*Jack Marshall Martin Engineer Mechanic April 2025*

This RAF Paper is dedicated to my Nephew Jack Marshall Martin,
my sister’s Grandson,
in light of learning today that Jack has this week successfully completed
his Apprenticeship with BMW
and is now J M Martin Technician / Mechanic.

I know from deep within,
how proud his great great uncle, FS Harry Alfred Marshall RAF Pathfinder, would be, as indeed I am.

*

Introduction

Research Question

Flight Engineer

RAF 52 is a comprehensive paper on the creation and role of the Flight Engineer in RAF BOMBER COMMAND during the Second World War. This is also personal, as my mother’s brother, Harry Alfred Marshall (1923-1945) served as a Flight Engineer with both the RAF and the RCAF when he was transferred to No 8 Group Path Finder Force as a Pathfinder, being posted to 405 (City of Vancouver) Squadron, Royal Canadian Air Force, (here third from right).

In my extensive research I also utilised the Perplexity PRO AI Research Tool, stipulating very precise and demanding areas of coverage .

The Research Parameters stipulated to Perplexity AI

I need to know why it was necessary for RAF flight engineers to be transferred to the Royal Canadian Air Force (RCAF) at the height of the war.

How were they selected?

Investigate the fact that they were the lynchpin between aircrew and ground crew.

What was the precise syllabus at RAF St Athan for training flight engineers?

Confirm that the course was for 9 months and that students were expected to quickly understand and learn their new role precisely because they had previously been highly skilled members of an aircraft’s ground crew.

Please quote all sources.

Also investigate the role of the flight engineer having rudimentary flying training to fly the aircraft if the pilot had been wounded or killed and the aircraft was still flyable.

The Research AI program systematically worked through all aspects of the original research parameter, and suggested four further areas which I reviewed, cross-referred and then authorised. These are incorporated into Parts I-IV inclusive.

A Hint to Students

Always thoroughly read the citations because these will greatly increase your command of the subject area.

Then, use the editor to ensure that the form of English (UK English, American English and so forth) you use corrects apparent misspellings.

Open two screens. The one will have the AI data.

The other will be your own manuscript and written in your style. Beware… AI programs will suggest assisting you in writing in your style. You are aiming for the highest level of degree. This is the point at which you definitely move from auto-pilot to manual flight control.

KTW
27 June 2026

Detailed Drawing of the Handley Page Halifax and Crew Dispositions. This remarkable Template is by Copyright of *THE AEROPLANE* to whom all rights are reserved.

Part I

RAF 52 The Flight Engineer in RAF Bomber Command: Creation, Training, and Operational Role During World War II

Before delving into the comprehensive examination of Flight Engineers in RAF Bomber Command, it's important to note that this research reveals significant insights into their selection, training, and critical operational contributions during World War II. Their specialized technical expertise and multifaceted responsibilities made them essential members of bomber crews during a crucial period of aviation warfare evolution.

The Creation and Necessity of the Flight Engineer Role

The role of flight engineer was formally introduced in 1942 as RAF Bomber Command transitioned to using heavy bombers that required seven-man crews. This specialized position effectively replaced the second pilot that had been standard on bomber aircraft until that point1. This significant change came about through what was termed the "New Deal" implemented by Bomber Command in spring 1942, which dispensed with co-pilots and expanded the flight engineer's sphere of responsibility to cover this area5.

The implementation of this change took over a year to fully realize on existing aircraft but was immediately actioned on the new Avro Lancaster bombers that were entering service in substantial numbers at that time5. This strategic shift in crew composition reflected the increasing technical complexity of the four-engine heavy bombers and the need for specialized expertise to manage these complex mechanical systems during flight operations.

Transfer Between RAF and RCAF

Regarding the transfer of Flight Engineers to the Royal Canadian Air Force (RCAF), the available search results do not provide explicit information about RAF flight engineers being specifically transferred to the RCAF. However, we do know that under Article XV of the 1939 Air Training Agreement, squadrons belonging officially to the RCAF, RAAF, and RNZAF were formed, equipped, and financed by the RAF for service in Europe6. While it was intended that personnel would serve with their respective "Article XV squadrons," in practice many RAF personnel served in these squadrons and vice versa6.

