--- title: Improvement Era description: Monthly periodical of the Mormon church, 1897 onward. This library holds the issues of November 1897 to December 1930. authors: - Young Men’s Mutual Improvement Associations collections: - periodicals tags: - magazine - improvement-era periodical: Improvement Era volume: 32 number: 12 published: 1929-10 publisher: Young Men’s Mutual Improvement Associations publisher_place: Salt Lake City language: en type: magazine reference: "Young Men’s Mutual Improvement Associations, “Mutual Work,” *Improvement Era* 32, no. 12 (October 1929): 1044–1052." source: url: https://archive.org/details/improvementera32012unse transcription: Transcribed from the Internet Archive scan of each issue (the item for each issue is named in the issue's own source); unnumbered advertising leaves are omitted, printed page numbers are kept as page markers. identifier: improvementera32012unse start_page: 1044 end_page: 1052 rights: status: public-domain basis: US publication 1930 or earlier (published 1929-10) source: https://archive.org/details/improvementera32012unse publication_year: 1929 note: The Internet Archive item metadata carries a blanket "© Copyright by Intellectual Reserve, Inc." notice. The library owner judged it inapplicable because this issue was published in 1929, before 1931; a scan-level notice does not restore copyright. --- # Mutual Work MUTUAL WORBC EXECUTIVE DEPARTMENT Mutual Messages Presidents and Secretaries Membership The first steps year's work in have been taken in our years work in M. I. A. The opening social has been held with its "Story Book Wedding" and other pleasing features, the Era drive has been carried forward and all departments and committees, we hope, are organized and functioning. Here's wishing an- other most successful year for our great organization. As stated in the Hand Book Sup- plement, all members of the Church above Primary age are expected to be- long to the M. I. A. Our work is not complete until every boy and girl of M. I. A. age is either a member of the association or has been repeatedly invited to become one. November Sunday Evening Joint Meeting Suggestions and material for the program of the Monthly Joint Session Sunday evening, November 3, 1929: 1. Singing: "When First the Glorious Light of Truth." 2. Invocation; preferably by someone who knew Brigham Young. 3. Music. 4. Announcements. 5. TheM. I. A. Slogan: a. Introduction: "We will cling to the constitution of our coun- try and to the government that reveres that sacred charter of freeman's rights, and if neces- sary pour out our best blood for the defence of every good and righteous principle." — Brigham Young. b. President Hoover says: "Our whole system of self-govern- ment will crumble either if officials elect what laws they will enforce or citizens elect what laws they will sup- port. The worst evil of disregard for some law is that it destroys respect for all law." c. Presentation of slogan. 6. Presentation of the general theme: "The Life of Brigham Young." a. Outstanding characteristics. b. Some leading contributions. 7. Readings. a. An outsider's estimate of Brig- ham Young. (See material pre- sented at close of this article.) b. The Lord's appreciation of "Brother Brigham." (See Doc. and Cov., Sec. 126.) 8. Brief testimonies concerning Brig- ham Young. 9. Closing song: "We Thank Thee. O God. For a Prophet." 10. Benediction. Special Note: The following ma- terial, by no means exhaustive, is pre- sented by the committee, with the view of helping to make the program effec- tive in giving information and per- petuating an interest in the life of a man to whom the world owes a debt of gratitude. One of the sources of refer- ences used is, The Life of Brigham Young, a little volume published by George Q. Cannon and Sons in 1893. A new book. Patriot, Pioneer, Pro- Oct., 1929 MUTUAL WORK 1045 phet. by Susa Y. Gates, depicts the life of Brigham Young as only a member of his family could. This would be helpful for supplemental material. Brigham Young I Five of His Outstanding Character- istics: 1. Sincerity: "In language President Young was outspoken and plain. He never minced matters with anyone, high or low, nor treated the simplest honest member of the Church with less deference than the greatest of the many distinguished men and women who called upon him from all parts of the earth. He spoke openly, and none could mistake his meaning." Says Judge Hosea Stout: "He does all his sly deeds before the assembled multitude. * * * I defy any man to produce one solitary ex- ample of chicanery or double-dealing in his character or career." (Life of Brigham Young, pp. 171-172.) 