 Over the last thirty years, there has been a particular case that is at the core of this debate — Wisconsin vs. Yoder: [406 U.S. 205 (1972)]. In this case, the United States Supreme Court upheld the right of Amish parents to avoid compulsory schooling laws and remove their children from school at the age of 14 — thus, according to the Amish, avoiding secular influences that might undermine the traditional Amish way of life. Because cultural and religious communities raise and educate children, they cannot be seen as purely voluntary opt-outs from the liberal state: they exercise coercive power over children, and so basic liberal principles about protecting the innocent from unjustified coercion come into play. Some have maintained that liberal principles require that the state should intervene (against groups like the Amish) in order to [1] provide the children with an effective right of exit that would otherwise be denied via a lack of education (Okin, 2002), [2] to protect the children’s right to an autonomous and ‘open future’ (Feinberg, 1980) and/or [3] to insure that children will have the cognitive tools to prepare them for their future role as citizens (Galston, 1995: p. 529; Macedo, 1995: pp. 285–6). Other liberal theorists, on the other hand, have argued that the state should not intervene because it might undermine the inculcation of certain values that are necessary for the continued existence of certain comprehensive doctrines (Galston, 1995: p. 533; Stolzenberg, 1993: pp. 582–3). Moreover, some such as Harry Brighouse (1998) have argued that the inculcation of liberal values through compulsory education might undermine the legitimacy of liberal states because children would not (due to possible indoctrination) be free to consent to such institutions.