or workman furnished by the employment agent has left the service before having served at least 1 month, without having been dismissed, it shall be the duty of said agent to replace such employee within 15 days or refund to the interested party 75 per centum of the fees received.

SEC. 16. Content of receipt.-Any receipt issued to an applicant shall have section 15 of this act printed on its back.

SEC. 17. Dividing fees.-No licensee shall divide the fees charged by him with contractors, contractor's agents, employers, or employer's agents to whom applicants for employment are sent or to be sent.

SEC. 18. Duty of director of labor.—It shall be the duty of the director of labor to regulate the activities of private employment agencies and inspect either personally or through his agents, deputies, or inspectors the aforesaid agencies as well as their offices, buildings, and barracks, and records, books, and other documents, certifying after each inspection in what condition he found the same. SEC. 19. Act not applicable. This act shall not be applicable to persons who, while employed by a plantation, estate, or factory owner and without being engaged independently and exclusively in the recruiting business, engage in the work of looking for and hiring laborers for his plantation, estate, or factory: Provided, That it shall be the duty of such plantation, estate, or factory owner to furnish the bureau of labor with a list of the agents or employees designated by him for recruiting laborers for his plantation, estate, or factory. SEC. 20. Forbidden acts.—It shall be unlawful for any licensee:

(a) To charge or accept himself or through another, for his services, any sum greater than that specified in the schedule prescribed in this act, or to make the employee, laborer, or servant pay an imaginary debt or a sum greater than that actually received as a loan or advance.

(b) To give, knowingly and voluntarily, any false notice, or voluntarily deceive any applicant for employment or employees with false information.

(c) To induce or attempt to induce a person already employed to quit his employment in order to offer him to another, through his agency.

(d) To attempt to influence or induce any person, corporation, or company not to admit in its service any employee, laborer, or workman who has not applied for employment, work, or a position through his agency.

(e) To assist in the admission as employee, servant, or laborer of any minor without the written consent of his father, mother, guardian, or person in charge, in default of a father, mother, or guardian.

(f) To send, direct, or take any woman to a house of ill fame or expose her to being corrupted.

SEC. 21. Violations. Any violation of the provisions of this act shall be punished by a fine of not less than 25 pesos nor more than 200 pesos, or by imprisonment for not less than 1 month nor more than 6 months, or both, in the discretion of the court: Provided, That in case of the violation of subsection (f) of the next preceding section, the penalty shall be imprisonment for not less than 6 months nor more than 6 years: Provided, further, That the court may in its discretion impose as additional penalty for any violation of this act the cancellation of the license of the violator, who shall be permanently disqualified from obtaining any license.

SEC. 22. Criminal liability.—In case the violation of any of the provisions of this act is committed by any company, firm, or corporation the president, director, administrator, or manager of such company, firm, or corporation shall be criminally liable for such violation.

SEC. 23. Construction.-None of the provisions of this act shall be construed as amending or repealing the provisions of act numbered 2486 as amended by acts number 2541 and 3148.

SEC. 24. Preparation of regulations.—Subject to the approval of the department head concerned, the director of labor shall prepare the regulations and blank forms necessary to carry out the purposes of this act.

SEC. 25. Effective date.-This act shall take effect on January 1, 1933.

WORKERS' EDUCATION AND TRAINING

Washington Conference on Vocational Education, May 1933

N Washington, D.C., on May 4-5, 1933, representatives of 42 national organizations met for the sessions of the Citizens Conference on Vocational Education and the Problems of Reconstruction,1 held under the auspices of the American Vocational Association in cooperation with the American Council on Education and the National Education Association.

The convention was addressed by three Cabinet officers. Miss Frances Perkins, Secretary of Labor, spoke at the opening meeting, stating that the problems before the conference "are the most insistent of our time."

