Primary Training - On Instruction
Technical Manual (TM) 1-210 gives a very interesting outline of how the military wanted to see its flight training conducted. Besides giving the outline of a rather tight curriculum it explains about the expected behavior of the instructor, his relations to his students and his general conduct. In this way it gives a very interesting background to the many biographic narrations available form the students point of view. The version presented here dates form January 1942, shortly after the US entry into the war and before the many changes to the Air Corps training system - including the use of civilian flight schools - took effect.
Section I: GENERAL
I. Purpose.--a. The purpose of this manual is to set forth the procedure to be followed in order to standardize flight instruction of military students at elementary flying schools.
B. To provide the flying instructor and supervisory personnel with information which will enable them to train military students as safe military pilots, equipped with a maximum of knowledge in a minimum of time.
C. To aid the flying instructor in the development of his instructing ability.
2. Scope.--a. The scope of this manual with reference to time covers the period of flying training of military students from the date of their arrival at an elementary flying school until their elimination from further training or transfer to a basic flying school for further instruction.
b. The scope with reference to material covers--
(1) The description and methods of teaching of all maneuvers in which a military student at an elementary flying school should become proficient prior to graduation
(2) The duties, responsibilities, and desirable attributes of flying instructors and the supervisory personnel with special emphasis on the flying instructors.
Section II - FLYING INSTRUCTOR
Analysis and synthesis.--The duties of a flying instructor are such that not only must he possess a theoretical knowledge of the art of flying, but be must be able to give a practical demonstration of this knowledge. Not only must his personal flying technique be flawless but he must know the why and the wherefore of the things that he does. In this respect proficiency as an instructor requires qualities of analysis and synthesis, that is, the ability to divide the whole into its parts and then rebuild the whole from its parts.
b. Personality-The instructor should have the type of personality which makes its presence felt and is not offensive to others. He should keep his temper and retain his poise at all times. He should learn when to praise and when to censure. He should be able to adjust his personality to the type of personality with which he is dealing, develop its strength, and exercise tact and understanding in the treatment of the students assigned.
c. Interest-The interest and enthusiasm of the student tend to keep the interest of the instructor at a high peak. The instructor must consider that his own interest helps maintain a high morale in his organization. The absence of interest makes all work routine. An instructor who has lost enthusiasm for his assignment is a decided detriment as his attitude may be reflected in his handling of students and he also may tend to breed discontent among his associates. As soon as he feels that he has been instructing too long he should consult with his training squadron commander and frankly discuss the matter with the view of relief or transfer to other duties. There should be no reticence in this respect, as frequently an open discussion will be as beneficial as a change in duties. Such matters are considered when a rearrangement of personnel is necessary.
d. Relation of student performance to instructor's ability-To develop the senses so that they may apply to flying requires time, patience, and thought on the part of the instructor. It has often been said that a good student will learn to fly no matter how poor the instruction. However, the student's performance is the reflection of the instructor's technique. Poor instruction may so submerge excellent aptitude that its presence may only be surmised, and any development must be made by others or through the tedious school of experience. While poor instruction may not prevent the apt student from graduating, it will retard the expression of aptitude and may have a lasting effect upon his career.
e. Importance of good instruction-For this reason the importance of proper flying instruction cannot be overemphasized. Systems may be devised until they are apparently foolproof; curricula may be arranged and the course made to appear perfect on paper but unless the individual instructor is competent and interested in his assignment the organization will not function properly.
f. Good flying habits.-The object of flying instruction is to inculcate good flying habits in the student. To acquire a habit infers inclination and practice. Good flying habits are acquired by heeding the good example set by the instructor, repetition by the student, and an inclination on his part to fly and to comply with verbal and written instructions. The absence of any of these essentials may delay or definitely prevent the development of aptitude for flying.
g. Expedition of elimination-Efficient instruction will expedite the removal from training of those who are unfit and speed the progress of those who have aptitude. Care and discrimination on the part of the instructors and administrative officers insure that those who are unable to meet the school standards are quickly detected.
