![]() | Basic Techiques of Blacksmithing: A Manual for Trainers (Peace Corps, 1982, 102 p.) |
![]() | ![]() | (introduction...) |
![]() | ![]() | Information |
![]() | ![]() | Preface |
![]() | ![]() | Acknowledgments |
![]() | ![]() | Introduction |
![]() | ![]() | Training program calendar |
![]() | ![]() | Day 1 |
![]() | ![]() | Session: 1. Sharing perceptions of the training program: An ice breaker |
![]() | ![]() | Session: 2. Assessing group resources |
![]() | ![]() | Session: 3. Defining expectations of the training program |
![]() | ![]() | Session: 4. Forge introduction |
![]() | ![]() | Day 2 |
![]() | ![]() | Session: 5. Properties of metals |
![]() | ![]() | Session: 6. Forging a blacksmith's cold chisel |
![]() | ![]() | Session: 7. Forging: a blacksmith's hot punch |
![]() | ![]() | Session: 8. Heat treating |
![]() | ![]() | Day 3 |
![]() | ![]() | Session: 9. Eye hook and link: technology transfer |
![]() | ![]() | Session: 10. Forging rings |
![]() | ![]() | Session: 11. Welding practices: forge brazing |
![]() | ![]() | Session: 12. Open workshop: mid-program review |
![]() | ![]() | Day 4 |
![]() | ![]() | Session: 13. Bellows and forge design |
![]() | ![]() | Session: 14. Forging an African tang-type axe |
![]() | ![]() | Session: 15. Case-hardened African field hoe with collar |
![]() | ![]() | Day 5 |
![]() | ![]() | Session: 16. Forging a Cross-peen hammer |
![]() | ![]() | Session: 17. Forging cutting tools: the wrapped-handle knife |
![]() | ![]() | Day 6 |
![]() | ![]() | Session: 18. Forging straight tongs |
![]() | ![]() | Session: 19. Program evaluation |
![]() | ![]() | Session: 20. Open workshop/clean-up |
![]() | ![]() | Bibliography |
We are grateful to the following individuals for their contributions to the development of this manual:
Howard Raik
Ilios Aditya
Leanne Clement
We also thank the many kind people who have contributed by giving us permission to use materials they have developed.
Special thanks are extended to the members of the Farallones community for their continued support, endurance, and patience during the evolution of this project.
Finally, perhaps our most important acknowledgment should go to the Peace Corps trainees who have come to learn and, in turn, to teach. It is with them that we have shared our dreams and values. We hope that the tools and techniques they have chosen will serve the world kindly and well.