Author's Note 
New Hampshire College will always be a place that is special 
to me. It is my hope that I am able to convey to the reader 
some of its singular qualities. 
In talking to different people, it was soon apparent that 
each person has his or her version of the past. So although I 
have included facts and figures, the major emphasis in this 
history is on people's reflections of what they saw and felt. 
It is in this manner that New Hampshire College can be best 
depicted, because New Hampshire College is the story of people 
and how their dreams were realized. 
Dr. Everitt Sackett (d.o.b. and d.o.d.), was a member of New 
Hampshire College's Board of Trustees at his death. He was the 
Executive Secretary of the Coordinating Board of Higher 
Education and was also the Dean of the School of Liberal Arts at 
the University of New Hampshire. I am indebted to him for his 
extremely extensive research into the papers and archives of New 
Hampshire College. Without his valuable work, I could not have 
undertaken this book. 
My Mother's recall and recollections are an essential part 
of this account. She was remarkable in the how much she 
remembered and in the detail in which she remembered it. 
Whenever I had a question, I turned to her. Mostly, she 
remembered. On the occasions that she did not, she graciously 
did the research. 
writings and 
I also thank my brother for his time and extremely valuable 
contributions. He was able to synthesize and make connections 
to seemly disparate events were extremely important in helping 
to unify this book. 
I want to express my grateful appreciation to everyone who 
gave of their time. They were members of the Board of Trustees, 
administration, faculty, staff and alumni. I deeply regret that 
I was not able to speak to every person connected with the 
School. 
Ann R. Shapiro 
1 / 2 0 / 8 6 
TABLE OF CONTENTS 
Chapter I: 1932-1952 1 
H . A . B . Shapiro 2 
As founder, teacher, headmaster. 2 
Personal 4 
Opening Days . 5 
The Early Years . 8 
Academic Services - Curriculum . .... 8 
Academic Services - Faculty. .11 
Support Services - Enrollment. 14 
Graduation 15 
Finance and Administration - Name of School..... 18 
Facilities 19 
Chapter II: Academic Services: Undergraduate School of Business 
Curriculum. 1 
Introduction and Philosophy.... 1 
Fifties and Sixties 1 
Seventies 6 
Special Programs 12 
Faculty . . 14 
The Spirit 14 
1952-82 17 
Nellie Young 17 
Secretarial Science 18 
Accounting 20 
Management Information Science 22 
Faculty Attitudes and Organization 23 
Billie Rae and Louis Leotta 29 
Academic Deans. 32 
Chapter III: Academic Services - The Other Divisions.... 1 
Continuing Education 1 
Introduction. .. 1 
Evening Schools - Early Days....... 2 
Evening School - 1982 4 
Off Campus Programs 5 
San Juan Center 13 
Special Programs. 20 
Franchise Courses 20 
Upstart .22 
Educational Training and Resource Center.......... 23 
Summer Programs 24 
Seminars and Training Programs 26 
English as a Second Language. 27 
School of Human Services 29 
Graduate School of Business.... 39 
Chapter IV: Student Services............................ 1 
Philosophy 1 
Student Activities 3 
Student Government, Clubs and Organizations 3 
Newspapers 11 
Dances, Functions and other Activities 19 
Fraternities 21 
Drinking on Campus 25 
Discipline . .32 
Program and Speaker Series 36 
Sports and Athletics 39 
Chapter V: Additional Student Services. 1 
Vietnam. . 1 
Jaywalking 6 
Library 8 
Until 1965. 8 
1965 to the New Campus .....12 
New Campus 17 
Admissions and Financial Aid 21 
1932 - 1957 .................21 
Public Relations to 1957.. 27 
1957 to 1971 29 
1971 - 1982 33 
Admissions Overview 35 
Financial Aid 37 
Housing .41 
Epilog 
Placement and Internships 47 
Placement. . . .47 
Internships. . .51 
Graduation 54 
Alumni. 56 
Placement 56 
Organization 58 
Chapter VI: Administration 1 
Institutional Style and Purpose 1 
Growth 4 
Gertrude Crockett Shapiro 11 
Early years 11 
Retirement as President 18 
Gertrude Shapiro and Edward Shapiro 19 
Edward Shapiro 20 
Hanover Street 26 
Incorporation, Name Changes and Approvals..... .34 
Business School Accreditation and Degree Granting Author.37 
Regional Accreditation. 43 
Chapter VII: Administration - Continued.................. 1 
"The Decision" - Becoming a Nonprofit College 1 
Board of Trustees 10 
New Campus...............................................15 
J'accuse 39 
CHAPTER ONE: 1932 - 1952 
Founding 
H.A.B. Shapiro 
As founder, teacher, headmaster 
In 1932, at the age of 28, H. A. B. Shapiro founded a 
Business School. Why does a person start a school in the middle 
of the "Great Depression"? Since he was a Certified Public 
Accountant (C.P.A.), passing his exam the first time he took it, 
he had a profession. Since he had come to Manchester, New 
Hampshire to be Office Manager and Accountant for a distant 
relative, E. M. Chase, of the E. M. Chase Furniture Company, he 
had a job, a position which he later left to form his own 
accounting firm, Moran and Shapiro. 
Ail who knew him consistently say the same thing about him. 
He was a born teacher. In that case why didn't he get a job 
teaching at an already existing institution? The answers are 
both simple and complex. He didn't like the way accounting was 
taught at other institutions: students were taught the facts, 
but were not taught to understand what they were doing. One of 
Mr. Shapiro's early auditing jobs was with a Boston finance 
company. One day the Treasurer called him aside so that the 
other employees couldn't hear and asked, "Mr. Shapiro, I 
understand why an asset has a debit balance, but can you tell me 
why an expense account has the same kind of balance as an 
asset?" 
1 
I then realized that he and a great many others, while they 
may be good bookkeepers, actually do not understand the 
basic theory of bookkeeping. To get bookkeepers to really 
understand the theory of debit and credit was my basic drive 
to start teaching (Radio interview, 1951). 
According to his wife, 
He preferred teaching the beginning students over the more 
advanced students, because he felt that that was where they 
needed the background. The first chapters were taught by 
him in his office - each student had private instruction in 
elementary accounting. Also, he was most anxious to develop 
an electronic device to be able to show his method of 
teaching. It was something that he always wanted to do". 
According to George Teloian, currently Chair of the 
Accounting Department, 
I hear, from old alumni, they still praise Mr. Shapiro very 
highly. They say that he was the best accounting teacher 
they ever had. He was a very good teacher. He devoted a 
lot of time to the individual, which is difficult and tough. 
As can be seen, one of the central tenets surrounding the 
founding of New Hampshire College was the central focus on the 
importance of teaching. Closely allied to that is the value 
placed on understanding, in that it imbues confidence which in 
turn leads to empowerment. This notion addressed the importance 
of the individual. 
2 
According to J. Mara now Den of the Graduate School of 
Business, 
My interest in NHC goes back to when Mr. Shapiro was alive. 
I knew him quite well. He was very good to me when I was a 
high school junior and senior. I did not know what I wanted 
to do. I thought I wanted to be an accountant. The idea of 
being a C.P.A. kind of fascinated me. I had thought of 
going to NHC, but I really didn't know what I wanted to do. 
Dr. Mara continued. 
My father had an office in that building and when I used to 
go there to visit, I would stop by to chat with Mr. 
Shapiro. I'm sure I was a pest to him, but I would sit down 
and talk to him about college and things of that sort. I 
decided when I was a senior to apply. He turned me down and 
told me that I should go to a four year college - that I 
should get a degree and then come back to NHC at some point 
and pursue my C.P.A. 
Who ever heard of a school of business, particularly a 
proprietary school, turning away a good student? It happens 
when the importance of the individual is paramount - when in the 
occasional situation that there is a conflict between business 
and education, there is a recognition of the fundamental purpose 
for which one is in business - to educate. 
3 
Personal 
H.A.B. Shapiro was born in Lithuania in 1904 and moved to 
Maiden, Massachusetts with his parents and older sister in 
1907. In a manner typical of many oldest male Jewish immigrants 
of that time, he sought the most direct way of having a 
profession. For him, it was to study for his Bachelor of 
Business Administration (B.B.A.) degree which he received cum 
laude from Boston University in 1927. 
His graduation did not mark the start of his accounting 
practice, for while he was a student, he had obtained several 
jobs in the field through instructors who had accounting 
practices. One of his biggest thrills during his student days 
was being picked out of a class to proofread and critique a text 
that had been written by one of his professors. That man was 
James V. Toner and the book was Mathematics of Finance and 
Accounting. 
These experiences perhaps were the beginning of two 
important concepts: instructors, when possible, should have a 
practical as well as a theoretical background and working to 
assist in financing one's college education was not only an 
acceptable practice, but understood as part of the regimen of 
many students. 
Following his graduation, Mr. Shapiro worked for several 
attorneys and Certified Public Accountants in Boston. After 
passing his C.P.A. examination, he moved to Manchester, worked 
4 
for the E. M. Chase Company, established his own practice as a 
C.P.A. and in 1932 founded a business school. 
Another event in 1932, of personal importance to Harry A. B. 
Shapiro, and, as it turned out of vital importance to the 
fledgling school as well, was his marriage in June of that year 
to Gertrude Crockett of Stonington, Maine, after a three month 
romance. During the early years she did not take an active part 
in running the school, but became well acquainted with its 
operation by assisting her husband. Her activities centered on 
making a home for her daughter Ann and son Edward. There was 
little separation of the home from the school, for at an early 
age the children too helped out at the school (5). 
It was around Passover time and we were very much in love 
and we decided to get married in June. My Mother was going 
back to live in Maine where she had a home so rather than 
waiting as we originally planned to get married in August, 
we got married in June. It turned out to be a very wise 
move. His father died while we were on our honeymoon. If 
we had waited, we might never have been married. He might 
have felt that his responsibilities as the oldest son might 
have prevented him from marrying. 
I learned after or about the time we decided to get married 
that he was interested in establishing a business school 
where he could teach students not only how to do 
bookkeeping, but why. And, that is how New Hampshire 
5 
College was born in the latter part of May, 1932 (Interview 
with G. C. Shapiro). 
Mr. Shapiro's health had been failing, and on September 10, 
1952, just 20 years following the establishment of his school, 
he died. His son was a Sophomore at the University of New 
Hampshire and his daughter was a Freshman in high school. 
Gertrude Shapiro was to embark on a journey that would take the 
then New Hampshire School of Accounting and Commerce with its 
twenty-five students to her retirement as President in 1971. 
When she retired as President, the College was a degree 
granting, nonprofit institution of higher education with a day 
enrollment of 955 and with a brand new 70-acre campus. 
Opening Days 
Founded as a copartnership by Joseph F. Moran and H. A. B. 
Shapiro, the firm of Moran and Shapiro named their new 
organization New Hampshire Accounting and Secretarial School. 
The original idea was for Shapiro to keep his C.P.A. practice 
and for Moran to work exclusively with the School. Each partner 
contributed four hundred dollars ($400). 
...to be used and employed in common between them for the 
support and management of the said business, to their mutual 
benefit and advantage (Articles of Copartnership). 
This document was signed by both partners on August 11, 1932. 
On January 14, 1933, for the sum of one dollar, Shapiro bought 
out Joseph Moran, agreeing to pay all debts incurred 
(dissolution agreement). 
Apparently, the ethics and values of Moran and Shapiro 
differed. Mrs. Shapiro expressed it best when she said, 
6 
"I think this man took us to the cleaners". Rules of conduct 
were to be above reproach. This then is another value - honesty 
and integrity. 
We have the beginnings of what is now New Hampshire 
College: quest for knowledge, information and understanding; 
concern for the human being and for ethical and moral behavior. 
For an educational institution, these values surely are not 
unusual. Assuredly the Founder, H. A. B. Shapiro, did not go 
around stating these values publicly. 
What made this College unique? To explore this question, 
this history will rely on newspaper accounts, New Hampshire 
College records, and personal recollections of those that were 
and are involved with the institution. 
It is rare, although not unique, for an institution of 
higher learning to have its founding based not on money, but on 
dreams. Eight hundred dollars, even fifty years ago, was not a 
great deal of money. Schools and colleges are traditionally 
founded when someone has a great deal of money and wishes to 
carry on his (rarely her) philosophic traditions by leaving 
money to start a post secondary institution. New Hampshire 
Accounting and Secretarial School was founded to provide 
students with an opportunity to learn to think independently, 
and to provide an opportunity for personal and professional 
development. 
The formal opening took place at 8 a.m., September 12, 
1932. The student body numbered seven in the day program and 
7 
thirty-five in the evening classes. 
In a letter to Professor Walter J. Coggin of Boston 
University inviting him to participate in the opening 
ceremonies, Mr. Shapiro said, "Even if we do not get another 
student, our school will be on a paying basis (4)". This 
comment signified several notions that would become important 
principles for the fledgling school. The institution would 
operate on financially sound principles, while at the same time 
be the best educationally. This was a proprietary 
(profit-making) school that recognized the need to operate 
economically, while at the same time recognized that whether 
there were 7 students or 1500 day students, each student was 
entitled to receive his or her educational fair share. 
Even in our capitalistic society, a for profit educational 
institution was (and is) looked upon as somewhat questionable in 
its practices, while a not-for-profit educational institution 
was generally admired. In part, it was this concern for meeting 
and balancing these competing values that gave New Hampshire 
College its educational strength and leadership, and was also a 
primary factor influencing the College's becoming a nonprofit 
institution. 
The Early Years 
Academic Services - Curriculum 
A large part of the student's academic studies were done on 
an individualized basis. 
8 
In this school your course of study will be mapped out in 
accordance with your needs, your aptitudes and with 
consideration to the best opportunities for employment... 
We recognize the fact that no two students are alike in 
capability, aptitude, or natural inclination. Therefore, we 
individualize our students - we study them as individuals 
and teach them as individuals (Preface). 
Students may enroll at any time during the year, excepting 
when a unit of work is so well under way or so nearly 
completed that it would be an inconvenience or handicap to a 
student's progress to enter at that specific time (NHSAC 
catalog, vol. V, nd (c. 1948-1952), p. 5). 
Although the above quotation was taken from a later catalog, 
the curriculum pursued the above policy into the later fifties 
and early sixties. Indeed, although the same policy was not 
practiced in 1982, the availability of special assistance and 
tutorial help for students in the Accounting courses are 
directly derived from this policy. 
During the early years instruction and programs were 
conducted to meet the needs and interests of the individual 
student. School started in September and students could start 
on any Monday - a sort of "rolling enrollment process"! 
Students progressed at their own speeds. It was clearly stated 
in the catalog that, 
Diplomas are granted on the basis of achievement and 
satisfactory completion of courses of study, not 
9 
on a time-spent-in school basis, as is the practice with 
many schools (Ibid,. NHSAC catalog, n.d.)M. 
From the beginning Mr. H.A.B. Shapiro spent a great deal of 
time working with individuals. Paul Brewster, who was graduated 
in 1947, said, 
School was through at 1:00, but I always stayed at the 
school all afternoon. I went out to lunch and then worked 
on the required assignments. I spent a great deal of time 
with Mr. Shapiro. I got an awful lot of help from him. We 
used to work problems together many times. 
The current curriculum has its antecedents in the program of 
study required in the 1930's. Although the School offered one 
and two-year secretarial majors, the two accounting majors were 
the mainstays of the curriculum. One was the Junior Accounting 
Course which is described as taking approximately one year to 
complete and the other, the most important, was the Senior 
Accounting and Business Administration course. 
This extremely comprehensive program required 10 accounting 
courses, four of which were required in the first year: 
Elementary Accounting I and II, Payroll Accounting and 
Accounting Principles. In the second year, students took 
Constructive Accounting (System Building), Intermediate 
Accounting, Advanced Accounting and C.P.A. Problems, Cost 
Accounting, Income Taxes and Auditing and C.P.A. Problems. 
In addition, students had to take Business Mathematics, 
10 
English I and English II, Business Law I and II, Spelling and 
Vocabulary Building, Filing and Indexing, Office Machines, 
Psychology, Economics, Business Organization and Management, and 
Current Business Problems. The following "electives" were 
required: Advertising, Clerical Procedure, Merchandising, 
Penmanship, Public Speaking and Salesmanship. It is no wonder 
that students who later returned to earn their baccalaureate 
degree had little difficulty completing the requirements for the 
degree. Most of them had completed all their Accounting 
requirements - except for updating their skills. 
Academic Services - Faculty 
According to Mrs. Shapiro, the first faculty and staff were 
H.A.B. Shapiro, one English Instructor, one Shorthand 
Instructor; Mrs. Marie Bouchard, one person doing admissions, 
Mr. Moran and herself. 
Contrary to the practice in business schools of the time, 
Mr. Shapiro always insisted that teachers in the school have 
college degrees as well as experience in business (6). 
The faculty carried heavy loads. As an example, the 
teaching schedule in 1947-48 for Dr. Nairn, Monday through 
Friday, read: 
08:00 - 08:40 Payroll Accounting 
09:20 - 09:20 Accounting 
10:00 - 10:40 Accounting 
10:40 - 11:20 Accounting 
11:40 - 11:20 Business Law 
12:20 - 01:20 Accounting 
11 
In the afternoon, he was in his office. 
An evening schedule for another teacher showed: 
07:00 - 07:30 Stenotyping; Shorthand I 
07:30 - 08:00 Stenotyping; Shorthand 2 
08:00 - 08:30 English 
08:30 - 09:00 Typing (29) 
Some courses, especially in the evening, were taught on a 
part-time basis by local business and professional men. For 
example, Attorney James B. Sullivan lectured on Business Law. 
Douglas J. Burnett, C.P.A. taught evening courses in Cost 
Accounting, Auditing, Taxes and Advanced Accounting. John J. 
Gaines, Executive Secretary of the Manchester Taxpayers 
Association, taught Business Economics and Public Speaking (7). 
An example of the type of education, student, opportunity 
and the amount of interest in the student is exemplified in the 
story of one of New Hampshire College's 1941 graduates. 
Mary Andrews Janosz attended New Hampshire College during 
the 1940-41 academic year. She was graduated from the 
University of New Hampshire in 1939 and taught in Hopkinton, New 
Hampshire for one year. For a variety of reasons, after talking 
to H. A. B. Shapiro, she decided to take a one year program. 
She spent the year earning her Business Teacher Education 
Diploma. (This was not a teacher certification program, but it 
probably marked the first graduate in what was later to be the 
Business Education major.) 
12 
After completing the program, she spent the first year as a 
teacher-secretary. In this capacity, she taught Typing from 9-1 
and was a Secretary from 2-5. What was especially interesting 
regarding this program was that it had been adapted to teach 
military correspondence. Mrs. Janoaz was involved in what was 
evidently the first Continuing Education program. 
Following her year at New Hampshire School of Accounting and 
Finance, she taught at Westbrook Junior College in Maine and 
then in the Pittsfield School System. 
The caliber of the teaching staff is the most important 
factor in determining the successful training of the student 
body. Standards of instruction at the New Hampshire School 
of Accounting and Commerce are higher than those usually 
found in schools of its kind (Ibid., NHSAC Catalog, p. 5). 
Or as Mrs. Shapiro expressed it, "we never skimped on 
instructors". Instructors were essential for good education and 
as much as possible, they were paid accordingly. 
Two teachers that were very important to the College and its 
students were Ernest Seavey and Nellie Young. Mr. Seavey, as he 
was known to everyone, taught all the advanced accounting work. 
He was viewed by many as a steady, serious and somewhat taciturn 
person. He was also viewed by the graduates as a wonderful 
accounting instructor. One alumnus told Mrs. Shapiro the 
following tale. 
13 
I remember Mr. Seavey saying in my Auditing class, 'Be sure 
to count the cash.' He used to repeat it so often, I 
thought it would drive me crazy. However, when I was on my 
first Auditing job, I was having some difficulty, when those 
words came rushing to me 'Be sure to count the cash.' Those 
words saved me. 
Ernest Seavey, New Hampshire College's first Emeritus Professor 
was responsible for the education of a great many Accountants. 
The other instructor who was very important to New Hampshire 
College in the 40's and 50's was Nellie Young. According to 
Mrs. Shapiro, she would go overboard to help someone. She was 
particularly adept at handling students in the classroom on a 
one-to-one basis. With the School's emphasis on individualized 
education, this was an extremely important skill. Not too many 
instructors could handle this type of classroom. 
Support Services-Enrollment 
An early member of the staff was William W. Lee, who in 
addition to teaching, helped in the recruitment of students 
(5). It was perhaps an act of courage for the first seven 
students to enroll at New Hampshire Accounting and Secretarial 
School. A note on the letter to Professor Coggin, which asked 
him to be the speaker at opening ceremonies, listed the seven 
original students: Eve Alter Tobin, William Eastbourn, Margaret 
Hammond, Marie Healy, Ellsworth Larrabee, Agnes Linen and 
Humphrey Scannell (4). 
14 
Mrs. Shapiro commented on why she believed some of those early 
students entered New Hampshire College. 
As I look back today on some of our early top-notch 
graduates, who today have excellent positions, I would say 
they came to us because the tuition was low, because they 
were taught by the Headmaster who had a C.P.A., because we 
always had a faculty who were all degree-holders. It was 
unusual for a business school to hire only faculty with 
degrees. 
A High School School Diploma or its equivalent was always 
required for admission to the School. The enrollment fluctuated 
from the initial enrollment of 7 students to a high of 150-200 
students. The biggest enrollment years were from 1948-50. In 
1952, there was a large group of night school Veterans. 
Graduation 
At the first graduation, the entire graduating class, with 
relatives and friends, sat at a table with Harry Shapiro at one 
end and Gertrude Shapiro at the other. Approximately 12 to 15 
attended. For many years, graduation was in the form of a 
banquet with dancing following the graduation exercises. 
In 1941, New Hampshire School of Accounting and Finance held 
its graduation at the Manchester Institute of Arts and Science. 
After that graduation, until 1960 ceremonies were held at the 
Manchester Country Club. The 20th Graduation Exercises were 
held in 1952 and the Commencement Speaker was Hon. Blaylock 
Atherton, Acting Governor of New Hampshire. 
15 
There were always activities around graduation time. Mrs. 
Shapiro talked about some of them. 
For many years, we would gather in the park in front of the 
library for class pictures, which Mr. Stuart would arrange. 
Because of the Veterans, most of the student body was older, 
so that at picture-taking time, everyone had to hide their 
beers. The whole group would go to the park or beach for the 
annual class picnic or outing. (interview Mrs. GCS). 
Since many students worked through the summer to complete 
their studies, commencement was held in August. Although much 
of the program was individualized, it was anticipated that it 
would take two years plus two summers to complete the 
curriculum. Today, this would be minimally equivalent to a 
student attending College for two standard 15 week semesters and 
two 6-week Summer Sessions. After completing that amount of 
time and appropriate work, the student would have completed his 
or her Junior year. 
The variety of diplomas issued was bewildering. As Mrs. 
Shapiro recalled, figuring out the proper majors was like 
working out a crossword puzzle (8). 
A list of the graduates in 1939 showed the following 
distribution of programs. 
Bookkeeping and Senior Secretarial 6 
Junior Secretarial 1 
16 
Senior Secretarial 2 
Bookkeeping and Junior Secretarial 2 
Complete Accounting 2 
Junior Accounting and Senior Secretarial 1 
Bookkeeping and Junior Stenography 1 
Junior Accounting 2 
Complete Accounting and Senior Secretarial 1 
Complete Accounting and Senior Stenography 1 
Bookkeeping 4 
Junior Stenography 1 
With such detail in the certificates awarded, it would scarcely 
be necessary to look at a transcript to determine the specific 
skills of a graduate. 
One young woman with grades so poor that Mr. Shapiro hoped 
she might find a minor job somewhere, took the Civil Service 
Junior Accounting examination and did so well that she was 
given Senior Accounting status and went to work for the Internal 
Revenue Service. This so annoyed Mr. Shapiro with Federal 
policy, that he wrote Senator Styles Bridges in December 1942, 
citing this example and saying that this young woman, "Needed 
much more training to pass an elementary bookkeeping 
examination." He went on: 
Many other young women from this school with training far 
from completed went to Washington and got clerical jobs with 
additional training handed to them gratis in Washington. 
17 
American business schools have been training competent 
secretaries, stenographers and accountants for over one 
hundred years, but the U. S. Office of Education is ignoring 
them completely. For Washington to duplicate these 
institutions is not in the public interest. Government had 
been sending its prospective mechanics to established 
mechanical training schools and colleges. Why ignore 
business schools? 
We are still living in a democratic, capitalist country. If 
the government takes over the training of commercial 
students they will certainly be tearing down this 
democratic, capitalist structure. If the plans contemplated 
by the Man-Power Commission, and by the U. S. Office of 
Education were necessary to the war effort, I would be the 
last to object. Ignoring the facilities that are already in 
existence, duplicating them in Washington, and probably 
other large commercial centers, would be an unnecessary 
waste of man-power effort." 
Copies of the letter went to two Congressmen and to the 
Emergency War Committee of Private Business Schools, in 
Washington (14). 
Finance and Administration-Name of School 
The School name at any one point in time was meant to 
reflect the nature of the curriculum. The secretarial major was 
18 
the main problem. The first name change - from New Hampshire 
Accounting and Secretarial School to New Hampshire School of 
Accounting - was made when it was decided to drop the 
secretarial major and concentrate on the Accounting. The School 
became known as an Accounting School. Mrs. Shapiro talked about 
the problems surrounding the name. 
We have a hard time attracting women into our shorthand 
department. I think the fact that it was known as an 
accounting school deterred women from enrolling. Women at 
that time were afraid of accounting. If you called it 
bookkeeping, they felt that was on their level. It wasn't 
until many years later than women decided they were ready 
for accounting . 
Dropping the secretarial didn't prove satisfactory, so we 
decided with an extra instructor, we could add back the 
shorthand. 
As a consequence, the name of the school was changed again. 
This time it was called New Hampshire School of Accounting and 
Finance. In 1951, the name of the school was changed to New 
Hampshire School of Accounting and Commerce. It was hoped that 
Commerce would be more reflective of the secretarial program. 
Facilities 
Rooms at 88 Hanover Street were rented in May 1932 and the 
School opened in September. Mrs. Gertrude Shapiro talked about 
the facilities. 
19 
We took three rooms in the Athens Building that had just 
been vacated by a Chinese Restaurant. This provided us with 
an office and two classrooms - one for Accounting and one 
for Shorthand and English. As soon as additional rooms 
became available, we rented them until we had practically 
the whole floor. Sometimes, we did not need all the room. 
Therefore, when we could, we would sublease them. We were 
always switching classrooms. Among others we rented to an 
insurance company and a dance studio. Enrollment fluctuated 
until we could afford the entire floor. 
Both the growth of the school and the constantly changing 
facilities are illustrated by the following release written in 
March 1939. 
The New Hampshire School of Accounting and Finance is 
preparing another expansion program to keep pace with the 
constantly growing demand for quality business training. 
Last season, it became necessary to nearly double the 
school's floor space due to a substantial increase in 
enrollments. 
At the present time, the Day Division is running at 
capacity of student strength and according to all 
indications the summer and fall seasons will call for at 
least one-third more floor space with approximately the same 
proportionate increase in the student body. Every 
department of the school will be augmented to meet the 
20 
exacting requirements of modern business and its demands. 
Nearing the end of its most successful year, the New 
Hampshire School of Accounting and Finance through its 
Placement Department has placed its graduates almost 100% in 
responsible positions and a number of these positions were 
filled outside of the graduate list due to a shortage of 
material. 
CHAPTER TWO: ACADEMIC SERVICES: 
UNDERGRADUATE SCHOOL OF BUSINESS 
Curriculum 
Introduction and Philosophy 
It will be the objective of this and other Chapters to bring 
the reader forward from the time that Gertrude C. Shapiro took 
over as President in September 1952 of the then New Hampshire 
School of Accounting and Commerce until June 1982 - its 50th 
year. This period includes the transfer of the Presidency from 
Mrs. Shapiro to her son Edward M. Shapiro. 
Academic affairs was shaped differently in each decade of 
the years from 1952 to 1982. In the fifties the main emphasis 
was to maintain and slowly broaden the curriculum. The period 
of the sixties is dominated by the development of the two and 
four year degree programs . The major influences of the 
seventies were the introduction of a wide range of new programs 
and the solidifying of the changes made in the sixties. 
Academic standards were always maintained at a high level -
 whether during lean or more affluent times. Faculty always held 
baccalaureate or higher degrees. A college level program was 
always taught. 
Fifties and Sixties 
The Senior Accounting and Business Administration Diploma 
program was the very essence of the School's curriculum. Ail 
majors emanated from this program. Judging from the level of 
difficulty of the course of study of the Executive Secretarial 
major, it can be adduced that this curriculum also emanated from 
the Senior Accounting and Business Administration course (See 
Appendix 20). 
Under Mrs. Shapiro, the first change in the curriculum was 
permitting a student to graduate with a Junior Accounting 
Diploma and a Business Administration Certificate. The Diploma 
a student received would depend upon the appropriate combination 
of courses and clock hours. The addition of the certificate 
gave additional support for those students unwilling or unable 
to complete the Senior Accounting and Business Administration 
Diploma program. At that time, students graduated according to 
how many clock hours and individual courses they had completed. 
Mrs. Shapiro explained the system. 
We figured out how many credits in different areas they had 
completed and then they received the appropriate diploma. 
If you didn't complete the required courses, you could earn 
a Certificate for what you did complete. In reviewing 
records, I am amazed at how accurate we were. Today, it is 
easier because we use credit hours. However, the two 
systems are directly comparable. 
Another curricular modification was allowing students to 
receive a Senior Accounting Diploma when they had not completed 
the requirements for the Business Administration part of the 
Diploma. 2 
A major innovation during the fifties was the introduction 
and use of Speedwriting Shorthand in the Secretarial 
curriculum. Within a few years after Mr. Shapiro died, Mrs. 
Shapiro was investigating the use of Speedwriting shorthand. It 
seemed to be well entrenched in the public's mind that New 
Hampshire School of Accounting and Commerce only taught 
Accounting. Mrs. Shapiro believed that by having Speedwriting 
shorthand as an alternative to Gregg shorthand, that the School 
might be able to attract more female students. She proved to be 
correct. 
From practically a 50:1 male to female ratio, the School 
reduced this ratio to 5:1 where it was to stay for many years. 
Students were given the option of continuing their Gregg studies 
or electing Speedwriting. Normally, those students who were 
previously enrolled in Gregg Shorthand programs continued their 
studies, while students new to shorthand elected to take 
Speedwriting. Many years later it was deleted largely because 
of the growth and influence of the Business Education 
curriculum. Speedwriting shorthand was not taught in High 
Schools. For the most part these students were being educated 
to teach at the High School level. 
Introducing Speedwriting Shorthand turned out to be very 
important to the future of NHCAC. The period when Mrs. Shapiro 
took over as President found business schools throughout the 
country in very bad condition. Enrollment was dropping; 
3 
schools were closing. Speedwriting shorthand enabled the School 
to penetrate a market which until then had been closed to them. 
Not only did the ratio of men to women go down, but this was 
accomplished by increasing the female enrollment, not by losing 
male students. 
Speedwriting shorthand was a franchised course. It was the 
first time the School had offered a course of study in this non 
traditional manner. Instead of buying textbooks, a royalty was 
paid, which included the price of the text books. There were 
other courses which were developed during this time, which also 
proved to be very important to the growth of NHCAC. Some of 
these courses were Weaver Real Estate, which helped the Evening 
School market significantly; PAR Reading, which helped the Teen 
Age Summer market; and Nancy Taylor (Charm and Finishing), which 
helped the female market 
Two major programmatic changes were the addition of the two 
year Business Management and Administrative Secretarial majors. 
The introduction of the Business Management manor was made by 
going into the classrooms and telling the students that they 
could now graduate with a Business Management major. Judging by 
the cheers and applause which greeted the announcement, the 
students were elated. Business Management became the first 
non-Accounting or non-Secretarial program of study at the 
School. This, of course, established the precedent of 
introducing other majors. At the time, it was perceived as a 
major break with tradition CARS). 
4 
All the two year Accounting and Secretarial Science programs 
were modified in order to satisfy the requirements for 
accreditation as a Junior College of Business. The manor change 
was requiring that a minimum of 25 percent of the credits taken 
be in Liberal Arts. As it turned out, this laid the foundation 
to apply for degree-granting rights from the State of New 
Hampshire. 
The baccalaureate programs developed directly from the two 
year majors. Very few subjects needed to be added to enrich 
these majors. These two year programs of studies offered almost 
the same number of major courses as could be found in a four 
year major. The greatest impact was in the increase in the 
number of Liberal Arts courses. To receive accreditation as a 
Junior College of Business, 25% of the credits had to be in 
Liberal Arts. For the Senior College of Business accreditation, 
40% of the credits had to be in Liberal Arts. This meant that 
five liberal arts courses were required for the Junior College 
of Business accreditation and in the Senior College of Business 
accreditation, 17 liberal arts courses were required. 
After the degree granting authority was received, programs 
for the Junior year baccalaureate candidates were added in 1964 
and for the Senior year the programs were added in 1965. The 
first four year graduation was in 1966. (58 & 59) 
New Hampshire College was one of the first and one of the 
few schools in the country to offer an undergraduate major in 
Management Information Systems. 
5 
Seventies 
To broaden the number of majors available and to meet a 
growing demand, a business education program was instituted in 
September 1970 to train teachers of high school commercial 
subjects (106). It was hoped that this would counter a 
declining enrollment in the secretarial programs (108). 
Following the three baccalaureate majors that evolved from the 
regular two year majors of Accounting, Secretarial Science and 
Business Management, Management Information Science was the 
first new major. It was followed almost immediately by Business 
Education. The beginnings were noted when Bill Beane, then 
Associate Dean of Students and Irving Rothman, Academic Dean 
were asked in 1968-69 to look into the possibility of a Business 
Education program. At that time, Deans Rothman and Beane hired 
two consultants from Plymouth State College (Interview with 
BB). In order for graduates to teach. State Approval was 
critical. At the same time, it was important that other 
institutions, particularly State institutions, not feel 
threatened by this step into what they may have felt was their 
back yard. The cooperation from all involved was an indication 
of everyone's hard work and good will. 
A substantial change in the organization of the Management 
programs was approved by the Trustees in January 1972. The new 
arrangement provided for four general areas: General 
Management, Marketing, Economics and Finance, and Hotel and 
6 
Resort management. In an interview with Dr. James Grace, he 
stated that 
Even in what were the new majors, there were very few brand 
new courses. These majors found most of their courses in 
already existing management areas. So what has happened is 
that the management department started to develop 
specialities within management. We had Fashion 
Merchandising so that Retailing was simply an extension into 
a four year format of what had been a two year degree. 
Three areas that were not developed in the same way were the 
Graduate School of Business, the Hotel-Resort major and what 
is now the School of Human Services. Human Services came to 
us from outside the Institution. Both the Graduate School 
of Business and the Hotel-Resort major required a great 
number of new courses. Ed has always encouraged curriculum 
growth and bold innovation. 
I think this institution has become recognized as 
financially a very reliable school, a dynamic school, and 
one that is entrepreneurial in every way. I think that this 
has helped the curriculum. It gives people this attitude 
that nothing is discouraged. Of course, Ed has this 
attitude anyway. He comes up with some of the boldest 
schemes. But I think this encourages others to come up with 
some bold schemes and innovative ideas. Of course, the 
support doesn't come until he is convinced of the idea. 
In the Spring of 1980, planning was initiated for the 
college's first major capital fund drive. Not waiting for new 
financing, the six-year-old IBM computer, Model S/3-15 was 
replaced by an IBM Model 4341, with much greater complexity at a 
cost of $800,000. New Hampshire College was the first college 
in New England to have one. There were 20 additional terminals 
on campus with 45 more planned to be divided among the Centers 
in Salem, Portsmouth, and Laconia. (198) 
With the adjustment to the new campus accomplished, the 
three new majors were offered to four year students beginning in 
1972-73. Marketing attracted six per cent of the students. The 
Hotel-Resort major was the one destined for growth, enrolling 
the third largest number of majors by 1978-79. 
Retailing and Techna-Business were added in 1974-75. The 
latter was designed to give business training supplementing the 
technical training of the graduates of junior college level 
technical colleges. An Insurance/Marketing program was 
established in August 1975 and dropped in May 1976. (See 
Appendix 21.) 
Recognizing a new development in office technology, in the 
Fall of 1979 a two year Administrative Assistant Word Processing 
specialist was added to the curriculum (162). 
The Management Advisory Services (MAS) major is a product of 
both the Accounting and Management Information Systems 
Department. Because there is a need in business for graduates 
8 
with both skills, the MAS Major is an amalgamation of the two 
programs. 
There are now three separate schools. They are the 
Undergraduate School of Business (USB), the Graduate School of 
Business (GSB), and the School of Human Services [SHS].) 
Although there were no special occasions to mark these 
developments, they indeed do pave the way for New Hampshire 
College to become a University. The Undergraduate School of 
Business is the outgrowth of the original curriculum that was 
started by H.A.B. Shapiro. The Graduate School of Business 
emerged from the Undergraduate School. The School of Human 
Services was brought in total from outside the institution. 
According to Edward Shapiro, 
The Undergraduate School of Business, the Graduate School of 
Business, the School of Human Services and the Continuing 
Education program each operates with its own rules and 
governance for which each is accountable. 
Today, in order to introduce a new curriculum the request 
must go through the curriculum committee. Normally, a faculty 
member will refer a program to the curriculum committee of an 
individual school. It is then referred to the Council on 
Academic Affairs and then to the College Council. Finally, it 
must be approved by the Board of Trustees. In commenting on the 
process of curriculum development, Edward Shapiro stated that 
9 
Recently, we had a proposed Lecture Series, for credit, 
approved by the Curriculum Committee of the Undergraduate 
School of Business. It was turned down by the Council for 
Academic Affairs, which is made up of all teaching faculty 
of all the Schools. As usual there are pros and cons to any 
new program. In this case, one of the cons is the concern 
that some courses that have a marginal enrollment will not 
have sufficient enrollment to be able to continue. 
Therefore, the issue, in part, breaks down into whether or 
not some faculty will be hurt by the addition of this 
program. 
In a continuation of the interview Mr. Edward Shapiro, he 
discussed the important relationship of physical space to 
curriculum development. 
Today (February 19, 1982), we were completing the 
acquisition of the North Campus. This year, because we had 
the room, we started five programs. These programs aren't 
necessarily new, but they are programs which we now feel we 
can do in a better manner. 
The first program we developed is English as a Second 
Language (ESL). This program is designed for international 
students, whether or not they intend to matriculate at New 
Hampshire College as full-time students. It is a sixteen 
week program, where students attend a full day. Because of 
the new campus, we had 100 extra beds. Therefore, we took 
students later in the year than we normally do. As a 
consequence, we ended up with several international students 
who just couldn't handle the program at New Hampshire 
College, because of their lack of facility in English. 
Hence the program was developed to meet the needs of these 
late applicants. This program would not have been 
developed, if we didn't have to fill dormitory space. 
Because of the new facilities, the Graduate School of 
Business expects to expand its offerings to include a day 
program. 
This program will be starting in March and we expect 10 to 
20 M.B.A. students. 
We are also in the midst of developing our Hotel major into 
a much more prestigious program. We're finishing up a major 
hotel laboratory on the North Campus in New Hampshire Hall. 
We're trying to take things we have done before and do a 
better job at them. Up to now the Hotel students primarily 
had use of the facilities only at night and at other odd 
hours. In addition, the old facility was not very 
visible. We are also developing, in the same vein as the 
Hotel laboratory a laboratory for the retailing program. 
Last year, we discovered that we had turned down 900 
students. For a variety of reasons, these students had not 
met the admissions standards of the College. I remembered 
that back in 1968, we allowed students we had turned down 
for admissions to start School, if they went to Summer 
School and proved that they could do the work. This program 
will be broader than the previous one. They will do more 
than take the required courses. They will have a full day 
program which will include study habits and other college 
skills. 
Over the next 16 years, there is going to be a decline in 
the number of high school graduates. We feel that by 
working in these special areas, and hopefully building up 
our enrollment that we will not suffer the drop in 
enrollment that we otherwise might. By providing better and 
more visible retailing and hotel facilities, by starting a 
full-time day MBA program, by working with students who 
otherwise would be rejected and by broadening our market for 
students, that our enrollment will, at least, remain steady. 
My theory is that the School is many times dictated by the 
enrollment and by enrollment patterns and there are times 
when you increase your enrollment and times when you 
decrease your enrollment. 
Special Programs 
A Developmental Reading Program was initiated in 1969, the 
purpose of which was to provide an opportunity for students to 
improve this basic skill. Currently there is a reading center 
which serves as an expansion of the reading program. Review of 
secondary school mathematics is also offered to those students 
needing assistance. 
12 
Tutoring is available in all of the principle required 
courses; times are listed daily in the Campus News. Tutorials 
started when the School began to be more active in athletics and 
in recruiting. It was decided that if athletic scholarship 
winners could receive free tutoring, then this same service was 
due to the entire student body. This policy which started in 
the sixties has continued ever since. (ARS) 
In 1979, an English proficiency test was inaugurated. This 
is required of all students at the end of the Freshman English 
course. In order to get credit for this required course, the 
student must pass the test. (161) According to Dean Grace, 
Right now the Faculty Curriculum Committee is looking into a 
new culinary program that will offer an Associate Degree in 
Applied Science (AAS). This will offer a new slant because 
it will be more vocational in approach. (Interview JG) 
With accreditation by the New England Association of Schools 
and Colleges in 1973, New Hampshire College became eligible for 
membership, and joined, the New Hampshire College and University 
Council. Membership in the organization included all of the 
accredited four year institutions in the State, except 
Dartmouth. Students at member institutions are eligible to 
spend a full semester at any other member institution. This 
enabled NHC students to supplement the offerings of the College 
by taking courses at liberal arts institutions in the vicinity. 
13 
Another of the opportunities offered was that of enrolling 
in the Reserve Officers Training Corps by taking the required 
military courses during the Junior and Senior year at the nearby 
Merrimack Valley branch of the University of New Hampshire 
System. 
Another cooperative arrangement was made with New England 
College to allow students to spend a semester at their Arundel 
campus, in Great Britain, This first took place in 1976-77, 
Professor Irving Rothman was the first New Hampshire College 
faculty member to participate. He went along that first year to 
teach business courses and supervise internships. 
Two years later the arrangement was changed. New Hampshire 
College students were still able to register at the Arundel 
campus for the regular New England College courses, but no 
longer would an NHC faculty member go along to teach business 
courses. 
Another opportunity for foreign study was a 15-day summer 
study trip to Russia conducted by Dean James Grace and a 
professor from St. Anselm's College. 
Faculty 
The Spirit 
As an indication of the some of the spirit of the faculty, 
George Teloian tells the story of a scholarship. 
Last year (1982), I approached Ed and I said that I was 
interested in setting up a scholarship for Accounting 
14 
students. He said, 'All right,' I will get in touch with 
our law firm and have someone contact you in order to draw 
up some type of agreement setting up the Scholarship Fund". 
While this was in the process of being drawn-up, I 
understand that the Alumni Association was also thinking of 
setting up a Scholarship in my name. Since the law firm was 
handling both applications for the scholarship fund they 
suggested that we merge the two. I agreed. We came to an 
understanding. It was merged and we now have a Scholarship 
in the name of Teloian which is available exclusively for 
the Accounting or the MAS student. 
As I understand it, we will not be distributing any 
scholarship funds for the students until the size of the 
funds has reached at least $8,000. And then the income will 
be distributed annually according to the judgement of the 
scholarship committee. 
I will be a permanent member of that committee, plus two 
other Accounting professors who will rotate from time to 
time. We will decide the students who will receive the 
scholarship and hopefully, we will grow. I plan to keep 
contributing every year. It is really an endowment fund. 
The principle remains in tact and all the income is 
distributed each year at the discretion of the committee. I 
feel that for the long run, the College will get more and 
more of this type of fund, where they have a principle to 
look at in generating revenue. 
Additional evidence of that spirit is attested to be the New 
England Association of Schools and Colleges accreditation 
report. 
The faculty constitute a major institutional strength. A 
loyal contingent of practioner-professionals, with roots in 
H.A.B. Shapiro's School of Accounting and Secretarial 
Science, (sic) have been joined by a cadre of equally 
talented but younger faculty, who are more recent products 
of several outstanding graduate schools. In general, all 
deserve praise for their willingness to work closely with 
students in both formal and informal teaching-learning 
processes, (p. 17) 
New Hampshire College has a full-time faculty of 71 
augmented by 169 persons who teach part-time. In 1980-81,of the 
71 persons who were employed full-time, 23 (32 percent) held 
doctorates, 43 (61 percent) possessed master's degrees, and 5 (7 
percent) held bachelor's degrees. (See Appendix 22 for faculty 
distribution in 1970 and Appendix 23 for examples of faculty 
professional contributions.) The accreditation report further 
states that 
By and large, the faculty appears to be well prepared, 
articulate, concerned about good teaching, and serious about 
maintaining effective advising relationships with their 
students, (p. 10) 
16 
Professor Yvonne Hall stated 
I came to New Hampshire College because I was impressed with 
its down-to earthness. It is student-oriented - people are 
concerned with whether or not a student succeeds. It also 
has good support services. 
1952-82 
Nellie Young 
Nellie Young served as Director of New Hampshire School of 
Accounting and Commerce under both H.A.B. and Gertrude C. 
Shapiro. Mrs. Shapiro described her behavior. 
She was most helpful. She would go overboard to help 
someone. She was willing to teach anything and do anything 
that needed to be done. 
She strongly disagreed with Mrs. Shapiro regarding the 
advisability of introducing Speedwriting Shorthand. However, 
she did agree to go to New York City to review the program. 
When she got there, she was so excited about the program that 
she wouldn't let Mrs. Shapiro go to lunch. (Interview Mrs. GCS) 
Since this was Mrs. Shapiro's first year of running the School, 
Nellie Young's enthusiasm and support made adopting this new 
program easier for her. 
When Miss Young left in August 1957, it was very sad for 
each member of the Shapiro family. They really never knew why 
she left. They sometimes thought that she may have felt with 
Edward working at the School, she was not needed. She said that 
17 
she just wanted to return to her home State of Maine- They 
were sorry to see her go. (ARS) 
Secretarial Science 
In May 1953, for a short period of time, Mildred Brouillette 
taught Shorthand and Typing. It appears that she also taught 
the first four Speedwriting students: Louise Fleet, Priscilla 
Janis, Barbara O'Neil and Doris Piaszney. In August 1953, the 
first two summer school Speedwriting students were graduated. 
They were Ann Pearson and Judith Vogel. That was also the 
summer that Ann Shapiro learned Speedwriting Shorthand. She was 
later to teach it in Summer School during her College years. 
She also taught it for many years while she was Dean of Students 
from 1961 to 1969. Mrs. Shapiro taught Speedwriting shorthand 
in 1957-58 and 1960-61. 
Mrs. Jean Silver talked about her first year as a 
secretarial science instructor. 
When I first came, which was in August 1957, I came in to 
help Miss Young. She was overworked. I was going to work 
part-time, 15 hours a week from 9-12. One week before 
classes began I was notified that Nellie Young had resigned 
and I was it. Consequently, I took over the Business 
English, the Shorthand and the Typing. I had Shorthand I, 
II, III and IV all in the same classroom; and Typing I, II, 
III, and IV all in the same classroom. I was about 28 at 
the time and some of my students who were Veterans were not 
only taller than I, but older than I. 
18 
Mary Dionne joined the faculty in 1950, when she was Mary 
Carbonnaro. She left for a year, returned for two years and 
then left for three years and then returned again in 1955. And 
she has been with the school steadily since that time. However, 
for a number of years, Mary Dionne and Jean Silver, had babies 
in what appeared to be alternating years. The Shapiros always 
thought it was most considerate. One year Mary Dionne would work 
and Jean Silver would have a baby. The next year it would 
alternate and Jean Silver would teach and Mary Dionne would have 
a baby! Many years when they weren't working full-time, they 
were teaching night school. The Shapiros used to worry about 
what would happen when they both were ready to resume full-time 
work. Fortunately, for everyone concerned by the time they 
both wanted to work full-time, the School had grown big enough 
to need two Secretarial Science instructors. 
One year, in one typing class, Jean Silver had 5 one-handed 
typing students. Fortunately, there were one-handed typing 
materials available. After having five one-handed typing 
students, Mrs. Silver never had another one-handed typing 
student. As a School, it was always accepted both as a 
responsibility, a challenge, as well as a privilege to be able 
to teach anyone who wished to learn. 
Ed Shapiro also taught in the Secretarial Science 
Department. In 1957-58, he taught Typing and Business Machines. 
He also taught Economics in the late fifties. Later, in 1962, 
he taught Keypunching. 
19 
Accounting 
For a period of time, in the sixties and early seventies, 
the Accounting faculty underwent an enormous turnover. This 
was probably due to a combination of reasons. The increasing 
need for professional faculty meant that recruiting efforts were 
directed further and further away from New Hampshire. This 
often meant that instructors were relocating from urban areas. 
Sometimes, they were not happy settling in New Hampshire and 
therefore, moved within one or two years. 
Also, the College was often looked upon as a place to start 
one's teaching career - as a stepping stone. A good place to 
begin one's career, but not necessarily a good place to end it, 
Others left, of course, for a variety of personal and 
professional reasons. In the sixties Bernard Eckman, who came 
in 1961, worked for several years. Some of the other faculty 
were Lillian Killea, Roland Laing, Courtney Fenn, Ray March and 
Edward Jordan. (Interview with Professor of Accounting, W. 
Kartsten) 
George Teloian. Chairman of the Accounting Department joined 
the faculty in September 1962. In response to the question, 
"Why, did you decide to come to NHSAC"? He stated, 
I like to work with people who are hard workers, dedicated, 
interested in growing and contributing to the community. I 
enjoyed that type of challenge and I wanted to work and to 
participate. 
20 
In addition, Edward Connors initially joined New Hampshire 
College as an Accounting Instructor. He later became important 
to the College in the growth and development of the Continuing 
Education program. Other faculty members came to help out, or 
just to spend a few years teaching. One of these was Virgil 
Smith, C.P.A. Mr. Smith, a graduate of Chico State College, in 
California, had taken C.P.A. preparatory courses at New 
Hampshire College in 1953. He taught at the School in 1960-61 
and 1961-1962. He later served on the School's first Council of 
Advisors. 
In 1975, the college offered 13 courses in Accounting, 
including the internship. Of the five faculty members of the 
department, all were C.P.A.'s and all but one had earned an 
M.B.A. They belonged to a variety of Accounting societies. 
(111) 
According to the 1981-82 catalog, the department had eight 
faculty members, one of whom did not have a C.P.A. and two of 
whom held M.A.'s and six of whom held M.B.A.'s. 
The Accounting courses once met 6 hours per week and carried 
4 credit hours. Faculty had a teaching load of 24 credit 
hours. Today, they meet 3 hours per week and carry 3 credit 
hours. According to Professor Kartsen, 
Accounting was the college. It is not thought about like 
that any more. Many feel that Accounting has taken a back 
seat. 
21 
It is certainly true that whereas Accounting was once a 
dominant major among a few;today it is one major among many. 
Management Information Science 
The Management Information Science department had its 
beginnings when John Banjak and Peter Rapp were called in to 
develop the first Management Information Science (MIS) 
curriculum in 1968-69. It strengthened its offerings in 1969 by 
adding five more required courses and offering additional 
computer languages as electives (104). To give students in the 
program hands-on experience, a National Cash Register 100 
computer was installed in Franklin Hall. This replaced the 
first computer brought to the College by Banjak and Rapp. It 
was a machine that they had developed. New Hampshire College 
was one of the first schools in the country to offer an 
undergraduate major in Management Information Systems. 
After Banjak and Rapp left, Eleanor and Frank Barnes came to 
New Hampshire College and developed the program even further. 
For many years, Eleanor Barnes served as Chair of the MIS 
Department and Frank Barnes served as Director of the Computer 
Center. 
In 1980-81, the College offered 12 courses in MIS, including 
the Internship. 
English and Liberal Arts 
Professor Mary Brown talked about the early years of the 
English and Liberal Arts Department. 
22 
When I came as the Chairman [of English and Liberal Arts in 
1963] and probably the only member of the liberal arts 
department, I started with Mary Dionne, Jean Silver and Rita 
Brack [who were all from the Secretarial Science Department] 
as English teachers. After one semester, we started hiring 
English teachers and they all returned to their own 
departments. 
We hired Bob Fleeson, Charles Wilbert and Bill Beane all 
approximately within a year of each other. I remember when 
we were interviewing for the position that Bill Beane 
filled, Ed Shapiro was excited because Bill was not only 
interested in teaching English, but in coaching soccer. He 
couldn't wait for me to make a decision. 
Around the same time, we started hiring for the Liberal Arts 
courses. First, there was Helen Donaldson for Psychology 
and she was followed almost immediately by Helen Crossin for 
Sociology. 
Faculty Attitudes and Organization 
In 1961-62, there were fewer than 100 students. Eight years 
later, in 1969-70, the College had a day enrollment of over 
1,500 students. Until the middle and late sixties, it was not 
necessary to plan for faculty participation, because faculty 
members were always available. Everybody carried a similar 
schedule. Everybody knew everybody. Everybody shared common 
goals and aspirations - accreditation, growth in enrollment and 
23 
a new campus. Up until the late 60's, as the College was 
growing, groups of the faculty even shared the same office 
space. 
The College's growth, nonprofit status, and the period of 
time in which this took place forced ail members of the faculty 
to begin to redefine their roles in terms of a changing college 
community. As more people joined the administrative staff, the 
faculty began to look at their role as an entity separate from 
administration. They became Interested in some form of 
self-government. The Coordinating Board of Higher Education 
made the following comment. 
Proposals are being made by faculty and also by student 
groups for increased participation in decision making. 
These proposals seem to have originated because of national 
trends rather than because of local dissatisfaction (Report 
of Evaluation Visit, 10/17/68, p. 2). 
The first major change occurred immediately before the 
College became nonprofit. Ail long-term faculty, who were 
full-time, were automatically tenured. This may have marked the 
serious beginnings of organization, since there were now two 
categories of faculty - tenured and non-tenured. 
There were, however, faculty organizing efforts that took 
place before this time. According to Bill Beane his first year 
at New Hampshire College of Accounting and Commerce marked the 
first faculty association. The first issue that was voted on 
24 
was a request by Leon Tranchmontagne as Student Government 
representative that a bar be set up at the Prom that was going 
to be held at the New Hampshire Highway Motel. The Faculty 
voted for it; the Shapiros vetoed it. 
The move to the new campus also created changed 
relationships on the part of the faculty. There were no more 
"all school" parties, where all the faculty and administration 
were included. This does not include administration run faculty 
parties which were held generally at the beginning of the school 
year. In the earlier times, frequently when a faculty member 
had a party, he or she invited everyone. As the College grew 
larger, both in enrollment and physical space, this was 
generally no longer the practice. 
In 1969-70, the Faculty Association voted to disband, 
feeling that it was impossible to work under its constitution as 
approved by the college, and that the faculty as a body did not 
have a proper position in the College. (See Appendix 24.) A 
Chapter of the American Association of University Professors was 
organized as a replacement. The Chapter elected a faculty 
committee to negotiate with the administration until a new dean 
was appointed. The negotiations of the committee resulted in 
establishing a salary scale that ranged from $7,000 for an 
Instructor up to $20,000 for a full Professor, with the 
possibility of more with the approval of the Academic Dean (94). 
