theprovision of courses

As a result of all of these developments,only four Catholic colleges remained whiletwo others were incorporated in ecumenicalpartnerships. St Mary’s College, StrawberryHill; La Sainte Union, Southampton;Newman College, Birmingham; andTrinity & All Saints all survived asindependent Catholic entities affiliated tovarious universities.

The federation of Christ’s, Notre Dame andSt Katherine’s became the single, unifiedand ecumenical Liverpool Hope UniversityCollege in 1995 under the trusteeship ofthe CES, the Sisters of Notre Dame and theAnglican Warrington Training College Trust.Digby Stuart College meanwhile hadbecome a constituent college of theRoehampton Institute, in combination with

the Methodist Southlands College, theAnglican Whitelands College, and theFroebel Institute. They were developmentsover which the Bishops’ Conference hadlittle control but at least a Catholic presencewas maintained.


101

“…only four Catholic colleges remainedwhile two others were incorporated inecumenical partnerships…”


Catholic Colleges in the Dearing Era


102

In 1994 the six Catholic colleges, togetherwith St Mary’s College, Belfast and StAndrew’s College, Glasgow, had alsoresponded to the Apostolic Constitution byissuing the The Purpose and Value ofContemporary Catholic Colleges of HigherEducation in the United Kingdom. Thepaper highlighted the present need torespond quickly to external legislative andfinancial pressures, introduce varied coursesand accept diverse intakes. In consequence,the colleges had de facto becomemultilateral ecumenical institutions whichhad little time to reflect upon their overallmission within the Church. All agreed,however, that their distinctiveness asCatholic colleges must be overtly affirmedby their Catholic Christianity, that they hadto respect religious freedom and diversityand that they had to pursue academicexcellence. Such a statement had seriousimplications affecting the colleges’ ethos,student and staff recruitment, chaplaincy,community links and the continueddevelopment of courses relating to thetraining of Catholic teachers.

In their submission to Dearing’s Committeein 1996, the six English colleges drewattention to the Catholic Church’s long andproud contribution to higher education inEngland and stressed the need to maintainthe uniqueness of their role and identity.

They hoped that the Committee wouldrestate the importance of moral andspiritual values in education and recognisethe importance of the formation andtraining of Catholic teachers in this context.They pointed also to the changes thatCatholic colleges had introduced over thepast twenty years in their attempt todiversify and be responsive to local andnational needs.

In its response to the Dearing Committee,the Bishops’ Conference likewise emphasisedthe need to keep sight of the moral andspiritual dimension of education and recalledthe valuable contribution of the Church andthe Colleges to the higher education sector. Itwas concerned also that a Catholic presencein higher education should be maintainedand that the effective and efficient use ofresources should be seen as a means ofimprovement rather than an end in itself.

“…the Bishops’ Conference…wasconcerned… that a Catholic presence inhigher education should be maintained…”

Below: Bishop David Konstant, Gerard Turnbull andstudents. Bishop of Leeds was Chair of Govenorsfrom 1985 until 2004

Right: xxxxxxxxxxxxxxxxxxxxxxx


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104


105

Left: Some of the original staff with Winifred Kean seatedto the right

Memories: John Short

106

The Silver Jubilee of Trinity & All Saints,John Short

In 1992 David Konstant, the Bishop ofLeeds and a member of Leeds UniversityCouncil, chose the Silver Jubileecelebrations of TAS to offer pastoral adviceto John Patten, the new Secretary of Statefor Education.

Mr Patten had argued in The Spectator afew weeks before the Jubilee that a fear ofdamnation had to return if Britain was to becivilised again. The Bishop, carefullystressing as Chairman of the College’s Boardof Governors that he was not making apolitical statement, said the Secretary waswrong on two counts.

“One, because whether we are Christian ornot, fear as a motive for good behaviour isnot highly regarded and doesn’t reallywork. The second is that it is not Christianteaching. Reward and punishment do play apart in our lives, but it is quite wrong to seethem as the basis of right behaviour. Whatour College is concerned with ultimately ishow its members grow to a certain maturityof being and acting.”

To promote such a maturity the first Co-Principal, Andrew Kean - originally therewere two Colleges of Education, one forwomen and one for men sharing the samecampus but with “gender specific areas” -recreated a 1960s version of a medievalcollege.

According to Dr Frank Bottomley, the firstimpression the College gave was “oforiginality, of novelty, but there was nopursuit of novelty for its own sake: theapproach was based on a careful andradical analysis of academic andprofessional training with an imaginativevision of the needs of the future”.

In those innocent days before “corporateplans” replaced visions, “sponsorship”,altruism and “league tables”, respect for theuniqueness and dignity of every person,Andrew Kean set himself the task of breakingthe existing educational mould. He saw thesystem as a self-perpetuating and sterileprocess serving a diet of gobbets of materialcalled “subjects”, tested by examinationsinvolving regurgitation and motivated byemulation and competition. This systemformed teachers in its own image and theyreturned to perpetuate the idolatry.

He opposed the idea of the medievalcollege - conscious, ordered participation ina semi-enclosed community where allshared common ideals and purposes, butwhere there was every possibility forindividual members to achieve a fulfillingself-formation - to the current orthodoxiesof regimentation and its spurious opposite“self-expression”.

It was the incorporation of these flexiblestructures into the College’s constitution andcurricula which allowed TAS to diversify intoother professional areas ahead of othercolleges and without the traumas whichafflicted them. Of the 16 Catholic Collegesof Education which flourished in the late

1960s, only six remain, and of those six onlytwo others survive as free-standing colleges.

A lasting benefit of this “prophetic”flexibility was the introduction of the firstcommunications degree in the UnitedKingdom, which cut across the limitingconcept of the traditional “subject”.This year alone more than 5,000 studentsapplied for places on the professionalPublic Media course developed out of thatfirst degree.

The other major diversified professionalarea, Business Management, also remainsin buoyant demand, allowing the College toplan confidently a 25% increase in the full-time students over the next four years,bringing the number to well over 2,000.There are also more than 2,000 part-timestudents, many on short courses. The twodiversified professional areas together withthe original educational programme form asolid foundation on which a wide range ofpostgraduate professional qualifications arebeing built.

It was appropriate that the College shouldhave celebrated its Silver Jubilee - an eventattended by almost 1,000 former students -

106


“…the approach was based on a carefuland radical analysis of academicand professional training with animaginative vision of the needs of he future…”

107107

on the eve of Britain’s taking over thepresidency of the European Community.The 1990s will see an increasing“Europeanisation” of higher education,with perhaps a “dual-qualification” degreecourse being achieved by the end of thecentury. Students in the year 2000 mayperhaps be gaining both a University ofLeeds degree and a European degree ordiploma.

