 Anderson’s classicism promotes the history of European culture from the early Greeks as a tradition of critical thought that can refresh and fortify contemporary education against the predations of practicalism and servility in the modern world. Education is concerned with training in taste and judgement. The educated individual is not shackled by the assumptions of his society or group (JAA, Lectures on the Educational Theories of Spencer and Dewey, 1949). But to play its part, education must resist outside standards (such as those set by the attitudes and capacities of commercial society, or by the vocational needs of business) as to what is to be allowed and valued in institutions of education. Rhees suggested that Anderson was primarily concerned with a “grammar school education”, one not suited to the “masses” (Rhees 1969 p. 168). In particular, for Anderson, vocational and moralistic standards have to be resisted. True learning is not easy and cannot be made easy – it advances only through overcoming resistances. The inquiring life has to stand up for itself. It is just as real, just as practical, just as positive a part of society as other activities (J. L. Mackie, in EAI).