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BOOK: "Principles of Expressive Reading," by Don Feldheim
This book is designed for:
• people engaged in silent study of God’s word and other inspirational writings for their own knowledge and inspiration;
• and those who read it aloud, including Readers, ordained clergy, lay-readers, Sunday school teachers, etc. It contains 200 pages of principles, techniques, and helpful ideas

on how anyone can gain a deeper scholarly understanding of God’s word, and how to elevate that scholarly understanding to the higher spiritual dimension of heart-felt understanding. The book goes on to empower oral Readers to use all of their God-given communication skills in reading aloud with a clear, conversational delivery. Though formatted primarily for Christian Science Readers, these principles and techniques support anyone who reads God’s word aloud or studies it silently for their own spiritual growth. The book is available in soft-cover by mail, or pdf by e-mail. PRIVATE COACHING:
• Principles of Expressive Reading
• Weekly Bible Lesson Sermons
• Public Speaking
• Book Narration
• Writing Articles for Publication
• Writing and Delivering Addresses

GROUP WORKSHOPS:
• Principles of Expressive Reading
• Writing for Publication


DON FELDHEIM'S BACKGROUND:
• Author: Principles of Expressive Reading
• Conducted church, memorial, and institutional services for many years.
• Facilitator of workshops in public speaking and writing for executives and managers of non-profit, corporate, and municipal organizations
• Hosted internationally-syndicated radio and television programs
• Performed in community theater
• Speech writing
• Marketing and public relations communication
• Voice-overs
• Extensive business experience in several industries.

HUMAN INERTIA and UNNECESSARY EMPHASISREADERS REPRESENTING THE PASTORDecember 15-21, 2025HUMAN INERTIA and OUR READINGWh...
12/18/2025

HUMAN INERTIA and UNNECESSARY EMPHASIS
READERS REPRESENTING THE PASTOR
December 15-21, 2025

HUMAN INERTIA and OUR READING
What do I mean by human inertia? It’s a trait of human nature that causes us to do something the same way we’ve always done it. Let’s face it, most humans don’t like change. It can be uncomfortable. We much prefer stability.
Human inertia is a widespread problem in our reading because it causes us to read a given verse or sentence the same way every time we come across it.
This usually happens because we’ve heard someone else read it that way…whether it is correct or incorrect. It happens all the time. We do tend to mimic others, a habit developed since childhood—mimicking our parents and friends.

THE PROBLEM???
The way we’ve always heard something read could be wrong. Also, it precludes fresh inspiration. Both are undesirable—especially when we’re reading words inspired by God.

THE SOLUTION???
Read everything as though it is the first time we’ve ever come across it. Think about it. Analyze it. Research it. Consider the context in which we find it. Consider how it relates to the objectives of the section—and how it relates to the overall goal of the Bible Lesson. THEN, consider how we’ve heard others read it in the past. Consider what new inspiration you might find in it. Think about how you might possibly read it differently—not just to be different, but to be clearer.

SOME EXAMPLES
The following are some examples of texts we tend to read the same way all the time. They come from the Holy Bible and Mary Baker Eddy’s book, “Science and Health with Key to the Scriptures.”
Isaiah 9:6
“For unto us a child is born, unto us a son is given; and the government shall be upon his shoulder:…”
This verse is generally read in a very joyous, positive tone of voice. Of course, we’re grateful that the Christ-child was born, and that God has given His son to bless us in so many ways. That’s thinking about it from our point of view.
But think about it from the standpoint of God, as a parent, and from Jesus’ standpoint. Specifically, consider the gravity of the sacrifice that God, as a parent, made in committing His very special son to a life in which he was hunted from before his birth. Consider the sacrifices that Jesus willingly made for us, ending in betrayal, being sentenced to imprisonment, torture, and a horrible death by crucifixion. Indeed, the word, “given,” in this verse could justifiably be replaced with the word, “sacrificed.” Because of that, I’m moved to read the phrase, “unto us a son is given,” with the same gravity I’d read it if it had been written, “unto us a son is sacrificed.” I know that’s a dark way to look at it, but I believe the implications are valid.

S&H 295:5-8
“God creates and governs the universe, including man. The universe is filled with spiritual ideas, which He evolves, and they are obedient to the Mind that makes them.”
I usually hear strong emphasis on the last words, “to the Mind that makes them.” But, we’ve already been told that it is God that creates and governs the universe. And, we know that “Mind” is a synonym for God. Furthermore, “creates” and “makes” mean the same thing in these sentences.
Therefore, rather than emphasize old concepts, it seems right to subdue the phrase, “to the Mind that makes them.”

