Now there’s a title that will get just about any serious Christian a little worried… “sometimes we should change the biblical text”?  What mad heresy is this?

So let’s get straight to the Weird Rubric of the week.  It’s on page 737.

When a Lesson begins with a pronoun, the reader should substitute the appropriate noun.

Yeah, so the title of this article is kind of click-bait… the change to the biblical text here is actually just a swapping out of a pronoun with a noun.  For example, today at Morning Prayer we’ve got a Gospel lesson from Luke 22, starting at verse 39.  “And he came out and went, as was his custom, to the Mount of Olives, and the disciples followed him.”  This is a great example because you can read the entire paragraph and still never find out who “he” is.  Obviously it’s Jesus; it usually will be in the Gospels.  But sometimes it’s not immediately obvious, so it is prudent (and canonical, or rubrical) to replace the first “he” with “Jesus” so the congregation understands what’s being read.

Some who are especially zealous for the integrity of God’s Word may still not like this, so I should point you to another precedent for this practice.  Bible translators already do this!  In the Greek, the New Testament uses pronouns even more often than we do in English, such that in order to render the text more clearly there are plenty of instances where the Greek text says “he” but the English puts in the person’s name.  For example, slightly earlier in Luke 22, you’ll find verse 33 is a quote from Peter and verse 34 is a quote from Jesus. Now, it’s part of a dialogue, so it’s not too confusing to repeat “he” for both speakers, but it’s more clear to put the names in.  Thus does the ESV.

A similar practice, not directly mentioned in the rubrics of the 2019 Prayer Book, is to omit a proposition or connecting word (such as “therefore” or “for” or “but” or “then”) if one is placed at the beginning of a reading.  The length and contents of a lectionary reading, especially at the Holy Communion, has been evaluated already.  It presents a full and complete thought, such that having a connecting word at the beginning can prove more distracting than helpful.  Yes, these connectors remind us that the passage belongs in a larger context, but that is always going to be the case whether there is such a word there or not.  So it’s usually best to drop such words when found at the top of a reading, to allow the text to stand on its own so the hearers can receive it more easily.  Let the preacher deal with the context if and as necessary.

For the most part, this advice is more pertinent to the readings at Holy Communion than in the Daily Office. This is because the Daily Office Lectionary is continuous – nearly every reading picks up where the previous day’s reading left off.  Connecting words and pronouns are thus less distracting, because the previous chapter or passage has already been heard the day before.  In the service of Holy Communion, we almost never have that advantage; and even when we do, there’ll typically have been a whole week past since the previous contiguous lesson, so having those pronouns replaced will still be a helpful reminder.

If you find this a little tricky to keep track of, consider this instruction on page 716:

The public reading of Scripture in the liturgies of the Church is among the most important features of any act of worship. No one should be admitted to this high privilege who has not thoroughly prepared the passage to be read, so that the lesson can be read with clarity, authority, and understanding.

Make sure you practice at public reading!  A smooth reading experience makes a smooth listening experience possible. Today’s “weird rubric” is there to help you make that happen.