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                                FLIGHT INSTRUCTOR'S MANUAL                             63

 After he is able to do this he should then be taught maximum climbs. A maximum climb is a climb made at the angle and speed at full power which will give the greatest gain in altitude in feet per minute.
 In the practice of maximum climbs the student should be taught the results of trying to obtain more performance than his airplane is capable of, which will result in decrease in the rate of gain and mush-ing. He should then be taught to coordinate the use of the throttle to the degree of climb desired.
 The importance of practice on straight climbs rests in the teaching of the student to recognize maximum performance and the results of attempts to exceed it. There is a maximum performance for any given power expenditure.
 Entirely too many students never learn the maximum climbing per-formance of an aircraft for any power output. For example, they will sit with their ship's nose up in the air climbing at a rate of a hundred feet per minute or less with full throttle, when by dropping the nose to the proper angle they could easily obtain a rate of several hundred feet per minute.
 The practice of climbs is the student's introduction to maximum performance maneuvers. If accompanied by proper instruction it will develop a sense of coordination of speed, power and attitude that will prove invaluable, not only in advanced maneuvers, but in sens-ing the action of the aircraft and the loss or gain of speed under all conditions of flight.
 When some proficiency is gained and the student is able to sense the various relationships of varying power, speed and angle of climb, he should perfect his coordination of the three throughout the range of performance of the aircraft until he can smoothly and easily as-sume any degree of climb desired. He should not be advanced to climbing turns until he has achieved this perfection.

                                    THE CLIMBING TURN

 By the time the student has received instruction in straight and level flight, medium turns, confidence maneuvers and taxiing, he will begin to have some idea of control touch, coordination and muscular sensitivity. These things will have been stressed, but due to his limited background during these elementary phases, they are not as fixed or perfected as is to be desire. Therefore, it is essential, before landing instruction is started that he be given some maneuver that will emphasize these factors. Both climbing turns and gliding turns will do this. However, because it is a maneuver with power, the climb-ing turn should be considered first. As a result the control touch will be more recognizable and within the developing sensitivity of the student. In addition the fact that the airplane is going up, away from the ground, has a psychological effect and lessens the chances for tension.
 During the instruction in climbing turns a constant rate of climb, a constant rate of turn and a constant angle of bank must be stressed. The coordination of all controls by the shading of pressures on them is likewise a primary factor to be stressed and developed.
 The initial instruction should be with fairly shallow banks and a gentle angle of climb, so that the entire action of the maneuver is