Category Archives: Crown House Publishing

Minor Pieces 76: Charles Dealtry Locock (3)

You’ve already read about Charles Dealtry Locock’s career as a chess player and problemist. In the final part of this trilogy you’ll learn more about his life, and about what might be seen as his most lasting and significant contribution to chess.

You’ll recall that he married his first cousin, Ida Gertrude Locock, and that they had two daughters. Both were named after characters in Wagner operas who met unfortunate ends: was Wagner his favourite composer?

Elsa, born in 1891, received her name from a character in Lohengrin, who, to cut a long story short, died of grief after her brother was turned into a swan. She worked for a time as a shorthand typist, did voluntary social work for the Red Cross during the Second World War, and died unmarried in 1985.

Her sister, born in 1894, was named Brynhild, a version of Brünnhilde from the Ring Cycle, a Valkyrie who, to cut a very long story short, rode her horse into a funeral pyre after the death of her lover Siegfried. (If you’d like to find out more, Anna Russell is considerably shorter and much more amusing than Wagner.) In fact her name was registered twice, the second time as Hilda Vivien, which she seemed to prefer. She worked as a children’s nurse, and died, again unmarried, in 1950.

Although Locock gave up competitive over the board chess in 1899, he played on Board 2 for the South of England in a correspondence match against the North the following year. He was matched against the mathematician George Adolphus Schott, winning a brilliant game. As always, click on any move for a pop-up window.

In the 1901 census the family were living in Camberley, on the Surrey-Hampshire border, along with four servants: governess, parlourmaid, cook and housemaid.

Charles’s occupation was described as ‘living on own means & literature”. His particular literary interests were the poems of Percy Bysshe Shelley and Swedish poetry and drama. It appears that he was also still writing a regular chess column in the science magazine Knowledge at this point (some of them are available online).

The same year he had his first book published: neither literary nor chess related, but about the game of billiards. Entitled Side and Screw, you can read it here.

Chess and billiards weren’t Locock’s only games. He was also very much involved in the game of croquet, editing the Croquet Association Gazette between 1904 and 1915, and being employed as the Croquet Association handicapper from 1907 to 1929.

More books followed: Modern Croquet Tactics in 1907, Olympian Echoes, a book of poems and essays, in 1908 (here), and, in 1911, an edition of Shelley’s poetry (Volume 2 here).

In October 1910 he made a rare appearance at the chessboard, taking part in one of a series of consultation games between the veterans Blackburne and Gunsberg. His team was unsuccessful, but the game was exciting.

By the 1911 census the family were in the Hertfordshire market town of Berkhamsted, now employing only two servants, a Swiss cook and a parlourmaid. Charles’s occupation was given as Editor and Handicapper.

In 1912 he celebrated his 50th birthday by writing his first chess book, which, unfortunately, doesn’t appear to be available online.

Hampshire Post and Southsea Observer 13 September 1912

By 1915, Charles Dealtry Locock, returned to playing chess, having joined the Imperial Chess Club, here giving a simultaneous display.

West Sussex County Times 01 May 1915

Here’s his loss against solicitor George Bodman, formerly of Bexhill, whom he may well have known from his time in Sussex chess.

It’s possible his marriage had broken up by this time, and he was living in London. Either way, the social atmosphere of the Imperial (about which there’s much to be researched and written) would have been ideal for Locock, who loved chess while not enjoying the pressures of competition.

Linlithgowshire Gazette 16 July 1915

Locock continued at the Imperial for the rest of the decade, and, in 1920, returned to correspondence chess, playing on top board for Kent against an Italian magazine, and scoring the full point when his opponent went wrong in a bishop ending.

