Contract #282-1003

August, 1982

Contributors:

Pete Watson

Michael Wilburn.

Ada Jo Mann

Andrew Atkeison

Marsha D. F. Wilburn

Mary Ana Conn

This training manual represents one component of a pilot training program in Blacksmithing/Agricultural Tools undertaken by the Farallones Institute and CHP International, Inc. It has been completed in accordance with the terms of Peace Corps Contract #282-1003.

We believe that our involvement has produced a valuable and adaptable learning tool. However, the manual must continue to be tested, evaluated, and modified in order to reflect changing needs and circumstances. It is our hope that you will contribute to that process, and that you will help make the manual more appropriate and useful during future training programs.

If you have observations or suggestions about the contents, methods, or approach included in the manual, please contact the authors at the Farallones Institute or CHP International, Inc.

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.

This manual is a guide for trainers who are helping Peace Corps Volunteers to acquire basic blacksmithing skills. The training is designed to give Volunteers a knowledge of metals and metalworking that will help them support rural communities in their efforts to produce tools for agriculture and cottage industry.

An equally important goal of Basic Techniques of Blacksmithing is to equip training participants with the skills and knowledge which will help them foster the community development process. Community development is a process that begins when people take an active role in their own education. It is a creative process, challenging members of a group to use their combined talents, resources and ingenuity to identify needs and find appropriate, sustainable ways to meet them. Trainers can contribute to this process by helping others learn from, support and build upon existing blacksmithing technologies. They can help by making training a model of the activity which constitutes community development.

Throughout the training, workshop participants are encouraged to take a full and active role in their own education, and to make decisions that will affect them and the people with whom they work and live. They are urged to cooperate with others, and to identify and use the talents and resources available within the group; they practice skill; that help motivate people, instill within them a sense of self-confidence, and involve them in the process of their own education. The emphasis placed on developing and reinforcing these skills reflects Peace Corps' belief that technical expertise is valuable only when it is applied in balance with other qualities.

This approach to training is based on the principles of non-formal education, and is designed to strike a balance between structured learning and independent discovery. By using the sessions, resources and methods suggested in this program, trainers will provide Volunteers with a working knowledge of blacksmithing, as well as skills for developing that knowledge in a meaningful way.

The program offers training in the development of skills and techniques related to basic blacksmithing, including an attempt to familiarize Peace Corps Volunteers with the capabilities of existing local forges in the production of appropriate agricultural tools. The tool designs and skills are selected to be as consistent as possible with the realities of rural areas in developing countries.

The program is divided into twenty sessions which occur over a six-day period. Each session consists of a series of activities designed to meet specific training objectives. The objectives of each session are interrelated with fundamental themes which illustrate the connection and interdependence between technology and other aspects of community development. The program themes are:

* Development and Transfer of Technical Competence

* Principles and Techniques of Non-Formal Education and Adult Learning

* Methods and Approaches to Problem-Solving

* Development Issues

* Cross-Cultural Perspectives

* The Process of Assessment and Evaluation

The manual is designed to be responsive to a variety of training situations. Modification and adaptation of the materials is encouraged. However, it is essential to the effectiveness of the training to maintain the integrated nature of the sessions by providing an adequate balance of emphasis among the various themes. This will enable participants to build upon and apply new knowledge in a way that is ordered and meaningful within the context of community development.

The following guidelines have been developed as an aid in transforming this manual into an effective, dynamic training program:

There are many steps that need to occur before the training actually begins. These include defining the scope and approach of the training, identifying staff requirements, locating and establishing a site, and gathering necessary resources and materials.

* Defining the scope and approach of the training:

Sessions are designed to accomodate a maximum of twelve participants. If there are more than twelve, some modification of the design of activities will have to occur. The participants should be individuals whose current work in agriculture, rural or community development, or vocational education could be enhanced by a knowledge of basic blacksmithing techniques.

Since blacksmithing involves mastering and becoming comfortable with a core of basic concepts and techniques through repeated practice and honing of skills, this manual is designed to provide participants with exposure to and practice in those basic concepts. The first technical session is designed to provide an overview of the major concepts involved and lay the groundwork for the remainder of the program. Each succeeding session requires the use of skills practiced in prior sessions and introduces one to three new techniques. In this manner, it is intended that participants will complete the program with sufficient skills to enable them to understand and maximize the capabilities of local forges in the production of simple agricultural tools; to set up their own small forge facility; and to continue practicing their blacksmithing skills by adapting and modifying them to suit the needs of the communities in which they are working.

* Identifying staff and trainers:

The specific number of staff should depend on the particular training situation. As a minimal requirement, there should be at least one primary technical trainer and one training coordinator for each twelve participants. The primary technical trainer should be an experienced, capable blacksmith with experience working in developing countries. He/she should have skill in making many types of hand tools using available scrap steel and should be comfortable with the principles of non-formal education, adult learning and integrated training. The training coordinator should have a working knowledge of blacksmithing and experience delivering integrated, participatory training programs. He/she should take the primary role in logistical coordination, facilitation, and helping participants assess their progress and evaluate the program.

It would also be beneficial to have an assistant technical trainer that is a native of the country in which the training is being held. The assistant should be an experienced local blacksmith who has had some prior experience working in cross-cultural situations.

* Locating and establishing a site:

The training program should be located in or near an area that has some ongoing metal work activity, and in a place where a supply of scrap steel is available. It should be in a center of commerce where materials can be purchased and transported easily. It is best to choose a site that includes adequate space to set up six or seven working forges. The training should be held in or near an area where local blacksmiths are working. The rental of space in an existing blacksmith shop, vocational school or outbuilding would be ideal.

* Gathering necessary resources and materials:

In order for participants to have the opportunity to practice basic blacksmithing skills, it will be necessary to set up a minimum of six (preferably seven) complete forge stations. Ideally, this will require approximately:

7 forges and bellows or blowers

5 anvils and stands or stumps

1 swage block (or equivalent)

3 mounted vices

3 grinders (motorized, electrical if possible)

7 (1,500 gr.) 3-lb. cross-or straight-peen hammers

7 (2,000 gr.) 4-lb. cross-or straight-peen hammers

7 10-lb. cross-or straight-peen hammers

7 pairs large vice grips

7 pairs flat tongs

7 prs. round or V-nose tongs (1/2" - 5/8")

7 prs. pick-up tongs (3/8")

7 hot cuts

7 cold cuts

3 hack saws with 6 extra blades (18 teeth per inch)

7 5-gal. quench buckets

3 quench buckets + lids (filled with recycled motor oil)

7 pieces of abrasive stone (e.g., carborundum)

For the most part, the exact amount of materials necessary will vary with each training situation. Be certain that there are enough materials available before the program begins. It is estimated that there should be on hand approximately:

- 7 files

- fuel to supply forges for five days

- 4 hand-held wire brushes

- supply of flux and brass scrap steel

- variety of leaf springs

- assorted coil springs

- 60' of �". round bar or rebar

- 40' of 3/8" round bar or rebar

- 50' of 5/8" round bar or rebar

- a collection of miscellaneous

- several axles

- bricks

It can be expected that many of the tools and much of the equipment needed for this program will be difficult to obtain in the country where the training is being held. In order to ensure that sufficient resources be available, it is recommended that the trainers bring some of the equipment with them and that they arrive at least two weeks before the training is scheduled to begin. They should make every effort to acquire locally available items, using as guides the materials and equipment lists included here. If some of the suggested items are not available or are not appropriate for use by local blacksmiths, ingenuity should be used to find comparable substitutes.

