 Many of the problems contemporary readers encounter in Anderson’s work result from his relative international isolation. But for many of his students it was precisely Anderson’s secessionist traditional stance that was the key to the great value of an Andersonian education. He may have failed in his project, but he kept alive at Sydney enduring values of traditional philosophical inquiry at a time when mainstream philosophy was either obsessed with linguistic usage on the one hand or in deference to the natural sciences on the other. Many of Anderson’s students expected his philosophy to re-emerge stronger following the inevitable decline of linguistic philosophy and the renewed interest in metaphysical questions which followed this decline. But if his work played any role in this renewal it was only indirectly through the work of his student D. M. Armstrong. Contemporary philosophers interested in metaphysical questions do not refer to Anderson’s work and are frankly baffled by Armstrong’s enthusiasm for his teacher’s work. Anderson exists today almost exclusively in the footnotes of his more engaged and accomplished students.