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120

U.S. CIVIL AERONAUTICS AUTHORITY

long as he maintains his technique, further experience will sharpen his judgment and result in ever-increasing capability. 
  He must also realize that as long as he flied he will learn. When he has learned it all, the end is not far away. 
  No competent instructor will have any doubt as to when the student is ready top solo. Such a student will have repeatedly demonstrated his proficiency to a reasonable degree in all the fundamental maneuvers and have proved himself capable of handling the ordinary problems and emergencies that may occur during the circuit of the field and during landings, particularly his ability to salvage a poor landing and to recognize a bad one and go around again without being perturbed. 
  Ordinarily, it is considered good practice to have the student make three landings when he is being soloed. This is primarily to build the student's confidence in his own ability and to show him that the first one was no accident and that the instructor has full confidence in his ability. This is done, even when when the first landing is poor. Often the first landing is poor due to tension. When tension is exhibited, the mere fact that the instructor seems to think nothing of it is sufficient to break it and the second and third landings usually will be good. 
  This, of course, is based on the assumption that the student is really ready to solo. 
  When the last landing is made, the period should be ended and, during the ensuing discussion, the work of the future described and discussed. If this is properly done the student will be even more eager for the next period and his entrance on the new phase. 
The next period should be devoted to the introduction of some new maneuver, and subsequent periods devoted partially to the new maneuvers and to reviews of all the foregoing work. During check flights after solo, the student should do all the flying, including all landings and take-offs, except when it is necessary for the instructor to demonstrate new principles or show him his faults. The instructor must be particularly careful not to "ride the controls." Wherever possible, corrections should be made by signals and verbal communication. This will further build the student's sense of responsibility for the aircraft and its performance. 
  New maneuvers should be added as rapidly as progress will permit, and the student's solo periods planned for him. They should include specific practice on the older maneuvers as well as the new. During the first portions of each dual period following solo work, he should be checked for his progress and improvement in them, as well as in the new ones. 
  Never allow a student to waste time in long, straight flights, either during dual or solo periods. During the flights to and from practice areas have him practice precision 90o turns of various degrees of bank. That is, have him make his first 45o to the course to or from the practice areas, and all subsequent turns 90o. This will cause   the airplane to follow the desired course, and will require only a little more time to traverse the distance. During the entire training period it will give a total of several additional hours of actual turning practice that will result in perfect control touch, control analysis, and coordination. During this turning practice the ship should be