Pemberton had been added to their number at the suggestion of the judge, because of his well-known public spirit and his interest in educational and philanthropic enterprises. He had undertaken his duties with his accustomed energy and conscientiousness, and at times wearied even the judge with his scruples. The others had rather hazy ideas as to the exact form, educationally, that the large fund in their charge should assume. Wheeler concerned himself mainly with the financial side of the trust. Hollister, who had got his education in a country school, and Judge Phillips, who was a graduate of a small college, merely insisted that the school should be "practical," with "no nonsense." After they had rejected the plan of handing over the bequest to a university, Pemberton had formed the idea of founding a technological school, modelled closely after certain famous Eastern institutions. This conception Helen had somewhat disturbed by her talk with him, in which she had vigorously presented the founder's democratic ideas on education. Her views had set him to thinking on the problem once more, and he had discussed the matter with the intimate friends of the founder, seeking to discover the old man's real purpose in his benefaction. In his perplexity Pemberton had gone East to see the president of a university, of which he was one of the trustees, and there he had met a professor in the scientific department, one Dr. Everest, a clever organizer of educational enterprises. Dr. Everest did not find it difficult to convince the puzzled trustee that his dilemma was an imaginary one, that all warring ideals of education might be easily "harmonized" by a little judicious "adjustment." There should be some domestic science for the girls, manual training combined with technical and commercial courses for the boys, and all would be right, especially if the proper man were employed to mix these ingredients. In brief, the doctor came to Chicago at the invitation of the trustees, looked over the ground, and spoke at several public dinners on the "ideals of modern education." His eloquent denunciation of a "mediæval" education, his plea for a business education for a business people, and especially his alert air and urbane manners convinced the trustees that they had found a treasure. Dr. Everest was invited to become the head of the new school, which was to be called the JACKSON INDUSTRIAL INSTITUTE.