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Diverse Pedagogical
Approaches to
Experiential Learning
Multidisciplinary Case Studies,
Reflections, and Strategies

Edited by
Karen Lovett
Diverse Pedagogical Approaches
to Experiential Learning
 Karen Lovett
Editor

Diverse Pedagogical
Approaches
to Experiential
Learning
Multidisciplinary Case Studies, Reflections,
and Strategies
Editor
Karen Lovett
Office of Experiential Learning
University of Dayton
Dayton, OH, USA

ISBN 978-3-030-42690-3 ISBN 978-3-030-42691-0 (eBook)

https://doi.org/10.1007/978-3-030-42691-0

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer
Nature Switzerland AG, part of Springer Nature 2020
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights
of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and
retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc.
in this publication does not imply, even in the absence of a specific statement, that such
names are exempt from the relevant protective laws and regulations and therefore free for
general use.
The publisher, the authors and the editors are safe to assume that the advice and informa-
tion in this book are believed to be true and accurate at the date of publication. Neither
the publisher nor the authors or the editors give a warranty, express or implied, with
respect to the material contained herein or for any errors or omissions that may have been
made. The publisher remains neutral with regard to jurisdictional claims in published maps
and institutional affiliations.

Cover illustration: © Alex Linch/shutterstock.com

This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 Telling the Story
of Experiential Learning (EL)---Student
Perspectives on EL at UD

This collection highlights several examples of experiential learning (EL)

at the University of Dayton (UD), a Catholic-Marianist institution in
Dayton, Ohio. The narratives and analyses provided by faculty and staff
contain many examples of how EL impacts educators and students, like
us, the student employees of the Office of Experiential Learning (OEL).
As communication majors, our similar academic experiences and interests
have allowed us to combine our skills to tell the story of EL at UD. We’ve
collaborated on several creative projects about EL which have given us
a unique perspective on the impact of EL on students at UD. Our EL
experiences as student employees in the OEL have also encouraged us to
reflect on the importance of EL for our own education.
As a team, we’ve worked together to create and disseminate various
types of content which focus on the importance of EL for students’ educa-
tion, including videos, blogs, social media posts, email newsletters, to
name a few. We’ve conducted numerous student and faculty interviews
about EL and facilitated several EL Labs1 which encourage students from
diverse backgrounds to reflect on their EL experiences. Through our posi-
tions in the OEL, we have advised and supported many students, and
encouraged their growth by helping them think critically about their EL
experiences. Our shared communications background has helped us tell
the story of EL, and hearing about our peers’ unique EL journeys has
also helped us relate to our peers on a more personal level.

v
vi TELLING THE STORY OF EXPERIENTIAL LEARNING (EL)—STUDENT …

As a result of these experiences, we’ve developed a better under-

standing of EL and how it encompasses a variety of opportunities for
students to explore and enhance their learning, such as those represented
in this collection (internships, education abroad, community-engaged
learning, to name a few). We’ve seen and personally experienced the
importance of becoming involved with our university on more than just
an academic level. EL impacts students because it allows them to break
out of their comfort zone, acquire new skills, and discover their voca-
tions. Through involvement in various types of EL, students obtain a new
understanding of their purpose in life. Students who explore and seek new
knowledge through EL opportunities have a better understanding of how
they can make a positive impact on communities beyond UD.
EL also dissolves the boundary between student and professor. In some
cases, this even leads to a professional relationship that lasts after gradu-
ation. Our own experience has taught us that professors can be more
than just teachers; they can also be our mentors. Traditional methods of
teaching have their place in academia, but EL offers an alternative way to
develop knowledge and bridge the gap between professors and students.
Our EL experiences have prepared us to apply this knowledge in the real
world.
At UD, we have the freedom to shape our education through EL. EL
deeply engages students in non-traditional ways and gives us control of
our educational journeys. Our professors don’t always know what the
outcome of EL will be; rather than being “in charge,” they learn together
with students. Students at UD are encouraged to take part in community
engagement, study abroad, research, and other EL opportunities. The
university shows support for their students by giving them access to EL
that will help them grow and succeed. We believe UD stands out among
other higher educational institutions by providing an environment for
innovative ideas, student support for future career goals, and acknowledg-
ment of the growth of their students. No matter what your background,
abilities, or interest, UD is a community that supports all learning styles.
These are key themes that tie the following chapters together.