In the 1921 census, Charles Dealtry Locock, claiming to be still married, was visiting a widow named Rose Edith Heath in 4 Ferry Road, Barnes. (I got off the bus about 100 metres from there the other day: perhaps I should have walked in the other direction to say hello.) I don’t know whether he was just visiting a friend, or whether there was anything else to their relationship. Ida and Elsa, working for the Red Cross as a shorthand typist, were living in Redcliffe Square, just south of Earl’s Court. Brynhild was in Scarborough, a trained nurse but working as a servant for a young doctor, perhaps helping to care for his infant son. I’d like to think she bought her groceries from Edward Wallis, whose shop was only a short walk away.

By this time, Locock was very much engaged in translating Swedish poetry and plays, particularly those of Strindberg, into English (for which he was awarded a silver medal in 1928), and resigned from his post at the Imperial Chess Club in 1923. He was still actively involved in the world of chess composition, though, publishing another collection of problems and puzzles in 1926.

You might think that, approaching his seventies, it was time to wind down his chess career, but in fact he had a few more moves to make.

In 1930 he published a booklet entitled 100 Chess Maxims (for Beginners and Moderate Players). Perhaps I’ll review this further another time. For the moment I’ll just say that, while it contains much excellent advice, some of the maxims are decidedly odd.

No. 4, for instance (translated into algebraic by Carsten Hansen) advises you not to play your c1-bishop to f4. Devotees of the London System won’t be happy.

Then there’s:

37. The object of the game is to mate, and as quickly as possible. Captures are only made to deprive the king of his defenses.

Perhaps I’m wrong, but I always thought the object of the game was to mate as certainly as possible. If you look back to some of his games in the first article of my Locock trilogy, you’ll see some examples of him playing in exactly this way 40 years or so earlier.

This book might, in part, have been occasioned by Locock’s new career – as a chess teacher in schools, specifically girls’ schools, and specifically the Oratory Central Girls School in Chelsea. He even wrote an article about Chess for Girls for the first issue of the Social Chess Quarterly.

Hastings and St Leonards Observer 18 April 1931

This seems to have been a rival tournament to the British Girls Championship, with which Locock was also involved, which had taken place a few months previously, with the same winner. See BritBase (here) for further information on this event.

Here’s Honor having just won the earlier tournament.

The Sphere 10 January 1931

The school prizegiving that year even included a chess play.

Chelsea News and General Advertiser 20 November 1931

By 1935 one of his very young private pupils was doing rather well.

Falkirk Herald 22 May 1935

She was Elaine, not Eileen, and her family were living on the prestigious St Margaret’s Estate, on the borders of Twickenham and Isleworth.

Elaine Zelie Pritchard, née Saunders (07-01-1926, 07-01-2012)

That July she was successful again in a rather unusual event organised by her chess teacher.

Linlithgowshire Gazette 02 August 1935

Almost half a century later, Elaine wrote (British Chess  Pergamon Press 1983):

My father, assisted by a 2d. (= almost 1p) book of rules from Smiths, taught me the moves at somewhere round the age of five. We were rescued by the problemist CD Locock who noticed me playing in a girls’ tournament two years later. It was he who brought me up on a diet of the Scotch, the Evans and any gambit that was going. We analysed them in some depth – for those days – and my severe task-master made me copy out long columns of dubious lines. He also made me his guinea-pig for his Imagination in Chess and it is small wonder that I still find it hard to resist a sacrifice, and much of my undoing comes from premature sorties such as f4 and Qh5.

In retrospect he must have been a brilliant teacher. Starting in 1936 a succession of girls’ titles came my way including the FIDE under-21, and in 1939 the British Ladies at the age of 13. It is hard to assess how strong or weak one was at the time because there has been such a marked improvement in the standard of play among women over recent years. At all events, those pre-war years were happy ones, especially away from chess which took second place to horses and more physical pastimes.

(See here for more on Elaine.)

Yes, we have another book, Imagination in Chess, published in 1937.