This arrangement likely resulted in some RAF flight engineers serving within RCAF squadrons as operational needs dictated, particularly as the Commonwealth air forces operated as an integrated force under Bomber Command's overall direction.

Selection of Flight Engineers

The selection process for flight engineers was rigorous and focused on identifying candidates with the right combination of technical aptitude, physical fitness, and mental acuity. Flight engineers were specifically chosen for their mechanical aptitude6, a critical requirement given their responsibilities for monitoring and maintaining aircraft systems during flight.

The case of Robert Jay, who served as a Flight Engineer with No.75 (NZ) Squadron, provides insight into the selection process. Jay initially volunteered for the RAF Volunteer Reserve in 1942 but was "Not recommended for aircrew duties"2.The reason doesn't appear in his record of service, though family history suggests it may have been due to an elevated temperature2. Despite this setback, he reapplied ten months later and was instructed to attend RAF Doncaster where he was assessed and interviewed by No. 1 Aviation Candidate Selection Board2. This time he was successful and "recommended for training as a Flight Engineer"2.

Following this recommendation, candidates underwent a two-day assessment that included a medical examination, with Jay passing with "medical category grade 1"2. This demonstrates the importance placed on physical fitness for the demanding role. After successful completion of the selection process, candidates would be enlisted for the "Duration of Present Emergency" (D.P.E.) and initially assigned as Aircraft hand/Flight Engineer (ACH/F.Eng) with the rank of Aircraftsman Second Class (AC2)2.

The Flight Engineer as Lynchpin Between Aircrew and Ground Crew

Although not explicitly described as a "lynchpin" in the search results, the flight engineer's role clearly positioned them as a critical connection between the technical ground operations and aerial combat missions. Their extensive technical training gave them a comprehensive understanding of aircraft systems that paralleled the knowledge of ground maintenance crews, while their operational role integrated them fully with the flying aircrew.

The Engineering Officer on the ground had responsibility for the maintenance of all aircraft and aircraft systems in the Squadron, ensuring that as many aircraft as possible were serviceable and available for operations4. This officer relied on "a dedicated group of highly skilled tradesmen, who took the serviceability of the aircraft under their charge as a matter of immense pride"4. The flight engineer, with similar technical knowledge but serving as aircrew, effectively bridged these two operational domains.

The flight engineer controlled the aircraft's mechanical, electrical, and hydraulic systems during flight1, bringing technical expertise directly into the operational environment. Their training included exercises such as pre-flight checks, take-off procedures, "flying for economy," and landing procedures3 – activities that required coordination with both ground maintenance and flight operations.

This position at the intersection of technical maintenance and flight operations made the flight engineer uniquely valuable, as they could translate technical concerns into operational decisions and vice versa, ensuring the aircraft functioned optimally throughout each mission.

Training Syllabus at RAF St Athan

The training of flight engineers at RAF St Athan was comprehensive and intensive, designed to produce technically proficient aircrew capable of managing complex aircraft systems under combat conditions. The syllabus evolved during the war, with the first course commencing on May 30, 19425.

The complete training program consisted of three phases:

Preliminary Phase (10 weeks)

Preliminary Airframes (1 week)
Preliminary Engines (2 weeks)
Carburettors and Magnetos (2 weeks)
Electric and Instruments (1 week)
Radial Engines/In-Line Engines (2 weeks)
Hydraulics (1 week)
Propellers (1 week)3

Intermediate Phase (7 weeks, following one week's leave)

Merlin Engines (2 weeks)
Typical Airframes (1 week)
Typical Hydraulics (1 week)
Propellers/Instruments/Electrics (1 week)
Aerodrome Procedures (2 weeks)3

Final Phase (7 weeks, following another week's leave)

Airframes (2 weeks)
Electrics/Instruments (1 week)
Fuel Logs/Fuel Systems (1 week)
Engines (1 week)
Engine Handling (1 week)3

Additionally, the course included a week at an aircraft manufacturer ("Makers Course") to gain better understanding of aircraft construction3. For example, on April 1, 1944, one trainee was sent to "Rootes Securities Ltd," probably at their "Shadow Factory" at Speke Airport, where they manufactured the Handley Page Halifax3.

