Lesson 29: Matthew 25:14–46
Introduction
As Jesus
Christ taught His disciples about His Second Coming while on the
Mount of Olives, He related the parable of the talents. He also explained that
He will separate the righteous from the wicked when He comes again.
I.
Matthew 25:14–30
Jesus Christ teaches His disciples the parable of the talents
---Before class, place five coins on
one side of the room and two coins on the other side. Place eight other coins
in your pocket.
---To begin the lesson, invite three
students to come to the front of the class to help you act out a parable that
Jesus Christ taught His disciples as part of His instruction concerning His
Second Coming.
- What did the master give to each of his servants? (Explain that the talents in this parable were sums of money. Take the eight coins out of your pocket, and give five to one student, two to the next student, and one to the third student.)
- What did each servant do with the money he had been given?
---Invite the student with five
coins to retrieve the additional five coins from one side of the room. Ask the
student with two coins to retrieve the additional two coins from the other side
of the room. Invite the student with one coin to hide or pretend to bury the
coin.
---Ask the students to return the
coins to you and be seated. Write the following elements of the parable on the
board (without the interpretations in parentheses):
The master of the servants (The Lord Jesus Christ)
The servants (The Lord’s disciples)
The talents (The gifts and abilities the Lord gives His disciples)
- What might the elements of the parable represent? (Explain that some of the gifts and abilities we have in mortality were received and developed in our premortal life. We can choose to continue to develop those gifts and others in mortality.)
- According to Matthew 25:15, why did the master give each servant a different amount of money? (After students respond, point out that the phrase “according to his several ability” indicates that God gives each of us the gifts and abilities we need according to our circumstances.)
---Read aloud the following
questions, and invite students to ponder them:
- Which servant do you feel is most like you: the one given five talents, two talents, or one talent? Why?
---Read Matthew 25:19–21
looking for what the master said to the servant who had received five talents.
- What did the master say to the first servant?
---Being made a “ruler over many
things” and “enter[ing] … into the joy of thy lord” (Matthew 25:21) refer to fulfilling our divine potential
and receiving eternal life with Heavenly Father.
- What principle can we learn from the first servant’s experience? (The following is one principle students may identify: If we faithfully use the gifts and abilities the Lord has given us, then we can fulfill our divine potential and receive eternal life.)
- What are some examples of how we can faithfully use the gifts and abilities the Lord has given us?
---The second servant could have
complained when he saw that the first servant had received five talents and he
had received only two. Instead, he faithfully used the talents he had been
given.
---Read Matthew 25:22–23
looking for what the master said to the servant who had received two talents.
- What did the master say to the servant who had received two talents?
- Even though the master had given the first two servants different amounts of money, why do you think they both received the same response from their master?
- What principle can we learn from the experience of the man who was given two talents? (Students may use different words but should identify the following principle: The Lord will bless us if we faithfully use the gifts and abilities He has given us, regardless of how many we have or what they may be. Using students’ words, write this principle on the board.)
---Ponder if you have ever felt that
someone else had more or better gifts and abilities than you had.
---Point to the principle you just
wrote on the board.
- How can remembering this principle help us when we feel that someone else has received more or better gifts than we have?
---Read aloud the following statement
by Elder Quentin L. Cook:
“The growth in our own talents is the best measure of
personal progress. … Comparing blessings is almost certain to drive out joy. We
cannot be grateful and envious at the same time. If we truly want to have the
Spirit of the Lord and experience joy and happiness, we should rejoice in our
blessings and be grateful” (“Rejoice!” Ensign, Nov. 1996, 29, 30).
- How can we discover the gifts and abilities that the Lord has given us?
---Give each student a piece of
paper and ask them to write their names at the top. Invite them to pass their
papers to the student sitting next to them. Ask students to write a gift or
ability they see in the person whose name is on the paper. Instruct them to continue
passing their papers around the room and writing down gifts and abilities they
have observed.
---After a few minutes, ask students
to return the papers to their original owners. Give students time to read about
the gifts and abilities others see in them. Then ask them to write on their
papers an answer to the following question:
- What is one way you can use one of your gifts to further the Lord’s work?
