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The Collection Program in Schools
The Collection Program in Schools

Concepts and Practices

SIXTH EDITION

Marcia A. Mardis

Library and Information Science Text Series

Copyright © 2016 by Marcia A. Mardis

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, except for the inclusion of
brief quotations in a review, without prior permission in writing from the
publisher.

Library of Congress Cataloging-in-Publication Data

Names: Mardis, Marcia A., author. | Bishop, Kay, 1942– Collection program in
schools.
Title: The collection program in schools : concepts and practices / Marcia A.
Mardis.
Description: Sixth edition. | Santa Barbara, CA : Libraries Unlimited, [2016] |
Series: Library and information science text series | Revised edition of: The
collection program in schools : concepts and practices / Kay Bishop. Fifth
edition. 2013. | Includes bibliographical references and index.
Identifiers: LCCN 2015037577 | ISBN 9781610698238 (paperback) | ISBN
9781610698245 (ebook)
Subjects: LCSH: School libraries—Collection development—United States. |
Instructional materials centers—Collection development—United States. |
BISAC: LANGUAGE ARTS & DISCIPLINES / Library & Information Science
/ Collection Development. | LANGUAGE ARTS & DISCIPLINES / Library &
Information Science / School Media.
Classification: LCC Z675.S3 V334 2016 | DDC 025.2/18780973—dc23
LC record available at http://lccn.loc.gov/2015037577

ISBN: 978-1-61069-823-8
EISBN: 978-1-61069-824-5

20 19 18 17 16 1 2 3 4 5

This book is also available on the World Wide Web as an eBook.

Visit www.abc-clio.com for details.
Libraries Unlimited
An Imprint of ABC-CLIO, LLC

ABC-CLIO, LLC
130 Cremona Drive, P.O. Box 1911
Santa Barbara, California 93116-1911

This book is printed on acid-free paper

Manufactured in the United States of America

 Contents
Illustrations
Acknowledgments
Introduction
1—THE COLLECTION
Physical Entity and Accessibility
The School Library Program and the Collection
Roles of the School Librarian and the Collection
Relationships That Influence the Collection
District Level
Regional Level
State Level
National Level
Global Level
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
2—COLLECTION DEVELOPMENT
Learning about the Existing Collection
Knowing the Community
Assessing Needs
Describing the Program
Selecting Materials
Acquiring and Processing Materials
Resource Sharing
Maintaining and Preserving Materials
Accessing and Circulating Materials
Evaluating the Collection
 Interaction of Collection Development Activities
Other Factors That Affect Collection Development
District School Library Program
Financial Support and Control
School Facilities
Conclusion
Reference
Additional Readings
Helpful Multimedia
Group Activity: TEDx Jam!
3—COMMUNITY ANALYSIS, ENVIRONMENTAL SCANNING, AND NEEDS
ASSESSMENT
Learning about the Community
Learning about the School
Other Libraries
Assessing User Needs
Conclusion
Independent Activity
Additional Readings
Helpful Multimedia
4—THE SCHOOL LIBRARY PROGRAM
Scheduling of the School Library
General Services
Special Programs
Evaluation of Programs
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
5—POLICIES AND PROCEDURES
Policy versus Procedure Statements
Formulating and Adopting Policies
 Writing a Policies and Procedures Manual
Contents of a Manual
Conclusion
Additional Readings
Helpful Multimedia
Discussion Questions
Activity
6—SELECTION
Elements of a Selection Policy
Statement of Philosophy
Selection Objectives
Responsibility for Selection
Selection Criteria
Gifts
Policies on Controversial Materials
Request for Reconsideration of Materials
Selection Procedures
Overview of the Selection Process
Sources of Information about Resources
Selection Tools
Books
Reviewing Journals
Bibliographic Essays
Best, Notable, and Recommended Materials
Relying on Reviewing Media
School Library Connection
School Library Journal
Teacher Librarian
Personal Examination
Other Sources of Information
Follett Titlewave
Mackin Compendium
Crowdsourced Reviews
 LibraryThing