25 
The move to the new campus seemed to further disturb 
faculty-administration-student relationships. According to Bill 
Beane, George Larkin and Ann Shapiro prior to this move, faculty 
could be found chaperoning dances and serving as advisors to a 
variety of student clubs and activities. Chaperoning dances was 
often viewed as an opportunity for various members of the 
faculty and administration to socialize. At one time faculty 
frequently served as Club advisors. These were often very 
time-consuming activities. Now it is much more difficult to 
find faculty who are willing to devote their time in this 
manner. (Interview G.L & BB) 
Mr. William Green, then Chairman of the Board of Trustees, 
believes that in 1973, the Institution faced one of its most 
critical crises. In his opinion, a small faction of the 
faculty, lead by Professor Howard Corsack, the Chairman of the 
Accounting Department, attempted to wrest control of the College 
from the administration. It surfaced as a conflict between the 
Academic Dean, Dr. Grace and Professor Corsack. The students as 
well as the Board of Trustees became involved. 
Atty. William Green spoke about that episode. 
The confrontation between Jim Grace and Howard Corsack was 
a shoot out between the two. We had a hearing that lasted 
until about 2 o'clock in the morning. I sat up here sort of 
as an arbitrator and let them each talk. He and Jim just 
confronted each other across the table. It was charge and 
countercharge, question and answer. 
26 
At a meeting of the Board of Trustees on May 26, 1973, Mr. 
Green gave a comprehensive account of the conflict and following 
an hour long discussion, it was voted to affirm Dean Grace's 
decision, which had been approved by President Shapiro to 
replace Prof. Corsack as Chairman of the Accounting Department 
with Prof. Boleslaw Kalinski. The decision was subject to 
Green's meeting with the principles to discuss future action and 
management of the Accounting Department. 
The ousted Chairman challenged the decision and was 
subsequently granted a long hearing before a committee of the 
Board. At a special meeting of the Board on June 11, the 
material presented by Corsack, in his defense, was presented and 
discussed at length. It was voted to affirm the action taken at 
the May meeting. Corsack subsequently resigned from the 
faculty. (136) 
The provisions for faculty participation in governance had 
become formalized by 1975. The highest policy making body was 
the College Council, the membership of which included twelve 
representatives elected by the professional staff, eight 
students and five administrators. The rank and tenure 
committee, which made recommendations to the Board of Trustees 
and was approved by them in 1974, was made up of four members of 
the faculty and the Academic Dean. (137) 
The policies for faculty appointment, promotion, tenure and 
salaries were described in a four year master employment 
27 
contract between the faculty and administration, which was 
included in the handbook, written in 1973. These matters, as 
well as salary levels, were spelled out. (134) Although the 
faculty was not unionized, this contract had been negotiated by 
the administrators and a faculty committee. Staff benefits 
included free tuition for staff members and their families and 
one free meal in the cafeteria. (See Appendix 25) 
Also established, was a professional standards and ethics 
committee, with members being elected annually by a two-thirds 
vote of the faculty to hear grievances of faculty members. A 
budget committee, which reviewed all budgets, consisted of the 
President, the Treasurer, the Deans, the Director of Continuing 
Education and the Director of Development as well as three 
members of the staff. (138) 
Commenting on faculty participation in governance, the 
evaluation team of the New England Association of Schools and 
College stated in 1976: 
The faculty members are alive as a body with encouragement 
from the Academic Dean and the President. Further, we are 
pleased to note that the structure and processes present at 
the College are more than formalities, for their use has 
resulted in changes acceptable to the academic and 
administrative team within the college (140). 
In the 1978-84 contract promotion procedures returned to 
28 
what they had been. Tenure however was "...abolished and a new 
contract terms were instituted (NHC Faculty Handbook, 1980-81, 
p. 41)". 
Billie Rae and Louis Leotta 
There were some difficulties within the faculty. In the 
Spring of 1969, Mr. Billie C. Rae was dismissed after four 
months as an Instructor in Management Information Systems. The 
principal charge against him was that he had refused to furnish 
his transcript on the grounds that it was personal and private. 
There was a hearing before administrators and a faculty 
committee. The dismissal stood. Mr. Rae later sued the college 
but did not follow up on the matter and the suit was dismissed 
(93) . 
The 1969-1970 academic year, is fondly remembered by many as 
the year with no Academic Dean. Dr. Louis Leotta, Academic 
Dean, was told in the Fall of 1969 that he had the option of 
resigning or completing the year and then leaving. This aroused 
the ire of Mike Teehan, Editor of The Collegiate Revolution. who 
attacked the action in an editorial in the September 22, 1969 
issue. It was charged that Dr. Leotta had not asked for a leave 
of absence, as was announced, but that he was fired. It stated 
that he had had every intention of continuing at the College. 
The editorial concluded: "The time has come for answers. We 
29 
urge every student and faculty member to do something about this 
lousy situation before it is too late". (See also Chapter 7, 
"J'accuse".) 
The following issue of the paper gave a different picture of 
the situation It said in part: 
...editors have gathered information from various faculty 
members that make us feel that Dr. Leotta's history at the 
College was not as harmonious as it could have been. Leotta 
was well-known among faculty members to be a dictator of 
sorts...we understand that Leotta had several members of the 
faculty under surveillance..." (93). 
President G. Shapiro had asked Bill Beane to serve as Acting 
Academic Dean for the year. Bill Beane recalls the following. 
President Shapiro and Edward both felt that I would be the 
administrative person who would be least hurt by being in 
this position. As Dean of Administrative Services, I was on 
the fringe of the whole community. We went to a meeting 
with all of the department heads and President Shapiro made 
that announcement. As I remember it, Howard Corsack, 
[Chairman of the Accounting Department], went right up 
through the roof. And by the time he got through raving, he 
convinced them both not to do it. That is how they ended up 
with the coalition of all the department heads running the 
academic side of the School for one year. 
30 
Mrs. Eleanor Barnes, Chair of the Management Information 
Science Department, suggested that since there was no Dean 
perhaps it would be a good idea to have members of the Committee 
serve as Chairmen on a rotating basis. The members agreed. 
(Academic Council minutes, 9/18/69) 1969-70 subsequently became 
known as the "year without a Dean" and is considered by many to 
have been one of the best years at New Hampshire College - both 
in terms of faculty participation, accomplishment and 
collegiality. 
At the August 20 meeting of the Academic Council, President 
Shapiro spoke to this organization which was composed primarily 
of Department Heads and requested that a committee be 
established to define "...the role of Dean of Faculty, Dean of 
the College or Academic Dean". Mary Brown chaired the 
Committee, reported back to the Academic Council and was 
subsequently asked to serve as Chair of the Search Committee for 
the Academic Dean. (Academic Council meeting 9/25/69) This was 
an important role and function for members of the Academic 
Council because for the first time it gave them direct and 
official participation in the hiring of Academic Administration. 
I think one of the most interesting years, one that may be 
difficult to include, because we had some unpleasantness, is 
the year that the college really functioned without a Dean, 
that the Chairmen got together and really ran the department 
31 
for one year. It seemed to run quite well. 
Mrs. Mary Brown continued her recollection. 
There were about five of us. I do remember that for various 
reasons, the Dean's contract was settled. I think he was 
paid for the remainder of the time on his contract. I 
remember Irving [Rothman, former Dean and Chairman of the 
Management Department] Mrs. Ellie Barnes, Betty Stimpson, 
[Chair, Mathematics Department] Mary Dionne and Howard 
Corsack. What we tried to do that year was to do all the 
things that the Academic Dean would do. It was not an easy 
year, because it was the year that all the students were 
leaving college early - in order to protest the war. 
It worked well, in fact Edward often said, that it was one 
of the least frustrating years. I remember that. I think 
it did work well. I'm not sure it would work now. I think 
we were still small enough for us to have a very close 
relationship. We dealt with each other every day. I am 
not sure you could do it today. But in those days it 
worked. 
Wallace Kartsten had a similar memory of that period. 
"Everything was run so logically. It was the easiest and the 
best time". 
Academic Deans 
Edward Shapiro looked at Hew Hampshire College through its 
Academic Deans. 
32 
Of course, the first Academic Dean was H. A, B. Shapiro. It 
can be said with confidence that he laid the solid 
foundation of concern for academic excellence in his concern 
for teaching. This explains the emphasis that the College 
has always had in requiring faculty members to have both 
working and academic experience. This was also expressed in 
hiring faculty who held degrees, even when it wasn't 
required. 
Ernest Seavey and Nellie Young, who both worked for H.A.B. 
Shapiro, served as unofficial Academic Deans, after his 
death. Nellie Young coordinated the Secretarial programs 
and the beginning Accounting courses. Ernest Seavey 
coordinated the advanced Accounting courses. Between these 
two people, there were many years when they taught all of 
the Accounting and Secretarial courses. Many of their 
students who returned to New Hampshire College for their 
degrees, continued to be at the top of their classes years 
later. 
Mr. Shapiro continued. 
Under Irving Rothman, the Business Management curriculum was 
introduced. He was also a significant force in bringing 
faculty into the College who had varied backgrounds and 
degrees. It was during his period as Dean that the faculty 
became more diverse. 
Louis Leotta followed Irving Rothman. He was instrumental in 
introducing a liberal arts influence in addition to a well 
credentialed faculty from a wider variety of backgrounds. 
It was under James Grace that New Hampshire College went 
from the Senior College of Business accreditation of the 
Accrediting Commission for Business Schools to the 10 year 
accreditation from the New England Association of Secondary 
Schools and Colleges. As Dean, James Grace was heavily 
committed to hiring faculty who held terminal credentials. 
The following is James Grace's recollection of his interview 
at New Hampshire College. It seems to express the feelings and 
experiences of many people when they were interviewed. 
I drove up and down Hanover Street looking for this College. 
I finally said, 'Well, this is ridiculous; it has to be 
somewhere down here, because its 88 Hanover and it can't be 
up at the other end.' It never occurred to me that the 
College was a downtown College. All I had was an address 
and I didn't know a thing about Manchester. So I parked the 
car approximately where Garber's or Jim's Oxford Shop is now 
and I remember so vividly I thought well I should start 
walking around. It must be here somewhere. I was getting 
concerned because I was just about at the time of the 
appointment for my interview, or shortly afterward. I 
started to ask people. I think the second person I asked 
said, 'You're right in front of it.' They pointed across 
34 
the street to the sign - 88 Hanover Street. New Hampshire 
College. I couldn't believe it! 
I had an image of the college that was quite different from 
what I was facing at that time. I said to myself, I 
remember saying it literally. ' I am here: what the Hell.' 
This is not what I expected. I did not expect an urban 
school. I don't know what I expected. I imagine that in my 
subconscious, I had some idea of the College being at one 
end of the common and the Congregational Church being at the 
other end - something like William and Mary with the 
Christopher Wren buildings. I had this kind of image. I 
knew it was not that I didn't really know what I expected, 
but I knew I did not expect to walk up over the Palace 
Fruit. It just did not fit my image of a New England 
College. I think it gave me a feeling of being so relaxed I 
was in a sense saying, 'What the Hell!' It's not my choice 
of a location. It's an industrial City much like the one I 
grew up in and which I was not anxious to go back to, 
because the City I had lived in for many, many years was 
rapidly deteriorating and it is in very sad shape today. I 
thought, O.K. I'm here; I'll have the interview. I remember 
going up the steps. I asked a student and the student went 
into Mrs. Shapiro's office. I didn't see her, because I was 
outside. I remember her saying, the meeting was across the 
street and would he take me over. 
I think Ed was there and George Larkin, Irving Rothman, 
Howard Corsack and Mary Brown. In fact, Mary Brown was the 
one I had dealt with. There must have been three or four-
 other people on the Search Committee. After we had this 
interview, I was extremely impressed; I really was. I 
immediately thought the people at this institution; this was 
real... I had no idea where the rest of the school was, I 
didn't know where the classrooms were; I didn't know what 
kind of dorms there were; if there were dorms, I had no idea 
about the College except that it was a College. 
When I looked at the plans [for the new campus], which were 
eventually not the plans that were used, it was that long 
building - that one building plan [the one designed by the 
engineer] - that was in the window of 404 Chestnut Street [a 
single room rented by the College]. Anyway this group 
interviewed me. Ed took me home. And he and Judy took me 
around. 
Ed and I - I think we immediately fell in love with each 
other. I liked his personality. He was quite different 
than any other men I had ever worked around. I remember 
meeting a lot of people George Larkin, Bill Beane and Ed 
Connors. I had two interviews, the one I just talked about 
and then they asked me to come back for a second interview. 
At that time, I met members of the Board [Board of 
Trustees]. I remember very vividly meeting Bill Green I 
remember him asking me questions. He was on the committee 
Quite a few faculty members whose names I can't recall were 
on the Committee. They went from a small group to a much 
larger group, - the whole world was there! Literally, it 
was a huge classroom and I think I was told later that they 
were down to two candidates. 
At the second interview, quite frankly, I wanted the job, 
really was turned on by this institution. I was turned on 
again by the people and that's the whole point of this 
story, not my own personal entree into this institution 
It's why I came here - to this institution. I did not come 
here because of what I saw. Because there was no college i 
the usual sense that we use the word. I had gone to the 
University of Pennsylvania and it was, of course, a 
'typical' university. I had gone to a Jesuit college as an 
undergraduate and again a 'typical' school. And, here I ha 
found an institution that was only a few years beyond the 
proprietary period of its life, and had a different 
perspective on collegiate education than I had had, But 
yet, I found that here was an exciting place to be. 
Just by the people I met, I was convinced. I talked to 
George Larkin. I talked to Howard Corsack. I talked to 
Mary Brown and so forth. And, particularly Ed. Ed is a 
super salesman, because he has a vision. He was going to 
move his college. I was just excited about it, I thought 
that here was a new opportunity to really grow and help a 
college develop. That is the reason I was interested in the 
job. I'll have to admit that I have thoroughly enjoyed it. 
The key, then, is the people. It is because of them that I 
knew that this was going to be an exciting place to be. 
One of Dr. Grace's responsibilities was recruiting 
additional faculty, especially faculty with doctorates -
 especially in Business. It was in that sense that the following 
year, he began to recruit faculty in some of the same ways that 
he was recruited. 
I told them, 'This is not only an opportunity for a career 
to teach and to enjoy your teaching, but to have an 
opportunity for career advancement, to see something that 
you helped to create and develop'. 
There were two conventions in Chicago that year: the 
American Association of College Teachers of Education and the 
Business Teacher Education Association. 
I was out recruiting, but I never let anybody sign a 
contract. I didn't want to mislead. I remember my 
experience going up and down the street. I said no that the 
people will have to come and see the facility. I even did 
it the following year when construction had begun on the 
campus. 
It was in Chicago that he met both Michael Jones and John 
Reynolds - the former was recruited for Business Management and 
the latter for Business Education. Mike Jones came to Mew 
Hampshire College as the head of the Business Management 
Department and John Reynolds as Chair of the Business Education 
Department. He was later Associate Dean. 
For a while John Reynolds was both Associate Dean and Chair 
of the Business Management Department. When he left the 
Business Education Department, Jackie became the Associate 
Dean and Chair of the Business Education Department. Later, 
we separated the two positions and Burt Kaliski followed 
Jackie. 
The recruiting program continued (and continues) to the 
point of the excellent faculty that exists today at New 
Hampshire College. 
CHAPTER III: ACADEMIC SERVICES - THE OTHER DIVISIONS 
Continuing Education 
Introduction 
In the view of the New England Association of Schools and 
Colleges, 
The College--doubtless keenly aware of trends in higher 
education that suggest a market influx of nontraditional 
students (25 years or older) by 1990--takes its commitment 
to continuing education seriously. Part-time undergraduate 
and graduate centers, programs, and facilities are 
proficiently administered by a capable associate dean and 
staff of competent directors. There is evidence of (1) 
careful selection of part-time instructors, who augment a 
corps of full-time faculty teaching on an overload basis; 
(2) a desire to maintain comparability with the day program 
as regards course requirements, content, and evaluation; (3) 
a genuine concern to provide essential academic and 
nonacademic support services: library, computer access, 
academic, personal, and career counseling; (4) appropriate 
procedures for monitoring the academic performance of 
students who are allowed to matriculate under what is 
virtually a total open admissions policy; and (5) an 
extraordinary sensitivity to the special needs of working 
adults, the socially or culturally deprived, servicemen, and 
the Spanish-speaking residents of Puerto Rico. ( p. 9) 
Evening School - Early Days 
What in 1982 is known as the Continuing Education Division 
had its beginnings in 1932 with the founding of New Hampshire 
Secretarial and Accounting School (NHSAS) as the Evening School 
Division. New Hampshire Accounting and Secretarial School 
opened its doors with evening school enrollment of 35 students. 
In the Fall of 1971, the year Gertrude C. Shapiro retired as 
President, there were 436 students in the School of Continuing 
Education and in the Fall of 1982, 50 years after its founding, 
there were 3,229 students enrolled in the evening and off-campus 
programs. (See Appendix 30 Continuing Education Enrollment -
 September 1982.) 
The most remarkable fact about the Evening Division was that 
the program of study was identical with the Day Division. In 
any diploma program, everything was required in the Day Division 
was also required in the Evening Division. Students attending 
evening school were considered as important as students 
attending day school. 
The curriculum was the same. For many years, as in the day 
school, the course of study was taught on a progressive basis. 
Therefore, a student could start classes at any time. Depending 
upon his or her background, the student could start at the 
beginning or the middle of the course. As much as possible, the 
same faculty taught in both the Day and Evening Division. 
2 
As in the Day School, all Accounting I students, had to take 
both Elementary Accounting and Introduction to Accounting. The 
book used in Elementary Accounting was a text written by 
Hadley. It was Mr. Shapiro's feeling that students would 
understand their Accounting better, if they had a more general 
background before beginning the Introductory text. This 
principle was followed until that Accounting text was no longer 
available. 
The Evening division had the same, or similar, activities as 
did the Day school. Frequently they were more active than their 
counterparts in the Day school. They had class officers, school 
dances and other clubs and activities. 
In order to make up any time missed, students could attend a 
Day class, if they missed an Evening class. The reverse was 
also true Day students could attend an Evening class in order to 
make up time missed. This was of enormous benefit to students, 
especially since many of the Evening Students were frequently 
older Veterans. These students had so many other obligations 
and responsibilities that it was often difficult for them to get 
to all their classes. Most students, Day or Evening, 
traditional or non-traditional did work, so this policy was 
helpful to all the students. 
Unfortunately, for whatever reasons, the Veterans 
Administration took away this regulation and students were 
unable to make up their time in this manner. Although 
3 
attendance was required for all students, veterans were paid 
partially on the basis of time spent in the classroom. 
Therefore, this change was particularly difficult for them. 
Around this time, the V.A. announced that the two schools who 
kept the best records were Boston College and New Hampshire 
School of Accounting and Commerce. 
Day and night students were both deemed important. Both 
groups received the same services. It is interesting that at a 
time when the issue of services to adults is considered a 
suitable topic for discussion among Higher Education 
professionals, that there was no discussion of this at New 
Hampshire College. They just did it. 
Perhaps the two areas of greatest difference was the 
admissions practice and the granting of Certificates. The Night 
program traditionally has had a more liberal admissions policy. 
The success of its graduates has attested to the "correctness" 
of this policy. There were more certificates given in the 
evening program than in the day program. This practice may 
merely reflect the fact that there were more students taking one 
or two special courses or taking shorter non-diploma programs in 
the evening program. 
Evening School - 1982 
According to Doris Buckley, Administrative Assistant to the 
Director of Continuing Education, 
4 
there are a number of women in the program who are divorced 
or who are otherwise the sole support of themselves and 
their families. Many of these are women who want to go from 
secretarial to managerial positions. 
One of the tremendous assets of our Department is the 
individualized attention students can receive from the 
staff. We want people who are people oriented. We have a 
staff that is sensitive to the needs of people. It is 
especially important that we be aware of the fears and 
problems of the new students. 
In addition to being concerned and caring, we make every 
effort to meet their needs. For example, we are able to 
help the students who are Vocational/Technical graduates 
[students from New Hampshire's two-year Vocational-Technical 
Schools] by placing them into the Techni/Business major. 
Student input on faculty evaluations are very important. We 
are careful not to rehire faculty who have negative 
evaluations. Students know that they can be influential. 
Continuing Education is especially important for people who 
in their younger years did not have an opportunity to go to 
College. (Doris Buckley was also the first Secretary in the 
Continuing Education program - that is when the program 
expanded off the Manchester, NH facilities.) 
Off Campus Programs 
The first "off-campus" program actually took place "on 
campus" during World War II, when the College taught typing 
5 
classes to the servicemen stationed at Grenier Air Force Base. 
Their, instructor was Mary Andrews Janosz. 
Until July 1965, all of the night courses had been conducted 
in Manchester. That month classes were started for military 
personnel at Pease Air Force Base in Portsmouth, N. H. 
According to The Viking, the newspaper at Pease Air Force 
Base, 
The New Hampshire College of Accounting and Commerce, 
located at nearby Manchester, this year offered the first 
on-base degree awarding program in the history of this 
[Pease] Strategic Air Command installation. 
Without having to attend formal classroom sessions on campus 
away from the base, Air Force personnel here, and their 
dependents may earn a bachelor of science degree in business 
management. (Friday, September [n.d.], publ. in 1965.) 
That Fall (Sept. 21, 1965) service was extended to Grenier Field 
in Manchester. In November classes were started at Hanscomb Air 
Force Base in Bedford, Massachusetts and in 1967 a program was 
started at Topsham Air Station in Maine. (See Appendix 31 
Continuing Education Centers - Dates Started and Closed -
 Programs No Longer in Operation.) 
Although off-campus centers offering evening courses had 
been started primarily to serve military personnel, many of the 
centers served the non-military. The military programs were at 
Pease, Roosevelt Roads, Puerto Rico and Brunswick Naval Air 
Station, Maine. 
6 
The Center at Pease was moved to downtown Portsmouth, N.H. 
in January 1968, although the program was not completely closed 
at Pease until June of 1968. Only 11 students enrolled the 
first term and only a total of 68 students enrolled during the 
entire first year. Ten years later the number was over 400. 
(168) The College started offering courses at Pease again in 
1980. Edward Shapiro spoke about the first program at Pease. 
Ironically, because the campus was full in 1968, we turned 
our efforts toward evening school and off-campus programs 
where we thought there was some growth opportunity without 
heavy capital needs. The first program was at Pease Air 
Force Base. We ran it with a slightly different formula. 
We ran eight week programs, not 16 week programs. It was 
the same curriculum. We cut the courses into different 
sequences that worked better for adults. As a result, we 
learned how to deal with off campus adult education back in 
the 60's.(Interview EMS) 
The program at Topsham was closed in 1968. It was moved to 
the Naval Air Station at Brunswick, Maine. The Hanscomb program 
was closed in 1969. Although 1970 was the last year for the 
Grenier center, a new center was started at Salem, New 
Hampshire. 
Mr. Shapiro continued. 
There was a critical time for growth during the period when 
the College was really at over capacity at 88 Hanover Street 
7 
and when there were not sufficient facilities at the new 
campus. This meant that the growth of the Day College had 
to be tempered. 
As a result of space limitations, the evening program grew. 
We allowed and encouraged day students to take courses in 
the evening. [This continued the policy that started in the 
school's early days.] These students served to guarantee 
that there were sufficient students in the evening. 
The Off Campus programs developed and grew at this time. 
There were many pressures pushing for the development of the 
Off-Campus program. There was the combined pressure of 
limited facilities along with the need to keep growing. 
And, at that time, we also had a young Accounting teacher 
with a large family who wanted to be able to work during the 
Summer. Therefore, I met with William Cleaveland, Director 
of Education at Pease Air Force Base. He wanted us to run 
courses for Pease Air Force. 
The classes were taught near the runway. This was critical 
since as a SAC (Strategic Air Command) Base, the planes were 
on alert and the men could be on the planes in seconds. 
Bill Cleaveland suggested that we teach on an 8-week cycle. 
It was unusual to run this cycle in Winter; it was like 
having Summer School year round. 
According to the newspaper published at Pease Air Base, 
Teaching both of the pilot program courses for the New 
Hampshire College of Accounting and Commerce (Salesmanship 
and Investments) is Edward Connors, 36... 
The former Army infantryman, who teaches accounting and 
management during the day at the Manchester college and 
comes to Pease twice weekly for evening courses, is also the 
baseball coach for the school's so far undefeated team (The 
Viking, Friday, July 16, 1965) 
The eight week cycle was extremely important to military 
personnel. Because members of the military are transferred 
frequently they were generally not in one place long enough to 
earn enough credits to graduate. Most colleges, including New 
Hampshire College, require students to complete approximately 30 
credits, or the equivalent of the Senior year at the College. 
There were many military students with well over 130 college 
credits who had no college home. An 8-week cycle allowed 
students not only the chance to finish a course or courses, but 
also to have an opportunity to complete a sufficient number of 
credits at a home college. 
Doris Buckley described the credit requirements. 
Until New Hampshire College, the military students had no 
academic home. They must take 11 courses at New Hampshire 
College, but it doesn't have to be their last 11 courses. 
Non-military students must take their final 24 credits at 
the College. 
Edward Shapiro talked further about the significance of the 
off-campus programs. 
9 
Through the Pease Off-Campus program, we learned how to 
control money, credit, the teaching and program evaluation. 
Most importantly, it gave the NHC community the time to 
develop the experience in Off-Campus education and the 
opportunity for the faculty to have confidence in the 
programs. 
The people from Pease Air Force Base asked us to go to 
Brunswick, Maine and work with Air Force personnel in the 
early warning system [the DEW line]. We taught both 
Americans and Canadians. When that program folded, we moved 
to the Brunswick Naval Air Station. This became our second 
off-campus program. 
Our next program was at Grenier for the men at the Bow 
Tracking Station. We then developed a program at Hanscomb 
AFB (Massachusetts). Along the way we enlarged the program 
by going from Pease to Portsmouth. 
When Bryant-McIntosh Business School of Andover, 
Massachusetts closed, we went to Salem, N.H. to "teach out" 
[a practice whereby the education of students in a college 
or program that is closed or closing is completed by the 
same or another college] their students. This was the 
beginning of the Salem Center. 
In 1974, because of the severe gas shortage, we developed 
many extension programs throughout the State. If students 
could find gas, they went to work and not to School. So the 
10 
decision was to put extensions where they were working. The 
first Centers from that period were Nashua, Concord and 
Laconia. A little latter, we developed the programs at both 
Keene and Claremont. 
Around 1974-75, the Puerto Rico Private Business School 
Association and specifically its representative Enrique Pinero, 
asked Edward Shapiro to teach their graduates the third and 
fourth (Junior and Senior) years. The Association agreed to 
provide the library, classrooms and other facilities. Having 
learned how to run other off-campus facilities, it became easier 
to develop the program in Puerto Rico. Later, New Hampshire 
College took over the entire running of its program including 
having its own facilities and library. 
A new Center was started at the Navy Security Force Station 
in Winter Harbor, Maine, in 1975, and at Laconia, NH, the 
following year. A Center offering only M.B.A. courses was 
opened in 1979 in Concord. Of all the off-campus Centers, the 
one at Salem attracted the most students. 
The Salem Center made a strong impression on the New England 
Accreditors who wrote: 
The Salem Center was, indeed, a pleasure to visit. The 
syllabi examined showed a welcome use of problem situations, 
case studies, and class hand-out materials all of which were 
productive of student involvement in decision-making and in 
interactive learning. The two classes visited were 
11 
conducted by interested, well-qualified faculty members who 
possessed the desire and abilities to communicate 
effectively with the students. Students were alert, 
interested, and asked questions that were meaningful, 
mature, and reflective of their desire to find applications 
for the mateial under discussion. (Sackett) 
In addition to its own off-campus centers, New Hampshire 
College offers Evening courses in Accounting on the campus of 
the University of New Hampshire in Durham. Students may 
transfer the credits earned in these courses toward the A. A. 
Degree offered by the University's Division of Continuing 
Education (164). 
In 1952, the College enrollment was almost depleted because 
the G.I. Bill was no longer in effect. The College was in an 
extremely difficult position financially. The reason the off 
campus program was developed was to avoid that situation in the 
future. 
During periods of war or conflict, classrooms have emptied 
as students have either enlisted or been drafted. Since armed 
service people can go to school, the off-campus centers can ease 
the ups and downs of enrollment. (Interview GCS) 
Historically, the Evening Division has served as a ballast. 
Over the years, when the Day School enrollment has been low, the 
Evening School and Continuing Education enrollments have 
contributed to the overall enrollment stability of the School. 
(Interview GCS) 
12 
There are 11 off-campus centers. Some of these centers have 
their own satellite campuses. For example, the Portsmouth 
Center has Dover and Pease as satellites. 
"A strong Continuing Education program serves the College as 
an endowment (Interview Ray Truncelitto)". 
San Juan Center 
The most ambitious off-campus operation was the opening of a 
branch campus in San Juan, Puerto Rico. This was to 
accomodate, at the Junior and Senior levels, some of the 7,000 
yearly graduates of Puerto Rico's business and community 
colleges, of which the University of Puerto Rico was able to 
accept only 4,000. The enterprise was welcomed by the 
Chancellor of the University of Puerto Rico as well as other 
higher education officials. 
According to Ann Shapiro, New Hampshire College was going 
through its first regional accreditation and everyone was 
tied-up with the visitation when the invitation was made to 
discuss the program. She was at that time working for the 
College in New York City as an Admissions Counselor. 
Representatives from the Puerto Rico Business School Association 
were at a Convention in Atlantic City. She went to the Business 
Educators Convention to meet with these representatives. As 
indicated earlier, they were interested in having New Hampshire 
College provide for the third and fourth years, because of the 
difficulties in transferring their graduates. It was from this 
point in time that the San Juan Center began to be a reality. 
13 
The course format and admissions requirements were the same 
as at other off-campus centers- And like many of the others, 
the only major would be management. The degrees would be 
awarded at the Manchester campus. Instruction would be in 
Spanish, with Spanish language texts used, where availabe. 
Otherwise, English texts would be used. (164) 
Providencia Vales, Director of the San Juan Center, 
described the Center. 
New Hampshire College is the only College in Puerto Rico, 
whose home campus is in the States, that has its own 
facilities, physical plant, library and instructors. We are 
the only College that offers a bacalaureate degreee. NHC 
teaches in Spanish at the San Juan Campus. However, all 
instructors are bi-lingual. Courses are offered only at 
night. 
It is a complement to the College that it serves the needs 
of the locl community. (Interview P. Vales, 4/1/82) 
Although New Hampshire College's San Juan Center started by 
offerring only upper level courses, now that the college 
operates its own center a student can take his or her entire 
college education at the San Juan Center. The first student to 
graduate who took all his credits at New Hampshire College was 
in September 1982. However, the majority of students are 
transfer students. 
The first Director of the San Juan Center was Ernest Holmes, 
a member of the Manchester campus faculty and a veteran of seven 
14 
years in the foreign service, who is fluent in Spanish. The 
Director was responsible for hiring the other faculty members. 
They were all natives of Puerto rico with Master degrees in 
appropriate fields. Professor Holmes returned to the Manchester 
campus after the first year. 
The next Director, who was a native of the Island, was 
Carlos Barradas. He had been Acting Dean of Academic Programs 
the Inter-American Univeristy program at Ramsey Air Force Base 
in Puerto Rico. (169) 
The 1976 report of the New England Association stated: 
In San Juan, we met enthusiastic and conscientious students 
functioning in a highly interactive manner under the 
guidance of capable and interested faculty. CWe3 were 
satisfied that we were viewing a well-run, fine qualiy 
operation. Each faculty member had made efforts to 
embellish and enrich the course with meaningful assignments 
and discussions not contained in instructions from 
Manchester. The Chairman was more impressed with the 
quality of interactive learning taking place in San Juan 
than in Manchester. 
As an outgrowth of the San Juan Center, a satellite program 
was established at Roosevelt Roads Naval Air Station. Enlisted 
men and women may take a course o±~ study leading to either the 
baccalaureate or the Master degrees. As in all military 
programs, the course of instruction is in English. 
15 
The Directors 
According to an article in the Collegiate Revolution 
Edward J. Connors was named Director of Continuing Education 
with responsibility for all of the College's evening, 
extension and off-campus programs. Prior to this Mr. Connors 
had been Director of Off-Campus Programs and was chiefly 
responsible for the college's divisions at Pease Air Force 
Based, Topsham and Grenier Air Force Stations and the Portsmouth 
Center. (Vol. II, No. y, May 1968) 
Ed Connors made a signficant contribution especially to the 
overall development of the military off-campus programs. 
Ernest Greenberg became involved when Ed Shapiro suggested 
that he teach a course in Salesmanship at Grenier. According to 
Mr. Greenberg, 
I had never taught before. I had never taken a course in 
Salesmanship. But, all I had ever done before was sell. Ed 
convinced me that I could do it. 
Reluctantly, I agreed. On my firt night of class, Ed 
Connors went with me. I really think Ed [Connors] taught 
that class. I was very, very nervous. But in the next 
class, I took over. I taught Salesmanship that term. 
They had just opened the program at Pease. I was teaching 
at Grenier. I taught the eight weeks and Ed Connors asked 
me to teach the follow-up course, Sales Management. By this 
time, I was having a grand time. It was a very informal 
16 
environemnt. There was a lot of give and take between the 
student and the teacher. They were all adults. I enjoyed 
it. So, I taught Sales Managment. 
Then, Ed Connors said that the 'big program was at Pease' 
and he asked, 'Why don't you start teaching up there? So, 
that is what I did. I went up to Pease two nights a week, 
teaching two courses each time. By this time, I really had 
fallen in love with it. I was stealing time away from my 
full-time job to prepare lectures. I found myself getting 
more and more involved. 
We were going to leave Pease in June 1968. They [in this 
and later sentences, he is referring to Shapiro and Connors] 
were looking to open a program close to Pease, because we 
had a lot of students in the area. We had never run an 
off-campus program at any place but a military 
installation. They asked me, if I would be interested in 
establishing a program in Portsmouth on a full-time basis. 
I would get the program started, teach, and be the 
administrator. It sounded so very, very exciting. I left 
my full time j0b in January 1968. 
The first term at Portsmouth, we had 11 students and 18 
enrollments. [Students are counted individually; 
enrollments account for registration in more than one 
course.] That was two classes so we were averaging 9 
students per class. I thought I had made the worst mistake 
of my life. Today, (1982) the Portsmouth Center has close 
to 700 enrollments. This includes not only Portsmouth, but 
Pease AFB, where we are now offering courses on Saturdays, 
and Dover where we offer classes at Dover High School. All 
of these programs are run out of the Portsmouth Center. 
All of that is just the undergraduate program. The graduate 
program is also running courses at Pease and Portsmouth. 
The graduate program now has their own administrator at 
Portsmouth, and one person who handles Nashua and Salem. We 
still share people at Brunswick and in Concord and in Puerto 
Rico. 
The College opened in Salem in the Summer of 1972. Ed 
Connors and I were handling that area. Ed was working out 
of Manchester and I was working out of Portsmouth. We kind 
of shared. We would go down every other night. 
I stayed in Portsmouth until September 1972, at which time I 
came to Manchester. At that time, they split Continuing 
Education into two halves. For a short period, we had two 
Directors of Continuing Education. Ed was down in Salem and 
was responsible for Salem and Brunswick and I was in 
Manchester responsible for Manchester and Portsmouth. That 
was our Continuing Education operation. [His title prior to 
that was Assistant Director of Off Campus Programs. Since 
there was no Director of Off-Campus programs, in effect, he 
was the Director.] 
18 
The program attracted mostly males and mostly Veterans. 
When the G.I. Bill expired in 1976, we could not plan on 
enrolling many new Veterans. This had a drastic effect that 
was felt by many schools. Because we saw it coming, we were 
not as badly hurt as a lot of other schools. Since we 
recognized that this was going to happen, we were already 
out talking to industry. We knew that there were a lot of 
companies that had tuition reimbursement plans already built 
into their employee contracts. As predicted, industry did 
become the major third party payer. So, the fall out wasn't 
as great as it could have been. Although our enrollments 
did go down after the G.I. Bill expired, they are now far 
above what they were when the Veterans were at their peak. 
The programs that we offer in the evening are pretty much 
the same as the Day School program. The number of programs 
we offer will depend upon the size of the center. For 
example, here in Manchester, we have almost everything. We 
don't offer the Hotel/Resort or Business Teacher Education 
or the Secretarial programs in the evening. [Because of 
enrollment, the Secretarial courses appear to continue to be 
a problem.] We never really have much luck whenever we 
offer Shorthand or Typing. 
Whereas at one time 90% of our students were Management 
majors and maybe 10% were Accounting majors, what we are 
seeing now are people much more interested in not just 
19 
getting a Bachelor's, degree, but in getting a technical 
skill to make the more employable. We are finding more and 
more students who now want to major in computers. We are 
getting a more serious student. 
A third of our students are now in the Management 
Information Science (MIS) area. Another third are in 
management and the other third is comprised of Accounting 
and all other courses. The computer area is growing 
rapidly. Everyone wants a course in MIS or microcomputers 
or some other aspect of computers. 
We have terminals in off campus locations like Portsmouth, 
Salem and Nashua. We have the capability of teaching all 
our MIS courses at those centers. Currently, we are putting 
microcomputers in places like Brunswick and Laconia. 
Therefore, these students will get hands-on experience and 
also be able to take basic Data Processing courses. 
Special Programs 
There are a variety of non-degree and non-credit programs. 
For many years, a large percentage of the evening programs fit 
this category. Many students came for one or two courses, to 
learn Shorthand and/or Typing, to learn Bookkeeeping or more 
especially today to take a course or courses in Data Processing. 
Franchise Courses 
In the fifties and sixties some of these short term courses 
were franchise courses that were very important to the growth of 
20 
the College. They were franchise courses in that a royalty or 
fee was paid. This was normally covered by the student through 
the coat of his or her textbook or series of textbooks. These 
courses were for the most part designed to take a person to the 
point of skill in a maximum of 14 - 16 weeks. 
For example, a student, with no previous experience, could 
learn Speedwriting Shorthand taught on a full-time basis in Day 
School, in six-weeks. At the end of that time, a student could 
take shorthand up to 120 w.p.m. If a student had the Typing 
skills, they could be employable at the end of that time. 
Weaver Real Estate was another franchise course. People 
taking this Real Estate course were eligible to take the State 
licensing exam within 14-16 weeks after starting the course. 
These courses, and others such as PAR Reading and the Nancy 
Taylor Finishing courses were important for several reasons. 
They brought additional students into the School. There were 
additional enrollments in both the day and evening programs. 
Some people registered for just the one courses and others 
enrolled for a full course of study. 
These programs were of further importance because of the 
people behind the programs. The people behind Speedwriting and 
Nancy Taylor, [the Sheff family], were important for what they 
taught the Shapiros in terms of enrollment techniques in general 
and Speedwriting/Nancy Taylor and enrollment of women in 
particular. Moe Gaebe of PAR was particularly important to 
21 
Edward Shapiro for what he learned about Business Schools in 
general. 
Upstart 
Although the short term courses, especially Shorthand and 
Typing are not as popular as they once were, the College has not 
forgotten its roots, because it is still offering six-month 
Shorthand, Typing and Bookeeping courses. Currently these 
courses are run primarily through the Upstart program, which 
started as a Day program. Two graduates of the baccalaureate 
program are teaching in the program - Gelsa and Maria Matarazzo. 
The students enrolled in the Upsart program come from 
various agencies and programs such as WIN and CETA and are made 
up primarily of young women, many of who are unwed Mothers, who 
may have been on Welfare and are looking for a way into the 
economic system. 
According to Mr. Greenberg, 
This is perhaps one of the most socially rewarding programs 
we offer. There are a lot of success stores. Many 
students, who have graduated, have gotten jobs and have 
become self-supporting. 
The program began under the Associate Academic Dean. When 
it became part of Continuing Education an evening component was 
introduced. Now the College has both a Day and an Evening 
program. Although neither program is huge, both programs have 
been able to pay their own way. The program is not a loser for 
22 
the College, nor is it a moneymaker. It does sustain itself. 
There are around 30 - 40 students in the program in 1982. 
Educational Training and Resource Center 
As a result of all the developments in Continuing Education, 
especially the formation and growth of the Off-Campus Centers, 
the Educational Training and Resource Center (ETRC) was 
developed. This basically houses "not for graduation credit" 
programs. These include seminar training, summer programs and 
English as a Second Language. The Educational Training and 
Resource Center (ETRC) is composed of the Resource Center and 
the American Language and Cultural Center. 
Francisco Aguilera, Director of Education/Training Resource 
Center, explained the program. 
The ETRC had two contradictory missions - one is as a profit 
center and the other is as a research and development cite. 
The original function of the Resource Center was to 
enhancethe image of the College in the business world. It 
did so by providing seminars and in-company training 
primarily to lower and middle management. There is a 
potential for the Resource Center to be the focus for a lot 
of programs. 
The American Language and Cultural Center, of which English 
as a Second Language (ESL) is a part, frequently serves to 
generate pilot programs and fill up the campus in the 
Summer. The Merrimack Valley Center for Music and Art 
23 
generated a model for us to follow. The Computer Camp, which 
haa not been continued, waa started as a pilot program. 
Through ESL, we hope to serve as a bridge for cross-cultural 
experience. We are interested in training students to deal 
with Americans and training Americans to deal with 
international students. 
We have a reservoir of staff. Our staff are the kind of 
people needed by the faculty. 
Summer Programs 
Although Summer School is currently under the ETRC its 
antecedents are much earlier. When the Day program began, the 
programs of study were 11 1/2 months long. Therefore, the 
students attended throughout the summer and the classrooms were 
occupied throughout the year. The bulk of the income, however, 
still remained during the traditional school year. The other 
antecedent is discussed by Mrs. Shapiro. 
H.A.B. Shapiro was always concened there would not be 
sufficient money to meet our expenses in the Summer months. 
So, when I took over, I started a Teenage Typing class. 
We then added the PAR Reading programs. From this 
beginning, we packaged courses. Students were encouraged 
not to come just for Reading or Typing, but for Reading, 
Reading and Typing and English and Typing. 
t one point, I had so many teenagers taking typing that I 
had to rent typewriters. We has so little space that we ran 
24 
out of room and we had to run the course in shifts. People were 
begging me to find room in the class for their sons or 
daughters. 
The public school system got wind of the popularity of the 
Typing classes and started teaching the same course. 
Because of the cost, it effectively wiped out our program. 
The first outside group to use the facilities in the summer 
were College Newspaper Editors. They stayed at Franklin Hall 
for the Summer. They were a source of difficulty for the 
College because the Union Leader got hold of the fact that there 
was nude sun bathing on the roof and probably pot-smoking. 
(Interview BB and George Larkin.) That was the Summer of 1969, 
which was at a period right in the middle of drastic social 
change. 
One of the biggest summer programs has been the Summer 
Basketball camp. This program came to the campus largely due to 
the influence of Lou D'Allesandro, who for many years was 
Basketball Coach and Director of Athletics at New Hampshire 
College. As a result, Celtic's greats Tom Sanders and Don 
Nelson can frequently be seen on New Hampshire College's campus. 
At a talk given by Mrs. Shapiro at an Elder Hostel week in 
1982, she described other summer programs at New Hampshire 
College. Some of these summer programs included the 
Cheerleading camp, Soccer and Baseball programs, Dance, Elder 
Hostel and the Merrimack Valley Music and Art Camp. 
25 
The Elder Hostel program got its start at New Hampshire 
College, because the staff from the School of Human Services 
were the first in the nation to run this program when they were 
at Franconia College. For over six weeks in the summer of 1932, 
there were Elder Hostel programs being run at both the North and 
South Campuses of New Hampshire College. 
The Merrimack Valley Music and Art Camp was brought to New 
Hampshire College because of the efforts of Mrs. Mae Sidore. 
This program, has enabled the School to broaden its base of 
offer-rings into the broad realm of the Arts. 
From the time Mrs. Shapiro started to run the Teenage Typing 
program, the summer programs have become very extensive. Now, 
the danger is not allowing it to interfere with the standard 
undergraduate curriculum. For example, because of the number of 
programs, Fall term orientation had to be changed to meet the 
needs of summer school. 
Seminars and Training Programs 
The college, by arrangement with the American Management 
Association Extension Institute and Penton Learning Systems has 
held two and three day seminars and a few six-week courses. The 
institutes draw their faculties from nationally known 
specialists in various phases of business and the programs are 
offered at convenient off-campus locations such as centrally 
located hotels and motels. 
Fifteen training seminars were presented in the second 
semester of 1979-80. A partial list includes "Finance and 
26 
Accounting for Non-Financial Executives," held at the Sheraton 
Rolling Green Motel in Andover, MA; "Training the Trainer," held 
at the Hilton Hotel at Merrimack, NH; "Fundamentals of 
Management of Quality for Control Superviosrs" at the Holiday 
Inn, Waltham, MA.; "Essentials of Purchasing for the Newly 
Appointed," and "Interpersonal Skills Development for 
Secretaries," both held at the Wayfarer Inn, Bedford, NH. (167) 
Dean James Grace talked about the Penton program. 
Penton is a solid bread and butter program. We do thousands 
of mailings; we run anywhere between fifty and a hundred of 
these programs a year throughout the northeast and in Puerto 
Rico. Some are very successful; some are not. But overall 
it's making money and supports the total program. 
In addition to the training and seminar programs run by the 
American Management Association and Penton, New Hampshire 
College offers some of its own off-campus programs. Often, the 
College makes more money when it runs its own programs. 
The College has also become involved in-house teaching by 
going into industry and running training programs. The College 
has run programs at Hendricks and Velcro Corporations. The 
program is relatively new and the College expects to make gains 
in this area. 
English as a Second Language 
As the enrollment of traditional-aged population decreases, 
there has been an increasing interest in replacing part of that 
27 
loss with International Students. The English as a Second 
Language (ESL) program is tied to this interest. 
This program allows New Hampshire College to recruit 
international students both for degree programs and for this 
special program. The College is prepared to teach these 
students English language and culture. It appears that this 
program will be a real contributor to both the financial and 
educational well-being of the College. 
Dr. Grace talked about this program. 
At present the number of foreign students is small. The 
first program had 8-10 students who started in the Spring of 
1982. We expect a much larger group in the Fall. Frank 
Aguillera expects approximately 24-25 students from Korea 
alone. Ed Shapiro is currently recruiting in the Far East, 
so that we could have a very large group. 
The College is interested in teaching not only the English 
Language but also in teaching about our food and culture. The 
program is oriented toward dealing with the basic problems that 
people have when they go to a new country. 
In addition to the teaching activities, the program is 
interested in integrating the international student into 
American society. We do this through a variety of activities. 
Some of these activities include taking trips to Boston not only 
to see a large City, but also to visit historical sites. 
28 
Dean Grace also talked about visiting the State House in 
Concord, N..H. and sitting in the Gallery to view New Hampshire 
State Government. In addition to field trips, there are small 
day to day activities such as eating lunch with the Instructor. 
It is expected that this program will feed many students 
into the both the Undergraduate and Graduate programs at New 
Hampshire College. 
School of Human Services 
Implicit in the history of New Hampshire College is the 
premise that as the School has hewed to its founding values, it 
has been auccessful. Part of the early mandate was to provide 
educational opportunity to students who might otherwise have 
been denied access. This is not a matter of "open admissions" 
as it is generally used, but rather a concern for access for 
students in programs that are designed to meet their needs. New 
Hampshire Accounting and Secretarial School was founded so that 
more people can be included in our system. 
Therefore, when the question is raised, as it frequently is, 
"What's a School of Human Services doing at a School of 
Business?", the answer is clear - it is doing the same thing -
 providing educational opportunity, knowledge and empowerment. 
The following is an excerpt from an oral history of the School 
of Human Services written by Frederick Moe. The conversation is 
with Mr. Moe and Ira Goldenberg, Dean of the School of Human 
Services. 
29 
I met the President of New Hampshire College, Ed Shapiro, 
when he and I both served on a Presidential Council for the 
New Hampshire College and University Council. He was 
running this very traditional business college that was on 
its way up. I was the new President of a liberal artsy 
craftsy college. Ed was really excited about the creative 
things we were doing [at Franconia College and during a 
financial crisis]. 
So when we first thought of closing it down, we had a lot of 
options. The State Colleges were interested in having 
it...our decision to bring FRED [Franconia Regional External 
Degree] here was based on two things. One was that Ed made 
a commitment that if we brought it here, we would have the 
freedom to develop the programs as we saw fit. Secondly, we 
worked out a very clear agreement with the finances. Ed 
immediately hired all the faculty and the staff that we 
brought here. He gave everyone raises in pay. In 1978, 
some of the people working full-time were earning $11,000. 
He and I went through all the administrative planning to 
have the program accepted by the board and the other faculty 
here. 
It's bizarre that we should come here in some ways. Here 
you have a very traditional business school: rules, 
regulations, and prerequisites. This school openly supports 
the entrepreneurial profit motive and here we are where it 
30 
is clear that the students we work with are different. Most 
are minorities and women; all of them are adults. Our whole 
educational structure is different. We are talking about 
Issues of equality and social justice. We are talking 
about racism, sexism and elitism. Philosophically, you 
couldn't ask for two [more] different orientations. 
Fred: "The contrasts are amazing." 
It's like night and day. We did have resistance on the part 
of the faculty and some of the administrators. A lot of 
their resistance was not crazy at all. If you spent a lot 
of years trying to build up a college that you can be proud 
of, and all of a sudden you see these lunatics coming down 
from the North Country with all the hassles we had with the 
Union Leader, if you were a faculty meember here you would 
feel like your territory was being invaded. So whereas a 
couple of faculty members were delighted, others were 
defensive and threatened by our coming. But Ed wasn't and 
the board members weren't. It took a good year or more to 
get accepted. 
The closing of Franconia College in Franconia, New 
Hampshire, in 1978, led to NHC venturing into a field outside 
the business area. Franconia College, in its short life, had 
been noted for its experimental baccalaureate programs. 
Unfortunately its talent for devising new programs had not been 
matched by a corresponding talent for raising money. Upon its 
31 
closing Dr. Ira Goldlenberg, its President, had come to NHC 
seeking a home for one of its ventures, an external degree 
program in Human Services. 
Mr. Edward Shapiro shared his perspective on the program. 
I felt that the programs were not in conflict with each 
other. I thought the programs would, in fact, help each 
other out. I was involved as President of The New Hampshire 
College and University Council and we did not want to see a 
group of students left out on the street. So, we really 
took it upon ourselves to "teach-out" the students of 
Franconia College. It also gave us an opportunity to see if 
the Human Services program could work with our business 
school, to see what kind of synergy existed between the two. 
It was a great period; one with great problems and great 
concerns. At first a great many of the faculty felt that 
this was not the type of program that New Hampshire College 
should get into. It was only after long reports, long 
proposals, long debates and a long review that New Hampshire 
College actually accepted this program. 
This program was designed to offer para-professionals in the 
social services an opportunity to upgrade their preparation to 
the professional level through classroom work and independent 
study. It had been handicapped by the shaky financial situation 
of Franconia. The proposal was to have New Hampshire College 
adopt the program offering the weekend classes on the Manchester 
32 
campus. After careful consideration by the NHC College Council 
it was decided to sponsor the activity for a year on an 
experimental basis. This led to adoption of the program by NHC. 
President Edward Shapiro continued his discussion of the 
Human Service program. 
If you look at New Hampshire College in 1982, its 1600 day 
students attend classes primarily between 9 and 3, Monday 
through Friday. It is very capital intensive. They use the 
gymnasium, the library, the dorms, food service, parking 
lots, housing service and placement service. 
One of the reasons we were interested in the program was 
because they would use the facilities in non traditional 
time slots. Classes are taught on Saturdays and Sundays 
when we were virtually empty on campus. [Today there are 
additional weekend programs.] 
Its students are minorities, are poor, are underpaid and yet 
are responsible for working in our Human Service agencies as 
policemen, drug rehabilitation counselors and 
administrators, mental health workers, welfare workers, 
teacher aides and paraprofessionals - all sorts of 
service-oriented people. They weren't in business, but they 
were in the business of serving people. 
FRED arrived at New Hampshire College with 125 students on 
February 1, 1978. In 1981, FRED became a separate entity. It 
became the School of Human Services, with Ira Goldenberg as its 
first Dean. 
33 
The School of Human Services has had a strong influence on 
the New Hampshire College community. When the Human Service 
programs first arrived on campus, they were placed as a 
Department in the School of Business. Within three years, there 
was a separate School of Human Services . This is significant 
because it paved the way for another Department to separate and 
become a separate School, which was the Graduate School of 
Business. 
The School of Human Services can trace its beginnings to 
1968 when Dr. Ira Goldenbeg brought to the attention of Yale 
University an educational model from which the current program 
is based. Yale turned down this model. When Ira Goldenberg was 
President of Franconia College, he was able to provide an 
environment for this program. 
FRED was created [in 1976] in part to address the 
contradiction...[that if you want to make a school more 
responsive to older people, you cannot require that students 
participate in] a residential program. One would not want 
to pull older people who are involved in their communities 
away from their communities to go to school. (Osher, from 
Moe, p. 7) 
It is because of this desire to keep people in their 
communities that each class is offered for a full day. As a 
result a student can earn course credit by attending one weekend 
per month. A group project, which is often community based, is 
34 
required. Students are also encouraged to form study groups. 
Therefore, the adult learner may stay in his or her community 
and still earn her or hia degree. To offer this program on 
strictly an external degree basis would eliminate one of the 
important notions of this program and this is working for change 
through and with people. Therefore, the structure permits 
opportunities to work with others. 
Mr. Moe further cites Dr. Goldenberg. 
I think the most important thing about our curriculum is 
that it is focused around helping people begin to define, 
understand and work out for themselves contradicitons 
involved in trying to be a human service worker. 
(Goldenberg, from Moe, p 25). 
The curriculum and the structure of the curriculum are designed 
to encourage people to work with other people. 
Mr. Moe referred to Mr. David Osher, Director of the 
Manchester program. 
One of the goals of the FRED program, in my opinion, was to 
create the conditions under which the types of students who 
come through the program [who] tend to be angry [and] tend 
to be potential leaders of small numbers of people, and to 
create the conditions in which those people could work 
together after they have left the program (Osher, from Moe, 
p. 6) . 
35 
To deal with issues of sexism, racism and elitism, to deal 
with the adult learner, to require a great deal of independent 
study along with a great deal of emphasis on group work requires 
a non-traditional view of the educational experience by faculty 
and staff. 
Mr. Steven Berger, Director of the Graduate School talked 
about the importance of teaching, as seen by Ira Goldenberg, in 
the early days at Franconia College. 
Ira came in and said, %To teach is a privilege, and the only 
way to justify that privilege is to take what you know and 
give it back to the people. I'm going to ask each part of 
the college [Franconia] to figure out in its own way how it 
wants to do that'. 
There were some people who didn't want to relate to the 
world; they just wanted to have their never, never land at 
the top of the hill. They didn't want to be asked to relate 
to the rest of the world at the bottom of the hill. 
(Berger, from Moe, p. 36). 
What Goldenberg was asking of the faculty was actually no 
different than what H.A.B Shapiro was asking of his faculty in 
1932. The former asked for experience in human services; the 
latter asked for experience in business. Both also demanded, in 
their own way, for faculty to "get down from the top of the 
hill". Mr. Shapiro required faculty to individualize 
instruction. Perhaps, whatever success New Hampshire College 
36 
has had as a teaching institution, can be measured by the 
experience and commitment, in all of its schools, of the faculty 
to the students. When the mix is right, learning and growth 
take place. (See Appendix 32 Selected Faculty - Human 
Services.) 
About the time that FRED became the School of Human 
Services, the associate degree program and the master degree 
programs were developed. The associate program is known by its 
acronym MOVE and the graduate school by its acronym EMMA. The 
former program was developed in large measure to work with those 
students who were themselves recipients of much of societiy's 
problems. 
The MOVE program was started in November 1980 with Peg 
Cerami as its first director. 
The people who are in it are predominantly women and either 
are recipients of some kind of service, or people working in 
agencies in lower paying jobs (Cerami, in Moe, p. 17)". 
