Literary works can hardly ever be separated from the ethical concepts of the time. This is even more the case for the 18thcentury novel, which as a genre appeared at the beginning of that century.1The social-historic and economic changes, the consequently following rise of the middle class and radical alteration of the patronage system can be held responsible for the prevailing conditions of a more realistic approach to prose works. While Clive T. Probyn calls the time after the epoch of the “big four” the “novelistic vacuum”4Joyce Tompkins even goes so far as to say that whereas the quantity of the output rose the quality decreased. But although many critics make disparaging remarks about the authors of the period between the fathers of the novel and the generation of Austen, Scott and others - to neglect the last quarter of the 18thcentury and its writers would be a terrible mistake. There were writers, called the “transitional novelists” by Lilian D. and Edward Bloom whose main goals were to imitate their idols, to mix the existing types of novels and integrate other (also foreign) influences. These authors included among others Fanny Burney and Maria Edgeworth, who were and are recognised for not only imitating but also for having invented a new type.
Generally speaking the authors of 18thcentury novels knew that they, more than merely entertaining their readership, had to invent heroes and heroines who were supposed to offer an ethical and moral pattern.9In this paper, after having established a common ground of the fundamental concepts of the 18thcentury, these aspects will be examined in Fanny Burney’s Evelina. First of all it has to be shown what kind of process of education the heroine goes through and why. But equally important it will be in which way the novel masters its didactic task towards educating the 18thcentury reader. In the following these two features will be discussed with the help of references to Fanny Burney’s life as well as examples from the novel itself.
Table of Contents
1 Introduction
2 Background to 18th century literature and general definitions
2.1 The concept of ethics
2.2 The rise of the novel
2.3 Mothers of the novel or female writing
3 Ethical concepts and their realisation in Evelina
3.1 Fanny Burney’s moral values and understanding
3.2 Philosophical influences in Evelina
3.3 Realisation of ethical concepts in a novel of initiation
3.3.1 The influence of conduct books
3.3.2 The concept of virtue
3.3.3 The concept of prudence
4 Interactivity of narrative technique and moral intention
4.1 Narrative perspective
4.2 Narrative structure
5 Conclusion
Research Objectives and Key Topics
This paper examines how 18th-century ethical concepts and didactic norms are realized within Fanny Burney's novel Evelina. It investigates the protagonist's educational process, the influence of contemporary conduct books, and the role of the novel as a medium for moral instruction and female initiation.
- The intersection of 18th-century moral philosophy and the development of the novel.
- Fanny Burney's unique approach to didactic writing and character development.
- The influence of philosophical figures like Shaftesbury and Samuel Johnson on Burney's moral intentions.
- The function of the "novel of initiation" in educating the 18th-century reader.
- The balance between adherence to traditional moral standards and the emerging independence of the female protagonist.
Excerpt from the Book
3.1 Fanny Burney’s moral values and understanding
Much has been written about Fanny Burney and there are certainly more books about her life than about the importance of her work. But to understand fully her moral and ethical intention in Evelina some aspects of her life have to be mentioned beforehand.
From a very early age Fanny Burney kept a journal and was as a result trained in journal-letter writing. Due to her rather unchecked adolescence she was able to become acquainted with all levels of society and be able to acquire the knowledge for her excellence in depicting characters and language. Even Walter Allen, who called Fanny Burney over-valued, admits that Evelina has a “sharpness of wits and merciless eye for observation”. Using her talent for depicting idiosyncratic language, this continuous exercise made Fanny Burney a “’wicked’ imitator […] of speech patterns and peculiarities of character”. Her goal was to “draw characters from nature, though not from life, and mark the manners of the times”. In the following it has to be shown not only whether Fanny Burney’s novel Evelina can live up to this purpose but also what other influences shaped her moral intention.
Summary of Chapters
1 Introduction: Provides a contextual overview of 18th-century literature and introduces the study's focus on ethical concepts in Evelina.
2 Background to 18th century literature and general definitions: Explores the philosophical foundations of ethics, the evolution of the novel, and the emergence of female writing during the period.
3 Ethical concepts and their realisation in Evelina: Analyzes Fanny Burney's moral values, philosophical influences, and the specific application of virtue, prudence, and conduct book principles within the narrative.
4 Interactivity of narrative technique and moral intention: Discusses how the epistolary form and narrative structure contribute to the didactic and ethical goals of the novel.
5 Conclusion: Summarizes the findings, arguing that Burney balanced traditional moral conservativism with a nuanced exploration of female agency and growth.
Keywords
Evelina, Fanny Burney, 18th-century literature, ethics, virtue, prudence, initiation, conduct books, moral philosophy, narrative technique, female education, epistolary novel, didacticism, Shaftesbury, Samuel Johnson.
Frequently Asked Questions
What is the primary focus of this academic work?
The work explores the connection between 18th-century ethical theories and Fanny Burney's novel Evelina, focusing on how the text serves as a medium for moral education.
What are the central thematic fields discussed?
The paper covers moral philosophy, the emergence of the novel as a literary form, the role of conduct books, and the dynamics of female initiation and socialization in the 18th century.
What is the core research question of the study?
The study asks how Fanny Burney integrates ethical and didactic concepts into her narrative to educate her readers while navigating the social constraints placed upon women of her time.
Which scientific methods are employed by the author?
The author utilizes a literary analysis approach, drawing upon contemporary literary criticism, philosophical texts (such as those by Shaftesbury and Johnson), and historical context to evaluate Burney’s work.
What does the main body of the paper cover?
The main body examines the influence of moral philosophy on the text, the specific role of conduct books, and how narrative structures like the epistolary format shape the moral judgment of the reader.
Which keywords best characterize the study?
The study is best characterized by terms such as Evelina, moral didactics, female initiation, virtue, prudence, and 18th-century literary context.
How does the author interpret the "happy ending" of the novel?
The author argues that the ending is not merely a "deus ex machina," but the successful result of the heroine's long educational process and her development toward independent judgment.
Why does the author consider Fanny Burney a "conservative but strong" writer?
Burney is considered conservative because she adhered to the moral frameworks of her time, yet strong because she granted her female protagonist the agency to learn from experience and act independently within those limits.
- Quote paper
- Diplom-Kauffrau Katja Kremendahl (Author), 2006, Ethical Concepts and their Realisation in Fanny Burney's Evelina, Munich, GRIN Verlag, https://www.grin.com/document/65131