Dayton, USA Sophia Williamson, M.A.

Colleen Kelch, B.A.
Christopher Miller, B.A.
 TELLING THE STORY OF EXPERIENTIAL LEARNING (EL)—STUDENT … vii

Note
1. The EL Lab has been a critical part of our work in the Office of Experi-
ential Learning; through these unique monthly three-hour workshops, we
promote EL to our peers and guide them through meaningful reflection
about their learning journeys using digital storytelling and other techniques.
Their reflection has included sharing their experiences abroad, community-
engaged learning opportunities on and off campus, as well as professional
development through various internships. For more information about the
EL Lab, visit udayton.edu/el.

Sophia Williamson, M.A. holds a B.A. and M.A. in Communications with a

focus on Public Relations, from the University of Dayton. During her time as a
Graduate Assistant and Media Producer in the Office of Experiential Learning,
she filmed, edited, and created video content about experiential learning.

Colleen Kelch, B.A. is originally from Chicago, Illinois. She graduated from
the University of Dayton with a B.A. in Communication, with a focus in Public
Relations, and a minor in English. While working in the Office of Experiential
Learning at UD, she created and managed social media accounts and collaborated
with her team members to produce informative and interesting digital content.

Christopher Miller, B.A. is a graduate student attending Marquette University

who will obtain his M.A. in Communication in the Spring of 2021. He works
as a teaching assistant at the university in a professional public speaking class.
Chris graduated from the University of Dayton in 2019 while working alongside
Karen Lovett, Sophia Williamson, and Colleen Kelch in the Office of Experiential
Learning (OEL).
 Acknowledgements

First I would like to thank my amazing husband Justin for being so

supportive, loving, and kind. Thank you for patiently listening to my ideas
and for offering your wise, heartfelt advice when I needed it. I am espe-
cially thankful to you for being such a wonderful father to our beautiful
baby daughter Ophelia, who arrived to this world in the midst of this
book project. I am grateful for my family who fills my life with light and
love every day. Thank you to my mother, Ligia, and sister Sandra for
inspiring me and cheering me on throughout my educational and profes-
sional pursuits.
Thank you to all of the authors who contributed to this collection.
I am so inspired by all of your innovative work and your dedication to
student learning and success. I love my work because I have colleagues
like you, who challenge me to grow and who’ve made me feel at home
at UD. I am especially thankful for my colleague Patrick Thomas. Thank
you for sharing your extensive knowledge and expertise to help me with
every stage of this project. I am also so grateful for Patrick’s ENG 377
students who worked diligently to help me edit the book as part of their
own experiential learning.
Thank you to my talented graduate student and digital media producer,
Sophia Williamson, who has been a fantastic, fun, and creative colleague
over the past three years. Thanks to my students Chris Miller and Colleen
Kelch who have made many wonderful contributions to our office; I
am grateful to all my students for their hard work, collaboration, and

ix
x ACKNOWLEDGEMENTS

dedication to the Office of Experiential Learning, and for helping me

better understand the student perspective. I will especially miss you after
graduation.
I am also grateful to my supervisor Deb Bickford, Associate Provost
and Director of the Learning Teaching Center (LTC). Her mentorship
has helped me grow in so many ways. I look up to you and thank you
from the bottom of my heart for giving me the opportunity to be the
Director of Experiential Learning at UD and for showing me what great
leadership looks like. I am also thankful for all my colleagues in the LTC
for creating such an inviting, inclusive learning environment. Many thanks
as well to Stephen Wilhoit, Hunter Phillips Goodman, and Laura Cotten,
for reading through dozens of chapter proposals and helping me make
selections for this collection. I appreciate your willingness to share your
time and wisdom with me.
I am also fortunate for the support and kindness that President Eric
Spina and Provost Paul Benson have shown me; I appreciate all the work
you do every day to ensure that all students have access to excellent EL
opportunities at UD.
 Contents

1 Introduction: Listening and Learning from

Experiential Learning Educators 1
Karen Lovett

2 When Students Write for Money: Reflections on

Teaching Grant Writing Through Experiential
Learning 13
Nicole F. Adams and Patrick W. Thomas

