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If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: The Game of Go - The National Game of Japan - -Author: Arthur Smith - -Release Date: October 30, 2021 [eBook #66632] - -Language: English - -Character set encoding: UTF-8 - -Produced by: Jeroen Hellingman and the Online Distributed Proofreading - Team at https://www.pgdp.net/ for Project Gutenberg (This file - was produced from images generously made available by The - Internet Archive/American Libraries.) - -*** START OF THE PROJECT GUTENBERG EBOOK THE GAME OF GO *** - - - - THE GAME OF GO - - THE NATIONAL GAME OF JAPAN - - - BY - ARTHUR SMITH - - 圍碁 - - NEW YORK - MOFFAT, YARD & COMPANY - 1908 - - - - - - - - -PREFACE - - -This book is intended as a practical guide to the game of Go. It is -especially designed to assist students of the game who have acquired a -smattering of it in some way and who wish to investigate it further at -their leisure. - -As far as I know there is no work in the English language on the game -of Go as played in Japan. There is an article on the Chinese game by Z. -Volpicelli, in Vol. XXVI of the “Journal of the China Branch of the -Royal Asiatic Society.” This article I have not consulted. There is -also a short description of the Japanese game in a work on “Korean -Games with Notes on the Corresponding Games of China and Japan,” by -Stewart Culin, but this description would be of little practical use in -learning to play the game. - -There is, however, an exhaustive treatise on the game in German by O. -Korschelt. This can be found in Parts 21–24 of the “Mittheilungen der -deutschen Gesellschaft für Natur- und Völkerkunde Ostasiens.” The -student could readily learn the game from Herr Korschelt’s article if -it were available, but his work has not been translated, and it is -obtainable only in a few libraries in this country. In the preparation -of this book I have borrowed freely from Herr Korschelt’s work, -especially in the chapter devoted to the history of the game, and I -have also adopted many of his illustrative games and problems. - -Herr Korschelt was an excellent player, and acquired his knowledge of -the game from Murase Shuho, who was the best player in Japan at the -time his article was written (about 1880). - -My acquaintance with the game has been acquired from Mr. Mokichi -Nakamura, a Japanese resident of this country, who is an excellent -player, and whose enthusiasm for the game led me to attempt this book. -Mr. Nakamura has also supplied much of the material which I have used -in it. Toward the end I have had the expert assistance of Mr. Jihei -Hashiguchi, with whom readers of the New York Sun are already -acquainted. - -Wherever possible I have given the Japanese words and phrases which are -used in playing the game, and for those who are not familiar with the -system of writing Japanese with Roman characters, I may say that the -consonants have the sounds used in English, and the vowels the sounds -that are used in Italian, all the final vowels being sounded. Thus, -“dame” is pronounced as though spelled “dahmay.” - - - New York, April, 1908. - - - - - - - - -INTRODUCTION - - -The game of Go belongs to the class of games of which our Chess, though -very dissimilar, is an example. It is played on a board, and is a game -of pure skill, into which the element of chance does not enter; -moreover, it is an exceedingly difficult game to learn, and no one can -expect to acquire the most superficial knowledge of it without many -hours of hard work. It is said in Japan that a player with ordinary -aptitude for the game would have to play ten thousand games in order to -attain professional rank of the lowest degree. When we think that it -would take twenty-seven years to play ten thousand games at the rate of -one game per day, we can get some idea of the Japanese estimate of its -difficulty. The difficulty of the game and the remarkable amount of -time and labor which it is necessary to expend in order to become even -a moderately good player, are the reasons why Go has not spread to -other countries since Japan has been opened to foreign intercourse. For -the same reasons few foreigners who live there have become familiar -with it. - -On the other hand, its intense interest is attested by the following -saying of the Japanese: “Go uchi wa oya no shini me ni mo awanu,” which -means that a man playing the game would not leave off even to be -present at the death-bed of a parent. I have found that beginners in -this country to whom I have shown the game always seem to find it -interesting, although so far I have known no one who has progressed -beyond the novice stage. The more it is played the more its beauties -and opportunities for skill become apparent, and it may be -unhesitatingly recommended to that part of the community, however small -it may be, for whom games requiring skill and patience have an -attraction. - -It is natural to compare it with our Chess, and it may safely be said -that Go has nothing to fear from the comparison. Indeed, it is not too -much to say that it presents even greater opportunities for foresight -and keen analysis. - -The Japanese also play Chess, which they call “Shogi,” but it is -slightly different from our Chess, and their game has not been so well -developed. - -Go, on the other hand, has been zealously played and scientifically -developed for centuries, and as will appear more at length in the -chapter on the History of the Game, it has, during part of this time, -been recognized and fostered by the government. Until recently a -systematic treatment of the game, such as we are accustomed to in our -books on Chess, has been lacking in Japan. A copious literature had -been produced, but it consisted mostly of collections of illustrative -and annotated games, and the Go masters seem to have had a desire to -make their marginal annotations as brief as possible, in order to -compel the beginner to go to the master for instruction and to learn -the game only by hard practice. - -Chess and Go are both in a sense military games, but the military -tactics that are represented in Chess are of a past age, in which the -king himself entered the conflict—his fall generally meaning the loss -of the battle—and in which the victory or defeat was brought about by -the courage of single noblemen rather than through the fighting of the -common soldiers. - -Go, on the other hand, is not merely a picture of a single battle like -Chess, but of a whole campaign of a modern kind, in which the -strategical movements of the masses in the end decide the victory. -Battles occur in various parts of the board, and sometimes several are -going on at the same time. Strong positions are besieged and captured, -and whole armies are cut off from their line of communications and are -taken prisoners unless they can fortify themselves in impregnable -positions, and a far-reaching strategy alone assures the victory. - -It is difficult to say which of the two games gives more pleasure. The -combinations in Go suffer in comparison with those of Chess by reason -of a certain monotony, because there are no pieces having different -movements, and because the stones are not moved again after once being -placed on the board. Also to a beginner the play, especially in the -beginning of the game, seems vague; there are so many points on which -the stones may be played, and the amount of territory obtainable by one -move or the other seems hopelessly indefinite. This objection is more -apparent than real, and as one’s knowledge of the game grows, it -becomes apparent that the first stones must be played with great care, -and that there are certain definite, advantageous positions, which -limit the player in his choice of moves, just as the recognized Chess -openings guide our play in that game. Stones so played in the opening -are called “Joseki” by the Japanese. Nevertheless, I think that in the -early part of the game the play is somewhat indefinite for any player -of ordinary skill. On the other hand, these considerations are balanced -by the greater number of combinations and by the greater number of -places on the board where conflicts take place. As a rule it may be -said that two average players of about equal strength will find more -pleasure in Go than in Chess, for in Chess it is almost certain that -the first of two such players who loses a piece will lose the game, and -further play is mostly an unsuccessful struggle against certain defeat. -In Go, on the other hand, a severe loss does not by any means entail -the loss of the game, for the player temporarily worsted can betake -himself to another portion of the field where, for the most part -unaffected by the reverse already suffered, he may gain a compensating -advantage. - -A peculiar charm of Go lies in the fact that through the so-called “Ko” -an apparently severe loss may often be made a means of securing a -decisive advantage in another portion of the board. A game is so much -the more interesting the oftener the opportunities for victory or -defeat change, and in Chess these chances do not change often, seldom -more than twice. In Go, on the other hand, they change much more -frequently, and sometimes just at the end of the game, perhaps in the -last moments, an almost certain defeat may by some clever move be -changed into a victory. - -There is another respect in which Go is distinctly superior to Chess. -That is in the system of handicapping. When handicaps are given in -Chess, the whole opening is more or less spoiled, and the scale of -handicaps, from the Bishop’s Pawn to Queen’s Rook, is not very -accurate; and in one variation of the Muzio gambit, so far from being a -handicap, it is really an advantage to the first player to give up the -Queen’s Knight. In Go, on the other hand, the handicaps are in a -progressive scale of great accuracy, they have been given from the -earliest times, and the openings with handicaps have been studied quite -as much as those without handicaps. - -In regard to the time required to play a game of Go, it may be said -that ordinary players finish a game in an hour or two, but as in Chess, -a championship game may be continued through several sittings, and may -last eight or ten hours. There is on record, however, an authentic -account of a game that was played for the championship at Yeddo during -the Shogunate, which lasted continuously nine days and one night. - -Before taking up a description of the board and stones and the rules of -play, we will first outline a history of the game. - - - - - - - - -CONTENTS - - - PAGE - Introduction vii - - CHAPTER I - History of the Game 1 - - CHAPTER II - Description of the Board and Stones 18 - - CHAPTER III - Rules of Play 26 - - CHAPTER IV - General Methods of Play and Terminology of the Game 57 - - CHAPTER V - Illustrative Games 68 - - CHAPTER VI - “Joseki” and Openings 119 - - CHAPTER VII - The End Game 186 - - CHAPTER VIII - Problems 201 - - - - - - - - -ILLUSTRATIONS - - - PAGE - Sato Tadanobu, a Samurai of the Twelfth Century, - defending himself with a “goban,” when attacked - by his enemies Frontispiece - Playing Go 22 - - - - - - - - -I - -HISTORY OF THE GAME - - -The game of Go is probably the oldest of all known games. It was played -by the Chinese from earliest antiquity, and has been played in its -present form by the Japanese for over eleven centuries, but while the -game originated in China, the Japanese have far surpassed the Chinese -in skill at the game, and it has come to be regarded in Japan as their -national game. - -In the old Chinese works three persons are named as the originators of -the game, but in Japan its invention is commonly attributed to only one -of these. This man is the Chinese emperor Shun, who reigned from 2255 -to 2206 B.C. It is said that this emperor invented the game in order to -strengthen the weak mind of his son Shang Kiun. By others the invention -of the game is attributed to the predecessor of Shun, the emperor Yao, -who reigned from 2357 to 2256 B.C. If this theory is correct it would -make the game about forty-two hundred years old. The third theory is -that Wu, a vassal of the Chinese emperor Kieh Kwei (1818–1767 B.C.) -invented the game of Go. To the same man is often attributed the -invention of games of cards. It would seem that this last theory is the -most credible, because it would make the invention more recent, and -because the inventor is said to have been a vassal and not an emperor. - -Whatever may be the truth in regard to the origin of the game, it is -perfectly certain that Go was already known in China in early -antiquity. In old Chinese works, of which the oldest is dated about a -thousand years before Christ, a game which can be easily recognized as -Go is mentioned casually, so that at that time it must have been well -known. - -We are told also that in China somewhere about 200 B.C., poetry and Go -went hand in hand, and were in high favor, and a poet, Bayu, who lived -about the year 240 A.D., made himself famous through poems in which he -sang the praises of the game. - -It is remarkable that in the old books it is stated that in the year -300 A.D. a man by the name of Osan was so skilled in Go that he could -take all the stones from the board after the game had been finished and -then play it over from memory. This is of interest also as showing that -in the course of time playing the game has had the effect of -strengthening the memory of Go players, because there are now hundreds -of players in Japan who can replace a game move for move after it has -been disarranged. It is in fact the customary thing for a teacher of -the game to play the game over in that way in order to criticise the -moves made by the student. - -Anecdotes have come down to us from the old Chinese times in regard to -the game, of which we will mention only one, which shows how highly it -was esteemed. - -Sha An, a man who lived in the time of the Tsin Dynasty (265–419 A.D.), -carried on a war with his nephew Sha Gen. Growing tired of taking life, -they left the victory to be decided by a game of Go, which they played -against each other. - -The esteem in which players were held in the old Chinese times is also -shown by the titles with which they were honored; to wit, “Kisei” or -“Ki Shing,” from “Ki,” meaning Go, and “Sei,” a holy man, and “Shing,” -magician or sage. - -In the time of the Tang Dynasty (618–906 A.D.), and again during the -Sung Dynasty (960–1126 A.D.), the first books about Go were written. -The game then flourished in China, and there were then many -distinguished players in that country. - -According to the Japanese reckoning of time, Go was introduced into -Japan in the period Tem pyo, during the reign of the emperor Shomu, -which according to the Chinese records was the thirteenth year of the -period Tien Tao, and during the reign of the emperor Huan Tsung. -According to our calendar this would be about the year 735 A.D. - -A man otherwise well known in the history of Japan, Kibi Daijin, was -sent as an envoy to China in that year, and it is said that he brought -the game back with him to Japan. - -Go may have been known in Japan before that date, but at any rate it -must have been known about this time, for in the seventh month of the -tenth year of the period Tem pyo (A.D. 738), we are told that a -Japanese nobleman named Kumoshi was playing Go with another nobleman -named Adzumabito, and that in a quarrel resulting from the game Kumoshi -killed Adzumabito with his sword. - -On its introduction into Japan a new era opened in the development of -the game, but at first it spread very slowly, and it is mentioned a -hundred years later that the number of Go players among the nobility -(and to them the knowledge of the game was entirely confined) was very -small indeed. - -In the period called Kasho (848–851 A.D.), and in Nin Ju (851–854 -A.D.), a Japanese prince dwelt in China, and was there taught the game -by the best player in China. The following anecdote is told in regard -to this prince: that in order to do him honor the Chinese allowed him -to meet the best players, and in order to cope with them he hit upon -the idea of placing his stones exactly in the same way as those of his -opponent; that is to say, when his opponent placed a stone at any -point, he would place his stone on a point symmetrically opposite, and -in that way he is said to have won. In regard to this anecdote it may -be said that the Chinese must have been very weak players, or they -would speedily have found means of overcoming this method of defense. - -We next hear that in the year 850 a Japanese named Wakino became famous -as a great devotee of the game. He played continuously day and night, -and became so engrossed in the game that he forgot everything else -absolutely. - -In the next two centuries the knowledge of the game did not extend -beyond the court at Kioto. Indeed, it appears that it was forbidden to -play Go anywhere else than at court. At all events we are told that in -the period called Otoku (1084–1087 A.D.) the Prince of Dewa, whose name -was Kiowara no Mahira, secretly introduced the game into the province -of Oshu, and played there with his vassals. From that time not only the -number of the nobility who played the game increased rapidly, but the -common people as well began to take it up. - -Our frontispiece illustrates an incident which is said to have occurred -about this time in the city of Kamakura. A samurai named Sato Tadanobu, -who was a vassal of Yoshitsune, a brother of Yoritomo, the first Shogun -of Japan, was playing Go in his house when he was suddenly attacked by -his enemies, and he is depicted using the “Goban” as a weapon wherewith -to defend himself. The print is by Kuniyoshi, and is one of a series -the title of which might be translated as “Our Favorite Hero Series.” -The “Go ban,” “Go ishi,” and “Go tsubo” look precisely like those which -are at present in use, but Kuniyoshi probably represented the type in -use in his day and not in the time of Yoritomo, as it is pretty well -settled that in the early times the board was smaller. - -There is also a story which comes down from the Kamakura period in -regard to Hojo Yoshitoki. He is said to have been playing Go with a -guest at the moment that news arrived of the uprising of Wada -Yoshimori. Yoshitoki is said to have first finished the game in perfect -calmness before he thought of his measures for subduing the revolution. -This was in the first year of Kempo, or 1213 A.D. - -In the beginning of the thirteenth century we find that Go was widely -known in the samurai class, and was played with zeal. At that time -everybody who went to war, from the most famous general down to the -meanest soldier, played the game. The board and stones were carried -with them to the field of battle, and as soon as the battle was over, -they were brought out, and the friendly strife began. Many of the monks -and poets of that period also had a taste for Go, and several of them -are mentioned as celebrated Go players. - -All three of the great Japanese generals, Nobunaga, Hideyoshi, and -Iyeyasu, were devotees of the game. It is related that Nobunaga came to -Kioto in the tenth year of Ten Sho, 1582 A.D., and lived in the Honnoji -Temple. One night the celebrated Go player, Sansha, of whom more -hereafter, came and played with him until midnight. Sansha had scarcely -taken his departure when the uprising of Akechi Mitsuhide broke out. - -In the periods Genki (1570–1572), Ten Sho (1573–1591) until Keicho -(1596–1614), and Gen Wa (1615–1623), there were many celebrated players -among the monks, poets, farmers and tradespeople. They were called to -the courts of the daimios and to the halls of the nobles, either in -order that the nobility might play with them, or more frequently merely -to exhibit their skill at the game. This custom existed up to the time -of the fall of the Shogunate. - -That the Japanese could find pleasure in merely watching a game that is -so abstract in its nature and so difficult to understand is evidence of -the fact that they were then a highly cultivated people intellectually. -We find nothing like it in this country except in the narrowest Chess -circles. - -In the beginning of the seventeenth century Go attained such a high -development that there appeared a series of expert players who far -surpassed anything known before. Of these the most famous were Honinbo -Sansha Hoin, Nakamura Doseki, Hayashi Rigen, Inouye Inseki, and Yasui -Santetsu. - -Sansha was the son of a merchant of Kioto. When he was nine years old -he shaved his head, named himself Nikkai, and became a Buddhist monk in -the Temple of Shokokuji, which was one of the principal temples of the -Nichi Ren sect in Kioto. From his early life Sansha was very skilful at -the game, and upon giving up his profession as a monk, he obtained -permission to institute a school of Go players, and he then took the -name of Honinbo Sansha. He was on terms of familiar intercourse with -Nobunaga, Hideyoshi and Iyeyasu, often accompanied them on their -travels and campaigns, and was present at many of the battles of that -troublous epoch. - -The school of Go which Honinbo opened, however, was merely a private -undertaking. The first State institution in which Go was taught was -founded by Hideyoshi in the period Ten Sho (1573–1591), but it seems to -have had a short existence, and the permanent institution which lasted -until the fall of the Shogunate was founded by the successor of -Hideyoshi, Iyeyasu. Iyeyasu became Shogun in the year 1603, and the -foundation of the Go Academy or “Go In,” as the Japanese call it, must -have occurred soon after he ascended the throne. Honinbo Sansha, who -was still the best Go player in Japan, was named as the head of the -institution. The other most skilful masters were installed as -professors with good salaries. To Honinbo Sansha, the director, was -given 350 tsubo of land (a tsubo is as big as two Japanese mats or -tatami, and is therefore six feet square), and an annual revenue of 200 -koku of rice (a koku is a little more than five bushels). Men of the -best intelligence could now dedicate themselves to the education of -students and the further development of the game, freed from the cares -of earning a livelihood. In both respects the institute was eminently -successful. Its graduates were much more skilful than the previous -generation of Go players living in the land. They devoted themselves -entirely to the game, and either found positions as players at the -court of a daimio, or traveled through the country (like the poets and -swordsmen of that period), playing the game and giving instruction in -its mysteries as they found opportunity. If they came to a place which -pleased them, they often let their years of wandering come to an end -and remained there, making their living as teachers of the game. - -At the time of the founding of the Academy, besides Honinbo, the -previously mentioned masters, Hayashi, Inouye, and Yasui, were -installed as professors. For some reason, Nakamura, who is mentioned -above as one of the contemporaries of Honinbo, did not appear at the -Academy. Each of the four masters above named founded his school or -method of play independently of the others, and the custom existed that -each teacher adopted his best pupil as a son, and thus had a successor -at his death; so the teachers in the Academy were always named Honinbo, -Inouye, Hayashi, and Yasui. (Lovers of Japanese prints are already -familiar with this continued similarity of names.) - -The best players of the Academy had to appear every year before the -Shogun and play for his amusement. This ceremony was called “Go zen -Go,” which means “playing the game in the august presence,” or “O shiro -Go,” “Shiro” meaning “the honorable palace,” and the masters of the -game entered these contests with the same determination that was -displayed by the samurai on the field of battle. - -An anecdote has come down to us from the reign of the third Shogun, -Tokugawa Iyemitsu, showing how highly the Go masters regarded their -art. At that time Yasui Sanchi was “Meijin,” which, as we shall see in -a moment, meant the highest rank in the Go world, while Honinbo -Sanyetsu held the rank of “Jo zu,” which was almost as high, but which, -according to the rules, would entitle him to a handicap of one stone -from his expert adversary; and these two men, being the best players, -were selected to play in the Shogun’s presence. Honinbo, feeling -conscious of his skill, disdained to accept the handicap, and met his -adversary on even terms. The game was proceeding in the presence of the -court nobles before the Shogun had appeared, and among the spectators -was Matsudaira Higo no Kami, one of the most powerful noblemen of that -epoch. Yasui Sanchi was a favorite of Matsudaira and as he watched the -play he remarked audibly that Honinbo would surely be defeated. Honinbo -Sanyetsu heard the remark, and pausing in his play, he allowed the -stone which he was about to place on the board to fall back into the -“Go tsubo” or wooden jar that holds the Go stones, gently covered the -“Go tsubo,” and drawing himself up with great dignity, said: “I am -serving the Shogun with the art of Go, and when we Go masters enter a -contest, it is in the same spirit as warriors go upon the field of -battle, staking our life, if necessary, to decide the contest. While we -are doing this we do not allow interference or comments from any one, -no matter how high may be his rank. Although I am not the greatest -master of the game, I hold the degree of ‘Jo zu,’ and, therefore, there -are few players in Japan who are able to appreciate my plans, tactics, -or strategy. Nevertheless, the Prince of Higo has unwarrantedly -prophesied my defeat. I do not understand why he has done this, but if -such a comment were allowed to become a precedent, and onlookers were -permitted to make whatever comments on the game they saw fit, it would -be better that the custom of the ‘O shiro Go’ should cease.” Having -said this, he raised himself from his seat. At this moment the court -officers announced the coming of the Shogun, and the noblemen who had -assembled to see the contest, surprised and confused by the turn -affairs had taken, earnestly persuaded Honinbo to reseat himself and -continue the game. This he obstinately refused to do, and endeavored to -leave the imperial chamber. Prince Matsudaira, taken aback, scarcely -knew what to do. However, he kotowed to Honinbo and, profusely -apologizing, besought the offended master to finish the contest. -Honinbo Sanyetsu was appeased, and resumed his seat at the board, and -both players, aroused by the incident, exerted every effort to achieve -victory. Honinbo Sanyetsu won, whereupon the Prince of Higo was greatly -humiliated. Since then the name of Sanyetsu has always been revered as -one of the greatest of the Honinbo family. - -In the degenerate days toward the end of the Tokugawa Dynasty the “Go -zen Go” became a mere farce, and the games were all played through and -studied out beforehand, in order that the ceremony in court might not -last too long. The custom was, however, maintained until the fall of -the Shogunate in 1868. - -Honinbo Sansha established at the time of the foundation of the Academy -a method of classifying the players by giving them degrees, which still -exists, although no longer under the authority of the State. When a man -attained to a certain measure of skill in the game he received the -title “Shodan,” or, of the first degree. The still stronger players -were arranged as “Nidan,” “Sandan,” “Yodan,” etc., or of the second, -third, and fourth degrees. The highest degree in the series was -“Kudan,” or the ninth degree. In order to attain the first degree, or -“Shodan,” the candidate must be an excellent player, so good in fact -that he could follow the game as a profession. In other games such a -graduated system of classifying players would be scarcely possible, but -among good Go players it is feasible, because the better player almost -invariably wins, even if he be but slightly superior. If the difference -in skill could not be equalized in some way the game would become -tiresome, as the weaker player would almost always be able to foresee -his defeat. The stronger player, therefore, allows his adversary to -place enough stones on the board as a handicap to make the adversaries -approximately equal. - -According to the rules of the Academy, if the difference between the -skill of the players was only one degree, the weaker player would be -allowed the first move. If the difference was two degrees, the weaker -player would be allowed to place a stone on the board, and the stronger -player would have the first move, and so on; in other words, the -difference between each degree might be called half a stone. Thus, a -player of the fourth degree would allow a player of the first degree to -place two stones on the board as a handicap, but would have the first -move. A player of the seventh degree would allow a player of the first -degree three stones, and a player of the ninth degree would allow a -player of the first degree four stones. Four was the highest handicap -allowed among the players holding degrees, but, as we shall see later, -among players of less skill greater handicaps are frequently given. - -A player of the seventh degree also received the honorary title “Jo -zu,” or the higher hand. Those of the eighth rank were called “Kan -shu,” or the half-way step, and those of the ninth degree were called -“Mei shu,” the clear, bright hand, or “Mei jin,” literally “celebrated -man.” It is related that this last appellation arose in the time of -Nobunaga, who was a spectator of a game played by Honinbo Sansha with -some contemporary, and who expressed his admiration of the skill of -Honinbo by exclaiming “Mei jin!” which thus became the title applied to -players of the highest skill. - -Since the institution of this method of classifying Go players over -three hundred years ago, there have been only nine players who have -attained the ninth degree, and only fourteen players who have attained -the eighth degree. On the other hand, there have been many more of the -seventh, and many more still of each of the lower degrees. In 1880, at -the time Korschelt wrote the article previously referred to, there was -only one player in Japan holding the seventh degree, and that was the -celebrated Murase Shuho. At present there is one player who holds the -ninth degree. His name is Honinbo Shuyei, and he is the only player who -has attained the ninth degree during the period called the “Meiji,” or -since the fall of the Shogunate forty years ago. - -This arrangement of the players in degrees is unknown in China and -Korea. On the other hand, it is in use in the Ryukyu or Loochoo -Islands. - -The Japanese seem to have regarded the classification in degrees as an -absolute standard of measurement. Nevertheless, it must necessarily -have varied from time to time, and in the course of centuries the -standard must gradually have risen. - -Players of high rank who are challenged by the improving players of the -lower grades will instinctively desire to make it more difficult for -the new players to attain the higher degree, because their own fame, -which is their highest possession, depends upon the result of the game; -and assuming that all trial games could be conducted in an impartial -and judicial spirit, nevertheless, all the players would become more -expert from the hard practice, even if their skill in relation to each -other remained the same. - -Thus a seventh degree player of to-day would be better in a year -although he still remained in the seventh degree, and this constant -raising of the standard must lead us to suppose that a player of the -seventh degree now is quite equal or perhaps superior to an eighth or -ninth degree player of a hundred or two hundred years ago. As an -illustration of this increase in skill, we only have to compare the -standard set in the Ryukyu Islands. They also established the -classification in degrees soon after the foundation of the Academy in -Japan, and then the two institutions seem to have lost touch. Korschelt -relates that for the first time about the year 1880 a Go player of the -second degree from the Satsuma province visited those Islands and tried -his skill with their best players, and found that he could easily -defeat the players there classified as of the fifth degree. - -The position as head of the Academy was much coveted by Go players, but -it was generally held by the Honinbo family. One of the last incidents -in relation to the Academy tells of an attempt on the part of Inouye -Inseki, the eleventh of that line, to obtain the headship of the -Academy when Honinbo Jowa, who was the twelfth Honinbo, retired. Inseki -was afraid he could not obtain the coveted position by a contest, and -therefore strove to obtain it by intrigue from the Shogun’s officer -intrusted with the business of the Academy. When Jowa retired he was -not unaware of the desires of Inseki, but it did not trouble him much, -as he felt confident that the fourteenth Honinbo, whose name was Shuwa, -could successfully defend his title. However, at last matters came to -such a point that Jowa ordered Shuwa to present a petition to the -Shogun requesting that the title be settled by contest, but the -Shogun’s officer, who was in league with Inseki, returned the petition, -whereupon all of the Honinbo house rose and insisted on their rights in -accordance with custom and precedent, and at last their petition was -granted. It was fixed that the title was to be decided by ten games, -and the first game began at the residence of the Shogun’s officer, -Inaba Tango no Kami, on the 29th of November, in the eleventh year of -Tempo (about sixty-six years ago), and it ended the same year on the -13th of December. There was an adjournment of four days, and on one -occasion the contest lasted all night. Therefore in all it took nine -days and one night to finish the game. - -It is unnecessary to say that both players put forth all their efforts -in this life and death struggle, and it is said that Inseki’s -excitement was so intense as to cause blood to gush from his mouth, but -he finally lost by four stones, and the other nine games were not -played. Inseki, however, mortified by his defeat, again challenged -Shuwa. This game began on the 16th of May in the thirteenth year of -Tempo, and lasted two days. Inseki again lost by six stones. On -November 17th of the same year a third contest took place between Shuwa -and Inseki in the presence of the Shogun in his palace at Tokio. Inseki -again lost by four stones. In all these contests Inseki as the -challenger had the first move, and he finally became convinced of his -inability to win from the scion of the Honinbo family, and abandoned -his life-long desire, and it is related that thereupon the houses of -Honinbo and Inouye became more friendly than ever. - -In the first half of the nineteenth century Go had a period of great -development. This occurred according to the Japanese calendar in the -periods called Bun Kwa (1804–1818), Bun Sei (1818–1829), and Tempo -(1830–1844). The collection of specimen games of that time are to-day -regarded as models, and the methods of play and of opening the game -then in use are still studied, although they have been somewhat -superseded. The best games were played by the Honinbos Dosaku and Jowa -and Yasui Sanchi. - -On the fall of the Shogunate in the year 1868 the Go Academy came to an -end, and with it the regulation of the game by the State. A few years -later the daimios were dispossessed, and they did not feel an -obligation as private individuals to retain the services of the Go -players who had been in attendance at their courts. Thereupon ensued a -sad time for the masters of the game, who had theretofore for the most -part lived by the practice of their art, and to make things still -worse, the Japanese people lost their interest in Go. Upon the opening -of the country the people turned with enthusiasm to the foreigners. -Foreign things were more prized than native things, and among the -things of native origin the game of Go was neglected. - -About the year 1880, however, a reaction set in; interest in the old -national game was revived, and at the present day it is fostered with -as much zeal as in the olden times. - -Most of the higher officials of the government, and also the officers -in the army and navy, are skilled players. The great daily newspapers -of the capitals have a Go department, just as some of our periodicals -have a department devoted to Chess, and the game is very much played at -the hot springs and health resorts, and clubs, and teachers of the art -are found in all of the larger cities. Go has always retained something -of its early aristocratic character, and in fact, it is still regarded -as necessary for a man of refinement to possess a certain skill at the -game. - -During the recent Russo-Japanese War the strategy employed by the -Japanese commanders certainly suggested the methods of play used in the -game of Go. Whether this was an accidental resemblance or not I cannot -say. At Liao Yang it seemed as if Marshal Oyama had got three of the -necessary stones advantageously placed, but the Russians escaped before -the fourth could be moved into position. At the final battle of Mukden -the enveloping strategy characteristic of the game was carried out with -still greater success. - -At the present time the division into the four schools of Honinbo, -Inouye, Hayashi, and Yasui, no longer exists, and Go players are -divided into the schools of Honinbo and Hoyensha. This latter school -was established about the year 1880 by Murase Shuho, to whom reference -has already been made. - -The Honinbo school is the successor of the old Academy, while the new -school has made one or two innovations, one of the most fortunate being -a rule that no game shall last longer than twenty-four hours without -interruption. The Hoyensha school also recognized the degree “Inaka -Shodan,” which means the “first degree in the country,” and is allowed -to a class of players who are regarded as entitled to the first degree -in their native town, but who are generally undeceived when they meet -the recognized “Shodan” players of the metropolis. - -While in Japan Go has attained such a high development, largely through -the help of the government, as has been shown, it seems to be decadent -in its motherland of China. The Japanese players assure us that there -is no player in China equal to a Japanese player of the first degree. -In Korea also the game is played, but the skill there attained is also -immensely below the Japanese standard. - -Having now given an idea of the importance of the game in the eyes of -the Japanese, and the length of time it has been played, we will -proceed to a description of the board and stones, and then take up the -details of the play. - - - - - - - - -II - -DESCRIPTION OF THE BOARD AND STONES - - -The board, or “Go Ban” as it is called in Japanese, is a solid block of -wood, about seventeen and a half inches long, sixteen inches broad, and -generally about four or five inches thick. It has four detachable feet -or legs so that as it stands on the floor it is about eight inches -high. The board and feet are always stained yellow. - -The best boards in Japan are made of a wood called “Kaya” (Torreya -Nucifera) a species of yew. They are also made of a wood called “Icho” -or Gingko (Salisburia adiantifolia) and of “Hinoki” (Thuya Obtusa) a -kind of cedar. At all events they must be of hard wood, and yet not so -hard as to be unpleasant to the touch when the stone is placed on the -board, and the wood must further have the quality of resonance, because -the Japanese enjoy hearing the sound made by the stone as it is played, -and they always place it on the board with considerable force when -space will permit. The Japanese expression for playing Go, to wit, “Go -wo utsu,” literally means to “strike” Go, referring to the impact of -the stone. In Korea this feature is carried to such an extreme that -wires are stretched beneath the board, so that as a stone is played a -distinct musical sound is produced. The best boards should, of course, -be free from knots, and the grain should run diagonally across them. - -In the back of the board there is cut a square depression. The purpose -of this is probably to make the block more resonant, although the old -Japanese stories say that this depression was put there originally to -receive the blood of the vanquished in case the excitement of the game -led to a sanguinary conflict. - -The legs of the board are said to be shaped to resemble the fruit of -the plant called “Kuchinashi” or Cape Jessamine (Gardenia floribunda), -the name of which plant by accident also means “without a mouth,” and -this is supposed to suggest to onlookers that they refrain from making -comments on the game (a suggestion which all Chess players will -appreciate). - -On the board, parallel with each edge, are nineteen thin, lacquered -black lines. These lines are about four one-hundredths of an inch wide. -It has been seen from the dimensions given that the board is not -exactly square, and the field therefore is a “parallelogram, the sides -of which are sixteen and a half and fifteen inches long respectively, -and the lines in one direction are a little bit farther apart than in -the other. These lines, by their crossing, produce three hundred and -sixty-one points of intersection, including the corners and the points -along the edge of the field. - -The stones are placed on these points of intersection, and not in the -spaces as the pieces are in Chess or Checkers. These intersections are -called “Me” or “Moku” in Japanese, which really means “an eye.” -Inasmuch as the word as used in this connection is untranslatable, I -shall hereafter refer to these points of intersection by their Japanese -name. - -On the board, as shown in the diagram (Plate 1), are nine little -circles. It is on these circles that the handicap stones when given are -placed. They have no other function in the game, but they are supposed -also to have some sort of symbolical meaning. Chamberlain states that -these spots or “Seimoku” are supposed to represent the chief celestial -bodies, and that the central one is called “Taikyoku”; that is, the -primordial principle of the universe. In the work of Stewart Culin -referred to in the preface it is stated that they correspond to the -nine lights of heaven—the sun, moon and the seven stars of the -constellation “Tau” (Ursa Major). Indeed the whole arrangement of the -board is said to have some symbolical significance, the number of -crosses (exclusive of the central one) representing the three hundred -and sixty degrees of latitude, and the number of white and black stones -corresponding to the number of days of the year; but nowadays the -Japanese do not make much of a point of the astronomical significance -of the board or of the “Seimoku.” - -The stones or “Ishi” with which the game is played are three hundred -and sixty-one in number, corresponding to the number of “Me” or points -of intersection on the board. One hundred and eighty of these stones -are white and the remaining one hundred and eighty-one are black. As -the weaker player has the black stones and the first move, obviously -the extra stone must be black. In practice the entire number of stones -is never used, as at the end of the game there are always vacant spaces -on the board. The Japanese generally keep these stones in gracefully -shaped, lacquered boxes or “Go tsubo.” - -The white stones are made of a kind of white shell; they are highly -polished, and are exceedingly pleasant to the touch. The best come from -the provinces of Hitachi and Mikawa. The black are made of stone, -generally a kind of slate that comes from the Nachi cataract in Kishiu. -As they are used they become almost jet-black, and they are also -pleasant to the touch, but not so much so as the white. A good set is -quite dear, and cannot be purchased under several yen. The ideograph -formerly used for “Go ishi” indicates that originally they were made of -wood, and not of stone, and the old Chinese ideograph shows that in -that country they were wooden pieces painted black and white. The use -of polished shell for the white stones was first introduced in the -Ashikaga period. - -In form the stones are disk-shaped, but not always exactly round, and -are convex on both surfaces, so that they tremble slightly when placed -on the board. They are about three-quarters of an inch in diameter, and -about one-eighth of an inch in thickness. The white stones are -generally a trifle larger than the black ones; for some strange reason -those of both colors are a little bit wider than they should be in -order to fit the board. Korschelt carefully measured the stones which -he used, and found that the black were seventeen-sixteenths of the -distance between the vertical lines on his board, and about -eighteen-nineteenths of the distance between the horizontal lines, -while the white stones were thirteen-twelfths of the distance between -the vertical lines and thirty-six thirty-sevenths of the distance -between the horizontal lines. I found about the same relation of size -in the board and stones which I use. - -The result of this is that the stones do not have quite room enough and -lap over each other, and when the board is very full, they push each -other out of place. To make matters still worse the Japanese are not -very careful to put the stones exactly on the points of intersection, -but place them carelessly, so that the board has an irregular -appearance. It is probable that the unsymmetrical shape of the board -and the irregularity of the size of the stones arise from the antipathy -that the Japanese have to exact symmetry. At any rate, it is all -calculated to break up the monotonous appearance which the board would -have if the spaces were exactly square, and the stones were exactly -round and fitted properly in their places. - -In Japan the board is placed on the floor, and the players sit on the -floor also, facing each other, as shown in the illustration, and -generally the narrower side of the board is placed so as to face the -players. Since the introduction of tables in Japan Go boards are also -made thinner and without feet, but the game seems to lose some of its -charm when the customs of the old Japan are departed from. - -The Japanese always take the stone between the middle and index -fingers, and not between the thumb and index finger as we are likely to -do, and they place it on the board smartly and with great skill, so -that it gives a cheerful sound, as before stated. - -For use in this country the board need not be so thick, and need not, -of course, have feet, but if it is attempted to play the game on -cardboard, which has a dead sound as the stones are played, it is -surprising how much the pleasure of the game is diminished. The