The training also included visits to the Rolls Royce Engine factory at Derby and the Aircraft factory of A.V. Roe at Chadderton13. A short course at Stormy Down in South Wales on air gunnery and gun turrets was also part of the curriculum, enabling the Flight Engineer to operate a gun turret "especially during low level, mine laying when the Bomb Aimer was busy"13.

Course Duration and Prior Experience

The search results provide varied information about the course duration. While the query suggests confirming a 9-month course length, the evidence indicates different timeframes. The full syllabus as outlined above totals approximately 24 weeks (about 6 months) including the weeks of leave3, while another source states that initially, courses were 3 weeks, then 4-5 weeks, and finally settled at 6 weeks as planned5.

Regarding the expectation that students could quickly understand their role due to prior ground crew experience, the search results do not definitively confirm this assumption. Robert Jay's example shows he was not previously a ground crew member but came directly into flight engineer training after assessment2. Modern training (as of the time of source publication) notes that "some [engineers] are direct entrants" while others come from different backgrounds8, suggesting a mixed recruitment approach throughout the program's history.

What is clear is that successful trainees were promoted to the rank of Sergeant Aircrew and awarded the coveted Flight Engineer's flying badge upon course completion13, marking their transition into operational flying duties.

Flight Engineers and Rudimentary Flying Training

An important aspect of the flight engineer's role was the ability to assist with flying the aircraft in emergency situations. While not primary pilots, flight engineers received rudimentary flying training that could prove crucial if the pilot became incapacitated.

The flight engineer "could act as a reserve pilot in an emergency"1, sitting beside the pilot and assisting him particularly during critical phases such as takeoff6. Training included exercises for managing aircraft with compromised systems, such as "3-engine landings"2, which proved invaluable when Robert Jay's aircraft lost an engine to flak during a daylight raid on Hamm in Germany on March 27, 19452.

Training simulator facilities were used to provide a simulated flight environment for practicing these skills3. In modern training contexts, flight engineers receive "one hour's Familiarisation flying in the Bulldog" followed by "9 exercises of 3 hours each in the Dominie"8, with flying introduced early in the training course. The main purpose of these flying exercises is described as "familiarising the student with the airborne environment"8, suggesting a focus on developing comfort with in-flight conditions rather than full pilot training.

This limited but crucial flying capability made the flight engineer an important backup to the pilot, potentially enabling aircraft and crew survival in emergency situations when the pilot might be wounded or killed but the aircraft remained flyable.

As we see in the Crew Disposition Template published by THE AEROPLANE, the role of the flight engineer included that of the Second Pilot. This should not be read that the flight engineer was a fully qualified pilot. For example, the Crew of the American B17 Flying Fortress always flew with a Second Pilot. There is no single rule that fits all in aviation. For example, Flt Sgt Marshall’s posting to 405 Squadron RCAF was precisely because the RCAF did not train airmen to be flight engineers. We have to see this in the context of all of the Commonwealth Air Forces working together as one and pooling resources. The centre-point of this arrangement was, quite simply, RAF BOMBER COMMAND. Everything centred upon that Command. Everything radiated outwards. Aircrew from the RAF, the Royal Canadian Air Force, the Royal Australian Air Force, the Royal New Zealand Air Force and the Royal South African Air Force combined their resources superbly. We had many air forces throughout the Empire and Commonwealth (as it was then referred to), and this enabled the Royal Air Force to mount an offensive against Nazi Germany during 1939-1941 whilst the British and Commonwealth Armies were rebuilding following Dunkirk. It meant that when London was bombed, the RAF was able to carry out a retaliatory raid upon the lighted city of Berlin and call Herman Goering to account. KTW

Conclusion

The creation of the flight engineer role represented a significant evolution in RAF Bomber Command's approach to crewing heavy bombers during World War II. By replacing the second pilot with a technically specialized crew member, the RAF optimized both the technical management of increasingly complex aircraft and the operational effectiveness of bomber crews.

