Chess.

New Zealand Mail, Issue 386, 5 July 1879, Page 3

Chess.

PROBLEM 57. By R. Braujste. Black.

White. White to play and mate in four moves.

CHESS BY CORRESPONDENCE. (From the Westminster Papers.) Played in the Canadian Chess Correspondence Tourney between Mr. G-. Gibson, of Toronto, Ontario, and Mr. J, Clawson, of St. John, N. B.

Evans’ Gambit. (Mr. Gibson.) (Mr. Clawson.) White Black. 1 P to K 4 1 P to K 4 2 Kt to K B 3 2 Kt to Q B 3 5 B to B 4 3 B to B 4 4 P to Q Kt 4 4 B takes Kt P 6 P to B 3 5 B to B 4 (1 P to Q 4 CP takes P 7 Castles 7 Kt to B 3 (a) 8 B to It 3 8 P to Q 3 9 P to K 5 9 P to Q 4 10 B to Q Kt 5 10 Kt to K 5 11 P takes P 11 B to Q 2 12 Q to Kt 3 12 P to Q R 3 13 B to Q 3 13 B to B sq 14 R to Q B sq 14 B to Kt 3 (h) 15 R takes Kt 15 P takes R 1C Q to B 2 1C B to Kt 2 17 Q Kt to Q 2 17 P to Kt 4 (c) IS Kt to Kt 3 (d) 18 P to Kt 4 19 Q to Kt 2 19 P to Kt 5 20 Kt to K sq 20 Q to Kt 4 21 Kt to R 5 21 B to B sq 22 Q to B 2 22 B to Q 2 23 Kt to Kt 3 23 P to K R 4 24 B to Q B sq 24 Q to Kt 3 25 B to K 2 25 P to Kt C 20 B P takes P 2G P to R 5 27 Kt to Q 3 27 P takes P 28 P to K R 3 28 P to R 4 29 P to Q R 4 29 Q to R 2 30 Kt to B 4 30 Castles Q R 31 B to R C ch 31 K to Kt sq 32 Kt takes R P (e) 32 B takes Kt 33 Q to Kt 3 ch 33 B to Kt 3 34 P to R 5 34 B to B sq 35 P takes B 35 P takes P (f) 3G Q takes P ch 30 B to Kt 2 37 Ii to Kt sq 37 R to Q 2 38 P to K C 3S R to Q B 2 39 Kt takes P (g) 39 P takes Kt 4C B to B 4 40 Kto B sq 41 B takes R 41 Q takes B 42 Q takes B ch 42 Q takes Q 43 R takes Q Resigns (a) An Evans which is neither a Normal, nor a Compromised, nor a Richardson, is greeted by me as one of the few blessings of my annotating career. I should imagine, also, that the reader is not less grateful than I am. (b) This is book, no doubt ; but like tho Derby book of some noble young plunger, it is of a losing character. 14 Qto Q 2 is. I should say, Black’s best. (c) What is to be done here is by no means clear. Kt to Kt 4 seems to be as good as anything. (d) P takes P en ■passant is not destitute of plausibility, for, if the Kt retake then Kt to Kt 5, threatening RtoK sq ch. However, there is no doubt the Queen would take, and that might not be so well for White. (e) I am dubious about White’s play during the series of moves which have elapsed since he had the lead, though no doubt the position has been all along both difficult and perplexing. However, lie now recommences the attack with vigor. (f) obviously cannot take the Bishop on account of the fatal effecss of P takes P double ch. (g) Led up to on the last move, both together being capitally played and decisive. PRINCE LEOPOLD ON CHESS. His Royal Highness, in the course of a most interesting and thoughtful speech at the distribution of prizes on the 59th anniversary of the Birkbeclc Literary and Scientific Institution, made the following remarks :—“ I notice that in what is called the miscellaneous department of your curriculum yon provide instruction in the game of Chess. This is not the most obviously practical of your subjects, but it has struck me that eveu those, it any there be, who desire to limit their education to this branch alone, may learn some not unimportant lesson of life from the manner in which you teach it. ‘ Particular attention,’ I see your programme says, *is paid to the study of openings.’ Now, it is true that in life, as in Chess, it is often the opening, and the opening only, which is under our own control?—(Hear.) Later in the game, the plans and wishes of others begin to conflict unpleasantly with our own. Sometimes it is as much as we can do avoid being checkmated altogether ; but for the first few moves we are free—we can employ our pieces to the best a vantage, we can settle on the line of action which best suits our powers, and we sometimes find that it will repay us to sacrifice a pawn or a piece so as to gain at once a position which may give us a decided advantage throughout the whole game. Does not this remind us of early life ; must we not often be content to sacrifice some pawn of present pleasure or profit to gain advantage ground which may help us to that success which self-indulgence would never win ? I arn sure that amongst the bright young faces I see around me there are many who have known what it is to labor against the grain, to begin a lesson when they -would rather have gone to the theatre, to finish it when they would rather have gone to bed. I am sure that such efforts of self-denial and conscientiousness form at least one half of the real benefit of education ; that it would do us little good to wake up and find our heads magically stocked with all manner' of facts in comparison to the good which it does us to fight for Knowledge, to suffer for her, and to make her at last onr own."—(Cheers.)