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It emphasizes that children’s obligation to schooling reflects broader duties to personality, mental hygiene, and the developmental risks of early adolescence. 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TARGET  \nORIGINAL MATERIAL AS FILMED-EXISTING BIBLIOGRAPHIC RECORD  \n\n| 308  \u003Cbr>计  \u003Cbr>Z  \u003Cbr>Box 689  \u003Cbr>Fuller,Raymond Garfield,1886-  \u003Cbr>Fourteen is too early;some psychological aspects of school-  \u003Cbr>leaving and child labor,by Raymond G.Fuller…prepared  \u003Cbr>for the Department of research ...New York city,National  \u003Cbr>child labor committee,1927.  \u003Cbr>2 p.1.,40p.23m.  \u003Cbr>1.Educationof children.2.Mental tests.3.Children—Employment一  \u003Cbr>1.Natlonal chlld labor connlttee.Department of researcb.  \u003Cbr>U.8.  \u003Cbr>1i.Title  \u003Cbr>27-1172  \u003Cbr>LC143.F8  \u003Cbr>Library of Congress  \u003Cbr>3  \u003Cbr>Copyright A 976321  \u003Cbr>1   |\n| --- |\n|  |\n\nReproductions may not be made without permission trom Columbla University Libranies.  \nRESTBICTIONS ON USE:  \n   \n   \n# TECHNICAL MICROFORM DATA\n\n   \nFILM SIZE:35mm//:1  \nIMAGE PLACEMENT:IAIIAIB IIB  \nBEDUCTION RATIO:  \n   \n   \n8-8-92  \nINITIALS:  \nDATE FILMED:  \n   \n   \nTRACKING\\#:26635  \n   \n可  \nFILMED BY PRESERVATION RESOURCES,BETHLEHEM,PA.  \n是  \n# Fourteen Is Too Early\n\nSOME PSYCHOLOGICALASPECTS OF SCHOOLLEAVINGAND CHILD LABOR  \nBy RAYMOND G.FULER  \n3℃  \n二  \n总  \nSOME PSYCHOLOGICALASPECTS OF SCHOOLLEAVINGAND CHILD LABOR  \nBy RAYMOND G.FuLLER  \nResearch Specialist;Author of \"The Meaning of  \nChild Labor,\"\"Child Labor and the  \nConstitutiom,\"Ete.  \nPrepared for the Department of Research  \nGERTRUDE FoLKs ZTMAND  \nDirector  \n308  \nZ  \n0468  \nNATIONAL CHILD LABOR CoMMITTEE  \n215 Fourth Avenue,New York City  \nFOREWORD  \nLcthe age of fourteen.  \nPCR  \nIn certain quarters effort is made to excuse present con-ditions of school-leaving by citing its supposed causesTheidea seems to be that explanation is justifcation.Until recently it was \"economic necessity\"that explainedand justified most of the early withdrawal(or elimination)一and incidentally,gave to employers of children a claim tobe regarded as philanthropists.  \n1945  \nA710  \nBut now it is the“mental inferiority”of the school-leaving children,as proved by the results of intelligence tests.This explanation,though it sounds scientific,is somewhatless than half correct.  \nIt is accompanied by the assertion that the upper agelimit of compulsory school attendance should not be higherthan fourteen,and again the findings of intelligence testersare falsely construed.  \nThe argument ignores the limitations of the tests andrequires acceptance of fallacious notions as to the meaningof educability and the function of the schools.Fourteen,as we interpret the data of psychological andeducational research,is too early an age at which to allowchildren to take the important step of leaving school andentering employment.The facts are not all in,but they aresufficient to show that our obligation to childhood is not beingmet by existing requirements as to school attendance.The evidence in favor of a higher school age than four-teen is not limited to the health hazards or the vocationalunprofitability of early employment.It does not have todo solely with employment conditions.  \nChid labor must be studied and understood largely interms of personality and its whole and wholesome develop-ment.Consideration must be given to the nature of theeducative process,the essentials of mental hygiene,and thepsychological dangers and needs peculiar to the critical andformative period of early adolescence.  \nWe believe in children and we believe in the schools.It is not questioned that children compulsorily retained inschool to whatever age should be in an environment condu-cive to education.The years between fourteen and sixteenare needed for education in the schools.Copyright,1927NATIONAL CaLD LADOR CoMMITTEE  \n# FOURTEEN IS TOO EARLY\n\nSome Psychological Aspects of School-Leaving andChild Labor  \nShould al children,when they reach the age of fourteen,be thenceforth free of legal obligation to attend school?  \nShould the American ","cbCaiepdtlyCDuTK","https://ap.wps.com/l/cbCaiepdtlyCDuTK","pdf",1415027,28,"English","# Foreword\n## Compulsory school age and exemptions\n## Limits of intelligence-test explanations\n## Psychological needs of early adolescence\n# Fourteen Is Too Early\n## Questions on compulsory attendance\n## Nominal vs effective school age\n## Critique of “mental inferiority” rationale","[{\"question\":\"What does the report argue about the age of compulsory schooling?\",\"answer\":\"It argues that letting children leave school and enter employment at fourteen is too early, and that children should be kept in an environment conducive to education.\"},{\"question\":\"Why does the report criticize explanations based on intelligence tests?\",\"answer\":\"It states that intelligence-test findings are falsely construed and that the tests’ limitations are ignored, leading to fallacious notions about educability and the schools’ function.\"},{\"question\":\"How does the report connect child labor to psychological development?\",\"answer\":\"It emphasizes that child labor should be studied and understood largely in terms of personality and whole development, including mental hygiene and the psychological dangers and needs of early adolescence.\"}]","Fourteen Is Too Early - Some Psychological Aspects of School-Leaving and Child Labor | PDF",1789960232,71]