itellya on Family Tree Circles
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The ceremony was again wonderfully attended and the guest speaker,Chief Petty Officer Natasha McRoe R.A.N., HMAS Cerberus mentioned three lads born in Rosebud who served in W.W.2. Two of them were from the Allen and Waddleton families but it was Frank Ferrier whose name caught my attention. His father William John Ferrier was probably Australia's best known hero in 1905 and after leaving the lighthouse service (this job probably a reward for his heroism at Warrnambool), he moved from Rosebud to Queenscliff and gave the name "Rosebud" to his house in Beach St. Later,his son,Lew, named his fishing boat "Rosebud". See:
AUSTRALIA-WIDE HERO IN 1905: William John Ferrier of Warrnambool, Queenscliff and Rosebud.
At the ceremony there was one thing missing, whose existence most people who attended would not know about. It was the Rosebud Roll of Honour which is proudly displayed outside the office at Rosebud Primary School. It had been hoped that the school captains would carry the honour board at today's ceremony but the task of getting it off the wall was too difficult. However, the school was presented with 30 pages of text about those named on the roll and an explanation of why they constituted a considerable proportion of Rosebud's population at the time of the first world war.
Next year is the 100th anniversary of the Gallipoli landing and much money is being granted to research those who served in that bloodbath. The Dromana Historical Society and R.S.L. have received a grant to commemorate the Dromana lads (photographs of all of whom can be seen in the Dromana Museum.) Unfortunately,those from Rosebud will not be included so I decided to research those named on the Rosebud Roll of Honour.
I am hoping to obtain family lore information (such as Billy Adams'lost foot) and photographs of those named on the Roll (see below) so that a book can be sold next Anzac Day to raise money for Legacy and the school. Please private message me if you can help.
Those who want a sneak peek at the history can google
ROLL OF HONOUR 1914-1918, ROSEBUD, VICTORIA, AUS
ROLL OF HONOUR 1914-1918.(*= SUPREME SACRIFICE.)
ADAMS R.W,; BAKER E.; CAIRNS G.B., C; CARLETON G; CONNOP J.E.; COUPER G.; CORNELL P., JAMES, JOHN; DUNK L.A.; HOBLEY R., G.,J; JAMES E.; McCORMICK K.; McGILLVRAY JAMES*,JOHN, ARCH.,ALF.,ANDREW; PEATEY J.E.*,G.; PERRIN C.R.*; PETERS S.; POTTON S.; RIGG N.,C; WICKHAM G.,W., H.
FOR THE TEACHERS.
It will be the 110th anniversary in November, 2015, of William John Ferrier's heroic rescues of crewmen from the La Bella at Warrnambool. Ferrier became an OVERNIGHT NATIONAL HERO with tributes being sent by the Governor General and the Federal Parliament,the Governor and Premier of Victoria, several interstate organisations and even the King.There were hundreds of articles in newspapers all over Australia in 1905 and again when Ferrier died at Queenscliff in 1937. William John Ferrier was a resident of Warrnambool, Rosebud and Queenscliff and I have proposed a joint celebration of his heroic deed in those three places. Schools, councils,historical societies and newspapers in each area have been contacted and most have been keen but not one response has yet been received from a school.
This lack of response is probably because Principals are so busy and the curriculum is so crowded. History is no longer a subject. However the Dromana Primary School had its pupils very excited about the threatened Dromana Pier, so history projects can be done. Now, not all schools might share Dromana's enthusiasm, but their pupils do not have to miss out on celebrating Ferrier's heroism entirely. That's why I am producing this worksheet. Through literacy activities,the children can gain and pass on civic pride and appreciation of heritage as they learn about one of Australia's greatest peacetime heroes.
FOR THE CHILDREN.
WILLIAM JOHN FERRIER.
From 10:30 p.m. on 10 November, 1905 until daybreak the next morning, a young Warrnambool fisherman suffered terrible agony. He had a poisoned arm and even children know the pain caused by a splinter or rose thorn in a finger or thumb, so you could imagine how much more a poisoned arm would hurt. And yet he managed to become a national hero! Until just before your parents went to school, children only had two things to read in class,the grade reader and the monthly schoolpaper. The Education Department thought that William John Ferrier was so important that the story of his rescue was included in the Schoolpaper in 1907.
A MODERN HERO.
