Trying to Save Piggy Sneed (4 page)

Shooting a hole in Mr. Mayo-Smith's barn was less humiliating than the years I spent in Language Therapy. At Exeter, poor spelling was unknown — I mean that little was known about it. It was my dyslexia, of course, but — because that diagnosis wasn't available in the late 1950s and early ‘60s — bad spelling like mine was considered a psychological problem by the language therapist who evaluated my mysterious case. (The handicap of a language disability did not make my struggles at the academy any easier.) When the repeated courses of Language Therapy were judged to have had no discernible influence on my ability to recognize the difference between “allegory” and “allergy,” I was turned over to the school psychiatrist.

Did I hate the school?

“No.” (I had grown up at the school!)

Why did I refer to my stepfather as my “father”?

“Because I love him and he's the only father' I've ever known.”

But why was I “defensive” on the subject of other people calling my father my stepfather?

“Because I love him and he's the only ‘father' I've ever known — why shouldn't I be ‘defensive'?”

Why was I angry?

“Because I can't spell.”

But why
couldn't
I spell?

“Search me.”

Was it “difficult” having my stepfather — that is, my father — as a teacher?

“I had my father as a teacher for one year. I've been at the school, and a bad speller, for five years.”

But why was I angry?

“Because I can't spell — and I have to see
you”
“We certainly
are
angry, aren't we?” the psychiatrist said.

“I certainly
are
,” I said. (I was trying to bring the conversation back to the subject of my
language
disability.)

There was one place at Exeter where I was never angry; I never lost my temper in the wrestling room — possibly because I wasn't embarrassed to be there. It is surprising that I felt so comfortable with wrestling. My athletic skills had never been significant. I had loathed Little League baseball. (By association, I hate all sports with balls.) I more mildly disliked skiing and skating. (I have a limited tolerance for cold weather.) I did have an inexplicable taste for physical contact, for the adrenal stimulation of bumping into people, but I was too small to play football; also, there was a ball involved.

When you love something, you have the capacity to bore everyone about
why
— it doesn't matter why. Wrestling, like boxing, is a weight-class sport; you get to bump into people your own size. You can bump into them very hard, but where you land is reasonably soft. And there are civilized aspects to the sport's combativeness: I've always admired the rule that holds you responsible,
if
you lift your opponent off the mat, for your opponent's “safe return.” But the best answer to why I love wrestling is that it was the first thing I was any good at. And what limited success I had in the sport I owe completely to my first coach, Ted Seabrooke.

Coach Seabrooke had been a Big 10 Champion and a two-time Ail-American at Illinois; he was
way
overqualified for the job of coaching wrestling at Exeter— his teams dominated New England prep-school and high-school wrestling for years. An NCAA runner-up at 155 pounds, Ted Seabrooke was a handsome man; he weighed upward of 200 pounds in my time at the academy. He would sit on the mat with his legs spread in front of him; his arms were bent at the elbow but reaching out to you from the level of his chest. Even in such a vulnerable position, he could completely defend himself; I never saw anyone manage to get behind him. On his rump, he could scuttle like a crab — his feet tripping you, his legs scissoring you, his hands tying up your hands or snapping your head down. He could control you by holding you in his lap (a crab ride) or by taking possession of your near leg and your far arm (a cross-body ride); he was always gentle with you, and he never seemed to expend much energy in the process of frustrating you. (Coach Seabrooke would first get diabetes and then die of cancer. At his memorial service, I couldn't speak half the eulogy I'd written for him, because I knew by heart the parts that would make me cry if I tried to say them aloud.)

Not only did Ted Seabrooke teach me how to wrestle; more important, he forewarned me that I would never be better than “halfway decent” as a wrestler — because of my limitations as an athlete. He also impressed upon me how I could compensate for my shortcomings: I had to be especially dedicated— a thorough student of the sport — if I wished to overcome my lack of any observable ability. “Talent is overrated,” Ted told me. “That you're not very talented needn't be the end of it.”

