Chess Mastery By Question And Answer
102 pages
English

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102 pages
English

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Description

This little book will teach you everything you need to know about how to play chess using the simple, but very effective, question and answer method. It is easy to read, with the generous use of clearly explained diagrams, and ordered in ascending difficulty. An essential addition to the bookshelf of anyone interested in playing the game of chess.

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Publié par
Date de parution 31 mai 2013
Nombre de lectures 2
EAN13 9781473388338
Langue English
Poids de l'ouvrage 1 Mo

Informations légales : prix de location à la page 0,0500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

CHESS MASTERY
BY QUESTION AND ANSWER
BY
FRED REINFELD
AUTHOR OF THE ELEMENTS OF MODERN CHESS STRATEGY PRACTICAL AND INSTRUCTIVE ENDINGS FROM MODERN MASTER PLAY, COLLE S CHESS MASTERPIECES.
1940
INTRODUCTION
As this book has been written along rather novel lines, I think that some comment on the underlying ideas will not be out of place.
For thousands of years, the question-and-answer method has been accepted as a commonplace basis of pedagogy. In recent years, it has been supplemented by the now widely accepted theory that one of the most important elements of the learning process is learning by doing. And yet our standard books on chess instruction ignore, to an amazingly large extent, these successful methods of teaching. Chess instruction has made very little use of the question-and-answer method or of learning by doing. * This is all the more remarkable when one reflects that as far as chess is concerned, these methods are identical! For you cannot ask or answer any chess question about a game of chess without making or implying actual moves ! Yet our chess instruction has been content to rely on admonition and precept and example.
It may be objected that annotated games, or annotated parts of games, fully serve the purpose of enabling the student to improve his play. This sounds plausible; but if we look at the matter more carefully, we see that the following dilemma arises: if the annotations are bad, they are obviously of no use to the student. But even if they are good, they may not be of any use to him! These annotations are a kind of predigested food for the mind. The student is supplied with the answers at once; there is no stimulation here for his reasoning faculties; he is set no problems on which he can sharpen his wits and learn in the school of experience. The game remains something foreign; it is never truly assimilated; it never becomes a part of the intellectual equipment of the reader. It has not been lived through. He studies these notes by rote, he tries to memorize some details, grossly missing the spirit and living principle of these variations; or else he tries to grasp some principle which his inadequate knowledge simplifies into a platitude that by some perversity is generally applied on the wrong occasion.
This is not to say that such study is altogether useless. Annotators with the expository clarity of Dr. Euwe, for example, cannot fail of their effect on the student. But it is my belief (based on considerable teaching experience) that the acquisition of chess knowledge and ability is a terribly laborious and time-consuming achievement.
So much for the negative ideas on which this book is based. What are the positive underlying ideas?
My first goal has been to arouse the intellectual curiosity of the chess player. I hammer away at him with all kinds of questions. If he reads this book with any degree of attention, he cannot fail to carry this questioning attitude into his own games. I am satisfied if he can get to the point of being alert in his own games: What s he up to now? What s that move for? Is Kt-Q6 a real threat? Will the ending be in my favour? Is that combination sound? -and the like. The thoughts of a great chess master during a game are after all mainly discussion and answer of such questions. What on the other hand are the reactions of an inexperienced player during a game? Mainly a great mental fog, occasionally lifted (or further obscured) by blind intuition, baseless fear and equally baseless rejoicing. Not until the chess player asks and answers questions can his games begin to shed the irrational character which purely instinctive play gives them .
Furthermore, I believe that after having striven for the answer to a question, the reader will be eager for the answer; he will take a genuine interest in it; he will be elated if he has already hit on it himself; he will reflect on it if he is wrong. This may seem sheer optimism on my part, but my assumption of the reader s interest is based on the belief that his attempt to answer questions makes him a participant (on a somewhat smaller scale than the actual players) in the game itself ; he takes a personal interest in the game, it absorbs his faculties, he begins to have opinions and hopes and definite views, as if it were his own game; and he has a corresponding interest in the answers. Here he is not learning by rote or merely playing over moves mechanically; he is reliving the drama of great master games. The author has taken the watch apart, and the reader is asked to put it together again; in the process, he will discover what makes the watch go.
