This thesis, entitled "Too Fond to Be Here Related": Ironic Didacticism and the Moral Analogy in Henry Fielding's "Amelia" (1751), opens by exploring the current and historical critical reception of Fielding's final extended work of fiction. In an effort to explain Amelia's "failure"---the prevailing assessment among even its more sympathetic critics---I then argue that this experimental novel offers an innovative engagement with David Hume's moral philosophy. The emerging analogy provides a fascinating but previously neglected departure from Samuel Richardson's means of providing moral instruction through a sentimental appeal to upholding a specific social contract; Fielding's unsteady narrator and provocative paradoxical treatment of the novel's protagonists invite us to appreciate the link between Amelia and the progressive social protest novels of the later eighteenth century.

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The primary purpose of the study was to examine, analyze, and describe teacher behavior in physical education classes in selected schools in Northeast Arkansas with regard to teacher function, direction, mode, and substance. Another purpose of the study was to compare the subjects' perception of their classroom behavior with actual observed behavior with regard to teacher functions. A third purpose of the study was to compare the findings of the total group. A final purpose of the study was to compare the findings of this study with the findings of similar studies in another geographic area.In order to examine the research questions above, a series of demographic descriptors was collected on each subject prior to observation. Three consecutive and two random visits were made to observe the classroom behavior of each teacher; all information was prepared for computer analysis; and all data were computer analyzed. Six null hypotheses were tested by using chi-square analysis. The 0.05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. In six instances, there was a significant difference in the teachers' perceptions of how time was spent in the classroom and the actual observed classroom behavior with regard to the ten teacher functions.2. There was no significant difference at the 0.05 level between the results of the Northeast Arkansas, 1985, study and previous studies in another geographic area with regard to the teacher function dimension.3. Observed professional teacher direction dimension of this study population revealed some findings not consistent with findings in another geographic area.4. Observed professional teacher mode dimension of the study population of Northeast Arkansas revealed a lack of consistency with some findings of earlier studies in another geographic area.5. Multi-racial classes did not cause an alteration in professional teacher function dimension, direction dimension, mode dimension, or substance dimension.6. Teachers in the study population of Northeast Arkansas, 1985, developed unit plans and daily lesson plans, and varied teaching styles and substance.Conclusions1. A difference exists between teacher perceptions of their behavior in the classroom and their actual behavior in the classroom with regard to the teacher function dimension.2. It is not clear whether geographic location of the study group was a factor since the findings produced conflicting results with regard to teacher behaviors.3. Race of teacher revealed no significant difference in teacher behaviors with regard to teacher function dimension, direction dimension, mode dimension, and substance dimension.4. All teachers in the study population developed unit plans.5. Seventeen percent of the time, the teachers in the study population employed no daily lesson plans.6. Teachers participating in the Northeast Arkansas, 1985, study employed variety in teaching styles.

This thesis examines representations of trust in selected British sentimental novels of the eighteenth century. It focuses principally on the manner in which sentimental prose fiction reflects and participates in the shift from premodern to modern formations of trust. Commenting on the nature of modern trust, Anthony Giddens claims that, with the move to modernity, trust relations in the intimate sphere become increasingly dependent on emotional mutuality, while trust in institutions becomes increasingly impersonal and disengaged from assessments of moral character. / My work explores this dual shift in three sentimental novels. It first analyzes Samuel Richardson's Pamela (1740) and contends that Richardson denies the concept of honor its epistemological role in practical deliberations. The denial of the epistemology of honor uncouples the mechanism of personal trust from assessments of role and role performance and thus makes the trust in persons in the intimate sphere less dependent on institutional forms of trust. To replace honor's role in the formation of trust, Richardson proposes that the sentiments can provide reliable grounds for trust in the intimate sphere. However, he denies the sentiments a role in the formation of an encompassing social trust among strangers and mere acquaintances. The thesis proceeds to read Henry Fielding's Amelia (1751). In order to argue that Fielding envisioned divergent grounds for trust relations, it maintains that Fielding considers trust relations in the intimate sphere and trust relations in public life as based on the sentiments and fair distribution respectively. To conclude, the thesis investigates Oliver Goldsmith's The Vicar of Wakefield (1766) to uncover the manner in which Goldsmith distinguishes personal trust in the intimate sphere from general system trust, which Goldsmith ultimately envisions as an ontological trust in providence.

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