itellya on Family Tree Circles
Journals and Posts
It can take hours to find something on trove that I know perfectly well is there. Rosebud now has a great little community paper called ROSEBUD RIPPLE and I was about to write an article about Thomas Salmon. Despite entering the right key words,I couldn't find the article. This has happened several times before andI decided that the easiest way to find it in future was to make it the subject of a journal.
PASTED FROM THE WILLIAM FORD ENTRY IN MY JOURNAL ABOUT THE SHIRE OF FLINDERS.
At this time (circa 1880) William owned and resided on the Wannaeue Estate between Rosebud and Boneo, consisting of 661 acres 1 rood and 22 perches, being crown allotments 8-11, section A, Wannaeue. As a returning officer for the West Riding he was to be contacted there (advertisements.) The estate was bounded by Eastbourne Rd, Jetty Rd (and 400 metres of Old Cape Schanck Rd), an unmade government road which ran between the south end of the Rosebud Country Club's frontages to Boneo and Old Cape Schanck Rds(jokingly called Hiscock Rd west of Boneo Rd), and Boneo Rd on the west. The 167 acres (nearly) between Eastbourne Rd and Besgrove St was granted to Henry Reynolds and the rest to James Ford. (See Melway map 171.)
While a councillor and living on Wannaeue Station, William Ford had a famous cook! I was reminded of this while watching "High Tide", a history of the British navy.
It is not generally known says the Argus, Melbourne, of the 19th, that one of those who took part in the celebrated naval duel in 1813 between the English frigate Shannon, 36 guns, and the American frigate Chesapeake, 50 guns, is living in the colony in hale and hearty health. His name is Thomas Salmon, and he will be 8O years of age next month. He is employed as cook on the station of Mr. Ford, at Wannaeue, between Rye and Dromana. He appears to be likely to do a good day's work for several years to come, and is only too willing to relate the particulars of the naval confliction in which he was concerned. He narrates with great gusto the fact that it only took them in the Shannon 30 minutes to polish off the Chesapeake ; and speaks with some pride of the circumstance that Captain Broke, of the Shannon, and his first lieutenant, were the first to cut their way through the boarding nettings on to the Chesapeake's deck, when the boatswain piped "boarders away." The old man has a most thorough contempt for the present style of ironclad men-of-war, which he refers to as
"iron pots." The old salt is a "character," and is always ready to spin a yarn relative to his adventures afloat or in the bush. (P.11, The Maitland Mercury and Hunter River General Advertiser,24-2-1877.)
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