author -has found that Casino chips are the best substitute for the Japanese -stones. - -Originally the board used for the game of Go was not so large, and the -intersecting lines in each direction were only seventeen in number. At -the time of the foundation of the Go Academy this was the size of board -in use. As the game developed the present number of lines became fixed -after trial and comparison with other possible sizes. Korschelt made -certain experiments with the next possible larger size in which the -number of lines in each direction was twenty-one, and it seemed that -the game could still be played, although it made necessary the -intellect of a past master to grasp the resulting combinations. If more -than twenty-one lines are used Korschelt states that the combinations -are beyond the reach of the human mind. - -In closing the description of the board it may be interesting to point -out that the game which we call “Go Bang” or “Five in a Row,” is played -on what is really a Japanese Go board, and the word “Go Bang” is merely -another phonetic imitation of the words by which the Japanese designate -their board. I have found, however, that the “Go Bang” boards sold in -the stores in this country are an imitation of the original Japanese -“Go ban,” and have only seventeen lines, and are therefore a little too -small for the game as now played. The game which we call “Go Bang” also -originated in Japan, and is well known and still played there. They -call it “Go Moku Narabe,” which means to arrange five “Me,” the word -“Go” in this case meaning “five,” and “Moku” being the alternative way -of pronouncing the ideograph for eye. “Go Moku Narabe” is often played -by good Go players, generally for relaxation, as it is a vastly simpler -game than Go, and can be finished much more rapidly. It is not, -however, to be despised, as when played by good players there is -considerable chance for analysis, and the play often covers the entire -board. - - - - - - - - -III - -RULES OF PLAY - - -The players play alternately, and the weaker player has the black -stones and plays first, unless a handicap has been given, in which case -the player using the white stones has the first move. (In the olden -times this was just reversed.) They place the stones on the vacant -points of intersection on the board, or “Me,” and they may place them -wherever they please, with the single exception of the case called -“Ko,” which will be hereafter explained. When the stones are once -played they are never moved again. - -The object of the game of Go is to secure territory. Just as the object -of the game of Chess is not to capture pieces, but to checkmate the -adverse King, so in Go the ultimate object is not to capture the -adversary’s stones, but to so arrange matters that at the end of the -game a player’s stones will surround as much vacant space as possible. -At the end of the game, however, before the amount of vacant space is -calculated, the stones that have been taken are used to fill up the -vacant spaces claimed by the adversary; that is to say, the captured -black stones are used to fill up the spaces surrounded by the player -having the white pieces, and vice versa, and the player who has the -greatest amount of territory after the captured stones are used in this -way, is the winner of the game. However, if the players, fearing each -other, merely fence in parts of the board without regard to each -other’s play, a most uninteresting game results, and the Japanese call -this by the contemptuous epithet “Ji dori go,” or “ground taking Go.” I -have noticed that beginners in this country sometimes start to play in -this way, and it is one of the many ways by which the play of a mere -novice may be recognized. The best games arise when the players in -their efforts to secure territory attack each other’s stones or groups -of stones, and we therefore must know how a stone can be taken. - -A stone is taken when it is surrounded on four opposite sides as shown -in Plate 2, Diagram I. When it is taken it is removed from the board. -It is not necessary that a stone should also be surrounded diagonally, -which would make eight stones necessary in order to take one; neither -do four stones placed on the adjacent diagonal intersections cause a -stone to be taken: they do not directly attack the stone in the center -at all. Plate 2, Diagram IV, shows this situation. - -A stone which is placed on the edge of the board may be surrounded and -captured by three stones, as shown in Plate 2, Diagram II, and if a -stone is placed in the extreme corner of the board, it may be -surrounded and taken by two stones, as shown in Plate 2, Diagram III. - -In actual practice it seldom or never happens that a stone or group of -stones is surrounded by the minimum number requisite under the rule, -for in that case the player whose stones were threatened could -generally manage to break through his adversary’s line. It is almost -always necessary to add helping stones to those that are strictly -necessary in completing the capture. Plate 2, Diagram V, shows four -stones which are surrounded with the minimum number of stones. Plate 2, -Diagram VI, shows the same group with a couple of helping stones added, -which would probably be found necessary in actual play. - -It follows from this rule that stones which are on the same line -parallel with the edges of the board are connected, and support each -other, Plate 2, Diagram VII, while stones which are on the same -diagonal line are not connected, and do not support each other, Plate -2, Diagram VIII. In order to surround stones which are on the same -line, and therefore connected, it is necessary to surround them all in -order to take them, while stones which are arranged on a diagonal line, -and therefore unconnected, may be taken one at a time. On Plate 2, -Diagram III, if there were a stone placed at S 18, it would not be -connected with the stone in the corner, and would not help it in any -way. On the other hand, as has been said, it is not necessary to place -a white stone on that point in order to complete the capture of the -stone in the corner. - -In order to capture a group or chain of stones containing vacant space, -it must be completely surrounded inside and out; for instance, the -black group shown on Plate 2, Diagram IX, while it has no hope of life -if it is White’s play is nevertheless not completely surrounded. In -order to surround it, it is necessary to play on the three vacant -intersections at M 11, N 11, and O 11. The same group of stones is -shown in Diagram X completely surrounded. (It may be said in passing -that White must play at N 11 first or the black stones can defend -themselves; we shall understand this better in a moment.) - -In practice it often happens that a stone or group of stones is -regarded as dead before it is completely surrounded, because when the -situation is observed to be hopeless the losing player abandons it, and -addresses his energies to some other part of the board. It is -advantageous for the losing player to abandon such a group as soon as -possible, for, if he continues to add to the group, he loses not only -the territory but the added stones also. If the circumstances are such -that his opponent has to reply to his moves in the hopeless territory, -the loss is not so great, as the opponent is meanwhile filling up -spaces which would otherwise be vacant, and against an inferior player -there is a chance of the adversary making a slip and allowing the -threatened stones to save themselves. If, however, the situation is so -clearly hopeless that the adversary is not replying move for move, then -every stone added to such a group means a loss of two points. - -At the end of the game such abandoned groups of stones are removed from -the board just as if they had been completely surrounded and killed, -and it is not necessary for the player having the advantage actually to -surround and kill such a group. It is enough if they obviously can be -killed. The theory on which this rule proceeds is that if the players -play alternately, no advantage would be gained by either side in the -process of actually surrounding such a group, and its completion would -only be a waste of time. But let us suppose that a black group at the -end of the game is found to be hopeless and also completely surrounded -with the exception of one point. The question arises, can the Black -player demand that his adversary play on the vacant space in order to -kill this group, for, if he could, it is obvious he would gain one “Me” -by so doing. The answer is, he cannot so demand, and his adversary is -not bound to play on this point, and the hopeless or abandoned stones -are removed without further play. We might call such groups “dead.” -They may be distinguished from stones that are “taken,” because these -latter are removed at once, whereas “dead” stones are removed only at -the end of the game. - -As a corollary to the rule for surrounding and taking stones, it -follows that a group of stones containing two disconnected vacant -intersections or “Me” cannot be taken. This is not a separate rule. It -follows necessarily from the method by which stones are taken. -Nevertheless in practice it is the most important principle in the -game. - -In order to understand the rule or principle of the two “Me,” we must -first look at the situation shown in Plate 3, Diagram I. There, if a -black stone is played at F 15, although it is played on an intersection -entirely surrounded by white stones, it nevertheless lives because the -moment it is played it has the effect of killing the entire white -group; that is to say, a stone may be played on an intersection where -it is completely surrounded if as it is played it has the effect of -completely surrounding the adversary’s stones already on the board. If, -on the other hand, we have a situation as shown in Plate 3, Diagram II, -a black stone may indeed be played on one of the vacant intersections, -but when it is so played the white group is not completely surrounded, -because there still remains one space yet to be filled, and the black -stone itself is dead as soon as it touches the board, and hence it -would be impossible to surround this group of white stones unless two -stones were played at once. The white stones, therefore, can never be -surrounded, and form an impregnable position. - -This is the principle of the two “Me,” and when a player’s group of -stones is hard pressed, and his adversary is trying to surround them, -if he can so place the stones that two disconnected complete “Me” are -left, they are safe forever. It makes no difference whether the vacant -“Me” are on the edges or in the corners of the board, or how far from -each other they may be. - -Plate 3, Diagram VI, shows a group of stones containing two vacant “Me” -on the edge of the board. This group is perfectly safe against attack. -A beginner might ask why the white group shown on Plate 3, Diagram V, -is not safe. The difficulty with that group is, that when Black has -played at S 9, there are no “Me” in it at all as the word is used in -this connection, not even a “Kageme” as shown in Plate 3, Diagram III, -because a “Me,” in order to be available for the purpose of defense, -must be a vacant intersection that is surrounded on four sides, just as -a captured stone must be surrounded, and therefore on the sides of the -board it can be made by three stones, and in the corner of the board by -two stones, but it is absolutely necessary, in addition to the minimum -number of surrounding stones, to have helping stones to guard the -surrounding stones against attack. This brings us to what the Japanese -call “Kageme.” - -In actual play there are many groups of stones that at first glance -seem to have two vacant “Me” in them, but which on analysis, will be -found vulnerable to attack. A “Me” that looks somewhat as if it were -complete, but is, nevertheless, destructible is called “Kageme.” “Kage” -means “chipped” or “incomplete.” Plate 3, Diagram III, is an -illustration of this. A beginner might think that the white group was -safe, but Black can kill the upper six white stones by playing at E 3, -and then on the next move can kill the remainder by playing at G 2. -Therefore, E 3 is not a perfect “Me,” but is “Kageme.” G 2 is a perfect -“Me,” but one is not enough to save the group. In this group if the -stone at F 4 or D 2 were white, there would be two perfect “Me,” and -the group would be safe. In a close game beginners often find it -difficult to distinguish between a perfect “Me” and “Kageme.” - -Groups of stones which contain vacant spaces, can be lost or saved -according as two disconnected “Me” can or cannot be formed in those -spaces, and the most interesting play in the game occurs along the -sides and especially in the corners of the board in attempting to form -or attempting to prevent the formation of these “Me.” The attacking -player often plays into the vacant space and sacrifices several stones -with the ultimate object of reducing the space to one “Me”; and, on the -other hand, the defending player by selecting a fortunate intersection -may make it impossible for the stones to be killed. There is -opportunity for marvelous ingenuity in the attack and defense of these -positions. A simple example of defense is shown in Plate 3, Diagram IV, -where, if it is White’s turn, and he plays in the corner of the board -at T 19, he can save his stones. If, on the other hand, he plays -anywhere else, the two “Me” can never be formed. The beginner would do -well to work out this situation for himself. - -The series of diagrams commencing at Plate 3, Diagram V, show the -theoretical method of reducing vacant spaces by the sacrifice of -stones. This series is taken from Korschelt, and the position as it -arose in actual play is shown on Plate 10, depicting a complete game. -In Plate 3, Diagram V, the white group is shown externally surrounded, -and the black stone has just been played at S 9, rendering the group -hopeless. The same group is shown on the opposite side of the board at -Plate 4, Diagram I, but Black has added three more stones and could -kill the white group on the next move. Therefore, White plays at A 12, -and the situation shown in Plate 4, Diagram II, arises, where the same -group is shown on the lower edge of the board. Now, if it were White’s -move, he could save his group by playing at J 2, and the situation -which would then arise is shown on Plate 4, Diagram III, where White -has three perfect “Me,” one more than enough. However, it is not -White’s move, and Black plays on the coveted intersection, and then -adds two more stones until the situation shown in Plate 4, Diagram IV, -arises. Then White must again play at S 8 in order to save his stones -from immediate capture, and the situation shown at Plate 5, Diagram I, -comes about. Black again plays at J 18, adds one more stone, and we -have the situation shown in Plate 5, Diagram II, where it is obvious -that White must play at C 11 in order to save his group from immediate -capture, thus leaving only two vacant spaces. It is unnecessary to -continue the analysis further, but at the risk of explaining what is -apparent, it might be pointed out that Black would play on one of these -vacant spaces, and if White killed the stone (which it would not pay -White to do) Black would play again on the space thus made vacant, and -completely surround and kill the entire white group. - -A group with five vacant “Me,” as shown in the preceding diagrams, is a -situation well known to the Japanese, so much so that they have a -special phrase or saying that applies to it, to wit, “Go moku naka de -wa ju san te,” which means that it takes thirteen turns to reduce a -group having five such “Me” in the center. - -As we have previously seen, in actual play this white group would be -regarded as “dead” as distinguished from “taken,” and this series of -moves would not be played out. White obviously would not play in the -space, and he could not demand that Black play therein in order to -complete the actual surrounding of the stones, and the only purpose of -giving this series of diagrams is to show theoretically how the white -stones can be killed. However, the killing of these stones would be -necessary if the surrounding black line were in turn attacked -(“Semeai”), in which case it might be a race to see whether the -internal white stones could be completely surrounded and killed before -the external white group could get in complete contact with the black -line. - -Stones which are sacrificed in order to kill a larger group are called -“Sute ishi” by the Japanese, from “Suteru,” meaning “to cast or throw -away,” and “Ishi,” a “stone.” - -It may be noted that if a group contains four connected vacant -intersections in a line it is safe, because if the adversary attempts -to reduce it, two disconnected “Me” can be formed in the space by -simply playing a stone adjacent to the adversary’s stone, as shown in -Plate 5, Diagram III, where, if Black plays for instance at K 11, White -replies at L 11, and secures the two “Me.” Even if these four connected -vacant intersections are not in a straight line, they are nevertheless -sufficient for the purpose, provided the fourth “Me” is connected at -the end of the three, and the Japanese express this by their saying -“Magari shimoku wa me,” or four “Me” turning a corner. Neither does it -make any difference whether the four connected “Me” are in the center -of the board or along the edge. On Plate 5, Diagrams IV and V, are -examples of “Magari shimoku wa me,” and they both are safe. It is -interesting, however, to compare these situations with that shown at -Plate 4, Diagram II, where the fourth intersection is not connected at -the end of the line, and which group Black can kill if it is his move, -as we already have seen. - -If, however, such a group contains only three connected vacant -intersections, and it is the adversary’s move, it can be killed, -because the adversary by playing on the middle intersection can prevent -the formation of two disconnected “Me.” We saw a group of this kind on -Plate 2, Diagram IX, which can be killed by playing at N 11. Obviously, -if it is Black’s move in this case, the group can be saved by playing -at N 11; obviously, also, if White, being a mere novice, plays -elsewhere than at N 11, Black saves the stones by playing there and -killing the white stone. Plate 5, Diagram VI, shows another group -containing only three vacant intersections. These can be killed if it -is Black’s move by playing at A 1. On the other hand, if it is White’s -move, he can save them by playing on the same point. - -Of course, if a group of stones contains a large number of vacant -intersections, it is perfectly safe unless the vacant space is so large -that the adversary can have a chance of forming an entire new living -group of stones therein. - -We now come to the one exception to the rule that the players may place -their stones at will on any vacant intersection on the board. This rule -is called the rule of “Ko,” and is shown on Plate 6, Diagram I. -Assuming that it is White’s turn to play, he can play at D 17 and take -the black stone at C 17 which is already surrounded on three sides, and -the position shown in Plate 6, Diagram II, would then arise. It is now -White’s turn to play, and if he plays at C 13, the white stone which -has just been put down will be likewise surrounded and could be at once -taken from the board. Black, however, is not permitted to do this -immediately, but must first play somewhere else, and this gives White -the choice of filling up this space (C 13) and defending his stone, or -of following his adversary to some other portion of the board. The -reason for this rule in regard to “Ko” is very clear. If the players -were permitted to take and retake the stones as shown in the diagram, -the series of moves would be endless, and the game could never be -finished. It is something like perpetual check in Chess, but the -Japanese, in place of calling the game a draw, compel the second player -to move elsewhere and thus allow the game to continue. In an actual -game when a player is prevented from retaking a stone by the rule of -“Ko,” he always tries to play in some other portion of the board where -he threatens a larger group of stones than is involved in the situation -where “Ko” occurs, and thus often he can compel his adversary to follow -him to this other part of the field, and then return to retake in “Ko.” -His adversary then will play in some part of the field, if possible, -where another group can be threatened, and so on. Sometimes in a hotly -contested game the battle will rage around a place where “Ko” occurs -and the space will be taken and retaken several times. - -Korschelt states that the ideograph for “Ko” means “talent” or -“skilfulness,” in which he is very likely wrong, as it is more -accurately translated by our word “threat”; but be this as it may, it -is certainly true that the rule in regard to “Ko” gives opportunity for -a great display of skill, and as the better players take advantage of -this rule with much greater ingenuity, it is a good idea for the weaker -player as far as possible to avoid situations where its application -arises. - -There is a situation which sometimes arises and which might be mistaken -for “Ko.” It is where a player takes more than one stone and the -attacking stone is threatened on three sides, or where only one stone -is taken, but the adversary in replying can take not only the last -stone played, but others also. In these cases the opponent can retake -immediately, because it will at once be seen that an endless exchange -of moves (which makes necessary the rule of “Ko”) would not occur. A -situation of this kind is shown on Plate 6, Diagrams III, IV, and V, -where White by playing at C 8 (Diagram III) takes the three black -stones, producing the situation shown in Diagram IV, and Black is -permitted immediately to retake the white stone, producing the state of -affairs shown in Diagram V. The Japanese call such a situation “Ute -kaeshi,” which means “returning a blow.” It forms no exception to the -ordinary rules of the game, and only needs to be pointed out because a -beginner might think that the rule of “Ko” applied to it. - -We will now take up the situation called “Seki.” “Seki” means a -“barrier” or “impasse”—it is a different word from the “Seki” in the -phrase “Jo seki.” “Seki” also is somewhat analogous to perpetual check. -It arises when a vacant space is surrounded partly by white and partly -by black stones in such a way that, if either player places a stone -therein, his adversary can thereupon capture the entire group. Under -these circumstances, of course, neither player desires to place a stone -on that portion of the board, and the rules of the game do not compel -him to do so. That portion of the board is regarded as neutral -territory, and at the end of the game the vacant “Me” are not counted -in favor of either player. Plate 6, Diagram VI, gives an illustration -of “Seki,” where it will be seen that if Black plays at either S 16 or -T 16 White can kill the black stones in the corner by playing on the -other point, and if White plays on either point Black can kill the -white stones by filling the remaining vacancy. Directly below, on -Diagram VII, is shown the same group, but the corner black stone has -been taken out. The position is now no longer “Seki,” but is called by -the Japanese “Me ari me nashi,” or literally “having ‘Me,’ not having -‘Me.’” Here the white stones are dead, because if Black plays, for -instance, at T 4 White cannot kill the black stones by playing at S 4, -for the reason that the vacant “Me” at T 1 still remains. The beginner -might confuse “Seki” with “Me ari me nashi,” and while a good player -has no trouble in recognizing the difference when the situation arises, -it takes considerable foresight sometimes so to play as to produce one -situation or the other. - -Plate 6, Diagram VIII, shows another group which might be mistaken for -“Seki,” but here, if White plays at J 19, the black stones can be -killed, further proceedings being somewhat similar to those we saw in -the illustration of “Go moku naka de wa ju san te.” Plate 7 shows a -large group of stones from which inevitably “Seki” will result. It -would be well for the student to work this out for himself. “Seki” very -seldom or never occurs in games between good players, and it rarely -occurs in any game. - -It is a rule of the game to give warning when a stone or group of -stones is about to be completely surrounded. For this purpose the -Japanese use the word “Atari” (from “ataru,” to touch lightly), which -corresponds quite closely to the expression “gardez” in Chess. If this -warning were omitted, the player whose stones were about to be taken -should have the right to take his last move over and save the imperiled -position if he could. This rule is not so strictly observed as -formerly; it belongs more to the etiquette of the old Japan. - -The game comes to an end when the frontiers of the opposing groups are -in contact. This does not mean that the board is entirely covered, for -the obvious reason that the space inside the groups or chains of stones -is purposely left vacant, for that is the only part of the board which -counts; but so long as there is any vacant space lying between the -opposing groups that must be disposed of in some way, and when it is so -disposed of it will be found that the white and black groups are in -complete contact. - -Just at the end of the game there will be found isolated vacant -intersections or “Me” on the frontier lines, and it does not make any -difference which player fills these up. They are called by the Japanese -“Dame,” which means “useless.” (The word “Dame” is likely to be -confusing when it is first heard, because the beginner jumps to the -conclusion that it is some new kind of a “Me.” This arises from a -coincidence only. Anything that is useless or profitless is called -“Dame” in Japanese, but etymologically the word really means “horse’s -eye,” as the Japanese, not being admirers of the vacant stare of that -noble animal, have used this word as a synonym for all that is useless. -Therefore the syllable “Me” does mean an eye, and is the same word that -is used to designate the intersections, but its recurrence in this -connection is merely an accident.) - -It is difficult for the beginner at first to understand why the filling -of these “Dame” results in no advantage to either player, and beginners -often fill up such spaces even before the end of the game, feeling that -they are gaining ground slowly but surely; and the Japanese have a -saying, “Heta go ni dame nashi,” which means that there are no “Dame” -in beginners’ Go, as beginners do not recognize their uselessness. On -the other hand, a necessary move will sometimes look like “Dame.” The -moves that are likely to be so confused are the final connecting moves -or “Tsugu,” where a potential connection has been made early in the -game, but which need to be filled up to complete the chain. In the -Illustrative Game, Number I, the “Dame” are all given, but a little -practice is necessary before they can always be recognized. - -When the “Dame” have been filled, and the dead stones have been removed -from the board, there is no reason why the players should not at once -proceed to counting up which of them has the greatest amount of vacant -space, less, of course, the number of stones they have lost, and thus -determine who is the victor. As a matter of practice, however, the -Japanese do not do this immediately, but, purely for the purpose of -facilitating the count, the player having the white pieces would fill -up his adversary’s territory with the black stones he had captured as -far as they would go, and the player having the black stones would fill -up his adversary’s territory with the white stones that he had -captured; and thereupon the entire board is reconstructed, so that the -vacant spaces come into rows of fives and tens, so that they are easier -to count. This has really nothing to do with the game, and it is merely -a device to make the counting of the spaces easier, but it seems like a -mysterious process to a novice, and adds not a little to the general -mystery with which the end of the game seems to be surrounded when an -Occidental sees it played for the first time. This process of -arrangement is called “Me wo tsukuru.” It may be added that if any part -of the board contains the situation called “Seki,” that portion is left -alone, and is not reconstructed like the rest of the board. - -Plate 8 shows a completed game in which the “Dame” have all been -filled, but the dead stones have not yet been removed from the board. -Let us first see which of the stones are dead. It is easy to see that -the white stone at N 11 is hopeless, as it is cut off in every -direction. The same is true of the white stone at B 18. It is not so -easy to see that the black stones at L and M 18, N, O, P, Q and R 17, N -16, and M and N 15 are dead, but against a good player they would have -no hope of forming the necessary two “Me,” and they are therefore -conceded to be dead; but a good player could probably manage to defend -them against a novice. It is still more difficult to see why the -irregular white group of eighteen stones on the left-hand side of the -board has been abandoned, but there also White has no chance of making -the necessary two “Me.” At the risk of repetition I will again point -out that these groups of dead stones can be taken from the board -without further play. - -Plate 9 shows the same game after the dead stones have been removed and -used to fill up the respective territories, and after the board has -been reconstructed in accordance with the Japanese method, and it will -be seen that in this case Black has won by one stone. This result can -be arrived at equally well by counting up the spaces on Plate 8, but -they are easier to count on Plate 9, after the “Me wo tsukuru” has been -done. - -Plate 10 shows another completed game. This plate is from Korschelt, -and is interesting because it contains an instructive error. The game -is supposed to be completed, and the black stone at C 18 is said to be -dead. This is not true, because Black by playing at C 17 could not only -save his stone, but kill the four white stones at the left-hand side. -Therefore, before this game is completed, White must play at C 17 to -defend himself. This is called “Tsugu.” On the left-hand side of the -board is shown a white group which is dead, and the method of reduction -of which we have already studied in detail. On the right side of the -board are a few scattering black stones which are dead, because they -have no chance of forming a group with the necessary two “Me.” The -question may be asked whether it is necessary for White to play at C 1 -or E 1 in order to complete the connection of the group in the corner, -but he is not obliged so to do unless Black chooses to play at B 1 or F -1, which, of course, Black would not do. - -On Plate 11, this game also is shown as reconstructed for counting, and -it will be seen that White has won by two stones. Really this is an -error of one stone, as White should have played at C 17, as we have -previously pointed out. - -Sometimes at the end of the game players of moderate skill may differ -as to whether there is anything left to be done, and when one thinks -there is no longer any advantage to be gained by either side, he says, -“Mo arimasen, aru naraba o yuki nasai,” that is to say, “I think there -is nothing more to be done; if you think you can gain anything, you may -play,” and sometimes he will allow his adversary to play two or three -times in succession, reserving the right to step in if he thinks there -is a chance of his adversary reviving a group that is apparently dead. - -No part of the rules of the game has been more difficult for me to -understand than the methods employed at the end, and especially the -rule in regard to the removal of dead stones without actually -surrounding them, but I trust in the foregoing examples I have made -this rule sufficiently clear. Moreover, it is not always easy to tell -whether stones are dead or alive. There is a little poem or “Hokku” in -Japanese, which runs as follows: - - - “Iki shini wo - Shiranu nonki no - Go uchi kana,” - - -which might be translated as “Oh! what kind of a Go player is he who -does not know whether his stones are alive or dead!” But while the -Japanese author of this “Hokku” may have regarded it as a simple thing, -the Occidental student of the game would not be likely to share his -views. An instance of this is shown by the possibilities of the -supposedly dead black stone on Plate 10, and I think it would be fairer -to state that the skill of a good Go player is most clearly shown by -his ability to recognize immediately whether a group is dead or can be -saved; the study of our chapter on Problems will give further -illustrations of the difficulty and nicety of such decisions. - -We now come to the question of handicaps. Handicaps are given by the -stronger player allowing the weaker player to place a certain number of -stones on the board before the game begins, and we have seen in the -chapter on the Description of the Board that these stones are placed on -the nine dotted intersections. If one stone is given, it is usual to -place it in the upper right-hand corner. If a second stone is given, it -is placed in the lower left-hand corner. If a third stone is given, it -is placed in the lower right-hand corner. The fourth is placed in the -upper left-hand corner. The fifth is placed at the center or “Ten gen.” -When six are given, the center one is removed, and the fifth and sixth -are placed at the left and right-hand edges of the board on line 10. If -seven are given, these stones remain, and the seventh stone is placed -in the center. If eight are given, the center stone is again removed, -and the seventh and eighth stones are placed on the “Seimoku” on line -K. If the ninth is given, it is again placed in the center of the -board. - -Between players of reasonable skill more than nine stones are never -given, but when the disparity between the players is too great, four -other stones are sometimes given. They are placed just outside the -corner “Seimoku,” as shown on the diagram (Plate 12), and these extra -stones are called “Furin” handicaps. “Furin” means “a small bell,” as -these stones suggest to the Japanese the bells which hang from the -eaves at the corners of a Japanese temple. When the disparity between -the players is very great indeed, sometimes four more stones are given, -and when given they are placed on the diagonal halfway between the -corner “Seimoku” and the center. These four stones are called “Naka -yotsu,” or “the four middle stones,” but such a handicap could only be -given to the merest novice. - -We have now completed a survey of all the actual rules of the game, and -it may be well to summarize them in order that their real simplicity -may be clearly seen; briefly, they are as follows: - -1. The object of the game is to obtain vacant territory. - -2. The stones are placed on the intersections and on any vacant -intersection the player chooses (except in the case of “Ko”). After -they are played they are not moved again. - -3. (a) One or more stones which are compactly surrounded by the stones -of the other side are said to be taken and are at once removed from the -board. - -(b) Stones which, while not actually surrounded can inevitably be -surrounded, are dead, and can be taken from the board at the end of the -game without further play. - -(c) Taken or dead stones are used to fill up the adversary’s territory. - -4. The game is at an end when the opposing groups of stones are in -absolute contact (the case of “Seki” being the single exception). - -It is not possible to imagine a game with simpler rules, or the -elements of which are easier to acquire. - -We will now turn our attention to a few considerations as to the best -methods of play, and of certain moves and formations which occur in -every game, and also to the names which in Japanese are used to -designate these things. - - - - - - - - -IV - -GENERAL METHODS OF PLAY AND TERMINOLOGY OF THE GAME - - -As will be shown more in detail in the chapter on Openings or “Joseki,” -the game is commenced by playing in the corners of the board, and -generally on one of the squares adjacent to the handicap point. The -reason for this is that the corners of the board are natural -fortresses, and can be more readily defended against attack. It is also -easier to form territory in the corners of the board. Next to the -corners of the board the sides of the board are easiest to defend, and -territory is more easily formed along the sides than in the center, and -in an ordinary game the play generally proceeds from the corners and -edges to the center. The importance which the Japanese attach to the -corners is shown by their saying “Yo sumi torarete go wo utsu na,” or, -“if the four corners are taken, cease playing.” Against a good player -it is next to impossible to form territory in the center of the board, -unless it is based on one of the sides or corners. - -There is, however, an old rule of etiquette which is not consistent -with this theory of the opening; it used to be regarded as exceedingly -impolite and insulting to play the first stone on the handicap point in -the center of the board, called “Ten gen.” It has been explained to me -that the reason for this rule is that such a move was supposed to -assure the victory to the first player, and it is related that when on -one occasion Murase Shuho had defeated a rival many times in -succession, the latter, becoming desperate, apologized for his rudeness -and placed his stone on this spot, and Murase, nevertheless, succeeded -in winning the game, which was regarded as evidence of his great skill. -It has, however, been shown by Honinbo Dosaku that this move gives the -first player no decisive advantage, and I have been also told by some -Japanese that the reason that this move is regarded as impolite is -because it is a wasted move, and implies a disrespect for the -adversary’s skill, and from what experience I have had in the game I -think the latter explanation is more plausible. At all events, such a -move is most unusual and can only be utilized by a player of the -highest skill. - -When good players commence the game, from the first they have in mind -the entire board, and they generally play a stone in each of the four -corners and one or two around the edges of the board, sketching out, as -it were, the territory which they ultimately hope to obtain. They do -not at once attack each other’s stones, and it is not until the game is -well advanced that anything like a hand to hand conflict occurs. -Beginners are likely to engage at once in a close conflict. Their minds -seem to be occupied with an intense desire to surround and capture the -first stones the adversary places on the board, and often their -opposing groups of stones, starting in one corner, will spread out in a -struggling mass from that point all over the board. There is no surer -indication of the play of a novice than this. It is just as if a battle -were to commence without the guidance of a commanding officer, by -indiscriminate fisticuffs among the common soldiers. Of the other -extreme, or “Ji dori Go,” we have already spoken. Another way in which -the play of experts may be recognized is that all the stones of a good -player are likely to be connected in one or at most two groups, while -poorer players find their stones divided up into small groups each of -which has to struggle to form the necessary two “Me” in order to insure -survival. - -Assuming that we have advanced far enough to avoid premature encounters -or “Ji dori Go,” and are placing our stones in advantageous positions, -decently and in order, the question arises, how many spaces can be -safely skipped from stone to stone in advancing our frontiers; that is -to say, how far can stones be separated and yet be potentially -connected, and therefore safe against attack? The answer is, that two -spaces can safely be left if there are no adversary’s stones in the -immediate vicinity. To demonstrate this, let us suppose that Black has -stones at R 13 and R 16, and White tries to cut them off from each -other. White’s best line of attack would be as follows: - - - WHITE BLACK - R 14 S 14 - R 15 S 15 - Q 16 R 17 - Q 13 R 12 - Q 12 - - -and Black has made good his connection, or Black at his fourth move -could play at Q 14, then - - - W B - Q 15 R 12 - P 14 takes. - - -There are other continuations, but they are still worse for White. If, -however, the adversary’s stones are already posted on the line of -advance sometimes it is only safe to skip one point, and of course in -close positions the stones must be played so that they are actually -connected. The Japanese call this skipping of “Me” by the terms “Ikken -tobi,” “Nikken tobi,” “Sangen tobi,” etc., which literally means “to -fly one, two, or three spaces.” Although this is plain enough, these -relations are nevertheless shown on Plate 13, Diagrams I, II, and III. -When stones of opposite colors on the same line are separated by vacant -space in a similar way (Diagram IV), then the terms “Ikken kakari,” -“Nikken kakari,” etc., are used. “Kakari” really means “to hang” or “to -be related,” but as used in this sense it might be translated “to -attack.” - -Sometimes the stones are placed in relation to each other like the -Knight’s move in Chess. The Knight in Japanese is called “Keima,” or -“the honorable horse,” and if the stones are of the same color the -relation is called “Keima” or “Kogeima,” “Ko” being the diminutive. If -the stones are of opposite colors, then the phrase “Keima” or “Kogeima -kakari” is used as in the previous case. The Japanese also designate a -relation similar to the Knight’s move, but farther apart, by special -words; thus, if the stones are one space farther apart, it is called -“Ogeima,” or “the Great Knight’s move,” and if the stone is advanced -one step still farther, it is called “Daidaigeima,” or “the Great Great -Knight’s move.” On Plate 13, Diagrams V, VI, and VII, are shown -“Kogeima,” “Ogeima,” and “Daidaigeima.” - -The next question that will trouble the beginner is where to place his -stones when his adversary is advancing into his territory, and -beginners are likely to play their stones directly in contact with the -advancing forces. This merely results in their being engulfed by the -attacking line, and the stones and territory are both lost. If you wish -to stop your adversary’s advance, play your stones a space or two apart -from his, so that you have a chance to strengthen your line before his -attack is upon you. - -The next thing we will speak of is what the Japanese call the “Sente.” -This word means literally “the leading hand,” but is best translated by -our words “having the offensive.” It corresponds quite closely to the -word “attack,” as it is used in Chess, but in describing a game of Go -it is better to reserve the word “attack” for a stronger demonstration -than is indicated by the word “Sente.” The “Sente” merely means that -the player having it can compel his adversary to answer his moves or -else sustain worse damage, and sometimes one player will have the -“Sente” in one portion of the board, and his adversary may disregard -the attack and by playing in some other quarter take the “Sente” there. -Sometimes the defending player by his ingenious moves may turn the -tables on his adversary and wrest the “Sente” from him. At all events, -holding the “Sente” is an advantage, and the annotations on -illustrative games abound with references to it, and conservative -authors on the game advise abandoning a stone or two for the purpose of -taking the “Sente.” - -Sometimes a player has three stones surrounding a vacant space, as -shown in Plate 13, Diagram VIII, and the question arises how to attack -this group. This is done by playing on the fourth intersection. The -Japanese call this “Nozoku,” or “peeping into,” and when a stone is -played in this way it generally forces the adversary to fill up that -“Me.” It may be mentioned here also that when your adversary is trying -to form “Me” in a disputed territory, the way to circumvent him is to -play your stones on one of the four points he will obviously need to -complete his “Me,” and sometimes this is done before he has three of -the necessary stones on the board. The term “Nozoku” is also applied to -any stone which is played as a preliminary move in cutting the -connection between two of the adversary’s stones or groups of stones. - -Sometimes a situation occurs as shown in Plate 13, Diagram IX. Here it -is supposed to be White’s move, and he must, of course, play at K 8, -whereupon Black would play at K 7 (“Osaeru”), and White would have to -play at L 8 (“Nobiru”), and so on until, if these moves were persisted -in, the formation would stretch in a zigzag line to the edge of the -board. This situation is called “Shicho,” which really means “a running -attack.” It results in the capture of the white stones when the edge of -the board is reached, unless they happen to find a comrade posted on -the line of retreat, for instance, at P 4, in which case they can be -saved. Of course, between good players “Shicho” is never played out to -the end, for they can at once see whether or not the stones will live, -and often a stone placed seemingly at random in a distant part of the -board is played partly with the object of supporting a retreating line -should “Shicho” occur. - -Plate 13, Diagram X, shows a situation that often arises, in which the -White player, by putting his stone at M 1 on the edge of the board, can -join his two groups of stones. This is so because if Black plays at L 1 -or N 1, White can immediately kill the stone. This joining on the edge -of the board is called by the special term “Watari,” which means “to -cross over,” Sometimes we find the word “Watari” used when the -connection between two groups is made in a similar way, although not at -the extreme edge of the board. - -A much more frequent situation is shown at Plate 13, Diagram XI. It is -not worthy of special notice except because a special word is applied -to it. If Black plays at S 1, it is called “Haneru,” which really means -the flourish which is made in finishing an ideograph. - -We will now take up a few of the other words that are used by the -Japanese as they play the game. By far the most frequent of these are -“Tsugu,” “Kiru,” “Nobiru,” and “Osaeru.” “Tsugu” means “to connect,” -and when two stones are adjacent but on the diagonal, as shown in Plate -13, Diagram XII, it is necessary to connect them if an attack is -threatened. This may be done by playing on either side; that is to say, -at Q 17 or R 16. If, on the other hand, Black should play on both these -points, the white stones would be forever separated, and this cutting -off is called “Kiru,” although, as a rule, when such a situation is -worthy of comment, one of the intersections has already been filled by -the attacking player. Plate 13, Diagram XIII, illustrates “Kiru,” -where, if a black stone is played at Q 12, the white stones are -separated. “Kiru” means “to cut,” and is recognizable as one of the -component parts of that much abused and mispronounced word “Harakiri.” -“Nobiru” means “to extend,” and when there is a line of stones it means -the adding of another one at the end, not skipping a space as in the -case of “Ikken tobi,” but extending with the stones absolutely -connected. In Plate 13, Diagram XIV, if Black plays at Q 9 it would be -called “Nobiru.” “Osaeru” means “to press down,” and this is what we do -when we desire to prevent our adversary from extending his line, as -seen in the preceding diagram. It is done by playing directly at the -end of the adversary’s line, as shown in Diagram XV, where Black is -supposed to play at Q 6. Here White must play on one side of the black -stone, but it must be pointed out that unless there is support in the -neighborhood for the stone used in “Osaeru,” the stone thus played runs -the risk of capture. In Diagram IX, explaining “Shicho,” we also had an -illustration of “Nobiru” and “Osaeru.” - -If a stone is played on the intersection diagonally adjacent to another -stone, it is called “Kosumu,” but this word is not nearly so much used -as the other four. Sometimes, also, when it is necessary to connect two -groups of stones instead of placing the stone so as actually to connect -them, as in the case of “Tsugu,” the stone is played so as to -effectively guard the point of connection and thus prevent the -adversary’s stone from separating the two groups. This play is called -“Kake tsugu,” or “a hanging connection”; e.g., in Diagram XIII, if a -white stone were played at Q 11 it would be an instance of “Kake tsugu” -and would have prevented the black stone from cutting off the White -connection at Q 12, for, if the black stone were played there after a -white stone had been placed at Q 11, White could capture it on the next -move. - -Passing from these words which describe the commonest moves in the -game, we will mention the expression “Te okure”—literally “a slow hand” -or “a slow move,” which means an unnecessary or wasted move. Many of -the moves of a beginner are of this character, especially when he has a -territory pretty well fenced in and cannot make up his mind whether or -not it is necessary to strengthen the group before proceeding to -another field of battle. In annotating the best games, also, it is used -to mean a move that is not the best possible move, and we frequently -hear it used by Japanese in criticising the play. - -“Semeai” is another word with which we must be familiar. It means -“mutually attacking,” from “Semeru,” “to attack,” and “Au,” “to -encounter,” that is to say, if the White player attacks a group of -black stones, the Black player answers by endeavoring to surround the -surrounding stones, and so on. In our Illustrative Game, Number I, the -play in the upper right-hand corner of the board is an example of -“Semeai.” It is in positions of this kind that the condition of affairs -called “Seki” often comes about. - -Plate 13, Diagram XVI, shows a position which is illustrated only -because a special name is applied to it. The Japanese call such a -relation of stones “Cho tsugai,” literally, “the hinge of a door.” - -The last expression which we will give is “Naka oshi gatchi,” which is -the term applied to a victory by a large margin in the early part of -the game. These Japanese words mean “to conquer by pushing the center.” -Beginners are generally desirous of achieving a victory in this way, -and are not content to allow their adversary any portion of the board. -It is one of the first things to be remembered, that, no matter how -skilful a player may be, his adversary will always be able to acquire -some territory, and one of the maxims of the game is not to attempt to -achieve too great a victory. - -Before proceeding with the technical chapters on the Illustrative -Games, Openings, etc., it may be well to say a word in regard to the -method adopted for keeping a record of the game. The Japanese do this -by simply showing a picture of the finished game, on which each stone -is numbered as it was played. If a stone is taken and another stone is -put in its place, an annotation is made over the diagram of the board -with a reference to that intersection, stating that such a stone has -been taken in “Ko.” Such a method with the necessary marginal -annotation is good enough, but it is very hard to follow, as there is -no means of telling where any stone is without searching all over the -board for it; and while the Japanese are very clever at this, -Occidental students of the game do not find it so easy. Therefore, I -have adopted the method suggested by Korschelt, which in turn is -founded on the custom of Chess annotation in use all over the world. -The lines at the bottom of the board are lettered from A to T, the -letter I being omitted, and at the sides of the board they are numbered -up from 1 to 19. Thus it is always easy to locate any given stone. In -the last few years the Japanese have commenced to adopt an analogous -method of notation. - - - - - - - - -V - -ILLUSTRATIVE GAMES - - -I - -Plate 14 - - -White.