Bomber Boys. Patrick Bishop

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СКАЧАТЬ The path to an operational squadron now diverged as trainees proceeded to specialist flying, engineering, navigation, bombing, gunnery and wireless schools. There was some room for further adjustments. Pilots ‘washed out’ in the testing conditions of ever more advanced training were often re-assigned as navigators or bomb-aimers. But most would stay in the occupation to which they had been assigned until the end.

      The British climate made it one of the worst places in the world to train airmen. In another act of surprising foresight, the Air Ministry had come to an agreement with the Dominions to make use of the blue skies they possessed in abundance. The result was the Empire Air Training Scheme which began operating in April 1940. At its peak in 1943 there were 333 training schools outside the UK, ninety-two of them in Canada with most of the rest in Australia, South Africa, Rhodesia and India. There were five in the United States. Over the war years they turned out more than 300,000 aircrew for all branches of the RAF.

      To leave wartime Britain for North America was to move from monochrome to Technicolor. The transformation began on the boat, often one of the great passenger liners that in peacetime had plied the transatlantic route. Dennis Steiner sailed from Gourock on the Clyde to America on the Queen Elizabeth to continue his training. As Ireland slipped away he sat down for his first meal. ‘We had pork chops and snow-white bread. We hadn’t realized how grey our wartime bread had become.’ The film stars Merle Oberon, Edward G. Robinson and Douglas Fairbanks who were sailing back to the United States added an extra touch of glamour. The liner docked at New York where the cadets boarded a train for a twenty-seven hour journey to the main receiving centre at Moncton in New Brunswick, Canada.

      Dennis Field arrived in Canada in May 1942 to carry on his flying training. ‘The lights, lack of civic restrictions, unrationed goods and food, hospitality of the folk of the small town suddenly flooded with servicemen and the novelty of our new surroundings was appreciated,’ he wrote. At cafés and drugstores they wolfed down ‘huge T-bone steaks covered with two eggs sunny side up and chips, followed by hefty helpings of real strawberry flan and ice cream.’

      Those coming the other way found England welcoming and even sophisticated compared with puritanical provincial Canada. Ralph Wood, now trained as a navigator, arrived at the Uxbridge receiving depot in the spring of 1941. He was on his way to the Operational Training Unit (OTU) at Abingdon, Berkshire, before joining 102 Squadron, a Royal Canadian Air Force unit. ‘It was here that we were introduced to English food, Engish pubs and English girls – in that order,’ he wrote. ‘The pubs were happy new experiences for Canadians used to the dingy taverns of home where one was made to feel uncomfortable, if not immoral … the food was plain, palatable and rationed. The girls were friendly and good company …¹⁰

      Training was fun, by and large, whether at home or abroad. It was a time of instant friendships and hard, satisfying work relieved by horseplay, laughter and mild excess. Young men who in peacetime would have been rigidly separated by class and circumstances were thrown together and found that they got along fine. Henry Hughes, who was one of eleven children of a poor but happy family in Bolton, Lancashire, was waiting for a Morse test while training in Blackpool when ‘suddenly an airman at our table started to sing “A Nightingale Sang in Berkeley Square” in a really posh Noël Coward-type voice.’¹¹ The singer was Denholm Elliott who went on to become one of Britain’s best-loved post-war actors. Elliott was at RADA when the war began and had volunteered for the RAF on his eighteenth birthday. He found service life ‘rather exciting. I was mixing for the first time with many different types of men from different strata of society and I found that I was [getting] on really quite well with them. I had been living in a fairly monastic world since the age of nine, in prep and public schools and had never till now seriously rubbed shoulders with such a spectrum of different classes of people. I hardly realized that they existed. I found myself making great mates with all sorts of people I would probably never have met had it not been for joining up to meet the national crisis.’¹²

      Discipline was more flexible now. It needed to be. The trainees were individually-minded and, if not for the war, would have been unlikely to have chosen a service career. They were some of the most adventurous spirits of their generation and tended to chafe at unnecessary restrictions and unearned authority. That did not mean they lacked discipline. Rules, they knew, could be broken. But orders had to be obeyed.

      Once the trainees arrived at their specialist schools, flying became part of their daily existence, and so inevitably, did death. There was no system which could take the danger out of learning how to operate a bomber. Walking back to Abingdon after a night in the Red Lion pub, Ralph Wood and his fellow-Canadians watched a Whitley which was practising take-offs and landings crash into the commanding officer’s house killing all the crew. It could happen to anybody. Sergeants McClachlan and Iremonger shared a billet with Dennis Field during advanced flying training at South Cerney. They were a worldly pair who seemed to exude confidence. One morning they failed to turn up after night-flying training. They had been killed colliding with each other. When Brian Frow and seven other trainees arrived at the OTU at Cottesmore, they were told by the chief instructor that he had a ‘little job’ for them before they started. ‘This was to act as escort officers at the mass funeral in Cottesmore village for five students who had crashed on the airfield during the week before. We subsequently learned that there had been four fatal crashes in the previous week.’ By the end of the war 8,090 Bomber Command personnel had perished in training accidents, roughly one seventh of all who died, and 4,203 were wounded. The suspicion that many of these deaths had been avoidable created some anger and resentment.

      At the end of specialist training everyone was promoted. The majority, about two thirds, became sergeants. The rest were commissioned as pilot officers. The criteria used to award commissions were vague. The logic that leaders were automatically officers was not always followed. The captain of a bomber was the pilot, and it seemed sensible that the captain should hold the senior rank. But it was not unusual for a sergeant pilot to be outranked by his navigator or bomb-aimer. Operating a heavy bomber involved shared responsibility and intense mutual dependence. The anomalies and injustices of drawing distinctions of status, as well as pay and conditions, between men who fought and died inside the same claustrophobic metal tube grated particularly on the Canadians who were providing so many men.

      The matter surfaced in May 1942 at an air training conference in Ottawa. It seemed to the Royal Canadian Air Force that there was ‘no justification for the commissioning of some individuals whilst others are required to perform exactly the same duties but in NCO rank.’ The Canadians pointed out the inequities of pay, transportation and travel allowances. Dividing crews into commissioned and non-commissioned officers meant, in theory at least, the end of socializing on an equal footing. Sergeants would go to the sergeants’ mess, officers to the better-appointed officers’ mess. They argued that it could only be bad for team spirit if ‘the crew, as an entity is not able to live and fraternize, the one with the other, during leisure and off-duty hours.’ A radical solution was proposed. Everyone flying in a bomber should be an officer.

      The RAF avoided answering the Canadians’ detailed points, but did try to define the qualities that made an officer. Commissions were granted, ‘in recognition of character, intelligence (as distinct from academic qualifications), and capacity to lead, command and set a worthy example. Many aircrews (sic), although quite capable of performing their duties adequately, have no officer qualities.’ The debate fizzled out.

      Despite the relative absence of awkwardness about class in the RAF, there was plenty of evidence to suggest that being educated at a public school was no handicap when it came to obtaining a commission. Arriving at Brize Norton Flying Training School in April 1941 Brian Frow and his fellow-trainees were addressed by the chief ground instructor, a squadron leader aged about fifty, with First World War medals on his chest. After a welcoming speech he told his charges he was going to select flight commanders and deputies from among the cadets who would act as leaders and principal contacts between students and staff.

      ‘We were all sitting in the hall and СКАЧАТЬ