These students attend classes three times a week. They go 
to school either in the morning or evening, twice a week, 
and then they all attend class together on Saturday 
mornings. 
In 1979, the faculty and the trustees approved adding a 
Master's degree to the program's offering. In May 1982, there 
were apprximately 155 students in the Graduate program. 
Dr. Berger spoke about the students enrolled in both the 
Graduate and Undergraduate programs. 
37 
The classes are on weekends, once a month, and they deal 
with the realities of people's lives. Like FRED, they are 
designed for experienced adults. It is different from FRED 
in one significant way. The tasks are very different. The 
task of the FRED program is to take people's anger and 
resentment and show them that it has a legitimate base. 
We're not trying to change people, we're trying to ground 
the feelings that they have. We want to help them dvelop a 
more detailed picture of the world. The task of the 
Master's program is to take people beyond where they are now 
in terms of knowledge and skills. It is tough-minded and 
useful (Berger, in Moe, p. 38). 
In 1979, a Center was opened in Hamden, Connecticut for the 
convenience of the students employed in that state. In 1980, 
the graduates of the program participated in the Commencement 
ceremonies on the Manchester campus. (171) 
A Human Services Institute was established in connection 
with the program. The Institute was able to secure grants for 
some of its projects. A $380,000 one from the Federal 
Department of Labor was awarded in 1980 for a study of ways to 
train, encourage, and help unemployed young adults to become 
entrepreneurs in small, labor intensive business requiring 
little capital. (172) 
Frederick Moe, in his interview with Ellen Hewitt, made the 
following statement, "There is a major emphasis in the School of 
38 
Human Services on really helping students, and to treat students 
as people (Moe, p. 29). 
Definitely. It's more difficult to do than you would 
think. There is a tendency within the organization to 
become more bureaucratized. That's what we have to work 
against. A bureaucracy makes it a much easier place to work 
in. It's important to be organized, but not to the point 
where we blot out our students (Hewitt, in Moe, p. 29). 
This is true for New Hampshire College as a whole. To be true 
to itself, it must always remember its reason for being - to 
help the student. 
Mr. Shapiro stated. 
I think that the programs will, in fact, help each other, 
by affording such opportunities for students as cross 
registration and for faculty as cross teaching. We already 
have cross utilization of accounting, credit and computer 
services. 
Certain things will come together and certain things will be 
different. At the beginning, it was strictly each school 
being independent. I hope that by the late 8O's and 90's 
that more and more programs will be somewhat integrated. 
Graduate School of Business 
In 1971 the New Hampshire legislature had voted authority 
for the College to offer the Master of Business Administration 
degree. This was done at that time so that plans for offering 
39 
the degree could go forward with confidence, but it was 
conditional upon the details of the curriculum meeting the 
approval of the State Post Secondary Education Commission before 
the program was actually inaugurated. (This Commission 
succeeded the Coordinating Board of Advanced Education and 
Accreditation, July 1, 1973.) By 1974, satisfactory 
arrangements had been made and the program was approved.. 
The New Hampshire College Master's program allows students 
to pursue the required courses on a part-time basis, in 
accordance with their available time. The program also presumes 
an undergraduate business curriculum. Liberal Arts students 
enrolling are required to take prereequisite undergraduate 
courses. The graduate program has attracted a lot of non-New 
Hampshire College students. One of the fears was that the 
program would look like a 5th year of the undegraduate program. 
This has not happened. (Interview JMara) 
Specialization in the M.B.A. program is offered in 
Accounting and Management. A specialization in Educational 
Administration was offered, but was dropped due to lack of 
interest. 
Dr. Mara commented upon the early days of the Graduate 
School of Business. 
I joined the Administration of the College in 1974. The 
graduate program was very, very new. I often describe the 
experience as the train was moving and I jumped on. That 
40 
was on August 25 and the first class was coming in early 
September. 
I replaced John Reynolds, whose job at that time was 
Associate Academic Dean. The position included Chairman of 
the Business Education Department and Director of he 
Graduate Program. The main thing I was to do was to direct 
the Graduate program. We enrolled our first students in 
September 1974. There were 44 students. 
The second year the enrollment was 144 and 283 in 1977-78. 
One M.B.A. degree was granted in 1975, 5 in 1976 and 44 in 
1977. 
In 1981-82, the Full Time Equivalent (FTE) enrollment is 
around 650-700 - 9 credits equals an FTE. In March we 
enrolled our first day students. These students are all 
full time. 
There are apprxoimately 45 courses offered in any given 
term, three times a year. The number of courses offered in the 
summer term is less. This is throughout the system which 
includes, in New Hampshire, Manchester, Concord, Portsmouth, 
Nashua, Keene and Salem, in Maine, Brunswick and in Puerto Rico, 
Roosevelt Roads. 
Dr. Mara continued. 
We run the equivalent of four semesters. Students can start 
four times a year. We start in September, December, March, 
and June. We have two weeks off in December and in August. 
41 
We start one week after Labor Day. The next term runs for 
14 weeks because we take two weeks off for the holidays. 
Then, we begin March 15 and June 15. 
The eight-week cycle did not work in the graduate school. 
When we went to Brunswick, we agreed to do it on an 
eight-week cycle, because that is what the military thought 
they wanted. We did it for one year. They agreed that the 
pace was too fast. 
One of the few criticisms the Graduate School received from 
the New England Association of Schools and Colleges is the need 
to have more full time faculty. There were three full-time 
faculty and in the Summer of 1932 were looking for three more. 
Having the graduate program seems to have helped in 
attracting new faculty to New Hampshire College, but the reverse 
also seems to be true. There are some primarily graduate 
faculty members who wish to teach undergraduates on occasion; 
and there are some primarily undergraduates who wish to teach 
graduates on occasion. 
One of the advantages of making the Human Services a 
separate school was that by the time the Graduate Program was 
made a separate school, everyone pretty much understood what was 
happening. 
Academically, New Hampshire College has grown enormously. 
However, its roots are still in programs of study that are 
designed for employments. The scope and range have expanded. 
42 
CHAPTER FOUR: STUDENT SERVICES 
Philosophy 
The philosophy underlying student personnel services -
 service to students - has always been a significant part of New 
Hampshire College. It was an underlying factor in the 
relationship of all faculty and administration with students. 
The functions that were service oriented were merged to form 
a separate department when Ann Shapiro joined the School's staff 
in August 1961. There have been two Deans of Student Services. 
Dean Shapiro first served as Director of Student Personnel 
Services and then as Dean of Students. In 1969, George Larkin, 
then Director of Counseling Services became Dean of Students. 
Mr. Shapiro informed the group that since the faculty is to 
be recognized [rank and tenure] so should Student Personnel 
Services. (President's Advisory Board Meeting, 12/16/68) 
Characteristically, the members of the Student Personnel 
Department voted not to consider becoming tenured. It was their 
feeling that as long as they were doing a good job, they wanted 
to stay; and they would be welcomed. If they were no longer 
perceived as doing a good job; they would want to leave. This 
unusual attitude is reflective of the way student personnel 
services see their role and New Hampsire College. 
Over the years the specific departmental functions have 
changed - sometimes adding a function, sometimes deleting a 
function. At one time or another Student Services has included 
1 
the following areas: Admissions, Housing, Placement, 
Counseling, Athletics, Activities, Registrar, Health, Library, 
Alumni and often any other activity that a growing school wasn't 
sure where to place. 
Student needs change and vary according to the times. The 
students of the thirties and forties were predominantly 
commuters, who were looking for morning classes, a part-time 30b 
in the afternoon, and to be at home in the evening. However, 
all of the students throughout the decades have enjoyed and 
participated in a variety of student activities and related 
services. Then, as now, they like to perceive themselves as 
more than technocrats. 
Edward Shapiro further described these students. 
The student of the fifties was looking for a class activity 
in the morning and expected to work part-time in the 
afternoons and then live either at home, if a commuter, or 
in off campus housing, if not a commuter in the evening. 
The history of the sixties and part of the seventies is one 
of adding a whole new department. It was added to give the 
student the out of classroom experiences that they were 
looking for. 
The Day School is the typical American college of the 
typical American dream [of the eighties]. Students expect 
swimming pools, tennis courts, a gymnasium, lecture series, 
and other student services. And, they are getting it. 
2 
The underlying principle of the student services department 
was to encourage the participation of students in as many 
aspects of the Collegee as possible, to provide opportunities 
for student growth and development and to give students 
opportunities to try new things and situations in a relatively 
supportive environment. 
According to the President's Advisory Board meeting ofMay 
14, 1968, 
Students were invited to become members of the President's 
Advisory Board at the May 14, 1968 meeting. One member was 
the President of the Student Senate and the other student 
was to be elected at large from the student body. 
There were many instances when the Student Services 
Department encouraged student participation in college affairs 
before it became the national obsession of the sixties and often 
before the students had given change much consideration. There 
certainly was a desire to have students request, design and 
support their own organizations. This was sometimes done with 
the gentle prodding and coaxing of the student services staff. 
Student Activities 
Student Government. Clubs and Organizations 
The breadth of activities that are available to students is 
very extensive for a relatively small college whose full time 
enrollment is under 1500 day students. A list of the 
organizations available according to the 1980-81 Student 
Handbook is in Appendix 40 Clubs and Organizations. 
3 
According to a catalog published sometime between 1948 -
 1952, 
The activities program is under the direction of a committee 
of the student body. A St. Valentine's Day Dance, parties 
at Thanksgiving and Christmas seasons, a Spring Prom, and a 
banquet are held each year. These activities take place at 
a hotel or a country club and are for both day-school and 
evening school students and their friends, the alumni, and 
members of the faculty. 
Class metings are held monthly. Each year officers are 
elected to represent the student body, and committees are 
appointed to arrange the various functions. 
A school paper edited by the students keeps the students and 
faculty informed on activities. 
Basketball and baseball teams function when there is 
sufficient student interest, and bowling teams [candlepin] 
vie with each other once a week at nearby church alleys. 
(Catalog, n.d., pp. 23-24 
A 1953 catalog talks about "Dancing, banquets, parties, 
baseball, basketball, ping pong, bowling or whatever 
activities are voted upon by the student body. These are 
financed by monthly class dues, approximately 25 cents to 50 
cents per month—amount set by the current class" (p. 10) . 
Sometime after Edward Shapiro joined New Hampshire College 
full time (April 1957), and at his recommendation, a semester 
4 
activity fee was introduced. The College collected the fee 
along with tuition and other college costs and turned the 
total amount of the fee collected to the Student Government. 
This enabled the student activities program to expand 
enormously, because students could plan ahead in a 
business-like fashion. In spite of the college's limited 
physical facilities and the student's need to work part-time, 
extra curricular activities developed, grew and flourished. 
In the beginning. Class Officers played the largest role 
in sponsoring and being responsible for student activities. 
At one point the bulk of the social activity at New Hampshire 
School of Accounting and Commerce was the result of Student 
Government and the Class Officers. Gradually, Student 
Government took on a larger and larger role. Eventually 
Student Government assumed the more predominant role. 
As the student population grew, the Student Government 
Constitution was rewritten frequently. It was in this way 
that students were encouraged to find ways to involve as many 
people as possible in elected office as well as to learn the 
Importance of working within the Constitution as well as how 
to work with a Constitution. This was the vehicle that was 
utilized to Incorporate the functions of the class officers 
into Student Government. 
In keeping with other preparations for a new start on the 
new campus, in the Spring of 1971,the students adopted a new 
5 
constitution for the Student Government Association by a vote 
of 400 to 5. 
The overarching philosophy of the slowly emerging student 
personnel services department was to have students develop 
their own programs and activities, as much as possible. It 
was then the responsibility of the student personnel services 
staff to work with the students and their various clubs and 
activities. Of course, many activities were developed 
directly by the department or by individuals within the 
department. The first two people to join the department were 
Bill Beane, Director of Student Activities in the Fall of 1965 
and George Larkin, as Director of Counseling Services a year 
later in the Fall of 1966. 
Some of the new clubs formed in this period were the 
Circle K Club (the Collegiate Club of Kiwanis, 
International), Golden Z (the Collegiate Club of Zonta, 
International), Hillel and Newman Clubs, Drama Club and the 
Outing Club. 
Two clubs formed by students that were later to become 
intercollegiate sports were the Ski Club and the Hockey Club. 
They were a direct result of student effort and concern. The 
Ski Club came about because of the enthusiasm and tenacity of 
Gordon Woolner. 
Some additioanl clubs that were formed in 1972 and are not 
in existence in 1982 were a Pep Band and an Audio-Visual Media 
6 
Club. Clubs and organizations often come and go depending 
upon the interests of the student body. 
A lot of the emphasis on clubs and organizations was on 
major events. In Bill Beane's first year as Director of 
Student Activities, New Hampshire College and St. Anseim 
College sponsored a joint concert with Simon and Garfunkle. 
The following year the two Colleges sponsored the 4 Tops, 
where St. Anselms made money and New Hampshire College did 
not! 
One program that turned out to be devestating was when 
Richard Pryor came on campus. He was very late. By the time 
Pryor came on stage, the students were drunk and extremely 
raucous. His language was extremely vile. The students were 
louder than he. He left the stage early. Nobody cared! 
The first separate office space for Student Government 
members happened in 1966-67 when James Tibbetts, who was later 
to become an Alumni representative to the Board of Trustees, 
was Student Government President. It was located on the 
second floor of the Odd Fellows Building - it occupied 
one-half of the room, the other half was for soccer training 
and taping. (Interview BB) 
Some of the other Student Goverment Presidents during that 
period were Daniel Sulllivan In 1965, Larry Kelly in 1967, 
followed by Paul Dolbec, Curtis Veal and then the year before 
the move to the new campus, Russ Pelletier in 1970. 
7 
A student radio station, WCAC, went on the air in 
September 1970 to furnish music to Merrimack Hall. The 
Collegiate Revolution in 1970, was not happy with the Student 
Senate, which it said had become the Mew Hampshire College 
social committee. It asked what there was to show for $47,000 
in student activity fees, and answered itself by replying: 
One weekend which lost $10,000 on a group that should have 
been a sure money-maker; two BYOB's; a fairly decent 
intra-mural program, movies, a newspaper, and a radio 
station that, has just gone on the air. 
The limitations of the Senate's activity program was not the 
only fault the Collegiate Revolution editors found with it, 
commenting: 
...the idiocy of the Student Government demanding to 
investigate the school's financial books, and then going 
out and losing $1,200 [no explanation] in one night. 
(112) 
In the October 1971 issue of the Collegiate Revolution. 
the proposed student activities budget was printed. Major 
items were: Humanities, 33,000 (the other half to be 
contributed by the college); Intramurals, $4,750 [an activity 
sponsored both by the students through their activity fee and 
from the college through tuition receipts]; Concerts and 
Socials, 11,875; The Collegiate Revolution. $4,000; 1971 
Yearbook, $5,000; and the 1972 Yearbook, if approved by the 
students, $3,725. (127) 
& 
The reason for hedging on the 1972 Yearbook was clear when 
it was announced in the November issue of The Collegiate 
Revolution that the 1971 yearbooks had been received, but 
would not be distributed. The editors went on to state 
further that 
The yearbook is the epitome of wasted time and money, like 
$7,500! Advertising was omitted and the names of the 
seniors were wrong. ...a managerie of candid and 
not-so-candid pictures. There is no listing of the 
faculty. Money could not be refunded to the advertisers 
because no one knows who they are. (128) 
As the decade ofthe 1960's passed into the 1970's, there 
was a nationwide movement among college students to seek a 
part in college governance. The doors had previously been 
opened for student participation. Students had long been 
members of the Student Personnel Staff and, as noted earlier, 
were also members of the President's Advisory Board. However, 
they were not always involved in every department, they did 
not always have a vote, and with the changing times their 
desire for involvement became even greater. 
There was dissatisfaction with the conduct of James B. 
Harris II as President of the Student Government Association. 
This resulted in his resignation and the voiding of all 
written and oral agreements made by him. He was succeeded by 
Craig Smith. (132) 
9 
Brad Cook of the Law firm of Sheehan, Phinney, Base and 
Green, which represented New Hampshire College commented on 
the relationship between Edward M. Shapiro and Student 
Government Presidents. 
President's of Student Government come with an idea that 
they are going to reform the world and rather than saying 
you're wrong; go away, he [Ed Shapiro] opens the situation 
up to them and says, 'This is everything we have.' Then, 
he suggests that they come and see me. This serves to 
diffuse almost any potential situation. 
At the January 1974 meeting of the New Hampshire College 
Trustees meeting of the New Hampshire College Trustees, Dennis 
Moore, President of the Student Government, was allowed to 
make a presentation. Among other matters, he asked that three 
students and three faculty members be added to the Board of 
Trustees. The Trustees did not agree to this. 
However, in November 1979, they invited a representative 
of the student body to sit in at their meetings as an 
observer. A similar invitation was extended to the faculty. 
Moore's request that tuition be frozen at its current 
level was denied by the trustees on the grounds that it would 
endanger the fiscal position of the institution (193). 
At the time of Moore's appearance, a committee of three 
students, three faculty and three administrators had, for a 
year, been working on a statement of "Student Rights and 
10 
Responsibilities". The product of the deliberations was 
approved by the faculty College Council in March 1975. It 
provided that eight members of the Student Government 
Association be given seats on the College Council and that 
student members be added to several college committees, 
including Curriculum, Graduation, Humanities and the Judicial 
Board (194). It was a long process, but eventually and 
gradually the students had gained greater participation in 
college affairs. 
Newspapers 
The first student newspaper was Around School. Edited by 
Patricia Jewett, it appeared in 1939 and its four mimeographed 
pages sold for 2 cents a copy. 
It was difficult at first to get students to publish their 
own newspaper. It really never developed until the students 
felt that they really had situations with which to take 
issue. In addition, having access to money from the activity 
fees was a great help in keeping a newspaper going. 
The first newspaper sponsored by the then Student Council 
was, The Pen. The policy of the publication was stated in the 
March 1965 issue: 
We feel that 'The Pen' is an independent student service of 
the student government and as such should be free to 
express the opinions of the students. It shall be a 
student oriented newspaper published by the students, for 
the students, and in the best interest of the students. 
11 
Printed were long articles on such subjects as 
disarmament, cheating and the responsibilities of students. 
In an interview with the then Dean Edward Shapiro, he 
suggested that boys wear white shrits and ties to induce pride 
in the College. However, he said it was up to the students to 
make a decision on the matter. After discussing plana for the 
future growth of the college, he congratulated the student 
government for developing "the best, well-planned program that 
this college has ever had". 
The entire front page of the November 1965 issue was 
devoted to congratulating Gertrude and Ann Shapiro on their 
inclusion in "Who's Who of American Women". 
At first The Pen was printed, but after September 1966, it 
was mimeographed and contained little but announcements of 
meetings. Summarizing student activities in the Fall of 1966 
it listed two fraternities, one sorority, an Outing Club, a 
Ventures Unlimited Club, and such social activities as dances 
and proms. 
Notices in The Pen indicated that during the year new 
organizations included a Republican Club, Newman Club, 
Christian Association and Executive Club. 
As The Pen became anemic, plenty of hot blood was injected 
into campus journalism in November 1966 with the appearance of 
the printed, eight-page, The Collegiate Revolution, 
announcing, "We hope this will satisfy the need for a good 
12 
school paper". The name of the publication reflected the 
unrest on the nation's campuses resulting from the war in 
Vietnam. In view of the significant amount of anti-college 
material, it was hardly necessary for the paper to announce 
that, "The views of this are not a reflection of the opinions 
of the college or the administration". 
The attitude of the publication was not totally 
anti-college. A page one story, by Fran Croteau, in the first 
issue talked about the changed academic situtation. Under the 
heading "Dramatic Improvement," the article stated that New 
Hampshire College had taken "...a great step forward in 
becoming what I would call a 'top notch' educational 
institution". 
The Pen continued to appear each Wednesday for notices and 
other routine information. For example, in 1966, it published 
a Dress Code, without attribution, calling for 
An attractive appearance with a neat and appropriate 
standard of dress expected of all students at all times. 
Bermudas may be worn at special times upon notification by 
the Administration. 
A dress code as an issue was just beginning to arise. It 
was important enough to be discussed, but not quite important 
enough over which to create a big issue. This was afterall a 
business school located in downtown Manchester. Many if not 
most of the students worked and often dressed for work. 
13 
There was also a warning that minors must not drink and 
that intoxicants were not allowed in college facilities. On 
the aide of liberalizing rules and regulations, women's curfew 
rules were changed. The change, published in October 1967, 
provided the women with an extra hour, once a week from Sunday 
to Thursday. The change also provided that a freshman could 
stay out one night a week until 11:00 p.m., while the upper 
classswomen had until midnight. (62) 
Generally, The Collegiate Revolution was true to its name, 
complaining about the conduct of the school frequently and 
freely. To be sure no criticisms were overlooked, the editor 
asked, "Do you have any gripes or complaints? If so, write to 
your Collegiate Revolution Letter to the Editor, and air out 
your feelings". The invitation bore fruit. Chester J. Welch, 
an out-of-state transfer student, criticized the college for 
not providing more social activities. 
It appears to me that the two major pastimes here in the 
Granite State is [sic] drinking and making babies. Not 
that I oppose either of these pasttimes. 
A letter from Melvin J. Severance III criticized the 
college for charging high tuition on the grounds that money 
was needed for a new campus. It seemed strange to him that 
after four years of talk there was no real improvement in 
facilities. The editor's note at the end of the letter 
stated, "Your letter is indicative of the current mood on 
14 
campus and I'm sure you have at least one thousand 
sympathizers." 
The fraternities fared no better than the Senate at the 
hands of the "Collegiate" editors. With pledge time coming up 
(in 1970), they asked, "What are the Greeks doing"? The 
answer was "throwing beer blasts". 
Well beer blasts are dying as everyone knows and we wonder 
what will be next: Will we be invited to Alpha Iota's sex 
orgy in the student union, or Gamma Alpha's pot party at 
$1.50 a head? 
Some of the frustration was due to the desire of the 
editors to see the students become more involved in the School 
and in the Community. The Vietnam conflict was a reality to 
these students. A lot of the feelings expressed were a result 
of this confusion and anger. Although the campus was being 
built, it still was not a tangible reality. 
Michael Brody, President of the Sophomore class, who would 
become Student Government President, replying to criticism of 
him, told the editors. 
I feel that if you would stop filling your space with 
meaningless pictures and concern yourself with quality, 
instead of quantity, a better paper would be the result. 
On another occasion, Brody urged the students to be more 
positive and to look at the advantages of going to NHC. "Make 
NHC a real college, not just some buildings and teachers". 
15 
(112) Brody's chiding did not reform the publication. The 
same issue contained a letter running to more than three 
columns criticizing almost everything about the college. 
(112) 
Student complaints in The Collegiate Revolution evidently 
did not reflect widespread dissatisfaction on campus or 
perhaps were more a reflection of active participation by only 
a few students. During the period of the sixties, studies did 
show that throughout the country, it was the Liberal Arts 
majors that were in the forefront of protest and rebellion. 
Until the time of Kent State, business majors across the 
country, were not the people protesting. Indeed, it is the 
recollection of Deans Larkin, Beane and Shapiro that they 
often had to guide their students, to teach them how to be 
articulate, how to speak up for or (against) those issues that 
were important to them. These were not the students who were 
fighting society. These were the students who were seeking to 
join society. 
In a front page editorial on November 3, 1969, Editor Mike 
Teehan wrote: 
The College Revolution has a great potential, however, 
that is all it has... 
What is in its way? The students. The students in our 
college are the biggest collection of disinterested do 
nothings that this individual has seen in many years. 
16 
This year the 'Collegiate Revolution' is operating with no 
staff to speak of and it is still trying to keep the 
students as up to date as it's possible under the 
circumstances... 
For example, the people that we most expected to be 
disturbed about Dr. Leotta'a firing, the brothers of Phi 
Delta Psi, have not uttered a word in his defense. 
Another example: when the news was broken that the 
tuition would be going up next year, how much objections 
[sic] was openly registered. We got one letter from a 
freshman girl and we even had a job getting that out of 
her. (113) 
The editor had a hard time filling his columns. As an 
example, the headline, over the above editorial, took half the 
front page, the text took a quarter of the page, and the 
balance was left blank. Lengthy quotations from other 
publications were frequently used as fillers. 
As the time moved on, particularly as the new campus began 
to be more real, the college began to be seen in a somewhat 
better light. Fraternities, beer and students did not fare as 
well. One of two letters in the October 1971 issue remarked, 
Last year a coffee house was tried [by one of the 
fraternities], but the competition from the beer blast was 
too much... What we need is a new breed of students who 
aren't caught up in the same social rut our parents are 
in. (127) 
17 
In 1971, The Collegiate Revolution changed its name to 
Palaver in the Pines. a title apparently deemed suitable for a 
college with a campus. The change in name had little effect 
on the tone of the publications, but the "semi-freezing" of 
its funds by James B. Harris, II did. Loss of funds caused 
the publication to abandon its printed format, switching to 
mimeographing, with the stencils typed by members of the 
Future Secretaries Association. (131) Barry Bodell resigned 
as Editor to be succeeeded by Shirley Bishop. (131) The 
Collegiate Revolution appeared again for a few issues in the 
Fall of 1972, explaining that it had once published under the 
alias Palaver in the Pines. (130) 
The "semi-freezing" of finances by the Student Government 
Association and the changing needs of the students led to the 
eventual demise of the paper. Replacing it was The Observer. 
This newspaper evolved to be predominantly a newspaper that 
reports the news. Although there are issues that have angered 
editors and reporters over the years such as housing and food, 
the paper is generally less confrontational than its 
predecescor, The Collegiate Revolution. It is generally 
well-done. Students often discuss an issue with the Student 
Personnel Services Department or with other appropriate groups 
in order to gather the facts of about a problem before 
publication. (Interview GL 8/15/85) 
18 
Dances. Functions and Other Activities 
As the second social event of the year, the March 1939 
issue of Around School advertised a Ragamuffin Ball. It was 
run by the day students, but evening students were urged to 
attend. 
For many years, there was an annual winter outing often 
held at The Elms, a local resort» An afternoon of skating and 
toboganning was often followed by a dinner and dance. In 
1940, the annual affair was held at the Massabesic Inn, where 
in addition to dinner and dancing, there were indoor games 
which that year featured a dougnut dunking contest. The tenth 
annual spring dance, in 1941, at the Calument Club attracted 
50 couples. 
The School always had an annual Spring Class Outing with 
sports and games such as softball, tug of war and basketball. 
It was always informal and fun. The Shapiros always supplied 
the desert - generally a watermelon. (Interview GCS). The 
day division marked the 25th anniversary year in 1957 by 
having its annual outing at Bear Brook State Park. (45) 
The evening division marked the School's twenty-fifth 
anniversary with a Dinner Dance at Aurore's banquet hall. 
More than fifty people attended. Mrs. Shapiro was given 25 
silver dollars as an "anniversary gift in honor of the 
devotion and aid given to students over the course of many 
years". 
19 
In 1941, the influence of World War II was reflected in 
the type of campus activities. The New Hampshire School of 
Accounting and Finance opened a local bond drive with a dance. 
That same year, twenty-five soldiers from Grenier Air Base 
were enrolled in a 14 week program. John J. H. Miller III, 
one of the soldiers and a magna cum laude graduate of Brown 
University and holder of an LL.B. from Yale Law School, was 
elected head of the evening school organization. 
In 1944, World War II Veteran's were already studying at 
the School. They formed a Veteran's Club. A Veteran's club, 
although it did not operate continuously, still exists today. 
The first officers were Edward Mahoney, President; Elwin J. 
Marcotte, Vice President; Joseph Dupuis, Treasuer; and Elmer 
Campbell, Secretary. 
The Christmas party in 1956 was held at Alma's Tea Room on 
December 4. The banquet menu included celery and olives, 
roast beef or fried chicken, potatoes, rolls, apple pie and 
ice cream and coffee. Arrangements were made by the Class 
Officers: John Gagnon, President; Robert Bennie, Vice 
President; Marguerite Goaselin, Treasurer; and Joanne 
Chapdelaine, Secretary. (45) 
Because their Advertising and Public Relations Instructor, 
John J. Gaines, was City Chairman of the 1949 March of Dimes, 
the students became very active in fund raising They 
organized and ran a successful benefit dance for which they 
20 
had sold advertising for the Program Book. In. addition, they 
addressed 16,000 March of Dimes cards. 
Addressing these cards, was not the first community or 
charitable activity for- the students. In 1944, they addressed 
40,798 poll tax bills for the City of Manchester. 
Fraternities 
Phi Delta Psi was the first fraternity on campus. It came 
into existence in 1965-66 with Glen Davis as President. Dean 
Ann Shapiro said that she did everything that she could to 
keep fraternities away from the school. She felt that because 
fraternities generally express an exclusionary philosophy that 
not only would they become a divisive force at the School, but 
also that these policies were not in keeping with the 
educational goals of the college. However, if they could 
meet college requirements, she felt it was appropriate to 
approve their existence on campus. This would maintain the 
notion of student participation and student development of 
their own activites. Therefore, the students involved in 
starting the fraternities were required to meet many rules and 
regulations, including regulations that stated they could not 
"blackball" and they could not "haze". 
In an interview with Ann Shapiro, she commented on these 
regulations. 
Obviously, to enforce these measures would be impossible. 
The best we could do was provide for an atmosphere that 
21 
said we cared -that these things didn't happen and to let 
the students know that we were around to help and that we 
cared that the fraternities become a positive force at the 
College. 
Bill Beane served as the first Advisor to Phi Delta Psi. 
He was followed by Louis Leotta. The fraternities were 
instrumental in bringing to the forefront and solidifying the 
social life of the students. 
Perhaps it is because the College did grow so rapidly in the 
sixties that the fraternities became so central to the 
college's social life. Although their popularity has waxed 
and waned from year to year, they have retained a vital 
importance. Fortunately, they are not so powerful that 
students who are not fraternity members, and who do not wish 
to be active in fraternal activity are isolated from a social 
life, as they sometimes are in other institutions. (G. 
Larkin, Inteview, 8/15/85) 
The next fraternity was Sigma Kappa Epsilon founded in 
1966-67. At one point they were suspended for blackballing. 
This happened when Curt Walton was President. In 1967-68, 
Kappa Sigma Beta was founded with Hike DeSimone as President 
and George Larkin as Advisor. This fraternity was founded by 
transfer students, who were looking for a place to belong at 
New Hampshire College. 
22 
The first sorority was Beta Gamma Sigma with Carmelle 
Boivin as its first President and Ann Shapiro as its first 
advisor. It was founded in 1966-67. The sorority started as 
a response to the beginnings of campus fraternities. It also 
served the important function of being a force for uniting the 
women on campus. 
According to Bill Beane, when the College was downtown, it 
seemed as if the students wanted faculty and administration to 
be advisors. This has now changed and he is not too sure what 
has influenced that change. "It could be us; it could be the 
influence of the campus; or it could be just a different 
time." 
There have been other fraternities and sororities. Some 
of the original fraternities no longer function on the same 
basis as they were founded. Sigma Kappa Epsilon and Beta 
Gamma Phi no longer exist. Kappa Sigma Beta has become Kappa 
Sigma, a national business fraternity. In fact, all the 
fraternities, with the exception of Phi Delta Psi, which 
emphasizes the positive side of staying local, have become 
regional or national. Although there are frequent up and 
downs, the fraternities and sororities average 10-12 new 
students per year. They continue to exert an influence on 
campus. 
The nationals require monthly reports and they are thrown 
out if there is hazing. If they don't adhere to national 
23 
requirements they run the risk of losing their houses. 
According to George Larkin and Bill Beane, "it makes 
controlling the fraternities easier. We either don't have, or 
don't know we have, the rough hazing that does appear on other 
campuses". 
Phi Delta Psi had the first fraternity house. They were 
located on Hanover Street above the Federal Market. Kappa 
Sigma Beta's first fraternity house was on Canal Street in a 
loft above a garage. 
The fraternities and sororities have always played an 
important social service role on campus "and are still great, 
if you need help (Interview BB)". They sponsored, and continue 
to sponsor, annual Blood Drives, an Ecology Day and with the 
Interfraternal Council have sponsored a Thanksgiving Day for 
the Elderly. 
This function started when the school was still downtown. 
It was held at Merrimack Hall. It is one of the College's 
oldest traditions and has become a major event. The first 
year it was offered, in 1968, there were approximately 100 
Senior Citizens. They came from the O'Malley Development. In 
1981-82, there were over 700 participants. The project 
involved the entire student body. The basic labor comes from 
the fraternities and the College pays the bill. The 
Manchester Transit Authority donates the buses and pays for 
the drivers. Frequently, the drivers turn back the money. 
24 
The food vendors who service the college also donate much of 
the food. 
Drinking on Campus 
The Phi Delta Psi fraternity sponsored a Saturday night 
'Bring Your Own Bottle' party. To keep drinking under 
control, each couple checked its bottle at the bar. When 
a drink was desired, the check was shown the bartender who 
prepared the drink. (The Collegiate Revolution. 1966) 
Although drinking was always a popular activity, it seemed to 
become a bigger issue as the school got larger. The problem 
continued with the move to the new campus. 
The new location had one result that was not welcomed by 
the students. There were to be no more mixers, happy hours or 
other functions where alcoholic beverages were sold. These 
happy hours or beer blasts had started four years earlier with 
a nominal entrance fee entitling the person to all the beer he 
or she wanted. 
These practices violated State Law, since there was no 
liquor license, but the State Liquor Commission had given 
permission for this activity, if only college students 
attended and there were no complaints from the neighbors. 
(This practice was an excellent illustration of "town-gown" 
cooperation. Bill Beane had worked closely to develop a 
working relationship with the authorities concerned with the 
consumption of liquor on campus. It was a policy of Student 
25 
Personnel Services to try to find a way to keep alcohol on 
the campus rather than off the campus and therefore on the 
Streets. Today, the emphasis is on education.) 
With all the students living in Merrimack Hall or nearby, 
there were no problems associated with the drinking. But with 
the move to the new campus and with students living both 
downtown and on the campus, students speeded to get downtown 
to Merrimack Hall to the parties. In addition many high 
school students were attracted to this downtown location. 
Understandably, this resulted in complaints from their 
parents. As a result of all of these problems, new 
regulations were put into effect. 
An orgnization could have a party for members only, with 
dues covering the cost of the liquor. In accordance with 
State law, a reasonable attempt had to be made to limit 
drinking to those 21 years old. A one-day license to sell 
beer could be secured, if both the College Council and the 
City Health Department approved. Since most of the students 
were not 21, the demise of the parties was foreseen, with 
drinking moving to the student's rooms. 
The regulations of the State of New Hampshire put a mild 
damper on the alcoholic activities by requiring that tickets 
for the beer blasts be sold (1) only in advance or (2) at 
another location on the night of the event. 
26 
To counter the influence of activities connected with 
alcoholic beverages various academic departments, in 
cooperation with the student activities office, sponsored 
coffee hours with free coffee for all. 
In the Spring of 1977, the expansion committee of the 
S.G.A. advocated the establishment of a "pub" to serve beer, 
wine and snacks. Games such as darts, billiards, checkers and 
chess were available. 
The first Coffee House, an extension of the coffee hours, 
was held in the Audio Visual Studio in November 1977. The 
charge was 75 cents with entertainment supplied by the Britton 
Sisters and Peter Sonsa. 
Beer kegs for parties held in college-owned apartments 
were allowed until 1973, but when damage reached $9,000 for 
the year, the permission was, rescinded. There also were so 
many false alarms that the Fire Department said it would not 
rush to the campus to answer an alarm. 
When in the Fall of 1977, the students requested 
reinstatement of the permission for beer kegs in the 
apartments, the College Council on a 13 to 10 vote set up a 
committee to establish a policy. In December, a committee of 
the College Council published its rules for beer parties in 
college living quarters. The parties were to be held only in 
apartments and town houses. Occasional permission would be 
considered for a party in a dormitory. There were to be no 
27 
complaints of noise and no damage to any of the living units. 
The premises were to be cleaned after each event. No more 
than 20 people were allowed in the room, and there was a limit 
of one keg in a 24 hour period. Non-alcoholic drinks and 
unsalted, high protein snacks were to be served at all 
parties. Parties in residential areas were discouraged from 
Sunday through Thursday nights. 
The Student Government Association scheduled a "first 
annual" free, break-up party in April. It was held on the 
soccer field with a barbeque and beer dispensed from the 
Budweiser beer truck. 
To welcome the students back in September 1978, Phi Omega 
Psi sorority staged a "Welcome Back" Liquor Party in early 
September. This was followed two weeks later by a lecture, 
"Alcohol - Its Use and Abuse" delivered by the Coordinator o£ 
the Alcoholism Services Unit of the Greater Manchester Mental 
Health Center. 
When the students returned to campus in September 1979, 
they were greeted, with what was for them, a devestating 
development. Effective May 24, 1979, the New Hampshire 
legislature had passed a law making drinking of alcoholic 
beverages by anyone under 20 illegal. 
In April 1979, the Student Government Association 
established the Dry-Function Committee, to serve those 
students who would be affected by the new law and for those 
28 
tired of beer blasts and bashes. In a letter to The Campus 
News, the Epicurean Society said, "If the drinking age [is 
changed] next year, all of us are going to be hard-pressed to 
come up with [more] new ideas. 
To comply with the law, those attending the BYOB Night 
Club Night in September were greeted by the requirement that 
bottles were to be left at the bar and that the owner would be 
limited to ordering one drink at a time. Furthermore, each 
drink would be served by a waiter. Beer was sold only by the 
single glass. Even with these rules, drinking by those who 
were underage was apparently a continuing problem. Therefore, 
the Administration proposed that at the next Night Club Night 
that the place be divided into "wet" and "dry" areas. The SGA 
passed a motion objecting to this. In November, the Dry 
Function Committee sponsored a turkey dinner. This was 
preceded by a cocktail hour at which only non-alcoholic 
cocktails, such as pina coladas, strawberry daiquiris, and 
windjammers, would be served. 
A letter in The Campus News by Brian Mahaney and Paul 
Quintal marked the first evidence of student's questioning the 
importance of liquor in their lives. They blamed the decrease 
in participation in student events on the new drinking-age 
law, "unjustly imposed" by the legislature. They also 
criticized the administration for not working out new rules in 
cooperation with the Student Government Association. But they 
went on to say: 
29 
Why should the drink be a turning point in a student's 
input in regard to current activities? For one to feel 
he/she needs a drink in order to have a good time, surely 
points out their immaturity. 
This sentiment was echoed by "Proto's" column of comment in 
The Campus News where he said, 
No one is shocked to think that college students may sip a 
few beers, but when alcoholic beverages become synonymous 
with having fun, then it's time to take a long look at 
ourselves. 
Opposition to the new law did not become as overt on the New 
Hampshire College campus as it did on that of nearby Plymouth 
State College where police battled protesting students. 
Plans for the 1980 Spring Weekend were for an outdoor 
affair on Friday with a live band, refreshments, and a beer 
truck. The SGA minutes, commenting on the beer truck said, 
Obviously beer will be passed to those people under age, 
but the main concern is that they are not served directly 
from the beer truck. If someone is caught passing beer to 
a minor they will be penalized. $1475 is being spent on 
beer for the whole weekend, which is about 10 percent of 
the total budget for the weekend. The amount is about 2 
percent of what was spent on beer last year. 
On Saturday, a semi-formal dinner dance was scheduled. 
Sunday roller skating, helicopter rides and limousine service 
30 
around the campus was part of the planned activity. At a 
meeting of the SGA following the announcement of the program, 
Dean Beane, expressed concern that the students might get too 
rowdy in the dorms. 
Dean Beane's concern turned out to be too circumspect. 
The April 20 edition of the Boston Globe reported that eight 
college students had been arrested in the early hours of 
Saturday morning at New Hampshire College. They stated that 
the disturbance had taken the police, with dogs, nearly two 
hours to control. President Edward Shapiro, in a statement in 
The Campus News, said that the negative publicity had far 
outweighed the incident itself and that the College Council 
would make a thorough investigation. 
The Campus News of April 23 contained a lengthy statement 
on the affair as described by Dean Beane. 
The beer truck at the Friday night concert served one cup 
at a time to those identified as of legal drinking age. 
The truck ran dry about 10 p.m. and the concert finished 
at 11 p.m. The affair was orderly. Nearly two hours 
after the concert several individuals, alleged to be 
students at another campus, entered the apartment of a 
coed and without permission took a cake. She followed the 
intruders to retrieve the cake and in the process was 
pushed by them. A New Hampshire College student attempted 
to help her and a fist fight followed. When campus 
31 
security forces arrived they found from 150 to 200 
students gathered with several fights in progress. 
Discipline 
Throughout the years, there have been various types of 
disciplinary problems. The first disciplinary problem 
involved a Veteran, and probably took place in the late 
forties. It had involved her husband, but Mrs. Gertrude 
Shapiro was there when it happened. 
I came on the scene when the student was yelling, 'You 
can't kick me out, because I'm a Veteran'. Mr. Shapiro, 
who was a very quiet, docile person, started to pick him 
up by the seat of his pants and throw him down the 
stairs. 'I can't dismiss you? You're going right, 
straight now'. 
I was afraid that both of them would be rolling down the 
steps together. I immediately went to the phone and 
called the Veteran's Office and told them what happened 
and I wasn't going to put yp with any such nonsense. He 
was the first student who was ever thrown out. I don't 
even recall what the issue was. 
Although it may sound incredible to the contemporary 
reader, one incident involved a student who was suspended from 
school for disrupting a class and writing on his desk! This 
student had been warned about other similar infractions. This 
took place in the early sixties. Since every student counted, 
32 
there was concern that his parents would not allow his sister 
who was registered to attend school in the Fall, to enroll. 
They did. She did. And, ultimately Dick Watson graduated with 
his class. Very sadly, a few years later, he was killed in a 
plane accident. At the time he was working at the Mary 
Hitchcock Hospital in Hanover, New Hampshire. 
One of Bill Beane's responsibilities as Associate Dean of 
Students was discipline. He talked about the first time he got 
involved with a discplinary matter. 
Ann called me in the teacher's room on Chestnut street. 
She told me that there were several students passing beer 
back in forth in one of the restaurants. [There were 
several restaurants located on Hanover Street where many 
of the students gathered to eat and socialize]. I went 
running down and they were passing beer under the table. 
Ed Connors was just as bad as the students. He was there, 
passing beer to the students. I remembered seeing 
'Curly' Ballard; I said, 'You either give me all of those 
beers or you are dead'. Fortunately, he did. And, the 
incident was over. 
He continued. 
Another funny incident I remember was one in which Mrs. 
Shapiro called me. I had moved to the Odd Fellows 
Building and she said, 'Mr. Beane, come over here 
quickly'. I went running across the street and she said, 
33 
'There is a boy on the corner with Bermuda shorts on.' I 
had to chase the kid, because he had on bermuda shorts! 
George Teloian had a lot of student discpline problems in 
his first year at the College. The major source of his 
problems was in that he was assigned to teach in what was then 
the only classroom in the Odd Fellows Building. That was 
unfair to a new Instructor. They found out he was serious 
when grades came out. 
Mr. Teloian described one of his early experiences. 
It was the period before the Vietnam era and the students 
were a little too aggressive for an educational 
environment. They did pose a challenge. In one instance 
that I recall, I believe it was my Cost class, it was 
heavy going and my back was turned from the class. I 
heard something being thrown across the room from one 
student to another - I won't name names, but I know who 
they were - I saw one student punch another student and 
they were soon engaged in minor fisticuffs. I told them 
they had just lost a full grade for the semester and if 
they continued, I just pointed to the door - they will be 
out of the class and will fail the class. That did quiet 
them down quite a bit. 
As the result of an Outing Club weekend that had been 
particularly obsteperous, the first Judicial Board, an Ad Hoc 
Faculty Committee, was appointed by Ann Shapiro. Bill Beane 
34 
and Mary Opie had served as faculty chaperones at a Ski 
Weekend. Apparently the weekend was too excessive, even for 
student-oriented faculty. Appointed to serve on the Ad Hoc 
Committee for that year were Business Law Instructors John 
Leonard and Howard Bergman. One of the students was suspended 
for two weeks. 
The following year, 1967-68, the first Faculty Student 
Judicial Board was established. It was composed of three 
students, three faculty members and one administrator. 
Following a hearing, students could appeal their case to the 
Dean of Students and then to the President. This committee 
could be considered unusual only in the sense that they were 
formulated before the strikes at Columbia University. One of 
Columbia's less publicized goals was participation in judicial 
affairs. 
There was a rather serious incident that involved an 
Accounting Instructor, Ray March who had worked for the 
Internal Revenue Service. Wallace Kartsten, a colleague of 
Ray March's and Ann Shapiro both described the incident. 
According to Mr. Kartsten, 
One of his students went down to his home and threatened 
him with a gun. The student wanted a higher grade, 
because he was going to flunk out of school. Ray was able 
to disarm him. He was extremely upset. I think that Ray 
really never recuperated from that incident. He left the 
school and moved to Florida. 
35 
Ann Shapiro continued. 
We managed to talk this student into leaving School. I 
felt that it would be difficult for both him and the 
School. There was a question of where he would be tried 
in the courts alone or in the court and at the College. 
There were all sorts of issues arising then concerning 
double jeopardy. 
The 1980-81 report to the President provided a summary of 
the discplinary problems for the year. 
According to College policy, students have the option of 
having disciplinary cases handled direclty by Bill Beane 
or they may appear before the Student-Faculty Judicial 
Board. 
In 1980-81, there were 11 cases. They all 
chose to go before Mr. Beane. Five students were placed 
on social probation and six were given disciplinary 
warnings" (Annual Report, 1980-81, from the Assistant 
Vice President). 
Program and Speaker Series 
In 1968 a Faculty-Student Program Committee was formed to 
develop a lecture series. Initial funding was provided by the 
administration who wanted to increase the cultural and 
intellectual activity on campus. The people who came to speak 
covered a broad range of interests and causes and included 
Dick Gregory, civil rights activist and comedian; Max Lerner, 
36 
writer on public affairs; Timothy Leary and Dr. Sidney Cohen 
(on the same program) who were proponent (former) and opponent 
of drug experimentation; Bill Sands, reformed convict; David 
Schoenbrun, CBS correspondent; Reverend Channing Phillips and 
Chinua Achebe, Biafran writer (114). 
Mary Brown was one of the faculty who was a member of the 
committee. She described her recollections of both the 
speakers and the place in which they were held. 
I remember when the Palace theater was not in the greatest 
shape. It was dirty and when you turned up the lights you 
saw an occasional rat, but we had some of the best 
speakers. I am proud to say that I kind of fostered some 
of these programs. We had many speakers such as Ralph 
Nader, Elizabeth McCarthy, David Susskind, Timothy Leary, 
(I voted against him and it was one of the many times I 
lost,) and Max Lerner, who was Publisher and Editor of 
P.M. I can't recall all the speakers we did have. 
I was put on the committee and we had some really good 
people and I think it established us in the community. I 
remember seeing Adelaide Dodge [a well-respected high 
school teacher and member of the community] sitting in the 
front row. I began to see a lot of other townspeople come 
to our events. 
Dick Gregory, who spoke in February 1968, may have been 
the speaker who caused the most consternation both in the 
community and in the school. Ann Shapiro talked about that 
time. 
37 
I don't think the phone stopped ringing for several days. 
People were complaining about how awful we were for having 
Dick Gregory speak at the College. The Union Leader had a 
front-page boxed editorial about him. The lead sentence, 
as I recall was, 'How stupid do you have to be to go to 
Dartmouth College or New Hampshire College?' I remember 
being absolutely delighted that we had made the front 
page. 
In some ways, it was a remarkable educational experience. 
Those students, whose primary source of information was 
from The Union Leader, and who attended the lecture, were 
able to see how issues could be raised by taking material 
out of context. I know that some of the students told me 
that they were amazed at how the story was reported. 
Many students were upset with having Dick Gregory on 
campus. The student newspaper supported the Faculty-Student 
Committee for inviting Dick Gregory to speak to the students. 
(63) 
One of the advantages of living in New Hampshire is its 
position at having the first primary in the nation. 
Therefore, every four years, the School is fortunate in having 
the opportunity to have a great many political speakers. 
These included, but were not limited to George McGovern, 
Eugene McCarthy, and George Romney. 
3d 
Two other projects that brought attention and publicity to 
the college were a series of one day seminars on current 
business developments which were held under the auspices of 
the Executive Club. In addition, there were public forums, 
broadcast over WGIR in Manchester which dealt with such issues 
as "ERA Extension - Yes or No," "The Right to Work" 
contoversy, "No to Growth," and "Abortion". 
Charles Wilbert has been responsible in the later years 
for a speakers program. According to Mary Brown,"We don't 
have the famous speakers we once had, but we have had some 
very good ones". 
Sports and Athletics 
Appendix 41 consists of extensive, thorough history of the 
Athletic program at New Hampshire College which was written by 
Robert Grabill. We commend it to your attention. 
The 1980-81 Student Handbook discusses the sports and 
athletic program. 
New Hampshire College supports an active athletic 
program as an integral part of the education process. 
Both intercollegiate and intramural competition is offered 
to men and women of the college community. On the 
intercollegiate level, men's teams are fielded in 
baseball, basketball, golf, ice hockey, lacrosse, skiing, 
soccer and tennis. Women's team offerings are basketball, 
field hockey, golf, skiing, softball, tennis and 
39 
volleyball. The Athletic Department also sponsors the 
cheerleading squad and the NHC pep band. New Hampshire 
College is a member of the National Collegiate Athletic 
Association, the Association for Intercollegiate Athletics 
for Women, the Eastern College Athletic Conference, the 
New England College Athletic Conference and the Eastern 
Association for Intercollegiate Athletics for Women. 
The College sponsors a varied Intramural program aimed at 
active student involvement in sports. Men's intramural 
sports are flag football, basketball, water basketball, 
ice hockey, broom hockey and racquetball. Women's 
intramurals are indoor soccer, basketball, 
waterbasketball, racquetball and coeducational intramural 
offerings. 
Recreational courses available at New Hampshire College 
include ballet, jazz dance, aerobics, martial arts, yoga, 
scuba diving, snorkeling, figure skating, power skating, 
swimming and senior lifesaving. The College also sponsors 
recreational activities including weight-lifting, 
cross-country skiing, snowshoeing, cross-country running 
and swimming meets. 
The first athletic teams representing New Hampshire School 
of Accounting and Finance were a far cry from the present 
teams with their professional coaches and adequate 
facilities. For many years, baseball and basketball were the 
40 
only sports attempted. Often the rosters of a team 
corresponded only incidentally to the class rosters. The 
"campus" of rented rooms on the second floor of the Athens 
Building (88 Hanover Street) made no provisions for gymnasiums 
or athletic fields. Indeed, in the very early years, 
opponents were not other schools but independent teams. 
A 1937 newspaper story announced that the school was going 
to sponsor a basketball team. There was no information on how 
many of those named on the squad were students. Since no gym 
was available to the team in Manchester, the first practice 
was held in Milford. A subsequent story related that the team 
got off to a fast start, beating the team from Abbott Machine 
44 to 31 in a game played at Wilton. 
Although New Hampshire College is generally thought to be 
known for its basketball team, according to Mrs. Shapiro, it 
also fielded a baseball team very early in its history. An 
April 1940 story announced that New Hampshire School of 
Accounting and Finance would play a practice baseball game 
against St. Joseph's High School. Another story recorded that 
the school team had lost 4 to 3 to the Bedford Townies. 
In 1949, the school had a team in the YMCA House 
Basketball League. losing the opening game to the Trojans 25 
to 14. Although the school led in that game 8 to 7 at the end 
of the first quarter, it lost because of the inability to make 
more than 2 points in each of the remaining quarters. 
41 
Even as late as after the name of the school was changed 
to New Hampshire School of Accounting and Commerce, there was 
a generous intermingling of non-students on the teams as 
evidenced by a newspaper story that the school team was 
uniting with the Manchester All-Stars to form a stronger team 
that would play under the school name. That the students were 
well-representeed on the teams at least by 1950 was indicated 
by the awarding at the commencement that year of "basketball 
awards". 
Still a strictly club-type organization, athletics 
received more official recognition in 1954. In September of 
that year, Ray Valliere, who had come out of the service in 
1952, undertook organizing a basketball team. There were five 
students, all of whom were attending school under the G.I. 
Bill, who had played together at St Joseph High School. They 
were Valliere, Fred Jasinskl, Dick Stas, Chet Raymond and 
Norman Roy. To round out the squad, three other high school 
team members, who were not enrolled at NHCAC, were recruited. 
Mrs. Shapiro authorized the purchase of blue and gold uniforms 
and use of the school name. 
Games were scheduled in Boston at the Boys Club and a 
community college in Worcestor, Massachusetts. The team was 
also a member in the Y.M.C.A. City League where they played a 
game a week. Most of the games were played on the road since 
the College had no gymnasium of its own. Some home games were 
42 
played in the gyms at Grenier Air Force Base, St. Joseph's 
Grammar School or the Jewish Community Center. There was 
little chance to practice, but with an average of three games 
a week, that was not considered a handicap. Occasionally, 
transportation was in a borrowed 1929 ten passenger Cadillac, 
equipped with two jump seats. Edward Shapiro was a frequent 
chauffeur. 
The basketball team was the core of a social group of some 
of the 29 veterans who were in school at the time. Regulars 
in the group, who would gather to drink beer in one of the 
local watering holes included Larry Haughton, A1 Karam and 
Richard Stanton, the future Mayor of Manchester. 
Mrs. Shapiro talked about the basketball team of a decade 
later. 
We were getting ready to have an awards banquet in 1964 or 
1965. The Basketball team felt that they had earned 
jackets. I felt that they had, too. But, at the same 
time, I was rather reluctant to spend what was for us a 
relatively large sum of money on them. However, I decided 
that I would, but I really wanted it to be a surprise. 
Therefore, I asked the salesman to come in and he and I 
stood in the hallway and I would point to a student and 
say: There's one. There's another one; and there's 
another one until we got all of them. Then, at the Awards 
banquet I asked the Basketball Team to stand and one by 
43 
one I called them up to give them their jackets. They 
were overjoyed and so surprised and pleased. It really 
was very worthwhile. It was a very emotional day. 
Valliere has continued his association with New Hampshire 
College athletics. Starting his association with the 
Manchester Union Leader by calling in the scores of the team's 
games, he later became a sports writer for that paper. After 
having a heart attack in 1973, he returned to the college to 
complete his B.S. degree in Business Education and while 
enrolled he served as the Sports Information Officer. In 
1979, he announced basketball games and umpired some of the 
baseball games. He is proud of his unofficial recognition as 
the College's first Director of Athletics and is much 
imprressed by the challenging Division II schedules now 
played. 
Until 1963 athletics were primarily an informal and 
predominantly student operated activity. It was at that time 
that Louis D'Allesandro, who was an athlete at the University 
of New Hampshire was hired as Director of Athletics and 
part-time History teacher. Basketball, coached by 
D'Allesandro, was the major sport. 
In 1966-67, the team had a record of 19 wins and 6 losses 
and for the third year dominated the Greater Boston Small 
College Conference. That year D'Allesandro succeeded in 
getting New Hampshire College admitted to membership in the 
44 
National Association of Intercollegiate Athletics, membership 
which was limited to colleges with enrollments of under 2,000. 
(67) 
Playing in the new conference the next year, the College 
had a record of 17 wins and 8 losses and made the New England 
regional playoffs of the Association. That year, the team had 
appeared in Boston Garden, playing Emerson College in a 
preliminary to a Boston Celtics-Detroit Piston game. 
Sports, other than basketball were advancing, and in 1968 
five students started a petition to divide the scholarship 
money between basketball and the other sports instead of all 
of it going to the court game.(68) There was a great deal of 
discussion and strong feelings surrounding this issue. 
However, the effect of the petition was to initiate a change 
in the distribution in scholarship monies. Money was 
designated for other intercollegiate sports. This was more in 
keeping with the college's philosophy of a more equal access. 