Although they are not essential to the implementation of the program, a copy of one or both of the following books should be distributed to each participant as texts:

The Modern Blacksmith, by Alexander Weygers

Edge of the Anvil: A Resource Book for the Blacksmith, by Jack Andrews

Included here is a list of some considerations that are essential to remember in carrying out the program.

* The training program is designed to provide the basic skills necessary to support local blacksmiths:

Blacksmithing is a centuries-old craft, technology and livelihood. As farming and rural industries develop, the role of the blacksmith in community life takes on its significance. Families need hoes, axes, and machetes. The carpenter, mason and leathermaker all demand specialized tools. Farmers with draft animals ask for prows, cultivators, and hardware for their yokes and harnesses. For the blacksmith in developing countries, the production of these tools and implements involves many complex difficulties, including standardization of equipment, uncontrolled marketing, scarcity of spare parts, shortages of raw materials, and the unavailability of technical information and educational opportunities for refining skills. This program has been designed to provide participants with the basic knowledge and skills necessary to help local blacksmiths work to overcome these difficulties.

* Blacksmithing is a skill which requires much practice to develop:

Although it is explicitly brought out in several sessions, the trainer should continually stress that it is virtually impossible to emerge from a six-day training program as an expert blacksmith.

Blacksmithing is a craft which requires years of hard work, practice, and dedication to develop. Participants should realize that in many cultures, the exclusiveness of the craft has created a mysterious aura of awe and supersition around the metal-working trades.

* Safety precautions cannot be over-stressed:

In a blacksmith shop, the opportunity for serious injury is limitless. Extreme care should be taken throughout the program to stress the importance of taking necessary safety precautions. A good general rule is that all metal should be considered too hot to touch until proven otherwise. Potential hazards can be compounded in an environment in which many inexperienced individuals are working in close proximity.

* Working in teams has multiple objectives:

During the program, participants will work in teams at forge stations. This enables them to help one another with many of the practices which require strenuous activity and/or more than one pair of hands. It insures that each participant will have ample opportunity to practice each of the basic techniques demonstrated. And, it provides a forum for practicing the kinds of communication skills necessary to transfer skills to others.

* Most basic Blacksmithing skills can only be acquired through careful observation followed by supervised practice:

In each of the sessions which call for a demonstration of a particular technique, every effort should be made to ensure that participants thoroughly understand the concepts and procedures involved. Write essential procedures on newsprint whenever necessary. Make demonstrations as clear as possible by explaining each procedure carefully and repeating whenever necessary. Following demonstrations, ask participants to review the procedures and to clarify any doubts or confusions which may exist.

* Flexibility, endurance, and patience are key requirements for blacksmithing:

The participants should be advised of the likelihood of spending long, strenuous hours tending their forges and practicing their skills. Blacksmithing does not lend itself well to structured, specified blocks of time. The times suggested to complete each session are approximations. Participants may complete some activities early while running overtime on others.

* The experimental learning cycle is an essential part of training:

It is important that people have the opportunity to learn, examine, generalize about and apply new knowledge. Try to follow the experiential learning loop as often as possible, and encourage the participants to be aware of the process.

* Scheduled breaks between sessions are essential:

Although 10 to 15 minutes is suggested, more time may be needed, depending on the training circumstances.

One of the keys to the success of the training program lies in thoroughly understanding and effectively using the manual. Included below are some guidelines and explanations designed to help in using the manual.

* The Program Calendar indicates the overall design of the program and recommended sequence of sessions. Use it as a reference in developing a specific schedule which meets the needs of the particular training situation.

* Sessions follow a consistent format. (See the "Sample Session Format" on Page vii for a detailed description,) Be certain to read sessions thoroughly. There are often several purposes to each session; for example, the activities may be designed to meet a technical objective, and at the same time, provide participants with practice in group problem-solving or communication skills. It is important to understand the multi-tiered design of each session before presenting it.

* Attachments follow each session and are usually intended for distribution to the participants. Each attachment is letter-coded as to the session with which it is associated. It is important to make copies of attachments in advance so that they can be distributed during the session.

* The Bibliography includes the reference material, texts, and suggested resources used in developing this program. It can be copied and distributed to participants as the basis for further research in blacksmithing.

Session 4, Day 1 (Each session is numbered sequentially and coded by day.)

FORGE INTRODUCTION (Title indicates subject area being presented.)

Total Time: (Total Time gives approximate time needed to carry cut the session.)

4 hours

Objectives: (Objectives tell what is expected of participants and what the session should accomplish.)

* To identify and define the basic components of a forge

* To practice using basic blacksmithing tools

* To light, maintain and shut down a forge fire

* To make a forge poker/rake and eye

* To discuss forging practices of local blacksmiths

Resources: (Resources include all attachments and other suggested references.)

* Attachment 4-A, "Color/Heat Chart"

* Attachment 4-8, "Traditional and Rural Forges"

* Andrews, pages 17-21 and 42-46

* Weygers, pages 20-23 and 94-96

Materials: (Materials refers to suggested supplies and tools needed for the session. For some sessions, special tools are listed to provide focus and emphasis.)

Approximately 30-36 feet of � inch mild steel round bar. newsprint, and felt-tip pens

Trainer Notes

Preparation for this session will involve writing on newsprint an outline of the procedures involved in making a forge poker/rake (see Step 6).

Procedures: (Procedures consist of steps to be followed in order to meet objectives. Each step is given an approximate time.)

Step 1. (5 minutes)

Distribute Attachment 4-A, "Color/Heat Chart" and Attachment 4-B, "Traditional and Rural Forges. and briefly explain the session objectives and procedures.

Trainer Notes

Explain that the Attachments will be discussed in more detail later in the session.

Step 2. (10 minutes)

Post and briefly define the list of tools and forge components that will be used in making a forge poker/rake.

