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Aviation History
1940
1940 - 1392.PDF
432 MAY 9, 1940 INITIAL FLYING TRAINING (CONTINUED 215-240 h.p. Armstrong Siddeley Lynx radial engines. These last-named types are, of course, biplanes. It may appear strange that pupils are trained for the most part on biplanes when, with very few exceptions, the R.A.F. is equipped with monoplanes. There will no doubt always be some controversy about this subject. However, we may assume that this matter has not in practice proved worth the name of problem. It is true that many pilots of not more than 250 hours' experience on biplanes of, say, Tiger and Hawker Hart types, took safely to Spitfires and Hurricanes after about two hours' conversion on Magisters or Battles. Many hours are necessary before such a pilot could truthfully claim him- self to be thoroughly conversant with our modern fighters. A large number of V.R.s found themselves last September in such a position. '.'..• • . , Plenty to Learn , Biplane versus monoplane of more modern conception is again brought to mind if one consults the latest C.F.S. instruction patter. Sentences referring to flaps and brakes have no application to a Tiger Moth, which is not equipped with either. On the whole, pupils have plenty to occupy their minds during their first 50 hours in the air, and it may reasonably be argued that instruction in the use of flaps can well be left until a later stage. To a pupil who specifically asks about flaps, v.p. airscrews, and the like, a chat on the ground is probably the best course because an attempt in the air to explain or demonstrate the pos- sible effects of these devices on a Tiger Moth would most probably prove very confusing to a pupil. During the 50 hours initial flying allotted to a pupil he must complete five hours under the hood (flying by instru- ments only), five hours navigation, included in a solo cross- country flight, and at least 25 hours of the whole must be dual. The usual proportion seems to be 28-30 hours dual and 20-22 solo. This flying and the ground training corresponding with it are completed in eight to twelve weeks, depending upon the time of the year. The sequence of instruction and the exercises learnt are as follows: — 1. Air experience. la. Familiarity with cockpit layout. 2. Effect of controls. 3. Taxi-ing. 4. Straight and level flight. 5. Climbing, gliding and stalling. 6. Medium turns. 7. Taking off into wind. 8. Powered approach and landing. 9. Gliding approach and landing. 10. Spinning. 11. First solo. 12. Side-slipping. 13. Precautionary landings. 14. Low flying (with instructor only). 15. Steep turns. 16. Climbing turns. : .. 17. Forced landings. 18. Action in event of fire. 18a. Abandoning aircraft. 19. Instrument flying. 20. Taking off and landing out of wind. 21. Restarting engine in flight. 22. Aerobatics. Most pupils get off solo between eight and ten hours, but those who take twelve have no need to worry. Flying and ground instruction occupy roughly half the working day each. At this time of the year a pupil who flies during a period, say, 8.30 to 10 a.m., will attend ground lectures between 10.30 a.m. and 12 mid-day, a break between sections being allowed. Half the course, or one of the courses if there- are two, keeps to these times, while the others have lectures first, then flying. Similar 90-minute periods are observed in the afternoon. The actual flying periods may be devoted to a short dualstnd solo flight or, say, a longer dual period in the morning followed by solo in the afternoon. In any case, a pupil has regular dual trips between solo, the longest time for solo without dual being 2^ hours (in one or several flights). A pupil's main object during his eight-twelve weeks under training is to satisfy the examiners in ground sub- jects and prepare for the various flying tests after about 50 hours. For success in these tests one must make sure above all of accurate flying. The C.F.I., who generally does quite a lot of the testing, must help to keep the in- structors in close touch with current practice as dictated by C.F.S. A pupil who does not climb and glide at the correct speed or who uses too much or too little throttle for his steep or climbing turns has only himself to blame. These speeds will have been drilled into him quite enough in 50 hours, and failure to observe them is simply a case of slack flying. It is the instructor's job to see that he has plenty of practice in keeping his turns steady, maintaining the aircraft's nose in a correct position with relation to the horizon and so on. All these are the simpler points. Because the monoplane types in which a pupil will eventually find himself have relatively high wing loading, it has recently been the practice to spend more time on approaches to landings with engine (rumble landings) as opposed to the glide approach, which was at one time in regular use. A pupil still makes a large number of glide approaches to improve his judgment and help in making forced landings, but must also have regular practice in the engine approach. The old technique for forced landing approaches ("S" turns on the downwind side of the field) is not altogether applicable to modern types. One learns this method on training types, but the important point which is stressed is to manoeuvre the aeroplane into such a position down wind of the chosen field that a last turn across wind is made at about 1,000ft. and a final medium turn into wind at about 500ft. The distance from the field depends, of course, upon the strength of the wind. On a Tiger side- slipping is used to absorb excess height where flaps and straight glide might be used on, say, a Battle. Spinning A lot has been said about spinning during the past year, particularly by the non-flying public who can hardly know what it is all about. One of the early lessons in flying is in how to recover from a spin (having purposely got into it). From the safety point of view, which is most im- portant in a trainer, the Tiger Moth, representative of biplane trainers, is ideal in this respect. A Tiger will, in fact, recover from a spin unaided—certainly it is sufficient on all occasions to centralise controls. This method is not, however, suitable for getting the majority of mono- planes out of a spin. It is essential, if the practice is to be valuable, at least to hold on sharply full opposite rudder and then ease the control column well forward to dive the aeroplane to full flying speed. This practice seems rather to trouble pupils, and only with the greatest difficulty can they be persuaded to put on more rudder than is required for recovery on the Tiger. Spinning is considered im- portant enough to be a compulsory practice each week, and is the only manoeuvre outside straightforward flying which is taught previous to a first solo. Later at a Service F.T.S. pupils are taught other or extra movements to facilitate recovery from spins. These include the use of throttle. Aerobatics constitute another important part of training and are taught at an early stage. Their use is twofold. (1) They help a pupil to have confidence and full control of his machine whichever way up he may find himself- (2) They are most important for aerial combat. Great, perhaps too great, importance can be attached to slow rolls which are the least important manoeuvre from the practical point of view. Though giving good practice in the use of controls and looking pretty when well executed, they are worthless in combat.
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