2. Dependability: On one occasion a large number of leading elders — among them several apostles and some of the witnesses of the Book of Mormon — held a council in the upper room of the temple, their object being to depose the Prophet and appoint David Whitmer president of the Church. Brigham Young, who on other occasions frustrated their plans and exposed their evil designs, was present also and by a character- istic speech defeated their scheme. He says: "I rose up, and told them in a plain and forcible manner that Joseph was a Prophet; and I knew it; and that they might rail at and slander him as much as they pleased, they could not destroy the appointment of the Pro- phet of God; they could only destroy their own authority, cut the thread which bound them to the Prophet and to God, and sink themselves to hell. Many were highly enraged at my de- cided opposition to their measures, and Jacob Bump (an old pugilist) was so exasperated that he could not be still. Some of the brethren near put their hands on him and requested him to be quiet, but he writhed and twisted his arms and body saying, 'how can I keep my hands off that man!' I told him if he thought it would give him any relief he might lay them on." (Life of Brigham Young, page 24.) (His- tory of Utah, by Whitney, Vol. I, p. 137.) The poet Henry W. Naisbett wrote of the dependability of Brigham Young: "True beside the great Ohio, true upon Missouri's plain, True where Far West's prairies reach- ing untouched by defection's stain; True where Mississippi's waters glassed the Temple's towering dome, True when Carthage sent its victims to their desolated home! "True when fleeing from the hunters, as the antelope flees by; True when camped 'mid death and sorrow, 'neath the silent winter sky; True in all that wondrous passage — pilgrimage to peace, from strife; True in Utah's proud dominions, marked by thy devoted life;" 3 . Vision : Where others saw a desert waste, Brigham Young saw orchards and fields; where others saw huts, he saw temples; where others said, "On to California," he said, "This is the place," and where others saw narrow highways, he saw broad streets and wide avenues. Where others saw the Indian as an enemy, he saw him as a brother; where others saw the trickling mountain creeks, he saw abundant irri- gating streams. Where others saw only adversity, he saw prosperity. He saw through the eyes of the ancient prophet the mountain of the Lord's House es- tablished in the tops of the mountains, and all nations flowing unto it; he saw through the eyes of Joseph the Seer this people becoming mighty in the Rocky Mountains, and he saw more, he saw how to bring to pass 1046 IMPROVEMENT ERA Oct.. 1929 what they saw. (See also Discourses of Brigham Young, 736-743.) 4. Love of Learning: He studied books, men, methods, principles and nature. He was the seeker of the whole truth, the truth of things as they were, as they are, and as they are to become. It is written of him: "He could speak the language of the stars, discourse eloquently re- garding the organization of worlds, and then in simple terms direct how to plow and plant and reap." 5. Appreciation of Art: Edgar Lee Masters, one of the first of present-day American poets, has this to say concerning Brigham Young, published in the Nation, Aug. 26, 1925: "Coming out of New England — for there both Joseph Smith and Brigham Young were born — how was it that they (the 'Mormons') built a theater at once, laid at once the corner- stone of the present temple, and began to cultivate music and dancing, so that today the city is excelled by none in America for its intelligence and love of art? For myself, if I were cribbed and confined in some village of Ten- nessee, I should go to Salt Lake City rather than to Sussex or Normandy." The answer to the poet is because their great leader, Brigham Young, appre- ciated art. II. Five of His Contributions: 1 . Brigham Young founded two colleges: one the Brigham Young Academy, at Provo, and the other the Brigham Young College at Logan. He has the reputation of being the pioneer advocate of industrial education. 2. He made recreation one of the essentials of the abundant life. Under his direction, the building of a theater and the erection of a temple and a tabernacle went on together. He en- couraged out-door enjoyment, leading at one time two thousand of his peo- ple on a mountain hike. (See Essen- tials of Church History, p. 499.) 3. He founded the perpetual emi- gration fund, through which thou- sands of people were liberated from the bondage of poverty and oppression. And here must be noticed the cove- nant of the emigration, to show how faithfully it was kept — as have been all Brigham Young's covenants as the leader of his people. "Previous to leaving Nauvoo Pres- ident Young prompted the Latter-day Saints to enter into a solemn covenant in the temple, that they would not cease their exertions until every indi- vidual of them who desired and was unable to gather to the valley by his own means was brought to that place. No sooner were they located in the Rocky Mountains, than the Church prepared to fulfill this covenant, ex- tending its application to the Saints in all the world." (Life of Brigham Young, by Tullidge, pp. 251-252.) "When the Saints thus helped arrive here, they will give their obligations to the Church to refund the amount they have received, as soon as circum- stances will permit; and labor will be furnished, to such as wish, on the pub- lic works, at good pay; and as fast as they can procure the necessaries of life, and a surplus, that surplus will be applied to liquidating their debt, and thereby increase the perpetual fund. "By this it will readily be discovered that the funds are to be appropriated in the form of a loan rather than a gift; and this will make the honest in heart rejoice, for they have to labor and not live on the charity of their friends, while the lazy idlers, if any such there be, will find fault and want every luxury furnished them for the journey, and in the end pay nothing." (Extracts from letters from the First Presidency to Bishop Hunter. See Tullidge, pp. 451-454.) 