—Iwasa Kei, fifth degree. - -Black.—Madame Tsutsuki Yoneko, second degree. - -Black has a handicap of two stones. - -Played about October, 1906. The record is from the “Tokio Nichi Nichi.” -Played about October, 1906. The record is from the “Tokio Nichi Nichi.” -This game is selected because it is very thoroughly played out. The -notes are intended for beginners, and much is stated which is obvious -to a player of any skill; supplementing the explanations made in the -preceding chapter the Japanese names of the various moves are given. - - WHITE BLACK - -1. C 15. A rather unusual 2. R 4. Called “Komoku,” the - move called “Moku most usual and most - hadzushi.” As will be seen conservative method of - in the chapter on commencing the corner - “Joseki,” it is the least play. - conservative of the three - usual openings. -3. P 3. 4. Q 5. Intended to attack - No. 3, and also it - commences to make - territory on the right - side of the board. -5. D 17. This move secures 6. O 4. Continues the attack - this corner for White. on No. 3. -7. N 3. (“Ikken tobi”) M 3 8. R 10. Black tries to make - would be too far. territory on the right - side. -9. F 3. (“Kogeima.”) This is 10. C 7. (“Ogeima.”) This is - the usual move. the usual reply. See the - chapter on “Joseki.” -11. C 3. 12. D 3. Cutting off No. 11. -13. C 4. (“Nobiru.”) Giving 14. D 5. - aid to No. 11. -15. C 5. 16. C 6. (“Osaeru.”) Black - could not do this before. -17. D 2. 18. E 2. -19. C 2. (“Tsugu.”) This move 20. E 3. (“Tsugu.”) White now - is necessary. has the corner, but Black - has possibilities of - expansion. -21. F 4. Supporting No. 9. 22. E 6. Connecting and at the - “Ikken tobi” would be same time attacking White. - dangerous. -23. G 6. 24. C 11. Making territory on - the left side of the - board. -25. K 17. Aiming to make 26. L 3. Precipitate. - territory at the top of - the board. Comment by Honinbo Shuye: - - “Black’s twenty-sixth move - is premature, and it has - the effect of - precipitating the contest - too early in the game. The - territory around that - point is dangerous ground - for Black. N 17 would have - been better.” -27. N 4. This is necessary to 28. L 5. Leading out toward - lead out the stone at N 3. the center. (“Ikken taka - “Ikken tobi” would be tobi.”) - dangerous. - Comment by Honinbo Shuye: - - “Black should have played - at H 4. White would then - play at F 2, and Black - would reply at E 1.” -29. O 5. 30. H 3. Taking territory. - - Comment by Honinbo Shuye: - - “Black should still play - at H 4.” -31. F 2. Preventing the 32. F 1. (“Haneru.”) - connection of the two - Black groups. -33. G 1. 34. E 1. (“Tsugu.”) This - series of moves is - necessary and often occurs - in the game. -35. H 2. Protecting the 36. J 3. Black must connect, - connection at G 2. otherwise the stone at H 3 - is lost. -37. F 6. 38. F 8. Aiming to make - territory. - - Comment by Honinbo Shuye: - - “This move does not hit - the spot. It should have - been played at L 7.” -39. G 8. This move prevents 40. G 9. - White from being shut in. -41. H 8. (“Nobiru.”) 42. F 7. Black completes his - frontier. -43. G 7. Necessary to connect. 44. F 10. This secures the - connection at F 9, and at - the same time extends. -45. K 4. White threatens to 46. L 4. - break through in two - places. -47. H 9. 48. L 7. Leading out the - stones on line L, which - are now threatened. -49. G 11. This connects 50. Q 3. - White’s groups and - prevents Black from - extending. -51. P 4. 52. Q 7. Making territory on - the right and at the same - time attacking White’s - five stones. -53. M 6. This move gives White 54. L 6. Black must connect. - the “Sente.” -55. P 7. Leading out the small 56. N 8. A dangerous move. - White group. - Comment by Honinbo Shuye: - - “This move may be called a - little dangerous. P 6 - would have been - preferable, and if White - responds at O 8 or O 7, - Black could reply at L 9.” -57. P 8. 58. P 6. -59. O 6. 60. O 7. (“Kiru.”) Cutting off - connection of the white - groups. -61. M 2. Since White is cut 62. K 9. Black sees that White - off at O 7, he must form can form the necessary two - “Me” in this group. “Me,” and therefore does - not press the attack. -63. Q 8. 64. R 7. Black must extend in - this way. -65. R 8. 66. S 8. (“Osaeru.”) -67. S 9. 68. S 7. (“Tsugu.”) The usual - series of moves. -69. P 5. (“Atari.”) 70. Q 6. -71. Q 10. 72. Q 11. -73. R 9. 74. P 10. (“Sente.”) -75. O 10. White must sacrifice 76. S 10. - No. 71 in order to escape. -77. N 9. 78. M 8. -79. P 9. 80. Q 9. Takes. This is “Ko.” -81. T 10. (“Haneru.”) 82. T 11. (“Osaeru.”) -83. Q 10. Taking in “Ko.” 84. P 11. (“Tsugu.”) Black - must play here to save the - frontier. -85. T 9. Saving the stone at T 86. R 11. Black cannot neglect - 10. to play here. -87. O 11. 88. L 11. -89. L 10. 90. K 10. -91. Q 3. White must break up 92. P 12. - Black’s territory in the - upper right-hand corner. -93. M 11. White retreats. 94. M 10. -95. L 12. 96. L 9. Takes. White has - escaped by means of - sacrificing one stone. -97. P 13. 98. O 12. -99. N 12. 100. O 13. -101. S 12. (“Nozoku.”) 102. K 12. -103. O 14. 104. N 13. (“Shicho.”) -105. L 13. 106. P 14. Cuts White off. -107. P 15. 108. Q 14. -109. Q 15. 110. R 14. -111. R 15. 112. S 14. All these last moves - are obviously necessary. -113. O 15. Connecting. 114. S 15. -115. R 16. 116. M 14. - - Comment by Honinbo Shuye: - - “This move is a mistake; - it should have been played - at M 15.” -117. K 14. White’s stones in 118. M 16. - the upper left-hand corner - are now connected. -119. G 10. A defensive move. 120. F 9. (“Tsugu.”) - White attempts to get all - his stones in one group. -121. J 12. Protects the 122. J 11. - connection at H 10. -123. J 13. 124. N 10. Protecting the “Me” - at L 10. K 11 is “Kageme.” -125. N 11. 126. O 17. -127. L 15. 128. M 15. White’s situation in - the upper right-hand - corner looks very bad at - this point. -129. Q 17. 130. R 18. A better move than Q - 16. -131. N 17. 132. N 18. -133. Q 18. 134. S 17. -135. M 17. 136. N 16. White is prevented - from connecting. -137. M 18. 138. M 13. Threatening White’s - other connection. -139. M 12. White must connect. 140. P 18. To an inexpert eye - White’s group in the upper - right-hand corner now - looks hopeless. -141. Q 19. This is to prevent 142. O 16. Black must play here - “Watari.” to protect his four - stones. -143. S 16. 144. T 16. (“Watari.”) -145. T 15. A sacrifice to 146. T 14. Black must take the - prevent Black from forming stone. - “Me.” -147. R 13. The condition in 148. S 13. - this corner of the board - is now a fine example of - “Semeai.” -149. S 18. 150. T 18. -151. S 19. The situation is now 152. R 12. White’s sacrifice at - highly interesting. T 15 is now bearing fruit. -153. R 17. 154. T 17. Neither side can - play at T 19 without loss. -155. P 16. Takes. Forming a 156. C 13. Increasing Black’s - perfect “Me,” the other territory. - being at R 18. The play in - this corner is now - complete. -157. B 5. Protecting the 158. G 13. - corner. -159. H 11. 160. L 16. -161. K 16. 162. F 15. Extending Black’s - frontiers. -163. F 17. 164. J 15. - - Comment by Honinbo Shuye: - - “Black’s moves 164 and 166 - are both useless. At move - 164 Black should have - played at D 15.” -165. H 16. 166. G 16. -167. H 15. 168. D 15. -169. D 16. 170. D 14. -171. G 15. 172. B 15. -173. B 16. 174. C 14. Completing the - frontier. -175. P 2. 176. Q 2. -177. Q 1. 178. R 1. -179. P 1. 180. R 2. The usual series of - moves in such a situation. -181. C 16. We might say that 182. J 2. - the end game commences at - about this point. -183. L 2. 184. K 3. -185. A 7. 186. F 16. -187. G 17. 188. F 13. The stone at G 13 - needs support. -189. H 13. A very good move to 190. A 8. Stopping White’s - protect White’s group. invasion. -191. B 6. 192. B 7. -193. A 6. 194. B 8. The usual moves. -195. B 14. 196. B 13. -197. A 15. Takes. 198. L 17. -199. L 18. Completing the 200. M 19. - frontier. -201. K 18. 202. J 6. All the rest of the - board is practically - finished. -203. F 11. 204. E 11. -205. E 16. 206. E 15. -207. H 14. 208. G 14. -209. E 5. 210. E 12. -211. H 5. 212. J 5. -213. H 4. 214. J 4. -215. G 3. 216. J 9. - - Comment by Honinbo Shuye: - - “This move is - unprofitable. Had Black - played at J 8, a very good - profit would have been - secured.” -217. J 8. 218. E 4. -219. F 5. 220. D 1. -221. C 1. 222. D 6. Black must connect. -223. O 9. 224. M 9. -225. K 13. 226. K 11. -227. J 7. 228. H 6. -229. H 10. 230. G 12. -231. H 12. 232. K 7. -233. N 7. 234. O 8. -235. S 5. By sacrificing one 236. Q 4. - stone White forces Black - to fill two spaces. -237. T 8. 238. T 7. -239. J 1. 240. K 2. -241. K 1. 242. A 13. -243. L 19. 244. N 19. -245. P 19. 246. O 18. -247. A 14. 248. L 14. -249. K 15. 250. M 5. -251. N 5. 252. K 8. -253. Q 9. (“Ko tsugu.”) - -Here the game is left as finished in the published report, but the -remaining moves are not all strictly speaking “Dame.” There are quite a -number of moves to be made before we can proceed to the count. The -first question is, naturally, what stones are dead, and we find that -White has three dead stones at S 12, S 5, and K 4. Black has three dead -stones at J 15, O 4, and R 18. The white stones at P, Q, and R 13, are -not dead yet. They have aggressive possibilities, and must be actually -surrounded. As near as we can judge the game would proceed as follows: - -First: Necessary although obvious moves which are not strictly “Dame.” - - WHITE BLACK - - 254. Q 12. The three white - stones must be taken - before Black is safe. -255. R 19. White must take this 256. T 15. A necessary - before filling T 19. connection. -257. N 6. Necessary to form - connection. - - -Second: The following moves which are strictly “Dame.” It makes no -difference which side fills these intersections, but it would generally -be done as follows: - - WHITE BLACK - - 258. T 19. -259. O 19. 260. P 17. -261. N 15. 262. N 14. -263. F 12. 264. J 10. -265. H 7. 266. M 7. -267. M 4. 268. M 3. - -The frontiers are now absolutely in contact, and the count can be made, -and it will be seen that after filling up the vacant territory with the -captured stones as far as they will go, Black has won by three points. -The Japanese would rearrange the board in order to make the counting of -the spaces more easy (“Me wo tsukuru”), but for the first game or two -the beginner might find it less confusing to omit this process. - -Honinbo Shuye comments on this game as follows: - -“In spite of so many errors, Black wins showing how great is the -advantage resulting from a handicap.” - - - - - -II - -Plate 15 - -White.—Murase Shuho, seventh degree. - -Black.—Uchigaki Sutekichi, fifth degree. - -This game is taken from Korschelt, and the notes are his. In some of -these notes will be found mere repetitions of matter that I have -inserted in the preceding chapters, or which will be hereafter found in -the chapter on “Joseki.” These notes are, however, very full and -valuable, and a little repetition may have the effect of aiding the -memory of the student, and will do no harm. Contrary to the custom, -this game was played without handicaps. - - BLACK WHITE - -1. R 16. In the beginning of 2. D 17. - the game the corners and - margins are first - occupied, because it is - there that positions can - most easily be taken which - cannot be killed, and - which also contain - territory. From the edges - and corners the player - makes toward the center. - This process is repeated - in every game. -3. Q 3. In taking a corner 4. P 17. The attack could - that is still vacant there also be commenced at P 16. - is a choice among seven - points; e.g., in the - corner designated as D 4, - these points are D 3, D 4, - D 5, C 4, C 5, E 3, and E - 4. On the other hand, C 3 - and E 5 are bad, because - the territory which is - obtained by C 3 is too - small, and the adversary - would reply to E 5 with D - 4, by means of which E 5 - would be cut off from the - margin. Of moves that are - good D 3-C 4 are the - surest, and most - frequently used. E 4-D 5 - formerly were the favorite - moves, but the preceding - moves are now preferred to - them. E 3-C 5 are seldom - used. All of this, of - course, applies to the - corresponding points in - the other three corners. -5. C 4. 6. Q 6. Corresponding to No. - 4, this move should have - been played at R 5 or Q 5, - but White plays on Q 6, - because if he played on Q - 5, Black would have - replied at R 10 or R 9, - and later White P 5 and - Black O 4 would have - followed, with the result - that White has nothing, - while Black has obtained - two positions, one on O-Q - and the other on R. -7. O 4. Beginners would have 8. D 15. The position D 15–D - replied to Q 6 with Q 5 or 17 is very strong, and - R 5. They attack their players like to take it. - opponent at close quarters This applies, of course, - from the beginning, to the corresponding - because they cannot take positions in other parts - in the whole field at a of the board, of which - glance. Their entire there are seven; i.e., C - effort is to absorb the 16–E 16, Q 3–Q 5, etc. As - last stone that their soon as one player gets a - opponent has played. When position of the kind his - two beginners play opponent often takes a - together the battle moves similar position on the - slowly from a corner out next move in order to - over the board, and one balance the advantage - side of the board is gained by his adversary; - entirely filled with this is something like - stones, while the other is castling in Chess. - completely empty. This is - a sure sign of bad play. - In the beginning the good - players spread their - stones over the board as - much as possible, and - avoid close conflicts. -9. E 4. 10. C 10. If White did not - occupy this point, we - might have the following - continuation: - - B. C 10 W. C 7 - B. C 13 W. E 7 - - and Black has the - advantage, because White’s - stones at C 7-E 7 can only - get one “Me” on the edge - of the board, and later on - must seek a connection - with some other group. By - constantly harassing such - endangered groups - territory is often - obtained. -11. R 13. In place of taking 12. C 5. White sees that Black - this secure position on plays too carefully, and - line R, Black should have therefore challenges him - attacked the white stone with a bold but premature - on P 17 with L 17, and in attack that gives the - this way Black would have whole game its character. - obtained positions on both - line 17 and on line R. -13. D 5. 14. C 6. -15. B 4. 16. D 6. -17. E 6. 18. E 7. -19. F 6. 20. H 3. As soon as Black - answers this move, White - will take territory on the - right or left of H 3. -21. G 2. Is played very 22. M 3. Two stones which - carefully. K 3 would mutually support each - probably have been better. other on the margin of the - In that case White would board and form a position - either have played H 5 in cannot be separated by - order to save H 3, more than two spaces; for - whereupon instance, R 13–R 16. In - that case the adversary - B. F 7 W. E 8 cannot cut one off from - B. K 5 the other. (Korschelt here - inserts continuations - would have followed, or similar to what we have - White would have answered shown in a preceding - at K 4. chapter.) Therefore, - White’s twentieth and - twenty-second moves are - merely intended to fill - territory that would - otherwise fall to Black, - and are not intended to - form a new group. -23. H 2. The only correct 24. M 5. White seeks to form a - answer would have been K connection with No. 6, - 3, which would have which Black frustrates by - separated White’s his twenty-fifth move. It - twentieth and is of the greatest - twenty-second stones. importance to prevent the - union of groups which the - adversary has formed on - the margin, in order that - they may remain weak, and - require continuous - defense. - - The player who has the - “Sente” most of the time - will generally be the - victor. -25. O 6. 26. Q 9. Is very necessary in - order not to surrender the - entire right side to - Black. -27. K 17. All good players 28. H 17. This move has the - agree that 27 should not effect of abandoning stone - have been played at K 17, No. 4 at P 17. After - but at L 17. This is Black’s twenty-ninth move - difficult to understand at N 17, No. 4 could still - because K 17 can be escape by means of P 15, - supported from both sides but giving it up brings - at G 17 and N 17, but L 17 more territory elsewhere - is better because Black than is there lost. It is - should be occupied not a favorite device of - merely with taking a strong players to - position, but more apparently abandon a - particularly with killing position to their - White’s fourth stone. In adversary after first - the sequel K 17 is preparing it so that - actually taken by White. eventually it may live, or - so that it may afterward - aid in surrounding one of - the adversary’s groups. - The abandoned position - often reawakens to life if - the weaker adversary - allows his surrounding - group to be itself - surrounded and taken - before the capture of the - abandoned position has - been completed. -29. N 17. 30. F 7. -31. G 7. 32. K 3. It might have been - better to have played at G - 8. Then if Black replied - at H 7, White could play - at C 10, and the white - territory in the - neighborhood of line D - would be very large. - Certainly in that case H 3 - would have been abandoned, - but not M 3-M 5. Since 32 - K 3 is purely defensive, - Black gets the attack, and - appreciably reduces the - white territory in the - neighborhood of line D. -33. D 8. 34. D 7. -35. D 11. 36. C 11. -37. D 12. 38. C 12. -39. D 13. 40. C 13. -41. G 9. 42. G 6. If this move had not - divided the black groups, - Black would have become - too powerful. -43. H 7. 44. E 9. This connects the two - parts of the White - position, which connection - was threatened by Black’s - thirty-third stone. - Moreover, the “Sente” - remains with White, - because Black cannot allow - his position to be broken - into through F 10. -45. G 12. 46. Q 14. -47. R 14. 48. R 17. -49. S 17. 50. Q 16. -51. R 15. 52. R 11. The beginner will - wonder that 52 Q 15 did - not follow 51 R 15. This - is because 53 R 10–54 R 9 - would result, and White - would be at a - disadvantage. The moves - 46–52 are part of a deeply - thought-out plan on the - part of White. Black could - afford to ignore No. 4 as - long as it stood alone. - Thereupon White increases - it by Nos. 48 and 50, and - Black must accept the - sacrifice, because - otherwise Nos. 27–29 are - threatened. By this - sacrifice White gets the - territory around No. 27, - and also has an - opportunity of increasing - his position on line Q by - his fifty-second move. -53. O 16. 54. M 16. On the fifty-third - move Black proceeds with - the capture of Nos. 4, 48, - and 50, while White on his - fifty-fourth move hems in - No. 27. -55. H 16. This move is ignored 56. M 17. - by White because Black - must reply to his - fifty-sixth and - fifty-eighth moves in - order to save Nos. 29 and - 53. -57. N 18. 58. M 18. -59. Q 15. 60. J 17. -61. J 16. 62. K 18. -63. E 16. 64. D 16. -65. G 17. 66. K 16. -67. P 16. This is necessary to 68. K 15. - avoid the following - continuation: - - W. P 16, O 15, N 16, O 14 - B. P 15, N 15, O 17, P 18 - - and White has the - advantage. -69. D 14. 70. C 14. -71. R 5. 72. R 6. -73. E 15. It is of the utmost 74. Q 5. Murase Shuho thought - importance to Black to that 74 was a bad move and - occupy this point, for that S 5 would have been - otherwise White would better. The game would - press far into his then have continued as - territory through this follows: - opening. He goes first, - however, on his B. 73. E 15, R 4 - seventy-first move to R 5, W. S 5, S 4 - because White must follow, - and then to 73, because on He also thought that - this move he loses the White’s moves from 76–82 - “Sente.” Black could also were bad, because nothing - have occupied S 5, to in particular was - which White would have accomplished by separating - replied with S 6, because O 4 from O 6, since it was - otherwise the following impossible to kill them. - continuation would have - occurred: - - B. S 5, S 6, S 8, R 8, Q 8 - W. E 15, S 7, T 7, R 7 - - and the White position is - broken up. It is because - Black played at E 15 too - hastily and without first - occupying S 5 that White - can break up the Black - position by the series of - moves Nos. 74–82. -75. S 5. 76. Q 4. -77. R 3. 78. P 3. -79. P 2. 80. O 3. -81. O 2. 82. P 4. -83. N 8. 84. L 8. -85. O 10. 86. F 3. -87. G 3. 88. F 4. -89. E 3. 90. G 5. -91. E 5. Black has played on 92. J 6. - this point because - otherwise E 6–F 6 will - die; thus, - - W. E 5, B. F 5 takes - W. E 5 retakes - -93. G 4. This is intended to 94. H 14. From this point on, - secure H 2, G 2 and G 3. the territory in the - The simplest way of doing center is filled up. Black - this would be to play at F and White seem to get it - 2, but G 4 gains six more in about equal parts. - “Me” because F 3–F 4 may - be regarded as taken. -95. L 10. 96. J 11. -97. H 11. 98. F 14. -99. E 14. 100. H 10. -101. G 10. 102. H 12. -103. G 11. 104. O 8. -105. Q 10. 106. R 10. -107. P 8. 108. P 9. -109. O 9. 110. O 7. -111. P 10. 112. R 8. -113. N 7. 114. P 7. -115. L 9. 116. K 8. -117. J 9. 118. K 12. -119. J 10. 120. N 6. -121. A 7. This move is worthy 122. B 7. - of study. -123. N 2. 124. J 5. -125. E 18. 126. D 18. -127. G 18. 128. G 13. -129. M 12. 130. F 12. -131. F 11. 132. E 10. -133. E 11. 134. S 12. -135. S 13. 136. N 14. -137. L 12. 138. L 13. -139. M 13. 140. L 14. -141. K 11. 142. J 12. -143. A 6. 144. A 8. -145. B 5. 146. B 6. -147. A 5. 148. B 8. -149. S 6. 150. S 7. -151. M 8. 152. M 6. Not at M 7, because - that would lead to the - loss of K 8–L 8. -153. D 19. 154. C 19. -155. E 19. 156. C 18. -157. N 3. 158. N 4. -159. L 2. 160. L 3. -161. K 2. 162. F 5. -163. F 2. 164. E 17. -165. F 17. 166. H 19. -167. H 18. 168. J 18. -169. G 19. 170. P 14. -171. P 15. 172. N 19. -173. O 19. 174. M 19. -175. O 17. 176. R 4. -177. S 4. 178. T 6. -179. R 12. 180. S 11. -181. O 13. 182. O 14. -183. P 13. - -This is as far as the game is recorded in the Go magazine, published by -Murase Shuho. A good player can now foresee the result at the cost of a -little trouble. Black has won by five points. - -According to Korschelt’s view, the play would have proceeded as -follows: - - BLACK WHITE - - 184. T 5. -185. T 4. 186. T 7. -187. S 3. 188. G 15. -189. G 16. 190. J 8. -191. H 8. 192. N 13. -193. N 12. 194. M 14. -195. J 7. 196. K 7. -197. F 8. 198. E 8. -199. D 10. 200. D 9. -201. J 15. 202. J 14. -203. J 19. Takes. 204. K 19. -205. Q 11. 206. F 15. -207. F 16. 208. J 2. -209. J 1. 210. J 3. -211. M 7. 212. L 7. -213. H 4. 214. J 4. -215. N 15. 216. K 9. -217. K 10. 218. M 2. -219. M 1. 220. Q 13. -221. M 15. 222. L 15. -223. F 9. 224. Q 12. -225. P 12. 226. T 13. -227. T 14. 228. T 12. -229. H 19. - -The stones that are still to be played are “Dame.” By playing these no -“Me” can be either won or lost, and for the most part it makes no -difference whether they are filled up by Black or White. These are as -follows: - -O 15, N 16, H 5, H 6, F 13, E 13, H 5, H 15, F 10, E 13 E 12, H 15, F -10. - -Black has sixty-four “Me” and White fifty-seven “Me.” - - - - - -III - -Black.—Ito Kotaro, fifth degree. - -White.—Karigane Junichi, sixth degree. - -This game was played in Tokio about January, 1907, and is a fine -illustration of the rule of “Ko.” No handicaps were given. - - BLACK WHITE - -1. C 4. (“Komoku.”) Black 2. Q 3. - being the weaker player, - adopts a conservative - opening. -3. D 17. 4. C 15. -5. E 3. The opening is 6. C 9. This is an unusual - conventional so far. move. -7. F 16. 8. C 17. -9. C 18. 10. D 16. -11. E 17. 12. Q 17. -13. R 15. 14. R 6. -15. R 11. 16. K 3. -17. N 17. 18. D 12. Not the best move. P - 16 would have been better. - This part of the game is - generally devoted to the - general distribution of - stones. -19. P 16. White’s stone at Q 20. P 17. - 17 is now shut in. If the - black stone at N 17 were - at M 17, White could have - escaped. -21. O 17. 22. S 16. -23. R 16. 24. R 17. -25. S 15. 26. S 17. -27. P 18. 28. Q 18. -29. O 19. Probably not the 30. S 19. The corner is a - best. O 15 would have had typical Go problem. White - greater possibilities. had to place this stone - very carefully in order to - provide for the necessary - two “Me.” -31. J 16. Not the best. O 15 32. Q 16. - would have been better. -33. Q 15. 34. P 15. Cutting Black’s - connection. The necessity - for a black stone at O 15 - is now apparent. -35. O 16. 36. P 14. -37. R 13. 38. Q 12. -39. Q 11. 40. P 12. -41. P 11. 42. M 13. -43. R 8. Not the best move. N 44. K 16. White now commences - 11 would have been more a series of moves to break - aggressive. up Black’s territory at - the top of the board. -45. K 17. 46. L 17. -47. L 16. 48. K 15. -49. L 15. 50. J 17. -51. K 18. 52. H 17. -53. L 18. 54. J 15. -55. H 16. 56. G 16. -57. H 15. 58. G 15. -59. H 14. 60. G 17. -61. J 13. 62. O 11. -63. O 10. 64. N 11. -65. N 10. 66. M 11. -67. K 12. An ineffective move; 68. B 17. - B 17 would have been - better. -69. B 18. 70. F 15. -71. F 18. Black must defend 72. A 18. - his corner, which is - already much reduced in - size. -73. G 19. 74. L 14. -75. K 14. The three white 76. M 15. - stones, J 15, K 15, and K - 16 are dead. They were - sacrificed in order to - break up Black’s territory - at the top of the board. -77. M 16. 78. Q 8. -79. Q 7. 80. R 7. -81. P 8. 82. S 8. -83. Q 9. Takes. 84. R 9. -85. O 13. An effort to deprive 86. O 14. - the white group of the - necessary “Me” and to - envelop them. -87. N 13. 88. N 14. -89. L 10. 90. L 11. -91. K 10. K 11 would not do; 92. R 12. - White could break through - in that case. -93. S 12. 94. Q 13. -95. S 10. 96. R 14. -97. S 14. 98. S 13. Takes. -99. T 13. “Watari.” 100. L 12. -101. N 12. 102. M 10. -103. M 9. 104. K 11. -105. J 11. White is now shut 106. O 12. White saves his - in. group in this way because - he can get the position - called “Magari shimoku wa - me” no matter what Black - does. -107. R 4. 108. Q 4. -109. R 3. 110. R 2. -111. S 2. 112. Q 2. -113. S 5. 114. Q 6. -115. S 1. Black’s corner is 116. Q 8. Takes. “Ko.” - small, but it will surely - live. -117. P 7. 118. P 9. -119. R 8. “Ko.” 120. T 3. An effort to destroy - the corner. -121. S 3. 122. Q 8. “Ko.” -123. P 10. 124. N 4. White eventually wins - the game by means of the - territory he now maps out. -125. E 16. 126. E 15. -127. D 14. “Nozoku.” 128. D 15. -129. C 7. 130. J 10. -131. L 8. 132. H 11. -133. J 12. 134. J 9. -135. G 11. Not very good. Black 136. N 8. - should have played at K 8. -137. N 9. 138. K 8. -139. L 9. Black must play here 140. B 4. - to protect his two stones. -141. B 3. 142. D 4. -143. C 3. 144. C 5. -145. C 6. An unusual way of 146. N 6. - playing the corner. -147. L 6. 148. K 5. -149. K 6. 150. J 5. -151. J 6. 152. H 6. -153. H 7. 154. G 10. -155. F 11. 156. G 7. -157. G 6. 158. H 5. -159. G 8. 160. F 7. -161. F 8. 162. H 8. -163. J 7. Note how the center 164. F 10. - fills up without either - side getting territory - there. -165. E 8. 166. E 7. -167. E 11. 168. E 10. -169. D 11. 170. D 8. -171. D 7. 172. F 5. -173. E 5. 174. F 6. -175. C 14. 176. M 7. -177. R 8. “Ko.” A weak move. 178. B 14. White’s group is now - White’s position is safe. - already better, and Black - should play at B 14, where - he might have a chance to - kill White’s group, in the - upper left-hand corner. -179. B 13. 180. A 14. -181. C 12. 182. B 16. This is an - interesting problem. If - White plays at B 15, Black - could kill the group. -183. L 7. 184. D 5. -185. C 8. 186. D 9. -187. B 5. 188. B 6. -189. A 4. Takes. 190. D 6. -191. B 7. 192. B 8. -193. A 6. Takes. 194. F 2. Defending his large - territory on the lower - edge of the board. -195. E 4. 196. Q 8. “Ko.” Attacking - Black’s group which has - still to form the - necessary two “Me.” -197. J 8. 198. H 9. White cannot afford - to fill the “Ko” at R 8. -199. R 8. “Ko.” 200. G 18. -201. H 19. 202. Q 8. “Ko.” Returning to - the attack. -203. O 9. Takes. 204. E 6. A necessary - connection. -205. G 4. Invading White’s 206. G 5. Takes. White must do - territory. this or lose ten stones. -207. E 2. 208. G 3. -209. P 6. 210. P 5. -211. M 5. 212. N 5. -213. M 4. 214. M 3. This ends Black’s - invasion. -215. F 4. 216. Q 14. -217. R 13. “Ko.” 218. B 19. “Sente.” -219. D 18. Black must connect. 220. S 13. “Ko.” -221. R 5. 222. Q 5. -223. R 13. “Ko.” Black must win 224. J 18. - this “Ko” or lose five - stones. -225. J 19. 226. S 13. “Ko.” -227. L 4. “Sente.” 228. L 3. -229. R 13. “Ko.” Black’s group 230. H 12. - is now safe. -231. S 13. “Ko tsugu.” 232. E 13. -233. B 10. 234. B 9. -235. F 13. 236. E 14. -237. G 14. 238. H 3. -239. S 6. 240. D 3. -241. D 2. 242. C 10. -243. C 11. 244. B 11. -245. R 8. “Ko.” 246. M 6. -247. L 5. 248. Q 8. “Ko.” -249. R 1. 250. Q 1. -251. R 8. “Ko.” 252. S 7. -253. S 9. 254. Q 8. “Ko.” -255. E 12. 256. D 13. -257. R 8. “Ko.” 258. G 12. “Sente.” -259. F 12. 260. Q 8. “Ko.” -261. F 3. 262. G 2. -263. R 8. “Ko.” 264. T 4. -265. T 2. Black must defend his 266. Q 8. “Ko.” - group. -267. T 16. 268. T 17. -269. R 8. “Ko.” 270. T 6. -271. T 5. Black must stop the 272. Q 8. “Ko.” - White advance. -273. Q 19. 274. R 19. -275. R 8. “Ko.” 276. P 19. “Ko.” -277. O 18. 278. Q 8. “Ko.” -279. S 18. If Black can also 280. T 18. - play at T 19, White’s - corner is dead. -281. R 8. “Ko.” 282. N 15. -283. L 13. Purposely starting 284. K 13. “Ko.” - another “Ko.” -285. B 12. 286. L 13. “Ko tsugu.” -287. A 11. Takes. 288. Q 8. “Ko.” -289. C 13. 290. R 8. “Ko tsugu.” -291. K 9. Black must form 292. O 6. - another “Me” for this - group at once. -293. J 4. 294. H 4. -295. K 4. 296. C 2. -297. B 2. 298. E 1. -299. C 1. Takes. 300. J 3. -301. T 9. The game is 302. N 16. - practically over at this - point. -303. J 14. Taking three stones. 304. O 8. -305. T 19. Takes. 306. O 7. -307. P 9. Connecting. 308. T 15. Takes. -309. T 8. 310. C 19. -311. F 17. 312. A 13. -313. A 12. 314. A 17. -315. D 19. 316. A 19. -317. R 10. 318. A 9. -319. A 10. 320. Q 19. “Ko tsugu.” -321. A 7. - -The game as published ends at this point, but there still remain moves -to be made that are not strictly “Dame.” White must kill the three -black stones at E 8, F 8, and G 8, as that portion of the board is not -quite disposed of, and “Seki” might easily occur if White plays badly. -The game might continue as follows: - - BLACK WHITE - - 322. F 1. -323. G 13. 324. E 9. -325. H 13. 326. H 10. White must connect. -327. A 8. 328. F 9. -329. D 10. 330. G 9. White must take the - three stones. -331. D 1. Stopping White’s 332. T 16. “Tsugu.” - advance. - -The following moves are strictly “Dame”: F 14, H 18, M 8, O 15, T 14. -Either side can fill these “Me.” - -The following stones are dead and can now be removed: - -White.—K 8, L 17, T 3, T 4. Black.—N 12, N 13, O 13, S 18. - -White wins by four stones. After the dead stones are used to fill up -the vacant spaces, and the board is rearranged, it will be found that -White has fourteen “Me” and Black ten “Me.” - -More than the usual number of moves were made in this game. - - - - - -IV - -Plate 16 - -White.—Hirose Heijiro, fifth degree. - -Black.—Nagano Keijiro, fourth degree. - -Black has a handicap of two stones. (D 4 and Q 16.) - -Played March, 1907, in Tokio. Both players were of the Hoyensha School. - -When this game was published, it was annotated by Mr. Iwasaki Kenzo, -and I have translated his annotations; these are indicated by the -initials “I. K.” - - WHITE BLACK - -1. R 4. 2. C 16. -3. E 17. 4. D 15. -5. C 11. To prevent Black 6. C 7. P 3 would have been - forming territory on the better. (Iwasaki Kenzo.) - left side. -7. O 3. 8. R 10. This move is called - “Moku Shita.” It is one of - Murase Shuho’s inventions. -9. R 14. White breaks into 10. R 6. - Black’s territory at once. -11. O 17. 12. O 16. These moves will be - found in the chapter on - “Joseki.” -13. N 16. 14. O 15. -15. P 17. 16. Q 17. -17. Q 13. White must look out 18. R 15. This move secures - for the stone at R 14. the corner, and at the - same time protects the - connection of Black’s - stones on lines O and Q. - “Ikkyo ryo toku.” -19. O 13. 20. N 14. -21. L 17. Replies to Black’s 22. Q 14. - last move. -23. S 14. 24. F 16. -25. G 17. 26. S 15. Secures the corner. -27. P 10. 28. Q 8. P 6 would have been - better. (I. K.) -29. C 14. 30. D 14. -31. C 13. 32. D 12. Not the best move. M - 3 would have been better. - (I. K.) -33. D 11. 34. E 12. -35. E 11. 36. F 11. -37. F 12. White cuts off. This 38. F 13. G 14 would have been - is an aggressive move. better. (I. K.) -39. G 12. 40. F 10. -41. G 13. 42. F 14. -43. D 8. White provides an 44. H 15. H 14 was better, as - escape for stones on line White dare not cut off at - 11. G 14. (I. K.) -45. H 10. 46. F 8. -47. D 7. 48. C 6. -49. D 6. 50. D 5. -51. F 6. 52. H 9. Black must provide an - exit for his stones on - line E. -53. J 10. White cannot risk 54. H 8. - jumping farther. -55. H 17. Not good. K 8 would 56. K 8. Black promptly - have been better. (I. K.) escapes. -57. C 8. Good, but not the 58. L 10. Black commences an - best. M 12 would have attack on White’s five - helped the white stones stones. - near the center. -59. J 14. White retreats. 60. J 15. -61. L 14. 62. L 15. -63. L 12. 64. J 12. This is a “Sute - ishi,” but it greatly aids - Black’s attack. -65. K 12. Not a good move. By 66. K 15. - reason of this Black’s - sixty-eighth move is made - possible. (I. K.) -67. J 13. Another move which 68. K 17. Attacks White’s - arrests the development of stones at the top of the - the game. (I. K.) board. -69. K 18. 70. L 18. -71. J 17. 72. M 17. -73. K 16. Takes. 74. L 16. Black’s attack on - the upper right-hand - corner is now well - developed. -75. P 8. White abandons the 76. P 7. - field and plays elsewhere. -77. O 8. 78. H 5. -79. F 4. 80. H 3. -81. F 2. 82. D 2. -83. F 7. White perfects his 84. M 3. - connection. -85. Q 9. 86. R 9. -87. Q 7. 88. R 8. -89. P 6. 90. M 5. Black enlarges his - territory at the bottom of - the board. -91. O 7. Takes. 92. S 5. Forming “Me” for the - side group. -93. C 18. Stronger than C 17. 94. K 17. Takes in “Ko.” -95. S 4. 96. R 12. -97. P 14. 98. Q 15. -99. R 13. 100. T 4. -101. L 17. Takes in “Ko.” 102. M 18. -103. K 3. Invading Black’s 104. L 4. - territory. White can - connect on either side. -105. H 2. 106. G 3. -107. J 3. 108. J 4. -109. G 2. 110. M 7. -111. E 2. 112. C 3. If Black plays at D - 3, White could reply at D - 1 with the “Sente.” -113. L 8. Threatening Black’s 114. K 9. - territory. If Black - defends, White can connect - somewhere. -115. J 6. 116. H 6. -117. L 6. White’s attack on 118. L 7. - this territory is very - fine. -119. K 4. 120. K 5. -121. J 5. 122. K 6. -123. H 4. Takes. 124. S 3. -125. R 3. 126. S 2. -127. J 7. 128. M 9. Black cannot neglect - this—the whole center of - the board might be lost. -129. R 2. 130. H 7. -131. T 15. 132. S 17. Better than T 16, as - it provides for “Me” in - the corner. -133. S 12. 134. S 11. -135. L 19. 136. K 17. Takes in “Ko.” -137. N 9. 138. N 8. -139. L 17. Takes in “Ko.” 140. M 16. -141. N 7. 142. M 8. -143. B 17. 144. B 16. -145. B 8. 146. M 12. Threatening to - surround the ten white - stones in the center. -147. E 9. 148. F 9. -149. K 14. Forming “Me” for 150. G 11. - group in center. -151. H 11. 152. H 14. -153. M 11. 154. H 13. -155. H 12. 156. M 13. -157. L 11. 158. S 1. This move is worth - five or six points. -159. B 6. B 5 might have been 160. B 5. - more aggressive. -161. B 7. 162. C 5. -163. N 5. 164. N 6. -165. N 4. 166. L 2. -167. N 2. 168. M 2. Otherwise White would - play at L 3. -169. G 5. 170. A 13. This stone is - connected with stone at B - 16. This move often - occurs. -171. B 12. 172. D 17. -173. E 18. 174. Q 12. -175. P 12. 176. T 16. -177. E 16. 178. E 15. -179. R 5. 180. S 7. -181. R 1. 182. Q 6. -183. Q 5. This part of the 184. M 19. - board is now completed. -185. A 5. 186. A 4. -187. A 6. 188. B 4. -189. M 4. 190. L 3. -191. K 2. 192. K 19. Takes. -193. J 19. 194. K 17. Takes in “Ko.” -195. L 19. Takes in “Ko.” 196. F 17. -197. F 18. 198. D 18. -199. C 17. 200. D 16. -201. D 19. “Watari.” 202. E 10. -203. D 10. 204. E 8. -205. M 10. 206. Q 10. -207. K 10. 208. L 9. Takes. -209. P 9. 210. L 13. -211. K 13. 212. N 12. -213. M 14. 214. N 13. -215. N 11. 216. O 12. -217. O 11. 218. O 14. -219. P 13. 220. D 9. Takes. -221. C 9. 222. Q 11. -223. P 11. 224. J 16. Takes. -225. G 16. 226. F 15. -227. N 3. 228. M 6. -229. T 14. 230. T 12. -231. T 13. 232. S 13. Takes. -233. P 15. 234. P 16. -235. S 12. Takes in “Ko.” 236. T 11. -237. E 3. 238. O 6. -239. O 5. 240. A 17. -241. A 18. 242. A 16. -243. A 12. 244. B 14. -245. B 13. 246. A 14. -247. D 3. 248. C 2. -249. M 15. 250. N 15. - -Black wins, the report says, by “Ichi ban,” which means anything up to -ten “Me.” According to my continuation, Black won by seven “Me.” - - - - - -V - -Plate 17 - -This is a game between a Japanese player and a beginner. It is inserted -solely to show the character of the mistakes which beginners are likely -to make. Such errors never occur in games between good players, and -therefore this game may be more useful to a novice than the games -contested between players of greater skill. - -Played May 7, 1907. - -Black has a handicap of five stones. - - WHITE BLACK - -1. C 14. 2. E 3. Bad; too close to the - handicap stone. Besides it - is better to respond to - White’s attack in the same - part of the board. -3. O 3. 4. C 15. This would be too - conservative if the - players were anything like - equal. -5. R 14. 6. D 6. Much better to play - in one of the right-hand - corners. C 6 would be - better also. -7. F 17. 8. P 3. O 4 is much better. -9. R 6. 10. Q 14. -11. S 16. This would not be 12. O 4. Black should reply to - played against a good White’s last move. - player. -13. N 3. 14. D 8. Unnecessary; much - better to play in one of - the threatened corners. -15. C 3. 16. C 4. B 4 would be better. -17. B 3. 18. D 2. -19. D 3. 20. E 2. -21. B 5. 22. B 4. -23. A 4. 24. C 2. -25. B 8. 26. D 5. Over cautious. -27. C 7. 28. D 7. Unnecessary; Black - could gain a decisive - advantage at B 6. -29. B 6. 30. C 8. Too near the White - line, a common mistake of - beginners. -31. B 9. 32. B 2. -33. A 3. 34. C 9. Too near; Black can - jump one or two spaces - with much better effect. -35. C 10. 36. D 10. -37. C 11. 38. D 14. -39. C 13. 40. D 12. At this point - Black’s position is good - enough, as his line on D - is very strong. -41. C 17. 42. B 14. -43. B 13. 44. C 12. Black gains very - little by this. -45. B 12. 46. B 15. -47. D 17. 48. B 16. Very bad; Black has - the whole board to gain - ground in elsewhere. -49. E 16. 50. D 15. If Black feels he - must play here, D 13 is - better. -51. D 13. 52. E 13. -53. E 12. 54. D 11. -55. F 13. 56. E 14. -57. G 12. 58. E 11. -59. F 12. 60. F 11. If Black hopes to - save his group in the - upper left-hand corner, he - must escape toward the - center at this point. -61. F 14. Black’s group is now 62. A 14. Black cannot - hopeless. possibly form “Me”; this - move is merely wasted. -63. J 3. 64. E 9. Too cautious. -65. G 3. 66. H 11. -67. G 11. 68. F 10. Black forms “Me” in - this group long before it - is threatened, while he - might gain ground - elsewhere. -69. G 10. 70. A 16. Another lost move. -71. F 4. 72. E 4. -73. G 8. 74. G 9. -75. H 9. 76. F 9. -77. H 10. 78. F 8. -79. G 7. 80. F 6. -81. G 6. 82. G 5. Should have been - played at F 5. -83. F 5. 84. J 10. Black should play - nearer the edge of the - board. J 10 is radically - wrong. -85. K 8. 86. H 13. Black tries to form - a living group in the - center without support; - this can seldom be done. -87. H 12. 88. J 11. -89. J 13. 90. H 8. -91. J 8. 92. H 7. These stones are - hopeless from the start. - Black should play in the - right-hand corners. -93. H 6. 94. J 7. -95. L 7. 96. J 6. -97. H 5. 98. J 5. -99. G 4. Takes. 100. J 9. -101. M 6. 102. N 5. M 5 would be much - better. -103. M 5. 104. K 4. Black adds more - stones to his already - hopeless group. This is - one of the commonest - mistakes. -105. M 4. 106. J 12. Black should jump to - the right, say at M 11. -107. K 13. 108. G 14. F 15 might have - helped Black. -109. F 15. 110. H 4. -111. J 4. 112. F 7. -113. H 3. Takes. 114. E 6. Unnecessary. Black - should play somewhere in - the unoccupied portion of - the board. -115. M 12. 116. A 13. Wholly wasted unless - Black were an expert. -117. B 11. 118. B 17. -119. B 18. 120. C 18. -121. D 18. 122. A 18. -123. C 19. Takes. 124. C 6. -125. B 7. 126. K 12. Like all beginners, - Black keeps his stones too - close together. M 10 would - be better. -127. L 13. 128. L 12. -129. M 10. 130. M 11. -131. N 11. 132. L 11. -133. N 13. 134. L 10. Black again adds - stones to a dead group. -135. M 9. 136. L 8. -137. M 8. 138. L 9. -139. K 7. 140. O 6. -141. P 5. 142. O 2. S 4 would have been - much better. -143. N 2. 144. N 1. Black overlooks that - he must connect at P 2. - This is a common error of - novices. -145. P 2. 146. J 14. -147. K 16. 148. J 16. -149. K 17. 150. K 15. Black tries to form - another living group. His - only chance was near Q - 14–Q 16. -151. L 15. 152. L 14. -153. M 14. 154. K 14. -155. M 13. 156. M 15. -157. L 16. 158. G 16. Black again adds to - a hopeless position. -159. G 17. 160. H 17. -161. G 15. 162. H 15. Black thinks he has - the necessary “Me.” Two of - them, however, are - “Kageme.” -163. H 18. 164. J 18. -165. J 17. 166. G 18. -167. H 16. Takes, “Ko.” 168. A 2. Black plays this - correctly. -169. A 5. 170. H 17. Takes, “Ko.” -171. H 19. 172. K 18. -173. H 16. Takes, “Ko.” 174. L 18. -175. H 17. “Ko tsugu.” 176. M 17. Black has a chance - to make some territory in - this part of the board. -177. O 17. 