In the following examples, I’ve capitalized the words I’ve usually heard emphasized because of human inertia.

John 5:2
“Now there IS at Jerusalem by the sheep market a pool…”
The word, “is,” is almost always emphasized by Readers, as though it was refuting a previous suggestion that there are no pools in Jerusalem. But there is no such suggestion, so there’s no logical reason to emphasize the word, “is.” We tend to emphasize it because that’s the way we’ve always heard others read it—another example of human inertia.

Luke 1:5
“There WAS in the days of Herod, the king of Judea, a certain priest named Zacharias…”
Again, emphasizing the word, “was,” would suggest that the writer is refuting a preceding statement declaring that there were no priests named Zacharias in the days of Herod. Such a statement doesn’t exist. Therefore, the word, “was,” should not be emphasized, even though we’ve likely heard it emphasized in the past.

Luke 2:8
8 “And there WERE in the SAME COUNTRY, shepherds abiding in the field, keeping watch over their flock by night.”
Similarly, the word, “were,” is frequently emphasized, as though it was refuting a statement that there were “no” shepherds. But there is no such statement, so there’s no valid reason to emphasize the word, “were.” We tend to emphasize it because that’s probably the way we’ve heard others read it.
The phrase, “same country,” is often emphasized, as well. But it is simply referring to Judea, which has already been mentioned in verse 4. Therefore, “same country” is an old concept and should be subdued. Again, we tend to emphasize it because most previous Readers have emphasized it—incorrectly.
The whole phrase, “And there were in the same country,” can be subdued

Luke 2:9
9 “And, lo, the angel of the Lord came UPON them, and the glory of the Lord shone round about them: and they were sore afraid.”
The word, “upon,” is often emphasized, probably because that’s how we’ve heard it read before. But, in this case, it simply means, “to.” We wouldn’t emphasize the word, “to,” had the phrase been written, “the angel of the Lord came to them.”
I suggest that the word, “upon,” should be subdued.

Luke 2:10
10 “And the angel said UNTO them, Fear not: for, behold, I bring you good tidings of great joy, which shall be to all people.”
The word, “unto,” is often emphasized—again, possibly because we’ve always heard others emphasize it. But, the word means, “to,” in this context. If the phrase had been written, “And the angel said to them…,” we wouldn’t emphasize “to,” therefore, we need not emphasize, “unto.”

Isaiah 42:5
“Thus saith God the Lord, he that created the heavens, and stretched them out; he that spread forth the earth, and that which cometh out of it; he that giveth breath UNTO the people UPON it, and spirit to them that walk THEREIN:”
Not one of those three capitalized words needs to be emphasized because “unto” means, “to;” “upon” means “on;” and “therein” means “in it.” If the verse had been written, “…he that giveth breath to the people on it, and spirit to them that walk in it,” we would not emphasize, “to,” “on,” or “in it.”

WHY MIGHT THOSE WORDS HAVE BEEN EMPHASIZED BY OUR PREDECESSORS?
Of course, I can’t really know why someone started emphasizing words that didn’t need emphasis. But I do have a theory, namely, that such words as “unto,” “upon,” and “therein” are relatively archaic words, not frequently used in today’s conversations. Because we don’t commonly use them, they visually stand out to us as unusual. They attract our attention. Therefore, the extra visual attention we give them may be transferred to extra verbal attention as we read them aloud. That’s just a theory.
There are other such archaic words that many Readers will unnecessarily emphasize, including the following:
• “within,” which means “in,” as in Psalm 42:11
• “thereat,” which means “there,” as in Matthew 7:13
• “thereby,” which means “by it” or “by that,” as in Leviticus 11:43
• “therefrom,” which means “from it,” as in Joshua 23:6
• “thereinto,” which means “into it,” as in Luke 21:21
• “thereon,” which means “on it,” as in I Corinthians 3:10
• “thereto,” which means “to it,” as in Isaiah 44:15
• “thereunto,” which means “to that,” or “to this” as in Leviticus 5:16
• “therewith,” which means “with it,” as in Proverbs 25:16
• “withal,” which means “with,” “with that,” or “with it,” as in I Corinthians 12:7.

NOTE: Though these words should usually be subdued, there are occasional cases in which it might be appropriate to emphasize them.

