Abraham was awesome!

Papyri, Joseph Smith - The Encyclopedia of Mormonism - In early July 1835, Chandler visited Kirtland, where he met Joseph Smith and inquired "if he had a power by which he could translate the ancient Egyptian. Mr. Smith replied that he had" (P. Pratt, Millennial Star, July 1842). Chandler presented some hieroglyphics, which others supposedly had interpreted. Joseph Smith left and returned with a written English translation corresponding to the interpretation Chandler had already received. [v- This makes no sense to me! I can’t believe he went and got his seers and translated it the same as everyone else. I want more details on this part of the story!v] The Prophet displayed interest in the papyri, but Chandler would not break up his exhibit. Shortly thereafter, Church members purchased for $2,400 "four human figures…with two or more rolls of papyrus" (HC 2:235). Oliver Cowdery remembered that it was "two rolls…[with] two or three other small pieces," the text written "with black, and a small part, red ink or paint" (Messenger and Advocate, Dec. 31, 1835). Within three days, Joseph Smith translated some "hieroglyphics, and much to our joy found that one of the rolls contained the writings of Abraham, another, writings of Joseph of Egypt." Joseph Smith spent from July 17 to 31 "continually…translating an alphabet…and arranging a grammar" of Egyptian (HC 2:236-38). [Where are the writings of Joseph of Egypt? We do not have those do we?v] On October 1, while he worked on the alphabet, the "principles of astronomy as understood by Father Abraham…unfolded" (HC 2:286). On November 17 he "exhibited the alphabet" (HC 2:316). He recorded "translating the Egyptian records" on October 7, November 19-20 (20th: "made rapid progress"), and November 24-26 (HC 2:289, 318, 320). LDS Church Archives contain Book of Abraham texts (Abr. 1:1-2:18) from this period. WED1/18/17, Hey Brandon, your Mom texted me saying one of the CD’s is all instrumental and no words. So after trying it in the car, she went home and got out her ‘37 edition of the hymn book and started looking up the words. She is enjoying the gifts! That is so wonderful. I called my brother Adrian and visited for 11 minutes as I drove to FS today. I told him the 3 chapters of Mannheim Steamroller Orchestra CD story: 1 Returned it to Brenda McArthur, unopened a year later, 2 (I had tried to give it to him in June,) and then Brenda returned it along with a present and the Emma CD, Jan 3 ’17, 3 Presented it to KJ and she loved it and them! @ My careful study of the scriptures has never included the history of the Joseph Smith papyri. There are a million other things it has not included as well! Like A. Einstein said, As you circle of knowledge gets larger so does the surrounding circle of ignorance. @ The introductory paragraph above is about those papyri. We only have 12 portions available today. Oliver said there were 2 rolls and some small pieces. How many pages are on a roll? And where are they now? Answer: Mostly Lost! @One of the pieces we do have is the same piece that was copied as a facsimile into the PoGP. H Nibley studied every little piece most carefully. In his book he prints page after page of the Hieroglyphics along with their translation. He prints it all in sepia ink which probably represents a close color to what they actually looked. I am so interested in those 2 rolls! H N says there were 20+ pages. Some very nice and neat and others just scribbles and personal notes. @ The Book of Breathings is a common Egyptian manuscript. It was like their worship scriptures. One of the ugly papyri that was sort of scribbled notes turns out to be an abbreviated copy of the Book of Breathings which explains how to pass through the gates into the next life. As you know the Egyptians were obsessed with death. Hence all the embalming, pyramiding, sarcophagi and scriptures/ papyri. Nibley taught that like it says in Moses, they were trying to copy the righteous saints although they were not allowed the priesthood. @@ Brandon, I am so excited! I have a way for you to study 3 pictures that you already have! Don’t the facsimiles in the Pearl of Great Price interest you? Wouldn’t it be cool if you could draw them from memory! They are over 2,000 years old! The Book of Breathings notes that HN studied were buried/ entombed in the hands of the priest / patriarch who probably copied them so he would have a cheat sheet for performing the funeral rites. Well how about those 3 facsimiles in the PoGP? They are like code and parts of them has been revealed and other parts are still to come: [Figures 12, 13, 14, 15, 16, 17, 18, 19, 20, and 21 will be given in the own due time of the Lord.@The above translation is given as far as we have any right to give at the present time.] So I was hunting and discovered some cool lessons about the book of Abraham. He has been very special to me since I went through the temple. So here comes an opportunity to practice and learn. This is not for pleasure reading! This is for nourishing the spirit and enlightening the mind. And instead of being man’s magic or images or lucky charms, this is God’s power and images and spiritual mysteries. Here come some lessons. These will require 3 or 4 days to complete. I hope you are ready for some good spiritual nourishing and growth! I have not done these lessons yet. But I promise to. I have studied H Nibley’s 200 page big book, and he was wonderful and insightful and has such a sense of dry wit, but now it is time to study the real thing. Let’s see how we do!

