were invited to sit on the reviewing-stand and watch the regiment go through the regular drill and extra maneuvers in honor of the day, and when that was over, the guests were escorted back to the mess tent, and there they had supper with the men. Moreover, the camp cook had made a magnificent birthday cake, all decorated with little French flags. It was cut with the Captain's own sword, and though there wasn't enough for the whole regiment, every one from Fontanelle had a bite, and Pierre and Pierrette each had a whole piece.

When the beautiful bright day was over and they were back again in Fontanelle, the Twins found that even this was not the end of their joy and good fortune, for Mother Meraut told them that the regiment had put in her care a sum of money to provide for their education. "Children of such courage and good sense must be well equipped to serve their country when they grow up," the Commandant had said, and the men, responding to his appeal, had put their hands in their pockets and brought out a sum sufficient to make such equipment possible.

More than that, Uncle Sam and Jim had two small uniforms made for them,--only Pierrette's had a longer skirt to the coat,--and on parade days and other great occasions they wore them to the camp, with the blue, white, and red cockades pinned proudly upon their breasts. Indeed, they became the friends and pets of the whole regiment, and were quite as much at home with the soldiers as with the people of Fontanelle.

Then one day Uncle Sam had a letter from home in which there was wonderful news. It said that the city of Rheims had been "adopted" by the great, rich city of Chicago far away across the seas, and that some happy day when the war should be over and peace come again to the distracted world, Rheims should rise again from its ashes, rebuilt by its American friends.

In this hope the Twins still live and work, performing their duties faithfully each day, like good soldiers, and praying constantly to the Bon Dieu and their adored Saint Jeanne that the blessings which have come to them may yet come also to all their beloved France.

PRONOUNCING VOCABULARY

KEY

ale, care, am, arm, ask; eve, end; menu, ice, ill; old, obey, orb, odd; food; zh = z in azure; N = the French nasal. ' An apostrophe indicates a short sounding of the preceding consonant.

_Proper Names_

Aisne Amerique Boche Charly Corbeille Coudert Fifine Jacqueline Jacques Jeanne d'Arc Marseillaise Meraut Pierre Rheims Varennes Vesle

_French Words and Phrases_

Abbe

Bon Dieu (Heavenly Father)

Bonjour (Good-day; hello; how do you do?)

chateau (castle)

combattre le Boche (fight the Boche)

grand'mere (grandmother)

grandpere (grandfather)

"Les Americains des Etats-Unis, duns l'uniforme de la France. Mais maintenant nous exterminons le Boche." ("Americans from the United States, in the uniform of France. Surely now we shall crush out the Boche.")

Mille tonneurs! (Great heavens!)

Que voulez-vous? (What do you wish?)

Verger

Vive (Long live)

Vive la France (Long life to France!)

Vive tous les Meraut (Long life to all the Meraut family.)

"Auf Wiedersehen" (German: "Till we meet again," or "Good-bye.")

"Lieb' Vaterland, macht ruhig sein" (German national anthem: "Dear Fatherland, be tranquil.")

SUGGESTIONS TO TEACHERS

The French Twins offers a valuable supplement to the study of current events. In the first place, there is no problem of arousing interest in the nation which this book represents. France and the French people have from the outbreak of the Great War compelled new and intense interest and sympathy from all Americans; and each fresh insight into the character, life, and ideals of the country is eagerly welcomed. Moreover, in any class there will be few children who cannot claim either a relative or a friend who has served in the War; and many, like Pierre and Pierrette Meraut, will have had soldier fathers, thereby creating a bond between themselves and the Merauts strong enough to guarantee the pupils' interest throughout the reading of the book. Like the other books of the "Twins Series," _The French Twins_ adapts itself readily to dramatization.

In providing adequate background for the story, the teacher will find fertile resources in newspapers and magazines. _The Red Cross Magazine_, _The National Geographic Magazine_, the Boy Scout and the Girl Scout publications, are readily accessible and contain much valuable supplementary material for classroom use. The Foreign Legion, the Battles of the Marne, Joffre's visit to the United States, Rheims Cathedral, important events near the scenes of the story, etc., can be made clear and real to the children by the aid of maps, illustrations, and articles in these magazines, and by means of picture post-cards, and other material from other sources. The story of the founding of the Red Cross, the origin of its flag, etc., will help to vivify the incidents connected with this organization.

As for French history, the two focus points are the stoniest of Joan of Arc and Bastille Day. Both furnish abundance of colorful detail and incident upon which to build the pupils' conceptions of the spirit and ideals of the French people. In the case of Bastille Day, correlation should be made between that day and our own Independence Day, comparing the French and American Revolutions and indicating the similar circumstances in the two movements. Lafayette's part in our War of the Revolution and America's payment of our debt to France in the Great War form another means of making familiar to the children the story of our historic friendship with France.

While _The French Twins_ is a war story, soldiers and trenches and battle-fields are nevertheless not the main features; on the contrary, _The French Twins_ depicts the necessary part played by women, children, and old people during the War, and shows how the spirit and aims of the soldiers' families have been the same as those of the soldiers themselves. Self-control, endurance, and cheerfulness at home are proved to be as much a part of true bravery as fearlessness in battle. Since the soldier's part in the War has been held closely to everyone's attention, the reading of this story will supply a balancing view of the other side of war; and the pupils' perspective of the whole cannot fail to gain in scope.

Books which may be commended to the teacher, for descriptions of various aspects of the Great War, are: Hay's _The First Hundred Thousand_; Nicolas's _Campaign Diary of a French Officer_; Aldrich's _A Hilltop on the Marne_; Hall's _High Adventure_ and _Kitcheners Mob_; Buswell's _Ambulance No. 10_; Haigh's _Life in a Tank_; Stevenson's _From "Poilu" to "Yank"_; two anonymous books, _The Retreat from Mons_ and _Friends of France_; Paine's _The Fighting Fleets_; and Root and Crocker's _Over Periscope Pond_.

For children's reading, we suggest Mrs. Perkins's _The Belgian Twins_, Sara Cone Bryant's _I am an American_, Thwaites and Kendall's _History of the United States_, Tappan's _Little Book of the War_, and such compilations as _Stories of Patriotism_ and _The Patriotic Reader_.