Milton S Hershey

CoverPurpose, etc.ContentsIntroChaptersGlossaryAppendices

Milton S. Hershey

“His Deeds are His Monument

His Life is Our Inspiration”

Second Printing, Spring 2005

John F. Halbleib

Picture 1: Milton S. Hershey in 1941 ^[1]

THIS BOOK IS DEDICATED TO:

JEANNE M. DUFFY, my loving Wife

COLLEEN, ALISON, JOSHUA & JACOB, my loving Children

Veronica Halbleib, my loving Mother

MILTON AND CATHERINE HERSHEY

THE MILTON HERSHEY SCHOOL FAMILY

MILTON HERSHEY SCHOOL

THE MILTON HERSHEY SCHOOL ALUMNI ASSOCIATION

MAYER, BROWN, ROWE & MAW LLP

And

THE TENS OF THOUSANDS OF CHILDREN WHO WILL BECOME MEMBERS OF THE MILTON HERSHEY SCHOOL FAMILY

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SPECIAL THANKS TO:

MILTON hERSHEY sCHOOL, for authorizing use of photos in this book

Amanda Beldo, for her assistance in editing this book

^[1]Photo Courtesy of Milton Hershey School, Historical Records

Statement of Purpose

The purpose of this book, primarily, is to serve as research and educational material, with the overall objective of sharing knowledge of a great man and the philanthropy to which he and his wife gave birth. Its content is intended to provide facts as written and understood by those closest to the Hersheys’ philanthropy. This book was not written for commercial purposes. Rather, I view it as a noncommercial educational work. It is my sincere hope that this book will serve to educate those who desire to understand the Hersheys’ philanthropy, whether as a member of the School Family, a resident of the town of Hershey, Pennsylvania or one who has an interest in children’s homes or philanthropy in general.

Comments designed to enhance the value of this work as research and educational material are welcome. Please contact the author at JohnHalbleib@JohnFHalbleib.com.

Picture 2: Milton Hershey and the Boy ^[2]

Milton S. Hershey His Deeds are his Monument, His Life is Our Inspiration, is the inscription on this now famous statue, “Milton Hershey and the Boy.” This statue was presented by the alumni to the school in honor of Milton Hershey during the 50^th Anniversary of The Hershey Industrial School Trust.

Acknowledgements

From the late 1980’s, alumni and other members of the Milton Hershey School Family have dedicated themselves to the preservation of the philanthropy of Milton and Catherine Hershey. I joined this effort in 1998. In January 1999, I became a director of the Milton Hershey School Alumni Association. December 2002 brought my term as a director to an end a year after scheduled; this end followed the reconstitution of the Board of Managers of the Milton Hershey School Trust and the Board of Directors of Hershey Trust Company. My law firm, Mayer, Brown, Rowe & Maw LLP,^[3]represented the Alumni Association on a pro bono basis during this period. During the period I was a director, the Alumni Association sought to understand the Hersheys’ philanthropy. Through the unselfish efforts of countless alumni and other members of the Milton Hershey School Family, together with Mayer, Brown, Rowe & Maw LLP, this group has reviewed volumes of documents, interviewed hundreds of key individuals, located and reviewed long-forgotten material, and otherwise performed an extensive review of available information related to the Hersheys’ philanthropy. Our efforts in this have been extraordinarily time-consuming and expensive, and have been paid for solely from our own pockets and from those of our pro bono attorneys. This resulted from a widespread, shared sense of duty and loyalty on the part of the School Family.

Following 2002, I independently continued my research and analysis. I have continued this project at the request of many alumni, as well as my own desire to understand more fully that which the Hersheys intended.

Milton S. Hershey His Deeds are his Monument, His Life is Our Inspiration, is the inscription on a now famous statue, “Milton Hershey and the Boy.” This statue was presented by the alumni to the school in honor of Milton Hershey during the 50^th Anniversary of the Milton Hershey School Trust. Reflecting on the enormous effort that has been invested in the preservation of the Hersheys’ philanthropy, this single statement well describes how most, if not all, alumni and other members of the Milton Hershey School Family feel about Milton S. Hershey, as well as how truly unique he and the Hersheys’ philanthropy are.