If that turns out to be true, then TAS willagain have been an educational pathfinder.The College already co-operates withseveral European universities, perhaps mostnotably the Universities of Bordeaux,Hamburg and Bilbao, in the first schemeleading to a European Diploma inCommunications. Indeed “dual degrees”have been a hallmark of TAS from itsbeginning with students combiningacademic and professional studies in theirdegree.

It also seemed appropriate that the Jubileecelebrations, which started by putting thedevil and the Secretary of Education in theirplace, should end with a magnificentconcert. TAS orchestra and choir, under thebaton of Paul Payton, augmented by sistercolleges throughout the north, celebratedthe human spirit which transcends even theglory of corporate plans..


Right: xxxxxxxxxxxxxxxxxxxxxxx


108

At the time of his appointment as Principalin 1989, Dr Gerard Turnbull, a graduate ofManchester University, was a SeniorLecturer in Economic History at theUniversity of Leeds and Chairman of theBoard of Arts, Economic and Social Studies,and Law.

He had been at the University for eighteenyears and had previously been a lecturer atGlasgow University from 1965 to 1971.Turnbull brought considerable lecturing andadministrative experience with him to theCollege and also many useful contacts withsenior personnel at the University of Leeds.During his time as Principal he continued torefine the managerial systems required in anera when funding, and therefore survival,depended as much on organisationalefficiency and effectiveness as on thequality of teaching and courses.

When John Dixon left in 1991, Turnbulltook the opportunity to restructure theCollege’s senior management and make itmore explicitly applicable to an increasinglycomplex educational situation. Fourassistant principals were appointed. DavidSamuel, a former Head of Studies in Historyin the College and who had been in chargeof academic affairs since 1988 becameAssistant Principal: Dean of Academic

Affairs. Malcolm Redding, who had heldteaching and administrative posts in Ghanaand Nigeria, and had previously beenDeputy Registrar, became AssistantPrincipal: Dean of Resources. Martin Owen,who had initially been a lecturer in theEnglish department and Registrar since1975, became Assistant Principal: Registrarand Clerk to the College governors. MikeCoughlan was recruited from the Universityof Wales and became Assistant Principal:Dean of Planning and Development.Bursarial functions were undertaken by theFinance Officer reporting directly to thePrincipal, and for the first time in theCollege’s history all branches of policymaking, administration and organisationcame within a single management structure.

In 1998 Dr Turnbull was succeeded by DrMike Coughlan and, in a sign of the timeswhich emphasised the managerial as well asthe educational role of educational leaders,Dr Coughlan’s official title was ‘Principaland Chief Executive’. Dr Coughlan, whohad considerable experience in universityeducation, came to Trinity & All Saints fromSt David’s College, Lampeter, a constituentcollege of the University of Wales. He hadspent some time in the Royal Air Force andfollowed that with a period in a Franciscancommunity in Kent before beginning his

university course. After undergraduatestudies at the University of Kent atCanterbury and post-graduate study atReading University, Dr Coughlan became alecturer in Philosophy at St David’s in 1976and was appointed Dean of the Faculty ofArts there in 1986.

Following Dr Coughlan’s appointment fromwithin the College, lengthy considerationwas given to addressing the strategic needsof the College and to the related structureand operational functions of the seniormanagement team. The objectives were toimprove the co-ordination of admissionsand marketing, to strengthen resourcesavailable for academic quality assurance andto give a higher profile to cross-Collegepersonnel management. As a result, thenumber of Assistant Principals was reducedto two and the middle management of theCollege’s central services was strengthened.In January 2000 the new structure waseventually implemented when the AssistantPrincipal (Registrar) post was abolishedfollowing the retirement of Martin Owen.The Principal, Assistant Principals DavidSamuel (Academic) and Malcolm Redding(Administration) together with the Directorof Finance, Jill Bancroft, now made up thesenior management team.

The Principals

Left: Staff and students in the Communication and CulturalStudies department.


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The Sisters of the Cross and Passion hadleft the College in 1987, although theirinvolvement in the governance of theCollege did not cease. In 1991 the TrustDeed of the College, which had beendrawn up in 1965, was amended to reflectthe development of the College’stransformation from an institutionconcerned essentially with teachertraining to its designation as a collegeof higher education.

The Catholic Education Service continued tonominate two Trustees, one of whom wasthe Bishop of Leeds, and the Congregation ofthe Cross and Passion also nominated two.The Bishop was the Chairperson of the Boardof Governors whilst the Superior General ofthe Congregation was Vice-Chairperson.

The responses of the Catholic colleges andthe Bishops’ Conference to the DearingCommittee demonstrated that the collegesvaried in provision and size. All offeredundergraduate courses with or withoutteaching qualifications, all offered courses toMaster’s level, while four had doctoralstudents. The smallest college in terms ofoverall student numbers was NewmanCollege with 1,145 whilst the largest wasLiverpool Hope University College with4,081. Digby Stuart College had 1,513students, St Mary’s College had 1,630 and LaSainte Union had 3,435. Trinity & All Saintshad 2,113 students. In 1997 La Sainte Unionclosed and its campus was absorbed intoSouthampton University.

In 1991 Trinity & All Saints was designated a‘College of the University’ by the Universityof Leeds along with Ripon and York St John,North Riding College and Bretton HallCollege. This was in recognition of thecolleges’ development and resulted not onlyin an important change of title but also inincreased devolution for course validation

and academic standards. This associationemphasised that the colleges were maturehigher education institutions that had chosento maintain their existing academic links withthe University because of the benefits theselinks brought and not because of theirincapacity to manage their own academicstandards. Significantly, the association alsoacknowledged that in future, collegesmight themselves be granted degree-awarding powers.

In 1989 Turnbull established a working groupunder the chairmanship of John Dixon, theDeputy Principal, to produce a draftdevelopment plan covering the period to theturn of the twentieth century. The groupconsidered the College’s mission statement,reviewed the historical background,thoroughly analysed the current College andexternal educational situation and proposedactions in key internal areas. After muchconsultation and debate, the outcome of thisprocess was the document TASC to the Year2000 – towards a Corporate Plan for Trinity& All Saints which became the basis of theStrategic Plan published in 1992. During thenext few years, the plan came to fruitionwith a number of exciting developments thatillustrated the determination of the Collegestaff to ‘keep ahead of the game’ andeducate students and equip them withtransferable skills.

Information technology was perhaps the areawhere the biggest leap forward occurred.Although there were constraints of physicalspace and resources, it was obvious that theCollege’s most popular courses should beexpanded. In the area of communicationsand media TASC was the market leadernationally and was a unique provider in theCatholic sector. In November 1995 arefurbished and extended media centrewas opened by Stewart Purvis, ChiefExecutive of ITN.

