The 17th century marked the golden age of modern scientific development in Europe. Amid this historical convergence, as a quadruple-integrated informal educational organization combining “meetings, publications, lectures and experiments, ” the 17th-century Royal Society exhibited distinct characteristics of its era: non-systematic activity organization, strong pragmatism, a blend of academic rigor and popular appeal, and a pronounced orientation toward elite education. Its legacy, transmitted to 19th century Western universities through a multi-dimensional chain of membership, scientific institutionalization and practical formats, exerted a profound and lasting influence on Western science popularization. Based on a review of The Royal Society of London’s early development, this paper focuses on analyzing its scientific educational explorations and core characteristics during the 17th century. It also examined experiences including the purity of the purpose of science education, the proactive pursuit of societal support, maintaining the autonomy of the organization, and the laying of the foundation for the institutionalization of science education. It provides historical insights for Chinese scientific societies to achieve the “nurturing effect” of formal science education systems via informal provision, thereby empowering Chinese independent scientific and technological innovation.