3 Intergenerational Engagement Through Experiential

Learning 27
Linda A. Hartley

4 Museums and Mud: An Experiential Undergraduate

Geology Course for Pre-service Teachers 45
Michael R. Sandy

5 Forming Engineers for the Common Good 61

Kelly Bohrer, Margaret Pinnell, Malcolm W. Daniels,
and Christine Vehar Jutte

xi
xii CONTENTS

6 The Processes of Reciprocity and Reflection in

Service-Learning Pedagogy 79
Roger N. Reeb and Amanda R. Barry

7 Experiential Learning in Sustainability:

Opportunities, Building Partnerships, and
Student Engagement 93
Felix Fernando

8 We Are All Students: The Moral Courage Project as a

Model for Transdisciplinary Experiential Learning 111
Natalie Florea Hudson and Joel R. Pruce

9 Dinner in the Desert Kitchen: Reflections on

Experiential Learning Through Food, Art, and Social
Practice 129
Glenna Jennings

10 Critical Cosmopolitan Citizens: Experiential

Engagement with Local Immigrant and Refugee
Communities 149
Miranda Cady Hallett and Theo Majka

11 Writing the History of the Dayton Arcade:

Experiential Learning Through Immersion,
Collaboration, and Service 167
James Todd Uhlman

12 Power, Access, and Policy: Reflections on the Women’s

Center Internship Program 181
Lisa J. Borello

13 Beyond Skepticism or Compassion: A Critical

Pedagogy of Gender-Based Violence 193
Jamie L. Small
 CONTENTS xiii

14 Performing Arts in the Service of Others: The

Common Good Players and Experiential Learning in
Social Justice Theatre 207
Michelle Hayford

15 Student Employment for the Real World: Experiential

Learning and Student Development 223
Chris Fishpaw and Chelsea Fricker

16 Experiential Learning and Education Abroad:

Examining the Experiences of Students in the
Semester Abroad and Intercultural Leadership
Program 241
Karen McBride

17 Afterword: Learning, with Consequence 259

Margaret Cahill, Lauren Hassett, Olivia Hendershott,
Abigail Hines, Beth Hock, Robert Kelly, Christina Mesa,
Nicole Perkins, Ethan Swierczewski, and Clare Walsh

Index 267
 Notes on Contributors

Nicole F. Adams, M.A. has been a Lecturer in English at University

of Dayton since 2007, teaching professional writing courses and coor-
dinating the writing internship program. For her work in instructional
design and community-engaged learning, she was awarded Outstanding
Faculty Member (Non-Tenure Track) in the College of Arts & Sciences
for 2015. An active Education Abroad faculty member, she has super-
vised and taught on various programs in England, Ireland, Spain, and
Italy with a focus on cultural differences in workplace communication.
Before joining UD, Nicole F. Adams was a workforce development
account manager at Sinclair Community College, where she consulted
with area businesses to assess training and development needs and imple-
ment related programs. Through her LLC, Workplace Communication
Consulting, Nicole F. Adams conducts corporate training and coaching
for both corporate and nonprofit organizations. Nicole F. Adams earned
her B.S. in Education from Miami University (Oxford, Ohio) and an M.A.
in English/Organizational Communication from Wright State University
(Dayton, Ohio).
Amanda R. Barry, M.A. a Graduate Student in Clinical Psychology at
the University of Dayton works with the homeless population in Dayton,
Ohio. She conducts participatory community action research with a focus
on civic-related student outcomes of service-learning. Other research
interests include trauma, social stigma, privilege, and social justice and
the intersectionality of homelessness, minority status, mental health, and