From the author’s introduction:

Based on my own chess teaching experience I have partial sympathy with Locock’s views. I noticed at Richmond Junior Club that children learnt the Two Rooks Checkmate early on, and, if they were winning, would head for that mate, spurning quicker mates in the process. On the other hand, most checkmates don’t require sacrifices, apart from a few stock patterns which need to be remembered, just accurate calculation. While we all like to play brilliant combinations, my view is that, at club level, more games are lost by unsound sacrifices than won by sound sacrifices. Over-emphasising sacrifices to young and inexperienced players can be dangerous.

We have 60 positions, in each of which (with one exception) you can play a problem-like sacrifice to force mate. A halfway house, if you will, between problems and game positions.

A couple of examples:

This is a mate in 3: you’ll want to sacrifice your knight, and then your queen.

Here, you have to mate in 4 moves, being careful to play your sacrifices in the right order: knight, then queen, then the other knight.

If you’d like to see more you’ll be delighted to know that this book has very recently been updated, edited and published by Carsten Hansen, with 100 Chess Maxims added as a bonus. You can buy it here.

Locock also played training games with Elaine, one of which survives.

By the time of the 1939 Register, and with war imminent, the Saunders family had taken the precaution of moving out of London, and were staying in the George & Dragon Hotel in Princes Risborough – and Charles Dealtry Locock (Author, retired) was staying with them. It’s not clear how long they stayed there, and whether or not Locock was only visiting.

When he was writing about synthetic games in 1944, one of his correspondents and collaborators was a young RAF pilot named David Brine Pritchard. I’d like to think they met and perhaps played each other, if only because it would give me a Locock number of 2 (I played David, but not Elaine). I’d also like to think he introduced David to Elaine, as they married in 1952. Their daughter, Wanda, was also a strong chess player.

Charles Dealtry Locock died in Putney on 13 May 1946. Here’s his probate record.

I haven’t been able to identify Nina Agnes Wood for certain: the only likely candidate is a journalist named Agnes Nina Wood (1871-1950). I wouldn’t want to speculate.

His wife lived on until the age of 94, dying in 1962 at the same address and leaving £63975 11s: were they reconciled at the end of their lives?

There, in three parts, you have the long and eventful chess career of Charles Dealtry Locock. In the first part we looked at his competitive chess career in the 1880s and 1890s, winning the British Amateur Championship and representing his country. The second part considered his career of more than sixty years as a creative and innovative problemist. But perhaps it’s for his final act, as a pioneer in promoting chess in schools, and, particularly chess for girls, that he should be most remembered. Elaine (Saunders) Pritchard’s memoir confirms that he was a brilliant teacher.  More than that, he also pioneered the idea of solving composed positions to teach creativity and imagination. Many chess teachers today encourage their students to solve studies and problems for this reason, but Locock got there first. He should always be an inspiration to all of us involved in junior chess.

Come back soon for the story of another chess prodigy.

Sources and Acknowledgements:

Many thanks to Carsten Hansen for sending me a copy of his new edition of Locock’s Imagination in Chess + 100 Chess Maxims.

Many thanks also to Brian Denman for sending me his file of Locock’s games.

Other sources:

ancestry.co.uk
findmypast.co.uk/British Newspaper Library
Wikipedia
Internet Archive
ChessBase 17/Stockfish 16.1

 

 

 

 

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Chess for Schools (Crown House Publishing)

If you know me at all you’ll be aware that I’ve been involved with junior chess since 1972. If you’ve spoken to me on the subject you’ll also be aware that my views on why, how, where, when, to whom and by whom chess should be taught are very different from those propounded by most junior chess teachers and organisers in the UK.

In particular, I have doubts about the value of much of what currently happens in primary school chess, which has always appeared to me to provide short-term fun at the expense of genuine long-term benefit.

I was commissioned by education publishers Crown House to write a book for schoolteachers putting forward my suggestions as to how schools might take a different approach to chess.

My views in brief (and in general) about how junior chess in the UK should be run:

  1. Promote simple strategy games (minichess) in primary schools – this is discussed in my book
  2. Establish a network of local community based junior chess clubs with links to primary schools
  3. Establish a network of regional professionally run junior clubs for more ambitious children
  4. Promote chess in secondary schools, especially those in the public sector, and establish links with local chess clubs

The book has now been published: you can find out more on the publisher’s website here.