According to the April 1967 edition of The Collegiate 
Revolution, the first tennis team was formed that Spring, 
coached by John Donaldson, husband of faculty member Helen 
Donaldson. The first team members were Dick Robbins, Paul 
Dolbec, Joe Plaza and Dave Carter. 
According to the 1970-71 Student Personnel Services Annual 
Report to the President, 
the first athletic event was played at the new campus - it 
was soccer. It was a thrill for many to have an 
45 
intercollegiate activity played at our own facility. It 
took 39 years. 
Other intercollegiate sports that year included Basketball 
with Co-Captains Reggie Brooks and John Astarita. When 
they played Eastern Michigan University, they played 
before their largest crowd - 9,000 spectators. 
Hockey was in Its second year as a Club program. The 
College also participated in basketball, golf and tennis. 
NHC won its first tennis match in 3 years by defeating 
Roger Williams College and continued its winning ways by 
also defeating Castleton State. (p. 5) 
The intercollegiate sports program at that time included 
soccer, basketball, baseball, skiing, tennis, hockey and 
golf. Ten years later, the men's team included all of the 
above, plus lacrosse. And in 1980-81, there was a fully 
developed women's team. The teams were Basketball, Field 
Hockey, Skiing, Softball, Tennis and Volleyball. (NHC Day 
Division Student Hand Book and Resident Manual, 1980-81, p. 
43) . 
The athletic facilities had grown incredibly. The 
following statement appears in the 1981-82 NHC Catalog. 
The College has two gymnasiums (one has a wooden floor 
with a seating capacityof 2,500; one has a synthetic 
surface with a seating capacity of 1,000 and a stage to 
accommodate a variety of college activities), a 25-meter 
46 
six-lane competition swimming pool with a 200-seat viewing 
gallery, two racquetball courts, a weight room equipped 
with a Universal Gym system, a mirrored exercise/dance 
room, a training room, an equipment room, an Outing Club 
room, several locker rooms, team rooms and meeting rooms. 
Outdoor athletic facilities include a 200' x 85' lighted, 
artificially-refrigerated ice hockey rinkk, four lighted 
tennis courts, two baseball diamonds, a softball diamond a 
varsity game field and several practice fields. In 
addition, cross-country ski trails are cut through the 
campus (p. 7). 
The women's athletic program has also grown from its 
beginnings in the seventies. Women's Intercollegiate teams 
include Basketball, Field Hockey, Skiing, Softball, Tennis and 
Volleyball (New Hampshire College Day Division Student Hand 
Book and Resident Manual, 1980-81, p. 43). 
George Larkin and Bill Beane commented on the quality and 
range of the intramural program. 
I would challenge that most schools even twice our size 
would put up an intramural and a recreation program like 
we have here. We have 900 students participating in the 
itramural program. In the recreational program, we have 
400 people alone participating in the aerobics program. 
(See Appendix 41 for a listing of Intramual and 
Recreational programs.) 
The entire athletic program has grown rapidly in response to 
student needs and in response to available facilities. 
47 
CHAPTER V: ADDITIONAL STUDENT SERVICES 
Student Affairs 
Vietnam 
The Vietnam years had their impact on New Hampshire College 
as they did on most campuses. The final years the College was 
in its downtown location were the years that saw nation-wide 
student demonstrations opposing the war in Vietnam. A headline 
in the December 1967 Collegiate Revolution read "Violent Vietnam 
Protesters Crowd Police Station". A demonstration by 
thirty-five individuals, who were not all from the college, was 
broken up by the police. The Collegiate Revolution staff was 
prevented by the police from taking pictures. Although the 
affair ended in the police station, the story did not say that 
anyone was actually arrested (118). 
In 1982, the following conversation between Bill Beane, Dean 
of Administration and George Larkin, Dean of Students talked 
about that day. 
BB: Some students had come down from Franconia College and 
were marching in front of police headquarters. 
GL: They were from Franklin Pierce and Hawthorne and some 
other schools. A lot of the marchers were some of our 
Veterans. 
BB: They were protesting against the Vietnam protestors 
who were marching across the street. Loeb gave us a 
nice big picture on the front page. As Director of 
1 
Public Relations, Allen Berzovaky went down to cover 
the protest and he got arrested. 
GL: Because he looked like one of the protestors. 
BB: I think that Ed called Kimon Zachos to get him out. 
The 1969-70 academic year saw the most widespread anti-war 
activities. As part of a national movement of 500 colleges, a 
newly organized group called for recognition of Vietnam Day on 
October 15, 1969. The call was for faculty and students to stay 
away from classes on that day, which was to be devoted to 
distributing anti-war petitions and leaflets and to attending 
rallies. The College Council voted to have classes continue, 
but to allow excused cuts for participants. In The Pen there 
was a complaint that the action had been taken without adequate 
representation of the Student Government. An unsigned open 
letter to the students supported the decision to allow 
individuals to make their own decision on the observation day, 
but condemned those who would merely take the day off (119). 
The October event was followed by a call to participate in a 
national demonstration to be held in Washington, D.C. in 
mid-November. Two posters announcing the march on Washington, 
which had been approved for posting by Dean Larkin, were ripped 
down the day after posting. There was no noticeable 
participation by New Hampshire College students in the 
Washington demonstration (119). 
The anti-Vietnam observations peaked in May 1970, following 
the United States invasion of Cambodia and the killing by 
2 
National guardsmen of four demonstrating students at Kent State 
University. A rash of student strikes spread across the nation. 
On May 7, at New Hampshire College, there was a convocation 
of a quarter of the students and some faculty at the King Cinema 
to discuss the bombing of Cambodia and the Kent State tragedy. 
This was followed in the afternoon by an ecumenical memorial 
service at Franklin Hall, where five students were selected to 
represent the students at a faculty-administration meeting that 
evening. 
Mr. Teloian talked about meeting. 
As the Vietnam era progressed the students were getting more 
and more agitated. President Shapiro called a meeting of 
the faculty and administration in order to consider our 
options regarding the students who were threatening to 
strike. That was quite a meeting. I remember Lou 
D'Allesandro lying down on the floor and making suggestions 
as to what the options were. 
There were morning afternoon and evening meetings. A major 
public demonstration by the students was projected. There was a 
meeting of college representatives, also attended by Arthur 
Egan, a reporter for The Manchester Union Leader, at the police 
station to plan for the avoidance of violence. 
Governor Walter Peterson called a meeting of college 
representatives from all over the State on May 9 to urge that 
demonstrations be orderly. Attorney General Warren Rudman 
3 
indicated that the State wished to keep a low profile on 
enforcement. There was a call for student marshalls to keep 
things orderly at the expected demonstration against The Union 
Leader. The Collegiate Revolution printed a series of "Strike 
Issues" (121). 
About 500 students (about 50 per cent of the student body) 
took advantage of the opportunity to shorten the college year, 
but only about 40 actively engaged in the peace activities 
(121). They scheduled a series of six workshops for May 14. 
President Gertrude Shapiro gave the Trustees, who happened 
to be meeting that day, a detailed account of the student unrest 
situation at the College, and how it was handled. This included 
the Thursday convocation and the follow-up on Friday of joint 
meetings of the faculty, administration and student 
representatives. She reported that the outcome of the meetings 
and the student convocation was an agreement providing for three 
alternatives: (1) students could leave school on May 7th and 
freeze their grades as of that date, based on the work that had 
been done; (2) students could leave school as of May 7th and 
return to take their finals in an effort to improve their 
grades; (3) students could remain in school as originally 
scheduled and take their final exams in normal course. In all 
instances, regular classes and school activities would 
continue. She also stated that a letter explaining the school's 
4 
position and the details of all developments had been sent to 
the parents of each student. Students were also warned that 
striking was not to be considered a free vacation. 
Mrs. Shapiro recalled a part of this period. 
The students wanted to take part in the program of the 
"March on Washington" and other related Vietnam protest 
activities. We went to Merrimack Hall to have a meeting 
with the students. I do remember standing on a table in 
order to talk to them. In a way, it could be called a *bull 
session'. And, in many ways it certainly was a dialogue. 
The students talked and the faculty and administration 
talked. We ultimately agreed to compromise. Everyone was 
pleased with the decision. And, I think a riot was 
averted. I know that one of the fellows at the Alumni 
banquet (1982) came to me and said, 'Mrs. Shapiro, you don't 
remember me, probably, but I was part of that group [the 
activists] and you certainly handled that situation 
extremely well and averted a student strike, because you 
listened and allowed us to be part of the decision-making.' 
George Teloian commented further on that time. 
I think that there was a sense of good feeling after the 
meeting. Everybody had some input and knew the direction 
that the college, as an institution, was taking. And, we 
did very well, under the circumstances. It could have gone 
the other way very easily. 
5 
It is interesting to note that the the importance placed on 
setting a policy was not a reactive decision. According to the 
President's Advisory Board meeting of November 11, 1969, the 
minutes stated that President Shapiro "felt this was going to 
become a serious problem and some decision should be made as to 
how to handle it". Time was spent in order to deal with the 
pending situation in a positive manner. 
Jaywalking 
An incident that involved the police and the students is of 
significance for what it says about the relationship among its 
President, its student service staff and its students. 
Gertrude Shapiro talked about that time. 
The students were out campaigning for Student Government 
Office. They used Hanover Street as their campus. A nun 
'jaywalked' across the Street. The police, who were there, 
ignored the violation. The next person to jaywalk was a 
student. He was ticketed. 
There probably were more students down there at one time 
than usual because of the elections. Certainly, the 
students were extremely boisterous. 
George Larkin continued the story. 
Upon seeing the student get a ticket, Chester Welch got 
everybody lined up on the sidewalk; he gave the count; and 
they all walked across Hanover Street. They did this a few 
times. That's when the cops called for reinforcements. 
6 
That's when the paddy wagon came and the motorcycle police 
came with their helmets and other regalia. Their helmets 
looked like riot gear and the confrontation was on. That's 
when Gary Jouvelakis [a student] got involved. 
The motorcycle cop came whipping up on the sidewalk with his 
motorcycle and his crash helmet and Jouvelakis said 
something to him. He jumped off his motorcycle and pinned 
Jouvelakis to the doorway. 
In the meantime Mrs. Shapiro and I had discussed the 
situation. We agreed that she would go to the Chief of 
Police to get him to take away his police. I was trying to 
calm down Chet, because he usually would listen to me. 
Mrs. Shapiro continued. 
I went to the Chief and told him to take away the police. I 
said, 'These boys are just trying to campaign. I will be 
responsible for getting them back into their classrooms. If 
you don't leave, it will be impossible for me to control 
them and you will have a riot on your hands'. Fortunately, 
Chief King agreed to try. I went up and down Hanover Street 
telling the students both that the police had gone and that 
I had told the police that if the police left, then the 
students would go back peacefully. And, they did. 
When Mrs. Shapiro was asked how she could deliver such a 
promise, she stated, "I felt that they students would trust me. 
I felt that they could see I had been the factor in having the 
police removed. I felt that they would abide by my wishes." 
7 
According to George Larkin, it was at this time that the 
police were being called away that the confrontation between 
Gary Jouvelakis and the policeman was going on. Fortunately, 
the police left, before there were any further developments. 
The last part of this incident was that the jay walking 
tickets were lost and the students were never prosecuted! 
Library 
Traditionally, college library's are not a part of the 
Student Services Department. Indeed, the New Hampshire College 
library has reported to the Academic Dean since September 1971. 
However, its origins were in the Student Personnel Services 
Department. This happened for two primary reasons: the 
personal interest of the first Dean, Ann R. Shapiro and the 
corresponding notion that the library was a service - and not 
just a place with books. 
Until 1965 
Ask anyone who was involved with the early years of New 
Hampshire College about the development of the library and you 
will hear how Mrs. Shapiro saved all the books she could and you 
would especially hear how she saved all the issues of the 
Journal of Accountancy. The School had a fire immediately 
before School started in 1960, and all the Shapiros were 
concerned, that the books stashed away for "our library" were 
not damaged. (That fire which started in the wiring in the 
entrance of 88 Hanover Street was probably one of those 
8 
blessings in disguise. A new interior had to be installed, 
making the front far more attractive . And, the only other 
damage was severe smoke damage - which on a wet, rainy day could 
be identified until the day the College moved to the new 
campus.) The books were not damaged. 
The first formal library (defined as being accessible to 
students) was formed to meet the accreditation requirements for 
the "Two-year School of Business". According to College 
Secretaries Fay Bulcock and Audrey Brown, the first library was 
in the stockroom, which originally was the office of the 
Shoeworker's Union. It was developed by Ann Shapiro who served 
as the School's first librarian. She catalogued the books 
already owned by the School and the family, having been 
instructed by a friend who was a professional librarian. She 
also formulated a ten-year program for the college library. 
She talked about the early days of the library. 
We felt that it was critical that we get our library in 
shape, for what turned out to be our first of many 
accreditation visits. I had two major sources of books. 
One of course was the books that my Mother had saved over 
the years - there were several hundred of those. The other 
major source was the second-hand bookstores in Boston. 
Scollay Square was being demolished and Government Center 
was being developed. As many may remember, it was an area 
composed of sleaze and second-hand bookstores. The square 
was a real contradiction. 
9 
As a consequence, the bookstores had better than usual book 
values. Most of the stores were closing permanently and 
they were anxious to sell their stock at whatever price they 
could. And, it is costly to move books, so even the stores 
that were planning to move were not adverse to depleting 
their inventory. 
Mrs. Shapiro recalls her returning from one buying 
expedition in which she had come across a collection of books 
that had been owned by an Associate Dean and Professor at the 
Harvard Business School. "Mother", she said, "I am glad you did 
not go with me because you never would have allowed me to buy 
them, because of their price. They really are very valuable". 
The collection had cost approximately $220 for 200 volumes. 
That was a price of $1.10 per volume. 
Moving ahead on Ann Shapiro's ten-year library development 
program, the number of volumes had reached 2,000 by the time the 
College sought degree-granting authority (54). 
Everyone who came in contact with the College was asked for 
help in obtaining books and to fill in with accounting journals 
and other periodicals. 
George Teloian and Ann Shapiro talked about one of those 
times. George Teloian is cited first. 
G. T. As I recall, at that time, you had indicated your 
desire in filling up the library, which had a limited number 
of volumes. I spoke to Mr. Kitteridge [Treasurer of 
10 
General Capital Corporation, Mr. Teloian's former Company] 
and he indicated that certainly the corporation would be 
willing to contribute all the manuals - they were primarily 
investment and tax manuals - e.g. Moody's Industrial, 
Municipal, Transportation and Investment Manuals. 
A.R.S.: We carried them all down from your office on Milk 
Street in Boston to my 1961 Chevrolet and loaded them all in 
the trunk. 
G.T.: It took us a while to move all that material down. 
We were lucky we weren't carrying it up. 
A.R.S.: Of course, it had to be carried up when we got back 
to New Hampshire College on Hanover Street. 
Ann Shapiro continued describing the early years of the 
library. 
We worked hard for that first accreditation. Not only did 
we spend hours obtaining books, but we spent many hours 
cataloguing them. I have two vivid memories of that time. 
The first is the night before the visiting team was due, I 
spilled the shellac which in turn knocked over the white 
ink. Mrs. Shapiro, Ed and I worked for hours repairing the 
damage 
I was very proud of the care which we had taken with the 
book selection and its appropriateness to a business 
college. The only comment we received from the visitors was 
that one of them told us how nice and clean the library was. 
11 
The library was involved in many moves. The first one was 
from the stock room to one of the typing rooms. The next move 
took over the second typing room. 
1965 to the New Campus 
Mrs. Bea Jordan made the following comments in her speech at 
the Library Rededication. 
In this decade, one is able to order a starter library -
 precatalogued, labeled, in plastic covers - a pre-packaged 
library - if one wants to spend many thousands of dollars. 
But, if you start with no budget, except for paste, paper, 
white ink and shellac, one has to substitute many tedious 
hours of willing and working a library into existence. 
With consistent carefulness and with an eye to the future, 
the then President, Gertrude C. Shapiro, had saved all books 
and periodicals. How fortunate now, for instance, that the 
Library has a run of 73 years of The Journal of Accountancy, 
When I stepped into the pages of this little history in 
1965, the library had two rooms - big enough for tables and 
chairs, books, students and me. (4/30/78) 
In 1966, one wall was pushed into the hallway. This gave 
the library 100 more square feet of space. 
Everyone loves to talk about the time Mrs. Jordan moved the 
library. The books had to be transported down a hallway, over a 
graveled roof and then down the fire escape over which was built 
a chute. Banana boxes were obtained from the Federal Market. 
12 
Peter Perich, head of maintenance, supervised the construction 
of the chute, which was made to fit the size of a banana box. 
Steve Russe walked the books down the slide. Metal carts were 
used to transport the books at the top and at the bottom of the 
slide. Sandy Goodchild and Maureen Bulcock kept them in order. 
Mrs. Jordan commented on the move. 
We weeded out the collection before we moved it. Every box 
was numbered. We moved the shelving as we went along. And, 
set up the library as we went along. Nobody in the back of 
that alley way could figure out what was going on. And, 
since we were in the back, nothing impeded our progress. (B. 
Jordan 
The Collegiate Revolution wrote about it. 
During the summer, the college took over the entire first 
floor at 96 Hanover Street, the site of a former restaurant. 
We completely renovated the interior, built a brand new 
facade and converted the structure into the college's 
library. The new library contained 1,200 linear feet of 
shelf space, enough to allow for rapid growth and to 
accommodate the library's current 8,000 volumes, 175 
periodicals and six daily newspapers. 
To move the library's contents a chute was erected from the 
second floor of 88 Hanover Street to the alley behind the 
library. Everything was sent down the chute, including 
shelf units, desks, chairs, files and other library 
equipment. 
13 
It took nine people five days to complete the move. Mrs. 
Jordan had the help of eight student assistants. 'The chute 
was a great help,' she explained, 'since we made the move 
without disrupting the college or the public. Everything, 
and I mean everything, went down the chute. Except for 
myself, of course. (Special Edition, Spring 1968). 
Neither the decision to move to the street level nor the 
adjustment to being on the street level was easy. Mrs. Jordan 
stated that "there ware a lot of arguments with Ed regarding the 
move. He finally said that if we wanted accreditation, we would 
move. That really settled the argument." 
Mrs. Jordan continued her remarks at the rededication of the 
library. 
I can remember justifying every expenditure to refurbish 
that old building, because Mrs. Shapiro was taking the long 
look of moving to a new fresh campus where every dollar 
would be needed. We couldn't afford to leave dollars behind 
in old buildings. 
It was at that time, that Mrs. Jordan and Dean Ann Shapiro 
began to look at College libraries to learn what they wanted in 
the new library. Therefore, new shelving was selected that 
could be used in the library that was still very much a dream. 
According to Bea Jordan, 
Being on a city street, we were so approachable. At first, 
everyone wandered in - even pigeons - but fortunately, the 
14 
student traffic was heavy. The Hanover Street public got 
the message and left us to our study and research (Library 
rededication). 
Mrs. Jordan continued to describe that store front location. 
The front looked so impressive and interesting. However, to 
some of our residents, the check out desk looked like a bar 
and therefore very inviting. So, we frosted the front doors 
and put on the college seal. 
When Dick Gregory spoke on campus, he visited our library 
and was really most impressed. He felt that a "storefront" 
library was the direction that cities should take in order 
to move away from the mammoth, imposing libraries of the 
19th century. He felt that this type of library would 
remove much of the fear that people have in entering a 
library. 
Subsequently, the Candlelight Restaurant, next to the 
Library, had a serious fire and didn't reopen. The space 
was leased, restored, and by breaking through two walls, we 
expanded into it. (Library rededication). 
Mrs. Shapiro talked about the downtown location. 
It was at this time with our use of the Palace Theatre and 
the Odd Fellows Building that the other tenants on Hanover 
Street began to think that we had given them the "evil eye" 
so that we could have the space. Every time someone move 
out we moved in. 
It was also about this time that the students began calling 
the college Shapiro U and Hanover U!" 
Mrs. Jordan continued. 
we now had the working space to incorporate a more 
sophisticated classification system. We changed from the 
Dewey Decimal to the Library of Congress. We added more 
microfilm and media. We were on our way to ultimately 
joining the consortium of college libraries" (rededication 
of NHC library). 
In 1968-69 the New Hampshire College Library received its 
first Federal money in the amount of $7,729. (President's report 
to the Board of Trustees, 10/17/69). 
As cited in the Library's Annual Report, "In the midst of 
keeping a flood of information catalogued and retrievable, we 
are service-oriented," (p. 1). The report further stated that 
"we made a net gain of 5,533 volumes (including 105 discards). 
This brought the total to 22,000 not including microfilm, tapes, 
pictures, posters, discs and recordings (p. 4)". (NHC Library, 
Annual Report 1970-71) 
Mrs. Jordan commented upon the reclassification at the 
dedication. 
Reclassification is a major undertaking. Everyone who has 
had a hand in the heavy work load deserves praise. Mrs. 
Lutz infused her office with the spirit of" enthusiasm and 
good organization that made the handling of thousands of 
books in cramped quarters possible. 
16 
In the 1970-71 Annual Report, Mrs. Jordan stated that for 
the first time in its history, NHC had three professional 
librarians. It was during this time that approximately 2/3 of 
Library was reclassified according to the Library of Congress 
system (Annual Report to Student Personnel Services Department, 
p. 2, 1970-71). 
That same year there were 91 books lent and the library 
borrowed 124 volumes in the interlibrary loan. (Ibid.. p. 13) 
New Campus 
At the library rededication Mrs. Jordan spoke about the move 
to the new campus. 
After the experience of utilizing old restaurants and 
converting them into places of book-learning, we began to 
long for the green woods and fresh air of North River Road. 
In 1971, dazed with the effort, we were here in adaptable, 
workable buildings. Though, at first, we had no more space 
than in the downtown area, we were able to organize for 
function, and give it a little style. Seven thousand square 
feet seemed spacious! [This was larger than the total 
school in 1961.] 
In the Annual Report to the Student Personnel Services 
Department, 1970-71, Mrs. Jordan stated that the 
estimated holding capacity of our new Library on campus is 
25,000 volumes, and that count should be reached by January 
1972. 
17 
This was less than six months after the move to the new 
campus. It was understood when the library was built that it 
would not be big enough. In order to keep the costs as low as 
possible, the campus was built to house the same number of 
students, books and other resources. Too many schools had been 
severely hurt financially by building more than they could 
afford and by assuming that a new campus meant increased 
enrollments. 
On September 1, 1971, the supervision of the library was 
transferred from student personnel services to the academic 
area, which was under the supervision of Dr. James L. Grace, Jr. 
The design of the H.A.B. Shapiro Memorial Library (it was 
initially named for the college's founder) was commended by the 
New England Association of Schools and Colleges as was its 
acquisition program which had added 3,730 volumes at a cost of 
$21,130 in 1972-73. The librarian was said to work informally 
with the faculty in selecting books. The collection at the time 
of the visit included 31,537 volumes and 418 periodicals. The 
staff was said to be competent, forward-looking and dedicated. 
The collection and circulation in the business area were found 
to be good with improvement needed in the liberal arts. 
At the meeting of the Board of Trustees prior to October 
1972, it had been reported that the library should be expanded. 
It was expected that the number of volumes would reach 33,000 by 
the end of the college year. 
18 
To meet the standard for a college of its size. New 
Hampshire College needed to add 14,000 square feet, at an 
estimated coat of about $500,000. Preliminary application had 
already been made to the New Hampshire Higher Educational 
Facilities Commission, which was federally funded, for a grant 
for a third of the estimated coat and for an interest subsidy 
for the remainder which was to be borrowed privately. 
New construction seemed to be self-perpetuating. The campus 
was seldom without bulldozers. The library addition, which had 
been authorized in 1974, was completed in time for the opening 
of the college in 1975. It tripled the size of the building, 
providing stacks for 80,000 volumes. Supplementary facilities 
included an audio-visual center, facilities for developmental 
reading, an office for student government, a college radio 
station, music listening rooms, and a TV studio which was large 
enough for use as a 150 seat theater. The furnishings included 
lounge chairs, student carrels, as well as traditional chairs 
and tables. The library was also air conditioned (142). 
One pleasing feature of the project was that although he 
estimated cost had been $425,000, the accepted bid was for 
$346,000 (143). 
In 1978, the college library was rededicated and named the 
Gertrude C. and Harry A. B. Shapiro Library. 
Gertrude C. Shapiro, with her keen critical eye, her prudent 
fiscal approach, her caution and fairness, her love of 
19 
quality, her support of the library gift fund, her approval 
and praise (which she can graciously express have all made 
my small point-in-time contribution worthwhile. When she 
has walked around this building with a sense of wonder and 
delight on her face and said, love this Library!' you can 
understand why I am pleased that we are here today. (B. 
Jordan, Library rededication. (See Appendix 50 - Library 
Rededication.) 
According to the New England Association of Schools and 
Colleges, Accreditation report, 
The Harry A. B. and Gertrude C. Shapiro Library provides 
space for nearly 63,000 volumes and 117 individual study 
carrels. The facility and furnishings are attractive, 
inviting and functional. All reflect careful planning and 
organization ( p. 12). 
In addition to the above, the library had 3,750 reels of 
microfilm and over 30,000 microfiche. The Student Handbook of 
1980-81 provides a further description. 
The Library is a selective government depository. The 
depository emphasizes the statistical publications of the 
Commerce, Labor and Treasury Departments. the Library 
subscribes to over 750 periodicals and numerous business and 
financial services. Tables and carrels are provided for 
individual study, and several conference rooms are available 
for group work. Professional librarians provide research 
assistance and instruction in the use of library resources. 
A separate wing of the library building contains a reading 
center, 1,150 seat studio theater, and the audio visual 
section. The latter houses recordings, video tapes, 
cassettes, films, and a listening room with individual 
carrels. It provides a wide range of portable A-V equipment 
for class, instructor and student use. Original video films 
are produced in black and white and color. The studio is 
also a broadcast point for Channel 13, the College's closed 
circuit television system (p. 39). 
Admissions and Financial Aid 
1932 - 1957 
With a small faculty teaching a multiplicity of courses, 
little attention was devoted in the early years to compiling 
enrollment statistics. In addition to the seven day students in 
1932, there were 35 students enrolled in night classes. In 
1940, enrollment had grown to 48 day students. In 1944, there 
were 134 students. The Gregg Publishing Company wrote that the 
enrollment was "outstanding among the business schools of the 
country (28)". 
Enrollment during the first twenty years fluctuated, ranging 
from a low of 7 to a high of 150. A low point was in 1952, the 
year when Mr. Shapiro died, when it dropped to 25 students in 
the day school. The low figure in 1952 was typical of business 
schools throughout the country when many were forced to close 
because of low enrollment(24). 
21 
During Mrs. Shapiro's first five years as head of the 
school, the day enrollment went from 25 to 75 students (38). 
This was done without additions to the faculty of seven (39). 
(See Appendix 51 Enrollment Statistics for a more complete 
breakdown of enrollment figures.) 
Two people who both turned out to be important to New 
Hampshire College enrolled as students in 1945. They were Fay 
(Ring) Bulcock and Audrey Batterson Brown. Audrey Brown was 
recruited by Richard Varnum, a graduate who worked for the 
C.P.A., Percy Bennett. Apparently, Mr. Varnum did some 
recruiting in the Milford area, since according to Mrs. Brown, 
there were several students from her hometown that year. After 
graduation, she. worked for a year at the Public Service 
Company. She then raised her family and worked for a period of 
time at Goffstown High School. Following that, she joined New 
Hampshire College as Secretary to the Academic Dean. She was 
recruited back to New Hampshire College by one of the 
Instructors in Secretarial Science, Mary Opie. 
Fay Ring Bulcock has worked at New Hampshire College since 
she completed her program of study. The story of how this young 
person came from Franklin, New Hampshire to go to school in 
Manchester is interesting and although the initial contact was 
unusual, the approach was not. Mrs. Bulcock's father was a 
painter and contractor for Nathan Grevior. (Mr. Grevior was Mr. 
Shapiro's brother-in-law. He owned a furniture store in 
22 
Franklin, New Hampshire, Fay Bulcock's home town.) Mr. Shapiro 
visited the Ring's at their home where they sat on her front 
porch and discussed her education. As a result of all these 
factors. Fay Ring enrolled at New Hampshire College. 
Every day she took the bus from Franklin to Manchester, 
attended classes, took the bus back to Franklin, arriving home 
at 3:15. At that point she went to work at Woolworth's for 
$0.25 per hour. This round trip commute took herover three 
hours. 
Fay Bulcock and Audrey Brown attended school from January to 
December 1945, paying $28.00 per month for tuition. They said 
that there were approximately 40 to 50 students in their class 
and that it was composed of 2/3 men and 1/3 women. (Interview 
Fay Bulcock and Audrey Brown) 
When Mrs. Bulcock started at the School, she was the 
secretary. Not only was she the personal secretary for H. A. B. 
Shapiro, but she was secretary for the school. (Her husband, 
Thomas, is also a graduate of the college. Before she got 
married, she also taught Typing and Shorthand.) She was 
familiar therefore with every operating area at the School. As 
the School got larger and as individual specializations 
developed, it was necessary for her to pick the area in which 
she wanted to work. She selected admissions. She has moved 13 
years in her career at New Hampshire College and has worked for 
each of the four Shapiros. Admissions gain, was a loss for 
everyone else. 
23 
The manner in which Mrs. Bulcock was recruited was typical 
of admissions practices at that time. Visiting the home and 
talking to a potential student and her or his parents was a 
standard practice. For years, lists of potential students were 
developed by obtaining lists of high school graduates from both 
public and private schools. (Generally the private schools in 
the area were Catholic parochial schools.) Some lists were 
available before the students were graduated, others, such as in 
the Manchester public school system were not available until 
after the students were graduated. 
Upon receiving the student list, New Hampshire School of 
Accounting and Commerce sent out a direct mailing to all the 
high school graduates. Any person responding to a direct mail 
inquiry was contacted. An appointment was then made at the home 
or at the School. The practice of visiting the home slowly 
dwindled until the early sixties when it stopped entirely. 
Eventually all appointments were made for visits to the School. 
Gradually, high schools stopped giving out their graduation 
lists, massive direct mailings to students slowed (and then 
changed direction), and visits to the high school to talk to 
guidance counselors and students began. When high school 
mailing lists were no longer available, other agencies rose to 
take their place. The largest and most popular of these were 
and college testing organizations and private admission 
counseling agencies. 
24 
For a good many years, New Hampshire School of Accounting 
and Commerce depended on a business school admission service 
called The Baxandall Company for assistance in the recruitment 
process. Every month, the college would receive material 
from this firm with information, advice and examples of all 
types of admissions and recruiting information. These proved to 
be very helpful and useful especially in the first 30 years of 
the school's existence. As the School got larger, there was the 
time, because of additional staff, as well as the means, to 
develop its own admissions material. (Interview ARS) 
There were two major groups of students that were not 
recruited to New Hampshire School of Accounting and Commerce in 
the traditional manner. These were the Veterans and students 
eligible under the New Hampshire Rehabilitation program. 
Essentially, recruitment for students in both these programs was 
built on developing good relationships with key personnel in 
each office. 
Early in its history. New Hampshire College of Accounting 
and Finance became involved in the education of disabled 
students. These students were often under contracts with the 
State Department of Education, Office of Vocational 
Rehabilitation. The first such contract, dated September 12, 
1938, was for Edmund Kennedy for "instruction and practice in 
the accounting course, and help in securing employment upon 
completion of the training". This was signed for the State by 
Wallace D. Black, Supervisor. 
25 
Placement of students who attended under the Vocational 
Rehabilitation Act was a special interest of Mrs. Shapiro. It 
was one of the many jobs at which she was successful. She 
recalls that one employer built a ramp for the use of one 
graduate who was in a wheel chair. 
Students in wheel chairs faced a problem in getting to the 
second floor location of the school. But other students were 
always on hand to carry these individuals up the stairs. 
Disabled students have complete access on the new campus 
For many years students could start their education at 
almost any time - generally on a Monday morning. Even then, the 
bulk of the students enrolled in September. Mrs. Shapiro 
commented on September enrollment in those earlier years. 
Enrollment didn't come until right before school opened. 
Frequently, it was a guess as to how we were going to do. 
In September 1953, [the year following Mr. Shapiro's death], 
it was the Thursday night before Labor Day that we enrolled 
enough students so that we knew we could open. 
Ann Shapiro talked about that September. 
I remember that evening very vividly. I am not sure I 
understood how close we were to not being able to open, but 
I knew that it was an incredibly important time. I had gone 
to the School probably to sit at the desk and answer the 
phone. So many people came in that evening that I was soon 
pressed into service. I had to start interviewing. I 
26 
provided information and answered questions and brought the 
interested prospective students to Mrs. Shapiro for the 
closure. There was a feeling of destiny. There was no 
doubt we were going to open! 
It was shortly after that time that Mrs. Shapiro hired a recent 
graduate to handle the recruiting, Earl DesRochers. He did not 
stay too long. He was replaced by a man who helped both in 
recruiting and in teaching, Frank Chase. 
Public Relations to 1957 
Good business man that he was, Mr. Shapiro realized that 
even though he had a good school, it would not attract students 
unless the public knew about it. An obvious avenue for 
spreading the word was newspaper advertising. The ads usually 
appeared as a term was about to begin and indicated the fields 
of study offered. In addition, there were news releases, often 
sent not only to English language journals, but also to those 
published locally in French and Greek. 
Mr. Shapiro was in competition with Hesser Business School 
which had been established in 1900 and which had a substantial 
building of its own a few blocks away. (18) By 1940, enrollment 
at the New Hampshire School of Accounting and Finance exceeded 
that at Hesser. Typically, the news stories concerned social 
and class activities of the students. Some dealt with 
recognition given graduates for unusual speed in typing and 
shorthand. During the years of World War II, there were items 
27 
about the military experiences of former students and about the 
classes for military personnel stationed at Grenier Field in 
Manchester (17). 
A major public relations project was the annual 
commencement. The speaker in June 1940 was Professor Walter J. 
Coggin of the College of business Administration at Boston 
University. He was sent a clipping about his address, a 
photograph of the banquet, and a check for $6 to cover his 
expenses. (21) 
The first printed catalog of the school was issued. It was 
not dated in order to be able to use it for several years and 
was more in the nature of a general information bulletin than a 
traditional school catalog. There was a school calendar, 
lacking dates, but listing recognized holidays and school 
hours. Graduation from high school was stressed as an entrance 
requirement. The amount of homework expected was discussed and 
subjects were described. 
There was information about the City of Manchester and the 
opportunities for lodging. The kinds of jobs held by graduates 
were described, and it was stated that the school was nearly 100 
percent successful in placing graduates. Extracts from 
complimentary letters received were quoted. Also included was 
information about student activities as well as numerous 
photographs.(23) 
As the first cut-off date for G.I. Bill training, July 25, 
1951 approached, Mr. Shapiro was interviewed over radio station 
28 
WFEA. After discussing the matter of cut-off dates, the 
announcer asked Mr. Shapiro to tell something of his background 
and the reasons for establishing the school. This gave him the 
opportunity to tell about the start of the school and the 
qualifications of some of the instructors. 
The slow growth in enrollment (1952-57) was not due to lack 
of advertisements. These appeared in high school yearbooks and 
during the summer in the newspapers of Manchester and 
surrounding towns. These advertisements emphasized training 
opportunities for veterans. They also were designed to catch 
the dilatory student by point out in ads run after the opening 
of school in September that it was not too late to enroll since 
day and night classes started every Monday. Courses emphasized 
were Speedwriting, Rhythm Typing and Income Tax Refresher (43). 
1957 to 1971 
It was in April 1957 that Edward M. Shapiro returned from 
his service in the Army and joined New Hampshire School of 
Accounting and Commerce. Edward Shapiro talked about that time. 
Depending primarily on local students for the enrollment, 
the College, in 1957, had a very narrow reputation. We had 
very few boarding students. For example, people in Concord 
didn't even know we existed. Of course, there were many 
people in Manchester who didn't know we existed. Market 
penetration was not even. I remember explaining to people 
in Berlin, and in Colebrook or at Dover High School where we 
29 
were located - never mind what we taught. So, you can see, 
the College was in an embryonic stage. 
In my first year at the college, as other than the Janitor, 
I worked for a whole year to enroll 60 students. It wasn't 
too many years before that could be a week's work. 
Mr. Shapiro felt that his first priority at the school was 
to learn how enroll more students. His second priority was 
accreditation. 
If we were to grow, we had to learn how to make the college 
more acceptable to a greater number of people. Manchester 
was a small community of 90,000 people The towns of 
Londonderry, Hooksett, Amherst and Bedford were very small. 
Nashua did not have the high-tech industries that it has 
today. 
I felt that in order to have a larger school, we had to 
become known for what we were. In effect, to have a better 
reputation. We had to have a more meaningful night school. 
We, as administrators, had to learn how to get students into 
school. 
One of the ways he was able to develop the admissions 
program at the School was by developing and running small 
programs aimed at specific markets. He described some of those 
markets. 
We were trying to learn how people would be attracted to 
school. There was no question that 60 day school students 
30 
could not support a college and it was our job to bring in 
students. 
One of the early things that was successful was our summer 
teenage typewriting course. At its peak, we had 200 to 300 
students taking typing. I felt it also had a great 
influence on admissions when four to seven years later they 
graduated high school. They already had a connection with 
the college and might decide to attend school here. 
Another program that we ran was a speed reading program. We 
had heard that Johnson and Wales College in Providence, 
Rhode Island had developed a reading program. We started 
programs in Lowell, Lawrence, Massachusetts and Manchester 
with some success. Frank Silver, husband of Jean Silver, 
was a great help in running these programs. They were all 
part of learning how to get students into college. The more 
markets we knew, the more people we knew, the more 
advertising we knew, the more we knew in general. 
The period of the sixties was a period of phenomenal growth 
in enrollment. In the Fall of 1961, there were 96 students in 
the day school. By 1968-69, the enrolled reached a peak of 
1,129. It would be eight more years before the enrollment would 
again reach that size. In the Fall of 1977, the enrollment 
reached 1,269 - 140 more students than the previous high. 
Ann Shapiro talked about the period in which she served as 
Director of Admissions. 
31 
The enrollment seemed to grow in a geometrical progression. 
We worked very hard. However, when everything seems to go 
your way, the 50 and 60 hour weeks don't matter. Ed did all 
the outside admissions work. That was primarily high school 
visitations. Although before he went in the service and for 
a short period of time after he returned, he did make some 
house visits. It was my responsibility to handle the inside 
admissions process. That Included the interview and any 
related activity. 
We automatically made an appointment when a student 
inquired. Ed had established a system for students to 
respond to appointments by utilizing a double post card. 
Students could request appointments for during the week, but 
automatic appointments were scheduled only for Saturdays. 
We had adopted a policy where a student did not have to pay 
an application fee, until he or she were accepted. And, 
then only if they decided to attend. There was one year 
every student I interviewed applied to School. They didn't 
all enroll. 
Although both Ed and I continued for a while to work in 
admissions, the work load grew heavier and busier and Vince 
Bankowski joined as Director of Admissions. After I left my 
position as Dean of Students and moved to New York, I worked 
for Vince as an Admissions Counselor. My major functions 
were high school visitations. It was the first time that I 
had ever done external admissions. 
Michael DeBlaisi, an alumnus, who was later to become 
Director of Admissions at New Hampshire College talked about the 
reasons he came to New Hampshire College, in the late sixties, 
and why he stayed. He said that he received a warm and friendly 
reception. He felt a sense of camaraderie, a place where each 
person is important; where an individual can be somebody. He 
was also attracted by the intramural sports program. "It was 
the people, faculty, staff and students, not the facilities." 
1971 - 1982 
The move to the new campus in September 1971 did not lead to 
an immediate increase in undergraduate enrollment. In fact, the 
decline, referred to earlier, was largely due to a decrease in 
the number of male students. Their number fell steadily from 
864 the year before the move to 565 in 1975-76. This may have 
been a reflection of the military situation in Vietnam and its 
consequences in terms of the draft. (See Appendix 53). 
The loss among the men was partially offset by a gain in the 
number of women. Their number for the comparable years 
increased from 150 to 340, more than double . 
The admissions staff reported that the lack of a swimming 
pool and limited athletic facilities detracted from the appeal 
of the new campus. President Edward Shapiro reported to the 
Trustees in January 1974 that in view of the national downtrend 
in private college enrollments, the total number of students 
might drop as low as 700. The day enrollment never went below 
842 (1974-75). 
33 
Two developments in 1973 were important in reversing the 
falling enrollment. One was the accreditation of the 
Institution in December 1973 by the New England Association of 
Schools and Colleges. The other was the hiring of James 
Reynolds as Dean of Admissions and Financial Aid. He 
immediately modified the admissions policy by encouraging early 
application, by more actively following-up those who expressed 
an early interest in the School and by dropping the application 
fee, (which had again become required). The following year the 
freshmen enrollment went from 259 in Fall 1973 to 345 in Fall 
1974. The overall enrollment figures did not reflect this gain, 
because of the decrease in the number of students in the upper 
classes. (See Appendix 52.) 
The student body of New Hampshire College is primarily from 
New England. There has been a gradual decrease in the 
proportion of students from New Hampshire. In the final years 
at the downtown location about half of the students were from 
New Hampshire and a third were from other New England states. 
The remaining balance were from New York and New Jersey. In a 
decade these positions were reversed. New York and New Jersey 
accounted for most of the other students, with a small but 
growing number from other parts of the United States and 
foreign countries. (191) 
Two measures are commonly used to categorize academic 
ability of freshmen entering college. One, supposedly measuring 
34 
potential, is the Scholastic Aptitude Test of the College 
Entrance Examination Board. The other is class rank. In a 
comparison of these two criteria in 1973 and 1979, both measures 
indicated that the academic quality of the students at the 
college had improved. 
In Spring 1982, there were 1,279 students enrolled in four 
year programs, 163 students enrolled in two-year majors and 15 
students who had not declared majors. These 1,457 day division 
students represented fifty years of growth and progress that 
started with those seven students who enrolled in a new school 
in 1932. (See Appendix 53a for Distribution by Majors 1970-71 
to 1978-79.) 
Mike DeBlaisi commented on a growing phenomenon at the 
College. 
What is exciting is that alumni are sending their sons and 
daughters here. Brothers and sisters are coming. Our most 
serious problem is that of cost. There is always the fear 
of becoming too exclusionary. 
Admissions Overview 
President Edward Shapiro made some comments regarding 
admissions, students and services over the years. 
I think that in the 19S0's, New Hampshire College has a far 
better reputation than in the fifties. We have many more 
inquiries and applications and a much wider geographic 
35 
student body. These are the indicators of both quality and 
reputation. 
I do believe that in the fifties we had quality, but I don't 
think we were perceived in the market as having as high a 
quality as we are perceived as having today. In some 
respects, when we were a proprietary school the education 
was even more intensive than it is today. Full-time faculty 
members were at school morning and afternoon. The education 
was progressive, as such students only moved ahead when they 
understood the material. In the eighties, generally the 
student must take the initiative to get that type of help. 
Faculty do not give the six to eight hours a day that they 
did in the earlier days of the College. 
This is a reflection of the educational system. Our faculty 
perceive themselves as instructors and not as tutors. All 
of this is by way of saying that although the styles may 
vary, we have always been strong academically. Students can 
get help. There is PASS [Personalized Academic Services for 
Students]. See Appendix 54. 
As the College grew, we learned how to get students to come. 
And, students come only if they feel that there is value to 
their education. It is then that they tell other people 
about the College. Thus, we have the importance of 
marketing and reputation. 
Mrs. Shapiro commented on the students. 
Many of our good students have returned to earn a four year 
degree and in many cases a Master's degree. I have found 
that the quality of their work is the same. In essence, it 
appears that our good students are still good students. We 
had the cream of the crop then and those same students that 
I thought were our best students have shown that they are 
still our best students. 
Financial Aid 
There was always an appreciation and an understanding that 
many students needed financial assistance to be able to attend 
school. 
Mrs. Shapiro talked about some early students who needed 
assistance. 
Mr. Shapiro was more generous than I. He would loan 
students money. I would wait for payment, but it was my 
philosophy not to loan - except a little helping hand (34). 
I recall one young man who secured a job with the Internal 
Revenue Service in Chicago, but he did not have the money to 
get there. We got him a bag to pack his things in and 
arranged a bank loan for him. (37) 
The notion of "waiting for payment" is a reflection of one 
of the most significant policies at New Hampshire College. This 
practice probably stems from both personal philosophy and two 
very practical circumstances. The personal philosophy just 
addressed was recognition that many, if not most students, 
37 
needed some form of aid in order to attend college and that 
there should be assistance. Tuition at New Hampshire College 
was monthly until the early sixties. During the early fifties, 
the Veterans changed their payment policy and mailed each 
eligible Veteran his or her monthly assistance check and not the 
School. Mrs. Shapiro had the Veterans use New Hampshire School 
of Accounting and Commerce as their mailing address. Therefore, 
each student paid a part of their check for their education. It 
was not always payment in full, but it was a payment. 
Therefore, when the School changed to a semester based 
tuition charge the notion of a monthly payment and the desire to 
act upon this were already in place. In order to encourage the 
change to a semester based charge, the tuition charge was less 
if the student paid in advance. With the change in tuition 
policy, there were many more students who were unable to meet 
the coats. 
It was at this point that the "payment plan" began to be a 
part of the School. Many students were not able to go to school 
and pay full rate. Students were encouraged to pay what they 
could. They were told they could pay so much and then could pay 
the balance when they graduated. 
There were many combinations of these payment plans. The 
type of payment plan totally depended upon the needs of the 
student and her or his ability to pay. They could be very 
simple monthly payment plans. They could be "x" amount down 
3S 
with so much per month. Both these plans could and were 
developed so that the money due was extended until after 
graduation. These practices were established long before the 
Federal Aid programs and certainly long before New Hampshire 
College became eligible for these programs. Indeed, there were 
no interest charges on these extended payment plana until after 
the School had moved to the new campus and after the spiraling 
interest charges had begun. 
The first scholarship was established in memory of its 
founder H.A.B. Shapiro. Awarded annually on the basis of 
scholastic ability, aptitude for business, and need, it paid 
full tuition. By the academic year 1981-82, the single tuition 
scholarship had been changed to a limited number of partial 
tuition scholarships. 
The next scholarship introduced at the College was the 
Robert E. Plourde Scholarship. This scholarship was introduced 
in recognition of Mr. Plourde's outstanding contribution to New 
Hampshire College. As a member of the New Hampshire General 
Assembly, Mr. Plourde was active in introducing and supporting 
the legislation that enabled New Hampshire College to receive 
its degree-granting authority. This scholarship, also changed 
to a limited number of partial tuition scholarships, are awarded 
on the basis of need, academic excellence or promise to students 
who are residents of the Suncook, New Hampshire area. 
Two additional partial tuition scholarships are also 
available at New Hampshire College. These are Alumni 
39 
Scholarships and Institutional Scholarships, which include 
athletic scholarships. In 1981-82, New Hampshire College 
awarded over $340,000 in Institutional Scholarships. The 
average gift per student was $610. 
As soon as it appeared that the College would become a 
nonprofit institution, work was begun to make sure that the 
College would be eligible to apply for student financial aid. 
According the the August 6, 1968 minutes of the President's 
Advisory Board, Dean Ann Shapiro and Mr. James Reynolds were 
wroking together "to obtain government financial aid". 
Ann Shapiro talked about it. 
I remember Jim saying that no school would get more than it 
was entitled to. But that our objective would be to get all 
that we were entitled to. 
During the first year as a nonprofit institution, 1968-69, 
the college distributed $50,000 in National Defense Loans, 
$20,000 in Equal Opportunity Grants and $40,000 in work 
scholarships. The College was also authorized to loan up to 
$20,000 in the Government Insured Loan Plan (GILP). The total 
money distributed amounted to $130,000. 
In 1981-82, the College distributed $422,655 in National 
Defense Student Loans, $852,820 in Basic Economic Opportunity 
Grants, $215,589 in Supplementary Economic Opportunity Grants, 
and $463,830 in College Work Study money. This was for a total 
of $2,417,994. In addition, the College distributed $111,484 in 
40 
Stat© Grants and $342,041 in Institutional Scholarships. This 
meant that a total of $2,871,519 was distributed in the form of 
financial aid. This did not include any payment plans. (See 
Appendix 55.) 
The money is significant - not only because of the amount, 
but because having financial aid available to students was one 
of the primary reasons that the School decided to go nonprofit. 
James Reynolds is the Founder and Chairman of the New 
Hampshire Higher Education Assistance Foundation. He has been 
instrumental in securing aid for students from both the Federal 
and the State level. 
To help students, in addition to those attending New 
Hampshire College, a computerized Scholarship Locator Service 
was established in 1973 in conjunction with the Citizens 
Scholarship Foundation of America. (See Appendix 56.) 
Housing 
As the School grew so did the need for housing. With 
increasing numbers of out-of-town students, finding places for 
them to live was a serious problem. For a time, the Y.W.C.A. 
accommodated most of the women students. Some of the students 
worked in private homes for room and board. 
Mrs. Shapiro talked about the program. 
Often students from out of town were placed with families as 
Mother's helpers. They would get board and room and a small 
41 
salary of between S5-$15. The situation was both good and 
bad. They did not always get along with their families. On 
the other hand, it worked well because otherwise they would 
not have been able to go to School. 
In the City of Manchester, there were plenty of rooms 
available for the men, but inspecting them to see if the 
facilities and prices were right was a considerable burden. For 
a number years the Cadillac Hotel on Chestnut Street took a 
number of men. This was adequate except that there were some 
complaints about the noise from the cocktail lounge (61). The 
School also took over several floors at the Carpenter Hotel as 
housing for men. 
Mrs. Shapiro tells the story of purchase of what was to 
become Merrimack Hall - the only piece of downtown property that 
the college ever owned. It was the Warren Motel at 32 Merrimack 
Street which had been unoccupied for several years. Purchased 
for $175,000 on August 12, 1968, it turned out to be the final 
action taken by the Corporate Directors before they voted to 
dissolve on September 3, 1968. 
One year, while I was in Maine, the Carpenter Hotel decided 
that they would no longer provide for housing for our 
students. My son called me home. He said, %Mother, we have 
to buy. The Warren Motel has gone through bankruptcy. In 
the middle of August, we went to the bank, bought the hotel, 
cleaned and refurbished it and moved in right after Labor 
Day. 
42 
That same year, the College leased facilities at the former 
Franklin Street Congregational Church. It is described in the 
Presidents Report to the Board of Trustees as being able to 
house 85 female students and to provide for classroom facilities 
for the computer (an NCR Century 100 computer also leased that 
year) as well as other classrooms. 
The former chapel is used for small assemblies. Male 
students are housed at Merrimack Hall, Cadillac Hotel and 
Marshall Hall (a facility formerly used for women) for a 
total of 292 students, 250 of whom are at Merrimack Hall. 
Gradually the people at New Hampshire College were developing 
their knowledge and skills in running dormitories. 
An October 1968 edition of The Collegiate Revolution 
reported that the men returning to campus to live in the newly 
acquired and renovated Merrimack Hall found it a great 
Improvement over their quarters in the Cadillac and Carpenter 
Hotels. The freshman liked it. The food was good. There were 
reservations concerning the lighting in the student lounge. 
When the women first heard about the leasing of the housing 
that was going to become dormitory quarters for them, they 
called a protest meeting. They wanted to know why they weren't 
consulted, why the men had a better facility [there were more 
men and Merrimack Hall was a larger facility] as well as other 
questions. A committee of women was formed and met with the 
Dean of Students to resolve their questions and problems. 
43 
The early misgivings about the quarters proved unfounded, 
four of the women who went to live there wrote a letter saying 
that after early suspicions they wished to "express their 
enthusiasm" (118). 
As Ann Shapiro described it, 
I think that the only problem we could not resolve was that 
surrounding the bathtubs. The women wanted tubs and the 
school, given the fact that we were planning to move, didn't 
want to spend the money. The students eventually 
acquiesced. The campus had been talked about for so long, I 
understood their hesitancy. After all, why should they 
believe that the campus would soon be built? 
In line with what was happening in the rest of the country, 
student curfews were being eliminated. 
According to student personnel records, 
an experimental parietal program was in operation this past 
semester. After meeting with the Housing Committee and after 
having looked at the entire semester, we have decided to 
continue these privileges. We feel that the majority of 
students in our dormitory living quarters demonstrated good 
taste, maturity and good judgment in the use of parietal 
hours and very little negative feedback was received 
(Summary of Student Personnel Developments for the Academic 
Year 1969-70 and "Some Thoughts for the Future," 6/1/70, G. 
Larkin). 
44 
In 1970-71, the Food Service Department served nearly 275 
students during the 1970-71 academic year. The dining services, 
which were all in Merrimack Hall, included two full-time chefs, 
one full-time kitchen worker and about 30 part-time workers. 
The only major purchase was a large walk-in freezer which can be 
moved to the new campus (Annual Report from the Assistant Vice 
President, 1970-71). 
When the new campus opened, there were two dormitories. A 
great deal of attention was given to the design of the living 
facilities. The desire was to avoid the more traditional "cell 
block" construction of a long hall with lots of rooms coming-off 
the corridor. As a consequence, suites of rooms were designed 
allowing for two or three bedrooms, kitchen and sitting room. 
(Interview ARS) 
Students continued to live in downtown Manchester even after 
the new campus was built. With an expected 400 new students in 
the Fall of 1975 and only 225 beds available, the need for more 
student housing was obvious. Some students were already living 
on the top floor of the Carpenter Hotel, but taking more space 
in that building was deemed inadvisable. In May, the trustees 
authorized the construction of "two town-house type dormitories" 
(146). 
The town houses were designed so that they could be 
converted into other facilities such as senior citizen housing 
or nursing home facilities. This unusual design for the college 
45 
was advocated by President Shapiro. Perhaps, it was envisioned 
by his boyhood recollections of how the college had kept solvent 
by subleasing apace on Hanover Street to outside agencies in 
years when enrollment was down. 
The two structures, Sunapee and Cranmore, scheduled for 
completion in October 1975 were not ready until the following 
January. They provided for two level apartments to be shared by 
four students. There was wall to wall carpeting, coordinated 
drapes and furnishings. Each apartment also had a deck. A 
third town house, Attitash, authorized in January 1976 was ready 
for dedication with the other two on October 22, 1976. 
Even with all the dormitory construction and with the 
continued use of Franklin Hall, space was short. In order to 
alleviate some of the problem, the College leased the Pine 
Valley Hotel (153). Although it was expedient, it fell short of 
relieving the pressure and in March 1978, the construction of 
two more town-house-type dormitories was authorized at a cost 
not to exceed $400,000. 
Mrs. Shapiro told an Elder Hostel group about the cafeteria. 
When we first moved to the new campus, my son and I had a 
dispute as to how to run the cafeteria. He wanted to run 
the cafeteria. I thought the school should hire someone. 
Our positions were reversed on the bookstore. I wanted to 
run the bookstore. Edward thought the school should hire 
someone. We both caved in as a result we run our own 
cafeteria and our own bookstore. 
46 
Freshmen residents must take board; upperclassmen do not have to 
take board. Mrs. Shapiro explained the food service program. 
I think that we have a unique system in our cafeteria. 
Students who are participating in the food program are given 
a book of chits or coupons. If they don't come for 
breakfast, they don't pay for breakfast. It is the same for 
lunch and dinner. They can use or accumulate their chits, 
they can buy food and take it home, they can eat more at 
another time or order a special dinner such as steak and 
they can buy or sell chits. 
The greatest benefit for the college as well as the students 
is that there is no waste. As a consequence, students do 
not pay extra for potential waste. 
