ARMAMENT SCHOOL.

R.A.F. Can.â€”School of Aeronautics Output of PupilsGrand Total 6171

PARADE ON UNIVERSITY CAMPUS.CADET CAMP, UNIVERSITY LAWN.(Note â€œAerialâ€ of this Camp onpage 164.)

The only further change made in the system of instruction at the School of Aeronautics, was the introduction of the block system in October, 1918, under which forty hours were allotted to engines, twenty-seven to aerial navigation, twenty to wireless, twenty-six to rigging and thirty to artillery observation. The observersâ€™ flight was carried on independently of the above, and the ninety hoursâ€™ instruction given to the latter on technical subjects covered all requirements.

In concluding this very brief sketch of an extremely important section of the brigade, it is desired to specially acknowledge the services of not only the instructing officers but also of the non-commissioned officers and men on the staff. It fell to the duty of many sergeants and corporals to demonstrate the principles and theories of highly technical appliances, and to demonstrate them moreover in many cases to men who were much their seniors and who had had the advantage of a modern and expensive education. It was, however, uniformly observed that the non-commissioned officers who occupied this highly responsible and difficult position, discharged their duty not only with a dignity beyond all praise, but also with an exemplary clearness based on an intimate knowledge of the subject. They were confronted very often with questions which would have confused many who laid definite claim to higher attainments, but it has not yet been found that any one of them was lacking either in the technical qualification or the power of self expression which was necessary for the satisfactory discharge of their duties. The marked improvement in the all-round ability of cadets arriving at the various flying wings after the School of Aeronautics had had time to finally find itself, is due to the excellent work done by officers and non-commissioned officers alike at this unit.

It is a far cry from the one-time pilot who, between the vagaries of his machine, took pot shots at his opponent with a revolver or sporting rifle, to his successor of to-day armed with a machine gun that discharges bullets at the rate of 600 per minute through a four-bladed propeller revolving at the rate of 1,200 times a minute. It was, therefore, the object of instruction at the Armament School to so train the would-be pilot that he might have a thoroughly grounded knowledge of the weapons he was destined to use. The need of special tuition there given was further accentuated by the increasing pressure on the instructors at the School of Aeronautics.

In March, 1918, the O.C. proposed to the War Office that this School be set on foot immediately, and matters had been so far advanced by May that necessary construction was well under way. Here again the R.A.F., Canada, was fortunate in being the recipient of much consideration from Canadian organizations. On learning that accommodation was required for the purposes of the School, the Canadian Westinghouse Company Limited, one of the most important industrial concerns in Canada, most generously offered the use of a large factory in Hamilton free of charge, together with adjacent grounds, and shortly afterwards the brigade was further helped by permission to use the area of a 9-hole golf course immediately adjoining. This very considerate proposal was made by the Hamilton Golf Club, and was gratefully accepted.

These preliminaries successfully arranged, the matter began to move rapidly.

OFFICERS AND STAFF, ARMAMENT SCHOOL, HAMILTON.

RIGGING FLIGHT, SCHOOL OF AERONAUTICS.AEROPLANE DESIGN, SCHOOL OF AERONAUTICS.

In May three officers and two non-commissioned officers left England to form the nucleus of the instructional staff, bringing with them such material as could be provided at the moment. The Aviation Department of the Imperial Munitions Board assumed responsibility for the physical portion of the work in hand, under the supervision of the Royal Engineers section of the brigade. This provision included ranges, armouries, workshops, instructional and lecture buildings, a hospital, and the general adaptation of the interior of the factory buildings to the purposes required.

All this advanced so swiftly that by June 19th, the factory building was equipped, and the Armament School, which up to this time had formed a portion of the Cadet Wing at Long Branch, moved to its new quarters on June 20th.

The course of instruction called for a much further excursion into applied mechanics than any portion of the tuition formerly given. As it progressed, it soon became evident that the embryonic pilot was keen for intimate knowledge of the guns on the efficiency of which his future victories depended, and his general course was so modulated as to give him the opportunity to master the last detail. The question of a method of sighting which would allow a deflected aim to be laid on a moving machine received mathematical attention, as was also the synchronizing of a gun with the revolving blades of the propeller. On this and other points, information was continually being received and communicated through the School to other units of the brigade.

