 The examples Anderson discusses in this section of her book—roads, parks, primary and secondary education—are all public goods in the economist’s sense. Providing them privately would undermine the “capacity to value and realize ourselves as fraternal democratic citizens” because exercising freedom by voice would be replaced by exit (e.g., when parents send their kids to schools that approximate their values better than others instead of contributing to curricula through voice), by allowing owners to dictate terms on the basis of their wants instead of using principles such as freedom of speech and association (e.g., when owners of malls suppress speech and political activity they find offensive), and by the ability of owners to exclude non-payers instead of enabling all to meet one another on terms of equality (e.g., in the case of parks).