The onset of internet communicationsaffected all aspects of the curriculum andsuch was the College’s progress in this areathat it was selected to run the worldwideweb of the Catholic Media Office. Othercourses - Business Management andAdministration, Physical Education andRecreation, and Primary Education were alsoidentified as growth areas - but all within theCollege’s flexible degree structure.

Competition for students was still a feature ofhigher education but Trinity & All Saintscontinued to maintain a relatively strongposition in the recruitment stakes.

The variety of courses and the communitycampus attracted students from all over theworld and in the late 1990s applications forplaces were received from Malaysia, the IvoryCoast, Zimbabwe, Kenya, Canada, Taiwan,Japan, Korea, Norway, India, Mauritius,Ghana and most countries in the EuropeanUnion. As part of this trend, the Collegeestablished an International Students Officeto forge contacts with overseas educationalauthorities, develop courses in Europeaneducation, and formalise credit-recognitionlinks. It was a far cry from the 1960s whenfew students were from outside the BritishIsles.

Government policies continued to force theCollege to respond, sometimes with unduehaste, to a variety of initiatives and addressinternal organisation and provision. Theformal system of inspection by OFSTEDcontinued but was supplemented by theHigher Education Quality Council’s externalscrutiny, quality assurance audits and subjectreviews. In 1996 the College was audited interms of its course development and review,monitoring and evaluation procedures, andcommunications at all levels.

The College During the 1990s

Memories: Tim Leadbeater

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I came to the College in 1991 feeling verypleased with myself. After seven yearsschool teaching in Bradford, I had at thefirst attempt secured a lecturing post as aPGCE tutor. I now had an office, a phoneand a computer. Even just a desk to call myown was a new pleasure.

More importantly, of course, I was lookingforward to bringing on a new generation ofteachers, although some of them wereolder than me. I was particularly lookingforward to visiting them in the schoolpractice period to observe a lesson for anhour or so, give advice afterwards andassess their fitness to teach.

Even before the end of my first term,however, a pair of thunderbolts had struck.First, I was told that a visit from one of HerMajesty’s Inspectors was overdue for mycourse. It had been scheduled for thesecond week of term but they’d managedto persuade HMI this might be a bit unfairto a new lecturer. It was put back a coupleof weeks. So that was alright then. Whenthe HMI did arrive he was very nice,although I couldn’t quite bring myself tocall him by his first name as he requested.He did, however, sit making notes at theback of my class for about 14 hours overthe next two days. So I have no difficulty inrecalling his face even now.

At the end of the two days, there came myown feedback and moment of judgment –only for me it was in the office andpresence of the Assistant Principal -Academic. Since this man had justappointed me and I was on probation for ayear, I was feeling the heat. Especiallywhen, after the HMI had concluded hisdiplomatic observations in mandarin code,the Assistant Principal asked pretty bluntlywhat grade I might be given on the nextvisit.

Afterwards, however, he did break out thesherry and some years later we created avery satisfying working relationship inquality assurance.

The second thunderbolt had more long-lasting effects. The then Secretary of Statefor Education, Kenneth Clarke, announced,out of the blue just before Christmas andwhilst the ink was still drying on my shinynew mortgage contract, that he wanted allteacher training done by schools becausethe college and university departments werefull of ‘Those-who-can’t-even-teach’.

If that meant they would all close down,then so be it. I had a letter published in TheObserver at the time criticizing Clarke’s planas having “all the forethought of a policydrawn up in the saloon bar of the Dog andDuck on a Sunday lunchtime”. Older handstold me not to worry. It would blow over byChristmas. But less than two years later,that part of the job I had rightly thought Iwould most enjoy – observing trainees inschool – was gone forever.

However, I still had a job and every cloudhas a silver lining. When it became clearthat there was no longer really going to beenough PGCE work to fill a full-time job, Iwas offered partial redeployment into anacademic department and so began aninvolvement with the English department

which I value and enjoy to this day. Indeed,having my feet in both camps felt morestable and proved invaluable experience.

So, how have pressures and attitudeschanged in my time? Well, there are still afew HMIs left but during the ninetiesOfSTED took inspection to a whole new levelof fear. Adverse inspections could now costyou a reduction in numbers admitted and inthe attendant income. Under the ChiefInspector, Chris Woodhead, debate raged asto whether OfSTED or the academicestablishment was the true enemy within.

There was some thinning of the ranks - theCollege halved its range of courses andwhole institutions walked away fromteacher training - but in due course, theclimate changed and Woodhead himselfdeparted. The College and the sector nowseem to be moving into calmer waters. Ourquality is recurrently judged high andpromises are being met to reduceinspectorial burdens for repeat achievers.

The nineties also saw a parallel surge ofinspection of academic departments in theguise of peer team review. The QualityAssurance Agency came close to requiringinstitutions to comply with a detailed quasi-statutory code of practice encompassing inten sections all the major processes ofhigher education teaching.

““…we have not yet really gauged theimpact on academic relationships ofthe students becoming ever more likepaying customers…”

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At the eleventh hour, however, anotherchief executive had his wings clipped,departed in umbrage and institutions haveagain been promised a lighter touch inreturn for robust internal quality assuranceprocedures.

Not that everyone felt anxious. I rememberwalking towards a final feedback meetingon the English department peer review. Theteaching might have been fine but themeetings had been fraught, the omenswere not good. I caught up with acolleague carrying his guitar and a sheet ofpaper which he confirmed that he wastaking into the meeting. He asked me if Iwould care to join him, once the judgmenthad been delivered, in concluding themeeting with a little satirical song he hadwritten about the review team and theexperience of being inspected. It took morethan a moment to persuade him that thiswas not a good idea.

It’s hard to say whether student attitudeshave changed. The College has alwaysprided itself on its vocational focus - withwork placements for all students - and thesuccess rate of its graduates in securingearly employment. Sadly, financial pressureson students are growing, so earlyemployment now means during their firstyear, second year and third year. And, ofcourse, we have not yet really gauged theimpact on academic relationships of thestudents’ becoming ever more like payingcustomers.

What I think has grown for the better is thenumber of students determined toovercome disadvantage, disability or culturalexpectations by coming to College.Confident of our quality, we are working toensure these pathfinders are followed bymany others in the next 40 years.

Tim LeadbeaterDirector of Learning and Teaching

Left: Tim Leadbeater


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Legislative changes and new demands ledto a constant search for revitalisation,inventiveness and updating. Many of theoriginal and wide-ranging undergraduatecourses introduced by Kean survived butthe other colleges now had similar coursesand the academic uniqueness of Trinity &All Saints had largely disappeared.