Trainer Notes

* Post the following list on newsprint in two columns as indicated below:

(Trainer Notes

* Appear throughout the session and serve to clarify and explain a procedure, provide information and suggest options.)

Total Time: 1 hour, 15 minutes

Objectives:

* To get to know one another and to encourage communication

* To set the climate for active participation during the training program

Resources: Attachment 1-A, "Coat of Arms''

Materials: Pens or pencils

Procedures:

Step 1. (5 minutes)

Distribute copies of Attachment 1A, "Coat of Arms" and explain the exercise.

Step 2. (15 minutes)

Referring to the list in the Trainer Notes below, read each question in order, allowing time for people to draw their symbol before moving to the next question.

Step 3. (5 minutes)

After everyone has finished drawing his/her coat of arms, share your coat of arms by explaining the meaning of each of your four drawings.

Step 4. (30-45 minutes) Have each participant explain the meaning of his/her coat of arms.

Step 5. (5 minutes) After all of the drawings have been presented, facilitate a brief discussion of some of the similarities and differences which seem to exist in the group.

Attachment 1-A

Total Time: 1 hour, 30 minutes

Objectives:

* To identify the skills, knowledge, and experience of participants and trainers

* To discuss ways in which the group's skills and knowledge can be used in this program

Materials: Newsprint and felt-tip pens.

Procedures: Step 1. (5 minutes) Review the objectives and procedures For the session.

Step 2. (5 minutes)

Ask the participants to briefly discuss the value of a group resource assessment.

Step 3 (10 minutes)

Have the group brainstorm a list of interview questions which could help assess the participants'

skills, knowledge and experience.

Step 4. (5 minutes)

Explain the interview format.

* If the training group is a small one, an option to the written reports would be to have the pairs interview each other, reconvene the groups, and ask each participant to describe his/her partner.

Step 5. (60 minutes)

Have the participants carry out the interview procedure.

Step 6. (5 minutes)

Reconvene the group and facilitate a short discussion of the participants' overall impressions of the resources that exist within the group.

Total Time: 1 hour, 15 minutes

Objectives:

* To review the schedule and content of the program

* To define and clarify expectations that the participants have of the training program

* To compare and contrast individual expectations with those of the program.

Resources:

* Introduction to the Manual, pp. i-ii.

* "Conducting the Training," pp. iv-vi, from the Introduction to the Manual.

* Training Schedule

Materials: Newsprint and felt-tip pens

Procedures:

Step 1. (5 minutes)

Briefly outline the session's objectives and activities.

Step 2. (20 minutes)

Distribute copies of the three resources. Have the participants read them carefully, then ask for questions, clarifications or discussion.

Step 3. (15 minutes) Have the participants form small groups and discuss their expectations of the program. Ask each group to list on newsprint and post their three most important expectations.

Step 4. (25 minutes)

Reconvene the large group and review each expectation for clarity, understanding, and feasibility.

Step 5. (10 minutes)

Conclude the session by facilitating a discussion centered around the following questions:

* Were any of your expectations changed by this activity?

* Is there anything that you have heard about the training program that has not been discussed?

* Do you think the program will meet your needs?

Total Time: 4 hours

Objectives:

* To identify and define the basic components of a forge

* To practice using basic blacksmithing tools

* To light, maintain and shut down a forge fire

* To make a forge poker/rake and eye

* To discuss forging practices of local blacksmiths

Resources:

* Attachment 4-A, "Color/Heat Chart"

* Attachment 4-B, "Traditional and Rural Forges"

* Andrews, pages 17-21 and 42-46

* Weygers, pages 20-23 and 94-96

Materials: Approximately 30-36 feet of � inch mild steel round bar, newsprint, and felt-tip pens

Procedures:

Step 1. (5 minutes)

Distribute Attachment 4-A, "Color/Heat Chart" and Attachment 4-B, "Traditional and Rural Forges" and briefly explain the session objectives and procedures.

Step 2. (10 minutes)

Post and briefly define the list of tools and forge components that will be used in making a forge poker/rake.

Step 3. (10 minutes)

Ask participants to discuss and define the function of each item on the posted list. .

Step 4. (10 minutes)

Demonstrate the proper techniques for lighting a forge.

Step 5. (15 minutes)

Have the participants form work teams of two and light the forges at each of their work stations.

Step 6. (10 minutes)

Reconvene the group and briefly outline the procedures involved in making a forge poker/rake.

Step 7. (25 minutes)

Demonstrate the procedures and techniques involved in making a forge poker/rake.

Step 8. (20 minutes)

Using the posted outline as a guide, ask participants to review and explain the techniques which they observed.

Step 9. (65 minutes)

Have participants return to their work stations and make a forge poker/rake.

* It can be expected that a few of the work teams will finish their pokers in 15-20 minutes. If this occurs, encourage teams to make another poker/rake such that each participant has the opportunity to practice and become comfortable with the techniques involved.

Step 10. (15 minutes)

As each team finishes their poker/rake, have them shut down their fires.

Step 11. (20 minutes)

Reconvene the group and ask participants to identify and discuss any difficulties which they experienced during the forging activity.

Step 12. (15 minutes)

Ask participants to discuss how the techniques used in this activity compare with techniques that they have seen used by local blacksmiths in their work sites.

Step 13. (20 minutes)

Conclude by asking participants to summarize the basic blacksmithing techniques used during the session.

Attachment 4-A

Attachment 4-B

Total Time: 1 hour

Objectives:

* To determine the type/grade of available junk steel

* To discuss the properties and characteristics of various grades of steel

* To identify potential uses of available steel

Resources:

* Attachment 5-A, "Identifying and Testing Scrap Metal"

* Andrews, "Carbon Content of Steel for Different Uses," page 127

* Weygers, "Steel for Blacksmith," page 15

Materials:

A variety of junk steel salvaged from wrecked autos and rail cars; e.g., leaf springs, coil springs,

axles, torsion bars, linkage rods, push rods, valves, rail tie, plate, rail spikes, rail section, side or

bed plate from rail car, sill from rail car, etc.

Procedures:

Step 1. (10 minutes)

Explain the objectives and distribute Attachment 5-A, "Identifying and Testing Scrap Metal." Ask the group to read it.

Step 2. (15 minutes)

Select a piece of junk steel and demonstrate how to identify its type and properties.

Step 3. (15 minutes)

Have participants divide into four groups and select, identify, and describe the properties of an item of junk steel.

Step 4. (10 minutes)

Reconvene the groups and have them report on their junk item.

Step 5. (10 minutes)

Have participants examine the chart on Page 4 of the Attachment and identify potential uses of the scrap items listed.