A high-school wrestling match is six minutes long, divided into three two-minute periods — with no rest between the periods. In the first period, both wrestlers start on their feet — a neutral position, with neither wrestler having an advantage. In the second period, in those days, one wrestler had the choice of taking the top or the bottom position; in the third period, the choice of positions was reversed. (Nowadays, the options of choice have been expanded to include the neutral position, and the wrestler given the choice in the second period may defer his choice until the third.)

What Coach Seabrooke taught me was that I should keep the score close through two periods — close enough so that one takedown or a reversal in the third period could win the match. And I needed to avoid “mix-ups” — free-for-all situations that were not in either wrestler's control. (The outcome of such a scramble favors the better athlete.) Controlling the pace of the match — a combination of technique, correct position, and physical conditioning — was my objective. I know it sounds boring — I was a boring wrestler. The pace that worked for me was slow. I liked a low-scoring match.

I rarely won by a fall; in five years of wrestling at Exeter, I probably pinned no more than a half-dozen opponents. I was almost never pinned — only twice, in fact.

I won 5-2 when I dominated an opponent; I won 2-1 or 3-2 when I was lucky, and lost 3-2 or 4-3 when I was less lucky. If I got the first takedown, I could usually win; if I lost the first takedown, I was hard-pressed to recover — I was not a come-from-behind man. I was, as Coach Seabrooke said, “halfway decent” as a counter-wrestler, too. But if my opponent was a superior athlete, I couldn't afford to rely on my counter-moves to his first shots; my counters weren't quick enough — my
reflexes
weren't quick enough. Against a superior athlete, I would take the first shot; against a superior
wrestler
, I would try to counter his first move.

“Or vice versa, if it's not working,” Coach Seabrooke used to say. He had a sense of humor. “Where the head goes, the body must follow — usually,” Ted would add. And: “An underdog is in a position to take a healthy bite.”

This was a concept of myself that I'd been lacking. I was an underdog; therefore, I had to control the pace — of
everything.
This was more than I learned in English 4W, but the concept was applicable to my Creative Writing — and to all my schoolwork, too. If my classmates could read our history assignment in an hour, I allowed myself two or three. If I couldn't learn to spell, I would keep a list of my most frequently misspelled words — and I kept the list with me; I had it handy even for unannounced quizzes. Most of all, I rewrote everything; first drafts were like the first time you tried a new takedown — you needed to drill it, over and over again, before you even dreamed of trying it in a match. I began to take my lack of talent seriously.

An imperious Spanish teacher was fond of abusing those of us who lacked perfection with the insensitive (not to mention elitist) remark that we would all end up at Wichita State. I didn't know that Wichita was in Kansas; I knew only that this was a slur — if we weren't
talented
enough for Harvard, then Wichita State would be our just reward. Fuck you, I thought: my objective would then be to do well at Wichita State. Ted Seabrooke had gone to Illinois. I didn't suppose that this Spanish teacher thought too highly of Illinois either.

I remember telling Ted that I'd had two likable Spanish teachers, and one unlikable one. “I wouldn't complain about those odds,” he said.

My time at the academy was marked by two important transitions in Exeter wrestling under Coach Seabrooke. First, the wrestling room was moved from the basement of the old gymnasium to the upper reaches of the indoor track, which was called “the cage.” The new room, high in the rafters, was exceedingly warm; from the hard-packed dirt of the track below us, and from the wooden track that circumscribed the upper level, came the steady pounding of the runners. Once our wrestling practice was underway, we wrestlers never heard the runners. The wrestling room was closed off from the wooden track by a heavy sliding door. Before and after practice, the door was open; during practice, the door was closed.

The other wrestling-related change that marked my time at Exeter was the mats themselves. I began wrestling on horsehair mats, which were covered with a filmy, flexible plastic; as a preventive measure against mat burns, this plastic sheeting was modestly effective, but — like the sheet on a bed — it loosened with activity. The loose folds were a cause of ankle injuries; also, the shock-absorbing abilities of those old horsehair mats were nonexistent in comparison to the comfort of the
new
mats that arrived at Exeter in time to be installed in the new wrestling room.