h. Instruction cannot be uniform-At the beginning of the student's flying training the methods used by the instructor must be general. As the instructor increases his knowledge of the student's peculiarities, he should change his methods to fit the individual. Where one student can readily absorb a mass of details, another is confused by details. Where one can build a mental picture from a verbal description, another must have an actual demonstration in order to understand what is desired. Where one is analytical and keenly aware of his surroundings, another is so intent and concerned with the matter at hand that he fails to be impressed by outside conditions. Where one can divide his attention, another is not so fortunate. The instructor must ascertain the individual characteristics of the student as soon as possible, as they have a direct bearing in determining the student's degree of aptitude. Some of these characteristics may be determined by observation and comparison with similar types. As a whole, they may only be determined by trial and error and the instructor should keep probing until he finds the method which obtains the best results and then instruct in the manner indicated. Since the student is making at least two adjustments--adjustment to flying conditions and to the instructor the instructor should adjust himself to the student. He should encourage favorable traits and attempt to subdue unfavorable ones. Due to their youth and lack of experience, most students are in a plastic state and because of their high regard for the instructor, he may mold them along almost any line he desires. For this reason the instructor should have a proper conception of his duties and a normal view on flying and life in general.
4. Student characteristics.--a. Ideal method of determining flying ability-It has long been the goal of those interested in military flying training to devise some method of determining flying ability without going through the trial and error method of actual training and "weeding out" the misfits. Such a method if ever discovered would be of great value to military flying schools. However, the problem is apparently impossible to solve as it deals with the human equation whose factors may be reduced to probabilities but not to certainties.
b. New environment. --Flying does not require new senses but places greater demands upon present ones as they are used in an environment which is strange and, at present, in which there is an element of danger. This element of danger and the accompanying feeling of insecurity frequently result in poor or faulty perception with consequent failure to react properly.
c. Various characteristics.--(1) Apt students. --The normal student presents few difficulties as his aptness is usually an Indication of a balanced temperament; he is readily amenable to instruction, understands criticism, and reasons logically. It is, normally, a source of pleasure to work with him and there is a feeling of pride in his progress. This condition promotes mutual understanding and respect and there is no strain in the student-instructor relationship.
(2) Inapt students. - - (a) General. - -The inapt student requires diplomacy, the utmost tact and extreme care on the part of the instructor. With this type of student the instructor must keep his wits about him and refrain from inadvertent remarks which could be used by the former as possible alibis for his lack of progress. As the student increases his time in the air but shows no improvement and gives every indication of being a failure, he will look around for the source of his difficulties. Unfortunately he seldom places the blame upon himself, where it belongs, but will blame the instructor, the system, or anything entirely foreign to the real cause. This attitude is natural, due to his intense desire to learn to fly, and is expressed as "saving face". His own inaptitude makes him suspicious of everyone around him (extreme cases), and he will attempt to construe remarks to his personal advantage as an alibi to account for his failure. Brooding over his troubles the student becomes more convinced that he is right and the world is wrong, so that when presenting his case to higher authority he does it in such a convincing manner and with such frequent distortion of facts that credence may be given to his most preposterous statements. He seldom prevents elimination, as his removal from training is not based upon technicalities, but he will frequently delay it and embarrass the flying department. He departs from the station with the feeling that full consideration has not been given in his case and often uses political influence in an attempt to bring discredit on the school. Too often elaborate attempts to convince the student that he should not be flying only serve to convince him that he is being discriminated against.
(b) Statements by instructor. --When convinced that the student does not possess the required aptitude for flying, the instructor will confine himself to a bare statement of the facts which indicate such lack and conclude with a general statement that either he cannot teach the student to fly or that the student cannot learn. He will then direct him to report to the training squadron commander.
(c) Student abilities--The average age group of the students undergoing training is such that the majority of them have had little experience and have been successful in most of the major enterprises they have attempted. Consequently their failure in flying becomes more personal and must be excused by them in order to retain their self-respect, and the limits to which they may go depend upon their individual type of personality. In general, the more a student alibis, the more indifferent he appears and the more careless he may be in his remarks, the more careful the instructor must be in his general and specific handling of him.
(d) Disgruntled students.--Fortunately only a small proportion of the students recommended for elimination feel that they have been treated unjustly. However, these few can be such a source of annoyance and so extreme in their assertions that policy demands that all be treated alike and considered as potential trouble makers until proved otherwise. The disgruntled students in themselves are somewhat of a problem, but the effect of their dissatisfaction upon the rest of the class is something that cannot be given a tangible weight.
