I teach the 10-11-year-olds in my ward primary. This year’s course of study is the D&C and Church History. After reading a lot about Church History and Joseph Smith (including in the completely awesome biography, Rough Stone Rolling) I was worried before starting as to how I would be teaching the course.  Thankfully the lesson manual is written with a surprising amount of carefully chosen wording and nuance.  If you are a member who doesn’t know many details about Church History you really won’t  find anything in the manual troubling, and if you know a lot about Church History you’ll find that the lessons are carefully worded to consciously flow around controversial subjects.

In teaching I’ve never really had much problem with the lessons.  Until now. This weeks lesson is called “Joseph Smith Translates the Bible and Other Scriptures”. It is about the Joseph Smith Translation of the Bible and about the origin of the Books of Moses and of Abraham.  If you’ve read much of the modern LDS scholarship on these scriptures you’ll be familiar with how LDS scholars approach these texts: they are treated extremely cautiously, even though not even three decades ago there wasn’t much caution at all.  Let me illustrate with an example about another Mormon cultural belief.

Nowadays many members of the Church are quite comfortable with treating the Book of Mormon claims of the ancestry of the Native Americans differently than a hundred years ago. A hundred years ago, popular Mormon thought felt that all Native Americans (and even most, if not all, Polynesians) were direct descendants of the Book of Mormon civilizations. Twenty years ago, popular Mormon thought felt that at least the fair majority of these people came from Nephite and Lamanites lineage (although that left the room open for other people not mentioned in the Book). Nowadays even the Introduction of the Book of Mormon itself has been officially changed to describe the descendants of the Book of Mormon peoples are merely “among” the Native Americans.  Most Mormons today who are familiar with these changes are comfortable with the idea that Native Americans are a people of Asiatic descent.

In a similar fashion, feelings are changing among LDS scholars regarding the Joseph Smith Translation (including the Book of Moses) and the Book of Abraham. No longer is the JST seen are the “fixing” of errors of the Bible and the restoration of the English text to a “pristine” original  (it is even doubtful whether a single “original” existed for many of the Biblical books). Instead, the JST is seen as a sort of inspired midrash upon the Bible – a commentary and expansion. As I say in my notes below, perhaps the best way to view the JST is not as a static restoration of those lost pieces of the Bible (1 Nephi 13:26), but instead it is Joseph Smith as a Prophet guiding us through the Biblical text, pointing out interesting things both old and new, smoothing out the confusing things that are said, and ultimately transforming the Bible, a book that was not written for our days (unlike the rest of the Standard Works) into our very own “Restoration” Bible. The JST doesn’t “restore” as much as it is “restorational”.

And that’s not even touching on the not-so-simple history that lies behind the origins of the Book of Abraham (which became ever-so-much-more complicated in 1966 when some, though not all, of the original papyrus the Church bought in 1835 was rediscovered).

The lesson I am expected to teach, however, approaches these two revelations from the older perspective: these are texts that are, quite simply, direct translations and restorations from the Bible and the Egyptian papyri purchased from Michael Chandler in 1835. The JST’s purpose is to fix the errors in translation.

As a side note: isn’t it interesting that the history of the Bible for modern Mormons has always seemed to center on the transmission line of the texts that led to the English King James Version? I mean, it’s not like other modern translations are somehow dependent upon the KJV and share in the errors that the KJV experienced through its translation! Modern translations are based on the oldest available manuscripts and are the best translations available today.  I wonder how other languages, like Spanish, approach this lesson?  “Yes, the English Bible was corrupted through centuries of copying and countless translations during the Middle Ages.  However, the Bible that we use has been translated from ancient pre-Medieval manuscripts directly into Spanish.  So, um, the JST  fixes errors that are in an obsolete English Bible.  But it’s still useful for us to study!”  The whole argument starts to break down rather quickly and automatically brings up the question (to me at least):  If the KJV is full of errors as a result of it’s translational ancestry why don’t we just use a better English translation?  Sometimes you will hear the explanation that “The KJV is the most accurate translation in terms of doctrine” to explain why we do not use the modern translations, but that seems to stand in opposition to our explanation of the long trail of errors that lies behind the English KJV’s translation!  We use the KJV because it’s the most correct for doctrine, but actually the KJV isn’t correct for doctrine at all because it’s full of doctrinal errors (thus the JST)!  It’s not really circular reasoning, but it’s close!

