1. The average school, like the old community, works on the assumption of uniformity of personality and presents the same materials and plans in the same order to all. The assumption is that children react in the same way to the same influences regardless of their personal traits or their social past, and that it is therefore possible to provoke identical behavior by identical means. “Nature,” says Doctor Jennings, “has expended all her energy in making our little flock of children as diverse as she possibly can; in concealing within it unlimited possibilities which no one can define or predict. It sometimes seems as if we parents in our process of educating them were attempting to root out all of these diversities, to reduce our flock to a uniform mass.... The only way in which appreciable progress can be made in the attempt is by cutting off, stunting, preventing the development of the special and distinctive qualities of the individuals. Unfortunately this can be done to a certain extent, but only by a process which may be rightly compared with the taking of human life.”[104] 2. The creative or plan-forming interest of the child is an expression of the phase of new experience which is based on curiosity and appears very early in the child. The child expresses his energy and secures his recognition, favorable or unfavorable, mainly along this line. Response and security do not mean so much to him as yet. The fact that the school work is detached from activity and not related to the plan-forming and creative faculty explains its failure to interest the child. An investigator took five hundred children out of twenty factories in Chicago and asked them this question: “If your father had a good job and you did not have to work, which would you rather do, go to school or work in a factory?” Of the five hundred children, between the ages of fourteen and sixteen, 412 said they would rather work in a factory.[105] In 1920 the White-Williams counselors in the Junior Employment Service of the Board of Public Education interviewed 908 of the 10,674 children who came that year to the Board of Public Education for general working certificates. Forty-seven per cent of these did not want to go on with their school work. They gave as reasons: “I was ‘left down’”; “I didn’t like arithmetic”; “I was too tall for the other girls in the room”, etc. Many of these difficulties might have been adjusted if some one could have made plans with the children while they were still in school.[106]