Undergraduate, postgraduate and diplomaprogrammes, however, illustrated theCollege’s continuing tradition ofdiversification and originality in courseprovision. With the introduction of theSingle Honours degree, the mould of theacademic/professional degree was alsobroken. In a response to a changing andchallenging student recruitmentenvironment, single honours wereintroduced for Theology and other courses.What remained unique was that everystudent’s course included an element ofprofessional experience.

The structure of the academic andprofessional areas was reorganised and newSchools replaced existing subject areaarrangements (TASC to the year 2000 –towards a Corporate Plan, 1992). Thusthree Professional Schools were established- Management, Public Media, andEducation – reflecting the accumulatedstrengths of the College’s original raisond’être and subsequent diversification. Thefour Academic Schools, replacing fifteenexisting academic study areas andintroducing others, were Humanities andCultural Studies (Communication andCultural Studies, English, History, Theology),Modern Languages (French, Spanish andLanguage for Professional Purposes), SocialSciences (Geography, Psychology, Sociology,Sport/Health/Leisure, and PhysicalEducation/Health/Leisure), and Science,Technology and Mathematics (Food Studiesand Health, Mathematics, Science and

Technology, and Technology includingBusiness Studies, Craft Design andTechnology, Food Studies and InformationTechnology). All courses led to the BAdegree. By the end of the decade, however,there had been further modifications. Sport,Health, Exercise and Nutrition had beenadded to the School of Social Sciences andled to a BSc degree, whilst Technology withits many sub-divisions was dropped fromthe School of Science, Technology andMathematics.

The College Prospectus which was issuedfollowing these changes illustrated theflexibility provided by the new coursestructures. Through a combination ofacademic courses and professionalattachments students were presented withthirty-seven routes by which they couldarrive at graduation. Education courseswere complemented by school-basedtraining placements lasting up to twentyweeks in schools or colleges, and othercourses included up to twelve weeks ofprofessional attachment in otheroccupational areas such as financial andlegal services, human resources, marketingand distribution, and the media. At post-graduate level, students were able toundertake taught courses in the AdvancedDiploma in Education and Post-GraduateDiploma in Journalism. Additionally, therewere PGCE courses in Secondary andPrimary Education and a taught Master’scourse in Victorian Studies.

The PGCE in Primary Education, however,was phased out in 1998.

In 1999-2000 there was a furtherrefinement of the academic managementstructure when the Academic andProfessional Schools were replaced by fourFaculties – Arts and Social Science,Education, Management, and Media.

Courses

“…students were presented withthirty-seven routes by which theycould arrive at graduation”



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Despite strong competition from the newuniversities, Trinity & All Saints hadmanaged, once again, to adapt tochallenging circumstances. When GerardTurnbull retired in 1998, there were nearly2,000 undergraduates and 250postgraduates on roll and there had beenimprovements and extensions to thecampus.

The courses which had once been theCollege’s unique specialisms had beenadopted and developed by otherinstitutions. Advances in technology alsodemanded that all providers of educationinvest in new resources and reassess theirteaching and learning methods. Theincessant pressures from government tomeet quality assurance targets, balancebudgets and recruit students from theCollege’s erstwhile Catholic hinterlandcontinued to erode its individuality and itsreligious identity. Government agencies whohad originally sponsored the Colleges nowappeared to accentuate the influence ofsecularisation and the College, like others,became a complex organisation with itsPrincipal and staff responding to manyinitiatives and regulations, not all of whichwere beneficent. Although qualityassurance had identified effective andefficient systems within the College andalthough it was financially solvent, it wascompelled to move down a path that wouldhave been unthinkable to its founders. Thevisionary was still needed but the vision hadto be cost-effective and rooted in a strategicor corporate plan.

From a historical perspective, perhaps themost notable event of the decade was avery large gathering of present and formerstaff and students to celebrate the College’sSilver Jubilee on 2 May, 1992. Over sixhundred people attended the celebratoryMass in the chapel presided over by Bishop

David Konstant, Bishop of Leeds andChairperson of Governors. As Update, thenewsletter of the FSA recorded:

Graduates from nearly everyone of thetwenty-five classes since we opened in1966 sauntered contentedly along thecorridors, ate and drank in the revived BlueDining Room, played football and rugby,sang on Karaoke videos, gave instantinterviews, explored computers, tested theirtaste, attended (some of them) dramas anddiscussions – but mostly just met oneanother, renewed friendship, remembered,felt their belonging to the continuity of akindly community.

Conclusion

Below: xxxxxxxxxxxxxxxxxxx


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1990’s Memories

“... the students were most welcoming and friendly and thelecturers extremely helpful and approachable...”

TASC Ladies Football Club 1998

TAS Millennium Campaign 1999


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I wonder how many former TAS students can remember theexact date, day and time they first started at the College?I can. It was Monday 10th February, 1997. At half past nine inthe morning, 30 minutes before the first lecture was due tobegin, I met my first fellow student. More of that meeting alittle later. At the age of 28, I was pretty excited aboutbeing there; it was my first time at University. I’d justspent 9 years in the RAF having joined after a year offfollowing my A levels. So I’d escaped one institution for amuch more relaxed one. Although I was probably a tadoverdressed in a shirt and tie.

I very nearly didn’t go to TAS at all. I’d been researchingPostgrad courses in Broadcast Journalism and had been offered a place at Hallam in Sheffield. But I’d metChris Shipp (now a reporter/presenter for ITV News in London) on open days at both colleges and after manyhours on the phone debating which was best, we both agreed that the TAS course with its links to the BBC andYTV in Leeds beat Sheffield’s cheaper version.

We weren’t let down. The course was intensive, pressured but all highly relevant and, although some situationsended in tears (not mine), it was a realistic preparation for life in Radio/TV news. After a tough day of lectures,practical sessions and mind-boggling law seminars, our days were often rounded off with shorthand under the stricttutorage of Mollie. Bless her – I still haven’t used it 8 years on but I may do one day.

The College itself couldn’t be faulted. It helped that we worked through the Easter and summer holidays in thatthere was always plenty of parking and rarely queues at the Canteen. I was back for lunch there last week withRichard Horsman and the food’s still as good now.

The most important thing I can say about the course was that it was great preparation for getting a job – which,when you’re paying a few thousand pounds for the privilege, is pretty crucial. Of the 23 on my course, all of thosewho still want to be in radio and TV are. Mark Garry, my best pal from the course, has just opened a thrivingwrap/sandwich bar opposite the Leeds Uni steps.