Terminology and Nomenclature

The overall objective of this book is to share knowledge of a great man and the philanthropy to which the Hersheys gave birth. In order to achieve this objective, one needs to understand the various stages of Milton Hershey’s life, as well as the stages of the Hersheys’ great philanthropy. Moreover, to develop an understanding of the Hersheys’ philanthropy that is nearest to Milton S. Hershey’s own experience and as precise as possible, this book uses both

(1)   the nomenclature used by the Hersheys,

(2)   as well as other terms that are defined in the Glossary of Terms.

Some of the original nomenclature is substantive and thus informative when used. This facilitates a better understanding of important topics such as the Trust, the School, Derry Township, Hershey, Hershey Estates and the Hershey Chocolate Company – an understanding more in line with that of Milton Hershey. For example, this book uses the name The Hershey Industrial School rather than the current name, Milton Hershey School. While perhaps not obvious, these names convey different messages and one of the objects of this book is to communicate Milton Hershey’s message.

Another example of conveying a message reflective of that time is that many individuals called Milton Hershey “M.S.” during his life time and for a long time thereafter. In particular, the students of The Hershey Industrial School referred to Milton Hershey, and remember him today, as “M.S.”

As you read, keep these two facts in mind. First, many things have changed in America over the last 100 years, particularly as relates to the Hersheys’ philanthropy – The Hershey Industrial School, which includes the “ideal community” of Hershey, Pennsylvania. Second, such philanthropy has no parallel today through which we might derive more immediate familiarity. These weigh in favor of definitions. In those cases where precision is helpful to understanding the Hersheys’ philanthropy, the use of definitions facilitates the desired precision.

Anticipating that it might be difficult to quickly remember the meaning of specific terms, an Index of Terms and a Glossary of Terms are provided. Defined terms note changes that have occurred in the meaning of such term when modified by court ordered revisions to the Deed of Trust, for example.

In the case of cited authority, the year of publication is often noted. Generally speaking, sources published when M.S. was alive, or soon after his death, tend to reflect a view more in line with that of M.S. A possible reason for this tendency is that M.S. maintained control over the Hersheys’ philanthropy until the day he died through his retained right to vote Hershey Trust Company stock. This retained control would have facilitated consistency of messages regarding the philanthropy, particularly from those directly involved in such philanthropy and thus likely to have been influenced by M.S. As the date of publication follows M.S.’s death in 1945, what is written is likely to reflect influences other than those informed by Milton Hershey.

As you begin to review this book, there are some unique concepts to understand. To enhance your understanding and enjoyment of the Hersheys’ philanthropy as you read this book, you should learn these concepts first. To do this, consider reading the Glossary of Terms before reading the text of this book.

Certain concepts you will want to understand at the start. First, the Hersheys had a plan for the development of The Hershey Industrial School, which includes their “ideal community.” Their plan is designated the Hersheys’ Children’s Home Development Plan. It refers to the wise step-by-step development process that the Hersheys pursued to build The Hershey Industrial School. Appendix I: Development of The Hershey Industrial School illustrates this plan by providing a chronology organized around the three basic components of Community, Business and Education that make up The Hershey Industrial School. The Hersheys established a children’s home for the full development of the whole person, according to their respective attributes; that is, tastes, capacity, intelligence and adaptability, interests and commitment by providing them with, among other things, a real home and family that engendered a deep sense of belonging to a family and community. This was achieved, but it was no small task. To achieve their objectives, the Hersheys pursued their philanthropy through the Hersheys’ Children’s Home Development Plan. Section 2.1 Early Vision of the School and Overview of the Plan has more detail on this point. Once the viability of each component had been validated by, and to the satisfaction of, the Hersheys, they set about making such component more permanent. To accomplish this permanence, they chose the Trust.

Pursuant to the Trust, the Hersheys created a permanent institution which they named The Hershey Industrial School. In the Deed of Trust, they also designated such permanent institution the “School.” Chapter 3 The Hershey Industrial School Trust will have more detail on this topic. The School (which includes the “ideal community”) is sometimes also referred to as the “Hersheys’ Children’s Home” because while the Deed of Trust simply uses “School,” this term greatly understates the unique attributes of Hersheys’ Children’s Home. The School includes, among other things, the Hersheys’ Children’s Home Campus (including Hershey, Pa.), Hershey Estates, the Hershey Chocolate Company and its successors, the School Family, The Hershey Industrial School Alumni Association, and the school.

