Pilot Training – a Historic Perspective

Running head: PILOT TRAINING DEVELOPMENT 1 Pilot Training Development: A Historic Perspective James R. Cannon Embry-Riddle Aeronautical University March 31, 2010 PILOT TRAINING DEVELOPMENT 2 Abstract Reaching back to the moment when man first imagined what it would be like to soar in the sky like a bird, the one salient fact of that futuristic dream was that a human being would have to somehow control the airborne event. Engineers and philosophers could ponder the mechanics of flight, but once enabled; how did one safely rise and descend, turn and bank, take off and land? The genius of the Wright brothers approach to solving the puzzle was repetitive glides. Hundreds upon thousands of glides helped Wilbur and Orville learn how to maneuver their oversized kites. Armed with that knowledge and the secret to “roll” control, they set out to make history. Early on, aviating was more “seat of the pants” than “state of the art”. With the advent of the Great War, flight training was initiated on both sides of the Siegfried line. Following the war, the glut of surplus aircraft and pilots became the ingredients for thrills and eminent disasters. Government regulation predictably followed a steady stream of accidents in order to protect public safety. As new aircraft designs unfolded, so did performance and speed. Pilots were faced with challenges that had not been imagined decades before. World War II spurned a renewed pilot training frenzy. Commercial airline growth was fostered by another post war surplus of trained pilots and equipment. Organized training centers were developed. Pilots found themselves engaged in a learning curve that seemed to have no end. PILOT TRAINING DEVELOPMENT 3 Pilot Training Development: A Historic Perspective Throughout the past century of flight, pilots have constantly been faced with the requirement to learn new skills; to balance an inherently unstable craft in an unpredictable wind; to become proficient in the use of an unfamiliar piece of hardware; to rely upon a new instrument; to soar to new heights on the back of the most recent advancement in aerodynamics; to face an opponent across the expanse of a limitless sky; to handle an emergency for the first time like a seasoned veteran; and to make decisions under duress which may ultimately determine the safety of passengers and crew. People are not born with these abilities. They must be learned. That learning, that body of knowledge was developed over time and in consideration of the mistakes made by many others before them. The Wright brothers understood that an experienced pilot would be an integral part of their success on December 17, 1903. There were few opportunities afforded to the pioneers to actually feel the air through a set of fight controls. Each attempt was a learning experience. Hundreds of glider flights prior to that magical day in Kitty Hawk tested not only the airframe but the aviator. No one knew how to fly at the dawn of powered flight; they simply had to learn by doing. David Fairchild provides a wonderful description, quoted by Seth Shulman in his book, Unlocking the Sky, of Glenn Curtiss’ first flight of the June Bug, on July 4, 1908. “…it glided upward into the air and bore down upon us at the rate of 30 miles an hour. Nearer and nearer it came like a gigantic ocher-colored condor carrying its prey. Soon the thin, strong PILOT TRAINING DEVELOPMENT 4 features of the man, his bare outstretched arms with hands on the steering wheel, his legs on the bar in front, riveted our attention. Hemmed in by bars and wires with a 40-horsepower engine exploding behind him leaving a trail of smoke and with a whirling propeller cutting the air 1,200 times a minute, he sailed with forty feet of outstretched wings twenty feet above our heads” (Shulman, 2002, p. 141). Not for the faint of heart, flying at relatively low speeds and low altitudes offered an envelope for the novice to recover from an accident, bruised but unbroken. It became apparent that this would not continue with the advent of new engine designs, augmented horsepower, and the resultant increase in speeds. Even experienced pilots such as Orville Wright could find themselves and their passenger in difficult circumstances. On the seventeenth of September, 1908, Lt. Thomas Selfridge, an observer aboard the Wright Flyer, became the first person to lose his life in a heavier-than-air aircraft accident (Brady, 2000). A structural failure in-flight had rendered the aircraft uncontrollable. Charles Grey, an aviation historian of the period, is quoted in Unlocking the Sky, “The Wright type biplane with the small leading plane and a method of control hardly anybody other than the Wrights could manage, killed most of its pilots and was obsolete and out of production by 1912 when many other designs were flying strongly