178. N 16. -179. Q 17. 180. O 15. -181. P 16. 182. Q 15. -183. P 15. 184. R 17. -185. R 16. 186. Q 18. -187. P 17. 188. R 15. -189. S 17. 190. R 13. -191. S 14. 192. P 14. -193. S 15. 194. O 13. Black should live, - although he has gained - little space. -195. N 14. 196. P 12. Black should have - occupied O 14. -197. O 14. Black’s groups are 198. N 18. - now separated. -199. O 18. 200. P 18. -201. R 18. Takes. 202. O 12. -203. N 12. 204. E 15. This is pure waste. -205. M 19. If Black had played 206. E 17. - here his group would have - lived. -207. E 18. Takes. 208. A 12. -209. A 11. 210. O 16. Too late; this group - is hopeless now. -211. Q 11. 212. Q 12. -213. R 11. 214. O 11. -215. O 10. 216. Q 2. -217. O 1. Takes. 218. M 1. This is nonsense; - Black might still save the - corner by correct play. -219. P 4. 220. Q 3. -221. Q 5. 222. M 2. If Black played at S - 5 he would still have a - chance. -223. R 4. 224. O 5. -225. P 10. 226. R 12. -227. F 2. 228. F 1. -229. G 1. 230. E 1. -231. F 3. 232. C 1. Black wastes one of - his few vacant spaces. -233. R 3. 234. N 19. - White permits Black to 235. L 17. - play again. - White permits Black to 236. J 19. - play again. -237. L 19. 238. M 18. - White permits Black to 239. P 19. - play again. - White permits Black to 240. N 17. - play again. - White permits Black to 241. R 19. - play again. -242. S 19. 243. O 19. -244. R 17. - -“Dame”—E 5 and C 5. White wins by one hundred and ninety-seven spaces -and eighty-eight stones. - - - - - -VI - -Plate 18 - -White.—Inouye Inseki. - -Black.—Yasui Shintetsu. - -Played December, 1835. No handicaps were given. This game is from a -Japanese work called “Kachi Sei Kioku.” The notes are taken from -Korschelt, and as in the previous instance involve the repetition of -some things that have been touched on in the preceding chapters. - - BLACK WHITE - -1. R 16. 2. D 17. -3. Q 3. 4. P 17. -5. C 4. 6. C 14. Just as good as D - 15, which we already know. -7. Q 5. This may be the best 8. Q 14. - play under the - circumstances. The secure - position Q 3-Q 5 supports - the advance posts at C 4 - and R 16 in equal measure. -9. P 16. 10. Q 16. -11. Q 15. 12. Q 17. -13. P 15. 14. R 15. -15. R 14. 16. S 15. -17. Q 13. 18. N 17. The eighth stone - played at Q 14 cannot be - saved. If White attempts - to save it, the following - would be the continuation: - - B. W. - P 14 - O 14 P 13 - P 12 O 13 - N 13 O 12. - O 11 etc. - - If White had had an - opportunity of placing a - stone on the line of - retreat at say E 3, then - White could have saved No. - 8. (This has already been - explained in defining the - Japanese expression - “Shicho.”) -19. P 14. Takes. S 14 probably 20. S 16. - would have been better, - because it would have - retained the “Sente” for - Black; that is to say, a - play which the opponent is - compelled to answer, or - otherwise sustain too - great a loss. Had Black - played at S 14, White must - have answered at S 16, in - order not to lose the - stones at R 15-S 15, and - also the corner, which is - worth about fourteen “Me.” - To White’s play at S 16 - Black would probably have - answered at R 12 and thus - obtained a secure - position. -21. R 9. 22. E 3. -23. J 3. 24. D 5. This is analogous to - No. 8, but it is not - advanced so far because - Black has already occupied - J 3. -25. C 5. 26. D 6. -27. C 6. 28. D 7. -29. C 7. 30. D 8. -31. C 9. 32. L 3. White has established - the long line on D and - allowed Black a large - territory in order to be - able to occupy L 3. If he - had played there - immediately in answer to - Black’s twenty-third move, - then either L 3 or E 3 - would have been in great - danger. -33. D 3. 34. D 2. -35. C 2. 36. D 4. -37. C 3. 38. L 5. -39. F 3. 40. F 2. -41. E 4. Black compels White 42. E 2. - to take 41, in order to - make good his escape. -43. G 3. 44. F 4. -45. G 4. 46. F 5. -47. G 5. 48. K 2. -49. F 6. “Sente.” 50. E 5. Takes. -51. J 2. 52. H 7. -53. H 6. 54. G 7. -55. J 7. 56. P 3. -57. P 4. 58. O 3. -59. Q 2. 60. O 4. -61. O 5. 62. N 5. -63. O 6. 64. K 7. An interesting attack - that determines the course - of the game for a long - time. 65, J 8, would mean - abandoning the position on - G–J (26 “Me”), but it - would give an opportunity - for a bold attack. If - Black played 65, J 6, his - stones would scarcely - survive. -65. K 3. “Sente.” White must 66. L 2. - reply to it, or he would - find himself without the - necessary “Me” in that - group. -67. K 6. 68. J 8. -69. L 6. 70. J 6. Takes. -71. K 5. Avoids “Ko” and 72. N 6. - nevertheless assures a - connection. -73. L 7. 74. K 4. Is played for the - same reason as No. 66. -75. J 5. 76. N 7. -77. K 8. 78. J 7. -79. O 7. 80. N 8. -81. L 9. 82. J 10. -83. O 8. 84. N 10. -85. K 11. 86. R 10. Now the effect of - the mistake at move 19 - begins to be apparent. -87. Q 10. 88. Q 11. -89. R 11. 90. R 12. -91. S 10. Takes. 92. S 11. -93. R 10. Q 12 would probably 94. M 11. This move separates - have been better; at all P 14 from K 11, and is at - events it would have been the same time “Sente” as - surer, because it assures regards the black stones - the connection by way of P near K, because if Black - 11 after White has taken. does not answer, these - If White does not take, stones would be cut off by - but plays at P 11, his W-K 10. Moves Nos. 98, - stones on the edge of the 100, and 102 isolate the - board will die. black stones in the - neighborhood of P 14. -95. L 11. 96. Q 12. -97. L 14. 98. L 13. -99. K 13. 100. M 13. -101. K 14. 102. M 14. -103. S 14. 104. S 13. -105. T 15. 106. N 15. -107. O 11. It is certain that 108. O 12. - either the eight black - stones or the five white - stones must die, and on - this depends the result of - the game, because it would - make a difference of about - 40 “Me.” -109. P 12. 110. P 11. -111. O 13. 112. N 12. -113. O 10. 114. P 13. Takes, “Ko.” -115. M 16. 116. T 16. -117. T 14. 118. O 16. -119. P 12. “Ko.” 120. J 12. -121. K 12. 122. P 13. “Ko.” -123. R 17. 124. S 17. -125. P 12. “Ko.” 126. R 13. -127. P 10. 128. P 13. “Ko.” -129. D 16. 130. C 16. -131. P 12. “Ko.” 132. T 13. -133. Q 14. Connecting. 134. P 13. “Ko.” -135. S 18. 136. R 18. Takes. -137. P 12. “Ko.” 138. K 9. -139. L 8. 140. P 13. “Ko.” -141. E 17. 142. P 12. Connecting. White - would have had another - “Ko” at M 10. -143. C 17. 144. D 18. -145. C 15. 146. B 16. -147. E 18. 148. C 18. -149. B 15. 150. D 15. -151. E 16. 152. B 17. Takes. The series of - moves from 143 to 152 - should be carefully noted, - as they frequently occur. -153. B 14. 154. C 13. -155. B 13. 156. C 12. -157. B 12. 158. C 11. -159. F 14. “Sente.” 160. D 14. -161. B 11. 162. C 10. -163. B 9. Is not played at B 10 164. D 9. It would have been - in order to retain the better to play at K 17. - “Sente” without conceding - too great an advantage. -165. K 17. 166. H 14. -167. G 13. 168. H 13. -169. G 11. 170. G 14. -171. F 15. 172. J 11. -173. E 11. 174. F 12. -175. G 12. 176. E 12. -177. F 11. 178. E 10. -179. D 11. 180. D 10. -181. D 12. 182. H 16. -183. H 17. 184. G 17. -185. J 17. 186. E 13. -187. F 13. 188. G 16. -189. G 18. 190. G 6. -191. M 17. 192. P 2. -193. P 1. 194. O 1. -195. Q 1. 196. L 4. -197. N 18. 198. G 2. “Sente.” It threatens - the three black stones on - J and K. -199. H 5. 200. O 18. -201. M 18. 202. B 10. -203. A 10. 204. C 1. -205. B 1. 206. D 1. -207. B 2. 208. F 10. C 8 ought to have - been occupied first. -209. G 10. 210. G 9. -211. T 11. 212. T 12. -213. S 12. Takes. 214. C 8. -215. B 8. 216. S 11. “Ko.” -217. T 10. 218. E 19. -219. F 19. 220. F 17. -221. F 18. 222. M 15. -223. L 15. 224. J 15. -225. N 16. 226. O 17. -227. H 10. 228. H 9. -229. K 10. 230. J 9. -231. M 6. 232. O 9. -233. P 9. 234. N 9. -235. M 5. 236. M 4. -237. O 19. 238. P 19. -239. N 19. 240. A 15. -241. A 14. 242. A 16. -243. H 2. 244. J 4. -245. L 12. 246. M 12. -247. G 1. 248. F 1. -249. H 1. 250. K 16. -251. L 16. 252. K 1. -253. S 12. “Ko.” 254. C 19. -255. S 11. Connecting. 256. D 19. - -White wins by seven stones. - - - - - - - - -VI - -“JOSEKI” AND OPENINGS - - -From the earliest times the Japanese have studied the opening of the -game. Especially since the foundation of the Go Academy there have been -systematic treatises on this subject, and for keen and thorough -analysis, these treatises have nothing to fear from a comparison with -the analogous works on Chess openings. There is, however, a difference -between the opening of the game in Chess and the opening in Go, because -in the latter case the play can commence in each of the four corners -successively, and therefore, instead of having one opening, it might be -said that there are four. - -The Japanese masters usually overcome this difficulty by treating a -corner separately, as if it were uninfluenced by the position or the -possibility of playing in the adjacent corners, and in their treatises -they have indicated where the first stones in such an isolated corner -can advantageously be played. These stones are called “Joseki.” As a -matter of fact, these separate analyses or “Joseki” differ slightly -from the opening of the game as actually played, because it is -customary in opening the game to skip from one corner to another, and -the moment a few stones are played in any corner the situation in the -adjacent corners is thereby influenced. It is due to this fact also -that in their treatises on the “Joseki” the Japanese writers do not -continue the analysis as far as we are accustomed to in our works on -Chess. While this method of studying the openings persists to the -present time, one of the greatest of the Japanese masters, Murase -Shuho, compiled a series of openings which correspond more closely to -our Chess openings; that is to say, the game is commenced, as in actual -play, all over the board, and is not confined to the study of one -corner as in the case of the conventional “Joseki.” Korschelt, in his -work on the game, inserts about fifty of these openings by Murase -Shuho, with notes that were prepared by the Japanese master especially -for the use of foreigners, and I have selected a few of these in -addition to the collection of “Joseki” which we will first consider. - -The work from which my “Joseki” have been selected was compiled by -Inouye Hoshin, and published in November, 1905. It was originally -written for the “Nippon Shimbun,” a newspaper published in Tokio. Of -course, the annotations accompanying these “Joseki” are not the -original ones from the Japanese text. Many of the things which I point -out would be regarded as trite and obvious to a good player, and my -annotations are intended solely to aid beginners in understanding some -of the reasons for the moves given. It must also be understood that the -series of “Joseki” which I have inserted falls far short of -completeness. In a Japanese work on the game there would be at least -five times as many. - -Although the “Joseki” have been studied by the Japanese masters from -the earliest times, it does not mean that the ordinary player in Japan -is familiar with them; just as in this country we find a majority of -Chess players have a very limited acquaintance with the Chess openings, -so in Japan many players attain a fair degree of skill without a -thorough acquaintance with the “Joseki.” It would certainly very -greatly aid the beginner in attaining proficiency if he were to study -these examples, and follow them as nearly as possible in actual play. - -It would seem to us that in compiling a work on “Joseki,” or openings, -we would commence with the openings where no handicap is given, and -later study those where there were handicaps; it is another instance of -the divergent way in which the Japanese do things that they do just the -opposite, and commence their treatises with the study of openings where -handicaps are given. Inasmuch as this is a book on a Japanese subject, -I shall follow their example and shall commence the study of “Joseki” -in games where Black has a handicap. - -As we have already seen, the handicap stone is always placed on a -certain fixed point, which is the fourth intersection from the edge of -the board in each direction, and White has five recognized methods of -playing his first stone in relation to such handicap stone. These are -called “Kogeima kakari,” “Ogeima kakari,” “Daidaigeima kakari,” “Ikken -taka kakari,” “Nikken taka kakari.” We shall take up examples of these -in their order. - - - - - -I - -Handicap - -Plate 19 (A) - - WHITE BLACK - -1. R 14. “Kogeima kakari.” 2. N 17. This move supports - This is the most usual the handicap stone and - move for attacking the also gains as much ground - corner. The purpose of as possible for Black. - White’s first move is to Beginners would generally - lay a basis for future find O 17 more safe and - aggression; he cannot, of conservative. - course, play in the corner - immediately, neither can - he play nearer the black - stone with advantage. -3. R 17. This is a direct 4. R 16. Black plays to - attack on the corner. prevent the connection of - White can either connect the white stones. - with his first stone or - form a living group in the - corner. -5. S 16. White threatens to 6. S 15. Black breaks the - connect. connection by this move. -7. S 17. White cannot play at 8. R 15. Black also must - R 15 at this time because connect. Beginners are - he would lose the stone at prone to neglect these - S 16. necessary connecting - moves. -9. P 18. Since White cannot 10. P 17. Black plays to - connect, he must play to connect his stones, and at - form two “Me” in the the same time confines - corner. White to the corner. -11. Q.17. White makes his 12. O 17. Black must connect - corner as large as to prevent White’s escape. - possible. This move is - also “Sente,” because it - threatens to break through - Black’s line. -13. S 14. White threatens 14. T 14. Prevents “Watari.” - “Watari,” and again Black - must reply at once. - (“Sente.”) -15. Q 14. To confine Black’s 16. P 15. An important - group and prepare for defensive move. Otherwise - territory on the right White could almost envelop - side of the board. the black stones. - -Even game. White has a small territory in the corner, but Black has -greater possibility of expansion. - - - - - -II - -Handicap - - WHITE BLACK - -1. R 14. 2. N 17. -3. R 17. 4. R 16. -5. Q 17. In place of trying 6. P 16. Black prevents White - to connect as before, from getting out. - White threatens to extend - in the other direction. -7. S 16. Threatens to connect 8. S 15. Black stops it - again. again. -9. S 17. 10. R 15. -11. O 18. White again must 12. O 17. - form “Me” in the corner. -13. N 18. White extends as far 14. M 18. Black stops the - as possible. advance. -15. P 17. White must look out 16. M 17. Black must connect. - for the safety of the - stones at N and O 18. -17. P 14. To prevent Black’s 18. O 14. Black extends as far - extension and form a basis as he can. - for territory on right - side. -19. O 13. 20. N 14. - -Again White has the corner and Black has better opportunities for -expansion. - - - - - -III - -Handicap - -Plate 19 (B) - - WHITE BLACK - -1. O 3. 2. R 7. -3. Q 3. This variation is 4. R 3. - called “Kiri Kaeshi.” This - move does not attack the - corner so aggressively as - the preceding examples. -5. R 4. This is the 6. Q 5. This is an important - characteristic move of move for Black; if he - this variation. plays elsewhere, he will - get a bad position. -7. R 2. White threatens the 8. S 3. - black stone. If Black - defends White can divide - the corner. -9. P 2. “Kake tsugu.” If 10. S 2. Formerly S 4 was - White does not make this given as Black’s move, but - move, Black will get the it is not so good, because - “Sente” with a superior White replies at R 8 with - position. a fine attack. -11. S 1. White cannot neglect 12. R 5. - this move. If Black were - allowed to play at R 1, he - would get the better game. - -In this opening the corner is about evenly divided. - - - - - -IV - -Handicap - - WHITE BLACK - -1. R 14. 2. N 17. -3. P 14. Preparing for “Kiri 4. R 11. Called “Tenuki.” Not - Kaeshi” on the other side necessarily played at R - of handicap stone. 11. The word means that - Black “draws out” and - plays in another part of - the board. -5. P 16. 6. P 17. -7. Q 17. “Kiri Kaeshi.” The 8. R 17. - effect of this move is - generally to divide the - territory. -9. Q 18. 10. R 18. -11. P 18. 12. O 17. -13. R 16. 14. Q 15. -15. S 18. 16. R 15. -17. S 16. 18. S 15. -19. S 17. 20. P 15. - -White has the corner, but Black has better chances to make territory -later. - - - -V - -Handicap - -Black is supposed to have another handicap stone at D 4. - -Plate 19 (C) - - WHITE BLACK - -1. C 14. “Kogeima.” 2. F 16. “Ikken taka hiraki.” - This “Joseki” was an - invention of Murase Shuho. -3. H 17. White confines 4. C 11. Black prepares to - Black’s advances. get territory on left side - of the board. -5. B 16. White plays to take 6. D 14. - the corner. -7. C 15. 8. D 13. Better than D 15, as - it confines White more - effectively. -9. C 17. 10. D 17. -11. H 15. 12. C 16. -13. B 18. 14. C 18. -15. B 17. 16. C 13. A very good move; it - shuts White in the corner - and assures Black a large - territory on the left side - of the board. - -This opening might be continued as follows: - - WHITE BLACK - -17. D 18. 18. E 18. -19. C 19. Takes. 20. D 7. - -or - -17. C 6. 18. D 18. -19. B 13. 20. B 12. -21. B 14. 22. C 8. - - - - - -VI - -Handicap - -Black is supposed to have stones at O 4 and Q 4 also; these are called -“Shiki ishi.” - - WHITE BLACK - -1. F 3. “Kogeima.” 2. H 3. By this move Black at - once attacks the white - stone and also prepares to - connect with the stone at - O 4. -3. F 5. White must get out 4. L 3. “Tenuki”; that is, it - towards the middle of the has nothing to do with the - board. corner in dispute; Black - feels he has an - opportunity to take - territory. It is - interesting to note that - if the “Shiki ishi” at O 4 - were at N 3, then Black - would play No. 4 at H 5. -5. D 6. White attacks the 6. D 2. This is an important - handicap stone. defensive move. -7. E 2. 8. B 5. Black tries to - escape. -9. B 6. 10. C 6. -11. C 5. C 7 would be good 12. C 7. - also. -13. B 4. 14. D 5. -15. C 4. 16. C 3. -17. B 7. 18. C 8. -19. E 6. White must support 20. A 5. This is a very well - stone at D 6. considered move for Black. -21. A 4. 22. B 3. -23. A 6. Takes two. 24. B 8. -25. A 3. The corner is now an 26. B 2. - example of “Semeai”; the - question is which side can - kill the other first. -27. A 2. 28. B 1. -29. D 1. 30. A 8. If Black plays at C - 1, the corner will become - “Seki,” as it is, the - white group is dead. - -Black has much the best of this variation. - - - - - -VII - -Handicap - -Black is supposed to have a handicap stone at Q 4 also. - -Plate 19 (D) - - WHITE BLACK - -1. F 3. 2. F 4. “Tsuke te.” Again - Black takes the aggressive - from the start. -3. G 4. 4. F 5. -5. E 3. 6. D 3. -7. G 5. 8. G 6. -9. J 5. White’s best move. 10. D 6. - -Black has the better position. - - - - - -VIII - -Handicap - -Plate 20 (A) - - WHITE BLACK - -1. O 17. “Kogeima.” 2. O 16. “Tsuke te.” -3. N 16. 4. O 15. -5. Q 17. 6. P 17. -7. P 18. 8. P 16. -9. N 18. 10. R 17. -11. Q 18. 12. N 15. -13. M 16. 14. R 10. Black abandons stone - at R 17 in order to get - territory; an amateur - might be tempted to play - No. 14 at R 18, but in - that case White could - spoil Black’s chance to - get space on the right - side of the board. -15. R 16. 16. R 15. -17. S 16. 18. S 15. -19. S 17. 20. P 10. - -White has the corner, but Black has practically secured a large -territory on the right. - - - - - -IX - -Handicap - - WHITE BLACK - -1. R 14. 2. Q 14. “Tsuke te.” -3. Q 13. 4. P 14. -5. O 17. White attacks from 6. R 15. - the other side also. -7. R 13. 8. P 18. -9. N 16. 10. S 14. - -Black has the corner. White has a chance on both sides. - - - - - -X - -Handicap - - WHITE BLACK - -1. R 14. “Kogeima.” 2. Q 14. “Tsuke te.” -3. Q 13. 4. P 14. -5. O 17. White attacks from 6. O 16. Black responds from - the other side as before. the outside as in the case - of move No. 2. -7. P 17. 8. Q 17. -9. P 16. 10. R 13. -11. R 15. 12. Q 15. -13. R 12. 14. S 13. -15. S 12. 16. N 17. -17. N 16. 18. O 15. -19. M 17. 20. N 18. -21. M 18. 22. N 13. -23. M 16. 24. T 13. -25. Q 12. 26. S 15. - -Black has the corner and also an outlet to the center. White has a -chance to form territory on both sides. Black’s position is preferable. - - - - - -XI - -Handicap - -Black is supposed to have a stone at D 4 also. - -Plate 20 (B) - - WHITE BLACK - -1. R 6. 2. K 3. This move is an - invention of Murase Shuho; - it would not be played - unless Black had a stone - at D 4. Black’s intention - is to develop territory in - either corner depending on - the nature of White’s - attack. -3. O 3. White attacks the 4. Q 6. - right-hand corner from - both sides. -5. Q 7. 6. P 6. -7. R 3. This is a direct 8. R 5. Black must play here - attack on the corner. before playing at Q 3. It - also gives Black the - “Sente.” -9. R 7. White must connect. 10. Q 3. -11. Q 2. 12. S 2. This is a clever - move. Amateurs would be - tempted to play at P 2, - which would be very bad - for Black, as White would - then get the entire right - side. -13. R 2. 14. S 3. Secures Black’s - connection with R 5. -15. M 3. White must extend his 16. K 5. Black plays to shut - boundaries or his stones in White as much as - will die. possible; he also supports - his stone at D 4. - -Black has the better game. - - - - - -XII - -Handicap - -Plate 20 (C) - - WHITE BLACK - -1. C 13. “Ogeima Kakari.” 2. C 15. This is to prevent - This is another method of White from playing at B - commencing the attack; it 16. - does not attack the corner - so directly, but it gives - White a better chance on - the sides or center. -3. G 17. White attacks from 4. E 17. Preventing White - the other side in the same from entering at D 18; - way. this secures the corner - for Black. -5. C 17. This is a “Sute 6. B 16. - ishi” or sacrificed stone. - White threatens to connect - it with one side or the - other. - -The game is about even; if White does not play at C 17 on the fifth -move, Black gets much the better of it. - - - - - -XIII - -Handicap - - WHITE BLACK - -1. N 17. “Ogeima Kakari.” 2. P 17. Preventing the entry - at Q 18. -3. R 14. White attacks the 4. S 15. Very important move - other side with “Kogeima.” for Black; if Black makes - a move elsewhere at this - point (“Tenuki,”) White - gets much the better of - it. - - - - - -XIV - -Handicap - -Plate 20 (D) - - WHITE BLACK - -1. C 7. 2. C 5. -3. G 4. “Nikken taka kakari.” 4. E 2. A very important - This is another method of move; if Black plays - attacking from the other “Tenuki,” White can at - side. once enter the corner. - -Suppose Black does not play No. 4, E 2, but plays elsewhere, then the -following continuation might occur: - - WHITE BLACK - - 4. “Tenuki.” -5. D 2. 6. E 3. -7. E 2. 8. F 3. -9. G 3. 10. F 2. -11. G 2. 12. G 1. -13. C 3. 14. B 4. -15. B 3. 16. D 6. Black must get out - toward the center. -17. B 6. Threatening “Watari.” 18. B 5. -19. H 1. 20. F 1. -21. B 1. By means of this move - the white stones in the - corner live. - -White has the better of it. - - - - - -XV - -Handicap - - WHITE BLACK - -1. N 17. 2. P 17. -3. Q 14. This is another 4. O 15. Black plays to get - method of attack, called out toward the center, as - “Ikken taka kakari”; it White’s third move does - does not give White a base not menace the corner. - for attacking the corner - immediately. -5. N 15. White also plays out 6. N 14. - toward the center, - otherwise Black would shut - him in at M 16. -7. M 15. 8. P 13. Amateurs might play - at O 14; the text move - protects the connection - and extends also. -9. Q 13. 10. P 12. -11. R 11. Beginners might play 12. M 14. - at Q 12; this is always - bad play. -13. L 15. 14. S 15. Protecting the - corner against the white - stone at Q 13. - -Even game. - - - - - -XVI - -Handicap - -Plate 21 (A) - - WHITE BLACK - -1. M 17. “Daidaigeima”; not 2. O 17. Black defends the - so much used as the other corner from that side. - attacks. -3. R 14. “Kogeima.” White 4. S 16. Black again prevents - attacks from the other the advance into the - side. corner. -5. P 16. White threatens the 6. P 15. P 17 looks like the - connection between the obvious defense, but this - handicap stone and No. 2, would shut Black in the - otherwise Black would play corner and give White the - at R 12, with the better game. - advantage. -7. P 17. 8. Q 17. -9. O 16. 10. P 18. -11. O 18. 12. O 15. -13. N 16. Much better than 14. Q 13. This attacks the - immediately taking the white stone at R 14; it - single black stone. also defends the - connection at Q 15. -15. R 12. Much better than R 16. R 13. - 13; in that case White - would lose both stones. -17. S 13. 18. Q 14. - -Black has the better of it. - - - - - -XVII - -Handicap - - WHITE BLACK - -1. H 3. 2. F 3. -3. C 6. 4. C 5. This is an - alternative method of - defending the corner. -5. D 6. 6. F 5. Black plays to avoid - being shut in the corner, - also it can be - demonstrated if he - neglects this move his - stones will be killed. -7. F 6. 8. H 4. -9. J 4. 10. H 5. -11. G 3. 12. F 2. This is a good move. - F 4 would be weak. The - text move defends and at - the same time threatens - White’s stones on line 3. - F 4 would give White a - chance to play elsewhere - (“Tenuki”) which is a - great advantage. -13. J 3. 14. E 5. Black cannot neglect - this move, or White can - break in with a winning - attack. - -Again Black has the better of it. He has a chance to play at J 1 on the -next move. The relation of this stone to the stone at F 2 when at the -edge of the board is called “Ozaru,” or the “great monkey,” and it -generally gains about eight spaces. This is also shown among the -examples of end positions. - - - - - -XVIII - -Handicap - - WHITE BLACK - -1. C 8. 2. C 6. -3. E 2. This is another 4. D 2. - method of trying to get in - the corner. -5. D 3. 6. E 3. This is the crucial - move of this variation; if - Black plays No. 6 at C 3, - he gets the corner, but - White gets the better - game. -7. C 3. 8. C 2. -9. C 4. 10. D 5. -11. F 2. 12. B 3. -13. B 4. 14. B 2. -15. G 4. 16. E 4. - -Black has the better of it. - - - - - -XIX - -Handicap - -Plate 21 (B) - - WHITE BLACK - -1. O 4. “Ikken taka kakari.” 2. Q 6. This is Black’s best - This is the fourth method answer. - of commencing the attack. -3. R 8. 4. P 7. Black intends to - follow up this move on one - side or the other, the two - points being Q 9 and M 3. - This is called “Hibiku,” - or “to echo.” -5. Q 10. White defends on one 6. M 3. - side. -7. N 5. White must get out. 8. M 5. -9. M 6. 10. M 4. -11. P 3. 12. Q 3. -13. O 8. 14. L 6. -15. S 6. 16. S 5. -17. R 5. 18. S 4. -19. R 6. 20. P 4. -21. O 3. 22. S 2. Black prepares to - form “Me” in the corner. - -White must now play at O 6 to save his stones on the left side. - -This “Joseki” is very much spread out; it is difficult to say who has -the better of it. - - - - - -XX - -Handicap - - WHITE BLACK - -1. D 14. 2. C 14. Not so good as F 16. -3. C 15. This is not White’s 4. D 15. - best move; it is done to - confuse Black, and will - win if Black does not know - how to reply. -5. C 13. 6. B 14. -7. B 15. 8. B 13. D 13 would be bad. -9. C 17. 10. D 17. -11. C 18. 12. C 12. -13. D 13. 14. D 18. -15. D 19. 16. C 16. -17. B 16. 18. A 15. -19. A 17. A 16 would not do. 20. E 19. -21. C 19. 22. F 18. “Kake tsugu.” Black - must protect his - connection; this situation - arises frequently. -23. B 18. White plays on the 24. F 15. - only point to save the - corner. -25. D 12. 26. C 11. -27. D 11. 28. C 10. - -Black has the better game. - - - - - -XXI - -Handicap - -Plate 21 (C) - - WHITE BLACK - -1. D 13. “Nikken taka 2. F 16. Black has a variety - kakari”; this is the fifth of moves at his command; - method of opening the the text move is probably - attack. best. -3. H 17. 4. C 10. Really “Tenuki.” - Black can play equally - well at C 7. -5. B 16. 6. C 16. -7. B 14. 8. B 17. - -Black has the corner and White has commenced to envelop his stones. The -following continuation might occur: - - WHITE BLACK - -5. F 18. 6. D 18. -7. E 17. 8. C 15. - -Black’s last move in this continuation is interesting, because it will -make “Kake tsugu” no matter which way White tries to break through. If -he should play at D 17, White could get through at E 16. - - - - - -XXII - -Handicap - - WHITE BLACK - -1. N 16. 2. O 17. This is an - alternative defense. -3. N 17. 4. O 16. -5. O 15. 6. N 18. This is Black’s best - move. If he plays at P 15, - White replies at O 18 with - a good attack. -7. M 18. 8. O 18. -9. M 15. 10. N 14. This stone will be - sacrificed, but while - White is killing it Black - gets advantage elsewhere. -11. N 15. White must connect. 12. Q 14. - -Black has the better of it. - - - - - -XXIII - -Handicap - - WHITE BLACK - -1. G 4. 2. D 7. This is another - defensive move. -3. D 3. 4. E 3. This is better than C - 3; in that case Black gets - the worst of it. -5. E 4. 6. C 3. -7. D 2. 8. E 5. -9. F 4. 10. C 4. C 2 is not so good. -11. C 2. 12. B 2. -13. E 2. White must look out 14. C 10. - for his three stones. B 1 - would be a bad move. - -The corner is divided, but Black has better prospects. - - - - - -XXIV - -Handicap - - WHITE BLACK - -1. F 3. 2. C 7. -3. C 9. 4. D 3. Black’s three stones - are now called “Ogeima - shimari”; they are - supposed to be a strong - formation protecting the - corner. -5. C 5. The point of this 6. D 5. - variation is to show that - White can strike in on - this move and yet live. -7. C 6. 8. D 7. -9. B 7. 10. B 8. -11. B 6. 12. C 8. -13. D 6. 14. E 6. -15. E 7. White threatens from 16. C 4. - the outside. -17. B 9. 18. E 8. Black cannot venture - A 8, as his four stones - would then die. -19. A 8. “Watari.” 20. F 7. Takes. - -White has entered the corner and still his stones will live. - - - - - -XXV - -Handicap - -Plate 21 (D) - - WHITE BLACK - -1. C 6. 2. G 3. -3. J 3. 4. C 4. -5. E 6. Instead of entering 6. G 5. Black tries to get - the corner, White attacks out toward the center; - from both sides. this move also prevents - White from playing at E 3. -7. J 5. 8. G 7. -9. F 8. 10. H 2. - -Black has a good game. - - - - - -We now come to the “Joseki” where no handicaps are given. In such -cases, of course, Black has the first move. The first stone is -generally played on an intersection adjacent to the point on which the -handicap stone is placed when given. There are, therefore, eight -intersections on which the first stone might be played. In the lower -left-hand corner, for instance, these would be C 3, C 4, C 5, D 3, D 5, -E 3, E 4, E 5. By common consent C 3 has been rejected as -disadvantageous for the first player, because the territory obtained -thereby is too small. E 5 has been rejected because it allows the -adversary to play behind it and take the corner. D 4, or the handicap -point, is also not used. The other six points may be divided into -duplicate sets of three each, and, therefore, there are only three -well-recognized methods of playing the first stone. These are: in the -lower left-hand corner, C 4 or D 3, the most usual and conservative, -which is called “Komoku,” or the “little ‘Me’”; E 4 or D 5 which is -bolder, called “Takamoku,” or the “high ‘Me’”; and E 3 or C 5 which is -not so much used as either of the others, called “Moku hadzushi,” or -the “detached ‘Me.’” We shall give about an equal number of examples of -each of these methods of opening the game, commencing, as is customary -in the Japanese works, with “Takamoku.” - - - - - -I - -No Handicap - -Plate 22 (D) - - BLACK WHITE - -1. D 5. “Takamoku.” This is 2. D 3. This is White’s best - the most aggressive of the answer. E 3 is also good. - three methods of opening. C 3 is bad. -3. C 3. Black plays to get 4. C 2. Best; if he attempts - territory on the left; he to cut off at C 4 he gets - attacks from inside. a bad game. -5. C 4. Black extends. 6. E 2. Necessary to secure - the connection at D 2. -7. C 9. Black takes territory 8. G 4. White takes space to - on left side. the right. - -Even game. - - - - - -II - -No Handicap - - BLACK WHITE - -1. Q 15. “Takamoku.” 2. Q 17. -3. P 17. Black attacks from 4. P 18. - the outside. -5. P 16. 6. O 17. White plays to get - territory on one side or - the other; he will - sacrifice one of his - stones on line 17. -7. O 18. This stone is 8. N 18. White plays to - intended as a sacrifice to secure the left-hand side. - aid Black in getting the - corner. It is better than - Q 18. -9. Q 18. Black now secures 10. O 19. Takes. - the corner. -11. R 17. 12. O 16. An important stone; - it is played to secure - White territory on the - left, also to aid in an - attack on the right-hand - side. -13. P 14. This is also 14. K 16. White returns to his - important as it extends original plan and secures - Black’s territory; he territory to the left. - cannot neglect it. - -Even game. - -Suppose Black neglects P 14 on his thirteenth move, we would then have -the following continuation: - - BLACK WHITE - -13. “Tenuki.” 14. P 14. -15. Q 14. 16. Q 13. -17. R 13. 18. R 12. -19. Q 12. 20. P 13. -21. R 11. 22. S 12. -23. S 11. 24. S 13. -25. R 14. 26. Q 11. -27. P 12. 28. S 10. -29. R 10. 30. Q 10. -31. R 9. - -White has the better of it. - - - - - -III - -No Handicap - -Plate 22 (A) - - BLACK WHITE - -1. P 16. “Takamoku.” 2. R 16. -3. Q 14. The purpose of this 4. P 17. White tries to get - move is to confine White out on the left. - to the corner. -5. O 17. Black prevents this. 6. Q 17. -7. O 16. 8. R 14. White tries the - other side. -9. R 13. Black stops him. 10. S 14. -11. Q.16. If Black wishes 12. R 17. - “Tenuki,” this is good, - otherwise S 13 would be - better. -13. E 17. “Tenuki,” but, - nevertheless, played with - reference to the stones on - line O. - -Even game. White has the corner, but Black has better possibilities. - - - - - -IV - -No Handicap - - BLACK WHITE - -1. E 16. “Takamoku.” 2. C 16. -3. D 14. 4. E 17. -5. D 16. Black threatens to 6. D 17. - break into the corner. -7. C 17. Black repeats his 8. B 17. - threat; in reality it is a - sacrificed stone. -9. C 18. This stone may be 10. B 18. White must play here - lost, but it aids Black in to save his stones. - attacking from the - outside. -11. C 15. 12. B 16. -13. F 17. 14. D 18. -15. E 18. 16. C 19. Takes two. -17. G 16. - -This is an old “Joseki” which used to be popular; it fell into disuse -and was revived by Murase Shuho. It is good enough for White if he has -an outlying stone or two in the neighborhood, otherwise it is bad play -for White. - - - - - -V - -No Handicap - -The following stones are supposed to be on the board: Black, Q 13, R -13, R 15; White, Q 14, P 16, Q 17. - - BLACK WHITE - -1. Q 5. Black plays 2. R 3. White plans to - “Takamoku,” thinking to prevent Black’s connection - connect with stones on and reduce the Black - line 13. territory. -3. P 3. This is an error; if 4. Q 4. - Black wishes to frustrate - White’s plan, R 4 is the - correct play. -5. P 4. 6. R 5. -7. R 6. 8. S 6. -9. R 7. 10. S 7. -11. R 8. 12. S 8. White has now made a - formidable attack on the - Black territory. -13. R 9. 14. P 5. If Black gets this - point, his line would be - too strong. -15. Q 6. 16. Q 2. Important; not merely - to attack Black on line P, - but it prevents Black from - coming to R 2, which would - mean 10 “Me”; it also - prepares for O 2. - -White has the better of it. - -Variation commencing at White’s sixteenth move: - - BLACK WHITE - - 16. O 5. Not so good as No. - 16, Q 2. -17. R 2. 18. S 2. -19. Q 2. 20. S 4. White secures the - necessary two “Me.” -21. M 3. - -Black now has secured territory at the bottom of the board and confined -White to the corner with the better game. - - - - - -VI - -No Handicap - -Plate 22 (B) - - BLACK WHITE - -1. Q 5. 2. Q 3. -3. O 4. 4. R 5. -5. R 6. 6. R 4. -7. S 6. 8. O 2. -9. “Tenuki” at Q 15. - -White has the corner; Black can afford “Tenuki” at move nine because if -White cuts at Q 6 Black can still get a good game. In fact Q 15 -indirectly defends the connection at Q 6. - - - - - -VII - -No Handicap - -Plate 22 (C) - - BLACK WHITE - -1. D 15. 2. D 17. -3. G 16. Old “Joseki,” 4. C 15. - originated by Konno Genko - in the Middle Ages. -5. C 16. 6. D 16. -7. C 17. 8. C 18. -9. B 18. 10. D 18. -11. B 15. 12. C 14. -13. B 14. 14. C 13. -15. E 15. 16. B 19. -17. B 17. 18. B 13. -19. A 16. This gives Black two 20. G 18. - “Me.” -21. H 18. 22. G 17. -23. H 17. 24. F 16. -25. F 15. 26. E 16. -27. G 15. 28. F 18. Important move for - defense. -29. C 10. - -Black has the better of it. - - - - - -VIII - -No Handicap - -Plate 23 (A) - - BLACK WHITE - -1. P 17. “Moku hadzushi”; not 2. Q 15. This is called - so much used as the other “Takamoku kakari”; it is - two openings. It is more one of the two general - conservative than methods of replying to - “Takamoku.” “Moku hadzushi.” -3. R 16. Black plays to 4. R 15. - secure the corner. -5. S 16. The corner is now 6. R 11. S 15 would be good - safe. also. - -Even game. - - - - - -IX - -No Handicap - - BLACK WHITE - -1. R 15. “Moku hadzushi.” 2. P 16. -3. P 15. Black plays to 4. O 15. - confine White. -5. P 14. Necessary to prevent 6. Q 16. White plays to get - White breaking in. the corner. -7. R 16. 8. N 16. Very important; if - neglected, Black gets the - corner, and also destroys - White’s adjacent - territory. -9. R 10. 10. R 17. -11. S 17. 12. S 18. -13. R 18. 14. Q 17. -15. S 16. 16. K 17. - -The corner is evenly divided, and neither side has an advantage. - - - - - -X - -No Handicap - - BLACK WHITE - -1. P 17. 2. Q 15. “Takamoku kakari.” -3. P 15. 4. P 16. This is an invention - of Murase Shuho. -5. O 16. Black cannot play at 6. Q 16. - Q 16 without getting a - very bad position. -7. Q 17. 8. R 17. -9. R 18. 10. S 16. -11. S 18. 12. O 17. -13. N 17. 14. O 18. -15. P 18. 16. N 18. This and the two - preceding stones are - sacrificed; Black - naturally expects White to - cut at O 15. The text move - is a brilliant invention - of Murase Shuho. -17. M 17. Black cannot neglect 18. O 15. - this move. -19. N 16. 20. P 14. Takes. -21. K 17. Defensive; Black 22. R 10. - loses the “Sente.” - -White has much the better game. - - - - - -XI - -No Handicap - -Plate 23 (B) - - BLACK WHITE - -1. P 3. “Moku hadzushi.” 2. Q 5. “Takamoku kakari.” -3. P 5. 4. P 4. -5. Q 4. This is not a good 6. O 4. - move for Black and will - result in his getting a - confined position. -7. R 5. 8. Q 6. -9. R 4. 10. O 3. -11. P 2. 12. O 2. -13. R 6. 14. Q 7. -15. S 8. Black cannot play at 16. E 3. - R 8, as White would cut at - R 7. - -White has the better position. - - - - - -XII - -No Handicap - -Plate 23 (C) - - BLACK WHITE - -1. C 15. 2. D 17. “Komoku kakari.” - This is the alternative - method of defense to this - opening. -3. F 17. Black attacks from 4. E 17. This is the crucial - both sides. move. White plays thus - first to get a strong - position on line 17, also - to prepare for getting out - at D 15. Two connected - stones always form a - strong base. -5. G 16. 6. D 15. -7. D 14. 8. E 15. -9. B 16. Black now invades 10. B 17. - the corner; he wishes to - occupy C 17, an important - point. -11. C 17. 12. C 18. -13. C 16. 14. B 18. -15. E 18. 16. D 18. -17. G 14. 18. F 14. -19. D 13. Guarding the 20. G 13. - connection at C 14. -21. H 14. 22. F 12. - -Black has the better position. This is an old “Joseki.” It is not much -liked at the present time. - - - - - -XIII - -No Handicap - - BLACK WHITE - -1. C 15. 2. D 17. -3. F 16. This is a variation; 4. E 17. - the intention is to - confine White to the - margin. -5. E 15. This is to prevent 6. G 17. - White from coming to D 15. -7. H 16. 8. H 18. This is a correct - move. H 17 would be - inferior. -9. G 16. 10. K 17. - -Even game. - - - - - -XIV - -No Handicap - -Plate 23 (D) - - BLACK WHITE - -1. C 5. 2. D 3. -3. F 4. 4. E 3. -5. C 3. This is unusual; E 5 6. C 2. - is the customary move. -7. C 4. 8. G 3. -9. B 2. 10. G 4. -11. E 5. 12. D 2. -13. G 5. 14. J 4. - -Even game; the corner is divided. - - - - - -XV - -No Handicap - -Plate 24 (A) - - BLACK WHITE - -1. R 16. This move, called 2. P 17. White’s best reply. - “Komoku,” is the most - frequently used opening - when there are no - handicaps; it is also the - safest for the weaker - player. -3. N 17. This move is called 4. R 17. White plays to get - “Ikken basami”; this is the corner. - the most usual way of - continuing: it gives Black - an attack at once. -5. S 17. 6. Q 16. -7. R 15. Black must extend; R 8. R 18. White must do the - 18 would be bad. same; he cannot play at S - 18. -9. Q 13. 10. S 18. White cannot neglect - this move after Black - plays at Q 13; if Black - had played at R 12, White - could have played - elsewhere. - -Black has the better position. - - - - - -XVI - -No Handicap - - BLACK WHITE - -1. Q 17. “Komoku.” 2. R 15. -3. R 13. “Ikken basami.” 4. Q 13. This time White does - not try for the corner, - but attacks the black - stone at R 13. -5. Q 12. 6. Q 14. -7. N 17. Black abandons the 8. R 12. - stone at R 13 in order to - get greater territory; if - he defends it at R 11, - White plays at N 17 with a - better game. -9. R 11. 10. S 12. -11. Q 11. S 11 would be bad. 12. S 13. -13. R 16. 14. S 15. - -Black has the better position. - - - - - -XVII - -No Handicap - - BLACK WHITE - -1. D 3. “Komoku.” 2. C 5. -3. C 7. 4. H 3. White in turn attacks - the black stone at D 3; G - 3 would be too near. -5. D 5. Black connects his 6. D 4. - stones and shuts White in. -7. E 4. 8. C 4. -9. D 6. 10. C 3. -11. E 2. 12. D 2. -13. E 3. 14. L 3. White can afford to - play for a greater space, - as his stones in the - corner will live even if - he loses the stone at D 2. -15. B 6. 16. B 5. -17. C 2. 18. B 2. -19. D 1. Takes. 20. B 1. - -Even game. - - - - - -XVIII - -No Handicap - -Plate 24 (B) - - BLACK WHITE - -1. R 4. “Komoku.” 2. P 3. -3. M 3. “Nikken basami.” This 4. Q 5. White plays to get - is the second variation in out toward the center. - this opening. -5. R 5. 6. Q 6. -7. R 7. 8. R 6. -9. S 6. 10. S 7. “Sute ishi.” -11. S 8. 12. Q 7. -13. R 8. It would be bad play 14. S 5. - to take immediately. -15. T 7. Takes. 16. R 3. -17. S 4. 18. S 3. This move is made to - secure “Me” in the corner. -19. Q 4. 20. P 4. - -The game is about even. - - - - - -XIX - -No Handicap - - BLACK WHITE - -1. C 4. “Komoku.” 2. E 3. -3. H 3. “Nikken basami.” 4. D 5. White attacks the - stone at C 4. -5. D 4. 6. E 4. -7. E 5. This is a bad move if 8. D 6. - White replies correctly, - otherwise Black gets the - better of it. -9. F 5. 10. D 2. This is an important - move; it attacks the black - stones on line 4 and also - prepares for White to - extend at G 4. C 2 would - be bad, as Black would - play at F 4. -11. B 6. Black defends his 12. G 4. - threatened position. -13. F 7. 14. D 8. White must extend. -15. B 2. 16. H 4. - -Black’s third stone at H 3 is now called “Uke ishi,” or a “floating -stone.” White has the better position. - - - - - -XX - -No Handicap - -Plate 24 (C) - - BLACK WHITE - -1. D 17. “Komoku.” 2. C 15. -3. C 12. “Nikken basami.” 4. D 12. White attacks the - stone at C 12 in this - variation. -5. D 11. 6. C 13. -7. C 11. 8. G 17. White attacks the - other black stone. -9. E 16. 10. F 15. -11. C 16. The old book move 12. E 15. - was E 15, but this gave - “Tenuki” to White. - -Even game. - - - - - -XXI - -No Handicap - - BLACK WHITE - -1. C 4. “Komoku.” 2. E 3. -3. J 3. “Sangen basami.” This 4. R 4. White takes advantage - move attacks the white of his opportunity and - stone but not so directly plays in another corner. - as the preceding - variation. It is the - invention of Honinbo - Dosaku. -5. D 3. 6. E 4. -7. B 6. 8. J 5. -9. M 3. It will be seen in 10. H 3. - this variation that the - stones are played farther - apart than in the - preceding “Joseki.” -11. H 2. 12. H 4. -13. D 8. This is an important 14. O 3. - move for Black. -15. M 5. 16. L 4. “Nozoku.” It - threatens Black’s - connection on lines M and - 3. -17. L 3. If Black defends at M 18. G 2. - 4, White replies at K 2. -19. J 2. 20. L 5. -21. M 4. 22. P 5. - -This “Joseki” really deals with two corners. - - - - - -XXII - -No Handicap - -Plate 24 (D) - - BLACK WHITE - -1. D 3. “Komoku.” 2. C 5. -3. C 9. “Sangen basami.” 4. C 3. -5. C 2. 6. D 4. -7. E 3. 8. B 3. -9. E 4. Preparatory to 11 at 10. D 6. A good move. E 5 - C 15; generally No. 9 is would be bad, because - played at H 3. Black would reply at D 6 - with a better game. -11. C 15. (Not in diagram.) - - - - - -We will now insert ten examples of openings, as distinguished from -“Joseki.” As already stated, these are by Murase Shuho. In these -examples Black is supposed to make the best possible moves, and -therefore White always finds himself at a disadvantage. - - - - - -I - -Plate 25 - -Black has a handicap of four stones. - - WHITE BLACK - -1. R 14. 2. Q 14. -3. Q 13. 4. P 14. -5. R 15. 6. R 16. -7. O 3. 8. R 10. Formerly in such a - case as this Black played - at R 7. This move replied - to White’s move at O 3 and - at the same time from a - distance attacked White’s - stones at R 14 and R 15. - It is better to confine - the last two stones by the - text move. -9. P 13. 10. R 12. -11. Q 15. 12. P 15. -13. R 13. 14. P 16. -15. N 13. 16. P 10. This move is better - than R 7. -17. R 3. 18. R 4. This move is better - than Q 3, which although - it cuts off O 3 and R 3 - would leave Black’s stone - at R 10 weak. -19. Q 3. 20. P 4. -21. P 3. 22. N 5. -23. L 17. 24. G 17. -25. O 17. 26. N 16. -27. P 18. 28. Q 18. Black is quite - satisfied to have merely - the necessary two “Me” in - this corner, because he - has a much larger - territory to the left. -29. J 17. 30. C 10. -31. Q 6. 32. O 4. -33. M 4. This move is better 34. O 8. - than O 7 because Black - could follow at N 3 in - that case. Q 6 is a “Sute - ishi” or sacrificed stone. - It has the effect of - forcing Black to play 34 O - 8, and later on will help - still further to narrow - down Black’s territory. At - the same time every attack - on the Black position from - the outside would be made - more effective by the - presence of this stone. - Possibly it could also be - used later in “Ko.” Black - makes his 36th, 38th and - 40th moves in order to - secure his position which - is weakened by the - presence of the white - stone at Q 6. -35. F 3. 36. M 5. -37. L 4. 38. L 5. -39. K 5. 40. K 6. -41. J 5. 42. F 4. -43. G 4. 44. E 3. -45. F 5. 46. E 4. -47. G 3. 48. D 7. -49. R 18. Beginners would play 50. P 17. - at S 16 or Q 17. -51. O 18. 52. Q 19. - - - - - -II - -Plate 26 - -Black has a handicap of four stones. - - WHITE BLACK - -1. R 14. 2. Q 14. -3. Q 13. 4. P 14. -5. R 15. 6. R 16. -7. R 10. 8. K 17. -9. O 3. 10. G 3. -11. H 17. 12. F 17. -13. M 17. 14. O 17. -15. O 18. 16. P 17. -17. K 18. 18. L 18. -19. L 17. 20. J 18. -21. K 16. 22. J 17. -23. J 16. 24. H 18. -25. M 18. 26. P 3. -27. O 4. 28. Q 6. This move has the - same effect as R 6. -29. J 3. 30. C 10. -31. C 6. 32. C 4. -33. C 8. 34. E 10. -35. F 7. 36. G 5. -37. C 12. 38. D 7. -39. D 8. 40. C 11. This move is very - important because it - prevents the stone at C 12 - from making a connection - with that at C 8. -41. E 12. 42. F 9. -43. F 8. 44. H 9. -45. H 7. 46. H 12. -47. C 14. 48. K 19. -49. M 15. 50. J 5. -51. K 7. 52. K 9. -53. L 3. 