xv
xvi NOTES ON CONTRIBUTORS

substance abuse. She currently serves on the Board for the National
Alliance on Mental Illness (Montgomery County, Ohio).
Kelly Bohrer, M.S. is the Director of Community Relations for the
School of Engineering at the University of Dayton. In this role, she
provides leadership for the development, implementation, support, and
evaluation of community-engaged learning and scholarship initiatives that
advance the School’s academic and civic engagement mission. Kelly also
teaches upper-level community-engaged learning courses and is actively
involved in planning and implementing faculty and staff professional
development to promote and enhance community-based experiential
learning. Other positions Kelly has held at the University of Dayton
include the Director of Community Engaged Learning and Scholarship
within the Fitz Center for Leadership in Community, Coordinator of
Community Outreach in the Center for Social Concern, and the Lab
Coordinator in the Biology Department. In these roles, she created,
directed, implemented, and assessed high-impact experiential learning
and civic engagement initiatives, including social justice education, local
immersions, and inquiry-based science labs.
Dr. Lisa J. Borello has served as the Director of the Women’s Center
at the University of Dayton since July 2017. In this role, Dr. Borello
advances gender equity on campus via educational programming,
research, and policy development. She also serves as Adjunct Faculty in
the Department of Sociology, Anthropology and Social Work at UD.
Prior to joining UD, Dr. Borello served as the Assistant Director in the
Professional Development and Career Office at Johns Hopkins Univer-
sity in Baltimore, Maryland. She’s spent more than 15 years working in
higher education in diverse roles ranging from strategic communications
to grant writing to managing a research lab. She has a Ph.D. and M.S.
from Georgia Tech in Sociology of Science & Technology, a Master’s in
Women’s Studies from Georgia State University, and received her Bache-
lor’s degree in Journalism and Women’s Studies from Penn State Univer-
sity. She conducts research on women’s advancement in higher educa-
tion, gender, and technologies of the body and women in male-dominated
STEM professions.
Malcolm W. Daniels, Ph.D. is a faculty member in the Department of
Electrical and Computer Engineering. With undergraduate and grad-
uate degrees from the University of Strathclyde in Glasgow, Scotland,
 NOTES ON CONTRIBUTORS xvii

he has worked at the University of Dayton since 1985. In addition to

his faculty responsibilities, he has held various administrative positions
including Associate Dean for Undergraduate Studies and Associate Dean
for Graduate Studies and Research. His professional areas of research
are in electrical machines, control, and automation. Most recently his
research has focused on the design of renewable energy systems and the
control of micro-grids. In addition to teaching undergraduate and grad-
uate courses in Electrical Engineering, he also teaches courses in Appro-
priate Technology Design. Dr. Daniels currently serves as Director of the
ETHOS Center within the School of Engineering. The Center is the focal
point for all community-engaged learning and service within the School
of Engineering. In this capacity, he directs domestic and international
service immersion programs for undergraduate and graduate engineering
students.
Felix Fernando, Ph.D. is a Lecturer at the University of Dayton
(Hanley Sustainability Institute). His research and teaching interests are
on human dimensions of sustainability. Specifically, he is currently inter-
ested in how people think about certain things like climate change and
local food, and how such information can be used in planning. He is
interested in examining the mental and psychological thought processes
in play pertaining to sustainability and how to address certain miscon-
ceptions, misrepresentations, and action barriers through teaching and
research. He uses a mixed methods approach in his research, where qual-
itative and quantitative methods blend in a complementary manner. He
has published work in several well-known journals, including Science of
the Total Environment, Water, Rural Studies, Rural Sociology, Society and
Natural Resources, and Applied Research in Quality of Life.
Chris Fishpaw, M.S. is the Director of Student Leadership Programs
at the University of Dayton in Dayton, Ohio. In this role, he advises
the Student Government Association, oversees leadership programming
and co-curricular initiatives for the campus, and coordinates the award-
winning Student Employment for the Real World experience. A Dayton
native, Chris earned a Bachelor’s of Music in Music Education and a
Master’s of Education in College Student Personnel from the Univer-
sity of Dayton. At UD, he has worked with summer conferences, campus
information services, college media, and student life and concurrently
taught elementary school and middle school band for seven years.
xviii NOTES ON CONTRIBUTORS

