Chess Strategy | Page 3

deciding influence than in any other stage of the game, as far as could be done on broad lines without having to pay attention to middle and end-game considerations.
I proceeded as follows, by taking as my starting-point the "pawn skeleton" which is formed in the opening, and round which the pieces should group themselves in logical fashion. As a consequence of the pawns having so little mobility, this "pawn skeleton" often preserves its shape right into the end-game. Applying the general strategical principles to the formation of the pawn skeleton, the learner acquires the understanding of the leading idea underlying each opening without having to burden his memory. Not only that, he will also be able to find a correct plan of development when confronted with unusual forms of opening.
The most important result of this system of teaching is that the learner does not lose his way in a maze of detail, but has in view at the very outset, the goal which the many possible variations of the openings are intended to reach.
Before I could proceed to the discussion of the middle game, I found it necessary to treat of the principles governing the END- GAME. For in most cases play in the middle game is influenced by end-game considerations. Here also it has been my endeavour as far as possible to reduce my subject to such principles as are generally applicable.
Finally, as regards the MIDDLE GAME, to which the whole of Part II is devoted, I have again made the handling of pawns, the hardest of all problems of strategy, the starting-point for my deliberations. I have shown at length how the various plans initiated by the various openings should be developed further. To ensure a thorough understanding of the middle game, I have given a large number of games taken from master play, with numerous and extensive notes. Thus the student has not to rely only on examples taken haphazard from their context, but he will at the same time see how middle-game positions, which give opportunities for special forms of attack, are evolved from the opening.
It has been my desire to make the subject easily understandable and at the same time entertaining, and to appeal less to the memory of my readers than to their common sense and intelligence. I hope in that way not to have strayed too far from the ideal I had in mind when writing this book, namely, to apply to chess the only method of teaching which has proved productive in all branches of science and art, that is, the education of individual thought.
If I have succeeded in this, I shall have the satisfaction of having contributed a little to the furthering, in the wide circles in which it is played, of the game which undoubtedly makes the strongest appeal to the intellect.
EDWARD LASKER.





PART I






CHAPTER I
INTRODUCTORY
I. RULES OF THE GAME
A GAME of chess is played by two opponents on a square board consisting of sixty-four White and Black squares arranged alternately. The forces on each side comprise sixteen units, namely a King, a Queen, two Rooks, two Bishops, two Knights, and eight Pawns. All units move according to different laws, and the difference in their mobility is the criterion of their relative value and of the fighting power they contribute towards achieving the ultimate aim, namely, the capture of the opposing King. Before I can explain what is meant by the capture of the King, I must set out the rules of the game in full.
Diagram 1 shows the position the forces take up for the contest. The board is so placed that there is a white square at the top left-hand corner. The Rooks take up their positions at the corner squares, and next to them the Knights. Next to those again are the Bishops, and in the centre the King and Queen, the White Queen on a White square, and the Black Queen on a Black square. The eight pawns occupy the ranks immediately in front of the pieces. From this initial position, White begins the game in which the players must move alternately.
The pieces move in the following way: The Rook can move from any square it happens to be on, to any other square which it can reach in a straight line, either perpendicularly or horizontally, unless there is another piece of the same colour in the way, in which case it can only move as far as the square immediately in front of that piece. If it is an opposing piece which blocks the way, he can move on to the square that piece occupies, thereby capturing it. The piece thus captured is removed from the board. The Bishop can operate along either of the diagonals of which the square on which he is standing forms