Shelfari
GoodReads
Involving Others in Selection
Sources of Assistance
Conclusion
References
Additional Readings
Helpful Multimedia
Group Activity
7—GENERAL SELECTION CRITERIA
Intellectual Content and Its Presentation
Authority
Appropriateness and Audience
Scope
Authenticity
Treatment
Arrangement and Organization
Instructional Design
Special Features
Materials Available on the Subject
Value to the Collection
Other Considerations
Series
Sponsored Materials
Physical Form
Technical Quality
Aesthetic Quality
Durability
Safety and Health Considerations
Cost
Special Considerations for Digital Resources
 Granularity
Resource Type
Rights
Equipment
Quality and Durability
Performance, Compatibility, and Versatility
Ease of Use
Safety
Maintenance and Service
Reputation of Manufacturer and Dealer
Cost
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
8—CRITERIA BY FORMAT
Current Materials
Art Prints
Audiobooks
Books
Advantages
Disadvantages
Selection Criteria
Additional Criteria for Hardbacks
Implications for Collection Development
Copyright Considerations
CDs
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
CD-ROMs
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Comics
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Computer Software
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
DVDs
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
EBooks
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
EJournals
Advantages
Disadvantages
 Selection Criteria
Implications for Collection Development
Copyright Considerations

EZines
Games
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Graphic Materials
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Graphic Novels
Advantages
Disadvantages
Selection Criteria
Copyright Considerations
Kits
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Magazines
Maps and Globes
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
 Copyright Considerations
Models
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Newspapers
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Online Databases
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Periodicals
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Posters
Realia
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Software
Study Prints
Textbooks and Related Materials
 Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Toys
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Websites
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Legacy Materials
Audiocassettes
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Pamphlets
Advantages
Disadvantages
Selection Criteria
Implications for Collection Development
Copyright Considerations
Slides
Advantages
Disadvantages
Selection Criteria
 Implications for Collection Development
Copyright Considerations
Videocassettes
Advantages
Disadvantages

Selection Criteria
Implications for Collection Development
Copyright Considerations
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
9—ACQUISITIONS AND PROCESSING
Policies and Procedures
Distribution Systems
Using Jobbers
Selecting Jobbers
Acquisition Activities
Bibliographic Verification
Ordering
Receiving
Record Keeping
Online Subscriptions
Equipment
Processing Activities
Describing Digital Resources
Resource Sharing
Conclusion
Reference
Additional Readings
Helpful Multimedia
 Discussion Questions
10—MAINTENANCE AND PRESERVATION
Maintenance Policies
Equipment
Materials
Inventory
Maintenance Procedures
Weeding
Digital Resources
Inventory
Emergency Planning and Security
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
11—CIRCULATION AND PROMOTION OF THE COLLECTION
Circulating the Collection
Circulation Policies
Formats
Number of Items
Time Limitations
Overdue, Lost, and Damaged Materials
Circulation Procedures
Promoting the Collection
The Library Catalog
School Library Website
Digital Video Channels
Social Media Presences
Reading Programs
Displays and Bulletin Boards
Professional Collection
Conclusion
 Additional Readings
Helpful Multimedia
Group Activity
12—EVALUATION OF THE COLLECTION
Why Evaluate?
Evaluation and Measurement
Barriers to Evaluation
Techniques for Measuring Collections
Collection-Centered Measures
Checking Lists, Catalogs, and Bibliographies
Examining the Collection Directly
Performing Age Analysis
Compiling Comparative Statistics
Applying Collection Standards
Mapping the Collection
Use-Centered Measures
Circulation Studies
In-House Use Studies
User-Opinion Surveys
Shelf-Availability Studies
Analysis of Interlibrary Loan Statistics
Simulated-Use Studies
Citation Studies
Document Delivery Tests
Vendor Services
Return on Investment/Value Calculators
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
13—LEGAL AND ETHICAL ISSUES WITH THE COLLECTION
Issues with Intellectual Access
 Minors' Rights and Intellectual Freedom
Digital Divide
Fiscal Limitations
Privacy and Protection
Selection and Censorship
Self-Censorship
Intellectual Safety