The comprehensive training program at RAF St Athan produced flight engineers with deep technical knowledge of aircraft systems combined with practical operational skills. These specialized aircrew members effectively bridged the worlds of ground maintenance and flight operations, contributing significantly to the operational capability of Bomber Command throughout the latter years of the war.

While some aspects of the query cannot be definitively answered from the available sources – particularly regarding the transfer of flight engineers to the RCAF and the exact duration of training – the evidence clearly establishes the flight engineer as a vital component of bomber operations whose creation and deployment represented an important innovation in air warfare during this critical period.

Citations:

Part II

The transfer of skills from RAF flight engineers to RCAF counterparts during World War II centred on bridging technical expertise with operational aircrew responsibilities, reflecting the evolving demands of heavy bomber operations. While direct evidence of formal transfers is limited, the integration of Commonwealth air forces under Bomber Command likely necessitated shared competencies in these areas:

1. Technical Systems Management

RAF flight engineers brought specialized knowledge in:

Aircraft systems operation: Monitoring and managing four-engine bombers’ mechanical, electrical, and hydraulic systems in flight1 3.
Fuel management: Optimizing consumption through “flying for economy” techniques and handling fuel logs/systems during long missions3.
Weight and balance calculations: Ensuring aircraft stability by computing centre of gravity (C of G) for take-off, factoring in crew, fuel, and ordnance loads1.

2. Operational Procedures

Key aircrew-specific skills included:

Pre-flight checks: Coordinating with ground crews to verify aircraft serviceability and address mechanical issues1 3.
In-flight emergency protocols: Managing scenarios like engine failures (e.g., executing three-engine landings) and system malfunctions under combat conditions3 5.
Crew coordination: Serving as the pilot’s assistant during critical phases (take-off, landing) and liaising with navigators/gunners1 2.

3. Cross-Training with Ground Maintenance

RAF engineers acted as a bridge between air and ground operations:

Basic repair capability: Performing field repairs when aircraft landed away from base support1.
Technical communication: Translating in-flight mechanical issues into actionable maintenance tasks for ground crews2.

4. Rudimentary Flight Skills

Unlike RCAF engineers (initially drawn from maintenance roles), RAF engineers received:

Emergency piloting training: Basic aircraft control to stabilize bombers if pilots were incapacitated3 5.
Simulator exposure: Practicing instrument-based procedures in synthetic trainers for consistent skill transfer5.

Contrast with RCAF Practices

The RCAF initially prioritized recruiting engineers from maintenance technicians with 5+ years of training2. RAF-trained engineers likely accelerated RCAF squadrons’ operational readiness by emphasizing:

Aircrew-centric workflows: Shifting focus from purely technical maintenance to integrated combat roles.
Streamlined adaptation: Leveraging RAF St Athan’s standardized syllabus (e.g., Merlin engine handling, hydraulics) for faster deployment3.

While documentation of direct skill transfers is sparse, the RAF’s emphasis on operational versatility and technical-aircrew hybrid roles provided a template for RCAF units operating similar heavy bombers under shared Commonwealth command structures2 4.

Citations:

Part III

The key differences in aircraft systems handled by RAF and RCAF flight engineers during World War II stemmed from distinct operational priorities, aircraft types, and organizational structures:

1. Core Systems Management

RAF Flight Engineers

Focused on four-engine heavy bombers (e.g., Avro Lancaster, Halifax):

Monitored hydraulic systems for landing gear, flaps, and bomb doors.
Managed electrical systems for instrumentation, turrets, and communication equipment1 3.
Calculated fuel consumption using logbooks to optimize range during long-range missions4.
Oversaw engine performance on Rolls-Royce Merlin engines, adjusting power settings during critical phases like takeoff3 4.

