hall have the right point of view even for the work of the school
room. Government, in a word, is not a specialization of function in
which the few are involved, but it is a generic function, the means,
we assert, of carrying to completion all the projects of individuals
in all their social relations. Therefore all, not merely those who
just now are included among voters, but all women and children, must
have a part in the general education for democracy and also have a
part in some way in the institutions of government. From first to last
government must be thought of and understood in terms of what it does,
as a phase of the total social life of the nation, not as something
outside the social order. Government is a collective activity. It is
as an aspect of the day's work of the nation, that government must be
impressed upon all--both legal citizens and citizens in the making.

The second phase of the educational problem in regard to government is
perhaps after all only the first in another form. If we hope to have a
democratic civilization in any real sense anywhere, we must secure
efficiency and superiority both in individual and in social conduct,
not mainly by the exertion of authority (except as a temporary
make-shift) but by making all the people of a nation susceptible to
the influences of the best life and thought the nation contains. This
means the voluntary and intentional development of leadership. This we
have spoken of as a general need; it is also a phase of political
education. The genius, the leader, must of course himself be produced
in part by education. We must have such conditions as shall allow
natural leadership to come to the surface, and every spark of genius
must be carefully nourished. But there must be also opportunity for
what the genius produces to work its effect upon all, as a stimulating
and directing force, in turn arousing the creative activities of the
people. Democracy seems to be wholly dependent upon what seems now the
accident of genius for raising it above the mediocrity of the average,
or even preventing a decline in its civilization. It is this idea of
the relation of the best to the average that James evidently thought
to be the fundamental point in education. Education consists in his
view in the development of ability to recognize the good in every
department of life, the ability to recognize all sham and inferiority
and the habit of responding to and choosing the best. Appl