The large obligations of the founder of the kindergarten to both Comenius and Pestalozzi cannot be gainsaid. Fröbel’s attention was called to the writings of the Moravian reformer early in his educational career by Professor Krause, Herder, and others interested in his schemes. “Comenius proposes an entirely new basis of education,” Professor Krause wrote to Fröbel. “He attempts to find a method of education, consciously based upon science, whereby teachers will teach less, and learners will learn more; whereby there will be less noise in the schools, less distaste, fewer idle pupils, more happiness and progress; whereby confusion, division, and darkness will give place to order, intelligence, and peace.” He adds, “Comenius was the first to advocate Pestalozzi’s doctrine of observation (Anschauung).” Mr. Hauschmann,[48] one of Fröbel’s biographers, remarks: “Krause looked upon Fröbel as the educational successor of Comenius and Pestalozzi. Fröbel, he thought, might show, as it had never been shown before, how the Pestalozzian doctrine of Anschauung was to be applied to the education of every child.” The weeks spent with Pestalozzi in the autumn of 1805 and the two subsequent years (1808–1810) passed with him at Yverdon, gave Fröbel ample opportunity to study thoroughly the Swiss reformer’s theories and practices; and these he subsequently applied with even greater skill than his master had done. Schmid, the German historian of education, says, “Fröbel, the pupil of Pestalozzi, and a genius like his master, completed the reformer’s system; taking the results at which Pestalozzi had arrived through the necessities of his position, Fröbel developed the ideas involved in them, not by further experience, but by deduction from the nature of man, and thus he attained to the conception of true human development and to the requirements of true education.”