The absence of freedom pushes individuals to rethink the values ​​and morals they have become accustomed to understanding the slave world in contrast to a free world. Up From Slavery: An Autobiography by Booker T. Washington chronicles Washington's life in slavery as a child and his new birthright to freedom as he transitions into adulthood. Enslaved Washington and his family suffered under the institution of slavery, but once free the obstacles to securing a home, a job, and an education did not prevent Washington from achieving notable success as a leader for the African American community. He recognized the cruelty and moral wrong of slavery and used it as a basis to build something greater than the ten million Negroes who inhabit this country, who themselves or whose ancestors attended the school of slavery and find themselves in a stronger and more hopeful condition. , materially, intellectually, morally, and religiously as a result of the realization that the institution of slavery was greater than that of slaves and their white counterparts. Washington let slavery hinder his aspiration to greatness, which describes the deontology of Immanuel Kant's ethical theory, which postulates “necessity” and “universality” as moral conduct. That our imperative, a principle or conclusion about what we have reason to do, expressed using the term “ought” arises from the need to do good will since it is the right thing to do and our universal duty to be moral agents. Washington's career in the public sector went beyond the expectations of society, especially former slave owners. Today's public administrators should draw on the lessons Washington learned throughout his career as a public administrator to make a difference... middle of paper... ied did not want to go beyond the boundaries they set for themselves, which limited the their progress in society. Understandably, then, the institution of slavery is responsible for many social problems faced by former slaves, such as the lack of urgency to obtain an education. Whites feared that the result of education would be that former slaves would leave the farms and that it would be difficult to secure them for domestic service. This way of thinking goes against Kant's imperative. Whites, former slaves, and free people had a responsibility and interest in the Tuskegee school. Their community would thrive thanks to the educational efforts led by Washington and other staff members. While commonality is important when achieving community goals, it is the individuality of the individual who achieves an education.