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Article SYMBOLIC TEACHING. Page 1 of 2 →
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Symbolic Teaching.
SYMBOLIC TEACHING .
A Paper Contributed to the P . G . M . Lodge by Bro . iV . S . Maries , W . M Washington Lodge , 368 , I . O ., Melbourne , April llth , 1882 , and in his absence entrusted for reading to Bro . Aug ell Ellis , P . M ., P . G . S . " For tho path of the just is as the shining light , which shinefch more and more unto the perfect day . " —Pitov . iv ., 18 .
THE RIGHT LINE — v . THE SQUARE \_ finHE square , as we all well know , acknowledge and act upon , symbolises the guiding principles of all true Masons . It has
been defined as containing within its two right line-vclie sum of our several duties here below ; but as the astronomer in quest of the veritable Pole star restricts his field of observation , and Avithdraws his gaze from the adjacent regions , pointing his telescope directly towards the sidereal North or South in search of the
earnestlydesired object ; so must the zealous seeker after truth and uprightness , not content with a generally square course of conduct , but ardently desirous of attaining to a high state of moral perfection , most carefully check every tendency to deviation from the true right line : much as , for example , did the great philanthropist Howard , who if
not a Brother , ( and whether or not , being ignorant , I do not assert ) , yet practically demonstrated and carried out in his active career , to a very eminent extent , the noble principles of Freemasonry . Such intentness to the goal pursued I deem to be best symbolised by a right line ; and that whilst the \ is truly and properly the
_ symbolic guide for the Craft in general , the — is , in reality , both the symbolic and the true line for the intensely earnest Mason ; yet so far from there being any antagonism , I hasten to demonstrate that between the two there exists a real concordance and harmony .
The i i or double square , by its diagonal right line , is bisected into two triangles ; and as the three angles of a triangle are together equal to two right angles , so must the right line forming the hypothenuse of a right-angled triangle ^ be of a value double to either of the other two lines ; whilst in the case of the { } or
Note: This text has been automatically extracted via Optical Character Recognition (OCR) software.
Symbolic Teaching.
SYMBOLIC TEACHING .
A Paper Contributed to the P . G . M . Lodge by Bro . iV . S . Maries , W . M Washington Lodge , 368 , I . O ., Melbourne , April llth , 1882 , and in his absence entrusted for reading to Bro . Aug ell Ellis , P . M ., P . G . S . " For tho path of the just is as the shining light , which shinefch more and more unto the perfect day . " —Pitov . iv ., 18 .
THE RIGHT LINE — v . THE SQUARE \_ finHE square , as we all well know , acknowledge and act upon , symbolises the guiding principles of all true Masons . It has
been defined as containing within its two right line-vclie sum of our several duties here below ; but as the astronomer in quest of the veritable Pole star restricts his field of observation , and Avithdraws his gaze from the adjacent regions , pointing his telescope directly towards the sidereal North or South in search of the
earnestlydesired object ; so must the zealous seeker after truth and uprightness , not content with a generally square course of conduct , but ardently desirous of attaining to a high state of moral perfection , most carefully check every tendency to deviation from the true right line : much as , for example , did the great philanthropist Howard , who if
not a Brother , ( and whether or not , being ignorant , I do not assert ) , yet practically demonstrated and carried out in his active career , to a very eminent extent , the noble principles of Freemasonry . Such intentness to the goal pursued I deem to be best symbolised by a right line ; and that whilst the \ is truly and properly the
_ symbolic guide for the Craft in general , the — is , in reality , both the symbolic and the true line for the intensely earnest Mason ; yet so far from there being any antagonism , I hasten to demonstrate that between the two there exists a real concordance and harmony .
The i i or double square , by its diagonal right line , is bisected into two triangles ; and as the three angles of a triangle are together equal to two right angles , so must the right line forming the hypothenuse of a right-angled triangle ^ be of a value double to either of the other two lines ; whilst in the case of the { } or