Chelsea Fricker, Ed.M. serves as the Assistant Director of the Center

for Student Involvement and Student Leadership Programs at University
of Dayton (OH). In this role, she works to develop programs that enhance
the leadership experiences of students on campus through student
employment, scholarship, programming, and co-curricular involvement.
Chelsea has overseen the University of Dayton’s award-winning Student
Employment for the Real World program since February 2018. Chelsea
is a two-time alumna of the University of Missouri, holding a Bachelor
of Arts in Organizational Communications and a Master of Education in
Educational Leadership and Policy Analysis. She is currently pursuing a
doctorate in Educational Leadership at the University of Dayton.
Miranda Cady Hallett, Ph.D. (Ph.D. Cornell University 2009) is Asso-
ciate Professor of Cultural Anthropology and Human Rights Research
Fellow at the University of Dayton. She has published numerous articles
on Salvadoran culture and politics, Central American migration, and US
immigration policy in scholarly journals and stays active and engaged as a
public scholar accompanying trans-border migrants and refugees.
Linda A. Hartley, Ph.D. is the Associate Dean for Education in the
School of Education and Health Sciences and Professor of Music in
the College of Arts and Sciences. Dr. Hartley, past coordinator of the
undergraduate music education program, is the founder of the UD music
education graduate program and the UD New Horizons Music program
for adults. The recipient of the University of Dayton Faculty Award in
Teaching and the College of Arts and Sciences Outstanding Teaching
Award, Dr. Hartley is a published author of journal articles and book
chapters, and an active presenter and consultant on music education
topics.
Michelle Hayford, Ph.D. is the Director of the Theatre, Dance, and
Performance Technology Program and Associate Professor of Theatre at
the University of Dayton. Michelle holds a Ph.D. in Performance Studies
from Northwestern University. Her original creative scholarship combines
her passions of creating live plays with utilizing the craft of theater as a
necessary response to community and civic engagement. Previous original
works include Spectacle (with Nick Cardilino, 2018), Sustenance (2016)
created in collaboration with the Hanley Sustainability Institute, Dog Wish
(2013) commissioned by The Humane Society of the United States, and
Suit My Heart (2011) created in collaboration with Footsteps to the
4 K. LOVETT

requirements, athletics, a lack of research opportunities, commitments to

student organizations, familial complications, and transportation issues as
reasons for nonparticipation” (Coker & Porter, 2015, p. 66). As a result,
it is important for institutions and educators to make opportunities as
accessible through various means; “experiential learning requirements,
scholarships, targeted advising, diverse faculty and destinations, and good
institutional policies can all increase participation” (66).

About UD and Dayton

UD, a mid-sized institution of approximately 12,000 students, has a long
history of EL initiatives on campus, in the city of Dayton, and glob-
ally. Over the past century, the university has built long-lasting ties with
numerous organizations and corporations where hundreds of students
participate in internships, co-ops, and community projects each year. UD
is privileged to have abundant resources to do EL on a large scale. EL
is integrated into the academic curriculum and offered through a variety
of centers and institutes on campus.2 Our Institutional Learning Goals
which guide and frame our Common Academic Program also reflect the
centrality of EL at UD. EL at UD is a way for students to explore their
vocation and discover their passions, purpose, and callings, and how they
can use their talents and gifts to meet the world’s greatest needs.
As a Catholic, Marianist university, our educators are committed to
educating the whole person and developing leaders in service of oth-
ers which promotes leadership and service for the common good. UD
attracts students and faculty who are interested in helping others and
invested in making a positive impact on communities both on and off
campus. For them, EL is a direct way to take action and make a dif-
ference with their college education. Throughout the years, UD’s leaders
have shown strong support for the development of EL in key areas such as
sustainability, entrepreneurship and innovation, community-engaged
learning, global and intercultural learning, among others. Our current
president has underscored the important role of EL in UD’s educational
mission as the University for the Common Good and has also imple-
mented various initiatives to make our campus (predominantly white,
middle to upper class) more inclusive and accessible to more diverse
groups of students.
UD’s Office of Experiential Learning, located in the Ryan C. Harris
Learning Teaching Center, was created as a way to connect UD’s EL
 1 INTRODUCTION: LISTENING AND LEARNING FROM EXPERIENTIAL … 5

