Morality in Joseph Andrews

Henry Fielding undoubtedly holds moral views far-ahead of his times. Morality is an approval of adherence to principles that govern ethical and virtuous conduct.

 

Fielding was accused of being immoral in his novels. Dr. Johnson called his novels "vicious and corrupting". Richardson echoed the "charge of immorality" against him. Modern critics, however, has justified Fielding and gave him a credit of "an estimable ethical code". Strachey declared him a "deep, accurate, scientific moralist". Indeed neither "Joseph Andrews" nor "Tom Jones" strikes the modern sensibility as 'low' or 'immoral' either in purpose or in narration. Behind the truthful portrait of life, lies his broad moral vision. His writings are informed by an aim of correcting mankind with laughter.

 

"I have endeavored to laugh at mankind, out to their follies and vices."

 

 

His satire is prompted by the positive and healthy desire to reform. He not merely presents society, but also criticizes it.

 

Fielding reacted sharply against the code of ethics as incited by Richardson in "Pamela". He feels that Pamela's virtue is an affectation and a commodity, exchangeable for material prosperity. Virtue cannot and should not be to chastity alone. Mere external respectability is not morality. For Fielding:

 

"Chastity without goodness of heart is without value."

 

A truly virtuous man is disregardful of material benefits. He is devoid of an affectation which is necessary to avoid for becoming a virtuous man He finds:

"A delight in the happiness of mankind and a concern at their misery, with a desire, as much as possible, to procure the former and avert the latter …"

Fielding's moral vision is much wider that Richardson's. Morality is no longer equated with chastity or outward decorum. It is broad enough to include every aspect of human behaviour. Ones intentions, instincts, motives are equally important in judging a man.

 

Fielding aims to show human beings in various shades of vanity and hypocrisy and it is done ruthlessly and wittily in "Joseph Andrews". Hypocrisy is worse than vanity. Morality is concerned with inner truth according to Fielding. A person of affected behaviour is immoral than an unchaste woman. Fielding exposes the follies, hypocrisy, corruption, affectation and the vices of his so-called society.

 

The stage-coach passengers, the coachman, the lawyer, the lady, all are models of hypocrisy. Each refuses to place Joseph in the coach on various excuses exposing their inner lack of worth. "O Jesus", cry'd the lady, "A naked man! Dear coachman, drive on". A man motivated by selfishness rather than social duty "makes all haste possible". Only the poor postilion favours Joseph and gives him his warm coat. The journey undertaken by Joseph and Parson Adams reveals vanity or hypocrisy at every stage.

 

It is significant that Parson Adams jumps with joy at the reunion of Fanny and Joseph. It reflects an ability to sympathize with other's feelings. He can feel the joys and sorrows of others as keenly as he can feel his own. Simple, kind, generous and courageous, Adams is the epitome of true feeling and goodness of heart which is a vital aspect of Fielding's concept of morality. Adams impulses always prompt him to help anyone in distress. He saves Fanny's life two times.

 

 

"He is an innocent … so completely sincere in his beliefs and actions that he can't imagine insincerity in other; he takes everyone he meets at face-value."

 

 

Kindness achieved supreme importance in Fielding's moral code. A good and a moral man takes joy in helping others. Fielding says:

 

"I don't know a better definition of virtue, than it is a delight in doing good."

 

Fielding is as liberal in ridiculing affectation as he is hard on the lack of charity. Adams' definition:

 

"A generously disposition to receive the poor."

 

 

The simple test employed to man by Fielding to see check the capability of charity is to ask him for loan. When Parson Adams asks for some shillings to Parson Trulliber, he declares in frenzy:

 

"I know what charity is better than to give it to vagabonds".

 

This shows 18th century's clergy's degeneracy reluctant to give some shillings. The rich Parson Tulliber, Mrs. Tow-wouse, Lady Booby and Peter Pounce lacks natural kindness whereas the poor postilion, Betty and Pedler are true Christians, for they are ready to help other man in distress asking nothing in return. But Mrs. Tow-wouse is of opinion,

 

"A man should die on their hands without the money to pay his bills."

Fielding is against the prudish morality which considers sex as an unhealthy and dangerous for human life. He favours a healthy attitude towards sex. In his view, the restraint of natural impulses leads to unhealthy inhibition which is more immoral. Modern opinion is very close to him. But he does not approve of Lady Booby's desire for Joseph nor does he favour Mr. Slipslop's extreme whims. But Betty's desires spring from a natural heart and feeling. It is worth noticing that Betty is free of hypocrisy. She acts as ordered by her nature.

 

 

"She is good-natured generosity and composition."

 

Fielding's concept of religion is linked with his views on morality and is practical. He does not confine religion to going to church on Sundays only. He criticizes two sorts of ethics. One who thinks that virtue can exist without religion. In Mr. Wilson's story, they have no belief in Devine command. They are selfish and unable to resist immoral temptations. The other sort accepts religion but insists that faith is more important than good works. True religion encourages both faith and good deeds. Parson Adams is the best representative of his ideas.

 

Fielding's views on morality are practical, liberal, full of common sense and free from hypocrisy that the conventional morality preached by many of his contemporaries.. He does not believe in prudish or rigid codes. His concept of human nature is realistic, tolerant, broad and fairly flexible. Modern opinion has vindicated the moral vision of Fielding as healthy, wide and practical.

