Dealing with infinity does indeed unsettle the conventional perception, especially education.  Who teaches the pioneer?  Even the best humanist education can only establish a basis for discovery.  No 'teaching' has ever moved a mind beyond the leading edge.  The advanced steps unfold out of the mind's own resources, its creativity, reason, logic, and its ability to interrelate old concepts into new discoveries.  The ideal church should therefore be intertwined with the leading edge of every discipline of thought where the limits that existed yesterday are made obsolete today, where civilization is made richer, where human dignity is acknowledged as taller, where justice becomes love, economy becomes truth, life becomes light.  By this Church the image of God would be glorified through the discovery and celebration of its substance in the sphere of daily living.

Common teaching cannot cause one to reach up to this level.  It is unlikely that it will ever be possible to teach a person the requisite footsteps for a transition into the higher dimension where the material, in which the creativity of the mind takes tangible shape, comes to light with a spiritual significance.  In real terms, this transforming strength by the creativity of the mind is the hallmark of the human being.  It always has been, and ever will be.  No one can give it to another.  No one can induce it.  The most one can do is to open the door to the discovery of what is already there.  And what is there is infinitely rich.

In a very real way, everyone's life is filled with things that have spiritual significance.  The entire human culture, from the first cup of coffee in the morning, including the cup that contains it, to the music that one hears, and the industrial complex that aids mankind's production, is a monument of ideas that have transformed the earth and given it a new physical dimension without which 99.999% of humanity would simply not exist.  By this transformation of them material scene, with spiritual processes of creativity, the transformed and created material formations do indeed carry a spiritual significance.

Furthermore, the resulting rich environment in which this transformation and creative process is taking place, is a dimension that will continue to unfold without limits.  Should one be surprised that Christ Jesus was able to expand his own sphere of capability, and become able to heal the sick with the resources of the mind?  No!  Should one be surprised that others should attain the same capability?  No!  Should one be surprised, also, when scientific thinkers can demonstrate the principles by which humanity can lift itself out of its mental depression, poverty, and associated crime, into a vastly richer life and morality in which people cease to murder each other with hunger or with guns?  No!

Still, the question remains: How did the Christ Jesus, the Master, cause his disciples so many centuries ago to reach that higher dimension that had enabled them to heal in the same manner as he himself had healed?  The Bible reports that at least some of the disciples had become effective healers.  Also, the question remains by what means did Mary Baker Eddy discover the Principle of this healing in the industrial and scientific age, at that most vital moment in her life where a momentous mental breakthrough had caused her own healing?  Or, indeed, how did the Master discover the principle of Christ healing in the first place?

In the early stages of trying to assemble the outlined structure this question was pondered at one point: How did the Master get his disciples to heal if he did not teach them the technology as technology is taught today?

One day, as I was walking through the autumn forest in early evening, the trees were mostly bare at this point, I pondered the issue.  "How did you teach them so effectively?" as said quietly to myself in the depth of my thought in the manner I would if the Master was walking beside me.  Deep in the recesses of the mind an answer came back as though he replied: "I was never a teacher, not in the manner in which you understand teaching.  You give your students accumulated knowledge printed in books, and then you interpret that knowledge to your students, and instruct them how they must regard it.  What you call teaching is mental manipulation, brainwashing!  Nowhere is it written that I 'taught' anyone.  To call me a 'teacher' is viscous slander.  I demand that you stop that!  There is one Teacher, only, which is God!"

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Stories about  Sex from novels by Rolf A. F. Witzsche