RCAF Flight Engineers (Post War)

Operated on mixed fleets, including older aircraft (e.g., CC130H Hercules) and tactical helicopters:

Prioritized propulsion systems on legacy transports and mission-specific gear on CP140M Aurora maritime patrol aircraft5.
Handled tactical systems on CH147F Chinooks: cargo hooks for underslung loads, troop seating configurations, and defensive armament2 5.

2. Operational Roles

RAF

Acted as technical-aircrew hybrids:

Performed pre-flight weight and balance calculations to ensure centre of gravity limits4.
Executed emergency three-engine landings and managed system failures mid-mission3 4.
Conducted basic repairs when aircraft landed away from base support3.

RCAF

Emphasized ground-crew continuity:

Served as maintenance release authorities, certifying aircraft airworthiness during deployments5.
Managed mission kits on helicopters (e.g., CH146 Griffon), including hoists, spotlights, and electronic warfare systems2 5.

3. Training and Recruitment

RAF

Trained at RAF St Athan with a standardized 6-month syllabus:

Focused on Merlin engine diagnostics, hydraulic fault-finding, and emergency procedures4.
Included rudimentary flying training for stabilizing aircraft if pilots were incapacitated1 3.

RCAF

Required 5+ years of ground maintenance experience before transitioning to aircrew roles5.
Emphasized tactical systems proficiency over broad mechanical expertise:

Helicopter engineers trained for weapons operation and casualty evacuation protocols2 5.

4. Organizational Integration

RAF

Fully integrated into seven-man bomber crews, replacing co-pilots on Lancasters1 3.
Operated as third-in-command behind pilot and co-pilot in emergencies3.

RCAF

Functioned as mission specialists rather than core aircrew on many aircraft:

On AWACS E-3 Sentry, focused on radar and communication systems5.
On Chinooks, coordinated loadmaster teams for cargo operations2.

These differences reflected the RAF's focus on maximizing heavy bomber efficiency and the RCAF's need to adapt engineers for diverse roles across transport, patrol, and tactical aircraft.

Citations:

Part IV

The responsibilities of RAF flight engineers underwent significant evolution during and after World War II, shaped by technological advancements and operational demands:

1. Early War Period (1939–1941): Ground Crew Transition

Initial role: Flight engineers originated from ground crew mechanics on flying boats, tasked with monitoring engine performance during long maritime patrols1 4.
Part-time aircrew: These personnel doubled as air gunners, earning minimal extra pay (3d per day) for flying duties1.
Limited authority: Their input was restricted due to the RAF’s rigid "Pilot/Observer" hierarchy, which viewed non-pilot roles as auxiliary1.

2. Formalization (1942–1945): Integral Aircrew Role

New Deal reforms: The 1942 Air Ministry Order A746/42 abolished the Observer role and established flight engineers as full-time aircrew on heavy bombers (Lancaster, Halifax, Stirling)1 4.
Expanded responsibilities:

Systems management: Monitored fuel consumption, hydraulic systems, and engine performance during missions1 3.
Emergency repairs: Addressed mechanical failures mid-flight, such as patching fuel lines or adjusting propeller settings1 4.
Co-pilot functions: Assisted pilots during take-off/landing and could stabilize aircraft if the pilot was incapacitated4 5.

Structured training: Courses at RAF St Athan (6–9 months) covered Merlin engines, aerodrome procedures, and emergency drills2 3. Trainees underwent simulator sessions for scenarios like three-engine landings2.

3. Post-War Era (1946–1980s): Technological Obsolescence

Reduced mechanical demands: Jet engines and automated systems on post-war aircraft (e.g., English Electric Canberra) minimized manual monitoring needs4.
Role fragmentation:

Specialization: Engineers transitioned to niche roles in transport and maritime patrol aircraft (e.g., managing radar on Shackleton)3.
Crew reduction: By the 1980s, most RAF aircraft adopted two-pilot cockpits, eliminating the flight engineer position4 5.

4. Legacy in Modern Aviation

Survival in niche platforms: The role persists in modified military aircraft (e.g., E-3 Sentry AWACS) for system-specific tasks4.
Influence on training: Modern RAF engineers inherit procedural frameworks from WWII-era protocols, particularly in emergency response and systems diagnostics5.

