Training
Although the first ATA pilots were introduced to military aircraft at the RAF’s Central Flying School (CFS), the ATA soon developed its own training programme. Pilots progressed from light, single-engined aircraft to more powerful and complicated aircraft in stages. They first qualified on one “class” of aircraft, then gained experience on that class by doing ferrying work of any and all aircraft in that class before returning to training to qualify on the next class of aircraft. As a result, pilots progressed based on their own capabilities, rather than on a rigid timetable. This not only ensured that as many pilots as possible advanced, but those that could not were still gainfully employed flying the aircraft types on which they had qualified. Once cleared to fly one class of aircraft, pilots could be asked to ferry any plane in that class even if they had never seen that type of aircraft before. To do so they had Ferry Pilot Notes, a two-ring book of small cards with the critical statistics and notations necessary to ferry each aircraft. A pilot cleared on more than one class, could be asked to fly an aircraft in any of the categories on which he or she was qualified; thus even a pilot cleared to fly four-engined bombers could be assigned to fly a single-engined trainer if scheduling made this the most efficient way to get the aircraft to its destination.
The ATA trained its pilots only to ferry planes, rather than to perfection on every type. For example aerobatics and blind flying were not taught and pilots were explicitly forbidden from doing either, even if capable of doing so. The objective of the ATA was to deliver aircraft safely, and that meant taking no unnecessary risks.
A detailed account of the training that ATA pilots experienced and a vivid view of the daily life of an ATA pilot may be found in "Intrepid Woman, Betty Lussier's Secret War, 1942-1945", Betty Lussier, 2010.
Read more about this topic: Air Transport Auxiliary
Famous quotes containing the word training:
“The sum and substance of female education in America, as in England, is training women to consider marriage as the sole object in life, and to pretend that they do not think so.”
—Harriet Martineau (1802–1876)
“Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, when it ought to be done, whether you like it or not; it is the first lesson that ought to be learned; and however early a man’s training begins, its probably the last lesson that he learns thoroughly.”
—Thomas Henry Huxley (1825–95)
“I am not a suffragist, nor do I believe in “careers” for women, especially a “career” in factory and mill where most working women have their “careers.” A great responsibility rests upon woman—the training of children. This is her most beautiful task.”
—Mother Jones (1830–1930)