Also note that there are other words that are commonly incorrectly emphasized, simply because of human inertia. We need to be conscious of this temptation and be ready to make our own determination, rather than simply repeat others’ mistakes.

Happy Reading,
Don Feldheim
[email protected]
www.ExpressiveCommunicationSerices.com

WILLINGNESS LEADS TO RECEPTIVITYREADERS REPRESENTING THE PASTOROctober 21-27, 2024Mary Baker Eddy writes in her book “Sc...
10/23/2024

WILLINGNESS LEADS TO RECEPTIVITY

READERS REPRESENTING THE PASTOR
October 21-27, 2024

Mary Baker Eddy writes in her book “Science and Health with Key to the Scriptures” on page 323:32-2:
“Willingness to become as a little child and to leave the old for the new, renders thought receptive of the advanced idea.”

This sentence appears in this week’s Christian Science Bible Lesson Sermon titled, “Probation after Death.” Many Readers emphasize the phrase, “advanced idea,” as though it were a new concept. However, the phrase may actually be an old concept. Let’s explore that for a moment.

OLD WHAT? and NEW WHAT?
In this sentence, Mrs. Eddy uses the adjectives, “old” and “new.” But she doesn’t specify an object or objects for the adjectives to describe. So, we are prompted to ask what is “old” and what is “new?”
Then, after the adjective, “advanced,” she adds the noun, “idea.”
Based on this structure, we can justifiably conclude that the noun, “idea,” is a common concept being modified by the adjectives, “old” and “new,” as well as “advanced.”
In that case, the sentence could read:
“Willingness to become as a little child and to leave the old idea for the new idea, renders thought receptive of the advanced idea.”

WHAT’S THE NEW IDEA LIKE?
Would you agree that Mrs. Eddy would be suggesting that the new idea is an improvement over the old idea? Maybe even go so far as to agree that the new idea is an “advanced idea?”
If that makes sense, the phrase, “advanced idea,” is really an old concept referring back to the word, “new”—as in “new and improved idea”—or “advanced” idea.

WHAT TO SUBDUE
If all the above reasoning seems valid, we could subdue the phrase “advanced idea,” as follows:
{NOTE: words in ALL CAPS are emphasized; words [within square brackets] are subdued; slashes / represent pauses.}
“WILLINGNESS to BECOME as a LITTLE CHILD / and to LEAVE the OLD for the NEW, / RENDERS THOUGHT / RECEPTIVE [of the advanced idea].”

THE VALUE
By subduing the phrase, “of the advanced idea,” it seems to me that the Reader will be able to focus more emphasis on the two more-instructive concepts: “willingness” and “renders receptive.”

Try it and see how it feels to you.

Happy Reading!

Don Feldheim
[email protected]
www.ExpressiveCommunicationServices.com

WILLINGNESS LEADS TO RECEPTIVITY
10/23/2024

WILLINGNESS LEADS TO RECEPTIVITY

SATAN’S VOICEREADERS REPRESTENTING THE PASTOROctober 20, 2024Most of us are familiar with the account of Satan tempting ...
10/16/2024

SATAN’S VOICE

READERS REPRESTENTING THE PASTOR
October 20, 2024

Most of us are familiar with the account of Satan tempting Jesus, as told in Matthew 4, verses 1-11. This account is included in this week’s Christian Science Bible Lesson Sermon titled, “Doctrine of Atonement.”

THREE VOICES
Readers of this account are responsible for representing three different characters: the narrator, Jesus, and Satan. To help keep the characters as clearly identified as possible for their listeners, Readers should use distinctive voices for each of them.

NARRATOR’S VOICE
The narrator is, of course, the apostle Matthew. Being an apostle of Jesus, we can be confident that Matthew has great compassion for Jesus—especially when Jesus is hungry and under attack. So, the Reader might consider adopting a deeply concerned voice when reading Matthew’s narration.

JESUS’ VOICE
In this scenario, we can probably assume that Jesus is hungry, not having eaten for an extended period of time. This might possibly contribute to a somewhat weaker voice—at least to begin with. Then, it seems to me that Jesus would quickly have drawn on his God-given strength, developing a strong, firm, confident, and combative voice when resisting Satan’s temptations.

