Viewing page 27 of 206

This transcription has been completed. Contact us with corrections.

23     FLIGHT INSTRUCTOR'S MANUAL

to him, as only by this means can he learn to orient himself in different attitudes of the aircraft and accurately perceive the control action necessary by consideration of himself as the axis of movement, as previously explained. 

When he has been given all the controls, and is using them in combination, he should be encouraged to ascertain which control is having the major effect on the attitude of the ship and the various relationships of the others.  This will assist in developing his analysis of control action, so necessary in advanced maneuvers.  The proper development of this faculty will save much time later in relieving the necessity for constant return to, and practice of, one or more of the four fundamentals.  While the instructor is flying the ship, he should allow the student to follow through lightly on the controls.  This aids the student in establishing a sense of "control location," and it will also help him to overcome any impression that continuous and violent control movement is necessary.

Acrobatics, except for stalls and spins just prior to solo, should never be done with a student until he is well advanced.  The old practice of taking a student up and "wringing him out" on his first flight has terminated the desire to fly in many a promising student or left an inhibition regarding flying that can never be eliminated.

Immediately after each instruction flight the various phases of the flight should be discussed and all misunderstandings thoroughly gone over and eliminated.  The scope of the next lesson should be outlined in an attractive manner so as to stimulate the student's eagerness to progress as well as to convince him that he has already made progress, an assurance that is sorely needed at times by every student.