Attitude Check #10--Why We Do What We Do


At the 2004 regionals

Recently I moved into more adequate office/living space which has the additional blessing of a great deal of feng shui, including a lake view which attracts all manner of water fowl and assorted four-legged critters.  In between interior organizing sprees, I've enjoyed taking occasional breaks outside to soak it all in.  An elementary school is also located nearby, perfecting my environment with the joyful cacophony of kids relishing their recess playtime.  I love kids...and concern for building their lifelong internal strength of character has always been the reason I coach chess.  Every member of the Chess Odyssey team shares this motivation--I wouldn't hire them if they didn't--and it underlies all we do.  The rewards for such efforts come mostly in precious memories.

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A certain former chess student especially stands out in my memory.  He was a tough North Portlander who had been learning chess through one of the after school programs I was involved with.  One day I asked him what he got from chess.  "Anger management," was his surprising answer.  I must have looked perplexed, because he went on.  "You know, used to be if a dude got in my face I busted him up.  But hey, I like to play chess and I like to win, and I can't do that when my head's all crazy being angry.  So I figured out how to control it, and now I don't blow up so easy at other things."  Could it be said any better?  

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Several years back, a Hood River seventh grader attended a one-day chess clinic I was leading.  I had just asked the group how White should play in the position on the demonstration board.  It was a fairly straightforward example, but plenty challenging for kids who knew little more than how the pieces moved before we'd started that morning.  "Well, I think I would take the knight and put him here...and then I could go there...and, after he takes that piece, I can win his queen!" she exclaimed.  I could practically see the glow of excitement over this student's discovery starting at her toes and rapidly spreading until it lit up her entire face.  What a thrill it is whenever a student progresses by leaps and bounds.  I recall praying as I drove home later, "Lord, let me see clear breakthroughs like hers every once in a while, so I never forget why I teach chess!"  I can happily report that I've been the recipient of innumerable faithful answers to that prayer ever since.

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As our teaching session broke up one afternoon, kids scattered around the room.  Some went straight back to working on puzzles, others began blitz or bughouse games, while still others went back to finishing matches that were part of the club's pyramid competition.  It was getting a bit noisy and my assistants and I moved to quiet it down, with reasonable success.  Chess may inherently be a quiet pursuit, but kids having a good time generally is not.  I answered a question from one of our stronger players about an upcoming tournament, and then knelt next to a younger student to try to help her see the basic concept to the puzzle she was struggling with.  The enthusiasm and energy of the kids in the room swept over me as I was reminded once again why I love this line of work.

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Last year, at the age of 5, a particular student of mine won only a single game at the regional qualifier for the state tournament.  Objectively, it was a reasonable result for a kindergartner in a tough tournament.  But, understandably, he cried a good deal that day.  Others might have given up the game, but he was back at chess club the following week, ready to do battle at the chessboard again.  He came to chess camp over the summer and again took up serious tournament chess in the fall.  At this year's regional qualifier, he finished with an even score--an outstanding result for a first grader--and was instrumental in his team's qualifying for state finals.  I was proud of his results that day, but even more proud of the kind of person he is already becoming.  Even a small boy can be capable of the kind of guts and determination that make up the heart of a champion.  For me to have even a small part in that process is an honor beyond description.    

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Apparently some people are complaining particularly bitterly this year about how the Oregon state regionals and championships are being run.  True, there are several valid concerns (most of them not new) and they should continue to be directed to Chess for Success.  However, a "boycott" is not what I consider a constructive remedy--it only hurts the kid who doesn't play. 

My basic responses haven't changed much from last year.  First, our unique state championship cycle, which has been in place in Oregon for 32 years, involves a maximum of three events (a regional qualifier, a team final, and an individual final), comprising only a small percentage of all potential events on the scholastic chess calendar year.  So let's keep it in perspective.  Secondly, eventually the current state championship system may end up being replaced by a different structure and/or sponsoring organization, but this cannot happen until a more qualified organization proves itself and shows an interest in taking it over.  Clearly this won't be happening anytime soon.  So it seems to me the most sensible thing to do is to continue to make the best of the current structure and support each individual kid as much as possible in the process.  If specific complaints are directed to the proper place, I feel optimistic that there will be certain critical improvements by next year.  The appropriate person to contact is Julie Young at Chess for Success (a great person with a tough job and very little assistance).  I spoke with her today (2/17/04) myself.  She recommended that folks communicate their recommendations for next year's tournaments to her in April, once things have slowed down following state finals, and she is committed to replying to everyone.

At Chess Odyssey we have an even quieter way of responding to potential wranglings of chess politics:  we avoid them by simply focusing on running the best programs, camps and tournaments possible, with the help of our qualified staff, and so set the standard for scholastic chess in Oregon.  We are in this for the long haul, not just until a certain generation grows up.  This is the best possible way we can support the overall scholastic chess world:  one program, one event, one child at a time.         

On the surface it appears that Chess Odyssey is about chess.  True, we run chess clubs, teach chess in groups (and sometimes privately), run chess camps and organize chess events.  Whether serious competitors or purely recreational players, all kids are welcome and encouraged to enjoy chess at their own interest level, taking from the game what they want.  However, we simultaneously encourage our kids to discover the valuable life skills inherent in chess.  Skills such as rational decision-making in ambiguous situations, dealing with adversity, mastering various inner demons, etc.  Our instructors are alert to when students make these connections, and we underscore them wherever possible, because the broader goal of Chess Odyssey is the development of fine character and internal maturity in our students.  Our programs and activities are merely the tools to help us reach this goal.  And although we are enjoying growth as a company, if our goal was wealth, we are clearly on the wrong career path!  

Instead, the chief reward for all we do is the less tangible, but far more valuable, joy found in combining two great passions:  kids and chess.  This is why we do what we do.

"To teach is to touch a life forever."  ~Unknown

If you would like to know more about a Chess Odyssey club for you or your child,
please contact Pete by email here or call us at 503-504-5756.

Past "Attitude Checks" include:
-Attitude Check #9 --Perspective                               
-Attitude Check #8 --Sticks and Stones                     
-Attitude Check #7 --Regaining Your Courage            
-Attitude Check #6 --A Matter of Heart                     
-Attitude Check #5 --The Fourth Freedom                  
-Attitude Check #4 --The Third Freedom                   
   -Attitude Check #3 --The Second Freedom                    
-Attitude Check #2 --The First of the Four Freedoms 
-Attitude Check #1 --The Four Freedoms                    

© 2002-2004 Pete Prochaska. All rights reserved.

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