BIOGRAPHICAL SKETCH xlix 



that the various tense forms simply could not be guessed or 

 invented. 



In the autumn of his junior year he developed typhoid 

 fever and lay very ill for three months. His life was despaired 

 of more than once. Yet he recovered and, when well, took up 

 his studies in the last half of the year and finished with 

 honors. 



The doctor at Georgetown and the President of the col- 

 lege insisted that it was not safe for Andrew to enter at once 

 upon an indoor occupation until his health should become 

 firmly established. It was agreed that he should spend ai-, 

 much time as possible in the open air. But in September, 

 returning from a vacation, he revolted against the programme 

 of mental idleness mapped out for him, and threw himself into 

 the study of languages, German and Italian especially.) 



In two ideas he was ahead of his time. By his direction 

 his sisters studied in the open air on a big verandah which 

 looked down the green lines of the orchard trees. Here they 

 remained as late in the fall as the weather permitted and 

 thither they repaired as early as possible in the spring. 



His other idea was that his sisters' studies should be the 

 same as those at Georgetown ; first the preparatory courses 

 and then those of the college. He proposed that they should 

 stand the same examinations as were given in his Alma Mater 

 and, if it were possible, to be given a degree when they had 

 made the required studies. This was in 1878 and Andrew 

 was a Southern young man, bred among rural Southerners 

 who had not then much sympathy with or faith in the higher 

 education of women. 



His plans in this matter of education were never carried 

 out completely. As time went by other aims engrossed him, as 

 they should, and other interests claimed him, although he al- 

 ways remained full of enthusiasm and encouragement for 

 his sisters when it was a question of education. He took 

 them into what would be about the third year of the four 

 year high school course of to-day and when he left them 

 they were in their early teens. The grounding they received 

 in Latin was far more thorough than is given in any high 

 school. That other teaching, the unconscious, which does 

 its work by example and association, cannot be too much 

 emphasized — an intense belief in and reliance on Catholic 



y 



