This article examines Galston's account of civic education in light of the understanding of liberal virtues that partially informs his educational recommendations. It argues that the main limitations of Galston's account have their origin in a mistaken view of the traits of character that are essential to good citizens. Historical examples are presented in criticism of Galston's pedagogy, and in support of the need to develop an alternative account of civic virtues that incorporates critical reflection as a core component. The article concludes that the reflective and deliberative capacities of citizens, rather than being a threat to the just functioning of social and political institutions, are one of their main sources of support. (Contains 12 notes.)