It is the whole of these parts that is described in the story of the Hershey Chocolate Town; there it is said, “for Mr. Hershey’s purpose, and this became evident to the least discerning, was to build a town to be run by and for orphan boys, a community suggested by the words of the Messiah.”^{^[4]}

The term “school,” on the other hand, means the residential, educational and other related facilities and employees that directly serve the Resident Beneficiaries and the Non-Resident Beneficiaries, which comprise a major component of the School but are distinguished from the School. The “school” is part of the “School.” Keeping this distinction clear in one’s mind will facilitate the development of an understanding of the Hersheys’ philanthropy.

Finally, inasmuch as this book is written about Milton S. Hershey and his deeds, the focus is on that which occurred prior to Milton Hershey’s death in 1945. Consequently, some of the changes to the Hersheys’ philanthropy have not been reflected in this book. To be clear, this is not to question the modification of admission requirements such as elimination of racial and gender restrictions. Rather, these and other topics simply are not addressed here; this book seeks only to help others understand what the Hersheys intended.

In the end, this book will demonstrate that M.S.’s actions were in accordance with, and pursuant to, the express terms of Milton Hershey’s Deed of Trust.

Foreword

The publication of this book has not been sponsored by the Board of Managers of Milton Hershey School, the Senior Administration of the Milton Hershey School, the Board of Directors of the Milton Hershey School Alumni Association, nor the law firm of Mayer, Brown, Rowe & Maw LLP. In fact, this book reflects my independent research and analysis, and not necessarily the policies, views or opinions of others. Please note also, that no one has sought to prohibit its publication; it is simply appropriate for me to point out that my research and analysis was not commissioned by any of these groups. I wish to avoid any implication that this book reflects the point of view, policies, or opinions of the Board of Managers of Milton Hershey School, the Senior Administration of the Milton Hershey School, the Board of Directors of the Milton Hershey School Alumni Association, or Mayer, Brown, Rowe & Maw LLP.

I want to also avoid leaving you with the impression that I have not inquired of other knowledgeable individuals in this area. To the contrary, before publishing this book, I circulated it to a limited number of individuals who either had first hand knowledge of some topic covered in this book or was otherwise knowledgeable about the Hersheys philanthropy. The substantive feedback I received was complimentary and supportive. ^[5] Here are some examples of thoughts from other knowledgeable individuals.

“Needless to say, you have something here that is of great value and it needs to be finished and made available as a reference work for the researcher as well as for the interested person who just wants to have a better understanding of the history of the school and the man who is behind it all. […] I think what you have here is very complete and is of great value.”

Joseph Brechbill

“Your conclusion […] ‘All things considered, to conclude that the Hersheys intended that the religious and moral education required by Milton Hershey’s Deed of Trust be based on any faith other than Christianity would be unreasonable. As M.S. said, “I am a Christian in the only sense that Christ wished anyone to be, sincerely attached to his doctrine in preference to all others.”’ is powerful. […] You have done a masterful job, in my opinion. Well done!”

Rev Michael Wagner

“Your thesis that Milton Hershey had a broader concept of the School than we recognize, namely that the town and Hershey interests (Foods, Trust, HERCO, Foundation) are all intertwined by original design, is well taken.”

Kathryn S. Taylor, Attorney at Law

^[2]Photo Courtesy of Milton Hershey School, Historical Records

^[3]Mayer, Brown, Rowe & Maw is a combination of two limited liability partnerships, each named Mayer, Brown, Rowe & Maw LLP, one established in Illinois, USA and one incorporated in England.

^[4]1963 Hershey Chocolate, p. 29. Also refer to 1957 Snavely, p. 355.

^[5]One person who reviewed an earlier draft of this book suggested, and I have heard others in Hershey, PA suggest, that M.S. “did whatever he wanted to do.” That is true, particularly when one considers that he did so because the Original Deed of Trust had been written in contemplation of exactly what M.S. planned to do, and did do. Thus, it is factually accurate, especially when one reconciles M.S.’s actions and decisions with the express terms of Milton Hershey’s Deed of Trust. However, if one seeks to use such statement to suggest that M.S. would intentionally violate his own Deed of Trust, then such a suggestion without more suffers from lack of supporting rationale.

    Rather, it makes much more sense to conclude that (1) M.S. viewed the Community, Businesses, and Education components as part of The Hershey Industrial School (which includes his and Catherine’s “ideal community”), which is referred to at the beginning of the Deed of Trust as the permanent “institution” and intended for the benefit of the Beneficiaries of the Trust, and (2) he knew this was to be the case before the Original Deed of Trust was written in 1909.

