Sunday, November 30, 2008
Maybe there are places in Japan just for Japanese people
Saturday, November 29, 2008
First is the Worst, Second is the Best, Third is Irrelevant for My Purposes


Saturday, August 23, 2008
Bound For I Don't Know
Tuesday, August 5, 2008
This is not baseball
出礼久 was born on an urban hill, in one of the most un-remote cities in the world, hidden from people because there were so many others to look at, alone with his parents. It was there, in the greatest city in the world, that he played in the concrete jungle all day: catching trains, chasing ice cream trucks, making super-soakers that shot ketchup and staying cool during summers with video games and ice cream. He lived in a bubble of protection, never believing that anything bad would happen to him, probably because nothing bad ever did. His parents let him win games when he was younger just like he lets kids win against him now. He learned that life is a series of games, and you choose which ones to play hard, and which ones to take it easy for. In fact, he learned that in some games you don’t have to play your hardest to win; as long as you won, that was what was important. He needed something that was elegant and difficult, yet didn’t demand too much of him at every second. He found baseball.
健太郎 川原 and 出礼久, improbable and impossible though it may seem, found themselves coaching the same baseball team. They often talked.
出礼久: Why isn’t Miyamoto pitching the first game of the single elimination tournament? Shouldn’t our ace pitcher pitch a game that we have to win?
川原: But in the bullpen two days ago, his control wasn’t very good and he wasn’t throwing as hard as he usually does.
出礼久: That’s because it was a practice bullpen session. He was working on his form.
川原: Yes, but he wasn’t working on it hard enough. It didn’t look like his usual form. He looked like he was taking it a little easy.
出礼久: He was taking it a little easy!
川原: Exactly.
出礼久: Right….exactly. We agree.
川原: Yes, we do.
出礼久: So, he will pitch tomorrow, then?
川原: No.
川原: What a great game that was, wasn’t it 出礼久?
出礼久: I thought parts of it at the beginning were very good. But it took a long time for us to score 31 runs, and it was hot outside. I am very sun burnt.
川原: The team tried their hardest! And the other team looked a little dejected after the fourth inning.
出礼久: Well, I think that’s because they were losing 16-0.
川原: I hope they learned their lesson, though.
出礼久: What do you mean? They only had ten people, and one pitcher. They had to borrow two players from the basketball team just to have enough to play.
川原: But their body language was awful.
出礼久: Did we really have to keep stealing bases after it was 25-0?
川原: Yes, it’s our job to run, and it’s the catcher’s job to throw us out.
出礼久: I don’t think the catcher had ever played baseball before. And, did you forget that it was 31-0?
…
Of course, not every Japanese high school baseball manager was raised in the forest, but for the most part, the teams seem to play that way. Every team that I have seen, and it has been quite a few now, is polished in terms of the extraneous, non game-related matters. The water coolers are always filled. After the 5th inning, both teams sprint onto the field with rakes to sweep and tend. Foul balls that leave the playing field are retrieved almost immediately by the first year students who are waiting by the exit gates in track-like starting positions. Everyone bows to umpires, everyone screams encouragement through the entire game, be it a 3-2 thriller or a 31-0, heat stroke inspiring epic. Every batter runs out every hit ball. I have noticed, on my team, that if a batter makes an out and has to return to the far dugout, he never runs in front of the other team’s infielders. He either curls back around through foul territory, or runs a lap around the outfield shallows. Bats and helmets are dutifully collected and re-racked, first base and third base are both coached by players who relay signs from the dugout. Umpires never have to ask for more baseballs, or water. In the unlikely event that the visiting team retrieves a foul ball and gives it back to the young home team retrievers, the bow given in exchange for the ball is deep and sincere. Everyone has a responsibility. And, as far as I can tell, everyone views their responsibilities as equal to any other responsibility, including the players who are responsible for playing the actual game on a given day. Running after foul balls is a position just like shortstop is.
