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\begin{document}
\newcounter{quec}[section]
\newcommand{\que}{\noindent \addtocounter{quec}{1}{\bf (\alph{quec}) }}
\newcommand{\lesson}[1]{\setcounter{quec}{0}\newgame\section*{#1}}
\styleC
\lesson{Lesson One}
{\sc Richard Reti} (1889-1929) was one of the greatest chess artists of our generation.  Unfortunately, he lacked that dogged determination which contributes something useful to the score table day after day.

Reti's elaboration of the opening which has been named after him, was one of
the greatest achievements of the hypermoderns, and probably made a deeper
impression on the chess public than any other hypermodern innovation.

The following game has been selected with a view to helping to break down the
prejudice which so many amateurs have against an early exchange of Queens!

\centerline{London, 1927}
\centerline{(Match: Czechoslovakia---Argentine)}
\centerline{{\bf Queen's Gambit Declined} (in effect)}
\mainline{
1. c4 c5
2. Nf3 Nf6
3. d4 d5
}
\que What do you think of this move, and what kind of policy does it foreshadow on Black's part?
\mainline{
4. cxd5 cxd4
}
\que Consider the alternatives \variation{...Qxd5} or \variation{...Nxd5}.
\mainline{
5. Qxd4 Qxd5
6. Nc3  Qxd4
7. Nxd4 a6
}
\que This seems like a superfluous precaution.  How would play proceed after the immediate \variation{...e5}?
\mainline{
8. g3 e5
9. Nb3 Nc6
}
\que Very superficial.  In view of the great power of White's King Bishop later on in the game, Black should have played...?
\mainline{
10. Bg2 Bd7
11. O-O Be7
}
\que Again rather careless as \variation{...h6} would have been safer.  Why?  How would play have proceeded in that event?
\mainline{
12. Bg5!
}
\que Why is this a strong move?
\mainline{
12...O-O?
}
\que Why is this definitely bad, and what should Black have played instead?
\mainline{
13. Rfd1
}
\que Taking the open file.  What is the threat?
\mainline{
13...Rfd8
}
\que Give analysis to prove that \variation{...Rad1} also has its drawbacks.
\mainline{
14. Bxf6! gxf6
}
\que Would \variation{...Bxf6} have been any better?
\mainline{
15. Nd5
}
\que Threatening?
\mainline{
15...Rb1
16. Nc5!
}
\que Threatening?  How would \variation{16...Bxc5} or \variation{...Be8} be answered?
\mainline{
16...Kf8
}
\noindent
Parrying the threat, but setting the stage for a catastrophe.  There was no wholly satisfactory move.
\mainline{
17. Nxb7!
}
\noindent
and Black resigns.

\que Why?

Rarely does one see so elegant and incisive a refutation of faulty strategy.
$$\showboard$$
\newpage
\lesson{Lesson Two}

{\sc Sir George Thomas} (1881-1972) was for years one of England's outstanding
players.  There is no doubt that he would have achieved a much higher place in
international chess had he given the game a more intense study.  As it is, he
had to his credit notable wins against such celebrities as Capablanca,
Nimzovich, Sultan Khan, Botvinnik, Reti, Tartakover, Spielmann, Flohr--to
mention only a few.

