cle Paul and Aunt Julie and go to school here, for they are
our children now, as well as yours."

Father Van Hove rose, stretched out his one hand, and, grasping Uncle
Paul's, tried to thank him, but his voice failed.

"Don't say a word, old man," said Uncle Paul, clasping Father Van
Hove's hand with both of his. "All the world owes a debt to Belgium
which it can never pay. Her courage and devotion have saved the rest of
us from the miseries she has borne so bravely. If you got your just
deserts, you'd get much more than I can ever give you."

In the end it all came about just as Uncle Paul had said, and the Van
Hoves are living in comfort and happiness on that farm this very day.

THE END

SUGGESTIONS TO TEACHERS

American children who have been giving their pennies to help take care
of little Belgian children will find this new "Twins" book one of the
most appealing that Mrs. Perkins has ever written. The author's Preface
states the sources of her inspiration. As usual, her story will be
found sympathetic in spirit and accurate as to facts.

At the present day books are constantly issuing from the press which
will assist teachers in planning their own preparation for the class
reading of this book; for example, Griffis's: "Belgium: The Land of
Art" and Gibson's: "A Journal from our Legation in Belgium". Books
issued in past years which tell other stories of exile or emigration,
or which deal with European countries neighboring Belgium, also have
their place in the teacher's reading. We may suggest Griffis's: "The
Pilgrims in Their Three Homes" and "Brave Little Holland", and Davis's
"History of Medieval and Modern Europe" (sections 238, 266, and the
account of the present war). A file of the National Geographic
Magazine, accessible in most public libraries, will be found to contain
many articles and illustrations which will be invaluable in this
connection. Picture postcards, also, will supply a wealth of
appropriate subjects. Children should be encouraged to bring material
of this sort to school.

Once the historical and geographical background has been sketched, the
teacher may safely trust the children to get the most out of the story.
Fifth grade pupils can read it without preparation. Pupils in the
fourth grade should first read it in a study period in order to work
out the pronunciation of the more difficult words.

The possibilities for dramatization will be immediately apparent. In
this, the