So, anyways, I had long resolved, when first called, that I would never approach any subject in class that I felt to be false doctrine (or, at least, probably false doctrine). That usually means that I avoid telling them folk doctrines they’ll probably hear elsewhere, but it also means that, when applicable, I will give them those aspects of history that are fairly certain (we’re already brought up that the translation of the golden plates involved the use of a seer stone in a hat. I also avoided telling them that our Church’s organization is the same as the Primitive Church [because it isn't] but instead focused on how both Churches are led by revelation and how both Churches have the Priesthood authority necessary to operate). I figure that if somebody has a problem with it they can always release me, but I will have a clean conscience of preparing these kids for growing up in the Information Age of Google.

And so, without further ado, the following is my personal re-wording of the lesson I will be teaching:

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Joseph Smith Translates the Bible and Other Scriptures

Purpose

To help the children understand Joseph Smith’s role in bringing forth the scriptures and to encourage them to study the scriptures.

Preparation

1. Prayerfully study the historical accounts given in this lesson; Doctrine and Covenants 26:1, 45:60–61; Articles of Faith 1:8; and the headings to the book of Moses and the book of Abraham in the Pearl of Great Price. Then study the lesson and decide how you want to teach the children the scriptural and historical accounts. (See “Preparing Your Lessons,” pp. vi–vii, and “Teaching the Scriptural and Historical Accounts,” pp. vii–ix.)
2. Additional reading: Joseph Smith—History 1:9, 12–13, 17–19, 36–39; 1 Nephi 13:26; and the introductory note to the Pearl of Great Price.
3. Select the discussion questions and enrichment activities that will involve the children and best help them achieve the purpose of the lesson.
4. Prepare a two- or three-sentence message similar to the following for the attention activity (if you have a small class, make the message longer and include more detail):
   • A brother and sister were skipping down the street. The brother chased after a butterfly and fell down. His sister helped him up and they ran home.
5. Obtain a copy of a book or story the children have likely read that has a movie, play, or painting that the children are likely familiar with.
   • Examples would include: A Harry Potter book along with a DVD of one of the film versions; The Chronicles of Narnia along with a DVD of one of the film versions; Or the scriptures along with a painting of a particular scriptural account. The new activity is explained below.
6. Materials needed:
   • A set of scriptures (Bible, Book of Mormon, Doctrine and Covenants, and Pearl of Great Price) for each child.

Suggested Lesson Development

Invite a child to give the opening prayer.

Attention Activity

Have the children stand in a line. Whisper the two- or three-sentence message into the ear of the first child in line. Have each child in turn whisper the message to the next child. Instruct each child to say the message only once. Continue until the message reaches the last child in line. Ask the last child to repeat the message aloud. Compare the message the last child received with the original message to see how the message changed.

• How had the message changed by the time it reached the end of the line? What was left out? What was added?
• Why do you think the message changed as it passed from person to person?

Explain to the children that just as their message changed as it was passed from person to person, over many years some of the scriptures in the Bible had been changed as people translated the Bible and made copies of it by hand. Mistakes were made: some incorrect teachings had been added to the Bible, and some important teachings had been left out. The Lord commanded Joseph Smith to prepare a translation of the Bible that would restore the correct teachings (see Articles of Faith 1:8).

Bring out a copy of a book or story that the children are familiar with.  Ask them to summarize the main points of the plot.  Bring out a movie or painting, or refer to a similar adaptation,  of the book or story that the children are also familiar with.  Ask them to summarize the main points of the adaptation.  Then discuss the following questions:

• What differences are there between these two stories?  Why are there differences?  Don’t they tell the same story?
• What details do you remember are addressed in only one of the stories?  Why are these details not in the other story?
• Which story do you feel is more strongly addressed to you individually?