\centerline{Folkestone, 1933}
\centerline{(Match: England---Italy)}
\centerline{\bf Ruy Lopez}
\mainline{
1. e4 e5
2. Nf3 Nc6
3. Bb5 a6
4. Ba4 d6
5. Bxc6+
}
\noindent
For \variation{5. O-O} see Lesson Six.
\mainline{
5...bxc6
6. d4 f6
}
\que What is the theory underlying this move?  What can you foresee regarding
Black's procedure in the center?
\que Answer the above questions with regard to the alternative \variation{6...exd4}.
\mainline{
7. Be3!
}
\que While it ultimately amounts to only a matter of transposition, the text is stronger than \variation{7. Nc3}.  Can you see the reason for this finesse?
\mainline{
7...Ne7
}
\que Why does Black discard the logical development \variation{...g6} followed by \variation{...Bg7}?
\mainline{
8. Qd2 Ng6
9. Nc3 Be7
}
\que What kind of a future is available to this Bishop?  Why?
\mainline{
10. h4
}
\que With what object?
\mainline{
10...O-O
}
\que What was the alternative?
\mainline{
11. h5 Nh8
12. O-O-O Nf7
}
\que Would \variation{12...Bg4} have been better?
\mainline{
13. Rdg1
}
\que Played with a view to...?
\mainline{
13...Bd7
}
\que Another case of pseudo-development; but there is no good use to which this Bishop can be put.  Would \variation{13...Bg4} have been any better?  What do you think of the effectiveness of Black's minor pieces?
\mainline{
14. g4
}
\que How is White likely to continue if Black plays passively?
\mainline{
14...exd4
}
\que What is the policy indicated by this move, and why is it likely to fail?
\mainline{
15. Nxd4 Ne5
16. Qe2
}
\noindent
Guarding against \variation{...c5} or \variation{...Nxg4} or \variation{...Nc4}.
\mainline{
16...Qc8
17. Nf5 Re8
}
\que Is \variation{17...Bxf5} any better?
\mainline{
18. f4 Nf7
19. h6!
}
\noindent
Forcing a decisive line opening.
\mainline{
19...Nxh6
}
\que Prove that both \variation{19...Bxf5} and \variation{19...g6} are unsatisfactory.
$$\showboard$$
\mainline{
20. Nxg7!
}
\noindent
White would also have a winning game with \variation{20. Nxh6+ gxh6 21. Rxh6}--but the text is even more devastating.
\mainline{
20...Kxg7
21. Qh2 Nf7
}
\que Consider the alternatives \variation{21...Nxg4}, or \variation{21...Ng7}, or \variation{21...Rh8}.
\mainline{
22. Qxh7+ Kf8
23. f5!
}
\que Threatening?
\mainline{
23...Bd8
}
\que What is the purpose of this move?  Refute \variation{23...Ng5}.
\mainline{
24. Qg6! Ke7
}
\noindent
A vain attempt at flight, as Black's pieces are bunched together too ineffectually to make a rational defense possible.

\que Refute \variation{24...Re2}.
\mainline{
25. Rh7 Rf8
26. Bh6 Be1
27. Qg7
}
\noindent
and Black resigns, as he loses the Rook to begin with.  A tragi-comic position!
$$\showboard$$
\newpage
\lesson{Lesson Three}
{\sc H. N. Pillsbury} (1872-1905) is one of the most attractive and romantic figures in modern chess.  This is due to his triumph in the first of the great modern tournaments (Hastings, 1895); to his phenomenal blindfold play; to his epoch-making games with Emanuel Lasker; and to his tragically early death.

Pillsbury's style was a dynamic one: it was distinguished by his keenly developed tactical alertness and his knack of springing surprises and creating tension in even the most simple and harmless looking positions.  In these qualities he is closely akin to Alekhine.

