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108     U.S. CIVIL AERONAUTICS AUTHORITY

The addition of these extensions should not be too rapid nor too much expected, or confusion and deteriorated technique will result.
Before solo the student should have explained to him and should begin to know how to judge about where, along his lane, he may reasonably expect to land. Absolute accuracy, of course, will be impossible, but he should show at least a tendency to realize that altitude and distance have a definite relationship during the landing and show some ability to correlate the two. This feature will be further brought out in elementary "simulated forced landings."
It is well to remember, as previously explained under "gliding turns," that in a gliding turn the rudder action seems much more positive. This will usually result in too early a recovery from the turn and a tendency to land slightly cross wind. In such cases, the student will invariably do one of two things, either land while drifting or - if he notes the drift - try to pull the ship around with the rudder and land in a skid. Both errors have the same result, and it is very often difficult to determine just which fault is present. In either case, the landing will be poor not only because of the drift or skid, but because the student's attention is on other things besides the mechanics of landing. Understanding of these factors by the student may often help him to judge his own errors more accurately than the instructor and correct them.
Landings require much time and patience as well as painstaking analysis on the part of the instructor. If the student shows no progress at first he is very easily discouraged and a severe mental handicap may develop. This is particularly true in the case of those who have been prone to place undue importance on the position landings occupy in the curriculum. If the instructor becomes sarcastic or loses his temper, the student's morale will be lowered even more and the situation will be severely aggravated. Painstaking error analysis and thorough explanations given with a friendly, helpful attitude will accomplish much better results.
After the initial practice on landings, the following rules should be impressed on the student and fixed habits formed for their constant and continuous observance.
  1. Be relaxed but alert at all times.
  2. Keep one hand on the throttle at all times.
  3. Keep airplane accurately headed into the wind.
  4. Maintain a normal glide at all times. Altitude cannot be dissipated by diving nor can a glide be stretched.
  5. Do not look out of one side of the airplane continuously. Be conscious of everything taking place, and of all objects in the field of vision. Use them in judging altitude, attitude, and speed.
  6. Do not stare at the nose.
  7. Do not look straight down and try to judge either altitude or speed.
  8. Be on the lookout for other aircraft, obstructions, and field hazards.
  9. Keep the wings level and the flight path straight.
  10. Make the leveling off and landing one smooth, continuous process, bringing the stick straight back.
  11. Get the tail down just before the wheels touch.