Do otherwise with your pupil. Let him always suppose himself master, while you really are master. No subjection is so perfect as that which retains the appearance of liberty; for thus the will itself is made captive. Is not the helpless, unknowing child at your mercy? Do you not, so far as he is concerned, control everything around him? Have you not power to influence him as you please? Are not his work, his play, his pleasure, his pain, in your hands, whether he knows it or not? Doubtless he ought to do only what he pleases; but your choice ought to control his wishes. He ought to take no step that you have not directed; he ought not to open his lips without your knowing what he is about to say. In this case he may, without fear of debasing his mind, devote himself to exercises of the body. Instead of sharpening his wits to escape an irksome subjection, you will observe him wholly occupied in finding out in everything around him that part best adapted to his present well-being. You will be amazed at the subtilty of his contrivances for appropriating to himself all the objects within the reach of his understanding, and for enjoying everything without regard to other people's opinions. By thus leaving him free, you will not foster his caprices. If he never does anything that does not suit him, he will soon do only what he ought to do. And, although his body be never at rest, still, if he is caring for his present and perceptible interests, all the reason of which he is capable will develop far better and more appropriately than in studies purely speculative. As he does not find you bent on thwarting him, does not distrust you, has nothing to hide from you, he will not deceive you or tell you lies. He will fearlessly show himself to you just as he is. You may study him entirely at your ease, and plan lessons for him which he will all unconsciously receive. He will not pry with suspicious curiosity into your affairs, and feel pleasure when he finds you in fault. This is one of our most serious disadvantages. As I have said, one of a child's first objects is to discover the weaknesses of those who have control of him. This disposition may produce ill-nature, but does not arise from it, but from their desire to escape an irksome bondage. Oppressed by the yoke laid upon them, children endeavor to shake it off; and the faults they find in their teachers yield them excellent means for doing this. But they acquire the habit of observing faults in others, and of enjoying such discoveries. This source of evil evidently does not exist in Émile. Having no interest to serve by discovering my faults, he will not look for them in me, and will have little temptation to seek them in other people.