 Another potentially compelling interest we have is in being protected against the consequences of membership in our own associations. There is a tension, for instance, between the demands a community makes of its citizens and the impact that parental authority can have on children’s ability to learn about those demands. Focusing on the case of Wisconsin v Yoder (406 U.S. 205 (1972)), which ruled that Amish parents’ constitutionally protected freedom of religion allowed them to take their children out of state education after the eighth grade, Richard Arneson and Ian Shapiro note that these parents’ wishes to remove their children from school after the eighth grade might interfere with their children learning about the civic duties necessary to be effective members of the wider political community, rendering them ill-equipped to participate in that community. In such cases, Amish children’s associative rights and concomitant duties as US citizens are adversely affected by their parents’ desires to sustain their own associative preferences (Arneson &amp; Shapiro 1996; cf. Galston 1995: 518–520). More broadly, we can speak of children having a right to an “open future”, which includes rights to freedom of association. As Joel Feinberg puts it, a proper education “equips the child with the knowledge and skills that will help him choose whatever form of life fits his native disposition and mature disposition” (Feinberg 1980 [1992: 84]). This open future, with its range of associative opportunities, is effectively foreclosed when a child is removed from a sufficiently advanced, formal education.