Moses 6:1–47

Adam’s Posterity and the Prophet Enoch

Moses 6:1–25: The Generations of Adam

Some Important Principles, Doctrines, and Events

The priesthood was passed in a patriarchal order from Adam to his son Seth (see Moses 6:2–3, 7; D&C 107:40–42).
Since the time of Adam and Eve, people have written, learned from, and taught from inspired writings (the scriptures). These writings have included family lineage and the inspired actions and sayings of family members (see Moses 6:5–23, 46; see also Luke 24:32; Jacob 4:1–6; Alma 18:38–39; D&C 20:8–13, 17–26, 35; Abraham 1:28, 31).
Those who accept the gospel are often called the “sons of God” or the “children of God.” Those who have not yet accepted the gospel or have rejected it are called the “sons of men,” “daughters of men,” or “children of men” (see Moses 5:52–56; 6:8, 15, 23, 68; see also 2 Nephi 2:27; Helaman 14:28–31; Moses 7:1; 8:13–15, 19–21).

Suggestions for Teaching

Moses 6. Overview

Assign pairs of students to make charts showing the names and ages of the patriarchs mentioned in Moses 6:10–25 (see Moses 8:1–12; Genesis 7:1–6; 9:28–29). Ask students what they learn from this chart about the early patriarchs. What book did Enoch preach from (see Moses 6:46)? Why did Enoch preach (see verses 27–30, 42, 68)?

Moses 6:1–3, 10–16. Seth Was a Worthy Son

Invite a few students to take turns reading Moses 5:16–21; 6:1–3, 10–16 aloud. Ask students to compare Cain, Abel, and Seth (see also D&C 107:42–43, 53; 138:40).

Moses 6:5. A Book of Remembrance

Ask a student to read Doctrine and Covenants 68:2–4 aloud, and then invite students to share what these verses teach about scripture. Invite a student to read Moses 6:5 aloud. Ask students how they think Doctrine and Covenants 68:2–4 applies to the book of remembrance kept by Adam. Display and ask a student to read aloud the statement by Elder Bruce R. McConkie about this book of remembrance in the commentary under “Moses 6:5–6. The Origin of Language and Writing” in the student manual. Discuss the statement as a class.

Moses 6:15. The Children of Men

Show students that in the book of Moses two groups or types of people are mentioned: the “children of God” or “sons of God,” who were righteous (see Moses 6:8, 68), and the “children of men” or “sons of men,” who had not yet accepted or who had rejected the gospel (see Moses 5:52; 6:15, 23). Assign a few students to share what they learn in Moses 5:52–56; 6:15 about the children of men, and assign others to share what they learn about the children of God in Moses 6:8–14, 16–25.

Moses 6:15. Satan “Raged in Their Hearts”

Invite a student to read Moses 6:15 aloud. Ask students what the words dominion and rage mean. What did Satan’s dominion and rage lead to in the days of Seth? Discuss what 2 Nephi 28:20–22 teaches about Satan’s methods in the last days. How is Satan able to get into people’s hearts?

Moses 6:23. Preachers of Righteousness

Ask several students to take turns reading Moses 6:23 and Alma 4:19; 17:9–17; 31:5 aloud. Then invite students to share what they learned about the preaching of righteousness from these verses. Point out that in the remaining verses of Moses 6–7 there are several excellent examples of true preachers of righteousness. Ask students to name people in the Church today who could be called “preachers of righteousness.”

Moses 6:26–47: Enoch’s Call and Work

Some Important Principles, Doctrines, and Events

Those who are humble and willing can succeed in the service of God, in spite of their feelings of inadequacy (see Moses 6:26–32; see also Jeremiah 1:4–10, 17–19; D&C 112:3–5, 7–11).
We should obey the counsel of God more than the counsel of other people (see Moses 6:27–28, 43–44; see also Jacob 4:8–14; D&C 3:6–8).
A “seer” is a prophet who is blessed by the Spirit to see things not visible to the natural eye (see Moses 6:35–36; see also Mosiah 8:13–18).
The wicked often take offense at the words of the prophets (see Moses 6:37–47; see also 1 Nephi 16:1–3).

Suggestions for Teaching

Moses 6:26–36. A Call to Serve the Lord

Invite a few students to take turns reading Moses 6:26–36 aloud. What was Enoch called to do? Why did he feel reluctant? Ask a student to read verses 32–36 aloud. List what helped Enoch accomplish what the Lord commanded (see also 1 Nephi 3:7). Invite students to share examples of how they have felt about calls to serve, and how the Lord has helped them succeed in their callings.

Moses 6:26–36. Heart, Ears, and Eyes

Invite a few students to take turns reading Moses 6:26–36 aloud, while the rest of the class follows along and compares Enoch’s heart, ears, and eyes to the hearts, ears, and eyes of the people. What was Enoch blessed to feel, hear, and see that the people could not? Why? Ask students to suggest truths illustrated by Enoch’s washing of his eyes (see verses 35–36). Invite students to find and share scriptures that teach how we can open our heart, ears, and eyes to the Lord.

Moses 6:37–39. “A Wild Man Hath Come”

Ask a student to read Moses 6:37–38 aloud. Invite students to share why they think the people reacted as they did. Review the Lord’s promises in verses 32–35 and their fulfillment in verses 36–39, 47 (see also Moses 7:13).

Moses 6:43–47. Counsel from the Lord

Ask students to find the question that Enoch asked the people in Moses 6:43, and then invite them to restate the question in their own words. Compare the people of Enoch’s day in Moses 6:27–28, 43 to the principles Jacob taught in Jacob 4:8, 10, 14. Ask students why they think some people prefer their own counsel to the counsel of the Lord. Discuss what we can do to better seek and follow the Lord’s counsel.