---The parable of the talents
includes warnings about the gifts and abilities we have been given.
---Read Matthew 25:24–30
looking for how the master responded to the servant who hid the talent. After verse 27 is read, explain that usury means
interest (income gained from investing or lending money).
- Why did the last servant hide his talent? How did the master respond to this servant’s choice?
- Even though the servant had not lost any of his master’s money, what was wrong with the servant’s actions?
- How do you think the master would have responded to the servant if he had brought back two talents?
- What happened to the talent the master gave to the servant? (It was taken from him and given to another.)
---Read the following statement by
Elder Sterling W. Sill of the Seventy. Listen for why we lose gifts and
abilities if we do not use them for good.
“[The third servant’s] loss was not because he did anything
wrong, but rather because his fear had prevented him [from] doing anything at
all. Yet this is the process by which most of our blessings are lost. …
“… When one fails to use the muscles of his arm he
loses his strength. … When we don’t develop our abilities, we lose our
abilities. When the people in past ages have not honored the Priesthood, it has
been taken from them. … Neither spiritual, mental nor physical talents develop
while they are buried in the earth”
(The Law of
the Harvest [1963], 375).
- What principles can we learn from the servant who hid the talent? (Although students may suggest a variety of principles, make sure they identify the following truths: Fear can prevent us from using the gifts and abilities the Lord has given us. If we do not develop and use our spiritual gifts for good, then we will lose them.)
- In what ways can fear prevent us from doing good with our gifts and abilities?
--Invite students to testify of the
principles they have discussed. Encourage them to use their gifts and abilities
to further the Lord’s work.
II.
Matthew 25:31–46
The Savior foretells the separation of the wicked from the righteous
at His Second Coming
---Read Matthew 25:31–33
looking for what the Lord will do with the people on the earth after His Second
Coming.
- What will the Lord do with the people on the earth after His Second Coming?
- What animals did the Lord use to represent the wicked? The righteous?
---Divide students into pairs.
Invite half of the pairs to read Matthew 25:34–40
aloud together, looking for how the Lord will determine whether someone is a
“sheep” (Matthew 25:32–33). Invite the other pairs to read
Matthew 25:41–46
aloud together, looking for how the Lord will determine whether someone is a
“goat” (Matthew 25:32–33).
---After sufficient time, assign
each pair to work with a pair that read a different passage. Ask students to
summarize what they read and discuss the following questions in their groups:
- How does the Lord distinguish between those who love Him (sheep) and those who do not (goats)?
- What principle can we learn from these verses?
---Invite someone from each group to
write on the board the principle their group identified. Students should
identify principles similar to the following: As we love and serve others, we show
our love for the Lord. As we neglect others’ needs, we neglect the Lord.
---To help students understand these
principles, ask questions similar to the following:
- How might the kind of person on the Lord’s right hand treat his or her little sister who is asking for help with her homework?
- How might a person on the Lord’s left hand treat a fellow student who drops his or her books in the hall?
- How can understanding these principles help us to improve our relationships with others?
---Ponder how you have treated
others in the past 24 hours. Consider whether you would choose to act
differently if you were in a similar situation in the future. Think of ways you
can more frequently love and serve others. Act on your plan.
---You may want to follow up with
students the next time you meet and invite them to report some of their
positive experiences.
Commentary
and Background Information
Matthew
25:15. “He gave … to every man according to his several ability”
President James E. Faust of the
First Presidency spoke of the different gifts we are given:
“The Lord entrusts all of His
servants, including every priesthood holder, with spiritual talents. … While we
are not all equal in experience, aptitude, and strength, we have different opportunities
to employ these spiritual gifts, and we will all be accountable for the use of
the gifts and opportunities given to us” (“I Believe I Can, I Knew I Could,” Ensign, Nov.
2002, 50).
Supplemental
Teaching Idea
Matthew 25:35–40. Video presentation—“The Coat”
To illustrate the concept of helping
others in need as described in Matthew 25:35–40, consider showing the video “The Coat” (2:08), which depicts an event from
the childhood of President Heber J. Grant. The video is available on LDS.org.