Drafts of cadets, arriving on Wednesday afternoons, were immediately handed over to the quartermasterâ€™s department, where arrangements for their domestic comfort were made for the four or five weeks they were to remain. The following morning instruction began, first with one gun, its description, action, care and possible troubles in the air, accompanied by range work and constant handling. The question of aiming was gradually introduced and ran progressivelythroughout the course, until the pupil felt that he could, without effort, fire the gun in the air, making allowances for his own speed and direction, his enemyâ€™s speed, direction and range, and instantaneously adapt his fire to meet the ever-varying and never-ending manoeuvres of his own and his enemyâ€™s machine.

Both guns and sights having been mastered, the cadet was introduced to the subject of gearing his gun to fire through his propeller at varying rates of revolutions. The principle upon which this gearing depended, though one of great difficulty in instruction, was nevertheless the subject which, of all others, provoked the greatest interest amongst the pupils.

Arrangements were completed to enable the pilot actually to carry out the process of synchronizing his gears and propeller under conditions which perfectly simulated his position in a machine. He was thus enabled to watch the principle at work.

Instruction being completed in two guns, ammunition, aerial bomb sights and synchronizing gears, another section of the School undertook the pupilsâ€™ training in bombs, bomb dropping and bomb sights.

The increasing importance of this subject was appropriately balanced by the very wide range of sights and bomb-dropping apparatus demonstrated by specially experienced instructors, whereby the pupil was made cognizant of all the operations of loading bombs on machines, fusing them, attaching the necessary releasing gear, and so loading his machine that he could at will drop any type of bomb suited to any target which might suddenly present itself, from a group of infantry which needed scattering, to the ammunition dump to be exploded.

LIBRARY, ARMAMENT SCHOOL, HAMILTON.CADET BARRACKS, ARMAMENT SCHOOL, HAMILTON.

ENGINE FLIGHT.CLERGET ENGINE ON ROCKING NACELLE.

TILTING.CADET SPORTS.

ENGINE TEST, CAMP BORDEN.ENGINE REPAIR, CAMP BORDEN.

The peculiar path taken by a bomb in falling from a machine with a forward momentum imparted by the speed of the machine, needed very special mathematical calculation to enable the pilot to release it at a considerable distance from his objective, and to this end a variety of bomb sights were explained and practised with from dummy machines with unfused bombs over mechanically moving scenery.

The flying camps, to which cadets were posted on the completion of their course in elementary gunnery, carried on further practices in coÃ¶peration with this school, and instructors were sent to these wings from time to time to coÃ¶perate, and to insure that no gaps or overlaps occurred in the cadetâ€™s training. By this means the pilot who left this country for overseas was assured that he had covered every section of the field of armament, and that no situation was likely to occur during his flying career with which he could not deal.

In addition to the training of embryo pilots, courses of instruction were conducted for observers, during which, for a period of three weeks, they were made competent to handle the gun which they would be required to use overseas. By the use of guns with camera attachment, recording a photograph on a graduated screen instead of firing a shot, the resultant photograph revealed to the observer the effect of his shoot, and his graduation was not considered complete until he was able to produce a collection of photographs which evidenced an automatic and deadly aim.

During the period in which this School operated, an average of more than 400 cadets per month was instructed, and the record which each carried overseas showed a complete and thorough course of ground training performed entirely under Canadian tuition.

For the first few months, the Corps had an all sufficiency of work in organizing depots, selecting aerodromes, arranging for recruiting, and numberless other activities on all of which largely depended whatever future success might be achieved. There was no aerial gunnery for the reason that there were no instructors. What had been done on the ground was elementary, and reasonably so, due to the lack of material. Matters moved forward when the first instructors arrived in Canada on April 25th, 1917, and, having formed a class of picked mechanics (the instructors of the future), enabled the School of Aerial Gunnery to be organized at Camp Borden on May 1st.

The School had just two guns and 18 pupilsâ€”the historic â€œeighteenâ€ who formed the first shipment of real pilots. The latter had no aerial workâ€”the overseas call was too imperativeâ€”but each fired 40 rounds at a ground target.