Placement and Internships 
Placement 
Placement has always been considered an integral part of the 
educational process. It served, in effect, as a control 
function. A college of business should be able to place its 
graduates. The ability to place its graduates is a function of 
its educational program - in effect it serves as a marker of 
excellence in education. 
In 1939, three graduates received Gregg certificates for 140 
words per minute, out of only seven awarded in the entire 
State. In 1942, another individual received a certificate for 
160 words per minute, the first awarded in the State in ten 
years. (12) 
47 
In addition, the graduates had unusual success in passing the 
Federal Civil Service examinations. One year, a civil service 
representative came to inquire about a graduate and when he was 
told that four graduates had passed the Civil Service 
Examination, he was not convinced until he was shown proof. Mr. 
Shapiro later learned that five students had passed. The 
following year Mr. Shapiro urged a group of undergraduates to 
try the examination for experience, expecting none to pass. But 
six did. (Letter in chronological file, 1-6). 
New Hampshire College has always had a good reputation among 
employers as indicated by its frequent nearly 100 per cent 
placement. Usually, there were not enough candidates to fill 
all of the jobs available. In a radio interview in 1951, Mr. 
Shapiro stated that graduates were Certified Public 
Accountants, public accountants and junior and senior 
accountants. Many others were office managers, stenographers, 
secretaries, bookkeepers and executive assistants. 
Although the majority of placements were in the immediate 
geographic area, the following statement shows that it was not 
limited to the immediate environs. "I am going to work for 
Lybrand, Ross Brothers and Montgomery [one of the largest 
Certified Public Accounting firms in the country]. Many thanks 
for you services, Laurent M. Boisvert (NHC catalog, nd, c. 
1948-52). 
For many years there was no separate placement office. 
After the death of H. A. B. Shapiro, Mrs. Shapiro handled all 
48 
the placement functions. The placement record of the school 
continued to be excellent. 
On May 8, 1955, the entire front page of the New Hampshire 
Sunday News was devoted to the opportunities available for those 
graduating from business and technical schools. The story said 
that job opportunities had never been better with the average 
business school graduate having a choice of 12 jobs. Certified 
Public Accounting was noted as the fastest growing profession. 
Mrs. Shapiro was quoted as saying that her school had "a 100 
percent placement record with girls getting never less than $40 
a week and boys never less than $50. Some girls were getting as 
much as $75 and some boys $100". She pointed out that a 
majority of the graduates had worked part-time as students and 
often went with the employing firm upon graduation (Briefcase). 
Mrs. Shapiro stated that she used to call MKM (Manchester 
Knitted Mills) the graduate school, because they would take any 
good Accounting students. In addition, she felt that one of the 
major reasons that the School had such a good relationship with 
the State Vocational Rehabilitation was that "we were so good in 
placing students". 
1968, Edith Antunes joined the College as the Director of 
Placement. Dorothy Rogers, who later assumed the combined 
position of Director of Placement and Cooperative Education made 
the following comment (Interview 10/7/85). 
49 
In the late sixties, the placement function was a recording 
function. Recruiters were traveling looking for students 
for entry-level positions. (Interview 10/7/85) 
Firms began to cut back their recruiting in the early 70's. 
According to Edith Antunes, 
The bottom fell out in 1975. However, we continued to have 
100 per cent or nearly 100 per cent placement in accounting, 
in the computer areas and in business education 
The college emphasized placement for business. A great deal 
of activity surrounded that function. The Accounting Club and 
the Future Secretaries Association contributed to the students' 
awareness of their future occupations. Except for the 
Departments of Humanities and Mathematics, all the academic 
departments emphasized professional and occupational 
preparation. 
The college's promotional literature emphasised this aspect 
by talking about "training for business". In addition, there 
were seminars held on early career planning, which directed 
students' attention to their future work. 
The New Hampshire College and University Council conducted 
its annual Job Fair on the New Hampshire College campus each 
March. As an example of its activity, in 1977 this featured 
seminars on getting jobs. In addition, there were 48 employers 
on hand for interviews. 
At the start of the academic year, students were invited to 
visit the Career Planning, Academic Counseling and Advising 
50 
Center. The center also maintained a library of materials for 
students considering graduate school. 
By 1982, the placement function had grown enormously. 
Students are placed in a much broader geographic area. New 
Hampshire College students are entering Fortune 500 firms and 
middle-sized firms, (defined as having not more than 500 
employees or $50 million dollars) "at the same level as 
graduates of any of the major business colleges". (D. Rogers) 
Some of these firms are Dean Witter and Reynolds, IBM, Wang, 
Digital, Harriott, Citibank, Peoples Express as well as for many 
years the "Big Eight" accounting firms. 
Many of the students worked part-time. In addition, to the 
Placement Center as a direct source for jobs, The Campus News 
runs frequent notice of part-time work available, both on and 
off campus. 
Internships 
Many people at New Hampshire College would date the 
inception of the Internship program to 1970. It actually 
happened much earlier. According to New Hampshire College 
alumnus, Paul Brewster, Mr. H. A. B. Shapiro encouraged him to 
take a job with a C.P.A. firm in Norwich, Vermont, prior to 
completing the last book in the Accounting sequence. He was 
given credit for his work experience and was graduated with his 
class. Mr. Brewster was probably the first Intern or 
Cooperative Education student! A forerunner of what would 
51 
become, both at New Hampshire College and in the country as a 
whole, a significant part of higher education. 
Seeking to give their better students field experience prior 
to graduation, in 1970 the Accounting Department started an 
internship program. This was open to students with a "B" 
average, who could be recommended by the Department. The intern 
worked for three months at a salary of $650 per month and 
received three academic credits. (108) There was no commitment 
by either party that the internship would result in employment 
by the firm after graduation, but this was often the result. 
A college-wide effort was made in 1972 to develop a 
Cooperative Education ("coop") program. The College received 
money from a Federal grant to begin to develop a coop program. 
This program was designed to be an alternating cooperative 
education program. Some students would be out working and 
another group of students would be in the classroom. Although 
this program still exists, it is very small. 
Simultaneously, an internship program in management was 
beginning. It grew to become very successful. The student can 
participate in the program any time during his or her last three 
semesters. Preferably, the student will spend her or his last 
semester at the College, in order to tie together the classroom 
and work experience. This program was run by Norm Lister. 
In 1976 Dorothy Rogers took over the program. At that time 
there were forty participating students working within a radius 
52 
of 50 miles. In 1982, the program had grown to the point where 
there were 200 students participating all over the world. 
A student may earn either 3, 6 or 12 credits. Care is taken to 
insure that the experience is a learning experience, not just a 
matter of routine work. This program is open to students in any 
major or school at the College, including the Graduate School of 
Business and the School of Human Services. 
In 1972, Dorothy Rogers became involved in summer 
internships abroad. This program was primarily for students in 
the Retailing and Marketing programs. Students were able to 
earn three credits in the program. When the program began, 
internships were available only in Paris and Denmark, but a mere 
seven years later they had been extended to Belgium, England, 
Germany, Hong Kong, Nassau, Australia and Canada. These 
internships were also open to students from other colleges. 
In March 1979, a seven-day course on fashion was arranged In 
Paris. In a related development, the College offered a 
three-week course to foreign merchants. The program opened and 
closed on the New Hampshire College campus and the participants 
spent the intervening time touring New York and other mercantile 
centers. 
In 1982, the Placement office and the Cooperative Education 
and Internship programs were merged into a single office, which 
reports to the Office of Student Personnel Services. Mrs. 
Rogers talked about the functions of the two offices. 
53 
The merger of the Placement and Cooperative Education 
combines two complementary skills. Until the mid-seventies, 
placement was a recording function. College recruiters 
traveled extensively looking for entry-level personnel. 
With the recession in the mid-seventies, industry was in a 
holding position. It was at this point that we had to go 
and start to market employers. 
"Coop" people are job developers. It is their 
responsibility to get jobs. Placement people help students 
get ready for jobs. The two functions complement each 
other. 
Graduation 
Mrs. Shapiro talked about the first graduation. 
We all sat at one table with H.A.B. Shapiro at one end of 
the table and me at the other end. The graduates and their 
friends were in between. There were a total of 12-15 people 
with four or five graduates. 
When the graduation exercises became more formal they were 
generally held at the Carpenter Hotel or at the Manchester 
Country Club. The speakers were men prominent in the public 
life of the State and their talks were broadcast over the radio. 
(See Chapter 1 and Appendix 57). 
The first Associate in Business Science (A.R.S.) degrees 
were awarded in February 1964 to those students who had 
completed the requirements the previous June. Of the 18 degrees 
54 
awarded the first year, 11 were for accounting majors, 3 for 
business management and 4 for legal secretaries. (See Appendix 
57.) 
In 1966, graduation was held at the John F. Kennedy 
Memorial Center. Fifty-four students received their Bachelor of 
Business Science Degrees, the first ones awarded by New 
Hampshire College. William McAllaster, as he had done for many 
years played the organ and piano. 
Anxious to have some part of their college life on the new 
campus, in January 1971, the seniors voted 100 to 9 to hold 
commencement there, however, JFK auditorium had already been 
reserved. Taking advantage of the open spaces, the students 
held social events at the campus, but construction was at a 
stage where it was decided to go ahead with the graduation 
ceremony itself as originally planned. (121, 123) 
It was Mrs. Shapiro's last commencement as President and the 
trustees marked the milestone by voting to have her give the 
commencement address and to award her the honorary degree of 
Doctor of Humane Letters. The next year the college would open 
on the new campus (124). 
The 50th Graduation was dedicated to Gertrude Crockett 
Shapiro. The program contained a quotation from her 1971 
Commencement Address. 
The principal purpose of education in our time must be to 
teach human beings to live and to work together in harmony 
and with mutual respect for one another. 
55 
The commencement speaker was Robert M. Rosenberg, President of 
Dunkin Donuts. Mr. Rosenberg received a Doctor of Laws. Lotte 
Jacobi, Photographer, received a Doctor of Humane Letters. 
Associate and Bachelor of Science degrees were awarded to 
undergraduate students from the Manchester campus and 11 
Continuing Education centers. Associate and Bachelor degrees in 
Human Services were awarded to students from Manchester and one 
satellite center in New Haven. Masters degrees were awarded in 
both the Business and Human Service programs. New Hampshire 
College had come a long way from 1932. 
Alumni 
Placement 
George Teloian talked about New Hampshire College students 
as alumni. 
New Hampshire College students are competing with the 
students of various large, prestigious colleges and 
universities. When they go out to compete for jobs at the 
"Big Eight," they are competing with Notre Dame, Boston 
College, Boston University, Northeastern, University of 
Illinois and all other colleges. Some of the Boston offices 
of the "Big Eight" firms, as well as the Manchester offices, 
get applications from students from Midwest and New York 
colleges looking for jobs in Manchester. 
Our students are doing pretty well. A number of my 
graduates have indicated that they are holding their own and 
56 
doing better than many of the graduates from other schools. 
Various faculty at the College receive letters from students 
who complement the quality of the program and they are 
expressing thanks for the education they receive. 
I can say that I personally feel happy that I have been 
given the opportunity to contribute to the society as a 
whole. I go to the New Hampshire Accounting Association's 
monthly meetings, where I am a Director. A lot of the 
people at the meetings are former students. I enjoy it. 
We have a number of former students who are members. We 
have former students who have been Presidents of the New 
Hampshire Chapter of the NAA [National Association of 
Accountants] and will be Presidents of the New Hampshire 
Society of CPA's. And so, you know, this is something that 
is rewarding. You feel warm. Although, we accountants don't 
show any emotion, you know! 
Probably 25% of the people that attended the meetings are 
former students. Our numbers will continue to grow. We are 
definitely having an impact in the accounting area. 
We have a good rapport here in New Hampshire with the 
Internal Revenue Service. In fact, the IRS in primarily 
interested in students from New Hampshire College, because 
they have had an excellent experience with them. They like 
our students; they like our Accounting program; and they 
want to stay with us. 
This past year, Coopers and Lybrand, hired five or six 
graduates. They hired two or three graduates for their 
local offices: one is going to Rochester, a couple went to 
Portland, Maine and one went to Hartford, Connecticut. 
It shows you the growth of the institution. The College is 
now getting some tradition. Tradition takes time. You 
have got to get the alumni out there. I think in time that 
they will start rewarding the institution in the form of 
funds and contributions. This is evidenced by the size of 
the alumni telethon each year. 
Organization 
In a conversation with the Chairman of the Board of 
Trustees, Mr. Ray Truncelitto stated 
It is important to get closer to the alumni. The 
institution is going to be here longer than any one 
individual. I am looking for annual giving in addition to 
capital giving. Alumni is one way to acquire an 
endowment. (982) 
In the Fall of 1969, Mrs. Shapiro reported to the Trustees 
than an attempt was being made to form an Alumni Association. 
In a February 1970 issue of The Collegiate Revolution, George D. 
Zottos, President of the Senior Class told his fellow students 
that the seniors were working with the administration and 
faculty on this project. He said that haphazard efforts to form 
such an organization had been made in the past, but that this 
was a serious effort. 
58 
The alumni association did get started that year, but it was 
slow to gain vigor. The academic year 1970-71 
marked two years of activity for the NHC Alumni 
Association. At the second annual reunion 138 people 
attended. This number included alumni, faculty, friends and 
members of the College staff. (Student Personnel Services 
Department, Annual Report 70-71, p. 3). 
The first annual telethon was held in the Spring of 1974. 
The College raised $6,611 from 583 alumni. William Eastbourne, 
Class of '34 was the graduate from the earliest class to 
contribute. (1974) Indeed, there was no earlier class for a 
two-year graduate. 
Dean Larkin reported to the trustees in January 1975 that 
the list of alumni had grown to 2,805. Only 950 names had been 
of the first alumni mailing list. He estimated that the total 
number was about 3,700. In order to become more familiar with 
alumni organizations, Chris Papoutsy and Timothy Fletcher, 
alumni representatives on the Board of Trustees and President 
Shapiro attended a national conference of alumni officials in 
San Francisco in April 1975. They spent the time studying 
fund-raising activities at colleges. 
The alumni requested that a full-time director for alumni 
affairs be appointed. In the meantime, Benjamin Donatelli, 
Director of Development, was placed in charge. His office was 
concerned with Development and Alumni Affairs. Work was begun 
59 
on a set of by-laws for the Alumni Association. Another project 
of the office, in addition to the telethon, was Parents 
Weekend. Held in the Fall, 200 people attended the first 
weekend held in 1975. A Parent's Weekend has been held every 
year since them. 
To get current information about an individual alumnus, a 
comprehensive computer data base was started. This led to the 
establishment of contact with hundreds of long lost alumni. 
(See Appendix 57.) In September 1977, Dennis Byrnes '73, who 
was a Business Teacher at Manchester Central High School, was 
appointed to the full-time job of Alumni Director. He had been 
recognized as an "Outstanding Young Man" in 1976 for his 
contributions and community involvement. 
At the time of his appointment, the only alumni chapter 
actually organized was that in Puerto Rico, which had been 
organized by 45 people in May 1977. 
Forty alumni met in the campus Audio-Visual studio on 
January 22, 1977, for cocktails, a basketball game and a victory 
celebration, but no firm organization resulted. Brynes set 
about organizing local chapters, with his first attention given 
to three New Hampshire cities: Manchester, Nashua and Concord 
(197). By December 1979, three chapters were formally organized 
in addition to the one in Puerto Rico. They were in Manchester, 
Nashua and Hartford, Connecticut. Plans were made for chapters 
in Brunswick, Me., New York, northern Pennsylvania and Nashua 
60 
(198). By 1978, five alumni were on the Board of Trustees of 
the College: James Tibbetts, '67; David Myler, '69; Charles 
Palm, '66; Timothy Fletcher, '69 and Christos Papoutsy, '57. 
Having started fund raising activities with the 1974 
Telethon, the alumni continued to be leaders in seeking 
financial support for the College. The Telethons gained each 
year. In 1976, the contributions were $11,500, which was used 
to support 219 scholarships. In 1977, NHC cooperated with other 
colleges in the region in utilizing a battery of 50 telephones 
set up at St. Anselm's College. The yield that year was 
$20,000. In the Spring of 1980, the Telethon goal of $25,000 
was exceeded by $5,000. The best year for alumni fund raising 
activities was in 1979, when a $50,000 gift from Christos 
Papoutsy raised the year's total to $80,348. It was the 
college's first major gift. 
At their December 1979 meeting the Alumni Association 
requested that President Edward Shapiro provide for 
coordination of the college's various fund raising activities. 
One of the first of these was the Executive Club, organized in 
1976, for individuals contributing $100 or more a year. 
James Reynold's functions had been expanded when he was 
named Dean of College Relations, thus adding development to his 
other responsibilities for admissions and student financial 
aid. In 1978, the Council for Advancement and Support of 
Education selected NHC for recognition for its promotional 
61 
publications prepared under Reynolds direction. It was one of 
78 colleges chosen out of 750 entrants. The recognition was 
repeated in 1979. 
In January 1980, the College hired a full-time Alumni 
officer and a full-time Development officer. It was at this 
time that Kenneth Preve, also a NHC Alumnus, joined the staff at 
head of Alumni relations. In June 1982, there were 10,000 
members of the Alumni Association. 
62 
CHAPTER VI 
Administration 
Institutional Style and Purpose 
In the 1982 report of the New England Association of Schools 
and Colleges, the visiting team refers to the style and values 
of New Hampshire College. 
There is ample evidence that the College acts in a socially 
responsible manner and conducts its academic and business 
affairs with integrity, as befitting an institution whose 
central purpose is the preparation of men and women for 
careers in business, education, and human services. It is 
committed to provide equal educational and employment 
opportunity; it has an orderly and ethical program of 
admission that complies with the requirements of equal 
opportunity and affirmative action legislation; it has 
procedures protecting student's rights; its conditions of 
faculty employment reflect a respect for due process and 
academic freedom; and its dealings with the general public 
are open and forthright (Report to the Faculty, 
Administration, Trustees, Students of New Hampshire College 
by An Evaluation Team representing the Commission on 
Institutions of Higher Education of the New England 
Association of Schools and Colleges, report submitted 
2/8/82, p. 16). 
1 
They described the purposes of New Hampshire College which are 
based on the College's Mission Statement, which are as follows: 
(1) to provide Equality education within the framework of 
selected career-oriented educational opportunities and 
professional development'; (2) 'to prepare its students to 
participate in a changing and increasingly more complex 
world of competing ideologies, varying community concerns, 
and changing business, social, and personal needs'; (3) to 
recognize the primacy of teaching, and yet to allow relevant 
research and public service activities to play an 
increasingly larger role in the educational process; (4) to 
offer its diverse resources to the several communities in 
which it operates; (5) to pursue a policy of 'controlled 
growth,' but not at the expense of program quality or the 
quality of student life; (6) to augment its own resource 
commitments with a more aggressive development program 
(Ibid.. p. 2). 
William Green, the former Chairman of the Board of Trustees 
has been very important to the development of New Hampshire 
College. At the time of the death of H. A. B. Shapiro, Bill 
Green became the lawyer for the school and the family. In 1982, 
he reflected on that association. 
I can remember I used to run up the stairs when I was going 
by there [88 Hanover Street] - just sort of run and look 
around. It was catch as catch can in those days. 
2 
It was the conscientiousness of treating a student fairly -
 about who to press for payment of tuition and who to leave 
alone. Every case became the sensitivity of treating 
everybody as an individual. And, on balance one of the 
great tributes to the college and the whole administration 
was for the most part the way people honored their 
obligations. 
One of the unusual aspects of the law firm of Sheehan, 
Phinney, Bass and Green and its relationship to New Hampshire 
College is that it frequently operates in an administrative 
capacity In effect, the firm serves as an extra 
administrator. Brad Cook, a member of the firm who is active in 
New Hampshire College affairs, particularly in its real estate 
acquisitions and concerns, commented on both this relationship 
and the way in which the college is organized. 
The organizational set up is a product of its background. 
Because of the compact nature of the administration of New 
Hampshire College, although it is bureaucratic like any 
other organization, it is a smaller bureaucracy than most. 
The other colleges I know have 13 Assistant Deans before you 
can get anything done. 
Because of the school's background and history, a lot of the 
role of the lawyer is as administrator as opposed to the 
role of counsellor, advisor, and trustee. There are two 
effects to this relationship. There is probably a closer 
3 
identification between the college and the law firm than is 
usual. It is also rare that two and effectively three law firm 
partners are on the same Board of Trustees (4/29/82). 
Mr. Ray Truncilitto, Chairman of the Board of Trustees also 
remarked about the important role of Bill Green and of the law 
firm as part of management. 
Growth 
The School was founded with leas than $1,000 investment. In 
1952, the assets of the school were $10,000 (26). In 1982, New 
Hampshire College had assets of $25,000,000 - without taking 
into account land appreciation - and $10,000,000 in long-term 
liabilities and well over 500 acres of land. (See Appendix 61 
for Long Term Debt - Up to 1979.) This was accomplished with no 
major fund raising and no major gifts. According to Fay 
Bulcock, the entire records of both the college and Mr. 
Shapiro's C.P.A. practice, from 1932-1945, were located in three 
file cabinets. 
According to Edward Shapiro, New Hampshire College is a 
tuition driven school. He stated that until three to five years 
ago, at least 90 percent of the college's income came from the 
traditional college student. 
This traditional day school enrollment now accounts for 50% 
of the total budget. Because this balance has shifted, New 
Hampshire College should have a reasonable chance for 
survival. 
4 
Tuition in 1933 was $20 per month. The two year program met 
for 11 months each year. Therefore, the yearly tuition was 
$220. As an example of the cost of textbooks, the Intermediate 
Accounting text was $3. Tuition in 1952 was $350 a year for day 
students and $108 a year for night students. At that time, the 
school year was 10 months. (40) The 1956 catalog quoted Day 
School tuition at $40 a month and Evening School tuition at $15 
a month. In 1980-81 tuition was $4234 per year. 
A "Fact Sheet" issued in 1942 listed evening school tuition 
at $10 per month as compared with $7 per month at its rival 
school. The day tuition was not indicated, but it was said to 
be "higher than any other Manchester school, until the other 
school raised its to ours". (27) 
When Mrs. Lillian Crockett started working in the business 
office in the Spring of 1965, she began part time and there was 
a serious question of whether or not there was enough work. 
Originally used by Gertrude Shapiro as a sounding board and as a 
consultant, she realized that the College was growing and that 
sooner or later she would be working at the school. 
At the time Mrs. Crockett began working at the School, 
Gertrude Shapiro was handling Accounts Payable and the checking 
account, both of them worked on the General Ledger and Payroll, 
Fay Bulcock was Cashier with some Accounts Receivable and a 
student, Muriel Lacombe, worked part time on the Accounts 
Receivable. 
5 
I started by taking over the accounts payable, which was 
what Mrs. Shapiro had more or less been handling. The 
longer I stayed the more I took over including accounts 
payable and the general ledger. Eventually as we grew 
larger, we hired more people. We hired someone full time to 
handle accounts receivable and then we hired Marilyn Keach 
to handle accounts payable. 
In 1982, Mrs. Crockett supervises a full time staff of eight 
and a part time staff of four. The office is open seven days a 
week, the off-campus programs keep their own records, but the 
centralized business office pays the bills. 
Mrs. Crockett feels that two of the most important functions 
of her office are how well both the students and staff are 
served. 
It is often difficult to maintain a comfortable and 
satisfactory relationship with students because you are 
asking for money. 
We have been working hard to help make the registration 
process move as rapidly and efficiently as possible. We 
work out of the gym where we are not as crowded. Everybody 
in the office works. We seemed to have kept the wait to two 
hours at the most. 
With the faculty and staff, it is important to be available 
and approachable. (8/2/82) 
Dean Mara had the opportunity to observe the change and 
6 
growth, in the years preceding her employment at New Hampshire 
College. This period started when the College held its first 
meetings of the Merrimack Valley Personnel and Guidance 
Association division of the New Hampshire Personnel and Guidance 
Association. This began when the College was still located on 
Hanover Street. 
She felt that people outside of the School were able to 
observe the impact of growth more than those on the inside. 
For example, in the advertising and public relations I would 
sometimes get the impression that there were 99 faculty 
members. I got a feeling of growth. 
She talked about the period of time when she would drive by 
the parking lot and look at the number of cars in the evening 
school and see the parking lot jammed with cars. 
Dean Mara expressed her difficulty in finding a spot for the 
Continuing Education program she supervised at Mt. St. Mary's 
College. 
I tried to find a place for Mount St. Mary's that New 
Hampshire College had not already moved to. I finally moved 
our Continuing Education to Concord. I wasn't the only 
college administrator who had this experience. The people I 
talked to from St. Anselm's and Notre Dame felt the same 
way. 
I remember the night that Jim Grace was introduced at the 
New Hampshire Personnel and Guidance meeting. I was sitting 
7 
with Jim Reynolds. I remember looking across the table and 
saying that there's a new ball game and New Hampshire 
College was going to be accredited and really move. think 
there is a different momentum that I hear tonight'. And, 
Jimmy said to me, 'You're right'. We have both talked about 
that since. 
Edward M. Shapiro, talked about how important the decade of 
the sixties was to New Hampshire College. It was a period of 
enormous creative, as well as growth. 
Fundamental decisions were made from which almost everything 
else extends. During this time the College became chartered 
by the State of New Hampshire to grant degrees. We moved 
from the traditional trade/technical business school to a 
Junior and then a Senior College of Business. It was during 
this time that New Hampshire College became a nonprofit 
institution. We received our first accreditation as a 
business school and made the decision to apply and prepare 
for accreditation from the New England Association of 
Schools and Colleges. 
It was during this period that the library was begun, 
computers were Introduced into the curriculum, management 
was introduced as a separate major and the off-campus 
programs were developed. The decision was also made to 
build a suburban campus. The College also had its first two 
Deans - Academic and Student Services. 
The team of people who ran New Hampshire College for the 
next 20 years were hired during that time. Some of these 
people include William Beane, who came to the College as an 
English Instructor and Soccer Coach, served as Associate 
Dean of Students and then as Dean of Administration. Dean 
James Reynolds, who was not at the college officially in the 
late sixties, however, was involved in the original 
establishment of the Federally-based financial aid program 
once we became nonprofit. George Larkin came in as 
Director of Counseling and then became Dean of Students. 
Lillian Crockett, College Treasurer was also hired at that 
time. 
Talking about the decade from 1972-1982, Ed Shapiro referred 
to that period in terms of the important decisions of that 
time. He talked about the decisions that he feels may prove to 
be as critical to the life of the College as were the key 
decisions of the 60's. 
It was during this period that the Graduate School was 
started. Beginning with an evening school only, it then reached 
a point in development where a full time day program was added. 
In addition, the School of Human Services began as a program 
reporting to the Academic Dean. It now has its own Dean. As a 
separate school, the precedence was set for the separation and 
development of other curricula and programs to Schools. Human 
Services is also important because of its strong faculty and 
9 
diverse student: body. 
Ed Shapiro explained the importance of the purchase of the 
North campus to the growth of all the programs and for the 
development of new programs. In addition to making the space 
available to expand the graduate school into the day division , 
it will also provide an opportunity to initiate and develop the 
Culinary Institute. 
Another development of the last ten years is the Educational 
Training and Resource Center (ETRC). Through this program, the 
College offers a variety of credit and non credit programs, 
including workshops and seminars offered to men and women 
neither enrolled full time nor intending to do so. An outgrowth 
of ETRC is the English as a Second Language program which is 
making a large contribution to the growing numbers of 
international students. 
The Professional Staff Master Contract for the Academic 
Years 1978-79 through 1983-84 was a significant document for 
this period and a significant achievement for the decade. Ed 
Shapiro referred to some of its significant measures. 
In this Master Contract, we formalized the sabbatical leave 
and improved the pension program. We also provided for a 
salary range that took the College from almost last to 
almost first in the State in its pay scale. Dartmouth 
College is first in all ranks, except for the Instructor 
level where New Hampshire College is first. We did away 
with tenure, except for faculty already tenured. New and 
10 
other non-tenured faculty are placed in various contracts in 
accordance with the Master Contract. 
Another significant beginning during this same period was 
the beginning of the College's first overseas program in 
London. And, fifty years after its founding, New Hampshire 
College received a ten year accreditation from the New England 
Association of Schools and Colleges. Since 10 years is the 
maximum accreditation granted by this Association, it is a 
landmark event in the history of New Hampshire College. 
According to Edward Shapiro, 
It is the academic representation of excellence that marks 
the reason my family chose for New Hampshire College to 
become a nonprofit institution. 
One project that was explored, and to some degree initiated, 
but was not pursued was consideration of affiliation or merger 
with Daniel Webster College. There were a number of factors 
that prevented this from taking place. (See Appendix 61a.) 
Gertrude Crockett Shapiro 
Early years 
Although Mrs. Shapiro has been connected with New Hampshire 
College since its doors opened, she began her more active years 
in the forties when her husband, knowing that he wasn't too 
well, suggested that she learn every phase of the work so that 
she could help him. As she stated, 
There were times when we had no bookkeeper. I was running 
the office. I always felt that he was the boss and no one 
could do so many things as well as he. When he died, we 
11 
were down to about 25 day students. I found out then that 
when our day school got lower, our night school went 
higher. It just seemed to work that way. I don't know 
why. Maybe when people couldn't afford to go to day school 
they went to night school. 
When her husband died, Gertrude Shapiro was faced with the 
immediate and practical problem of what to do about the school. 
Out of loyalty to her husband and the need to provide for her 
family, she wanted to see it continue and succeed. Having 
decided to carry on, Mrs. Shapiro addressed the following letter 
to the students on September 12, 1952. 
It is with deep regret that we are faced with the death of 
our Headmaster, Mr. H. A. B. Shapiro. His passing will be a 
great loss. 
The ideals, principles, and goals set up at the New 
Hampshire School of Accounting and Commerce by Mr. Shapiro 
will be maintained at the high standards to which he devoted 
his life. 
With the help of our fine faculty and the cooperation of all 
the students, I feel that our combined efforts will not fail 
or falter; and the continued operation and success of the 
school will be secured. 
May I thank you for you fine cooperation, and for your 
expressions of condolence upon my husband's passing (33). 
She had little capital and was a woman in a man's world. 
I don't think I was ever looked down on because I was a 
12 
woman. I think I was respected. I think it is mainly 
because I never felt I was doing anything unusual because I 
was a woman. In those days it was unheard of for a woman to 
be running a school. It never occurred to me that it was 
unusual. I had a job to do and I was doing it to the best 
of my ability. 
The inventory of Mr. Shapiro's estate placed its value at 
$16,000, of which $10,000 was allocated as the worth of the 
school (31). Only current bills were unpaid. Her 
brother-in-law Maurice Katz, a Manchester businessman, put her 
in touch with William S. Green, who had come to Manchester in 
September 1951 to start practicing law. Mr. Green had had a 
nodding acquaintance with Mr. Shapiro, but knew little of the 
school. He agreed to be the counsel for Mrs. Shapiro and they 
were in frequent consultation about all phases of the 
institution, its activities, problems and progress (31). 
Speaking of those first years on her own, Mrs. Shapiro 
related, 
Around the time that Mr. Shapiro died, one of our best 
friends moved out of town and Jack Gaines, who had been a 
right hand man for us, moved to Washington to work for the 
government. Jack was able to teach any number of courses, 
get speakers and generally fill in and assist in almost any 
area. I missed them all. I thought my whole world was 
falling apart. 
13 
It seemed to me that we continually struggled. Yet I always 
felt that our education came first. We never stinted on 
what I thought were good instructors. We never lowered our 
standards. We retained good textbooks. We were always 
proud of what we were doing for our students. We never 
turned away a student because he didn't have the money for 
school. Some would pay as they went; some after they got 
through with school. I don't recall that anybody was turned 
away. 
Shortly after Mr. Shapiro died, Mrs. Shapiro was approached 
by a man who wanted to buy the school. She told him that it was 
not for sale. 
He told me 'that's all right you won't be in business very 
long anyway'. I answered him by saying 'yes, that may be 
true, but I am not selling it. It won't be yours today'. 
I felt at the time that it was a lifelong dream of my 
husbands and it was something for which we had worked for 
over twenty years. I think that I wanted to retain the 
school for the children and they were so close to entering 
the business world that it was up to me to give that 
opportunity. 
I think probably at the time also, I knew nothing else 
because I had been at it for twenty years. I had learned a 
great deal about the college. It was our life; it was my 
life and I was not going to 'let it go down the drain,' if I 
could help it. 
Mrs. Shapiro'a main support was in her family. The 
principle burden was hers, but the two children did what they 
could. From an early age they had been at the school showing 
interest in its progress. Once when Edward wanted extra money 
for a weekend event, his father had told him, 'Look, if you want 
the money, come down; there's plenty of janitorial work.'. 
(Mrs. Shapiro recalls that being a janitor was not his strong 
suit!) 
From an early age the children had learned that no work was 
beneath them. All the family did what they could: answering 
the telephone, registering students and at night sweeping the 
floors and emptying the waste baskets. But both Edward, who was 
a Sophomore in College and Ann, who was a Freshman in High 
School at the time of the death of their father, had their own 
educations to complete. 
Mrs. Shapiro felt that one of the reasons she was able to 
keep the school going was that students were satisfied with 
their education and they were willing to pass that word to 
others. 
The students were wonderful. They wanted to keep the school 
going. They were sympathetic. I had their encouragement, 
their good will and their assistance. They would often ask 
me if there was anything that could do to help. They would 
often do mimeographing for me and other work that needed 
doing. 
15 
She also felt that her "pay as you go" basis encouraged 
people to enroll and stay in school. She talked about the first 
student who attended school on a payment plan. 
One fellow came to me and said, 'I'd love to go to school 
but I don't have the money'. I asked him, 'how much do you 
have and how much can you pay'? We established the fact 
that he could pay monthly as he went along. He graduated 
without completely paying his bill, but he finally paid it 
up. He thanked me for allowing him to get his education 
that way. That was the start of many people doing the same 
thing. 
We never asked for a credit check for students on the 
deferred payment plan - as it came to be called. Over the 
years there were more students who we have helped get an 
education than students who haven't paid. I really think 
that it has been very worthwhile. It is one of the nice 
things that I can look back on (to Elder Hostel). 
Until the 1950s the Veterans Administration mailed the 
College the Veterans checks, which included their stipend. The 
difference between the tuition and the check was given to the 
veteran. Tuition was so low at that time that much of the money 
they got was extra money which they could spend as they needed. 
After the law was changed and the school was no longer paid 
directly, Mrs. Shapiro had the Veterans send the checks, which 
were now in the student's names, directly to the college. "I 
would run to the bank to borrow enough money to cover the 
16 
checks. I would cash their checks and then pay the money back 
the same day." 
Payment plans and cashing Veteran's checks helped keep the 
doors to the school open, but were not sufficient. Non-school 
related work was also important. 
We accepted mimeographing, from business people, in order to 
make ends meet. When we got so that we didn't really need 
that money, I told the secretaries that we would never say 
no to them, because when we needed them, they were kind 
enough to give us work. And, when they need us, we are 
going to be kind enough to do their work. 
We also did some calculator work for the telephone company. 
We added different columns and multiplied - easy, but tiring 
work. I was glad to get the extra work. 
There were times when it was touch and go if the institution 
could continue, but it gradually built up (31). For New 
Hampshire School of Accounting and Commerce and for Mrs. 
Gertrude Shapiro, the critical period was between 1952-54 when 
the enrollment was very low. At that time, business schools 
didn't get their enrollments until almost Labor Day, when 
colleges started to open. By that time most students had 
decided where they were going - work or school. There were also 
a groups of other young people composed of those who had not 
been accepted at their first choice college, those who felt that 
could not afford to go away to school and those who decided at 
17 
the last minute to go to school. These were the people who 
traditionally applied around Labor Day. 
The time that Mrs. Shapiro came the closest to closing the 
school was in 1953 on the Thursday night before Labor Day. She 
and her daughter were at school waiting and hoping that students 
would come in. They did. And, as a result of the enrollments 
that night, Mrs. Shapiro was able to keep the School open. 
Chris Papoutsy, who became an active alumnus and a member of 
the Board of Trustees enrolled that important night. 
I asked him, 'why do you want to go to night school; why 
don't you go to day school'? He said that he didn't know we 
had a day school, but that since we did have one he would 
attend! 
Retirement as President 
Mrs. Shapiro retired, as President, in June 1971. The 
retirement of Mrs. Shapiro did not go unrecognized. An 
interview with her was featured in a long story about her 
retirement in the Manchester Union Leader. Speaking of her 
change in status, Mrs. Shapiro said, 
I have held the presidency for many years and it is time a 
younger person took over the responsibilities of the 
office. My greatest reward is having had the opportunity to 
train so many young people, to help them get a start in life 
and have them come back to me and say, 'Mrs. Shapiro, I 
can't thank you enough'. 
18 
Of the then current crop of students, she observed, 
Today's young people are interested in what their country is 
going to do for them and what they can do for their 
country. And not all the criticisms they offer are bad. 
Some of their ideas are very good and we should listen to 
them more. You can find an awful lot of good character 
under that long hair (100). 
The Beta Gamma Phi sorority and the women of the Senior 
Class gave a tea in her honor at the Sheraton Wafarer Motel in 
Bedford. Upon her being granted an honorary doctorate by the 
University of New Hampshire, in 1975, the Board of Trustees of 
New Hampshire College voted recognition of President Emeritus 
Gertrude Shapiro. When she was made a member of the Board of 
Trustees of the Manchester Y.W.C.A., the citation noted that she 
was "not only a leader in her field of expertise, but had served 
as a role model for women in this community". In 1979, she was 
designated "Educator of the Year" and given a distinguished 
Service Award at the annual banquet of the Association of 
Independent College and Schools at the organization's annual 
convention banquet at Boca Raton, Florida (141). 
Gertrude Shapiro and Edward Shapiro 
Bea Jordan talked about the importance of both Gertrude 
Shapiro and Edward Shapiro to the School. 
If it had not started right, it wouldn't have developed as 
it did. It started small. There was a gradual building 
19 
process; a gradual building of the scale; a gradual building 
of the people and their skills. All the skills were brought 
back into the college. 
Gertrude Shapiro was always able to rise to the occasion. A 
small example of this is in the way she developed her skills 
in speaking. Her earliest speeches were always made with 
notes; her later speeches were delivered extemporaneously. 
Ed Shapiro grew in quantum leaps. They both swept the 
floor; they both grew with their jobs. As a consequence the 
college grew. 
Edward Shapiro 
Ed also remembered his beginnings at the school when as a 
youngster he came down to the school to be the janitor. 
I remember very well students coming in for interviews and I 
remember talking to my father about how he went about 
getting people jobs. For example, I remember him telling me 
that instead of calling a person and asking him, if he would 
hire Mr. Y, many times he would write a letter telling him 
about Mr. Y and then he would follow up with a phone call so 
the person would have a chance to think about it. 
When he was older, he also remembered interviewing incoming 
students and how exciting it was when a student enrolled. He 
also remembered being disappointed when a student didn't 
enroll. He worked at the college through his high school days, 
in a variety of activity, predominantly janitorial. 
20 
went off to college in 1951. My father's concern was that 
no one could work at the college unless they had a 
Bachelor's degree. Where I went to school was less 
important to him than finishing school. I went to the 
University of New Hampshire. 
They had a freshman reading program that I was enrolled in. 
I remember my father visiting me and being very interested 
in the program. 
My father was a great help to me. He was one of the reasons 
I finished school I think early on, I learned that students 
who do have trouble learning can still learn and become 
educated. Learning disabilities were not understood then, 
but I felt many people, like myself, who did not have the 
best high school records could, through good training, do 
well in school. 
He said that he became disenchanted with the Hotel major 
because there was so much focus on areas like plumbing, hearing, 
ventilation, electricity, wiring and physics. 
That was one of my bigger mistakes, because in the late 
sixties and seventies when I was responsible for all of the 
construction on campus all I did was plumbing, hearing and 
ventilation. I learned early on that students don't really 
know what they want and particularly in the late teens they 
have no idea where they are going. The fundamental thing is 
that we give them a broad education in business. Business 
has so many avenues that maybe something will work. 
I had picked hotels as a major because it sounded like fun. 
But after my Father died I think my whole attitude changed 
and I became more serious. 
Edward was graduated with a Bachelor's in Business from the 
University of New Hampshire in June 1955. After military 
service, he joined the staff full time in April 1957 serving as 
Dean. (49). In addition to his other responsibilities he taught 
Typing, Keypunch and Economics. 
At the annual meeting of the Board of Trustees in October 
1970, Mrs. Shapiro was reelected as President of New Hampshire 
College. At that time, she stated she would retire as 
President, effective July 1, 1971, if the Board of Trustees 
would appoint Edward M. Shapiro as President. There was no 
agreement, formal or informal, that would insure Edward's 
becoming President of New Hampshire College. Since he had been 
in charge of the entire campus development, it was Mrs. 
Shapiro's feeling that this was the time that he would have the 
best chance to become President. 
The Board of Trustees told her that they were not asking for 
her resignation, but if she chose to resign that would not 
guarantee that Edward would become President. 
The appointment of Edward to succeed his mother was 
questioned. Speaking of a meeting with Gertrude and Ann Shapiro 
before the election, Mr. Green said 
22 
I was leas than enchanted with the idea of Edward becoming 
President of the college to succeed Gertrude. She wanted 
that very much and I had grave reservations. Edward didn't 
fit the stereotype of what you would expect for a college 
president. 
I was looking to the future, and I'm not stating anything 
that I really haven't stated publicly. I thought he was and 
is in many respects about the most un-college-like president 
I think I have ever seen, and he was more so before he 
became President. 
I talked with Gert and Ann about this and I spoke very 
frankly about it. I said he may be a great Executive Vice 
President and may be a fine administrator, he may be a good 
business manager, he may be a good comptroller, but to make 
him President of the college seems to me to be reaching and 
I think it warrants a lot of very careful consideration. My 
present impulse is that it would be a mistake. 
And Gert came right back and said 'This is something I think 
he can do, that I want him to do, and I think he's entitled 
to the opportunity. And, if he fails, he fails, but I think 
he ought to have the chance to do this and I think he wants 
it very badly, both professionally and emotionally'. 
Green continued. 
Rather than make it a subject for controversy, and I think 
really as a nod in Gert's direction, the trustees agreed to 
go along. It was not for a lack of talent on Edward's part, 
It was just a question of the right man in the right place. 
I think everyone always recognized that he had great value 
and perception to bring to the college in this area, but 
whether he could effectively be the president of the college 
was a different question. I don't think we would have much 
trouble in the vote if we were doing it today. (96) 
As provided in the by-laws, there were no Shapiros present 
at the election. 
When Edward took over the presidency, the following appeared 
in the New York Times. 
New Hampshire College is one institution of higher education 
in the country that seems to have solved the problem of 
finding presidents. The school, the largest business 
college in northern New England, was founded in 1932 by 
Harry Shapiro. His wife, Gertrude, took over as president 
in 1952. Yesterday, she was succeeded by, that's right, 
their son Edward Shapiro (97). 
At the October 1971 annual meeting, the first since Mrs. 
Shapiro's resignation and the first on the new campus, Mr. Green 
was elected Chairman of the Board and Mr. Alfred Sicotte Vice 
chairman. 
According to Edward Shapiro, there were five people who were 
extremely important to him and therefore to the growth and 
development of the College. 
There was Moe Gaebe of Johnson and Wales College of 
24 
Providence, Rhode Island. He was extremely creative and 
innovative. It was through him that I became exposed to new 
short term programming e.g. PAR Speed Reading, Weaver Real 
Estate and High School Equivalency courses. Each step 
helped us find another step. 
Another person was Frank Chase who worked for New Hampshire 
College toward the end of his career. 
He taught me door to door selling and direct student 
marketing. He taught me how to use visual aids, planned 
sales, closings and how to develop leads. He taught me the 
fundamentals of sales and marketing. 
The third person was my Uncle, Maurice Katz, who taught me 
that 'a college without students isn't a college'. He was 
extremely critical because I was forced to learn how to 
attract and maintain students before we developed our 
campus. 
My sister was important in teaching me to understand the 
importance of student personnel services and student social 
relations. From my Mother I learned the importance of 
disciplined work and good communication. 
As a manager, Edward Shapiro sees his strengths in three 
areas: fiscal planner, long-range planner and marketing and 
finance as they are interrelated. Others also see him as a 
leader. Ray Truncillito sees in him the "ability to recognize 
the opportunity". Brad Cooks see "the ability to act quickly 
25 
and with a sense that it is right". Bea Jordan commented on his 
ability to be "direct and to always look for why". 
As an example of in B. Jordan's words, "a simple way of 
solving a complex problem," is the means Ed Shapiro used to 
check if the plumbing system worked on the new campus. He gave 
beer to all the workmen with instructions to use the college 
facilities! The plumbing handled the heavy load! 
Hanover Street 
The one thing that dominates everyone's recollections of 88 
Hanover Street is how much the physical facilities influenced 
the school. To a large degree it shaped attitude. Less than 
adequate physical facilities can either be a factor in causing 
alienation or can be a factor in causing people to work 
together. At New Hampshire College, it appeared that the effect 
was the latter. It rarely shaped the classroom - if more space 
was needed, it was leased - if less space was needed, it was 
subleased. 
When enrollment was high, the entire second floor of the 
Athens Building (88 Hanover Street) was in use. When 
enrollments were down, rooms would be sublet to other 
enterprises which at various times included an insurance agency, 
a finance company and a dance studio. From the time the school 
started until a few years before the move to the campus, there 
was one or more restaurants on the street level of the Athens 
Building. They were convenient places for the students to 
26 
gather and to eat (25). 
In 1952, the institution, then known as New Hampshire School 
of Accounting and Commerce, having completed twenty years of 
operation, occupied the entire second floor of the Athens 
Building - eight classrooms and offices. Depending upon how 
classes were scheduled, up to 200 students could be 
accommodated in that space, which was fully occupied in 1944. 
Due to conditions brought on, in part, by the Korean War, in 
1952, the day enrollment was down to 25. 
The catalog published in March 1956 provides the following 
plant description. 
Available Space 
4 large classrooms 
2 small classrooms 
1 recreation room 
3 offices - 1 general and 2 private 
Lockers and Lounges (1956 NHSAC catalog, Vol. V. p. 
11. See Appendix for further description of equipment.) 
In 1962 the school expanded beyond the facilities at 88 
Hanover Street by taking a classroom at 83 Hanover Street in 
what was the Odd Fellows Building. George Teloian referred to 
that year, which was his first year at the College. 
I won't forget the first meeting we had with the students 
that September. All the students had gathered with the 
faculty for the first meeting. There were about 150 
27 
students present and four to five full-time faculty. 
President Shapiro addressed the students and welcomed then 
and introduced the faculty. I was the only new faculty 
member. Mary Dionne, Jean Silver, Bernie Eckman, Ernest 
Seavey and Dorothy Rogers were there. As I recall the year 
I came in, the entire enrollment, day and night, was about 
280 students. 
Mr. Teloian talked about his first room assignment. 
Ed told me 'George, I am sending you over to Room 5, Odd 
Fellows Building. You are going to be there all alone and 
you are a new instructor and you may have some problems with 
some students. Don't be afraid. We are over here on this 
side.' 
As I recall, he was right. We did have some problems with 
students - disciplinary-type problems. 
After a few students were thrown out of class and some 
grades were lowered, he no longer had any problem with 
discipline. He talked about the quality of those first 
students. 
I meet some of these students now. I met Don Gagne, who is 
now an executive with Sanders, John Parent who is now a 
C.P.A. with an office in Andover, Merv Newton who is a 
practicing C.P.A. in Nashua and Ronald Blais who is with 
Sears & Roebuck on the West Coast. So most of them are 
doing pretty well, I think. 
In 1963, the institution expanded further by taking over the 
entire basement floor at 99 Hanover Street out of which three 
classrooms were developed. This facility was directly across 
the street from 88 Hanover Street. George Teloian talked about 
about the ventilation system. There was a vent for the ceiling 
fan on the side of the building. 
The vent was on the side of the building where the alley 
was. There were delivery trucks that would come and park 
there, while they made deliveries. They would keep the 
truck running and the exhaust from the truck came down 
through the vent. I would have to run up and tell them to 
shut the thing off or move the truck. 
Of course, there were always the problems surrounding 
parking meters. I had students bolt out of the classroom 
and holler out, '0h, I forgot to feed the meter'. 
The following year (1964) eight classrooms and a conference 
room for instructors were acquired at 404 Chestnut Street. The 
facility on Chestnut Street abutted the space at 88 Hanover 
Street. In order to provide for access, it was only necessary 
to break through the two walls and build a ramp. 
Ann Shapiro talked about the construction. 
It was fun and exciting because the new construction was a 
symbol of a growing student body. At the same time it was 
also confusing. We had decided to convert the classroom 
that connected the two buildings into office space. Somehow 
29 
we managed to squeeze four offices into that one room. 
The two by fours had only been placed on the floor in the 
pattern of the office space. There were no walls and 
students were due in for second semester registration. 
Doris Cupples Stone, my secretary, and I worked with the 
students during the entire registration period in those 
'non-offices'. 
It was especially hectic because students had to change 
courses baaed upon the grades they received in the first 
semester. At that time, every Freshman course, except for 
the electives, was a two semester course. Students failing 
the first semester course were generally not allowed to 
register for the second half. 
This move did not fully solve the need for space. Jean 
Silver talked about her office shortage experience. 
Joanne Tilton [a secretarial science instructor] and I had 
agreed that if they cleaned out the broom closet, we would 
put our two desks in there and use it as an office. 
Still crowded, in 1965, an additional large room was 
acquired at 83 Hanover street for use as a student lounge and a 
former store was acquired for an additional classroom and 
storage space. 
Wallace Kartsten remembered the elevator in the Odd Fellows 
Hall. 
It seldom worked. It often went only a few feet. If it did 
30 
get to a floor, it was often a foot above or a foot below 
the floor. 
In 1966, the college occupied the second and third floors at 
99 Hanover Street, providing office apace for faculty and 
administration. Additional space at 83 Hanover Street provided 
for a combination snack bar and lounge and for more offices. 
This time, the Student Government Association got office space. 
The next year the library moved into more adequate space 
when a double store below the original rooms at 88 Hanover 
Street were rented. While more apace was being acquired, some 
of the older quarters were converted to office space for the 
growing number of administrators. 
Mrs. Shapiro's office was subdivided to provide space for 
the Bursar. A former classroom doubled as desk space for 
faculty and for a bookstore. The faculty desks were pushed to 
the back of the room during the book sale rush at the beginning 
of each term. 
By 1967, the college occupied a large proportion of the 
commercial property on the block of Hanover Street between Elm 
and Chestnut Streets and had spilled over into some additional 
apace around the corner on Chestnut Street. With an enrollment 
of 920 day students plus an average of 243 students at night, 
the physical facilities were crowded. Needless to say, it 
hardly looked like a typical New England Campus. 
Mr. Kartsten talked about the parking. 
31 
Trying to find a place to park, especially in the snow was 
difficult. The parking, when finally located, was usually a 
few blocks away. Nobody ever seemed to clean off the 
sidewalks so you were always walking over ice and snow. It 
always seemed as if there were a constant flow of parking 
tickets. 
Professor Mary Brown, Chairman of the English Department 
described some of the times on Hanover Street. 
I have a lot of memories of Hanover Street. I think seeing 
the students in the Spring trying to make a campus out of 
the Street, sitting on the corners and leaning against the 
buildings, but managing to keep their spirits and all. 
There never was any feeling that they didn't have a campus, 
although obviously they didn't. 
I think I'll always remember our situation on Hanover 
Street, and all those crazy buildings. I remember teaching 
on the 4th floor of the Odd Fellows Building and being asked 
when the dance classes begin. 
I remember teaching in Louis Wyman's old political office on 
Chestnut Street [at 410]. In order to get air, the cook 
from the Candlelight Restaurant used to go out into the back 
alley and stand and listen to my lectures. It always amused 
me. He would listen to lectures, in his white apron, about 
Frost, or anything, as if he really cared. I don't know why 
but I had a lot of classes in that room. [She had a lot of 
classes there because she did not have a discipline 
problem. Strong instructors were needed for isolated 
classrooms.] 
I think the whole idea of using a former Chinese restaurant 
and the old Candlelight restaurant was a lot of fun. I used 
to teach in our regular building upstairs, in the Odd 
Fellows Building and in the basement of Franklin Hall. 
[Franklin Hall was space formerly owned by the 
Congregational Church and leased in 1967 for housing for 
women and in 1969 additional apace was leased for 
classrooms.] The computer room was there and a few 
claaarooms. Lyman Gilmore [reading instructor] and I had 
classes down there. I remembered, because as a child, I 
used to bowl where my classes were. 
I think it is interesting that our college took over an area 
that extended maybe two and a half blocks. We took over two 
of the busiest corners in the City and every apace as it 
became available The minute Wyman lost [former 
Congressman], we moved in. The minute the Candlelight 
Restaurant folded, we came with our library. 
It seemed, if we waited, the needed space would come along. 
The building at 99 Hanover Street was sold to New Hampshire 
Child Welfare. The college had to vacate the premises by July 
1, 1970. For its last year in downtown Manchester, the College 
had to locate additional space. Faculty Offices were moved to 
33 
the Odd Fellows Building. Other facilities were moved to 
Franklin Hall or to 88 Hanover Street. 
George Telolan summed up the feelings of a lot of people 
about the downtown campus. 
Undoubtedly, there were parking problems. We didn't have 
the recreation facilities and some students felt that there 
was no school spirit. Despite housing facilities, its 
emphasis was that of a commuting school. But, I think we did 
very well under the circumstances. 
Certainly, a lot of the students, who graduated in that era, 
owe a lot of their success to the Institution. Certainly, a 
lot of the students would not have had the opportunity for 
an education, if President Shapiro hadn't given them the 
opportunity to attend College. Sure, the physical aspects 
of the college weren't great, but that is not the essential 
ingredient of a college education. 
I know a lot of the students in the accounting area are now 
C.P.A.'s, executives of one type or another in industry or 
with the State or Federal Government. 
On September 3, 1968, the Shapiro family voted to dissolve 
the corporation and reorganize as a nonprofit Institution. 
Incorporation, Name Changes and Approvals 
The institution's name during the early years was changed 
frequently in order to indicate different directions in the 
educational emphasis. The School's first name was New Hampshire 
34 
Accounting and Secretarial School. Shortly after its founding, 
the decision was made to eliminate shorthand and the name was 
then changed to New Hampshire School of Accounting. Within a 
year, it was determined that this was not a good move because 
with the addition of one more teacher for English and Shorthand, 
secretarial students could be served (d)• The name was then 
changed to New Hampshire School of Accounting and Finance. 
Later, it was decided that "commerce" more accurately reflected 
the breadth of the course offerings. By 1951, the name was New 
Hampshire School of Accounting and Commerce. 
As enrollment grew and with good prospects for continued 
growth, it was decided to incorporate the institution which 
until this time had operated as a sole proprietorship. At the 
organization meeting William S. Green was chosen to act as 
chairman. Upon organization of the Board of Directors, Gertrude 
Shapiro was elected President; Edward Shapiro, Treasurer; Ann 
Shapiro, Assistant Treasurer and William S. Green, Clerk. It 
was voted to issue 60 shares of stock to Mrs. Shapiro in return 
for all of the assets and liabilities of the college. Edward 
and Ann were each issued 20 shares in return for their services 
in formation of the corporation. The three stockholders 
comprised the Board of Directors. (See Appendix 63 for 
Incorporation and Articles of Agreement.) 
At the same time that the school was incorporated, 
"college" was substituted for "school" in the title, making it 
35 
New Hampshire College of Accounting and Commerce. The 
institution was no longer a traditional business school. It was 
becoming a college in fact as well as in name. 