Invite students to watch the video, looking for whom the boy was serving.
Right margin extras:
Cultivate
a learning environment of love, respect, and purpose
When students know they are loved
and respected by their teacher and other students, they are more likely to come
to class ready to learn. The acceptance and love they feel can soften their
hearts, reduce their fears, and instill the desire and confidence necessary to
share their thoughts, experiences, and feelings in class.
Lesson 30: Matthew 26:1–30
Introduction
Two days before the Passover, Judas
conspired with Jewish leaders who desired to kill Jesus. On the night of the
Passover, Jesus instituted the sacrament.
I.
Matthew 26:1–16
Judas conspires with Jewish leaders who desire to kill Jesus
---Before class, prepare a table by
covering it with a tablecloth and placing on it a few pieces of flatbread (or
crackers) and a cup. After the devotional explain that during the time of
Christ, these items, among others, would have been found on the Jews’ tables
during the Passover.
- What was the purpose of the Passover feast? (The Passover was instituted in Moses’s time to remind the children of Israel that the destroying angel passed over their houses and slew the firstborn children in Egypt [see Exodus 12:21–28; 13:14–15]. As part of the Passover, the Israelites sacrificed a lamb and sprinkled its blood over their doorposts. This lamb symbolized the coming Messiah, whose atoning sacrifice would save mankind from death and sin [see Guide to the Scriptures, “Passover,” scriptures.lds.org].)
- What did Jesus say would occur after the Passover?
- Why did the scribes and chief priests decide to wait until after the Passover to kill Jesus?
---Matthew 26:6–13 says that while Jesus was in
Bethany, a woman came to Him and anointed Him with very expensive ointment to
acknowledge His impending death and burial. Some of His disciples, including
Judas, one of the Twelve Apostles and the group’s treasurer, complained that
the ointment should have been sold to help the poor. However, Judas was not
truly concerned for the poor but was a thief who wanted the money for himself (see John 12:4–6).
(Note: The
anointing of Jesus in Bethany is discussed more thoroughly in the lesson on Mark 11–14.)
- What did Judas do? (He conspired with the chief priests to help them locate and arrest Jesus.)
- How much did the chief priests pay Judas to deliver Jesus to them?
---“According to the law of Moses,
thirty shekels of silver would compensate an owner for the death of a slave
(see Exodus 21:32). … The betrayal price reflects the
low regard Judas and the chief priests had for the Savior” (New Testament Student Manual [Church
Educational System manual, 2014], 81).
It also fulfilled an Old Testament prophecy of Judas’s betrayal of the Savior (see Zechariah 11:12).
II.
Matthew 26:17–25
Jesus and His disciples eat the Passover meal
---Display a mirror and ask:
- What are some ways mirrors can be helpful to us?
---Read aloud the following
statement by President Dieter F. Uchtdorf of the First Presidency:
“Often we try to avoid looking deeply into our souls and
confronting our weaknesses, limitations, and fears. …
“But being able to see ourselves clearly is essential to our
spiritual growth and well-being. …
“May I suggest that the holy scriptures and the talks given
at general conference are an effective mirror we can hold up for
self-examination” (“Lord, Is It I?” Ensign or Liahona, Nov.
2014, 58).
- How might the scriptures and the talks given at general conference be like a mirror?
---As we study Matthew 26:17–25 look for a principle that can
help you recognize your weaknesses and work to overcome them.
---In Matthew 26:17–19 Jesus told His disciples to secure a room in
Jerusalem for the Passover meal.
- What did Jesus say to His Apostles?
- If you had been one of the Apostles, what might you have been thinking at this moment?
- What question did the Apostles ask?
- What does the question “Lord, is it I?” teach us about the eleven faithful Apostles?
- Based on this account, what principle can we learn about how disciples of Jesus Christ should respond when they hear the words of the Lord? (After students respond, write the following principle on the board: When disciples of Jesus Christ hear the word of the Lord, they examine their own lives to see how it applies to them.)
---Read aloud the following
statement by President Uchtdorf:
“The disciples didn’t question the truth of what [Jesus]
said. Nor did they look around, point to someone else, and ask, ‘Is it him?’