Meantime the School of Aeronautics was busy, and the effect became noticeable. Camp Borden, relieved of much elementary training, did higher and aerial work, and got for itself ranges, fixed targets and silhouettes. The course lengthened to three weeks with 100 rounds fired in the air from a Lewis gunâ€”no aerial Vickers being available. In July came more guns and equipment from England, the second course began with 62 cadets and the state of affairs definitely improved. Camera guns turned up, and became instantly popular. Work commenced on fitting a timing gear so that the gun might shoot through the propeller. The chief disadvantage was the shortage of serviceable machines available.

ARMOURED LAUNCH FOR GUNNERY PRACTICE.

SYNCHRONIZED VICKERSâ€™ GUN.SYNCHRONIZING GEAR.

In August began the third course with sixty-six cadets and an organization fairly complete, being forty officers and ten N.C.O. instructors. Now, too a JN4 machine was converted to a JN4A with the pilot in front and a Scarff mounting behind for the observer, as in the Bristol fighter. A decided acquisition this, and a quantity were ordered. Surprise deflection shooting was introduced. It was a busy and interesting period.

The fourth course in September had 124 cadets. The tuition given was of proved value. Lectures came in by the fighting instructor, and naturally increased the pupilsâ€™ confidence. The latter were now firing 750 rounds from the ground and 150 from the air, and the squadron worked at high pressure to give each pupil three hoursâ€™ aerial gunnery flyingâ€”a matter of difficulty owing to the scarcity of machines with synchronized guns. It was probably due to this that cadets were getting too much Lewis gun observersâ€™ work. The fault was rectified, though the mountings were not entirely satisfactory.

The fifth course began in October with a total of 238 pupils, who proceeded with the unit to Texas andenjoyed excellentfacilities which had been foreseen and provided. The number of available machines increased, and were divided into C.C. gear (synchronized gear) camera gun and turret machine flights. Actual aerial instruction was given twenty-four hours after arrival at this far Southern field.

The history of Royal Flying Corps gunnery in Texas is a progressive document, too lengthy to give in detail. Here the unit had its first target practice over waterâ€”Lake Worth proving ideal for the purpose, and instruction was greatly aided owing to a better observation of fire and a clearer angle of approach. In December the pupils turned out numbered 264, an average flying time of practically five hoursâ€”a marked improvement.

In January the aerial work of the School was further increased. Range work (25 yards) was taken over by the wings. All synchronized guns were moved from the side of the cowling to the top, thus creating active service conditions. No. 2 squadron came into being with twelve machines, giving 30 in toto, the work being done by flights. Two machines were converted to Canadian Gothas, with the gun firing through the bottom of the fuselage. The output of pupils increased to 310, with average flying time of 5Â½ hours.

February saw the use of a good armour-plated disappearing and running target, and cadets also fired from a cage that travelled along a cableway between two towers, but the speed was too low to be of value. The February output was 313 pupils. The instructing personnel had now increased to 60 officers (50 flying), 1 warrant officer, 60 N.C.O.â€™s and 250 men.

March, a busy month, with 336 pupils and flying time average of 6Â½ hours, was a record in output and time flown.

April saw the School on its own aerodrome at Beamsville, Ontario, where facilities were ahead of anything heretofore existing. Came as well a third squadron. The output was 243 pupils, all R.F.C. with 7 hours and 40 minutes flying, the record time to date.

In the following month the syllabus was amended, this being the result of a visit to England by the officer in charge of Canadian training. All straight target shooting was abolished, and deflection sights were introduced so as to allow for a speed of 100 m.p.h. of an enemy machine. Small model aeroplanes were built and set up beside the targets. At these the pupil aimed, the deflection of the gun sights bringing his shots on to the target where their accuracy was of course registered. No less than 17 various practices were laid down. The improvement in ground work soon became noticeable.

RANGE CONSTRUCTED BY AVIATION DEPARTMENT AT BEAMSVILLE.

SHOOTING THROUGH PROPELLER.BESIDE THE FUSELAGE.VARIOUS GUN MOUNTINGS.GROUND PRACTICE.

In May, also, the Armament School opened at Hamilton, and relieved the School of Aerial Gunnery of giving elementary instruction after pupils had already learned to fly.

