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  Washika

  Robert A. Poirier

  Washika

  A Novel

  Copyright © Baraka Books 2012

  All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, record ing, or by any information storage and retrieval system, without permission in writing from the publisher.

  Cover illustration by Dean Ottawa

  Cover by Folio infographie

  Book design by Folio infographie

  Editing by Mary Bialek

  Map on p. 12 by Robert A. Poirier

  Photos by Douglas Gagnon: p. 13, The Basko operated by the late Arthur Gagnon, and p. 227

  Illustration p. 305, other photos and back cover, by Julia Philpot

  Legal Deposit, 4th quarter, 2012

  Bibliothèque et Archives nationales du Québec

  Library and Archives Canada

  ePub conversion by Studio C1C4

  isbn 9781926824710

  Published by Baraka Books of Montreal

  6977, rue Lacroix

  Montréal, Québec H4E 2V4

  Telephone: 514 808-8504

  [email protected]

  www.barakabooks.com

  Baraka Books acknowledges the generous support of its publishing program from the Société de développement des entreprises culturelles du Québec (SODEC) and the Quebec Government’s Programme de crédit d’impôt for book publishing.

  We acknowledge the support of the Canada Council for the Arts for our publishing program.

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  To Louise and Pete

  Foreword

  This is a story about twenty-one students who recently completed their final year at the Collège de Ste-Émilie, a high school in the small Quebec town of Ste-Émilie. The students signed up to work for a major forestry company, a summer job on the beautiful Cabonga Reservoir located in the heart of the La Vérendrye game reserve some 270 kilometres north of Montreal. The students were hired to work on the sweep, an integral part of the log drives that took place for years on the Cabonga.

  This story, although told in English, actually takes place almost entirely in French. All of the characters are French speaking, with the exception of Emmett Cronier who speaks French but always swears in English. A glossary at the end provides definitions for the French terms and expressions and for some English words specifically related to logging.

  Washika is a story about young students working with older men, about discovery of attitudes and selfishness, and about situations never dreamed of. It is a story of change, experienced either willingly or unwillingly, but change that leaves its mark for as long as water flows from the Cabonga into the mighty Gens-de-Terre River.

  Map of the Cabonga Reservoir

  PART I

  Chapter 1

  Cabonga Lake was quite a large lake, famous for its long sandy beaches that stretched great distances along the shore and deep into the jack-pine forests. With the arrival of the white man and the forest industry, the lake and its surroundings were slowly but irreversibly changed. More and deeper water was needed for transporting the trees felled by the lumberjacks and so a dam was built at the south end of the lake, just where the mighty Gens-de-Terre River begins its flow southward. After the construction of the Cabonga Dam the water flowed steadily from the Cabonga River in the northeast and Cabonga Lake was gradually transformed into a larger body of water, the Cabonga Reservoir. Some of the former beaches remained, though smaller in size, while others disappeared completely. New shorelines were created, flooded areas of jack pine suddenly appeared, and new islands, that had once been lesser mountains in the forest, sat above the water.

  Washika Bay was one of the larger areas to survive. Before the flood, the bay, with its extensive volume of beach sand, had been almost desert-like, a natural clearing stretching more than a mile in length and almost as deep. Even after the water level rose the clearing remained, as long though not as deep as it had once been.

  Washika Bay was a camp site, a Company depot of sorts, for those men who worked the waters of the Cabonga in tugboats, rounding up logs that came from the logging camps and towing them downstream to Cabonga Dam.

  All of the buildings at Washika Bay were painted green, a deep forest green. However, the camp itself was well organized and anyone visiting the site could see immediately, that much thought had gone into planning the layout of the buildings. The infirmary, for example, had been built on a section of beach that sloped upward from the water to the main plateau where the rest of the camp was situated. This provided for a quiet, peaceful environment should any patient have to spend an extended time there. The camp was built along the north-south axis of the bay, the infirmary being at its northern extremity. Just above the infirmary, a gravel road arrived from the lumber camps to the north, went straight by the camp, and ended at a log dump, at the extreme south end of the bay. The next most northerly building was the generator shed where a diesel engine-generator combination created electricity for the camp during certain fixed hours. The shed had been situated far enough away from the other buildings that the noise from its diesel engine did not disturb the residents of the camp or the infirmary. Next to and south of the generator shed was the garage-cum-machine shop. There, two men maintained and repaired the tugboats and the two tractors that were used for manipulating logs at the log dump.

  The camp itself faced west, looking out onto the Cabonga. To the east was the jack-pine and white-birch forest. The main sleep camp was a long, narrow building, placed lengthwise and close to the forest and just south of the garage. There was a den at its north end with a hallway leading to the common washbasin and the two washrooms. On both sides of this hallway were individual bedrooms, each housing two beds. In front of the main sleep camp was the cookhouse, which consisted of a kitchen and a separate dining area where all the men at the camp took their meals. Just south of the cookhouse was what the men commonly referred to as the bunkhouse-and-office. This building was unlike the others in that half of it served as a sleeping area while the other half was an office for the camp clerk and two scalers, a radio room, and the van, a simple store with numerous articles for sale to the workers. Directly west and in front of the cookhouse was a small hut containing the truck scales. The west side of the hut had a large window facing the gravel road. Less than three feet from the hut were long wood planks laid down, level with the road. What could not be seen were the mechanical parts of the scales beneath this wood planking. When the trucks stopped there with their loads of logs to be weighed, the total weights appeared as a numerical reading on a scale inside the hut.