SATAN’S VOICE
We, of course, don’t like Satan. Indeed, we abhor Satan because we know how evil he/she is. Consequently, some Readers are inclined to represent Satan’s voice as aggressive, challenging, critical, insulting, and demeaning of Jesus.
However, let’s consider Satan’s goal. It seems to me that Satan is attempting to recruit Jesus to join Satan’s “team.” If that seems reasonable to you, would it also be reasonable to assume that Satan would adopt a much more attractive voice that’s pleasant, gentle, compassionate, benign, and concerned?
FOR EXAMPLE….
In verse 3, I can imagine Satan feigning concern that Jesus is hungry. So, he compassionately conveys something like, “Oh, my poor boy, you’re starving. Just turn these stones into bread so that you may have something to eat.”
In verse 6, perhaps Satan again masks his challenge in a tender, confident tone of voice, suggesting that Jesus cast himself off the pinnacle of the temple so that all can see how wonderfully God protects His special son.
In verse 8, Satan shows Jesus all the material wonders of the world and, perhaps with a plaintive, pleading tone, begs Jesus to worship him, hoping to play on Jesus’ sympathy.

INDIVIDUAL INTERPRETATION
Of course, I wasn’t there to actually witness the encounter, so what I’ve just described is how I’ve worked it out according to my own understanding and assumptions. Each Reader must work it out on their own. But, if my suggestions seem to make sense to you, give it a try and see if it sounds right to you.

Happy reading!
Don Feldheim
[email protected]
www.ExpressiveCommunicationServices.com

RABBINICAL ERROR AND OTHER ERRORSReaders Representing the PastorOctober 7-13, 2024This week’s Christian Science Bible Le...
10/09/2024

RABBINICAL ERROR AND OTHER ERRORS

Readers Representing the Pastor
October 7-13, 2024

This week’s Christian Science Bible Lesson Sermon answers the question, “Are Sin, Disease, and Death Real?” In the lesson, the following sentence from page 30 of “Science and Health with Key to the Scriptures” by Mary Baker Eddy appears:
“As the individual ideal of Truth, Christ Jesus came to rebuke rabbinical error and all sin, sickness, and death.”

POTENTIAL FOR UNJUSTIFIED INSULT
Interestingly, this sentence, if read incorrectly, could sound like a serious insult to Jewish rabbis. There are two ways that can happen:
{NOTE: words within {square brackets] are subdued; words in ALL CAPS are emphasized; slashes // indicate pauses.}
1. As the INDIVIDUAL IDEAL of TRUTH, / CHRIST JESUS CAME to REBUKE [rabbinical error] / and ALL [sin, sickness, and death].
By subduing both “rabbinical error” and “sin, sickness, and death,” we would be treating them as common concepts, conveying to our listeners that “rabbinical error” and “sin, sickness, and death” are synonymous.

2. As the INDIVIDUAL IDEAL of TRUTH, / CHRIST JESUS CAME to REBUKE RABBINICAL ERROR / and ALL [sin, sickness, and death].

Again, in this version, by emphasizing “ALL” and subduing [“sin, sickness, and death”] our listeners would feel that “sin, sickness, and death” were old concepts, referring back to “RABBINICAL ERROR.”

NOT THE INTENT
I’m confident that Mrs. Eddy’s intent was not to equate “rabbis” with “sin, sickness, and death.”

THE REMEDY
I believe we can avoid such misleading readings by reading it as follows:
“As the INDIVIDUAL IDEAL of TRUTH, / CHRIST JESUS CAME to REBUKE RABBINICAL ERROR / AND [all] SIN, SICKNESS, AND DEATH.”
Or we could also emphasize the word, “ALL,” as long as we don’t indicate that “SIN, SICKNESS, AND DEATH” are old concepts, synonymous with rabbis or rabbinical error.

We just want to avoid alienating anyone!

Happy reading!

Don Feldheim
[email protected]
www.ExpressiveCommunicationServices.com

TRUE  TONESREADERS REPRESENTING THE PASTORSeptember 30 – October 6, 2024VALUE OF TONESAs mentioned before, our tones of ...
10/02/2024

TRUE TONES

READERS REPRESENTING THE PASTOR
September 30 – October 6, 2024

VALUE OF TONES
As mentioned before, our tones of voice are tremendously valuable tools in conveying the “spirit of the letter.” This is because only vocal tones can convey such subjective things as feelings, moods, atmospheres, mind-set, and so on.

Relatively early in Mary Baker Eddy’s life, she recognized the value of tones of voice when she was instructed in the art and craft of reading aloud. On page 80 of Irving Tomlinson’s “Twelve Years with Mary Baker Eddy,” Mrs. Eddy is quoted as having said:
“I used to be called a good reader of the Scriptures. I had a fine instructor in reading, Mr. Sol Wilson. If there was in the reading any false tone, he would catch it and then we would catch it.”