Here’s what GM Peter Wells has to say about the book:

When I began to read Chess for Schools, I was aware of two salient facts: that Richard James has tremendous experience teaching chess to children – in a classroom setting and as founder of the famously successful Richmond Junior Chess Club; and that he has been a consistent critic of much current chess teaching practice – particularly in primary schools, where he believes the teaching of chess is frequently pitched at an unrealistic level in relation to the cognitive development of the pupils. I was consequently well-prepared for a text that might ruffle some feathers.

I was not disappointed. There are undeniably passages in the book which will make uncomfortable reading for some chess teachers and parents. Yet far from the feeling that Richard James is gratuitously courting controversy, I came to regard his unwillingness to pull punches with many in his target audience as a mark of the book’s uncommon integrity. His views are the product not only of great experience but also of a persistent quest to improve the outcomes for his pupils, both those with lofty chess ambitions and those who will enjoy a variety of relationships with the game. He has read widely and thought deeply, and the result is a coherent, very readable and well-structured argument which he makes with obvious passion.

Here’s former Head Teacher Tim Bartlett, taking a teacher’s perspective:

This brilliant book is a three-layered cake. It is so well structured that you do not need to read it from end to end and you do not need ever to have touched a chess piece to find it worthwhile. The one key message for teachers is: if you can teach children, you can teach chess. That is, just as there comes a point when pupils will benefit from a specialist geographer, swimming instructor or mathematician, so it is with chess. The first layer sets the scene. It is easy to read, covers the history of chess and its place in education, what chess is – and, crucially, what it is not. The second layer is an impressively brief and comprehensive survey of the place of chess in the curriculum, and it’s not where you think it might be. This layer will make you think about curriculum development in broad terms as well as in relation to chess. It will make you think about the role of parents and parenting in children’s schooling. The book is properly, academically, referenced. The final layer is a manual of chess resources. The book stands alone as a good read without this section. My main revelation was just how many different games you can play with a chess set – it’s as if I had only ever learnt to play snap with a pack of cards.

If you’re sympathetic towards my views and would like to speak further, do feel free to get in touch. I’m always happy to discuss my ideas with anyone involved in any aspect of junior chess.

 

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Chess Improvement: It’s all in the mindset

Chess Improvement: It’s all in the mindset : Barry Hymer and Peter Wells

Chess Improvement: It's all in the mindset, Barry Hymer and Peter Wells, Crown House Publishing, 2020
Chess Improvement: It’s all in the mindset, Barry Hymer and Peter Wells, Crown House Publishing, 2020

From the publisher :

“Written by Barry Hymer and Peter Wells, Chess Improvement: It’s all in the mindset is an engaging and instructive guide that sets out how the application of growth mindset principles can accelerate chess improvement.

With Tim Kett and insights from Michael Adams, David Howell, Harriet Hunt, Gawain Jones, Luke McShane, Matthew Sadler and Nigel Short.

Foreword by Henrik Carlsen, father of world champion Magnus Carlsen.

Twenty-first-century knowledge about skills development and expertise requires us to keep such mystical notions as fixed ‘talent’ in perspective, and to emphasise instead the dynamic and malleable nature of these concepts.

Nowhere is this more apparent than in chess, where many gifted players fall prey to plausible but self-defeating beliefs and practices – and thereby fail to achieve the levels their ‘natural’ abilities predicted. Happily, however, the reverse can be true too; through learned dispositions such as grit, risk-taking, strategic thinking and a capacity for sheer hard work, players of apparently modest abilities can achieve impressive results.

Blending theory, practice and the distinct but complementary skills of two authors – one an academic (and amateur chess player) and the other a highly regarded England Chess Olympiad coach (and grandmaster) – Chess Improvement is an invaluable resource for any aspirational chess player or coach/parent of a chess player.

