sunny Provence; a very great contribution is made through it to
philological study. Enthusiasts have dreamed of its becoming an
international language, on account of its intermediary position, its
simplicity, and the fact that it is not the language of any nation.
Enthusiasm has here run pretty high, as is apt to be the case in the
south.

In connection with the revival of all these dialects the opinion of two
men, eminent in the science of education, is of the greatest interest.
Eugène Lintilhac approves the view of a professor of Latin, member of
the Institute, who had often noticed the superiority of the peasants of
the frontier regions over those from the interior, and who said, "It is
not surprising, do they not pass their lives translating?" Michel Bréal
considers the patois a great help in the study of the official language,
on the principle that a term of comparison is necessary in the study of
a language. As between Provençal and French this comparison would be
between words, rather than in syntax. Often the child's respect for his
home would be increased if he sees the antiquity of the speech of his
fireside; if, as Bréal puts it, he is shown that his dialect conforms
frequently to the speech of Henri IV or St. Louis. "If the province has
authors like Jasmin, Roumanille, or Mistral, let the child read their
books from time to time along with his French books; he will feel proud
of his province, and will love France only the more. The clergy is well
aware of this power of the native dialect, and knows how to turn it to
account, and your culture is often without root and without depth,
because you have not recognized the strength of these bonds that bind to
a locality. The school must be fast to the soil and not merely seem to
be standing upon it. There need be no fear of thereby shaking the
authority of the official language; the necessity of the latter is
continually kept in sight by literature, journalism, the administration