\centerline{Vienne, 1898}
\centerline{\bf Ruy Lopez}
\mainline{
1. e4 e5
2. Nf3 Nc6
3. Bb5 Nf6
4. d3
}
\que Protecting his King Pawn and therefore threatening to win a Pawn by...?
\mainline{
4...Bc5}
\que Indirectly parrying the threat.  How so?
\mainline{
5. Nc3
}
\que Instead of this, White can obtain a strategical advantage by...?
\mainline{
5...d6 6. Bg5 h6 7. Be3 Bb6 8. a4
}
\que Discuss the desirability of this move and the purpose behind it.
\mainline{
8...O-O 9. Bxc6 bxc6 10. a5 Bxe3 11. fxe3 Rb8 12. b3
}
\que What are now the alternative strategical plans at Black's disposal?
\mainline{
12...Ng4 13. Qe2 f5 14. exf5 Bxf5 15. e4 Be6
}
$$\showboard$$
\mainline{
16. h3
}
\que This ejection of the Knight is quite natural (and even desirable, as the presence of the Knight is too annoying for White); yet the advanced state of the Pawn may involve difficulties later on.  Why?
\mainline{
16...Nf6 17. Qe3 c5 18. O-O Nh5!
}
\que An important move.  The Knight is to be placed on the effective square f5.  Why will White find it difficult to drive the Knight away?
\mainline{
19. Ne2 g5!
}
\que Another good move.  Why?
\mainline{
20. Kh2
}
\que Intending?
\mainline{
20...Qd7
}
\que Crossing White's plan because...?
\mainline{
21. Nfg1
}
\que A better defensive plan was...?
\mainline{
21...Nf4
}
\que Now the defensive plan previously mentioned is no longer available, because...?
\mainline{
22. Nxf4
}
\que Consider the alternatives to this capture.
\mainline{
22...gxf4
}
\que Why not capture with the King's Pawn?
\mainline{
23. Qf3 Kh7
}
\noindent
Preparing to utilize the King Knight file.
\mainline{
24. g3
}
\que What is the motivation for this move?  Study alternative lines based on such moves as \wmove{Rf2} and \wmove{Ne2}.
\mainline{
24...fxg3+ 25. Qxg3 Rg8 26. Qe3
}
\que What would be the most likely continuation after \wmove{Qf3}?
\mainline{
26...Qg7
}
\noindent
Threatening mate, and thus gaining control of the King Knight file without loss of time.
\mainline{
27. Rf2 Rbf8 28. Raf1
}
\que How would black answer \variation{28. Ne2}  (intending to dispute the King Knight file with \wmove{Rg1} and thus bringing about simplifying exchanges to ease the pressure)...?
\mainline{
28...Rf6!
}
\noindent
An obvious enough move, yet not without a certain artistry.

\que Its purpose is...?
\mainline{
29. Ne2
}
\que This is about the only move White has! Demonstrate that this is so.
\mainline{
29...Rg6
}
\que Black has achieved his purpose: absolute control of the King Knight file.  What is the next--and decisive--step?
\mainline{
30. Qf3 Rg5 31. Qe3
}
$$\showboard$$
\que What would have been Black's strongest method of procedure against \variation{31. Qf6}?
\mainline{
31...Qg6!
}
\que What is the underlying idea of this move, and why is it stronger than the formidable looking \variation{31...Rg7+}?
\mainline{
32. Kh1
}
\que White was helpless against the threat.  Show this by refuting \variation{32. Rf6?} and \variation{32. Qf3}.
\mainline{
32...Bxh3!
}
\que White resigns.  Why?
$$\showboard$$
\newpage
\lesson{Lesson Four}
\mainline{
1. d4 Nf6 2. Nf3 b6 3. g3 Bb7 4. Bg2
}
\que What is the respective function of the fianchetto for either side here?  In this connection, study the opening strategy of Lessons 8 and 14.
\mainline{
4...g6
}
\noindent
Preparing to finachetto the other Bishop.