Copyright and Intellectual Property

Issues with Physical Access
Formats and Assistive Technologies
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
14—THE CURRICULUM
The School's Purpose
Educational Program
Range of Course Offerings
Special Programs and Events
Educational Reforms and Trends
The Common Core State Standards
Instructional Shifts for the Common Core
Common Core Controversies
Next-Generation Science Standards
Learning Environments for the Common Standards
Science, Technology, Engineering, and Mathematics
Barriers to Connecting
Other Educational Trends
Assessment of Student Learning
Distribution of Learning Materials
Professional Collection
 Resources for Particular Grade Levels
Literature and Genre Materials
Specific Subject Areas
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
15—DIVERSITY AND THE COLLECTION
Determining a Collection's Diversity
Balancing a Collection
Different Abilities
Autism
Visual Impairment
Deafness or Hearing Impairment
Multiculturalism and Internationalism
Readers Needing Encouragement
Lesbian, Gay, Bisexual, and Transgender Students
Conclusion
References
Additional Readings
Helpful Multimedia
16—FISCAL ISSUES RELATING TO THE COLLECTION
The Budget
Knowledge of the Budget Process
Planning and Implementing
Licensing
Resource Sharing
Alternative Funding
Fund-raising
Grant Writing
Crowdfunding
Conclusion
 References
Additional Readings
Helpful Multimedia
17—LEARNING ENVIRONMENT
Facilities
Digital Resources
Bring Your Own Device
Learning Commons
Makerspaces
Tracking the Future
The New Media Consortium's (NMC) Horizon Report
Project Tomorrow Speak Up Reports
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
18—OPENING, RECLASSIFYING, MOVING, OR CLOSING THE
COLLECTION
Creating Initial Collections
Reclassifying Collections
Integrating Collections
Reclassifying Collections
Shifting or Moving Collections
Annual Closing of Collections
Permanently Closing Collections
Conclusion
References
Additional Readings
Helpful Multimedia
Discussion Questions
Appendix: Resources and Further Reading
Index
 Illustrations

Figures
Reconceptualization of Ranganathan's five laws of library science for school
1.1
libraries
1.2 Roles of the school librarians with the collection
1.3 Interplay between recent national education themes
2.1 Interaction of collection development activities
3.1 Sample student needs assessment
4.1 Library programming instigation/facilitation cycle
4.2 Student school library survey
4.3 Faculty school library survey
5.1 Policy statements versus procedure statements
5.2 Layers of library policy
5.3 Process of policy formulation and revision
6.1 Request form for reconsideration of library resources
7.1 Granularity levels for digital resources
7.2 Bloom's Taxonomy mapped to activities, products, and learning resources
9.1 Materials acquisition request form
9.2 Interlibrary loan request form
Collection development continuum reflecting increasing levels of
11.1
community participation
11.2 Elementary school library circulation policies
11.3 High school library circulation policies
12.1 Sample collection map
13.1 Student acceptable use policy
14.1 Sample theme-based curriculum map (Headrick, 2012)
14.2 Unit resource form
14.3 States' 2015 status for CCSS adoption
14.4 Sample NGSS
Links between the information search process and science and engineering
14.5
practices
14.6 Elements of an optimal CCSS/NGSS learning environment
Instructional time and effort in common standards-based and traditional
14.7
learning
14.8 Mutually reinforcing roles for science teachers and school librarians
15.1 Sample collection diversity analysis guide
17.1 Personal electronic device contract

Tables
4.1 Comparison of school library scheduling approaches
7.1 OER commons and PBS LearningMedia OER rights statements
8.1 Audiobook formats and considerations
10.1 Overview of CREW formulas
12.1 Retail value of school library collection materials and services (2011)
13.1 U.S. Supreme Court cases relating to public schools
13.2 Key legislation pertaining to information access, privacy, and safety
13.3 Comparison of intellectual property approaches
14.1 Instructional shifts in the Common Core
14.2 Next-Generation Science Standards partnership states
15.1 Categories of disability in federal education law
16.1 Successful crowdfunding strategies
17.1 Bring your own device considerations
 Acknowledgments
I would like to thank Khelsea Rantanen and Rebecca Bramlett, graduate students
at Florida State University's School of Information, for revising the websites for
the Additional Readings, and Helpful Multimedia at the end of each chapter.
Khelsea also provided valuable input about figures and tables in the book. Her
thoughtful input and creative contributions during the writing of this book are
greatly appreciated. Rebecca undertook the enormous task of reviewing the
Appendix and did a marvelous job of suggesting new resources and correcting
outdated entries.
I would also like to thank Syracuse University's Blythe Bennett, moderator of
the LM_NET e-mail list and the entire LM_NET community for providing such a
valuable trove of wisdom, advice, and reports from the field that helped to give
dimension and practicality to this book's content
Finally, I would like to thanks and express my appreciation for Dr. Anne M.
Perrault from University of Buffalo for more reasons than I have space to list
here.