and developing fast” (Shulman, 2002, p. 222). The Wrights were not deterred by such opinions. In 1909, they had finally won a contract with the U.S. Army. The first aircraft was delivered to the Army on August 12. The terms of the purchase agreement also specified that two officers must be trained to fly (Allen, 2002). PILOT TRAINING DEVELOPMENT 5 The Wright brothers were at last receiving the recognition they so richly deserved. Although it had been nearly six years since the first flight, Wilbur’s success in France the previous year coupled with demonstrations at home by Orville had in effect elevated the two men to celebrity status. Wilbur accepted the task of training the young Army officers. College Park, Maryland was chosen as the site for the first military airfield. The Army leased 160 acres beside the B & O Railroad tracks and selected Lieutenants Humphreys and Lahm as the first students to receive flight instruction (Allen, 2002). The day before training was to begin; the new class and their instructor assembled the aircraft that had been shipped to the site by rail. “Lt. Lamm was given the honor of cranking the engine because he was in charge of the military detachment at the field” (Allen, p.16). On October 8, 1909, in mid-afternoon, Wilbur tested the aircraft by circling the field several times. Satisfied, he landed and took Lamm onboard for his inaugural lesson. Lt. Humphrey was next to fly. The College Park school was open (Allen). Control and feel for the aircraft were the principle lessons learned. Everything was visual. Students would sit in the aircraft on the ground and simulate reactions to the instructor’s verbal input. Wind - how it influenced every aspect of flight was discussed over and over. Certainly an abundance of time was devoted to ground based instruction, while flight lessons were limited to short circuits around the field. “…at a time when there were fewer than ten fully qualified aviators in the world, the only way to obtain pilots, was to train them”(Ennels, 2002, p. 24). The Wrights realized that in order to expand sales of their aircraft, they had to demonstrate Wright Flyers throughout the country. Pilots were needed to fly the demos and to teach. In March of 1910, Wilbur and Orville opened the first civilian flight school in Montgomery, Alabama (Ennels). Orville assumed the responsibility of running the school. He employed a PILOT TRAINING DEVELOPMENT 6 staunch approach to teaching; check the aircraft thoroughly prior to each flight with the student, fly a test circuit before the student climbs aboard, and only instruct in light wind conditions. When high winds prevented the students from going aloft, they “…practiced balancing the aircraft on the monorail. With the plane pointed into the teeth of the wind, one student acted as the operator and another as ballast, as the airplane tilted from side to side in response to the movement of the elevators and stabilizers” (Ennels, p. 27). This simulation process was incorporated into future training classes by the Wright brothers. The Montgomery school would claim several aviation records during the summer of 1910. Walter Brookins became, “…the first and only graduate of the nation’s first civilian flying school” (Ennels, 2002, p 28). Brookins was then designated to instruct in Orville’s absence. On May 25th, the novice instructor and student Arch Hoxsey, initiated a takeoff at 10:30 p.m., in calm winds with a full moon illuminating the landscape. This was “believed to have been the first night flight ever attempted” (Ennels, p.28). The Brookins-Hoxsey exploit would later be modified to become the first night instructional flight. One month prior, April 23rd, Claude Grahame-White competing in the Daily Mail race from London to Manchester, laid claim to the first night flight. Even though he risked flying after sundown, Grahame-White eventually lost to Louis Paulhan (Brady, 2000). “It would be another twenty years before reliable attitude instruments would make their way into airplane cockpits, but it started here, on the perilous night flight from London to Manchester” (Brady, p. 86). Later that year, inter-service rivalry intact, the Navy Department expressed an interest in aeronautics. Captain Chambers, the Navy designee for this new discipline, contacted Glenn PILOT TRAINING DEVELOPMENT 7 Curtiss with a question and a proposal. Could an aircraft operate from a ship? If so, would Curtiss be willing to provide a demonstration? “On November 14, 1910, Curtiss’ representative, Eugene Ely, flew a Curtiss land-plane from a platform hastily built on the bow of the USS Birmingham at Hampton Roads, Va” (Sitz, 1930, p. 5). The Navy was very impressed, but lacked funding to proceed further. Glenn Curtiss volunteered to train an officer to fly at no cost to the Navy.

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