During June a fourth squadron was added to train observers exclusively, enabling the School to adopt the ideal principle of giving all pilot cadets synchronized gear and camera gun training, and all observer cadets instruction in Lewis and turret camera guns, the sequence being as follows:â€”

1. 1 hour dual camera gunâ€”12 pictures of silhouette taken by diving on it from behind.2. 1 hour dual, with pictures of a target machine in the air, allowing for speed of 100 m.p.h. and necessary deflection.3. Dual, on C.C. gear (instructor in back seat) diving at angle of 60Â° to 45Â° at silhouettes in Lake Ontario, 200 rounds or one hour.4. Dual, 1 hour or at least 60 rounds with gun stoppages. This determines the pupilâ€™s proficiency in clearing jambs.5. Dual, enfiling with C.C. gear, 200 rounds diving from 1,000 to 100 feet at dummy trench in Lake Ontario.

1. 1 hour dual camera gunâ€”12 pictures of silhouette taken by diving on it from behind.

2. 1 hour dual, with pictures of a target machine in the air, allowing for speed of 100 m.p.h. and necessary deflection.

3. Dual, on C.C. gear (instructor in back seat) diving at angle of 60Â° to 45Â° at silhouettes in Lake Ontario, 200 rounds or one hour.

4. Dual, 1 hour or at least 60 rounds with gun stoppages. This determines the pupilâ€™s proficiency in clearing jambs.

5. Dual, enfiling with C.C. gear, 200 rounds diving from 1,000 to 100 feet at dummy trench in Lake Ontario.

During all firing over the water, observations are taken from a watch tower, and a complete report of all results is compiled.

There follows then another 4 hoursâ€™ dual, after which the pupil goes solo and repeats all he has previously done under the watchful eye of his instructor.

Arriving at the final instructional squadron, there ensues an ultimate 4 hoursâ€™ dual work before the nearly graduated pilot is asked to do one spiral, two vertical banks, three loops, four Immelmann turns, five half-rolls and six complete rolls. During all thistime he is equipped with a camera gun, and expected to manoeuvre into a position favorable for attacking another machine, simultaneously avoiding being photographed himself by an opponent.

This brought about marked proficiency, and it was proved quite clearly that pilots had been going overseas with too much straight shooting and not enough practice during stunting. The new system, however, brought tuition up to conditions actually existing at the front at the time. Several experienced pilots became available, and their lectures were most valuable. The output of cadets was (June) 182, but the average flying had gone up to 11 hours.

In July the School became that of Aerial Fightingâ€”a more descriptive title, since tactics were so prominent in its course. The contrast with June of 1917 was somewhat remarkable, there being now 92 officers and 700 other ranks. During this month rocking nacelles and Scarff mountings were introduced for all ground work, and all pilot instructors were arranged to be examined monthly. This led to the discovery that refresher courses were necessary in cases, these being forthwith commenced. The monthâ€™s output was 262, with flying time with guns of 11 hours.

In August, the observersâ€™ course was well under way, being a modification of that arranged for pilots. There was naturally no C.C. shooting, but instruction covered every practical method of firing at possible targets from the observerâ€™s seat. This month there were graduated 246 pupils with a slightly reduced flying time of 9Â½ hours.

WING OFFICE, ETC.â€”BEAMSVILLE.RANGESâ€”BEAMSVILLE.

CABLE WAY FOR GUNNERY PRACTICE, TEXAS.(SINCE OUT OF DATE.)

R.A.F. Can.â€”Output of Pilotsâ€”School of Aerial Gunnery

By September pupils were passing all tests under the same instructor in any one squadron. This, coupled with the use of speaking tubes, was of considerable help. Further guns, gears and equipment had come in from England, and the situation was now vastly different from that which pertained to earlier months when the School was forced to manufacture much of its own equipment. Instruction was going well, and the output reached 270, with a flying time of more than 9 hours.

The officer personnel expanded in October to 110, this being of great assistance. Pilots were limited to three hours per day in the air, and, in consequence, machines had not been reaching a maximum flying time. The effect of good instruction at the Armament School was now most noticeable, as pupils were coming through with increased technical knowledge of gunnery and guns. The first Canadian-built Avro machine was flown during this month, with a most satisfactory performance. The output touched 281 and flying time 10 hours.

Such in brief is the record. The value may best be judged by the service rendered by those who passed from the harmless silhouettes floating on the smooth surface of Lake Ontario to engage the deadlier machines that haunted the high altitudes over the Western front.

