Development of The Fire
The personal experiences of many Londoners during the fire are glimpsed in letters and memoirs. The two most famous diarists of the Restoration, Samuel Pepys (1633–1703) and John Evelyn (1620–1706), recorded the events and their own reactions day by day, and made great efforts to keep themselves informed of what was happening all over the City and beyond. For example, they both travelled out to the Moorfields park area north of the City on the Wednesday—the fourth day—to view the mighty encampment of distressed refugees there, which shocked them. Their diaries are the most important sources for all modern retellings of the disaster. The most recent books on the fire, by Tinniswood (2003) and Hanson (2001), also rely on the brief memoirs of William Taswell (1651–82), who was a fourteen-year-old schoolboy at Westminster School in 1666.
After two rainy summers in 1664 and 1665, London had lain under an exceptional drought since November 1665, and the wooden buildings were tinder-dry after the long hot summer of 1666. The bakery fire in Pudding Lane spread at first due west, fanned by an eastern gale.
Read more about this topic: Great Fire Of London
Famous quotes containing the words development of the, development of, development and/or fire:
“Women, because of their colonial relationship to men, have to fight for their own independence. This fight for our own independence will lead to the growth and development of the revolutionary movement in this country. Only the independent woman can be truly effective in the larger revolutionary struggle.”
—Women’s Liberation Workshop, Students for a Democratic Society, Radical political/social activist organization. “Liberation of Women,” in New Left Notes (July 10, 1967)
“Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers.”
—James L. Hymes, Jr. (20th century)
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)
“The divinity in man is the true vestal fire of the temple which is never permitted to go out, but burns as steadily and with as pure a flame on the obscure provincial altar as in Numa’s temple at Rome.”
—Henry David Thoreau (1817–1862)