  Settled in next to the forest and several hundred feet from the camp were three other small cabins. Like all of the buildings at Washika, these three cabins were painted green and had black, tarpaper roofs. The first of these cabins was a small one-room structure where P’tit-Gus, the chore boy slept and rested when he could. Next to this cabin was a three-room building where the cook, Dumas Hébert, resided. There was a small den and a spare room for an assistant, if and when he had an assistant. The last of these cabins was somewhat more elaborate: not only did it have a separate bedroom and living room but also running water, a kitchen sink and a washroom. This was where Simard-Comtois, the superintendent of the camp, spent a major portion of his time.

  Not a single superfluous person lived at Washika Bay. Nor were individual tasks vague or lacking in apparent usefulness. The staff members were middlemen of sorts, intermediaries between the lumberjacks and the pulp mills hundreds of miles to the sout
h, and without them the connection between the former and the latter would simply not exist. The whole scheme of things was simple enough to be effective. The tractor-trailers arrived from the logging camps with their loads of logs. The wood was weighed at the truck scales and measured by the scalers. This same wood, once measured and stamped by the scalers using a hammer-like tool with a Company insignia on one end, was pushed off the log dump into the Cabonga by one of two huge tractors driven by Percy Dumont. The logs floating by the log dump were gathered up by the tugboat captains and their crews. Large pockets of this wood were towed downstream to Cabonga Dam. When enough wood had accumulated, the dam was opened, allowing the wood to pass through the opening and into the Gens-de-Terre River. The logs followed the current and the rapids of this and other rivers until they reached their final destination. There the sawmills and the pulp and paper mills transformed the logs into profitable commodities.

  One Monday morning, at the end of June, a Company bus drove up to the sleep camp at Washika Bay. Twenty-one high school students stepped down from the bus and, with loaded packs on their backs, stood in a circle around the superintendent of the camp as he delivered his welcoming speech. No one paid much attention to André Simard-Comtois’ words of welcome. The students were intrigued by the buildings at Washika, the generator noise, and the tractor-trailers arriving at the scales but, mostly, they marvelled at the great expanse of beach sand before them and what seemed to be an unending body of water to the west.

  The students were finally introduced to one of the tugboat captains, Alphonse Ouimet, and they took an immediate liking to him. They were especially amused when he called them his “little ducks” not knowing, of course, what the man was referring to. Alphonse issued instructions: they were to enter the sleep camp, select a room and a bed, store their packs, and then head to the office where they would be supplied with hard hats and gloves. Their hard-toe safety boots, it was assumed, had been purchased in town. After lunch they were to follow him down to the wharf.

  “And don’t forget the meal tickets,” Alphonse concluded. “Be sure you get tickets at the van or you won’t eat!”

  These instructions were delivered in a friendly manner and the students, although feeling a bit jarred after their bus ride from Ste-Émilie, felt immediately at home. They entered the sleep camp and, before long, all available beds were spoken for.

  Alphonse had followed them into the sleep camp. He counted seven students standing by the washbasin, heavy packs on the floor by their feet.

  “There’s another sleep camp,” he said. “But first, is there anyone who’d like to work in the kitchen? You’d be like an assistant to the cook.”

  None of the students responded to the man’s request. They looked at each other and then back at Alphonse.

  “You,” Alphonse pointed to one of the students. “What’s your name?”

  “Morin,” the student replied. “Henri Morin.”

  “Okay,” Alphonse said. “Listen, Henri. Go to each of the rooms and tell the guys what I’ve just said. The one who accepts the job will have his own room in the cook’s cabin.”

  Henri left then and, stopping by the door of each room occupied by the students, he relayed the message about becoming the cook’s assistant. It wasn’t long before he returned to the washing up area, followed by a tall, slim boy whose head was a mass of tight black curls.

  “Good,” Alphonse nodded towards the boy. “And what’s your name?”

  “Richard Gagnier, monsieur,” the boy replied.

  “Okay, Richard. Take your pack and go to the cookhouse. The cook there is Dumas Hébert. Tell Dumas that I sent you and that you’d like to work with him this summer. He’ll fix you up.”

  “So,” Alphonse turned to the others, “that leaves one more bed here. One of you guys can take that one and the rest of you come with me.”

  One of the students lifted his pack and followed the young man who was soon to be the cook’s assistant. The six remaining students followed Alphonse across the yard and into the bunkhouse-and-office.

  “This is the bunkhouse-and-office,” Alphonse smiled. “The other half is the office. The van is there too. When you hear a bell ring, go to the cookhouse for lunch. And don’t be late. The cook’s pretty strict about that. You’ll see.”

