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109
FLIGHT INSTRUCTOR'S MANUAL

12. Never push the stick forward to correct an error. Either ease the pressure or use the throttle.
13. If a bad landing or bounce is made, react quickly, but without spontaneity. Spontaneity of action without judgement may make a bad matter worse.
14. When in doubt open the throttle and go around again.
15. Do not "choke the stick."
16. After landing keep the stick as far back as possible, as firmly as possible, until the ship stops rolling.
17. A landing is never complete until the ship stops.
18. Always land for a definite spot, only by this method can the judgement of glide be developed.

When it is found necessary to return to air work because technique has deteriorated or because the landings were started too early, merely review the power turns and glides and spend the major portion of the time on the "eights along a road" and the "rectangular courses." This latter, particularly in the extension requiring climbs, glides, gliding and climbing turns, more nearly simulates the conditions to be met in making a circuit of the airport. It combines most of the maneuvers on which practice will be necessary and at the same time develops planning and the ability to divide the attention.

If the student has a tendency to land with a wing low, it may be because the stick is not being pulled straight back. This may be due to leaning or peering out of one side of the airplane continuously. If it is consistently the left wing, it may be because of too much use of the wrist and not enough of the forearm, and if the right wing, it will probably be because of too little wrist and too much forearm. It may be well to have the student sit normally in the airplane while on the ground and practice pulling the stick straight back while watching the ailerons. If aileron movement is detected, this should be practices until the stick can be brought straight back without such movement. This exercise will relegate the proper action to the subconscious and allow the attention to be directed to speed, altitude, and other factors of the actual landing process.

It will be found in many cases that the art of landing will come to the student, seemingly all at once, after several periods during which no apparent progress was made. Such a student may all of a sudden start making good landings and have no further difficulties. Others will be subject to "slumps" due to over concentration. Both cases require understanding and encouragement from the instructor. Too much or too intensive effort and too much or improper criticism will only prolong the undesirable condition.

FORCED LANDINGS

Although only the most elementary types of simulated forced landing should be given before solo, all types will be discussed here. The more difficult types should be started immediately after solo and at least one or more simulated forced landings should be given during each dual flight thereafter. These should be made increasingly difficult as the student advances in technique and judgement, until it is impossible to catch him unprepared.