I.*THE PEARL OF GREAT PRICE: TEACHER MANUAL THE BOOK OF ABRAHAM The Pearl of Great Price: Teacher Manual, (2000), 35–36 Some Important Principles, Doctrines, and Events

•The Lord prepared the way for the Church to acquire a small collection of ancient Egyptian records written on papyrus (see 1 Nephi 13:39).

•The book of Abraham is the word of God and a powerful witness of the prophetic call of Joseph Smith (see D&C 21:1; 124:125).

•The book of Abraham contains writings of the Old Testament prophet Abraham, who traveled to Egypt about 2000 B.C.These records tell about the earlier parts of Abraham’s life (see the Introductory Note of the Pearl of Great Price; see also Genesis 11:27–32; 12:1–20; 15:1–7; 17:1–9).

•From the book of Abraham, Church members in Joseph Smith’s day learned several gospel doctrines and principles not previously known. The book of Abraham also helped clarify truths revealed in other books of scripture (see 1 Nephi 13:39–40).

•The Prophet Joseph Smith’s explanations of the three facsimiles in the book of Abraham are scripture and should be studied along with the rest of the book. There are no official Church explanations for the Abraham facsimiles besides the Prophet Joseph Smith’s explanations that accompany them.@The Prophet Abraham @Review together the information about Abraham in the Bible Dictionary. Invite students to summarize what they learn about the places Abraham lived, the tests he faced, and his current status. You may want to draw a chart of Abraham’s family, using Genesis 16:1–2, 15–16; 21:1–5; 25:19–26; 35:22–26. Invite students to use the lineage declared in their patriarchal blessings to determine where they fit into Abraham’s family.

Records That Have “Fallen into Our Hands”

To help students understand the significance of the book of Abraham and how it came to be, review with them the material under “Who Is Abraham and When Did He Live?”; “How Did the Church Obtain the Book of Abraham?”; “What Did the Prophet Joseph Smith Do with His Translation?”; and “What Is the Significance of the Book of Abraham?” in the student manual (pp. 28–29). You may want to ask questions that students can answer from the student manual material (for example: How did the Prophet feel about receiving these writings?).

Translated from Papyrus

Write a simple sentence on the board and ask for a volunteer to translate it into any foreign language. Then ask for a volunteer to translate a more difficult sentence (such as Abraham 1:2). Discuss some of the challenges involved in translating writings from one language to another. Invite students to look at Abraham Facsimile 1 and “translate” it into a story line, without looking at the explanation below it. Discuss how one might try to “translate” drawings, such as the Egyptian hieroglyphics of the book of Abraham. Read and discuss the material under “How Did the Prophet Translate the Ancient Writings?” in the student manual (p. 28). Testify of the inspired work of the Prophet Joseph Smith.

