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 writingsArts anda t 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. 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

1/20/86 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

2Diploma . 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 18 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'. 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.

There were compellinreasong s to question the wisdom of 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.

1 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

POWs 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 3422 enrollments 4844 APPENDIX 31: Closed Continuing Education Centers

Dates Opened and Closed

Programs No Longer in Operation

Location Date Opened Date Closed

Grenier Field 9/21/65 1970

Hanscomb Field, Bedford, MA 11.1965 5/1968

Topshm Field 1967 1968*

Winter Harbor 3/10.75 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 and Organizations*

Accounting Association Arts and Crafts Club

Bowoling League (Candlepin) Chess Club

Chorus Circle K Club

Coffee House Commuter Club

Drama Club Economics Club

Epicurean Society Equestrian Society

Future Secretaries Association Golden Z

Hillel Inter-Fraternal Counci1

Lacrosse Club Lettermen's Club

Marketing Club Management Information

Systems (M.I.S.)

Newman Club Observer (Newspaper)

Organization of International

Students Outing Club

Photography Club Pub Committee

Respect, Awareness, Pride

( R. A . P. ) Special Events Committee

Student Government Association Shooting Development

Tae Kwon Do Ten Pin Club

Track Club Veteran's Association

Video Communications Club Yearbook

*New Hampshire College, Day Division, Student Handbook and

Resident Manual, 1980-1981, p. 21. APPENDIX 41

ATHLETICS AT NEW HAMPSHIRE COLLEGE

Robert Grabill PhEd 730 Dr. Gavin Carter May 12, 1982 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 1973 1979 Over 1000 14.04% 12.06% 900-999 21.11 21.11 800-899 15.78 26.22 700-799 22.36 23.44 600-699 14.47 12.30 Below 600 11.84 4.63

Rank in Class

Rank 1973 1979 First decile 6.48 11.94 Second " 8.10 10.07 Third " 12.97 14.05

Top 1/3 27.56 36.06

Fourth 14.59 10.30 Fifth 9.18 14.99 Sixth 12.43 12.88 Seventh 11.89 12.65 Eighth 11.89 9.13 Ninth 8.64 2.81 Tenth 3.78 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 Distributio79n by Majors Selected Years 1970 to 19

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 XX XX 6 7 6 9 Retailing XX XX XX 1 2 4 Economics/Finance XX XX 1 4 5 4 8 Hotel-Resort XX XX 1 10 15 Management Information Sys. 12 16 12 5 7 7 8 Management Advisory Services XX XX XX 3 6 Business Teacher Education 5 10 11 6 4 2 1 Office Administration 11 1 XX XX 1 1 Techna-Business XX XX XX XX 1

Associate Accounting 27 26 12 13 21 12 Management 29 27 24 ia 12 81 7 8 Electronic Data Processing 12 9 5 11 Fashion Merchandising XX 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.