4. He established a cooperative mer- cantile system, which protected his people against the greed of outside traders, and gave to the Church an enviable financial standing. 5. His discourses, are a source of reference; extracts from them form contents of a volume of 743 pages. Oct., 1929 MUTUAL WORK 1047 (Exhibit the book.) The character of his teaching may be judged by the following ten samples of his sayings: 1. "No being is fit to rule, govern and dictate, until he has been con- trolled, governed and dictated, has yielded obedience to law, and proved himself worthy, by magnifying the law that was over him, to be master of that law." (Discourses of Brigham Young, page 548.) 2. "I stand for constitutional law, and if any transgress, let them be tried by it, and, if guilty, suffer its penalty." (P. 549.) 3. "It is folly in the extreme for persons to say that they love God, when they do not love their brethren; and it is of no use for them to say that they have confidence in God, when they have none in righteous men." (P. 417.) 4. "My experience has taught me, and it has become a principle with me, that it is never any benefit to give, out and out, to man or woman, money, food, clothing, or anything else, if they are able-bodied, and can work and earn what they need, when there is anything on the earth for them to do." (P. 422.) 5. "It never hurts my feelings to see young exurberant life and animation manifest themselves. Do not be dis- couraged about the follies of the young." (P. 324.) 6. "Do not oppress the poor, but trust in God, and you will go neither hungry, naked, nor thirsty. If you oppress the poor, the day will come when you will be naked, thirsty, and hungry, and will not be able to get anything to supply your wants." (P. 465.) 7. "This life is worth as much as any life that any being can possess in time or in eternity. There is no life more precious to us in the eye of eternal wisdom and justice than the life which we now possess. Our first duty is to take care of this life." (P. 466.) 8. "I am more afraid of covetous- ness in our elders than I am of the hordes of hell. Those who are covet- ous and greedy, anxious to grasp the whole world, are all the time uneasy, and are constantly laying their plans and contriving how to obtain this, that, and the other." (P. 470.) 9. "I do not know of any, except- ing the unpardonable sin, that is greater than the sin of ingratitude." (P. 352.) 10. "Many of us have been taught the doctrine of total depravity — that man is not naturally inclined to do good. I am satisfied that he is more inclined to do right than to do wrong. There is a greater power within him to shun evil and perform good than to do the opposite." (P. 1 20.) The following is taken from a letter by H. W. Laughy, managing editor of the San Gabriel Valley Courier: "I said to your Doctor Young, a day or two back, in the museum at the Taber- nacle, that I considered Moses a rank fourth-rater by comparison w)ith your Brigham Young. Moses hid his followers, a people of common ideal, in the wilder ness apart from contamination, and there for a period of forty years preached to them submission to their God; yet we find the second generation of that same stock run- ning hog-wild over the hill country of Canaan and licking the living daylights out of everything they could catch or corner. "Brigham Young led a throng drawn from many nations, a people without a national tradition behind them, on a trek which stands without a precedent in human history. He sought no seclusion, faced contamination in a thousand forms, and beat down bare-handed every obstacle that came before him. He bowed the stiffest neck to meet the yoke, exalted the wild and wayward to the sublimity of humility, built tabernacles and temples to his God. Today, in his second and third generations, we find his covenants stamped upon the descendants of every .singing pilgrim that marched behind him." 1048 IMPROVEMENT ERA Oct., 1929 ADULT DEPARTMENT A Century of Progress Those who have read the Manual for the joint Adult. Department are enthusiastically singing its praises. It is a neat, attractive paper-bound vol- ume of 216 pages. Each of the 24 chapters is a thoughtful, almost rever- ent discussion of the tremendous changes which have been wrought in the past