Alexander Pokryshkin - Early Years

Early Years

Pokryshkin was born in Novosibirsk, son of a peasant turned factory worker. He grew up in a poor, crime infested part of town, but unlike most of his peers he was more interested in learning than in fighting and petty crime. His nickname in his early teens was Engineer. He caught the "aviation bug" when he was 12 years old at a local air show, and the dream never left him after that. In 1928, after seven years of school, he found work as a construction worker. In 1930, despite his father's protests, he left home and entered a local technical college, where he received a degree in 18 months and worked for six more as a steel worker at a local munitions factory. Subsequently, he volunteered for the army and was sent to an aviation school. His dream finally seemed to be coming true. Unfortunately the flight school was suddenly closed, and all students were instead transferred to be trained as aircraft mechanics. Dozens of official requests were denied with a simple "Soviet aviation needs mechanics just as badly".

Pokryshkin still strived to excel as a mechanic. Graduating in 1933, he quickly rose through the ranks. By December 1934, he became the Senior Aviation Mechanic of the 74th Rifle Division. He stayed in that capacity until November 1938. During that time his creative nature became clearly visible: he invented improvements to the ShKAS machine gun and the R-5 reconnaissance aircraft among other things.

Finally, during his vacation in the winter of 1938 Pokryshkin was able to circumvent the authorities by passing a yearly civilian pilot program in only 17 days. This automatically made him eligible for flight school. Without even packing a suitcase, he boarded a train to flight school. He graduated with top honors in 1939, and in the rank of Sr. Lieutenant he was appointed to the 55th Fighter Regiment.

Read more about this topic:  Alexander Pokryshkin

Famous quotes containing the words early years, early and/or years:

    If there is a price to pay for the privilege of spending the early years of child rearing in the driver’s seat, it is our reluctance, our inability, to tolerate being demoted to the backseat. Spurred by our success in programming our children during the preschool years, we may find it difficult to forgo in later states the level of control that once afforded us so much satisfaction.
    Melinda M. Marshall (20th century)

    Although good early childhood programs can benefit all children, they are not a quick fix for all of society’s ills—from crime in the streets to adolescent pregnancy, from school failure to unemployment. We must emphasize that good quality early childhood programs can help change the social and educational outcomes for many children, but they are not a panacea; they cannot ameliorate the effects of all harmful social and psychological environments.
    Barbara Bowman (20th century)

    In England, I was quite struck to see how forward the girls are made—a child of 10 years old, will chat and keep you company, while her parents are busy or out etc.—with the ease of a woman of 26. But then, how does this education go on?—Not at all: it absolutely stops short.
    Frances Burney (1752–1840)