54. R 8. - - - - - -III - -Plate 27 - -Black has a handicap of three stones. - - WHITE BLACK - -1. R 4. 2. P 3. -3. L 3. 4. G 3. -5. Q 3. 6. P 4. -7. Q 6. 8. M 5. The following is also - good. - - B. L 5, M 3, M 4 - W. J 3, M 2, Q 8 - - White playing at Q 8 in - order to prevent Black - from playing at R 5. -9. K 4. 10. K 6. -11. H 4. 12. G 4. -13. J 6. 14. K 7. -15. G 6. 16. R 11. Black cannot play at - R 5 without seeing P 3 and - 4 cut off. -17. R 9. 18. Q 14. -19. C 6. 20. C 4. -21. C 14. 22. G 17. -23. C 17. 24. C 16. -25. D 17. 26. E 16. -27. B 16. 28. B 15. -29. B 17. 30. C 15. -31. E 17. 32. F 17. -33. D 14. 34. F 15. -35. M 17. 36. C 8. -37. E 6. 38. D 11. -39. B 14. The ordinary answer 40. E 8. - to this is A 14, but this - time Black cannot play in - this way since White would - follow at B 12 and thus - threaten the black stones - at C 8 and D 11. -41. J 7. 42. K 8. -43. H 9. 44. G 11. -45. A 15. Black could not 46. J 10. - occupy A 14 on his 42d and - 44th moves. -47. H 3. 48. O 17. -49. J 17. 50. G 2. This move is - necessary for the security - of the Black position, and - at the same time Black - does not lose the “Sente” - by this move. - - - - - -IV - -Plate 28 - -Black has a handicap of three stones. - - WHITE BLACK - -1. R 14. 2. R 5. -3. P 4. 4. Q 3. -5. P 3. 6. Q 2. -7. R 7. Formerly in this case 8. R 6. - White played at L 3 and - Black replied at Q 6. -9. Q 7. 10. P 5. -11. O 17. 12. Q 14. -13. Q 13. 14. P 14. -15. R 15. 16. R 16. -17. P 13. 18. O 16. -19. N 16. 20. P 17. -21. O 18. 22. O 13. -23. O 12. 24. O 14. -25. K 17. 26. L 3. -27. C 14. At this move White 28. L 5. - abandons P 3 and 4. If he - replied to Black L 3, then - there would follow: - - B. L 3, L 4, L 5, L 6, G 4 - W. M 4, M 5, M 6, M 7 - - and Black has a decisive - advantage. -29. C 8. 30. C 6. -31. E 14. 32. C 15. -33. B 14. 34. F 16. -35. E 2. 36. D 2. -37. D 3. 38. C 3. -39. E 3. 40. C 2. -41. J 3. 42. E 4. -43. G 3. 44. K 2. The importance of - this move, when a - territory merely has the - protection of L 3-L 5, has - been commented on before. -45. J 5. 46. P 6. -47. O 8. 48. N 12. -49. O 11. 50. H 17. - - - - - -V - -Plate 29 - -Black has a handicap of two stones. - - WHITE BLACK - -1. R 4. 2. D 15. -3. D 17. 4. F 16. -5. C 15. 6. C 14. -7. C 16. 8. D 14. -9. C 8. F 17 is just as good. 10. E 18. - Then would follow: - - B. G 17 - W. F 18 -11. D 18. 12. P 3. -13. L 3. 14. P 6. -15. R 7. 16. J 3. -17. L 5. 18. J 5. -19. L 7. 20. R 3. -21. S 3. 22. Q 4. This move and 24-R 2 - are necessary because of - the white stones on line - L. -23. R 5. 24. R 2. -25. O 17. 26. C 6. -27. D 11. 28. F 12. This move is very - good, otherwise White - plays at E 16 and breaks - into the Black position. -29. F 9. 30. Q 14. -31. K 16. 32. R 9. -33. S 2. If Black plays at R 34. P 9. - 9, this move is necessary - for the security of the - white group. -35. C 12. 36. E 17. -37. D 16. 38. F 14. -39. G 15. 40. F 15. -41. H 17. 42. J 7. -43. O 4. 44. Q 5. -45. R 8. 46. M 6. -47. L 6. 48. Q 9. -49. F 3. 50. E 3. -51. G 2. This is a fine move. 52. K 2. - By means of it Black is - compelled to play at K 2 - and White can occupy F 5 - on his 53d move and thus - escape, whereas without G - 2 White could only have - played at F 4, whereupon - Black could have cut off - the retreat at F 6. - - - - - -VI - -Plate 30 - -Black has a handicap of two stones. - - WHITE BLACK - -1. Q 3. 2. D 17. -3. C 15. 4. C 13. -5. J 17. 6. D 15. -7. D 16. 8. E 16. -9. C 16. 10. D 14. -11. C 17. 12. E 18. -13. C 18. 14. L 17. Black could prevent - White’s next move of E 15 - by playing 14–G 15. -15. E 15. 16. F 16. -17. E 13. 18. E 14. -19. F 15. “Shicho” is 20. H 16. This move makes the - impossible because White Black position secure. - already occupies Q 3. -21. F 14. 22. C 11. -23. L 16. 24. M 17. -25. J 16. 26. H 15. -27. G 13. 28. J 14. -29. M 16. 30. N 16. -31. N 15. 32. O 16. -33. L 14. 34. J 12. -35. G 11. 36. D 9. -37. H 10. 38. J 10. -39. J 9. 40. K 10. -41. G 8. 42. D 6. -43. K 9. 44. L 10. -45. M 8. 46. N 10. -47. J 15. 48. H 14. -49. N 13. 50. J 3. White could not - occupy this point without - endangering the upper - position. -51. L 3. 52. J 5. -53. P 8. 54. P 10. -55. Q 13. 56. L 5. Black does not need - to further defend his - position E 17-P 10, - because it surely has two - “Me.” - - - - - -VII - -No Handicap - -Plate 31 - - BLACK WHITE - -1. C 4. 2. Q 3. -3. D 17. 4. E 3. -5. D 5. 6. R 16. -7. R 5. 8. O 17. -9. F 4. 10. G 3. -11. O 4. 12. O 3. From here the game - might continue as follows: - - B. W. - N 3 P 4 - O 2 P 3 - N 4 Q 6 - R 7 K 3 - - but this is bad for Black. -13. P 4. 14. P 3. -15. N 4. M 3 would be just as 16. R 4. - good. -17. N 3. 18. S 5. -19. J 3. 20. C 11. White abandons the - stones at E 3 and G 3. If - he were to play at G 4, - Black would reply at C 11 - with too great an - advantage. -21. C 14. 22. C 8. -23. D 3. 24. J 17. -25. G 17. 26. J 15. -27. J 5. Now the two white 28. Q 12. - stones are cut off. -29. L 15. Black cannot venture 30. L 17. - any farther in. -31. P 16. 32. P 17. -33. Q 16. 34. Q 17. -35. R 15. 36. S 16. -37. P 13. 38. P 12. -39. N 13. 40. O 13. -41. O 14. 42. O 12. -43. L 13. 44. R 6. -45. D 7. - - - - - -VIII - -No Handicap - -Plate 32 - - BLACK WHITE - -1. C 4. 2. C 16. -3. Q 3. 4. R 5. -5. R 9. 6. O 5. -7. N 3. 8. R 12. -9. P 9. 10. Q 16. -11. R 4. 12. Q 5. -13. P 4. 14. P 5. -15. M 4. 16. M 7. -17. O 17. 18. E 16. -19. C 10. 20. E 3. -21. D 5. 22. K 17. -23. R 17. 24. Q 17. -25. R 16. 26. Q 15. -27. Q 18. 28. P 18. -29. R 18. 30. P 17. -31. R 14. 32. Q 14. -33. R 13. 34. Q 13. -35. S 12. 36. K 15. -37. C 13. 38. E 13. -39. Q 12. 40. R 15. -41. S 15. 42. S 16. -43. S 14. 44. P 12. -45. R 11. Takes. 46. M 5. This move is - necessary because Black’s - position above it has - become strong. -47. O 13. The continuation - would now be either 48 P - 13, 49 O 15, or 48 O 15, - 49 P 13. - - - - - -IX - -No Handicap - -Plate 33 - - BLACK WHITE - -1. C 4. 2. Q 3. -3. D 17. 4. E 3. -5. R 16. 6. C 15. -7. D 5. 8. P 17. -9. F 4. 10. C 11. White cannot play 10 - at G 3 because Black would - then occupy C 11. -11. F 3. 12. K 3. -13. R 5. 14. O 4. -15. F 16. 16. H 17. -17. C 13. 18. C 8. Abandoning the stone - at C 15. -19. C 16. 20. R 13. -21. Q 15. 22. N 16. -23. Q 17. 24. P 18. -25. R 9. If 25 were played at 26. P 14. - Q 8, 26 R 8 would be the - result. -27. O 16. 28. O 15. -29. P 16. 30. N 17. -31. Q 18. 32. R 7. -33. S 7. This move insures a 34. E 4. This move rescues No. - connection between the 4. - stones at R 5 and R 9. -35. E 2. 36. D 2. -37. G 2. 38. E 5. -39. D 3. 40. D 6. -41. C 3. 42. H 15. -43. Q 7. 44. N 13. This prevents Black - from cutting at N 15 and Q - 13. -45. F 14. 46. C 6. -47. G 13. - - - - - -X - -No Handicap - -Plate 34 - - BLACK WHITE - -1. C 4. 2. Q 3. -3. D 17. 4. E 3. -5. R 16. 6. C 15. -7. D 5. 8. F 16. -9. D 15. 10. D 16. -11. E 16. 12. C 16. -13. E 17. 14. E 15. -15. D 14. 16. C 17. -17. F 17. 18. G 16. -19. H 18. This move is much 20. C 14. - better than G 17. -21. E 14. 22. F 15. -23. F 14. 24. H 16. -25. J 17. 26. G 18. -27. F 18. 28. G 14. -29. E 12. 30. C 11. -31. G 13. 32. H 13. -33. G 12. H 14 would be bad. 34. J 14. -35. M 17. 36. J 11 -37. G 10. 38. Q 5. -39. R 10. 40. R 8. -41. P 16. 42. J 3. -43. P 10. 44. P 12. -45. R 12. 46. R 17. A sacrifice. -47. Q 17. 48. D 8. -49. H 9. 50. N 12. - - - - - - - - -VII - -THE END GAME - - -A work on the game of Go would not be complete without a chapter -especially devoted to the subject of the end game. - -On the average a game of Go consists of about two hundred and fifty -moves, and we might say that about twenty of these moves belong to the -opening, about one hundred and fifty to the main part of the game, and -the remaining eighty to the end game. The moves which may be regarded -as belonging to the end game are those which connect the various groups -of stones with the margin, and which fill up the space between the -opposing groups of stones. Of course, there is no sharp distinction -between the main game and the end game. Long before the main game is -finished moves occur which bear the characteristics of end game play, -and as the game progresses moves of this kind become more and more -frequent, until at last all of the moves are strictly part of the end -game. - -Toward the end of the game it becomes possible to calculate the value -of a move with greater accuracy than in the middle of the game, and in -many cases the number of points which may be gained by a certain move -may be ascertained with absolute accuracy. Therefore, when the main -game is nearing completion, the players survey the board in order to -locate the most advantageous end plays; that is to say, positions where -they can gain the greatest number of “Me.” In calculating the value of -an end position, a player must carefully consider whether on its -completion he will retain or lose the “Sente.” It is an advantage to -retain the “Sente,” and it is generally good play to choose an end -position where the “Sente” is retained, in preference to an end -position where it is lost, even if the latter would gain a few more -“Me.” - -The player holding the “Sente” would, therefore, complete in rotation -those end positions which allowed him to retain it, commencing, of -course, with those involving the greatest number of “Me.” He would at -last come to a point, however, where it would be more advantageous to -play some end position which gained for him quite a number of points, -although on its completion the “Sente” would be lost. His adversary, -thereupon gaining the “Sente,” would, in turn, play his series of end -positions until it became advantageous for him to relinquish it. By -this process the value of the contested end positions would become -smaller and smaller, until at last there would remain only the filling -of isolated, vacant intersections between the opposing lines, the -occupation of which results in no advantage for either player. These -moves are called “Dame,” as we have already seen. - -This is the general scheme of an end game, but, of course, in actual -play there would be many departures therefrom. Sometimes an advantage -can be gained by making an unsound though dangerous move, in the hope -that the adversary may make some error in replying thereto. Then again, -in playing against a player who lacks initiative, it is not so -necessary to consider the certainty of retaining the “Sente” as when -opposed by a more aggressive adversary. Frequently also the players -differ in their estimate of the value of the various end positions, and -do not, therefore, respond to each other’s attacks. In this way the -possession of the “Sente” generally changes more frequently during the -end game than is logically necessary. - -The process of connecting the various groups with the edge of the board -gives rise to end positions in which there is more or less similarity -in all games, and most of the illustrations which are now given are -examples of this class. The end positions which occur in the middle of -the board may vary so much in every game that it is practically -impossible to give typical illustrations of them. - -Of course, in an introductory work of this character it is not -practicable to give a great many examples of end positions, and I have -prepared only twelve, which are selected from the work of Inouye -Hoshin, and which are annotated so that the reasons for the moves may -be understood by beginners. The number of “Me” gained in each case is -stated, and also whether the “Sente” is lost or retained. To these -twelve examples I have added eight positions from Korschelt’s work. - - - - - -I - -Plate 35 (A) - -The following stones are on the board: White, S 15, R 14, P 14, L 17; -Black, R 16, Q 16, N 15, N 17. - -If White has the “Sente,” he gains eight “Me,” counting together what -he wins and Black loses. - - WHITE BLACK - -1. S 17. This is White’s only 2. S 16. If Black had had the - good move; S 16 does not move or “Sente,” he could - take advantage of the have avoided White’s - opportunity, and he cannot invasion by playing here. - risk S 18. -3. T 16. An instance of 4. R 17. - “Watari.” -5. S 18. White cannot venture 6. R 18. If Black neglects - to play at R 18. this, White would jump to - Q 18. - -White retains the “Sente.” - - - - - -II - -Plate 35 (B) - -The following stones are on the board: White, R 9, O 5, O 3; Black, P -7, Q 3, Q 4, R 7. - -If White has the first move, it makes a difference of six “Me.” - - WHITE BLACK - -1. P 2. 2. Q 2. -3. Q 1. 4. R.1 -5. P 1. 6. S 2. Black cannot neglect - this move. - -White retains the “Sente.” - -If Black had had the first move, the play would have been as follows: - - BLACK WHITE - -1. P 2. 2. O 2. -3. O 1. 4. N 1. -5. P 1. 6. M 2. - -And Black has the “Sente.” - - - - - -III - -Plate 35 (C) - -The following stones are on the board: White, B 16, C 14, E 15; Black, -C 17, D 16, E 16, G 17. - -If White has the move, it makes a difference of seven “Me.” - - WHITE BLACK - -1. B 17. White dare not go to 2. B 18. - B 18 because he would be - cut off eventually at B - 15. -3. A 18. 4. C 18. - -White retains the “Sente.” - - - - - -IV - -Plate 35 (D) - -The following stones are on the board: White, B 8, C 7, C 8, D 6, E 2, -E 6, F 3, F 5; Black, B 6, B 7, C 6, D 2, 3, 4, 5. - -If White has the move, it makes a difference of four “Me.” - - WHITE BLACK - -1. B 4. This stone is 2. B 3. Black’s best move - sacrificed, but there is because it defends the - no loss because it is so connection at C 5, and - threatening that Black also prevents White from - must play twice in order trying to connect at D 1. - to make his position - secure, meanwhile White - advances on line A. -3. A 7. White gains one “Me” 4. A 6. - by this move. -5. A 8. 6. C 4. Necessary because the - connection at C 5 is now - in immediate danger, but - Black thereby fills up - another of his “Me,” and - White retains the “Sente.” - - - - - -V - -Plate 36 (A) - -The following stones are on the board: White, M 16, M 17, M 18, N 16, O -15, P 14, R 14; Black, N 17, N 18, O 16, P 16, Q 16, R 16. - -If White has the “Sente,” it makes a difference of six “Me.” - - WHITE BLACK - -1. N 19. 2. O 18. Black cannot stop - the invasion at O 19, as - White would then play at O - 18 and kill the black - stones on line N. -3. O 19. White pushes his 4. P 19. Black can now arrest - invasion farther. the advance. -5. M 19. 6. P 18. - -White retains the “Sente.” - - - - - -VI - -Plate 36 (B) - -The following stones are on the board: Black, M 2, M 3, N 3, N 4, O 4, -Q 4, R 4, S 4; White, L 3, N 2, O 2, O 3, P 3, R 2, S 3, R 6. - -Black has the “Sente” and gains nine “Me.” - - BLACK WHITE - -1. T 3. 2. Q 2. The obvious answer is - at T 2, but if White plays - there, Black replies at Q - 2 and White loses all his - stones unless he can win - by “Ko.” He plays at Q 2 - in order to form the - necessary two “Me.” -3. S 2. Black proceeds with 4. P 1. If White tries to - his invasion. save his stone by playing - at R 3, Black replies at P - 1, and the white group is - dead. - -Black retains the “Sente.” - - - - - -VII - -Plate 36 (C) - -The following stones are on the board: Black, B 17, C 17, D 16, G 17; -White, B 16, C 13. - - BLACK WHITE - -1. B 14. This move is really 2. C 14. C 15 is not so good. - “Go te”; that is to say, - White is not forced to - reply to it, but it is - very advantageous for - Black, as it effectively - separates White’s two - stones. -3. B 15. The white stone at B - 16 is now hopeless. - -Black has given up the “Sente,” but has gained considerable ground. - - - - - -VIII - -Plate 36 (D) - -The following stones are on the board: Black, C 4, D 4, E 4, C 7; -White, C 3, D 3, E 3, F 3. - -Black has the move. - - BLACK WHITE - -1. B 3. 2. B 2. -3. B 4. - -These moves seem obvious, but the importance of Black’s opportunity is -likely to be underestimated; Black gains about eleven “Me” by this -play. If the opposing lines extend one space nearer the edge of the -board, the territory gained by a similar attack is not nearly so great. - - - - - -IX - -Plate 37 (A) - -The following stones are on the board: White, M 16, N 16, N 18, O 17, P -18, Q 17, 18; Black, N 15, O 15, 16, P 16, 17, Q 16, R 12, R 17. - -White has the move. - - WHITE BLACK - -1. S 17. 2. S 16. -3. R 18. 4. R 16. -5. T 18. - -White has given up the “Sente,” but these moves make a difference in -his favor of about fourteen “Me.” - - - - - -X - -Plate 37 (B) - -The following stones are on the board: White, M 3, O 3, P 2, Q 3, R 2; -Black, N 4, O 4, Q 5, R 3, R 4. - -White has the move. - - WHITE BLACK - -1. S 2. - -This move is really “Go te,” but if Black neglects to answer it, White -can then jump to T 5. This jump is called by a special name “O zaru,” -or the “big monkey,” and would gain about eight “Me” for White. - - - - - -XI - -Plate 37 (C) - -The following stones are on the board: White, C 15, D 15, E 15, 16; -Black, C 16, D 16, E 17, 18, F 16, G 17. - -White has the move. - - WHITE BLACK - -1. B 16. 2. B 17. -3. B 15. - -White has given up the “Sente” and has gained somewhat, but if Black -now neglects to defend and plays elsewhere, White can jump to B 18, and -gain about seventeen “Me” altogether. - - - - - -XII - -Plate 37 (D) - -The following stones are on the board: White, B 8, C 7, 11, D 5, 6, 7, -E 6; Black, B 7, C 5, 6, D 3, 4, E 4, 5. - -White has the move. - - WHITE BLACK - -1. B 6. 2. B 5. -3. A 7. Takes. - -White has given up the “Sente,” but this method of play gains about -fourteen “Me,” as it is now no longer necessary to protect the -connection at C 8. - - - - - -We will now insert two plates from Korschelt’s book. The notes at the -foot of the illustrations are his. - - - - - - - - -VIII - -PROBLEMS - - -After the student has become familiar with the rules and the methods of -play, and perhaps has played a few games either with another beginner -or with a Japanese master, the impression left on the mind is likely to -be that the game is too vague, and that there is too wide a latitude of -choice of positions where stones may be placed. This impression might -be corrected by the study of illustrative games, or of “Joseki” and end -positions, but such a course is rather dry and uninteresting, and, in -the opinion of the author, by far the best way of attaining a correct -idea of the game is by means of problems. - -Many of us are familiar with Chess problems, and I think Chess players -will agree that they benefit the student of Chess very little, because -the assumed positions are not such as arise frequently in actual play. -The opposite is the case in regard to Go problems. These are for the -most part taken from actual games, and the typical problem is a -situation that is quite likely to arise in actual play, and some of -them are positions that occur again and again. - -If the student of the game will set up these positions from the text -and attempt to solve them, preferably with the aid and encouragement of -some friend, he will find that the task is an interesting one, and he -will be impressed by the great accuracy which is necessary in attacking -and defending difficult positions. - -With the knowledge obtained in this way, he will be able to judge with -far greater skill what to do when a position is threatened in actual -play. He will be able to distinguish whether the danger is real, and -whether it is, therefore, necessary to reply to his adversary’s attack, -or whether he can afford to ignore it and assume the “Sente” in some -other part of the board. He will also be able to perceive when an -adversary’s group is vulnerable so that it will be profitable to attack -it. - -The collection of problems which I have given in this book are -rearranged from Korschelt’s work, and they were in turn taken by him -from a Japanese treatise called “Go Kiyo Shiyu Miyo.” Necessarily the -collection here given is a very small one, but if any reader of this -book becomes so much interested in the game that he desires to study -other examples, he will doubtless find some Japanese acquaintance who -can supply him with further material, as the Japanese literature of the -game contains large collections. - -The most important kind of problems are those in which the question is -how to kill an adversary’s group, or how to save one’s own group when -threatened. It is also often very important to know how a connection -between two groups can be forced. - -For greater clearness these problems are arranged under seven heads; to -wit, - -1. Saving Threatened Groups. - -2. Killing Groups. - -3. Playing for “Ko.” - - The advantage gained by this operation is not apparent in the group - itself, but depends upon which player has the larger threatened - group elsewhere. - -4. Reciprocal Attacks or “Semeai.” - - This is a combination of the first two kinds of problems, and it - only differs from them in that both players have comparatively - strong groups which are so intertwined that both cannot live, and - the question is, which can kill the other first. - -5. Connecting Groups. - - The problem here is to force a connection between a small group - having insufficient “Me” and some larger group. - -6. “Oi otoshi.” - - This really means a “robber’s attack.” It arises where a group is - apparently engulfed by the opponent, and when, by adding further - stones to it which the opponent must take, the threatened player - can force his opponent to abandon a part of his surrounding chain - in order not to sustain greater losses. The attack is so sudden and - unexpected that the Japanese compare it to the methods of a - highwayman. It is an example of the finest play in the game. - -7. Cutting. - - This is another method of escape, and the problem is to cut off and - kill part of the adversary’s surrounding chain. - - - -In the following examples the side having the first move is given in -italics. - - - - - -I. SAVING THREATENED GROUPS - -1. (Plate 40, A) White, Q 18, R 18, S 16, 17, 18. - Black, O 17, P 18, Q 17, R 15, 17, S 15. - -2. (Plate 40, B) White, O 3, Q 3, 4, R 3, 5, S 5. - Black, R 2, 4, S 3, 4. - -3. (Plate 40, C) White, A 14, B 11, 13, C 13, 14, 15, 17, D 17, 18, - E 16, F 17. - Black, A 13, B 14, 15, 17, 18, C 16, 18. - -4. (Plate 40, D) White, B 3, C 3, D 2, E 2. - Black, B 4, C 4, D 3, E 3, F 2, G 3. - -5. White, B 5, C 4, D 5, E 2, 3, 4, G 2. - Black, B 3, 4, D 2, 3, E 1. - -6. White, B 12, 13, 15, 16, C 13, 15, D 13, 14. - Black, A 16, B 11, 17, C 10, 12, 16, D 12, 15, 16, E 13, 14. - -7. White, M 16, 17, N 16, O 15, 17, P 14, 17, Q 18, R 14, S 15. - Black, N 17, O 16, P 16, Q 16, R 16, S 16, 18. - -8. White, O 1, P 2, Q 2, 3, R 3, S 3, 4. - Black, N 2, O 2, P 1, 3, 4, Q 4, R 4, 6, S 5, T 4. - -9. White, A 4, B 5, 6, C 4, D 5, E 2, 3, 4. - Black, A 5, B 3, 4, C 3, D 2, 3. - -10. White, B 15, 16, C 17, 18, D 18. - Black, A 15, B 14, C 14, 15, 16, D 17, E 17, 18. - -11. White, L 18, M 16, 17, N 14, 18, O 13, 19, P 18, Q 12, 13, 17, 18, - R 12, 14, 18, S 14, 17, 19. - Black, N 17, O 15, 17, 18, P 14, 17, Q 14, 15, 16, R 13, 16, 17, - S 13, 18. - -12. White, Q 3, R 2, 3, S 3. - Black, P 2, 3, 5, Q 2, 4, R 5, 7. - -13. White, B 2, C 3, D 1, 3, E 2. - Black, B 4, C 5, D 4, E 3, 4, F 1, 2, G 3. - -14. White, A 16, B 15, C 15, 16, D 17, E 17, F 18, G 18. - Black, B 16, 17, C 17, D 18, E 18, F 19. - -15. White, Q 15, R 14, 15, 16, S 17. - Black, P 15, 17, Q 13, 14, 16, R 11, 12, 17, 18. - -16. White, R 3, 4, 5, S 2. - Black, O 3, P 3, Q 4, 6, R 6, S 6, T 3. - -17. White, B 4, C 3, 4, 5, E 4, F 2, 3, H 2. - Black, B 3, C 2, D 3, E 2, F 1. - -18. White, C 13, 15, 16, 17, E 14, 15, 16. - Black, B 14, 15, C 12, 14, D 13, 17, E 12, 17, F 15, 16, G 13. - -19. White, M 17, N 18, O 17, 19, P 15, 17, R 14, 16, S 16. - Black, O 18, P 18, Q 16, 17, R 17, S 17. - -20. White, P 2, 3, 6, Q 2, 4, R 2, 4, 6, 7. - Black, Q 3, R 1, 3, 9, S 2, 4, 5. - -21. White, B 13, 14, 16, C 13, D 13, 14, 15, 18, E 16, 17. - Black, B 15, C 14, 15, 17, 18, D 16. - -22. White, C 7, D 3, 5, 6, E 2, 3, 7, F 5. - Black, C 2, 4, 5, 6, 9, 10, D 2, E 8, F 2, 8, G 3, 5, 6, J 3. - -23. White, O 2, 3, 4, 6, Q 4, R 4, 6, S 5, T 4. - Black, P 2, 3, R 3, S 3, 4. - -24. White, Q 17, R 16, 17, S 18. - Black, N 17, O 17, P 16, Q 16, R 15, S 16, 17. - - - - - -II. KILLING GROUPS - -1. (Plate 41, A) White, O 17, P 18, Q 14, 15, 16, 17, R 13, S 13, - 14, 15. - Black, Q 18, R 14, 15, 16, 17, 18, S 16, T 15. - -2. (Plate 41, B) White, P 5, Q 3, R 2, 5, S 5, 6. - Black, O 2, P 3, 4, 6, Q 2, 5, R 6, 7, S 8. - -3. (Plate 41, C) White, B 15, 18, C 16, 17. - Black, B 14, C 14, D 15, 16, 17, 18. - -4. (Plate 41, D) White, B 4, C 3, 4, E 1, 3, F 2, 4, G 2. - Black, A 3, B 2, 3, C 2, D 2, E 2, F 1. - -5. White, B 4, C 4, D 3, E 3, F 2, G 3. - Black, A 3, B 3, C 2, D 2, E 2. - -6. White, B 16, C 10, D 13, 15, 16, 17. - Black, B 14, C 12, 15, D 18, E 12, F 14, 15, 17, G 17. - -7. White, P 17, 18, Q 15, 16, R 13, 15. - Black, Q 17, 18, R 16, S 16. - -8. White, Q 1, R 2, 3, 5, S 5. - Black, O 2, Q 2, 3, 4, 5, 6, R 7, S 7. - -9. White, B 5, C 5, 8, D 5, E 2, 4, F 2, 3, 4. - Black, B 4, C 4, D 2, 3, E 3. - -10. White, B 15, C 15, 17, 18. - Black, B 14, C 12, 14, D 15, 16, 17, F 17. - -11. White, M 16, O 15, 16, 18, P 18, Q 14, R 12, 15, 18, S 16. - Black, L 16, P 16, 17, Q 16, 18, S 17, 18. - -12. White, Q 2, R 2, S 3, 4, 5. - Black, P 2, 3, Q 3, R 4, 5, 7, S 6. - -13. White, B 4, C 4, 6, D 4, E 3, F 3, G 2, H 3. - Black, B 3, C 3, D 3, E 2, F 2. - -14. White, C 17, 18, E 16, 17, F 15, G 16, H 16, 17, K 16. - Black, B 17, 18, C 16, D 14, 16, 17, E 13, 15, G 14, 15, 17, J 14, - 15, K 17, L 16. - -15. White, N 17, P 16, 17, 18, Q 15, R 13, 15, S 14. - Black, Q 16, 17, 18, R 16, S 15. - -16. White, P 2, Q 2, R 3. - Black, N 3, O 3, Q 3, 4, R 5. - -17. White, B 16, 17, C 17, D 18, 19. - Black, C 12, 14, 16, D 16, 17, E 18, F 17. - -18. White, H 3, K 3, 4, M 3, N 4, O 2, P 3, 4, Q 6, R 5, S 1, 4. - Black, P 1, 2, Q 3, R 2, 3, S 3. - -19. White, M 17, O 16, 17, P 15, R 13, 15, S 15, 16. - Black, P 16, Q 16, 18, R 16, S 17. - - - - - -III. PLAYING FOR “KO” - -1. (Plate 42, A) White, O 16, P 17, 18, Q 16, R 14, 16, S 15. - Black, Q 17, 18, R 17, S 16. - -2. (Plate 42, B) White, O 4, 5, P 2, 3, 6, R 2, 6, 7, S 3, 5. - Black, L 3, N 3, O 3, P 4, Q 4, R 4, 9, S 4, 7, T 4. - -3. (Plate 42, C) White, B 16, 17, C 18. - Black, C 13, 15, 16, 17, D 18, E 17. - -4. (Plate 42, D) White, B 4, C 4, D 4, E 3, 4, F 2, G 4. - Black, C 2, 3, D 3, E 2. - -5. White, B 4, C 4, D 3, E 3, F 2, 3. - Black, B 3, C 1, 3, D 2, E 2. - -6. White, C 15, 16, 17, D 18. - Black, B 14, C 12, 14, D 15, 16, 17, E 18, F 17. - -7. White, P 17, 18, Q 17, R 15, 16, S 15. - Black, Q 18, R 17, 19, S 16, 17. - -8. White, Q 3, R 3, S 4. - Black, O 3, P 3, Q 4, R 4, 6, S 5. - -9. White, B 5, C 4, 5, E 4, F 4, H 2, 4, 5, J 3. - Black, B 3, 4, D 3, E 3, F 3, G 3. - -10. White, B 15, 16, C 17, 18, D 19. - Black, B 14, 18, C 14, 15, D 16, 18, E 18, F 16. - -11. White, N 17, O 18, P 16, 17, Q 16, R 16, S 16. - Black, P 18, Q 17, R 17, S 17. - -12. White, P 2, Q 2, R 3, 4, S 2. - Black, M 3, O 3, P 3, Q 5, R 5, S 3, 4, T 2. - -13. White, A 2, B 3, 4, C 5, D 4, 5, F 4, G 2, 3. - Black, B 2, C 3, 4, D 3, E 3, F 2. - -14. White, C 15, 16, 17, D 16. - Black, C 14, D 14, 15, 17, 18, E 16, F 17. - -15. White, N 17, O 18, P 16, 17, Q 15, R 15, S 16. - Black, P 18, Q 16, 17, S 17. - -16. White, R 2, 4, S 3. - Black, O 3, P 4, Q 2, 4, R 5, 6, S 4. - - - - - -IV. RECIPROCAL ATTACKS (“SEMEAI”) - -1. (Plate 43, A) White, N 17, P 17, Q 17, R 17, S 18. - Black, Q 18, R 14, 16, 18, S 16, 17. - -2. (Plate 43, B) White, O 3, P 2, Q 2, R 3, S 3, 5. - Black, Q 3, 4, R 2, 6, S 2, 7. - -3. (Plate 43, C) White, B 15, 16, C 15, 17, 18, D 17, E 18. - Black, B 17, C 16, D 16, 18, E 16, 17, F 18. - -4. (Plate 43, D) White, B 2, 3, 4, C 5, D 3, 4, 6, F 3, G 2, 3. - Black, B 5, 6, C 2, 3, 4, 7, D 2, E 2, F 2. - -5. White, B 3, C 2, 3, 4, D 4, E 3, F 3, G 2, 3. - Black, A 3, 5, B 4, 6, C 5, D 2, 3, 5, E 2, 4, 5, F 2. - -6. White, B 14, 15, 16, 19, C 15, 17, 18, D 18, E 17, F 17. - Black, B 13, 17, 18, C 13, 14, 16, D 15, 16, 17, E 14. - -7. White, N 17, O 17, Q 16, 17, R 18, S 18. - Black, P 18, Q 15, 18, R 15, 17, S 17. - -8. White, P 2, 4, Q 2, 6, R 3, 7, S 3, 6. - Black, N 3, O 2, 3, P 3, Q 3, R 4, 5, S 4. - -9. White, A 4, B 5, C 5, 7, D 2, 3, 5, E 3, 4. - Black, B 3, 4, C 2, 4, D 4, 6, E 5, 6, F 2, 4, G 3. - -10. White, B 13, 14, 15, C 15, 18, D 16, 17, 18. - Black, B 12, 16, C 12, 13, 14, 16, 17, D 15, E 15. - -11. White, O 2, 4, P 2, 4, Q 2, 3, 5, R 5, 7, S 4. - Black, M 3, N 2, 3, O 3, P 3, Q 4, R 3, 4. - -12. White, Q 11, 12, 13, R 11, 14, 15, S 16, T 14. - Black, Q 14, 15, R 12, 13, 16, 17, 18, S 11, 13. - - - - - -V. CONNECTING GROUPS - -1. (Plate 44, A) White, K 14, 16, 18, L 18, M 13, N 13, 15, O 16, - P 14, 17. - Black, M 16, 18, N 14, 17, Q 14, 15, 16, R 17. - -2. (Plate 44, B) White, N 5, O 4, 6, P 4, Q 3, 8, R 3, 8, S 3, 4, 7, - 9. - Black, N 6, P 5, 6, 8, 9, R 4, 6, 7, 10, 11, S 5. - -3. (Plate 44, C) White, C 11, 12, 13, 14, 18, D 14, 17, E 18, G 17. - Black, B 10, C 9, 16, 17, D 10, 13, 15, E 11, 14, F 13, 16. - -4. (Plate 44, D) White, C 2, 3, 5, 6, E 7, G 3, 5, H 3, 5. - Black, D 3, 5, E 5, F 3, 6, G 6, J 4, 7, K 3, 6. - -5. White, A 2, B 2, 5, C 6, D 3, E 5, 7, F 5, G 2, 3. - Black, C 1, 2, 3, 4, D 4, G 5, H 2, 3, 4. - -6. White, B 13, 17, C 13, 17, D 13, 16, 17, E 17, F 17. - Black, B 15, C 10, 14, 16, D 11, E 14, 16, F 12, 14. - -7. White, M 2, 3, P 2, 3, R 2, 3, 4, S 5, 6. - Black, N 4, P 4, Q 2, 3, 4, 6, R 5, S 2, 3. - -8. White, M 13, 15, N 11, O 10, 15, P 13, Q 9, 14, R 10, 15, S 12, 16. - Black, O 12, 17, P 12, Q 16, R 11, 12, 13, 17, S 13, 17. - -9. White, B 2, 3, C 2, 4, D 6, F 4, 7, G 3, 5, H 3, 5, J 6, K 5, L 4. - Black, C 3, D 2, 3, E 3, 5, F 3, G 4, J 4, 5, K 4, L 3, M 3. - -10. White, C 12, 17, D 9, 14, 18, E 10, 12, 13, 17, F 17, G 15, H 12, - 14. - Black, C 8, 9, 14, 15, 16, D 10, E 15, 16, F 13, 14. - -11. White, H 17, J 17, K 17, N 15, O 15, 17, P 17. - Black, J 16, K 14, 16, M 14, 16, N 16, O 13, Q 14, 17, R 16. - -12. White, Q 8, 9, R 3, 4, 5, 10, 11, 12, S 2. - Black, P 3, 5, 7, 8, 9, Q 2, 5, 10, R 2, 7, S 1. - - - - - -VI. “OI OTOSHI” - -1. (Plate 45, A) White, P 18, Q 15, 16, 17, R 17, 18, S 17. - Black, O 17, 18, P 14, 16, Q 14, R 14, 16, S 16, 18, T 17. - -2. (Plate 45, B) White, N 5, O 4, P 3, 4, 6, Q 2, R 2, 7, S 3, 4, 6, - T 5. - Black, M 4, N 2, 4, O 3, P 1, 2, Q 3, 5, R 3, 5, S 5. - -3. (Plate 45, C) White, A 16, B 13, 15, 17, 18, C 14, 19, D 16, 17, - 18, E 13, 16, F 16, G 14, 15. - Black, B 16, C 15, 16, 17, 18, D 15, E 15, F 15, 17, G 16, 17. - -4. (Plate 45, D) White, B 3, C 1, 3, 4, 5, 6, D 2, E 3, F 2. - Black, A 3, B 2, 4, 5, 6, C 2, 7, D 7, E 4, 6, F 4, G 2, 3. - -5. White, A 3, B 4, C 4, D 3, 4, F 2, 3, 4. - Black, B 3, C 3, 5, 6, D 2, E 2, 6, F 1, G 2, 4, 5, H 3. - -6. White, A 18, B 15, 17, C 14, 18, D 14, 19, E 14, 18, F 15, 18, - G 19, H 16, 17, 18. - Black, A 16, B 16, 18, C 16, D 15, 17, 18, E 17, F 17, G 17, 18. - -7. White, P 5, 6, Q 3, 4, 9, R 3, 9, S 4, 5, 7, 8, T 6. - Black, N 4, P 2, 3, 4, Q 5, R 4, 5, 6, 7, 8, S 6. - -8. White, Q 16, 17, 18, R 13, 14, 15, 16, 18, S 16. - Black, O 17, P 12, 15, 18, Q 13, 15, R 12, 17, S 13, 14, 15, 17, - 18, T 16. - -9. White, A 3, 4, B 4, 6, C 2, 3, 5, D 1, 3, E 3, F 3, G 3, H 3, - J 2, 3. - Black, B 1, 2, 3, C 1, 4, D 2, 4, E 2, 4, F 2, 5, G 2, H 2, 5, - J 1, K 2, 3, 4. - -10. White, A 9, 12, B 8, 10, 11, 13, 14, 16, 17, C 8, 15, D 9, 15, - E 11, 13, 14. - Black, A 18, B 9, 12, 18, C 9, 10, 11, 12, 13, 14, 17, D 14, 17, - E 15, 16. - -11. White, H 17, J 15, 18, L 14, 15, M 14, N 15, 16, 17, O 17, 18, - P 17, Q 17. - Black, K 17, L 16, M 15, 16, 18, N 14, 18, O 14, 19, P 18, Q 15, - 18, R 16, 17. - -12. White, O 4, 6, P 2, 3, 8, Q 9, R 4, 5, 6, 9, S 3, 4, 7, 9, T 7, 8. - Black, Q 3, 4, 5, 6, 7, R 3, 7, 8, S 2, 6, 8, T 2. - - - - - -VII. CUTTING - -1. (Plate 46, A) White, C 15, D 17, 18, E 15, 17, G 18, H 18, J 13, - K 13, 14, 15, 16, 17, 18. - Black, E 18, F 12, 17, 18, G 13, 15, 17, H 12, J 11, 14, L 12, 16, - 18, M 14, 16, N 18. - -2. (Plate 46, B) White, J 3, K 5, 6, L 3, 4, 7, P 3, 5, 7, Q 2, 3, 9, - R 6. - Black, L 5, 8, M 3, 8, N 3, 5, 7, O 3, 8, P 2. - -3. White, C 15, D 18, E 13, 15, 16, 17, H 18, J 12, 15, 17, K 13, 14, - 15, 17. - Black, E 18, F 12, 13, 17, 18, G 15, 17, H 12, 13, J 11, 14, L 12, - 16, 17, M 14. - -4. White, H 5, 7, 9, 10, J 3, K 3, 5, 7, 9, L 2, 3, M 2, 9, O 4, 6, - 7, 8, Q 3, R 3. - Black, G 5, 6, 7, 9, H 3, 4, 8, J 2, M 3, 5, 7, N 2, 3, 5, 7, P 2, - Q 2. - - - - - -SOLUTIONS TO PROBLEMS - -I. SAVING THREATENED GROUPS - -1. T 19. - -2. T 2, S 1, T 4, Q 2, R 1. - -3. A 18, A 16, B 16. - -4. B 2, C 1, B 1, D 1, C 2. - -5. A 2, B 1, A 4 or A 2, A 4, B 1. - -6. C 17, C 18, D 17, E 17, B 18, D 18, A 18, B 19, A 12, A 14, B 14. - -7. O 18, N 18, Q 17, R 18, P 18, N 17, R 17, O 19, R 19, P 19, T 17 - or O 18, P 18, R 18, or O 18, R 18, P 18. - -8. S 2, R 1, S 1. - -9. B 1, A 2, B 2. - -10. A 17, B 19, B 18, A 14, C 19, A 16, A 19, B 17, B 16. - -11. T 16, T 18, T 14 or T 16, S 12, T 18. - -12. S 5, S 6, T 5. - -13. C 1. - -14. B 19. - -15. S 18, S 19, S 13, T 18, S 15, T 17, T 14 or S 18, S 13, T 16. - -16. S 5, T 5, T 4, S 4, T 2, T 6, Q 2, or S 5, T 5, T 4, S 4, T 2, Q 2, - S 3, T 4, T 6, T 4, T 5, S 1, S 8. - -17. A 3, B 1, B 2, E 3, A 1, A 2, C 1. - -18. F 17, G 17, F 18, G 18, D 18, E 18, D 19, E 19, D 16, F 19, B 19, A - 18, B 18, A 17, D 14, C 18, B 17, C 19, B 16, or F 17, G 17, F 18, - G 18, D 18, E 18, D 19, E 19, D 16, F 19, B 19, C 18, B 18. - -19. Q 15, Q 14, R 15, S 15, T 16, S 14, Q 19, T 17, S 18, N 19, R 19. - -20. T 3, S 6, T 5, S 3, R 3. - -21. A 16, A 17, A 15, B 18, B 19, B 17, A 18, A 19, C 19. - -22. C 3, B 3, B 2, B 1, A 2, A 3, B 6, B 5, A 5, A 1, D 4, B 4, B 8, - E 1, B 9. - -23. S 1, T 2, T 3, P 1, Q 1, Q 2, Q 3, R 1, R 2. - -24. T 17, S 15, R 19. - - - -II. KILLING GROUPS - -1. Q 19, S 18, T 17, T 16, R 19, S 19, T 18, P 19, Q 19. - -2. S 2, Q 4, O 5, R 3, R 1, S 1, T 1, S 3, T 4, T 3, S 4, or S 2, R 1, - R 4, R 3, Q 4, S 4, S 3. - -3. B 19, C 19, C 18, A 19, A 17. - -4. A 1, D 1, B 1. - -5. B 1, B 2, A 1, E 1, C 1. - -6. C 14, E 18, C 18, E 17, B 17, C 16, A 17, A 16, B 19 or C 14, C 18, - E 18, B 18, C 16, C 17, A 16, A 15, A 17, B 15, C 19, B 19, A 18 or - C 14, C 18, E 18, C 16, B 19, C 19, B 18, B 15, A 15. - -7. S 18, R 18, S 19, R 19, S 17, R 17, S 15. - -8. T 5, T 4, R 4, S 4, S 2, S 3, T 2. - -9. B 2, A 2, C 2, D 1, A 4, A 3, A 5, B 3, B 1, D 4, C 1 or B 2, B 3, - C 2, D 1, A 2, B 1, A 4, A 3, D 4. - -10. A 15, A 17, D 18, C 16, A 16, B 16, B 18 or A 15, B 16, D 18. - -11. R 19, P 14, O 13, O 17, N 18, R 17, P 19. - -12. T 2, T 5, T 3, Q 1, S 2, R 3, S 1, or T 2, T 5, T 3, S 2, Q 1, R 1, - T 1. - -13. F 1, D 1, A 3, A 2, B 1, C 1, G 1, B 2, D 2, C 2, E 1. - -14. L 18, G 18, H 19, D 18, E 19 or L 18, D 18, F 18, G 18, F 17, E 18, - H 18. - -15. S 17, S 16, S 19, R 18, S 18, T 18, T 17, T 16, Q 19, R 19, P 19. - -16. S 3, S 2, S 4, T 2, O 2, P 1, R 1, R 2, S 1. - -17. B 19, B 18, E 19, C 18, B 15. - -18. R 1, N 2, O 3, O 1, M 1, M 2, Q 1, L 2, N 1, L 1, N 1, M 1, T 3, - T 2, T 4. - -19. S 18, T 17, R 17, R 18, T 18, Q 17, T 16, R 17, P 18. - - - -III. PLAYING FOR “KO” - -1. S 18, T 16, T 17. - -2. P 1, O 2, T 2, T 3, Q 2, Q 3, R 3, S 2, R 1, T 1, N 2 or P 1, Q 1, - Q 3, Q 2, S 2, T 2, S 1, R 3, O 2 or P 1, S 2, O 2, Q 1, S 6, S 8, - R 5, R 8, Q 3, Q 2, T 3, T 2, S 1. - -3. A 18, C 19, B 19. - -4. D 1, B 2, B 3, A 3, A 2, A 1, B 1. - -5. A 2, B 2, A 3, E 1, B 1. - -6. B 18, D 19, C 19. - -7. T 18, S 18, P 19, T 19, Q 19. - -8. S 2, T 4, T 3. - -9. C 3, C 2, B 1, A 2, E 1, F 1, F 2, E 2, G 1, A 4, C 1, D 1. - -10. A 18, A 17, B 19. - -11. P 19, T 17, T 18, S 19, R 19, R 18, Q 18 or P 19, R 19, S 19, S 18, - T 19 or P 19, S 18, T 18, R 18, Q 18, R 19, S 19. - -12. R 1, S 3, T 1. - -13. C 1, D 2, A 1. - -14. B 14, B 13, B 18, A 14, A 17, C 18, A 15, B 15, B 16. - -15. R 18, R 16, S 19, T 18, T 17, P 19, Q 19. - -16. Q 3, P 2, S 5. - - - -IV. RECIPROCAL ATTACKS (“SEMEAI”) - -1. S 19. - -2. S 4, R 4, R 5, T 4, T 2, T 3, T 6. - -3. B 18, D 19, B 19, C 19, F 19. - -4. B 1. - -5. B 1, A 2, F 1. - -6. A 18. - -7. T 18, R 19, R 16, S 16, S 15, S 14, P 17. - -8. S 2, R 2, T 3. - -9. B 2, A 2, B 1, C 1, C 3, A 1, B 2, B 1, B 5. - -10. A 16, A 17, B 18. - -11. S 2, S 3, R 2, T 2, S 1. - -12. T 12, T 11, S 10. - - - -V. CONNECTING GROUPS - -1. O 15, N 16, M 15, O 14, O 17 or O 15, P 15, P 18, Q 18, P 16, O 17, - O 18, Q 17, O 14. - -2. T 5, T 6, S 6, T 4, Q 5, Q 6, P 7, O 7, O 5, Q 7, R 5, Q 4, R 5, - Q 5, T 3. - -3. E 15, E 16, B 17, B 16, D 16, C 15, A 16. - -4. F 5, E 6, E 2, F 2, E 4, D 4, E 3, D 2, D 1. - -5. F 4, E 4, F 3, E 3, F 2. - -6. A 15, A 16, B 16, A 14, C 15. - -7. Q 1, S 4, R 1, O 3, N 1, O 2, O 1. - -8. S 15, T 15, S 14, R 16, Q 15, R 14, P 14. - -9. J 2, H 2, H 1, J 3, K 3, H 4, G 1, F 2, F 1. - -10. F 12, F 11, D 11, E 11, B 17, B 18, B 11, B 12, A 12, B 13, B 14, - A 13, D 12. - -11. L 16, M 15, M 18, L 18, M 17, L 17, L 19. - -12. S 8, S 7, T 7, R 8, Q 7, S 9, R 9, R 6, T 8, Q 6, T 5 or S 8, S 7, - T 7, R 8, Q 7, R 9, S 9, T 6, Q 6. - - - -VI. “OI OTOSHI” - -1. T 18, T 19, R 19. - -2. S 2, S 1, T 2, T 3, Q 1, T 1, S 2. - -3. B 19, A 19, A 17, A 15, E 18. - -4. A 2, A 1, A 4, A 5, D 1. - -5. C 2, B 2, B 1, C 1, A 2. - -6. B 19, C 19, C 17, A 19, B 18, B 19, A 17. - -7. S 3, S 2, R 2, T 3, Q 2, S 3, T 5, Q 8, T 7, S 9, S 1, Q 7, T 2. - -8. T 15, T 14, T 18, S 19, T 17, T 19, T 17, T 18, R 19, S 11, T 17, - S 17. - -9. H 1, G 7, E 1, F 1, D 1. - -10. B 15, A 15, A 13, A 14, A 17. - -11. M 17, L 17, N 19, M 19, L 18, K 18, K 19, L 19, J 19. - -12. T 3, S 5, T 4. - - - -VII. CUTTING - -1. G 16, F 16, G 14, F 14, F 15. - -2. N 6, M 6, O 6, M 7, M 4. - -3. G 16, F 16, G 14, H 15, F 15. - -4. 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-} -.plate40width { -width:600px; -} -.plate41width { -width:594px; -} -.plate42width { -width:603px; -} -.plate43width { -width:603px; -} -.plate44width { -width:601px; -} -.plate45width { -width:599px; -} -.plate46width { -width:597px; -} -@media handheld { -} -/* ]]> */ </style> -</head> -<body> - -<div style='text-align:center; font-size:1.2em; font-weight:bold'>The Project Gutenberg eBook of The Game of Go, by Arthur Smith</div> - -<div style='display:block; margin:1em 0'> -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online -at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you -are not located in the United States, you will have to check the laws of the -country where you are located before using this eBook. -</div> - -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Title: The Game of Go</p> -<p style='display:block; margin-top:0; margin-bottom:1em; margin-left:2em; text-indent:0;'>The National Game of Japan</p> - -<div style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Author: Arthur Smith</div> - -<div style='display:block; margin:1em 0'>Release Date: October 30, 2021 [eBook #66632]</div> - -<div style='display:block; margin:1em 0'>Language: English</div> - -<div style='display:block; margin:1em 0'>Character set encoding: UTF-8</div> - -<div style='display:block; margin-left:2em; text-indent:-2em'>Produced by: Jeroen Hellingman and the Online Distributed Proofreading Team at https://www.pgdp.net/ for Project Gutenberg (This file was produced from images generously made available by The Internet Archive/American Libraries.)</div> - -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK THE GAME OF GO ***</div> -<div class="front"> -<div class="div1 cover"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divBody"> -<p class="first"></p> -<div class="figure cover-imagewidth"><img src="images/new-cover.jpg" alt="Newly Designed Front Cover." width="480" height="720"></div><p> -</p> -</div> -</div> -<div class="div1 titlepage"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divBody"> -<p class="first"></p> -<div class="figure titlepage-imagewidth"><img src="images/titlepage.png" alt="Original Title Page." width="458" height="720"></div><p> -</p> -</div> -</div> -<div class="div1 frenchtitle"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divBody"> -<p class="first xd31e120">THE GAME OF GO -</p> -</div> -</div> -<div class="div1 frontispiece"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divBody"> -<p class="first"></p> -<div class="figure frontispiecewidth" id="frontispiece"><img src="images/frontispiece.jpg" alt="Sato Tadanobu, a Samurai of the Twelfth Century, Defending Himself with a “Goban,” when Attacked by His Enemies." width="494" height="720"><p class="figureHead"><span class="sc">Sato Tadanobu, a Samurai of the Twelfth Century, Defending Himself with a “Goban,” -when Attacked by His Enemies.</span></p> -<p class="first xd31e129"><i>From a print by Kuniyoshi.</i> -</p> -<p class="xd31e132">(page 5)</p> -</div><p> -</p> -</div> -</div> -<div class="titlePage"> -<div class="docTitle"> -<div class="mainTitle">THE GAME OF GO</div> -<div class="subTitle"><i>THE<br> -NATIONAL GAME OF JAPAN</i></div> -</div> -<div class="byline">BY<br> -<span class="docAuthor">ARTHUR SMITH</span> -<br> -<span lang="ja" class="orangekanji">圍碁</span></div> -<div class="docImprint">NEW YORK<br> -MOFFAT, YARD & COMPANY<br> -<span class="docDate">1908</span></div> -</div> -<p></p> -<div class="div1 copyright"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divBody"> -<p class="first xd31e165"><i>Copyright, 1908</i><br> -BY<br> -ARTHUR SMITH<br> -NEW YORK -</p> -<p class="xd31e165"><i>All rights reserved</i><br> -Published, July, 1908 -</p> -<p class="xd31e165"><i>The Plimpton Press Norwood Mass. U.S.A.</i> -<span class="pageNum" id="pb.v">[<a href="#pb.v">v</a>]</span></p> -</div> -</div> -<div class="div1 preface"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h2 class="main">PREFACE</h2> -</div> -<div class="divBody"> -<p class="first">This book is intended as a practical guide to the game of Go. It is especially designed -to assist students of the game who have acquired a smattering of it in some way and -who wish to investigate it further at their leisure. -</p> -<p>As far as I know there is no work in the English language on the game of Go as played -in Japan. There is an article on the Chinese game by Z. Volpicelli, in Vol. XXVI of -the “Journal of the China Branch of the Royal Asiatic Society.” This article I have -not consulted. There is also a short description of the Japanese game in a work on -“Korean Games with Notes on the Corresponding Games of China and Japan,” by Stewart -Culin, but this description would be of little practical use in learning to play the -game. -</p> -<p>There is, however, an exhaustive treatise on the game in German by O. Korschelt. This -can be found in Parts 21–24 of the “<span lang="de">Mittheilungen der deutschen Gesellschaft für Natur- und Völkerkunde Ostasiens.