The term I used earlier, ‘extraneous, non game-related matters,’ I have come to realize, is my bias. On my high school team, no one wanted to get the water for the starters. No one wanted to chase foul balls because it meant you weren’t part of the game. You were extra. You yourself were extraneous, a servant for the people with more talent. Everyone fought, tooth and nail, for playing time. But, in Japanese high school baseball, just being on the team and being at the game is playing time.
Japanese high school baseball is more like a way of life for three years than a club. The baseball team, even if it is not a very strong team compared to other teams (like at my school), is above the other clubs. They practice everyday, without fail. Baseball practice, of course, includes studying for school classes. While other teams get days off to study where they like and how they like, or just take a day off, the baseball team comes to school and sits in a room and studies together. The captain of the baseball team is the appointed ‘spokesman’ for assemblies and functions, such as greeting a new principal or closing and opening school ceremonies. Only the baseball team gets 応援, or cheering. Before the big summer tournament, entire schools gather in their stifling gymnasiums and practice cheers for two hours every day for a week. They sing the school song, they rehearse scripted cheers and dances, and they learn player specific cheers for each player who might be in the starting lineup that day. These cheers are all written on paper and expected to be memorized before the big game.
And there in lies the difference. High school baseball in Japan is a ‘big game’ sport, just like American football. In fact, it is more so. There is no regular season in Japanese high school baseball. There are two tournaments a year, each one being single elimination. All the other games that are played, and there are plenty of practice games (believe me), mean nothing. Every baseball team gets put into its prefecture’s tournament at random, without seeds or regard for won-lost records. This is why 川原 demands his team to be ever on high alert. With only one game deciding their entire season, he can’t afford for his players to have a let down in intensity and effort during that one game. They have to learn how to turn themselves on, even if the weather is bad or something happened in their lives that has nothing to do with baseball. They need to learn to forget about what they are feeling and do what they were programmed to do: catch grounders, chase foul balls, make plays, fill water coolers, and lay down bunts. One misstep and the entire season is for naught. It’s really quite startling to realize that half of all high school baseball students in Japan play (in American terms) one game seasons.
While I can see where 川原 is coming from, I don’t agree with it. I believe that in playing each game and practice at a fevered, constructed pitch, he dilutes the intensity of the games which are intrinsically more special. And, in teaching them to forget about the moment and focus on the physical aspects of the game, he robs them of enjoying a truly special game. A high school game with friends, teachers, and classmates watching (because they all are bussed to the stadium, even if it is 3 hours away) is a memory forever, unless a player is too afraid of making a mistake or too focused on thinking about getting water. Baseball is a game, not a way of life.
Where exactly I fit in on this baseball team has always been a tight rope act. I preach not over-throwing, staying within yourself, it’s a long season type things. I generally handle the pitchers, because K was not a pitcher and so does defer to me on pitching things. I help with mechanics and ‘being a pitcher.’ The biggest thing I am trying to teach is the concept of ‘adjusting.’ The pitchers just don’t seem to do that. They will keep on throwing the same pitch in the same spot, in the same sequence, because that is how they were taught to do it. They really believe that there is some flaw in them that makes their outside slider always get hit to right field. If, somehow, they ‘do it’ better, they will get better results, they think. I try to teach them to look at their results, and then make decisions from there. If their slider always gets hit after a fastball, they probably shouldn’t do that anymore. It’s possible that the ‘perfect game plan’ doesn’t work for them, and they need to find their own. You ‘win’ by looking at the results you get and changing or not changing. But, maybe winning isn’t everything.
川原: This is not baseball.
出礼久: What do you mean?
川原: This is 野球.
出礼久: Isn’t that just the Japanese word for baseball?
川原: No, they are different games.
出礼久: But the rules are exactly the same.
川原: There is more to a game than the rules.
出礼久: That doesn’t make any sense. A game is nothing more than a set of rules.
川原: Is a painting just colors?
出礼久: There is no ‘winning’ in painting.
川原: Should a painter paint for himself, or for others?
(After laying off a slider in the dirt, Kousuke cracks the next pitch, an outside fastball, to right field for a line drive single over the right fielder.)
出礼久: That was beautiful.
川原: Yeah, it sure as. Nice batting.
