Education in Chess has to be an education in independent thinking and judging. Chess must not be memorized.

Having spent 200 hours on the above, the young player, even if he possesses no special talent for chess, is likely to be among those two or three thousand chessplayers [who play on a par with a master]. There are, however, a quarter of a million chessplayers who annually spend no fewer than 200 hours on chess without making any progress. Without going into any further calculations, I can assert with a high degree of certainty that nowadays we achieve only a fraction of what we are capable of achieving.

The intelligent perusal of fine games cannot fail to make the reader a better player and a better judge of the play of others.

On a motif such as was indicated by Reti one cannot build the plan of a whole well contested game; it is too meagre, too thin, too puny for such an end. Reti's explanations, wherever they are concerned with an analysis which covers a few moves, are correct and praiseworthy. But when he abandons the foundations of analysis in order to draw too bold, too general a conclusion, his arguments prove to be mistaken.

Education in Chess has to be an education in independent thinking and judging. Chess must not be memorized.

Loss generally occurs when a player overrates his advantage or for other reasons seeks to derive from a minute advantage a great return such as a forced win.

On the chessboard, lies and hypocrisy do not survive long. The creative combination lays bare the presumption of a lie; the merciless fact, culminating in the checkmate, contradicts the hypocrite.