Fighter Boys and Bomber Boys: Saving Britain 1940-1945. Patrick Bishop
aviation differed dramatically from the pleasant sensations of straight and level flying. Tim Vigors, a sporting young man from a landed Irish family, had been taken flying by his godmother, who was an air enthusiast, and he liked it so much he applied to Cranwell. Starting flying training he felt fearful and nauseous. As the instructor put the aeroplane into a loop, a standard, elementary manoeuvre, a ‘queasy feeling engulfed me…then the whole weight of my body fell on my shoulder harness as we turned upside down in a slow roll…fear of falling out of the cockpit eclipsed all other sensations’.22
Initial success did not mean that progress would then be steady. Robert Stanford Tuck was a confident young man whose long face, athletic build and pencil moustache made him look like Errol Flynn. He had lead an adventurous life in his teens, escaping the mundane horizons of Catford in south-east London for a career in the merchant navy before being accepted for a short-service commission. Tuck started off well. But he found it difficult to progress beyond basics and develop the instinctive ease of handling, the feel that was essential if one was to become a serious pilot. Tuck’s cocky judgement after his first go at the controls was that flying was easy. So it is, if restricted to the basic manoeuvres of take-off, straight and level flight, shallow turns and landing. But after that the learning ladder is steep. Diving, looping and banking tightly are disorientating. Mistakes lead quickly to panic as the actions required to retrieve the situation are usually counter-instinctive. Tuck found he was the dud of his intake, snatching at the controls, over-correcting and suffering potentially fatal lapses of concentration. He began to fear that something he had come to love would be snatched away from him. It was only when he learned that flying did not require great physical effort that his performance started to improve. The secret lay in relaxation, avoiding sharp movements and settling oneself into the fabric of the machine so as to become part of its nervous system. You had to feel the aeroplane. For the fighter pilots of the First World War, buttocks had been an important sensory tool. Pilots felt they lost something when, in 1927, parachutes, which they were obliged to sit on, became standard equipment.
By the time war broke out the RAF was mass-producing officers. The privately run elementary flying training schools dotted around the country taught a basis in practical flying, with a grounding in navigation and gunnery, that prepared pupils for an advanced course at one of the RAF’s own flying training schools. The idea was that, unlike in the previous war, when half-trained men were expected to learn while on squadron duty, pilots would now arrive at their units ready for operations.
The initial flying was done in biplanes. Pupils underwent twenty-two stages of instruction, starting with ‘air experience’ – the first flip – through to aerobatics during the eight- to twelve-week course. Emphasis was placed on learning to recover from a spin, and there was a compulsory practice every week. It was the only manoeuvre, apart from straightforward flying, that was taught previous to the first solo, which came half-way through the course. Most pupils got off alone after between eight and ten hours in the air. Alan Deere was so impatient to do so he forgot the last words of his instructor to fly for only ten minutes and to attempt only two landings. ‘I was really straining at the leash by the time he had delivered these homilies and, thinking he had finished, banged the throttle open…and so into the air, solo at last. One, two, three landings, around again and again I went, the ten-minute limit completely forgotten in the thrill and excitement of this momentous occasion.’23
Aerobatics were promoted to give pupils complete confidence in their machines as well as preparing them for the stomach-churning reality of aerial combat. Flying blind, encased in a hood, relying only on the instruments, was also taught. Later this hair-raising method was replaced by means of an earthbound flight simulation trainer, the Link. The cost of elementary training was expensive at £5 per pupil per hour (double for advanced training) and those who showed little aptitude were weeded out early on. Those who finished the course successfully went on to a stint at the RAF Depot at Uxbridge for two weeks of drilling, physical training, familiarization with the limited administrative duties required of young officers and learning the niceties of mess protocol. During the fortnight, tailors arrived to kit out the fledgling officers and provide an opportunity for a laugh. Blond, raffish Paddy Barthropp remembered the response to the inevitable question, as they were measured up for their uniforms, which included mess kit with very tight-fitting trousers. ‘When the cutters asked their customers which side they dressed the reply would come. “Just make them baggy around the kneecaps.”’24 The new officers were given £50 to cover everything, including uniforms, shirts, socks, two pairs of shoes and a cap – not enough if you went to the better outfitters.
Before candidates moved on to the next stage of training, the chief instructor at the elementary flying school made a recommendation as to whether a pupil’s abilities best suited him to fighters or bombers. Flying anything required delicacy. Flying fighters required a particular softness of touch. Horsemen, yachtsmen and pianists, the prevailing wisdom held, made the best fighter pilots. The decision was made on the pilot’s flying ability but also on his temperament. Success depended on a combination of discipline of the sort needed to maintain the flying formations beloved of the pre-war RAF, with the audacity and nerve inherent in the dazzling aerobatics which the service also prized as an indication of worth and quality.
The pilots themselves had a say in their fate. To some, like Dennis David, it seemed the choice was preordained, feeling from the outset that ‘it was inevitable that I was to be a fighter pilot…from the start I was a loner. It was just me and my aeroplane hoping that neither of us would let the other down.’25 Alan Deere felt the same certainty, ‘had always determined to be a fighter pilot’ and pressed his superiors to be posted to fighters.
Fighters were not the automatic choice for all young pilots. The strategic thinking of the previous two decades had its effect on ambitious trainees. Most of Deere’s contemporaries thought bombers offered a better career and he was one of only four to go to a fighter squadron. But for the majority fighters offered a degree of freedom and individuality that was not available in a bomber crew – and, as was clear even before the war began, a greater chance of survival. Brian Kingcome, who after Cranwell was posted to 65 Fighter Squadron, considered that ‘only a man brave beyond belief would ever want to go into bombers. Us cards all went into fighters.’26
After leaving the depot, the half-formed pilots moved on to one of the flying training schools to learn on service aircraft. In the early days of expansion, trainee fighter pilots started out on biplanes like the Hawker Hart or the Audax. These eventually made way for the Miles Master and the North American Harvard. The latter was a twin-seat, single-engined trainer with half the horsepower of the new breed of fighters, but which none the less gave a taste of what it would be like to handle a Hurricane or Spitfire when the time came.
The instruction was testing. Deere lost his temper after his teacher scolded him for his clumsy performance of the highly difficult manoeuvre of spinning a Hart, first one way, then the other, with a hood over his head to blot out vision. The tantrum nearly lost him his commission and he was told he had been given another chance ‘only because the Royal Air Force has already spent so much money on your training’.27 The pilots were taught set-piece attacks against bomber formations, each one numbered according to the circumstances. There was some gunnery practice, a small part of which involved using live ammunition on towed aerial drogues.
The student pilots lived in the mess and dressed for dinner each night in mess kit, dinner jacket or lounge suit, depending on the day of the week. Saturday was dress-down day, when blazer, flannels and a tie were permitted. After successful completion of the first half of the course, pilots received their wings, a brevet sewn over the tunic pocket that announced their achievement to the world. It was a great moment, ‘the most momentous occasion in any young pilot’s career’, Dennis David thought. Al Deere felt a ‘thrill of achievement and pride’ as he stepped forward to receive the badge.
Finally, on completion of training, the new