Barry and Peter draw on interviews conducted with members of England’s medal-winning elite squad of players and provide a template for chess improvement rooted in the practical wisdom of experienced chess players and coaches.

They also include practical illustrative descriptions from the games and chess careers of both developing and leading players, and pull together themes and suggestions in a way which encourages readers to create their own trajectories for chess improvement.”

Professor Barry Hymer at Didactics of Strategy Games, October 13th 2016, courtesy of John Upham Photography
Professor Barry Hymer at Didactics of Strategy Games, October 13th 2016, courtesy of John Upham Photography
 GM Peter Wells, King's Place Rapidplay 2013, Courtesy of of John Upham Photography
GM Peter Wells, King’s Place Rapidplay 2013, Courtesy of of John Upham Photography

 

If you visit the Chess Palace at the end of my garden you’ll find quite a few chess books and magazines. But if you visit my office and look at the shelves above my desk you’ll find a lot of books on education, child development, psychology, parenting, conditions such as autism and ADHD. There are not many books which would fit equally well in both my office and the Chess Palace, but this is one. Perhaps I need a second copy.

The authors are a well matched team. Barry Hymer is a distinguished academic specialising in educational psychology, and also a strong amateur chess player. Peter Wells is an experienced grandmaster and élite level coach with an interest in psychology. Tim Kett, another strong player and experienced chess coach, also made a significant contribution to the book.

England’s six strongest players, Mickey Adams, Nigel Short, Gawain Jones, David Howell, Luke McShane and Matthew Sadler, along with one of our top woman players, Harriet Hunt, were interviewed for the book. I wonder if Jovanka Houska was also invited. Henrik Carlsen, Magnus’s father, agreed to provide the preface.

The main message of the book, which draws heavily on the work of Carol Dweck and other researchers, is that having a growth rather than a fixed mindset is a major factor in chess improvement. If you see yourself as someone who can grow as a player you will do so, but defining yourself by your current rating will leave you stuck.

Chapter 1 introduces the concept of mindset theory and how it applies to chess. The authors then provide us with their chess mindset biographies: Hymer tells of his unfulfilled early promise while Wells is brutally honest about what he sees as underachievement and psychological failings.

The remaining chapters start with Hymer giving the theoretical and research background, followed by Wells looking at the same subject from a practical point of view. Finally, there are some very helpful guidelines for parents and coaches, for which Kett was partly responsible.

Chapter 2 concerns Motivation. Hymer explains the difference between extrinsic (prizes, rewards) and intrinsic (from the game itself) motivation, explaining that intrinsic motivation is, by and large, more likely to lead to improvement. I’d add here that many competitions for young children are very big on extrinsic motivation, from fluffy mascots to outsize trophies.

Wells then provides us with the views of his interviewees, all of whom, as you would expect, just enjoy playing chess. Several of them related that they really enjoyed reading chess books when they were younger, and some also enjoyed the beauty of endgame studies. His points are illustrated by examples from play.

I was particularly interested to see a game with which I was very familiar: played by Luke McShane in the 1992 World U10 Championship. I knew his opponent as Aronov: I hadn’t realised until now that this was Aronian, who was at that time using the Russian version of his surname.

Wells was impressed by the sophistication of McShane’s play after a poor opening and suggested that he had already studied Nimzowitsch. After White’s 7th move he speculated that ‘Luke was just making it up’.

I have a story about this game which can now be told for the first time. Before the tournament Luke’s father sent me copies of his recent scoresheets and I provided some feedback. Luke had played this poor variation before and, as I was playing the Schliemann myself at the time and had won several games on the black side of this line, I was able to identify the problem. I suggested to his father that he needed something different against the Schliemann in case it came up in the tournament, but my advice was ignored.