Papyrus

Contributions of the Book of Abraham

Write the following phrases on the board and ask students what they know about these topics:

The Abrahamic covenant

Ham and Egyptus

The Urim and Thummim

The Lord’s time

Planetary times of reckoning

Kolob and Kokaubeam

Spirits in the premortal existence

The first and second estates

Writings that cannot be revealed to the world

The Gods

Planning the Creation of the earth

Tell students that in the book of Abraham they will be studying these and other wonderful doctrines and principles of the gospel.

The Facsimiles

Ask students what they know about Egyptian history, religion, and writings that may relate to the Abraham facsimiles. Point out that the explanations for Facsimile 1, figures 2, 10; Facsimile 2, figures 2, 7; and Facsimile 3, figures 1, 3 demonstrate the link between these drawings and Abraham.

Tell students that the facsimiles may be looked upon symbolically as follows: Facsimile 1 shows that Abraham overcame the tests and trials of earth life; Facsimile 2 shows that Abraham obtained the knowledge that would help him return to God’s presence and become like Him; and Facsimile 3 shows that Abraham entered the presence of God and obtained eternal life. II*.Abraham 1:1–4:Abraham Sought the Blessings of the Fathers

The Pearl of Great Price: Teacher Manual, (2000), 36–38

Some Important Principles, Doctrines, and Events

•Because of the people’s wickedness, Abraham’s life was endangered by his continued residence in the land of Chaldea (see Abraham 1:1; see also Abraham 1:5, 12).

•In ancient times the Melchizedek Priesthood was passed from father to son. Abraham was a rightful heir of the Melchizedek Priesthood, but because his father was not worthy, Abraham sought the priesthood from other priesthood holders (see Abraham 1:2–4; see also D&C 84:14–16; 86:8–11; 107:40–52).

Abraham ordained

•The blessings of the Melchizedek Priesthood include some of the greatest gifts God offers to mankind, including authority, happiness, peace, rest, knowledge, and posterity (see Abraham 1:2; see also D&C 84:33–38; 132:20–24, 28–31).

Suggestions for Teaching

Abraham 1:1. “In the Land of the Chaldeans”

Invite students to tell about times they or their families have moved, and why. Which student has made the longest move? How many miles (kilometers) was it? Study together Bible map 9 (map 2 in the 1979 edition) at the back of the LDS edition of the King James Bible and have students calculate approximately how many miles (kilometers) Abraham traveled from Ur to Haran to Egypt. (Note:There are two possible sites on the map where Ur may have been located.) Review Abraham 1:1, 5, 12and discuss why Abraham sought a new home.

Abraham 1:2. Abraham Sought for His Blessings

Discuss what it means to “seek.” Read Abraham 1:2with your students, and list on the board what Abraham was seeking. Share this quotation from President Spencer W. Kimball:

“Remember that Abraham sought for his appointment to the priesthood. He did not wait for God to come to him; he sought diligently through prayer and obedient living to learn the will of God. …

“As we follow Abraham’s example, we will grow from grace to grace, we will find greater happiness and peace and rest, we will find favor with God and with man. As we follow his example, we will confirm upon ourselves and our families joy and fulfillment in this life and for all eternity” (“The Example of Abraham,” Ensign,June 1975, 7).

Abraham 1:3–4. “It Came Down from the Fathers”

Invite a priesthood holder to tell how and from whom he received the priesthood. Read Abraham 1:3–4and discuss what these verses say about how the priesthood was conferred anciently. Invite students who hold the priesthood to tell how they prepared to be ordained and how they felt when they received the priesthood (or were advanced in the priesthood). Write the following words on the board: authority, happiness, peace, rest, knowledgeand explain that they are blessings of the priesthood.Abraham 1:5–19 and Facsimile 1: Jehovah Saved Abraham

The Pearl of Great Price: Teacher Manual, (2000), 38–39

Some Important Principles, Doctrines, and Events

•When Abraham called upon his wicked father to repent and stop worshiping idols, his father and the priests of Pharaoh sought to kill him (see Abraham 1:5–7, 12; Facsimile 1, figures 2–4; see also 1 Nephi 1:20).•We should call upon the Lord for deliverance in times of trouble and need (see Abraham 1:15; Facsimile 1, figures 1–2; see also Genesis 32:7–12; Psalm 50:14–15; Alma 38:5; D&C 3:7–8).

