 Central theme of the story? Unrestrained allows for greater success and creativity and progress?
Fallout is, of course, always disastrous— one way or another JUNIOR ACHIEVEMENT BY WILLIAM LEE ILLUSTRATED BY SCHOENHERR "What would you think," I asked Marjorie over supper, "if I should undertake to lead a junior achievement group this summer?" "Why, Donald," she said, "it could be quite interesting, if I understand what a junior achievement group is. It's a privilege which I'm sure many educators must envy, teaching in Ridgeville, for our new school is a fine one, and our academic standards are high. On the other hand, the fathers of most of my students work for the Commission and a constant awareness of the Commission and its work pervades the town. It is an uneasy privilege then, at least sometimes, to teach my old-fashioned brand of science to these children of a new age. "It has the purpose," I told her, "of teaching the members something about commerce and industry. They manufacture simple compositions like polishing waxes and sell them from door-to-door. Some groups have built up tidy little bank accounts which are available for later educational expenses." Marjorie put back her head and laughed, and I was forced to join her, for we both recognize that my understanding and "feel" for commercial matters—if I may use that expression—is almost nonexistent. Mr. McCormack is going to put up fifty dollars to buy any raw materials wanted Back in the old Ridgeville, fifty-odd miles to the south, we had our home almost paid for, when the accident occurred. When Ridgeville moved to its present site, so, of course, did we, which meant starting mortgage payments all over again. Thus it was that on a Wednesday morning about three weeks later, I was sitting at one end of a plank picnic table with five boys and girls lined up along the sides. This was to be our headquarters and factory for the summer—a roomy unused barn belonging to the parents of one of the group members, Tommy Miller.
 When children are allowed to embrace creativity, the possibilities for innovation are higher than in a rigid, standardized environment
 When children are allowed to challenge authority, the possibilities for havoc aren't as extreme as adults assume they will be  When children are allowed to control a group, the possibilities for destruction are higher than in a controlled, rulebound environment  When children are allowed to follow their dreams, the possibilities for failure are more amplified than in a practical, realistic environment  When children are allowed to embrace creativity, the possibilities for innovation are higher than in a rigid, standardized environment