Fighter Boys. Patrick Bishop

impression, akin, as some would remember, to their first encounter with sex. Dennis David had his first lesson in a Blackburn B2 at the grandly named London Air Park, near present-day Heathrow. In reality it was a tiny grass field with a clump of trees in the centre, surrounded by houses. Many years later he ‘still [found] it hard to find the words to describe my sheer delight and sense of freedom as the little biplane, seeming to strain every nerve, accelerated across the grass and suddenly became airborne’.¹⁸

      Fantasizing about flying aeroplanes was no preparation for the reality. A few, not necessarily the best pilots, found it gratifyingly easy. Johnny Kent, an eighteen-year-old Canadian, had begun learning at the Winnipeg Flying Club, ‘and was absolutely thrilled with the experience of actually handling the controls and I managed to cope with all the manoeuvres including an approach…at the end of this first lesson I knew I could fly’.¹⁹ But many found flight in a small, sensitive aircraft unnerving. Bob Doe was ‘petrified when I first went up. The side of the aeroplane was so thin that when you banked round I was afraid of falling through it. In no way did I have an affinity for it.’²⁰ On Hubert Allen’s first flight as a new candidate for a short-service commission the instructor

      put the Tiger Moth into a bunt [loop] and I was sick. He shouldn’t have done that, but perhaps he thought I was over-confident and needed cutting down to size. He was mistaken. I was under-confident so I probably acted the part of extrovert to conceal this. ‘Good God,’ he said, when after landing and turning off the magnetos he peered into my cockpit and noticed that I was covered in vomit. ‘I hope you’re not going to be one of those air-sick fellows…better give the rigger half a crown for cleaning up the mess.’…he strode off to the bar.²¹

      Even those who had flown regularly as passengers discovered that the violent manoeuvres essential to military 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