The Great World War 1914–1945: 1. Lightning Strikes Twice. John Bourne

and the problem was exacerbated by the fact that the RAF engaged in no long-range navigation exercises before the war broke out.³⁵ Further, there was no separate navigator function until 1941, as it was considered sufficient to have two pilots in the longer-range aircraft.

      Until 1938, almost all of the other aircrew trades (wireless operators, air gunners, etc) were on part-time flying duties only and were trained on a part-time basis. The system was economical during peacetime, but once war broke out the RAF found that it could not provide full crews. Direct entry into these trades was disappointing, as no one wanted to be anything other than a pilot. Again, specialised training was slow in inception. A Central Gunnery School was not created until October 1939, and not until 1942 were the gunnery and wireless operator functions separated out.³⁶

      One of the greatest obstacles to aircrew training during the late 1930s was a reluctance to divert not only qualified personnel into instructor roles but also potential front-line aircraft into training units. The emphasis on the RAF’s quantitative strength in the front line meant that the it had little in the way of reserves, either to sustain losses during wartime or to provide a sufficient training foundation. So, for example, although the number of initial flying training schools had been increased from five to nine in 1936, these schools failed to meet their targeted output to the extent of 1,200 pilots by 1939, and this shortfall was not made up until the latter part of 1941.³⁷

      In the short term, the output from the various training schools was increased by the expedient of shortening course lengths, but it soon became apparent that aircrews were substantially below standard. Like the Royal Flying Corps, in particular, front-line squadrons during 1939–40 were having to bring new aircrew up to operational standard. The quantity and quality problem was not solved until the first products of the Empire Air Training Scheme arrived on operational squadrons in any numbers (towards the end of 1941). By the terms of the Ottawa Agreement, ratified in December 1939, Canada agreed to train Canadians, Australians and New Zealanders in 13 Elementary Flying Training Schools, 16 Advanced Flying Training Schools, 10 Air Observer Schools, 10 Bombing and Gunnery Schools and two Air Navigation Schools. In addition, Australia and New Zealand provided an additional 29 elementary flying schools.³⁸

      This was the depth of training organisation needed to support the RAF’s operations in Europe, the Middle East and the Far East, but even when this was fully functional, deficiencies in the training of aircrew personnel were still apparent. One of the greatest problems was preparing bomber aircrews adequately for the type of missions they would face once they reached their operational squadrons. It was one thing for individual crew members to reach a standard of proficiency in a training type of aircraft; it was quite another to reach a point where an aircrew, as a unit, felt comfortable in the type of aircraft they would take into battle. So, the problem facing Bomber Command was twofold: first, ‘converting’ crews from their training aircraft to the types they would fly in combat, and, second, crew-building.³⁹

      Shortly after the war broke out, the AOC-in-C of Bomber Command, Air Chief Marshal Sir Edgar Ludlow-Hewitt, took the bold step of rolling up 13 of the 33 operational bomber squadrons to form the basis of what would become known as Operational Training Units.⁴⁰ At these OTUs the products of the various training schools would come together, and the process of crew-building was described by one former bomb-aimer, Miles Tripp, in this way:

      ‘On the first day, men were sent to a large hangar and told it was up to them to form crews among themselves; those who were too sensitive, diffident or withdrawn to respond to these conditions would eventually be crewed up with others of similar temperament. This arbitrary collision of strangers was basically a marriage market and yet the choice of a good flying partner was far more important than a good wife. You couldn’t divorce your crew, and you could die if one of them wasn’t up to his job at a critical moment.’⁴¹

      Once crews had formed, the following weeks were spent on cross-country, night-flying and navigational exercises, and practice bombing, and it was hoped that any serious weaknesses among the new crew would manifest themselves at this point, rather than on operations. Miles Tripp found that his bomb-aiming skills were not up to standard when he reached his OTU, and he was held back for additional instruction.⁴² But he also found out that the gunner in his crew had poor eyesight – only luck and bluff had secured his place at the OTU – and his navigator had failed on one of the cross-country exercises. These types of deficiency could be identified at this stage of final training, but there was always one variable that would not be known until the crews reached operational squadrons: how individual members would cope with combat stress.⁴³

      For the first two years of the war, crews could pass directly from this training to their operational squadrons, because the aircraft being used by the OTUs were generally of the same type as those on the front-line squadrons. However, with the introduction of the new generation of four-engined bombers, such as the Lancaster and Halifax, it was realised that new crews also required ‘conversion’ on to these more complex aircraft. So a Conversion Unit course lasting two weeks was added to the OTU programme. In sum, Operational Training gave crews a fighting chance of survival once they joined the front line, but the organisation was not without its flaws. It was acknowledged after a time that the most valuable instructors were those men who had seen recent operational flying, but such men were hard to obtain because of the pressures of maintaining the offensive against Germany. This was particularly the case at the start of the campaign in 1940–41. The problem was solved partially in 1941 by the Air Ministry’s setting operational tours at 200 hours, after which an individual would have six months’ rest, usually instructing at an OTU. Another difficulty arose when the new generation of bombers entered service, and there was great reluctance to withdraw these types from the front line. Many of those crews destined ultimately to serve in Lancaster squadrons found that most of their conversion training actually occurred on Halifaxes or Stirlings.⁴⁴

      Pressure on the training organisation was relieved to a certain extent in the early part of 1942 when the Air Ministry did away with the policy of having two pilots per bomber.⁴⁵ From this point, a heavy bomber would have just a single pilot. Pressure on the OTUs was also relieved somewhat by the establishment of Advanced Flying Training Schools and Personnel Reception Centres, which undertook refresher training for those aircrew trainees recently arrived from overseas Empire Air Training Schools.⁴⁶ It was often at this point that the extra training revealed weaknesses in aircrew skills, and it was common to see pilots being re-graded and sent off for navigation training. In fact, only 64 per cent of those who started flying training as pilots ended up as pilots.⁴⁷ At certain points in the war, there were also shortfalls in other aircrew trades, so that even those judged to be good pilots could sometimes find themselves retraining in another role. One such was Walter Thompson, who joined the Royal Canadian Air Force in 1941 and underwent pilot training. On arrival in Britain, he was asked what type of flying he preferred:

      ‘They said that those who did best would have first choice. I chose night-fighters first, Coastal Command ship-fighters second and bombers third. I had worked diligently at flying and ground school, and graduated first in the class. On the 10th day of July 1942, my flying log book was endorsed… “proficiency as pilot on type – Above Average”. What more could one ask? Then the world collapsed! I was told that I had received a high mark in Navigation and was, therefore, posted to commence a Navigation Instructor’s course at the Central Navigation School at Cranage. As simple as that!’⁴⁸

      Even after the inception of Operational Training and these other measures, the relative inexperience of crews meant that large numbers of crews were lost in flying accidents, either at OTUs or shortly after arriving on operational squadrons. Lord Mackie, who joined the RAF shortly after the war broke out, recalled that three out of the six crews on his OTU course had been lost in accidents.⁴⁹ Throughout the war 8,117 men were lost in non-operational flying accidents, and 3,985 were seriously wounded. Compared with combat losses (49,585), this was a high percentage.⁵⁰ As Brooke-Popham found in the First World War, heavy combat losses were often followed by a high accident rate, as more inexperienced crews entered the front line.⁵¹ Inexperienced aircrew were not popular additions to squadrons, especially if an established crew had to find a replacement for one of its