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Table of Contents

Table of Contents

List of Appendices

List of Charts

List of Diagrams

List of Pictures

List of Tables

Statement of Purpose

Acknowledgements

Terminology and Nomenclature

Foreword

Introduction

Chapter 1. The “Ideal Community” and the Hersheys’ Children’s Home

1.1 The Ideal Community

1.2 Milton S. Hershey – Philanthropist

Chapter 2. The Hershey Industrial School – Significant Events

2.1 Early Vision of the School and Overview of the Plan

2.2 Phase 1: Building and Determining the Long Term Viability of the Business in Lancaster (1893 to 1901)

2.3 Phase 2: Building and Determining the Long Term Viability of the Community and the Business in Derry Township (1901 to 1908)

2.3 (a) Hershey, Pennsylvania - Overview

2.3 (b) Derry Township

2.3 (c) Hershey’s View of the “Ideal Community”

2.3 (d) Economic Depressions and Other Challenging Events Encouraged Hershey to Make Things More Permanent

2.4 Phase 3: The Trust and Education (1909 to 1918)

2.5 Phase 4: Placing all Components of the “Ideal Community” into a Permanent Structure (1918 to 1923)

2.6 Phase 5: The Great Expansion (1920s and 1930s)

2.6 (a) The Expansion of the 1920s (1924 to 1929)

2.6 (b) The Great Depression and the Expansion of the 1930s (1930 to 1939)

2.6 (b) (i) The Great Depression

2.6 (b) (ii) Overview of the 1930s Expansion

2.7 Structural Refinements

2.7 (a) 1919 Incorporation of the Managers

2.7 (b) 1927 Hershey Estates, Hershey Chocolate Corporation

2.7 (c) 1929 Proposed Merger With Kraft and Colgate-Palmolive-Peet

2.7 (d) 1930 The Hershey Industrial School Alumni Association

2.7 (e) 1933 Modification of the Original Deed of Trust

2.7 (f) 1935 M.S. Hershey Foundation

2.7 (g) 1938 Hershey Junior College

2.7 (h) 1939 An HIS Graduate Becomes a Manager

2.7 (i) 1945 Testamentary Trust

2.8 1937 Labor Strike and Related Labor Activities

2.9 1937 Stroke of Milton Hershey

2.10 1938 Death of George Copenhaver

2.11 1940 to 1945 – World War II Dominates

2.12 1944 Milton Hershey Resigns Leadership Positions

2.13 1945 Milton Hershey Died

Chapter 3. The Hershey Industrial School Trust

3.1 Introduction

3.2 The Hersheys’ Children’s Home Development Plan and the Trust

3.3 Deed of Trust

3.4 Trust Structure and Governance

3.4(a) Trustee

3.4(b) Managers and Board of Managers

3.4(c) Preservation of Control and Interpretation During Milton Hershey’s Lifetime

3.4(d) The “institution” Designated the “School”

3.4(e) The “school”

3.4(f) Beneficiaries of the Trust

Chapter 4. Beneficiaries of the Trust and Their Benefits

4.1 Determining Who is a Beneficiary – Requirements for Admission

4.2 Indenturing

4.2(a) Indenturing is Required by Milton Hershey’s Deed of Trust

4.2(b) Indenturing Changes Legal Relationships

4.2(b)(i) Parent, Guardian or Other Competent Authority and Minor

4.2(b)(ii) Parent, Guardian or Other Competent Authority and Managers

4.2(b)(iii) Minor as Third Party Beneficiary and a Direct Party

4.2(b)(iv) Minor and the Managers Under the Indenture and Milton Hershey’s Deed of Trust

4.2(b)(v) Minor and Paragraph 20 of Milton Hershey’s Deed of Trust

4.2(c) The Substance of Each Indenture

4.3 Defining the Beneficiaries of the Trust

4.4 Benefits Under Milton Hershey’s Deed of Trust and the Indentures

4.5 Term of Current Beneficiaries

4.5(a) Admitting Current Beneficiaries

4.5(b) Terminating Current Beneficiaries

4.5(c) End of Term as a Current Beneficiary

4.6 Benefits After Reaching Age 18

4.7 All Benefits are Free

Chapter 5. Hersheys’ Children’s Home

5.1 Overview of the Hersheys’ Children’s Home

5.2 The Hersheys’ Children’s Home Component: “Hershey” or Community

5.3 The Hersheys’ Children’s Home Component: “Industrial” or Business

5.4 The Hersheys’ Children’s Home Component: “School” or Education

5.5 The School Includes Hershey Improvement Company and Hershey Estates which Operate the Hersheys’ Children’s Home Campus