Explain that the Bible is scripture written thousands of years ago by prophets and apostles.  It contains the word of God for people before Christ’s first coming and to the people of His Church in ancient days.  Unlike the Book of Mormon, which was an ancient book written for our day, and the Doctrine and Covenants, which is modern scripture for us as well, the Bible was a book that taught the fullness of the gospel to the Lord’s children in ancient times.  However, thousands of years have passed since the Bible was first assembled.  In that time a few verses and doctrines had been lost and many verses and doctrine were added both by accident and on purpose by people not authorized by God to do so.  The Lord told Joseph to begin a translation of the Bible.  Explain that another word for what Joseph was to do is reinterpretation: as a Prophet of God Joseph was authorized by the Lord to take the ancient Bible and receive revelations to fix some of the errors (see Articles of Faith 1:8) and transform the Bible into scripture for the Lord’s latter-day Church.

The biblical account shows much evidence of tampering, but the evidence points to a tampering by means of editing – merging and addition, rather than deletion – whatever the “plain and precious” parts are that Nephi describes as missing they appear to be absent in toto, probably as entire books and epistles that were simply prevented from ever being part of the Hebrew Bible or the Christian New Testament.  Also there is the idea addressed in the game of a single perfect source that is corrupted down a single chain of transmission.  Unlike the Book of Mormon, which comes from a single set of ancient plates, it is far more likely that there were multiple original sources (no printing presses in the ancient world, remember) from the original authors that each contains some differences.  If John thought enough of his Gospel that he wished the whole world to read it (which he most assuredly would have) then once one copy was finished he would send it out to one part of the Church and immediately begin on the arduous task of creating another copy; perhaps while composing the next copy a particular important detail that was lacking in earlier copies would come to mind and be added to–or a small error would be noticed and fixed in–the new copy that would be sent out to another part of the Church.  There probably isn’t an original source for most of the biblical scriptures.  Comparisons of the JST to the best biblical criticisms shows that the changes introduced by the JST are usually not evident in the underlying text and in a few instances are alterations that would require large changes to the underlying grammar to reproduce.  Thus, the whole “telephone” game addresses a non-issue that is very misleading.  As will be discussed below, the Joseph Smith Translation should not be thought of as primarily  a restoration of an ancient text, but rather as a reinterpretation to “Mormonize” the Bible for the Saints in our day.

Scriptural and Historical Accounts

Teach the children about Joseph Smith’s role in bringing forth the inspired translation of the Bible and other scriptures, as discussed in the following historical accounts and in the scriptures listed in the “Preparation” section (see enrichment activity 1).

Joseph Smith Is Commanded to Translate the Bible

While translating the Book of Mormon, Joseph Smith learned that over the years many “plain and most precious” parts of the Bible had been taken away or lost (see 1 Nephi 13:26). The Bible is a sacred book that contains the word of God, but some mistakes were made as it was copied and translated into different languages long ago; some words were left out, and many were changed, or and added, changing the meaning of some of the scriptures. During the apostasy following Jesus Christ’s death, there were no living prophets or apostles to make sure the scriptures were copied and translated correctly to receive revelations for the people and explain the ancient scriptures. Joseph Smith was instructed to prepare a new translation of read the Bible that would restore and correct these plain and precious parts and, as a Prophet, reveal new information, restore some ancient scripture and ancient doctrines, and reinterpret the ancient Bible for the Lord’s Latter-day Church.

Again, it is not a good idea to give the impression that the JST somehow returns the Bible to a “pristine” state; it probably does not.

