 Second, there is the question of how open a child’s future should be. Some interpret the demand for an education for an ‘open future’ as requiring individuals to acquire ‘to the greatest possible extent’ the capacity to choose between ‘the widest possible variety of ways of life’ (Arneson and Shapiro 1996, 388). They have pointed out several objections to such a ‘maximising’ interpretation. It may not be possible to quantify in a determinate fashion the number of options open to a future adult. Furthermore some fulfilling life choices are only available at the expense of denying the child a number of otherwise possible choices. For instance, a child intensively trained to realise his considerable innate musical abilities may be unable to pursue careers that would have been open to him in the absence of such a dedicated education. The following further criticisms can be added. Requiring that a child be brought up to be able eventually to choose between as many options as possible may impose unreasonable burdens on parents. It also seems implausible to think that a child suffers if she is denied one or even several possible insignificant further options beyond some threshold number of choices. Is it really harmful to a child that she does not learn to play all of the orchestral instruments and is thereby denied the opportunity to pursue a solo career in those she does not? Finally some future options are surely morally base or in some other respect without value (Mills 2003).