But the possession of an intellectual and moral nature which responds to appropriate stimulations implies, also, that as man develops 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.