 Dedekind faced this need directly, also from a pedagogical perspective, when he started teaching classes on the calculus at Zürich in 1858 (Dedekind 1872, preface). Consequently, the goal for him was not just to supply a unified and rigorous account of rational and irrational numbers; he also wanted to do so in a way that established the independence of analysis from mechanics and geometry, indeed from intuitive considerations more generally. This indicates an underlying philosophical motivation for Dedekind’s work on the foundations of analysis, beyond the pedagogical needs at issue, and it is natural to see an implicit anti-Kantian thrust in it. Finally, the way in which to achieve all of these objectives was to relate arithmetic and analysis closely to each other, indeed to reduce the latter to the former.