SPECIAL OPPORTUNITIES IN DIALOG
In reading the Scriptures aloud, there are many opportunities for Readers to vary their tones of voice. Such opportunities are especially valuable in reading the dialog of the many characters depicted in the Bible … and the many different circumstances in which the characters find themselves.

EXAMPLES IN THIS WEEK’S BIBLE LESSON
In this week’s Bible Lesson Sermon, titled “Unreality,” there is quite a lot of dialog, providing many places in which Readers must resist the temptation to deliver all the dialog in the same or monotone way. Readers must use their skills in determining what tones of voice will most accurately convey the “spirit of the letter.” Let’s take a look at some of them:
For the sake of brevity, I’ll give the book of the Bible, chapter, and verse, and what I suggest would be an appropriate tone of voice. If it is from “Science and Health with Key to the Scriptures” by Mary Baker Eddy, I’ll give the page and line numbers. Of course, this is very subjective, so you may feel there’s a more appropriate tone to use.
Psalms 139:11 Urgent concern
Psalm 18:1 Tender affection
Psalms 18:3 Relief and gratitude
Psalms 18:4,6 Deep distress
Psalms 18:19, 20, 28 Gratitude
Psalms 19:11,12 Joyous
Exodus 10:1 Authority
Exodus 10:3 Anger, extreme impatience, and displeasure; then authority
{NOTE: Some might argue that God could not possibly feel such emotions as anger, impatience, etc. In the “absolute sense,” that is absolutely true. But, in the “relative sense” – in the “coincidence of the divine with the human – it seems reasonable that deity would have such feelings and express them when His/Her children are exhibiting such disobedience. And remember that the Scriptures were written to give spiritual guidance to humans. Humans can associate with such feelings and learn from them. So, it makes sense that writers of the Bible would depict deity as expressing such feelings. Accounts such as this one teach us that we definitely do not want to be found disobeying God’s commandments.}
II Kings 18:28 Egotism
II Kings 18:29 Disdainful
II Kings 18:30 Dismissive
II Kings 19:15 Deep respect
II Kings 19:16,19 Desperate beseeching
II Kings 19:20 Comforting
II Kings 19:32,34 Belligerent authority
S&H 186:17-18 Egotistic authority
John 11:3 Compassion
John 11:4, 7, 11 Confident assurance
John 11:12 Hopeful
John 11:14 Unquestionable declaration
John 11:15 Assuring
John 11:21,22 Mournful and hopeful
John 11:23 Confidently comforting
John 11:25 Revelatory and assuring
John 11:39 Benevolent authority
John 11:41 Reverently
John 11:43 Loud, authoritative
John 11:44 Benevolent authority
S&H 75:12-13 Confident assurance
S&H 427:31-32 Despair
S&H 427:32,1,2 Clear, definite authority
Micah 7:7, 8 Determined, committed, and confident
S&H 255:3 Authoritative, demanding

MAY TAKE ON TONES
Again, let me reiterate that I’ve just shared MY sense of what the dialog would have sounded like. YOUR sense may be very different.
The point of this exercise is to illustrate the importance of digging into the specific situations in which such dialogs are found; and asking ourselves what WE would sound like – in our own voices – if we found ourselves in such situations. That approach will help ensure that we are not sounding like we’re “play-acting,” but are sounding genuine.

Enjoy!

Don Feldheim
[email protected]
www.ExpressiveCommunicationServices.com

WHAT’S THAT?!            and  THE RECURRING “REAL MAN” ISSUEReaders Representing the PastorSeptember 23-29, 2024In this ...
09/24/2024

WHAT’S THAT?!
and
THE RECURRING “REAL MAN” ISSUE

Readers Representing the Pastor
September 23-29, 2024

In this week’s article, I’d like to address two issues: one we haven’t addressed before, and another which we have addressed a few times already (because it continues to cause problems).

First, let’s consider “WHAT’S THAT?!”

ONE WORD, DIFFERENT USES
According to my Webster’s dictionary, the word, “that,” has different classifications and different uses. Among other things, it can be classified as a “demonstrative pronoun” and as a “relative pronoun.” An example of a “demonstrative pronoun,” is: “that tastes good.” An example of a “relative pronoun” is: “the road that we took.”
In this week’s Christian Science Bible Lesson, titled, “Reality,” the word, “that,” has historically caused problems for some Readers in Acts 1:1,2, which reads as follows:
1 The former treatise have I made, O Theophilus, of all that Jesus began both to do and teach,
2 Until the day in which he was taken up, after that he through the Holy Ghost had given commendments unto the apostles whom he had chosen:

THE PROBLEM
The problem occurs in verse 2, where the word, “that,” is preceded by the word, “after.” Specifically, many of us will treat the word, “that,” as a reference to “the day in which he was taken up.” (Technically, we incorrectly treat it as a “demonstrative pronoun” instead of a “relative pronoun.”)

