As Mill argues in Representative Government, the individual stands to gain from the intellectual growth, the practical discipline, and the moral part of the instruction afforded by the participation of the private citizen, if even rarely, in public
functions. He is called upon, while so engaged, to weigh interests not his own; to be guided, in case of conflicting claims, by another rule than his private partialities; to apply, at every turn, principles and maxims which have for their reason of existence the common good: and he usually finds associated with him in the same work minds more familiarized than his own with these ideas and operations, whose study it will be to supply reasons to his own understanding,
and stimulation to his feelings for the general interest. He is made to feel himself one of the public, and whatever is for their benefit to be for his benefit. (Mill, [1861] 1975: 196–7)
On Mill’s account, then, active citizenship educates people by drawing out abilities that might otherwise remain untapped or unfulfilled. Because these abilities will prove valuable in other aspects of the citizens’ lives as well, the educative dimension of citizenship clearly promises to work to their benefit.