And although Mr. Sidgwick says that social usefulness really means “losing oneself in a mass of disagreeable, hard, mechanical details,” and though all the believers in action are fond of asserting the same thing, yet, as to lose ourselves is not what we want, but to find the intelligible law of things, this assertion too we shall not blindly accept, but shall sift and try it a little first.  And if we see that because the believers in action, forgetting Goethe’s maxim, “to act is easy, to think is hard,” imagine there is some wonderful virtue in losing oneself in a mass of mechanical details, therefore they excuse themselves from much thought about the clear ideas which ought to govern these details, then we shall give our chief care and pains to seeking out those ideas and to setting them forth; being persuaded, that, if we have the ideas firm and clear, the mechanical details for their execution will come a great deal more simply and easily than we now [267] suppose.  And even in education, where our Liberal friends are now, with much zeal, bringing out their train of practical operations and inviting all men to lend them a hand; and where, since education is the road to culture, we might gladly lend them a hand with their practical operations if we could lend them one anywhere; yet, if we see that any German or Swiss or French law for education rests on very clear ideas about the citizen’s claim, in this matter, upon the State, and the State’s duty towards the citizen, but has its mechanical details comparatively few and simple, while an English law for the same concern is ruled by no clear idea about the citizen’s claim and the State’s duty, but has, in compensation, a mass of minute mechanical details about the number of members on a school-committee, and how many shall be a quorum, and how they shall be summoned, and how often they shall meet,—­then we must conclude that our nation stands in more need of clear ideas on the main matter than of laboured details about the accessories of the matter, and that we do more service by trying to help it to the ideas, than by lending it a hand with the details.  So while Mr. Samuel Morley and his friends talk [268] of changing their policy on education, not for the sake of modelling it on more sound ideas, but “for fear the management of education should be taken out of their hands,” we shall not much care for taking the management out of their hands and getting it into ours; but rather we shall try and make them perceive, that to model education on sound ideas is of more importance than to have the management of it in one’s own hands ever so fully.