5.6 The School Includes The School Family and The Hershey Industrial School Alumni Association

Chapter 6. Direct Trust Benefits & the “school”

6.1 The “school”

6.2 First and Foremost a Children’s Home

6.3 The Guiding Principles

6.4 Environment of the School: A School Family and A Rural, Agrarian Campus

6.4 (a) Creating and Maintaining a Home and a Family - The School Family

6.4 (b) A Rural, Agrarian Campus

6.4(b)(i) Deed of Trust and Historic Analysis

6.4(b)(ii) Rationale for a Large Rural Campus

6.5 Programs of the “school”

6.5 (a) Full Development of the Whole Person

6.5 (b) Work Ethics

6.5 (c) Recreation and Other Natural Resources

6.5 (d) Religious and Moral Education

6.5(d)(i) Deed of Trust and The Hersheys’ Intent

6.5(d)(ii) The Religious and Moral Education Program

6.5(d)(ii)(A) General

6.5(d)(ii)(B) The Program

6.5 (e) Farm and Vocational

6.5(e)(i) Deed of Trust

6.5(e)(ii) Rationale for the Farm and Vocational Programs

6.5 (f) Certain Benefits Continue Beyond Age 18

Chapter 7. The School Family

7.1 Origin of the School Family—Milton Hershey’s Deed of Trust, Indentures and the Constitution

7.2 Defining the School Family

7.3 The School Family’s Role and Purposes in the Trust

7.4 Historic Recognition and Verification of the School Family

Chapter 8. Milton Hershey’s Alumni Association

8.1 Hershey Industrial School Alumni Association – What the Hersheys’ Intended

8.1 (a) General

8.1 (b) The Constitution of Milton Hershey’s Alumni Association

8.1 (c) Creating and Maintaining a Home and a Family - The School Family

8.1 (d) Certain Benefits are to Continue Beyond Age 18 and Beyond High School

8.1 (e) Original Alumni Association Members of Milton Hershey’s Alumni Association Succeed the Hersheys as the Senior Members of the School Family

8.2 The Alumni Association’s Institutional History

8.2 (a) Formation and Formalities

8.2 (b) Use of Trust Assets and Milton Hershey’s Intent

8.3 Milton Hershey’s Alumni Association Purposes and Excellent History of Service

8.3 (a) Service to the “school” and Its Students

8.3 (b) Service to Alumni

8.3 (c) Service to the School Family

8.3 (d) Service to the “Permanent Institution” – the School

Index of Terms

Glossary of Terms

List of Appendices

Appendix I: Development of The Hershey Industrial School

Appendix II: The Hershey Industrial School - Significant Events

Appendix III: Development of Derry Township & HIS Education System

Appendix IV: The Hershey Industrial School - Student & Student Home Growth

Appendix V: Deed of Trust - Original

Appendix VI: Deed of Trust - As of Milton S. Hershey's Death in 1945

Appendix VII: Deed of Trust - As of Date of Publication in 2005

Appendix VIII: Form of Indenture as of Milton S. Hershey's Death in 1945

Appendix IX: Certificate of Incorporation of the Managers and 1933 Amendment

Appendix X: 1918 Conveyance of Non-Chocolate Assets to Hershey Chocolate Company

Appendix XI: 1918 Transferred Hershey Chocolate Company Stock Certificate

Appendix XII: 1918 Letter to Hershey Chocolate Company

Appendix XIII: 1919 Decree

Appendix XIV: 1919 Petition

Appendix XV: 1930 Constitution

Appendix XVI: 1933 Decree

Appendix XVII: 1933 Petition

Appendix XVIII: 1933 M.S. Hershey Declaration and Joinder

Appendix XIX: 1933 Paul Reed Memo

Appendix XX: 1935 The M.S. Hershey Foundation

Appendix XXI: 1935 Living Trust of Milton Hershey

Appendix XXII: 1944 Milton Hershey Will & 1945 Residual Derry Township School District Trust

