Social utility and the professional adult educator: Some Victorian viewpoints

Abstract

This paper explores the Victorian concept of social utility as applied to adult education, and seeks to identify early elements of professionalism associated with that concept. The exploration is conducted through the medium of mechanics' institutes in several English-speaking countries. It involves an examination of the objectives of these voluntary bodies and the techniques employed to realise them, varying from ‘mutual improvement’ to public lectures. Attention is then devoted to the lecturers themselves, both voluntary and paid, and to early contributions suggestive of a technical basis for professionalism. Finally, the growing national and even international stature attained by some ‘professional’ lecturers is noted, as is the institute movement's inherent inability to sustain the development of professionalism.