Part 2 (1/2)
Flying schools--those which really can be described as such--have been in operation now for seven years; and during this time, with thousands of pupils going through their period of tuition, many very valuable lessons have naturally been learned. To-day, at a well-managed school, each stage in a pupil's instruction, mapped out as a result of experience, is arranged methodically and with care; the idea being that the novice should pa.s.s from one stage to another by a smoothly-graduated scale, facilitating his progress and reducing elements of risk.
It is in the early morning, and again in the evening, that the flying schools are most busy as a rule. At such times--morning and evening--the wind blows with least violence; and it is very necessary that a pupil, when he is handling craft for the first time, should have weather conditions which are favourable. Summer and winter, as soon as it is light, and granted conditions appear suitable, mechanics wheel the aeroplanes from the sheds, and the instructors begin their work. Should there be any doubt as to the weather, or as to the existence, say, of difficult air currents, an instructor will fly first, circling above the aerodrome at various heights, and satisfying himself, by the behaviour of his machine, whether it will be safe for the novices to ascend. If he p.r.o.nounces ”all well,” school work begins in earnest, and continues--provided the weather remains favourable--until all the pupils have had a spell of instruction.
Towards the middle of the day, and in the afternoon, it is quite likely the wind may blow and school work be suspended. But in the evening again, when there is usually a lull, a second period of instruction will be carried out. In well-equipped schools, to meet such conditions as these, it is customary to provide two complete and distinct staffs, both of instructors and mechanics. One staff takes the morning spell of work, while the second is held in readiness for the evening. This ensures that, both morning and evening, there shall be available for instruction a fresh, alert, and unfatigued staff.
[Ill.u.s.tration: REAR VIEW OF A SCHOOL BIPLANE. _Photo by Topical Press Agency._
This photograph shows clearly the hinged ailerons fixed at the extremities of the plane-ends for maintaining lateral stability: also the rear elevating plane (which acts in conjunction with the fore-plane mounted on outriggers at the front of the machine) and the twin rudders.]
A pupil will find that, as the first stage of his tuition, he is given the task of familiarising himself with the controls of a school biplane. The system we have described already, and a pupil should find no difficulty in mastering it. Placing himself in the driving-seat of the machine, while it is at rest on the ground, the pupil takes the upright lever in his right hand, and rests his feet on the rudder-bar, making the various movements of control, again and again, until he finds he is growing accustomed to them, and can place his levers in a position for an ascent or descent, or for a turn, without having to wait while he thinks what it is necessary to do.
In the next stage, a more interesting one, the pupil, occupying a seat immediately behind his instructor, is taken for a series of pa.s.senger flights. These accustom him to the sensation of being in the air, and also train his eye in judging heights and distances. A minor point the pupil should bear in mind, though his instructor will be quick to remind him, is not to wear any cap or scarf that may blow free in the rush of wind and become entangled with the propeller. Scarves need to be tightly wrapped; while it is usual, with a cap, to turn it with the peak to the back, and so prevent it from having a tendency to lift from the head. Many pupils provide themselves with a helmet designed to protect the head in case of an accident, and these are held firmly in position. Should a pa.s.senger's cap blow off, and come in contact with the propeller, it may be the cause of an accident. How carelessness may lead to trouble, in this regard, will be gathered from the following incident.
Some slight repairs had been made one day to the lower plane of a machine while it stood out on the aerodrome, and one of the workmen, through inadvertence, had left lying on the plane, near its centre, a roll of tape. The pilot decided to make another flight, and the motor was started and the machine rose. Suddenly the aviator was startled by a sound like a loud report, which seemed to come from the rear of his machine. The craft trembled for a moment, and he feared a structural collapse. Nothing worse happened, however, and he was able to pilot his machine in safety to the aerodrome. What had happened, it was then ascertained, was that the roll of tape, sucked back in the rush of wind, had been drawn into the revolving propeller and had broken a piece out of it. Luckily the impact had not been heavy enough to damage the propeller seriously, or cause it to fly to pieces.
A problem with which the pupil will be faced in his first flights, particularly if he is learning in winter, will be that of keeping himself warm. The speed at which an aeroplane travels, combined with the fact that it is at an elevation above the ground, renders the ”bite” of the cold air all the more keen, and makes it difficult very frequently, even when one is warmly clad, to maintain a sufficient warmth in the body, and particularly in the hands and feet. The question of cold hands is, from a pilot's point of view, often a serious one. There is a case on record of an aviator who, his hands being so numbed that his fingers refused to move, found he could not switch off his motor when the time came to descend; and so he had to fly round above the aerodrome, several times, while he worked his numb fingers to and fro, and beat some life into them against his body. At last, having restored their circulation to some extent, he was able to operate the switch and make a landing. While on active service in winter, after flying several hours at high alt.i.tudes, and in bitter cold, the occupants of a machine have descended in such a numbed condition, despite their heavy garments, that it has been found necessary to lift them out of their seats. But a pupil need not face such hards.h.i.+ps as these. He will be flying for short periods only, and at low alt.i.tudes; so if he makes a few wise purchases from among the selection of flying gear now available, and particularly if he equips himself with some good gloves, he should be able to keep sufficiently warm in the air, even if he is going through his training in winter.
[Ill.u.s.tration: POWER-PLANT OF A SCHOOL BIPLANE. _Photo by Topical Press Agency._
Showing the 60-h.p. Le Rhone Motor, with its mounting on the machine, and the method of attaching the propeller. The fuel tank is also visible; and, forward at the front of the machine, the seats of pa.s.senger and pilot.]