one-hundred years in the fields of religion, medicine, mechanical arts, and humanitarian movements. Truly with the ushering in of the Gospel dis- pensation a flood of light came into the world. The spirit of the Lord has rested mightily upon good men and women everywhere, enlightening and quickening their powers of mind and spirit to a marked degree so that their researches have brought forth marvel- ous results. All who read and study this manual will be thrilled with the thought of the glorious heritage that is ours who live now and are partaking of the blessing of this day. The manual is for sale at the general office; price 40c. Program Project Remember that the first Tuesday evening of each month is to be devoted to a consideration of the Project on Citizenship. Both the section study- ing the manual and the section in genealogy are to unite on this evening for consideration of the Project. COMMUNITY ACTIVITY DEPARTMENT Outlines of Study Objectives (For October 1) I. Objectives in Drama (Based upon the dramatic, social and linguistic urges. See pages 342, 403, 434 of theM. I. A. Hand Book.) The immediate objectives are: a. To develop ability in self-ex- pression. b. To increase sympathy for the best in dramatic art and literature. c. To develop sympathy for types and characters through understanding and acting out of parts. d. To develop a deeper and broader philosophy of life. II. Local Problems: a. What are your particular (1) weaknesses (2) obstacles? b. Do you have competent dramatic directors? c. Does your recreation hall afford adequate theatrical facilities? What improvements are needed? How may they be achieved? d. Does your audience present a dif- ficulty? e. Which of the following types of drama is enjoyed most in your ward — comedy, farce, melodrama or tragedy? Why? f. Are you able to give a production of sufficient excellence to maintain in your audience an attitude of detach- ment toward the persons playing the roles? g. Discuss the plays you produced last year. Were they of a standard to raise the appreciation of worthwhile Oct., 1929 MUTUAL WORK 1049 drama in your community ? h. Were you able, through your plays, to develop in your audiences greater sympathy for an understanding of human vagaries? i. Has participation in plays been a means toward better social adjust- ment for the players? j. Do you find it difficult to fill minor roles? If so, why? What is the remedy? k. Discuss the matter of using the names of the "leads" as advertising matter. III. Methods (How to achieve ob- jectives) : a. Secure a coach with training and vision, and no other assignment. b. Plan a comprehensive and pur- poseful dramatic program. c. Make a survey of your commu- nity for dramatic talent and equip- ment. d. Stimulate dramatic competition between wards, with appropriate recog- nition accorded. (The project for this year is one idea in this direction.) (For October 8) As we begin what we hope will be M. I. A.'s most successful season up to date, Community Activity Com- mittees face the old problem — "What plays shall we produce?" Contest: Those in charge of con- test work will welcome the greater latitude in play selection made possible by the ruling of this, and the publica- tion of the M. I. A. Book of Plays, a little volume containing six one-act plays, any one of which may be chosen for contest presentation. Project: The matter of play selec- tion for the project, "An evening of one-act plays in every ward, the three best to tour the stake," should be given careful and intelligent study. Before November first, all phases of this ac- tivity should be mapped out carefully. In any given stake, any or all of the above mentioned plays may be used for project purposes, but the selection of plays is not limited to this volume. Since the project is introduced with the idea of furnishing the ward and the stake an evening of the best theater entertainment possible, it is to be hoped that the plays performed will cover considerable scope. The following suggested sources are intended to stimulate, rather than limit selection: One-act Plays for Stage and Study (Series 1, 2, 3 and 4) — Samuel French. Harvard Work-shop Plays. A Treasury of Plays for Women — Frank Shay; Little, Brown and Co. University of Utah Plays — B. Roland Lewis. The following study suggestions are given not merely with the idea of helping committees in the matter of providing entertainment, but to help develop a philosophy of recreation which is at once psychologically and socially sound. Ephemeral entertain- ment can be had with increasing ease. We should aim to make our recrea- tional program one of the chief means of social integration and cultural de- velopment. By what criteria shall plays be judged: that is, upon what points shall we base our selection? We will necessarily be limited by: 1. Audience. 2. Ability and limitation of pro- duction group. 3. Theater (auditorium and stage) facilities. 4. Royalties. 