Speaker: And then we played tag and in the wintertime we'd make fox and goose trails and- Interviewer: Fox and goose trails? Speaker: Yeah. Interviewer: Mm-hm. Speaker: That's where you had fresh snow so you followed- Interviewer: Oh, right. Speaker: Everybody followed them. Speaker: Yeah. Speaker: Until somebody would get upset and then they'd wreck your trails on you.

Speaker: Bad boys, swamp school. Interviewer 1: Give us some names (laughs). Speaker 46: Really fox-and-goose was one of the main- Interviewer: Yeah. Speaker: Names- sports in the wintertime. Where you could make a big- big- big circle, you-know, just up track eh?

Speaker: And we used to play Red-Rover. Interviewer: Yeah I played that. Speaker: Yeah. And um fox-and-goose in the winter. Interviewer: What fo-- fox-and-goose? Speaker: They'd make a trail. Interviewer: Mm-hm. Speaker: And then they would chase you and sometimes you got cornered, like you had to be careful which path you took. Interviewer: Mm. Speaker: This path in the snow 'cause then the- Interviewer: Mm. Speaker: The fox would catch the goose.

So one of the vets come out. I didn't know them. I knew the names at the time I didn't know. He said "No I'd have to see the patient first," he says. The patient's a fricking cow! So, so I said, ah, well I said "Doesn't make that much difference to me. In about fifteen minutes I can be where I can get it without a prescription, and without anybody seeing the patient."

And putting all the animals in the arc. You couldn't put all the animals in the world in the- on the frigging boat. And I'm there like six years old thinking this. I couldn't say anythingcause they'd give you a swat in the head you-know so.

Um, I might have been paying more attention to detail than they were, probably was and didn't realize it. Um, I am to the point of being a fussbudget I would suppose, my kids think I'm a real ah, I often - I overthink things too much. I pay too much attention to detail. And probably I do.

Interviewer: Well I think that you've given me an hour and a half. Speaker: Really? Interviewer: Yeah. Speaker: Oh my God! Interviewer: Time flies when you're- Speaker: Gabby, aren't I?

It sat in the tractor house on the edge of the gangway. You build an extra gangway and you run the belt in through into the grinder.

Yeah. That was the tin tractor house I moved- I moved it over there. It used to sit in the gangway.

Oh yeah, they- they used to say, "I'm going to give you a tin ear if you don't get out of my way," whatever that meant, I guess (laughs)- it was from that era.

But by golly, I taught the class when it came to the exams.

And Joe was kind-of a drole guy and he says "By golly," he said "That's right! We had over a hundred years!"

It was a good school and a wonderful principal that I had and my wife ah, was a better student than me, she went to grade-thirteen there and ah, went to teachers college and as in those days you could teach with one year teacher's college but she finished ah, a Bachelor-of-Arts by the time she was forty.

... yeah it was a good school. My sisters went there too, my sisters went to grade-thirteen in the old high-school because they were gone before it was closed.

Yeah, summer of sixty-eight, I graduated class of sixty-nine, seventy from high-school, grade thirteen. From Brock-High-School. Five years there.

Speaker: Um high-schools- there was people up here north of Argyle that jumped on the train and- and went to ah Uxbridge high-school. Interviewer: Oh okay. Speaker: Because they had a grade-thirteen. Interviewer: Ah. Speaker: And- and some of them didn't.

Interviewer: So as you moved on out of high-school, where did you u-- what was the first thing you did? Speaker: I really didn't know what I was going to do, I was going to go back and do grade-thirteen and I didn't because my uncle phoned and they were hiring firemen- Interviewer: Oh. Speaker: On the railroad and I hadn't even thought about it but anyway that's where I ended up for five-and-a-half years, fireman on the railway.

So I ended up, uh, as a guidance counsellor for an elementary- in an elementary school. I've taught everything from grade one to grade thirteen.

Speaker: Got my education up to standard. Grade-twelve and three subjects of grade-thirteen I believe. Interviewer: Wow. (Laughs) Speaker: Ah, two English and a History I believe. Interviewer: A rehab school, I've never heard of that. Speaker: Rehabilitation after the war.

... -- ah twe-- grades twelve and thirteen. Um 'cause we were learning things like constitutions which is not what you want to teach teenagers but we had to memorize the American constitution and the Canadian ah British-North-America-Act. And there'd always be a comparison and contrast question on the grade-thirteen exam. So you knew it was coming so you memorized this con-- that was terrible way to learn history. So I said never again and then I became interested in a local subject.