Dr. Marcia A. Mardis

 Introduction
The collection is at the core: it's at the center of everything we do as information
professionals, and its development is the unique role that school librarians play
within the learning community. Collection development is a responsibility that
entails curating resources that must reflect larger trends in society such the
explosion of digital content and the inclusion of content creation as well as
content consumption in the learning process. No longer simply repositories for
books and other print and audiovisual materials, school libraries have both a
physical and a virtual face that allows students, teachers, and parents to access
digital and physical information from home, school, and myriad other sites. The
school library can be as ubiquitous as personal information devices we use if the
collection is current, relevant, and flexible.
While many principles and techniques for collection development are
applicable to most school library settings, the unique characteristics of each
school and its library program generate new and changing demands that require
translation and adaptation to a local context. To help professionals face these dual
challenges, this text will help preparing and/or practicing school librarians to:

become aware of and describe the learning environment in which the

school library collection exists;
learn principles, techniques, and common practices of collection
development and management;
be conversant issues that affect all collections, but that must be resolved
in accordance with the goals and needs of a particular collection;
develop best practices and strategies for handling collection management
situations and demands; and
identify helpful resources, including suggested readings, websites, and
selection aids.

This introductory text provides an overview of the processes and procedures

associated with developing, maintaining, and evaluating (i.e., curating) a
collection of curriculum and personal learning resources at the school level.
Throughout this book, I link collection development to leadership; as the only
educators whose primary responsibility is to build and maintain the school's
resource base, the school librarian is inherently the collection leader who
develops and orchestrates all steps of the process in a systematic, cyclical pattern
guided by clearly articulated and transparent policies and procedures that
consider a range of issues including accessibility and diversity, intellectual
freedom, copyright and fair-use guidelines, and acceptable use of Internet
materials.
Chapter 1 focuses on definitions and characteristics of the collection and
provides a brief overview of collection development activities, while Chapter 2
explores the impact of the curriculum on the collection and Chapters 3-12 discuss
specific collection development activities in more detail, focusing on policies and
procedures that need to be addressed for each activity. Chapter 13 deals with
issues and ethics related to the development and management of school library
collections. Chapter 14 looks at how building and promoting the collection are
central to a school librarian's leadership role. Fiscal issues that relate to the
collection, such as licensing, raising funds, and writing grants, are discussed in
Chapter 15. Chapter 16 emphasizes the relationship of the collection to school
library facilities and the learning environment. Information related to creating,
moving, and closing collections is included in Chapter 17.
The Appendix is an annotated bibliography of resources that can be used for
various collection development activities. If resources are mentioned in the text
of chapters, they are generally included in the Appendix, with complete ordering
information. Items listed in the Additional Readings at the end of each chapter
are usually not included in the Appendix so readers should also refer to the
listings in Additional Readings and Helpful Multimedia at the end of each
chapter to obtain other valuable information on the topics covered in the
chapters. Care was taken to provide a variety of articles in the Additional
Readings, including primarily short practical information, but also (when
available) a few articles that discuss research studies relating to the chapter
topics. Articles and websites from other English-speaking countries (especially
Canada) are sometimes included, and articles from other types of libraries, such
as academic or public libraries, are listed when the information in them also
applies to school library settings.

