A glance at the time-table of an ordinary elementary school might suggest to us that there were two chief groups of faculties to be trained--those which perceive and those which express, those which take in and those which give out.

When such subjects as History, Geography, or Science are being taught, the child's perceptive faculties are being trained.
When such subjects as Composition, Drawing or Singing are being taught, the child's expressive faculties are being trained.

So at least one might be disposed to assume.
In what relation do the perceptive faculties stand to the expressive?
Is it possible to cultivate either group without regard to the other?
It must be admitted that the methods employed in the ordinary elementary school seem to be governed by the assumption that the perceptive and the expressive faculties are two distinct groups which admit of being separately trained.

In the ordinary Drawing lesson, for example, the child is trying to express what he does not even pretend to have perceived; whereas in the ordinary History or Science lesson the process is reversed, and the child pretends to perceive what he makes no attempt to express.
But is the assumption correct?
Do the two groups of faculties admit of being separately trained?
Is it possible to devote this hour or half-hour to the training of perception, and that to the training of expression?
Surely not.

Perception and expression are not two faculties, but one.