This study investigates the development of Francis Bacon's practical ideas to maintain good health and live a long life. His inquiry into practical medical recipes began early in his life. His collection of recipes in "Memoriae valetudinis", from his private notebook, Commentarius solutus (1608), is a result of this inquiry. This collection includes sixteen short recipes, in which two types of practices, namely, the use of drinks and external medicines are prominent. Focusing on these topics, this study compares specific practical instructions from this early text and his later and mature works, such as Historia vitae et mortis (1623). It is argued that despite a complete reshaping of his theoretical ideas between the 1600s and the 1620s, the practical aspects remained relatively unchanged. However, he might have continuously revised these recipes and added new meaning to them as his theoretical ideas developed. It seems that Bacon's practical instructions resulted from the interplay among traditional hygiene, other intellectual milieus, his theoretical consideration, and his personal experience.

This paper describes the introduction of general education within higher education as part of the US-led education reform after World War II (WWII) and analyzes how it led to the justification of the history of science education. After a brief description of the state of research and education pertaining to the history of science in Japan before WWII, this paper reviews the process of the introduction of general education as part of Japan's education reform under the US occupation policy. In this process, the “case history” method proposed by James B. Conant was frequently referred to, and Sidney J. French, a US researcher who had discussed general education at the History of Science Society, was invited to Japan as a lecturer for the Institute for Educational Leadership. Further, Bun'ichi Tamamushi, one of the founders of the History of Science Society of Japan (HSSJ), visited the US and played a key role in implementing the history of science subject in general education, and people involved in the HSSJ took advantage of this situation to promote this discipline. These events legitimized the history of science education in universities.