New and Updated Features

Since the last revision of this textbook in 2013, K-12 education in the United
States has continued to experience fundamental shifts. The common standards
movement has continued to gain ground and is now the basis for learning
standards in every state including the over forty-five states and the District of
Columbia that have formally adopted the Common Core State Standards (CCSS)
(Achieve 2015a). As of May 2015 over twenty-eight states have officially adopted
the Next Generation Science Standards (NGSS) at the state level and the NGSS
are having an impact in schools and districts across the country even in
nonadopting states (Achieve 2015b). In Chapter 14, I explore these movements
and how their conceptual shift will affect collection development and
management.
Long-time users of this textbook have built dynamic, exciting courses around
its structure, so in this edition, I have strived to preserve chapter and content
order with additions and revisions. Chapter 15, "Diversity and the Collection";
Chapter 17, "Learning Environment"; and Chapter 18, "Opening, Reclassifying,
Moving, or Closing the Collection" are substantial revisions to this sixth edition
of The Collection Program in Schools . Additionally, the discussion of new
technologies, digital resources, and tools has been integrated into the other
chapters. Many new resources have been added to the text of chapters,
particularly in Chapter 14, "The Curriculum." The impact of the CCSS and NGSS
on the curriculum and collections in school libraries is also included in Chapter
14. Because long-time users of this book recognize that it is a text that one may
buy for a class, but keep as a professional reference throughout his/her career, I
have curated a selection of anecdotes, scenarios, lessons learned, and best
practices from the LM_NET e-mail list archives. LM_NET represents one of the
most established and widely engaged school librarian communities; the LM_NET
archives represent the captured wisdom of our profession.
References to the information in the American Association of School
Librarians' (AASL) Standards for the 21st-Century Learner (2007) and AASL's
Empowering Learners: Guidelines for School Library Media Programs (2009) are
made in man y of the book chapters. AASL is in the process of revising and
expanding these standards and guidelines, but new versions are not due for
release until 2017. Additional recent documents, such as the American Library
Association's Minors and Internet Interactivity: An Interpretation of the Library
Bill of Rights (2009), are also discussed in the book. Suggested readings and
websites at the end of chapters have been updated with more recent sources.
However, this does not indicate that many of the outstanding articles and books
from older editions of the book should not be used. In this sixth edition of the
book, I have included updated titles and multimedia from the global school
library community.
Many figures and tables in the book have been revised, and some new ones
have been added. The Appendix has been expanded, with several new titles
added.
The opportunity to take on the responsibility for a text that is used in many
courses for preservice school librarians as well as by practitioners throughout the
United States and in other countries is bittersweet. Prior to her passing in January
2013, Dr. Kay Bishop had arranged for me to take on the next edition and I have
agreed to do so to honor her legacy with this work. I always welcome feedback
from university faculty and from practicing school librarians. My sincere desire is
that this text will continue to serve as a useful primary source for all readers who
are interested in the exciting, dynamic practice of collection development in
school libraries.

Dr. Marcia A. Mardis

mmardis@fsu.edu

References
Achieve. (2015a). Achieving the common core. Retrieved from
http://achieve.org/achieving-common-core.
Another random document with
no related content on Scribd:
address at first, so it was a month or two before he came;
and I wouldn't have cared if he'd left her altogether."

"She was like a little angel in the house, Miss Hilda. She
would get Polly's old Testament every night and read to us
as we sat over the fire, and tell us what her mother said
about the texts. I learnt more from that little lass than I
ever knew before."

"I shall never forget one evening, Master Stanley; I had

been telling her all about that terrible night when I fetched
her from the wreck."

"'Weren't you very frightened, Mr. Jonah?' she says—she

always called me Mr. Jonah, bless her!"

"'Well, Missy,' says I, 'maybe I should have been frightened,

if it hadn't been for my little Jess here.' And I gave her the
text-card to look at, though it was so soaked through with
salt water, it was some time before she could spell it out.
But when she did manage to read it, she looks up in my
face, and 'Mr. Jonah,' says she, 'shall we read about Jessie's
text to-night?'"

"So she turned it up in Polly's Testament—it was wonderful

how she could find her way up and down it; and she read
about Peter, and John, and all of them, out in the boat, and
not knowing what to do, poor souls, tossed with the waves
and the wind against them. And the Master up on the
mountain, Miss Hilda (you'll have read it, my dear), seeing
it all, and just waiting till things got as bad as bad could be,
before He came to help them."

"'Why didn't He go a bit sooner, my dear?' says I to that

little lass."
"'Why, Mr. Jonah,' she says, 'my mother told me He wanted
them to feel nobody could help them but Him.'"

"Well, away He comes over the sea, walking on the water!

And if they didn't think it was a ghost, Master Stanley! And
they screamed out with fear, more frightened at Him than
ever they had been at the storm. But He wasn't vexed with
them, my dear; He says as gentle as could be, 'It is I; be
not afraid.'"

"And then Peter must be off to Him; he isn't afraid of

anything, isn't Peter. Up he jumps, and 'Lord' he cries, 'let
me come to Thee on the water.' And the Lord says, 'Come.'
And he gets on fine at first, Master Stanley; away he walks
on the sea, as if he was on the pier there. But then what
does he do but lose heart, and looks at the big waves, and
then—down he goes."

"'You see, Mr. Jonah,' says the little lass, 'he never sank
while he kept looking at Jesus.'"

"'No, my dear,' says I, 'he didn't; you're right there.'"

"'And my mother said, if we wanted to be safe we must

keep looking to Jesus, Mr. Jonah,' she says."

"'Ah, my dear,' I says, 'I think I'm a deal like Peter. I made a
grand start that night of the storm; but temptations are
very strong, and the wind and the waves are high.'"