Off Warrnambool on the night of November the 10th, 1905, occurred a pitiful tragedy, calculated to evoke the sympathy of the whole Commonwealth. The barquentine La Bella struck the reef, half a mile from the breakwater, and soon became a total wreck. Out of a crew of eleven men and a boy, only five men were saved. Sombre as is the cloud of grief overhanging the dismal catastrophe, that cloud has its silver lining. The redeeming feature consists more particularly of the self sacrificing bravery of the young fisherman, William Ferrier, which is depicted and commented upon in the following poem from the pen of Mr. S. H. Remfry,of Heywood, retired State school teacher. It will be noticed that the poem takes up the story at that point where our hero puts off in the dinghy by himself:
Young William Ferrier, fisherman,
Into his dinghy flew,
And vig'rous sculled his little craft,
To save the hapless crew.
The pilot, deeming it unsafe
The breakers to defy,
Two hundred yards' space from the wreck
Held off, and there stood by.
One hundred yards, the distance now,
Two men leap off the deck,
And through the seething waters swim
For the lifeboat, from the wreck.
That moment William Ferrier
His efforts did renew.
Quick flies his dinghy right ahead
And saves one of those two!
By dint of dext'rous seamanship,
Presence of mind as well,
His boat around he quickly turns,
And saves it from the swell.
In recognition of his pluck
And noble self-denial,
The admiring crowd upon the shore
Give lusty cheers the while!
And hearty cheers again are heard,
When, in the waters calm,
They see his guernsey, taken off,
Put on the rescued man!
The other man the lifeboat saves,
And yet another one.
Brave Ferrier outward plies again,
His work is not yet done.
Two men are yet upon the wreck.
The billows milder heave;
The lifeboat makes a slight advance,
And waits to see them leave.
To give these men the pluck to leap,
The wreck the lifeboat nears;
And Ferrier now the captain lands
Amidst vociferous cheers!
One of the two remaining men
Has jumped into the waves,
And after swimming eighty yards,
This man the lifeboat saves.
Young Ferrier's off again.
The lifeboat, scarce advancing now,
Does near the wreck remain.
The captain safe upon the land.
The last man, is afraid to quit
His station perilous;
Though surging seas diminish now,
Delay is dangerous!
The lifeboat throws the man a line;
The rope by him is caught.
But still he fails to leave the wreck;
The line avails him naught!
In rope entangled, he is "done!"
Oh! saved, how can he be?
Lo! Ferrier's at the vessel's stern-
He cuts the prisoner free!
Into the boat the sailor drops,
Our hero sculls away;
The man's soon in the lifeboat safe,
The waves robbed of their prey!
A ringing cheer his triumph greets;
This last trip now complete,
Cheers upon cheers burst from the crowd,
Their hearts with joy replete!
The efforts of this gallant man,
For those poor sailors' sake,
The noblest feelings must excite,
His fellows nobler make!
Whilst many daily hurry men
To a dishonored grave,
All honor be to such as he,
Who mankind nobly save!
Not for applause of fellow men,
Did he this loving deed,
Though this, and e'en emolument!
Full well may be his meed!
Long life to his and heroes all,
By noblest impulse stirred;
They emulate The Christ Himself;
In Heav'n, their praise be heard;
God grant that he never wrecked may be,
But his life 's voyage o'er,
The Heav'nly Pilot may conduct
Him to the golden shore.
(P.3, Portland Guardian,11-12-1905.)
FIRST HALF HOUR LESSON.
CLASS ACTIVITIES. (Memorising the poem,rhyme and rhythm.)
1.Teacher reads the whole poem to the class. 2. Children are asked to find the pair of rhyming words in every verse. 3. The teacher reads the poem again but the class reads the last word of every verse. 4. The teacher, after explaining what syllables are, claps the rhythm of the first verse but stops suddenly and asks for the next word. 5.A volunteer is asked to clap the rhythm of the second verse, stop part of the way through and ask what the next word is. 6.Children are asked to find words, in the verses indicated, meaning: even(20),over (22). The teacher explains that e'er can mean before as well as ever. 7.Children are asked to think of a short sentence including before or ever,but using e'er instead; classmates put up one hand if it means ever and two hands if it means before. 8.Children are asked to find words written with an apostrophe and explain why (regarding syllables) the normal way of writing the word would not fit the rhythm. e.g. Heaven is two syllables but heav'n is only one syllable.
9.POETIC LICENCE. The teacher asks children if they can correct "He ran quick." Then the teacher gives more examples and the class corrects them together: e.g.Pat the cat gentle; Drive careful; We ate hungry. The teacher explains that poetic licence allows normal rules of grammar to be broken for a good reason in poetry. The children are asked to find an example in verse 1, what the correct adverb would be and why the adjective was used instead.
10.A child is asked to google "meed" and read out what it means. Children are asked if there are any other words that they don't understand and these are discussed.