In the same period, a Council of Advisors whose function was 
to formulate and advise in the educational development of the 
college was appointed. The five members were: Nathan Brodie, 
Ph.D., University of Michigan, Instructor at Princeton 
University; Maurice Katz, M.B.A., Harvard Business School, 
Retailer; Gordon Klopf, Ed.D., University of Wisconsin, 
Associate Professor of Education, Teachers College, Columbia 
University; Walter St. Clair, Ed.D., Temple University, 
Diplomate in Clinical Psychology, Psychologist, Veterans 
Hospital, Manchester and Virgil Smith A.B., Chico State College, 
Certified Public Accountant (54). 
According to the minutes of the January 14, 1969 meeting. 
Vice President Edward Shapiro reported that the Board of 
Trustees had directed the administration to work on having the 
name changed. The recommendation was to remove "of Accounting 
and Commerce" and use New Hampshire College. The main concern 
was whether the State of New Hampshire and/or the University of 
New Hampshire have any objection to the name. They voiced no 
objection. According to the minutes of the Board of Trustees, 
on October 8, 1969, the name was changed to New Hampshire 
College. 
The School became involved early in the education of the 
36 
disabled, frequently under contracts with the State Department 
of Education, Office of Vocational Rehabilitation. The first 
contract, dated September 12, 1938, was for an Edmund Kennedy 
for "instruction and practice in the accounting course, and help 
in securing employment upon completion of the training". This 
was signed for the State by Wallace D. Black, Supervisor (15). 
Placement of disabled students was a special interest of 
Mrs. Shapiro and she was very successful at it. She recalls 
that one employer built a ramp for the convenience of a man in a 
wheel chair. 
Students in wheel chairs faced a problem in getting up to 
the second floor location of the School. However, other 
students were always on hand to carry students who needed 
assistance up the stairs. This included William Lawrence, World 
War II Veteran. Four students carried him every day for two 
years to his classes. On his graduation day, his photograph 
made the front page of the Manchester Union Leader. 
The School was one of the first College's in the State to be 
approved for the training of Veterans under the G.I. Bill. This 
was in 1944. The first student who enrolled in the program was 
totally deaf. He had nine children. When asked if it were hard 
to study at home, he replied that it wasn't. "All I have to do 
is turn off my hearing aid." 
Business School Accreditation and Degree Granting Authority 
Until the late fifties accreditation was not a serious 
consideration. It was not an issue nationally. A large part of 
37 
the curriculum was short term - that is less than two years -
 and was based upon very specific job orientations. Students 
didn't come for a degree, they came to learn accounting, typing 
or shorthand. It was also in the late fifties that the Federal 
government started putting more and more money into college 
based funds such as student loans, grants and work study 
programs. The schools that were eligible for these programs 
were accredited institutions. 
Ed Shapiro talked about applying for accreditation 
Frankly, I didn't think accreditation was particularly 
difficult. We didn't change anything. We already had the 
faculty. We didn't have to go through a major curriculum 
revision. We did struggle to get the library completed. 
Every accreditation that the School applied for it 
received. The first accreditation was as a two year school of 
business from the Accrediting Commission for Business Schools. 
According to Mrs. Shapiro, the College received the two year 
accreditation despite the fact that while the visiting team was 
at the school, students were busy tossing stones on the 
skylight. 
Ann Shapiro talked about getting the library ready for 
accreditation. 
The night before the accreditation visit, after putting in 
hours developing our library, buying and cataloguing books, 
I spilled the shellac, which knocked over the white paint 
which was used to print the catalog number on the spine of 
38 
the book. My Mother, brother and I spent half the night 
cleaning the mess. 
I was so proud of the job I had done in the library. The 
quality of the books was very high. When one of the 
member's of the accreditation team came in to the library, 
his one comment was how clean the library was. 
There was one recommendation and one negative criticism. 
The recommendation was to provide for a large recreation room 
for students. There was one criticism that was far more 
difficult to understand and respond to. According to Mrs. 
Shapiro, the accreditation report stated that they did not know 
how the school could operate without more students in the second 
year of the two year program. "They claimed we couldn't do what 
we were doing." In essence, the administration had to reply to 
the commission explaining that they were doing what they were 
doing. 
Mrs. Shapiro continued. 
My son decided that we should become accredited as a Junior 
College of Business. We attended a United Business School 
Association convention in Washington. After meeting people 
from other business schools and hearing about their programs 
I told my son and daughter than we were running a better 
school than moat business schools in the country and let us 
go out for anything we feel we should have such as the 
Junior College of Business accreditation. 
39 
According to Edward Shapiro, 
The symbol of moving from a trade/technical business school 
to a college of business was marked when New Hampshire 
College of Accounting and Commerce applied for and received 
its accreditation as a Junior College of Business. This 
accreditation required that at leaast 25% of the curriculum 
be in the Liberal Arts. 
Associated with the decision to apply for a Junior College 
of Business accreditation came the decision to apply for degree 
granting authority. In preparing for the presentation to the 
legislature, the school sought the support of the business 
community in the State of New Hampshire. Within the 
legislature, an alumnus of the college provided the internal 
support. In 1963, Representative Robert Plourde introduced 
House Bill 594 in the New Hampshire legislature. This bill 
authorized the institution to confer "the degrees of Bachelor of 
Business Science, Bachelor of Science and Associate in Science, 
as well as other degrees and diplomas as are conferred by 
institutiona of like character". (55) 
William S. Green was the lawyer for the school. In 
testifying for the bill, he said that the college was seeking 
the authority to grant degrees for the following reasons. 
Upgrading in recent years of industrial positions requiring 
minimum business education standards for white collar jobs; 
NHCAC graduate are now unable to compete for promotions as 
40 
successfully as they have in the past thirty years; until 
recently, two year terminal job training was sufficient 
preparation for NHCAC students; and today, it is important 
to give students a broader education including liberal arts 
subjects. 
He went on to point out that New Hampshire businesses were 
looking out-of-state for professionally educated employees and 
that New Hampshire was neglecting its greatest natural resource, 
its young people. He contended that instead of sending our 
young people out-of-state for education and 3obs, it would be 
better to keep then here by providing needed 
professional-vocational facilities within the state (56). 
Included in the packet of material presented to the members 
of the Joint Education Committee was a letter from J. E. Duras, 
Education and Training Administrator of Sanders Associates of 
Nashua, one of the State's largest employers. This letter in 
reply to an inquiry from Mrs. Shapiro illustrated the 
considerations leading to the decision to offer a four-year 
program. 
He said that although large corporation stills hired some 
accountants with two-year training, their opportunity for 
advancement was limited. He went on to say that 
At Sanders, we have found as we have grown rapidly in size 
that the breadth of understanding of managerial functions 
and the larger society in which they function is usually 
41 
lacking in the graduate of a 'vocational' type of 
educational curriculum. We encourage any young person who 
is considering a job in the accounting field to get a full 
college education if that is at all possible for him. 
In response to a comment made to him by Ann Shapiro of how 
well he had performed and how persuasive he was at the hearings, 
William Green talked about "the apprehensions that we all had 
and how spectacular your Mother was in appearing at the 
legislative hearings". (4/29/82) 
Mrs. Shapiro talked about that time. 
Bill Green said I was the turning point in the State's 
granting our request. This came about because we went up 
there with the idea that only Bill Green was there to talk 
and low and behold they asked me questions. I distinctly 
remember saying, while shivering in my boots, that the 
college was established on the basis of a C.P.A.-based 
Accounting program. That it was a high quality program and 
that we were not going to lower our standards. It was going 
to continue on the same basis as when the college was 
originally started 
Plourde's bill, as amended, was passed by the legislature 
and signed by Governor John W. King to be effective June 24, 
1963 (57). The manner in which the bill was amended was perhaps 
the greatest surprise to the Shapiro family and the 
administration at the college. Although the bill, at William 
42 
Green's advice, asked for the authority to grant degrees at all 
levels, it was done in the expectation that the legislature 
would delete everything but the associate's degree. According 
to Ann Shapiro, 
I think receiving the authority to grant the baccalaureate 
degree was one of the few times that we were caught totally 
unprepared. We were in a situation of having a four year 
degree with no program to go with it. We had to delay a 
whole year to develop the program, recruit students and hire 
a staff. That was a wonderful problem. 
An important characteristic of the college was never 
stopping to take a breath. The development of the four year 
curriculum meant the necessity of having those programs 
accredited. As a consequence the growth of the college's 
academic program did not wait for the move to a new campus. In 
the Spring of 1968, shortly before becoming a nonprofit college, 
the institution was accredited as a Senior College of Business, 
one of the few to be so recognized, by the Accrediting 
Commission for Business Schools. (104) The following Fall, the 
College was approved as a four-year college by the New Hampshire 
Coordinating Board of Advanced Education and Accreditation 
(105). 
Regional Accreditation 
Having achieved the highest status available with the 
Accrediting Commission for Business Schools, and with receipt of 
43 
nonprofit status, the next goal was the more widely recognized 
accreditation by the regional accrediting organization, the New 
England Association of Schools and Colleges. 
A pamphlet describing the requirements was distributed to 
the trustees at the October 1970 meeting which was called to 
consider the matter. Dr. James L. Grace, Jr, Academic Dean, 
who was hired, in part, to lead the accreditation process, 
described the procedures and expenses. 
He stated that one of the main values of the process was the 
preparation and development by the college staff of the 
self-evaluation, which focused on the strengths and weaknesses 
of the college and the steps necessary for improvement. It was 
pointed out that before preparation of the evaluation the 
college had to be accepted as a candidate for accreditation by 
the Association. 
George Larkin, Dean of Student Personnel Services, stated 
that accreditation would help the college admissions program, 
since many high schools were not receptive to visits by 
recruiters from non-accredited colleges. He also said it would 
facilitate transfer of credits by students wishing to transfer 
to another college. The trustees voted to seek regional 
accreditation, with Dean Grace to head the accreditation process 
(107). 
A hitch had arisen in the effort, which was initiated before 
the move to the new campus in the college's receiving 
44 
accreditation by the New England Association of Schools and 
Colleges. At a special meeting of the Board of Trustees on July 
30, 1971, called primarily for the official closing of the HUD 
loan for dormitory construction, letters were read from the New 
England Association of Schools and Colleges (NEASC) saying that 
the Association would not consider the College for accreditation 
with three members of the Shapiro family on the nine member 
board. 
Gertrude and Ann Shapiro agreed to resign from the Board so 
that New Hampshire College could continue in its accreditation 
process. Their resignations were formally ratified when the 
trustees voted on September 10, 1971: 
To place on the record the fact that said resignations were 
accepted with great regret; and to place on record a formal 
expression of great appreciation for the unselfish, 
dedicated and invaluable service that Mrs. Gertrude Shapiro 
and Miss Ann Shapiro had performed on behalf of New 
Hampshire College (126). 
The way having been opened to go ahead on the accreditation 
application, New Hampshire College was granted the status of 
"candidate for accreditation" on August 16, 1971. (126) 
At the October 1971 meeting of the Board of Trustees, Dean 
Grace announced that he would be appointing the necessary 
sub-committees so that a preliminary draft of the 
self-evaluation might be ready in early 1973, with a revision to 
45 
be completed no later than September of that year. He said full 
accreditation should be achieved by the Spring of 1974. By 
October 1972 preparation of the accreditation materials had 
progressed so well that the expected date of accreditation was 
moved up half a year. 
A special meeting of the Board of Trustees on February 9, 
1973 was devoted to a discussion of the draft of the NEASC 
self-evaluation. The accreditation materials having been 
completed, the visiting committee from the Association was 
scheduled for September 30 to October 2, 1973. Chairman of the 
committee was Dr. Donald Gruenwald, President of Mercy College, 
Dobbs Ferry, New York. 
Accreditation was received by New Hampshire College after 
the first visit. The visitors said. 
New Hampshire College has developed from a privately owned 
school of narrow professional interest and a modest level of 
intellectual demands to a nonprofit, independent 
co-educational college of broader concerns and standards in 
general acceptance among four-year institutions of higher 
education. 
There were no major criticisms of any of the programs offered, 
and the accounting major was rated one of the strongest, turning 
out highly employable students. Referring to the physical 
plant, the report stated that 
The facilities at New Hampshire College are excellent. The 
46 
campus is new and spacious. The buildings are imaginative 
and develop a unique character for the institution. 
The visiting team was impressed at the way office space, 
even for the president, was held to a minimum. 
Faculty office space was so tight that better facilities were 
recommended to provide for privacy. 
The apartments and dormitories were very attractive. 
Furnishing in the apartment complex bordered on the 
luxurious. [The furnishings were purchased from an 
institution which went out of business.] Throughout the 
campus, we noted evidence of shrewd and intelligent use of 
funds for facilities where dollars were obviously limited. 
The committee found the faculty teaching load a little 
heavy, but the pay was judged adequate and the fringe benefits 
good. The college was deemed liberal in paying dues for faculty 
in professional organizations and expenses for attendance at 
professional meetings. The faculty told the visitors that the 
administration was respectful o£ academic freedom. Faculty 
turnover was low. Most of the faculty had masters degrees, a 
fifth had doctorates and all full-time accounting teachers were 
C.P.A.'s. Faculty upgrading was encouraged through released 
time and tuition payments. The faculty was found to be strongly 
student oriented. Recent involvement of the faculty in 
promotions, tenure, budget and curriculum decisions were cited 
as indications that they were participating more in college 
governance. The library was equally praised. 
47 
The visiting committee recommended to the New England 
Association, which accepted the recommendation, that New 
Hampshire College be accredited as a specialized four-year 
college for a period of three years. During that time, the 
institution was advised to make some changes. (See Appendix 6.4 
for recommendations from NEASC.) 
In 1981, New Hampshire College was reviewed for 
accreditation by the New England Association of Schools and 
Colleges. This included visits to selected Continuing Education 
centers, including Puerto Rico, where the New England 
Association was joined by a representative from the Middle 
States Association of Schools and Colleges. This evaluation 
resulted in a ten-year approval of the College. This was the 
first year the college was eligible for a ten-year 
accreditation. According to the Unedited Draft of the Report to 
the Faculty, Administration, Trustees, Students of New Hampshire 
College by An Evaluation Team representing the Commission of 
Institutions of Higher Education of the New England Association 
of Schools and Colleges, there were five strengths. They were 
1. Management competence, entrepreneurial zeal, courage, 
and esprit de corps of the president and his administrative 
co-workers. 
2. The faculty constitute a major institutional strength. 
A loyal contingent of practitioner-professionals, with roots 
in H. A. B. Shapiro's School of Accounting and Secretarial 
48 
Science, have been joined by a cadre of equally talented but 
younger faculty, who are more recent products of several 
outstanding graduate schools. In general, all deserve 
praise for their willingness to work closely with students 
in both formal and informal teaching-learning processes. 
3. Students enrolled in all academic divisions are 
receiving full and fair value for their significant 
investment in higher education. And they attest to that 
fact openly and happily. 
4. An impressive array of individualized and compensatory 
learning resources that is made available to disadvantaged, 
culturally deprived, underprepared or high-risk students. 
5. Fiscal resourcefulness that has ensured institutional 
solvency (p. 17). 
There were six weaknesses which included development of 
strategic plans in such areas as student and financial affairsf 
the strain on faculty resources as a result of expansion, too 
heavy a teaching load given expectations for faculty, bypassing 
faculty in major decisions, inadequacy of the staffing of the 
computer center and "faculty infighting over territorial and 
curricular boundaries". (See Appendix 65 for specific list of 
weaknesses.) 
49 
CHAPTER VII 
Administration - Continued 
"The Decision" - Becoming a Nonprofit College 
The growth of the institution throughout the decade of the 
sixties was explosive. Day enrollment climbed from 96 day 
students in 1961 to 920 students in 1969. The "campus" had 
expanded from the second floor of one building to include over 
two and 1/2 blocks of commercial property in seven buildings. 
Instead of diplomas for completion of one or two years of 
training, associate and baccalaureate degrees were being granted 
for two and four-year educational programs. Plana were being 
considered for the creation of an entirely new campus. 
1 
continuing as a proprietary institution. It was ineligible for 
accreditation by the New England Association of Schools and 
Colleges, which would mean national recognition and acceptance 
by peers as a "regular" college and it was ineligible for 
Federal funds. 
Were it to become nonprofit, substantial Federal grants and 
loans would be available, perhaps amounting to several hundred 
thousand dollars a year (66). In 1962, the profit of the 
college, after taxes, was $4,000. By 1967, it had grown to 
$145,000 (69). As a nonprofit institution, it would be relieved 
of paying Federal Income Taxes, which in 1967 were $117,000. 
The early years of worry over maintaining liquidity were long 
gone. 
reasons to question the wisdom of There were compelling 
Ed Shapiro talked about his initial feelings about becoming 
a nonprofit institution. 
When I first started out, there was never a day that I came 
to working thinking I would get paid. I never dreamed of 
any financial reward. That was probably the reason it was 
so easy for me to go nonprofit. 
Although by 1967 there were advantages for the college, as 
an institution of higher learning, to become nonprofit, there 
were disadvantages for the three Shapiros, who owned all of the 
stock in the corporation. Mrs. Shapiro, with her ownership of 
52 per cent of the stock, was in a position to make all 
decisions without reference to an independent Board of 
Trustees. In addition, they would be in charge of their own 
salaries. 
However, there were many reasons the Shapiros chose for the 
college to became nonprofit. Ed Shapiro continued. 
Going nonprofit meant that the Shapiro family gave up 
absolute permanent control of the college. That is 
basically what we were paid for. We did it for many 
reasons. 
In the early and late sixties educational institutions were 
not accredited unless they were nonprofit. (This is no 
longer the case.) The Federal government did not give the 
students, who attended non-regionally accredited schools, 
funds for financial aid. This was a terribly unfair to the 
2 
students attending or considering attending New Hampshire 
College. It was therefore extremely important to New 
Hampshire College. 
In addition, we could not get loans from H.U.D. (Housing and 
Urban Development) for construction, unless we were 
nonprofit and regionally accredited. This was true of 
funding sources as a whole. 
As a profit institution 50% of our surplus money ended up in 
taxes which were very severe for a profit-making school. 
Let us assume that we needed a thousand dollar typewriter 
and that after expenses that was the amount of money we had 
available. The government did not consider buying a 
typewriter as a capital purchase. Therefore, at the end of 
the year, we had to pay a tax of five hundred dollars. As a 
result we could not afford to buy the typewriter. 
There were no successful schools in New Hampshire, no major 
colleges or universities in New Hampshire or New England in 
the late sixties that was profit making. The only 
successful school I knew of was General Motors Institute 
which certainly had many more funds than the founders of New 
Hampshire College. 
All the money that the Shapiro family ever earned or ever 
hoped to earn was tied up in the College. Basically, as 
ordinary, academically-oriented rather than money-oriented 
people, the Shapiro's had built a college that had grown to 
3 
a point that they could not sustain. 
Mrs. Shapiro concurred stating that as a family they had 
gone as far as they could go with a family-owned business. The 
sense was the College could not progress much further unless the 
College went nonprofit. 
There was an option to going nonprofit and that was selling 
it to a corporation or conglomerate. During the late sixties, 
there was a great deal of corporate interest in purchasing 
business schools. Some of them were especially interested in a 
proprietary school with degree-granting rights. 
Ann Shapiro talked about that conflict. 
The feeling was that if the College were owned by an entity 
interested in making a profit then the primary emphasis 
would be on efficiency and economics to the detriment of the 
student and academics. There is an essential contradiction 
in these two competing values and the decision to become 
nonprofit kept the institution in the direction of its 
founding values. 
There were two primary lawyers on the case - William S. 
Green and Kimon Zachos. Kim Zachos commented on the decision to 
go nonprofit. 
I remember very well 'the trauma of the decision of what was 
going to happen to New Hampshire College'. I remember there 
were several organizations who were offering rather large 
sums to purchase the College. Among these was Bob Kuras who 
later became an important figure in the financing of the new 
Campus. 
4 
Even after accepting the decision to go nonprofit, we still 
pursued corporate offers until almost the last moment. The 
presence of the Founder of New Hampshire College, the 
husband and father, was always there in our negotiations. 
However, once the lawyers had accepted the Shapiro's 
decision to go nonprofit, we spent incredible amounts of 
time in an effort at finding the best way to set-up a 
nonprofit organization. 
We spent hours talking to Atty. Sugarman in Cleveland, Ohio 
who had been legal counsel to Dyke College in Cleveland [who 
had also gone nonprofit]. Mrs. Shapiro, Ed Shapiro and I 
even flew to Cleveland and back to talk to him. We also 
talked extensively with Moe Gaebe from Johnson and Wales 
College of Providence, Rhode Island. 
Although our ultimate decision probably differed from what 
the others did, they did provide opportunities to explore 
the entire nonprofit area (4/29/82). 
Mrs. Shapiro talked about that trip. 
I think the biggest thrill of my life was the morning that 
Kim Zachos, Edward and I took the car and went into Boston, 
then hopped on the plane to Cleveland, Ohio and met with the 
people from Dyke College and the lawyers to see how they 
went nonprofit. We got all the information we needed and 
were back home before bedtime. 
The lawyers always felt that it was their responsibility, as 
5 
counselors to make sure that the Shapiro family did what was 
best for them. They did all they could to make sure the 
Shapiros considered all the offers to buy. As a result of this 
belief a great many offers were examined, before they were 
rejected. This included an informal offer to buy the College 
for $2.5 million. 
Going nonprofit was a decision that once made could not be 
changed. The lawyers were very supportive once the decision 
was clear to them. As Mrs. Shapiro stated, 
The purpose of giving up the School was to maintain the 
school. Therefore, we decided, against the advice of all 
friends and lawyers, that what we wanted to do was to 
establish New Hampshire College as a nonprofit educational 
institution. 
Once the lawyers realized that we were serious in our 
intention to go nonprofit, they worked with us and tried to 
give us their very best advice. 
Mrs. Shapiro talked further about the ramifications and 
importance of becoming a nonprofit institution. 
We went nonprofit with the understanding that we might never 
get a penny from it. This was the dream of a husband and 
father and we wanted the College to continue. We believed 
in the School. We had pride in the School. Money was not 
the object. 
As Ed Shapiro explained it, 
6 
What we were concerned about was how to become nonprofit 
properly and ethically. The remuneration was paid for the 
right of giving up ownership, control and assets. We were 
no longer in control over our own salaries or destiny in 
relation to New Hampshire College. 
To determine the value of the College, the firm of Marshall 
and Stevens of Boston was retained to make an appraisal. (See 
Appendix 71 for the criteria they used to determine price.) 
They concluded that in view of the growth and reputation of New 
Hampshire College, a fair price would be 240 per cent of the 
latest earnings, rounded to $1,500,000 (71). That this was a 
conservative figure was indicated by the firm offer from private 
investors to buy the college for $2,000,000 (72) as well as an 
unconfirmed offer for $2,500,000. 
Having decided that in the interest of the future 
development of the college that it become a nonprofit 
institution, the Shapiro's set a price of $1,200,00 for its sale 
to the proposed nonprofit organization. (See Appendix 7.1.) To 
effect this change, with assurance that its Federal tax-free 
status would not be challenged, William Green as the 
institution's attorney prepared the necessary documents and 
undertook negotiations with the Internal Revenue Service. He 
believes that this was done in record time, due in part to the 
openness of the Shapiros in freely disclosing all the required 
information (73). It was no handicap that the IRS official, 
7 
Paul Brewster, with whom the negotiations were conducted was 
familiar with the college since he had attended the school under 
the G.I. Bill graduating with a two-year diploma in Accounting 
in 1946 (74). (After the college granted baccaluareate degrees, 
Mr. Brewster took night courses to complete his work for a 
degree.) 
Writing to Mrs. Shapiro, Everett Sackett, at the time 
Executive Officer of the Coordinating Board of Advanced 
Education and Accreditation, said: 
You and your son and daughter are to be commended on the 
forthright manner in which you are transforming the Mew 
Hampshire College of Accounting and Commerce from a 
proprietary to a nonprofit institution. 
If the college were a struggling one, with poor prospects 
for the future, you might look on the change with relief. 
But the institution which your husband founded and which you 
and your children have guided to its present stage of 
development is so sound that to give up control is an act of 
real public spirit (76). 
President Shapiro reported at her President's Advisory 
Board Meeting on August 6, 1968 that there had been meetings 
with the college attorneys throughout the summer regarding the 
College going non profit. She reported that Atty. Green had 
been to Portsmouth, New Hampshire to work with Mr. Paul Brewster 
of the Internal Revenue Service. The feeling was expressed that 
with the type of cooperation we had been receiving from the IRS, 
a 
that the case will not have to go to Washington and that New 
Hampshire College could be nonprofit within a month. If indeed 
it proved necessary to go to Washington, Mrs. Shapiro indicated 
that it might take another year to receive nonprofit status 
(President's Advisory Board meeting 8/6/68). 
However, that was not the case. The College became a 
nonprofit organization within the month. The new nonprofit 
corporation was organized on August 15, with the required 
Articles of Agreement forwarded to State officials. Under the 
date of August 21, these were approved by the Coordinating Board 
of Advanced Education and Accreditation, by the Attorney 
General's office and were filed with the Secretary of State. 
The next meeting of the Board, with the same trustees 
present, was held on September 3. It was voted to purchase all 
of the stock of the proprietary institution for $1,200,000. 
Owners of the stock were Gertrude Crockett Shapiro, 52 shares 
and Ann and Edward Shapiro, 24 shares each. This was at a price 
of $12,000 per share (for 100 shares) in the Corporation known 
as New Hampshire College of Accounting and Commerce, Inc. 
The purchase was to be made under terms of an option 
agreement, dated August 29 (77). This agreement provided that 
$100,000 of the purchase price be paid in cash. There were to 
be eleven notes of $100,000 at 4 per cent, payable each year on 
September 15. The payment in any one year was never to exceed 
50 per cent of the net income of the college. As Brad Cook once 
9 
stated, "at one time no one would have given 10 cents on a 
dollar for the Shapiro notes (4/29/82)". 
On the same date, the corporation was "liquidated and 
dissolved" and reformed to "operate as a voluntary higher 
education corporation,..." (See Appendix 72.) 
The nonprofit status relieved the college of Federal Income 
Taxes. As a result the College made a dramatic gain in net 
income during the three years it operated under the new status 
in the downtown location. Due to growing receipts, there would 
have been a substantial gain without the changed status, but the 
change nearly doubled the net. (See Appendix 73.) 
The assets of the entire college, including the building 
known as Merrimack Hall was transferred to the nonprofit 
corporation. (President's Advisory Board Meeting 9/5/68.) The 
land owned by Edward and Ann Shapiro was the original 72 acres 
on which the new campus was built. This was turned over to the 
college for the original purchase price of the property plus 
taxes paid. In addition, none of the Shapiros accepted any 
contracts. 
Board of Trustees 
The members of the first Board of Trustees were Henry 
Everett, Investment Counselor, New York, New York; Ralph Farmer, 
Banker, (Merchants Bank), Manchester; William S. Green, 
Attorney, Manchester; Gordon Klopf, Educator, (Dean of Faculty, 
Bank Street College), New York, New York; Kenneth J. Rowley, 
10 
Investment Counselor, (New Hampshire Insurance), Manchester; 
Alfred Sicotte, trucking firm owner, (P & S Leasing), Amherst, 
N. H.; and the three Shapiros. The Board, ranging in number 
from nine to eleven waa to be self-perpetuating, with members 
elected for terms of one to five years. The three Shapiros were 
not to have votes in the election of trustees (77). 
With the exception of Gordon Klopf, who was recommended by 
Ann Shapiro and Henry Everett who was recommended by Edward 
Shapiro, the Board of Trustees were not known to members of the 
Shapiro family and the members recommended were professional 
associates. The Board members were picked by members of the law 
firm of Sheehan, Phinney and Bass. 
Although building the new campus was the major concern of 
the Board of Trustees during its first months of activity, there 
were other matters with which to deal. In August 1968, several 
important personnel decisions were made by the outgoing 
corporation. They established a retirement system for all 
employees and voted $30,000 in corporate funds as the initial 
financing. They also voted to provide for medical coverage for 
employees and to reimburse staff for tuition at other 
institutions (92). 
After consideration of proposals for a new campus at its 
meeting on September 3, 1968, the new Board of Trustees 
discussed tenure regulations, the operating budget, food 
services, and admissions along with a general view of the 
11 
financial aid situation as a result of the nonprofit status. 
The Board also authorized Mr. Green to investigate the 
feasibility of changing the name from New Hampshire College of 
Accounting and Commerce to New Hampshire College (92). 
The Board was enlarged in September 1969 when Kimon S. 
Zachos, a member of Mr. Green's law firm, was elected to a 
one-year term as trustee and assistant secretary. At the annual 
meeting the next month, all officers were reelected. Mr. 
Sicotte was elected to a five-year term. 
It was voted to pay each trustee, except those on a college 
salary, $1,200 a year. Mr. Green pointed out at a meeting of 
the trustees in March 1970 that the by-laws barred the holding 
of two offices by the same person. Therefore, Edward Shapiro 
could not be both Vice President and Treasurer. He subsequently 
resigned as Treasurer and Mrs. Lillian Crockett, a sister-in-law 
of Mrs. Shapiro, was elected in his place (92). 
Six months after having taken a leave of absence from New 
Hampshire College, Ann Shapiro was appointed an admissions 
counselor in the New York City area. 
At the first meeting of the Board of Trustees the matter of 
a rank and tenure policy for faculty was raised. Approved at 
the June 13, 1969 meeting, a list of individuals eligible for 
tenure under the policy was presented. Action was tabled until 
January 1970, at which time tenure was granted to Mary P. Brown, 
Howard Corsack, Mary Dionne, Dorothy Rogers, Irving Rothman, 
George Teloian and Jean Silver (95). 
12 
At the October 1971 annual meeting, the first meeting 
following Mrs. Shapiros resignation and the first on the new 
campus, Mr. William Green was elected Chairman of the Board and 
Mr. Sicotte, Vice Chairman. Edward Shapiro was elected 
President, Mrs. Lillian Crockett, Treasurer and Mr. Kim Zachos, 
Secretary. To restore the size of the Board, three new trustees 
were elected: James Tibbetts, an alumnus, Class of '67, an 
accountant from Lebanon, N. H., Everett Sackett, of Lee N. H., 
retired Dean of the University of New Hampshire and Raymond 
Truncellito of Manchester, an insurance man and civic leader 
(98). A suggestion that there be faculty and student 
representatives on the Board was not acted on. It was voted to 
stop paying the trustees a stipend (99). 
When the 1973 New England Association of Schools and College 
submitted their report, they recommended expanding the size of 
the Board of Trustees. They were prepared. The Board had 
discussed adding members at its meeting in 1973. The decision 
had been delayed until the October meeting, in order to give 
time for gathering further suggestions for new members. At that 
meeting a completely rewritten set of Articles of Agreement and 
By-laws, prepared by Mr. Zachos, was adopted and subsequently 
filed with the Secretary of State. The new agreement provided 
for the election by the Directors of the Alumni Association of a 
Trustee for a one-year term. The date of the annual Board 
meeting was changed from October to Commencement Day. 
13 
At the October meeting, the Board again voted to expand its 
size and invited as members Frances Abbott, Manchester, a 
retired high school teacher; Timothy Fletcher, alumnus and 
Manchester realtor; Thomas L. Hooker, Director of Welfare for 
the State of New Hampshire and Christos Papoutsy, alumnus and 
President of a Nashua manufacturing concern. 
The Board of Trustees was further expanded in 1976 with the 
election of three new members: Mrs. Joan Corcoran, Waterville 
Valley, N. H.; Dr. Harold Hyde, President Emeritus, Plymouth 
State College and Charles Palm, C.P.A., alumnus, Boston, 
Massachusetts. The Alumni Association was also invited to elect 
one member of the Board for a one year term. The first 
representative was David Myler, Personnel Officer, Manchester, 
N. H. (139). 
Raymond Trunceletto became Chairman of the Board of Trustees 
in 1973 following William Green. He joined the Board of 
Trustees because of his associations with various members of the 
Board and because of the importance that he placed on a 
statement that Ken Rowley had once made to him. It dealt with 
the college going non profit and the values expressed by that 
decision. Mr. Rowley talked about the generosity of Mrs. 
Shapiro in terms of the true value of the school as opposed to 
the payment value (Ray Truncelitto 4/29/82). 
Ralph Farmer, in talking about the stability of the College 
stated that "the Board has changed radically, the leadership has 
remained stable". 
14 
Edward Shapiro discussed the Board of Trustees and their 
support of steady growth and slow upper level management change. 
They have been available and both advocates and critics of 
me. They have always encouraged change when it was 
appropriate. They have delegated responsibility and 
authority as needed - without giving up their authority or 
control. 
New Campus 
Ed Shapiro said that the building of a new campus was almost 
his total preoccupation since he started working at the college 
in 1957. 
When I went to my mentor, Maurice Katz, I asked him how to 
go about building a new building. I told him that the 
college just couldn't grow without new facilities. He told 
me to learn how to enroll students and when we do that well 
we will have a building. 
Although it certainly did not prove to be a simple as that, 
we did work hard at building a reputation and attracting new 
students to the college and making sure they stayed. We 
also wanted to be sure that they got good job placement. By 
1968, we were filled to the rafters and we couldn't take any 
additional students. 
The late sixties was the period when people's energies were 
focused on the development of a new campus. Because the 
activities were closely related in time, people often confused 
15 
becoming a nonprofit institution with building a new campus. 
They are, of course, different. But the former did make the 
latter possible. 
Many architectural projects were visited and explored prior 
to the development of what ultimately became the "south 
campus". Many prospective sites were visited including 
pre-built structures such as The Elms, a resort on the southern 
edge of Manchester near the airport and the large Victorian 
houses on North Elm Street. Most of the projects turned out to 
be too small, too expensive or a combination of both. 
A project that was very enticing was a property in the urban 
renewal development land that was surrounded by Bridge, Chestnut 
and Orange Streets and extended toward Elm Street. Ann Shapiro 
talked about it. 
I remember the time Ed and I went to an architect and asked 
him how much it would cost to build a building on that site 
for 200 students. We figured that was the biggest we would 
ever be. I remember I couldn't believe how much it would 
cost. As it turned out, it was fortunate that we couldn't 
afford it. 
A lot of hope was placed on developing the facilities that 
were on Market and Franklin Streets. The college was utilizing 
the old Mary Manning property on Franklin Street for classrooms 
and women's housing. Ed Shapiro described the situation. 
The Carpenter Hotel was available and all or a sizeable 
16 
amount of the corporate housing was available. [This was 
housing built by the old Amoskeag Corporation for their 
factory workers.] We all thought that it had the potential 
of making a very interesting urban campus. The only problem 
was that just one parking lot, which was across from what we 
then called Franklin Hall cost $250,000. 
It was at that time that my sister and I went up on North 
River Road, five miles north of the city and found 60 acres 
available for about $1,000 an acre. It became very evident 
that the cheapest way to go was to buy this land and hold it 
for future development, which is what we did. 
There is correspondence between Gertrude Shapiro and an 
engineer, William Varker, between November 1965 and January 1966 
regarding a discussion of blueprints for a proposed school and 
preliminary sketches of a multi-storied concrete structure. 
(Judging by the November letter, this was not their earliest 
communication.) There was also a topographical survey and two 
percolator tests. This project was not developed for both 
financial and design reasons. However, most importantly, the 
engineering tests on the North River Road indicated that the 
property was satisfactory. 
One of the first concerns of the new Board of Trustees was 
to provide suitable facilities for the College. First steps in 
the matter had been taken before the change to nonprofit 
status. In May 1966, Edward Shapiro was quoted in The Pen 
17 
stating that there was no present intention of moving, but in 
March 1967 the same publication reported that the College had 
purchased a possible site for a new campus on North River Road 
at the Manchester-Hooksett border. 
At a special meeting of the corporation's directors on May 
9, 1967, it was voted to retain the Coronardo Development 
Corporation of Chicago and Frank Aires, its representative, for 
consultation for a new campus on the North River Road property. 
To be considered were space needs and allocation, preliminary 
building plans, site development and financial arrangements 
(80). 
The administrators of the College were not alone in wishing 
for a new campus. The students were at least equally eager. An 
article in the November 1967 issue of The Collegiate Revolution 
said in part, 
...try to visualize for a moment one of our happy students 
standing in the middle of a wooded area with nothing but 
fresh air to keep him company. Here it is fellow students 
of NHC, our glorious new campus...using your imagination you 
can take a trip into never-never land and envision a new 
school with all the facilities that most college students 
would be proud of. 
...repeated promises of a new campus to incoming freshmen 
and transfer students. Those poor, innocent lambs were 
duped into believing that a new campus was just around the 
corner. 
IS 
...construction will begin later in the year and we expect 
to have the new campus ready for occupancy at the start of 
the next school year. Does that sound familiar? 
But when, we ask, is the 'next school year'? Perhaps we 
have misunderstood and what we really heard was 'the next 
century'. 
We are very upset and a growing number of students are quite 
concerned. We will remain so until we receive satisfactory 
news from the administration that our beliefs are otherwise 
unfounded. We are getting tired of promises and dreams 
(81) . 
One factor that probably contributed to the student unease 
regarding the campus was discovered by Ann Shapiro who overheard 
statements made by a student tour guide to prospective students 
visiting the college. The guide stated that in four years the 
college would have a new campus. When confronted by Dean 
Shapiro and asked why the guide was making the statement, the 
student stated that the prospective students would have 
graduated by then and it wouldn't matter. Ann Shapiro commented 
on the matter. 
It has always been my contention that part of the outcry 
from the students for a new campus was a result of that 
statement. I have no idea how often or to how many students 
it was made. Students certainly never heard any of the 
Shapiros ever make a promise as to when the campus was going 
to be built. We just didn't know. 
IS 
In March 1968 the college corporation voted to ask the 
Manchester Water Works for extension of water service along the 
entire frontage of the land which was known as the Whittemore 
property. They also purchased the property from Edward and Ann 
Shapiro for $50,000 (the exact cost of the land paid by Ann and 
Edward Shapiro) and assumed the outstanding mortgage. On July 
10, there was another special meeting at which it was voted to 
negotiate for the purchase of the 10 acre Rustler property for 
not over $33,000. 
At a meeting of the Board of Trustees at the Carpenter Hotel 
on November 8, 1968, the first session to consider other than 
organizational matters, the initial item of discussion was a new 
campus. Although the Shapiros had moved ahead in the 
expectation that the new campus would be built on North River 
Road, the trustees decided to look into the feasibility of 
creating the new campus in the downtown area. 
In April 1969, the trustees met and discussed campus plans 
with an "ad hoc" building committee of seven members from the 
staff. The committee was told that the trustees planned to have 
a feasibility study of a new campus conducted in June or July. 
Although no decision had been made to build on North River Road, 
the Board voted to develop a baseball field there at a cost of 
not over $5,000 (82). 
When the trustees met in June the discussion favored the 
North River Road site and it was decided to continue studies of 
20 
it. Despite activity relating to the suburban location, as late 
as their meeting on September 24, 1969, the trustees gave 
further consideration to remaining downtown. It was suggested 
that the Carpenter Hotel and Franklin Hall might be purchased, 
to be added to Merrimack Hall which was already owned and 
occupied. The cost proved to be prohibitive and the consensus 
again was to move ahead on North River Road. 
In a talk to an Elder Hostel group Mrs. Shapiro described 
the events that ultimately led to the financing, design and 
construction of the new campus. 
When we were still working on going nonprofit, a gentleman 
came to us and said that he could find us a buyer for the 
school. I told him that we didn't want a buyer that what we 
wanted was to go nonprofit. We wanted to maintain the 
school and provide an opportunity for it to grow. 
After we went nonprofit, I went to this man, who was also a 
developer. I said, 'you know, we can do everything and 
we've done everything, but we can't seem to get a campus 
going'. I think I through a challenge at him that he 
couldn't resist by telling Robert Kuras I thought he was the 
man to do it. 
Ed Shapiro talked about Robert Kuras. 
There never seemed to be an ideal time to buy anything. 
Finally, through our developer, we met the architectural 
firm of Hugens and Tappe. Bob was able to articulate the 
21 
problems of building as they related to water lines, sewer 
lines, power lines, fire hydrants and all the basic needs of 
utilizing undeveloped property. 
At that September Board meeting, there was a discussion 
concerning the type of construction - wood versus masonry - and 
of the potential grants and loans available from Federal 
agencies. Preliminary application had already been made for a 
loan from the Department of Housing and Urban Development (HUD) 
to cover the cost of two dormitories. The firm of Robert A. 
Kuras and Company was retained to prepare the financial studies 
needed for both the HUD loan and any other applications for 
financing for the proposed plant. (There was one alternative 
financing proposal. See Appendix 73a.) 
It was voted to retain Architectural Resources, Inc. of 
Cambridge, Massachusetts to develop plans and necessary 
information for a grant from the Department of Health, Education 
and Welfare the plans for which would also be applicable for the 
HUD application. The firm was informed that it would not 
necessarily be the architects for the project, when the campus 
development was undertaken. 
The trustees met October 17 to hear the report of these 
architects. On the basis of the report, it was voted to proceed 
with formalization of the HUD grant and to spend up to $75,000 
for a final determination of the feasibility of the North River 
Road site. There was no further consideration of staying 
downtown. 
22 
With plans for the new campus moving rapidly, the trustees 
met again on November 4. Mr. Kuras reported on the status of 
the HUD loan and the architectural firm of Huygens and Tappe' 
Inc. presented their proposed plans for building the campus. 
After the architects left, it was voted to retain them to work 
with Mr. Kuras and the college staff on the continuation of the 
feasibility studies. (83) 
The planners reported that the campus site contained 90 
acres, about half of which were not available for development. 
This was due to a combination of reasons. The Public Service 
Company of New Hampshire had two rights-of-way; there was land 
expected to be taken for construction of the Interstate 93 
Highway, which also cut off a portion of the site; and a 
semi-active railroad right-of-way separated the land from the 
Merrimack River. 
The first buildings would be constructed on 14 acres of 
level land which were already clear. Electric and city water 
services were available, but there was no gas or sewer 
connections. The land was suitable for a septic system and this 
was recommended. (See Appendix 74.) 
To aid in determining space needs, a survey of student 
opinion was conducted in December 1969. The overwhelming 
sentiment was in favor of the North River Road site over a 
downtown site - 86 to 14 per cent. Assuming continued operation 
of the dormitories already in use in Manchester, with the 
23 
students being transported by a shuttle bus, there would be 200 
students living in new quarters on campus and 800 students 
living in the old dormitory facilities, other off-campus 
facilities or commuting. To provide for all students and staff 
who would need facilities for eating, a cafeteria that could 
seat 400 people in two seatings was deemed adequate. it was 
also estimated that parking for 600 cars would be needed. 
Three building plans were submitted to the Trustees (See 
Appendix 75 for a description of these plans.) The trustees 
selected Plan A which provided for the facilities to be built 
along a pedestrian way. It was believed that with the street as 
the predominant organizing element, the structures themselves 
could be infinitely flexible, growing and developing as the 
college grew and developed. The first phase of construction 
would include enough elements to create a viable community. 
Wood construction also was chosen both for its cost and its 
adaptability to the master plan selected. 
Ann Shapiro talked about the decision to use wood 
construction. 
Undeniably, finances were a big consideration in using wood. 
However, I remember talking about the strengths that the 
college had and what we most wanted to retain yet were most 
fearful of losing. That was the informality. We felt that 
the wooden construction around a pedestrian way might help 
to retain that ambiance. 
24 
Ed Shapiro talked about the selection of construction 
materials and design. 
The combination of getting some Federal funds along with the 
wood construction enabled us to put the campus together. 
Because of the wood, we've always had higher maintenance 
costs - something we understood before we began 
construction. We have always thought that we were willing 
to pay the higher maintenance costs in order to have the 
campus. 
The facilities were straight forward and simple. They were 
built with the understanding that our problem was not to 
build a beautiful facility that would attract students, but 
a facility to house the students we had. The wood 
facilities are flexible, non-threatening and the students 
seem to enjoy it very much. 
A great influence at the time was that there were two other 
wooden structures in New Hampshire that had worked very 
well. One was the Sheraton Wayfarer Motel in Bedford, New 
Hampshire and the other one was the Waterville Valley Mount 
Tecumsah Ski Lodge area. Both were examples of wood 
construction which were very heavily used and were very 
durable. These buildings have won many architecture awards 
over the years. 
On January 16, 1970, Mr. Tappe' made a presentation to the 
trustees of the plans his firm had prepared. Ten days later, he 
25 
repeated his presentation before a joint meeting of trustees, 
staff and representatives of four local savings bank. Edward 
Shapiro and William Green were authorized, by the Board of 
Trustees, to negotiate with local financial institutions for 
necessary private funds for the new campus (87). 
On March 18, 1970 all eleven o'clock classes were cancelled 
and the plans along with the means of financing the proposed 
campus on North River Road were presented to both the staff and 
students. The meeting was intended to remove the long-time 
skepticism of the students some of which was expressed again in 
the March 9, 1970 issue of The Pen. under the heading 
"Impossible Dreams". It said that having a campus may be more 
than a figment of the students' imagination. Plans are expected 
to be completed by April 1, with construction to start in the 
Fall of 1970 and with completion in the Fall or Winter of 1971. 
Merrimack and Franklin Halls (89) were to be retained for 
dormitories and offices until all the facilities could be moved 
to the new campus. The story concluded: "Funds for the 
ultramodern campus are scarce, but a well-constructed, planned 
and established campus is promised. Promises, promises...". 
The final decision was for the initial construction to 
include two dormitories, a cafeteria/student center, a library, 
a classroom building, a combined administration/classroom 
building and a gymnasium. The dormitories would house 200 
students - 100 women and 100 men. The total space was no larger 
26 
than what the College occupied around the City, The only real 
increase in facilities was the addition of the gymnasium - a 
home for the Penmen. (See Appendix 76 concerning various space 
considerations.) 
The dormitories and cafeteria were financed by a 40 year 
$1,130,000, 3 per cent HUD loan. This loan was secured by a 
mortgage on the building financed by it. Mrs. Shapiro told The 
Elder Hostel group about receiving the loan when she was in 
Maine in the Fall of 1969, stating that when they received the 
money for the dormitories, in order to be eligible to accept the 
loans, the stipulation was that the college had to have the 
financing for the academic and administrative facilities. 
That's when we really got busy with the banks. Within nine 
months we were building the campus. 
Mrs. Shapiro continued her remarks to the Elder Hostel 
group. 
When we went out to bid, we felt if we could get there with 
the essentials, we would be fortunate. The bid came through 
as the architects had planned, therefore, we could build as 
planned. 
The two academic buildings, costing $680,848, and the 
gymnasium, costing $242,475 were to be financed by a first 
mortgage loan for $1,106,000 for 20 years at 9 1/2 per cent. 
The loan was underwritten by the Merchants Savings Bank, 
Manchester Savings and Loan Association and the Bank of New 
Hampshire.(90) 
27 
The importance of making a decision and moving forward on 
the plan for the college to have its own campus was brought home 
to the administration when the building at 99 Hanover Street, 
into which the college had expanded, was sold. The college was 
forced to move out of the offices and classrooms in that 
building and to find temporary quarters in the adjacent Odd 
Fellows building and Franklin Hall. 
Professor Wary Brown talked about her recollections of the 
ground breaking ceremonies. 
I think I'll never forget the dedication on the field behind 
the Whittemore's house. It was before we had built a single 
thing. It was a beautiful day. I can remember the 
Whittemores standing out behind their house in their old 
clothes. They didn't come to the formal ceremony, but they 
stood up there and listened to the whole thing. I can 
remember seeing them in the distance as we sat on what's now 
the soccer field. 
I think just about everyone came because the faculty was 
small then and we went to just about everything. All that 
was there was a podium so a person could speak, probably a 
loud speaker system, and chairs, although I remember 
standing. But it was just a nice presentation and all you 
could see was land, the grass, the Whittemore farm and their 
big old farm house, no other buildings at all. It was just 
the beginning. I think of it every graduation. 
28 
The construction on North River Road began in July 1970 and 
moved ahead smoothly. In contrast to the years of frustration 
and constantly changing plans, when construction of the new 
campus finally started with the groundbreaking in July, it moved 
ahead as scheduled. The Collegiate Revolution of November 5 
reported that the project was about 20 percent completed. The 
April 28, 1971 issue described the various buildings and said 
that they were 90 per cent done and would be virtually complete 
within a month. Reflecting a change in student attitude, the 
article concluded: 
In total the new campus will undoubtedly have a few bugs to 
work out, but by all appearances now, it will be quite a 
display of originality. Each student should take a little 
time out to see the campus. It is quite impressive. 
When the college year opened in Fall 1971, the new 
President, Edward M. Shapiro was able to welcome the students to 
a new campus. And, The Collegiate Revolution wrote a favorable 
article. 
It's a new day at New Hampshire College and with it comes 
the opportunity to make this a college we can all be proud 
of...with our new facilities the road to a better college is 
open. 
We return to school this semester with a modern campus and 
renewed pride (127). 
With so many details to be worked out in adjusting to the 
29 
new quarters and to a new administration, the Installation of 
the President and the Dedication of the Campus were put off 
until May 17, 1972. This was also the anniversary of the 
institutions fortieth year. (See Appendix 77.) 
Despite the experience of moving her own library so many 
times, the decision was made to hire professional movers to move 
the books onto the new campus. There were two problems as a 
result of this decision. The asphalt had not set long enough to 
take the weight of the truck. As a consequence, that area had 
to be retarred. All the books were dumped on the floor of the 
library. By turning to professional movers, Mrs. Jordan and her 
staff found that their work was doubled. Mrs. Jordan's staff 
had proven to be the more professional movers. 
Within the next year, outdoor athletic facilities were 
expanded by the construction of a baseball field, two intramural 
football fields and four lighted tennis courts . (146) 
A special meeting of the trustees was called for on January 
7, 1972 to consider additional building. Proposed were four new 
dormitories and an addition to the student center. Huygens and 
Tappe', the college architects, had drawn up preliminary plans. 
Arguments for moving ahead on the project were that building 
costs were going up between seven and eight percent a year and 
that a $1,080,000 HUD loan for the dormitories (forty years at 
three percent) was available, but could not be promised for the 
future. There was also the likelihood of an interest subsidy 
30 
from HUD for a private loan for the student center. The 
trustees voted to move ahead. 
At the October 1972 meeting of the trustees, President 
Shapiro reported that bad weather and a strike in the plumbing 
fixture industry had delayed completion of the new dormitories 
beyond the opening date of the Fall term. It was expected that 
two of the dormitories would be ready by November 1 and the 
other two buildings a month later. The addition to the student 
center was expected to be completed by December 1. There was 
some grumbling by students who had expected to be on the campus 
with the opening of college in the fall, but who were forced to 
remain downtown in Merrimack and Franklin Halls. 
With completion of the new dormitories, Merrimack Hall was 
vacated and President Shapiro was authorized to sell it. Buyers 
were scarce, but in June 1973, it was sold for $180,000. (See 
Appendix 77a regarding increased income after constructin.) 
Commenting on the plant, the 1976 evaluation team of the New 
England Association commented on the campus by stating 
The private college, without endowment, purchased a campus 
site and constructed an attractive, functional set of 
buildings using opportunities for inexpensive debt provided 
by the Federal government (149) 
The demand for student housing was still unmet. In January 
1977, President Shapiro recommended three additional 
apartment-type dormitories, for which Huygens and Tappe 
presented plans. The President and the Executive Committee were 
authorized to proceed with the project. 
31 
In addition, other facilities were becoming over-taxed. A 
maintenance building, including dressing rooms for the adjacent 
athletic field was built in 1976. At the same meeting, as 
approval for the three latest dormitories was granted, the needs 
and preliminary plans for additional classroom, administration 
and computer space were presented. Authorization to proceed 
with this project, which took the form of major additions to 
Frost and Stark Halls, was voted by the trustees in January 
1977. 
The first issue of The Campus Journal in September 1977 
compared the construction with a battleground. 
In the aftermath of the latest attack by the bulldozers on 
the NHC campus, our vacation weary students and staff return 
today to the scene of the battle, Temporary shelter is 
being provided for faculty as well as for textbooks, in 
space-age mobile missiles near the Student Center and Stark 
Hall. 
Near Frost and Stark, curious natives can witness the most 
recent devastation wrought by the mighty machines, while on 
the banks of the tranquil Merrimack River, nearly full 
recovery from the six month siege is being realized. The 
enemy still lurks about the area, but under our command and 
watch. Supreme Allied Commander Peter Perich pushed the 
P O W s relentlessly, - painting, grading and landscaping till 
they have paid fully for the destruction they have wrought 
on us. 
32 
We ask your help in these days of trial and tribulation. Be 
kind to the prisoners, while, of course, being ever alert to 
sneak attack. Keep your doors and windows barred at all 
times, and above all, watch for such devilish tricks as 
fresh tar and wet paint. The enemy is tricky and will try 
anything once, so beware! 
Within a few weeks, all prisoners will be transferred to the 
compound near Frost and Stark Halls, and hopefully by 
December, arrangements can be made to return them all to 
their homeland. 
It will not surprise us to see further attacks in the future 
and rumors constantly fly that such is indeed imminent. 
Rest assured that your administration will always be ready. 
President Edward M. Shapiro-Carter is never far from the 
ominous black box. His Cabinet Secretary of HEW Grace, 
Secretary of State Larkin, Secretary of the Treasury 
Crockett, Secretary of Defense Beane, Secretary of the 
Interior Reynolds, Ambassador to the Evening Division 
Greenberg, Energy Czar Mara and Roving Ambassador Donatelli 
are alert and usually awake, so sleep well! 
In the Fall of 1977, Huygens and Tappe' received Honorable 
Mention at the awards presentation of the New England Regional 
Council of the American Institute of Architecture for the design 
of the NHC student apartment buildings. 
There was a variation of the traditional ground-breaking 
33 
ceremony on November 8, 1977 when there was a ceremony at the 
gymnasium to allow for the addition of a stage. At the same 
time, the architects were authorized to draw plans for a new 
indoor recreational facility centered around the original 
gymnasium, even though there were no definite plans for its 
construction. The new facility was designed to include an 
Olympic size swimming pool, additional lockers for men and 
women, a field house, and athletic offices. In May 1978, the 
trustees voted to go ahead with the expanded facilities. 
According to Brad Cook, it took a year to develop the financing 
for the athletic complex. Ultimately, four banks participated 
in the 10.5 per cent, $3,500,000 loan. 
The completion of the Field House marked, at least the 
temporary end, of construction. The campus developed in the 
following way. 
In August 1970, New Hampshire College began construction of 
a new campus on North River Road in Manchester. The first 
phase was completed in August of 1971. Included in this 
phase are two dormitories, an administration-classroom 
building, a health center, a library, a gymnasium and 
athletic field and a student center which houses a cafeteria 
and bookstore. The second phase began in May 1972 and was 
completed in December 1972 includes four more apartment 
dormitories and the expansion of the student center. 
During the Spring and Summer of 1975 work was completed on 
34 
new athletic field facilities for intramural sports, varsity 
baseball and varsity field hockey. A library addition with 
a media center, including a TV studio, was completed in 
September 1975. The next additions to the campus were three 
townhouses. The first became occupied in January 1976, the 
second in June 1976 and the third in September 1976. 
The third phase began in May 1977. This includes three 
additional dormitories, twenty faculty offices, a computer 
wing, an academic wing, an extension to the business office 
and additional administrative offices. Three new 
dormitories were completed in September 1977 and two 
additional townhouse facilities in 1978. 
Currently, a major expansion of the athletic facility 
including an indoor swimming pool, a gymnasium, and an 
outdoor skating rink are under construction and should be 
completed in September 1979. Additional field development 
has also taken place affording New Hampshire College more 
than 30 acres of playing area (NHC Classified Staff 
Personnel Policies and Procedures, approximate date Summer 
1979, pp.iii and iv). 
Mr. Green talked about his response to the new campus. 
