0_0^.^~u^ r', >*-*"
on employment of school-age youth
For use in connection with
U.S. DEPOSITOR~National Policy on Employment of
School-Age Youth issued by the
KOcw Secretary of Labor, May 1952
U. S. DEPARTMENT OF LABOR, Maurice J. Tobin, Secretary
BUREAU OF LABOR STANDARDS, William L. Connolly, Director
A. How many young people are working full time? How many 14- and
15-year-olds are working and not in school? How many 16- and 17-year-
olds? On what kinds of jobs? What are their wages? Their hours?
What opportunities for learning or for advancement do these jobs offer?
B. How many youth are in school and also hold jobs? What kinds of
jobs? How many hours do they work on school days? On week ends?
How late at night or how early in the morning? What are their wages?
What kind of environment are they in? What kind of supervision do
A. How many of your young people drop out of school before graduating
from high school? Why? At what grades do they leave?
B. Do counseling services reach the student when he needs them most?
Does he automatically have an interview with a counselor when he wants
to leave school? Is there follow-up immediately when a student drops
out without guidance?
C. Are your free schools really free? Do you know how much students
pay in each year of high school for gym suits, materials for shop, tickets to
games, costumes for plays, and other necessary items? Are your students
snobbish about school clothes? Do collections for "gifts" embarrass stu-
dents with little money? Are sufficient student aid funds available for
your high school youth? Is it embarrassing for a youngster who accepts
D. Do the schools offer courses that meet the needs of all your youth?
Do they offer a broad education that will help students become good
citizens and good neighbors? Opportunities for occupational training in
a variety of fields? How do your students learn about guidance and
placement services and other community resources that will be available
to them when they leave school?
E. Do your high-school officials cooperate with employers and other
agencies in the community in arranging supervised school and work pro-
Do their teachers and counselors know which students are employed?
Why do students work? Does their work or late hours interfere with studies?
Does work prevent participation in school activities? Does it affect their
C. How many youth under 18 are out of school and not working? Why?
How many get help from the State employment service? Is their lack of
education or training a handicap? Have they had unfortunate experiences
or job failures that discourage them from further attempts to find jobs?
Could any of them be induced to resume their education? What community
services reach this group?
grams for students who would profit from them educationally as well as
financially? Do your schools approve the hours, wages, and working con-
ditions on such jobs? Does a coordinator follow the on-the-job progress
of the students? Are students taught to observe safety standards?
F. What arrangements have guidance and placement counselors and co-
ordinators made to work closely with the office that issues work permits?
Do counselors make health records, etc., available to the permit office?
Does the permit office keep counselors informed about the child-labor
A. How many of your young people leave the community each year
because of lack of employment opportunities there? Is it more difficult
for girls than for boys to find work near home?
B. Where do they go? Are they prepared for the situations they meet
when they are transplanted?
UNIVERSITY OF FLORIDA
NII NUll II IN I I ll II I IIINi111111IN I1N IN I
3 1262 08860 0340
C. How many of your young people get any vocational training or
D. How are the boys who stay on the farm prepared for the scientific and
mechanized aspects of modern farming?
E. Do any of your children do paid work in agriculture off the home
farm? Does anyone see that they are working on jobs suited to their age,
health, and strength? Do they have safe transportation? Adequate super-
vision? Are they kept off hazardous machinery? What about their hours,
wages, and other conditions? Do any children of migrant families come
into your community for seasonal work? How are these children made
welcome in your schools?
F. How many youngsters miss school in order to work? At what age
do they begin work? Is your community aware that there is a 16-year
minimum age for hired workers in agriculture during school hours on farms
whose products go into interstate commerce?
A. Do your citizens give the schools moral and financial support in
their efforts to bring to your youth the educational facilities they need?
B. How do schools, employment service, private counseling agencies,
and employers plan together for young workers? Do the unions participate?
C. What system do your counselors, permit-issuing officers, and your State
department of labor have for working together on standards for young work-
ers? Do you support the agency enforcing your child-labor laws by reporting
violations, appearing in court when prosecutions occur, and building up
public opinion for enforcement of school-attendance and child-labor laws?
Does the enforcing agency have adequate staff?
D. Who helps your boys plan to make the most of their military service
in working-out their vocational plans? Do employers willingly hire boys of
draft age? Are boys aware of the opportunities for training and experience
in the military service?
U. S. GOVERNMENT PRINTING OFFICE: 1952-O0-211526