This evolution reflects the RAF’s shift from mechanical complexity requiring hands-on expertise to digital systems enabling centralized control, with flight engineers serving as a bridge between these eras.

Citations:

Answer from Perplexity: pplx.ai/

Flight Sergeant Harry Alfred Marshall RAF

The brevet in the article banner shows the brevet worn by Harry on one of his uniforms and which now rests alongside a model of Avro Lancaster
PB402 LQ-M and also his Pathfinder Wings.

However, this photograph shows the King’s Crown. Yet, despite exhaustive searches in the family archive and enquiries with the RAF Path Finder Association, none of us can find a crowned brevet.
My grandfather, Frank Ewart Marshall, may well have added this after losing his son. Grandad was quite ahead of his time when it came to “playing with technology”, and I can only presume that this happened here.
My father’s brother was a sergeant-pilot on Bomber Command and I can’t help thinking now, that Grandad might have decided *“well, if a crown’s good for the pilot, then it’s good for the flight engineer too.”*

Aye! You’re right there, our kidder!

Last photograph in November 1944.

Note

I am now 72. Only now do I fully grasp the vital role of the flight engineer to the whole crew. I have a fairly wide knowledge of Marshal of the Royal Air Force, Sir Arthur Harris (1892-1984) having met him in 1982. This short meeting and his recollection of Operation Frothblower, Operation Chubb and Operation Zeitz, warmed me to former AOC-in-C in which my parents’ brothers each served. I therefore “did a test run” by setting strict parameters to Perplexity AI on giving me a short biographical sketch of Sir Arthur Harris. Goodness me! As we say in colloquial English I got more than I bargained for! The very comprehensive citations meant that I could read everyone on screen. I could test the weather!

I then decided to do a real piece of research via Perplexity AI on the role of the Flight Engineer. My only regret is that I did not have all that I am now able to read, to hand when my parents lived.

This prompted me to think carefully about the role of artificial intelligence in today’s world. It is here to stay. It has only just started. Mistakes will be made but we will rectify, learn, move on and continue developing.

A wrote a note to my friends, a young family, part of which I now quote.

“Straight away, I could see the benefit of AI.

I can also see the potential danger for people of all ages studying for their degree or masters or PhD.

However, what it also showed me is that by carefully constructing my requests, Perplexity PRO will provide me with highly detailed sources which I can then read at leisure, and then construct the manuscript.

If, for example, I had children, let us say I am talking to my very young nephew and niece (toddlers currently) in a few years time, I can well imagine advising them to ask serious questions and request sources. Then, to go into each source and read each document in full. By the time I have read all of my sources, for example, on Harris, I find that I am an authority on the subject and can already write RAF 51! That is amazing.

This, surely, is one of the very positive ways forward for all parents when dealing with the fact that AI is with us to stay.

We have to make it clear to our children that they cannot, and must not, use AI to cut corners or to cheat.

Why?

Because already there are lecturers and speakers, managers and directors, the intelligentsia, who are well able to spot whether a document has been written by the person being interviewed or whether it has been constructed only on AI without analysing AI.

”

— Kenneth Thomas Webb

My Uncle held the substantive rank of Sergeant and served as a temporary Flight Sergeant. We know this from our mother’s oft repeated recollection when meeting her brother at the railway station in Cheltenham. Mum recalls Harry coughing and asking her to follow his eyes. Mum told her brother to clear his throat. That is classic Mum. And then I noticed, Ken! The Crown above his Chevrons, and I jumped up and hugged him for all I was worth. And we walked home. The family was very happy that weekend. He told me with sheer delight that he was posted and that the Avro Lancaster was a dream to fly. He was so happy.

The important rule is that ranks awarded in battle were for the duration of the battle. Then the substantive rank would step back in. Hence, on the Cenotaph and in all correspondence Harry Marshall is correctly referred to by his substantive rank of Sergeant.

