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Chapter 5 - The columns: Four vertical development streams.In vertical alignment the elements of the matrix appear grouped together into four columns. Please see Appendix A figure C. As stated before, the columns in a matrix combine elements that share a common objective. In this alignment a progression can be indicated that flows through an entire column specifically related to a defined subject for development. This upwards progression, of course, unfolds across the various levels defined by the cardinal points as the columns intersect with the various rows. The lowest element in a column, thus, bears a direct relationship to the nature of the lowest row. This relationship of course, is specifically applied in reference to what goes on in the column. When translating the metaphor of the city foursquare, Mary Baker Eddy retained the images of "sides" from the biblical metaphor. The concept of 'sides' is most applicable to the columns. We deal with differing viewpoints or perspectives in the columns, rather than levels of thinking. As she did with the cardinal points, Mary Baker Eddy provides a basic definition for the four 'sides' (columns) in her description of the city foursquare. She defines these in a rather simple fashion, but which nevertheless echo her definition for the cardinal points. Mary Baker Eddy tells us that four sides of the city are:*(Science and Health 575:17) 01 .1. The Word. .2. Christ. .3. Christianity. .4. divine Science. 81 Did you notice that this set of definitions is almost identical to that for the cardinal points with the exception of the fourth term, divine Science, which is hereby defined to take on a unique function that is specific to only one column of the matrix. Here, a totally different dimension of Science unfolds that pertains to infinite development in Science, rather than to the general characteristic of a row. You may ask here why "divine Science" is singled out to be specific to only one column. Aren't all the columns representing processes of development, and are they not all oriented towards the divine reality that Science becomes a portal to? This question is answered in part by the fact that Christ-Science extends horizontally across all columns, which provides at its leading edge to portal to the divine in every column. The none-capitalized version of "divine" Science, however, refers to a specific aspect of those four aspects of development that the Christ (Science) facilitates. Mary Baker Eddy points out that Christ Jesus was the "most scientific man that ever trod the globe."*(Science and Health 313:23) But Mary Baker Eddy also said that Christ would give to "Christianity his new name and Christendom will be classifies as Christian Scientists."*(Pulpit and Press 22:13) This means that every column in the matrix represents a process of development in the over-all context of Divine Science. The universal dimension would logically render the entire foursquare pedagogical structure representative of this universal Divine Science that is all-inclusive. Mary Baker Eddy did provided a definition for the capitalized version of "Divine" Science. She writes in reference to one of Christ Jesus' parables: "The leaven that a woman took and hid in three measures of meal, is Divine Science...."*(Miscellaneous Writings 174:30) The points of view that the four columns are intended to explore in Divine Science all represent distinct areas of unfolding. Please refer to Appendix C for a representation of the columns. As noted previously when considering the cardinal points, several associated structures were also provided by Mary Baker Eddy in sets of four. Some of these associated structure appear to be specifically designed to be represented by the four columns, the four development streams of her foursquare pedagogical structure. It becomes useful to introduce these concepts here, because without their additional definitions the mental field is left open to speculation. The basic definition of the columns, as Word, Christ, Christianity, and divine Science, is made with terms that have apparently been given intentionally a broad meaning. These terms provide the general 'direction' of the flow. We have to add to this meaning to give flow in the columns a more specific dimension by which the pedagogical dimension comes to light. || - page index - || - chapter index - || - Exit - ||
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