intellectually, he will find meaning in human life as realized in
himself and others. Thus he becomes able to recognize worth in human
life and to determine the conditions which favour its highest growth, or
development.

=The Worthy Life not a Natural Growth.=--Granting that it is thus
possible to recognize that "life is not a blank," but that it should
develop into something of worth, it by no means follows that the young
child will adequately recognize and desire a worthy life, or be able to
understand and control the conditions which make for its development.
Although, indeed, there is implanted in his nature a spiritual tendency,
yet his early interests are almost wholly physical and his attitude
impulsive and selfish. Left to himself, therefore, he is likely to
develop largely as a creature of appetite, controlled by blind passions
and the chance impressions of the moment. Until such time, therefore, as
he obtains an adequate development of his intellectual and moral life,
his behaviour conforms largely to the wants of his physical nature, and
his actions are irrational and wasteful. Under such conditions the young
child, if left to himself to develop in accordance with his native
tendencies through the chance impressions which may stimulate him from
without, must fall short of attaining to a life of worth. For this
reason education is designed to control the growth, or development, of
the child, by directing his stimulations and responses in such a way
that his life may develop into one of worth.

=Character of the Worthy Life.=--If, however, it is possible to add to
the worth of the life of the child by controlling and modifying his
natural reactions, the first problem confronting the scientific educator
is to decide what constitutes a life of worth. This question belongs
primarily to ethics, or the science of right living, to which the