•The Lord delivers the righteous from physical harm, if it is in accordance with His will (see Abraham 1:15–16, 20; Facsimile 1, figure 1; see also 1 Nephi 1:20; Alma 14:10–13; 58:10–11; D&C 24:1).

•The Lord called Abraham to receive the priesthood and preach the gospel of Jesus Christ in a “strange land” (see Abraham 1:16–19; see also Genesis 12:1–3; Hebrews 11:8). @Abraham 1:5–7. They Refused to Hearken to Abraham@

Ask students what they would do if their parents set their hearts on evil and worshiped false gods. Review Abraham 1:5–7. Ask: What did Abraham try to do? Compare the courage of Abraham to other people in the scriptures or to people the students know. You may also want to read the commentary for Abraham 1:4–6in the student manual (p. 30).

Abraham 1:8–15. “I Lifted Up My Voice”

Have students search Abraham 1:8–15for answers to the following questions: What was customary for the priest of Pharaoh to do? Where did he do it? What kind of offering did he make? Who had been offered before? Why did the priest of Elkenah want to sacrifice Abraham? What did Abraham do as he lay bound on the altar? Who came to be with Abraham? Read and discuss Psalm 50:15; Alma 38:5; and Doctrine and Covenants 3:7–8.

Abraham 1:15–17, 20. “I Have Come Down to Deliver Thee”

Read Abraham 1:15–17, 20and discuss what the Lord did and said He would do for Abraham. Compare the power of the priest and the power of the Lord. Have students read Alma 14:10–13; 58:10–12; Doctrine and Covenants 24:1and compare times when the Lord delivers or does not deliver the righteous from physical harm.

Facsimile 1. The Lord Saved Abraham

Have students study Facsimile 1, including the explanations for the twelve figures. Assign them to find verses in chapters 1–3 of Abraham that they can relate to one or more of the twelve explanations. Invite a student to tell in his or her own words the story of what is portrayed in Facsimile 1. Ask students to suggest titles for Facsimile 1.

Abraham 1:16–19. “I Will Lead Thee by My Hand”

Have students list the promises the Lord made to Abraham in Abraham 1:16–19. Tell students that the Lord often leads righteous people away from the wicked (for example, see Genesis 19:15–17; 1 Nephi 2:1–4; 2 Nephi 5:1–7; Omni 1:12–13; Moses 6:15–17).

Abraham 1:18–19. “The Priesthood of Thy Father”

Read Abraham 1:3–4, 18–19. Have students list the names in Abraham’s priesthood “line of authority,” using Doctrine and Covenants 84:14–16. Have students compare the covenant the Lord made with Abraham to the covenant the Lord made with Enoch in Moses 7:50–52(see also Moses 8:19).
Abraham 1:20–31: Pharaoh, King of Egypt

The Pearl of Great Price: Teacher Manual, (2000), 39–40

Some Important Principles, Doctrines, and Events

•The pharaoh (king) of Egypt in Abraham’s day was a wicked descendant of Ham, son of Noah, who falsely claimed the right to the patriarchal order of the priesthood of God (see Abraham 1:20–27).

•Abraham possessed sacred records that showed that he, not the pharaohs, held the right of the priesthood (see Abraham 1:28, 31; see also Abraham 1:3–4).

Suggestions for Teaching

Abraham 1:20–31. A False Claim

Refer students to the illustration on page 32 of the student manual (also shown here), where Pharaoh is portrayed crowned and seated on a throne. Explain that the crown and throne are symbols of Pharaoh’s authority and power as the king of Egypt. Next refer students to Facsimile 3, figure 1 in the book of Abraham, where Abraham is portrayed as crowned and seated on a throne. Note that the explanation states Abraham’s crown represents the priesthood. Assign a few students to study Abraham 1:20–27and explain in their own words why Pharaoh did not have a legitimate claim to the priesthood. Assign other students to study verses 3–4, 20–31 and explain why Abraham did have a legitimate claim to the priesthood.

