On April 14, 1861, following the surrender of Fort Sumter, Washington was "put into the condition of a siege," declared Abraham Lincoln. Located sixty miles south of the Mason-Dixon Line, the nation's capital was surrounded by the slave states of Maryland and Virginia. With no fortifications and only a handful of trained soldiers, Washington was an ideal target for the Confederacy. The South echoed with cries of "On to Washington!" and Jefferson Davis's wife sent out cards inviting her friends to a reception at the White House on May 1. Lincoln issued an emergency proclamation on April 15, calling for 75,000 troops to suppress the rebellion and protect the capital. One question now transfixed the nation: whose forces would reach Washington first-Northern defenders or Southern attackers? For 12 days, the city's fate hung in the balance. Washington was entirely isolated from the North-without trains, telegraph, or mail. Sandbags were stacked around major landmarks, and the unfinished Capitol was transformed into a barracks, with volunteer troops camping out in the House and Senate chambers. Meanwhile, Maryland secessionists blocked the passage of Union reinforcements trying to reach Washington, and a rumored force of 20,000 Confederate soldiers lay in wait just across the Potomac River. Drawing on firsthand accounts, The Siege of Washington tells this story from the perspective of leading officials, residents trapped inside the city, Confederates plotting to seize it, and Union troops racing to save it, capturing with brilliance and immediacy the precarious first days of the Civil War.
The Jungle Book is a collection of stories. The tales in the book are fables, using animals in an anthropomorphic manner to give moral lessons. The verses of The Law of the Jungle, for example, lay down rules for the safety of individuals, families and communities. Kipling put in them nearly everything he knew or "heard or dreamed about the Indian jungle." The best-known of them are the three stories revolving around the adventures of an abandoned "man cub" Mowgli who is raised by wolves in the Indian jungle. The most famous of the other four stories are probably "Rikki-Tikki-Tavi," the story of a heroic mongoose, and "Toomai of the Elephants," the tale of a young elephant-handler. As with much of Kipling's work, each of the stories is preceded by a piece of verse, and succeeded by another. Joseph Rudyard Kipling (1865-1936) was an English short-story writer, poet, and novelist. He wrote tales and poems of British soldiers in India and stories for children. He is regarded as a major innovator in the art of the short story; his children's books are classics of children's literature; and one critic described his work as exhibiting "a versatile and luminous narrative gift.
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.
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