Background
James Gordon Carter was born on September 7, 1795; the son of Capt. James Carter of Leominster, Massachussets, and of Betsy (Hale) Carter.
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This book was originally published prior to 1923, and represents a reproduction of an important historical work, maintaining the same format as the original work. While some publishers have opted to apply OCR (optical character recognition) technology to the process, we believe this leads to sub-optimal results (frequent typographical errors, strange characters and confusing formatting) and does not adequately preserve the historical character of the original artifact. We believe this work is culturally important in its original archival form. While we strive to adequately clean and digitally enhance the original work, there are occasionally instances where imperfections such as blurred or missing pages, poor pictures or errant marks may have been introduced due to either the quality of the original work or the scanning process itself. Despite these occasional imperfections, we have brought it back into print as part of our ongoing global book preservation commitment, providing customers with access to the best possible historical reprints. We appreciate your understanding of these occasional imperfections, and sincerely hope you enjoy seeing the book in a format as close as possible to that intended by the original publisher.
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James Gordon Carter was born on September 7, 1795; the son of Capt. James Carter of Leominster, Massachussets, and of Betsy (Hale) Carter.
As his family was poor, young Carter secured the rudiments of learning in winter schools, which relieved the tedium of long, hard summers on the New England farm. At seventeen, he resolved to make his independent way through Groton Academy and Harvard College, which he did by teaching district and singing schools and lecturing on the history of Masonry. He graduated from Harvard, with honors (1820).
Carter entered at once upon a career, as teacher, legislator, and author of textbooks, which placed him in the forefront of the memorable common school revival of Massachusetts. He astonished and satisfied, in turn, both the committee and pupils by his instruction and discipline of a school at Cohasset, proving himself a worthy descendant of Thomas Carter who "was apt to teach. " His next venture, for which many Harvard students held him in grateful remembrance, was a private school at Lancaster, for those having difficulty with college work. He taught there till 1830. He early caught the vision of education as a science. In the views of Warren Colburn, on the teaching of arithmetic, he found a practical application of the Pestalozzian principle that pupils should discover truth inductively, rather than memorize the instructions of books or teachers. The adoption of this principle he constantly urged in public addresses and published articles. He himself endeavored chiefly to apply the inductive method to geography. Assuming that "we need to know most of the places which are nearest us, " he prepared and published, with William H. Brooks, illustrated geographies of Essex, Middlesex, and Worcester counties (1830), leading up to a knowledge of the larger unit, the state, afforded by geographies of Massachusetts (1830) and New Hampshire (1831). Though a step in the right direction, not much more can be said for these texts. In 1821, Carter began his efforts in behalf of public education. His papers, which appeared in the Boston Transcript, were collected in a pamphlet, Letters to the Hon. William Prescott on the Free Schools of New England, with Remarks on the Principles of Instruction (1824). They both constituted an attack on the decadent state of education and contained suggestions for improvement. More specific proposals, first appearing in the Boston Patriot under the name of "Franklin, " were published in a pamphlet, Essays upon Popular Education, with an Outline of an Institution for the Education of Teachers (1826). The Essays were widely and favorably discussed and were reviewed in the Literary Gazette and the North American Review. In a memorial to the legislature (1827) Carter sought a practical realization of the normal school idea. A favorable report on the project, and a bill to subsidize it, were vigorously presented by W. B. Calhoun, but failed in the Senate by one vote.
His disappointment over not obtaining it was probably a factor in the decline of his active participation in education. He was, however, the first member appointed to the board of education. Besides being legislator and reformer, Carter was also something of a journalist, serving as editor of the Literary Gazette, the United States Gazette (1824) and New York Review (1826). He died of fever while in Chicago, July 21, 1849.
He contributed greatly to the growth of common schools (elementary and secondary), and influenced in favor of a rational method of teaching and the establishment of normal schools. Among the more notable measures reported were those securing aid to the American Institute; "an act to provide for the better instruction of youth, employed in manufacturing establishments"; one securing one-half the surplus revenue for training common-school teachers; and another for the creation of a board of education and appointment of a state secretary of public schools (1837). Many held Carter to be the best qualified person to receive the newly created secretary's post. The James G. Carter Junior High School in Leominster, Mass. (now defunct) was named after him.
(This book was originally published prior to 1923, and rep...)
(This book was originally published prior to 1923, and rep...)
(This is a pre-1923 historical reproduction that was curat...)
(This scarce antiquarian book is a facsimile reprint of th...)
(This scarce antiquarian book is a facsimile reprint of th...)
(This is a reproduction of a book published before 1923. T...)
In 1830 Carter helped to found the American Institute of Instruction, of which he was an influential member and, for some time, an officer. Being elected to the legislature, he served in the House (1835 - 38), then in the Senate, playing an important role as chairman of the committee on education.
He was married in 1827 to Anne M. Packard.