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FLIGHT INSTRUCTOR'S MANUAL     21

The first instruction flight is one of the most important in the student's flying training, second only to his first solo flight.  When the controls and full responsibility for the performance of the airplane are given it either creates and active desire to fly or a strong distaste for it.  In the first case he will be urged onward by ambition as well as desire, while in the second he may only continue as a matter of pride or saving face.  His success and flying future depend greatly on which of these motives controls his training.

Therefore, the first flight should be considered in its full importance and all conditions made favorable to the promotion of the intense desire to fly.  There are many outside factors that bear on the success of this effort : First is the comfort of the student during this flight ; second is his feeling of security ; and third, his feeling that he is making progress even in such a short period.

The airplane also bears some influence during this flight and subsequent early flights.  The rigging should be normal so that the aircraft will balance and fly straight and level with hands off at cruising R. P. M.  Even an experienced pilot finds it annoying to fly an airplane that is not properly rigged, but he can at least differentiate between the rigging faults of the ship and pilot errors.  The student, who has no basis for knowing what to expect from an airplane, considers everything that happens the result of some personal error or lack of stability or controllability of airplanes in general and either assumption is a poor introduction to flying.

It must be remembered that aircraft used for dual instruction are subject to much hard usage and often even abuse.  Such aircraft must consequently be frequently checked for balance and other features that may be the result of such treatment.

The student should not be allowed to assume control of the aircraft until an altitude has been reached that the instructor considers will leave a large margin of safety for any contingency that may arise while the student is experimenting with the controls.  Thus the instructor will not be forced to act hastily or constantly interrupt the student's efforts to insure safety.  This not only builds confidence in the student, but affords a great measure of peace of mind to the instructor himself.

Rough air is a decided handicap in this respect and if at all possible, the first period should be made under ideal weather conditions.  If this is not possible, the causes of the rough air should be thoroughly explained so that no erroneous ideas are obtained.  However, this is oftentimes impossible of achievement by explanation alone and is not a recommended practice.

It must be emphasized that during the early portion of his training a student concentrates so intensely that fatigue is rapidly induced.  Fatigue causes lapse of attention, repetition of errors, and uncomprehension of instruction that would be inexcusable under any other circumstances.  The instructor should be alert for any signs of fatigue, and intersperse frequent rest periods which may be used to good advantage in orienting the student and pointing out landmarks for future use.

The student should be brought down enthusiastic and exhilarated rather than worn out and dull.  Each student has his definite capacity for the absorption of instruction and when this capacity is