11. Pairs of children are allocated two lines each so that serial reading of the poem can be done. As there are 44 segments,most pairs will get two segments to read. Rehearse quietly with your partner for one minute. Serial recitation. 12. The whole class reads the poem together, but slowly in time with the teacher.
The class reads the poem together. It is read a second time but children may volunteer to read an even-numbered verse on their own or with a partner.
COMPREHENSION AND VOCABULARY. (Children are allowed to discuss these with a partner or parent. Can be done at home.)
1.Which words in verse 1 both mean boat? 2.Which word in verse 2 has this meaning? [adjective(especially of a person) unfortunate. "the xxxxxxx victims of the disaster"; synonyms:unfortunate, unlucky, luckless, out of luck, ill-starred, ill-fated, jinxed, cursed, doomed.] 3. Which word in verse 2 means "a person duly qualified to steer ships into or out of a harbor or through certain difficult waters"? 4. Which word in verse 1 is an example of poetic licence, as well as abbreviation,turning four syllables into two? 5. Which word in verse 3 means angry or (of a liquid) boil or be turbulent as if boiling? 6. Dexterous (verse 5) and Sinister come from Latin words meaning right and left. A left-handed person was thought to be clumsy (and evil!) Which word do you think means skilful? 7. Find adjectives in verses 6, 7 and 10 that could be replaced with "loud".(They are all followed by the same noun.) 8. Was the rescued man in verse 7 dead, shivering or hearty? 9. Which line in verse 9 means the waves were not as rough? 10.Which rhyming adjectives in verse 13 both mean risky?
LESSON 3 (WHOLE CLASS.)
Each child is allocated a verse to read in a serial recitation with boys and girls alternating on the remaining verses. Whole class correction of lesson 2 answers.
Partner work on the following.
1. Which three consecutive words in verse 14 mean "does not help him at all"?
2. Verse 15 explains that the line was of no use because the man was t------.
3.Which words in verse 20 mean: (a)reward (b)a person's deserved share of praise, honour, etc.?
In groups of four,children help each other find rhyming pairs of words so that each can write a two line poem.
e.g. wave, brave; reef,belief; mountainous,dangerous; new ,rescue; brave,save; heck,wreck; etc. Each child's poem is typed by its author,printed and then illustrated by the author. These pages are then bound into a class book. Children may do more than one poem and try a four line poem if they wish or they could rewrite Mr Remfry's poem as a story.
Imagine the child with literacy problems, as a 90 year old,proudly showing his great-grandchild that poem he wrote in 2015:
It was risky, but what the heck,
Ferrier bravely sculled out to the wreck.
and telling the tale of a great Australian hero.
A trove search for "Ferrier, Warrnambool, 1905" or Ferrier,Queenscliff,1937" will reveal a host of articles in newspapers all over Australia paying tribute to its hero as well as photos. One photo,showing William Ferrier and survivors the day after the rescue, is fairly rare but can be seen online at:
Postcard Victorian Collections
If you need guidance on using trove,private message me and I'll give you my phone number so I can talk you through it. I can also attach an image to an email showing ship paintings that William John Ferrier did on the bedroom wall of "Rosebud" in Beach St,Queenscliff. His paintings executed inside the South Channel Pile lighthouse can be found on:
William Ferrier Ship Paintings - Queenscliffe Maritime Museum
The children's parents may be inspired to read my journals which detail Ferrier family history but also mention many other heroic rescues performed by members of the Ferrier family near Warrnambool,Rosebud and Queenscliff.
Extensive detail about William John Ferrier is available in the following journals:
LEW FERRIER AND PAT HUTCHINS, PISCATORIAL PIONEERS NEAR THE HEADS (NOT FINISHED YET.), VIC., AUST.
AUSTRALIA-WIDE HERO IN 1905: William John Ferrier of Warrnambool, Queenscliff and Rosebud.
MELBOURNE BRINDLE, FERRIER, LACCO AND McLEAR SAVE ERNIE RUDDUCK'S LIFE, DROMANA, VIC., AUST.
Believe it or not,I chanced upon this article while I was trying to establish the identity of T.Hutchins who is listed on the Mornington Roll of Honour (W.W.1). A huge list of names was suggested,many revolving around Tommy Bent, who was the Victorian Premier and Brighton's best-known identity. The journalist who wrote the article analysing the merits of the suggestions had an excellent grasp of history and it's a thoroughly enjoyable and interesting read.