It seems to me that little effort is exerted as a rule to make the study of a chess book an interesting and pleasant occupation. In the present book, I have sought to provide for the comfort and convenience of the reader; and the publishers have been most helpful and co-operative in this respect. Among features along these lines are: printing the moves and the letters of questions in bold type, so as to make for easier reading; a generous use of diagrams at critical points; headings for each diagram so as to arouse the interest of the casual reader and to focus the attention of the careful student.
To facilitate the work of the student, I have arranged the games in the order of ascending difficulty; I have italicised and repeated important principles, stating them in the simplest language I could devise. (There is a school of annotators which gains prestige from the obscurantism of its scientific jargon; another turns principles into rhetorical quips; a third buries them in variations and embalms them with parentheses.) I have one more suggestion for the ambitious reader who earnestly desires to improve his game: play over these games on two boards, so that you can get the most out of the analytical material. For sustained and lasting improvement, correspondence chess is unquestionably the most valuable method known; here the question-and-answer method truly comes into its own.
My grateful thanks are due to Sidney Bernstein for his invaluable help in reading the proofs.
FRED REINFELD
* There have been some honourable exceptions: Alexander s Chess ; several works of Znosko-Borovsky; Dr. Euwe s Schaaklessen (Dutch text), unquestionably the best manual on the game; Rabinovich s Endshpeel (Russian text), a monumental work on practical end-game play; Mitchell s Guide to the Game of Chess; and Eze s distinguished and wonderfully original articles in the British Chess Magazine . These seem to be the outstanding examples.
CONTENTS
INTRODUCTION
QUESTIONS
LESSON I
RETI-GRAU, LONDON, 1927
Line-opening-The Struggle for Control of the Centre-The Power of the Centralized Knight-The Long Diagonal-The Exploitation of Pawn Weaknesses and Weak Squares-Play in the Open File-The Fork and the Pin
LESSON II
THOMAS-MONTICELLI, FOLKESTONE, 1933
Line-opening-Play in an Open File-The Effect of a Weak Pawn Configuration on the Bishop s Mobility-Bishops Without Diagonals-A Direct King-side Attack-Pseudo-development
LESSON III
WALBRODT-PILLSBURY, VIENNA, 1898
Line-opening-Play in Open File-Exploiting Pawn Weaknesses-Direct King-side Attack
LESSON IV
KOSTICH-STEINER, BUDAPEST, 1921
The Struggle for Control of the Centre-Line-opening-Play in an Open File-The Constriction Motif-Exploiting a Weak Square-The Pin
LESSON V
DOMENECH-FLOHR, ROSAS, 1935
Provoking and Exploiting Pawn Weaknesses and Weak Squares-Play in an Open File-Simplification Leading to a Won Ending
LESSON VI
SERGEANT-ALEKHINE, MARGATE, 1938
Exploiting Pawn Weaknesses-The Effect of a Weak Pawn Configuration on the Bishop s Mobility-A Positional Sacrifice of the Exchange
LESSON VII
LASKER-ALLIES, BERNE, 1919
Pseudo-development-Direct King-side Attack-Exploiting Pawn Weaknesses and Weak Squares-The Power of the Centralized Knight-Elementary Combinations: The Pin and the Fork
LESSON VIII
SOULTAINBEIEFF-SULTAN KHAN, LI GE, 1930
The Struggle for Control of the Centre-The Power of the Centralized Knight-The Long Diagonal-Planless Play
LESSON IX
PIAZZINI-EUWE, STOCKHOLM, 1937
Line-opening-Exploitation of Pawn Weaknesses and Weak Squares-Play in Open File-Bishop v . Knight-Simplification Leading to a Won Ending-A Simple Rook and Pawn Ending
LESSON X
MATTISON-NIMZOVICH, CARLSBAD, 1929
The Struggle for Control of the Centre-Exploiting Pawn Weaknesses and Weak Squares-The Power of the Centralized Knight
LESSON XI
TARRASCH-SHOWALTER, VIENNA, 1898
The Constriction Motif-Line-opening-Play in the Open File Culminating in Control of the Seventh Rank-Exploiting Pawn Weaknesses and Weak Squares-The Effect of a Weak Pawn Configuration on the Bishop s Mobility
LESSON XII
KASHDAN-TENNER, MANHATTAN C.C. CHAMPIONSHIP, 1934
The Struggle for Control of the Centre-The Effect of a Weak Pawn Configuration on the Bishop s Mobility-Line-opening-Play in the Open File-Exploiting Pawn Weaknesses Combinatively-Typical Attacking Motifs (Double Attack, Pin, Fork, Unprotected Last Rank)
LESSON XIII
CAPABLANCA-STEINER, BUDAPEST, 1928
Line-opening-Play in an Open File-The Constriction Motif-Simplification Leading to a Won Ending
LESSON XIV
LILIENTHAL AND PANOV-BLUMENFELD AND KOTOV, MOSCOW, 1937
The Struggle for Control of the Centre-Attacking Pawn Weaknesses-Line-opening-The Blockade of Passed Pawns and its Removal-The Pin
LESSON XV
STEINITZ-SELLMAN, MATCH, 1885
The Effect of a Weak Pawn Configuration on the Bishop s Mobility-Line-opening-The Constriction Motif-Play in an Open File Culminating in Control of the Seventh Rank-Exploiting Pawn Weaknesses and Weak Squares-The Power of the Centralized Knight
LESSON XVI
RUBINSTEIN-BOGOLYUBOV, VIENNA, 1922
Pseudo-development-The Constriction Motif-Play in the Open File Culminating in Control of the Seventh Rank-Exploitation of Pawn Weaknesses and Weak Squares-The Effect of a Weak Pawn Configuration on the Bishop s Mobility-The Co-o

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