(3) Barely satisfactory students.--In between the apt and the inapt students there is a type that is slow to develop but nevertheless is well worth the effort expended. It is with these students that the experience, knowledge, and personality of the instructor are shown to the best advantage as they are usually the high-strung, slow, phlegmatic, plodding individuals. Their progress being either erratic or slow, it is a severe strain upon the patience of the instructor and requires tenacity of purpose from both. This group either makes or breaks the instructor and during their instruction he learns more about his art than with the apt student. When the knowledge so obtained is applied to the apt student, the results are so gratifying that they more than outweigh the difficulties encountered when gaining it.
d. Student-instructor relationship.--The student shares so many experiences with his instructor and receives so much advice from him in matters pertaining to flying that he feels less constraint in confiding to him than to his organization commander. This places the instructor in the position of being a sort of "family physician" or "father confessor" to his class. They will tend to bring him their griefs and ask for advice on very personal matters. He must be alert for signs of depression, worry, and the many intangible things which adversely affect their progress. It is impossible to prevent personalities from affecting his attitude, yet he must attempt to avoid being influenced by them. His zeal to "put them through" must be tempered by the realization that this same factor may be responsible for their deaths. His duties frequently become complicated and he must develop a sense of humor or he is "lost".
5. Ease and relaxation.--a. Ease of mind and body. Flying requires an alert mind and a relaxed body. It requires freedom from worries, fears, doubts, and the many apprehensions which affect thought, perception, and physical action. This condition is considered "ease" in the air although it is totally different from any other conception of ease.
b. Acquired with experience-The normal environmental apprehensions incident to flying training are known and respond to training and practice. In the average cases ease in the air should improve with experience but if improvement does not occur, it must be inferred that the factors causing apprehension are inherent, peculiar to the individual, and exist to such a degree that it is impossible to overcome them. Obviously this type of student has no future as a military pilot.
c. Value.--The instructor must realize that if he is able to obtain or cultivate ease in the student, both on the ground and in the air, the student will demonstrate the best that he is capable of doing. Under this condition it is possible to give a proper value to deficiencies of judgement, coordination, and other qualities necessary for success. Anything which promotes uneasiness or distracts attention, such as the actions or attitude of the instructor, will tend to cause poor performance. Apprehensiveness may be caused by many things, but through observation and experience the factors which cause it may be discovered, isolated and action taken accordingly. If curable, progress will be resumed but if incurable there is nothing to do except recommend elimination.
6. Basic fundamentals of flying technique-a. There are four basic fundamentals to flying technique: straight and level, climb, glide, and turn. All flying technique consists of the use of one, or combinations of several, of these basic fundamentals. The three important ones are the turn, the climb, and the glide. If the student is able to do these three well and his proficiency is not of the drilled type but the expression of normal aptitude plus practice, his ability to perform maneuvers consisting of their combinations is merely a matter of obtaining a visual conception of the maneuver.
b. All maneuvers are combinations of the four.
(1) Intermediate maneuvers-All training maneuvers such as chandelles, lazy eights, pylon eights, etc. are intended primarily to improve and provide a check on the ability of the student to perform the three mentioned fundamentals. For example, a student with approximately 15 hours flying instruction is able to perform his normal missions of landings, take-offs, and general flying in a fairly satisfactory manner. The question arises as to whether this apparent proficiency is based upon natural ability. Will this apparently good coordination, etc., stand up under the stress of active military flying? What is the test? Combine several of the things that he is doing at present into a maneuver such that he is working in an oblique plane instead of the normal horizontal plane, (the chandelle) . Have him work in an oblique plane but necessitate speeding up the use of the controls and compel him to plan and anticipate farther ahead (the lazy eight). Have him divert the major portion of his attention from the handling of the airplane and concentrate upon "outside conditions" meanwhile solving a problem involving speed and altitude (pylon eights ). If he can pass these tests and others so devised, then it must be assumed that he is thoroughly grounded in the basic fundamentals--climb, glide, and turn--and can apply them where necessary.
