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Cobi Frongillo
Mrs. Hoffenberg
English 11 Honors- E Period
20 December 2013
Raskolnikov: Morality through Education
In Crime and Punishment by Fyodor Dostoyevsky, Raskolnikov, from his kind acts at
university to committing crimes to reeducating himself through religion, suggests that morality
in society must be taught and emphasized through education, rather than being developed on
ones own.
Raskolnikovs strong education, from youth to university, mirrors his strong moral
judgment as shown through his acts of kindness to those in need. Attending law school, young
Raskolnikov expresses curiosity about the things around him and attempts to shape ideas on
morality and society. His actions during this time were admirable and righteous, especially for a
man who becomes a murderer. At his trial, Razumikhin reveals that:
while Raskolnikov was at the university he had helped a poor consumptive fellow
student and had spent his last penny on supporting him for six months, and when
this student died, leaving a decrepit old father whom he had maintained almost
from his thirteenth year, Raskolnikov had got the old man into a hospital and paid
for his funeral when he died. (Dostoyevsky 562)
Raskolnikov demonstrates tremendous generosity, despite his own humble conditions.
Dostoyevsky elaborates on the poor consumptive condition of the man, emphasizing
Raskolnikovs care for the innocent and needy. In contrast to his later behavior, Raskolnikov
pays extra attention to those less fortunate. Dostoyevsky also accentuates the money he spent
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to acknowledge that Raskolnikov not only cares for men in need but offers his own material
happiness. Helping a fellow student, Raskolnikovs connection through education instills his
compliance toward charity. Education, originally, convinces him to help those in need. The same
trial further reveals that, again at university, he rescued two little children from a house on fire
and was burnt in doing so (562). Again showing great selflessness, contrary to his later vanity,
Raskolnikov demonstrates his value of human life in his willingness to rescue others.
Enlarging his role as a hero, the narrator points out his care for little children, whose innocence
and helplessness were enough to persuade Raskolnikov to help. The narrator adds that he saved
two lives, contrasting the two lives he eventually takes away. Adding that he was burnt in
the process, Dostoyevsky emphasizes Raskolnikovs self-sacrifice during his time at university.
The connection between education and morality is even further emphasized when Raskolnikov,
still considering himself a student, converses with Marmeladov who discerns in [Raskolnikov]
an educated man and one unaccustomed to strong drink (10). Alcoholism repeatedly appears
throughout the novel as a symbol of immorality. By likening an educated man to one without a
strong drink, Marmeladov expresses moralitys correlation with education. This again will
contrast his later behavior as he returns to drinking as well as immorality. In addition, at this time
in which Raskolnikov still embraces his studies, Marmeladov can discern his morality due to
his intelligent, educated remarks. Raskolnikovs moral sense remains evident throughout his
phase as a learned man.
After his great integrity while being educated, Raskolnikov takes the dark turn toward
immorality and crime, as he seizes his education and goes as far as to commit murder. Dropping
out of law school, Raskolnikov rejected his previous way of life, in both ethics and education, as
evidenced by the painted table in the corner [of his apartment] on which lay a few manuscripts
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and books; the dust that lay thick upon them showed that they had been long untouched (50).
The books, representative of education, are described as untouched, exposing his extreme
depravity of educative thought. Contrasting the painted table, the dusty books affirm his
valuing of material possession over education because of his extensive care of the furniture over
the books. The thick layer of dust symbolizes his disassociation and distancing from the
education and morality of his past. Raskolnikov refuses, despite pleas from Razumikhin, to
return to school or teaching. Throughout this time, Raskolnikov deteriorates, especially morally,
shutting himself in isolation away from the ethical pressures of an educated society. Though still
with basic morals, as evidenced in his generosity toward those in need, Raskolnikov struggles
with a greater crime. Eventually, he commits the murder of an old lady and her innocent sister,
the ultimate low point of morality. His justification for the murders signifies an even greater
moral depravity:
The old woman was a mistake perhaps, but shes not the point! The old woman
was merely a sickness . . . I was in a hurry to step over . . . it wasnt a human
being I killed, it was a principle! So I killed the principle, but I didnt step over, I
stayed on this side . . . All I managed to do was kill. And I didnt even manage
that, as it turns out . . . (301)
Raskolnikov refuses to acknowledge that his actions are wrong and attempts to justify every
aspect of it, including the killing of Lizaveta, an innocent. Though he does recognize Lizavetas
murder as a mistake, he quickly ignores it, claiming its unimportance. His repetition of I
signifies his vanity and lack of compassion for others. By claiming that killing was all [he]
managed to do, he deemphasizes the value of life, contrasting his previous actions at university.