\que Can you see why \variation{4...c5} would be more to the point?
\mainline{
5. O-O
}
\que Why was \variation{5. c4} more exact?
\mainline{
5...Bg7
}
\que Missing his last favorable opportunity to play \bmove{c5}.  Can you now come to any conclusion regarding the efficacy of Black's Bishops?
\mainline{
6. c4 O-O
}
\que How would \variation{6...c5} be answered now?
\mainline{
7. Nc3 d6?
}
\mainline{
8. Qc2!
}
\mainline{
8...Nbd7 9. Rd1!
}
\mainline{
9...Re8}
\mainline{
10. e4 e5
}
\mainline{
11. dxe5!
}
\mainline{
11...dxe5
}
\mainline{
12. Bg5! c6
}
\mainline{
13. Bxf6! Bxf6
}
\mainline{
14. Bh3!
}
\mainline{
14...Re7
}
\mainline{
15. Rd6 Qc7
}
\mainline{
16. Rad1 Rd8
}
\mainline{
17. Qd2!
}
\mainline{
17...Bc8
}
\mainline{
18. Rxf6!
}
\noindent
A drastic example of play in an open file against an undeveloped position.
$$\showboard$$
\newpage
\lesson{Lesson Five}
\mainline{
1. e4 c5 2. Nf3 e6 3. c4 Nc6 4. d4 cxd4 5. Nxd4 Nf6 6. Nxc6 dxc6 7. Qxd8 Kxd8 8. f3 e5 9. Be3 Kc7 10. a3 Nd7 11. Nd2 a5 12. Be2 a4 13. Kf2 Bc5 14. Bxc5 Nxc5 15. Rac1 Be6 16. Rhd1 Rhd8 17. Ke3 Rd7 18. g3 Rad8 19. f4 exf4 20. gxf4 Rd3 21. Bxd3 Rxd3 22. Kf2 Bg4 23. e5 Bxd1 24. Rxd1 Ne6 25. f5 Nd4 26. f6 gxf6 27. exf6 Nb3 28. Ke2 Rxd2 29. Rxd2 Nxd2 30. Kxd2 Kd6 
}
$$\showboard$$
\newpage
\lesson{Lesson Six}
\mainline{
1. e4 e5 2. Nf3 Nc6 3. Bb5 a6 4. Ba4 d6 5. O-O Bd7 6. c3 g6 7. d4 Bg7 8. dxe5 dxe5 9. Be3 Nf6 10. Nbd2 Qe7 11. b4 b6 12. h3 O-O 13. Bb3 a5 14. b5 Nd8 15. a4 Nb7 16. Bg5 Nc5 17. Bd5 Rad8 18. Nc4 h6 19. Bxf6 Bxf6 20. Qc1 Kg7 21. Qe3 Nxa4 22. Rxa4 Bxb5 23. Raa1 Rxd5 24. exd5 Bxc4 25. Rfd1 Rd8 26. Qe4 Bb3 27. Rd2 Qc5 28. Nxe5 Qxc3
}
$$\showboard$$
\newpage
\lesson{Lesson Seven}
\mainline{
1. e4 e5 2. Nf3 Nc6 3. Bb5 Nf6 4. O-O Bc5 5. Nc3 d6 6. d4 exd4 7. Nxd4 Bd7 8. Nb3 Bb6 9. Bg5 Ne5 10. a4 Bxb5 11. axb5 h6 12. Bxf6 Qxf6 13. Nd5 Qd8 14. Nd4 O-O 15. Nf5 Kh7 16. Ra3 f6 17. Rg3 Rf7 18. Nf4 Qd7 19. Qh5 Rh8 20. Ne6 Rg8 21. Nfxg7 
}
$$\showboard$$
\newpage
\lesson{Lesson Eight}
\mainline{
1. d4 Nf6 2. Nf3 b6 3. c4 e6 4. g3 Bb7 5. Bg2 Bb4 6. Bd2 Bxd2 7. Nbxd2 O-O 8. O-O c5 9. Qc2 Nc6 10. dxc5 bxc5 11. e4 Qc7 12. Rfe1 d6 13. Rac1 h6 14. a3 Nd7 15. Qc3 a5 16. Nh4 g5 17. Qe3 Qd8 18. Nhf3 Qe7 19. h3 Rab8 20. b4 Ba8 21. Nb1 Nde5 22. a4 Nxf3 23. Bxf3 Nd4 24. Bd1 f5 25. exf5 Rxf5 26. Rc3 Rbf8 27. Rf1 Rf3 28. Bxf3 Rxf3 
}
$$\showboard$$
\end{document}