</span>” The student could readily learn the game from Herr Korschelt’s article if it were -available, but his work has not been translated, and it is obtainable only in a few -libraries in this country. In the preparation of this book I have borrowed freely -from Herr Korschelt’s work, especially in the chapter devoted to the history of the -game, and I have also adopted many of his illustrative games and problems. -</p> -<p>Herr Korschelt was an excellent player, and acquired <span class="pageNum" id="pb.vi">[<a href="#pb.vi">vi</a>]</span>his knowledge of the game from Murase Shuho, who was the best player in Japan at the -time his article was written (about 1880). -</p> -<p>My acquaintance with the game has been acquired from Mr. Mokichi Nakamura, a Japanese -resident of this country, who is an excellent player, and whose enthusiasm for the -game led me to attempt this book. Mr. Nakamura has also supplied much of the material -which I have used in it. Toward the end I have had the expert assistance of Mr. Jihei -Hashiguchi, with whom readers of the <i>New York Sun</i> are already acquainted. -</p> -<p>Wherever possible I have given the Japanese words and phrases which are used in playing -the game, and for those who are not familiar with the system of writing Japanese with -Roman characters, I may say that the consonants have the sounds used in English, and -the vowels the sounds that are used in Italian, all the final vowels being sounded. -Thus, “dame” is pronounced as though spelled “dahmay.” -</p> -<p class="dateline"><span class="sc">New York</span>, April, 1908. -<span class="pageNum" id="pb.vii">[<a href="#pb.vii">vii</a>]</span></p> -</div> -</div> -<div id="introduction" class="div1 introduction"><span class="pageNum">[<a href="#xd31e245">Contents</a>]</span><div class="divHead"> -<h2 class="main">INTRODUCTION</h2> -</div> -<div class="divBody"> -<p class="first">The game of Go belongs to the class of games of which our Chess, though very dissimilar, -is an example. It is played on a board, and is a game of pure skill, into which the -element of chance does not enter; moreover, it is an exceedingly difficult game to -learn, and no one can expect to acquire the most superficial knowledge of it without -many hours of hard work. It is said in Japan that a player with ordinary aptitude -for the game would have to play ten thousand games in order to attain professional -rank of the lowest degree. When we think that it would take twenty-seven years to -play ten thousand games at the rate of one game per day, we can get some idea of the -Japanese estimate of its difficulty. The difficulty of the game and the remarkable -amount of time and labor which it is necessary to expend in order to become even a -moderately good player, are the reasons why Go has not spread to other countries since -Japan has been opened to foreign intercourse. For the same reasons few foreigners -who live there have become familiar with it. -</p> -<p>On the other hand, its intense interest is attested by the following saying of the -Japanese: “<span lang="ja-latn">Go uchi wa oya no shini me ni mo awanu</span>,” which means that a man playing the game would not leave off even to be present -at the death-bed of a parent. I have found that beginners in this country to whom -I have shown the game always seem to find it interesting, although so far I have known -no one who has <span class="pageNum" id="pb.viii">[<a href="#pb.viii">viii</a>]</span>progressed beyond the novice stage. The more it is played the more its beauties and -opportunities for skill become apparent, and it may be unhesitatingly recommended -to that part of the community, however small it may be, for whom games requiring skill -and patience have an attraction. -</p> -<p>It is natural to compare it with our Chess, and it may safely be said that Go has -nothing to fear from the comparison. Indeed, it is not too much to say that it presents -even greater opportunities for foresight and keen analysis. -</p> -<p>The Japanese also play Chess, which they call “Shogi,” but it is slightly different -from our Chess, and their game has not been so well developed. -</p> -<p>Go, on the other hand, has been zealously played and scientifically developed for -centuries, and as will appear more at length in the chapter on the History of the -Game, it has, during part of this time, been recognized and fostered by the government. -Until recently a systematic treatment of the game, such as we are accustomed to in -our books on Chess, has been lacking in Japan. A copious literature had been produced, -but it consisted mostly of collections of illustrative and annotated games, and the -Go masters seem to have had a desire to make their marginal annotations as brief as -possible, in order to compel the beginner to go to the master for instruction and -to learn the game only by hard practice. -</p> -<p>Chess and Go are both in a sense military games, but the military tactics that are -represented in Chess are of a past age, in which the king himself entered the conflict—his -fall generally meaning the loss of the battle—and in which the victory or defeat was -brought about by the courage <span class="pageNum" id="pb.ix">[<a href="#pb.ix">xi</a>]</span>of single noblemen rather than through the fighting of the common soldiers. -</p> -<p>Go, on the other hand, is not merely a picture of a single battle like Chess, but -of a whole campaign of a modern kind, in which the strategical movements of the masses -in the end decide the victory. Battles occur in various parts of the board, and sometimes -several are going on at the same time. Strong positions are besieged and captured, -and whole armies are cut off from their line of communications and are taken prisoners -unless they can fortify themselves in impregnable positions, and a far-reaching strategy -alone assures the victory. -</p> -<p>It is difficult to say which of the two games gives more pleasure. The combinations -in Go suffer in comparison with those of Chess by reason of a certain monotony, because -there are no pieces having different movements, and because the stones are not moved -again after once being placed on the board. Also to a beginner the play, especially -in the beginning of the game, seems vague; there are so many points on which the stones -may be played, and the amount of territory obtainable by one move or the other seems -hopelessly indefinite. This objection is more apparent than real, and as one’s knowledge -of the game grows, it becomes apparent that the first stones must be played with great -care, and that there are certain definite, advantageous positions, which limit the -player in his choice of moves, just as the recognized Chess openings guide our play -in that game. Stones so played in the opening are called “Joseki” by the Japanese. -Nevertheless, I think that in the early part of the game the play is somewhat indefinite -for any player of ordinary skill. On the other <span class="pageNum" id="pb.x">[<a href="#pb.x">x</a>]</span>hand, these considerations are balanced by the greater number of combinations and -by the greater number of places on the board where conflicts take place. As a rule -it may be said that two average players of about equal strength will find more pleasure -in Go than in Chess, for in Chess it is almost certain that the first of two such -players who loses a piece will lose the game, and further play is mostly an unsuccessful -struggle against certain defeat. In Go, on the other hand, a severe loss does not -by any means entail the loss of the game, for the player temporarily worsted can betake -himself to another portion of the field where, for the most part unaffected by the -reverse already suffered, he may gain a compensating advantage. -</p> -<p>A peculiar charm of Go lies in the fact that through the so-called “Ko” an apparently -severe loss may often be made a means of securing a decisive advantage in another -portion of the board. A game is so much the more interesting the oftener the opportunities -for victory or defeat change, and in Chess these chances do not change often, seldom -more than twice. In Go, on the other hand, they change much more frequently, and sometimes -just at the end of the game, perhaps in the last moments, an almost certain defeat -may by some clever move be changed into a victory. -</p> -<p>There is another respect in which Go is distinctly superior to Chess. That is in the -system of handicapping. When handicaps are given in Chess, the whole opening is more -or less spoiled, and the scale of handicaps, from the Bishop’s Pawn to Queen’s Rook, -is not very accurate; and in one variation of the Muzio gambit, so far from being -a handicap, it is really an advantage to the first player to give <span class="pageNum" id="pb.xi">[<a href="#pb.xi">xi</a>]</span>up the Queen’s Knight. In Go, on the other hand, the handicaps are in a progressive -scale of great accuracy, they have been given from the earliest times, and the openings -with handicaps have been studied quite as much as those without handicaps. -</p> -<p>In regard to the time required to play a game of Go, it may be said that ordinary -players finish a game in an hour or two, but as in Chess, a championship game may -be continued through several sittings, and may last eight or ten hours. There is on -record, however, an authentic account of a game that was played for the championship -at Yeddo during the Shogunate, which lasted continuously nine days and one night. -</p> -<p>Before taking up a description of the board and stones and the rules of play, we will -first outline a history of the game. -<span class="pageNum" id="pb.xiii">[<a href="#pb.xiii">xiii</a>]</span></p> -</div> -</div> -<div id="toc" class="div1 contents"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h2 class="main">CONTENTS</h2> -</div> -<div class="divBody"> -<p class="first"> <span class="tocPageNum">PAGE</span> -</p> -<p><span class="sc"><a href="#introduction" id="xd31e245">Introduction</a></span> <span class="tocPageNum">vii</span> -</p> -<p>CHAPTER I -</p> -<p><span class="sc"><a href="#ch1" id="xd31e254">History of the Game</a></span> <span class="tocPageNum">1</span> -</p> -<p>CHAPTER II -</p> -<p><span class="sc"><a href="#ch2" id="xd31e263">Description of the Board and Stones</a></span> <span class="tocPageNum">18</span> -</p> -<p>CHAPTER III -</p> -<p><span class="sc"><a href="#ch3" id="xd31e272">Rules of Play</a></span> <span class="tocPageNum">26</span> -</p> -<p>CHAPTER IV -</p> -<p><span class="sc"><a href="#ch4" id="xd31e281">General Methods of Play and Terminology of the Game</a></span> <span class="tocPageNum">57</span> -</p> -<p>CHAPTER V -</p> -<p><span class="sc"><a href="#ch5" id="xd31e291">Illustrative Games</a></span> <span class="tocPageNum">68</span> -</p> -<p>CHAPTER VI -</p> -<p><span class="sc"><a href="#ch6" id="xd31e300">“Joseki” and Openings</a></span> <span class="tocPageNum">119</span> -</p> -<p>CHAPTER VII -</p> -<p><span class="sc"><a href="#ch7" id="xd31e309">The End Game</a></span> <span class="tocPageNum">186</span> -</p> -<p>CHAPTER VIII -</p> -<p><span class="sc"><a href="#ch8" id="xd31e318">Problems</a></span> <span class="tocPageNum">201</span> -<span class="pageNum" id="pb.xv">[<a href="#pb.xv">xv</a>]</span></p> -</div> -</div> -<div class="div1 contents"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h2 class="main">ILLUSTRATIONS</h2> -<table class="tocList"> -<tr> -<td class="tocDivNum"></td> -<td class="tocDivTitle" colspan="7"> -</td> -<td class="tocPageNum">PAGE</td> -</tr> -<tr> -<td class="tocDivNum"></td> -<td class="tocDivTitle" colspan="7"><a href="#frontispiece">Sato Tadanobu, a Samurai of the Twelfth Century, defending himself with a “goban,” -when attacked by his enemies</a> -</td> -<td class="tocPageNum"><i>Frontispiece</i></td> -</tr> -<tr> -<td class="tocDivNum"></td> -<td class="tocDivTitle" colspan="7"><a href="#p022">Playing Go</a> </td> -<td class="tocPageNum">22</td> -</tr> -</table> -<p><span class="pageNum" id="pb1">[<a href="#pb1">1</a>]</span></p> -</div> -</div> -</div> -<div class="body"> -<div id="ch1" class="div1 chapter"><span class="pageNum">[<a href="#xd31e254">Contents</a>]</span><div class="divHead"> -<h2 class="label">I</h2> -<h2 class="main">HISTORY OF THE GAME</h2> -</div> -<div class="divBody"> -<p class="first">The game of Go is probably the oldest of all known games. It was played by the Chinese -from earliest antiquity, and has been played in its present form by the Japanese for -over eleven centuries, but while the game originated in China, the Japanese have far -surpassed the Chinese in skill at the game, and it has come to be regarded in Japan -as their national game. -</p> -<p>In the old Chinese works three persons are named as the originators of the game, but -in Japan its invention is commonly attributed to only one of these. This man is the -Chinese emperor Shun, who reigned from 2255 to 2206 <span class="asc">B.C.</span> It is said that this emperor invented the game in order to strengthen the weak mind -of his son Shang Kiun. By others the invention of the game is attributed to the predecessor -of Shun, the emperor Yao, who reigned from 2357 to 2256 <span class="asc">B.C.</span> If this theory is correct it would make the game about forty-two hundred years old. -The third theory is that Wu, a vassal of the Chinese emperor Kieh Kwei (1818–1767 -<span class="asc">B.C.</span>) invented the game of Go. To the same man is often attributed the invention of games -of cards. It would seem that this last theory is the most credible, because it would -make the invention more recent, and because the inventor is said to have been a vassal -and not an emperor. -</p> -<p>Whatever may be the truth in regard to the origin of the <span class="pageNum" id="pb2">[<a href="#pb2">2</a>]</span>game, it is perfectly certain that Go was already known in China in early antiquity. -In old Chinese works, of which the oldest is dated about a thousand years before Christ, -a game which can be easily recognized as Go is mentioned casually, so that at that -time it must have been well known. -</p> -<p>We are told also that in China somewhere about 200 <span class="asc">B.C.</span>, poetry and Go went hand in hand, and were in high favor, and a poet, Bayu, who lived -about the year 240 <span class="asc">A.D.</span>, made himself famous through poems in which he sang the praises of the game. -</p> -<p>It is remarkable that in the old books it is stated that in the year 300 <span class="asc">A.D.</span> a man by the name of Osan was so skilled in Go that he could take all the stones -from the board after the game had been finished and then play it over from memory. -This is of interest also as showing that in the course of time playing the game has -had the effect of strengthening the memory of Go players, because there are now hundreds -of players in Japan who can replace a game move for move after it has been disarranged. -It is in fact the customary thing for a teacher of the game to play the game over -in that way in order to criticise the moves made by the student. -</p> -<p>Anecdotes have come down to us from the old Chinese times in regard to the game, of -which we will mention only one, which shows how highly it was esteemed. -</p> -<p>Sha An, a man who lived in the time of the Tsin Dynasty (265–419 <span class="asc">A.D.</span>), carried on a war with his nephew Sha Gen. Growing tired of taking life, they left -the victory to be decided by a game of Go, which they played against each other. -<span class="pageNum" id="pb3">[<a href="#pb3">3</a>]</span></p> -<p>The esteem in which players were held in the old Chinese times is also shown by the -titles with which they were honored; to wit, “Kisei” or “Ki Shing,” from “Ki,” meaning -Go, and “Sei,” a holy man, and “Shing,” magician or sage. -</p> -<p>In the time of the Tang Dynasty (618–906 <span class="asc">A.D.</span>), and again during the Sung Dynasty (960–1126 <span class="asc">A.D.</span>), the first books about Go were written. The game then flourished in China, and there -were then many distinguished players in that country. -</p> -<p>According to the Japanese reckoning of time, Go was introduced into Japan in the period -Tem pyo, during the reign of the emperor Shomu, which according to the Chinese records -was the thirteenth year of the period Tien Tao, and during the reign of the emperor -Huan Tsung. According to our calendar this would be about the year 735 <span class="asc">A.D.</span> -</p> -<p>A man otherwise well known in the history of Japan, Kibi Daijin, was sent as an envoy -to China in that year, and it is said that he brought the game back with him to Japan. -</p> -<p>Go may have been known in Japan before that date, but at any rate it must have been -known about this time, for in the seventh month of the tenth year of the period Tem -pyo (<span class="asc">A.D.</span> 738), we are told that a Japanese nobleman named Kumoshi was playing Go with another -nobleman named Adzumabito, and that in a quarrel resulting from the game Kumoshi killed -Adzumabito with his sword. -</p> -<p>On its introduction into Japan a new era opened in the development of the game, but -at first it spread very slowly, and it is mentioned a hundred years later that the -<span class="pageNum" id="pb4">[<a href="#pb4">4</a>]</span>number of Go players among the nobility (and to them the knowledge of the game was -entirely confined) was very small indeed. -</p> -<p>In the period called Kasho (848–851 <span class="asc">A.D.</span>), and in Nin Ju (851–854 <span class="asc">A.D.</span>), a Japanese prince dwelt in China, and was there taught the game by the best player -in China. The following anecdote is told in regard to this prince: that in order to -do him honor the Chinese allowed him to meet the best players, and in order to cope -with them he hit upon the idea of placing his stones exactly in the same way as those -of his opponent; that is to say, when his opponent placed a stone at any point, he -would place his stone on a point symmetrically opposite, and in that way he is said -to have won. In regard to this anecdote it may be said that the Chinese must have -been very weak players, or they would speedily have found means of overcoming this -method of defense. -</p> -<p>We next hear that in the year 850 a Japanese named Wakino became famous as a great -devotee of the game. He played continuously day and night, and became so engrossed -in the game that he forgot everything else absolutely. -</p> -<p>In the next two centuries the knowledge of the game did not extend beyond the court -at Kioto. Indeed, it appears that it was forbidden to play Go anywhere else than at -court. At all events we are told that in the period called Otoku (1084–1087 <span class="asc">A.D.</span>) the Prince of Dewa, whose name was Kiowara no Mahira, secretly introduced the game -into the province of Oshu, and played there with his vassals. From that time not only -the number of the nobility who played the game increased rapidly, but the common people -as well began to take it up. -<span class="pageNum" id="pb5">[<a href="#pb5">5</a>]</span></p> -<p>Our frontispiece illustrates an incident which is said to have occurred about this -time in the city of Kamakura. A samurai named Sato Tadanobu, who was a vassal of Yoshitsune, -a brother of Yoritomo, the first Shogun of Japan, was playing Go in his house when -he was suddenly attacked by his enemies, and he is depicted using the “Goban” as a -weapon wherewith to defend himself. The print is by Kuniyoshi, and is one of a series -the title of which might be translated as “Our Favorite Hero Series.” The “<span lang="ja-latn">Go ban</span>,” “<span lang="ja-latn">Go ishi</span>,” and “<span lang="ja-latn">Go tsubo</span>” look precisely like those which are at present in use, but Kuniyoshi probably represented -the type in use in his day and not in the time of Yoritomo, as it is pretty well settled -that in the early times the board was smaller. -</p> -<p>There is also a story which comes down from the Kamakura period in regard to Hojo -Yoshitoki. He is said to have been playing Go with a guest at the moment that news -arrived of the uprising of Wada Yoshimori. Yoshitoki is said to have first finished -the game in perfect calmness before he thought of his measures for subduing the revolution. -This was in the first year of Kempo, or 1213 <span class="asc">A.D.</span> -</p> -<p>In the beginning of the thirteenth century we find that Go was widely known in the -samurai class, and was played with zeal. At that time everybody who went to war, from -the most famous general down to the meanest soldier, played the game. The board and -stones were carried with them to the field of battle, and as soon as the battle was -over, they were brought out, and the friendly strife began. Many of the monks and -poets of that period also had a taste for Go, and several of them are mentioned as -celebrated Go players. -<span class="pageNum" id="pb6">[<a href="#pb6">6</a>]</span></p> -<p>All three of the great Japanese generals, Nobunaga, Hideyoshi, and Iyeyasu, were devotees -of the game. It is related that Nobunaga came to Kioto in the tenth year of Ten Sho, -1582 <span class="asc">A.D.</span>, and lived in the Honnoji Temple. One night the celebrated Go player, Sansha, of -whom more hereafter, came and played with him until midnight. Sansha had scarcely -taken his departure when the uprising of Akechi Mitsuhide broke out. -</p> -<p>In the periods Genki (1570–1572), Ten Sho (1573–1591) until Keicho (1596–1614), and -Gen Wa (1615–1623), there were many celebrated players among the monks, poets, farmers -and tradespeople. They were called to the courts of the daimios and to the halls of -the nobles, either in order that the nobility might play with them, or more frequently -merely to exhibit their skill at the game. This custom existed up to the time of the -fall of the Shogunate. -</p> -<p>That the Japanese could find pleasure in merely watching a game that is so abstract -in its nature and so difficult to understand is evidence of the fact that they were -then a highly cultivated people intellectually. We find nothing like it in this country -except in the narrowest Chess circles. -</p> -<p>In the beginning of the seventeenth century Go attained such a high development that -there appeared a series of expert players who far surpassed anything known before. -Of these the most famous were Honinbo Sansha Hoin, Nakamura Doseki, Hayashi Rigen, -Inouye Inseki, and Yasui Santetsu. -</p> -<p>Sansha was the son of a merchant of Kioto. When he was nine years old he shaved his -head, named himself Nikkai, and became a Buddhist monk in the Temple of Shokokuji, -which was one of the principal temples of the <span class="pageNum" id="pb7">[<a href="#pb7">7</a>]</span>Nichi Ren sect in Kioto. From his early life Sansha was very skilful at the game, -and upon giving up his profession as a monk, he obtained permission to institute a -school of Go players, and he then took the name of Honinbo Sansha. He was on terms -of familiar intercourse with Nobunaga, Hideyoshi and Iyeyasu, often accompanied them -on their travels and campaigns, and was present at many of the battles of that troublous -epoch. -</p> -<p>The school of Go which Honinbo opened, however, was merely a private undertaking. -The first State institution in which Go was taught was founded by Hideyoshi in the -period Ten Sho (1573–1591), but it seems to have had a short existence, and the permanent -institution which lasted until the fall of the Shogunate was founded by the successor -of Hideyoshi, Iyeyasu. Iyeyasu became Shogun in the year 1603, and the foundation -of the Go Academy or “<span lang="ja-latn">Go In</span>,” as the Japanese call it, must have occurred soon after he ascended the throne. -Honinbo Sansha, who was still the best Go player in Japan, was named as the head of -the institution. The other most skilful masters were installed as professors with -good salaries. To Honinbo Sansha, the director, was given 350 tsubo of land (a tsubo -is as big as two Japanese mats or tatami, and is therefore six feet square), and an -annual revenue of 200 koku of rice (a koku is a little more than five bushels). Men -of the best intelligence could now dedicate themselves to the education of students -and the further development of the game, freed from the cares of earning a livelihood. -In both respects the institute was eminently successful. Its graduates were much more -skilful than the previous generation of Go players living in the land. They devoted -themselves entirely <span class="pageNum" id="pb8">[<a href="#pb8">8</a>]</span>to the game, and either found positions as players at the court of a daimio, or traveled -through the country (like the poets and swordsmen of that period), playing the game -and giving instruction in its mysteries as they found opportunity. If they came to -a place which pleased them, they often let their years of wandering come to an end -and remained there, making their living as teachers of the game. -</p> -<p>At the time of the founding of the Academy, besides Honinbo, the previously mentioned -masters, Hayashi, Inouye, and Yasui, were installed as professors. For some reason, -Nakamura, who is mentioned above as one of the contemporaries of Honinbo, did not -appear at the Academy. Each of the four masters above named founded his school or -method of play independently of the others, and the custom existed that each teacher -adopted his best pupil as a son, and thus had a successor at his death; so the teachers -in the Academy were always named Honinbo, Inouye, Hayashi, and Yasui. (Lovers of Japanese -prints are already familiar with this continued similarity of names.) -</p> -<p>The best players of the Academy had to appear every year before the Shogun and play -for his amusement. This ceremony was called “<span lang="ja-latn">Go zen Go</span>,” which means “playing the game in the august presence,” or “<span lang="ja-latn">O shiro Go</span>,” “<span lang="ja-latn">Shiro</span>” meaning “the honorable palace,” and the masters of the game entered these contests -with the same determination that was displayed by the samurai on the field of battle. -</p> -<p>An anecdote has come down to us from the reign of the third Shogun, Tokugawa Iyemitsu, -showing how highly the Go masters regarded their art. At that time Yasui Sanchi was -“Meijin,” which, as we shall see in a moment, meant the highest rank in the Go world, -while Honinbo <span class="pageNum" id="pb9">[<a href="#pb9">9</a>]</span>Sanyetsu held the rank of “<span lang="ja-latn">Jo zu</span>,” which was almost as high, but which, according to the rules, would entitle him -to a handicap of one stone from his expert adversary; and these two men, being the -best players, were selected to play in the Shogun’s presence. Honinbo, feeling conscious -of his skill, disdained to accept the handicap, and met his adversary on even terms. -The game was proceeding in the presence of the court nobles before the Shogun had -appeared, and among the spectators was Matsudaira Higo no Kami, one of the most powerful -noblemen of that epoch. Yasui Sanchi was a favorite of Matsudaira and as he watched -the play he remarked audibly that Honinbo would surely be defeated. Honinbo Sanyetsu -heard the remark, and pausing in his play, he allowed the stone which he was about -to place on the board to fall back into the “<span lang="ja-latn">Go tsubo</span>” or wooden jar that holds the Go stones, gently covered the “<span lang="ja-latn">Go tsubo</span>,” and drawing himself up with great dignity, said: “I am serving the Shogun with -the art of Go, and when we Go masters enter a contest, it is in the same spirit as -warriors go upon the field of battle, staking our life, if necessary, to decide the -contest. While we are doing this we do not allow interference or comments from any -one, no matter how high may be his rank. Although I am not the greatest master of -the game, I hold the degree of ‘<span lang="ja-latn">Jo zu</span>,’ and, therefore, there are few players in Japan who are able to appreciate my plans, -tactics, or strategy. Nevertheless, the Prince of Higo has unwarrantedly prophesied -my defeat. I do not understand why he has done this, but if such a comment were allowed -to become a precedent, and onlookers were permitted to make whatever comments on the -game they saw fit, it would be better <span class="pageNum" id="pb10">[<a href="#pb10">10</a>]</span>that the custom of the ‘<span lang="ja-latn">O shiro Go</span>’ should cease.” Having said this, he raised himself from his seat. At this moment -the court officers announced the coming of the Shogun, and the noblemen who had assembled -to see the contest, surprised and confused by the turn affairs had taken, earnestly -persuaded Honinbo to reseat himself and continue the game. This he obstinately refused -to do, and endeavored to leave the imperial chamber. Prince Matsudaira, taken aback, -scarcely knew what to do. However, he kotowed to Honinbo and, profusely apologizing, -besought the offended master to finish the contest. Honinbo Sanyetsu was appeased, -and resumed his seat at the board, and both players, aroused by the incident, exerted -every effort to achieve victory. Honinbo Sanyetsu won, whereupon the Prince of Higo -was greatly humiliated. Since then the name of Sanyetsu has always been revered as -one of the greatest of the Honinbo family. -</p> -<p>In the degenerate days toward the end of the Tokugawa Dynasty the “Go zen Go” became -a mere farce, and the games were all played through and studied out beforehand, in -order that the ceremony in court might not last too long. The custom was, however, -maintained until the fall of the Shogunate in 1868. -</p> -<p>Honinbo Sansha established at the time of the foundation of the Academy a method of -classifying the players by giving them degrees, which still exists, although no longer -under the authority of the State. When a man attained to a certain measure of skill -in the game he received the title “Shodan,” or, of the first degree. The still stronger -players were arranged as “Nidan,” “Sandan,” “Yodan,” etc., or of the second, third, -and fourth degrees. The highest <span class="pageNum" id="pb11">[<a href="#pb11">11</a>]</span>degree in the series was “Kudan,” or the ninth degree. In order to attain the first -degree, or “Shodan,” the candidate must be an excellent player, so good in fact that -he could follow the game as a profession. In other games such a graduated system of -classifying players would be scarcely possible, but among good Go players it is feasible, -because the better player almost invariably wins, even if he be but slightly superior. -If the difference in skill could not be equalized in some way the game would become -tiresome, as the weaker player would almost always be able to foresee his defeat. -The stronger player, therefore, allows his adversary to place enough stones on the -board as a handicap to make the adversaries approximately equal. -</p> -<p>According to the rules of the Academy, if the difference between the skill of the -players was only one degree, the weaker player would be allowed the first move. If -the difference was two degrees, the weaker player would be allowed to place a stone -on the board, and the stronger player would have the first move, and so on; in other -words, the difference between each degree might be called half a stone. Thus, a player -of the fourth degree would allow a player of the first degree to place two stones -on the board as a handicap, but would have the first move. A player of the seventh -degree would allow a player of the first degree three stones, and a player of the -ninth degree would allow a player of the first degree four stones. Four was the highest -handicap allowed among the players holding degrees, but, as we shall see later, among -players of less skill greater handicaps are frequently given. -</p> -<p>A player of the seventh degree also received the honorary title “Jo zu,” or the higher -hand. Those of the eighth <span class="pageNum" id="pb12">[<a href="#pb12">12</a>]</span>rank were called “Kan shu,” or the half-way step, and those of the ninth degree were -called “Mei shu,” the clear, bright hand, or “Mei jin,” literally “celebrated man.” -It is related that this last appellation arose in the time of Nobunaga, who was a -spectator of a game played by Honinbo Sansha with some contemporary, and who expressed -his admiration of the skill of Honinbo by exclaiming “Mei jin!” which thus became -the title applied to players of the highest skill. -</p> -<p>Since the institution of this method of classifying Go players over three hundred -years ago, there have been only nine players who have attained the ninth degree, and -only fourteen players who have attained the eighth degree. On the other hand, there -have been many more of the seventh, and many more still of each of the lower degrees. -In 1880, at the time Korschelt wrote the article previously referred to, there was -only one player in Japan holding the seventh degree, and that was the celebrated Murase -Shuho. At present there is one player who holds the ninth degree. His name is Honinbo -Shuyei, and he is the only player who has attained the ninth degree during the period -called the “Meiji,” or since the fall of the Shogunate forty years ago. -</p> -<p>This arrangement of the players in degrees is unknown in China and Korea. On the other -hand, it is in use in the Ryukyu or Loochoo Islands. -</p> -<p>The Japanese seem to have regarded the classification in degrees as an absolute standard -of measurement. Nevertheless, it must necessarily have varied from time to time, and -in the course of centuries the standard must gradually have risen. -<span class="pageNum" id="pb13">[<a href="#pb13">13</a>]</span></p> -<p>Players of high rank who are challenged by the improving players of the lower grades -will instinctively desire to make it more difficult for the new players to attain -the higher degree, because their own fame, which is their highest possession, depends -upon the result of the game; and assuming that all trial games could be conducted -in an impartial and judicial spirit, nevertheless, all the players would become more -expert from the hard practice, even if their skill in relation to each other remained -the same. -</p> -<p>Thus a seventh degree player of to-day would be better in a year although he still -remained in the seventh degree, and this constant raising of the standard must lead -us to suppose that a player of the seventh degree now is quite equal or perhaps superior -to an eighth or ninth degree player of a hundred or two hundred years ago. As an illustration -of this increase in skill, we only have to compare the standard set in the Ryukyu -Islands. They also established the classification in degrees soon after the foundation -of the Academy in Japan, and then the two institutions seem to have lost touch. Korschelt -relates that for the first time about the year 1880 a Go player of the second degree -from the Satsuma province visited those Islands and tried his skill with their best -players, and found that he could easily defeat the players there classified as of -the fifth degree. -</p> -<p>The position as head of the Academy was much coveted by Go players, but it was generally -held by the Honinbo family. One of the last incidents in relation to the Academy tells -of an attempt on the part of Inouye Inseki, the eleventh of that line, to obtain the -headship of the Academy when Honinbo Jowa, who was the twelfth Honinbo, retired. Inseki -was afraid he could not obtain <span class="pageNum" id="pb14">[<a href="#pb14">14</a>]</span>the coveted position by a contest, and therefore strove to obtain it by intrigue from -the Shogun’s officer intrusted with the business of the Academy. When Jowa retired -he was not unaware of the desires of Inseki, but it did not trouble him much, as he -felt confident that the fourteenth Honinbo, whose name was Shuwa, could successfully -defend his title. However, at last matters came to such a point that Jowa ordered -Shuwa to present a petition to the Shogun requesting that the title be settled by -contest, but the Shogun’s officer, who was in league with Inseki, returned the petition, -whereupon all of the Honinbo house rose and insisted on their rights in accordance -with custom and precedent, and at last their petition was granted. It was fixed that -the title was to be decided by ten games, and the first game began at the residence -of the Shogun’s officer, Inaba Tango no Kami, on the 29th of November, in the eleventh -year of Tempo (about sixty-six years ago), and it ended the same year on the 13th -of December. There was an adjournment of four days, and on one occasion the contest -lasted all night. Therefore in all it took nine days and one night to finish the game. -</p> -<p>It is unnecessary to say that both players put forth all their efforts in this life -and death struggle, and it is said that Inseki’s excitement was so intense as to cause -blood to gush from his mouth, but he finally lost by four stones, and the other nine -games were not played. Inseki, however, mortified by his defeat, again challenged -Shuwa. This game began on the 16th of May in the thirteenth year of Tempo, and lasted -two days. Inseki again lost by six stones. On November 17th of the same year a third -contest took place between Shuwa and Inseki in the presence <span class="pageNum" id="pb15">[<a href="#pb15">15</a>]</span>of the Shogun in his palace at Tokio. Inseki again lost by four stones. In all these -contests Inseki as the challenger had the first move, and he finally became convinced -of his inability to win from the scion of the Honinbo family, and abandoned his life-long -desire, and it is related that thereupon the houses of Honinbo and Inouye became more -friendly than ever. -</p> -<p>In the first half of the nineteenth century Go had a period of great development. -This occurred according to the Japanese calendar in the periods called Bun Kwa (1804–1818), -Bun Sei (1818–1829), and Tempo (1830–1844). The collection of specimen games of that -time are to-day regarded as models, and the methods of play and of opening the game -then in use are still studied, although they have been somewhat superseded. The best -games were played by the Honinbos Dosaku and Jowa and Yasui Sanchi. -</p> -<p>On the fall of the Shogunate in the year 1868 the Go Academy came to an end, and with -it the regulation of the game by the State. A few years later the daimios were dispossessed, -and they did not feel an obligation as private individuals to retain the services -of the Go players who had been in attendance at their courts. Thereupon ensued a sad -time for the masters of the game, who had theretofore for the most part lived by the -practice of their art, and to make things still worse, the Japanese people lost their -interest in Go. Upon the opening of the country the people turned with enthusiasm -to the foreigners. Foreign things were more prized than native things, and among the -things of native origin the game of Go was neglected. -</p> -<p>About the year 1880, however, a reaction set in; interest in the old national game -was revived, and at the present <span class="pageNum" id="pb16">[<a href="#pb16">16</a>]</span>day it is fostered with as much zeal as in the olden times. -</p> -<p>Most of the higher officials of the government, and also the officers in the army -and navy, are skilled players. The great daily newspapers of the capitals have a Go -department, just as some of our periodicals have a department devoted to Chess, and -the game is very much played at the hot springs and health resorts, and clubs, and -teachers of the art are found in all of the larger cities. Go has always retained -something of its early aristocratic character, and in fact, it is still regarded as -necessary for a man of refinement to possess a certain skill at the game. -</p> -<p>During the recent Russo-Japanese War the strategy employed by the Japanese commanders -certainly suggested the methods of play used in the game of Go. Whether this was an -accidental resemblance or not I cannot say. At Liao Yang it seemed as if Marshal Oyama -had got three of the necessary stones advantageously placed, but the Russians escaped -before the fourth could be moved into position. At the final battle of Mukden the -enveloping strategy characteristic of the game was carried out with still greater -success. -</p> -<p>At the present time the division into the four schools of Honinbo, Inouye, Hayashi, -and Yasui, no longer exists, and Go players are divided into the schools of Honinbo -and Hoyensha. This latter school was established about the year 1880 by Murase Shuho, -to whom reference has already been made. -</p> -<p>The Honinbo school is the successor of the old Academy, while the new school has made -one or two innovations, one of the most fortunate being a rule that no game shall -last <span class="pageNum" id="pb17">[<a href="#pb17">17</a>]</span>longer than twenty-four hours without interruption. The Hoyensha school also recognized -the degree “Inaka Shodan,” which means the “first degree in the country,” and is allowed -to a class of players who are regarded as entitled to the first degree in their native -town, but who are generally undeceived when they meet the recognized “Shodan” players -of the metropolis. -</p> -<p>While in Japan Go has attained such a high development, largely through the help of -the government, as has been shown, it seems to be decadent in its motherland of China. -The Japanese players assure us that there is no player in China equal to a Japanese -player of the first degree. In Korea also the game is played, but the skill there -attained is also immensely below the Japanese standard. -</p> -<p>Having now given an idea of the importance of the game in the eyes of the Japanese, -and the length of time it has been played, we will proceed to a description of the -board and stones, and then take up the details of the play. -<span class="pageNum" id="pb18">[<a href="#pb18">18</a>]</span></p> -</div> -</div> -<div id="ch2" class="div1 chapter"><span class="pageNum">[<a href="#xd31e263">Contents</a>]</span><div class="divHead"> -<h2 class="label">II</h2> -<h2 class="main">DESCRIPTION OF THE BOARD AND STONES</h2> -</div> -<div class="divBody"> -<p class="first">The board, or “Go Ban” as it is called in Japanese, is a solid block of wood, about -seventeen and a half inches long, sixteen inches broad, and generally about four or -five inches thick. It has four detachable feet or legs so that as it stands on the -floor it is about eight inches high. The board and feet are always stained yellow. -</p> -<p>The best boards in Japan are made of a wood called “Kaya” (<i lang="la">Torreya Nucifera</i>) a species of yew. They are also made of a wood called “Icho” or Gingko (<i lang="la">Salisburia adiantifolia</i>) and of “Hinoki” (<i lang="la">Thuya Obtusa</i>) a kind of cedar. At all events they must be of hard wood, and yet not so hard as -to be unpleasant to the touch when the stone is placed on the board, and the wood -must further have the quality of resonance, because the Japanese enjoy hearing the -sound made by the stone as it is played, and they always place it on the board with -considerable force when space will permit. The Japanese expression for playing Go, -to wit, “<span lang="ja-latn">Go wo utsu</span>,” literally means to “strike” Go, referring to the impact of the stone. In Korea -this feature is carried to such an extreme that wires are stretched beneath the board, -so that as a stone is played a distinct musical sound is produced. The best boards -should, of course, be free from knots, and the grain should run diagonally across -them. -<span class="pageNum" id="pb19">[<a href="#pb19">19</a>]</span></p> -<p>In the back of the board there is cut a square depression. The purpose of this is -probably to make the block more resonant, although the old Japanese stories say that -this depression was put there originally to receive the blood of the vanquished in -case the excitement of the game led to a sanguinary conflict. -</p> -<p>The legs of the board are said to be shaped to resemble the fruit of the plant called -“Kuchinashi” or Cape Jessamine (<i lang="la">Gardenia floribunda</i>), the name of which plant by accident also means “without a mouth,” and this is supposed -to suggest to onlookers that they refrain from making comments on the game (a suggestion -which all Chess players will appreciate). -</p> -<p>On the board, parallel with each edge, are nineteen thin, lacquered black lines. These -lines are about four one-hundredths of an inch wide. It has been seen from the dimensions -given that the board is not exactly square, and the field therefore is a “parallelogram, -the sides of which are sixteen and a half and fifteen inches long respectively, and -the lines in one direction are a little bit farther apart than in the other. These -lines, by their crossing, produce three hundred and sixty-one points of intersection, -including the corners and the points along the edge of the field. -</p> -<p>The stones are placed on these points of intersection, and not in the spaces as the -pieces are in Chess or Checkers. These intersections are called “Me” or “Moku” in -Japanese, which really means “an eye.” Inasmuch as the word as used in this connection -is untranslatable, I shall hereafter refer to these points of intersection by their -Japanese name. -<span class="pageNum" id="pb20">[<a href="#pb20">20</a>]</span></p> -<p>On the board, as shown in the diagram (<a href="#plate01">Plate 1</a>), are nine little circles. It is on these circles that the handicap stones when given -are placed. They have no other function in the game, but they are supposed also to -have some sort of symbolical meaning. Chamberlain states that these spots or “Seimoku” -are supposed to represent the chief celestial bodies, and that the central one is -called “Taikyoku”; that is, the primordial principle of the universe. In the work -of Stewart Culin referred to in the preface it is stated that they correspond to the -nine lights of heaven—the sun, moon and the seven stars of the constellation “Tau” -(Ursa Major). Indeed the whole arrangement of the board is said to have some symbolical -significance, the number of crosses (exclusive of the central one) representing the -three hundred and sixty degrees of latitude, and the number of white and black stones -corresponding to the number of days of the year; but nowadays the Japanese do not -make much of a point of the astronomical significance of the board or of the “Seimoku.” -</p> -<p>The stones or “Ishi” with which the game is played are three hundred and sixty-one -in number, corresponding to the number of “Me” or points of intersection on the board. -One hundred and eighty of these stones are white and the remaining one hundred and -eighty-one are black. As the weaker player has the black stones and the first move, -obviously the extra stone must be black. In practice the entire number of stones is -never used, as at the end of the game there are always vacant spaces on the board. -The Japanese generally keep these stones in gracefully shaped, lacquered boxes or -“Go tsubo.” -<span class="pageNum" id="pb21">[<a href="#pb21">21</a>]</span></p> -<p></p> -<div class="figure plate01width" id="plate01"><img src="images/plate01.png" alt="Plate 1" width="528" height="525"><p class="figureHead"><span class="sc">Plate 1</span></p> -<p class="first">The Board Showing the “Seimoku.”