It has often happened to me when taking a constitutional to ask my way and discover that I am addressing a person who neither understands nor speaks French, though, as a rule, all peasants understand French and the vast majority can speak the language too, but after a rather sorry fashion. A foreigner finds at least one comfort in all this: in Languedoc he uses the national tongue more correctly than thousands of native born Frenchmen! Nor is the knowledge of patois confined to the peasantry or the working classes of the towns. The _bourgeoisie_, with exceedingly rare exceptions, are quite at home in it, and the children of the nobility often prattle with their peasant nurse more easily in patois than in the polished speech of their parents. During a political campaign, it is a very common thing for a would-be deputy to address country voters in their familiar dialect, thereby gaining the favor not alone of the _félibres_; while, during this same period of electoral excitement, the local papers publish almost daily editorials written in patois. In hundreds of rural churches the short sermon after early mass is preached in patois, and many a time I have found myself turning with surprise when I heard French spoken in the streets of Languedocian towns of considerable size. There was a time when the government and the ruling classes of Languedoc itself strove to eradicate these dialects and to substitute French for them. The aim was a patriotic one; greater national unity, it was believed, would thus be secured. But that period has gone by, and at present there is a strong tendency to preserve from destruction these linguistic souvenirs of a rapidly fading past. What the enthusiastic _félibres_ would do for Provençal, they and their disciples and imitators in Languedoc would do for the dialects of South Western France. At the Congrès d’Etudes Languedociennes, held recently at Montpellier, one of the members proposed that the French language should be taught in the primary schools through the medium of the langue d’oc. The suggestion is not so chimerical as it appears to be at first blush, for one of the greatest and never-ending difficulties of the country schoolmaster in this part of France is to teach his scholars the three R’s by means of the French, which is a foreign tongue to ninety-nine out of a hundred of them. One is not surprised, therefore, to find that one of the resolutions passed by this same Congress takes up the plan proposed in the paper just referred to, and declares in favor of “the utilisation of the langue d’oc for teaching French in the primary schools.”