THE INCORRECT READING
As a result, some Readers will read it incorrrectly by coming to a period-stop after the word, “up,” and then emphasizing the word, “that,” and pausing after it, as though there were a comma after it, as follows:
“The former treatise have I made, O Theophilus, of all that Jesus began both to do and teach, until the day in which he was taken up. After THAT, he through the Holy Ghost had given commandments unto the apostles whom he had chosen.”
That reading incorrectly conveys that Jesus communicated with his apostles AFTER his ascension—which could not have happened.

SUGGESTION FOR CORRECT READING
To convey the text accurately, the Reader will want to emphasize the word, “AFTER,” and strongly subdue the word, “that,” as follows:
{NOTE: words in ALL CAPS are emphasized; words [within square brackets] are subdued; slashes // indicate pauses.}
1 The FORMER TREATISE have I MADE, [O Theophilus], of ALL that JESUS began both to DO and TEACH,
2 UNTIL the day in which he was TAKEN UP, // AFTER [that he] / through the Holy Ghost / had GIVEN COMMANDMENTS unto the APOSTLES whom he had CHOSEN:

Now, let’s revisit a recurring challenge….

THE “REAL MAN” ISSUE: TWO STEPS TO THE REAL MAN

REAL MAN / CHRIST MAN
My understanding of Mary Baker Eddy’s teaching in her book, “Science and Health with Key to the Scriptures,” leads me to believe that the “REAL MAN” is the “CHRIST MAN.” This is brought out in several places in Science and Health.
For instance, starting on page 332:19, and continuing on line 29 through line 2 on page 333, she explains that “Jesus demonstrated Christ; he proved that Christ is the divine idea of God….” She continues, “Into the real and ideal man the fleshly element cannot enter.” Here, she is clearly referring to Christ as the “real and ideal man.”
In these sentences, we see that Jesus is a “man, a mortal;” and that Christ is a “divine idea”—a product of God, divine Mind. As a product of God, we can see that God is the Father-Mother of Christ. And Christ must, in turn, be the son and/or daughter of God.
So, perhaps we could agree that the “real man” is the “Christ man.”

OUR GOAL
Would you agree that it is—or should be—the goal of every mortal, including us, to progress from our mortal status to the real man status?

IMPORTANT MESSAGE
In another sentence in this Bible lesson, Mrs. Eddy explains two important things:
1. the status of the real man, and
2. what mortal man needs to do to achieve real man status.
The sentence, from “Science and Health,” page 316:3-7, reads as follows:
“The real man being linked by Science to his Maker, mortals need only turn from sin and lose sight of mortal selfhood to find Christ, the real man and his relation to God, and to recognize the divine sonship.”

THE REAL MAN STATUS
In the first part of the sentence, she describes the status of the “real man” as being linked to his Maker, God. That linkage makes the “real man” a “divine son.”

WHAT CAUSES THE “REAL MAN” STATUS?
Also, in the very first part of the sentence, Mrs. Eddy explains that it is “Science” that established the link between the “real man” and God. I imagine that “Science” could be “divine Science,” or even “Christian Science.”

CHALLENGE
Before we go any further, let me suggest that this sentence is particularly challenging to read because it uses different words to refer to the status of the “real man.” The phrases, “Christ man,” “linked…to his Maker,” “relation to God,” and “divine sonship” all refer to the “real man.”
Also, she refers to the “real man’s linkage to God” as “relation to God” and “divine sonship.”
Seeing these different phrases, many Readers tend to treat them as “new concepts,” and end up emphasizing each of them. But this can cloud the most important message.

MOST IMPORTANT INSTRUCTION
To me, the most important message in this sentence is Mrs. Eddy’s revelation of what you and I, as mortals, need to do in order to achieve that coveted “real man” status.
She explains that all we must do is apply Science in two specific ways, as follows:
1. We need to turn from sin.
2. We need to Lose sight of mortal selfhood.
Of course, those two steps can vary from person to person.