5. The plays themselves — materials dealt with and method of treatment. From the recreational point of view adopted by the M. I. A., No 5 is of paramount importance. What kinds of plays shall we use? Unquestion- ably, plays of merit. This sounds simple, but when is a play of merit? The mere fact that an audience will laugh heartily at one play, weep copi- ously at another and sit rigidly intent from suppressed excitement at a third is not of itself an adequate reason for their presentation. There are shady stories which are undeniably funny; i 050 IMPROVEMENT ERA Oct., 1929 there are scenes charged with senti- mentality and falsity which will in- duce tears in the unwary (which clas- sification includes most of us) and the depiction of murder, pillage and crim- inal intrigue easily arouses interest and excitement. A play must be true. What consti- tutes literary truth? Although "Romeo and Juliet" is not historical, is it true? Would any youth, now or ever, use Romeo's language in his love-making? Of course not. The language of this play is highly poetic, and is replete with artistic beauty. The ideas and events it embodies, however, are hu- manly true. On the other hand, a play may be intensely realistic and yet be utterly false, as exemplified by "The Man Who Came Back." Are the characters in a certain play true to themselves? Sentimental plays often warp characters out of all sem- blance of truth in order to have a happy ending. What is the effect of such procedure on an audience? Should a play aim to give recreate by helping an audience escape realit Discuss the statement, "There is enough sadness in real life without having to see it on the stage." Given a true play, it should be beau- tifully treated. Can tragedy be beau- tiful? Is there any beauty in Mac- beth? If so, how and where? What constitutes a work of art? Why is a kodak picture rarely considered a work of art, whereas an oil painting or an etching of the same subject is artistic? Our spoken judgments are some- times in direct opposition to our ac- tual impressions. Often a play is con- demned as being an immoral in- fluence because it happens to deal with the evil in the world, when as a matter of fact, its ultimate actual influence has been to stir up revolt against evil — an effect undeniably moral. Some of Ibsen's plays, for example, raised tre- mendous verbal storms, and were de- nounced as immoral and indecent, but no one will deny that they have ex- erted a tremendous influence for social good. Another example of discrep- ancy between verbal judgment and actual response is to be found among certain moderns who hail filthy plays as great plays, when there is nothing save the realism of the filth to recom- mend them. Many persons praise a play whose chief merit is that it gives vicarious play to their lascivious ten- dencies. Therefore, we must beware of being led astray by the verbal ac- claim or disapproval with which a play is received. A sound philosophy of life with its immediate corollary, a sound philosophy of recreation, is our only hope for developing ade- quate discretionary powers in the matter of play selection. Suggested Reading Woolbert and Nelson — The Art of Interpretative Speech — F. S. Crofts, N. Y. (pp. 3-52). John Dolman — The Art of Play Production — Harper's, N. Y. (pp. 1- 62.) (The best work on play pro- duction ever published. Every ward should have access to one.) Emerson Taylor — Practical Stage Directing for Amateurs. (Choice of Play.) M. I. A. Hand Book (pp. 151-165; 403-433). Shakespeare — Romeo and Juliet. Macbeth — Rolfe, Yale or Cambridge Edition. Frank Craven — The First Year. Ibsen — A Doll's House, Ghosts. Note: These are suggested to give basis for discussion. The Shakespeare and Ibsen plays are not recommended for production. Which of the five limitations would rule their selection out? Supplementary Reading Langfield — The Aesthetic Attitude. G. Johnson — Choosing a Play. Vernon Lee — The Beautiful. Clayton Hamilton — Conversations on Contemporary Drama. Oct., 1929 MUTUAL WORK 1051 William Archer — Play-making. This reading list may at first glance appear formidable. Perhaps it is. The task before us is formidable. No really worthwhile mission is accomplished without persistent effort. Members of Community Activity Committees have a great program of personal education ahead of them, and the success of their service to the community will be meas- ured by the degree of achievement at- tained in the study of their problems. Royalties If a play is worthy of presentation, the author merits some remuneration. Producing a royalty play surrepti- tiously is stealing, and should not un- der any circumstances be permitted. The possibility of being caught and suffering the subsequent penalties should not be the deterrent factor. Sub rosa production of plays should be discouraged solely on the grounds that it is dishonest, and subversive of "Mormon" ideals. No doubt many royalty rulings are unjust. Equitable royalty ruling is one of the major national recreational problems. Assignment: Read "Soul Mates" in the M. I. A. Book of Plays, and come to class prepared to discuss it. Suggestions for the Study of "Soul Mates" 1. Is the play humorous or serious in character? 