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• W257516 abstract "If Daniel Drake is remembered as an educator, it is usually for his pioneering efforts in establishing medical schools and related institutions in Ohio, and for his attempts to improve the quality of medical instruction. However, Drake's entire professional and public life can be interpreted as a continuous educational endeavor. Although Drake's own education was limited, he early learned the value of reading for self-instruction and preached the value of that trait for the rest of his life. After his experiences in Philadelphia, Drake tried to emulate its educational and professional establishments in Cincinnati. As time went on, he developed a more independent approach to education which championed a new Country attitude. He was active in The Western Literary Institute and College of Professional Teachers that met annually in the 1830s which had a broad view of the term teacher. These meetings were Drake's most active involvement with the reforming of non-medical teaching where his contributions were ahead of his times. OHIOJ. SCI. 85 (4): 146-151, 1985 Daniel Drake (1785-1852) was called the Franklin of the West, because like Benjamin Franklin, he was a versatile person who initiated and became involved with enumerable scientific and social projects. On this bicentennial of his birth, I want to consider mainly Drake's activities that related to the education of youth, and particularly his connection with the Western Literary Institute and College of Professional Teachers from 1831 to 1839, and to try to evaluate these activities with reference to Drake's philosophy and to educational theories of those times. It is my contention that many of Drake's activities throughout his life can be interpreted as attempts to educate others in the values of self and formal education. His attempts at initiating medical education in Cincinnati and of reforming medical education in the West are well documented, widely discussed, and generally known (Mansfield 1860, Juettner 1909, Shapiro and Miller 1970). However, less well known is his involvement in the general educational reform movements of the early nineteenth century in Ohio and the West. 'Manuscript received 13 May 1985 (#85-17). The Ohio Valley in the vicinity of Cincinnati at the beginning of the nineteenth century was an area in which diverse groups of people settled. There were those from New England who came with strong sentiments for the importance of formal education for children and young adults. There were those from Virginia, Kentucky and Pennsylvania who had less strong feelings for the need of formal education. And, then too, there were the new foreign immigrants, mainly Germans, of peasant origins who entirely lacked any educational traditions. The unifying forces opposing these divisions were those connected with the growth of cities and the location in them of outstanding leaders. Cincinnati with its Daniel Drake is a good example of this. From 1800 to 1830 the population of Cincinnati had increased from 750 to almost 25,000 and it doubled again in the next decade. In 1800 Drake at age 15 came to this city of 750 people as apprentice to Dr. William Goforth. His education up to then had been from his father's library of books said to contain the Bible, Rippon's Collection of Hymns, Dilworth's and Webster's Spelling Books, an Almanac, Entick's Dic-" @default.
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• W257516 date "1985-09-01" @default.
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• W257516 title "Daniel Drake as a Nineteenth Century Educational Reformer" @default.
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