Monday, July 28, 2008
What I came up with on my first day of summer vacation
There was a man who went to work, dah dah dum, dah dah dum, dah dah dum dum dum. He sat at his desk and waited to be busy, organizing papers and fighting lazy. The kids never came and the rain never stopped so he didn’t go outside and just sat at his desk. Dah dah dum, dah dah dum, dah dah dum dum dum.
Lonely goes slowly when you’re the only office employee not laughing at jokes. The clock refused to go any faster than once round a minute no matter how often he looked at it. Twelve o’clock was eating time. Eat earlier than twelve, and he would finish earlier than 12:30, leaving way too much day. Eat later than 12, and his stomach’s protests would grow too obstreperous. (He found that word one day when he ate earlier than 12 and had too much day left. It was the word of the day on May 28th, 2001. It’s a synonym for vociferous, which itself was word of the day on December 24th, 1999.) Eat exactly at 12, and he would leave himself with the best possible balance of boredom and hunger. Mind you, this number was not an arbitrary choice based on changeable fickles of human comfort or faulty perceptions of impressionable and gullible sensory organs. Twelve o’clock was a rigorously proved, fundamentally deterministic and solid result of three days during Winter Vacation when he solved a two variable max/min calculus problem, taking two days to relearn calculus in the process. The office didn’t mind. He told them that the funky symbols, like ‘∮,’ were advanced English that he was studying for the benefit of the students. This one means, ‘cycle,’ he had said. '∮∮' means ‘bicycle,’ and '∮∮∮' means ‘cat.’ The English teachers’ responses were panegyrical. (Has not been word of the day yet.) After all, he was an English expert.
When he questioned his superiors about what to do with his apparent windfall of time, they said, ‘If you get bored, just ask for something to do.’ So, five minutes later, he asked. They said, ‘Oh. Ask again later.’
Keyboards clicked, feet shuffled, people puzzled, writers wrote, phones rang, wringers wrung, rings rang, runners ran, principled principals planned practical things, and all the while, the lonely assistant English teacher pondered how much more interesting the world would be if dolphins had thumbs. (Dolphins are one of four known species to be able to recognize themselves in mirrors.)
He imagined a world where the sea was not mankind’s swimming pool. A world where going tuna fishing was like trying to steal diamonds from a museum because the dolphins were amassed and waiting to protect their treasures. Of course Japan would be the most affected, what with their love of tuna and precarious position as an island nation surrounded by disgruntled, thumbed warrior dolphins. The war would start there. The first round would be an easy victory for the dolphins. The Japanese, with their superiority-over-dolphins complex, would simply march out to sea in regular boats armed with harpoons and the like. All the dolphins would need to do was swim under the hulls and unscrew the screws holding the ship together. Underwater ambidextrousness in the wrong hands is a powerful tool, the dolphins would teach the Japanese.
Round two would be a much fairer fight, with ship screws facing inward. And so the fighting would go for years and years, through ebbs and tides, with control flip-flopping like a dolphin out of water between the sides. During a lull in the action, the dolphins would demand prisoner release under the context that their flippered brethren were taken during peace-time and thus not able to be held under the Geneva Conventions. In addition, the public humiliation and torture of jumping through hoops for the sadistic pleasure of regular citizens who had nothing to do with the war furthered their case for immediate prisoner release, the dolphins argued. The Japanese prime minister quipped that if the dolphins could get to land-locked Geneva they were more than welcome to ‘have their fish back.’ Shortly after, the Great Dolphin Offensive of 2015 began.
It wasn’t just the boredom that was boring into the lonely ALT. It was also the weather. Muggy and humid, it made sitting still miserable. To combat the sweat and the heat, he found that he had to shut his mind completely off. If he let the calculus and kanji in, he’d also have to let the misery of each moment in along with it. The fundamental theorem of calculus smells like old wood, chalk, and Lilla’s hair, while 結婚 (marriage) smells like sweat and natto. (Miura Sensei was enjoying a particularly viscous batch of the stuff during lunch while the lonely ALT studied that kanji.) The knowledge is never separate from the moment it is acquired.
