Building the Side Blast Forge William Stewart and Daryll Earling Written by Mark Aspery
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ARCHAEOLOGY DATASHEET 303 Iron: Hand Blacksmithing
ARCHAEOLOGY DATASHEET 303 Iron: hand blacksmithing What is blacksmithing? hands or feet at ground level, but with the raising of The manual forming of iron and other ferrous metals to hearths elaborate lever systems allowed one operator to make finished artefacts (or to repair existing ones) is work the paired bellows. Stake holes close to the hearth known as secondary smithing or, more commonly, as may be the only archaeological evidence for these early blacksmithing. Primary smithing is the working of raw forms. Paired bellows were replaced in the late medieval blooms into usable iron. or early post-medieval period by the ‘great bellows’. Smiths undertake various tasks to achieve these These bellows have two chambers; the lower of which is goals. Iron can be hot-worked into shape. Iron can also used to pump air into the upper, from which a more even be joined to itself, or to other pieces of ferrous metal, blast is maintained by a weighted upper board. These through the process of forge welding (also known as fire remained the main source of air into the 20th century, welding or hammer welding). Joining may also be when they were replaced by electric blowers. Cylindrical effected through techniques such as riveting and brazing. bellows were often used in the 19th century, typically as The chemical composition of the iron may be changed a component of a ‘portable forge’. When manual by the smith, e.g. in the process of case hardening. For smithing was undertaken on an industrial scale in 19th carbon steels, heat treatments (typically quenching orè 20th century factories, then centralised blowing of followed by tempering) allow control over the hardness multiple hearths using a steam- or water-powered fan of the material and so can be used to control the was commonly employed. -
Blacksmith of Yesterday -Today
Blacksmiths Through Time By Lisa Scherman & Christine Leipheimer Grades: 6th 8th Subject: English, Reading, Science and Social Studies, Technology Focus: The roles blacksmith’s have performed directly affected our world’s development. How are they still influencing our lives today? Time: Eight class periods Montana Standards: Literature content standard 1-6 Reading content standard 1,5 Writing content standard 1,2,6 Career and Vocational content standard 1,4,5 Science content standard 1-6 Social Studies content standard 1-6 Technology content standard 1,3,5 Objectives: 1. Compare the role of yesterday’s blacksmith to the roles they play today. 2. Recognize how the blacksmith changed society. 3. Understand the basic vocabulary of the blacksmith. 4. A timeline will be produced by students from Pre 1492-present Materials: Computer with Internet, Tour of Grant Kohrs Ranch, interview questions, paper, pencils, markers, scissors Activity days 1 & 2: Procedure: Break students up into groups of 2-3 depending on computer access. Each group will be assigned a different period in time. Pre -1492 1492-1700 1700-1800 1800-1860 1860-1910 1910-1970 1970-present Each group will take a different aspect of blacksmithing and research their time using available resources. They will construct their time period facts into a timeline that will be added to a classroom timeline dating from Pre 1492-present. Each fact-finding project must include: Characteristics of a blacksmith Tools Vocabulary Clothing Materials used to forge How those materials are used Location of worksite Career opportunities Students need to prepare questions to ask the blacksmith. -
METALSMITHING Session Description: in This Session, Students Are Introduced to the History and Process of Metalsmithing, with a Focus on the Colonial Era
New Jersey School of Conservation 1 Wapalanne Rd. Branchville, NJ 07826-5116 Voice: 800-624-7780 (Dial 3) or 973-948-4646 Fax: 973-948-5131 http://www.csam.montclair.edu/njsoc/ METALSMITHING Session Description: In this session, students are introduced to the history and process of metalsmithing, with a focus on the Colonial Era. Each student will use metalsmithing techniques to make an iron plant hook and a decorative tin (aluminum) plaque. Coal is discussed as an important non- renewable resource, whose use has severe environmental effects. Objectives 1. Students will simulate the role of apprentice and striker for a Colonial blacksmith. 2. Students will demonstrate the whitesmith technique of punching. 3. Students will identify several items a Colonial blacksmith might have made. 4. Students will identify the tools of a blacksmith and describe their uses, including but not limited to, hammer, anvil, tongs, and forge. 