清‧章學誠《文史通義‧史德》云：「《騷》與《史》，皆深於《詩》也。言婉多風，皆不背於名教，而梏於文者不辨也。故曰必通六義比興之旨，而後可以講春王正月之書。」面對切近當代之史事，史家通常用微婉顯晦，寓意寄託的手法對客觀的歷史真象，以達勸善懲惡的史家之責。因此「辭微義隱」的《春秋》書法，正是闡明《春秋》美刺精神的標準。「微詞」是寄託深遠、隱約曲折的隱喻修辭，最大的功用則是在「避免犯忌」。因隱之所在，實為歷史真相之所在。章學誠在篇中前後強調，實已指出《春秋》書法與《詩》有著異曲同工之妙。章學誠在《校讎通義》：「孟子曰：『《詩》亡而後春秋作。』《春秋》與《詩》相表裡，其旨可自得於韓氏外傳。史家學《春秋》者，必深於《詩》，若司馬遷百三十篇是也。」司馬遷編纂《史記》，述及秦楚之際，楚漢之爭與漢自開國以來的歷史時，比擬《春秋》，因切近當時，故以《春秋》「推見至隱」之方式，「見之於行事」代替「空言載記」之史家筆法。《史記》敘事語言，運用含蓄技法的地方，往往在字句之外含有深刻的史義於其中，此與委婉顯晦之史家筆法相互交融。是以，解讀《春秋》書法與六藝比興之關係，分析司馬遷運用推見至隱之筆，證成史筆、詩筆與書法三者相輔相成。

Qing dynasty’s Zhang Xuecheng had stated in the ＂General Interpretation of Literary History, Historic Morality＂, ＂[Folklores] and [history] were all deeper than [poetry]. With subtlety in words of multiple styles, and none deviated from the mainstream teachings, and undisputed by avid scholars, it became necessary to be familiar with the very essence of the comparative analogy of the six crafts before one was able to lecture on the book of the Emperor Wen’s inauguration.＂ The very essence of the [Classic of Poetry’s] comparative evocation and the writing method of the [Spring and Autumn Annuals’] ＂subtlety to the ominousness＂ were deemed to reach the same purpose through different means and mutually explanatory. The poetry method of ＂narrating through the main text＂ as mentioned in the ＂Poetry Great Preface＂, which adopted the comparative analysis method, often bestowed a wealth of literary meanings through ＂subtle evocation＂, hidden within was enriching meanings. Historians also took to appreciate the subtle evocation of poetry writing. Historians who managed to imbed the meanings between the lines through a subtle writing technique that offer hidden avocation and historical narratives of subtle evocation through the main text, coupled with the comparative analogy poetry writing method, were able to say one thing but mean the opposite, which warranted the writer to be free of any burden of crime, but offered a deterrence to those who perused it. With that said, broaching from the research subject of exploring the six crafts’ comparative analogy and the [Spring and Autumn Annuals’] teaching by combining the comparative analysis thinking to discern the [Records of the Grand Historian’s] narrative art has been the topic the project aims to delve into for in-depth exploration and analysis.