Attachment 5-A

A variety of unknown types of steel are encountered when working with scrap metal. Several simple tests exist which the blacksmith may use to identify these unknowns. Because of logistics, it may not be possible to perform all of the tests, but with one or two of these tests and some experience, one can learn to recognize useful metal at a glance.

There are several types of "steel" that (for the most part) we will not be dealing with in the context of these classes. They are: cast steel, cast iron, high alley steels, and stainless steel.

The other common metals found in scrap that we will not deal with are copper and aluminum; we will use brass for brazing.

The types of steel that we are looking for may be divided, for the sake of simplicity, into three categories: low carbon, medium carbon, and high carbon steel. The percentage of carbon present determines the major properties (i.e., hardness, fusibility, toughness). Only the medium and high carbon steel; are temperable.

Low Carbon: contains about .05-.30% carbon and of the three, because of the relative low cost of production, it is used extensively. Some sources of low carbon scrap are car bodies, some types of rebar, old nails, bolts, panels on railroad cars, railroad spikes, some types of angle iron, rolled pipe, some types of wire, nails, straps, hinges, tanks, drums, etc. It is manufactured in rolled bars, and the most common ones are round, flat or square bars of � - 1". It is NOT temperable but may be forge welded.

Medium Carbon: contains roughly .30-.60% carbon. It is a harder material (harder to work and harder to find), and may be tempered. It is the most available temperable scrap metal. Some sources are springs, axles, torsion bars, gearshift bars, shock absorber bars, and, in general, anything that must stand up to a higher degree of stress and strain. It will not bend easily like mild steel. It is also used where tempering is required (e.g., auto/truck axles, auto/rail car springs, leaf springs, steering columns).

High Carbon: contains roughly .60-1.5% carbon, and usually has an alloy present. It is much harder than medium carbon, but is available in scrap sometimes as old pneumatic drill bits, old bulldozer blades, milling cutters, metal saws, cutting dies, threading dies, and files.

Spark Test: Hold a piece of the material in question against a high-speed grinder and closely observe the sparks given off. Generally, the brighter and more explosive the spark, the greater the carbon content of the steel in question. Try known pieces and study their relationships.

Sound Test: If the piece is small enough, lightly toss it onto a concrete floor or stone. Listen for the sound, and compare the sound to known pieces.

Cold Chisel Test: Using a sharp cold chisel and light blows, attempt to cut the beginning of a curl from the material in question, noticing the following points:

- Does the material cut easily or does it resist?

- If it resists, does it nick the chisel blade?

Again, compare a known material with the piece in question.

File Test: This test is fairly self-explanatory. Using a file, test the surface for hardness. This also reveals the color of unoxidized metal.

Hardening Test: Take the piece in question and heat its tip to light cherry or dark orange and quench it in water. Test it with a file, and note:

- Does the file slide over it like glass?

- Do the teeth bite slightly, or is there no difference between the hardened part and the rest of the piece?

Again, if in question, test against a known piece.

Previous Use: One of the most important clues in determining the type of steel in question (whether tempered or not) is to be found in its previous use. If a piece of steel would have needed to be exceptionally tough, tempered, and/or abrasive-resistant to perform Its function (e.g., torsion bar, spring, pneumatic bit), then we can assume with greater certainty that it is some type of medium to high carbon steel.

If an untested spring is to be used for tool making, it is advisable and practical to perform the temper test.

Flatten evenly a 4" section.

Perform the water quench (heat reserve method) on the end, quenching before the colors run the entire length of the piece.

Strike with hammer.

Critical color is determined by where the break occurs in relation to the patina. Tools from this spring should then be tempered at the color/temperature prior to the critical color.

Total Time: 3 hours

Objectives:

* To identify and discuss different types of chisels and steels suitable for making chisels

* To practice uncoiling an automobile spring

* To hot-cut steel

* To make a cold chisel blank

* To use a grinding wheel and practice grinding techniques

Resources:

MacPherson, "The Cold Chisel"

Weygers, pages 45 and 59

Materials: Automobile coil spring, 112" to 5/8" diameter (1� cm) (each team should have one coil spring available at their station), several types of chisels, woodworking, metalworking, stoneworking, etc.

Procedures:

Step 1. (5 minutes)

Explain the objectives and outline the procedures.

Step 2. (10 minutes)

Identify and pass out several different types of chisels. Ask participants to try to determine the uses, properties, and forging methods of each one.

Step 3. (5 minutes)

Ask the group to refer to the list of scrap metals from the last session and identify which ones would be most suitable for chisel-making.

Step 4. (5 minutes)

Display a cold chisel and ask the participants to explain its properties and uses.

Step 5. (5 minutes)

Light your forge.

Step 6. (10 minutes)

Heat and uncoil two linear feet of bar from an automobile spring.

Step 7. (5 minutes)

Explain to participants how to determine the length of bar necessary to forge a chisel, to determine the point, and to hot-cut the bar accordingly.

Step 8. (25 minutes)

Have participants go to their assigned stations and ask each team to light the forge, heat and uncoil the available spring, and hot-cut the straightened bar to be used for the chisel.

Step 9. (5 minutes)

Reassemble the participants around your station, and explain the steps involved in making a chisel.

Step 10. (10 minutes)

Demonstrate the forging of the cold chisel.

Step 11. (5 minutes)

After the demonstration, review the steps with the group.

Step 12. (1 hour, 15 minutes)

Have participants return to their stations and forge, grind and chamfer the cold chisels.

Step 13. (10 minutes)

Reconvene the large group and ask the participants to identify and discuss problems encountered while making their chisels.

Step 14. (5 minutes)

Conclude the session by explaining to the group that they will temper their chisels during Session 8, "Heat Treating."

Total Time: 2 hours

Objectives:

* To identify and discuss different types of punches and their functions

* To make a blacksmith's hot punch

Resources:

* Andrews, page 52.

Materials: 10 - 15 automobile coil springs (6" length and 3/4" to 5/8" in diameter), and a variety of punching tools.

Procedures:

Step 1. (5 minutes)

Explain the session objectives and briefly outline the procedures.

Step 2. (10 minutes)

Distribute among the participants a variety of punching tools used by crafts people and discuss their uses and properties.

Step 3. (10 minutes)

Focus the discussion on the hand-held blacksmith's hot punch and ask participants to identify how it is used.

Step 4. (10 minutes)

Briefly explain the procedures involved in making a blacksmith's hot punch.

Step 5. (15 minutes)

Demonstrate the techniques involved in making a hot punch.

Step 6. (10 minutes)

Have the participants review and explain the procedures and techniques which they observed.

Step 7. (50 minutes)

Have participants form their work teams and practice making a hot punch.

Step 8. (10 minutes)

Reconvene the group and ask participants to discuss and share among themselves any technical difficulties which they encountered and what they did to overcome them.