(2) Causes of poor performance.--Discounting the difficulty of forming a mental picture of the various maneuvers previously mentioned, most of the student's troubles are due to lack of sufficient training in the four fundamentals or a lack of natural aptitude which the maneuvers lay bare. For example, a student has had sufficient practice to attain some degree of proficiency in steep turns, chandelles, lazy eights, and pylon eights. On a progress flight, judging by the manner in which he flies straight and level, the check pilot knows about how well he will perform normal turns; if the student will try a few steep turns it will be known about how well he will perform chandelles and where he will have his difficulties. From the result of steep turns and chandelles he will know how to perform lazy eights. Allowing for the personal factor and the probable effect of working at a low altitude, he will be able to anticipate the student's difficulties in pylon eights. Why? Because experience has taught him the value of looking for difficulties in the performance of the four fundamentals. To correct he will not waste time attempting to teach or improve chandelles but go back to correcting the fundamental faults which were apparent in turns. If these are correctable he knows that performance of the dependent maneuvers is only a question of additional practice and a clearer conception of what is required. If not correctable, he knows that the student's ability is limited; that he has had his limited aptitude spread out too thinly; that in attempting the impossible for him he has lost the drilled proficiency in turns which had warranted continuing his training; and that it is just. a question of time before it will be necessary to recommend elimination.
(3) Importance of fundamentals.--Unfortunately, few instructors recognize, or if they do, fail to give proper weight to the importance of the four fundamentals or lose track of this fact. They will work and work on the maneuver, not considering that the maneuver is the expression of the turn, glide, or climb, and that maneuver difficulties are traceable to the latter.
(4) Basis of training.--New maneuvers are built on old. The course of instruction is so arranged that each maneuver embodies the application of the principles involved in, or the practice obtained from-, the performance of those previously, undertaken. Through this means each new subject introduced broadens the student's understanding or stresses a fundamental weakness in his performance or conception of' the ones previously attempted. For example, a student, when practicing turns, consistently skids in left turns and slips in right turns. The error may be traced to the habit of incorrectly flying straight and level. Then the fault is not in his understanding of the mechanics of turning but in his manner of performance in flying straight and level. The cure would not be to continue additional instruction in turns but to correct the error in flying straight and level and showing him how one error caused the other. The chandelle is another typical example. The student's difficulties may be traceable to his failure to see the connection between this maneuver and climbing turns and steep turns in which he had considerable practice. This fault could be classified as due to a misconception of the principles and the components of the maneuver. The cure would consist of showing him the relationship. Difficulties encountered in chandelles are more frequently due to poor performance or understanding of steep turns and climbing turns--errors which this maneuver greatly exaggerates. The cure would be to return to practice and instruction relative to the components and definitely point out to him where component errors prevented proficiency in the maneuver.
7. Continuity of instruction.--a. Trained action should be substituted for early natural reactions. On the first and subsequent solo flights the student should indicate that the stress and anxiety of solo has not broken down his trained actions; that personal qualities of tenseness, apprehensiveness, etc., which were apparently subdued have not again come to the fore.
b. After graduating from the solo stage, the student has sufficient confidence and background to begin finding out things for himself. From then on, he should be able to build up his own flying through the help of demonstrations, verbal instructions and corrections in the air, plus explanations given prior to flight. The instructor should not cease to instruct but should gradually begin the "weaning process" and build the initiative and self-confidence so necessary for success in flying.
C. Strong qualities must offset weaknesses. In order to advance a student who has a definite weakness in his flying, the rest of his work must be strong enough to compensate for this weakness, that is, if his technique is weak then his judgement should be very sound; if his judgement is weak then his technique should be very good, but in this case he should be closely observed during his work on the next phase. In other words, if he is weak in some respects, he should have other strong qualities which offset his weaknesses
8. Critiques.--a. When held-Critiques must be held at the end of each flight or prior to the end of the flying period. Explanations and criticisms should be such as to leave no doubt or misunderstanding in the mind of the student.
(1) Early group talks.--During the first week of training, it is best to set a time and place to meet the class, or portion of it, depending on whether the class is broken into two periods, and discuss the events occurring during the day's flights. Ascertain what each student learned or his impressions gained during these flights. Correct any erroneous ideas.Give the proper instructions and corrections for each individual student. State the procedure and give the necessary instructions and explanations for any new work being undertaken on the next flight.
(2) Later individual discussions-Group meetings, with individual critiques and discussions of errors common to all, are excellent as long as relative progress is about the same. However, this ideal situation seldom lasts and hence requires private critiques of individual students and open discussion on common faults.
b. Constant repetition.--(1) Review.--Before the beginning of the next day's training, plan to meet the class, review previous explanations relative to new work, and quickly review corrections necessary for each individual student.