RESULT OF TWO STEPS
After we take those two steps in applying Science, Mrs. Eddy lists two things that will happen. The two results of applying Science are as follows:
1. We will “FIND” something.
2. We will “RECOGNIZE” something.

WHAT IS THE “SOMETHING” WE’LL FIND AND RECOGNIZE?
We’ll find and recognize the “real man,” otherwise described as:
1. “Christ”
2. “our relation to God”
3. “divine sonship.”

DIFFERENCE BETWEEN “FIND” AND “RECOGNIZE”
The following simple illustration makes sense to me:
Suppose you collect rocks, and you FIND an attractive rock, bring it home, clean it off, and add it to your collection.
Then, a friend visits you, sees the rock, and exclaims, “Good grief! That’s the biggest gold nugget I’ve ever seen! It must be worth a fortune!”
Now you RECOGNIZE that rock for what it really is.
To me, that illustrates the difference between “finding” and “recognizing.”

SUGGESTIONS FOR READERS
To me, this sentence conveys Mrs. Eddy’s critically-important revelation when I read it as follows:
NOTE: In the following example, words and phrases within [square brackets] indicate what I want to subdue; WORDS IN ALL CAPS are to be emphasized; individual slash / or multiple slashes // indicate where and how long I want to pause; (parentheses indicate parentheticals).
The REAL [man], / (BEING [linked by Science to his Maker,] ) / /
MORTALS / NEED ONLY
/ / TURN FROM SIN //
AND / / LOSE SIGHT of MORTAL SELFHOOD //
[to] FIND [Christ, / (the real man and his relation to God,)] //
AND / [to] RECOGNIZE [the divine sonship].

WHY I SUBDUE THINGS
I like to subdue the phrase, “linked by Science to his Maker,” because it is a common denominator in the sense that it reappears when Mrs. Eddy explains the two specific Scientific steps mortals need to take in order to create that linkage.
I choose to subdue “Christ,” because Mrs. Eddy describes “Christ” as “the real man and his relation to God,” which is an old concept, having been mentioned in the first part of the sentence.
By subduing these things, it allows me to emphasize:
1. the two important steps in applying Science, and
2. to bring attention to the wonderful rewards of “finding” and “recognizing” our “real man” status.

COMPLICATED
I realize this is a complicated explanation, so, if you have any questions or differences, please feel free to be in touch.
And you may find it challenging to read it the way I suggest because it is vastly different from the way most of us have heard it read for decades—and the way we ourselves have also read it. But do try reading it the way I suggest and see how it feels to you.

Don Feldheim
[email protected]
www.ExpressiveCommunicationServices.com

TROUBLES WITH SPIRITReaders Representing the PastorSeptember 16-22, 2024In many years of working with Readers, I’ve foun...
09/18/2024

TROUBLES WITH SPIRIT

Readers Representing the Pastor
September 16-22, 2024

In many years of working with Readers, I’ve found consistent problems with several verses from the Holy Bible, as well as from Mary Baker Eddy’s “Science and Health with Key to the Scriptures.” Three of these Bible verses appear in this week’s Christian Science Bible Lesson titled, “Matter.” Following are the three verses, the challenges they present, and some suggestions:
{NOTE: In the following examples of suggested delivery, words and phrases within [square brackets] indicate what I want to subdue; WORDS IN ALL CAPS are to be emphasized; UNDERLINED WORDS IN ALL CAPS indicate words to which I want to give even more emphasis; individual slash / or multiple slashes // indicate where and how long I want to pause; (parentheses indicate parentheticals); dots . between . words . indicate a slow pace; words preceded by (-) are delivered in a negative tone of voice; words preceded by (+) are delivered in a positive tone of voice.}

JOHN 4:24
“God is a Spirit: and they that worship him must worship him in spirit and in truth.”
CHALLENGE
Here we find upper-case “Spirit” and lower-case “spirit.” I’ve found that most Readers will emphasize upper-case “Spirit” and subdue lower-case “spirit,” thereby incorrectly conveying to the listener that lower-case “spirit” is an old concept referring back to upper-case “Spirit.” That, of course, is wrong. Upper-case “Spirit” refers to God, while lower-case “spirit” refers to something like an enlightened or spiritual human frame of mind, the opposite of a matter-based human frame of mind.
SUGGESTED DELIVERY
“GOD is a (+) SPIRIT: and THEY that WORSHIP him MUST [worship him] in SPIRIT and in TRUTH.”
In this case, upper-case, underlined “(+) SPIRIT” receives stronger projection, louder volume, and a worshipful tone of voice to help distinguish it from lower-case “spirit,” which we appreciate, but don’t worship.

