So a makeshift cavalcade of vans and station wagons driven by coaches and parents is assembled at the field behind the Coke plant, and the team is ferried the ten miles up to the University of Maine field house, a barnlike indoor facility where Neil and Saint rally them through their paces until the boys are soaked with sweat. Dave has arranged for the York team to use the field house, too, and as the Bangor team exits into the overcast the York team, dressed in their natty blue uniforms, troops in.
The rain is down to isolated dribbles by three o’clock, and the ground crew works frantically to return the field to playable shape. Five makeshift TV platforms have been constructed on steel frames around the field. In a nearby parking lot is a huge truck with MAINE BROADCASTING SYSTEM LIVE REMOTE painted on the side. Thick bundles of cable, held together with cinches of electrician’s tape, lead from the cameras and the temporary announcer’s booth back to this truck.
One door stands open, and many TV monitors glimmer within. York hasn’t arrived from the field house yet. The Bangor West squad begins throwing outside the left-field fence, mostly to have something to do and keep the jitters at bay; they certainly don’t need to warm up after the humid hour they just spent at the University. The camerapersons stand on their towers and watch the ground crew try to get rid of the water.
The outfield is in fair shape, and the skin parts of the infield have been raked and coated with Quick-Dry. The real problem is the area between home plate and the pitcher’s mound. This section of the diamond was freshly resodded before the tournament began, and there has been no time for the roots to take hold and provide some natural drainage. The result is a swampy mess in front of home plate – a mess that slops off toward the third-base line.
Someone has an idea – an inspiration, as it turns out – that involves actually removing a large section of the wounded infield. While this is being done, a truck arrives from Old Town High School and two industrial-size Rinsenvacs are off-loaded. Five minutes later, the ground crew is literally vacuuming the subsurface of the infield. It works. By 3:25, the groundskeepers are replacing chunks of sod like pieces in a large green jigsaw puzzle. By 3:35, a local music teacher, accompanying herself on an acoustic guitar, is winging her way through a gorgeous rendition of ‘The Star-Spangled Banner.’ And at 3:37 Bangor West’s Roger Fisher, Dave’s dark-horse pick to start in place of the absent Mike Pelkey, is warming up. Did Roger’s find of the day before have anything to do with Dave’s decision to start him instead of King or Arnold? Dave only puts his finger on the side of his nose and smiles wisely.
At 3:40, the umpire steps in. ‘Send it down, catcher,’ he says briskly. Joey does. Mike Arnold makes the sweep tag on the invisible runner, then sends the baseball on its quick journey around the infield. A TV audience that stretches from New Hampshire to the Maritime Provinces of Canada watches as Roger fusses nervously with the sleeves of his green jersey and the gray warm-up shirt he wears beneath it. Owen King tosses him the ball from first base. Fisher takes it and holds it against his hip.
‘Let’s play ball,’ the umpire invites – an invitation that umpires have been extending to Little League players for fifty years now – and Dan Bouchard, York’s catcher and leadoff hitter, steps into the box. Roger goes to the set position and prepares to throw the first pitch of the 1989 State Championship game.
Five days earlier:
Dave and I take the Bangor West pitching staff up to Old Town. Dave wants them all to know how the mound feels when they come up here to play for real. With Mike Pelkey gone, the staff consists of Matt Kinney (his triumph over Lewiston still four days in the future), Owen King, Roger Fisher, and Mike Arnold. We get off to a late start, and as the four boys take turns throwing, Dave and I sit in the visitors’ dugout, watching the boys as the light slowly leaves the summer sky.
On the mound, Matt Kinney is throwing one hard curve after another to J. J. Fiddler. In the home dugout, across the diamond, the three other pitchers, their workouts finished, are sitting on the bench with a few teammates who have come along for the ride. Although the talk comes to me only in snatches, I can tell it’s mostly about school – a subject that comes up with greater and greater frequency during the last month of summer vacation. They talk about teachers past and teachers future, passing on the anecdotes that form an important part of their preadolescent mythology: the teacher who blew her cool during the last month of the school year because her oldest son was in a car accident; the crazy grammar-school coach (they make him sound like a lethal combination of Jason, Freddy, and Leatherface); the science teacher who supposedly once threw a kid against his locker so hard the kid was knocked out; the home-room teacher who will give you lunch money if you forget, or if you just say you forgot. It is junior high apocrypha, powerful stuff, and they tell it with great relish as twilight closes in. Between the two dugouts, the baseball is a white streak as Matt throws it again and again. His rhythm is a kind of hypnosis: Set, wind, and fire. Set, wind, and fire. Set, wind, and fire. J.J.’s mitt cracks with each reception.
‘What are they going to take with them?’ I ask Dave. ‘When this is all over, what are they going to take with them? What difference does it make for them, do you think?’ The look on Dave’s face is surprised and considering. Then he turns back to look at Matt and smiles. ‘They’re going to take each other,’ he says.
It is not the answer I have been expecting – far from it. There was an article about Little League in the paper today – one of those think pieces that usually run in the ad-littered wasteland between the obituaries and the horoscopes. This one summarized the findings of a sociologist who spent a season monitoring Little Leaguers, and then followed their progress for a short time thereafter. He wanted to find out if the game did what Little League boosters claim it does – that is, pass on such old-fashioned American values as fair play, hard work, and the virtue of team effort. The fellow who did the study reported that it did, sort of. But he also reported that Little League did little to change the individual lives of the players. School troublemakers were still school troublemakers when classes started again in September; good scholars were still good scholars; the class clown (read Fred Moore) who took June and July off to play some serious Little League ball was still the class clown after Labor Day. The sociologist found exceptions; exceptional play sometimes bred exceptional changes. But in the main this fellow found that the boys were about the same coming out as they were going in. I suppose my confusion at Dave’s answer grows out of my knowledge of him – he is an almost fanatic booster of Little League. I’m sure he must have read the article, and I have been expecting him to refute the sociologist’s conclusions, using the question as a springboard. Instead, he has delivered one of the hoariest chestnuts of the sports world. On the mound, Matt continues to throw to J.J., harder than ever now. He has found that mystic place pitchers call ‘the groove,’ and even though this is only an informal practice session to familiarize the boys with the field, he is reluctant to quit.
I ask Dave if he can explain a little more fully, but I do so in a gingerly way, half expecting that I am on the verge of hitting a hitherto unsuspected jackpot of cliches: night owls never fly in the daytime; winners never quit and quitters never win; use it, don’t lose it. Maybe even, God save us, a little Hummm, baby.