own." And finally: "That the state may do much, go very far, indeed, in order to improve the quality of its citizens, physically, mentally and morally, is clear; but the individual has certain fundamental rights which must be respected. The protection of the Constitution extends to all, to those who speak other languages as well as to those born with English on the tongue. Perhaps it would be highly advantageous if all had ready understanding of our ordinary speech, but this cannot be coerced by methods which conflict with the Constitution – a desirable end cannot be promoted by prohibited means." He allowed that wartime circumstances might justify a different understanding, but that Nebraska had not demonstrated sufficient need "in time of peace and domestic tranquility" to justify "the consequent infringement of rights long freely enjoyed". Dissent Justices Oliver Wendell Holmes and George Sutherland dissented. Their dissenting opinion, written by Holmes, is found in the companion case of Bartels v. State of Iowa. Holmes wrote that he differed with the majority "with hesitation and unwillingness" because he thought the law did not impose an undue restriction on the liberty of the teacher since it was not arbitrary, was limited in its application to the teaching of children, and the State had areas where many children might hear only a language other than English spoken at home. "I think I appreciate the objection to the law, but it appears to me to present a question upon which men reasonably might differ and therefore I am unable to say the Constitution of the United States prevents the experiment being tried." In later jurisprudence Meyer, along with Pierce v. Society of Sisters (1925), is often cited as one of the first instances in which the U.S. Supreme Court engaged in substantive due process in the area of civil liberties. Laurence Tribe has called them "the two sturdiest pillars of the substantive due process temple". He noted that the decisions in these cases did not describe specific acts as constitutionally protected but a broader area of liberty: "[they] described what they were protecting from the standardizing hand of the state in language that spoke of the family as a center of value-formation and value-transmission ... the authority of parents to make basic choices" and not just controlling the subjects one's child is taught. Substantive due process has since been used as the basis for