Before carrying out aerial practice with machine guns, embryo pilots and observers are required to attain a certain standard in camera gun work, both on the ground and in the air. The camera used is designed to resemble, both in operation and in appearance, the Lewis machine gun, the difference being that upon the trigger being released the camera gun registers a photograph upon a film. Reloading is by pulling back the cocking handle, which brings another film into place.

Practices being concluded, the cadet takes his own film to the nearest photographic sub-station, where it is developed in about ten minutes, and, still wet, is then submitted to the instructor, who forthwith criticizes the work of his pupil in the presence of the latter.

The camera gun is best suited for enabling the pupil (pilot or observer) to ascertain his proficiency in the use of deflection sights, and his ability to place the enemy machine in correct position in the ring, according to his line of flight. Errors in aiming are checked by the photograph being taken through a glass screen, this being marked with circles, each valued at seven and a half feet taken from 200 yardsâ€™ distance, which is the distance advised for commencing a combat. On examining the film, after development, the instructor can explain the error in deflection or elevation by the position of the machine in relation to the rings.

In the illustrations, these being from camera gun films, will be noted the enemy machine as seen by the gunner through the ring sight at the moment of firing. In the first case the aim is low and to the right.In the second print the pupil has fired low and in front. The encircled dot shows the point at which the gunner should have aimed when the pilot of the target machine was flying directly toward the inner ring at 100 miles per hour.

On taking to the air with the camera gun, the observer is piloted by an instructor, and is initiated not only in the photographing of other machines, but also in manoeuvres which have for their object the avoidance of being photographed by the opposing camera gun. Finally, the pupil engages in aerial combat with another machine piloted by a â€œhostileâ€ instructor, and each machine attempts to â€œshoot downâ€ the other. In this contest the pilot or observer who obtains the most accurate pictures is counted the victor. Every principle of aerial fighting as taught both in lectures and in the air, is practised, and upon its completion the results, as inflexibly registered by the camera gun, are subject to the keenest criticism.

CAMERA GUNNERY.

82ND SQUADRON.

It was, of course, recognized from the very first that thorough acquaintance not only with every means of communication from the air to the ground, but also ability to read every signal necessarily transmitted from the ground to the air, was one of the most important requirements in the training of a pilot.

The ranging of guns (particularly heavies), the finding of targets and their destruction have all been successfully accomplished by coÃ¶peration between the pilot and the communicating battery. Numberless devices have been experimentally tried such as coloured lights, signalling by lamps, etc., etc.; but none proved a means of communication which was not only reliable but which also afforded no invitation to attack by the enemy. As the outcome, the wireless system from the aeroplane to the ground, and ground strips, or panneau, from the ground to the aeroplane were adopted and uniformly used. As far as concerns the training work of the Canadian wing of the Royal Flying Corps, the methods used were naturally those already established in England.

On arrival at the Recruitsâ€™ Depot, the cadet received his first initiation, together with a small amount of instruction in the code used. Moving hence to the Cadet Wing at Long Branch, wireless formed a definite part of the routine of the dayâ€™s work. The cadet was required to successfully send and receive six words per minute, and for purposes of instruction telephones were connected to the buzzer circuits. In the tuition of sending, Morse recorders operated by means of a silenced key were installed, and picture targets, constructed with miniature lamps shining haphazardly through small holes, were operated from a switchboard. These represented shell burstswhich the cadet was required instantly to locate and report.

With six weeksâ€™ of wireless at the Cadet Wing, the pupil proceeded to the School of Aeronautics for further instruction, and heard lectures on picture target work and artillery coÃ¶peration from experienced observers. Requirements now demanded eight words per minute. After examination, his next step was to the elementary training wing at either Deseronto or Borden, where he not only carried on ground work, but also put into actual practice in the air the instruction already received.

Moving on to North Toronto he reached the stage of final tuition in this section of his course. At varying distances from this station, puff targets were provided to simulate shell bursts, and the embryo pilot conducted himself as though on active service by locating the shoot and reporting it with necessary adjustments to the battery receiving station. Such was the value attached to this phase of training, that eighty per cent. of the observations sent down were required to be correct before the pupil was considered passed. The tests included reading ground messages, bomb dropping, etc., the latter being checked by a camera obscura hut which was used as the target. In this process it was necessary that the cadet adjust his bomb sights both for the speed and altitude of his machine. This being done, his wireless key was depressed and the actual position of his machine recorded in the camera obscura hut at the moment of signalling, which moment, it was understood, was the instant at which the bomb would have been dropped were the machine in actual service. The result recorded infallibly the amount of judgment which had been used. Some idea of the extent of this School may be gathered from the fact that a tour around the batteries involved a 60 mile trip. Bomb-dropping, though having no connection with artillery observation, was here practised as a matter of convenience.

