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Ellie and Abbie's Geevor presentation


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Ellie and Abbie's Geevor presentation

  1. 1. University of Exeter, Public History: Info Mines Ellie and Abbie
  2. 2. Research <ul><li>The first thing we did was to complete an assessment of the info mine, analysing what could be improved, and what we felt needed to be added. </li></ul><ul><li>From this we were able to decide what we felt would be necessary and significant additions to the info mines. </li></ul>
  3. 3. Topic <ul><li>The topic we chose was about the jobs available in mining. </li></ul><ul><li>This was a topic we felt was not explored in enough detail in the info mines, and after our tour of the mine, we felt that it was a subject that would be well received. </li></ul>
  4. 4. Accessibility <ul><li>We were aiming to make the content of the info mines more accessible to younger visitors to Geevor; in our evaluation of the info mines we felt that some of the content was much too complex for the younger visitors, who would not understand as well the scientific aspects of mining. </li></ul>
  5. 5. Research <ul><li>We took tours of the mines, not only to get a feel for the mine but to get the accounts of different guides of each job. </li></ul><ul><li>Having chosen the stopers and the grizzly men as our main two topics of interest, we read many of the books available, including accounts of the miners themselves: “A Day in the Life of a Stoper”, by Ian Davey </li></ul><ul><li>We also listened to recordings from the Geevor Oral History Library, hearing accounts from miners of heir jobs and their day-to-day lives. </li></ul><ul><li>All of this helped to build up an idea of the roles these men and women played in the tin mining industry. </li></ul>
  6. 6. Writing <ul><li>The product of our research was two 400 word pieces on stopers, and grizzly men. </li></ul><ul><li>From our research, we had not only gathered information about the two professions, but had also branched out into others, such as timbermen, trammers and the role of women and children. Whilst we did not write lengthy pieces on these, we felt they were of importance in the history of Geevor: added to glossary </li></ul><ul><li>In writing these we had to take into account the style of writing, based on the audience we were targeting: for this we used the ‘Fog’ and ‘Flesch’ as a guide. This calculated the accessibility of our writing: </li></ul><ul><ul><li>Fog: under 10 </li></ul></ul><ul><ul><li>Flesch: between 70 and 90 </li></ul></ul>
  7. 7. Inputting Data <ul><li>The main aim of the project was to input data into the system, to be accessible from the info mines in the Hard Rock Museum. </li></ul><ul><li>The final day we uploaded our pieces onto the info mines, adding to the glossary as well as creating our own pages for stopers and grizzly men. </li></ul>
  8. 8. Stoper <ul><li>The stoper was responsible for excavating the minerals from each lode. To begin a stope, they drilled a series of 6ft holes, then charged and exploded them to create a chamber in the roof. Working in pairs, they had to make their way up to the next level. </li></ul><ul><ul><li>BENCHES: The stopers had to make their way up 100ft to the next level. The way they managed this was to use “benches”, created by the falling rock after drilling and blasting. The stoper drilled staggered holes into each side of the lode (10ft either side of the raise), and exploded them. The fallen rock, directed into the raise, then created a bench 20ft long, and 6ft above the original level. As the stopers’ progressed higher, they created a kind of staircase. </li></ul></ul><ul><ul><li>PAIRS: Stopers always worked in pairs. They did not work together, but sometimes worked at opposite ends of the stope. </li></ul></ul><ul><li>Then, the stopers drilled several holes into the rock surrounding him on the level using the stoping drill. In earlier times they used the “underhand method” of drilling beneath their feet, making their way downwards. Later, they used the “overhand method”, drilling above their heads and charging the holes with explosives to blast the lode out. This left a pile of broken rock. </li></ul><ul><li>The next day the stoper watered down the broken rock to damp down any dust, and barred down any loose ground or rock. This was very important for the safety of the workers. </li></ul><ul><li>Every 20ft the stopers put 2 more rises up. After climbing up the rise, they then put up a new drilling platform on the pile of rocks. Using the machine horizontally, they connected the raises, creating a new tunnel above the existing level. They then repeated the process of drilling and blasting, which continued the creation of a stope. </li></ul>
  9. 9. Grizzly Man <ul><li>A grizzly is a grid made up of iron bars that allow small rocks to filter through the ore pass to the bottom of the mine. A grizzly man's job is to break up the large rocks that do not pass through the grizzly bars. This is done either through using a sledgehammer, or by 'blasting' with explosives. The grizzly man had to make sure the grizzly was cleared and did not build up with large rocks as it would affect wages. </li></ul><ul><li>The whole process starts with the trammers which carry loose rocks and ground blasted out by the Machine Men. This is transported to the grizzly and the contents tipped out through metal chains. The smallest debris (10 inches or smaller in size) filters through to the bottom of the mine. This is then brought up to the surface later in skips to be processed in the mill to extract the tin ore. The larger rocks that could not be broken with a sledgehammer were 'blasted'. Mining protocol said that no more than 3 sticks of explosive were to be used on any one blast as it was thought a bigger explosion would break the bars of the grizzly. However, this rule was not always stuck to. </li></ul><ul><li>A grizzly man of Geevor, Ian 'Bomber' Davy remembers, &quot;using explosives was an easier mehod of breaking them (rocks). I earned the nickname of &quot;Bomber Davy&quot;... I have myself blasted up to 15 or more which causes quite a large blast.&quot; </li></ul>