Steady vision is required to look beyond these times to a better ordered society. We can make great changes by law. We can transform conditions through economic reorganization. But, after all, we are dealing with human personalities. It is men not machines that must do the major portion of the work, and men cannot be made and remade by laws or by economic forces. We must depend in the future, as in the past, upon the skill of men and women and skill is not ready made. It is not something that can be bought from the shelf. At all times vocational training plays an important role, but in these times of readjustment we have not merely to train youth for vocations in which they may engage, but we must retrain millions of men and women whose vocations and, therefore, the usefulness of whose training has been taken away. These are difficult problems which are being considered by this conference. I think the extent to which men and women are going to look to organizations for retraining and readaptation of known skills for vocational opportunities in the future is very significant and makes a challenge to all who are interested in vocational education. In conclusion she said:

The program of this conference points to innumerable ways in which the talents and skills of vocational educators may be made available to the group of citizens who are facing, and brutally caught in, the most tragic aspects of the world situation which affects all of us. We must check our own thinking about our problems, losses, and effects upon us, of the depression with the recognition that those who have been thrown out of work are the shock troops bearing the brunt of the disaster. Your service to them is an invaluable one not only in the solution of their personal problems but in the direction of laying the basis for a really united Nation.

Hon. Henry Wallace, Secretary of Agriculture, was a speaker at the second session. In his opinion, the things growing out of our suddenly becoming a creditor nation and the things growing out of the rapid changes in scientific technique are "much more significant than any one of us can possibly realize at any one moment."

I find that there is abroad in the land these days a rather astonishing desire on the part of a great number of people to arrive at what we might call a common social purpose. The duty of people like yourselves will be to bring that down out of the rather vague realm of abstract statements and see just how it can be applied in your working with common everyday people.

The sources of this article are mimeographed copies of the addresses of three Cabinet officers, of the report of the conference committee on program and plan, and a review of the conference, by John A. Lapp.

Among other subjects taken up by various experts were: Economic and social trends; what employers expect of vocational education; what agricultural education can do to help in the reorganization of farm business; emergency problems in the home; and the plight of dispossessed labor.

At the third session, Hon. Harold L. Ickes, Secretary of the Interior, declared that "one of the unfortunate byproducts of the present economic situation is its effect upon the schools."

At a time when lack of opportunities for the employment of even our adult population should serve as an added incentive to keep our children in school, we are confronted with the very real difficulty of operating our schools at all. This is peculiarly the time when every effort should be made to hold back the flood of young people into industry where they would have to compete for jobs where there are no jobs.

We do not need the labor of children when millions of adult men and women are out of work. Even in normal times the tendency is away from child labor. A few years ago 14 years was the minimum limit for child labor. Now it has come quite generally to 16 years. Gradually the age has crept higher and there are some who look for its extension beyond the sixteenth year. This all means that schools must be provided for our children.

Mr. Ickes also maintained that "there should be a widespread development of vocational guidance which should mean wise counseling in the preparation for work as well as guidance into distinct vocations. The present situation with respect to employment should not dishearten those who seek to develop a better program but rather should stimulate to greater efforts."

Included among other topics in this section of the program were: What the future home requires of vocational education; what labor expects from vocational education; the need for agricultural leadership; vocational education and the problems of cooperation; and employment problems of the future.

At the final meeting the report of the committee on program and plan was submitted and adopted. That part of the report which sets forth the requirements upon the general and vocational education systems to fulfill the proposals of the committee is summarized below:

1. The rapidly changing conditions and demands in the industrial, agricultural, and commercial fields, which are reflected in the home life of our people require coordinated adjustments of all agencies-public as well as personal and privateto assist in giving information and providing training which will adapt the individual to the continuing changes.

2. The public and social service of the vocational schools to be adequate and just should be based on a broad program of general education, especially in the social sciences, so that the individual may understand and enjoy life and build thereon broad and accurate vocational understanding and efficiency.

3. The full-time curriculum for general education should be broadened and enriched to appeal to the wide range of tastes and talents of young people in order to retain them under educational influences as long as possible.

4. The vocational system is incomplete which does not provide for continuation education which will enable the individual to enjoy opportunities for richer culture and greater satisfaction, for self-improvement and advancement in his calling, and for the acquisition of correct habits of living and right attitudes of citizenship.

5. The vocational programs should recognize that practical experience and training before employment will aid the individual to discover and develop his occupational interests and aptitudes.