Total Time: 2 hours

Objectives.

* To define and discuss the terms hardening, annealing, and tempering.

* To anneal steel.

* To temper steel.

* To evaluate the problem-solving techniques used by the work teams.

Resources:

* Attachment 8-A, "Water and Oil Quenching"

* Andrews, pages 49-53

* Weyger, pages 36-37

* Weyger, back cover

Materials: Chisels and punches made during Sessions 6 and 7; a piece of coil spring for demonstration of tempering.

Procedures:

Step 1. (5 minutes)

Explain the session objectives and briefly outline the procedures.

Step 2. (15 minutes)

Distribute Attachment 8-A, "Water and Oil Quenching" and ask participants to define and discuss the terms annealing, hardening and tempering.

Step 3. (20 minutes)

Using a punch and chisel blanks made during the previous sessions, demonstrate the proper techniques involved in annealing and tempering.

Step 4. (45 minutes)

Have the participants go to their work stations and anneal and temper the punches and chisels which they made in Sessions 6 and 7.

Step 5. (15 minutes)

Reconvene the group and ask participants to discuss and share among themselves any difficulties which they encountered and what they did to overcome them.

Step 6. (20 minutes)

Have the participants discuss the problem-solving techniques used in their work teams up to this point.

Attachment 8-A

WATER QUENCHING (Heat Reserve Method) - After bringing 3" of the blade end of the piece up to heat:

- quench only the tip (1�") leaving the next 2" or so unquenched.

- move the piece up and down �" in water rapidly to prevent forming a fracture zone where heat contacts water. Maintain this until the heat glow has diminished to a dull cherry.

- Remove the piece from quench and briskly polish the blade surface with an abrasive. Hold the piece with blade upward and observe the color patina as the heat from reserve moves toward the edge. When the desired color reaches the edge, then quench quickly with a swirling motion.

OIL QUENCHING - After bringing 2" of the blade end up to heat:

- with a swirling motion, plunge completely in oil quench bucket, holding the lid nearby in case of an oil flash. If the oil flashes, pull tongs out of the way and snuff fire with tight-fitting lid.

- After the piece has been quenched in oil and is cool to the touch, polish and draw color patina over a propane flame or in a forge, using a metal plate with a hole cut in it (or fire bricks) to direct heat to the piece.

Total Time: 3 hours

Objectives:

* To make an eye hook

* To make a lap joint link

* To practice techniques used in transferring blacksmithing skills to local blacksmiths

Resources:

* Andrews, pages 54-57.

Materials: Newsprint, felt-tip pens, approximately 25-30' of 1/2" coil spring or round bar; 25-30' of 3/8"-5/16" round bar.

Procedures:

Step 1. (5 minutes)

Explain the session objectives and briefly outline the procedures.

Step 2. (20 minutes)

Have the participants form their work teams and uncoil and cut two 12" lengths of coil spring.

Step 3. (20 minutes)

Reconvene the group and demonstrate the proper techniques and procedures for making an eye hook and lap link.

Step 4. (5 minutes)

Divide the work teams into two groups and explain that Group #1 will make eye hooks while Group #2 will be making lap joint links.

Step 5. (40 minutes)

Have the teams work on their eye hooks or links.

Step 6. (10 minutes)

Reconvene the group and ask participants to identify and discuss factors which should be considered when planning to communicate technical skills and new forging practices to local blacksmiths.

Step 7. (5 minutes)

Explain the procedures and roles for the demonstration activity.

Step 8. (15 minutes) Have the participants form the two groups and prepare for their demonstrations.

Step 9. (45 minutes)

Have each group present their demonstration.

Step 19. (15 minutes)

Ask the participants to discuss each demonstration and evaluate its effectiveness as a means of transferring skills to local blacksmiths.

Total Time: 1 hour

Objectives:

* To practice cold-cutting

* To forge rings

Materials: Approximately 20-25' of 3/8"-5/16" mild steel round bar.

Procedures:

Step 1. (5 minutes)

Explain the session objectives and briefly outline the procedures.

Step 2. (10 minutes)

Have the participants divide into their work teams and cold-cut two 10" lengths of 1/2"- round bar.

Step 3. (10 minutes)

Reconvene the group and demonstrate the proper techniques involved in forging a ring and lap.

Step 4 (30 minutes)

Have participants return to their work stations and forge two rings per team.

Step 5. (5 minutes)

Reconvene the group and ask participants to discuss and share among themselves any difficulties they experienced and how they overcame them.

Total Time: 1� hours

Objectives:

* To identify and discuss various types of welding processes

* To discuss welding processes used by local blacksmiths

* To forge braze rings

Materials: Forged rings from Session 10, flux, brass rods, an assortment of examples of various types of welds, electric arc, gas forge, flux spoon, etc.

Procedures:

Step 1. (5 minutes)

Briefly explain the session objectives and ask participants to define welding.

* Also, explain that brazing and soldering are welding methods that require the use of a third metal as a binder.

Step 2. (15 minutes)

Distribute examples of various types of welds and ask the participants to describe the methods used in each case and to discuss why one method may be preferable to another.

Step 3. (10 minutes)

Ask participants to describe forge welding and brazing processes they have seen local blacksmiths use.

Step 4. (10 minutes)

Explain that forge brazing is the type of welding which will be practiced during this session and ask participants to discuss its potential use by local blacksmiths.

Step 5. (15 minutes)

Demonstrate the procedures involved in braze welding a ring.

Step 6. (25 minutes)

Have the participants go to their work stations and forge braze the lap rings that they made in the previous session.

Step 7. (10 minutes)

Reconvene the group and have them discuss the brazing activity.

Total Time: 2� hours

Objectives:

* To assess levels of skills acquisition at this point in the training

* To evaluate the effectiveness of the training design and implementation to date

* To work independently at forges

* To finish incompleted projects

* To practice basic blacksmithing skills

Materials: Newsprint, felt-tip pens, assorted scrap steel, round bar, flux, brass rods, etc.

Procedures:

Step 1. (5 minutes)

Explain the session objectives and outline the procedures.

Step 2. (20 minutes)

Ask participants to briefly review and describe the basic blacksmithing techniques which have been practiced up to this point in the training.

Step 3. (20 minutes)

Ask participants to discuss and evaluate the effectiveness of the program design and implementation to date.

Step 4. (1 hour, 45 minutes)

Have participants use the remainder of the day to work independently at their forges, finishing projects and/or practicing techniques with which they may not yet feel comfortable.

