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10     U.S. CIVIL AERONAUTICS AUTHORITY

the way the student flies straight and level, about what to expect in his normal turns. If the student has had some instruction and practice in the above-mentioned advanced maneuvers, the check pilot will know fairly well what to expect in his execution of chandelles by the way he has flown during the take-off, climb, normal turns, and steep turns. He will know what the student's faults will be . Faults in the advanced maneuvers are directly traceable to faults apparent in the fundamentals.

The wise instructor will not waste time when a student is having difficulties with advanced maneuvers by prolonged instruction to perfect technique in them, but will direct his attention to perfecting the fundamentals.

Too many instructors fail to recognize this fact, or if they do, fail to give it the proper emphasis. They spend too much time on a composite maneuver when this time would be much more profitably spent on reviewing the fundamentals in which the deficiencies are really to be found.

The course of instruction must be laid out so that each new maneuver embodies the application of the principles involved in, or the practice obtained from, the performance of those previously undertaken. Consequently, through each new subject introduced, the student not only learns a new principle or technique, but broadens his application of those previously learned and has his misconceptions, faults, and deficiencies in the previous maneuvers emphasized and made obvious.

For example, a student practicing turns might consistently skid during left turns and slip during right turns. These errors may be traced directly to errors in straight and level flight. The fault then is not in his understanding of the mechanics of turning, but in the correct manner of the performance of straight and level flight. The cure would not be in continued instruction on turns but in correcting the errors in the fundamental, straight, and level flight, and in showing the student how these errors led to the errors present in the turns. 

Faulty execution of the chandelle is another typical example. The student's difficulties may be traceable to his failure to see the connection between this maneuver and climbing turns and steep turns with which he has had considerable experience.

His fault is one of misconception of the principles and components of the maneuver. Difficulties in chandelles are often due to difficulties and errors present in the student's execution of steep climbs, steep turns, and steep climbing turns for errors in these maneuvers are greatly exaggerated in the chandelle. Consequently, the best method of correcting these errors would be to return to the components, point out the student's errors in executing them, and explain how they resulted in poor technique in the chandelle.

Sound instruction consists of instructing the student in a maneuver until he thoroughly understands the principles involved and has attained reasonable proficiency in it. He should then be started on more advanced maneuvers. Starting the new maneuver will encourage the student and at the same time bring out the presence of any fundamental errors and exaggerate any deficiencies in his understanding of the principles of the previous maneuvers.