 Anderson’s lectures on education are of interest because they include the most extensive account of his appreciation for the classicism of Matthew Arnold, but more particularly of his attitude towards the philosophy of John Dewey. Besides his early acknowledgement of the importance of William James (at least the more metaphysical writings on radical empiricism) and his critical articles on F. C. S. Schiller, the consideration of Dewey’s educational theory is the most important reflection on American pragmatism in Anderson’s work. The question of the relation of theory to practice was one that exercised Anderson repeatedly. His position was that the connection was a close one, but not in the direction that he assumed pragmatism urged. Theory was not dependent upon practice for the validity of its findings. Rather inquiry proceeded from particular kinds of practice. Certain forms of life made possible an objective view of things. Moreover, theory was not subsidiary to practice in an instrumental sense because it was itself a distinct form of practice with its own requirements and standards. Anderson reflected upon this question both in the lectures on education but also in his lectures on Marxism and most particularly on Marx’s Theses on Feuerbach where he was concerned to dispute Sidney Hook’s pragmatist reading of the theses (JAA, Philosophical Implications of Marxism). Both the fact of his consideration of the enigmatic Theses and his substantial conclusions on the relation of theory to practice would have resonated with the Althusserian Marxists in the Department of General Philosophy in the 1970s. 