He was already at college when Huxley was pounding Gladstone and the Duke of Argyll upon such issues as whether the first chapter of Genesis was strictly parallel with the known course of evolution, and whether the miracle of the Gadarene swine was a just treatment of the Gadarene swineherds. Sanderson's Durham and Cambridge studies and talks went on amidst the thunder of these debates, and there can be little doubt that his early theology underwent much bending and adaptation to the new realisations of the past of man, and of human destiny that these discussions opened out. He did not take holy orders but he remained in the Anglican Church; manifestly he could still find a meaning in the Fall and in the scheme of Salvation. Many other promising teachers of his generation found this impossible; such men as Graham Wallas, for example, felt compelled for conscience'-sake to abandon the public-school teaching to which they had hoped to give their lives. Wallas found scope for his very great gifts of suggestion and inspiration in the London School of Economics, but many others of these Victorian non-jurors were lost to education altogether. The criticism of the economic life and social organisation of that age was going on almost parallel with the destruction of its cosmogony. Ruskin's _Unto this Last_ was issued when Sanderson was four years old; _Fors Clavigera_ was appearing in the seventies and the early eighties. William Morris was a little later with _News from Nowhere_ and _The Dream of John Ball_; they must have still been vividly new books in Sanderson's Cambridge days. Marx was little heard of then in England. He was already a power in German socialism in the seventies, but he did not reach the reader of English until the eighties were nearly at an end. When Sanderson discussed socialism during those Dulwich walks, it must have been Ruskin and Morris rather than Marx who figured in his talk. Although there remains no account of those early conversations, it is easy to guess that this stir of social reconstruction and religious readjustment must have played a large part in them. Sanderson meant to teach and wanted to teach; he was quite unlike that too common sort of schoolmaster who has fallen back into teaching after the collapse of other ambitions; like all really sincere teachers he was eager to learn, open to every new and stimulating idea, and free altogether from the malignant conservatism of the disappointed type.