"'Well then, Mr. Jonah,' she says, 'you must call out Peter's
prayer—"

"'LORD, SAVE ME.'"

"'And the Lord will put out His hand, and catch you, and
hold you fast, and you'll be safe then, Mr. Jonah,' she says."

"And so I came to see, my dears, that it isn't only once in

our lives that we want my Jessie's prayer; it isn't only when
we first feel our need of a Saviour, but it's every day and all
the day that we want to have it ready. And it's wonderful
how it comes to my mind, all quick-like, just when I need it.
It's the Holy Spirit, that little lass said, who puts the
thought so quick in our hearts; and it has saved me from
many a sinking in the water, Master Stanley. When I've
been going to get into a temper, or to say and do anything
as I shouldn't say or do, I've cried out in my heart, 'Lord
save me,' and it has been all right; He's never failed me;
no, He's never failed me once."

"Well, that's the way that little lass used to talk to us; she
made it all so plain, me and Polly and Granny used to say
she was the best little teacher in the world; and, when a
letter came to say her father was coming to take her away,
we all very near cried our eyes out. Jess couldn't eat a bit of
breakfast, she couldn't indeed; and as for Polly, she looked
all day as if she was going to a funeral. I kept up pretty well
till we had had our last reading in Polly's Testament, and
then I broke down altogether."

"'Oh, my little lass,' I says, 'who will teach us all these

things when you've gone away?'"

"'Why, you'll have the Bible just the same, Mr. Jonah,' she
says; 'the Bible isn't going away.'"

"'But you make it so plain, my dear,' says Granny; 'even an

old body like me can take it in.'"
"Well, then she looked quite serious, and she says, as grave
as can be, 'There's a better Teacher than me, Mr. Jonah.
The Holy Spirit will make it all plain to you. My mother told
me never to read the Bible without saying this little
prayer:'"

"'"O God, send Thy Holy Spirit to teach me, for

Jesus Christ's sake.
Amen."'"

"She said her mother had written it for her in her own little
Bible that was lost in the wreck, Miss Hilda. But she hadn't
forgotten it, and she taught it to me, and I've often said it
since before I read my Bible."

"Well, we didn't like to say good-bye; but the poor father

was so glad to get his little girl, we couldn't be so mean as
to grudge her to him."

"He promised he would often bring her to see us, and he

kept his word, Master Stanley. She comes to see me
sometimes even now—bless her!"

"She's married and has a little girl of her own, the very
picture of what she was when I brought her from the wreck
—she is indeed."

"So that's my yarn, Master Stanley, and the story of the last
time Miss Daisy's dinner-bell rang. And as I sit mending my
nets I often think about it. I've queer thoughts sometimes,
little Missy. And it seems to me as if the whole lot of us was
like those folks on the sinking ship. But the Lord comes out
to save us—bless His name for it, Miss Hilda. Jesus is the
Lifeboat to save you and me. He comes across the sea, and
He bids us jump in and be saved."
 THE LIGHTHOUSE.

"But if we won't come—if we like best being on the sinking

ship, He won't force us into His boat. Each one of us must
come to Him one by one; each must jump in for himself. I
wonder if you and Miss Hilda are in the Lifeboat yet?"

"I don't know, Jonah," I said; "how can we get in the boat?"
"Take Jesus as your Saviour, my boy, as the Lifeboat to save
you. Tell Him you want to be saved by Him. Say my Jessie's
prayer:"

"Lord, save me!"

"And will He do it?"

"If I ask Him to receive me,

Will He say me Nay?
Not till earth and not till heaven
Pass away—"
"And all in the Lifeboat get safe to shore, Master Stanley:
not one in the Lord's boat is lost. I'm getting an old man
now, and I've been in the boat a many years, and I
sometimes think I'm getting near the shore. And I seem to
see Polly waiting for me—she and Jess and Granny standing
side by side looking out for me coming. They are all there
now, Miss Hilda, and they're waiting for me as they waited
for me that night."

"And Jess will dance for joy, and Polly will say 'Thank God!'
and Granny will say 'Amen,' when the Lifeboat lands me
ashore."

SAVED FROM THE WRECK.

The sky was clear, and cloudless.
And filled with sunny light;
The sea was like a deep blue lake.
So calm and fair and bright.

Old Jonah had been shrimping

Within the shallow bay,
We children often watched him
When we were at our play.

