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Chapter III.-PRELIMINARY INSTRUCTION ANALYZING THE STUDENT AND CORRECTING PRECONCEIVED IDEAS Many instructors have found it very helpful to introduce a phase of preliminary instruction prior to actually taking the student into the air. The old method of placing the student in the ship, giving him an assortment of instructions regarding nomenclature, use of controls, hand signals, "do's" and "don'ts," etc., often merely confused the student. As a result the first flight period was a total loss as the student was too often merely bewildered by a mass of undigested detail. This preliminary instruction affords the instructor an excellent opportunity to size up his student and learn something of his mental processes, reactions, general alertness, and aptitude, impressions which will be of great assistance in making the first flight more valuable both to the student and the instructor with regard to their future relations. The first item in this preliminary work should be the checking of the student's flying equipment. If instruction is to be given in an open airplane, this should include the fit and comfort of goggles, helmet, and flying suit. Particular care should be taken that the goggles do not pinch or irritate the nose and that the lenses are of the proper quality. The helmet should be comfortable and the ear pieces of the speaking tube adjusted to fit the student's ears, and the tube tested for proper operation. If the helmet is too tight, headaches will result, and if too loose, the rush of air around the sides will not only be very annoying but also make the speaking tube almost worthless. The student's log book should be explained to him and the importance of keeping it neatly and accurately emphasized. While all this is being done, the instructor should be leading the conversation with questions designed to bring out the student's mental state and his reactions in general. It is possible for the instructor to learn much of the student's background that will assist him in drawing comparisons that will be familiar ground to the student when difficult points are encountered later. At the same time, the instructor can be forwarned of difficulties that he may encounter with the individual and plan his instruction accordingly. Most students have preconceived ideas relative to flying and of the hazards incident thereto. The source of these erroneous ideas is of little consequence, but the results of them quite frequently are very important. They may be the motivating impulses that guide the student throughout his training or the unwitting basis of fears, fixations, or inhibitions that will all but nullify the instructor's attempts to make his ideas clear or, even if made clear, prevent the student from completely accepting them. The instructor should cover the field of erroneous ideas thoroughly during this phase. They should be discussed in the manner of ex- 14
