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| author | Franklin Schmidt <fschmidt@gmail.com> |
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| date | Sun, 02 Apr 2023 10:30:03 -0600 |
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| 1 <html> | |
| 2 | |
| 3 <!-- Mirrored from users.eniinternet.com/bradleym/GoHist.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:03:34 GMT --> | |
| 4 <head> | |
| 5 <title></title> | |
| 6 </head> | |
| 7 <body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> | |
| 8 <a name="The Nature And History Of Go"> | |
| 9 <p><hr> | |
| 10 | |
| 11 <br wp="br1"><br wp="br2"> | |
| 12 <p><strong>The Nature And History Of Go</strong> | |
| 13 | |
| 14 <p><strong>© 2002 Milton N. Bradley</a></strong> | |
| 15 | |
| 16 <p>Go is one of the supreme accidents of human creation! Now universally recognized as the | |
| 17 premiere strategic board game of all time, it originated in China during the Bronze Age about | |
| 18 4000 years ago. As might logically be expected of a game of such incredible antiquity, Go play is | |
| 19 governed by a surprisingly few simple rules which can be learned in only a few minutes even by | |
| 20 young children. But don't be deceived by this! While one might reasonably expect that a | |
| 21 strategic board game with such an astonishingly simple structure would lack the depth and | |
| 22 challenge of more modern and superficially complex games like chess, in reality exactly the | |
| 23 opposite is true! | |
| 24 | |
| 25 <p>In this regard (only) Go resembles mathematics, because from its few elegant rules there derives | |
| 26 an almost unbelievably complex structure of tactics and strategy which not only challenges all | |
| 27 that the best human minds can offer, but which also remains far beyond what even the fastest and | |
| 28 most powerful supercomputers can handle. | |
| 29 | |
| 30 <p>But trying to explain the almost unbelievable beauty and fascination of Go to someone | |
| 31 unfamiliar with it is an essentially impossible task! In a very real sense, it's much like that of a | |
| 32 music critic describing a concert, but with a serious complication. If the reader of the criticism is | |
| 33 familiar with the music, then the critic's analysis of the performance exists in a context which | |
| 34 gives it meaning. But just suppose that the reader not just unfamiliar with the music, but has also | |
| 35 been deaf since birth! In that context, attempting to describe the eloquence and beauty of the | |
| 36 composer's conception and the skill with which the orchestra and soloist rendered it can have | |
| 37 little or no meaning. One can admire the skill with which the critic expresses himself and his | |
| 38 obvious knowledge of the subject, but any visceral, emotional connection with the concert he | |
| 39 describes must necessarily be absent. | |
| 40 | |
| 41 <p>So it is with Go and what I'm trying to do here.. Until one gets beyond the stage of rudimentary | |
| 42 knowledge of its elegant concepts even the slightest inkling of the immense attractiveness and | |
| 43 fascination of its incisive tactics and profound strategy and the pleasure which playing it gives its | |
| 44 devotees is hard to imagine for all but an exceptional few. One of those exceptional individuals | |
| 45 who could instantly grasp why Go is the most fascinating purely intellectual pastime ever created | |
| 46 was former World Chess Champion Emanuel Lasker, and his introduction to Go is described | |
| 47 below in the section of this web page entitled How Go Came To America. | |
| 48 | |
| 49 <p>What follows in the remainder of this web page emphasizes the value of Go in the development | |
| 50 of children's transcendently valuable Reasoning skills rather than its fascination and the pure | |
| 51 intellectual challenge and pleasure derived from playing it, but this should not confuse the reader. | |
| 52 This emphasis was deliberately chosen because it provides a practical justification for skeptical | |
| 53 parents and school teachers and administrators to encourage children to learn and practice Go. | |
| 54 This has regrettably proved necessary because in the intense competition for children's already | |
| 55 scarce "free time" perceiving Go as just another pleasurable leisure time pursuit won't "cut it" in | |
| 56 today's highly competitive school environment. But be assured, once learned Go will provide a | |
| 57 lifetime of the greatest purely intellectual pleasure conceivable, and after 48+ years of Go | |
| 58 experience I can personally attest to that! | |
| 59 | |
| 60 <p>For those who would like to find out a bit more about the background of Go and its place in | |
| 61 history, the following web references are suggested: | |
| 62 <a href="http://www.usgo.org/resources/whatisgo.html"> | |
| 63 <p>The AGA's "What Is The Game Of Go?"</a> | |
| 64 <a href="http://www.well.com/user/mmcadams/gointro.html"> | |
| 65 <p>Mindy McAdams "What is Go?"</a> | |
| 66 <a href="http://ltiwww.epfl.ch/~warkent/go/index.html"> | |
| 67 <p>Ken Warkentine's Go Page (includes the fabulous Go Pages Index)</a> | |
| 68 <a href="http://www.cwi.nl/~jansteen/go/history/china.html"> | |
| 69 <p>"Go in Ancient China" by John Fairbairn</a> | |
| 70 <a href="http://www.honinbo.freeserve.co.uk/"> | |
| 71 <p>Andrew Grant's Go History Pages</a> | |
| 72 <a href="http://www.goban.demon.co.uk/bookmark.htm"> | |
| 73 <p>Harry Fearnley's Go Pages Links (even more fabulous than Ken's!!!)</a> | |
| 74 | |
| 75 <p>But please remember to return to my web page after you've visited them! | |
| 76 | |
| 77 <p><a href="Mind.html"><Font Color="#0033FF"><strong>Continue</strong></Font></a> | |
| 78 | |
| 79 <p>Click Here To Return To<a href="index.html"><Font Color="#0033FF"><strong> Milt's Go | |
| 80 Page</strong></Font></a> | |
| 81 | |
| 82 <p><hr> | |
| 83 | |
| 84 <br wp="br1"><br wp="br2"> | |
| 85 </body> | |
| 86 | |
| 87 <!-- Mirrored from users.eniinternet.com/bradleym/GoHist.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:03:34 GMT --> | |
| 88 </html> |
