In the waning decades of British colonial slavery, the Atlantic Ocean became a corridor for ethical advocacy to call attention to the condition of slaves, ex-slaves and North American Natives. A two-way flow of activists, orators, articles, pamphlets and opinions transformed the Atlantic into an effective trans-national network. This book asks how the Atlantic network created, shared and exploited individual texts in the manufacture of valuable advocacy products.

Ouidah, an indigenous African town in the modern Republic of Benin, was the principal pre-colonial commercial centre of its region, and the second most important town of the Dahomey kingdom. It served as a major outlet for the export of slaves for the trans- Atlantic trade. Between the seventeenth and the nineteenth centuries Ouidah was the most important embarkation point for slaves in the region of West Africa known to outsiders as the 'Slave Coast'. Exporting over a million slaves, it was second only to Luanda in Angola for the embarkation of slaves in the whole of Africa. The author's central concerns are the organization of the African end of the slave trade, and the impact participation in the trade had on the historical development of the African societies involved. It shifts the focus from the viewpoint of the Dahomian monarchy, represented in previous studies, to the coast. Here is a well documented case study of pre-colonial urbanism, of the evolution of a merchant community, and in particular the growth of a group of private traders whose relations with the Dahomian monarchy grew increasingly problematic over time. North America: Ohio U Press

The problem this project attempts to solve is to develop a workable moral education in light of the clash between religious forms of moral education and U.S. Supreme Court decisions concerning them. The concept of story and storytelling has been suggested as a unifying focus for disparate prescriptions for moral education. Several recent approaches to moral storytelling have been proposed. The approaches of William Bennett, Nel Noddings, and Herbert Kohl are among those which have attempted to combine moral education and storytelling within the last decade. Bennett is identified with other theorists whose primary concern is the moral content of a story. Noddings is identified as a process theorist, whose primary concern is the process of moral storytelling, not the content. Kohl is identified as a reflection theorist, whose approach challenges tradition in the hope of creating a more moral society. Each one of these three approaches attempts to provide a comprehensive program of moral education, but they fall short of that goal. The purpose of this project, then, is to construct a storytelling moral education program that improves upon earlier approaches. Using the three levels of moral thinking posited by R.M. Hare, a three-level approach to moral storytelling is proposed. The intuitive, critical, and meta-ethical levels of moral thinking that Hare refers to are used to frame a new, three-level, approach to moral storytelling. The three-level approach combines content, process, and reflection into a unified prescription for moral education. Thus, a more comprehensive plan for moral education through storytelling is developed, one that respects traditional forms of moral education while remaining within the parameters set by the U.S. Supreme Court.