ROMANS 8:5
“For they that are after the flesh do mind the things of the flesh; but they that are after the Spirit the things of the Spirit.”
CHALLENGE
Readers consistently emphasize the first “flesh,” but subdue the second “flesh”: then emphasize both the first “Spirit” and the second “Spirit.”
I’ll now try to explain why I think most Readers do this. It’s going to be a bit complex, but I’ll do my best. I believe that Readers do this because they recognize that the second “flesh” is an old concept and, therefore, should be subdued. But when they get to “Spirit,” they emphasize both the first and the second “Spirit,” even though the second “Spirit” is an old concept—just as the second “flesh” is. They emphasize the second “Spirit” because they now realize that it is being compared to the second “flesh.” So, we have a construction in which two old concepts need to be emphasized because they’re involved in a comparison—which is in accordance with the conventions of conversation.
The appropriate delivery, I believe, should include emphasis on both occurrences of “flesh” and both occurrences of “Spirit,” thus clearly conveying the comparison of the first “flesh” with the first “Spirit;” as well as the second “flesh” with the second “Spirit.”
SUGGESTED DELIVERIES
It seems to me there are two valid deliveries, as follows:
“FOR / [ (-) they that are after the] (-) FLESH [ (-) do mind the things of the] (-) FLESH; // (+) BUT / [ (+) they that are after the] (+) SPIRIT [ (+) the things of the] (+) SPIRIT.”
OR
“FOR / (-) THEY that are AFTER the (-) FLESH (-) do MIND the THINGS of the (-) FLESH; // BUT / [ (+) they that are after the] (+) SPIRIT [ (+) the things of the] (+) SPIRIT.”

ROMANS 8:16
“The Spirit itself beareth witness with our spirit, that we are the children of God:”
CHALLENGE
We consistently hear this read with emphasis on upper-case “Spirit,” then with emphasis on “our” and totally subduing lower-case “spirit.” This incorrectly conveys to the listener that lower-case “spirit” is an old concept, referring back to upper-case “Spirit.” This is totally incorrect because upper-case “Spirit” refers to God, while lower-case “spirit” refers to something entirely different—such as “spiritual sense,” or “spiritual intuition,” or “spiritual understanding.” While those three concepts are great, they’re not as great as God almighty.
SUGGESTED DELIVERY
“The (+) SPIRIT ITSELF / BEARETH WITNESS with (+) OUR(+) SPIRIT, that we ARE the (+) CHILDREN OF (+) GOD:”
In this instance, also, upper-case, underlined “SPIRIT” receives stronger projection, louder volume, and a worshipful tone of voice to help distinguish it from lower-case “spirit,” which we appreciate, but don’t worship.
Also, it will be appropriate to emphasize the word, “ARE” because the text is affirming the validity of the fact that we’re God’s children. This affirmation is indicated because two witnesses—God and ourself—are giving corroborating testimony. As I understand it, Hebrew custom provides that, when two witnesses give the same testimony, the testimony is judged as true.

WHY DO WE CONSISTENTLY MAKE THESE MISTAKES?
I believe that evil, error, animal magnetism—whatever we want to call it—is using two things against us.
CONVENTIONS OF CONVERSATION
First, it is using the conventions of conversation against us, suggesting that upper-case “Spirit” and lower-case “spirit” are the same things because they are spelled alike, and they sound the same. Unfortunately, the conventions of conversation do not consider Mrs. Eddy’s use of capitalization to distinguish synonyms for God from other similarly-spelled words.
HUMAN INERTIA
Second, it uses human inertia against us by suggesting that we should deliver something the same way we’ve always heard others deliver it, and the same way we’ve always delivered it—without thinking about it.

INSTEAD…
Mary Baker Eddy instructs us to interpret the Scriptures “scientifically”—in other words, according to what we’ve been taught in Christian Science. In the case of these verses, Christian Science has taught us the difference between upper-case “Spirit” and lower-case “spirit.”
Each time we read our Pastor’s God-inspired words, we need to approach it as though we’re studying and reading it for the first time, with fresh examination and fresh delivery—willing “to leave the old for the new” (S&H 323:32-2), and not treating it as a “stereotyped borrowed speech” (S&H 367:3).

Please be in touch with any questions or other thoughts.

Don Feldheim
[email protected]
www.ExpressiveCommunicationServices.com

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