6. Experiences and training of youth in general education should help to develop technique and skill in choosing an occupation, securing a job, winning promotion, and planning and realizing a career for which they are fitted.

7. Education should be developed to promote the prevention of disabling accidents and for the restoration, so far as possible vocationally, of the victims of accidents.

8. All of the services of vocational education should be available as a social service, through schools, and extension and library services in such measures as may be necessary, so as to enable the individual to prepare for work and for promotion and growth and to meet the changing problems of the farm, home, office, and shop.

IN

Effectiveness of Vocational Education in Agriculture

'N ORDER to ascertain whether former students who had had vocational training in agriculture in high schools were in occupations which required the use of such training, the Federal Board for Vocational Education made three surveys-the first in 1922, the second in 1927, and the third in 1932. Bulletin 82 of that Board, entitled "Effectiveness of Vocational Education in Agriculture,' issued in February 1933, embodies the results of these investigations covering 8,109 persons who received vocational training in agriculture in three groups of high schools. In the judgment of the investigator, the number and random selection of the schools warrant the statement that these 8,109 persons constitute a fair sampling of those who have had vocational agricultural training in such schools between 1917 and 1932. The findings based on this sample indicate that the percentage of these former students taking up farming has risen and the percentage going to college is not so high as it was.

The percentage of recently trained persons who assume the entire responsibility in the operation of farms has remained practically the same. The proportion, however, of renters shows some increase.

The number engaged in farming has a tendency to decrease, largely on account of the shift of partners and laborers into occupations which are not agricultural.

In the occupations reported in the 1922 and 1927 surveys there

was

(a) Considering the farming tenures as constituting a scale or progression, with farm laborers at the bottom and farm owners at the top, an upward movement into ownership, only partially offset by a movement downward of the 1927 owners, so that the number of owners had doubled by 1932.

(b) Á general movement up the scale; for example, many laborers became tenants.

(c) Some influx of former students from other occupations into farming. (d) A considerable shift, particularly from the farm partner and farm laborer groups, into occupations other than farming.

For those engaged in farming a considerable gain in ownership is shown. At the same time there are not so many farm partners and laborers. The proportion of recent graduates who are farming is greater than the proportion of earlier graduates.

Students who have had the benefit of two or more years of vocational training are more likely to continue farming than those who have only had one year of training.

The average training period in vocational agriculture is somewhat longer at the present time than it has been, and a greater proportion of the students are high-school graduates.

The latter part of the period included in the study has been especially difficult for those engaged in farming. More favorable

conditions should raise the percentage of former students who take up farming. Notwithstanding the adverse "economic situation the percentage of former students engaged in farming has continued high and is advancing."

Conclusions and Recommendations

THE specialist in research making the report concludes it is necessary that there should be in every high school a continuous follow-up of the occupations of former students in vocational agriculture.

It is also suggested in the bulletin that teachers of agriculture make a study of the opportunities for placement in their respective communities and take the responsibility for placing former students.

In order that vocational agricultural education should function properly the students selected should earnestly desire to take up farm occupations, should have reasonable prospects of becoming farm owners or being otherwise established, and should have school records indicating that they can make effective use of vocational training.

The improvement of supervised farm practice, the better selection and organization of the content of courses, and the broader use of teaching methods especially adapted to vocational training have heightened the quality of vocational agricultural training. It is pertinent to inquire, "Can the percentage of former students who enter farming occupations be increased by further improvement of instruction?"

Two other practical questions are put at the close of the report, namely, To what extent is it recognized in vocational agricultural objectives that many young men who eventually become farm operators do not at once attain such independence? and To what extent should the occupation "farm laborer" be considered in setting up objectives?

The attitude of parents as partners may be a determining factor in many a former student's decision as to remaining on the farm.

The former student will continue to need training and guidance after he leaves high school. The necessity for climbing the agricultural ladder is one indication of this. The tendency now is toward continuation training of some sort. The present study suggests that the teacher of agriculture may do much to help some former students in their parental relationships, and to afford all former students in farming, further training and guidance.