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26    U.S. Civil Aeronautics Authority

countless details that were not brought directly to his attention. With this increased and more reasonable background of experience, he is in a much more favorable position to adjust himself easily and logically to the added problems presented during take-offs and landings. As a result he will require a minimum of instruction and practice on them, much less, in fact, than he would have required to attain the same degree of proficiency had he been started on them sooner. For the given period of dual, he has actually learned much more than if too many responsibilities had been piled on him at the start, or if their sequence had not been in logical order.

Therefore, much emphasis should be placed on allowing the student to gain experience and in perfecting his technique in air work before starting his regular instruction and practice on take-offs and landings. If such instruction and practice are deferred to the last of the dual phase, two or three hours will usually suffice to perfect the student's technique in them, thus allowing much more of the initial dual phase to be devoted to the perfection of better technique in more maneuvers and the gaining of broader experience. This is in accord with the objective of assisting the student to obtain the maximum of knowledge, technique, and experience in a minimum amount of time. Further, it makes him a safer pilot when he reaches the solo stage.

The amount of flying time accumulated prior to solo is of small importance: his knowledge of maneuvers and ability to execute them before he solos are of the greatest importance. 

No student should be allowed to solo until his instructor feels sure that he is able to take care of himself and his equipment should any emergency arise on his solo flight around the field. The student should know what to do in case of motor failure at any time during this flight, and have enough self-confidence and ability to do what is necessary, and do it without approaching any dangerous attitude of condition of flight. Preparation for emergencies which might occur on flights away from the field will come later.

The maneuvers described in this bulletin are divided into three classes. This arrangement was adopted for convenience to bring out the purpose for which they are given and the result of their mastery to the student's technique. These three classes are "elementary," "intermediate and accuracy," and "advanced and acrobatic."

The elementary maneuvers are those to be given the student before solo. Immediately after solo, however, considerable solo and check time should be devoted to perfection of each of them, stressing the attainment of absolute accuracy in the four fundamentals. The "intermediate and accuracy" maneuvers are designed for this purpose as well as developing and perfecting judgment. It will soon be noted that all the fundamentals are not perfected at the same time. As soon as one is mastered to a reasonable degree, an intermediate maneuver which would logically follow as an extension of the principles of that fundamental should be added to the student's list and absolute perfection in the fundamental attained through the series of advances and retreats previously described. In this way, constant practice of the same old maneuvers will not prove irksome to the student, as a definite reason for their practice will be apparent, while at the same time the student always has something new to anticipate, and a goal towards which to work.