In this episode, we explore the meaning of the Free and Accepted which first occurs in the Roberts Print of 1722, a term applied in the symbolic allegories to the builders of Solomon’s Temple.
Mackey, in his Encyclopedia of Freemasonry, say:
The title “Free and Accepted” first occurs in the Roberts Print of 1722, which is headed The Old Constitutions belonging to the Ancient and Honorable Society of Free and Accepted Masons, and was adopted by Dr. Anderson in the second edition of the Book of Constitutions, published in 1738, the title of which is The New Book of Constitutions of the Antient and Honorable Fraternity of Free and Accepted Masons. In the first edition of 1723 the title was, The Constitutions of the Freemasons. The newer title continued to be used by the Grand Lodge of England, in which it was followed by those of Scotland and Ireland; and a majority of the Grand Lodges in this country have adopted the same style, and call themselves Grand Lodges of Free and Accepted Masons. The old lectures formerly used in England give the following account of the origin of the term:
“The Masons who were selected to build the Temple of Solomon were declared FREE and were exempted, together with their descendants, from imposts, duties, and taxes. They had also the privilege to bear arms. At the destruction of the Temple by Nebuchadnezzar, the posterity of these Masons were carried into captivity with the ancient Jews. But the good-will of Cyrus gave them permission to erect a second Temple, having set them at liberty for that purpose. It is from this epoch that we bear the name of Free and Accepted Masons.”
More Masonic Symbols, here.




Page 33: “and having brought with them all the writings and Records extant, some in Greek, some in Latin, some in French, and other languages, from the contents thereof that assembly did frame the CONSTITUTION and Charges of an English Lodge…”




While visiting with some high school teacher friends, I asked how American History was being taught today. I always had a fondness for history, even if the teacher was boring. I particularly enjoyed learning about the American Civil War, and the events leading up to it. I saw it as an epoch event which defined the American character. The aftermath of the Civil War was also interesting including carpetbagging and the corruption of the Grant administration. Most of what I learned came from History and Social Studies classes I took from elementary school to high school. I didn’t take any formal history classes in college, but learned a lot through the other courses I took. To accent the meaning of a subject, the professors often found it necessary to describe its historical roots.
Tim Bryce is a writer and the Managing Director of 

