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
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. @
