OUTSTRETCHED WINGS.—This only added to the "bird wing" theory a new argument that all flying things must have outstretched wings, in order to fly, forgetting that the ball, which has no outstretched wings, has also the same "aspirate" movement attributed to the wings of the bird.
The foregoing remarks are made in order to impress on the novice that theories do not make flying machines, and that speculations, or analogies of what we see all about us, will not make an aviator. A flying machine is a question of dynamics, just as surely as the action of the sun on the air, and the movements of the currents, and the knowledge of applying those forces in the flying machine makes the aviator.
THE STARTING POINT.—Before the uninitiated should attempt to even mount a machine he should know what it is composed of, and how it is made. His investigation should take in every part of the mechanism; he should understand about the plane surface, what the stresses are upon its surface, what is the duty of each strut, or brace or wire and be able to make the proper repairs.
THE VITAL PART OF THE MACHINE.—The motor, the life of the machine itself, should be like a book to him. It is not required that he should know all the theories which is necessary in the building, as to the many features which go to make up a scientifically-designed motor; but he must know how and why it works. He should understand the cam action, whereby the valves are lifted at the proper time; what the effect of the spark advance means; the throttling of the engine; air admission and supply; the regulation of the carbureter; its mechanism and construction; the propeller should be studied, and its action at various speeds.
STUDYING THE ACTION OF THE MACHINE.—Then comes the study on the seat of the machine itself. It will be a novel sensation. Before him is the steering wheel, if it should be so equipped. Turning it to the right, swings the vertical tail plane so the machine will turn to the right. Certainly, he knows that; but how far must he turn the wheel to give it a certain angle.
It is not enough to know that a lever or a wheel when moved a certain way will move a plane a definite direction. He should learn to know instinctively, how FAR a movement to make to get a certain result in the plane itself, and under running conditions, as well.
Suppose we have an automobile, running at the rate of ten miles an hour, and the chauffeur turns the steering wheel ten degrees. He can do so with perfect safety; but let the machine be going forty miles an hour, and turn the wheel ten degrees, and it may mean an accident. In one case the machine is moving 14 1/2 feet a second, and in the other instance 58 feet.
If the airship has a lever for controlling the angle of flight, he must study its arrangement, and note how far it must be moved to assume the proper elevating angle. Then come the means for controlling the lateral stability of the machine. All these features should be considered and studied over and over, until you have made them your friends.
While thus engaged, you are perfectly sure that you can remember and act on a set of complicated movements. You imagine that you are skimming over the ground, and your sense tells you that you have sufficient speed to effect a launching. In your mind the critical time has come.
ELEVATING THE MACHINE.—Simply give the elevator lever the proper angle, sharp and quick and up you go. As the machine responds, and you can feel the cushioning motion, which follows, as it begins to ride the air, you are aware of a sensation as though the machine were about to turn over to one side; you think of the lateral control at once, but in doing so forget that the elevator must be changed, or you will go too high.