It was all the more amusing, then, to turn to Chapter 7 and read: “Sometimes, as with Richard James, the very thoughtful and experienced influence behind Richmond Junior Chess Club’s involvement in Luke’s early career, the advice was directed to his father, reinforcing Rod McShane’s already impressively sound instincts as to how to help his son.”

Chapter 3 is about Challenge and Feedback. Should you challenge yourself by playing in stronger tournaments where you might not score many points but you’ll learn from playing stronger opponents? Or should you play in weaker tournaments where you hope to win most of your games and perhaps receive a reward, financial or otherwise, for doing so? What is the best way for chess teachers to give feedback to their students?

In general, mindset theory suggests you should play up, but it doesn’t always work out. Nigel Short recalls playing in the Phillips & Drew Tournament in 1982 where he was rather out of his depth, scoring 3½/13. “Even at the time, concerns were widely expressed that Nigel had been launched into a level for which he was just not ready, but he is now adamant that there were simply no adults around to see the danger in advance. Nigel himself is in no doubt that this did tangible damage to his confidence and appetite to the game and thereby impeded his development for some time after – that was ‘not a learning experience, that was trauma’. ” Of course different players will respond differently. Luke, for example, has no such memories. But the general message here is to mix challenging and confidence boosting events.

On the subject of feedback, specific praise and constructive criticism are valued, but general praise can be less than useful. Harriet Hunt is interesting here on girls in chess. “She felt subjected to much gender-grounded feedback, some of it critical for sure, but also large amounts of condescension in the form of ‘praise and patting on the head’. … More generally, she shares my conviction that girls in chess tend to be held back by excessive adulation for relatively modest achievements in a way that can damage their motivation.”

I particularly liked two of the pieces of advice for parents and coaches at the end of this chapter: “Discourage children from counting their trophies.” and “When they finish a tournament game, don’t ask the result!”. You might have to think about both of them.

Chapter 4 looks at “the right kind of effort: making practice purposeful”. Most of us are familiar with Ericsson’s ‘10,000 hour rule’, but what do we mean by ‘deliberate practice’ and how does it apply to chess? In fact the interviewees, by and large, approached chess in a rather less structured way than might be expected. Wells then talks at length about various aspects of studying openings before moving onto tactics and endings.

The important subject of Failure is tackled in Chapter 5. All chess players lose games from time to time. All tournament players will experience bad tournaments. Different players will deal with this in different ways.

Hymer reached this position with black in Round 4 of the 2018 Blackpool Open. It’s an easy win: all he has to do is play fxg5 (or f5) to fix the king-side pawns, march his king round to the queen side and create a passed pawn. But instead he played the immediate and catastrophic Ke8, and after the reply f5 had to resign. “I withdrew from the tournament”, he admitted, “and headed home, seriously contemplating another three-decade separation from chess”.

Wells then addresses the issues of how to cope when something goes wrong in your game, how to respond to a loss in your next game, and how to reflect on your defeats before the next tournament.

Chapter 6 brings us on to Metacognition – thinking about thinking. Being aware of your thought processes, and, beyond that, being able to regulate them, is not only important in terms of chess improvement but is a vital life skill. After Barry Hymer’s theoretical background, Peter Wells considers the effect of metacognition on chess style, and whether it’s preferable to develop a ‘universal’ style or to focus on your specific strengths and preferences. Of particular interest here is a section devoted to the role of style in Matthew Sadler’s professional chess career.

Finally, Chapter 7 is about Cooperation. Hymer explains the latest research into the advantages of working together within small groups. Then Wells looks at the practical side of cooperation, emphasising the importance of parents, mentors and coaches for younger players, and then writing about the camaraderie and sportsmanship which exists at all levels of chess.

This is from the game Wells – Priehoda (Cappelle-la-Grande Open 1992) where White played the winning combination 25. Nb5+ Kc8 26. Rxc6+ Rxc6 27. Nxa7+ Kc7 28. Rxd7+ Kxd7 29. Nxc6 Ra8 30. a6 Kc7 31. Nb4 1-0

The loser responded not only with generous words but by submitting the combination to Chess Informant: a sporting gesture indeed.

