Clear and concise lines of communication are essential to any military structure. When open voice transmissions over the air waves are utilized the chance of misinterpretation must be kept to a minimum whether that communication is relayed over land, water, or in the skies. An order directed to a given unit or individual, misread and complied with by another unit or individual, can and has led to disastrous consequences at the worst, or a source of embarrassment at the least. The success of any given mission is greatly enhanced by tried and proven communication methods. The use of individual letter and number sounds, misconstrued, can cause problems. Hence the development of the phonetic alphabet, or the use of a full enunciated word in place of a single letter sound, has been standard practice for many years. Voice commands over designated radio frequencies has and will continue to be commonplace in a training as well as a wartime environment.
Within military flying units the use of call signs to identify flights of aircraft has long been common practice. In a wartime environment, radio silence is maintained as much as is feasible, but there are always situations and conditions where open communication is essential. Larger bomber formations would frequently stick to the use of the simple “Red”, “White”, and “Blue” to identify different sections. Fighter formations, with varying types of aircraft and mission requirements, would have more diverse identifiers. That identifier, typically chosen by the flight leader, such as “Shotgun”, would designate the flight with “Shotgun 2”, “Shotgun 3”, and “Shotgun 4” as the three wing men in a typical four ship formation..
In 1956 I began a tour as a flight instructor at Luke Air Force Base in Arizona, instructing in all phases of ground and aerial gunnery methods, all of which entailed formations of fighter aircraft. Initially the aircraft flown was the Republic F-84G, later the Republic swept wing F-84F (a totally different aircraft), and then the North American F-100D and F-100F “Super Sabres”. The F-100F was a two place aircraft enabling dual instruction, but all others were single seat, single engine jet fighters. At the beginning of the assignment all flight instructors were assigned a call sign that would serve as their individual designation. Wing Operations maintained a list of unused identifiers from which the new instructor pilots were given the option of making a selection of choice. It was possible to propose a different call sign, not from the list but from your own preference; however, it would have to be approved prior to use.
While I was not favorably impressed with the fifteen or so on the call sign list available to us newer heads, and having no other in mind, my eventual selection was KELLOGG. This became my moniker for the following five and one-half years that I served as an instructor pilot in what proved to be a choice assignment. The name, Kellogg, was stitched on the baseball cap we were allowed to wear on the flight line. Also, a Kellogg decal was placed on the pilot’s hard shell helmet that was always a requirement of attire during flight. The flying was diverse, interesting, challenging, and best of all involved plenty of flight hours.
With three squadrons at Luke involved in full time flight instruction of fighter pilots, there were at least sixty different individual call signs. Some of them were: Kodak, Roscoe, Toledo, Bucket, Jarhead (naturally a Marine exchange pilot), Tadpole, Eight Ball, Magpie, Lucky, Whiterock, Tarzan, Lobo, Foxy, Forceps, and Poontang (that one had a certain ring to it). A clearly identifiable word, preferably two syllables, and not to be confused with any of the others in use, were the criteria for a call sign selection.
My name, therefore, for all practical purposes for over five years, was Kellogg. On the daily flight scheduling board when I was to lead a four ship formation flight the posting was Kellogg, followed by the three students who were then Kellogg 2, 3, and 4. The students obviously would have to get used to a different call sign each time that a different instructor was in the lead. But in most cases an effort was made to fly with your assigned students so there was a good deal of continuity. Each instructor pilot would have from three to four students directly assigned throughout the training curriculum. Some of the earlier missions would have an instructor in the lead position, with a student in the two and four slots, but the lead instructor would always use his assigned call sign.
On these training missions, after engine start up, the flight would check in on the tower control frequency with the leader stating, “Kellogg Flight, check in.” Each wing man was expected to then quickly respond in turn with a brief “2”, “3”, and “4”. With each required radio frequency change the same procedure would be followed to assure all were aboard and communication was available throughout the mission. A formation leader had to assume full responsibility for all actions and activities of all members of his flight. During the gunnery or aerial range pattern the formation integrity would always be maintained both by actual position and by verbal call sign identification. Flying proficiency in maintaining formation was essential as was proper spacing within a gunnery range pattern, whether firing guns or rockets, dropping bombs, or when firing guns at a moving aerial banner or dart which simulated air to air combat. The briefing of the mission requirements would take 20 to 30 minutes, with 15 minutes for aircraft pre-flight and start up, and the actual flying of the mission would normally be from one to one and one-half hours. Each mission was diligently de-briefed and critiqued, with all aspects of the mission covered, including radio procedures. There was much to de-brief, especially in the early stages, and some of those after-the-flight talks lasted for over an hour. The instructor pilot would then have to complete a grade report with written comments to amplify all aspects of the mission requirements.
After the students became quite familiar with the routine, the briefings would become a bit shorter but with more emphasis on gun firing, rocketry, and bombing techniques. All phases of the weapons deliveries were scored, with a minimum attained score in each category necessary prior to further progression. Flight formation responsiblities were also given high consideration as these pilots would go on to become flight leaders in their new assignments.
It was a pleasant and satisfying feeling to see the progress made by the students in their goal of becoming fighter pilots who, after completion of the lengthy course, would be assigned to other tactical fighter squadrons around the world. My normal procedure would be changed just a bit when it came time for the final flight by my students. By that time I had full confidence in their abilities and to provide a minor change in the routine the call sign check in was adjusted. Instead of simply being identified as “Kellogg”, “2”, “3”, and “4”, I briefed the three students to become “Snap”, “Crackle”, and “Pop”. Therefore, when I requested the check in on the radio I expected a rapid fire – “Kellogg, check in” – “Snap” – “Crackle” – “Pop” response. I half-way expected to be called on the carpet for this change of standard operating procedure by someone within the hierarchy, but never did. I surmised that, when this non-standard radio procedure was heard by others, the response was a simple smirk or smile. Yes, even within the strict protocol of the United States Air Force, a bit of variety to standard operational procedures would do no harm.
Wings Over Cumberland 