IDEA OF A UNIVERSITY

IDEA OF KNOWLEDGE  IN IDEA OF A UNIVERSITY

 

Henry Newman's The Idea of a University is a landmark in the field of education. His definition of knowledge or education is truly unique. He treats it philosophically and scientifically rather than emotionally and fancifully. He does not see the subject, like Bacon, from the viewpoint of a utilitarian or pragmatic or expedient thinker. He sees it both realistically and spiritually. His main objective in defining knowledge is the enlargement of mind, the widening and cultivation of intellect and the purification of thought.

 

Knowlwdge: according to Newman, "knowledge is a state or condition of mind". Such knowledge is the permanent attribute of mind. In this essay, Newman is of the opinion that knowledge is something which is a power. He says. "I only say that, prior to its being a power, it is a good; that it is, not only an instrument, but an end. I know well it may resolve itself into an art, and terminate in a mechanical process, and in tangible fruit; but it also may fall back upon that Reason which informs it, and resolve itself into Philosophy. In one case it is called Useful Knowledge, in the other Liberal"

 

He thinks that knowledge is a complete whole. It is the overall ideas of a person over all the branches of it. Newman thinks all branches of knowledge are bound together. They are not isolated, separated and independent from each other. Since one God has created the whole of the subject matter of knowledge. All branches of knowledge are inseparably connected. And this inseparable knowledge of all branches of it is called knowledge. Newman says, "all branches of knowledge are connected together, because the subject-matter of knowledge is intimately united in itself, as being the acts and the work of the Creator."

 

Relation between Knowledge and Learning: Knowledge and Learning are deeply interrelated. When various learnings are assembled together, they take the form of knowledge. As various branches of trees, make a complete knowledge, various branches of learning make a whole knowledge. While knowledge is a whole, learning is a part of that whole. Newman calls this learning mere knowledge while he calls the complete form of the various branches of learning liberal knowledge.

 

Now the question is how the knowledge of various sciences can be achieved. According to Newman a University can play a vital role in this respect. In fact a University offers ample opportunity to acquire multiple types of knowledge even if the student "can not persue every subject which is open to them". Actually in a University, students of various subjects, professors and experts of various sciences very often and very naturally assemble together and exchange views and opinions regarding their studies and knowledge. Thus they can get the correct notion of their own pursuits. Thus the people think that a University is a place for acquiring a great deal of knowledge on a great many subjects.

 

Types of Knowledge: He shows that there are two methods of education/knowledge: they are philosophical and mechanical.

 

He says, "here I do but say that there are two ways of using Knowledge, and in matter of fact those who use it in one way are not likely to use it in the other, or at least in a very limited measure. You see, then, here are two methods of Education; the end of the one is to be philosophical, of the other to be mechanical; the one rises towards general ideas, the other is exhausted upon what is particular and external"

 

Newman finds his ground in favour of philosophical or liberal education. He says that liberal education is "the business of a University ". The function of liberal education is mental rather than physical. It is not characterized by physical instruction. It is the exercise of inner faculty, the cultivation of the intellect. It is the exercise of reason and of mind. The target of liberal education is not to produce geniuses or heroes like Shakespeare, Newton or Napoleon rather it aims at an education for the common mass. It aims at the development of the common intellect. Liberal education has a very simple ordinary but great vision in view. Newman's words: "But a University training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society, at cultivating the public mind, at purifying the national taste, at supplying true principles to popular enthusiasm and fixed aims to {178} popular aspiration, at giving enlargement and sobriety to the ideas of the age, at facilitating the exercise of political power, and refining the intercourse of private life."

 

Newman points out that the function of a UNIVERSITY education is to produce a group of people who are literate and cultured. The main purpose of University education is to produce gentleman who are full of common sense and who could be master of any situation.

 

Newman, on the other hand, stands against the mechanical education method which gives preference of instruction and aims at immediate outcome of the process. But Newman does not consider the type of education as knowledge: "I only say that, prior to its being a power, it is a good; that it is, not only an instrument, but an end. I know well it may resolve itself into an art, and terminate in a mechanical process, and in tangible fruit; but it also may fall back upon that Reason which informs it, and resolve itself into Philosophy. In one case it is called Useful Knowledge"

 

Aim of Liberal knowledge: the liberal knowledge or knowledge of various posts of branches helps a man to comprehend the outlines of knowledge. All these things ultimately make him independent, confident, calm, cool and wise. NEWMAN defines these attributes or philosophical habits because these inspire precisely the value of every truth, which is anywhere to be found.

 

End of philosophical knowledge:  According to Newman the liberal or philosophical knowledge "has a very real and sufficient end". Such philosophical knowledge is an end itself. He says that liberal education viewed in itself is simply the cultivation of the intellect. It's objective in the intellectual excellence. Thus by knowledge he means something intellectual. KNOWLEDGE means the capability of taking a view of things. It is knowledge which helps a person to see more than the senses. It is knowledge which teaches a man to examine what he sees argumentatively and logically. Thus knowledge is expressed through argument. Now it can be said that all the dignity worth of knowledge lie in its connection with reason. Here Newman says if any knowledge is good, it is knowledge impregnated with reason.