Development
Three principal kinds of docks existed. Wet docks were where ships were laid up at anchor and loaded or unloaded. Dry docks, which were far smaller, took individual ships for repairing. Ships were built at dockyards along the riverside. In addition, the river was lined with innumerable warehouses, piers, jetties and dolphins (mooring points). The various docks tended to specialise in different forms of produce. The Surrey Docks concentrated on timber, for instance; Millwall took grain; St Katharine took wool, sugar and rubber; and so on.
The docks required an army of workers, chiefly lightermen (who carried loads between ships and quays aboard small barges called lighters) and quayside workers, who dealt with the goods once they were ashore. Some of the workers were highly skilled - the lightermen had their own livery company or guild, while the deal porters (workers who carried timber) were famous for their acrobatic skills. Most were unskilled and worked as casual labourers. They assembled at certain points, such as pubs, each morning, where they were selected more or less at random by foremen. For these workers, it was effectively a lottery as to whether they would get work - and pay, and food - on any particular day. This arrangement continued until as late as 1965, although it was somewhat regularised after the creation of the National Dock Labour Scheme in 1947.
The main dockland areas were originally low-lying marshes, mostly unsuitable for agriculture and lightly populated. With the establishment of the docks, the dock workers formed a number of tight-knit local communities with their own distinctive cultures and slang. Poor communications meant that they were quite remote from other parts of London and so tended to develop in some isolation. The Isle of Dogs, for instance, had only two roads in and out. Local sentiment was so strong that in 1920 residents blocked the roads and declared independence.
Read more about this topic: London Docklands
Famous quotes containing the word development:
“Every new development for the last three centuries has brought men closer to a state of affairs in which absolutely nothing would be recognized in the whole world as possessing a claim to obedience except the authority of the State. The majority of people in Europe obey nothing else.”
—Simone Weil (19091943)
“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 work of adult life is not easy. As in childhood, each step presents not only new tasks of development but requires a letting go of the techniques that worked before. With each passage some magic must be given up, some cherished illusion of safety and comfortably familiar sense of self must be cast off, to allow for the greater expansion of our distinctiveness.”
—Gail Sheehy (20th century)