efforts and help foster communities of practice around EL. The deep sup-
port and commitment to EL allow educators to experiment with different
types of EL and establish important partnerships across institutional and
community boundaries. This has resulted in fruitful and vibrant EL
communities of practice which include individuals from a myriad of
backgrounds, perspectives, and types of expertise. I am very fortunate to
be the Director of EL at a university where EL is widely practiced and
supported by university leadership, and where students generally have
great interest in, and access to, a multitude of EL opportunities. And, of
course, it is wonderful to be at a place where there is so much interest in
reflection, research, and scholarship about EL.
The city of Dayton also provides a unique context for this collection.
Despite Dayton’s historical legacy as a city of inventors and successful
business owners, it has also faced many difficulties such as an economic
depression, the ongoing opioid epidemic, a struggling public education
system, housing and racial segregation, food deserts, among others. These
issues are not unique to Dayton and can be seen in cities across the
Midwest and US. UD communities have responded to these local and
regional issues through a number of EL programs, while also educating
students about community assets and opportunities. Dayton is experienc-
ing an economic revitalization, and its population is gradually increasing
and becoming more diverse and welcoming to newcomers such as immi-
grants and refugees. Readers of this text will gain important insight into
the ways EL educators in this book are applying their expertise, knowl-
edge, and skills in new ways to address these realities so their students
have the best chance of becoming the kinds of responsive, creative, and
collaborative problem-solvers the world needs.
This collection can appeal to a range of audiences, including faculty
and staff educators looking for examples of EL within and across disci-
plines, as well as college administrators interested in supporting faculty
in their areas and gaining a better understanding of the issues educa-
tors encounter when doing EL. Those who are interested in expanding
campus-wide EL initiatives and advancing EL goals, nurturing communi-
ties of practice around EL, and developing an understanding of faculty at
different stages of learning around EL would find the collection helpful
as well. Students interested in how learning happens in diverse social con-
texts, or those looking to explore the institutional demands, constraints,
and opportunities that impact EL in higher education would also benefit
from this book. The sections described below offer readers a roadmap for
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 251. “Dear Nephew;
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Uncle John.”
“Dear Uncle;
Coal on!
James.”
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266. All the rest are in audible.

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267. Because he is not a(p)parent.

 Back to puzzle

268. A river.
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269. Neither: both burn shorter.

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270. Because it keeps its hands before its face; and, though full
of good works, it is wholly unconscious of them, and always running
itself down.
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271. Manslaughter; man’s laughter.

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272. Monosyllable.
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273. A bed.
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274. (P)shaw!
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275. The sons raise meat there. (The sun’s rays meet there.)
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276. Innocence Abroad, by Mark Twain (In no sense, a broad).
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277. Facetiously.
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278. Philip the Great.

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279. Bug-bear.
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280. Wat Tyler Will Rufus.

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281. Bloomer (err; her; Herr).

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282. Clio.
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283. Cheat; heat; eat; at; chat; ache.

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284. One; none.

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285. Arrow-head.
 Back to puzzle

286.
A man of deceit
Can best counterfeit;
So, as everything goes,
He can best count ’er toes.
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287. Balaam’s Ass.

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288. A kiss.
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289. The five vowels.

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290. Dotage.
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291. Seaward.
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292. Mimic.
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293. Disgraceful.
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 294. The first made musical instruments; the second was a
baggage-man; the third was employed in a gas-factory; and the
fourth made candles.
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295. Cod.
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296. The postman.

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297. Cowslip.
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298. Love.
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299. The axle-tree.

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300. Because it is farthest from the bark.

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301. Because his business makes him sell-fish.

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302. Pearlash.
 Back to puzzle

303. If he was a wonder, she was a Tudor.

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LION
INTO
304.
OTTO
NOON.

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305. A cock.
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306. Enigma.
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307. Crabbe, Shelley, Moore.

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308. Goldsmith, Locke.

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309. Campbell, Knight, Day, Foote.

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310. His face.

 Back to puzzle

311. BLIND.
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312. Young, Gay, Hood, Lamb, Field, Gray, Fox, Hunt, Horne,
Lingard, Wordsworth, Steele.
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313. Marvell, Hilarius, Akenside, Manley, Hyde, Pope.

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314. Aërial.
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315. Bass, perch, roast pig, turkey, fillet, celery, gooseberry

pudding, dates, Hamburg grapes.
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316. Fire-fly.
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317. The nose.

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318. Walnut.
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319. Pea-nut.
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320. Butternut.
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321. Beechnut.
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322. Chestnut.
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323. Cocoanut.
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324. The morning glory.

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325. Snow drops.

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326. Spinach.
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327. The passion flower.

