PHENOLOGICAL OBSERVATIONS.-(Continued). Day of year corresponding to the last day of each month. Jan. 31 59 March April 120 July 212 Aug. 243 Sept. 273 Oct. 304 [For Leap years increase each number above except that for January, by 1]. 28. Pigeon Berry (Cornus Canadensis), fruit ripe.. 37. English Hawthorn (Crataegus oxyacantha), flowering.. 43. 44 44 44. Yellow Rattle (Rhinanthus Crista-galli), flowering. 49. Common Wild Rose (Rosa lucida), flowering. 50. Fall Dandelion (Leontodon autumnale). flowering. 51. Butter-and-Eggs (Linaria vulgris), flowering. 52. Expanding leaves in spring make trees appear green (a) first tree, (b) leafing trees generally... PHENOLOGICAL OBSERVATIONS.-(Continued). 69. Shearing of Sheep'. 70. Hay Cutting.. 71. Grain Cutting. 72. Potato Digging. (Meteorological Phenomena). 73. Opening of (a) Rivers, (b) Lakes without currents.. 76. Water in streams, rivers, etc. (a) highest (b) lowest. Day of year corresponding to the last day of each month.) Jan. 31 Feb. 59 March 90 June 181 Sept. 273 [For Leap years increase each number above except that for January, by 1]. 83. Song Sparrow (Melospiza fasciata). 84. 85. 86. 87. 88. 89. Yellow Crowned Warbler (Dendroeca coronata) Summer Yellow Bird (Dendroeca aestiva). 90. 91. White Throated Sparrow (Zonotrichia alba). 94. 100. Appearance of Snakes.. (Other Observations or Remarks.) 101. Senecio Jacobaea (St. James Ragwort, cattle-kill); Is it found within the school sections; If so, to what extent? etc. 102. The Brown Tail Moth? etc. Phenological Schedules. It has been decided to have the schedules of observations henceforward sent in twice a year (with the semi-annual returns). This arrangement will enable the Education Department more easily to compile the information in periods of the calendar year so as to be more readily comparable with phenological observations in other countries, and with the voluminous meteorological statistics collected, compiled and published by the Dominion. The schedule sent in at the end of the first half of the school year is intended to cover the time from the 1st of July to the end of December-thus completing the Calendar year. The schedule sent in at the end of the school year in July is intended to cover the observations from the 1st of January to the end of June. Where the same teacher is employed in the section during the whole calendar year, the schedule sent in during the first week of February is intended to cover the whole calendar year, from the 1st of January to the 31st of December. Such a schedule will be complete in itself for the whole calendar year, and the fact of its repeating the contents of the June schedule will be no inconvenience to the compilers, while it will reflect favorably on the teacher. This course should be followed by a teacher new to the section, provided the previous teacher left the record on file or in the register. Whenever the observations for the Calendar year can be given complete, there is an advantage in giving them Complete in the schedule sent in with the February returns. A schedule without the half year or year which it covers being entered in the first line of the second page, or without the compiler's name and address must be rejected no matter how good the observations may appear. PHENOLOGICAL OBSERVATIONS. List of Schools sending in Schedules of Local Observations for the Year ended December, 1920. The teachers of Nova Scotia have already acquired a reputation beyond those of any other part of America for their voluntary devotion to and success in the cultivation of the observing faculties of the pupils under their charge. And our first line of biologists, a few widely known already in the world, has made its appearance. The three columns on the next page give respectively, (1) the names of the teachers, (2) the names of the school sections, and (3) the numbers of observations recorded. The number of observations generally indicates the interest taken in the work by the respective schools. Even a few accurate observations are of value as scientific documents. Accurate and full schedules are not only more valuable from a scientific point of view, but indicate generally a strong educational interest in the study of Nature in the school. The Province is divided into its main climate slopes or regions not always coterminous with the boundaries of counties. Slopes, especially those to the coast are sub-divided into belts such as (a) the coast belt, (b) the low inland belt, and (c) the high inland belt, as below: |