This article considers the challenge of epistocracy to the political philosophies of music education. Epistocracy has recently resurfaced in the form of Jason Brennan's criticism of representational democracy. Brennan claims that only the brightest citizens are capable of using decision-making power. As there is only a small number of such citizens, democracy has no real momentum. I discuss the main points of Brennan's argument, highlighting its contextual nature and arguing that an alternative view of the political reality provides better conditions for deep democracy. I will then argue that it is only in relation to a certain kind of political ontology that it makes sense to claim that the musically most able are alone fit to decide why, how, where, what, and to whom music is taught. As an example, I take the recent discussion over the restricted accessibility in Finnish extracurricular music education.