Total Time: 50 minutes

Objectives:

* To list and describe design criteria for a forge and bellows

* To evaluate forge and bellows designs

* To discuss the feasibility of introducing new forge and bellows designs to local blacksmiths

Resources:

* Attachment 13-A, "The Japanese Style Box Blower"

* Attachment 13-B, "How to Build a Blacksmith's Blower"

* Attachment 13-C, "Lorena Forge Design"

* Attachment 13-D, "Forge Pump Designs"

Materials: Newsprint and felt-tip pens

Procedures:

Step 1.

Explain the session objectives and briefly outline the procedures. -

Step 2.

Have the participants list and describe the design criteria for a bellows and forge.

Step 4.

Distribute Attachment 13-A, "The Japanese Style Box Blower,'' Attachment 13-D, "How to Build a

Blacksmith's Blower," Attachment 13-C, "Lorena Forge Design," Attachment 13-D, "Forgo Pump Designs," and ask participants to review them.

Step 5.

Have participants discuss the feasibility of introducing new forge or bellows designs to local blacksmiths.

Step 6.

Conclude the session by asking one of the participants to briefly summarize the major factors which should be considered in designing a forge and bellows.

Attachment 13-A

This traditional blower has been used in China and Japan for hundreds of years. It may be constructed in varying sizes. It is used in large lever-powered applications for foundries. Medium sizes (12"x18"x30") are used for forges and small versions are used for home cooking fire blowers.

Blowers may be made from almost any kind of scrap planks, if well-sealed around seams and cracks.

The inner slide chamber should be smooth and preferably waxed or varnished.

The two air inlet valves should be made of fairly heavy leather, and the hinge for the air exit flapper valve should be centered carefully. The bevel-cut on the side should align for a good seal.

It is a good idea to leave the top accessible by not sealing it with glue.

Attachment 13-B

Allen R. Inversin, Appropriate Tech. Development Unit, Lae, Papua New Guinea

The idea for this bellows came from the time-tested, valved, teardrop shaped design which has been in use since about the fourth century. However, as leather is not readily available in Papua New Guinea, a slightly modified version was designed using the inner tube of car tires which can be obtained anywhere in the country. The bellows cost very little to build and require no special skills for construction. It provides a continuous blast of air to the forge, which is more than sufficient to fabricate machetes, chisels, chains, hinges, spikes, etc.

MATERIALS

- Two normal-size car tire inner tubes in good condition and one tube to cut up,

- Four 1-2 cm. boards, each about � m. square, of plywood or narrow boards laminated together.

- Wooden strips around 2x5 cm., totalling about 6 m. in length.

- Used steel pipe, 2-3 cm. in diameter, length 6 m. or more.

- Sheet metal or used steel banding straps.

- Four metal rods about 5 mm. in diameter and 10 cm. long.

- Nails, about 2 and 4 cm. long.

Although they are easy to use, the bellows should be stroked in a particular way to prevent the user from becoming unduly tired. Two points should be kept in mind:

- Rather than making quick, short strokes, make smooth, full ones starting with the lower board all the way down, and stroke to compress the lower inner tube almost completely.

- The air reservoir (upper tube) should never be fully extended. If a greater air flow is needed to increase the fire temperature, place weights (pieces of iron, stones, etc.) on the upper board to obtain desired heat. Only stroke fast enough to keep the upper tube partially full at all times. A full stroke every 5-10 seconds should be sufficient; stroking any faster produces more sweat than heat.

Attachment 13-C

Lorena is a rammed-earth technique that uses a moist combination of screened sand and clay. The sand/ clay mixture is applied in layers and pounded and compacted into molds. The primary advantages of Lorena mix include its low cost, general availability, and good heat-holding capacity. For a complete explanation of the techniques involved in working with Lorena mix, send for a copy of Lorena Stoves, by Ianto Evans and Michael Boutette, from Volunteers in Asia Press, Box 4543, Stanford, California 94305 USA.

Attachment 13-D

Total Time: 3 hours, 10 minutes

Objectives:

* To make an African axe

* To build endurance by working heavy metal in several consecutive heats

Resources: Attachment 14-A, "African Tang-Type Axe"

Materials: One section of leaf spring (car), �" thick per station; prototype axe with handle; several branches of wood suitable for handles (see Step 13).

Procedures:

Step 1. (5 minutes)

Briefly explain the objectives and pass a prototype axe among participants for observation.

Step 2. (10 minutes)

Ask the group to identify the metal source and components of the axe, and list on newsprint the

steps involved in its production.

Step 3. (5 minutes)

Distribute Attachment 14-A, and ask participants to refer to it as they watch the trainer's demonstrations and during their forging process.

Step 4. (10 minutes)

Discuss the leaf spring as a source metal and demonstrate how to hot cut it.

Step 5. (15 minutes)

Have the teams go to their stations and hot-cut their leaf springs.

Step 6. (10 minutes)

Explain and demonstrate the upsetting of the work-piece and peening of the axe head.

Step 7. (30 minutes)

Have the teams upset the blades and draw-out the tangs on their axe heads.

Step 8. (10 minutes)

Demonstrate how to finish the axe surface and forge the wedge tang.

Step 9. (20 minutes)

Have participants finish and forge the wedge tang.

Step 10. (15 minutes)

After the teams complete the forging process, have the participants, as a group, identify problems encountered in each step and discuss possible solutions.

To provide structure to the discussion, chart their responses in the following manner on newsprint:

Step 11. (25 minutes)

Have the teams grind and temper their axes.

Step 12. (5 minutes)

Briefly discuss the handle of the axe and demonstrate how to align and mount the axe head.

Step 13 (30 minutes)

Have participants find suitable wood for handle-making, form the handles, and mount their axe heads.

Attachment 14-A

STEP BY STEP ILLUSTRATION OF AXE-MAKING PROCEDURES

African Tang-Type Axe

Total Time: 4 hours

Objectives:

* To forge a field hoe with collar

* To discuss case hardening as an alternative to tempering

* To case harden a field hoe

* To examine difficulties encountered by local blacksmiths in making agricultural tools

Resources:

* Attachment 15-A, "African Field Hoe"

* Andrews, pages 119-122.

Materials: One completed field hoe, one piece of field hoe material ready for swaging, one field hoe ready for case hardening, carburizing agent, approximately 20 square feet of 1/8" mild steel.

Procedures:

Step 1. (5 minutes)

Explain the session objectives and briefly outline the procedures.

Step 2. (10 minutes)

Distribute Attachment 15-A, "African Field Hoe." Pass around a sample field hoe and ask that participants examine it carefully and think about the procedures involved in forging it.

Step 3. (15 minutes)

Ask participants to describe the steps involved in making the hoe, and point out any new techniques which they have not yet seen demonstrated.

Step 4. (10 minutes) Briefly explain and demonstrate the process of swaging.

