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4  U. S. CIVIL AERONAUTICS AUTHORITY

Systems may be devised and curricula arranged, but unless the individual instructor is competent and interested little can be accomplished.
The object of flying instruction is to inculcate good flying habits and accurate knowledge in the student and to form a basis for developing his judgment along the proper channels.  The formation of any habit is accomplished only by constant repetition of the act.  Flying habits are formed from the instructor's examples and the efforts of the student to copy them in directed practice.  It is therefore essential that the instructor's examples be perfect.
At the beginning, the methods used by the instructor must be more or less general, and those which experience has taught will apply to almost any one.  As better acquaintance is made, the methods must be altered to fit the needs of the individual student.  Where one student quickly absorbs a mass of detail, another is only confused; where one can build a mental picture from a verbal description, another must have a physical demonstration before the idea can be grasped; where one individual is analytical and keenly aware of everything going on, another will concentrate intensely on some detail to the exclusion of all else; one may be able to divide his attention without difficulty or loss of efficiency and another may not.
It must be remembered that the student has two adjustments to make; adjustment to the new sensations of flying and to the instructor.  The instructor has only one-adjusting himself and his methods to the student.  It is therefore up to the instructor to do as much of the adjusting as possible.
The apt student presents very few difficulties to the instructor.  The main one is the possibility of the development of "cockiness."  The instructor can avoid this by always increasing the standard of performance required of such students.  Tact must be exercised in such a course, but it is effective when properly applied, since it is obvious that no student can do a perfect job.
When a student develops this attitude late in his training period, a few difficult simulated forced landings, given at a time when he least expects them, will do wonders in deflating the swollen estimate of his ability.
The inept student requires the most tact, careful analysis, and extreme care on the part of the instructor.  The instructor must be particularly careful about his remarks for they may be used by such a student as an alibi for his lack of progress, or result in his development of an inferiority complex that will greatly hinder even the limited progress he is making and result in his forming false premises that may result disastrously in later flying experiences.
As time goes on and the student makes little or no progress and sees himself far outstripped by his more apt fellows, he will eventually cast about for some reason for his difficulties and for some means of excusing himself to his own satisfaction.  He seldom blames himself.  Too frequently he places it on the instructor, the type of equipment used, or even the weather.
It is in these cases, that an instructor must use exceptional care and judgment in his handling of the student lest such incipient suspicions and ideas be confirmed in the student's mind by the attitude