THE OPENINGS In a short article it is impossible to give even an attempt at an adequate description of the various openings, for on almost every one of them a book might be written. We give below a necessarily very brief résumé of the most important openings. For further details the student is recommended to refer to a text-book.
White usually opens with r. P–K4 or I. P–Q4. To i. Black has a choice of several replies, those most in favour at the present moment being P–QB4 (the Sicilian Defence), P–K3 (the French Defence) or P–K4. The student, as Black, is recom mended to play r . . . P–K4 and stand up to whatever attack his opponent may have prepared for him. Fighting on ground chosen by his opponent he will lose games—but gain in experience. After r. P–K4, P–K4, White has a choice of continuations, viz., 2. P—Q4, 2. P–KB4, 2. Kt–QB3 or 2. Kt–KB3, the last being the most popular. To this move (2. Kt–KB3) Black has several re plies, viz., 2 . . . P–Q3 (Philidor's Defence), 2 . . . Kt–KB3 (Petroff's Defence) or 2 . . . Kt–QB3. Philidor's Defence gives Black a cramped game, for his pawn at Q3 obstructs the action of his King's Bishop. Petroff's Defence is quite playable but we recommend the student to play 2 . . . Kt–QB3—and face the music ! To that move White has several replies and by defending the various attacks that White can institute Black will learn more than by playing a pet defence with which he is familiar. After 2 . . . Kt-013.z. White can play either z. P--Oa (the Scotch Game), 3. P-B3 (Ponziani's Opening-not to be recommended), 3. B-B4 (the Giuoco Piano-recommended to the student) or 3. B-Kt5 (the Ruy Lopez). To 3. B-B4 Black has two good re plies-3 . . . B-B4 or 3 . . . Kt-B3. 3. B-Kt5 is undoubtedly the strongest move for White. The beginner is not, however, recommended to adopt it. The resulting play is full of delicate finesse, having for its object the accumulation of minute advan tages, and is not in the bold, attacking, open style that the young player should adopt in order to develop his imagination. The usual defences are 3 . . . P-QR3, 3 . . . Kt-B3 or 3 . . . P-Q3.
I. P-Q4, although very possibly the strongest opening move for White, is emphatically not to be recommended to the young player-in fact, we strongly advise him to play chess for several years before experimenting with that opening. The play arising from it is extremely difficult, delicate manoeuvring for slight ad vantages being the chief theme. It has been described as "clas sical music." The student adopting this opening at the beginning of his chess career will never go far. The profound character of the play will be entirely beyond his comprehension. He must learn to walk before he can run. After 1. P-Q4, the opening divides into several branches, according to Black's reply. If I ... P-Q4, then 2. P-QB4 to which Black may reply either 2 ... PXP, 2 . . . P-QB3 or 2 . . . P-K3 (probably best). If i . . . Kt-KB3 (much in favour at the moment) then 2. P-QB4 and again Black has a choice of replies. 2 . . . P-K4 is not to be recommended for, after 3. PXP, Kt-Kt5; 4. P-K4, KtXKP; 5. P-B4, White commands more of the board than his opponent. 2 . . . P-KKt3 is quite playable and leads to a very interesting game. Very popular a few years ago, it is now out of favour, the continuation preferred being 2 . . . P-K3 fol lowed, if 3. Kt-QB3, by 3 . . . B-Kt5 (pinning the Knight and preventing White from obtaining an imposing position in the centre by 4. P-K4), or, if 3. Kt-KB3, by either 3 . . . P-QKt3 or 3 . . . B-Kt5 ch.
Openings less frequently adopted are 1. P-QB4 (the English Opening), I. Kt-KB3 followed by 2. P-QB4 and later on P-KKt3 (Reti's Opening) and I. P-KB4 (Bird's Opening). The first two frequently turn by transposition of moves into variations arising from 1. P-Q4. Bird's Opening is not to be recommended for the move I. P-KB4 weakens the position of White's King. Black has a solid reply in I . . . P-Q4 or an attacking one in i . . . P-K4, followed, if 2. PXP, by 2 . . . P-Q3 ; 3. PXP, BXP, giv ing up the pawn for an advantage in development.