(2) Correct habits.--Faults may become habits. After solo flights commence, it may require an adjustment in the timing of critiques. For example, if a solo flight is to follow a dual one, it is best to emphasize the points that are desired to be stressed during solo. It is always an excellent idea to conclude these remarks with a general statement to the effect that the student should attempt to learn something for himself. Even though the student may be given several consecutive solo flights without dual, it is best to meet the student and find out where he is having trouble and give any explanations which may help him to correct himself or otherwise his faults become fixed or partially habit formed.
c. Emphasis.--Very frequently an air of casualness during critiques will make a more lasting impression than too emphatic remarks. However, the success of this depends upon the temperament of' the student and is another point which the instructor may learn only through trial and error.
9. Air correction-a. Control riding.--(I) Dangers-The instructor must not "ride" the controls when presumably the student is responsible for the performance of the airplane, This bad habit tends to-
(a) Delay the student's appreciation of his own faults.
(b) Delay his appreciation of the control effort he is using in order to effect the desired results.
(c) Give him the feeling that he is not entirely responsible for anything that. happens.
(d) Subdue experimental tendencies at a time when they should be encouraged.
(e) Prevent him from analyzing his difficulties as he is not sure that he actually caused what happened.
(f) Confirm his belief that he can easily place the airplane in a dangerous attitude or otherwise the instructor would allow him more latitude.
(g) Make him too dependent upon the instructor.
(b) Give him the impression that the instructor is timid and lacking in self-confidence.
(2) When permissible. --The following methods must not be construed as condoning "riding the controls." These are specific instances and apply only when the student has a clear understanding of the reason for the procedure. They are not to be indiscriminately used but only when other methods have failed.
(a) When the student repeats the same error time after time and verbal corrections are apparently of no benefit, the instructor may clarify the situation by taking the controls and exaggerating the error to such a degree that it should be obvious.
(b) Tap the controls at the phase where the student is having his difficulty. The student should clearly understand the reason for the interference and that it is intended to emphasize previous verbal instructions or corrections.
(c) Tell the student to take the controls and perform the maneuver in the manner that he believes is correct and at the same time the instructor will perform the maneuver in the manner that he believes correct. The point of disagreement is where the student feels resistance to his efforts and it is here that he should attempt to subdue the error and analyze the reason for the difference.
b. Corrections during flight-During flight, verbal corrections and instructions should be given as frequently as necessary. However, corrections should not be given the first time the student commits an error unless it is obvious that the error was due to ignorance. Errors which are very apparent to the instructor will be less apparent to the student and much slower coming within his comprehension. The ideal time to use corrective action is after the student has sensed his mistake but it is apparent that he cannot apply the proper correction. Under this condition the effect of the correction will be more lasting as the student will associate correction with the error. On the other hand, if he is corrected before he has any appreciation of an error, the correction may be remembered but it has no association with the error as he is not aware that he has committed one. Under these conditions the correction becomes a detail or part of the student's general knowledge but he is unable to apply it intelligently. For these reasons the student should be allowed considerable latitude in working out his difficulties. This does not mean that the instructor should cease to instruct and cause the student to learn entirely by means of observations and demonstration, but that he should use common sense in the timing of corrections and explanations. When hand signals are used, correct one thing at a time--the important one. If several corrections are necessary, signal to the student and use the speaking tube, or land and discuss corrections. Waving the hands and pushing on the controls will only confuse the student.
c. Do's and don'ts for instructor-However, there are many factors under the control of the instructor and these should be eliminated as faults or neglects on his part before placing the blame upon the student. The following pertinent remarks cover the ground fairly well. The instructor should cultivate the good points and eliminate the poor ones.
(1) What not to do.--(a) Don't act nervous and ill at ease.
(b) Don't be too quick to take the controls unless there is an emergency.
(c) Don't give so many signals that you become hazy as to what you yourself desire.
(d) Don't shake your head to indicate your displeasure.
(e) Don't, in the air, be too quick with advice or criticism unless it is obvious that the student can do better.
(f) Don't be sarcastic or witty at the student's expense unless other methods have failed.
(g) Don't expect more of the student than you were able to do when your flying experience was equal to his.
(2) What to do.--(a) Give the student an encouraging nod and a grin of understanding when his morale is low.
(b) Give him the impression that you are for him and any knowledge you possess is his for the asking.
(c) Give him the consideration that you would expect for yourself.
(d) Praise him now and then. It will obtain better results than strict censure all of the time.