Step 5. (2 hours)

Have the participants form their work teams and make a field hoe up to the point of case hardening.

Step 6. (10 minutes)

Reconvene the group and have participants discuss case hardening as a viable alternative to tempering for local blacksmiths.

Step 7. (15 minutes)

Demonstrate the proper procedures and techniques for case hardening a field hoe.

Step 8. (35 minutes)

Have the participants return to their stations and case harden their hoes.

Step 9. (10 minutes)

Reconvene the group and have them discuss any technical difficulties which they encountered.

Step 10. (10 minutes)

Conclude by asking participants to discuss the difficulties encountered by a local blacksmith in making agricultural tools.

Attachment 15-A

Lightweight, durable field hoes can be forged from heavy gauge sheet metal. Car bodies, truck panels, and some tank containers (water heaters, propane tanks) are potential sources of this type of metal.

To make an all-purpose field hoe, begin by cutting a piece of 1/16" mild steel (sheet metal or other) into a rectangle 10" x 5". If the metal is not flat, flatten it.

FULLER THE STOCK (optional)

When leaf spring or other heavy metal is used, the stock must be fullered. Bring the stock to forging heat and notch it at the point where the blade material separates from the collar (socket) material.

In order to make the notches, use a set of top and bottom fullers. The set may consist of:

1) handled top fuller, anvil-held bottom fuller (hardy)

2) two cast iron or steel pipes (the bottom pipe can rest on the ground or be held in a vice)

3) swage-block bottom fuller (turn the swage block on its side and use the built-in fuller), handheld top fuller (pipe or handled)

Heat the end of the blade and cut off the corners. This will make it easy to give the blade a rounded nose later (Step 5).

Bring the blade to forging heat and begin to draw the nose into a taper. Direct hammer blows so that the metal spreads and forms a curved blade, and the blade thickness graduates from 1/16" to 1/32" from back to front.

Heat the blade and bring the edge to finished roundness. Hold the blade at right angles to the anvil and hammer the uppermost edge; if the metal has been uniformly heated, both top and bottom edges will be worked with each hammer stroke. (The action of the hammer strike will be equal to a reactive "strike" by the anvil.)

Bring the blade to forging heat and lay it ever a mold having the desired curve. Use a wide ball-peen hammer to "sink" the blade into the mold. The mold can be pre-made by pounding a finished blade into hard earth.

An alternative method for bending the blade is to hammer it over a form (anvil, car bumper, earthen mound, etc.)

FORM THE COLLAR (socket)

Form. the collar by heating the socket material and hammering it around the horn of the anvil (7A). Finish it by closing it around a bick horn or other tapered object similar to a hoe handle (7B).

Choose a hardwood with the desired thickness and shape and hew it into a handle. Tree forks make excellent handles because they have tight, twisted grain. Taper the shaft so it slides into the collar.

Place the shaft into the collar. Set it by tapping the heel of the handle on a rock or log.

The blade can be taken off the handle by tapping the shaft against any hard surface.

Total Time: 4 hours

Objectives:

* To discuss types of scrap steel suitable for making hammers

* To forge a cross-peen hammer

* To identify and discuss the forging of other types of tools that may be made from a hammer head blank

Resources:

* Attachment 16-A, "Forging a Cross-Peen Hammer"

* Andrews, pages 78-82

Materials: Examples of scrap steel suitable for hammer-making; e.g., car, truck and rail axles, rail car springs, etc. (see Steps 1 and 2); one section of truck or car axle (half-section between gearbox and wheel) per station; a prototype hammer blank finished to the point of dressing and tempering.

Procedures:

Step 1. (5 minutes)

Briefly explain the objectives and draw the group's attention to the display of scrap metal for hammer-making.

Step 2. (10 minutes)

Ask participants to explore the assortment, to identify each item, and to discuss why the scraps are appropriate for making hammers.

Step 3. (15 minutes)

Distribute Attachment 16-A, "Hammer Illustrations" and discuss the procedure of forging a cross-peen hammer. Show an example of a hammer forged from an axle.

Step 4. (2 hours)

Have the participants forge the hammers.

Step 5. (10 minutes)

When the hammers are forged, demonstrate grinding or dressing techniques using the unfinished prototype.

Trainer Notes

Step 6. (60 minutes)

Have the teams dress and anneal their hammers.

Step 7. (5 minutes)

Describe the tempering process for the hammers.

Step 8. (10 minutes)

When all the groups have finished, facilitate a brief discussion on the experience of learning to forge a hammer using drawings as a guide rather than demonstrations.

Step 9. (5 minutes)

Ask participants to identify and discuss the forming of other tools which may be made from a hammer blank.

Attachment 16-A

Direction of hammer blows should be at 45� angles to the anvil and away from each other for safety.

Total Time: 4 hours

Objectives:

* To practice basic blacksmithing skills involved in making common agricultural cutting tools

* To make a wrapped-handle knife

* To practice working effectively in groups

* To identity and use techniques for the dissemination of blacksmithing skills

* To discuss the feasibility of producing agricultural cutting tools in local forges

Resources: Andrews, pages 91-93.

Materials: Newsprint, felt-tip pens, one 3/16" piece of leaf spring steel per participant (10"x1-1/3"), assorted examples of scrap steel suitable for making knives or machetes, one 30" strip of 3/4" innertube per participant, two or three examples of completed, locally-made, wrapped-handle and tang-type knives (and machetes, if possible).

Procedures:

Step 1. (10 minutes)

Explain the session objectives and outline the procedures.

Step 2. (10 minutes)

Distribute among the group one wrapped-handle knife and one tang-type knife, and ask participants to examine them carefully.

Step 3. (15 minutes)

Have the participants identify and discuss the procedures and techniques involved in making the knives.

Step 4. (10 minutes)

When the list is complete, ask participants to identify those procedures or techniques which they would like to see demonstrated.

Step 5. (10 minutes)

Introduce and explain the guidelines for the knife-making activity.

Step 6. (2 hours, 15 minutes)

Have the participants form their work teams and make wrapped-handle knives.

Step 7. (10 minutes)

When the group finishes, ask participants to discuss the feasibility of producing knives, machetes, and other similar cutting tools in local forges.

Step 8. (40 minutes)

Have participants return to the hammers which they forged during the morning activity and perform the tempering process,

Total Time: 4 hours

Objectives:

* To identify different types of tongs and their uses

* To make a pair of blacksmith's straight tongs

* To make a rivet using a heading plate

* To discuss techniques for modifying the straight tongs into specialized tongs

* To identify other types of tools which may be made using the basic tong procedure

Resources:

* Attachment 18-A, "Tools for Many Trades"

* Weygers, pages 65-66

* Andrews, pages 82-84

Materials: Variety of blacksmith's tongs for display; four 12"-14" lengths of 1/2" or 5/8" round bar (mild steel) per participant for practice; two 12" lengths of 1/2" or 5/8" round bar (mild or high carbon) per participant; one 1" length of 1/4" rivet per participant.