Best bit of the course though – sorry tutors, sorry Dean, sorry fellow students – was meeting that fellow studenton the first morning. One thing led to another and after the course finished I followed Sally up to BBC RadioCleveland in Middlesbrough. Two years later Sally followed me back to Leeds when I got a job at Calendar. Wegot married in 2002, our daughter was born in 2003 and we’re expecting our second TAS baby in April 2006. By theway we still live in Horsforth. We just can’t escape TAS – but why would we want to? Happy birthday TAS.

TAS in the 90’s:Jason McCartney


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TThhiirrttyy YYeeaarrss ooff DDiissttiinnccttiivveenneessssiinn TTeeaacchheerr TTrraaiinniinngg.. TToonnyy MMeerrrriittttaanndd JJoohhnn AAllbbaann MMeettccaallffeeTAS, or formerly TASC, education students have always been aware of the distinctive characterand quality of the course at the College. Now that the ‘second generation’ of sons and daughtersof former TASC students are passing through the portals in ever-increasing numbers, it isfascinating to look back at the evolution of teacher education and training at Trinity & All Saints.More recently-qualified graduates and postgraduates may be surprised to learn that the familiarstructure of the ‘School of Education’ did not exist at the outset. Nor was this due to simpleforgetfulness or because the original foundation of the College was a ‘College of Education’.Andrew Kean, Principal from 1965 to 1980, had a unique vision for teacher training in which heconsidered not only that future teachers should hold degrees (long before teaching became an all-graduate profession), but that this degree should be of the highest intellectual caliber. From thisflowed the single subject Honours degree structure which persists to the present day as a uniquefeature of our undergraduate courses. As an intellectual, cosmopolitan and linguist, AndrewKean’s ambition was that the College would be gradually transformed into a Catholic University ofpedagogy and practice; testimony to the eventual achievement of his aim to be seen in theimposing…‘University College’ title of the College now in place above the main entrance.Andrew Kean smashed to smithereens the mould of teacher-training courses as shoddy imitationsof academically-respectable university degrees. If that meant recruiting staff primarily for theirintellectual prowess rather than their classroom accomplishments, so be it, and schools were tobe trusted to provide the practical elements of training which, Kean realised, would need to beconstantly reviewed as the dynamics of society and schools evolved over time. This uniquelyradical philosophy astonished the world of schools and education at the time – yet now, in themid-nineties, government legislation requiring ‘school-based training’ rather than ‘teachingpractice’, implicitly confirms the validity of a concept which Trinity & All Saints pioneered thirtyyears ago.

Andrew Kean’s wartime experiences in military intelligence installed within him campaigningqualities which enabled Trinity & All Saints to innovate and keep ahead of the ‘rest of the field’.Keeping an ear close to the ground entailed regular visits to the (then) Department of Educationand Science to be briefed by ‘informants in the know’. Indeed, such was his vision that it wasremarked, with some justification, that ‘what Andrew Kean thought today the DES would proposetomorrow!’. Trinity & All Saints was the first…to abolish the Certificate of Education; to introduceall-graduate honours degree courses to teacher education; to develop in-service degrees forserving teachers; to diversify College structures, permitting the creation of Schools of Media andManagement alongside the now formalised School of Education.In the years that have followed, up to the present day, succeeding Principals and staff, not only inEducation but in academic departments too, have continued to work towards the realisation of aliberal and radical vision for education. This recognises the need for a teaching profession which isconvinced that the aim of personal, intellectual, spiritual and moral fulfillment is the entitlement ofeach person.

The TAS Review, Issue 4, December 1996


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Since September 1992, the management of the new radio station within TASC

have been able to increase membership from twenty to over sixty. Broadcasting

hours have increased from seven hours weekly to over twenty. The next goal is

to hear TASC Student Radio broadcasting to the halls of residence, further

utilising the new studio facilities of the Public Media Department…

TASC Student Radio In House News, 1993

TASC Times, 1990

TThhee SSttuuddeennttss’’ UUnniioonnFor the year 1989-90 the President and the VicePresident are John Hurst and Louise Sheryn. TheUnion moved to take over the old PerformanceCentre in 1987 and is now looking to move again intobigger premises to service the growing number ofstudents (400 intake in the first year – 1400 in total).

The year has been very hectic in terms of demos andmarches with the attempted introduction of the PollTax and the student loan scheme…

TASC Times, 1991

BBiirrtthhddaayyGGiirrll

““””

TASC 1991 birthday girl must beCatherine Zeta Jones, star of YTV’s‘Darling Buds of May’. She spent her22nd birthday at the College filming aChristmas edition of the show…Perhapsnot quite the ‘perfick’ setting, but suchsacrifices have to be made, said Catherinewho plays the part of Marietta Larkin,David Jason’s daughter, in the show…

2000’sThe 2000s Celebrating 40 years of learning 1966-2006

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Once again, government plans for highereducation influenced the strategicdevelopment of the College. The Labourgovernment, elected in 1997, wascommitted to introducing a number offundamental changes to the highereducation sector.

A Commons Select Committee highlighted,as the major issues, widening participationand fair access, the social gap betweenstudents in higher education, matchingrising skill needs, investment in highereducation, variable tuition fees for students,attracting and retaining high qualityacademics and developing links betweeninstitutes of higher education and business.The publication, in 2003, of the WhitePaper, The Future of Higher Education, andthe subsequent animated debate presentedthe government and the higher educationsector with many challenges and issues, notall of which were addressed in the HigherEducation Act of 2004. The Actconcentrated on widening participation andthe thorny problem of variable tuition feesfor students. However, the government didacknowledge that investment per student

had dropped between 1989 and 1997 andraised funding for higher education from£7.5 billion in 2002-3 to £10 billion in2005-6. Such developments obviouslyimpacted upon the College whilst atanother level and at the same time the TTAwas moving away from the traditionalmethod of training student teachers inuniversities and colleges and wasdeveloping the concept of entirely school-based teacher training.


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The Educational Background:The Labour Government and the Higher Education Act of 2004

If available, detailed caption to go here describingimagery. If available, detailed caption to go heredescribing imagery.


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The College Corporate Plan was amendedto ensure that Trinity & All Saints was wellplaced to meet these challenges, adapt tochange and exploit opportunities.

Accordingly, the College managementstressed the need to widen access andparticipation, to develop the physicalfacilities in order to enhance teaching andlearning and respond to the demands of themany quality assurance agencies inspectingnot only academic attainment but everyfacet of College life. In 2001, for example, aResearch Assessment Exercise measured thequality of the scholarship and researchwithin the College with History achieving agrade 4 rating. In 2003 the QualityAssurance Agency (QAA) undertook anaudit of the College’s academic standardsbased on the concept of institutional self-evaluation. The College’s internal audit setout the procedures and provided therelevant evidence to show how the Collegesecured academic standards through arange of structural arrangements related tocourse provision, resource allocation,staffing, assessment, monitoring andevaluation, and student support andguidance. As a result of this exercise andthe subsequent official assessment, theQAA concluded that ‘broad confidence’could be placed in the College’s ‘currentand future management of its academicprogrammes and in its present and likelyfuture capability to manage effectively theacademic standards of its awards’. ‘Broadconfidence’ was the most positive findingthat the team was permitted to return: thereport was exceptionally commendatoryand the College was justly proud of theoutcome.

