 Feinberg does sometimes talk only of the harms of closing off significant life choices. Yet he does also on occasion employ the language of maximisation. ‘[Education] should send [the child] out into the adult world with as many open opportunities as possible, thus maximising his chances for self-fulfillment’. (1980, 135; see also 151). However it seems much more plausible to suggest that a child should have enough autonomy to be able to make reasonable life choices. The preconditions of autonomy are both internal (a capacity to think for oneself, to acquire and appreciate relevant information, and a volitional ability to act independently) and external (the provision of a range of feasible and valuable options). In respect of both conditions it is perfectly possible to have a good sense of what counts as adequate autonomy, even if there is no clear bright line marking the point of sufficiency.