Hitchcock (H. A., p. 42): “The ‘one’ thing of the alchemists is above all man, according to his nature [as a nature] essentially and substantially one. But if the authors refer to man phenomenally they speak of him under different names, indicating different states as he is before or after ‘purification’ or they refer to his body, his soul or his spirit under different names. Sometimes they speak of the whole man as mercury, ... and then by the same word perhaps they speak of something special, as our mercury which has besides, a multitude of other names ... although men are of diverse dispositions and temperaments, some being angelic and others satanic, yet the alchemists maintain with St. Paul that ‘all the nations of men are of one blood,’ that is, of one nature. And it is that in man by which he is of one nature which it is the special object of alchemy to bring into life and activity; that by whose means, if it could universally prevail, mankind would be constituted into a brotherhood.” The alchemist says that a great difficulty at the outset of the work is the finding or making of their necessarily indispensable mercury, which they also call green lion, mercurius animatus, the serpent, the dragon, acid water, vinegar, etc. What is this mysterious mercury, susceptible to evolution, lying in mankind, common to all, but differently worked out? Hitchcock answers, conscience. Conscience is not equally “pure” with all men, and not equally developed; the difficulty of discovering it, of which the alchemists tell, is the difficulty of arousing it in the heart of man for the heart’s improvement and elevation. The starting point in the education of man is indeed to awaken in his heart an enduring, permanent sense of the absolutely right, and the consistent purpose of adhering to this sense. It is above all one of the hardest things in the world “to take a man in what is called his natural state, St. Paul’s natural man, after he has been for years in the indulgence of all his passions, having a view to the world, to honors, pleasures, wealth, and make him sensible of the mere abstract claims of right, and willing to relinquish one single passion in deference to it.” Surely that is the one great task of the educator; if it be accomplished, the work of improvement is easy and can properly be called mere child’s play, as the hermetics like to call the later phases of their work. (H. A., pp. 45 ff.)