In 2001 TAS formally became an accreditedCollege of the University of Leeds with asubstantial amount of devolvedresponsibility, although the University

retained the right to representation on keyCollege committees. The status of some ofthe remaining colleges in Yorkshire hadchanged, however. The North RidingCollege became non-viable and mergedwith the University of Hull in 2000 whilstBretton Hall College near Wakefield mergedwith the University of Leeds in thefollowing year. This left Trinity & All Saintsand York St John College (formerly theCollege of Ripon and York St John) as theonly two accredited colleges of theUniversity of Leeds. As far as Catholiccolleges were concerned, there was nofurther reduction in numbers. Trinity & AllSaints, Newman College, Christ’s College(Liverpool Hope), Digby Stuart (RoehamptonInstitute), and St Mary’s College survivedinto the new century. In 2002, marking yetanother stage in the development ofvoluntary denominational colleges, theCollege became a founding member of theConfederation of Church Colleges.

Internal management structures continuedto be refined. In 2002 the post of Directorof Finance was abolished and Jill Bancroftbecame Assistant Principal (Finance andPersonnel). Jenny Share was appointed tothe newly-created post of Assistant Principal(Registrar and Clerk to the Governors). Anew post of Director of Learning andTeaching was also created withresponsibility for quality support andemployer partnerships. In 2003, MalcolmRedding retired as Assistant Principal(Administration). In his place, Mark Shields,from Leeds Metropolitan University, wasappointed Assistant Principal (Resources)and assumed the role of Clerk to theGovernors. David Samuel, AssistantPrincipal (Academic) retired in 2005 andwas replaced by Alexa Christou, from theQuality Assurance Agency.

The College

Above: xxxxxxxxxxxxxxxxxxxRight: xxxxxxxxxxxxxxxxxxxFar Right: xxxxxxxxxxxxxxxxxxx

The College entered the new century with asubstantial and successful tradition ofproviding distinctive and high qualitycourses inspired by Christian ideals andprinciples of inclusiveness. It claimed withconfidence that, as was the case in 1966, itcontinued to provide a supportiveenvironment for its staff and students andthat it welcomed a diverse community oflearners. In the years since 1966, however,the whole context of providing highereducation had changed and Dr Coughlanand his staff had to respond to a massivearray of external influences and variableswhich would not only dictate the directionin which the College moved but would alsoestablish criteria by which it would bejudged and categorised. Once again, theCollege was compelled to adapt to rapidlychanging circumstances and was regularlyinspected and audited across a range ofprovision from student achievement tohealth and safety issues, from subjectreviews to human resources strategies, andfrom research assessments to commercialservices.

In a harshly competitive world the Collegefirst had to continue to attract students. In1966 the prospectus was a simple factualstatement of what the Colleges were,where they were, and what they offered

but by the 1970s, with the Colleges’developing a reputation for innovativecourses and achieving success in otherfields, an illustrated brochure containingmuch more detail had been introduced. Thepattern was developed in succeedingdecades and both potential graduate andundergraduate students were presentedwith informative and well-illustratedprospectuses. Marketing and admissionsbecame more closely inter-connected asstudent recruitment generated income andwhen an increasing number of studentsfaced a bewildering range of choices at18+, on graduation and in later life.

External relations became very seriousbusiness. Exploiting new publicity strategiesand print and media technology, theCollege was successful in its attempts torecruit and retain students and for the firstfive years of the decade student numbers,including mature students and overseas

students, continued to be above 2,000although not all subjects recruitedsuccessfully. Applications for entry in 2004,for example, rose by over 20% on theprevious year. At the same time, studentachievement continued to improve withmany receiving upper second class degreesor above and a substantial proportionreceiving first class degrees. The vocational-academic nature of the College degrees alsoensured that graduate employability was astrong feature of the College’s performance.In 2005, the College topped the SundayTimes league table for graduate employmentacross all UK higher education institutions.

Student surveys indicated a very high level ofcourse completion and student satisfactionwith the College’s provision.


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Students also benefited from the increasednumber of public awards and accolades foroutstanding achievement. In 2002 fourstudents from the Centre of Journalism wonprestigious national student awards forreporting in broadcasting and newspapers.In 2003 and 2004 there were studentsuccesses in the Yorkshire Young AchieversAwards for Management and Enterpriseand also in undergraduate competitions atthe Institute of Food, Science andTechnology. The College’s sportingtraditions were upheld with studentsgaining representative honours at variouslevels and in a variety of sports. Theelection of former Management andMathematics student, Nicky Chapman, tothe House of Lords in 2004 as a non-partypolitical peer was particularly notable.

Statutory requirements continued to makedemands on the staff. Consequently,administrators, support staff and teacherswere under continuous pressure to performeffectively, efficiently and ethically. Inadministrative offices, lectures, tutorials,

workshops and seminars staff had to bemore sensitive to regular inspection andcloser external scrutiny and be ever awareof the multiplicity of government fundinginitiatives. Recruitment, retention rates, staffdevelopment, assessment and recording,research and the ability to generate fundsplayed an increasingly dominating role.

The original mission of the Colleges hadbeen to train Catholic student teachers forCatholic schools and provide staffdevelopment for serving teachers. As the2003 internal audit revealed, this functioncontinued but not to the same level. Out of2,360 full-time students, only 742 werefollowing teacher training courses, at eitherprimary or secondary level, or continuingprofessional development courses. As in1966, the Initial Teacher Training coursecontinued to include specialist subjectstudies with professional studies ineducation and school-based training.Developing its traditional links with schools,the College responded to the government’sdrive to have student teachers trained in

schools and formed a partnership with eightschools in Leeds to offer school-basedteacher training. The School Centred InitialTeacher Training Partnership (SCITT) wasaccredited by the TTA and providedstudents with the opportunity to workalongside experienced professionals. TheTTA and the Department for Education andSkills (DfES) also funded a pilot scheme inthe SCITT schools to provide support anddevelopment for ITT students. In 2005 theCollege maintained extensive teachertraining partnerships with over 160 Catholicprimary and secondary schools and some40 schools of other religious affiliations,over a geographic area spreading fromNewcastle in the north to Stockport in theWest and down as far as Worksop to theSouth.

A similar form of consolidation andinnovation was the College’s involvement inthe continuing professional development(CPD) of serving teachers, particularly inCatholic schools.


