In this paper, I explore the question of whether creativity can be an aim of national educational systems. While the German philosopher Friedrich Nietzsche famously argued against this possibility, the American philosopher John Dewey believed that schools and educational systems could be restructured to foster the development of creativity of the young. Here I argue that certain structural features central to the efficient and effective functioning of educational systems strongly inhibit the fostering of creative persons. Though individual schools may indeed aim at creativity, the more that they are embedded within the surrounding educational system makes them less likely to achieve that aim.