5. Students will relate the demise of blacksmithing to the advent of the foundry industry. 6. Students will recognize that coal is a nonrenewable resource; explain the environmental effects of its use as a fuel source for electricity; and generate a list of ways in which electricity can be conserved. Materials blacksmithing – kindling, matches, iron strips, hammer, tongs, anvil, blacksmithing tools 2 aprons, 2 pairs of goggles, 2 pairs of gloves, iron ore, sample iron products, laminated info pictures, samples of: coal/ coke/ clinker whitesmithing – paper, tape, pencils, nails, patterns, mallet, snips, rubber hammer, wood blocks Procedure 1. Arrive at the Pavilion about 15 minutes before your class is to begin, in order to have enough time to build a small, but strong fire in the forge. -
Presidential Address: the Role of Pyrometallurgy in the Development of South Africa Purified Iron Into Artifacts
ZiiV f; Presidential Address: -~~J:: The role of pyrometallurgy in the development of South Africa by N.A. Barcza* intermediate and final products. I would like you to join me on a journey through some of the Synopsis historical applications of pyrometallurgy, and to share a vision of the areas in which future Pointing out d1at South Africa needs to utilize its wealth-creating developments are most likely to occur. The role activities, together with local and international investment, to further that The South African Institute of Mining and develop its industries, the address asserts that the mining and Metallurgy (SAIMM)has played, and continues minerals Industries. espedaIIy in the manufacture of benefidated products, offer the greatest potential for SOuth Africa to achieve its to play, in providing a platform for technical goaL exchanges in this field is also of great benefit to As many mineral-benefidation processes are based on pyra- the advancement of the industry. metaJ1urgica1 routes, the address goes on to describe some historical pyrometaJ1urgicat operations and to indicate probable developments History of pyrometallurgy in the future. These include growth in the fields of both precious and base metals. Pyrometallurgical activities started in southern After onmental and recycling together Africa well before the arrival of the white man. with man ts, the address t the major The indigenous people had mastered the art of growth in the mining and minerals industri occur in tbe making metal long before modern science and manufacture of steel, stainless steel, ferro-alloys (particuJarly technology were available. Many interesting ferrochromium), aluminium, and titania slag. -
Archaeometallurgy Guidelines for Best Practice Summary
Archaeometallurgy Guidelines for Best Practice Summary This guidance document provides an introduction to the ways that the archaeological evidence for metalworking is studied. Archaeometallurgical evidence can include whole landscapes, buildings, features, artefacts and waste materials (eg slag and crucibles). Archaeometallurgy includes fieldwork investigations (survey and excavation) and the subsequent study of these data as well as any artefacts and residues recovered. Scientific approaches provide insights into the techniques used to produce different metals and how these were fabricated into artefacts. The previous edition of this document was compiled in 2001 by Justine Bayley, David Dungworth and Sarah Paynter with the assistance of the Historical Metallurgy Society’s Archaeology Committee, with contributions by Peter Crew, Vanessa Fell, Brian Gilmour, Gerry McDonnell, Cath Mortimer, Peter Northover, David Starley and Tim Young. This edition was revised in 2015 by David Dungworth. This guidance is published in association with Historic Scotland, CADW, the Environment and Heritage Service and the Historical Metallurgy Society. It is one is of three Historic England publications on guidance concerning materials science and industrial processes: ■ Science for Historic Industries. Guidelines for the investigation of 17th- to 19th-centuries industries; ■ Archaeological Evidence for Glassworking. Guidelines for best practice; and ■ Guidance for Archaeological and Historic Pottery Production Sites. First published by English Heritage September 2001. This edition published by Historic England April 2015. All images © Historic England unless otherwise stated. www.HistoricEngland.org.uk/advice/ Cover images Left: 16th-century blacksmithing (Agricola) and Right: Modern experimental blacksmithing. [photo © David Starley] Contents Introduction ..................................1 4 Archaeometallurgical processes and finds: copper and its alloys .