Appendix XXIII: Milton Hershey's Deed of Trust & the Ideal Community

Appendix XXIV: The Words of Milton S. Hershey

List of Charts

Chart 1: The Hershey Industrial School - Significant Events (1909 - 1918)

Chart 2: Student & Student Homes of the "school" Growth (1910 - 1918)

Chart 3: The Hershey Industrial School - Significant Events (1918 - 1923)

Chart 4: Student & Student Homes of the "school" Growth (1919 - 1923)

Chart 5: Student & Student Homes of the "school" Growth (1924 - 1929)

Chart 6: Student & Student Homes of the "school" Growth (1930 - 1939)

Chart 7: The Hershey Industrial School - Significant Events, Structural Refinements (1919 - 1945)

Chart 8: Student & Student Homes of the "school" Growth (1940 - 1945)

List of Diagrams

Diagram 1: The "Ideal Community" of The Hershey Industrial School (1901 - 1909)

Diagram 2: Control of The Hershey Industrial School Trust – 1910

Diagram 3: The Hershey Industrial School: 1910 – 1918

Diagram 4: The Hershey Industrial School: 1918

Diagram 5: The Hershey Industrial School: 1927

Diagram 6: The Hershey Industrial School: 1930

Diagram 7: The Hershey Industrial School: 1935

Diagram 8: The Hershey Industrial School: 1938

Diagram 9: The Hershey Industrial School: 1945

Diagram 10: Relationships Resulting from Indenturing

Diagram 11: Scholars Versus Orphans Under Milton Hershey's Deed of Trust

Diagram 12: Benefits Under Milton Hershey's Deed of Trust

Diagram 13: 1950 Houseparent Handbook Diagram of HIS

Diagram 14: School Family and Milton Hershey's Alumni Association: 1930

List of Pictures

Picture 1: Milton S. Hershey in 1941

Picture 2: Milton Hershey and the Boy

Picture 3: H.I.S. Junior/Senior High School

Picture 4: Homes on Caracas Avenue, Hershey, Pennsylvania

Picture 5: Chocolate Factory viewed from the Community Center Building Circa 1933

Picture 6: Student Farm Home Brookside in 1908

Picture 7: Student Farm Home Apple Hurst (Farm No. 39)

Picture 8: The Community Center Building, Built in 1933

Picture 9: The Board of Managers of The Hershey Industrial School in 1944

Picture 10: John Snyder, Legal Architect of The Hershey Industrial School

Picture 11: The Boys Admitted to The Hershey Industrial School in 1914

Picture 12: 1940 Map of The Hershey Industrial School

Picture 13: Derry Township Schools Circa 1933

Picture 14: H.I.S. Junior Senior High School, Opened in 1934

Picture 15: Library and Other Facilities of Hershey Junior College, Opened in 1938

Picture 16: George Copenhaver, the First Superintendent of The Hershey Industrial School

Picture 17: Prudence Copenhaver, George Copenhaver’s Wife

Picture 18: Family Home Life

Picture 19: Recreation is a Core Component of the Program

Picture 20: Veronica "Fanny" B. Hershey, M.S.'s Mother

Picture 21: Henry Hershey, M.S.'s Father

Picture 22: Milton S. Hershey in 1938

Picture 23: Catherine S. Hershey in 1910

Picture 24: The Ten Commandments and Golden Rule as Published in Student Homes

Picture 25: Members of the Early School Family

Picture 26: Broad Acres, Unit No.1, “H. I. S. Alumni Memorial Home”

List of Tables

Table 1: Hershey is a United States Postal Service Area

Table 2: Statistics Regarding Age at Time of Student’s Discharge

Table 3: Counties and Townships in Which HIS Units Were Located

Table 4: Students Who Became Alumni in Derry Township 1908-1945

Table 5: Number of school Graduates Compared to Other Derry Township Graduates

Table 6: Land Ownership By The Various Hershey Interests

Table 7: Indenture and Deed of Trust References to "home" and "residence"

Table 8: Resident Beneficiaries Who Died While a Student at HIS

Table 9: Constitution of The Hershey Industrial School Alumni Association

Table 10: Benefits Through Milton Hershey's Alumni Association

Table 11: Comments on Alumni Association Constitution

Table 12: Analysis of Former Student, Former Good Student, Former Commendable Student, & Others Eligibility, Status and Benefits

Table 13: Alumni Managers Who Served as a Manager During or Prior to 1984 Had Served as the President of the Alumni Association

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