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96     U.S CIVIL AERONAUTICS AUTHORITY

   The banks used should not exceed the steeper portions of the medium bank.
   The flight path should not be over the edge of the field, but around the outside, just far enough away that the boundaries may be easily followed by looking out the side of the ship. 
  If an attempt is made to fly over the edge of the field, the turns will have to be too steep or the flight will result in a more or less circular course, which would defeat the purpose of the exercise. If the turns are not to be made too steep in such a case, the student will have to guess where to start the turn and recovery, which would also defeat the purpose, and, in addition, lead to over controlling when smoothness and coordination should be developing. The closer the path of the airplane is, in a horizontal plane, to the edges of the field, the steeper the turns necessary, and this factor should be considered in taking up the position relative to the field boundaries. 
   When the proper position has been determined, fly parallel to one side until the corner is approached. The turn should then be started at the proper time to make the maximum degree of bank come at the exact corner of the field, and recovery started so that a course parallel to the next side of the field is assumed upon recovery without adjustment. This process is repeated at each corner and this procedure continued around the field for several trips. The direction of the flight and turns should then be reversed for several trips around the field. 
   When the student has attained fair judgement, accuracy, and timing, the exercises may have the following extensions added: 
  1. Require the student to make a set number of circuits in one direction and then reverse his direction and make a different number of circuits in the other. The required numbers must be given the student prior to the start, it being his responsibility to keep count and quit when the required number of circuits has been completed.
  2. Climb to a higher altitude and have the student, after making the first turn, execute a glide for half the distance to the next corner, then assume a climb to the corner, making a climbing turn around it. Fly level to the next corner, and just before reaching it assume a glide and make a gliding turn around it. Continue the circuit of the field, alternating the climbs, glides, climbing turns, and gliding turns.  
   This will give the student practice in maneuvers similar to those required after take-offs and during landing practice, and the value of this extension is obvious. Accuracy of judgment of the entry and recovery points as well as in technique should, of course, be maintained. 
   The more common errors will include the usual turning errors, poor coordination, tension, gain or loss of altitude, poor timing and judgment of the entry and recovery points, loss and course when necessary to reverse it for circuits of the field in the opposite direction, failure to allow for drift, "crabbing" by use of the rudder only, loss of count of the number of circuits of the field, and poor planning in general. 
   Practice should be devoted to this exercise until fair proficiency is shown in all phases, technique is being maintained, and any traces of tension and confusion are eliminated. 
  Take-offs may have been started prior to this point, but landings should not be until the student's proficiency in this exercise is satisfactory.