 One fundamental idea that Stebbing took over from Moore was the distinction between understanding a proposition and knowing its analysis. Moore had appealed to this distinction in arguing in “A Defence of Common Sense” (1925), for example, that one can know, with certainty, that various “common sense” propositions, such as that one exists, has a body, is a human being, and so on, are true even if one cannot give the analysis of them. All that is necessary to know that these propositions are true is to understand them (understand their meaning, as Moore put it). Indeed, Moore argued, one could not even raise the question of its correct analysis (or judge the correctness of any analysis that was offered) if one did not understand the proposition in the first place. This distinction is also fundamental to Wittgenstein’s Tractatus, though whether it was Wittgenstein who influenced Moore or Moore (in earlier thinking) who influenced Wittgenstein cannot be discussed here. Whatever their mutual influence, however, the distinction became central to the conception of analysis that was characteristic of what came to be known as the Cambridge School of Analysis, whose members included John Wisdom and Austin Duncan-Jones as well as Moore and Stebbing. It also included, or at least was influenced by the ideas of, Bertrand Russell, Frank P. Ramsey and C. D. Broad. (For further details, see Baldwin 2013.)