the form of its exposition in detail, I have thought out the
following plan.

After discussing at length the leading principles underlying
sound play, I have first treated of the OPENINGS, in which such
principles are of even more deciding influence than in any other
stage of the game, as far as could be done on broad lines without
having to pay attention to middle and end-game considerations.

I proceeded as follows, by taking as my starting-point the "pawn
skeleton" which is formed in the opening, and round which the
pieces should group themselves in logical fashion. As a
consequence of the pawns having so little mobility, this "pawn
skeleton" often preserves its shape right into the end-game.
Applying the general strategical principles to the formation of
the pawn skeleton, the learner acquires the understanding of the
leading idea underlying each opening without having to burden his
memory. Not only that, he will also be able to find a correct
plan of development when confronted with unusual forms of
opening.

The most important result of this system of teaching is that the
learner does not lose his way in a maze of detail, but has in
view at the very outset, the goal which the many possible
variations of the openings are intended to reach.

Before I could proceed to the discussion of the middle game, I
found it necessary to treat of the principles governing the END-
GAME. For in most cases play in the middle game is influenced by
end-game considerations. Here also it has been my endeavour as