Procedures:

Step 1. (5 minutes)

Explain the session objectives and draw the group's attention to the display of tongs.

Step 2. (5 minutes)

Select a pair of straight tongs and ask participants to identify the components/parts of the tool.

Step 3. (10 minutes)

Have the group explore the assortment of tongs and discuss the uses of each type.

Step 4. (15 minutes)

Demonstrate how to form the jaws and shoulder (hinge facet) of the tongs.

Step 5. (60 minutes)

Have participants practice forming jaws and shoulders using the 10" lengths of bar.

Step 6. (20 minutes)

When the participants feel they have practiced enough, have them form jaws and shoulders on the other lengths of bar which will be further worked into tongs.

Step 7. (15 minutes)

Demonstrate punching the shoulder, making the rivet, and riveting the tongs.

Step 8. (40 minutes)

Ask the group to punch, make the rivets, and rivet their tongs.

Step 9. (25 minutes)

Demonstrate how to align the jaws and adjust handles for use as straight tongs, and have participants do the same to complete their tongs.

Step 10. (15 minutes)

Discuss the various specialized tongs which can be formed by reshaping the jaws of the straight tongs. Demonstrate one or more types.

Step 11. (10 minutes)

Ask participants to identify other tools which could be formed using the basic tong forging procedure.

Step 12. (15 minutes)

Have participants share any difficulties encountered while forging the tongs and ask for volunteers from the group to explain or demonstrate how they might be avoided/corrected.

Step 13. (5 minutes)

Distribute Attachment 18A, "Tools for Many Trades" and discuss the illustrations briefly with the group.

Attachment 18-A

Total Time: 2 hours

Object yes:

* To evaluate the effectiveness of the training program

* To identify ways in which future blacksmith training programs can be improved

Materials: Newsprint and felt-tip pens

Procedures:

Step 1. (10 minute;)

Review and explain the session objectives.

Step 2. (25 minutes)

Have the participants divide into groups of 3 or 4 and record on newsprint their observations regarding the effectiveness of the training program.

* Approximately five minutes before the end of the time allotted for this step, circulate among the groups, remind them of the time remaining and ask that they post their observations and suggestions when they are finished.

Step 3. (10 minutes)

Have the group reconvene and occupy the chairs in the outer semi-circle. Explain the "Fishbowl" activity.

Step 4. (10 minutes)

Just before the discussion, ask one of the participants to scan the lists and point out any commonalities and parallels among the observations.

Step 5. (50 minutes)

Ask that three volunteers move to the inner semicircle and initiate the activity by responding to one of the observations.

Step 6. (10 minutes)

Summarize the observations and suggestions for improvement that resulted from the fishbowl discussion.

Step 7. (5 minutes)

Thank the group for their participation in this activity.

Total Time: 2 hours

Objectives:

* To finish incomplete projects

* To review and practice basic blacksmithing skills

* To practice new blacksmithing skills of special interest

* To clean up the workshop area

Materials: Brushes, brooms, rakes, shovels, buckets, assorted scrap steel, round bar, leaf springs, sheet metal, coil springs, etc.

Procedures:

Step 1. (5 minutes)

Briefly explain the purpose and procedures of the open workshop period.

Step 2. (1 hour, 20 minutes)

Have the participants work independently at their forges to finish projects or practice skills of their choice.

Step 3. (30 minutes)

Ask participants to assist in cleaning up the workshop area.

Step 4. (5 minutes)

Thank the group for their participation and cooperation throughout the program.

We suggest that the following texts be purchased in sufficient quantities for distribution to all participants:

Andrews, Jack - Edge of the Anvil - A Resource Book for the Blacksmith. Rodale Press, 33 E. Minor St., Emmaus, PA 18049 USA, or Diamond Forge, 1482 Maple Ave., Pauli, PA 19301 USA.

Weygers, Alexander - The Modern Blacksmith. Van Nastrand Reinhold Co., 135-50th St., New York, NY 10020 USA.

................................................................................................................................................

The following text is an important resource that should be on hand for all trainers:

MacPherson, George - First Steps in Village Mechanization. Tanzania Publishing House, Box 2138, Dar Es Salaam, Tanzania.

................................................................................................................................................

These publications are recommended as general resource materials:

Berg, Liv; Nimpuno, K.; Van Zwanberg, R. - Toward Village Industry. Intermediate Technology Publications, Ltd., 9 King St., London, WC2E, 8 HN, United Kingdom.

Centre d'Etude et d'Experimentation du Machinisme Agricole Tropical(CEEMAT) - Aide-memoire de Moniteur de Culture Attelee. Parc de Tourvoie, 92160 Anthony, France.

Evans, Ianto; and Boutette, Michael - Lorena Stoves. Volunteers in Asia Press, Box 4543, Stanford, CA 94305 USA, July, 1981.

French Ministry of Cooperation - Manuel de Culture Avec Traction Animale, "Techniques Rurales en Afrique" series. 20 Rue Monsieur, 75700 Paris, France.

Inversin, Allen R. - "How to Build a Blacksmith's Bellows." Appropriate Technology Development Unit, Lae, Papua New Guinea, from "Appropriate Technology," Vol. 6, No. 4.

Inversin, Allen R. - A Blacksmith's Bellows. South Pacific Appropriate Technology Foundation, Box 6937, Boroko, Papua New Guinea, December, 1977.

Thornburn, Craig - Teknologi Kampungan: A Collection of Indigenous Indonesian Technologies. Volunteers in Asia Press, Box 4543, Stanford, CA 94305 USA, June, 1982.

THE FARALLONES INSTITUTE RURAL CENTER

15290 Coleman Valley Road

Occidental, CA 95465

(707) 874-3060

The Farallones Institute is a non-profit organization active in the development of appropriate community technologies, with an emphasis on renewable sources of energy and food systems. Areas of expertise include:

- design and implementation of training programs, with a focus on experiential learning and the acquisition of integrated skills

- development of educational materials

- resource gathering and information sharing

- design, use and evaluation of small-scale technologies

- study trips to rural China

- consulting services

CHP INTERNATIONAL, INC.

1010 West Lake Street

Oak Park, IL 60301

(312) 848-9650

CHP International, Inc. is a consulting firm specializing in the design, management and evaluation of international training programs. It develops and conducts technical, cross-cultural and language programs in Latin America, Asia, and Africa. In addition) CHP International, Inc. leads staff development workshops in the techniques necessary to effectively implement competency based and experiential training programs.