This article stems from political philosophy and the interdisciplinary ethics of education and training. It examines what exactly it is to "elevate" a child when he or she is referred to as a pupil, and what part is played by the idea of moral perfection. First, we demonstrate that Durkheim's work contains valuable insights for understanding a maximalist conception of pupil ethic - which itself is embedded in a perfectionist perspective - at the root of republican schooling in France, and which remains as influential as it is problematic today (1). We then outline a minimalist pupil ethic capable of acting as a counterpoint, and suggest that it is congruent with the axiological framework of advanced liberal democracies (2). Finally, we outline four possible safe-conducts to help us escape the paternalistic legacy of the concept of the pupil.