</p> -</div><p> -<span class="pageNum" id="pb22">[<a href="#pb22">22</a>]</span></p> -<p>The white stones are made of a kind of white shell; they are highly polished, and -are exceedingly pleasant to the touch. The best come from the provinces of Hitachi -and Mikawa. The black are made of stone, generally a kind of slate that comes from -the Nachi cataract in Kishiu. As they are used they become almost jet-black, and they -are also pleasant to the touch, but not so much so as the white. A good set is quite -dear, and cannot be purchased under several yen. The ideograph formerly used for “Go -ishi” indicates that originally they were made of wood, and not of stone, and the -old Chinese ideograph shows that in that country they were wooden pieces painted black -and white. The use of polished shell for the white stones was first introduced in -the Ashikaga period. -</p> -<p>In form the stones are disk-shaped, but not always exactly round, and are convex on -both surfaces, so that they tremble slightly when placed on the board. They are about -three-quarters of an inch in diameter, and about one-eighth of an inch in thickness. -The white stones are generally a trifle larger than the black ones; for some strange -reason those of both colors are a little bit wider than they should be in order to -fit the board. Korschelt carefully measured the stones which he used, and found that -the black were seventeen-sixteenths of the distance between the vertical lines on -his board, and about eighteen-nineteenths of the distance between the horizontal lines, -while the white stones were thirteen-twelfths of the distance between the vertical -lines and thirty-six thirty-sevenths of the distance between the horizontal lines. -I found about the same relation of size in the board and stones which I use. -</p> -<p></p> -<div class="figure p022width" id="p022"><img src="images/p022.jpg" alt="Playing Go" width="720" height="449"><p class="figureHead"><span class="sc">Playing Go</span></p> -</div><p> -<span class="pageNum" id="pb23">[<a href="#pb23">23</a>]</span></p> -<p>The result of this is that the stones do not have quite room enough and lap over each -other, and when the board is very full, they push each other out of place. To make -matters still worse the Japanese are not very careful to put the stones exactly on -the points of intersection, but place them carelessly, so that the board has an irregular -appearance. It is probable that the unsymmetrical shape of the board and the irregularity -of the size of the stones arise from the antipathy that the Japanese have to exact -symmetry. At any rate, it is all calculated to break up the monotonous appearance -which the board would have if the spaces were exactly square, and the stones were -exactly round and fitted properly in their places. -</p> -<p>In Japan the board is placed on the floor, and the players sit on the floor also, -facing each other, as shown in the illustration, and generally the narrower side of -the board is placed so as to face the players. Since the introduction of tables in -Japan Go boards are also made thinner and without feet, but the game seems to lose -some of its charm when the customs of the old Japan are departed from. -</p> -<p>The Japanese always take the stone between the middle and index fingers, and not between -the thumb and index finger as we are likely to do, and they place it on the board -smartly and with great skill, so that it gives a cheerful sound, as before stated. -</p> -<p>For use in this country the board need not be so thick, and need not, of course, have -feet, but if it is attempted to play the game on cardboard, which has a dead sound -as the stones are played, it is surprising how much the pleasure of the game is diminished. -The author has found <span class="pageNum" id="pb24">[<a href="#pb24">24</a>]</span>that Casino chips are the best substitute for the Japanese stones. -</p> -<p>Originally the board used for the game of Go was not so large, and the intersecting -lines in each direction were only seventeen in number. At the time of the foundation -of the Go Academy this was the size of board in use. As the game developed the present -number of lines became fixed after trial and comparison with other possible sizes. -Korschelt made certain experiments with the next possible larger size in which the -number of lines in each direction was twenty-one, and it seemed that the game could -still be played, although it made necessary the intellect of a past master to grasp -the resulting combinations. If more than twenty-one lines are used Korschelt states -that the combinations are beyond the reach of the human mind. -</p> -<p>In closing the description of the board it may be interesting to point out that the -game which we call “Go Bang” or “Five in a Row,” is played on what is really a Japanese -Go board, and the word “Go Bang” is merely another phonetic imitation of the words -by which the Japanese designate their board. I have found, however, that the “Go Bang” -boards sold in the stores in this country are an imitation of the original Japanese -“Go ban,” and have only seventeen lines, and are therefore a little too small for -the game as now played. The game which we call “Go Bang” also originated in Japan, -and is well known and still played there. They call it “Go Moku Narabe,” which means -to arrange five “Me,” the word “Go” in this case meaning “five,” and “Moku” being -the alternative way of pronouncing the ideograph for eye. “Go Moku Narabe” is often -played by good Go players, generally <span class="pageNum" id="pb25">[<a href="#pb25">25</a>]</span>for relaxation, as it is a vastly simpler game than Go, and can be finished much more -rapidly. It is not, however, to be despised, as when played by good players there -is considerable chance for analysis, and the play often covers the entire board. -<span class="pageNum" id="pb26">[<a href="#pb26">26</a>]</span></p> -</div> -</div> -<div id="ch3" class="div1 chapter"><span class="pageNum">[<a href="#xd31e272">Contents</a>]</span><div class="divHead"> -<h2 class="label">III</h2> -<h2 class="main">RULES OF PLAY</h2> -</div> -<div class="divBody"> -<p class="first">The players play alternately, and the weaker player has the black stones and plays -first, unless a handicap has been given, in which case the player using the white -stones has the first move. (In the olden times this was just reversed.) They place -the stones on the vacant points of intersection on the board, or “Me,” and they may -place them wherever they please, with the single exception of the case called “Ko,” -which will be hereafter explained. When the stones are once played they are never -moved again. -</p> -<p>The object of the game of Go is to secure territory. Just as the object of the game -of Chess is not to capture pieces, but to checkmate the adverse King, so in Go the -ultimate object is not to capture the adversary’s stones, but to so arrange matters -that at the end of the game a player’s stones will surround as much vacant space as -possible. At the end of the game, however, before the amount of vacant space is calculated, -the stones that have been taken are used to fill up the vacant spaces claimed by the -adversary; that is to say, the captured black stones are used to fill up the spaces -surrounded by the player having the white pieces, and vice versa, and the player who -has the greatest amount of territory after the captured stones are used in this way, -is the winner of the game. However, if the players, fearing <span class="pageNum" id="pb27">[<a href="#pb27">27</a>]</span>each other, merely fence in parts of the board without regard to each other’s play, -a most uninteresting game results, and the Japanese call this by the contemptuous -epithet “Ji dori go,” or “ground taking Go.” I have noticed that beginners in this -country sometimes start to play in this way, and it is one of the many ways by which -the play of a mere novice may be recognized. The best games arise when the players -in their efforts to secure territory attack each other’s stones or groups of stones, -and we therefore must know how a stone can be taken. -</p> -<p>A stone is taken when it is surrounded on four opposite sides as shown in <a href="#plate02">Plate 2</a>, Diagram <span class="asc">I</span>. When it is taken it is removed from the board. It is not necessary that a stone -should also be surrounded diagonally, which would make eight stones necessary in order -to take one; neither do four stones placed on the adjacent diagonal intersections -cause a stone to be taken: they do not directly attack the stone in the center at -all. <a href="#plate02">Plate 2</a>, Diagram <span class="asc">IV</span>, shows this situation. -</p> -<p>A stone which is placed on the edge of the board may be surrounded and captured by -three stones, as shown in <a href="#plate02">Plate 2</a>, Diagram <span class="asc">II</span>, and if a stone is placed in the extreme corner of the board, it may be surrounded -and taken by two stones, as shown in <a href="#plate02">Plate 2</a>, Diagram <span class="asc">III</span>. -</p> -<p>In actual practice it seldom or never happens that a stone or group of stones is surrounded -by the minimum number requisite under the rule, for in that case the player whose -stones were threatened could generally manage to break through his adversary’s line. -It is almost always necessary to add helping stones to those that are strictly necessary -in completing the capture. <a href="#plate02">Plate 2</a>, Diagram <span class="asc">V</span>, <span class="pageNum" id="pb28">[<a href="#pb28">28</a>]</span>shows four stones which are surrounded with the minimum number of stones. <a href="#plate02">Plate 2</a>, Diagram <span class="asc">VI</span>, shows the same group with a couple of helping stones added, which would probably -be found necessary in actual play. -</p> -<p>It follows from this rule that stones which are on the same line parallel with the -edges of the board are connected, and support each other, <a href="#plate02">Plate 2</a>, Diagram <span class="asc">VII</span>, while stones which are on the same <i>diagonal</i> line are not connected, and do not support each other, <a href="#plate02">Plate 2</a>, Diagram <span class="asc">VIII</span>. In order to surround stones which are on the same line, and therefore connected, -it is necessary to surround them all in order to take them, while stones which are -arranged on a diagonal line, and therefore unconnected, may be taken one at a time. -On <a href="#plate02">Plate 2</a>, Diagram <span class="asc">III</span>, if there were a stone placed at S 18, it would not be connected with the stone in -the corner, and would not help it in any way. On the other hand, as has been said, -it is not necessary to place a white stone on that point in order to complete the -capture of the stone in the corner. -</p> -<p>In order to capture a group or chain of stones containing vacant space, it must be -completely surrounded inside and out; for instance, the black group shown on <a href="#plate02">Plate 2</a>, Diagram <span class="asc">IX</span>, while it has no hope of life if it is White’s play is nevertheless not completely -surrounded. In order to surround it, it is necessary to play on the three vacant intersections -at M 11, N 11, and O 11. The same group of stones is shown in Diagram <span class="asc">X</span> completely surrounded. (It may be said in passing that White must play at N 11 first -or the black stones can defend themselves; we shall understand this better in a moment.) -</p> -<p></p> -<div class="figure plate02width" id="plate02"><img src="images/plate02.png" alt="Plate 2" width="593" height="586"><p class="figureHead"><span class="sc">Plate 2</span></p> -</div><p> -</p> -<p>In practice it often happens that a stone or group of <span class="pageNum" id="pb30">[<a href="#pb30">30</a>]</span>stones is regarded as dead before it is completely surrounded, because when the situation -is observed to be hopeless the losing player abandons it, and addresses his energies -to some other part of the board. It is advantageous for the losing player to abandon -such a group as soon as possible, for, if he continues to add to the group, he loses -not only the territory but the added stones also. If the circumstances are such that -his opponent has to reply to his moves in the hopeless territory, the loss is not -so great, as the opponent is meanwhile filling up spaces which would otherwise be -vacant, and against an inferior player there is a chance of the adversary making a -slip and allowing the threatened stones to save themselves. If, however, the situation -is so clearly hopeless that the adversary is not replying move for move, then every -stone added to such a group means a loss of two points. -</p> -<p>At the end of the game such abandoned groups of stones are removed from the board -just as if they had been completely surrounded and killed, and it is not necessary -for the player having the advantage actually to surround and kill such a group. It -is enough if they obviously can be killed. The theory on which this rule proceeds -is that if the players play alternately, no advantage would be gained by either side -in the process of actually surrounding such a group, and its completion would only -be a waste of time. But let us suppose that a black group at the end of the game is -found to be hopeless and also completely surrounded with the exception of one point. -The question arises, can the Black player demand that his adversary play on the vacant -space in order to kill this group, for, if he could, it is obvious he would gain one -“Me” by so doing. The answer <span class="pageNum" id="pb31">[<a href="#pb31">31</a>]</span>is, he cannot so demand, and his adversary is not bound to play on this point, and -the hopeless or abandoned stones are removed without further play. We might call such -groups “dead.” They may be distinguished from stones that are “taken,” because these -latter are removed at once, whereas “dead” stones are removed only at the end of the -game. -</p> -<p>As a corollary to the rule for surrounding and taking stones, it follows that a group -of stones containing two disconnected vacant intersections or “Me” cannot be taken. -This is not a separate rule. It follows necessarily from the method by which stones -are taken. Nevertheless in practice it is the <i>most important principle in the game</i>. -</p> -<p>In order to understand the rule or principle of the two “Me,” we must first look at -the situation shown in <a href="#plate03">Plate 3</a>, Diagram <span class="asc">I</span>. There, if a black stone is played at F 15, although it is played on an intersection -entirely surrounded by white stones, it nevertheless lives because the moment it is -played it has the effect of killing the entire white group; that is to say, a stone -may be played on an intersection where it is completely surrounded if as it is played -it has the effect of completely surrounding the adversary’s stones already on the -board. If, on the other hand, we have a situation as shown in <a href="#plate03">Plate 3</a>, Diagram <span class="asc">II</span>, a black stone may indeed be played on one of the vacant intersections, but when -it is so played the white group is not completely surrounded, because there still -remains one space yet to be filled, and the black stone itself is dead as soon as -it touches the board, and hence it would be impossible to surround this group of white -stones unless two stones were played at once. The <span class="pageNum" id="pb32">[<a href="#pb32">32</a>]</span>white stones, therefore, can never be surrounded, and form an impregnable position. -</p> -<p>This is the principle of the two “Me,” and when a player’s group of stones is hard -pressed, and his adversary is trying to surround them, if he can so place the stones -that two disconnected complete “Me” are left, they are safe forever. It makes no difference -whether the vacant “Me” are on the edges or in the corners of the board, or how far -from each other they may be. -</p> -<p><a href="#plate03">Plate 3</a>, Diagram <span class="asc">VI</span>, shows a group of stones containing two vacant “Me” on the edge of the board. This -group is perfectly safe against attack. A beginner might ask why the white group shown -on <a href="#plate03">Plate 3</a>, Diagram <span class="asc">V</span>, is not safe. The difficulty with that group is, that when Black has played at S -9, there are no “Me” in it at all as the word is used in this connection, not even -a “Kageme” as shown in <a href="#plate03">Plate 3</a>, Diagram <span class="asc">III</span>, because a “Me,” in order to be available for the purpose of defense, must be a vacant -intersection that is surrounded on four sides, just as a captured stone must be surrounded, -and therefore on the sides of the board it can be made by three stones, and in the -corner of the board by two stones, but it is absolutely necessary, in addition to -the minimum number of surrounding stones, to have helping stones to guard the surrounding -stones against attack. This brings us to what the Japanese call “Kageme.” -</p> -<p></p> -<div class="figure plate03width" id="plate03"><img src="images/plate03.png" alt="Plate 3" width="600" height="592"><p class="figureHead"><span class="sc">Plate 3</span></p> -</div><p> -</p> -<p>In actual play there are many groups of stones that at first glance seem to have two -vacant “Me” in them, but which on analysis, will be found vulnerable to attack. A -“Me” that looks somewhat as if it were complete, but is, nevertheless, destructible -is called “Kageme.” “Kage” <span class="pageNum" id="pb34">[<a href="#pb34">34</a>]</span>means “chipped” or “incomplete.” <a href="#plate03">Plate 3</a>, Diagram <span class="asc">III</span>, is an illustration of this. A beginner might think that the white group was safe, -but Black can kill the upper six white stones by playing at E 3, and then on the next -move can kill the remainder by playing at G 2. Therefore, E 3 is not a perfect “Me,” -but is “Kageme.” G 2 is a perfect “Me,” but one is not enough to save the group. In -this group if the stone at F 4 or D 2 were white, there would be two perfect “Me,” -and the group would be safe. In a close game beginners often find it difficult to -distinguish between a perfect “Me” and “Kageme.” -</p> -<p>Groups of stones which contain vacant spaces, can be lost or saved according as two -disconnected “Me” can or cannot be formed in those spaces, and the most interesting -play in the game occurs along the sides and especially in the corners of the board -in attempting to form or attempting to prevent the formation of these “Me.” The attacking -player often plays into the vacant space and sacrifices several stones with the ultimate -object of reducing the space to one “Me”; and, on the other hand, the defending player -by selecting a fortunate intersection may make it impossible for the stones to be -killed. There is opportunity for marvelous ingenuity in the attack and defense of -these positions. A simple example of defense is shown in <a href="#plate03">Plate 3</a>, Diagram <span class="asc">IV</span>, where, if it is White’s turn, and he plays in the corner of the board at T 19, he -can save his stones. If, on the other hand, he plays anywhere else, the two “Me” can -never be formed. The beginner would do well to work out this situation for himself. -</p> -<p>The series of diagrams commencing at <a href="#plate03">Plate 3</a>, Diagram <span class="asc">V</span>, show the theoretical method of reducing vacant spaces <span class="pageNum" id="pb35">[<a href="#pb35">35</a>]</span>by the sacrifice of stones. This series is taken from Korschelt, and the position -as it arose in actual play is shown on <a href="#plate10">Plate 10</a>, depicting a complete game. In <a href="#plate03">Plate 3</a>, Diagram <span class="asc">V</span>, the white group is shown externally surrounded, and the black stone has just been -played at S 9, rendering the group hopeless. The same group is shown on the opposite -side of the board at <a href="#plate04">Plate 4</a>, Diagram <span class="asc">I</span>, but Black has added three more stones and could kill the white group on the next -move. Therefore, White plays at A 12, and the situation shown in <a href="#plate04">Plate 4</a>, Diagram <span class="asc">II</span>, arises, where the same group is shown on the lower edge of the board. Now, if it -were White’s move, he could save his group by playing at J 2, and the situation which -would then arise is shown on <a href="#plate04">Plate 4</a>, Diagram <span class="asc">III</span>, where White has three perfect “Me,” one more than enough. However, it is not White’s -move, and Black plays on the coveted intersection, and then adds two more stones until -the situation shown in <a href="#plate04">Plate 4</a>, Diagram <span class="asc">IV</span>, arises. Then White must again play at S 8 in order to save his stones from immediate -capture, and the situation shown at <a href="#plate05">Plate 5</a>, Diagram <span class="asc">I</span>, comes about. Black again plays at J 18, adds one more stone, and we have the situation -shown in <a href="#plate05">Plate 5</a>, Diagram <span class="asc">II</span>, where it is obvious that White must play at C 11 in order to save his group from -immediate capture, thus leaving only two vacant spaces. It is unnecessary to continue -the analysis further, but at the risk of explaining what is apparent, it might be -pointed out that Black would play on one of these vacant spaces, and if White killed -the stone (which it would not pay White to do) Black would play again on the space -thus made vacant, and completely surround and kill the entire white group. -<span class="pageNum" id="pb36">[<a href="#pb36">36</a>]</span></p> -<p></p> -<div class="figure plate04width" id="plate04"><img src="images/plate04.png" alt="Plate 4" width="598" height="588"><p class="figureHead"><span class="sc">Plate 4</span></p> -</div><p> -<span class="pageNum" id="pb37">[<a href="#pb37">37</a>]</span></p> -<p></p> -<div class="figure plate05width" id="plate05"><img src="images/plate05.png" alt="Plate 5" width="592" height="587"><p class="figureHead"><span class="sc">Plate 5</span></p> -</div><p> -<span class="pageNum" id="pb38">[<a href="#pb38">38</a>]</span></p> -<p>A group with five vacant “Me,” as shown in the preceding diagrams, is a situation -well known to the Japanese, so much so that they have a special phrase or saying that -applies to it, to wit, “<span lang="ja-latn">Go moku naka de wa ju san te</span>,” which means that it takes thirteen turns to reduce a group having five such “Me” -in the center. -</p> -<p>As we have previously seen, in actual play this white group would be regarded as “dead” -as distinguished from “taken,” and this series of moves would not be played out. White -obviously would not play in the space, and he could not demand that Black play therein -in order to complete the actual surrounding of the stones, and the only purpose of -giving this series of diagrams is to show theoretically how the white stones can be -killed. However, the killing of these stones would be necessary if the surrounding -black line were in turn attacked (“Semeai”), in which case it might be a race to see -whether the internal white stones could be completely surrounded and killed before -the external white group could get in complete contact with the black line. -</p> -<p>Stones which are sacrificed in order to kill a larger group are called “Sute ishi” -by the Japanese, from “Suteru,” meaning “to cast or throw away,” and “Ishi,” a “stone.” -</p> -<p>It may be noted that if a group contains four connected vacant intersections in a -line it is safe, because if the adversary attempts to reduce it, two disconnected -“Me” can be formed in the space by simply playing a stone adjacent to the adversary’s -stone, as shown in <a href="#plate05">Plate 5</a>, Diagram <span class="asc">III</span>, where, if Black plays for instance at K 11, White replies at L 11, and secures the -two “Me.” Even if these four connected vacant intersections are not in a straight -line, they <span class="pageNum" id="pb39">[<a href="#pb39">39</a>]</span>are nevertheless sufficient for the purpose, provided the fourth “Me” is connected -at the end of the three, and the Japanese express this by their saying “Magari shimoku -wa me,” or four “Me” turning a corner. Neither does it make any difference whether -the four connected “Me” are in the center of the board or along the edge. On <a href="#plate05">Plate 5</a>, Diagrams <span class="asc">IV</span> and <span class="asc">V</span>, are examples of “Magari shimoku wa me,” and they both are safe. It is interesting, -however, to compare these situations with that shown at <a href="#plate04">Plate 4</a>, Diagram <span class="asc">II</span>, where the fourth intersection is not connected at the end of the line, and which -group Black can kill if it is his move, as we already have seen. -</p> -<p>If, however, such a group contains only three connected vacant intersections, and -it is the adversary’s move, it can be killed, because the adversary by playing on -the middle intersection can prevent the formation of two disconnected “Me.” We saw -a group of this kind on <a href="#plate02">Plate 2</a>, Diagram <span class="asc">IX</span>, which can be killed by playing at N 11. Obviously, if it is Black’s move in this -case, the group can be saved by playing at N 11; obviously, also, if White, being -a mere novice, plays elsewhere than at N 11, Black saves the stones by playing there -and killing the white stone. <a href="#plate05">Plate 5</a>, Diagram <span class="asc">VI</span>, shows another group containing only three vacant intersections. These can be killed -if it is Black’s move by playing at A 1. On the other hand, if it is White’s move, -he can save them by playing on the same point. -</p> -<p>Of course, if a group of stones contains a large number of vacant intersections, it -is perfectly safe unless the vacant space is so large that the adversary can have -a chance of forming an entire new living group of stones therein. -</p> -<p>We now come to the one exception to the rule that the <span class="pageNum" id="pb40">[<a href="#pb40">40</a>]</span>players may place their stones at will on any vacant intersection on the board. This -rule is called the rule of “Ko,” and is shown on <a href="#plate06">Plate 6</a>, Diagram <span class="asc">I</span>. Assuming that it is White’s turn to play, he can play at D 17 and take the black -stone at C 17 which is already surrounded on three sides, and the position shown in -<a href="#plate06">Plate 6</a>, Diagram <span class="asc">II</span>, would then arise. It is now White’s turn to play, and if he plays at C 13, the white -stone which has just been put down will be likewise surrounded and could be at once -taken from the board. Black, however, is not permitted to do this immediately, but -must first play somewhere else, and this gives White the choice of filling up this -space (C 13) and defending his stone, or of following his adversary to some other -portion of the board. The reason for this rule in regard to “Ko” is very clear. If -the players were permitted to take and retake the stones as shown in the diagram, -the series of moves would be endless, and the game could never be finished. It is -something like perpetual check in Chess, but the Japanese, in place of calling the -game a draw, compel the second player to move elsewhere and thus allow the game to -continue. In an actual game when a player is prevented from retaking a stone by the -rule of “Ko,” he always tries to play in some other portion of the board where he -threatens a larger group of stones than is involved in the situation where “Ko” occurs, -and thus often he can compel his adversary to follow him to this other part of the -field, and then return to retake in “Ko.” His adversary then will play in some part -of the field, if possible, where another group can be threatened, and so on. Sometimes -in a hotly contested game the battle will rage around a place where “Ko” occurs and -the space will be taken and retaken several times. -<span class="pageNum" id="pb41">[<a href="#pb41">41</a>]</span></p> -<p></p> -<div class="figure plate06width" id="plate06"><img src="images/plate06.png" alt="Plate 6" width="596" height="589"><p class="figureHead"><span class="sc">Plate 6</span></p> -</div><p> -<span class="pageNum" id="pb42">[<a href="#pb42">42</a>]</span></p> -<p>Korschelt states that the ideograph for “Ko” means “talent” or “skilfulness,” in which -he is very likely wrong, as it is more accurately translated by our word “threat”; -but be this as it may, it is certainly true that the rule in regard to “Ko” gives -opportunity for a great display of skill, and as the better players take advantage -of this rule with much greater ingenuity, it is a good idea for the weaker player -as far as possible to avoid situations where its application arises. -</p> -<p>There is a situation which sometimes arises and which might be mistaken for “Ko.” -It is where a player takes more than one stone and the attacking stone is threatened -on three sides, or where only one stone is taken, but the adversary in replying can -take not only the last stone played, but others also. In these cases the opponent -can retake immediately, because it will at once be seen that an endless exchange of -moves (which makes necessary the rule of “Ko”) would not occur. A situation of this -kind is shown on <a href="#plate06">Plate 6</a>, Diagrams <span class="asc">III</span>, <span class="asc">IV</span>, and <span class="asc">V</span>, where White by playing at C 8 (Diagram <span class="asc">III</span>) takes the three black stones, producing the situation shown in Diagram <span class="asc">IV</span>, and Black is permitted immediately to retake the white stone, producing the state -of affairs shown in Diagram <span class="asc">V</span>. The Japanese call such a situation “Ute kaeshi,” which means “returning a blow.” -It forms no exception to the ordinary rules of the game, and only needs to be pointed -out because a beginner might think that the rule of “Ko” applied to it. -</p> -<p>We will now take up the situation called “Seki.” “Seki” means a “barrier” or “impasse”—it -is a different word from the “Seki” in the phrase “Jo seki.” “Seki” also is somewhat -<span class="corr" id="xd31e956" title="Source: analagous">analogous</span> to perpetual check. It arises when a <span class="pageNum" id="pb43">[<a href="#pb43">43</a>]</span>vacant space is surrounded partly by white and partly by black stones in such a way -that, if either player places a stone therein, his adversary can thereupon capture -the entire group. Under these circumstances, of course, neither player desires to -place a stone on that portion of the board, and the rules of the game do not compel -him to do so. That portion of the board is regarded as neutral territory, and at the -end of the game the vacant “Me” are not counted in favor of either player. <a href="#plate06">Plate 6</a>, Diagram <span class="asc">VI</span>, gives an illustration of “Seki,” where it will be seen that if Black plays at either -S 16 or T 16 White can kill the black stones in the corner by playing on the other -point, and if White plays on either point Black can kill the white stones by filling -the remaining vacancy. Directly below, on Diagram <span class="asc">VII</span>, is shown the same group, but the corner black stone has been taken out. The position -is now no longer “Seki,” but is called by the Japanese “<span lang="ja-latn">Me ari me nashi</span>,” or literally “having ‘Me,’ not having ‘Me.’ ” Here the white stones are dead, because -if Black plays, for instance, at T 4 White cannot kill the black stones by playing -at S 4, for the reason that the vacant “Me” at T 1 still remains. The beginner might -confuse “Seki” with “<span lang="ja-latn">Me ari me nashi</span>,” and while a good player has no trouble in recognizing the difference when the situation -arises, it takes considerable foresight sometimes so to play as to produce one situation -or the other. -</p> -<p><a href="#plate06">Plate 6</a>, Diagram <span class="asc">VIII</span>, shows another group which might be mistaken for “Seki,” but here, if White plays -at J 19, the black stones can be killed, further proceedings being somewhat similar -to those we saw in the illustration of “Go moku naka de wa ju san te.” <a href="#plate07">Plate 7</a> shows a large <span class="pageNum" id="pb44">[<a href="#pb44">44</a>]</span>group of stones from which inevitably “Seki” will result. It would be well for the -student to work this out for himself. “Seki” very seldom or never occurs in games -between good players, and it rarely occurs in any game. -</p> -<p>It is a rule of the game to give warning when a stone or group of stones is about -to be completely surrounded. For this purpose the Japanese use the word “Atari” (from -“<span lang="ja-latn">ataru</span>,” to touch lightly), which corresponds quite closely to the expression “<span lang="fr">gardez</span>” in Chess. If this warning were omitted, the player whose stones were about to be -taken should have the right to take his last move over and save the imperiled position -if he could. This rule is not so strictly observed as formerly; it belongs more to -the etiquette of the old Japan. -</p> -<p>The game comes to an end when the frontiers of the opposing groups are in contact. -This does not mean that the board is entirely covered, for the obvious reason that -the space inside the groups or chains of stones is purposely left vacant, for that -is the only part of the board which counts; but so long as there is any vacant space -lying <i>between</i> the opposing groups that must be disposed of in some way, and when it is so disposed -of it will be found that the white and black groups are in complete contact. -</p> -<p>Just at the end of the game there will be found isolated vacant intersections or “Me” -on the frontier lines, and it does not make any difference which player fills these -up. They are called by the Japanese “Dame,” which means “useless.” (The word “Dame” -is likely to be confusing when it is first heard, because the beginner jumps to the -conclusion that it is some new kind of a “Me.” This arises from a coincidence only. -Anything that is useless or profitless <span class="pageNum" id="pb46">[<a href="#pb46">46</a>]</span>is called “Dame” in Japanese, but etymologically the word really means “horse’s eye,” -as the Japanese, not being admirers of the vacant stare of that noble animal, have -used this word as a synonym for all that is useless. Therefore the syllable “Me” does -mean an eye, and is the same word that is used to designate the intersections, but -its recurrence in this connection is merely an accident.) -</p> -<p></p> -<div class="figure plate07width" id="plate07"><img src="images/plate07.png" alt="Plate 7" width="595" height="590"><p class="figureHead"><span class="sc">Plate 7</span></p> -</div><p> -</p> -<p>It is difficult for the beginner at first to understand why the filling of these “Dame” -results in no advantage to either player, and beginners often fill up such spaces -even before the end of the game, feeling that they are gaining ground slowly but surely; -and the Japanese have a saying, “<span lang="ja-latn">Heta go ni dame nashi</span>,” which means that there are no “Dame” in beginners’ Go, as beginners do not recognize -their uselessness. On the other hand, a necessary move will sometimes look like “Dame.” -The moves that are likely to be so confused are the final connecting moves or “Tsugu,” -where a potential connection has been made early in the game, but which need to be -filled up to complete the chain. In the Illustrative Game, Number I, the “Dame” are -all given, but a little practice is necessary before they can always be recognized. -</p> -<p>When the “Dame” have been filled, and the dead stones have been removed from the board, -there is no reason why the players should not at once proceed to counting up which -of them has the greatest amount of vacant space, less, of course, the number of stones -they have lost, and thus determine who is the victor. As a matter of practice, however, -the Japanese do not do this immediately, but, purely for the purpose of facilitating -the count, the player having the white pieces would fill up his adversary’s territory -with <span class="pageNum" id="pb47">[<a href="#pb47">47</a>]</span>the black stones he had captured as far as they would go, and the player having the -black stones would fill up his adversary’s territory with the white stones that he -had captured; and thereupon the entire board is reconstructed, so that the vacant -spaces come into rows of fives and tens, so that they are easier to count. This has -really nothing to do with the game, and it is merely a device to make the counting -of the spaces easier, but it seems like a mysterious process to a novice, and adds -not a little to the general mystery with which the end of the game seems to be surrounded -when an Occidental sees it played for the first time. This process of arrangement -is called “Me wo tsukuru.” It may be added that if any part of the board contains -the situation called “Seki,” that portion is left alone, and is not reconstructed -like the rest of the board. -</p> -<p><a href="#plate08">Plate 8</a> shows a completed game in which the “Dame” have all been filled, but the dead stones -have not yet been removed from the board. Let us first see which of the stones are -dead. It is easy to see that the white stone at N 11 is hopeless, as it is cut off -in every direction. The same is true of the white stone at B 18. It is not so easy -to see that the black stones at L and M 18, N, O, P, Q and R 17, N 16, and M and N -15 are dead, but against a good player they would have no hope of forming the necessary -two “Me,” and they are therefore conceded to be dead; but a good player could probably -manage to defend them against a novice. It is still more difficult to see why the -irregular white group of eighteen stones on the left-hand side of the board has been -abandoned, but there also White has no chance of making the necessary two “Me.” At -the risk of repetition I will again point out that these groups of <span class="pageNum" id="pb48">[<a href="#pb48">48</a>]</span>dead stones can be taken from the board without further play. -</p> -<p><a href="#plate09">Plate 9</a> shows the same game after the dead stones have been removed and used to fill up the -respective territories, and after the board has been reconstructed in accordance with -the Japanese method, and it will be seen that in this case Black has won by one stone. -This result can be arrived at equally well by counting up the spaces on <a href="#plate08">Plate 8</a>, but they are easier to count on <a href="#plate09">Plate 9</a>, after the “<span lang="ja-latn">Me wo tsukuru</span>” has been done. -</p> -<p><a href="#plate10">Plate 10</a> shows another completed game. This plate is from Korschelt, and is interesting because -it contains an instructive error. The game is supposed to be completed, and the black -stone at C 18 is said to be dead. This is not true, because Black by playing at C -17 could not only save his stone, but kill the four white stones at the left-hand -side. Therefore, before this game is completed, White must play at C 17 to defend -himself. This is called “Tsugu.” On the left-hand side of the board is shown a white -group which is dead, and the method of reduction of which we have already studied -in detail. On the right side of the board are a few scattering black stones which -are dead, because they have no chance of forming a group with the necessary two “Me.” -The question may be asked whether it is necessary for White to play at C 1 or E 1 -in order to complete the connection of the group in the corner, but he is not obliged -so to do unless Black chooses to play at B 1 or F 1, which, of course, Black would -not do. -</p> -<p>On <a href="#plate11">Plate 11</a>, this game also is shown as reconstructed for counting, and it will be seen that -White has won by two stones. Really this is an error of one stone, as White <span class="pageNum" id="pb52">[<a href="#pb52">52</a>]</span>should have played at C 17, as we have previously pointed out. -</p> -<p></p> -<div class="figure plate08width" id="plate08"><img src="images/plate08.png" alt="Plate 8" width="599" height="594"><p class="figureHead"><span class="sc">Plate 8</span></p> -</div><p> -<span class="pageNum" id="pb50">[<a href="#pb50">50</a>]</span></p> -<p></p> -<div class="figure plate09width" id="plate09"><img src="images/plate09.png" alt="Plate 9" width="600" height="592"><p class="figureHead"><span class="sc">Plate 9</span></p> -</div><p> -<span class="pageNum" id="pb51">[<a href="#pb51">51</a>]</span></p> -<p></p> -<div class="figure plate10width" id="plate10"><img src="images/plate10.png" alt="Plate 10" width="602" height="594"><p class="figureHead"><span class="sc">Plate 10</span></p> -</div><p> -</p> -<p>Sometimes at the end of the game players of moderate skill may differ as to whether -there is anything left to be done, and when one thinks there is no longer any advantage -to be gained by either side, he says, “<span lang="ja-latn">Mo arimasen, aru naraba o yuki nasai</span>,” that is to say, “I think there is nothing more to be done; if you think you can -gain anything, you may play,” and sometimes he will allow his adversary to play two -or three times in succession, reserving the right to step in if he thinks there is -a chance of his adversary reviving a group that is apparently dead. -</p> -<p>No part of the rules of the game has been more difficult for me to understand than -the methods employed at the end, and especially the rule in regard to the removal -of dead stones without actually surrounding them, but I trust in the foregoing examples -I have made this rule sufficiently clear. Moreover, it is not always easy to tell -whether stones are dead or alive. There is a little poem or “Hokku” in Japanese, which -runs as follows: -</p> -<div lang="ja-latn" class="lgouter"> -<p class="line">“Iki shini wo -</p> -<p class="line">Shiranu nonki no -</p> -<p class="line">Go uchi kana,”</p> -</div> -<p class="first">which might be translated as “Oh! what kind of a Go player is he who does not know -whether his stones are alive or dead!” But while the Japanese author of this “Hokku” -may have regarded it as a simple thing, the Occidental student of the game would not -be likely to share his views. An instance of this is shown by the possibilities of -the supposedly dead black stone on <a href="#plate10">Plate 10</a>, and I think it would be fairer to state that the skill of a good Go player is most -<span class="pageNum" id="pb54">[<a href="#pb54">54</a>]</span>clearly shown by his ability to recognize immediately whether a group is dead or can -be saved; the study of our chapter on Problems will give further illustrations of -the difficulty and nicety of such decisions. -</p> -<p></p> -<div class="figure plate11width" id="plate11"><img src="images/plate11.png" alt="Plate 11" width="593" height="590"><p class="figureHead"><span class="sc">Plate 11</span></p> -</div><p> -</p> -<p>We now come to the question of handicaps. Handicaps are given by the stronger player -allowing the weaker player to place a certain number of stones on the board before -the game begins, and we have seen in the chapter on the Description of the Board that -these stones are placed on the nine dotted intersections. If one stone is given, it -is usual to place it in the upper right-hand corner. If a second stone is given, it -is placed in the lower left-hand corner. If a third stone is given, it is placed in -the lower right-hand corner. The fourth is placed in the upper left-hand corner. The -fifth is placed at the center or “Ten gen.” When six are given, the center one is -removed, and the fifth and sixth are placed at the left and right-hand edges of the -board on line 10. If seven are given, these stones remain, and the seventh stone is -placed in the center. If eight are given, the center stone is again removed, and the -seventh and eighth stones are placed on the “Seimoku” on line K. If the ninth is given, -it is again placed in the center of the board. -</p> -<p>Between players of reasonable skill more than nine stones are never given, but when -the disparity between the players is too great, four other stones are sometimes given. -They are placed just outside the corner “Seimoku,” as shown on the diagram (<a href="#plate12">Plate 12</a>), and these extra stones are called “Furin” handicaps. “Furin” means “a small bell,” -as these stones suggest to the Japanese the bells which hang from the eaves at the -corners of a Japanese temple. When the disparity between the players is very great -indeed, sometimes <span class="pageNum" id="pb56">[<a href="#pb56">56</a>]</span>four more stones are given, and when given they are placed on the diagonal halfway -between the corner “Seimoku” and the center. These four stones are called “Naka yotsu,” -or “the four middle stones,” but such a handicap could only be given to the merest -novice. -</p> -<p></p> -<div class="figure plate12width" id="plate12"><img src="images/plate12.png" alt="Plate 12" width="594" height="589"><p class="figureHead"><span class="sc">Plate 12</span></p> -</div><p> -</p> -<p>We have now completed a survey of all the actual rules of the game, and it may be -well to summarize them in order that their real simplicity may be clearly seen; briefly, -they are as follows: -</p> -<p>1. The object of the game is to obtain vacant territory. -</p> -<p>2. The stones are placed on the intersections and on any vacant intersection the player -chooses (except in the case of “Ko”). After they are played they are not moved again. -</p> -<p>3. (<i>a</i>) One or more stones which are compactly surrounded by the stones of the other side -are said to be taken and are at once removed from the board. -</p> -<p>(<i>b</i>) Stones which, while not actually surrounded can inevitably be surrounded, are dead, -and can be taken from the board at the end of the game without further play. -</p> -<p>(<i>c</i>) Taken or dead stones are used to fill up the adversary’s territory. -</p> -<p>4. The game is at an end when the opposing groups of stones are in absolute contact -(the case of “Seki” being the single exception). -</p> -<p>It is not possible to imagine a game with simpler rules, or the elements of which -are easier to acquire. -</p> -<p>We will now turn our attention to a few considerations as to the best methods of play, -and of certain moves and formations which occur in every game, and also to the names -which in Japanese are used to designate these things. -<span class="pageNum" id="pb57">[<a href="#pb57">57</a>]</span></p> -</div> -</div> -<div id="ch4" class="div1 chapter"><span class="pageNum">[<a href="#xd31e281">Contents</a>]</span><div class="divHead"> -<h2 class="label">IV</h2> -<h2 class="main">GENERAL METHODS OF PLAY AND TERMINOLOGY OF THE GAME</h2> -</div> -<div class="divBody"> -<p class="first">As will be shown more in detail in the chapter on Openings or “Joseki,” the game is -commenced by playing in the corners of the board, and generally on one of the squares -adjacent to the handicap point. The reason for this is that the corners of the board -are natural fortresses, and can be more readily defended against attack. It is also -easier to form territory in the corners of the board. Next to the corners of the board -the sides of the board are easiest to defend, and territory is more easily formed -along the sides than in the center, and in an ordinary game the play generally proceeds -from the corners and edges to the center. The importance which the Japanese attach -to the corners is shown by their saying “<span lang="ja-latn">Yo sumi torarete go wo utsu na</span>,” or, “if the four corners are taken, cease playing.” Against a good player it is -next to impossible to form territory in the center of the board, unless it is based -on one of the sides or corners. -</p> -<p>There is, however, an old rule of etiquette which is not consistent with this theory -of the opening; it used to be regarded as exceedingly impolite and insulting to play -the first stone on the handicap point in the center of the board, called “Ten gen.” -It has been explained to me that the reason for this rule is that such a move was -supposed to <span class="pageNum" id="pb58">[<a href="#pb58">58</a>]</span>assure the victory to the first player, and it is related that when on one occasion -Murase Shuho had defeated a rival many times in succession, the latter, becoming desperate, -apologized for his rudeness and placed his stone on this spot, and Murase, nevertheless, -succeeded in winning the game, which was regarded as evidence of his great skill. -It has, however, been shown by Honinbo Dosaku that this move gives the first player -no decisive advantage, and I have been also told by some Japanese that the reason -that this move is regarded as impolite is because it is a wasted move, and implies -a disrespect for the adversary’s skill, and from what experience I have had in the -game I think the latter explanation is more plausible. At all events, such a move -is most unusual and can only be utilized by a player of the highest skill. -</p> -<p>When good players commence the game, from the first they have in mind the entire board, -and they generally play a stone in each of the four corners and one or two around -the edges of the board, sketching out, as it were, the territory which they ultimately -hope to obtain. They do not at once attack each other’s stones, and it is not until -the game is well advanced that anything like a hand to hand conflict occurs. Beginners -are likely to engage at once in a close conflict. Their minds seem to be occupied -with an intense desire to surround and capture the first stones the adversary places -on the board, and often their opposing groups of stones, starting in one corner, will -spread out in a struggling mass from that point all over the board. There is no surer -indication of the play of a novice than this. It is just as if a battle were to commence -without the guidance of a commanding officer, by indiscriminate fisticuffs among <span class="pageNum" id="pb59">[<a href="#pb59">59</a>]</span>the common soldiers. Of the other extreme, or “Ji dori Go,” we have already spoken. -Another way in which the play of experts may be recognized is that all the stones -of a good player are likely to be connected in one or at most two groups, while poorer -players find their stones divided up into small groups each of which has to struggle -to form the necessary two “Me” in order to insure survival. -</p> -<p>Assuming that we have advanced far enough to avoid premature encounters or “Ji dori -Go,” and are placing our stones in advantageous positions, decently and in order, -the question arises, how many spaces can be safely skipped from stone to stone in -advancing our frontiers; that is to say, how far can stones be separated and yet be -potentially connected, and therefore safe against attack? The answer is, that two -spaces can safely be left if there are no adversary’s stones in the immediate vicinity. -To demonstrate this, let us suppose that Black has stones at R 13 and R 16, and White -tries to cut them off from each other. White’s best line of attack would be as follows: -</p> -<div class="table"> -<table class="gomoves"> -<thead> -<tr class="label"> -<td class="cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> </td> -<td class="cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">R 14 </td> -<td class="cellRight">S 14</td> -</tr> -<tr> -<td class="cellLeft">R 15 </td> -<td class="cellRight">S 15</td> -</tr> -<tr> -<td class="cellLeft">Q 16 </td> -<td class="cellRight">R 17</td> -</tr> -<tr> -<td class="cellLeft">Q 13 </td> -<td class="cellRight">R 12</td> -</tr> -<tr> -<td class="cellLeft cellBottom">Q 12 </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>and Black has made good his connection, or Black at his fourth move could play at -Q 14, then -</p> -<div class="table"> -<table class="gomoves"> -<thead> -<tr class="label"> -<td class="cellHeadLeft cellHeadTop cellHeadBottom">W </td> -<td class="cellHeadRight cellHeadTop cellHeadBottom">B</td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">Q 15 </td> -<td class="cellRight">R 12</td> -</tr> -<tr> -<td class="cellLeft cellBottom">P 14 </td> -<td class="cellRight cellBottom">takes.