(e) Realize that he is doing the best that he can and that his errors are not willfully committed.
(f) Realize that too detailed instructions cause confusion, especially if execution is to follow immediately.
(g) Realize that it is possible to spend too much time on the same maneuver during any one flying period.
(h) Realize that while constant practice may be monotonous to you, it is a novelty to the student.
10. Student progress, --a. Mechanical at first. -There is no question but that the student must learn the rudiments of flying in a mechanical or parrot-like fashion. In the early phases of his training he must copy or mimic his instructor and attempt to comply blindly with all verbal instructions given him. Lacking experience, all of his responses are the product of conscious thought and memory. As his flying time increases, some of these responses become less the product of conscious thought and more the product of habit. However, when a new maneuver is undertaken, the student must again go through the same mechanical process of learning, but having some background of experience he arrives at the partially automatic state somewhat sooner.
b. Later progress result of acquired abili ty, -During the student's training where should mechanical performance and application cease? There is no answer as it depends upon the individual. In some the change will occur at an early stage; In others it will be obvious that it will never occur. However, prior to graduating from the primary stage, all should show definite indications that at least the salient portions of their flying are based upon personal ability rather than intensive instruction and practice.
- Self -diagnosis. --Sound instruction consists of instructing the student in a maneuver until he has obtained reasonable proficiency in it and then undertaking a more advanced one. Starting the new maneuver will encourage him and at the same time will bring out the presence of any fundamental errors in his flying. The instructor should show the student the connection between his difficulties in the new maneuver and the errors in his technique or understanding of its component parts and then return to a few periods of practice on the components. The process consists of advancing and retreating but each time attempting to advance farther and retreat less. In this manner the student can intelligently cooperate with his instructor, rather than blindly comply with detailed instructions and, ultimately, will have a sounder foundation for his flying. Having shown him how to analyze his flying it will enable him to master new maneuvers in a much shorter time as he will be able to diagnose his own errors and perhaps correct them.
d. Progress to expect.--What should the instructor look for in the early part of the student's training?
(1) First flight.--On the first flight there should be some semblance of ease. While it could not be expected that he would appear as though he had been in an airplane all of his life, he should appear as though he were not suffering. In handling the controls it is not expected that his touch will be light and deft, but it should be done in such a manner as to indicate other than aggravated tenseness.
(2) Second flight.--On the second flight he should show some retentiveness of instructions given on the previous flight and should indicate some ability to coordinate hands and feet in the manner necessary to execute a turn.
(3) Later progress.--Subsequent flights should indicate that he is correcting errors in mechanical performance and subduing personal ones. Turns should show more ease and knowledge of their performance; tenseness on the controls and in his attitude should decrease; he should give indications that he is conscious of his surroundings, perhaps not fully so, but enough to indicate that the airplane is not occupying his entire attention. As he gains proficiency in practice turns he should be able to use them in problems of elementary application such as '"S" across a road, elementary eights, and still maintain a great measure of his coordination in turns and at the same time maintain altitude. He should be able to hold the airplane in an angle of safe climb and safe glide and be able to perform a fairly satisfactory turn while in these attitudes.
(4) Prior to solo.--Prior to attempting landings and take-offs he should be able to select and fly around a large rectangular field (other than a flying field) and indicate that he is able to comply with traffic regulations and still not sacrifice proper handling of the airplane while arriving at his mental decisions. He should be able to carry out such minor missions given him as come within the scope of the training he has received. He should indicate some ability to plan his work and fill in minor details without excessive prompting from the instructor. With the foregoing as a background of experience, when landings and take-offs are started, the thought of landing and taking off should not drive out all that he has previously learned. Landings and take-offs should then be just a matter of adjustment and not require more than 2 or 3 hours to become sufficiently proficient-for solo.
(5) Ability at about 20 hours-Assuming normal solo, as a general rule, a student will have indicated favorable or unfavorable characteristics by the time he has had approximately 20 hours, and additional time is necessary either to round out his primary training or to prove conclusions previously formed relative to the extent of his aptitude for flying.
11. Ultimate goal-The aim of elementary flying training is to determine the student's aptitude and prepare the groundwork for his future military flying. This is not done by drilling until he is letter perfect in the training maneuvers but by using these maneuvers as a means of determining his aptitude and broadening his outlook and versatility so that he may adjust himself to military flying.
