The London Mechanics’ Institution, founded in 1823, sought to foster scientific knowledge among operatives. This article demonstrates how it was part of a new educational and technological landscape whereby there were increasing attempts to ‘illustrate’ knowledge in order to make it accessible and memorable. New scientific and optical ...
The London Mechanics’ Institution, founded in 1823, sought to foster scientific knowledge among operatives. This article demonstrates how it was part of a new educational and technological landscape whereby there were increasing attempts to ‘illustrate’ knowledge in order to make it accessible and memorable. New scientific and optical devices were used to produce, disseminate, and democratize knowledge. The operatives attending lectures and classes had to be engaged and their attention fostered. It was believed that the march of knowledge did not succeed if it was dry as dust, and there were many forms of illustrated lectures, from diagrams and transparencies to magic lantern shows to live experiments. This article links the London Mechanics’ Institution to the advent of other metropolitan institutions like the Diorama and reflects on broader ideas of progressive education and the nature of learning engagement.