The new mats were smooth on the surface, with no cover. When the mats were warm, you could drop an egg from knee height and the egg wouldn't break. (Whenever someone tried this and the egg broke, we said that the mat wasn't warm enough.) On a cold gym floor, the texture of the mat would radically change. Later, I kept a wrestling mat in my unheated Vermont barn; in midwinter the mat was as hard as a floor.

Most of our dual-meet matches were also held in the cage, but not in the wrestling room where we practiced. An L-shaped wooden parapet extended like an arm off the wooden track. From this advantage — and from a loop of the wooden track itself — as many as 200 or 300 spectators could look down upon a less-than-regulation-size basketball court, where we rolled out the mats. There was barely enough floor space left over for a dozen or more rows of bleacher seats; most of our fans were above us, on the wooden track and parapet. It was like wrestling at the bottom of a teacup; the surrounding crowd peered over the rim of the cup.

Where we wrestled was appropriately called “the pit.” The smell of dirt from the nearby track was strangely remindful of summer, although wrestling is a winter sport. What with the constant opening of the outside door, the pit was never a warm place; the mats, which were so warm and soft in the wrestling room, were cold and hard for the competition. And, when our wrestling meets coincided with track meets in the cage, the sound of the starting gun reverberated in the pit. I always wondered what the visiting wrestlers thought of the gunfire.

My first match in the pit was a learning experience. First-year wrestlers, or even second-year wrestlers, are not often starters on prep-school or high-school wrestling teams of any competitive quality. In New Hampshire, in the 1950s, wrestling — unlike baseball or basketball or hockey or skiing — was not something every kid grew up doing. There are certain illogical things to learn about any sport; wrestling, especially, does not come naturally. A double-leg takedown is
not
like a head-on tackle in football. Wrestling is not about knocking a man down — it's about controlling him. To take a man down by his legs, you have to do more than knock his legs out from under him: you have to get your hips under your opponent, so that you can lift him off the mat before you put him down — this is only one example. Suffice it to say that a first-year wrestler is at a considerable disadvantage when wrestling anyone with experience — regardless of how physically strong or well-conditioned the first-year wrestler is.

I forget the exact combination of illness or injury or deaths-in-a-family (or all three) that led to my first match in the pit; as a first-year wrestler, I was quite content to practice wrestling with other first-year or second-year wrestlers. There was a “ladder” posted in the wrestling room, by weight class; in my first year, I would have been as low as fourth or fifth on the ladder at 133 pounds. But the varsity man was sick or hurt, and the junior-varsity man failed to make weight — and possibly the boy who was next-in-line had gone home for the weekend because his parents were divorcing. Who knows? For whatever reason, I was the best available body in the 133-pound class.

I was informed of this unwelcome news in the dining hall where I worked as a waiter at a faculty table; fortunately, I had not yet eaten my breakfast — I would have had to vomit it up. As it was, I was four pounds over the weight class and I ran for almost an hour on the wooden track of the indoor cage; I ran in a ski parka and other winter clothing. Then I skipped rope in the wrestling room for half an hour, wearing a rubber suit with a hooded sweatshirt over it. I was an eighth of a pound under 133 at the weigh-ins, where I had my first look at my opponent — Vincent Buonomano, a defending New England Champion from Mount Pleasant High School in Providence, Rhode Island.

Had we forfeited the weight class, we could not have done worse: a forfeit counts the same as a pin — six points. It was Coach Seabrooke's hope that I wouldn't be pinned. In those days, a loss by decision was only a three-point loss for the team, regardless of how lopsided the score of the individual match. My goal, in other words, was to take a beating and lose the team only three points instead of six.

For the first 15 or 20 seconds, this goal seemed feasible; then I was taken down, to my back, and I spent the remainder of the period in a neck bridge — I had a strong neck. The choice was mine in the second period: on Coach Seabrooke's advice, I chose the top position. (Ted knew that I was barely surviving on the bottom.) But Buonomano reversed me immediately, and so I spent the better part of the second period fighting off my back, too. My only points were for escapes — unearned, because Buonomano let me go; he was guessing it might be easier to pin me directly following a takedown. One such takedown dropped me on my nose — both my hands were trapped, so that I couldn't break my fall. (It's true what they say about “seeing stars.”)