Sometimes, I’m asked why things cannot be left as they are. Well, it is all down to economics. Many were promoted two and even three ranks above their substantive rank. This was the extreme necessity of an offensive or battle, whether on land, sea or in the air. To not have the principle of reversion would create quite a problem post war in the pensions departments of the services. In the peacetime RAF Volunteer Reserve, I served two ranks higher than my substantive rank. That is the norm. KTW

Glossary

RAF Royal Air Force
RCAF Royal Canadian Air Force
RAAF Royal Australian Air Force
RNZAF Royal New Zealand Air Force

Introduction

Research Question

Flight Engineer

The Research Parameters stipulated to Perplexity AI

I need to know why it was necessary for RAF flight engineers to be transferred to the Royal Canadian Air Force (RCAF) at the height of the war.

How were they selected?

Investigate the fact that they were the lynchpin between aircrew and ground crew.

What was the precise syllabus at RAF St Athan for training flight engineers?

Confirm that the course was for 9 months and that students were expected to quickly understand and learn their new role precisely because they had previously been highly skilled members of an aircraft’s ground crew.

Please quote all sources.

Also investigate the role of the flight engineer having rudimentary flying training to fly the aircraft if the pilot had been wounded or killed and the aircraft was still flyable.

KTW 27 June 2026

Part I

RAF 52 The Flight Engineer in RAF Bomber Command: Creation, Training, and Operational Role During World War II

The Creation and Necessity of the Flight Engineer Role

Transfer Between RAF and RCAF

This arrangement likely resulted in some RAF flight engineers serving within RCAF squadrons as operational needs dictated, particularly as the Commonwealth air forces operated as an integrated force under Bomber Command's overall direction.

Selection of Flight Engineers

The Flight Engineer as Lynchpin Between Aircrew and Ground Crew

This position at the intersection of technical maintenance and flight operations made the flight engineer uniquely valuable, as they could translate technical concerns into operational decisions and vice versa, ensuring the aircraft functioned optimally throughout each mission.

Training Syllabus at RAF St Athan

The training of flight engineers at RAF St Athan was comprehensive and intensive, designed to produce technically proficient aircrew capable of managing complex aircraft systems under combat conditions. The syllabus evolved during the war, with the first course commencing on May 30, 19425.

The complete training program consisted of three phases:

Preliminary Phase (10 weeks)

Preliminary Airframes (1 week)

Preliminary Engines (2 weeks)

Carburettors and Magnetos (2 weeks)

Electric and Instruments (1 week)

Radial Engines/In-Line Engines (2 weeks)

Hydraulics (1 week)

Propellers (1 week)3

Intermediate Phase (7 weeks, following one week's leave)

Merlin Engines (2 weeks)

Typical Airframes (1 week)

Typical Hydraulics (1 week)

Propellers/Instruments/Electrics (1 week)

Aerodrome Procedures (2 weeks)3

Final Phase (7 weeks, following another week's leave)

Airframes (2 weeks)

Electrics/Instruments (1 week)

Fuel Logs/Fuel Systems (1 week)

Engines (1 week)

Engine Handling (1 week)3

Course Duration and Prior Experience

What is clear is that successful trainees were promoted to the rank of Sergeant Aircrew and awarded the coveted Flight Engineer's flying badge upon course completion13, marking their transition into operational flying duties.

Flight Engineers and Rudimentary Flying Training

An important aspect of the flight engineer's role was the ability to assist with flying the aircraft in emergency situations. While not primary pilots, flight engineers received rudimentary flying training that could prove crucial if the pilot became incapacitated.

This limited but crucial flying capability made the flight engineer an important backup to the pilot, potentially enabling aircraft and crew survival in emergency situations when the pilot might be wounded or killed but the aircraft remained flyable.

Conclusion

Part II

1. Technical Systems Management

RAF flight engineers brought specialized knowledge in:

Aircraft systems operation: Monitoring and managing four-engine bombers’ mechanical, electrical, and hydraulic systems in flight13.

Fuel management: Optimizing consumption through “flying for economy” techniques and handling fuel logs/systems during long missions3.

Weight and balance calculations: Ensuring aircraft stability by computing centre of gravity (C of G) for take-off, factoring in crew, fuel, and ordnance loads1.