Help students understand the eternal importance of divine authority. Assign students to read the scriptures listed under the three topics below, and discuss the aspects of this eternal conflict over claims to God’s authority.

1. The conflict in premortal life when Lucifer rebelled against Heavenly Father and Jesus Christ (see D&C 29:36–38; 76:25–33; Moses 4:1–4).

2. The confrontation on this earth between the church of the devil and the true Church of Jesus Christ (see 1 Nephi 14:7–17).

3. The Church’s true claims to the rights of the priesthood today (see Joseph Smith—History 1:68–72; D&C 27:12–13; 42:11; 84:33–35; Articles of Faith 1:5).

You may want to read and discuss the material under “Abraham 1:2. What Is ‘the Right Belonging to the Fathers’?”; “Abraham 1:3. Who Conferred the Priesthood upon Abraham?”; “Abraham 1:20–27. A Pharaoh in Egypt”; “Abraham 1:25. ‘The First Government of Egypt … Was after the Manner of the Government of Ham, Which Was Patriarchal’”; “Abraham 1:24–27. The Pharaoh and the Priesthood”; and “Abraham 1:27. What Does It Mean to ‘Fain Claim’ the Right of the Priesthood?” in the student manual (pp. 30, 32–33).

Abraham - Facsimile

Abraham

Abraham 1:26. Righteous Imitation

Read Abraham 1:26and discuss the blessings Pharaoh received and did not receive. Ask: How could he eventually receive the priesthood? (see D&C 138:32–35, 58–59). Why does it take more than righteous behavior to officiate in the priesthood? (see Hebrews 5:4; D&C 42:11; 138:30).

Abraham 1:28, 31. “Records of the Fathers”

Have students list documents in society today that can be used to verify or prove something (such as birth certificates, medical records, passports, wills, and so forth; you may want to show students any such documents that you may have). Read Abraham 1:28, 31and discuss the value of these records that showed Abraham’s right to the priesthood. Ask: What other important information was contained in these records? Ask students what records or documents they have that could provide evidence of their gospel blessings (such as records of baptism or ordination to the priesthood, missionary calls, temple recommends, and so forth). How could these records or documents be of benefit to their posterity?

@@I highlighted, underlined, bolded the times it said Facsimile so you would be sure to look at the pictures in the PoGP. I find it so strange that there are 2 possible Urs on this map! This is just from the time of Abraham, and we don’t even know where Ur was? You have got to be kidding! But that is true. That is the way it is! Can you see the fertile crescent? There is very little I remember from my Jr High history classes but that is one of them. [wiki-The Fertile Crescent (also known as the cradle of civilization) is a crescent-shaped region containing the comparatively moist and fertile land of otherwise arid and semi-arid Western Asia, the Nile Valley and Nile Delta. Having originated in the study of ancient history, the concept soon developed and today retains meanings in international geopolitics and diplomatic relations.

In current usage, all definitions of the Fertile Crescent include Mesopotamia, the land in and around the Tigris and Euphrates rivers; and the Levant, the eastern coast of the Mediterranean Sea. The modern-day countries with significant territory within the Fertile Crescent are Iraq, Syria, Lebanon, Jordan, Israel, the State of Palestine, Egypt, as well as the southeastern fringe of Turkey and the western fringes of Iran. The region saw the development of some of the earliest human civilizations, which flourished thanks to the water supplies and agricultural resources available in the Fertile Crescent. Technological advances made in the region include the development of writing, glass, the wheel, agriculture, and the use of irrigation.] Moses was 1400 bc. When was Abraham? I would hypothesize that Abraham was maybe 200 years before Moses. Let’s go see. Yep, that is what is says in Wikipedia. It also says that he is just imaginary, created as a story about 600 BC! Luckily they don’t say the same thing about Moses! So funny. @