But shutting off the brain, even for a little while, is a dangerous game to play. Yes, it provides a reprieve from the physical environment, making the uncomfortable moments more bearable, but it also lets the body know that it don’t need to use the brain all the time to get through life.
There was once a man who went to work, dah dah dum, dah dah dum, dah dah dum dum dum. But today, he decided to talk more, rather than sit at his desk with his own thoughts, which were getting confused and jumbled. He struck up a conversation with an older teacher to his left, one whom he had not talked with much. In fact, he never really had seen her talk to anyone. She looked away slowly from her laptop. ‘I said, it’s a little hot today, isn’t it,’ he said.
‘Wouldn’t it be crazy if ∮∮∮s had thumbs? Oh! I’m sorry I can’t talk more now. It just turned 12 and I have to eat lunch.’
A Few From the Back Wall - Part III
The board was set. Food textures ran across the top, and food tastes ran down the left side, leaving a blank grid in the middle. That was where the learning lived. One by one, students came up and wrote a food in a suitable crossing. The cold and sweet square practically begged out loud for ice cream. It got it. Crunchy and salty? That’s a potato chip my friends. How about crunchy and sweet?
Sweet little Kanae had an idea. Usually a bit shy, she raised her hand because she figured she had this one nailed. Slowly and meekly she made her way to the front board. Looking down the whole time at her ordinary black shoes that covered her pigeon toed、yet common, strides, so that her face was blocked by her ordinary black hair, you could see her mind begging people to stop looking at her. She asked me if it was ok to write wherever she wanted. She asked in Japanese, of course. To sweet little Kanae, speaking English was nodding her head yes or no to an English question, even if the question was something like, ‘What is your name?’ I figured, since she had already overcome two fears, that of public walking, and public Japanese speaking, I’d let her get away with the English speaking.
After deciding for two minutes which color marker to use, she furiously contemplated whether she should remove the cap and put it on the back of the marker, remove the cap and put down in the little tray at the bottom of the board, or remove the cap and hold it in her left hand. She decided to hold on to it, probably so that her left hand wouldn’t have to make up something else to do.
‘So Kanae, what food did you pick for crunchy and sweet?’ I asked. She nodded: yes. But, she nodded in response very quickly. Indeed, her English was growing in leaps and bounds.
Slowly, steadily, she traced out the letter ‘c,’ with the patience and concentration of a heart surgeon. I gave her all the time she needed. After all, she was making sense. To her, the English language is nothing but squiggles and sounds, a code to hide a Japanese word. It doesn’t mean anything by itself.
Candy? Cake? Cookies? What was she going for? She moved her entire body one miniscule step over to the right so that her elbow could remain tucked firmly against her side as she wrote. She drew a circle. Except, in English, that means ‘O.’ Cookie! She was going to write ‘cookie.’ Cookies are definitely crunchy and sweet. Great job Kanae! She began to draw another circle. But this time, she left it open. In English, that means ‘C.’ So, on the board we had: C-O-C. C-O-C? That looks like brewing trouble. I was frozen though, because these squiggles and symbols, while meaningless to sweet little Kanae, have an intrinsic and instant power over me. She froze me deeper by writing a ‘K.’ All she needed to do was write one more letter, any letter, and the freeze would be broken. But, she finished. And there it was on the board. ‘COCK.’
Sweet little Kanae stepped away to look at it. She cocked her head slightly to one side. She knew that the symbols didn’t make sense. The code was broken. So, she went back to her desk to consult her codebook and fix it. As she pored over her dictionary, I started to laugh. Not a giggle, or a chortle, or even a snicker. This was a full body laugh, enough to draw the attention of everyone. Seeing my amusement, of course, every student jumped to their codebook to decipher the joy for themselves. Thank goodness they agreed with me that calling a male chicken crunchy and sweet is indeed as funny as I made it out to be. And thank goodness sweet little Kanae remembered how to spell ‘cookie.’
Later on, I told my friend Eric about what had happened. He asked me, ‘Well, which way did you fix it?’ I told him I didn’t know what he meant. He sighed, exasperated, ‘did you change the spelling to ‘cookie’ or did you move it to hard and salty?’