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328. The spruce tree.

 Back to puzzle

329. Because he has Adam’s Needle, Jacob’s Ladder, and

Solomon’s Seal.
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330. Catnip and Henbane.

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331. Heart-ache.
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332. Cashmere.
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333. Season.
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334. A drum.
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335. Chain, china, chin.

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336. Charge, charger.

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337. Scamp, scamper.

 Back to puzzle

338. Lad, ladder.

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339. Tell, teller.

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340. Barb, barber.

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341. Din, dinner.

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342. I, ire.
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343. Yew, ewer.

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344. Owe, oar.

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345. Crescent, (cress-scent.)

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346. The 5th, 6th, 7th, 8th, 9th, 12th, 16th, 18th, 19th, 22nd, 23rd,
24th, 26th, 27th, 30th, in the circle, were Jews.
 Back to puzzle

347. Honesty is the best policy. (On ST, etc.)

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348.

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349. The Tongue.

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350. Bothwell. St. Nicholas.

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351. A little more than kin and less than kind.

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352. Clink, link, ink, chair, hair, air.

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353. (1) D-ranged; (2) C-girt; (3) D-lighted; (4) N-hammered; (5)
D-tested; (6) R-gone-out: (7) G-owed; (8) K-dense; (9) O-void; (10)
S-pied; (11) B-held; (12) C-bored; (13) X-pensive; (14) D-famed.
St. Nicholas.
 Back to puzzle

354. Wake robin.

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355. Fill blanks with: straining, training, raining; dashing,

plashing, marching, arching.
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356. Lily.
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357. Ivanhoe. St. Nicholas.

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358. Aries,—wearies. The enigma refers to the period when

Taurus (the name of whose principal star Aldebaran signifies “He
went before, or led the way,”) was First Constellation. Next, Aries,
always First Sign, was also First Constellation; and now the
Constellation Pisces “leads the year.”
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359. Tissue.
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360. Because it is written with great E’s.

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361. Because it is written with two great E’s—(too great ease.)

 Back to puzzle

362. Trace a five-pointed star, and plant a tree at each extreme

point, and at each point of intersection.
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363. In naught extenuate, and set down naught in

malice. E. S. D.
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364. That boy lied.

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365. Fill the blanks with heart, story, art, tory.

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366. Fill the blanks with plover, lover, over, ver; glowing, lowing,
owing, wing.
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367. “For thou art as deaf as a p-o-s-t.”

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368. April: (ape, rill).

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369. He mispronounced the word “full.” “You’re a fool, Moon,”

said he.
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 370. The pronoun “it,” which may stand for anything on earth, or
under or above the earth, seems to be the only possible solution. In
the first line it stands, perhaps, for the utmost limit of space; in the
second, for the centre of the earth, etc.
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371. Dogmatic.
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372. Cambyses.
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373. About 117.7 feet. (Find the radius of a circle whose area is
43,560 square feet.).— Prof. Eaton, of Packer Institute.
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374. Informal.
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375. A DINNER PARTY—THE GUESTS.

1. Robert Bruce.
2. Sir Walter Scott.
3. Cleopatra.
4. Leonidas.
5. Napoleon.
6. John Milton.
7. Louis XVI.
8. Artemisia.
9. Michael Angelo.
10. Gustavus of Sweden.
11. Warwick.
12. Anne of Warwick.
13. Christopher Wren.
14. Cardinal Mezzofanti.
15. Nelson.
16. Robert Burns.
17. The Chevalier Bayard.
18. Cromwell.
19. Sir Robert Walpole.
20. Sopor, King of Persia.
21. Death.
22. Schwartz, or Roger Bacon.
23. Alfred the Great.
24. Captain Cook.
25. Johannes Gutenberg.
26. Marshal Ney.
27. Galileo.
28. Blucher.
29. Sir Isaac Newton.
30. Julius Cæsar.
31. Sir Humphrey Davy.
32. Sir Walter Raleigh.
33. Sir James Ross.
34. Alfred Tennyson.
35. William Wordsworth.
36. Geoffrey Chaucer.
37. Charles XII of Sweden.
38. The Black Prince.
39. Sir Francis Drake.
40. Talleyrand.
41. Herodotus.
DISHES, ETC.