Usually I do not comment much on opening articles but feel enough question is raised about my lesson to respond for readers of the purpose of how I handled the opening as a lesson. Some got it; others have serious questions about my purpose and method.
My objective is to suggest planning from move 1, not relying totally upon whatever book or computer game analysis or Grandmaster theory that often runs into long drawn out analysis that my readers at their level as well as myself and stronger players– experts and masters –who likely find it all mind-boggling as well. Thus, I try to take an opening variation and walk the reader through steps and questions to weigh about the positions reached from the particular play adopted. For the strong players who look to see some relevance from my pen beyond this is mute as I direct such for the family unit where they can discuss and try out different ideas on their own or turn to tech via computer programs on websites galore or opening books I have suggested and can be found on Amazon. My website or myself cannot do justice to compete with such in-depth variations.
I believe this type of study is confusing to the average student and why so many lose their way in any chess game at home or competition they enter at school or junior chess event. I want the student to say to himself or herself, “I do not recall what was gone over in class about this type position so I got to sit and try to find good ideas and to select a viable move and plan.” That is the self-learning feature I utilize and have found it beneficial in my own chess career if it can be called that.
Defeat is a learning process as I said. Strong masters through time have said they learn more from losses than from wins. Regardless how talented a reader is or becomes, the centerpiece of my instruction is for critical thinking within a timeframe if a clock is used. I personally have used square count to good use. I did not have a coach or rich parents who could afford one. Our family doctor encouraged Rotary which he was a member to pay my way to Canada for a month of lessons from a senior master and coach that he had known in Europe. I was not aware of this. I thanked those supporting me but turned it down because my parents would object anyway to let me go abroad alone with, “No way Jose.” I suggested they donate the funds to help set up a community baseball program. Unfortunately I turned out to be 15 and l year ineligible so I was rooked again in my young life. The one good thing was I then continued to concentrate on developing my organizational skills and chess knowledge and began my long hobby of creating my library.
Hopefully this will give understanding to my means of instruction, as feeble as they may appear. The purpose of my website I have given a number of times and various segments of my theories and conclusions reached consume earlier articles. I have presented some of my games that illustrate how I used my theoretical and research education. I hope this further explanation for new readers will be encouragement enough to read my articles, many of which deal with various aspects of the game instead of telling me I am not thorough enough. The laws and literature of chess history got a librarian to suggest that more has been written about chess than any other subject. Perhaps that is why I have devoted so much free time in such enjoyment.