Struggling to put thoughts together, Raskolnikov sounds uneducated and unintelligent during his
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processing of the crime as he fails to complete his thoughts and quickly changes subject. Despite
his previous ability to form complete, coherent thoughts on morality during his studies, he now
conveys an impression of immorality and a weak mind. Raskolnikovs lack of mental stimulation
and educative pressures toward moral standards result in his depraved, indecent actions.
Raskolnikovs guilt eventually overcomes him and he admits his crimes, which distances
himself from his past and returns him to education. He proceeds to look toward education and
religious enlightening as means of spiritual rebirth. Though he never returns to school,
Raskolnikov reconnects with his faith, learning morality through studying the Bible. As a first
step to his new life, Raskolnikov interacts with Sonia, a deeply religious character. At her
apartment, he finds:
a book lying on the chest of drawers he took it up and looked at it. It was the
New Testament in the Russian translation. It was bound in leather, old and
worn He carried the book to the candle and began to turn over the pages.
"Where is the story of Lazarus?" he ask[s]. (351-352)
Dostoyevsky again uses a book to symbolize education. By carrying it to the candle,
Raskolnikov, through education, shines light on his immoral past. The book, which represents
himself, is described as leather, old, and worn on the outside, mirroring Raskolnikovs recent
troubles. Yet, like the book, Raskolnikov remains moral inside. For the first time since
university, Raskolnikov now expresses interest and curiosity in learning, as he turn[s] over the
pages. By physically turning the pages, Raskolnikov demonstrates his self-motivation toward an
education. Desiring an education of rebirth, Raskolnikov uses questions to demonstrate his
curiosity in the story of Lazarus, a story he has not read since his time at school. Though only
a first step toward redemption, his return to curiosity in learning sparks his accelerated return to
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morality and his rebirth of innocence. After convincing himself to confess to the murders and
apologizing to his friends and family for his immorality, he is sent to Siberia. While in prison, he
requests the Bible, which he keeps under his pillow. Dostoyevsky, at the end of the novel claims
this forms the beginning of a new storythe story of the gradual renewal of a man, the story of
his gradual regeneration (576). Raskolnikovs renewal is inferred to be through his learning
of the Bible. However, recognizing the slow education process, Dostoyevsky points out that the
regeneration will be gradual. Once again, he uses the idea of a book, story, connecting
Raskolnikovs renewal with education and intelligence. He uses repetition to emphasize the idea
of rebirth, and his repetition of the prefix re demonstrates that Raskolnikov had been moral
previously, and will be again. Though the readers never witness the full transformation, evidence
suggests Raskolnikovs reformed morality through his return to education and learning.
Raskolnikovs moral and immoral actions throughout Crime and Punishment represent
his connection to education. He exhibits morality throughout his studies at university, loses his
morality after rejecting education, and reconnects with his morality after accepting self-
reeducation through the Bible. Education holds importance in society in that it creates a positive
environment for one to understand and enhance moral standards. When one rejects this
education, he or she loses the moral conduct that allows for his or her acceptance into society.






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Works Cited
Dostoyevsky, Fyodor. Crime and Punishment. Trans. Sidney Monas. New York: New American
Library, 2006. Print. Signet Classics.