  The students went to the van as he had instructed. Afterwards, they sat on their bunks adjusting the straps inside their hard hats for a better fit. They flexed their new work gloves and folded the long string of meal tickets. Suddenly, an irregular bell sound could be heard coming from nearby and, shortly after, they saw the older men leaving the sleep camp. The students followed the older men and joined them at the cookhouse landing. There, they saw Dumas Hébert for the first time. The students smiled as they handed him their meal ticket. Dumas did not return the smile. When the last of the students had gone inside, Dumas entered, closing the screen door behind him. He walked to the centre of the dining area and addressed the students.

  “My name is Dumas Hébert. I am the cook here at Washika. Your table will be that one there to my right. You will be ten on each side. As you can see, it is crowded so no elbows on the table. Be sure that your hands are clean and that your hair is properly combed when you come in here. There are two bells for the meals. One bell is to warn you, and the second is for the meal. So, do not be late. Also, after breakfast, there is one bell, for making lunches. That is all.”

  It was all very clear and simple. There would be no foolishness in the cookhouse. There was plenty to eat and the food was delicious. All agreed that Dumas was an excellent cook even if he was a führer of sorts.

  After lunch the boys followed Alphonse to the wharf where they were introduced to the Madeleine, a six-cylinder tugboat and its two drive boats. They were issued life jackets and, when all were aboard, Alphonse backed the Madeleine away from the wharf and swung her bow around in a southerly direction.

  After what seemed like less than an hour, Alphonse veered to port towards a stretch of beach sand spotted with logs of various lengths. He shut down the engine, allowing the Madeleine to drift up onto shore. Alphonse stood on deck and spoke to the students.

  “Well, my little ducks,” he began. “You see the shore there and all the logs on the sand. Use those hooks I showed you and pick out the logs and toss them into the water. Over there, where those dead chicots are, there are logs in the water behind them. Some of you go in there and pick those logs out and toss them over here. I want two or three of you in each drive boat, with pike poles. Now, here’s the thing. We want to pick out all of the logs along here and toss them into deeper water. You see those square timbers here. They’re called boom timbers. I’m going to make a kind of corral with them. When we’ve picked out enough logs I’ll close the corral around them and snub the corral to shore. One of the tugboats will pick it up on its way to Cabonga. There are logs like this all along the shoreline. These are logs that got away from us during the drive to Cabonga. It gets pretty windy here. Sometimes the logs are on shore, sometimes not. That’s when you boys have to go into the water. And so, this is the sweep. We always have to come back like this after a drive. Okay? Now, my little ducks, to work!”

  So began the summer job at Washika Bay. All of the students working there were from the Collège de Ste-Émilie. Over six thousand people lived in the town Ste-Émilie, which was built up on both sides of the Gens-de-Terre River about eighty-five miles south of Washika Bay. The town had two beautiful stone churches, a bank and post office, and two large brick-covered schools which served both elementary and high school students. One of the schools was run by the brothers of the Sacred Heart. It was the brothers who had named the school Le Collège de Ste-Émilie. Also covered in brick and run by the “Grey Nuns,” or the Sisters of Charity, was the hospital, L’Hôpital de Ste-Jeanne d’Arc, and the convent known as Ste-Véronique’s where the young girls of Ste-Émilie received both their primary and secondary education. After graduation the choices open to the students were limi
ted. The girls could follow nursing courses at the hospital and the boys could attend a trade school or find work in the local sawmills. Failing this, the boys could always sign up with the Company for work in the bush. The more advanced students could apply for acceptance at the university or the various colleges in the Capital. For these students, this usually meant an end to living in their hometown of Ste-Émilie.

  The students adjusted well to life in the camp. There were occasions when their behaviour came into conflict with the habits of the older workers but these obstacles were soon smoothed over, mostly in favour of the older residents. Their behaviour in the cookhouse was impeccable, much to the satisfaction of Dumas Hébert. As far as work was concerned, Alphonse was very happy with his crew. They whined and complained some, that was true, but after bouts of encouragement on his part and the odd extended break, they worked with great enthusiasm and got plenty of work done. And besides, Alphonse reasoned, they were young. They had formed worlds of their own, some of them, based on their studies and all of the events that had occurred in their short lives.

  Alphonse was correct in this assumption. The students had indeed created worlds of their own. Most were harmless, idealistic summaries of what life was all about, of what was expected of them as members of the future generation. Their most profound thoughts, it seemed, centred around the pleasures that life could offer them and, these, with a minimum of effort on their part. Despite these commonly shared opinions of life, their personalities were as varied as there were students in the camp. On the whole, however, they were a rambunctious, fun-loving crew. Two students stood apart from the group. André Guy was a short, skinny boy of seventeen whose most pronounced attribute might be described as his ability to attract attention. André believed firmly that the emptiness in his life could instantly be relieved by the numerous pranks that he played on his classmates. He did not perform these pranks to be boisterous and wild like his fellow classmates; his pranks were meant solely to attract attention. This was the only path to self-esteem that he understood. This was what he believed, what kept him going in his social life, the only life he knew. There was another student, Henri Morin, who seemed not to fit the same mold as the other students.