Francis Bacon 27 



scientific investigation to the world at large. Corresponding to 

 these four stages in methodical procedure, therefore, there have 

 grown up four intellectual arts or processes, which may be 

 briefly described as: (a) Inquiry or Invention, which may deal 

 either with the arts and sciences, or with speech and arguments, 

 the great instrument of the former being Induction and of the 

 latter, Rhetoric, (b) Examination or Judgment, whose chief 

 basis is the social recognition of general propositions, and its 

 chief instrument logical demonstration and the detection of fal- 

 lacies, (c) Custody or Memory, which involves the preservation 

 of the results of inquiry by the memories of men or by some 

 system of written record, (d) Elocution or Tradition, which 

 consists of the expression or transferring of our knowledge to 

 others, and which involves the use of both speech and writing. 

 It is this last which is most directly concerned with the process 

 of teaching, though all four stages are involved in the process 

 of learning. 



(3) There are certain conditions which determine the process 

 of knowledge, or the development of experience, which either 

 are involved in the general conception of method held by Bacon 

 or grow out of the nature of the materials and persons with 

 whom he had to deal. He has in mind in this part of his work 

 chiefly the method by which knowledge is communicated to 

 others as illustrated in the writing of scientific and philosophical 

 treatises or in the process of education. In holding that knowl- 

 edge ought to be passed on to others in the same order in which 

 it was obtained, Bacon seems to realise the difference between 

 the logical and psychological in the organisation of educational 

 material is one that has no counterpart in the learning process 

 itself. That which is the natural way for the investigator to 

 pursue will also be the easiest way for those who follow in his 

 footsteps, thinking over his thoughts after him. The logical 

 organisation of material is something that each one must do for 

 himself if the process is to be of any value to him ; such organisa- 

 tion is a totally different process from that involved in the ef- 

 fective transmission of knowledge to another, in writing or by 

 word of mouth, both of which must have due regard to the 

 psychological processes of the learner, whose end, however, is 

 the better organisation of his experience. It is only through the 