POPHAM PANNEAU.POPHAM PANNEAU.

â€œA PUFF.â€GROUND STRIPS.

If it be asked why the pilot does not receive as well as send wireless messages while in the air, it may be stated that up to the present the difficulties of receiving on a trailing aerial have been such that what might be termed a graphic ground method has proved preferable. Large ground strips are, on active service, an invitation for bombardment by the enemy and are being aided by the Popham Panneau, a method of signalling consisting of the rapid forming up of small, symmetrical, rectangular figures, by arrangements of white bands capable of rapid variation. In general they are the combination of the letter â€œTâ€ with short, symmetrical additions.

The Aldis lamp, also used, is an improvement on the heliograph, and reflects the rays of an electric globe instead of sunlight, but it will be understood that recent advances in wireless telephoning have revolutionized the above methods.

A word is in place with regard to the Artillery CoÃ¶peration School at Leaside through which all pilots of necessity must pass. The equipment is the result of very brilliant work by an R.A.F. officer. The maps themselves represent two sections of the Western front, and are reproduced with vivid accuracy from aerial photographs. Each is 40 feet Ã— 20 feet, and contains some eighty targets so arranged as to allow switching from one gun pit to another, thus following the actual work of destruction by imaginary batteries. Zone calls are arranged for all targets, these representing every possible point for bombardment, such as hostile battery positions, trench points, railroads, cross roads and fortified positions in enemy towns. British and German trenches are shown on a scale of approximately five inches to one hundred yards.

The total number of electric globes used to simulate bursts is 1,360, and the two balconies where the observing pilots sit are so equipped that every operation which must be carried out in doing wireless testsmust be completed before signals can be received by the operator seated below at the imaginary battery. Space does not permit of a detailed description of the intricate, electrical work required to complete this admirable installation. It suffices to say that those best qualified to judge deem it a very considerable achievement.

Rotary targets are also used, as by turning them practically the same condition is created as that which confronts the pilot when turning his machine in the air. These, too, represent a reproduction of well-known sections of the Western front.

A special map was devised for contact patrol work, presenting three distinct lines of trenches together with an equal number of groups of headquarters, as well as machine gun pits, tanks, etc., while wireless sending was coupled up with Aldis lamp workâ€”the latter requiring to be read at four words per minute.

At the conclusion of instruction of every course it was demanded that every cadet both receive and send at a speed of eight words per minute before being allowed to proceed with aerial tests.

WIRELESS IN THE FIELD.

MOSAIC OF CAMP BORDEN R.A.F. AND PART OF C.E.F. AREA.1. CANVAS MATS AND MACHINES.6. SAND PATCH.11. BARRACK BLOCKS.2. HANGARS.7. WOODED GROUND.12. BORDEN STATION.3. LANDING SQUARES.8. OFFICERSâ€™ QUARTERS.13. PATH.4. MACHINE GUN SHELTER.9. RAILWAY.14. GOLF COURSE.5. CADET CAMP.10. EARTH ROAD.15. QUARTERMASTER STORES.[Examine this photo with a glass.]

1. CANVAS MATS AND MACHINES.6. SAND PATCH.11. BARRACK BLOCKS.2. HANGARS.7. WOODED GROUND.12. BORDEN STATION.3. LANDING SQUARES.8. OFFICERSâ€™ QUARTERS.13. PATH.4. MACHINE GUN SHELTER.9. RAILWAY.14. GOLF COURSE.5. CADET CAMP.10. EARTH ROAD.15. QUARTERMASTER STORES.

[Examine this photo with a glass.]

The Air Force is the eye of the army, and the camera the recording eye of the airman. It is therefore, of prime importance that aerial photography in all its phases be mastered by the would-be pilot. Failure cannot be risked. Too much is involved in sending machines on long photographic reconnaissance. Their results should indicate everything from a narrow path through enemy wire to a camouflaged German aerodrome.

