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Francis Bacon and his secret society - Grand Lodge of Colorado

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"<br />

AND HIS SECRET SOCIETY. 29<br />

thought that it was merely some light notion that had glanced<br />

through my mind; or that I am like an augur measuring countries<br />

in thought, without knowing the way to enter them."<br />

He then gives three examples (to which we will hy <strong>and</strong> hy<br />

return), " one taken from things natural, one from things<br />

political, <strong>and</strong> one from things moral.<br />

From t<strong>his</strong> notable passage we learn, (1) that <strong>Bacon</strong> regarded<br />

parabolic poetry as a means <strong>of</strong> communication between Divinity<br />

<strong>and</strong> Humanity, consequently as <strong>of</strong> greater importance than any<br />

other; (2) <strong>of</strong> double use, for infoldment <strong>and</strong> illustration; (3) that<br />

the use <strong>of</strong> parables was sanctioned by religion <strong>and</strong> Divinity itself;<br />

(4) that it was largely employed in the philosophy <strong>of</strong> the ancients,<br />

<strong>and</strong> that, although t<strong>his</strong> was a matter <strong>of</strong> doubt with others, there<br />

was no doubt in the mind <strong>of</strong> <strong>Bacon</strong> that the philosophical interpretation<br />

<strong>of</strong> the ancient myths was deficient, left to boys <strong>and</strong><br />

incapable persons; <strong>and</strong> that (5) according to <strong>his</strong> custom, he was<br />

prepared to set forth instructions for the purpose <strong>of</strong> meeting t<strong>his</strong><br />

deficiency.<br />

The examples given in the Advancement <strong>of</strong> Learning are but<br />

solitary instances.<br />

In the Wisdom <strong>of</strong> the Ancients (now too little<br />

read), thirty-one essays disclose to us the matured opinions<br />

<strong>of</strong> <strong>Bacon</strong> on t<strong>his</strong> subject. The preface to that delightful book<br />

repeats at greater length, <strong>and</strong> in more poetic language, the sentiments<br />

expressed in the Advancement <strong>of</strong> Learning, that " parables<br />

serve as well to instruct <strong>and</strong> illustrate as to wrap up <strong>and</strong><br />

necessary in the sciences, as it<br />

envelope, <strong>and</strong> every man <strong>of</strong> learning must readily allow that t<strong>his</strong><br />

method is grave, sober, or exceedingly useful, <strong>and</strong> sometimes<br />

opens an easy <strong>and</strong> familiar passage<br />

to the human underst<strong>and</strong>ing in all discoveries that are<br />

abstruse <strong>and</strong> out ot the road <strong>of</strong> vulgar opinions. Hence, in the<br />

first ages, when such inventions <strong>and</strong> conclusions <strong>of</strong> the human<br />

reason as are now trite <strong>and</strong> common were new <strong>and</strong> little<br />

known, all things 1 abounded with fables, parables, similes, comparisons,<br />

<strong>and</strong> illustrations, which are<br />

not intended to conceal,<br />

but to inform <strong>and</strong> teach, whilst the minds <strong>of</strong> men continued rude<br />

1 "For there's figures in all things." (Henry V. iv. 7.)

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