Fighter Heroes of WWI: The untold story of the brave and daring pioneer airmen of the Great War. Joshua Levine
on my aeroplane.’ So I got out into the middle of the aerodrome and my prop stopped. Well, of course, the normal thing to do is to call for a mechanic to start your prop but with the impetuosity of youth I thought I’d start the prop myself. As I swung it, the aeroplane started moving forwards. So I dashed under the plane, tried to get in the seat but I couldn’t and I fell over. The tailplane hit my head and knocked me to the ground. I watched my instructor’s beautiful aeroplane run away from me. It swerved to the left and I ran after it but it gradually gained speed until it started to turn towards me. I fell over which was just as well because the aeroplane took off over my head and flew at about fifty feet until it crashed. In the meantime, my instructor was going absolutely mad. I had to go in front of my commanding officer who told me, ‘Pilots are cheap but aeroplanes are very, very expensive. You made an awful mess of things today.’ I thought I was going to be dismissed from the service and I held my head very low and said I was sorry. But he had a half smile on his face as he told me, ‘Well, all right. We’ll forget it this time!’
Stanley Walters learnt an important lesson during his first solo:
The instructor said, ‘See the nose?’ I looked at it. ‘See that little cap on the top of the nose? Remember to hold that on the horizon!’ Then he hopped out of the aeroplane and said, ‘She’s all yours! Take it off and fly yourself! But wait a minute! There’s another fellow there, he’s going off solo from another instructor. Let him do his circuit and landing first. As soon as he’s in the air, you take off. Just do one circuit and landing!’ ‘OK,’ I said.
The other fellow was a man called Day. He took off. I was thinking that a hell of a lot of pupils and instructors would be watching me because it was my first solo. ‘One circuit and landing be damned!’ I thought. ‘I’ll do a couple of loops, but they’re all watching Day now, so I’ll wait till he’s landed.’ So I took off and followed Day round to watch his landing – and I saw him stall from about fifteen feet, hit the ground, and burst into flames. He was killed on his first solo. All arrogance in me also died. I did exactly what I was told. I completed my circuit and landed.
Charles Chabot’s first solo went according to plan:
When I went solo for the first time – it seems completely ridiculous in present-day terms – I had had fifty minutes of instruction. But off I went. At one end of Brooklands Aerodrome was a pub – the Blue Boar. We knew that if we came in at 100 feet over the Blue Boar, we were in the right position to land. The sun was just rising above the horizon and, as I came in, the shadow of the Longhorn was away on the left and, as I came down, it began creeping in under the plane, so when the shadow was properly comfortable under the wings, I yanked my stick back and sat down with a perfect landing on the aerodrome. My instructor was delighted. ‘Right,’ he said. ‘Off you go, Chabot. Take your ticket.’
‘Taking your ticket’ meant taking the pilot certificate test conducted by the Royal Aero Club. Donald Clappen recalls the examination:
So far as the Aero Club certificate was concerned, one had to do five figures of eight observed by two qualified pilots who acted as observers. These observers were usually two of the instructors from one of the other flying schools. At the end of each flight of five figures of eight, one had to land within fifty metres of a specified spot, which was where the observers were standing. Then, came the height test. One had to fly up to a height of fifty metres, cut off one’s engine and land again within fifty metres of the spot where the observers were standing. Often, if it looked as though the pupil was going to land too far away, the observers would walk to where they thought he would land. They wanted the pupil to pass, so that they could get back to their own job of teaching people to fly. I do not recall a single pupil failing to land within the specified distance.
Humphrey Leigh confirms that the pupils were not always rigorously examined:
There was one old boy, a captain, who was terribly ham-fisted. He smashed pretty well every aeroplane he got into. Eventually the time came for him to take his ticket. I remember the CO of the station seeing me standing on the tarmac, beckoning me over, and saying, ‘Leigh, go and watch Captain X get his ticket, And what’s more, see that he gets it!’ So I said, ‘Aye, aye, sir’, and went off. In due course, the old boy had to land near the mark – and I was the mark. I could see that he was going to be miles away, so I ran like a stag. And as his aeroplane came to a grinding halt, the old boy said, ‘Have I got it? Was it all right?’ ‘Yes, sir! Yes, sir! Yes, sir!’ I said, clapping like anything.
Once the pupil had taken his ticket, he usually went to an advanced training school, to prepare for flying in action. Reginald Fulljames followed this path:
I was selected for fighter pilot training and I was sent to the Advanced School of Flying at Gosport. One morning, I was surprised to hear that the commanding officer wanted to take me up. This shook me because you seldom had any dual control after you’d gone solo. The commanding officer was the famous Smith-Barry and I suppose he was using me as one of his early guinea pigs, trying out his new ideas.
Major Robert Smith-Barry revolutionized flying training from late 1916 onwards. He had noticed that flyers who arrived on the Western Front were often hesitant and diffident in their approach to flying. This approach, he reasoned, must have been learnt from the instructors, who viewed instructing as a dead-end job. Smith-Barry aimed to revitalize teaching. He insisted that all pupils under dual training should sit in the pilot’s seat in front of the full set of controls. He developed the ‘Gosport tube’, which enabled the instructor to communicate with the pupil during the flight. He believed that a pilot, having flown solo, needed to learn advanced manoeuvres such as sudden turns and the correct way to recover from a spin. Of all the dilemmas that a pilot could face, the spin was the most feared. If the airflow over the wings decreased to the point where the machine could no longer sustain flight, it would fall out of the air. No longer an aircraft, cheating the laws of nature, it became a spinning hulk of wood, metal, wires and cloth. Until 1916, there was no known method of recovering from a spin. Some pilots who spun their aircraft managed to recover by chance, but they could not explain what they had done. Reginald Fulljames:
Smith-Barry showed me, above all else, how to get out of a spin. Smith-Barry was undoubtedly a genius and his methods are the basis for modern flying training. He had been injured in France at the beginning of the war, when he had spun into the ground. After that, he intended to find a proper way of getting out of a spin, and when he had discovered the answer, he pressed the Air Ministry very hard to be allowed to teach this in the Royal Flying Corps. The confidence that I could get out of a spin saved my life when I was being chased by Baron von Richthofen. I went into a deliberate spin and I got away.
Ronald Sykes remembers the feeling of a spin:
It was the most sickening sensation. You were thrown violently to one side of the cockpit with a fierce blast of wind on one cheek. You had to switch off the engine and straighten everything – the control stick and the rudder. You usually didn’t come out of the spin quickly. You just had to put everything central and wait. Eventually you entered a nosedive and you pulled the stick back slightly and you were all right.
Smith-Barry argued that, in order for pupils to be able to practise manoeuvres such as these, the training schools needed a standard type of dual-training machine that was capable of performing them. In December 1916, he was placed in charge of the Gosport School of Flying. The aircraft that he chose as his advanced trainer was the Avro 504K. Frank Burslem encountered great difficulty flying an Avro:
I was a very slow pupil. I suppose I was a little bit dense. I took eight hours to go solo whereas the average was about three hours. My problem was psychological. I went up in an Avro and was put into a spin by the instructor. He told me what to do and how to get out of the spin but when I saw the world turning round on an axis directly below me, I absolutely froze on the controls and I couldn’t do anything. I was so fascinated watching the ground, getting lower and lower, that I couldn’t do anything at all. The instructor was swearing and cursing and he overcame the pressure I was putting on the controls and he got us out of the spin about 500 feet off the ground. The instructors thought I wasn’t fit to fly the faster machines – the single-seater fighters – so I was sent to fly heavier machines – two-seaters.
Smith-Barry’s