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The need to complement studies of Mechanics' Institutes which are limited to the first half of the nineteenth century with studies of a later period is suggested by showing that Institutes in the north of England, where they were most influential among working-class people, were still very active in the last decades of the century. An analysis of data concerning enrolments in Science and Art classes in Yorkshire Mechanics' Institutes follows, which indicates that working-class people attending these classes were often preferring non-vocational subjects such as geology and physiology. It is also shown that, in a number of cases, Institute libraries contained a preponderance of books on these and related subjects. A study is then made of some Institutes' connections with the late nineteenth-century Labour movement, and evidence is given for links between working-class intellectual activity associated with the Institutes, and the development and spread of socialist ideas based on evolutionary theory.

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This book provides a comprehensive introduction to the human, social and economic aspects of science and technology. It examines a broad range of issues from a variety of perspectives, using examples and experiences from Australia and around the world. The authors present complex issues in an accessible and engaging form. Topics include the responsibilities of scientists, ethical dilemmas and controversies, the Industrial Revolution, economic issues, public policy, and science and technology in developing countries. The book ends with a thoughtful and provocative look towards the future. It includes extensive guides to further reading, as well as a useful section on information searching skills. This book will provoke, engage, inform and stimulate thoughtful discussion about culture, society and science. Broad and interdisciplinary, it will be of considerable value to students and teachers.