The Montgomery advertiser., 1909-03-26

had insisted upon not interrupting tho proceedings by his entrance within the room had been seated in the hall with some of the club msmbers. but out of the line of vision of the speaker e well as her intent listeners. Therefors. when the distin guished lecturer made his appearance there was . fresh wave of enthusiasm.
 Professor Guthrie made an informal talk to- the ladies that csptivatsd their interest at once. He spoke pArticu- Iariy with reference to ths insotsd question as to whst subteets hs, should select for the three lectures hA ia to give the club women. Az the com- mittee had chosen Robert Browning for the subject of ons of tho leetures before his arrival. he proceeded in . manner thought by some to be radical. if not ieonoclastic, to tell the ladies why Browning was not . sood subject for . single lecture. Generously de. siring. however. to gratify the Brown ing admirers present. he gave brief Browning talk.
 At the conclusion of these unusual literary opportunities. . buifet 1unch- con was served.
 PROFEss0R GUTHRIE
 LECTURES ON '~rHE VITAL
 6AOD1 VT nsnSA v keAAs Every anticipation of the four hun dred club women who were instfumen- tai in bringing Prof. William Norman Guthrie to Montgomery for a series of three lectures, vas fully realised yes terday afternoon when he deliver1d at the Girls Hifh School the first of the number. his subject being "Ths Vital Study of Literature"
 Prof. Guthrie was introduced to the A. AR- l~l< n..Al A fa former sch ool mate at the University of the South in which institution MT. Guthrie Is now Professor of General MT. Guthrie Is fortunate in having q handsome and captivating personality, and the eagerness and vim with which he at once entered upon his subject caught and held the interest of his listeners from the first to the last He began by saying that many an adult of literary disposition and apti- tude for appreciating the neblest works of poetic art were not in posi- ton for the fullest enjoyment of It, erature for lack of training and knowl- edge. He declared that the fault of this general defect lay with the peta- gogues who were using methods of in- struction out of which individuality of opinion Olu HOt grow.
 He said that aesth eticism was the last thing the average audience want ed to hear about and used some effeo- ve. though kindly sarcasm, cencering 'mplacency of ignorance.
 oke of the good literary taste
 Ithern scholars of ante bel
 declaring that 1t might be
 T taste, but that 1t held
 'ulture. He was charit-
 '',lt ignorance on the
 placing the blame
 who have failed
 man who said
 -o not speak
 ttention to
 any pub
 ted great
 passa ges
 aps 6, .ar. He said A. .as.e is formed by contacts, and by environment and teaching.
 There are four ways in which lit- erature Is taught" he said, the his- torical. or graveyard method, the bie- graphical or gossip method, the socio- logical method and the philological method. The latter, he thought par ticulariy cruel--literary vivisection as 1t were-and cited the barbafity of us- ing Milton's noble verses for a lesson in parsing. He deprecated any meth cd of instruction that emphasizes the whence instead Of the what.
 He pfaaAaA Hnr aaDar.AI