In order to secure the best type of instruction, the R.A.F. has availed itself of the services of officers of experience on all points. Training begins at the School of Aeronautics. Here ground tuition is given, including everything from camera mechanism to colour filters and panchromatic plates, from map making to mosaics, the relative size of objects and the value of shadows in estimating heights.

Leaving the School, the cadet takes to the air to be tested by photographing given points, his ground instruction still proceeding. In the case of the observer, the course is the same, and all such work forms part of a general mapping scheme which aimed at the compiling of a complete reproduction of the areas around the several aerodromes.

Bad weather, usually considered a bugbear, is not allowed to interfere. By the use of a wide shutter slit and the very best lenses, tests are made in all weathers, and active service conditions thus paralleled. That photographic instruction has been faithfully given and intelligently received, may be seen from the excellent reproductions of aerial work presented in this volume.

From the foregoing it might be assumed that the art is simply acquired, but such is not in any way thecase. To use his lens with complete facility, the pupil must correctly establish his height, his relative position with the objects to be photographed, and, generally speaking, be sufficiently at home in the air to do his flying instinctively and devote his chief attention to the camera.

ATTACHING CAMERA TO FUSELAGE.BUILDING UP A MOSAIC.

RECEIVING.ARTILLERY OBSERVATION HUT.

PHOTOGRAPHY.AERIAL NAVIGATION.

AERIAL AMBULANCE.

Training development in England had now reached a point at which elements already recognized but not hitherto fully appreciated were proved to be invaluable. Their use was aimed primarily at the attaining of instinctive flying by the pupil. The means by which this was achieved, the consequent effect on the instructor, and the reduced fatalities during instruction are sufficiently notable to call for mention.

The product has been the active-service pilot as distinguished from the peace pilotâ€”two vastly different individuals.

The actions and reactions of this system are in general psychological. They begin with the assumption that since fear is almost invariably of the unknown, once the latter is eliminated fear should be non-existent. The approach is, therefore, by way of wiping out ignorance concerning the air and the machine in which the pupil and instructor ascend, and illustrating, while in flight, the simplicity of those laws which are fundamental to all good pilots and machines.

This, while seemingly simple enough, involves an ultimate strain on the instructor. His pupils are, it is true, limited to six, but into each of these he is expected to pour the sum of his knowledge and skill. He is personally responsible for their crashes. At first blush apparently unjust, this resolves itself into an absolutely fair deduction from the principles of the system. A crash by a pupilâ€”engine failure and aeroplane failure being too infrequent to alter the premiseâ€”is considered as due to an imperfection of training. At some stage in the course some indispensable point must have been slighted or overlooked. Hence the pupilâ€™s inability to meet the emergency.

Characterâ€”that subtle union of temperament and disposition, the increasing air sense, the delicacy of control, the spontaneous response, the nameless faculty by which the pupil becomes, as it were, welded to the machine which in turn replies to the subconscious movement of hand and footâ€”the study of all these are found in the Armour Heights system, which itself is based on an admirable method originated at Gosport, in England. The pupil is expected to do the flying, and even in an emergency the instructor does not assume control until it is demonstrated that the pupil is literally out of his depth.

And always by telephone or tube sounds back from the front seat the guiding voice, encouraging, reproving, suggesting and probing the mental process of the pupil at the moment. Take, for instance, the spin, that plunge easy to commence and equally easy to terminate. The machine slows, stalls, dips and dives earthward. At the second spin comes steadily in the word of experienceâ€”â€œstick a little forwardâ€”not too muchâ€”right rudderâ€”hold her thereâ€”thatâ€™s rightâ€”easy isnâ€™t it?â€”feel all right?â€”letâ€™s do it againâ€”put her in yourself this time.â€ With such an â€œentente cordialeâ€ as this, it is clear why the words â€œdangerâ€ and â€œnervesâ€ are barred from the instructorâ€™s vocabulary, and the terms â€œsafeâ€ and â€œdangerousâ€ give place to â€œrightâ€ and â€œwrong.â€ The pupil has obtained the sense of relationship between himself and his machine.

It is admitted that the art, of instruction is difficult from the lecture platform, but how much more arduous when weaving circles at 5,000 feet, with an invisible tyro in control. Confidence is born quickly in these high altitudes, but since the system looks to the instructor, rather than to the pupil, the strain on the former is commensurate with the added advantages extended to the latter.

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