By now we’ve reached the epilogue and, having learnt a lot of interesting and helpful information about mindset theory, it’s rather perturbing to read in a footnote: “(John) Hattie attributes having a growth rather than a fixed mindset to a modest effect size of 0.19 in recent presentations, and the Education Endowment Foundation has failed in their research to find a compelling reason  to do mindset interventions in schools and classrooms.”.

So, have we all been wasting our time? Not at all, claims Hymer: schools tend to have ‘superficial or muddled understandings’. Yes, I can understand that. My impression is that some schools tend to jump on the latest education bandwagon without a lot of thought. A decade or so ago it was VAK (look it up!), then it was Mindsets: for some it’s Chess on the Curriculum.

I was already familiar with the concept and had read Carol Dweck’s book on the subject. I was also aware that the whole idea had been criticised in some quarters: here, for instance (with my apologies for a rather rude word), is respected education author and blogger David Didau’s take on mindset theory. There’s a lot more on both sides of the argument online if you care to look. You pay your money and you take your choice.

My view, as an interested and reasonably well informed layman, is that Mindset Theory has its uses in certain situations, but needs to be treated with discretion. Hymer seems to think that almost anyone could become a strong player given sufficient time and the right mindset. I don’t think I agree. Estimates for the heritability of IQ range from something like 50% to 80% so it seems reasonable to assume that chess ability (which is in itself a macro-skill comprising a lot of micro-skills) is also in part heritable. His views – and this may explain his promotion of Mindset Theory – are a lot closer to the nurture end of the nature-nurture spectrum than mine.

This leads into my other problem with the book. We hear a lot of grandmaster voices, all of whom have interesting and sometimes contradictory things to say. I found the contributions of Matthew Sadler and Luke McShane particularly valuable: it may not be a coincidence that they are perhaps the two strongest amateur chess players in the world. But I also wanted to hear the voices of lower rated players who are interested in chess improvement. Ben Johnson’s popular Perpetual Chess Podcast, for example, often features adult improvers. Hearing from ambitious teenagers might also have been valuable, and it would have been good to hear more than one female voice. I’m not sure how helpful this fixation with top grandmasters really is: one issue for me is that many of the games and positions Wells uses to make his points were rather too difficult to be personally useful to this 1900 strength player.

In spite of my reservations I’d still offer a strong recommendation for this book, which takes a fresh, even if sometimes controversial, approach to chess improvement. It’s well written, well structured and often very funny. On almost every page you’ll find nuggets of wisdom which will, at the very least, make you stop and think.

There are, of course, very many books on the market which will show you how to play good moves, but there are very few that consider what’s happening in both your mind and your brain when you play. An understanding of these issues will improve both your rating and your enjoyment of chess. The book will also be especially valuable – perhaps essential reading – for chess teachers and parents.

The publishers, Crown House, may be a new name to you. They specialise in books on education and self help, and, as their logo is a chess queen, it seems only right that they should branch out into our favourite game. This book is already high up in the Amazon best seller list for chess books, so perhaps it’s reaching an audience away from the usual chess community. There’s certainly scope for more books in the field of chess psychology and education: we at British Chess News hope this will be the first of many books from this publisher.

Richard James, Twickenham 21st December 2020

Richard James
. Richard James

Book Details :

  • Paperback : 352 pages
  • Publisher: Crown House Publishing (16 Oct. 2020)
  • Language: English
  • ISBN-10: 1785835025
  • ISBN-13: 978-1785835025
  • Product Dimensions : 15.75 x 2.29 x 23.37 cm

Official web site of Crown House Publishing

Chess Improvement: It's all in the mindset, Barry Hymer and Peter Wells, Crown House Publishing, 2020
Chess Improvement: It’s all in the mindset, Barry Hymer and Peter Wells, Crown House Publishing, 2020
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