Let us assume that the teacher’s presentation has been an adequate one and has lasted no longer than the capacity of the pupils permitted, only a few minutes, perhaps. He himself might now repeat; but asks his pupils to do so, lest their thoughts begin to wander from the subject in hand. He comes to their aid and repeats only when their own attempts have failed. But very often they have retained some things and forgotten others. In this case it becomes his business to reinforce the ideas striving to rise into consciousness, but without disturbing their movement. In other words, he should prompt neither more nor less, should lend aid neither sooner nor later, than will serve to make the pupil’s train of thought coincide as nearly as possible with that of the presentation properly given. Unless this is done, the reproduction fails to effect the required association and facility. The same ground is gone over again and again in vain; fatigue sets in, and the wrong association takes place--a matter for grave apprehension. If the pupils are in an unresponsive mood, the teacher must go slow, for the time being; if interest is lacking, he cannot incite the proper movement of ideas. If the teacher is not conducting the repetition with skill, the fragmentary answers of the pupils indicate well enough after a time that the desired current of thought has not been generated. 119. We have taken it for granted that the presentation was an adequate one--one that might serve as a model (105). Where this adjustment of means and ends extends, as it may, even to the language, the latter should be closely followed in the repetition, but without pedantic insistence on unimportant details. But very frequently the essential feature of the presentation is found in the sequence of thought. In that case expression will vary, and the teacher is satisfied at first if, in repeating, the pupils furnish evidence that they understand; he allows them to use their own words, though less appropriate. He must, still, however, look carefully after the given sequence, which the repetition is to reproduce with the greatest possible coherence.