Development
The civil AS.6 Airspeed Envoy eight seat airliner of 1934 was militarised in 1937 to create the mass produced AS.10 Airspeed Oxford trainer. The Oxford was used by several air forces for the British Commonwealth Air Training Plan, and 4,411 were produced.
From 1946, 162 Oxfords were refurbished and adapted for civilian use as the Consul, as war surplus Oxfords were common. They were superficially attractive as a small twin-engine airliner, and Airspeed soon offered a conversion kit.
The Consul saw service with small scheduled and charter airlines as feeder liners in Great Britain, and also Belgium, Iceland, Malta, East Africa and Canada, and was the first type operated by Malayan Airways, the predecessor of Singapore Airlines and Malaysia Airlines. Some Consuls were operated as executive transports by large industrial companies.
However, their wooden construction, heavy wartime use, somewhat tricky handling and small capacity (six seats) told against them. Many of the 'civil' conversions were bought by military users; and the Consul served as a VIP transport with the air forces of Britain, Canada and New Zealand, all of whom already operated Oxfords. In 1949, the Israeli Air Force purchased a number of civil Consuls and re-converted them to military trainers. They were used by 141 squadron until 1957, a year after the Oxford was retired by the Royal Air Force.
While several Oxfords survive, the Consul has not been so fortunate. G-AIKR, a former children's playground attraction is owned by the Canada Aviation Museum; it is on loan to the Royal New Zealand Air Force Museum, where it is being returned to Oxford status. As of 2003, another Consul (photographed in 1987 opposite) was known to exist in Singapore, stored in pieces.
Read more about this topic: Airspeed Consul
Famous quotes containing the word development:
“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
—Sara Lawrence Lightfoot (20th century)
“Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers.”
—James L. Hymes, Jr. (20th century)
“Men are only as good as their technical development allows them to be.”
—George Orwell (19031950)