I drive by the place. I think that this can't be real, 
because it has gone on to such spectacular horizons. The 
great irritant is finding how few appreciate and know what 
the college really is doing and what it is. It is hard, 
even right here in the community, for people to really 
appreciate what goes on up there. There are plenty of 
people who do, but with all of this it is amazing how few 
people even know where it is (4/29/82). 
While new buildings were being added to the campus, the 
college was purchasing more real estate. After protracted 
negotiations, the 60 acre Allen tract was added to the 10 acre 
Rustler property previously acquired. 
The State, on the other hand, had taken 20 acres for the 
right-of-way for the construction of Interstate 93. 
Negotiations increased the original State offer of $59,000 to 
$125,000. Not only was the 20 acres lost to the State, but the 
highway cut off an additional 20 acres from the rest off the 
campus. The State refused the College's request to build a 
highway underpass so there would be access to the severed 20 
acres. 
To give adequate room for any possible future growth and to 
give protection against potentially undesirable adjacent 
developments, the college adopted a policy of acquiring 
contiguous land, as it became available. By 1980, all property 
between North River Road and the Merrimack River and between the 
original campus and Martins Ferry Road to the north had been 
purchased. In addition, a tract of land across from the Allen 
property was purchased for the development of athletic fields 
and maintenance facilities. 
36 
Brad Cook stated that New Hampshire College, because of its 
foresight, has acquired the largest piece of contiguous property 
in the North End of Manchester and the South End of Hooksett 
(4/29/82). 
According to Mr. Cook, there are three major, positive 
influences to the land acquisition. First, the College will 
have an extraordinary opportunity to grow, second it will allow 
for the growth of the Graduate School and third for rainy day 
security - parts of the land could be sold. There has been, in 
his opinion, one disadvantage to all the land acquisition and 
that has been a focus on physical growth rather than on academic 
problems (4/29/82). 
On March 20, 1981, New Hampshire College signed a Purchase 
and Sale Agreement for the buildings and grounds of the former 
Mt. St. Mary's College five miles north of the campus. The 
buildings included a large main building which housed 
classrooms, administration and dormitory facilities, a separate 
dormitory and a library, which was converted into the Graduate 
School of Business. There were also several wooden structures 
on the property, which consisted of 503 acres. The cost was 
$3,000,000, plus assumption of an outstanding balance of 
$522,200. 
Although it was made in about 60 days, the decision to 
purchase was not an easy one. The purchase of what was to 
become the North Campus was not part of the College's master 
37 
plan. A lawyer for Ht. St. Mary's called and asked, if we were 
interested. The initial response was no (Brad Cook). 
Ralph Farmer, who was an original member of the Board of 
Trustees, favored the North Campus from the start. His opinion 
meant a great deal, since he was a major Impetus in the entire 
building program. 
I felt that it would help us solve a lot of problems, 
especially in classroom space and in housing. The school 
again was at a point where we would have to do something. 
Taking advantage of the North campus appeared appropriate 
(Ralph Farmer, 4/82). 
Kimon Zachos said that the decision was made in about 60 
days. "There was constant questioning and reanalysis of what we 
are trying to do and what needs to be done today." 
According to Brad Cook, it would cost 12 1/2 million dollars 
to build what the college was able to purchase for 3 1/2 million 
dollars. New Hampshire College had a two year and two month 
lease, with an option to buy. 
The Observer, an alumni newsletter, commented on the new 
addition. 
In conclusion, the administration is pleased with the 
purchase of the campus. The students, for the most part, 
like the north campus, but would like to see more activities 
and services. The College is applying what it teaches--When 
you see a good business venture, go after it! (4/30/82, p. 
5, vol. 3, no. 12) 
38 
Host importantly, President Shapiro feels that the two 
campuses have not served to divide the School. "In 1982, we are 
not looking at the College as having a North or a South campus, 
but as an integrated whole". 
Within a apace of 12 years the college went from a downtown 
rented, urban campus to a two-campus suburban setting with over 
600 acres of land. 
J'accuse 
Following the time that the college became nonprofit, there 
was a great deal of upheavel, concerning the legitimacy of the 
nonprofit status, the supposed "rewards" reaped by the Shapiros 
and implications that the delay in building the new campus had 
more to do with the Shapiro's finances rather than difficulty in 
financing. This apparently involved the Dean of Faculty, Dr. 
Louis Leotta, as well as some faculty and students who supported 
him. 
The May 1968 edition of The Collegiate Revolution, reported 
the appointment of Dr. Louis Leotta to the newly created 
position of Dean of Faculty. Dr. Leotta retained the positions 
of Chairman of the Department of Social Sciences and Professor 
of History. He took over some of the duties relinquished by the 
Academic Dean, Irving Rothman. He was then appointed Chairman 
of the Department of Business Management . 
During this turmoil, the Shapiros were adjusting to their 
new status. According to Ed Shapiro, "I went through the 
39 
experience of going to School every day and having to remind 
myself that I didn't own the School and that I now had bosses". 
Ed Shapiro also talked about some of the faculty and student 
accusations. 
We were accused of many things - all of which were untrue. 
The Shapiro family was accused of holding on to the property 
on which the original campus was built. The truth is the 
land was held by my sister and I. At the time we went 
nonprofit, the land was turned over to the College for the 
cost of the land plus the taxes that had been paid. We did 
not ask for nor did we receive any money for land 
appreciation. 
We were also accused of having both sweetheart salaries and 
long term contracts. We had no contracts. We were also 
charged with planting friends on the Board. As hard as it 
might be to believe, other that Everett and Klopf, who were 
not close friends, we did not know the members of the Board 
of Trustees. 
Change is generally very threatening to organizational 
members. Edward Shapiro continued by stating that any time 
there is a significant change at the college such as a change in 
Department Chairs, or a change in the Dean or the President, 
faculty and other organizational members often feel very 
threatened. They are exchanging something they know for 
something they don't know. 
40 
To keep the situation in an appropriate context, it is 
important to remember that this happened during the sixties 
which was an extremely turbulent period. Kim Zachos talked 
about the charges. 
But, there were serious concerns by the faculty, 
unjustifiably so, as to the intentions of the Shapiro 
family. 
The insinuation of the Shapiros running off with the money 
is almost bizarre. The pay-out, which no one would even 
believe, was from a businessman's point of view, the 
absolute worst deal that ever could be put together. 
It was a deal put together on faith. Nobody had a 
contract. The Shapiro family lost control of the School. 
Their salaries did not change. They were not promised 
anything with any kind of security. They could only get 
paid so much per year and then only if the School made money 
over and above a certain prescribed sum. We couldn't even 
get a price on the shares the Shapiro family owned. 
Bill Beane talked about that time. 
He [Leotta] became, in the eyes of the faculty, awfully 
dictatorial, and very arbitrary in all the decisions he 
would make, to the point where he lost all contact with the 
people with whom he was working. I think there was a 
question in his own mind whether he was an administrator or 
whether he was part of the faculty. 
41 
I remember Leroy Walker and Arthur Kennison were also big 
spokesmen as well as Corsack and Fiego and Quigley. 
George Larkin, also talking about Dr. Leotta and that period 
stated, 
I remember the first year I had a very good relationship 
with him. Then when he started after the Shapiros, he asked 
me "Are you with me or against me?'. 
Some of the faculty considered him to be a dictator and 
several faculty members felt that he had them under 
surveillance. 
Mary Brown also described Dr. Leotta and that period. 
I sided with him against Mary Opie (Professor of Secretarial 
Science). She was furious that he stood outside her door. 
She thought he was spying on her. She didn't seem to 
understand the man couldn't see and he was just trying to 
make sure the class was in session. 
I remember having a terrible fight with Louis Leotta. One 
time I said 'you are wrong Lou. You have been brainwashed. 
You have not looked at the facts.' I can remember because 
Lou and I, inspite of everything, always were friends more 
than most of the other people. 
Mrs. Brown continued. 
There were lots of times when I felt that I should come to 
Lou's defense because for many reasons I liked him. But on 
that I agree. He was totally blinded. I can remember 
42 
telling him so and I remember having a big, big argument. 
Lou and I went to several places together, since he couldn't 
drive. We went to a few conferences. In fact, I was one of 
the few people he ever called up when he left. 
The whole faculty called me frequently, almost too 
frequently. It got to be kind of hard for me because I felt 
placed in the middle of a situation that I had nothing to do 
with. I always felt badly about the whole thing. I told Ed 
that the only problem was that he should have never stayed 
as Chairman of that department and that he should never have 
been a Dean. It is funny because I told Ed all that before 
anything happened. 
I think Lou was an intelligent man. He had a good sense of 
humor. He cared about people, but he should never have been 
given that kind of authority. Unfortunately, and I see it 
here at the college today [1982], there are a lot of 
toties. People sucked up around him and he got one side and 
he never saw the other side. Lou was a person who allowed 
himself to be dominated by all the wrong people. 
To explain the situation of no campus to the student body, 
in April 1968, the three Shapiros and Dean Beane met with the 
self-appointed Committee for Concerned Students. The Collegiate 
Revolution reported that the students were finally getting 
answers to many questions raised during the year. 
We are accredited. We are going nonprofit in August; we 
43 
more fully appreciate the growth problems of the college; we 
have set up a direct access route to the administration; and 
we have been informed of the proper lines of communication 
to go through with our problems (64). 
Bill Beane stated that he thought that the students came 
away feeling fairly satisfied that day. It was that Fall that 
Dr. Leotta and those supporting him sent two faculty members 
down to the Internal Revenue Service. There was never any 
formal request or demand from this visit. Apparently, those who 
went found everything in order. 
The February 18, 1969 minutes of the President's Advisory 
Board stated that Mr. Shapiro announced that Dean Leotta had 
sent a memo to him asking where we stood in developing school 
plans and buildings. Mr. Shapiro felt that the President's 
Advisory Board was the proper place to disseminate this 
information. He stated that the college is constantly trying to 
raise money for the campus and four or five avenues are under 
exploration. (See Appendix 78 for the areas being explored.) 
At the meeting, Ann Shapiro asked Edward Shapiro certain 
questions because she felt that were reflective of the concerns 
underlying the unrest. 
The following is a part of the dialogue. 
A.R.S.: If it is the intention of the College to build a 
new campus, why are we continually picking up additional 
properties around town? 
E.M.S.: We don't want to hurt our current students with 
over-crowded classrooms. 
44 
A.R.S.: How much is this tying us into the downtown area? 
E.M.S.: Very little, the only reason we took over the 
girls' dorm was on the basis that we can break the lease 
when we build the new campus. We felt that the acquisition 
of Merrimack Hall was a sound financial investment, as well 
as being needed for students. We felt we could sell it. 
The new furniture can be moved. Most of our property is on 
short-term lease. We are not tied down. We have turned down 
other properties in downtown Manchester because we did not 
want to buy them or enter into any long-term leases. 
Some of the problems the College is having in obtaining 
financing for construction were discussed by Mr. Shapiro. They 
were that interests rates were at an all time high, investment 
properties were of greater interest to banks and other investors 
and that the college was not a Triple A property. 
Ed Shapiro continued by stating that another area that has 
caused difficulty was that the College grew very fast. In four 
years, enrollment went from 220 students, to over a 1,000 
students. 
We feel that the longer we continue to successfully operate 
and improve and demonstrate dormitory needs, the easier it 
is going to be to develop the new campus. 
The minutes of the March meeting of the Presidents Advisory 
Board (3/11/69) indicate that there was still a great deal of 
unrest concerning the campus on the part of the faculty and 
45 
students. This was expressed by Mr. Brings, a member of the Ad 
Hoc Committee, and by Dr. Leotta, when Waiter Zimmerman (College 
Registrar), asked what the purpose of the Ad Hoc Committee was. 
He stated that he "felt it was unfortunate that such a committee 
had to be formed — unfortunate that we could not use the voice we 
already have for such an investigation". The Ad Hoc Committee 
consisted of Mr. Pratt, Chairman; Mr. Briggs, Mr. McGonigle, Mr. 
DeSimone (student); Mr. Demchak (student), Mr. Aronson (student) 
and Dean Leotta. 
Dean Leotta replied that the purpose of the Ad Hoc Committee 
was "to discuss the proposed new campus". Mr. Briggs replied 
that 
he felt that the purpose of this committee, which originated 
at a faculty meeting, was to let the administration know 
that the faculty and student body were concerned about the 
new campus and are willing to assist in any way they can. 
He feels that this is the purpose behind it and how people 
take it is another thing . He also pointed out that they 
were a legally formed group (pp. 1 & 2). 
Then, Dr. Leotta stated that "they had signed a petition, asking 
for a joint meeting with the administration and Board of 
Trustees". President Shapiro said that "this would be made 
possible". 
Dr. Leotta continued by stating that the purpose of this 
meeting was to be able to say, "look, we met with the 
46 
Administration and Trustees and these are the facts--". 
The implication of this statement was that the truth had not 
yet been told. 
Dean Leotta went on to say that 'They realize the 
accreditation for 1970-71 is on a "hinge" '. Dean Ann 
Shapiro contradicted him, stating that our accreditation was 
not given with any qualifications, adding that it is also 
stated in the report. Dean Leotta then said that there was 
a strong recommendation contained therein, and asked what 
had been done about it? 
The recommendation had been not to hire faculty with only 
baccalaureate degrees. Mr. Shapiro's reply was that they "are 
not hiring Bachelor Degree people." 
Mr. Briggs stated that the main reason the committee was set 
up was due to the lack of information to the faculty and 
student body. He said that he had been led to believe, 
before he came here, that we would have a new campus 
"construction beginning in September 1969'. Mr. Shapiro 
asked if any member of the administration told him this and 
he did not answer. 
The dialogue continued. 
Mr. Shapiro said that, right from the beginning all of his 
administrative people had been told that if they planned to 
come to the College they were to assume that they would not 
have a new campus. He stated that Mr. Berzovsky [Public 
47 
Relations Director] had recently asked if he thought they 
should remove the drawing of the proposed college from the 
catalog and Mr. Shapiro thought they should. Dean Shapiro, 
along with others present, felt that it should not be 
removed. Mr. Briggs mentioned that many of the students and 
faculty feel that have been deceived. Mr. Shapiro felt that 
anyone sitting on the Advisory Board, being aware of this, 
should have let the President know about it... 
The information that was received by faculty and students 
was either not being believed or was certainly not being 
believed by a segment of those constituencies. Dean Leotta as a 
member of the administration had direct access to this 
information. 
President Shapiro indicated that she and Mr. Shapiro had 
already attended a meeting with the Chairman of the Ad Hoc 
Commitee and the students and felt that progress was being 
made. 
Dr. Leotta said that unfortunately the students at the 
meeting were not satisfied. Mr. Shapiro replied that he had 
not been informed of this fact. Dean Leotta thought that 
the petition was a very constructive and peaceful way of 
channeling the credibility gap.. 
A general discussion followed which reflected the frustration of 
several of the Advisory Board members. Dean Beane felt that 
every effort at communication had been tried. The minutes 
stated that 
48 
He was wondering, after all the work of a petition and 
questionnaire, just what the results would be. Mr. Shapiro 
felt it would only leave 1,000 dissatisfied students. At 
this point, Mr. Zimmerman asked to recommend to the 
President that the Ad Hoc Committee just may be the answer. 
If the students believe that the representatives on this 
committee will get the answers for them, and if the faculty 
can believe in their representatives, it may resolve the 
situation. Mr. Larkin noted that this was the first time 
faculty members have actually come forth and offered their 
help. 
Mr. Larkin felt therefore that this may be a positive factor 
regarding the Ad Hoc Committee. Dean Beane then commented 
that he was very disturbed to hear remarks from students 
such as 'Let's get the Shapiros on this one'. Mr. Briggs 
stated that this was not the intention of the Committee. 
Dean Leotta mentioned that maybe the Ad Hoc Committee is not 
the answer, but what is the alternative? 
As was already indicated, the period between becoming 
nonprofit and the beginning of construction of the campus, was 
frought with an enormous amount of challenge and accusations 
regarding the financial interest and status of the Shapiro 
family. 
No one in the Shapiro family ever guaranteed that there 
would be a new campus. In fact, a key reason for becoming 
49 
nonprofit was to be eligible for government funds. The sketch 
of a proposed new campus perhaps fueled the anxiety. One 
student tour guide was also overheard telling students that the 
college would have a new campus in four years. When Dean 
Shapiro questioned this individual and asked who had told the 
student guide to say such a thing, the student said, "no one. I 
figured in four years the students would all be gone and it 
wouldn't matter!" It is impossible to know how much this added 
to people's frustration and how many other people decided to 
offer fantasy as fact. 
Following a discussion of the value of the President's 
Advisory Board, the topic again turned to the campus - this time 
it was directed toward its financing. 
Dean Leotta questioned why 
colleges with less financial backing and less talent than 
ours have been able to raise sufficient monies. He added 
that he feels the question students and faculty are asking 
is what is wrong with us? 
Replying that he felt that it was a reasonable question, Mr. 
Shapiro said that he wanted everyone to understand that 
he has gone to brokers and offered them more than $40,000 to 
raise money. He has gone to the moat sophisticated 
borrowers in the country, every insurance company and every 
major bank between here and Chicago. 
He stated further that this was the toughest money market 
ever and that it keeps getting tougher. 
50 
If anyone thinks they know where he can borrow the money, he 
would appreciate hearing from them. Mr. Shapiro then 
brought out the fact that he was at a meeting three or four 
weeks ago and these things were not brought up at that time. 
Ed Shapiro also said that he did not wish to work in an 
environment where people feel that he is not doing his job. He 
also urged the others that if they could suggest someone else 
who had more know how, he would like to work with him. 
Lou D'Allesandro (Director of Athletics) wanted to 
substantiate that he 
along with others, had talked about actual space on the new 
campus and in the buildings. He added that the Shapiros 
were 'left in a spot by a person who did not deliver'. He 
stated his strong feelings that anyone who thinks the 
Shapiros have not gone overboard on this project is 100% out 
of line--they have been doing their job! He closed by 
saying "We thought the campus was "go" many times, and no 
luck'. (pp. 3 & 4). 
Part of this dialogue and debate was not only a question of 
financing of the new college, but also reflected the larger 
issue of control - "who's college is it anyway?". 
President Shapiro then said that some time ago they started 
with a gentleman (Frank Aries), who had a lot of plans for 
the college. Consequently, they spent a great deal of money 
and time trying to present the case to him, getting the 
51 
number of rooms needed, square feet, etc. (Almost 
duplicating what had been done before, in order to allow 
this man to start from the beginning.) thus $30,000 went 
'down the drain' along with hours of work and many 
headaches. 
A discussion followed regarding the type of facilities and 
the amount of money needed to move on to the new campus. This 
was followed by a discussion of the college's nonprofit status 
and details regarding financing the campus. 
President Shapiro stated that she thinks one of the things 
confusing people is that other schools are getting money, 
however, generally speaking, we are just starting out as a 
nonprofit organization and will not be receiving money for 
financial aid until September. 
There was additional discussion concerning the Department of 
Higher Facilities Act of New Hampshire 
saying that Washington had called and asked how much we 
wanted. They were given a figure of $5,000,000. Maybe 
Congress will appropriate it, maybe they won't — no one 
knows. 
Mr. Kartsen asked if it wouldn't seem practical to have ail 
the students come to a meeting at the Palace and tell them 
about the situation. President Shapiro brought out that 
they had debated this possibility and felt that a mass 
meeting is not necessarily the answer. 
52 
All of the Shapiros mentioned their opposition to a mass 
meeting. A mass meeting had been discussed at the Student 
Services Departmental meeting and Dean Shapiro 
pointed out that many of the students who are concerned have 
been confronted and told these things; however, they still 
disbelieve. It was felt at the Student Personnel Services 
Department meeting that, unless such a meeting were strictly 
controlled, it could result in mass hysteria. 
There were no further references to the construction of the 
new campus in later Advisory Board meetings. All the official 
questions seemed to happen at that meeting. There were however 
continued rumblings regarding both the nonprofit status and 
whether or not the campus would be built. 
There was no one final activity that stopped the agitation. 
There were frequent dialogs with students and faculty. However, 
the results of a meeting with the self-nominated Committee for 
Concerned Students seemed eventually to be effective in finally 
quieting the disturbances. 
Ann Shapiro remembers what was probably the final meeting 
with the Committee for Concerned Students which was held in 
Merrimack Hall. In attendance were a group of students, 
interested faculty and staff and the Shapiros. Again, 
everything was explained to the students. This time the 
Shapiros suggested and agreed to release the College's financial 
statement. The trustees then authorized publication in the 
school newspaper. 
53 
This seemed to show to everyone's satisfaction the straight 
forwardness of the nonprofit transaction and clearly depicted 
where the money was which helped relieve the pressure regarding 
the campus construction. It was not long after that that the 
announcement was made regarding campus construction. 
The financial report for the 1970-71 school year, published 
in The Palaver showed receipts of $2,222,923 and a net income of 
$272,347, all of which had been invested in plant and equipment 
(131). Bill Beane remembered that for many years, in the first 
or second issue of the college newspaper that a financial 
statement was published. 
54 
APPENDIX 20: EXECUTIVE SECRETARIAL COURSE* 
Approximately 2 Years 
Shorthand I Theory, and Dictation to 60 w. p. m. 
II Dictation, 60-80 w.p.m. and transcription 
III Dictation, 80-100 w.p.m. and transcription 
IV Dictation, 100-12- w.p.m. and transcription 
Dictaphone Practice and Transcription 
Typewriting I Theory and speed to 40 w.p.m. 
II 40-50 w.p.m. 
III 50-60 w.p.m. 
Accounting I Elementary Accounting (Part I) 
II Elementary Accounting (Part II) 
III Payroll Accounting 
IV Accounting Principles 
V Constructive Accounting (System building) 
English I 
English II (Letter Writing) 
Spelling and Vocabulary Building 
Filing and Indexing 
Office machines 
Secretarial Duties and Functions 
Business Mathematics 
Business Law I 
Business Law II 
Business Psychology 
Current Business Problems 
Electives: 
Advertising 
Business Organization and Management 
Economics 
Merchandising 
Penmanship 
Public Speaking 
Salesmanship 
Shorthand V 
Typewriting IV 
*New Hampshire School of Accounting and Commerce Catalog, n.d., 
prior to 1952. 
Appendix 21: Insurance/Marketing flavor 
An unusual B.S. program in Insurance/Marketing was 
Inaugurated in August 1975, primarily for adults already at work 
in the field. Each course was to consist of 24 classroom hours 
and 16 hours of independent study. The independent study was to 
be based on materials developed by the Elba Corporation, but the 
college was to choose the faculty and approve the sales 
representatives. The contract with the Elba Corporation was 
soon cancelled, with the independent study continuing under 
direction of the instructors. The program did not attract 
sufficient interest and was dropped in May 1976 (164). 
V APPENDIX 22: Faculty Distribution by Degree -1970 
The academic backgrounds of the faculty in the final year 
the downtown location are depicted. 
Degree Day School Night School Total 
Full -time Part-time 
Ph.D. 2 4 2 8 
M.A. 23 7 15 45 
B.A. 2 S 9 29 (109) 
82 
APPENDIX 23: Examples of 
Faculty Professional Contributions 
In the late 1970's as the College grew in size and expanded 
into the graduate field, there was progress toward more advanced 
preparation for the faculty and more emphasis on their creative 
endeavors. At the October 1976 meeting of the Trustees, 
President Edward Shapiro stated that the faculty were writing 
books and articles that were being published and were being 
invited to speak at professional conventions around the 
country. He himself had spoken at Detroit, Michigan and 
Toronto, Canada. He also was invited to discuss New Hampshire 
College with a class in Financing of Nonprofit Institutions in 
the M.B.A. program at the Harvard Business School. 
Dr. Burton S. Kaliski of the Business Education and Office 
Administration Department is the author of two widely used 
textbooks on Business Mathematics. As side interests he was an 
avid mountain climber and lay preacher in the Methodist Church. 
He is also alleged to be addicted to puns. 
Professor Dorothy Rogers, who established the Fashion and 
Retailing programs at the College, was President of New England 
Cooperative Education Association and was active in the 
international cooperative education program. 
APPENDIX 24: Disbanding of Faculty Association 
About the time of the Leotta affair, the Faculty Association 
voted to disband, feeling that it was impossible to work under 
its constitution as approved by the College, and that the 
faculty as a body did not have a proper position in the College. 
A Chapter of the American Association of University Professors 
was organized as a replacement, which elected a faculty 
commmittee to negotiate with the administration until a new Dean 
was appointed. The negotiations of the committee resulted in 
establishing a salary scale that ranged from $7,000 for an 
Instructor up to $20,000 for a full Professor, with the 
possibility of more with the approval of the Academic Dean (94). 
APPENDIX 25: Faculty Staff Relationships 
The maturation of New Hampshire College, following the 
radical adjustments accompanying the move to the new campus and 
the installation of a new president, was illustrated by the 
issuance in 1973 of a comprehensive faculty and staff handbook. 
Supplmented by the College catalog and a Student Handbook, this 
spelled out the goals, policies, and procedures of the 
institution. 
Relationships of the administrators, faculty and 
nonprofessional staff were shown in an organization chart. 
Detailed were the duties and responsibilities of the officers 
and the role of the faculty, as well as regulations and benefits 
pertaining to the paraprofessional staff. Included were the 
by-laws of the College Council ana the responsibilities of the 
various standing committees, some of which had student members. 
Department Chairmen were to prepare syllabi for ail courses. 
Registration and attendance policies, the grading system, and 
the examination schedule were detailed. 
The policies for faculty appointment, promotion, tenure and 
salaries were described. (134) These matters, as well as salary 
levels, were spelled out in a four year master employment 
contract between the faculty and administration, which was 
included in the handbook, written in 1973. Although the faculty 
was not unionized, this contract had been negotiated by the 
administrators and a faculty committee. Staff benefits included 
free tuition for staff members and their families and one free 
meal in the cafeteria. 
The faculty of NHC had been oriented toward teaching rather 
than research. Consequently, the proportion of faculty with a 
Doctor's degree had been less than is often found in a senior 
college. Emphasis has been put on solid academic preparation, 
typically represented by the Master's degree or the C.P.A. From 
the beginning, when the institution was founded, a minimum of a 
Bachelor's degree was required even though it was not required 
for business schools. 
APPENDIX 30: Continuing Education Enrollment 
September 1982 
Center 
Laconia students 128 
enrollments 197 
Manchester students 1221 
enrollments 1748 
Saturdays students 311 
enrollments 370 
Sundays students 60 
enrollments 80 
Salem students 533 
enrollments 729 
Portsmouth students 441 
enrollments 681 
Nashua students 186 
enrollments 212 
Brunswick students 243 
enrollments 342 
Concord students 63 
enrollments 77 
San Juan students 123 
enrollments 246 
Roosevelt Roads students 105 
enrollments 139 
Claremont students 18 
enrollments 23 
Total students 
enrollments 
3422 
4844 
APPENDIX 31: Closed Continuing Education Centers 
Dates Opened and Closed 
Programs No Longer in Operation 
Location Date Opened 
Grenier Field 9/21/65 
Hanscomb Field, Bedford, MA 11.1965 
Topshm Field 1967 
Winter Harbor 3/10.75 
Date Closed 
1970 
5/1968 
1968* 
3/1/82** 
*Base moved to Brunswick 
**Bangor Community College given preference to run program. 
APPENDIX 32: Selected Faculty - Human Services 
Stephen Bing held the L.L.B from Harvard. Wesley T. Forbes 
held the M.Ed, from Harvard and M.S.W. from the University of 
Connecticut. Dr. A. Verne MacArthur held the Ph.D. from Yale 
and had been an Assistant Professor at Boston University. 
Sondra Gayle Stein held the Ph.D. from Washington University and 
taught two years in England, had beena Lecturer at Washington 
University and Tufts University and Coordinator of Women's 
Programs at Washington University. 
APPENDIX 40: Clubs 
Accounting Association 
Bowoling League (Candlepin) 
Chorus 
Coffee House 
Drama Club 
Epicurean Society 
Future Secretaries Association 
Hillel 
Lacrosse Club 
Marketing Club 
Newman Club 
Organization of International 
Students 
Photography Club 
Respect, Awareness, Pride 
( R. A . P. ) 
Student Government Association 
Tae Kwon Do 
Track Club 
Video Communications Club 
and Organizations* 
Arts and Crafts Club 
Chess Club 
Circle K Club 
Commuter Club 
Economics Club 
Equestrian Society 
Golden Z 
Inter-Fraternal Counci1 
Lettermen's Club 
Management Information 
Systems (M.I.S.) 
Observer (Newspaper) 
Outing Club 
Pub Committee 
Special Events Committee 
Shooting Development 
Ten Pin Club 
Veteran's Association 
Yearbook 
*New Hampshire College, Day Division, Student Handbook and 
Resident Manual, 1980-1981, p. 21. 
Robert Grabill 
PhEd 730 
Dr. Gavin Carter 
May 12, 1982 
ATHLETICS AT NEW HAMPSHIRE COLLEGE 
APPENDIX 41 
This paper recounts a brief history of athletics at New Hampshire 
College in Manchester, New Hampshire. It traces the growth of intercol-
 legiate, intramural and recreational activities from an informal student-
 run enterprise to a comprehensive co-curricular department of the college 
involving nearly every NHC student in some aspect of its organization. 
In many respects, the growth of athletics at New Hampshire College 
parallels the development of the institution as a whole, sometimes flagg-
 ing behind the college's rapid development, but more often than not pre-
 ceding the institution into realms inhabited by more established schools. 
Primary sources for this history have been interviews with many of the 
principals, student newspapers and yearbooks, and accounts from local news-
 papers, particularly the Manchester Union-Leader. A draft for the history 
of New Hampshire College, prepared by Dr. Everett B. Sackett, provided val-
 uable backround information, particularly with respect to the early years. 
The initial history of New Hampshire College is one of a struggle to 
be established, with respect to both the school and the recreational and 
athletic programs. The New Hampshire School of Accounting and Secretarial 
Sciences was founded in 1932 by H.A.B. Shapiro, and located in downtown 
Manchester in office space on the second floor of the Palace Theater. Stu-
 dent activities were scattered and sparse in the early years, and athletics 
were strictly on an informal basis. With no playing fields or gymnasium 
space of their own, students had few options for recreation. With the small 
enrollment and the part-time nature of many of the students, formal inter-
 collegiate teams were an impossibility. When student teams were formed, they 
played independent teams, not organized college teams. 
A 1937 newspaper story announced that the school would sponsor a bas-
 ketball team. The first practice was held in Milford, there being ho space 
-2-
 available in Manchester. The team defeated the Abbott machine team 44-31 
in a game played at Wilton. 
An April 1940 story announced that the New Hampshire School of Accoun-
 ting and Finance (the name changed many times in the early years, reflecting 
the prevailing academic emphasis) would play a practice game against St. 
Joseph's High School. Another story recorded that the school team had lost a 
baseball game 4-3 to the Bedford Townies. 
The school had a team in the 1949 YMCA House Basketball League, losing 
the opening game to the Trojans 25-14. They led 8-7 after the first quarter, 
but were unable to score more than a single basket in any of the next three 
periods. A story indicates that the team from the New Hampshire School of 
Accounting and Commerce, as it was then called, had several non-students on 
the team. The school team even joined forces with the Manchester All-Stars 
to form a stronger team which would play under the school's name. This 
annecdote certainly illustrates the informal nature of the program. It would 
be hard to imagine any of New Hampshire College's present athletic teams, 
and particularly basketball, practicing such openhanded gerrymandering, and 
reporting it to the local newspapers. 
Baseball was also being played during the 1949-50 school year. One of 
the presentations made during the 1950 Commencement ceremonies was the giving 
of eleven "baseball awards". 
The school struggled through its twentieth year faced with fluctuating 
enrollments and the death of Mr. Shapiro, who was succeeded by his wife, 
Gertrude C. Shapiro. With programs tailored to students on the GI Bill, the 
school's enrollment grew with the end of the Korean War, both in the day 
division and the night school, which went from 213 in 1952 to 283 in 1957. 
Day enrollment during that period had climbed from 25 to 75. Still, the 
-3-
 base for any sort of formal intercollegiate program was much too small, 
and even intramurals were still unorganized, due to the nature of the stu-
 dent body and the lack of space. 
Basketball, which is the oldest sport on record at the school, and still 
the preeminent one, became more formally organized in 1954, under the auspices 
of Raymond Valliere. That Septmeber, along with five of his former team-
 mates from St. Joseph's High School, all of whom were attending school on the 
G.I. Bill, Valliere formed a basketball team and secured permission from 
Mrs. Shapiro to purchase blue and gold uniforms and use the school name. 
This was done even though three other members of the team, all St. Joseph 
graduates, did not attend the school. The team played in the YMCA City League, 
and had outside games with Boys Clubs in Boston, a community College in Wor-
 cester, Massachusetts, and others. The team had no gym of its own, and so 
played on the road more often than not. Home games were played in the gym 
at the Grenier Field Air Base or at St. Joseph's grammar school. The team 
precticed infrequently, and travelled in a 1929 ten-passenger Cadillac, 
equipped with two jump seats. Edward A. Shapiro, who would eventually succeed 
his mother in 1971 as President, was a frequent chauffeur. The team was the 
core of a social group of some of the 29 veterans who were in school at the 
time, including former Manchester Mayor Richard Stanton. 
The College grew rapidly into the sixties. It was incorporated in 1960, 
and was chartered as a degree-granting institution in 1963 by the State of 
New Hampshire. Enrollment in the day division went from 100 in 1961 to 
150 the following year, and skyrocketed to 920 in 1967. The first Associate 
Degrees were awarded in 1964, and the first Bachelor of Science Degrees were 
-4-
 presented in 1966. The small business school was becoming a full-fledged 
college. 
With the advent of a fulltime student body, the potential began to 
exist for a more formalized athletic program. Recognizing this need, the 
school began its modern era in athletics by hiring Louis D'Allesandro as 
Athletic Director and part-time history teacher. The former University of 
New Hampshire football star came to the College of Accounting and Commerce 
from Bishop Bradley High School, where he had filled the same role. The 
Bishop Bradley gym had served as New Hampshire College's basketball home, 
and thus the connection with D'Allesandro, who moved from an established 
high school program to a college one with not much more than potential. 
D'Allesandro's primary role was as basketball coach. The NHCAC team, 
which had compiled a record of 1-25 in the Greater Boston Small College 
Athletic Conforence in 1962, was 14-14 in 1963-64, its first year under 
D'Allesandro. The following year, still playing home games in the Bishop 
Bradley gym, the team went 22-2 and won the conference playoff. The 1964-65 
school year also marked the emergence of a baseball team, coached by Edward 
Connors, which compiled an undefeated record. 
The 1965-66 school year saw the formation of a soccer team, and the 
appointment to the faculty of the College of Accounting and Commerce of 
William Edward Beane as Instructor of English and Coach of Soccer and Base-
 ball. Three years later he was named Assistant Dean of Students. As a coach 
and later an administrator, his contributions were vital to the growth of 
athletics at the school. 
Beane graduated from Exeter High School and Keene State College, and 
received a Master's Degree from Middlebury College. He played soccer for two 
-5-
 years at Keene State, and was Head Coach of Hinsdale High School in 1959, 
when his team compiled a record of 17-1 and advanced to the state finals. 
In 1960-61 he was Head Basketball Coach at Peterborough High School. He 
established varsity Soccer programs at Lewis Mills High School in Burlington, 
Connecticut, and at St. Thomas Moore Preparatory School in Colchester, Conn-
 ecticut. 
The 1965 NHCAC soccer team, caoched by Beane, finished the season with 
a 9-1 record. That winter, the basketball team went 20-3 under D'Allesandro, 
and won the Greater Boston SmallCollege Athletic Conference tournament. The 
baseball team, caoched by Beane, had a record of 9-3. Intercollegiate ath-
 letics, albeit on a small scale, had arrived. The Quill, the 1966 yearbook, 
contained the following evaluation of the athletic program at the College of 
Accounting and Commerce: 
"No college would be complete without a good athletic program. There 
would always be that intangible something missing from the school 
curriculum. Beyond a doubt the sports program is a major factor in 
the development of the individual and very instrumental in bringing 
the student body closer together. 
The expansion of the athletic program to include more of the major 
sports increases the rate of student participation which is vitally 
necessary for the development of character and sportsmanship of the 
student. 
It is heartening to see that our athletic programat NHCAC is develop-
 ing concurrently with the rapid academic growth of our college." 
The 1966 soccer team, playing a greatly expanded schedule, had a final 
record of 12-6 The basketball team was also successful again, with a record 
of 20-7, and another Greater Boston Small College Conference championship. 
The baseball team also continued its prosperity in 1967. Coach Beane was 
instrumental that year in founding the New England Intercollegiate Baseball 
Association, a confederation of small college baseball teams including New 
-6-
 England College, Nathaniel Hawthorne, Franklin Pierce, and Western New 
England. This began a pattern of NHC's activism in founding athletic 
leagues and conferences which continues to the present. As an outsider, 
the College of Accounting and Commerce had little luck joining established 
conferences, especially prior to joining the N.A.I.A. and then the N.C.A.A. 
Facing the scheduling and credibility problems which this imposed, the sol-
 ution was to form new leagues, and this was done repeatedly, from the NEIBA 
to the Mayflower Conference to the New England Intercollegiate Basketball 
League, which began play in 1981. 
Having formed the NEIBA in 1967, Beane led his baseball team to its 
first championship, compiling a record of 16-3 and winning both the league 
title and the playoffs. Five NHCAC players made the All-Conference team, 
and tournament MVP awards went to pitcher Dana Pratt and catcher Joe Ray-
 craft. 
The 1967-68 school year showed continued development of the intercol-
 legiate program, and first evidence of an organized intramural program. With 
a growing student body, the need began to exist for athletic activities aimed 
at students who did not have the talent or inclination to play on an inter-
 collegiate team. D'Alledandro was instrumental in developing the intramural 
program, which concentrated primarily on men's sports, particularly touch 
football, basketball and broom hockey. 
The 1967 soccer team's record slipped to 3-11-4, but made a major ad-
 vancement by joining the New England Intercollegiate Soccer League, a mem-
 bership which the college maintains to this day. 
In basketball, NHCAC left the Greater Boston Small College Conference, 
gaining membership in the National Association of Intercollegiate Athletics 
(NAIA), an association in all sports which lasted until 1979. The team 
-7-
 had a record of 15-8, and lost to Franklin Pierce College in the finals of 
the New England Intercollegiate Basketball Association playoffs by a score 
of 93-88. The Quill said of the year, "Basketball has become big time at 
New Hampshire College". 
The 1968 baseball team under Beane. again won the NEIBA title. The team 
was leading 12-0 in the finals of the conference tournament when the game was 
called in the third inning on account of rain. Four of the Penmen were named 
to the all-star team. 
The 1968-69 school year was one of transition for the athletic program 
at NHC. Until then a two-man show under D'Allesandro and Beane, the athletic 
department welcomed a new face with the hiring of Norton "Tuffy" Phelps, Jr., 
as an Assistant Professor of Mathmatics and assistant coach in soccer and 
baseball. He would assume head coaching responsibilities in both sports 
the following year. A native of Goffstown, Phelps played for Goffstown 
High School's 1967 State Championship soccer team, and played for three 
years at Springfield College, where he completed his undergraduate work. 
In 1962 he was a member of the Springfield soccer team which finished third 
in the NCAA national tournament, scoring a goal against Brown University in 
the semifinal game. He received a Master's Degree from Utah and taught for 
four years in Helmet, California before coming to New Hampshire College. 
The 1968 soccer team compiled a 6-8-3 record in Bean'e last year as 
caoch. The Manchester Union-Leader provided an account of Beane1s career 
in an article on Thursday. November 7, entitled: "Beane in Farewell Today; 
NHCAC Coach To Give Up Soccer Duties." 
D'Allesandro continued as coach of the basketball team, which listed a 
30-game schedule against an ever-increasing variety of opponents. The open-
-8-
 ing game that season was in Boston Garden against Gordon College. The team 
also traveled to Houlton Maine to participate in the Potato Classic, and travel-
 ed to Westerville, Ohio to play Otterbein College. Robert Williams was listed 
as Assistant Coach, and NHCAC graduate Walter Rozmus was Freshman Coach. 
A first-year club hockey team was started in 1969, coached by Lennie 
Hammond. 
Many of the names appearing on New Hampshire College schedules were now 
those of full-fledged four-year schools with established programs. This re-
 flected a laudable ammount of growth, although at times the quality of NHC's 
teams was held back by a severe lack of facilities. The 1969 soccer team did 
an outstanding job under "Tuffy" Phelps in his first year as coach, finish-
 ing with a record of 7-6-1. At the same time, the team began to feel the bur-
 den of playing on a substandard field at Derryfield Park. The field was not 
of regulation length or width, and one game that fall was protested by Lyn-
 don State College because of this. Visiting teams were required to dress at 
Gill Stadium, travel to Derryfield Park for the game, and then return to Gill 
Stadium to change again. Help was on the horizon, though, with the acquisi-
 tion of a large tract of land in North Manchester which would eventually 
serve as the present site of the college. Of more immediate interest to 
the soccer program was the development of a playing field on the site, which 
was innaugurated the following year. 
The 1969-70 basketball program was successful, compiling a 17-7 record 
under D'Allesandro. The team traveled to Ohio again, to participate in the 
Muskingum College Tournament. As with soccer, facilities were a problem. 
The Bishop Bradley gym was expensive to rent ($3,500 plus game expenses) and 
inadequate for the college level of play to which New Hampshire College as-
 pired. 
-9-
 The spring of 1970 was marked by Phelps' debut as baseball coach. De-
 spite the attrition due to the Cambodia-Kent State student exodus to Wash-
 ington (or to local beaches) the team managed to finish a 10-10 season, 
winning yet another NEIBL title. With the team practicing at Prout's Park 
and playing games at Gill Stadium, facilities were again a weak spot in 
the program. The golf and tennis programs were less lucky, and both teams 
ended their seasons early following the May 4 Kent State killings. Irving 
Rothman and Frank Barnes, both professors at the college, coached the tennis 
and golf teams, respectively. 
The first home soccer game in New Hampshire College history was played 
on the North River Road field against St. Francis College in September, 1970. 
Phelps" team went on to post a losing record, "finishing the season strongly 
with two wins", to quote the yearbook. 
D'Allesandro had stepped down as basketball coach following the 1970 
season, and although the 1970 yearbook listed Robert Williams as the suc-
 cessor, it was Keith Sternberg who piloted the Penmen to a 15-9 record. 
Reggie Brooks, who along with John Astarita broke the 1,000 point barrier 
that year, was drafted by the Boston Celtics at the conclusion of the 
season. 
The hockey club grew under the guidance of Lenny Hammond, playing a 
stronger schedule and winning the Gordon College Invitational Tournament. 
The 1971 baseball team posted an historic 6-1 win over crosstown rival 
St. Anselm's College, and defended its NEIBL title with a win over New 
England College. Keene State and Franklin Pierce College were additions to 
the baseball schedule that year. The tennis team, under Rothman, recorded 
its first win in three years over Roger Williams College. The golf team 
-10-
 team, which played out of the Charmingfare links in Candia, had a losing 
record. 
1971 was a landmark year for New Hampshire College, which opened the 
doors to a brand new campus on North River Road in September of that year, 
and installed Edward Shapiro as the school's third President, succeeding his 
mother. The new campus was modest, consisting of a classroom-administra-
 tion building, a classroom building, two dormitories, a cafeteria, a library, 
and most importantly a gymnasium. A stark cinderblock structure, it never-
 theless provided playing and locker room space that had heretofore had 
been unavailable to the college. 
1971 also marked the founding of the Mayflower Conference, largely 
due to the efforts of D'Allesandro. Consisting of New Hampshire College, 
New England College, Nathaniel Hawthorne College, Franklin Pierce College, 
Roger Williams College and Lyndon State College, it provided league play 
and championships in soccer, basketball, cross country, tennis and golf. 
Like the New England Intercollegiate Baseball Association, the Mayflower 
Conference provided NHC's non-NCAA program with status, legitimacy, and a 
league to call its own. "We were basically an outlaw school," recalled 
Edward Shapiro, "so it made sense for us to form a league like this. One 
of Lou D1Allesandro1s talents was as a scheduler, and as long as we could 
get expenses, we would travel anywhere to play anyone in those early days." 
On the fields and courts of the new campus, NHC teams had mixed results 
in 1971-72. The. soccer team, in its second season on its new pitch, had an-
 other losing record, although Coach Phelps had 26 members on the team, a 
large and laudable figure. The team sponsored an invitational tournament 
at the end of the season which was won by Western New England College. 
-11-
 The basketball team, under Keith Sternberg, compiled a record of 18 
and 9 and won both the Hawthorne Tournament and the innaugural Mayflower 
Conference championship. The team traveled to New York for games with 
Hunter, Baruch, and New York Technical Institute and won all three. At-
 tendence at home games was impressive. At the conclusion of the season 
Coach Sternberg resigned and moved to the Midwest. 
The hockey club continued to play under Lenny Hammond, and a rink was 
constructed on campus, although it was unplayable much of the time due to 
bad weather and a lack of refrigeration. The facility was suitable for 
practice and recreation only. For games, the team traveled to Manchester's 
JFK Coliseum, and the Souhegan Skating Center in Merrimack. 
The spring athletic teams did well, despite uncooperative weather. The 
golf team, coached by Frank Barnes and Michael Jones, won the Mayflower 
Conference Tournament. The tennis team improved under Irving Rothman, al-
 though several matches were cancelled due to the weather. The baseball team, 
which started the season with a trip to Florida, was 8-6, finishing a rare 
second in the NEIBL tournament. 
The college also started a wrestling program. At the time it was hoped 
that wrestling would become a permanant part of the program, but the team 
never got off the ground after the initial year. 
The early seventies were years of growth for athletics at New Hamp-
 shire College, although intramurals and women's athletics were poorly or-
 ganized at best. There was no women's intercollegiate program to speak of. 
The men's basketball program continued to flourish with D'Allesandro back 
at the helm, winning a number of Mayflower Conference titles. Bigger things 
were in store, however. 
-12-
 Having received coveted membership in the NCAA in 1975, the adminis-
 tration contemplated growth in athletics on a more rapid scale. Although 
few other aspects of the school compared with similar attributes at schools 
in New England which were on a Division II level, it was there that New 
Hampshire College decided to be. Basketball, long the primary focus at the 
school, would continue to be the main vehicle, although moving to Division II 
in one sport committed New Hampshire College to competition on that level in 
almost every other sport eventually. 
Louis D'Allesandro moved from his post as Athletic Director to become 
Director of Admissions, and P.J. Carlesimo was hired as Athletic Director 
and Head Coach of men's basketball, with the intent of building a competi-
 tive Division II program. On Carlesimo's suggestion, the college also hired 
Thomas Sullivan part time as assistant basketball coach and head coach 
of the golf team. 
The transition began on and off the court. Division II schools were 
added to the schedule, although in the 1975-76 season the list of opponents 
was primarily the same. The Penmen won the Mayflower Conference Champion-
 ship with a 9-1 league record. 
Along with the improvement of the basketball program, beginnings were 
made in other areas of the athletic program. A women's program was begun, 
with an intercollegiate basketball team coached by Christine Teague, who 
was given the title Coordinator of Women's Athletics. Teague and her hus-
 band, who both worked in the housing office, which, like the athletic de-
 partment was administered by the Dean of Student Affairs, Goerge Larkin, 
were also in charge of the intramural program. Although an improvement 
over previous years, intramurals were still plagued by absenteeism and a 
lack of organization. The fraternaties bid for the right to administer the 
-13-
 program, and the lack of direct control caused frequent missed assignments 
by referees, and poor record keeping. 
While women's athletics and intramurals struggled in the 1975-76 school 
year, the hockey team received varsity status, and compiled a 5-11-1 record. 
Opponents included Plymouth State, Southeastern Massachusetts University, 
Nasson, Gordon, St. Francis, Suffolk, Hawthorne, and St. Michaels. 
In the spring of 1976 Carlesimo, son of longtime Fordham University 
Athletic Director Peter Carlesimo, resigned at New Hampshire College to 
take a similar job at Wagner College in New York, a school which was building 
a Division I basketball program. Carlesimo would remain there until 1982, 
when he would be hired by Seton Hall University, a member of the prestigious 
Big East Conference. 
Thomas Sullivan was appointed Athletic Director and Head Coach of 
basketball at the age of 25. A native of the Bronx, he attended St. Helena's 
High School, where he was an All-City basketball player. He attended Ford-
 ham University, and was a three-year starter on the basketball team. The 
1971 squad, coached by Digger Phelps, now at Notre Dame, qualified for the 
NCAA tournament. The 1972 team, captained by Sullivan, who was also 
voted MVP, played in the National Invitation Tournament. Sullivan won the 
Metropolitan Basketball Writers' Haggerty Award, and was drafted by the 
New York Knicks of the National Basketball Association. 
Sullivan played basketball in Europe for the Republic of San Marino 
in the Italian League in 1972, and after holding several coaching jobs in 
the United States, at Fordham and as an assistant at Hunter College in 1973-
 1974, returned to Europe to be player/coach of the Lemania basketball 
team in Morges, Switzerland. 
-14-
 New Hampshire College had reaffirmed its commitment to Division II 
status in basketball with the hiring of Sullivan, and underscored this 
with the creation of another position in the Athletic Department under the 
administration of Dean George Larkin, a strong supporter of the athletic 
program. The position created was Assistant Athletic Director, with specific 
responsibilities including supervision of the intramural program and assist-
 ant basketball coach. The job was filled with Joseph Chip Polak, a former 
teammate of Sullivan's at Fordham, where he had run the intramural pro-
 gram as a student. In his first year Polak also served as Coordinator of 
Women's Athletics. The rest of the athletic staff included Raymond Val-
 liere, the school's first Athletic Director, now handling Sports Information, 
and Raymond Prouty, a recently-graduated student-athlete at New Hampshire 
College, as equipment manager. Facilities in the gymnasium remained min-
 imal, with no weight room or training room. Additional locker space was 
created elsewhere on campus adjacent to newly created practice fields. 
The 1976-77 school year, Sullivan's first, began with a bang. The 
soccer team enjoyed its finest season under Tuffy Phelps, compiling an 
overall record of 8-4-1, and qualifying for the NAIA District Five playoffs. 
It was the school's first venture into postseason competition. The team 
recorded wins in the regular season over New England College, Lyndon State, 
St. Francis, Eastern Nazarene, Roger Williams, Nathaniel Hawthorne, 
Franklin Pierce, and Johnson State College. They tied Merrimack and lost 
to Castleton State, Nasson, Western New England and, in the tournament game, 
Castleton State again by a 5-3 margin. Leading players on the team in-
 cluded Fran Zombeck, the leading scorer with 14 points, David Owens, a 
native of Harrow, England and a basketball player recruited by D'Allesan-
 dro, goalkeeper Ron Lines, and freshman forward Lee D'Addario. 
-15-
 The 1976-77 basketball team had a successful first year under Sul-
 livan and Polak. Freshman Robert Giles, from the Bronx, Sullivan's first 
recruit, played a major role in the team's success. The women's basketball 
team was- coached by Larry DeLuca, and the initial women's volleyball team 
was coached by Elizabeth Kudrick. The hockey team was now coached by 
Peter Jay, a graduate of Boston University. The team now practiced and 
played regularly at the Souhegan Skating Center in Merrimack. 
The 1977-78 school year saw another milestone passed with the hiring 
of Susan M. Murray, a graduate of Keene State College, as New Hampshire 
College's first fulltime Women's Athletic Director. In addition to nominal 
duties in the Housing Office, Murray established an interollegiate team in 
field hockey, and also coached the volleyball, basketball and softball teams. 
The ammount of time Murray spent in the first years of the women's program 
was prodigious, and the program which exists today is eloquent testimony 
to her hard work and dedication. 
The basketball team's rise to prominence took shape in the fall of 
1977 with the matriculation of Tom Sullivan's best recruiting effort ever. 
Incoming freshmen, all of whom would graduate four years later after winning 
the school's first New England Division II Championship, included Chris Del-
 guidice, Curtis Lee, Tom Roche, and Ed Harkins. Delguidice would eventual-
 ly become an All-American. The basketball schedule was including more and 
more members of Division II, including Bryant, Merrimack, Stonehill, Quinn-
 ipiac, Sacred Heart, New Haven, Bentley, Hartford, Lowell and Bridgeport. 
On the other hand, the Mayflower Conference Annual Meeting in November of 
that year noted that New Hampshire College, the founding member, did not 
have enough conference games scheduled to qualify for the postseason tour-
 nament . 
-16-
 In the spring of 1978 another significant development in the life of 
the Athletic Department took place as ground was broken for an addition to 
the athletic facility that would transform the gymnasium to a completely 
equipped recreational complex. Included in the addition were a 3,000-seat 
field house which gave the basketball team a suitable arena for its high 
ambitions, the addition of a stage to the old gymnasium, making it a complete 
multi-use facility, an Olympic-size swimming pool with a spectator gallery, 
a regulation artificially refrigerated and lighted hockey rink, weight and 
training rooms, locker facilities, a dance studio, two racquetball courts, 
and administrative offices. Although it would be two years before the build-
 ing could be occupied, the move marked a significant affirmation by the 
college as to the importance of athletic and recreational offerings to the 
student body as a tool for their betterment andretention. Completion of the 
gymnasium would also mark the broadening of the program from strictly inter-
 collegiate and intramural to one where a variety of recreational activities 
could be offered to students. 
The 1978-79 school year was a busy one for the New Hampshire College 
Athletic Department. The soccer team posted a 5-12 record under Tuffy Phelps 
and Assistant Coach Abe Tesfay. The team played St. Anselm's College and 
Plymouth State College for the first time, losing both contests. Wins 
came over Merrimack, Roger Williams, St. Francis, Windham and Johnson State. 
Fullback Danny Martin was outstanding in his play, and would be named NHC's 
Male Athlete of The Year in the spring. Tim O'Neil and Dan Squires were named 
as the team's Most Valuable Players. Greg Campbell, who overcame a 
battle with deafness, played in the goal for the team. 
The field hockey team, in its second year under Susan Murray, had a 
record of 7-2-1, The team beat Rivier, Mt. Ida, Gordon, Nasson and Colby-
-17-
 Sawyer, tied Keene State, and lost to New England and Lowell. Freshman 
Laura Volpe was the leading scorer. 
The volleyball team, coached again by Murray, was 7-4 its best record 
ever. Wins came at the expense of Franklin Pierce, Windham, Colby-Sawyer, 
St. Anselm's and Lowell. Hawthorne beat the Lady Penmen twice. 
The hockey team had its most impressive record ever under Peter Jay. 
The team was 11-8-2, with a 4-3 record in its first year of ECAC Division 
III play. NHC had an upset 5-4 win over Southeastern Massachusetts in the 
midst of a 7-2-1 start. A late season slump cost the Penmen their NAIA 
District Five playoff game with St. Francis, which they lost 6-3 to close 
the season. Danny Martin, goaltender Greg Sargent and defenseman Gary Theo-
 bald figured prominently in the team's success. 
The basketball team came within inches of realizing its first post-
 season playoff on a Division II level. The Penmen finished their season 
with a record of 16-9, and hoped for an ECAC tournament bid which never 
materialized. Key wins included a victory over crosstown rival St. Anselm's 
College in the first meeting between the two schools. An annual award was 
established to honor the Most Valuable Player in the St. Anselm's-NHC game, 
named after longtime official Larry Mitchell. Freshman center Billy Dunn was 
the most notable addition to the team. The cast was now complete. 
Philip Zankowski made his debut as the school's trainer, a post he 
would keep for four years. Raymond Prouty by now had worked his way to a 
position of complete indispensibility as the department's business and 
equipment manager. 
Susan Murray again coached the women's basketball team, and in a 
development of questionable value, the cheerleading squad made its debut 
under Coach Pauline St. Hillaire. 
