Student of the Game

John thought to study something was a task you did removed from that thing.

It took meeting up with Ben to show him that studying something properly required immersion in that thing as much as possible.

The first time he met Ben was a chance encounter in a library. They were in the same section – books on chess – and struck a conversation on what turned out to be their shared interest. John had been reading books on chess for a few weeks, but never felt he could ever turn out to be any good at the game. Ben, it turned out, was very good at the game reaching as far as national finals at one stage. The only reason he didn’t follow that up was because of his commitment to his young family. Yet he remained a keen enthusiast and kept up with the game as much as he could. He tried setting up a local chess club, but there was insufficient interest, so he ended up joining a couple of online clubs where he cultivated some good relationships over many a game.

John was very interested in what Ben had to share with him about the game. Ben was delighted to come across someone who lived locally who was happy to come under his wing. They both enjoyed each other’s company tremendously because Ben was a gracious host and his easy manner allowed John to feel relaxed in his company. One of the things Ben persistently did, however, was to challenge John that to be a student of the game was as much about applying what had been observed into real game settings. It was not just about being an observer who made notes. It was, according to Ben’s favourite saying, being a participant keen to see how other participants participated to improve one’s own participation.

They would meet every Friday evening for a chess evening consisting of a meal and then going through the notes of a game that had taken place from one of the vast treasure of games Ben had noted. Sometimes they would watch a game, sometimes they would play. Each time John felt privileged just to be in the company of Ben. Slowly over time, John noted his own improvement in the game. An improvement that came about because he saw how being a student of the game was about being an active participant learning from others to improve his own participation.

For all the time he spent with Ben and his family, it still came as a surprise when Ben asked him something. Ben’s son, Jake, was turning 7 years old and for those formative years of his life he had quietly watched John and his father in their dedication to the game. He asked for something special for his birthday but was too shy to ask directly, so he asked his Dad.

“John, my son wants you to teach him how to be a student of the game.”

“Why doesn’t he ask you, you’re his Dad?”

“I wondered the same thing myself, and he said that he wanted you to teach him, because he wanted to learn how to be a good student like you.”

“But if I am a good student, it’s only because you’ve taught me.”

“So you should have no problem teaching him.” Ben winked with a smile.

(Photo by Wim van ‘t Einde on Unsplash)

For His Name’s Sake

Shalom

C. L. J. Dryden