THE REMINISCENCES OF CARL SCHURZ
desires to do. In other words, practice upon one's own responsibility is the best—if not the only school of self-government. What is sometimes called the “art of self-government” is not learned by masses of people theoretically, nor even by the mere presentation of other people's experiences by way of instructive example. Practice is the only really effective teacher. Other methods of instruction will rather retard, if not altogether prevent, the development of the self-governing capacity because they will serve to weaken the sense of responsibility and self-reliance. This is the reason why there is not an instance in history of a people having been successfully taught to govern themselves, by a tutelary power acting upon the principle that its wards should not be given the power of self-government until they had shown themselves fit for it.
Such teaching of self-government by a superior authority is but seldom undertaken in good faith, the teacher usually not wishing to relinquish his power. But even when it is undertaken in good faith, the teacher is usually disinclined to recognize at any time that the pupil is able to stand on his own feet. And this for apparently good reason: for the pupil will either have no chance to demonstrate his capacity, or if he be permitted to experiment on a limited scale, he will, of course, make mistakes, and these mistakes will serve as proof of incapacity, while in fact the freedom to make mistakes and to suffer from their consequences is the very school in which he might receive the most effective instruction.
In discussing the merits of self-government we are apt to commit the error of claiming that self-government furnishes the best possible, that is the wisest and at the same time most economical kind of government, as to the practical administration of public affairs, for it does not. There is no doubt that a despot, if he be supremely wise, absolutely just, benevo-
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