Shortly after the translation of the Book of Mormon was completed and the Church was organized, Joseph Smith received a revelation commanding him to study the Bible (see D&C 26:1). As he was studying the book of Genesis, Joseph had many questions, and he prayerfully asked Heavenly Father to help him understand the Bible. In answer to his prayer the Lord revealed important information about the gospel of Jesus Christ and the creation of the earth. This information is published in the book of Moses in the Pearl of Great Price. (Have the children look at the heading to the book of Moses in the Pearl of Great Price; have them also look at the heading to Genesis in the Bible and note that it is also called “The First Book of Moses.”)

In 1830 Joseph Smith began working on a correct an inspired “translation” or interpretation of the Bible. Sidney Rigdon was his scribe. In preparing this “translation“ of the Bible, Joseph was not translating from an ancient language, as he did with the Book of Mormon, but was restoring the Bible to its original meaning instead receiving divine revelation about the Biblical text for the members of the Church. As Joseph studied and pondered the Bible, he was inspired through the power of the Holy Ghost to correct errors in it expand upon it and resolve confusion about its doctrines.

Once again, the JST is not so much a “correction” or a “translation” but is, instead, an inspired midrash upon the English text of the Bible.  It does correct some errors, but these are probably errors that were first written that way by the original authors who wrote from a limited perspective (e.g., the Deuteronomistic school that assembled the books of Samuel and Kings probably didn’t see God “repenting” as a theological problem and so wrote that He occasionally did, but the JST brings their original text up-to-date with a more correct understanding of the actions and intentions of God).

As Joseph Smith worked on his inspired translation of the Bible, his knowledge of the gospel grew, and he was blessed by the Holy Ghost. Many revelations in the Doctrine and Covenants are answers to questions about statements in the Bible that Joseph did not understand.

Joseph Smith Translates Other Scriptures

Some of the information revealed to Joseph Smith while he was studying the Bible is published in the Pearl of Great Price as the book of Moses. Also published in the Pearl of Great Price is the book of Abraham, Joseph Smith’s inspired translation of some ancient Egyptian writings.

In the late 1820s an Italian explorer named Antonio Lebolo obtained eleven mummies from an ancient tomb in Egypt. When Lebolo died the mummies were shipped to the United States. A man named Michael Chandler came into possession of the mummies in 1833. He opened the coffins (the boxes the mummies were in) and was disappointed not to find jewels or valuable treasures. Attached to some of the bodies of the mummies were linen cloths containing rolls of papyrus, a type of paper made from plants. These papyrus rolls had Egyptian writing on them. Mr. Chandler took the rolls to Pennsylvania, where he tried to find some educated men to tell him about the writings, but even the most educated of these men were only able to understand a little of the writings at this point in history archaeologists and historians had not yet discovered how to translate Egyptian writing.

Mr. Chandler decided to travel around the country showing people the mummies, and in the summer of 1835 he came to Kirtland, Ohio. There he met with Joseph Smith, who told him that the writings could be interpreted. Later some friends of the Prophet bought four mummies and the rolls of papyrus from Mr. Chandler. Joseph Smith studied the letters and grammar of the Egyptian language, and then, with the help of the Holy Ghost, he translated the writings on the papyrus rolls, and then, with the help of the Holy Ghost, he received by revelation an ancient record written by the ancient prophet Abraham. The writings Joseph Smith translated tell about the ancient prophet Abraham and are This revelation is now published as the book of Abraham in the Pearl of Great Price.

It is a little disturbing to see the phrase “Joseph Smith studied the letters and grammar of the Egyptian language” in this synopsis since it betrays that the author is familiar with the Kirtland Egyptian Grammar – a diary or book of sorts that attempts to interpret the meaning of the heiratic symbols on the papyri that was probably undertaken by the School of the Prophets in Kirtland.  This grammar bears little relationship to the Book of Abraham but bears no relationship to a correct understanding of Egyptian.  The subject of the translation of the Book of Abraham is a subject that is still very complicated, murky, and full of pitfalls.  The original text of this lesson makes a straight-out claim that is difficult to defend in the face of modern Mormon and non-Mormon scholarship on the surviving peices of the papyri, popularly called the Joseph Smith Papyri.  It is unknown whether scrolls that contained the Book of Abraham were lost in the Chicago fire or whether the text was not even on the scrolls to begin with, but it is safer to simply reword the lesson as I have indicated above.

