CHESS FOR SUCCESS: Using an Old Game to Build New Strengths in Children and Teens

Author: Maurice Ashley

Foreword by Will Smith

269 pages

$14.00

New York: Broadway Books, (2005)

Reviewed by Donald K. McKim

This book is a delight to read! Maurice Ashley, chess’s first (and only) black International Grandmaster, lays out a vision of how chess can serve a greater end than being “just a game.” Chess can be an educational tool. Its strategies and disciplines can positively shape the experience of children growing up so that dangers and pitfalls can be avoided and valuable life lessons be taught. Ashley’s prescriptions are salutary at every turn. This book, with its practical suggestions and positive, enthusiastic attitude can helpfully shape the perspectives of those who work with the young. The positive dimensions of the chess experience can be life changing for youth.

Chess changed Ashley’s life. His first chapter tells the story of how chess impacted him as he grew up in Brooklyn. He happened on a “dusty black book with the word chess in faded block letters” while in the library at Brooklyn Technical High School, working on a class project. He checked the book out of the library and says, “That simple act would seal my fate as an addict of an ancient game that has captivated millions of minds.”

Ashley’s mother had immigrated to the United States from the Caribbean and in 1978, Ashley and his siblings joined her in New York City. The story of how Ashley learned chess, got involved with chess, and was captivated by it is a remarkable tale—one that propelled him to the high ranks internationally, and also led to his work with thousands of young people in schools as a chess instructor and coach.

After providing a brief history of chess, Ashley introduces us to statistical studies that point to the salutary effects of chess playing on youth in terms of emotional development, intelligence, socialization, and other aspects. An intriguing chapter on “Flow” follows. “Flow theory” is associated with Mihaly Csikszentmihalyi, a professor of psychology at the University of Chicago who uses “flow” as a metaphor for “the sense of effortless action” people feel in “moments that stand out best in their lives.” It is what athletes describe as “being in the zone” and religious mystics as “ecstasy.” “Flow” brings order to consciousness.” Eight major components comprise “flow” and Ashley relates these to chess playing. The interplay of skills and challenges on the chessboard can produce the “flow” that brings satisfaction and excellence to life. Parents and educators, says Ashley, should take advantage of the ways chess can provide a sense of “flow” to keep young people motivated year-round in chess.

In this section on “Thinking and Chess,” Ashley goes on to consider “Chess and the 40 Developmental Assets,” which highlight chess as an educational tool; and then a chapter on “Bloom’s Taxonomy” where he argues that “it is almost impossible for a child to play a game of chess (well or poorly) without carrying out every mental operation” related to Bloom’s taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. The effect of these chapters is to argue that chess is not merely a game that diverts from “real learning,” but is as a discipline, chess can dramatically improve the lives of young people by the benefits it brings.

The practical application of these theoretical studies shines brightest in Ashley’s chapters on Chess and Schools. Here he tells of his experience as an educator and how he learned to introduce chess and motivate students to participate with passion. He profiles three chess-in-the schools programs: in New York City; Portland, Oregon; and Eagan, Minnesota. The testimonies to what chess can do are glowingly recorded in the chapter on “My Students, in their own Words.”

A constant challenge for chess educators and coaches is keeping kids involved. Ashley addresses these issues with practical tips in “Twenty-five Activities to Keep It Fun” and “How to Keep Girls Involved.” Despite historic derogatory comments by men about women’s chess abilities, the astounding play of Judit Polgar of Hungary, Beatriz Marinello, and Jennifer Shahade among scores of others shows the excellent abilities of contemporary women. Four factors stand out for motivating girls to play chess: strong family support; finding female chess mates; starting young; and identifying role models. Thanks to these strong women players, says Ashley, “the chessboard has the potential to become the new battleground for the minds of millions of little girls.”

The “life lessons” of chess that Ashley provides in chapter six sound simple—deceptively so. But they will stand anyone in good stead for playing on “the board of life”: Embrace chaos; Use aggression to your advantage; Get good to really appreciate greatness in others; To get better, become like a child. We all need the “shot of awe” and the “sense of wonder” that chess inspires.

The final section of the book, “More Tips and Tools” is a resource guide embracing: “FAQs to Getting Started for Parents and Educators;” “The Rules of Chess;” “Glossary of Chess Terms;” “Recommended Books;” “Internet Resources;” and a fascinating listing of famous people who played chess, called “They All Play(ed) Chess.” This last chapter is divided into segments that include Nobel Laureates, Sports, Scientists and Mathematicians, Film and Television Personalities, Writers, Musicians, Politicians and Royals, Philosophers and Thinkers, Artists, Military Leaders, Religious Leaders, and Miscellaneous. The final listing is of the “Infamous.”

This engaging portrait of Ashley, his work, and the positive, long-lasting benefits of working with youth to develop a love for the game of chess is sure to be of wide interest. The book will be a resource, provide direction, and will be an inspiration to all who care about chess and who want to celebrate the benefits and joys that engagement with the ancient game can bring today.