A pupil will feel curious, naturally, as to his sensations in the first flights he makes with his instructor. Of the exact moment when the machine leaves ground he will be unaware probably, save for the cessation of any jolting or vibration, such as may be caused by the contact of the running wheels with the surface of the aerodrome. His first clearly-marked sensation, when in actual flight, will occur most likely when the pilot rises a little sharply, so as to gain alt.i.tude.
Then the pupil will have a feeling one might liken to the ascent, in a motor-car, of a steep and suddenly-encountered hill; though in this case the hill is invisible, and there is no earth contact to be felt.
This sensation of climbing is exhilarating; and when the pilot makes a reverse movement, descending towards the ground, the feeling is pleasant enough also, provided the dive is not too steep.
The pupil's chief sensation, probably, will be that of the rush of wind which beats against him. Some people feel this much more than others. There is sometimes a feeling--it is no more than temporary--of inconvenience and of shock. The pupil feels as though his breathing was being interfered with seriously; as though the pressure was so great he could not expel air from his lungs. But this sensation, even when it is experienced, is short-lived. In a second flight, quite often, the novice finds that this oppression diminishes very perceptibly; and soon he does not notice it at all. Motoring experience proves useful here, particularly high-speed driving on a track.
Some confusion is felt by the pupil, as a rule, and this is only natural, in regard to the pace at which the aeroplane travels through the air, and at the way in which the ground seems to be tearing away below. Occasionally, in a first flight, this impression of speed, and of height, produce in the pupil a sensation of physical discomfort; but it is one again which, in the majority of cases, is quickly overcome. A few balloon trips are a useful preliminary to flights in an aeroplane. They familiarise one in a pleasant way with the sensation of height, and accustom the eye also to the look of the ground, as it pa.s.ses away below.
While he is making his first flights with the instructor, and apart from a.n.a.lysing his sensations, the pupil will observe the lever movements made by the pilot in controlling the machine; and the fact that will impress itself upon him, as he watches these movements, is that they are not made roughly or spasmodically, but are almost invariably gentle. During these flights as a pa.s.senger, and after he has accustomed himself to the novelty of being in the air, the pupil will be allowed by the instructor to lean forward and place his hand on the control lever; and in this way, by actually following and feeling for himself the control actions the pilot makes, he will gain an idea of just the extent to which the lever must be moved, to gain any specific result in the flight of the machine.
[Ill.u.s.tration: MOTOR AND OTHER GEAR--ANOTHER VIEW. _Photo by Topical Press Agency._
This shows the constructional unit that is formed, on a suitably strong framework of wood, by the engine, propeller, and fuel tank, and also by the seats for the pilot and pa.s.senger.]
The next stage of tuition is that in which a pupil is allowed to handle a biplane alone, not in flight though but only in ”rolling”
practice on the ground--driving the machine to and fro across the aerodrome. The motor is adjusted so that, while it gives sufficient power to drive the machine on the ground and render the control surfaces effective, it will not permit the craft to rise into the air.
This stage, a very necessary one, teaches the pupil, from his own unaided experience just what movements he must make with his levers to influence the control surface of the machine, and to maintain it, say, on a straight path while it runs across the ground. One of the discoveries he will make is that the biplane, if left to itself, shows a tendency to swerve a little to the left--the way the propeller is turning; but this inclination may be corrected, easily, by a movement of the rudder.
The pupil learns also to accustom himself, while in this stage, to the engine controls which have been explained already; and he is not likely to be guilty of the error of one excitable novice who, while driving his machine back on the ground towards the sheds at an aerodrome, after his first experience in ”rolling” became so confused, as he saw the buildings looming before him, that he lost his head completely and forgot to switch off his motor. The result was that the aeroplane, unchecked in its course, crashed into some railings in front of the sheds and stood on its head. Not much damage was done however, and the novice was unhurt. He seemed as surprised as anyone at what had happened, and confessed that, for the moment, his mind had been an utter blank.
A pupil continues his practice in ”rolling” till he can drive his machine to and fro across the aerodrome on a straight course, and with its tail raised off the ground; the latter action being obtained by the pupil by means of a suitable movement of the vertical lever which operates his elevating planes.
Now comes the time when a pupil, taking the pilot's seat, and with the instructor sitting behind him--so as to be ready, if necessary, to correct any error the novice may make--begins his first short flights across the aerodrome. He rises only a few feet to begin with, and flies on a straight course, alighting each time before he turns, and running his machine round on the ground. He repeats this test until his instructor feels he is sufficiently expert to take the machine into the air alone. When this stage is reached, the instructor leaves his position behind the pupil, and the latter goes on with his practice till he can fly the length of the aerodrome alone, landing neatly and bringing his machine round on the ground, and then flying back again to his starting point.
In the early days of flying schools, before a pupil went through any regular system of instruction, there were remarkable incidents in regard to these first flights. In one case a pupil, having bought his own aeroplane from the proprietors of a school, insisted on having installed in it a motor of exceptional power. When the time came for him to make his first flight alone, and he opened the throttle of this engine and it began to give its full power, the aeroplane ran only a short distance across the ground, and then leapt into the air. The engine was in charge of the machine, in fact, and not the pupil. Away above the aerodrome, and beyond its limits, in a strange, erratic flight, the biplane made its way. As the pupil struggled valiantly with his engine switch, which appeared to have become jammed, he made unconscious and jerky movements of his control levers. One moment the machine would ascend a little, the next it would approach nearer the ground; then it would swing either right or left. Those watching from the aerodrome held their breath. But with the luck of the beginner, a luck which is proverbial and sometimes amazing, the pupil managed at length to stop his motor and land without accident--though by no means gracefully--in an abrupt gliding descent.
[Ill.u.s.tration: PUPIL AND INSTRUCTOR READY FOR A FLIGHT. _Photo by Topical Press Agency._