2. Operational Procedures

Key aircrew-specific skills included:

Pre-flight checks: Coordinating with ground crews to verify aircraft serviceability and address mechanical issues13.

In-flight emergency protocols: Managing scenarios like engine failures (e.g., executing three-engine landings) and system malfunctions under combat conditions35.

Crew coordination: Serving as the pilot’s assistant during critical phases (take-off, landing) and liaising with navigators/gunners12.

3. Cross-Training with Ground Maintenance

RAF engineers acted as a bridge between air and ground operations:

Basic repair capability: Performing field repairs when aircraft landed away from base support1.

Technical communication: Translating in-flight mechanical issues into actionable maintenance tasks for ground crews2.

4. Rudimentary Flight Skills

Simulator exposure: Practicing instrument-based procedures in synthetic trainers for consistent skill transfer5.

Contrast with RCAF Practices

The RCAF initially prioritized recruiting engineers from maintenance technicians with 5+ years of training2. RAF-trained engineers likely accelerated RCAF squadrons’ operational readiness by emphasizing:

Aircrew-centric workflows: Shifting focus from purely technical maintenance to integrated combat roles.

Streamlined adaptation: Leveraging RAF St Athan’s standardized syllabus (e.g., Merlin engine handling, hydraulics) for faster deployment3.

While documentation of direct skill transfers is sparse, the RAF’s emphasis on operational versatility and technical-aircrew hybrid roles provided a template for RCAF units operating similar heavy bombers under shared Commonwealth command structures24.

Citations:

Part III

The key differences in aircraft systems handled by RAF and RCAF flight engineers during World War II stemmed from distinct operational priorities, aircraft types, and organizational structures:

1. Core Systems Management

RAF Flight Engineers

Focused on four-engine heavy bombers (e.g., Avro Lancaster, Halifax):

Monitored hydraulic systems for landing gear, flaps, and bomb doors.

Managed electrical systems for instrumentation, turrets, and communication equipment13.

Calculated fuel consumption using logbooks to optimize range during long-range missions4.

KTW
27 June 2026

Aircraft systems operation: Monitoring and managing four-engine bombers’ mechanical, electrical, and hydraulic systems in flight1 3.

Pre-flight checks: Coordinating with ground crews to verify aircraft serviceability and address mechanical issues1 3.

In-flight emergency protocols: Managing scenarios like engine failures (e.g., executing three-engine landings) and system malfunctions under combat conditions3 5.

Crew coordination: Serving as the pilot’s assistant during critical phases (take-off, landing) and liaising with navigators/gunners1 2.

While documentation of direct skill transfers is sparse, the RAF’s emphasis on operational versatility and technical-aircrew hybrid roles provided a template for RCAF units operating similar heavy bombers under shared Commonwealth command structures2 4.

Managed electrical systems for instrumentation, turrets, and communication equipment1 3.

Oversaw engine performance on Rolls-Royce Merlin engines, adjusting power settings during critical phases like takeoff3 4.

Handled tactical systems on CH147F Chinooks: cargo hooks for underslung loads, troop seating configurations, and defensive armament2 5.

Executed emergency three-engine landings and managed system failures mid-mission3 4.

Managed mission kits on helicopters (e.g., CH146 Griffon), including hoists, spotlights, and electronic warfare systems2 5.

Included rudimentary flying training for stabilizing aircraft if pilots were incapacitated1 3.

Helicopter engineers trained for weapons operation and casualty evacuation protocols2 5.

Fully integrated into seven-man bomber crews, replacing co-pilots on Lancasters1 3.

Initial role: Flight engineers originated from ground crew mechanics on flying boats, tasked with monitoring engine performance during long maritime patrols1 4.

New Deal reforms: The 1942 Air Ministry Order A746/42 abolished the Observer role and established flight engineers as full-time aircrew on heavy bombers (Lancaster, Halifax, Stirling)1 4.

Systems management: Monitored fuel consumption, hydraulic systems, and engine performance during missions1 3.

Emergency repairs: Addressed mechanical failures mid-flight, such as patching fuel lines or adjusting propeller settings1 4.