§ 5. In this school Froebel worked for two years with remarkable success; but he felt more and more his need of preparation, so he then retired and undertook the education of three lads of one family. Even in this he could not satisfy himself, and he obtained the parents’ consent to his taking the boys to Yverdun, and there forming with them a part of the celebrated institution of Pestalozzi. Thus from 1807 till 1809 Froebel was drinking in Pestalozzianism at the fountain head, and qualifying himself to carry on the work which Pestalozzi had begun. For the science of education had to deduce from Pestalozzi’s experience principles which Pestalozzi himself could not deduce; and “Froebel, 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, Froebel 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” (Schmidt’s _Gesch. d. Päd._). § 6. Holding that man and nature, inasmuch as they proceed from the same Source, must be governed by the same laws, Froebel longed for more knowledge of natural science. Even Pestalozzi seemed to him not to “honour science in her divinity.” He therefore determined to continue the university course which had been so rudely interrupted eleven years before, and in 1811 he began studying at Göttingen, whence he proceeded to Berlin. In his Autobiography he tells us: “The lectures for which I had so longed really came up to the needs of my mind and soul, and made me feel more fervently than ever the certainty of the demonstrable inner connexion of the whole cosmical development of the universe. I saw also the possibility of man’s becoming conscious of this absolute unity of the universe, as well as of the diversity of things and appearances which is perpetually unfolding itself within that unity; and then when I had made clear to myself, and brought fully home to my consciousness the view that the infinitely varied phenomena in man’s life, work, thought, feeling, and position were all summed up in the unity of his personal existence I felt myself able to turn my thoughts once more to educational problems” (_Autob._ trans. by Michaelis and Moore, p. 89).