Discussion and Application Questions

Study the following questions and the scripture references as you prepare your lesson. Use the questions you feel will best help the children understand the scriptures and apply the principles in their lives. Reading and discussing the scriptures with the children in class will help them gain personal insights.

• How did Joseph Smith know there were mistakes in the Bible? How did these mistakes occur? How did Joseph correct these mistakes?
• Who was the Bible written for? How old is the Bible?  Does it have some mistakes in it? Who is the Joseph Smith Translation for? The emphasis is, yet again, on the “correcting” aspect of the JST.  Instead it should be on the “transforming” aspect of the JST.  It turns the ancient into the modern.
• What was Joseph Smith commanded to do in Doctrine and Covenants 26:1? How did studying the scriptures help prepare Joseph to translate? How was he blessed as he studied the scriptures?
• Why should we study the scriptures? What happens to our understanding of the gospel as we study the scriptures? Who can help us understand the scriptures? How does studying the scriptures bring us closer to Heavenly Father and Jesus Christ?
• What did Joseph Smith do before he began to translate the writings on the papyrus rolls? Why did he study the Egyptian language? Why could Joseph translate the writings on the papyrus while men with more education could not?
• What is the name of the record Joseph received while studying the papyrus rolls?  Who is this record about? I would not focus on the comparisons between the translations of the “men with education” vs. Joseph.  This is setting up a slightly disturbing tension between the “intellectual” and the “spiritual”.  The question is, however, tempered with the emphasis on Joseph’s studying the papyrus, but altogether it seems to be setting the children up to counter the eventual things they will hear about the Book of Abraham with a total rejection of any educated but contrary opinion.  Instead we should focus less on how we got the Book of Abraham and more on the incredible blessing of having it.
• What scriptures do we have today that the Prophet Joseph Smith helped bring forth or translate? (All the standard works: the Bible, the Book of Mormon, the Doctrine and Covenants, and the Pearl of Great Price.) Review with the children Joseph Smith’s role in preparing each of these books for our use.
• How can you and your family study the scriptures? (See enrichment activities 4 and 5.) How have the scriptures been a blessing to you and your family?

Enrichment Activities

You may use one or more of the following activities any time during the lesson or as a review, summary, or challenge.

