  When Bacon introduces his new systematic structure of the disciplines in The Advancement of Learning (1605), he continues his struggle with tradition, primarily with classical antiquity, rejecting the book learning of the humanists, on the grounds that they “hunt more after words than matter” (Bacon III [1887], 283). Accordingly, he criticizes the Cambridge University curriculum for placing too much emphasis on dialectical and sophistical training asked of “minds empty and unfraught with matter” (Bacon III [1887], 326). He reformulates and functionally transforms Aristotle's conception of science as knowledge of necessary causes. He rejects Aristotle's logic, which is based on his metaphysical theory, whereby the false doctrine is implied that the experience which comes to us by means of our senses (things as they appear) automatically presents to our understanding things as they are. Simultaneously Aristotle favors the application of general and abstract conceptual distinctions, which do not conform to things as they exist. Bacon, however, introduces his new conception of philosophia prima as a meta-level for all scientific disciplines.