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The College also provided continuingprofessional development for servingteachers in curriculum leadership andheadteacher training, mostly incollaboration with the four North-EasternCatholic dioceses. The College provided theCatholic Certificate of Religious Studies andwas also involved in the Mentor scheme fornewly-appointed headteachers. Followingthe government’s school workforce re-modelling initiative, the College providedtraining and assessment for Higher LevelTeacher Assistants (HLTA) employed toassist teachers in the classroom and in otheractivities. By 2005, the College had becomethe leading HLTA provider in WestYorkshire. It was reminiscent of Kean’sSchool of the Future and bears closely onthe fulfilment of the College’s originalmission. In addition to providing staffdevelopment for teachers, the Collegeensured that its own staff had the sameopportunities. Those lecturers without anyform of postgraduate teacher/lecturertraining undertook the PostgraduateCertificate in Learning and Teaching in

Higher Education. In 2001 the College wasawarded the prestigious Investors In Peoplestandard for its commitment to thedevelopment of all its staff and in 2004 thiswas followed by the Investors in PeopleManagement and Leadership Model awardfor its management and leadershipdevelopment programme. The College wasone of the first institutions in the country toreceive this prestigious award.

Widening participation continued to be afeature of the College’s mission andthrough regular events and coursesprovided by the Faculty of Education itcontinued to collaborate with primary andsecondary schools. The Year 7 Passport Daywas designed to raise educationalaspirations at an early age. The Year 11Summer School presented students with theopportunity to live on the College campusand experience university life. TheAimhigher scheme was designed to engagestudents from year 9 to year 13, increasetheir awareness of higher education andraise their aspirations. The student

mentoring scheme provided Collegestudents with the opportunity to workclosely with year 10 and 11 students inlocal schools, whilst the StudentAmbassador Scheme involved them inHigher Education Fairs and a variety ofschool-related programmes. Otherdevelopments also enhanced the College’sservices to schools. In 2003 the SchoolsHistory Project, based at the College since1978, was awarded a National TeachingFellowship worth £50,000 to developcourses and materials for Key Stage 3 andKey Stage 4 and to provide related staffdevelopment. Staff of the Comenius Centre,opened in 1994, continued to be active inthe national network of support for theteaching of Modern Languages and in theprovision of staff development courses forserving teachers. Annual conferences andlocal events held at the College involvedprimary and secondary schools, graduatestudent teachers and trainee teachers fromEurope.

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The well established principle of Collegelecturers sharing their experience andresearch continued, with many writing forschools, academia and professional traineeson a range of topics including journalism,Islamic Empires, economics, morality,contemporary Catholicism and literarycriticism. Four lecturers contributed to theOxford Dictionary of National Biographypublished in 2004.

Illustrating the increased possibilities foracademic staff to become known and activeoutside the College and its exploitation ofmodern technology, the College’s Learningand Teaching Strategy attracted fundingfrom HEFCE to appoint four Web LearningFellows to develop web-based teachingmaterials and e-learning packages. In 2003the College became part of the North LeedsNetworked Learning Community bringingtogether education providers to shareexperience and undertake new initiatives toencourage greater student autonomy inlearning. A College research Committeepresided over post-graduate and staffresearch activities. Teaching staff continuedto undertake research and fellowshipsacross a number of subject areas and in allparts of the world, whilst conferences heldin the College enabled scholars to share anddiscuss findings and current practice.

The Royal Literary Fund supported theappointment of an Academic Writer inResidence, whilst the College developedeffective research cultures through itsCentre for Journalism, established in 2001,and its Leeds Centre for Victorian Studies.The staff of the Centre of Journalism,published articles in international researchjournals and developed an MA injournalism. A key part of the Centre’straining programme was the production ofreal news in real time and in 2003 abroadcast studio, to complement the

television studio, was opened in theCollege. Students were heavily involved incommunity broadcasting and other forms ofnews media and the Centre became one ofthe country’s leading providers ofpostgraduate journalism training.A recognition of the Centre’s reputationwas its selection by Yorkshire Television tobe its associate in the Yorkshire MediaEducation Partnership.

This consolidated the long partnershipbetween the Centre and YorkshireTelevision and reflected the collaborationundertaken over the past forty years. In2002, in acknowledgement of the firmrelationship between the College and theUniversity of Leeds, and in recognition ofthe quality of research and teaching at theCollege, a joint College/University selectionpanel appointed Dr Martin Hewitt, Directorof Research, to the Developmental Chair inVictorian Studies and confirmed his title asProfessor of Victorian Studies.

The long-established College tradition ofworking with employers and providingprofessional attachments was redefined inthe Business and Community Strategy.Supported by the HEFCE/Department ofTrade and Industry Higher EducationInnovation Fund, the focus was to provideresources and support to encourage avariety of interactions with private, publicsector, and voluntary organisations.

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Courses

The central focus of the College hadalways been the delivery of taught-coursehigher education and, responding to bothcontemporary student aspirations and theneed to remain attractive and viable, itcontinued to offer an extensive range ofundergraduate courses containing a strongelement of vocational education andhands-on experience.

Modular programmes allowed for themaximisation of staff expertise andprovided a wide range of choice forstudents who were able to embark onsingle, joint or combined honours degreecourses. An indication of how far theCollege had moved away from its originalpurpose was in the single honours divisionwhere Primary Education was only one oftwenty-two subjects on offer. It was notoffered in the joint or combined honoursdivisions but within the single honoursPrimary Education course there remainedthe opportunity to pursue studies in English,History, Physical Education, Science andTheology. Education remains the singlelargest intake – both at undergraduate(primary) and post-graduate (secondary)levels. The emphasis placed originally onthe vocational element had, for manyreasons, led almost inexorably to a situationwhere courses related to the media,business, sports, nutrition and health,journalism, psychology, and marketing, forexample, influenced admissions, thecomposition of the student body and theCollege’s Catholic ethos. The continualattention to the range and quality ofcourses, however, has meant thatcurriculum development has never ceasedand this has enabled the College tomaintain its position as an attractiveproposition for students.

Re-modelling course structures, theemphasis on vocational preparation,

accreditation for prior learning, theintroduction of Foundation degrees and theuse of bursaries all contributed to thecontinuous process of change anddevelopment.