“Instead, ‘they were exceeding sorrowful, and began every
one of them to say unto him, Lord, is it I?’ [Matthew 26:22].
“I wonder what each of us would do. … Would we look at those
around us and say in our hearts, ‘He’s probably talking about Brother Johnson.
I’ve always wondered about him,’ or ‘I’m glad Brother Brown is here. He really
needs to hear this message’? Or would we, like those disciples of old, look
inward and ask that penetrating question: ‘Is it I?’ (“Lord, Is It I?” 56).
- What are some examples of how we might be tempted to disregard the Lord’s words and assume they are meant for someone else?
---Read aloud the following
statement by President Uchtdorf, and listen for what President Uchtdorf invites
us to do when we hear the words of the Lord:
“In these simple words, ‘Lord, is it I?’ lies the beginning
of wisdom and the pathway to personal conversion and lasting change. …
“We must put aside our pride, see beyond our vanity, and in
humility ask, ‘Lord, is it I?’
“And if the Lord’s answer happens to be ‘Yes, my son [or
daughter], there are things you must improve, things I can help you to
overcome,’ I pray that we will accept this answer, humbly acknowledge our sins
and shortcomings, and then change our ways by becoming better” (“Lord, Is It I?” 56, 58).
- How have you been blessed as you have applied the words of the Lord and made changes in your life?
---Testify of the principle students
identified previously. Invite students to examine their own lives whenever they
hear or read the words of the Lord and to act quickly on the promptings they
receive.
---Immediately after Jesus
identified Judas as the one who would betray Him, Judas left (see John 13:30).
III.
Matthew 26:26–30
Jesus Christ institutes the sacrament during the Passover
---As the Savior ate the Passover
meal with His Apostles, He instituted the ordinance of the sacrament.
---Write in your class notebooks your
answers to the following questions (you may want to write these questions on
the board before class):
When you last partook of the
sacrament, what were you doing? What were you thinking? What did you feel?
---Hold up the cup and the bread
displayed on the table.
- What did the Lord do with the bread and the contents of the cup?
- According to these verses, what do these emblems of the sacrament represent? (Students should identify the following doctrine: The emblems of the sacrament represent the body and blood of Jesus Christ, which He sacrificed for us.)
---The Joseph
Smith Translation provides additional insight into these verses. Read
silently the excerpt from Joseph Smith Translation, Matthew 26:22 that is found
in Matthew 26:26, footnote c. Then read Joseph Smith Translation, Matthew 26:24–25 (in
the Bible appendix). Look for what inspired changes
were made to these verses, which can help us understand an important purpose of
the sacrament.
- Why did Jesus Christ institute the sacrament? (After students respond, write the following truth on the board: Jesus Christ instituted the sacrament for us to remember Him and His Atonement for our sins.)
- What are some things we can do to ensure the sacrament helps us remember Jesus Christ and His Atonement for our sins?
- How has trying to remember the Savior and His Atonement influenced your feelings and experiences while partaking of the sacrament?
---To help students identify another
principle, ask:
- According to verses 27–28, what does the shedding of Christ’s blood allow us to receive as we partake of the sacrament? (A remission of our sins.)
---Merely eating the bread and drinking
the water during the sacrament does not automatically qualify us to receive a
remission, or forgiveness,
of our sins. We must exercise faith in Jesus Christ, repent, and partake of the
sacrament with real intent by always remembering Him and striving to keep His
commandments. By worthily partaking of the sacrament, we renew our baptismal
covenants.
---Write the following truth on the
board:
When we repent and partake of the
sacrament with real intent, we can receive a remission of our sins.
---Write in your class notebooks how
you will apply the truths concerning the sacrament that you have identified in Matthew 26.
---Does
anyone want to share your responses with the class?
---Reread Matthew 26:29
looking for when the Savior said He
would next partake of the sacrament. Report what you find.
Explain that “the sacrament not only
symbolizes the Savior’s Atonement but also looks forward in anticipation to the
time when He will return to the earth in glory (see 1 Corinthians 11:26)” (New Testament Student
Manual, 83). If we keep our covenants and endure to the
end, we can be among those who partake of the sacrament with the Savior at this
future time (see D&C 27:4–14).