We liked to see him wading,

His great net in his hand;
We loved to see him come ashore
And shake it on the sand.
To-day his work was ended,
He sat him down to rest
Upon a coil of tarry rope.
The seat he loved the best.

There, basking in the sunshine.

He leaned against the wall.
I saw him light his little pipe,
And then I heard him call.

Come here, young Master Stanley,

And bring your little boat,
And let me see what can be done
To make her rightly float.
And sit ye down beside me
'Tis far too hot to play,
I'll may be spin another yarn
Like mine the other day.

I've been a jolly sailor

The best part of my life;
I never settled down at home
Until I got my wife.

But Polly, she said: "Jonah,

Now stop at home my dear;"
And when I looked in Polly's eye
I thought I saw a tear.

And somehow, Master Stanley,

I lost the love to roam,
And settled down at fishing here
With Polly, and at home.

But what I tell you now lad,

It happened long ago,
When I was far across the seas
Amidst the ice and snow.

'T was on Newfoundland island,

A dismal place and drear,
My master owned some fishing-boats.
I'd worked for him a year.
One night we sailed as usual
And all at first went right;
We filled the boat with large cod-fish
And turned back when 'twas light.

But up then rose the breakers,

The wind blew wild and strong,
The waves were dashing on the rocks
And hurled our boat along.

How should we reach the harbour?

How should we rightly steer?
Oh! Who would give a helping hand?
Our hearts were filled with fear.

There was no bonny lifeboat

To skip above the wave,
To come across the raging tide,
 To rescue and to save.

The people on the island

Were running to the pier:
The master stood upon the shore.
And watched as we drew near.

But all of them were helpless

As helpless as could be,
They cried aloud, they rushed along,
They waded in the sea!

Not one of them could reach us

Not one could give us aid;
It was a fearful time my boy,
And we were sore afraid.

But standing by my master,

And gazing on the sea.
Was Neptune, his Newfoundland dog,
A noble fellow he!

He leapt into the water.

And met the billows' strife.
Fighting each big wave as it came,
And struggling for his life.
 SAVED BY A DOG.

At last we saw him near us,

We wondered what he meant,
We called to him to come on board.
His strength was almost spent.

But Neptune would not heed us,

Though he swam round and round;
What could the dog have come to do?
What reason could be found?

At last Bill Fisher shouted;

 "Throw him a rope, my lad;
He may have come to give us help,
I only wish he had!"

At once the dog plunged forward

To catch the rope we threw;
We knew he meant to save us then.
Our trusty friend and true.

He passed the rocks in safety.

Then leapt upon the sand;
We heard them give a shout of joy
When he had reached the land.

They seized the rope, they dragged

us,
You should have seen, my boy,
How Neptune watched us come
ashore,
And wagged his tail for joy.

They hoisted up the signal

To spread the news around:
That every man of us was there,
That all were safe and sound.
 HOISTING THE SIGNAL.

And each man on the island,

Both near and far away,
Came over to pat Neptune's head
For his good work that day.

Now I must hurry homewards,

There's Harry's wife and lad,
They've caught sight of the father's
boat
He likes to meet his dad!
You'll see him come ashore now;
Ah! There he is! I'm right,
I thought when they jumped off the
boat
That Harry was in sight.

It's like the old days over

To watch him come from sea.
She looks for him as Polly then
So often looked for me.
I live with her and Harry.
The rest are all away,
My Magpie's married to a man,
Who lives in Plymouth Bay.

See, there are Harry's children,

And now he's got his net
To carry home the baby in.
She's Harry's little pet.
 CRADLED IN HIS CALLING.

So good-day, Master Stanley.

But come again, my dear,
I've many another yarn to spin,
If you should care to hear.

And bring your sister with you.

There's something in her eyes
That makes me think of little Jess.
She's just about her size.

I often sit and wonder,

If children older grow;
I lost her, Master Stanley,
Some thirty years ago.
 FATHER'S JOY.

They say old folks love dreaming,

Of things long since gone by:
I know when I begin to dream
A tear comes in my eye.
But I am sailing Homewards
The Harbour is in sight,
And we shall be together lad,
Within the Home of light.

It was upon her birthday,

The day she was eleven,
Just ask your Mother if she thinks
That they grow old in Heaven.

I sit and think about her,

And think of Polly too;
I seem to hear them speak to me,
I sometimes think they do.