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Aviation History
1943
1943 - 1811.PDF
JULY 15TH, 1943 FLIGHT 73 -i ROLLS-ROYCE ENGINE SCHOOL Another type of trainee began to arrive in small numbers but nevertheless an important type due to the develop- ment of Merlin engines as marine power units. As the graining programme of the R.A.F. expanded, service and . civilian instructors came to the Rolls-Royce school in in- creasing numbers, and still continue to do so, in order to obtain the very latest information which they in turn must impart at the conclusion of the course to the new trades of flight mechanics and fitter II Es going through the School of Technical Training at other centres. The School, as an Aid to Production , During 1941 the Fleet Air Ann, assisted to the limit ol possibilties by its parent R.A.F. training organisation, was .Still confionted by problems in the rapid training of air mechanics fresh and raw from civilian life. In this case no Halton tradition existed within to carry on whilst they gained experience. In view of the numerous types of Rolls- Royce engined aircraft used in the Fleet Air Arm, an oil- shoot of the main R.A.I7, school appeared, also under the administration of Mr. Hinings and his staff of instructors— The Rolls-Royce, Ltd., Fleet Air Arm Instructional School —and this is a story in itselt. Quite apart from Merlin training for ground personnel, over 1,000 pilots and flight engineers have passed through a specially devised course on the technique of handling Merlin engines in flight, based upon the theory that better handling in the air means less work on the ground. An outstanding feature of both schools is that the atti- tude of Rolls-Royce, Ltd., towards them is one of such enthusiasm as to give them an importance and priority almost equalling that of production itself. Such an atti- tude is undoubtedly justified, for in a sense they are part of the production effort; their teaching not only ensures that engines last longer but that they shall give better ser- vice. It also reduces considerably the necessity for replacements which otherwise would inevitably become general from bad handling in flight. Mr. H. J. Swift, general manager of engine production, regards the schools as a pet project and encourages close ^ co operation with them from all departments under his con- trol. As a result, the schools stand high in the esteem of the Services. Mr. Hinings, superintendent of the school, has always felt that a relaxation from normal service routine and a certain informality and friendly approach provide the best background for the intensive work which is necessary in The school workshop, in the charge ofMr. R. Smith, who is seen on the left, where the magnificent sectionised assem-blies of engine parts, pumps and viscosity valves displayed throughout the schoolhave been produced.. At the controls of the school test bench. High-altitude conditions are simulated by closing the sliding doors overthe aperture shown at the bottom of the photograph. Fuel flow-meters can be seen on the left. these short-duration courses. Incidentally, the mechanic's course lasts for only eleven days, and the pilot's course four days. Consequently the airmen get the best out of their stay, and are comfortably housed by a system of billeting controlled by the school superintendent. Furthermore, having himself been a suflerer from that form of teaching which involves the writing of laborious longhand notes, possibly drearily dictated, the planning of the work has always been laid out in a manner which avoids that pitfall and retains the trainee's interest. Fleet Air Arm Training in Requisitioned School The lecturers and group instructors are taught to regard themselves as leaders in discussion, to be glad to have ques- tions brought up, to encourage argument, and to clariiy points in doubt. Presenting technical enquiries upon the intricacies of the Merlin group, one was very impressed with the clear and concise manner in which the instructors were able to answer questions. And: they did so with an obvious desire lor more, so that it was difficult to decide who were the more enthusiastic, the instructors or their pupils. It is probably true that no man knows all there is to know about the Merlin engine, but the staff of the in- struction schools have behind them the whole Rolls-Royce organisation from which it can choose the appropriate authority, and the R.A.F. and F.A.A. do, we understand, ask some very awkward questions at times. Carefully prepared syllabuses and timetables for the various courses going on during our visit suggested that the usual high standard- of tho'roughness and efficiency associated with Rolls-Royce, Ltd., also pervaded the school of instruction. Sound psychology and a comprehensive knowledge of the duties fitters and engineer officers have to do, have enabled Rolls-Royce instruction to carry on for five years without basic criticism of its methods, during which
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