---Testimony of the truths
identified in today’s lesson.
Commentary
and Background Information
Matthew
26:16. “He sought opportunity to betray Him”
The Joseph
Smith Translation of Mark 14:10 clarifies one reason why Judas
betrayed Jesus: “And Judas Iscariot, one of the twelve, went unto the chief
priests, to betray Jesus unto them; for he turned away from him, and was
offended because of his words” (Joseph Smith Translation, Mark 14:31 [in Mark 14:10, footnote a]).
Matthew
26:28. “For the remission of sins”
Elder Vaughn J. Featherstone of
the Seventy taught what it means to partake of the sacrament
worthily so that we might receive a remission of our sins:
“It is essential that we renew our
covenants by partaking of the sacrament. When we do this with a sincere heart,
with real intent, forsaking our sins, and renewing our commitment to God, the
Lord provides a way whereby sins can be forgiven from week to week. Simply
eating the bread and drinking the water will not bring that forgiveness.
We must prepare and then partake with a broken heart and contrite spirit. The
spiritual preparation we make to partake of the sacrament is essential to
receiving a remission of our sins” (“Sacrament Meeting and the Sacrament,” Ensign,
Sept. 2001, 24–25).
Supplemental
Teaching Ideas
Matthew 26:26–30. Video presentation—“Always Remember Him”
After students study Matthew 26:26–28 and identify the principle Jesus
Christ instituted the sacrament for us to remember Him and His Atonement
for our sins, you may want to show the video “Always Remember Him” (5:27) to help them further
understand the purpose and importance of the sacrament. In this video, Elder
Jeffrey R. Holland of the Quorum of the Twelve Apostles explains that the
purpose of the sacrament is to remember Jesus Christ and His Atoning sacrifice.
This video is available on LDS.org.
After showing the video, you could
ask the following questions:
- What are some things that can distract us during the administration of the sacrament?
- How can avoiding these distractions during sacrament meeting help us have a more spiritual experience?
Invite students to share what they
do to help themselves to focus on the Savior and the significance of this
ordinance and to remember Him throughout the week.
Matthew
26:28. “For the remission of sins”
After students have read Matthew 26:28, point out the phrase “this is my
blood of the new testament.” Explain that one meaning of the word testament is
“covenant.” To help students understand the phrase “new testament,” draw the
following diagram on the board:
- What did the Lord instruct His people in Old Testament times to do to point their minds toward the Atonement of Jesus Christ? (They were to perform animal sacrifices.)
Write animal sacrifices on the board
under Old. Explain that “when the Lord made His covenant with the children of
Israel [in Old Testament times], the people covenanted to obey the words of the
Lord. Moses offered a sacrifice to the Lord, and then
he took blood from the sacrifice and sprinkled it on the people, saying,
‘Behold the blood of the covenant, which the Lord hath made with you’ (Exodus 24:8; see also Exodus 24:3–8). When Jesus Christ alluded to this
statement, as recorded in Matthew 26:28, He taught that the new
‘testament,’ or covenant, was about to be ratified with blood, just like the
old covenant, and that the blood He would shed for us would cover our sins and
blot them out, just as the sacrificial blood symbolically covered the people in
Moses’s day. … When Jesus presented the cup of wine to His Apostles, He was
signaling the fulfillment of the old covenant and the establishment of the new
covenant” (New Testament Student Manual [Church Educational System manual,
2014], 83).
Write the word sacrament on the
board under New. Explain that just as the blood of animal sacrifices symbolized
the old covenant God had made with His people, the water reminds us of the
blood Jesus Christ shed as part of the new covenant.
Right margin extras:
Prepare
each lesson with your students in mind
As you prepare to teach, consider
how you hope students will apply doctrines and principles taught in the lesson.
President Thomas S. Monson reminded gospel instructors that “the goal of
gospel teaching … is not to ‘pour information’ into the minds of class members.
… The aim is to inspire the individual to think about, feel about, and then do
something about living gospel principles” (in Conference Report, Oct.
1970, 107).
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