At post-graduate level, taught coursesremained the focus but programmes leadingto MPhil and PhD awards were supervised,reflecting the quality of teaching in theCollege and the fact that the University ofLeeds felt confident enough in the College’sresources and professional expertise todevolve such responsibility. Seven separatePGCE courses were offered in secondaryeducation (Business Studies, English, History,Mathematics (2 courses), Modern ForeignLanguages and Religious Education). InBusiness Studies it was possible to study fora Master’s degree or a PostgraduateDiploma or Certificate. An MA in PublicCommunication and a PostgraduateDiploma in Public Communication wereoffered, as was an MA in Bi-Media (Radioand TV) or Radio or Print Journalism. APostgraduate Diploma in the same subjectswas also available. There was an MA and aPostgraduate Diploma in Literature andSpirituality, and the MA and PostgraduateDiploma in Victorian Studies established inthe 1990s continued to flourish.

The links with outside agencies continued toenhance the range and quality of degreecourses. A Foundation Degree in Childhoodand Youth Studies was developed inpartnership with Canterbury Christ ChurchCollege whilst a collaborative proposal withYork St John led to a Foundation Degree inSupporting Learning. The British EducationalCommunications and Technology Agency(BECTA) worked closely with the College topromote on-line community educationprojects, and funding was received fromDfES and TTA to develop e-learning amongtrainee teachers.


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In the first six years of the twenty-firstcentury the College continued to modify itsmanagement, organisation and curriculumin response to external pressures.

The world of higher education, indeed of alleducation, had become much morecomplex than in previous decades. Incontinuously challenging circumstances theCollege has remained true to the ideas andethos so firmly established and developedby the pioneers.

At his last All Saints Day address to theCollege staff in November 2005, DrCoughlan said that the College’s creditablerecord alone was not enough to guaranteeits future. The secret of survival lay not instrength nor in intelligence but in the abilityand preparedness to adapt. Emergingstrongly from the history of the College, hecontinued, is a theme of survival byadaptation, decade after decade. Trinity &All Saints is one of the three free-standingCatholic higher education collegesremaining of the sixteen that were there in1969. To be certain of survival, theCollege’s appetite and facility for adaptationmust be maintained. He concluded:

The College is currently in a strong financialposition, with good student recruitment,strength in quality assurance and excellentrates of course completion and graduateemployment. Growth in student numbers ison target to reach 3,000 by 2009-10. TheEstate Master Plan estimates that thecampus has capacity to accommodate astudent population of 5,000 full timeequivalent.

Before its 50th Anniversary, that is, withinten years, it is envisaged that the College,whilst remaining faithful to its mission andvalues, will have attained degree-awardingpowers and university status, that its

student numbers will be 4,000 plus and thatit will be regarded as a sector leader as anethically-driven, student-centred provider oftop- quality higher education.

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TASCUS: The Current President’s Perspective Celebrating 40 years of learning 1966-2006

Today’s Students’ Union concentrates heavilyon issues that are relevant to modern societyand student officers now representincreasingly diverse interest groups.

The 2005/06 year has seen Trinity & AllSaints Union of Students (TASCUS) begin tooperate with a Student Council, as well asan Executive Committee. This means thereare now more positions of office to be filledthan ever before, causing the democraticprocess of the Union to change. TheStudent Council is now the supremedecision-making body of the Union.

TASCUS currently has very good links withthe National Union of Students (NUS). Inprevious years, the sabbatical officers(President and Vice-President) have notbeen heavily involved with NUS. This year,though, I made it a personal goal to forgebetter links with more institutions and haveachieved this by attending a number oftraining programmes, campaign launchesand conferences. At these events it canoften be difficult for a Union as small asTASCUS to feel involved, but it is importantto network and make good contacts whomyou can both rely on for help and help outwhen necessary.

TASCUS currently puts on a range ofentertainment for the students, especiallythose who live on campus. Here is a list ofthe entertainment we currently provide:

- Weekly Pub Quiz every Tuesday- Monthly Live Comedy- Open Mic Nights- Motown & Northern Soul Night- Film Nights- Bingo

We also plan a range of fancy-dress themeparties, for which we usually acquire a latelicence. This means we can serve alcoholuntil 1.30am as opposed to 11pm. For the

most part, these parties are planned for aFriday night. If we are not partying in thebar on a Friday, then we usually run a busto a night-club in Leeds such as Creation orthe Leeds University bar Stylus. These proveto be very popular with students oncampus, as travel to and from the citycentre can often prove inconvenient andexpensive.

Each year, TASCUS plans a RAG week forcharity. RAG stands for Raising And Givingand we have a RAG Officer who is part ofthe Student Council and oversees the events.

Many people do not realise quite howpolitical an organisation TASCUS is. Eachyear, elections are held for every position onthe council. This process is repeated halfwaythrough the year when the bi-elections areheld. These came about as a result ofelections being held, but not every positionbeing filled. So, six months later, thepositions that weren’t filled were re-openedand people were given the opportunity torun for those positions again. Thus, we nowhave full elections every March and by-elections every October.

We do not, however, support any politicalparty. We are a democratic organisationthat has members from a wide variety ofbackgrounds and different walks of life. Toaffiliate ourselves to a party would notstand in line with these values.

TASCUS also has a range of facilities onoffer for the students. The SU building hasa well-used bar on its ground floor, whichplays host to the entertainment outlinedabove. We have a dance studio located onthe first floor next to the offices, which canbe used by any student or staff memberfree of charge whenever they like as long asa booking is made in advance. A morepractical service is the launderette. There is

a room directly beneath the President’soffice that is home to six washing machinesand six dryers, which can get quite busy ona campus of 500 resident students!

Trinity & All Saints prides itself on its rangeof undergraduate courses relating to Sport,Health, and Nutrition. As a result, we find ahigh level of interest in the sports teams.The most popular of these teams are -somewhat unsurprisingly - men’s footballand ladies’ netball. However, men’s rugbyleague attracts a lot of attention, as docricket and hockey. Overall, TASCUS has athriving sports department, whichcontributes greatly to its communalatmosphere.

Each year, the TASCUS President sits on theCollege Board of Governors and severalother committees. Sitting on thesecommittees is one of many ways in whichthe President acts as a communicatorbetween the students and the College –and at times provides the best opportunitiesto get things done around the College.

At the moment, though, TASCUS is goingthrough a period of change. For the last 24years it has operated with a part-timeadministrator. This changed in the summerof 2005 when the Administrator positionwas made redundant with a view to theUnion employing a full-time GeneralManager. So far this year we haven’tmanaged to employ one. This is due tofinancial restrictions. However, because wehave gone five months without having topay the wages of an administrator, we willbe able to employ a GM from around nextFebruary and afford to pay their wages forthe rest of this year and the whole of nextas well.

TASCUS is changing. But times change, andchange is good.

TASCUS: The Current President’sPerspective Tommy Holgate President 2005/06

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TASCUS: The Current President’s Perspective Celebrating 40 years of learning 1966-2006

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19662006Celebrating 40 years of learning

James Hagerty

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Leeds Trinity University College - Celebrating 40 years of Learning