2. Do you consider the purpose humorous or serious? 3. What is your opinion of the title? Is it well chosen? 4. What is a plot? 5. What is the plot of this play? 6. What truth do you find in the characterization? 7. Where is the climax? 8. If you have ever come across this idea before in a play or in life, tell about it. 9. What has led to the presence of this situation in America? 10. Is it easy to grasp the purpose and idea of this play? 11. If there is any religious truth in the play, discuss it. 12. Which lines appeal to you the most? 1 3. Do you consider the play moral in effect? 14. Would we object to episodes, conversation or detail if the total effect gained is moral? 15. Is Patricia's character consist- ent? Does she change her mind too easily in the matter with which the play is chiefly concerned? Assignment: Read "Conversion" in the M. I. A. Book of Plays, and come to class prepared to discuss it. Suggestions for the Study of "Conversion" (For October 22) 1. What is the idea or theme of the play? 2. How far do the characters in the play seem real, or how far do they seem adjusted to the thesis? Is the mother's character consistent, or merely calculated to prove the thesis? 3. Is the idea convincing? 4. Is the ending logical? Do you feel reassured about the future of the family? 5. Do you consider the play effec- tive? Does it sound preachy, or does the conversation appear normal? 6. What is the greatest appeal in the play? 7. Does the play sound unduly "talky"? Is there sufficient interest developed to carry a play? 8. Can you draw any parallels from your own experience with any of the characters here? 9. How true is the psychology of the play? Are the people real? Do you know any people like those in the play? 10. Do you find any humor; is it in plot, incident, line or characterization, if any? 1052 IMPROVEMENT ERA Oct.. 1929 1 1 . Discuss each scene in the play as to the contribution it makes to the advancement of story, idea or char- acter. What lines do you consider pivotal in the development of the play? 12. What would have to be con- sidered in directing the play, regarding tempo, action, mood, etc.? 13. What are the biggest problems confronting the director? 14. Discuss the setting. 15. A serious drama is always written with a goal in mind; a theme, the development of a character, the exposition of a psychological condi- tion, etc. What is the goal of this play? Is it effectively achieved? What do you think of this method of hand- ling the subject of conversion? Note: The Chairman of the Com- munity Activity Committee in every ward is requested to send to the Gen- eral Office (47 East So. Temple, or 33 Bishop's Building, Salt Lake City) a list of the plays used for the project. Project Discussion (For October 29) "An Evening of one-act plays in every Ward, the three best to tour the Stake." 1 . Have you selected your plays for presentation? Did you consider the advisability of choosing three of dis- tinctly different types? What would be the advantage of such choice? 2. Have you a competent director? If not, have you looked about to find a high school teacher, or graduate stu- dent of speech who might be happy to serve in this capacity? 3. Have you selected a different cast for each play, or is the same group trying to present all three plays? Re- member that one of the aims of drama in the Church is to give opportunity for participation to as many as pos- sible in the ward. 4. Were casts chosen by the try-out method, or by arbitrary selection? If the latter, are you not perhaps missing some of the latent talent in the ward, and depriving some deserving members of the opportunity for participation? 5. Are you drawing as many peo- ple into activity as possible? It is not necessary that acting ability alone be considered; there is excellent oppor- tunity for scene-painters, property men, stage managers, mechanics, elec- tricians, carpenters, costumers, etc. 6. Are you endeavoring to develop in the hearts of the young people the right contest attitude by exhibiting it yourselves? The influence of leaders is extremely potent, and good sports- manship is largely a matter of example. 7. The Stake Community Activity Committee will judge or provide judges on the evening of your project production, and select the three best plays from all those presented in the stake, to make the tour of the stake. Arrangement of all details of the tour is in the hands of the stake officers. 8. If plays other than those sug- gested by the General Boards are to be used, has consideration been given the matter of royalty? DEPARTMENT OF EDUCATION Franklin S. Davis In the death, August 21, 1929, of Franklin S. Davis, the Department of Education suffered what seems at this time an irreparable loss. He was the efficient secretary of the Department, was familiar with every detail of the work and administered the affairs of his office with a judgment, skill and