1. Prepare a simple scroll to be used throughout the lesson. Write the following sentences on a long piece of paper (or several pieces of paper taped together), leaving enough space between sentences that they can be shown one at a time:
   • Tape or secure each end of the paper to a wooden stick such as a dowel, pencil, or ruler, or to a cardboard tube such as the one from the center of a roll of paper towels. Roll the paper up on one of the sticks or tubes so that only the first sentence shows.
   • Show the children the scroll and explain that ancient writings were often kept on scrolls. Roll the paper from one stick or tube to the other as you teach the lesson, revealing each sentence as you discuss the appropriate information.
     • The Bible is a sacred book that contains the word of God.
     • People made mistakes as they copied and translated the Bible.
     • Joseph Smith was commanded to correct the errors in the Bible.
     • The Bible is a book for God’s children thousands of years ago.
     • Through thousands of years the Bible has picked up some errors and uninspired additions.
     • Joseph Smith was commanded to study and receive revelations about the Bible for our day. Again the distinction that the JST simply doesn’t “restore” the Bible, but instead transforms the Bible into more “Restoration” scripture.
     • As Joseph studied the scriptures, his understanding of the gospel grew.
     • Papyrus scrolls were found with some mummies in an Egyptian tomb.
     • Joseph Smith translated the writings on the scrolls.
     • Joseph Smith received ancient scriptures through revelation after studying the scrolls. Again, this is a much more conservative way to describe the origins of the Book of Abraham.  It should be nuanced enough to make everyone happy.
     • As we study the scriptures, we will learn about Heavenly Father and Jesus Christ and the gospel.
2. Explain that while we do not use the Joseph Smith Translation of the Bible as a separate book of scripture, parts of it are included in other Latter-day Saint scriptures. Help the children locate the places in the scriptures where portions of the Joseph Smith Translation are found: Joseph Smith—Matthew in the Pearl of Great Price, the JST footnotes throughout the Bible, and the section following the Bible Dictionary.
   Compare some verses of the Joseph Smith Translation with the original verses in the Bible. Ask one child to read the verse from the Bible and another to read the verse from the Joseph Smith Translation. Discuss how the Joseph Smith Translation makes the verses clearer and easier to understand.  Examples include Exodus 32:14, 1 Samuel 16:14, and John 1:18.
   In many ways, reading the Joseph Smith Translation is like reading the Bible with Joseph Smith sitting next to you to explain and expand upon what you are reading.  Discuss the incredible blessing of having this information available to us in our study of the scriptures. Ever since I heard this description of the Joseph Smith Translation I have never been able to forget it.  If there is a single phrase that seems to perfectly express what the JST is this would be it:  the JST is reading the scriptures with a Prophet of God right there with you to help guide you as you go through the text.
3. Review Joseph Smith—History 1:11–14 with the children and point out that Joseph Smith received his first vision after his study of the Bible prompted him to seek wisdom from God. Discuss the importance of studying the scriptures and praying to ask for blessings and inspiration from Heavenly Father.
4. List the subjects below on the chalkboard, and write each of the scriptural references on a separate piece of paper:
   1. Explain to the children that we can find counsel about specific subjects as we study the scriptures. Have each child choose a paper, locate the scripture reference, and read the scripture to the class. Have the class match the scripture with its subject from the list on the chalkboard.
   2. Help the children locate the Topical Guide, Bible Dictionary, and Index in their scriptures, and explain how they can use these sections to study what the scriptures say about specific subjects.

   • Courage	Deuteronomy 31:6
     Missionary work	Doctrine and Covenants 112:28
     Forgiveness	Matthew 6:14–15
     Love	John 13:34
     Heavenly Father’s love	John 3:16
     The Sabbath day	Moses 3:3
     Obedience	Doctrine and Covenants 130:21
     Prayer	3 Nephi 18:21
     Baptism	Doctrine and Covenants 20:72–74

5. Ask the children to suggest different ways they can study the scriptures. List their ideas on the chalkboard.
   Possible suggestions:
   • You may want to have the children choose and write down one way they will study the scriptures during the coming week.
   • Set a goal to read one or more verses of scripture each day.
   • Read the scriptures aloud with your family.
   • Read scripture stories in the Friend magazine.
   • Read from the Old Testament Stories (31118), New Testament Stories (31119), Book of Mormon Reader (31117), Doctrine and Covenants Stories (31122), and Scripture Stories (31120) books.
   • After hearing a scripture story in a talk at church, find the story in your scriptures at home and read it.
   • Following each Primary lesson, read the “Suggested Home Reading” to review the lesson.
   • Share something from your scripture reading with your family in family home evening.
6. Help the children memorize the eighth article of faith. Discuss with the children some possible reasons why we believe the Bible “as far as it is translated correctly.”
7. Sing or say the words to “Search, Ponder, and Pray” (Children’s Songbook, p. 109).

Conclusion

Testimony

Express your testimony of and gratitude for the scriptures. Share a personal experience when the scriptures have been especially meaningful to you.

Suggested Home Reading

Suggest that the children study the second half of the introductory note to the Pearl of Great Price, which explains the contents of the Pearl of Great Price, at home as a review of this lesson.

Suggested Family Sharing

Encourage the children to share with their families a specific part of the lesson, such as a story, question, or activity, or to read with their families the “Suggested Home Reading.”

Invite a child to give the closing prayer.