-18-
 New Hampshire College's newest team, lacrosse, completed, its second year 
under Coach Douglas Maynard, a graduate of Wesleyan University. The men's 
baseball team, under Coach Norm Cormier, rebounded from a slow start to win 
its final NEIBL Championship over Western New England, Bill Beane presented 
the championship trophy. New Hampshire College still qualified for Mayflower 
Conference titles in golf and tennis, and the tennis team, under Coach Jack 
Putney, claimed that title en route to an undefeated season. The golf team, 
coached by Chip Polak, also had a winning season. 
In the spring of 1979 the department made a commitment to broadening 
the quality of its existing programs by creating another fulltime position, 
Head Coach of soccer and ice hockey. Robert Grabill, a graduate of Lincoln-
 Sudbury, Massachusetts High School and Oberlin College, then employed as 
Athletic Director at nearly Derryfield School, was named to the job. 
The 1979-80 school year was one of success and accomplishment for the 
Athletic Department. It marked the opening late in the year of the Rec-
 reation Center, the continued success of many of its programs, both inter-
 collegiate and intramural, and the stunning triumph of the basketball team, 
whuch fulfilled the fondest dreams of any of its backers by winning the New 
England Division II Championship in its first year of Division II playoff 
competition. 
The soccer team started the year off on a winning note by compiling a 
10-6-1 record under rookie Head Coach Rob Grabill. Coming on the heels of 
a 5-12 year, it marked a significant turnaround. Notable standouts for the 
team included Hatian-born Edwin Dalley, Soren Banck-Petersen, a native of 
Denmark, leading scorer Mike Erbe, and four-year stalwarts Danny Martin and 
Lee D'Addario. The field hockey team also had a winning season, led by Laura 
Volpe, Luanne Funari, Angela Vogt and Janet Rutter. The volleyball team un— 
-19-
 der new Coach Frances Addorisio, continued to establish itself as a legit-
 imate interc ollegiate entity with an expanded schedule and a winning 
record. 
The highlight of the year, however, was the sudden rise to prominence 
of the basketball team. Tom Sullivan had built a strong team, but a mere 
contender from the previous year had suddenly become the top dog in a fiercely 
competitive league. Led by guards Chris Delguidice, Kelley Grant and Curtis 
Miller, forwards Robert Giles, Carlton Lee and Tom Roche, and center Billy 
Dunn, the Penmen ended a 20-5 regular season by innaugurating the new field 
house with a decisive win over archrival Quinnipiac. A full house defied a 
late winter snow storm to cheer the victory and mark the completion of the 
athletic facilities, which in itself was a significant milestone in the 
life of the college. 
Not content with the best record in the history of the college, the 
basketball team made a shambles of the four-team NCAA New England Regional 
Tournament at Bryant College, upending Springfield in the championship game 
to win the New England Championship and earning a berth in the NCAA national 
quarterfinals. The team, including former chauffeur and now President Ed-
 ward Shapiro flew to Richmond, Virginia where the Penmen lost to eventual 
national finalist Virginia Union. 
The new field house was only one part of the athletic complex which was 
christened in 1979-80. The hockey rink was completed during the fall and 
the ice hockey team, under first-year Coach Rob Grabill, moved into its 
new facility in late November. All home games were played at the West Side 
Arena in Manchester until late in the season, but practice was held regularly 
at the new facility. The hockey team finished the year with a record of 
11-8-1, equalling the all-time high mark for wins in a season. In February 
-20-
 the Penmen hosted three games at the new rink, dedicating it in fine style 
with a 6-0 win over eventual ECAC Division III Champion Bentley, which im-
 mediately vowed never to play outdoors again. Goalie Greg Sargent was a 
mainstay of the team, with leading scorers Danny Martin, Brian Pelkey and 
Gene Hayes providing the firepower. 
Women's basketball did not share the success of its winter counter-
 parts. A tougher schedule combined with a lack of recruiting and a small turn-
 out made first year Coach Erik Gonzalez' task an unenviable one. Despite 
his competent and continuing effort, the team posted onlt two wins. 
The spring teams were largely successful. Men's tennis under Jack Put-
 ney had a winning record and won the last Mayflower Conference title that 
New Hampshire College would claim. The lacrosse team had a winning record 
under Doug Maynard, despite a schedule that became increasingly more dif-
 ficult. Baseball, coached by Norman Cormier, suffered from a lack of pitch-
 ing but performed well. Women's softball, still coached by Murray, was 
just below the .500 mark. 
In the four years since he had assumed control of intramurals, Chip 
Polak had turned a disorganized activity into a thriving, widely subscribed 
program that involved nearly half of the school's 1,400 fulltime students. 
More women's sports, such as indoor soccer and coed innertube water polo, 
were added. Refereeing was standardized and improved, and a series of stu-
 dent administrators made the system run with great efficiency. Awards were 
changed to tee shirts, a highly popular change, and regular standings were 
published in the daily campus news and the Observer, the new student news-
 paper. Broom hockey, long a staple of the program, continued to be the most 
popular offering, with over thirty teams and 400 players participating. 
-21-
 The 1980-81 school year proved to be another positive one for New 
Hampshire College athletics. Use of the new facilities increased, the inter-
 collegiate program continued to flourish, and the basketball team delighted 
its followers by winning a second straight New England Division II champion-
 ship . 
The soccer team had an off year, posting a 5-8-4 record. Injuries to 
regulars such as Captain Soren Banck-Petersen proved hard to overcome, but 
there were several high notes. Freshman David Joseph, a graduate of Manchester 
Memorial High School, where his Coach was NHC graduate Peter Perich, a former 
Penman soccer Cpatain, led the team in scoring with 13 goals and five assists. 
Sophomore backs Buddy Dodge, John Moore and Richard Kump were stalwarts, and 
Kump was named the team's Most Valuable Player. A junior varsity program, 
begun informally the preceding year, became a solid reality. Coached by 
Jim Stevenson, the reserves posted a 7-2 record, which included away wins 
over Plymouth State and Keene State. The field hockey team had another 
winning season under Susan Murray, and the volleyball team, in its second 
year under Addorisio, captured the New Hampshire Women's Athletic Confer-
 ence Tournament Championship. Baseball became a fall as well as spring sport, 
in a move to upgrade the program to a Division II level. New teams were 
added to the schedule, including Lowell, Babson and the University of New 
Hampshire, and James Tagalakis, a graduate of NHC, left his coaching duties 
at Pinkerton Academy in Derry to become the new Head Coach. 
The basketball team picked up where it had left off the previous year, 
and by mid-January the Penmen were ranked number one in New England and as 
high as second in the national Division II poll. As a result, New Hampshire 
College was named by the NCAA to be the host site for the New England Reg-
 ional Tournament. The team slumped as the regular season closed, but then 
-22-
 righted itself as the tournament began. Before two successive standing room 
only crowds, the Penmen, led by Most Valuable Player Billy Dunn, beat 
Springfield and then Sacred Heart to win its second New England title. This 
time the NCAA Tournament sent them to California, where they lost a close 
quarterfinal contest to California Polytechnic at San Luis Obisbo. Sullivan 
was named New England Coach of The Year by his peers, and Delguidice was 
accorded Ail-American honors. 
The women's basketball team won three games under Pat Healey, who had 
been brought in to replace Gonzalez. Late that winter Susan Murray announced-
 her resignation, and Sullivan and Larkin decided to replace her with a 
Women's Coordinator whose primary coaching responsibilities involved women's 
basketball, which they recognized as the sport needing the most viability 
if the women's program was to succeed. 
The college, which had always taken the lead in forming basketball 
conferences to better its position, was not yet through with that prac-
 tice. Several New England Division II schools began a movement to form a 
league, with the intent of securing an auto matic NCAA tournament bid in 
basketball. Under the leadership of Al Shields of Bentley College, seven 
teams formed a conference called the Northeast Seven. Included in that 
group were Springfield, Stonehill, Hartford, Bryant, American International, 
Assumption and Bentley. A year later St. Anselm joined, and the confer-
 ence became the Northeast Eight, offering league competition in soccer, 
cross country, basketball, and baseball (softball for women). Sullivan 
among others had foreseen this development, and soon after the announcement 
of the Northeast Seven, the New England Intercollegiate Basketball League 
was formed. It included NHC, Lowell, Sacred Heart, Bridgeport, New Haven, 
-23-
 Quinnipiac, and Southern Connecticut State, Although solely a basketball 
league at the outset, it quickly began momentum toward developing competition 
in soccer and baseball, as well as women's sports. 
The 1980-81 season was a building one for the hockey team, which had 
a 7-13 record, 5-13 against ECAC competition. Upset wins over Fitchburg 
State and Hobart College showed that the Penmen were capable of playing well 
against tournament contenders, but a sputtering offense hampered the team. 
A newly-formed junior varsity program was solidifying in its second year of 
existence, playing a primarily prep school schedule including Holderness, 
Kimball Union, Exeter, Proctor, New Hampton and Tilton. 
The top spring team was women's Softball, which was guided to a 
winning record by Ray Prouty in his debut as an NHC coach. Now holding 
the title of Business Manager and Director of Summer Programs, Prouty 
more than anyone earned much of the credit for the smooth operation of the 
expanded department. 
The baseball team under Tagalakis continued to scratch for wins. Lacrosse 
started fast, but faded to a 5-6 record. The tennis team continued its 
winning ways. 
The newest branch of the Department, an activity and recreational program, 
showed a great deal of growth in its initial stages. Classes were offered 
to students in a variety of areas, including Tae Kwon Do, Dance, Scuba Diving, 
Aerobics, Swimming, Ice Skating, Weight Lifting and Synchronized Swimming. 
Instruction was done by outsiders hired by the department, and with some 
exceptions, such as scuba, which carried a fee, attendence was voluntary and 
many times scanty. The seeds of interest were sown in the student body, how-
 ever and many students who otherwise would not have been reached by De-
 partment programs were now becoming involved. 
-24-
 The 1981-82 school year marked another transition in the women's 
athletic program. Susan Murray retired after four years, having turned a 
ragtag collection of teams, and no teams at all, into a viable intercol-
 legiate program. She was replaced by Nancy Ann Rowe. A graduate of Exeter 
High School, she graduated from Plymouth State College in 1977, having 
played basketball as an undergraduate. After teaching at Merrimack Valley 
High School and serving as Assistanc Coach in basketball at Michigan State 
University, she was named Women's Athletic Coordinator and Head Coach of 
basketball, a program which needed to reach parity with the strong Division 
II opponents on its schedule, particularly if the school hoped to enter 
league play on the high levels it aspired to. 
The 1981 soccer team was highly siccessful. Starting strongly with an 
8-3-1 record, the team was ranked fifth in New England on four different 
occasions. The final record of 10-8-1 included first time wins against 
longtime opponent Western New England, and newcomer Quinnipiac. Senior Tim 
Joseph and junior Co-Captain Buddy Dodge were named to the NEISL Ail-Star 
team, and sophomore David Joseph, who again led the team in scoring, was 
named to the All New England team. It was the first time an NHC student was 
so honored. Coach Rob Grabill was one of three nominees for New England 
Division II Coach of The Year. Jay Toporoff, a graduate of Bentley and Spring-
 field, and a newly-hired Residence Life Coordiantor, made a fine debut as 
Coach of the Junior Varsity team. 
The field hockey team posted a record of 8-8-3 under new Coach Martha 
Babine. After a slow start, the team overcame a thin roster and several 
key injuries to finish on a high note with a 4-2 win over Boston College and 
with six players receiving postseason honors. The Athletic Department 
decided in the spring of 1982 to drop field hockey as an intercollegiate 
-25-
 sport and replace it with soccer. Reasons cited for the change were the 
growth in popularity of women's soccer, throughout the state on all levels, 
and in New Hampshire College intramural programs. That interest, coupled 
with the dwindling ammount of participation in field hockey, and Babine's 
resignation, made the decision a logical one. The change marked the phasing 
out of scholarship money allocated to women's sports other than basketball. 
Under Murray, scholarship money made available by Title IX was spread over 
several sports, and particularly field hockey, which was Murray's specialty. 
The volleyball team suffered its first losing season in three years 
under Addorisio, but remained a stable and well-coached sport. The baseball 
team, competing in its second fall season under James Tagalakis, won one 
game, beating St. Anselm. 
The men's basketball team had a tough act to follow, and fell short of 
winning its third straight New England championship. The team's 18-10 
record included a number of close losses, but attrition on the team left the 
team crucially weak at forward, and their stretch run fell short. The Penmen 
participated in the first New England Collegiate Basketball League playoffs, 
beating New Haven in the first round and losing to Southern Connecticut in 
the semifinals. Center Billy Dunn was named to numerous all-star teams, 
and freshman guard John Burrus made the New England All-Rookie Team. 
The women's basketball team in its first year under Nancy Rowe was 
young and inexperienced, but progressed steadily and finished with a 5-14 
record that included a season-ending win over instate rival Plymouth State. 
A strong recruiting year and the return of standouts Tricia Johnson and 
Colleen Kelley, a Manchester Central graduate who was named NHC's Female 
Athlete of The Year, raised expectations for succeeding years. 
-26-
 The hockey team enjoyed unprecedented success under third-year coach 
Rob Grabill. After a slow start, the team won nine of its last 14 games and 
finished ninth in the 23-team Division III of the ECAC with a 10-10 record. 
The number of ECAC wins doubled the previous best of five. NHC organized 
and hosted the first Granite State Invitational Tournament, featuring three 
Division II opponents, including St. Anselm and ECAC semifinalist New 
England College. The Penmen were also invited to play in the Amherst Tour-
 nament, along with Trinity and Wesleyan. Two NHC athletes, Arthur Drew and 
Steven Gangi, were named as ECAC PLayers of The Week at their respective 
positions. Freshmen who were an integral part of the team's success in-
 cluded leading scorer David Tillotson and linemates Chip Fortier and Gary 
Savignano. Graduating seniors who were vital to the cause included Cap-
 tain David Peduto, Most Valuable Player Gary Theobald, goaltenders Remo 
DiSalvatore and Fred Quistgard, and forwards Gary O'Loughlin, Sean Grady and 
Bill Bechard. 
NHC's spring teams had mediocre seasons, partly due to an April snow 
storm that took more than a week out of the heart of the season. The tennis 
team won one match, although Captain Bill Bechard went out in style with 
a record of 9-1 at first singles. 
The baseball team lost its first nine games, but a flurry in the closing 
stages of the season raised their record to 4-11. Two of the four wins 
were over St. Anselm, and the others were at the expense of New England 
College. Coach Jim Tagalakis managed a team with virtually no pitching 
extremely well. 
The softball team under Ray Prouty slumped to 5-14, despite the stand-
 out play of senior catcher Mary Ecklund and second baseman Colleen Kelley. 
The lacrosse team, playing for the first time as a member of the New 
-27-
 England Intercollegiate Lacrosse Association, finished with a record of 1-8. 
The team participated in the first Governor's Cuo Tournament in Concord, 
and added Colby College to an already tough schedule. Lee Gunst won his 
second Most Valuable Player trophy in three years, and sophomore attackman 
Glen Rowley continued his outstanding play. 
The activity and recreational program continued its growth, and dem-
 onstrated the need for a higher level of organization and instruction. New 
programs included a ski pass progarm which allowed students to sign out 
a number of departmental season tickets to Crotched Mountain, a series of 
instructional racquetball clinics which proved to be very popular, and an 
improved weightlifting instruction program. The popularity of aerobics 
continued to grow, and many sessions in the field house numbered as many as 
200 participants. 
A survey of student interest indicated the need for more stability in 
class instruction, and the desire for a higher level of instruction. Given 
that desire and the increased participation, particularly in areas such as 
aerobics, skiing and outdoor activities, and racquet sports, the need for 
a formalized activity class structure, possibly even for academic creadit, 
seems a logical next step. 
The New Hampshire College Athletic Department, which has grown from a 
one-man show to a vital organ of the Student Affairs Department with five 
fulltime staff members and twice that many part time coaches and instruc-
 tors, has progressed a great distance in a relatively short time. The 
intercollegiate program has matured from an outlaw basketball team to a 
far-ranging collection of men's andwomen's teams which have realized suc-
 cess in a number of different areas. The intramural program has grown 
from a poorly-organized and under-subscribed student activity to a major 
-28-
 part of extracurricular student life on campus. The recreational and 
activity program, the newest one to develop, shows the potential to add 
a great deal to the quality of student life by offering quality instruction 
in a variety of lifetime activities. The years ahead have a great deal of 
room for continued development, but New Hampshire College can be justly 
proud of what the Athletic Department has accomplished in the short his-
 tory of the school. 
APPENDIX Intramural and Recreational Programs 
Intramural (Men and Women) 
Basketball 
Broom hockey 
Flag football 
Indoor soccer 
Racquetball 
Softball 
Tennis 
Volleyball 
Water basketball 
Water Polo 
Recreational (Hen and Women) 
Aerobics 
Boxing 
Figure skating 
Jazz dance 
Life saving 
Modern dance 
Power skating 
Scuba 
Self defense 
Swimming 
Tai Kwon Do 
Yoga 
APPENDIX 50: Library Rededication 
In recognition of the consistent support she had given the 
development of the college library during her administration, when 
the expanded building was completed President Emeritus, Gertrude C. 
Shapiro's name was added to that of her husband's, Harry A. B. 
Shapiro, in designating the building. A rededication ceremony took 
place on April 30, 1978. 
The first speaker was Atty. Green, former Chairman of the Board 
of Trustees. He talked about how Mrs. Shapiro continued the College 
after the death of her husband's death in 1952. 
George Teloian, Chairman of the Accounting Department, spoke for 
the faculty. He spoke of his reservations about going to work for a 
woman when he was hired in 1962, reservations which he found to be 
unjustified as the college developed. At the time he was impressed 
by Mrs. Shapiro's interest in the library by her request that he 
bring in past issues of the Journal of Accountancy to add to the 
library collection. He recalled building difficulties on Hanover 
Street due to leaking roofs, air conditioning and heating break downs 
and the noise of squeaking floors. 
Michael Von Oehsen expressed the appreciation of the students and 
Kenneth Preve that of the alumni. Dr. Ann R. Shapiro, recalled the 
days when Mrs. Shapiro had been 
the admissions office, the business office, the student 
activities office, the placement office, the housing office and 
indeed every function of the college. How well I remember the 
hours spent doing mimeographing, stuffing envelopes, and doing 
statistical work for outside companies so that this school could 
stay alive. 
She continued, 
One of the areas in which my Mother takes great pride is in her 
establishing a system of deferred tuition payment - a service to 
students. This is an indication, I believe, of her success - her 
concept that the administration of the college is a service. I 
would like to quote from her commencement address, given at the 
time of her retirement as President. 'The principle purpose of 
education in our time must be to teach human beings to live and 
to work together in harmony and with respect for one another'. 
Your name, joining my father's name on the library is a living 
tribute to the essence of your life: both personally and 
professionally. 
Bea Jordan, librarian from 1965 to 1977, sketched the library's 
history. 
Raymond Truncellito, Chairman of the Board of Trustees, formally 
dedicated the building. In accepting the dedication plaque, Diane 
Lutz, the librarian, said 
I have been at the institution for quite some time and I remember 
Hanover Street and I remember all the leaks in the ceilings and 
running around to keep all the books safe. I think if you look 
around you will see that we have really come of age. It is a 
beautiful facility and everyone is very happy to use it. 
In unveiling the portrait of his Mother, which joined that of his 
Father, in the building, President Edward Shapiro said 
My Father was both a teacher and a student. During his entire 
lifetime he studied; during all his years at the college he 
taught students. He loved learning. It can be said that books 
were the cornerstone of his life, just as this library is the 
actual cornerstone of our educational process at the college. 
All of you have had the opportunity over the years to observe 
first hand my Mother's very strong feeling for this library. You 
have heard about her squirreling away accounting and business 
education journals, and other materials, so that the library 
could own original documents. You have seen her real love for 
this library and her great interest in every stage of its growth. 
In responding to the other speakers, Mrs. Shapiro said in part: 
The founding and growth of New Hampshire College was the dream of 
my late husband, but little did I realize that twenty short years 
later it was going to be my responsibility to carry on his work 
or let it fall by the wayside. I was person with a job to do and 
I was determined to do it to the very best of my ability. 
I grew up in a family that was business oriented, but in 
education, making money is a word that you must not use, but I 
knew that in order to keep the doors open and the school 
functioning, I had to make both ends meet... 
There were many days when the waters were rough. Today,I pay 
tribute to two former staff members who stayed on after Mr. 
Shapiro's death; namely our Accounting Instructor, Mr. Ernest 
Seavey, who has since passed away and Mrs. Nellie Young Durgin 
who resides in Maine. They both gave of their time far beyond 
the call of duty (144). 
Appendix 51 - Enrollment Statistics 
With a small faculty teaching a multiplicity of courses, 
little attention was devoted in the early years to compiling 
enrollment statistics. Fragmentary information indicates that 
in addition to the seven day students in 1932, there were an 
additional 35 students in night courses. It appears that by 
1940 day enrollment had risen to 31 men and 17 women, with an 
additional 14 women in evening classes, for a total of 62. 
There also were 8 women in summer school. In 1942, enrollment 
had increased to 18 men and 41 women in the day school, 2 men 
and 41 women at night, plus 5 men and 23 women in the summer 
for a total of 130. There is no day/evening breakdown for 1944, 
but a total of 134 students was reported, half of whom were men. 
Enrollment during the first twenty years fluctuated 
ranging from a low of 7 to a high of 150. A low point was in 
1952, when it dropped to 25 in the day school. 
During Mrs. Shapiro's first five years as head of the school, 
the day enrollment of 25 went to 75. The number of part-time 
students taking night courses increased the total head count in 
1953 to 2444, but the next year it dropped back to 213. This 
was the low point. The count for 1955 was 261. By 1957, it was 
283. 
The number of students completing programs leading to 
certificates did not keep pace with the enrollment The 
commencement program for 1953 listed 51 graduates. Thus dropped 
further in 1956, but climbed back to 42 the next year. 
The incorporation of the College marked the beginning of 
rapid growth. The day enrollment of 100 in 1961 went to 150 the 
next year, then 185 and by 1967 it had reached 920. 
Although the move to the new campus in September 1971 did 
not lead immediately to an increase in undergraduate enrollment, 
the decrease was due to a falling off in the number of male 
students. Their number fell steadily from 864 the year before 
the move to 565 in 1975-76. This may have reflected the draft 
and the military situation in in Vietnam. 
The loss among the men was partially offset by a gain in 
the number of women. Their number for comparable years 
increased from 150 to 340, more than double (184). The 
admissions staff reported that the lack of a swimming pool and 
limited athletic facilities detracted from the appeal of the new 
campus. 
The day enrollment continued a steady decline, which had started 
in 1969-70. From a high of 1,129 in 1968-69 the enrollment had 
gone from 1,042 the next year then 1,014 in 1970-71 and fro the 
first year on North River Road to 955 in 1971-72 (103). 
President Edward Shapiro reported to the trustees in 
January 1974 that in view of the national "down trend" in 
private college enrollments the total number of students might 
drop to between 700 and 750. However, the day enrollment never 
went belong 842 in 1974-75. 
The growth of night enrollment is more difficult to 
follow. Until 1964, it was recorded as the total number of 
students registered during the year. From that date, the 
figures are the average number enrolled at any one time. The 
last year for the gross figures showed an enrollment of 425 at 
night, but the next year on the new basis it was shown as 66. 
Certainly the drop, if any, was far less than these figures 
indicate (51). 
V Appendix 52 
Enrollment and Retention 
Among the years 1972-73, 1977-78, and 1981-82 there was a 
marked change in the proportion of women at the College. Of the 
students enrolled in the four year program in 1972-73 only 8.6 
percent were women, whereas in 1977-78 the percentage had grown 
to 28.5 and in 1981-1982, the percentage of women had risen to 
41.2 per cent. This certainly marked a radical change from the 
period when the male to female ratio was 5:1. 
In the Spring of 1982 the number of women in two-year majors 
decreased from the 1977-78 figure of 262 to 144. Perhaps this 
can be explained by the enrollment of 528 women in the 
baccalaureate programs. Not only were more women enrolling, 
they were also enrolling in four-year courses of study. In 
1972-73, 30.3 percent of the women were enrolled in four year 
programs. In Spring 1982 78.5 per cent of women were enrolled 
in four-year majors. Of these 3 per cent were in the traditional 
secretarial and business education majors. If the four-year 
retailing majors were included, then 10.6 per cent of the four 
year women were included. This means that these students were 
enrolled in the traditional male majors - Accounting, Management 
Advisory Services, Management, Economics/Finance, Marketing and 
Hotel/Resort Management. 
Among the two-year students, the change was less dramatic. 
Here secretarial studies had always been attractive to women, 
and more than a third of the associate degree students had been 
in that field. Between 1972-73 and 1977-78, the distribution of 
women in the various majors changed very little, but their 
number increased from 138 to 262. While the number of women in 
the two-year program was climbing, the number of men dropped 
from 55 to 31. More than 90 per cent of the men were enrolled 
in accounting or management. 
In 1982, in the two-year majors, 41 per cent of the women 
were enrolled in Electronic Data Processing, Accounting and 
Management, 28 per cent were enrolled in Fashion Merchandising, 
the remaining 31 per cent were enrolled in the more traditional 
female secretarial majors. According to Mrs. Shapiro, "in the 
30's and 40's, the women did not enroll in Accounting majors. 
They were used to being bookkeepers, rather than accountants. 
We were 99 per cent male and one per cent female". The men were 
all enrolled in EDP, Accounting or Management. 
Seeking to improve retention, the College retained a firm. 
Enrollment Analysis, Inc. in 1976 to study student attitudes. 
As usual, finances appeared to be an important factor. Most of 
the students were from families of modest means, and less than a 
quarter judged that the costs were reasonable. Academically, 
the students endorsed the quality of the faculty, the advising, 
class size, workload and the adequacy of the library. More than 
half believed that attendance at the college paid off. More 
commuters than resident students dropped out. 
The social side fared less well than the academic. More 
then half did not see drinking as a major problem, but in 
interviews some complained that there was nothing to do from 
Friday evening until Monday morning but drink. More weekend 
activities were suggested, along with the establishment of a 
campus pub to which drinking should be confined. 
More than half judged the athletic facilities inadequate, 
and four-fifths wanted more intercollegiate athletics To those 
familiar with student attitudes on other campuses, the findings 
were not surprising. 
By 1978 financial aid for students had nearly doubled. A 
campus pub had been established, but not with the result that 
all drinking was done there. The intercollegiate program 
expanded. The new athletic plant provides facilities matched by 
few campuses of its size. However, retention did not improve. 
Appendix 53: Freshman by Class Rank 
and Scholastic Aptitude Test Scores 
Scholastic Aptitude Test Scores and High School Rank 
of Freshmen Entering New Hampshire College 
in the Falls of 1973 
Test Scores 
Scores 
Over 1000 
900-999 
800-899 
700-799 
600-699 
Below 600 
1973 
14.04% 
2 1 . 1 1 
15.78 
22.36 
14.47 
11.84 
1979 
12.06% 
21.11 
26.22 
23.44 
12.30 
4.63 
Rank in Class 
Rank 1973 
First decile 6.48 
Second " 8.10 
Third " 12.97 
1979 
11.94 
10.07 
14.05 
Top 1/3 27.56 36.06 
Fourth 
Fifth 
Sixth 
Seventh 
Eighth 
Ninth 
Tenth 
14.59 
9.18 
12.43 
11.89 
11.89 
8.64 
3.78 
10.30 
14.99 
12.88 
12.65 
9.13 
2.81 
1.17 
Bottom 1/3 24.32 13.11 
Both measures indicate that the academic quality of the 
students at the college improved. There was a slight dip in the 
percentage in the top category on the SAT, but a significant 
reduction in the percentage at the low end of the scale. Taken 
together, the measures indicated a concentration of students in 
the middle range with a marked reduction of admissions of the 
weaker candidtea. 
APPENDIX 53A: Percentage Distribution by Majors 
Selected Years 1970 to 19 79 
70-1 71-2 72-3 74-5 76-7 78-
 Baccalaureate 
Accounting 28% 27% 27% 29% 29% 23% 
Management 54 47 43 35 28 24 
Marketing X X X X 6 7 6 9 
Retailing X X X X X X 1 2 4 
Economics/Finance X X X X 1 4 5 4 
Hotel-Resort X X X X 1 8 10 15 
Management Information Sys. 12 16 12 5 7 7 
Management Advisory Services X X X X X X 3 6 8 
Business Teacher Education 5 10 11 6 4 2 
Office Administration 11 1 X X X X 1 1 
Techna-Business X X X X X X X X 1 1 
Associate 
Accounting 27 26 12 13 21 12 
Management 29 27 24 i a 12 17 
Electronic Data Processing 12 8 8 9 5 11 
Fashion Merchandising X X 7 21 23 25 34 
Secretarial 32 33 35 37 37 35 
Appendix 54: Personalized Academic Services 
for Students 
The Personalized Academic Services for Students (PASS) 
program is a program of individualized academic assistance 
available to students who may encounter academic difficulties 
during their first two years of college. The program provides a 
variety of services, all designed to assist students to survive 
their initial entry into college and at the same time acquire 
academic skills which eventually will allow them to function 
successfully and independently in all academic areas. Services 
offered include study skills; tutoring; remedial instruction in 
math, reading and writing; personal counseling and academic 
advising. Enrollment and participation in the program is 
voluntary. Invitation to participate is usually extended to a 
select number of students shortly after they have been accepted 
at New Hampshire College. (NHC catalog, 1981-82, p. 14) 
Appendix 55: Financial Aid 
Student aid doubled between 1973-74 and 1976-77. It went 
from $886,479 to $1,792,802. Much of this aid was in Federal 
programs: National defense student loans, college work study 
programs and educational opportunity grants. From 1970-71 to 
1979-80 these increased tenfold, from $164,484 to $1,711,163. 
In 1973-74, the College granted $81,985 in scholarships from 
its own funds. In 1979-80, this had grown to $134,355, not 
including an additional $60,218 in athletic scholarships. In 
1981-82,the institutional contribution was $342,041. 
A state scholarship program which started in 1973-74 with 
$18,250, reached $86, 310 in 1979-80 and $111,484 in 1981-82. 
Appendix 56: Citizens Scholarship Foundation 
An interesting innovation in the field of financial aid to 
students, not limited to students of New Hampshire College, but 
serving ail New England and Indiana was a computerized 
Scholarship Locator Service established by students under the 
direction of Professor W. A. Hunzeker in 1973, in cooperation 
with the Citizens Scholarship Foundation of America. 
The College programmed the criteria for awarding the 
available scholarships. A student could notify the service of 
his qualifications and he then would be notified of those 
scholarships for which he appeared to be eligible. Limited 
originally to New Hampshire, in its first two years of 
operation, it had matched more than 2,500 New Hampshire students 
with $1.2 million of potential aid. The project attracted 
national publicity (187) in Compass. Business Week, and U. S. 
News and World Report and in full pages, sponsored by IBM in 
Readers Digest. Time. Newsweek and Forbes (168). 
APPENDIX 57: Alumni 
As would be expected, New Hampshire Collee alumni hold a 
variety of positions in the business world, but a number have 
succeeded in other fields as well. A history is not the place 
for a complete catalog of positions held by all alumni, but a 
few examples will illustrate the variety of their 
accomplishments. 
Christos Papoutsy, '57, President of Hollis Engineering, 
Inc., of Nashua, a manufacturer of automatic soldering equipment 
with an international market. 
Robert Jolicoeur, owns the large Pepsi-Cola Bottleing 
Company of Manchester. 
Richard Stanton was Mayor of Manchester for several terms. 
James E. Tibbetts is Vice President, and Cashier of the 
Lafayette National Bank of Littleton, New Hampshire. 
Robert E. Plourde. was a prominent member of the New 
Hampshire House of Representatives for several terms, where he 
introduced legislation establishing the right of NHC to grant 
degrees. 
Mrs. Joann (Blaisdell) Paquette, '55, is a licensed life, 
health, and accident insurance agent and second vice president 
of the New Hampshire Women's League. 
Stanley Berkowitz '66, is an Assistant Vice President for 
Consumer Affairs for the Zayre Corporation. 
David N. Arsenault, '67, is a senior Brokerage Consultant at 
the Hartford brokerage office of Connecticut General Life 
Insurance Company. 
Joseph £. Bukowski, '68, earned £d.D. degree and is an 
Assistant Professor at Becker Junior College. 
David C. Murphy, '68, had earned M.B.A. and D.B.A. degrees 
and is an Associate Professor of Administrative Sciences in the 
School of Management, Boston College. He was named Person of 
the Year by the Project Management Institute. 
Robert H. Southmayd, '53, has his own office in Boston, as a 
retirement plan consultant and administrator. 
Russell Marcoux, '70 is Corporate Budget Director at Purity 
Supreme. 
Captain John W. Bowen, '71, had completed an army medical 
officer course at the Academic of Health science, Fort Sam 
Houston, Texas. 
Al Robichaud. '73, had an M.Ed., degree and is Assistant 
Superintendent of Therapeutic Activities at Laconia State 
School. 
Connie Sportello, '74, teaches at Pembroke Academy. 
APPENDIX 61: Long Term Debt - Up to 1979 
The growth of the College's physical plant naturally was 
accompanied by a corresponding growth in its long term debt. 
When it became nonprofit in fiscal 1969, the long term debt 
totalled $1,258,000 (180). Of this $1,100,000 was represented 
by the notes, which carried interest of four percent due to the 
Shapiro family. This was the unpaid balance on the purchase 
price of the institution from the antecedent corporation. These 
were to be paid $100,000 a year, subject to the limitation that 
the annual payment should never exceed half of the prior year's 
net income. 
A payment was made in 1970, but due to the heavy financial 
demands of construction, there were no payments in 1971 and 
1972. Double payments were made in 1976 and 1977. The final 
payment of $100,000 was made in 1979. 
Aside from the Shapiro debt, the long term debt in 1969 was 
limited to a mortgage for $158,000 on the recently acquired 
Merrimack Hall. With the construction on North River Road, the 
picture changed. In 1971, the College received a loan from the 
Housing and Urban Development (HUD) Agency for $1,130,000. This 
was a 40 year three per cent interest note. This was followed 
in 1972 by a loan from a consortium of Manchester banks for 
$993,000. The interest rate on this was 9 1/2 percent, but an 
interest subsidy from HUD reduced the effective rate of interest 
to three per cent. Two subsequent loans totaling $527,000 also 
benefited from a similar subsidy. 
In 1972, the HUD loan was more than doubled to a new figure 
of $2,345,000. Additional bank loans that year raised the total 
long-term debt, including the balance on the Shapiro notes to 
$4,632,000. Retirement of the Merrimack Hail mortgage, upon 
sale of the property, the payments to the Shapiros, and regular 
installments on the principal of the construction loans kept the 
total debt below that level until 1978. New loans for the major 
academic and recreational construction took the total to 
$4,908,000 in fiscal 1978 and $5,530,000 in 1979. 
Of this amount, $3,409,000 enjoyed an interest rate of 3 
percent due to the HUD grants. The balance was at rates varying 
from 7 1/2 to 10 1/2 per cent. 
Sizeable payments for capital improvements from the current 
operating funds made it possible to hold the line on the debt 
from 1973 to 1978 inspite of continuing dormitory and other 
construction. Expenditures from current operating funds for 
plant construction through fiscal 1980 totaled about 
$4,000,000. The $125,000 received from the State for the 20 
acres taken for the 1-93 right-of-way also helped reduce the 
debt. While other independent colleges were having serious 
financial problems during the 1970's. New Hampshire College 
remained comfortably solvent. 
APPENDIX 61a: Daniel Webster College 
In 1976, discussions were initiated regarding possible 
affiliation of Daniel Webster College in Nashua with New 
Hampshire College. Founded in the mid-1960's as the New England 
Aeronautical Institue, it had been housed in a hanger of the 
Boire Airport, pending construction of its own facility on a 
contiguous campus. The institution had expanded its appeal by 
adding a unit known, as Daniel Webster Junior College, and 
eventually became known as Daniel Webster College. It had not 
enjoyed the financial stability attained by New Hampshire 
College. Attorney Warren Rudman, a founder of New England 
Aeronautical Institute and Chairman of its board, upon 
terminating his term as Attorney General of New Hampshire, 
became associated with the law firm of which William Green and 
Kimon Zachos, officers of the NHC board, were members. 
Seeking assistance from New Hampshire College, it was 
arranged that Louis D'Allesandro, then Director of Admissions at 
NHC become President of Daniel Webster and that Edward Shapiro 
and James Reynolds should temporarily become members of the 
Nashua institution's board. These changes occurred at the start 
of 1977. 
These developments led to the consideration of some type of 
formal association between the two colleges. The Academy for 
Educational Development of Washington D. C., was retained to 
study the matter and to make recommendations. It submitted its 
report in January 1980. 
This report suggested four options- One: to discontinue 
the participation of NHC in the management of Daniel Webster 
College and that DWC reconstitute its board and seek a new 
President to replace D'Allesandro, who had rsigned in order to 
campaign for Governor of New Hampshire. Two: to continue as 
two separate institutions sharing common services, with minimal 
academic cooperation. Three: formal affiliation with a common 
Board and President, but retention by DWC of its identity. 
Four: complete merger with assumption of DWC by NHC. 
Upon studying the report in the Spring of 1980, the trustees 
of New Hampshire College were reluctant to make a decision to 
adopt options two, three or four. Daniel Webster College was 
advised to seek a new President, pending future developments, 
and Shapiro and Reynolds resigned from the DWC Board. 
APPENDIX 62: Plant Description 
Available Space 
4 Large Classrooms 
2 Small Classrooms 
1 Recreation Room 
3 Offices - 1 general and 2 private 
Lockers and Lounges 
Instructional Aids 
1 Bell-Howell motion picture projectors and screen 
1 Phonograph and typing records 
2 Webcor Tape Recorders and Transcribers 
Voice-O-Matic Tapes 
Machines and Equipment 
130 Bookkeeping tables and chairs 
60 Arm Chairs - Lecture Room „ 
1 A. B. Dick Mimeograph Machine 
1 A. B« Dick Mimeoacope 
2 Monroe Calculators 
2 Burroughs Calculating Machines (one electric) 
2 Comptometers (one electric) 
1 Remington Bookkeeping Machine 
3 Burroughs Adding Machines (one electric) 
1 Edison Dictaphone Machine and Records 
30 Typewriters 
1 Electric Typewriter 
(Taken from. New Hampshire School of Accounting and Commerce 
catalog, 1957-58, Vol. V., p.ll.) 
APPENDIX 63: Incorporation - Articles of Agreement 
The first meeting of the corporators was held in the law 
offices of Sheehan, Phinney, Baas and Green at 875 Elm Street, 
Manchester, at 2 p.m. on August 29, 1960. The articles of 
agreement provided for 200 shares of no par stock. The 
headquarters were at 88 Hanover Street. The bylaws adopted 
provided for a Board of Directors and the following officers: 
President, Vice President, Treasurer, Assistant Treasurer, Clerk 
and Secretary. The Officers did not need to be stockholders. 
The Board of Directors, which was to number from three to seven, 
the Treasurer and Clerk were elected by the stockholders. the 
President and other officers would be elected by the 
institution. 
The record of the organization of the corporation was 
accepted by Elmer T. Bourque, Assistant Attorney General of New 
Hampshire, on September 12, 1960 and was filed by Robert L. 
Stark, Acting Secretary of State, the next day. (48) 
Following the organization meeting, a special meeting of the 
Board and stockholders was held on September 12, 11961. The 
only business was the reelection repeated every September 
through 1967 (50). 
APPENDIX 64: Some Recommendations and Response to 
Accrediting Commissions 
The energetic admissions program seems to the visitors to 
put emphasis on growth rather than quality. Although some of 
the students were judged to be marginal for a four-year college, 
their weaknesses were being lessened by remedial programs in 
mathematics, English and reading. Student morale was high. 
Further develop appropriate policies and procedures for 
faculty self-governance. 
Further formulate college policies with respect to student 
rights and responsibilities. 
Expand athletic facilities 
Continue development of an admissions policy appropriate to 
a four-year institution. 
Increase efforts in the areas of financial planning and 
development. 
Continue upgrading of faculty qualifications. 
Strengthen library holdings. 
Continue attention to facilities of the library, 
laboratories and student study space. 
In writing to the New England Association, which had 
suggested changing the college accounting system to the fund 
format traditionally used by colleges President Shapiro said: 
We have only one area of disagreement. This area concerns 
our college accounting methods. We believe that our 
accounting procedures, while old, are sound. 
He cited a statement in the American Institute of Certified 
Public Accountants "Audit Guide" that college fund accounting 
confuses businessmen on Boards of Trustees and that business 
reports give a better picture of the year's results. He also 
mentioned that Professor Robert Anthony of the Harvard Business 
School used the New Hampshire College system as a case study in 
his class on accounting in nonprofit institutions, and that the 
auditor said that NHC was one of the few schools in the area 
that had been able to control its costs. 
APPENDIX 65: Weaknesses Cited in 1982 
Accreditation Report 
1. The College had not yet developed adequate strategic plans in 
the areas of student affairs, financial affairs, physical plant 
development and maintenance, and institutional development; 
plans which ought to be integrated with the Five-Year Academic 
Plan. Other observable weaknesses in planning may be summarized 
thus: 
.Contingency plans in case of "down-side risks," such as 
enrollment decline, are not clearly evident. 
.Academic program planning is uneven. 
.The budget-making and allocating processes are not clearly 
related to academic goals and objectives. 
.The distinguishing characteristics of NHC, those features 
which ought to set it apart from other colleges in the state 
or region have not been articulated with sufficient 
precision in the overall mission statement. 
2. The penchant for programmatic expansion locally and in 
diverse outlying regions had placed a strain on full-time 
faculty resources in critical disciplines—accounting, 
computing, finance, marketing—that are already thin. 
3. The undergraduate teaching load is too heavy given the 
institutional expectations for faculty development, program 
design, research, involvement in governance and student 
advising. 
4. Bypassing faculty participation in major decisions. 
5. The level of staffing in the Computer Center is inadequate 
to support (a) an institutional commitment to computer literacy, 
(b) a faculty desire to integrate computing into their 
instructional activities and (c) administrative EDP needs. 
6. Faculty infighting over territorial and curricular 
boundaries. 
Appendix 71 
Criteria Marshall and Stevens Used to Determine 
a Fair Price for New Hampshire College 
To determine the value of the college, the firm of Marshall 
and Stevens of Boston was retained to make an appraisal. This 
step was taken prior to a final decision to sell the school. 
They approached the problem by investigating the selling prices 
of two-year accredited proprietary business schools which had 
been sold. Questionnaires were sent to 168 accredited business 
schools. Returns were made by 58, of which 20 had changed hands 
in the past 10 years. 
It was found that gross income had been the prime basis for 
determining selling price, but that the trend was to make 
earnings the basis. Before 1960, the typical price had been 50 
per cent of the gross income, but after that date 100 per cent 
was more common, with the percentage increasing with the size of 
the school. The major findings of their research were: 
1. There was an increase in and an almost enthusiastic 
demand for accredited schools; 
2. The outlook for the future seemed brighter than it had 
two or three years earlier; 
3. Although there were several measures that might be used 
for determining price, the predominant measure is some 
multiple of the gross income; 
4. The process usually excluded real estate but did include 
equipment. 
They concluded that in view of the growth and reputation of New 
Hampshire College, a fair price would be 140 per cent of the 
latest earnings, rounded to $1,500,000. (71) 
That this was a conservative figure was indicated by the 
firm offer from private investors to buy the college for 
$2,000,00 (72) as well as the unconfirmed offer for $2,500,000. 
Appendix 72 
Dissolution of the Corporation 
On September 3, 1968, there was a special joint meeting of 
the stockholders, Gertrude, Ann and Edward Shapiro, and the 
Board of the Directors, which in addition to the stockholders 
included Mr. Green as Clerk. It was moved: 
That effective this date, this corporation be dissolved and 
liquidated and that all assets, subject to liabilities, of 
this corporation, as said assets and liabilities appear on 
the books of this corporation as of the close of business on 
August 31, 1968, be transferred to New Hampshire College of 
Accounting and Commerce, a voluntary higher education 
corporation organized under the provisions of New Hampshire 
Revised Statues Annotated Chapter 292, and that the 
president of this corporation, Gertrude C. Shapiro, or the 
treasurer of this corporation, Edward M. Shapiro, or either 
of them be and are hereby authorized, on its behalf, to 
execute all documents and to do all other acts and things 
which may be necessary to complete said dissolution and 
liquidation. 
Mrs. Shapiro, holding proxies for all the stock, voted the 
resolution. (Director's minutes.) 
Appendix 73 
Comparison of Financial Results from 
1965-1971 
Table A is a comparison of the three years before going 
nonprofit with the three years following. This includes an 
estimation of the effect continuation of the tax would have had. 
TABLE A 
Comparison of Financial Results of the Last Three Years as a 
Proprietary School with the First Three Years as Nonprofit. 
(000 Omitted) 
Fiscal Year 65-6 66-7 67-8 68-9 69-79 70-71 
Receipts $568 1,090 1,301 $1,819 2,161 2,222 
Expenditures 383 828 1,126 1,452 1,779 1,949 
Excess Receipts 
over Expenditures 203 262 175 367 382 272 
Federal Tax 93 117 S3 
Net Income 113 145 92 367 381 272 
Estimated Net Income, 
if Federal Tax 202 210 150 
(102) 
APPENDIX 73a: Alternative Financing - New Campus 
While various means of financing a new campus were being 
considered, Morton L. Weinstock and Associates made a proposal 
that would have obviated the need for capital financing by the 
College. They offered to build a campus which the College would 
then lease for 63 years. There would be two dormitories and an 
academic building. The College would rent the land to the 
company for a nominal $100 a year. The College would pay rental 
of $300,000 a year and would be responsible for taxes, insurance 
and maintenance. Three years after completion the College would 
have the option to buy the set-up for $2,500,000 cash over the 
first mortgage. This offer would end after eight years. After 
that time, the College would have first refusal to buy at any 
price offered by a bonafide third party. The proposition did 
not receive serious consideration. TO have accepted it would 
have put the college, plant-wise, in a straight jacket. 
Appendix 74 
Additional Land Development and Electrical Expenses 
There were other expenses in developing the campus. For 
example, the State Water Pollution Control Commission questioned 
the installation of a septic system, with the result that 
arrangements were made to tie in with the Town of Hooksett Sewer 
System, at an additional $150,000 in cost. 
The Manchester Planning Board insisted on additional 
landscaping, which cost $40,000. (91) 
The cost of heating the all electric campus was rising. Both 
the constant addition of new buildings and the rising rates for 
electricity caused the yearly cost of utilities to climb from 
$69,987 in fiscal 1972, the first year on the new campus, to 
$166,957 in fiscal 1975, and to $373,075 in fiscal 1979. To 
alleviate the problem to some extent in the Fall of 1979 
installation was started on a computer energy management system, 
financed in part through a 20 year loan at 3 percent from 
Housing and Urban Development. It was expected that the savings 
would recover the cost in two years. 
Appendix 75 
Building Designs and Costs 
Four building systems were considered: wood, masonry with 
light steel and wood, light steel with curtain walls and 
prefabricated. 
Three master plans were presented for consideration by the 
Trustees. Plan A was composed of cluster facilities along a 
pedestrian way or village street with vehicular traffic on the 
periphery. This had the advantage of flexibility and ease of 
expansion. It also would provide for a good wind and sun 
orientation. With the buildings tightly clustered, 
communication would be good. Plan B was designed to concentrate 
construction in a small number of large, industrial-type 
buildings. This would use less land and would provide good 
communication, but space would need to be provided for interior 
circulation. It would not be good for additional small 
increments. Plan C would have individual buildings loosely 
spaced along a vehicular road, with a ring road for service. 
This would adapt easily to site conditions, but would use the 
maximum amount of land. Each building would be separately 
designed and planned. Communication would be inferior to the 
other two proposals. 
The trustees decided that Plan A was the most desirable, 
Wood construction was chosen both for its cost and its 
adaptability to the master plan that was selected. It was 
believed that with the street as the predominant organizing 
element, the structures themselves would be infinitely flexible, 
growing and developing as the college grew and developed. The 
first phase of development would have enough elements to create 
a viable community. 
Zoning variances for the dormitories and permission to tie 
the new construction into the Hooksett sewer system having been 
received, bids were opened on March 20, The successful bidder 
for the total project was the Northgate Construction Company of 
Waltham, Massachusetts, with a bid of $1,338,139. Lillian 
Crockett, the College Treasurer, reported that the college had 
already put in about $60,000 for architectural, engineering and 
legal fees. Because of increasing costs, the HUD loan was 
increased to $1,230,000. A consortium of Manchester banks 
loaned $225,000 for twenty years at nine percent to complete the 
financing (124). 
Appendix 76 
Campus Planning 
In addition to deciding on how much space should be provided 
in the initial construction, it was necessary to determine both 
a building system and a general design. 
Space to accommodate an enrollment of 1,000 was estimated at 
98,000 net square feet for administration and instruction plus 
and additional 63,00 square feet for dormitories. It was 
proposed that in the first stage of construction, there would be 
40,000 square feet for administration and instruction and 24,000 
square feet for dormitories. 
It was suggested that the gymnasium, which was 11,000 square 
feet, be bid last so that it could be eliminated, if funds ran 
short. These figures compared with existing downtown space of 
36,000 net square feet for administration and instruction and 
34,000 square feet for dormitories (85). 
The "phase one" facilities - exclusive of the gymnasium and 
dormitories - was in two buildings. One building included 
dining and recreation and the other administration and 
academics. 
APPENDIX 77 
Installation of Edward M. Shapiro 
and Dedication of New Campus 
The dedication and installation ceremony opened with the 
processional accompanied by the Manchester Central High School 
Band, followed by the Invocation by the Right Reverend Monsignor 
George E. Murray. Greetings to the President were given by 
Craig Smith for Student Government; Irving E. Rothman for the 
Faculty; Leslie M. Pike, Chairman of the Hooksett Selectmen; 
Sylvio Dupuis, Mayor of Manchester; and Walter R. Peterson, 
Governor of New Hampshire. 
Edward M, Shapiro's inaugural addressed followed his 
investiture by William S. Green, Chairman of the Board of 
Trustees. President Emeritus Gertrude C. Shapiro then dedicated 
the campus. This was followed by the dedication of the H.A.B. 
Shapiro Memorial Library by Mrs. Irving Pavlo, H.A.B Shapiro's 
niece. 
After the benediction given by Rabbi Arthur Starr, the 
ceremony was moved to the library where Ann Shapiro spoke and 
Mrs. Shapiro unveiled the founder's portrait. A reception in 
the library, luncheon in the Student Center and tours of the 
campus ended the ceremonies. Delegates from 64 colleges ranging 
from Harvard University, founded in 1636, to Wentworth College 
of Technology, founded in 1970, participated. 
Delegates from organizations included Frank A. Tredinnick, 
Jr., Executive Director, New England Association of Schools and 
Colleges; Newell J. Paire, Commissioner, New Hampshire State 
Department of Education; Edward D. Wynot, Chairman, New 
Hampshire Higher Education Facilities Commission; Arthur E. 
Jensen, Executive Secretary, New Hampshire Coordinating Board of 
Advanced Education and Accreditation; and Creeley S. Buchanan, 
Area Director, U. S. Department of Housing and Urban Development 
(124). 
APPENDIX 77A: Increased Income 
Gross income increased each year after the move to the new 
campus in fiscal 1972, with two exceptions. In fiscal 1973, the 
end of the fiscal year was changed from August 31 to June 30, so 
that the 17 percent drop that year was accounted for largely by 
comparing a ten month year with the previous twelve month one. 
The other exception was fiscal 1977, which recorded a two 
percent decrease. During the first eight years on North River 
Road, the gross income went from $3,053,000 in fiscal 1972 to 
$9,868,000 in fiscal 1979, a gain of 223 percent. 
The major source of income was, of course, tuition. This 
accounted for 65 percent in fiscal 1972, rising to 71 percent in 
1979. The tuition in the regular day program increased modestly 
every year after 1972, except for the 10 month year of 1973. 
The increase in night and other special programs was much 
greater. This went up 580 percent in the eight year span, 
compared with 160 percent for the regular program. The income 
from night courses in off-campus centers was consistently nearly 
double that from those on campus, 64 percent versus 36 percent. 
After commenting on the importance to the college of the low 
interest loans and interest subsidies from the Federal 
Government for building its new campus, the report of the New 
England Association of School and Colleges evaluation team in 
1976 brought out the role that the continuing education program 
had in the institution. They said. 
A second element in this financial logic is the role played 
by the off campus sites that offer the college's programs to 
working adults and hold classes in the evening. In 1976-77, 
these off-campus sites are expected to produce a cash 
surplus over direct expenses in the amount of $618,000. 
This contribution along with the $143,000 of other income 
from various itemized sources in the budget projection will 
turn the college's operations from a cash deficit to a cash 
surplus. The college practices conservative budgeting, 
particularly on the income side, and consequently the cash 
surplus for 1976-77 emerges as $40,692. So it seems 
reasonable to expect actual results to exceed this figure by 
June 30, 1977. Clearly the importance of part-time faculty 
rates is a key element in producing the anticipated cash 
surplus from the Continuing Education activities. 
Appendix 78 
Aproaches to Financing Mew Campus 
In a response to what the College was doing to develop 
school plans and buildings, Mr. Edward Shapiro stated 
that we are constantly trying to raise money f or the 
campus, and there are four or five avenues under 
exploration. They are: (1) We could finance the campus at 
a5% net, net, net, which would in effect be 20% (2) There is 
a Bill in the New Hampshire State Liegisllature, which would 
enable the College to issue tax exempt bonds and 7.5% (3) We 
are contacting people who have been successful in financing 
new schools and are contact chief administrators in ACBS 
(Accrediting Commission for Business Schools) schools, who 
have been successful in financing constrcution. We have 
asked their help for two reasons: 
a. In the hope that they might be able to help us and 
b. We want ACBS Commissioners to know that we are 
sincerely looking for funds for building. 
(4) There is a bill in Congress... which is an interest 
subsidy bill for constrction...(5)... September 30 of this 
yeat is the next filing date for HEW grants. This is the 
first filing date for which the cCoIlege is eligible to 
apply. (Presidents Advisory Board 2/18/69). 
Epilogue 
New Hampshire College is an institution which was foundeded 
on the principle of the importance of good teaching; of 
providing an environment where learning and understanding take 
place; where the individual is treated with care, respect and 
integrity; where the individual is empowered and where there is 
opportunity for personal and professional development. 
Kimon Zachos talked about the qualities that have seen the 
institution through both its good and bad periods.. 
...in the early stages, the Trustees and the family were 
absolutely convinced that what they were doing was the right 
thing, that it should be done, and that New Hampshire 
College was a very important thing for the community and for 
the State. There was some ego massage, but the project 
itself was significant and worth all kinds of sacrifices. 
Second, [we] constantly kept in sight the market and that is 
as a career-oriented school. 
The thing that makes New Hampshire College so great is its 
flexibility. It is Ed and Mrs. Shapiros willingness to 
experiment with new courses,...new ideas with a sense of 
balance. It is its willingness not to be bound by 
traditional hard bound approaches to education such as 
opening the branch in Puerto Rico. Just because it isn't 
the way it was done doesn't necessarily mean we shouldn't 
try to do it. 
...constantly probing and seeing if there was a need and if 
so to try to fulfill it. This led to the Human Services 
program. Ed and Ira's getting together; a sense that this 
is a great idea and an important educational assignment. 
It is the kind of flexibility that comes from an inner 
strength and inner assurance that if we really want to do 
something, if we have thought about it, looked it over from 
all angles that somehow we'll find the energy, the direction 
and the money. We can do it probably without grat jeopardy 
to what we've already done. 
New Hampshire College because of its unique founding and the 
consequent interest and response of the Shapiro family and the 
special qualities of the people who became attracted to and 
involved in New Hampshire College have all contributed to making 
this a special institution.