 What Sidgwick’s political writings so effectively highlight, however, is the crucial role of education in his practical and theoretical work. Insofar as his more academic research carried a practical political point, this concerned the need for expanding and improving educational opportunities for all. Thus, his (highly Millian) feminism was focused on higher education for women and the foundation of Newham College, and his many attempts to improve the curriculum of Cambridge University (by including Bentham, modern literature, physiology and other new subjects) were correlated with efforts to expand its audience and impact (Tullberg [1975], 1998, and Sutherland 2007). And beyond formal educational institutions, Sidgwick was simply indefatigable in promoting and participating in discussion societies, ever aiming at the elusive “consensus of experts” that his epistemology called for. If, towards the end of his life, his participation in such vehicles as the “Ethical Societies” reflected his despair over the possibility of achieving such a consensus on the “deepest problems,” and instead involved an effort to set such problems aside in the hope of agreeing on the practical upshot of ethical questions (Sidgwick 1898), this was scarcely his characteristic attitude (Skelton 2011). His support for John Addington Symonds, one of the English followers of Walt Whitman and a pioneer of gay studies, is also suggestive of how creative and wide-ranging his educational efforts could be (Schultz 2004).