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100     U.S. CIVIL AERONAUTICS AUTHORITY

and the airplane allowed to pick up excess speed before it is eased into a normal climb. This will give an additional margin of safety until sufficient altitude is attained from which the ship can be safely maneuvered in case of engine failure. (See fig. 9.)
It may be well for the instructor to break this procedure into steps for the first few take-offs, particularly if the student is experiencing difficulties. By doing this, a better basis for error analysis and explanations will be obtained, and the process can be smoothed out and coordinated later. In such cases, these steps should be:
  1. Open the throttle just enough to start rolling.
  2. Fully open the throttle.
  3. Give full attention to the maintenance of a straight course with the rudder.
  4. Ease the stick forward until resistance is felt, and raise the tail as explained.
  5. When the proper attitude has been assumed, relax on the stick.
  6. Exert tentative, light, back pressure to sense controllability.
  7. Immediately on leaving ground level off slightly, pick up speed.
The take-off is probably the easiest of all maneuvers to teach, if the student gets the proper start. Proficiency should develop rapidly if the student has had considerable practice in taxiing.
Some instructors have taught students to "walk" or "fan the rudder" constantly during the take-off, in a mechanical effort to keep the ship straight. While this method often works, its use is a makeshift which destroys the efficiency of the airplane (enough that it has been known to slow down a very underpowered airplane to the point where the take-off could not be accomplished), and it also delays the progress of the student, particularly in sensing the action of the ship and in developing "control feel." This habit is likely to be carried over into straight and level flight, turns, particularly steep turns, and stalls. Once formed, it will have to be contended with throughout the student's training.
Other than tension and apprehension, most of the difficulties encountered are likely to be the results of opening the throttle too rapidly, particularly in airplanes of higher horsepower, and the attempt to raise the tail of the airplane at the same time. By the attempt to combine too many things at once, all suffer. As proficiency and experience are gained, the student may more nearly combine these two operations, but it will never do them simultaneously, since such a practice leads to other faults such as abrupt use of the throttle and overcontrol of the elevators.
When he nears the solo stage, it should be explained to the student that the take-off will be much quicker and easier and the climb much more rapid when the instructor is out of the ship, due to the decreased load. Many students have remarked that this was the outstanding feature of their solo flight, as the suddenness with which the airplane seemed to leap into the air was startling. This, in many cases, has caused tension that remained until the landing was over. Frequently the existence of this tension and the uncertainty as to just what was going to happen (since the take-off seemed so abnormal) have been the cause of a poor landing.
As the student progresses to solo and the more advanced maneuvers, most instructors fail to pay enough attention to the take-off habits