I will not be correcting the digitised text to paste here because that would be a huge task and I don't have time, but the newspaper itself is very easy to read. The local historical society has obviously not come across this so please let them know if you live in the area. Graham Whitehead,the City of Kingston Historian might be interested too although it's a bit out of area.
Naming a Station. FOUR NAMES SUBMITTED TO THE DEPARTMENT.
Mornington Standard (Vic. : 1889 - 1908) Saturday 1 September 1906 Edition: MORNING. p 4 Article
Compared with England, most European countries, Egypt and so on,Australia is a very young country. There are a great many reminders of this fact in England, France,Italy, Greece,Egypt and along the great rivers of Europe etc. where there are many buildings older than our country. Many Australians spend considerable amounts of money visiting these countries to see history such as castles, houses in which famous people lived, the Colosseum,the Parthenon, and the Pyramids. They come together every year on January 26 and April 25 to celebrate significant parts of Australian history. Many Australians are engaged in researching their own families' histories.
But they are missing out on a great love affair. They get up in the morning to go to work or school and then come home to their enclosures like prisoners in a low security prison where they are allowed into the community to perform work or play footy at weekends. They might be lucky enough to have good neighbours with whom they enjoy life but they don't really LOVE THEIR COMMUNITY!
It is probable that residents of Melbourne's leafy eastern suburbs love their communities more than most,partly because they are beautiful but also because of the prestige and snob value they present. The opposition to the Camberwell Station development is a good example of a community coming together. What about the other suburbs? Is there no reason to love them? Are the residents of Broadmeadows and Frankston going to put up with Sam Newman's put downs of such suburbs in the street talk segments on the Footy Show. I wonder if Eddie Maguire, a Broady boy, agreed with such nonsense in the early years of the show. Shane Crawford feels no need to demean suburbs when he replaces Sam on street talk.
Tommy Lahiff loved his Port Melbourne but he could not understand it when Yuppies started paying big money for its humble dwellings. (This was decades before big developments such as Docklands.) Kensington was a similar suburb,whose house values increased dramatically a few decades ago. Why? Proximity to the city,certainly,but also humble but pretty cottages which have been beautifully restored.
Some of the yuppies may have explored the history of these suburbs but many would probably not know the name of the street at the next corner. If they wanted to find some information or if a professional historian was conducting a heritage study on a house,a suburb or an entire municipality, where would they turn? The local historical society of course!
Churches are dying with most members of congregations well over even Joe Hockey's suggested retirement age. Here's why Australia needs to wake up,because historical societies are in exactly the same boat. The members were much younger when they preserved the historic houses for our friends,the yuppies. Why does Anzac Day draw countless thousands, including very young children, to ceremonies all over Australia every year? Our much maligned schools are partly responsible but it is the parents who actually take their youngsters to the ceremonies.
People at the ceremonies do not ask the marchers to continue their sacrifice but are quite content to let others of the same age, members of historical societies, continue their sacrifice of time and energy to preserve and make accessible the heritage of (in total)this great nation. This is often continued despite severe handicaps which I don't think I could overcome. For example,Jenny Nixon of the Nepean Historical Society is almost blind and Margot Hitchcock of the Blackwood Historical Society has suffered a stroke which has affected the left side of her body.
You cannot imagine how much museum volunteers appreciate visitors with whom they can share their LOVE OF THEIR COMMUNITY! My fellow Australians,all I'm asking you to do is to take your family to your local museum so they can have this opportunity. There is no longer a Rosebud Historical Society and within a decade its demise will be shared by many others unless you WAKE UP, AUSTRALIA. You will learn to love your community and show your appreciation of the historical society members who ask only for your interest.
Elayne Whatman of the Broadmeadows Historical Society prompted this journal when she sent me a flyer.(Below.)
Society Inc. & Museum
Museum: 9302 1456
Mobile: 0487 371 543
THE BROADMEADOWS HISTORICAL
SOCIETY INC and MUSEUM
(Broadmeadows Town Park, Pearcedale Parade)
(Melway Map 6 G7-8)
NOBODY SEEMS INTERESTED IN THE HISTORY OF BROADMEADOWS, SO WE MEMBERS AND VOLUNTEERS WONDER IF IT IS WORTH KEEPING THE MUSEUM OPEN.
WE HOLD PHOTOS, MEMORABILIA, WRITTEN INFORMATION BUT NO ONE SEEMS TO WANT TO SEE IT. WHY?
ALTHOUGH OUR OPEN DAYS ARE MONDAY, TUESDAY, WEDNESDAY 10:00AM TO 3:00PM, IT DOES NOT MEAN WE CANNOT OPEN ON A WEEKEND.
MOB: 0405 371 543