</td> -</tr> -</tbody> -</table> -</div><p> -<span class="pageNum" id="pb60">[<a href="#pb60">60</a>]</span></p> -<p>There are other continuations, but they are still worse for White. If, however, the -adversary’s stones are already posted on the line of advance sometimes it is only -safe to skip one point, and of course in close positions the stones must be played -so that they are actually connected. The Japanese call this skipping of “Me” by the -terms “Ikken tobi,” “Nikken tobi,” “Sangen tobi,” etc., which literally means “to -fly one, two, or three spaces.” Although this is plain enough, these relations are -nevertheless shown on <a href="#plate13">Plate 13</a>, Diagrams <span class="asc">I</span>, <span class="asc">II</span>, and <span class="asc">III</span>. When stones of opposite colors on the same line are separated by vacant space in -a similar way (Diagram <span class="asc">IV</span>), then the terms “Ikken kakari,” “Nikken kakari,” etc., are used. “Kakari” really -means “to hang” or “to be related,” but as used in this sense it might be translated -“to attack.” -</p> -<p>Sometimes the stones are placed in relation to each other like the Knight’s move in -Chess. The Knight in Japanese is called “Keima,” or “the honorable horse,” and if -the stones are of the same color the relation is called “Keima” or “Kogeima,” “Ko” -being the diminutive. If the stones are of opposite colors, then the phrase “Keima” -or “Kogeima kakari” is used as in the previous case. The Japanese also designate a -relation similar to the Knight’s move, but farther apart, by special words; thus, -if the stones are one space farther apart, it is called “Ogeima,” or “the Great Knight’s -move,” and if the stone is advanced one step still farther, it is called “Daidaigeima,” -or “the Great Great Knight’s move.” On <a href="#plate13">Plate 13</a>, Diagrams <span class="asc">V</span>, <span class="asc">VI</span>, and <span class="asc">VII</span>, are shown “Kogeima,” “Ogeima,” and “Daidaigeima.” -</p> -<p></p> -<div class="figure plate13width" id="plate13"><img src="images/plate13.png" alt="Plate 13" width="593" height="585"><p class="figureHead"><span class="sc">Plate 13</span></p> -</div><p> -</p> -<p>The next question that will trouble the beginner is where to place his stones when -his adversary is advancing into his <span class="pageNum" id="pb62">[<a href="#pb62">62</a>]</span>territory, and beginners are likely to play their stones directly in contact with -the advancing forces. This merely results in their being engulfed by the attacking -line, and the stones and territory are both lost. If you wish to stop your adversary’s -advance, play your stones a space or two apart from his, so that you have a chance -to strengthen your line before his attack is upon you. -</p> -<p>The next thing we will speak of is what the Japanese call the “Sente.” This word means -literally “the leading hand,” but is best translated by our words “having the offensive.” -It corresponds quite closely to the word “attack,” as it is used in Chess, but in -describing a game of Go it is better to reserve the word “attack” for a stronger demonstration -than is indicated by the word “Sente.” The “Sente” merely means that the player having -it can compel his adversary to answer his moves or else sustain worse damage, and -sometimes one player will have the “Sente” in one portion of the board, and his adversary -may disregard the attack and by playing in some other quarter take the “Sente” there. -Sometimes the defending player by his ingenious moves may turn the tables on his adversary -and wrest the “Sente” from him. At all events, holding the “Sente” is an advantage, -and the annotations on illustrative games abound with references to it, and conservative -authors on the game advise abandoning a stone or two for the purpose of taking the -“Sente.” -</p> -<p>Sometimes a player has three stones surrounding a vacant space, as shown in <a href="#plate13">Plate 13</a>, Diagram <span class="asc">VIII</span>, and the question arises how to attack this group. This is done by playing on the -fourth intersection. The Japanese call this “Nozoku,” or “peeping into,” and when -a stone is played <span class="pageNum" id="pb63">[<a href="#pb63">63</a>]</span>in this way it generally forces the adversary to fill up that “Me.” It may be mentioned -here also that when your adversary is trying to form “Me” in a disputed territory, -the way to circumvent him is to play your stones on one of the four points he will -obviously need to complete his “Me,” and sometimes this is done before he has three -of the necessary stones on the board. The term “Nozoku” is also applied to any stone -which is played as a preliminary move in cutting the connection between two of the -adversary’s stones or groups of stones. -</p> -<p>Sometimes a situation occurs as shown in <a href="#plate13">Plate 13</a>, Diagram <span class="asc">IX</span>. Here it is supposed to be White’s move, and he must, of course, play at K 8, whereupon -Black would play at K 7 (“Osaeru”), and White would have to play at L 8 (“Nobiru”), -and so on until, if these moves were persisted in, the formation would stretch in -a zigzag line to the edge of the board. This situation is called “Shicho,” which really -means “a running attack.” It results in the capture of the white stones when the edge -of the board is reached, unless they happen to find a comrade posted on the line of -retreat, for instance, at P 4, in which case they can be saved. Of course, between -good players “Shicho” is never played out to the end, for they can at once see whether -or not the stones will live, and often a stone placed seemingly at random in a distant -part of the board is played partly with the object of supporting a retreating line -should “Shicho” occur. -</p> -<p><a href="#plate13">Plate 13</a>, Diagram <span class="asc">X</span>, shows a situation that often arises, in which the White player, by putting his stone -at M 1 on the edge of the board, can join his two groups of stones. This is so because -if Black plays at L 1 or N 1, White can <span class="pageNum" id="pb64">[<a href="#pb64">64</a>]</span>immediately kill the stone. This joining on the edge of the board is called by the -special term “Watari,” which means “to cross over,” Sometimes we find the word “Watari” -used when the connection between two groups is made in a similar way, although not -at the extreme edge of the board. -</p> -<p>A much more frequent situation is shown at <a href="#plate13">Plate 13</a>, Diagram XI. It is not worthy of special notice except because a special word is -applied to it. If Black plays at S 1, it is called “Haneru,” which really means the -flourish which is made in finishing an ideograph. -</p> -<p>We will now take up a few of the other words that are used by the Japanese as they -play the game. By far the most frequent of these are “Tsugu,” “Kiru,” “Nobiru,” and -“Osaeru.” “Tsugu” means “to connect,” and when two stones are adjacent but on the -diagonal, as shown in <a href="#plate13">Plate 13</a>, Diagram <span class="asc">XII</span>, it is necessary to connect them if an attack is threatened. This may be done by -playing on either side; that is to say, at Q 17 or R 16. If, on the other hand, Black -should play on both these points, the white stones would be forever separated, and -this cutting off is called “Kiru,” although, as a rule, when such a situation is worthy -of comment, one of the intersections has already been filled by the attacking player. -<a href="#plate13">Plate 13</a>, Diagram <span class="asc">XIII</span>, illustrates “Kiru,” where, if a black stone is played at Q 12, the white stones -are separated. “Kiru” means “to cut,” and is recognizable as one of the component -parts of that much abused and mispronounced word “Harakiri.” “Nobiru” means “to extend,” -and when there is a line of stones it means the adding of another one at the end, -not skipping a space as in the case of “Ikken tobi,” but extending <span class="pageNum" id="pb65">[<a href="#pb65">65</a>]</span>with the stones absolutely connected. In <a href="#plate13">Plate 13</a>, Diagram <span class="asc">XIV</span>, if Black plays at Q 9 it would be called “Nobiru.” “Osaeru” means “to press down,” -and this is what we do when we desire to prevent our adversary from extending his -line, as seen in the preceding diagram. It is done by playing directly at the end -of the adversary’s line, as shown in Diagram <span class="asc">XV</span>, where Black is supposed to play at Q 6. Here White must play on one side of the -black stone, but it must be pointed out that unless there is support in the neighborhood -for the stone used in “Osaeru,” the stone thus played runs the risk of capture. In -Diagram <span class="asc">IX</span>, explaining “Shicho,” we also had an illustration of “Nobiru” and “Osaeru.” -</p> -<p>If a stone is played on the intersection diagonally adjacent to another stone, it -is called “Kosumu,” but this word is not nearly so much used as the other four. Sometimes, -also, when it is necessary to connect two groups of stones instead of placing the -stone so as actually to connect them, as in the case of “Tsugu,” the stone is played -so as to effectively guard the point of connection and thus prevent the adversary’s -stone from separating the two groups. This play is called “Kake tsugu,” or “a hanging -connection”; <i>e.g.</i>, in Diagram <span class="asc">XIII</span>, if a white stone were played at Q 11 it would be an instance of “Kake tsugu” and -would have prevented the black stone from cutting off the White connection at Q 12, -for, if the black stone were played there after a white stone had been placed at Q -11, White could capture it on the next move. -</p> -<p>Passing from these words which describe the commonest moves in the game, we will mention -the expression “<span lang="ja-latn">Te okure</span>”—literally “a slow hand” or “a slow move,” which <span class="pageNum" id="pb66">[<a href="#pb66">66</a>]</span>means an unnecessary or wasted move. Many of the moves of a beginner are of this character, -especially when he has a territory pretty well fenced in and cannot make up his mind -whether or not it is necessary to strengthen the group before proceeding to another -field of battle. In annotating the best games, also, it is used to mean a move that -is not the best possible move, and we frequently hear it used by Japanese in criticising -the play. -</p> -<p>“Semeai” is another word with which we must be familiar. It means “mutually attacking,” -from “Semeru,” “to attack,” and “Au,” “to encounter,” that is to say, if the White -player attacks a group of black stones, the Black player answers by endeavoring to -surround the surrounding stones, and so on. In our Illustrative Game, <a href="#ch5.1">Number I</a>, the play in the upper right-hand corner of the board is an example of “Semeai.” -It is in positions of this kind that the condition of affairs called “Seki” often -comes about. -</p> -<p><a href="#plate13">Plate 13</a>, Diagram <span class="asc">XVI</span>, shows a position which is illustrated only because a special name is applied to -it. The Japanese call such a relation of stones “<span lang="ja-latn">Cho tsugai</span>,” literally, “the hinge of a door.” -</p> -<p>The last expression which we will give is “<span lang="ja-latn">Naka oshi gatchi</span>,” which is the term applied to a victory by a large margin in the early part of the -game. These Japanese words mean “to conquer by pushing the center.” Beginners are -generally desirous of achieving a victory in this way, and are not content to allow -their adversary any portion of the board. It is one of the first things to be remembered, -that, no matter how skilful a player may be, his adversary will always be able to -acquire some territory, and <span class="pageNum" id="pb67">[<a href="#pb67">67</a>]</span>one of the maxims of the game is not to attempt to achieve too great a victory. -</p> -<p>Before proceeding with the technical chapters on the Illustrative Games, Openings, -etc., it may be well to say a word in regard to the method adopted for keeping a record -of the game. The Japanese do this by simply showing a picture of the finished game, -on which each stone is numbered as it was played. If a stone is taken and another -stone is put in its place, an annotation is made over the diagram of the board with -a reference to that intersection, stating that such a stone has been taken in “Ko.” -Such a method with the necessary marginal annotation is good enough, but it is very -hard to follow, as there is no means of telling where any stone is without searching -all over the board for it; and while the Japanese are very clever at this, Occidental -students of the game do not find it so easy. Therefore, I have adopted the method -suggested by Korschelt, which in turn is founded on the custom of Chess annotation -in use all over the world. The lines at the bottom of the board are lettered from -A to T, the letter I being omitted, and at the sides of the board they are numbered -up from 1 to 19. Thus it is always easy to locate any given stone. In the last few -years the Japanese have commenced to adopt an analogous method of notation. -<span class="pageNum" id="pb68">[<a href="#pb68">68</a>]</span></p> -</div> -</div> -<div id="ch5" class="div1 chapter"><span class="pageNum">[<a href="#xd31e291">Contents</a>]</span><div class="divHead"> -<h2 class="label">V</h2> -<h2 class="main">ILLUSTRATIVE GAMES</h2> -</div> -<div class="divBody"> -<div id="ch5.1" class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">I</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate14">Plate 14</a></i> -</p> -<p><span class="sc">White.</span>—Iwasa Kei, fifth degree. -</p> -<p><span class="sc">Black.</span>—Madame Tsutsuki Yoneko, second degree. -</p> -<p>Black has a handicap of two stones. -</p> -<p>Played about October, 1906. The record is from the “<span lang="ja-latn">Tokio Nichi Nichi</span>.” -</p> -<p>This game is selected because it is very thoroughly played out. The notes are intended -for beginners, and much is stated which is obvious to a player of any skill; supplementing -the explanations made in the preceding chapter the Japanese names of the various moves -are given. -</p> -<p></p> -<div class="figure plate14width" id="plate14"><img src="images/plate14.png" alt="Plate 14" width="586" height="637"><p class="figureHead"><span class="sc">Plate 14</span></p> -</div><p> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 15. A rather unusual move called “Moku hadzushi.” As will be seen in the chapter -on “Joseki,” it is the least conservative of the three usual openings. -</td> -<td>2. </td> -<td class="cellRight">R 4. Called “Komoku,” the most usual and most conservative method of commencing the -corner play.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>P 3. -</td> -<td>4. </td> -<td class="cellRight">Q 5. Intended to attack No. 3, and also it commences to make territory on the right -side of the board.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 17. This move secures this corner for White. -</td> -<td>6. </td> -<td class="cellRight">O 4. Continues the attack on No. 3.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>N 3. (“Ikken tobi”) M 3 would be too far. -</td> -<td>8. </td> -<td class="cellRight">R 10. Black tries to make territory on the right side.<span class="pageNum" id="pb70">[<a href="#pb70">70</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>F 3. (“Kogeima.”) This is the usual move. -</td> -<td>10. </td> -<td class="cellRight">C 7. (“Ogeima.”) This is the usual reply. See the chapter on “Joseki.”</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>C 3. -</td> -<td>12. </td> -<td class="cellRight">D 3. Cutting off No. 11.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>C 4. (“Nobiru.”) Giving aid to No. 11. -</td> -<td>14. </td> -<td class="cellRight">D 5.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>C 5. -</td> -<td>16. </td> -<td class="cellRight">C 6. (“Osaeru.”) Black could not do this before.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>D 2. -</td> -<td>18. </td> -<td class="cellRight">E 2.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>C 2. (“Tsugu.”) This move is necessary. -</td> -<td>20. </td> -<td class="cellRight">E 3. (“Tsugu.”) White now has the corner, but Black has possibilities of expansion.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>F 4. Supporting No. 9. “Ikken tobi” would be dangerous. -</td> -<td>22. </td> -<td class="cellRight">E 6. Connecting and at the same time attacking White.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>G 6. -</td> -<td>24. </td> -<td class="cellRight">C 11. Making territory on the left side of the board.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>K 17. Aiming to make territory at the top of the board. -</td> -<td>26. </td> -<td class="cellRight">L 3. Precipitate. -<p class="first"><i>Comment by Honinbo Shuye</i>: -</p> -<p>“Black’s twenty-sixth move is premature, and it has the effect of precipitating the -contest too early in the game. The territory around that point is dangerous ground -for Black. N 17 would have been better.”</p> -</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>N 4. This is necessary to lead out the stone at N 3. “Ikken tobi” would be dangerous. -</td> -<td>28. </td> -<td class="cellRight">L 5. Leading out toward the center. (“Ikken taka tobi.”) -<p class="first"><i>Comment by Honinbo Shuye</i>: -</p> -<p>“Black should have played at H 4. White would then play at F 2, and Black would reply -at E 1.”</p> -</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>O 5. -</td> -<td>30. </td> -<td class="cellRight">H 3. Taking territory. -<p class="first"><i>Comment by Honinbo Shuye</i>: -</p> -<p>“Black should still play at H 4.”<span class="pageNum" id="pb71">[<a href="#pb71">71</a>]</span></p> -</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>F 2. Preventing the connection of the two Black groups. -</td> -<td>32. </td> -<td class="cellRight">F 1. (“Haneru.”)</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>G 1. -</td> -<td>34. </td> -<td class="cellRight">E 1. (“Tsugu.”) This series of moves is necessary and often occurs in the game.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>H 2. Protecting the connection at G 2. -</td> -<td>36. </td> -<td class="cellRight">J 3. Black must connect, otherwise the stone at H 3 is lost.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>F 6. -</td> -<td>38. </td> -<td class="cellRight">F 8. Aiming to make territory. -<p class="first"><i>Comment by Honinbo Shuye</i>: -</p> -<p>“This move does not hit the spot. It should have been played at L 7.”</p> -</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>G 8. This move prevents White from being shut in. -</td> -<td>40. </td> -<td class="cellRight">G 9.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>H 8. (“Nobiru.”) -</td> -<td>42. </td> -<td class="cellRight">F 7. Black completes his frontier.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>G 7. Necessary to connect. -</td> -<td>44. </td> -<td class="cellRight">F 10. This secures the connection at F 9, and at the same time extends.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>K 4. White threatens to break through in two places. -</td> -<td>46. </td> -<td class="cellRight">L 4.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>H 9. -</td> -<td>48. </td> -<td class="cellRight">L 7. Leading out the stones on line L, which are now threatened.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>G 11. This connects White’s groups and prevents Black from extending. -</td> -<td>50. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">51. </td> -<td>P 4. -</td> -<td>52. </td> -<td class="cellRight">Q 7. Making territory on the right and at the same time attacking White’s five stones.</td> -</tr> -<tr> -<td class="cellLeft">53. </td> -<td>M 6. This move gives White the “Sente.” -</td> -<td>54. </td> -<td class="cellRight">L 6. Black must connect.</td> -</tr> -<tr> -<td class="cellLeft">55. </td> -<td>P 7. Leading out the small White group. -</td> -<td>56. </td> -<td class="cellRight">N 8. A dangerous move. -<p class="first"><i>Comment by Honinbo Shuye</i>: -</p> -<p>“This move may be called a little dangerous. P 6 would have been preferable, and if -White responds at O 8 or O 7, Black could reply at L 9.”<span class="pageNum" id="pb72">[<a href="#pb72">72</a>]</span></p> -</td> -</tr> -<tr> -<td class="cellLeft">57. </td> -<td>P 8. -</td> -<td>58. </td> -<td class="cellRight">P 6.</td> -</tr> -<tr> -<td class="cellLeft">59. </td> -<td>O 6. -</td> -<td>60. </td> -<td class="cellRight">O 7. (“Kiru.”) Cutting off connection of the white groups.</td> -</tr> -<tr> -<td class="cellLeft">61. </td> -<td>M 2. Since White is cut off at O 7, he must form “Me” in this group. -</td> -<td>62. </td> -<td class="cellRight">K 9. Black sees that White can form the necessary two “Me,” and therefore does not -press the attack.</td> -</tr> -<tr> -<td class="cellLeft">63. </td> -<td>Q 8. -</td> -<td>64. </td> -<td class="cellRight">R 7. Black must extend in this way.</td> -</tr> -<tr> -<td class="cellLeft">65. </td> -<td>R 8. -</td> -<td>66. </td> -<td class="cellRight">S 8. (“Osaeru.”)</td> -</tr> -<tr> -<td class="cellLeft">67. </td> -<td>S 9. -</td> -<td>68. </td> -<td class="cellRight">S 7. (“Tsugu.”) The usual series of moves.</td> -</tr> -<tr> -<td class="cellLeft">69. </td> -<td>P 5. (“Atari.”) -</td> -<td>70. </td> -<td class="cellRight">Q 6.</td> -</tr> -<tr> -<td class="cellLeft">71. </td> -<td>Q 10. -</td> -<td>72. </td> -<td class="cellRight">Q 11<span class="corr" id="xd31e1742" title="Not in source">.</span></td> -</tr> -<tr> -<td class="cellLeft">73. </td> -<td>R 9. -</td> -<td>74. </td> -<td class="cellRight">P 10. (“Sente.”)</td> -</tr> -<tr> -<td class="cellLeft">75. </td> -<td>O 10. White must sacrifice No. 71 in order to escape. -</td> -<td>76. </td> -<td class="cellRight">S 10.</td> -</tr> -<tr> -<td class="cellLeft">77. </td> -<td>N 9. -</td> -<td>78. </td> -<td class="cellRight">M 8.</td> -</tr> -<tr> -<td class="cellLeft">79. </td> -<td>P 9. -</td> -<td>80. </td> -<td class="cellRight">Q 9. Takes. This is “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">81. </td> -<td>T 10. (“Haneru.”) -</td> -<td>82. </td> -<td class="cellRight">T 11. (“Osaeru.”)</td> -</tr> -<tr> -<td class="cellLeft">83. </td> -<td>Q 10. Taking in “Ko.” -</td> -<td>84. </td> -<td class="cellRight">P 11. (“Tsugu.”) Black must play here to save the frontier.</td> -</tr> -<tr> -<td class="cellLeft">85. </td> -<td>T 9. Saving the stone at T 10. -</td> -<td>86. </td> -<td class="cellRight">R 11. Black cannot neglect to play here.</td> -</tr> -<tr> -<td class="cellLeft">87. </td> -<td>O 11. -</td> -<td>88. </td> -<td class="cellRight">L 11.</td> -</tr> -<tr> -<td class="cellLeft">89. </td> -<td>L 10. -</td> -<td>90. </td> -<td class="cellRight">K 10.</td> -</tr> -<tr> -<td class="cellLeft">91. </td> -<td>Q 3. White must break up Black’s territory in the upper right-hand corner. -</td> -<td>92. </td> -<td class="cellRight">P 12.</td> -</tr> -<tr> -<td class="cellLeft">93. </td> -<td>M 11. White retreats. -</td> -<td>94. </td> -<td class="cellRight">M 10.<span class="pageNum" id="pb73">[<a href="#pb73">73</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">95. </td> -<td>L 12. -</td> -<td>96. </td> -<td class="cellRight">L 9. Takes. White has escaped by means of sacrificing one stone.</td> -</tr> -<tr> -<td class="cellLeft">97. </td> -<td>P 13. -</td> -<td>98. </td> -<td class="cellRight">O 12.</td> -</tr> -<tr> -<td class="cellLeft">99. </td> -<td>N 12. -</td> -<td>100. </td> -<td class="cellRight">O 13.</td> -</tr> -<tr> -<td class="cellLeft">101. </td> -<td>S 12. (“Nozoku.”) -</td> -<td>102. </td> -<td class="cellRight">K 12.</td> -</tr> -<tr> -<td class="cellLeft">103. </td> -<td>O 14. -</td> -<td>104. </td> -<td class="cellRight">N 13. (“Shicho.”)</td> -</tr> -<tr> -<td class="cellLeft">105. </td> -<td>L 13. -</td> -<td>106. </td> -<td class="cellRight">P 14. Cuts White off.</td> -</tr> -<tr> -<td class="cellLeft">107. </td> -<td>P 15. -</td> -<td>108. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">109. </td> -<td>Q 15. -</td> -<td>110. </td> -<td class="cellRight">R 14.</td> -</tr> -<tr> -<td class="cellLeft">111. </td> -<td>R 15. -</td> -<td>112. </td> -<td class="cellRight">S 14. All these last moves are obviously necessary.</td> -</tr> -<tr> -<td class="cellLeft">113. </td> -<td>O 15. Connecting. -</td> -<td>114. </td> -<td class="cellRight">S 15.</td> -</tr> -<tr> -<td class="cellLeft">115. </td> -<td>R 16. -</td> -<td>116. </td> -<td class="cellRight">M 14. -<p class="first"><i>Comment by Honinbo Shuye</i>: -</p> -<p>“This move is a mistake; it should have been played at M 15.”</p> -</td> -</tr> -<tr> -<td class="cellLeft">117. </td> -<td>K 14. White’s stones in the upper left-hand corner are now connected. -</td> -<td>118. </td> -<td class="cellRight">M 16.</td> -</tr> -<tr> -<td class="cellLeft">119. </td> -<td>G 10. A defensive move. White attempts to get all his stones in one group. -</td> -<td>120. </td> -<td class="cellRight">F 9. (“Tsugu.”)</td> -</tr> -<tr> -<td class="cellLeft">121. </td> -<td>J 12. Protects the connection at H 10. -</td> -<td>122. </td> -<td class="cellRight">J 11.</td> -</tr> -<tr> -<td class="cellLeft">123. </td> -<td>J 13. -</td> -<td>124. </td> -<td class="cellRight">N 10. Protecting the “Me” at L 10. K 11 is “Kageme.”</td> -</tr> -<tr> -<td class="cellLeft">125. </td> -<td>N 11. -</td> -<td>126. </td> -<td class="cellRight">O 17.</td> -</tr> -<tr> -<td class="cellLeft">127. </td> -<td>L 15. -</td> -<td>128. </td> -<td class="cellRight">M 15. White’s situation in the upper right-hand corner looks very bad at this point.</td> -</tr> -<tr> -<td class="cellLeft">129. </td> -<td>Q 17. -</td> -<td>130. </td> -<td class="cellRight">R 18. A better move than Q 16.</td> -</tr> -<tr> -<td class="cellLeft">131. </td> -<td>N 17. -</td> -<td>132. </td> -<td class="cellRight">N 18.</td> -</tr> -<tr> -<td class="cellLeft">133. </td> -<td>Q 18. -</td> -<td>134. </td> -<td class="cellRight">S 17.</td> -</tr> -<tr> -<td class="cellLeft">135. </td> -<td>M 17. -</td> -<td>136. </td> -<td class="cellRight">N 16. White is prevented from connecting.<span class="pageNum" id="pb74">[<a href="#pb74">74</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">137. </td> -<td>M 18. -</td> -<td>138. </td> -<td class="cellRight">M 13. Threatening White’s other connection.</td> -</tr> -<tr> -<td class="cellLeft">139. </td> -<td>M 12. White must connect. -</td> -<td>140. </td> -<td class="cellRight">P 18. To an inexpert eye White’s group in the upper right-hand corner now looks hopeless.</td> -</tr> -<tr> -<td class="cellLeft">141. </td> -<td>Q 19. This is to prevent “Watari.” -</td> -<td>142. </td> -<td class="cellRight">O 16. Black must play here to protect his four stones.</td> -</tr> -<tr> -<td class="cellLeft">143. </td> -<td>S 16. -</td> -<td>144. </td> -<td class="cellRight">T 16. (“Watari.”)</td> -</tr> -<tr> -<td class="cellLeft">145. </td> -<td>T 15. A sacrifice to prevent Black from forming “Me.” -</td> -<td>146. </td> -<td class="cellRight">T 14. Black must take the stone.</td> -</tr> -<tr> -<td class="cellLeft">147. </td> -<td>R 13. The condition in this corner of the board is now a fine example of “Semeai.” -</td> -<td>148. </td> -<td class="cellRight">S 13.</td> -</tr> -<tr> -<td class="cellLeft">149. </td> -<td>S 18. -</td> -<td>150. </td> -<td class="cellRight">T 18.</td> -</tr> -<tr> -<td class="cellLeft">151. </td> -<td>S 19. The situation is now highly interesting. -</td> -<td>152. </td> -<td class="cellRight">R 12. White’s sacrifice at T 15 is now bearing fruit.</td> -</tr> -<tr> -<td class="cellLeft">153. </td> -<td>R 17. -</td> -<td>154. </td> -<td class="cellRight">T 17. Neither side can play at T 19 without loss.</td> -</tr> -<tr> -<td class="cellLeft">155. </td> -<td>P 16. Takes. Forming a perfect “Me,” the other being at R 18. The play in this corner -is now complete. -</td> -<td>156. </td> -<td class="cellRight">C 13. Increasing Black’s territory.</td> -</tr> -<tr> -<td class="cellLeft">157. </td> -<td>B 5. Protecting the corner. -</td> -<td>158. </td> -<td class="cellRight">G 13.</td> -</tr> -<tr> -<td class="cellLeft">159. </td> -<td>H 11. -</td> -<td>160. </td> -<td class="cellRight">L 16.</td> -</tr> -<tr> -<td class="cellLeft">161. </td> -<td>K 16. -</td> -<td>162. </td> -<td class="cellRight">F 15. Extending Black’s frontiers.</td> -</tr> -<tr> -<td class="cellLeft">163. </td> -<td>F 17. -</td> -<td>164. </td> -<td class="cellRight">J 15. -<p class="first"><i>Comment by Honinbo Shuye</i>: -</p> -<p>“Black’s moves 164 and 166 are both useless. At move 164 Black should have played -at D 15.”</p> -</td> -</tr> -<tr> -<td class="cellLeft">165. </td> -<td>H 16. -</td> -<td>166. </td> -<td class="cellRight">G 16.</td> -</tr> -<tr> -<td class="cellLeft">167. </td> -<td>H 15. -</td> -<td>168. </td> -<td class="cellRight">D 15.</td> -</tr> -<tr> -<td class="cellLeft">169. </td> -<td>D 16. -</td> -<td>170. </td> -<td class="cellRight">D 14.</td> -</tr> -<tr> -<td class="cellLeft">171. </td> -<td>G 15. -</td> -<td>172. </td> -<td class="cellRight">B 15.<span class="pageNum" id="pb75">[<a href="#pb75">75</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">173. </td> -<td>B 16. -</td> -<td>174. </td> -<td class="cellRight">C 14. Completing the frontier.</td> -</tr> -<tr> -<td class="cellLeft">175. </td> -<td>P 2. -</td> -<td>176. </td> -<td class="cellRight">Q 2.</td> -</tr> -<tr> -<td class="cellLeft">177. </td> -<td>Q 1. -</td> -<td>178. </td> -<td class="cellRight">R 1.</td> -</tr> -<tr> -<td class="cellLeft">179. </td> -<td>P 1. -</td> -<td>180. </td> -<td class="cellRight">R 2. The usual series of moves in such a situation.</td> -</tr> -<tr> -<td class="cellLeft">181. </td> -<td>C 16. We might say that the end game commences at about this point. -</td> -<td>182. </td> -<td class="cellRight">J 2.</td> -</tr> -<tr> -<td class="cellLeft">183. </td> -<td>L 2. -</td> -<td>184. </td> -<td class="cellRight">K 3.</td> -</tr> -<tr> -<td class="cellLeft">185. </td> -<td>A 7. -</td> -<td>186. </td> -<td class="cellRight">F 16.</td> -</tr> -<tr> -<td class="cellLeft">187. </td> -<td>G 17. -</td> -<td>188. </td> -<td class="cellRight">F 13. The stone at G 13 needs support.</td> -</tr> -<tr> -<td class="cellLeft">189. </td> -<td>H 13. A very good move to protect White’s group. -</td> -<td>190. </td> -<td class="cellRight">A 8. Stopping White’s invasion.</td> -</tr> -<tr> -<td class="cellLeft">191. </td> -<td>B 6. -</td> -<td>192. </td> -<td class="cellRight">B 7.</td> -</tr> -<tr> -<td class="cellLeft">193. </td> -<td>A 6. -</td> -<td>194. </td> -<td class="cellRight">B 8. The usual moves.</td> -</tr> -<tr> -<td class="cellLeft">195. </td> -<td>B 14. -</td> -<td>196. </td> -<td class="cellRight">B 13.</td> -</tr> -<tr> -<td class="cellLeft">197. </td> -<td>A 15. Takes. -</td> -<td>198. </td> -<td class="cellRight">L 17<span class="corr" id="xd31e2327" title="Not in source">.</span></td> -</tr> -<tr> -<td class="cellLeft">199. </td> -<td>L 18. Completing the frontier. -</td> -<td>200. </td> -<td class="cellRight">M 19.</td> -</tr> -<tr> -<td class="cellLeft">201. </td> -<td>K 18. -</td> -<td>202. </td> -<td class="cellRight">J 6. All the rest of the board is practically finished.</td> -</tr> -<tr> -<td class="cellLeft">203. </td> -<td>F 11. -</td> -<td>204. </td> -<td class="cellRight">E 11.</td> -</tr> -<tr> -<td class="cellLeft">205. </td> -<td>E 16. -</td> -<td>206. </td> -<td class="cellRight">E 15.</td> -</tr> -<tr> -<td class="cellLeft">207. </td> -<td>H 14. -</td> -<td>208. </td> -<td class="cellRight">G 14.</td> -</tr> -<tr> -<td class="cellLeft">209. </td> -<td>E 5. -</td> -<td>210. </td> -<td class="cellRight">E 12.</td> -</tr> -<tr> -<td class="cellLeft">211. </td> -<td>H 5. -</td> -<td>212. </td> -<td class="cellRight">J 5.</td> -</tr> -<tr> -<td class="cellLeft">213. </td> -<td>H 4. -</td> -<td>214. </td> -<td class="cellRight">J 4.</td> -</tr> -<tr> -<td class="cellLeft">215. </td> -<td>G 3. -</td> -<td>216. </td> -<td class="cellRight">J 9. -<p class="first"><i>Comment by Honinbo Shuye</i>: -</p> -<p>“This move is unprofitable. Had Black played at J 8, a very good profit would have -been secured.”</p> -</td> -</tr> -<tr> -<td class="cellLeft">217. </td> -<td>J 8. -</td> -<td>218. </td> -<td class="cellRight">E 4.<span class="pageNum" id="pb76">[<a href="#pb76">76</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">219. </td> -<td>F 5. -</td> -<td>220. </td> -<td class="cellRight">D 1.</td> -</tr> -<tr> -<td class="cellLeft">221. </td> -<td>C 1. -</td> -<td>222. </td> -<td class="cellRight">D 6. Black must connect.</td> -</tr> -<tr> -<td class="cellLeft">223. </td> -<td>O 9. -</td> -<td>224. </td> -<td class="cellRight">M 9.</td> -</tr> -<tr> -<td class="cellLeft">225. </td> -<td>K 13. -</td> -<td>226. </td> -<td class="cellRight">K 11.</td> -</tr> -<tr> -<td class="cellLeft">227. </td> -<td>J 7. -</td> -<td>228. </td> -<td class="cellRight">H 6.</td> -</tr> -<tr> -<td class="cellLeft">229. </td> -<td>H 10. -</td> -<td>230. </td> -<td class="cellRight">G 12.</td> -</tr> -<tr> -<td class="cellLeft">231. </td> -<td>H 12. -</td> -<td>232. </td> -<td class="cellRight">K 7.</td> -</tr> -<tr> -<td class="cellLeft">233. </td> -<td>N 7. -</td> -<td>234. </td> -<td class="cellRight">O 8.</td> -</tr> -<tr> -<td class="cellLeft">235. </td> -<td>S 5. By sacrificing one stone White forces Black to fill two spaces. -</td> -<td>236. </td> -<td class="cellRight">Q 4.</td> -</tr> -<tr> -<td class="cellLeft">237. </td> -<td>T 8. -</td> -<td>238. </td> -<td class="cellRight">T 7.</td> -</tr> -<tr> -<td class="cellLeft">239. </td> -<td>J 1. -</td> -<td>240. </td> -<td class="cellRight">K 2.</td> -</tr> -<tr> -<td class="cellLeft">241. </td> -<td>K 1. -</td> -<td>242. </td> -<td class="cellRight">A 13.</td> -</tr> -<tr> -<td class="cellLeft">243. </td> -<td>L 19. -</td> -<td>244. </td> -<td class="cellRight">N 19.</td> -</tr> -<tr> -<td class="cellLeft">245. </td> -<td>P 19. -</td> -<td>246. </td> -<td class="cellRight">O 18.</td> -</tr> -<tr> -<td class="cellLeft">247. </td> -<td>A 14. -</td> -<td>248. </td> -<td class="cellRight">L 14.</td> -</tr> -<tr> -<td class="cellLeft">249. </td> -<td>K 15. -</td> -<td>250. </td> -<td class="cellRight">M 5.</td> -</tr> -<tr> -<td class="cellLeft">251. </td> -<td>N 5. -</td> -<td>252. </td> -<td class="cellRight">K 8.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">253. </td> -<td class="cellBottom">Q 9. (“Ko tsugu.”) -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Here the game is left as finished in the published report, but the remaining moves -are not all strictly speaking “Dame.” There are quite a number of moves to be made -before we can proceed to the count. The first question is, naturally, what stones -are dead, and we find that White has three dead stones at S 12, S 5, and K 4. Black -has three dead stones at J 15, O 4, and R 18. The white stones at P, Q, and R 13, -are not dead yet. They have aggressive possibilities, and must be actually surrounded. -As near as we can judge the game would proceed as follows: -</p> -<p><i>First</i>: Necessary although obvious moves which are not strictly “Dame.” -<span class="pageNum" id="pb77">[<a href="#pb77">77</a>]</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft"> </td> -<td> </td> -<td>254. </td> -<td class="cellRight">Q 12. The three white stones must be taken before Black is safe.</td> -</tr> -<tr> -<td class="cellLeft">255. </td> -<td>R 19. White must take this before filling T 19. -</td> -<td>256. </td> -<td class="cellRight">T 15. A necessary connection.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">257. </td> -<td class="cellBottom">N 6. Necessary to form connection. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<hr class="tb"><p> -</p> -<p><i>Second</i>: The following moves which are strictly “Dame.” It makes no difference which side -fills these intersections, but it would generally be done as follows: -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft"> </td> -<td> </td> -<td>258. </td> -<td class="cellRight">T 19.</td> -</tr> -<tr> -<td class="cellLeft">259. </td> -<td>O 19. -</td> -<td>260. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">261. </td> -<td>N 15. -</td> -<td>262. </td> -<td class="cellRight">N 14.</td> -</tr> -<tr> -<td class="cellLeft">263. </td> -<td>F 12. -</td> -<td>264. </td> -<td class="cellRight">J 10.</td> -</tr> -<tr> -<td class="cellLeft">265. </td> -<td>H 7. -</td> -<td>266. </td> -<td class="cellRight">M 7.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">267. </td> -<td class="cellBottom">M 4. -</td> -<td class="cellBottom">268. </td> -<td class="cellRight cellBottom">M 3.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>The frontiers are now absolutely in contact, and the count can be made, and it will -be seen that after filling up the vacant territory with the captured stones as far -as they will go, Black has won by three points. The Japanese would rearrange the board -in order to make the counting of the spaces more easy (“Me wo tsukuru”), but for the -first game or two the beginner might find it less confusing to omit this process. -</p> -<p><i>Honinbo Shuye comments on this game as follows</i>: -</p> -<p>“In spite of so many errors, Black wins showing how great is the advantage resulting -from a handicap.” -<span class="pageNum" id="pb78">[<a href="#pb78">78</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">II</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate15">Plate 15</a></i> -</p> -<p><span class="sc">White.</span>—Murase Shuho, seventh degree. -</p> -<p><span class="sc">Black.</span>—Uchigaki Sutekichi, fifth degree. -</p> -<p>This game is taken from Korschelt, and the notes are his. In some of these notes will -be found mere repetitions of matter that I have inserted in the preceding chapters, -or which will be hereafter found in the chapter on “Joseki.” These notes are, however, -very full and valuable, and a little repetition may have the effect of aiding the -memory of the student, and will do no harm. Contrary to the custom, this game was -played without handicaps. -</p> -<p></p> -<div class="figure plate15width" id="plate15"><img src="images/plate15.png" alt="Plate 15" width="592" height="584"><p class="figureHead"><span class="sc">Plate 15</span></p> -</div><p> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 16. In the beginning of the game the corners and margins are first occupied, because -it is there that positions can most easily be taken which cannot be killed, and which -also contain territory. From the edges and corners the player makes toward the center. -This process is repeated in every game. -</td> -<td>2. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 3. In taking a corner that is still vacant there is a choice among seven points; -<i>e.g.</i>, in the corner designated as D 4, these points are D 3, D 4, D 5, C 4, C 5, E 3, -and <span class="pageNum" id="pb80.1">[<a href="#pb80.1">80</a>]</span>E 4. On the other hand, C 3 and E 5 are bad, because the territory which is obtained -by C 3 is too small, and the adversary would reply to E 5 with D 4, by means of which -E 5 would be cut off from the margin. Of moves that are good D 3–C 4 are the surest, -and most frequently used. E 4–D 5 formerly were the favorite moves, but the preceding -moves are now preferred to them. E 3–C 5 are seldom used. All of this, of course, -applies to the corresponding points in the other three corners. -</td> -<td>4. </td> -<td class="cellRight">P 17. The attack could also be commenced at P 16.<span class="pageNum" id="pb80">[<a href="#pb80">80</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 4. -</td> -<td>6. </td> -<td class="cellRight">Q 6. Corresponding to No. 4, this move should have been played at R 5 or Q 5, but -White plays on Q 6, because if he played on Q 5, Black would have replied at R 10 -or R 9, and later White P 5 and Black O 4 would have followed, with the result that -White has nothing, while Black has obtained two positions, one on O–Q and the other -on R.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>O 4. Beginners would have replied to Q 6 with Q 5 or R 5. They attack their opponent -at close quarters from the beginning, because they cannot take in the whole field -at a glance. Their entire effort is to absorb the last stone that their opponent has -played. When two beginners play together the battle <span class="pageNum" id="pb81.1">[<a href="#pb81.1">81</a>]</span>moves slowly from a corner out over the board, and one side of the board is entirely -filled with stones, while the other is completely empty. This is a sure sign of bad -play. In the beginning the good players spread their stones over the board as much -as possible, and avoid close conflicts. -</td> -<td>8. </td> -<td class="cellRight">D 15. The position D 15–D 17 is very strong, and players like to take it. This applies, -of course, to the corresponding positions in other parts of the board, of which there -are seven; <i>i.e.</i>, C 16–E 16, Q 3–Q 5, etc. As soon as one player gets a position of the kind his opponent -often takes a similar position on <span class="pageNum" id="pb81.2">[<a href="#pb81.2">81</a>]</span>the next move in order to balance the advantage gained by his adversary; this is something -like castling in Chess.<span class="pageNum" id="pb81">[<a href="#pb81">81</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>E 4. -</td> -<td>10. </td> -<td class="cellRight">C 10. If White did not occupy this point, we might have the following continuation: -<div class="table"> -<table class="goinner"> -<tr> -<td class="cellLeft cellTop">B. C 10 </td> -<td class="cellRight cellTop">W. C 7 -</td> -</tr> -<tr> -<td class="cellLeft cellBottom">B. C 13 </td> -<td class="cellRight cellBottom">W. E 7 -</td> -</tr> -</table> -</div> -<p>and Black has the advantage, because White’s stones at C 7–E 7 can only get one “Me” -on the edge of the board, and later on must seek a connection with some other group. -By constantly harassing such endangered groups territory is often obtained.</p> -</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>R 13. In place of taking this secure position on line R, Black should have attacked -the white stone on P 17 with L 17, and in this way Black would have obtained positions -on both line 17 and on line R. -</td> -<td>12. </td> -<td class="cellRight">C 5. White sees that Black plays too carefully, and therefore challenges him with -a bold but premature attack that gives the whole game its character.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>D 5. -</td> -<td>14. </td> -<td class="cellRight">C 6.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>B 4. -</td> -<td>16. </td> -<td class="cellRight">D 6.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>E 6. -</td> -<td>18. </td> -<td class="cellRight">E 7.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>F 6. -</td> -<td>20. </td> -<td class="cellRight">H 3. As soon as Black answers this move, White will take territory on the right or -left of H 3.<span class="pageNum" id="pb82">[<a href="#pb82">82</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>G 2. Is played very carefully. K 3 would probably have been better. In that case White -would either have played H 5 in order to save H 3, whereupon -<div class="table"> -<table class="goinner"> -<tr> -<td class="cellLeft cellTop">B. F 7 </td> -<td class="cellRight cellTop">W. E 8 -</td> -</tr> -<tr> -<td class="cellLeft cellBottom">B. K 5 </td> -<td class="cellRight cellBottom"> </td> -</tr> -</table> -</div> -<p>would have followed, or White would have answered at K 4. -</p> -</td> -<td>22. </td> -<td class="cellRight">M 3. Two stones which mutually support each other on the margin of the board and form -a position cannot be separated by more than two spaces; for instance, R 13–R 16. In -that case the adversary cannot cut one off from the other. (Korschelt here inserts -continuations similar to what we have shown in a preceding chapter.) Therefore, White’s -twentieth and twenty-second moves are merely intended to fill territory that would -otherwise fall to Black, and are not intended to form a new group.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>H 2. The only correct answer would have been K 3, which would have separated White’s -twentieth and twenty-second stones. -</td> -<td>24. </td> -<td class="cellRight">M 5. White seeks to form a connection with No. 6, which Black frustrates by his twenty-fifth -move. It is of the greatest importance to prevent the union of groups which the adversary -has formed on the margin, in order that they may remain weak, and require continuous -defense. -<p class="first">The player who has the “Sente” most of the time will generally be the victor.</p> -</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>O 6. -</td> -<td>26. </td> -<td class="cellRight">Q 9. Is very necessary in order not to surrender the entire right side to Black.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>K 17. All good players agree that 27 should not have been played at K 17, but at L -17. This is difficult to understand because K 17 can be supported from both <span class="pageNum" id="pb83.1">[<a href="#pb83.1">83</a>]</span>sides at G 17 and N 17, but L 17 is better because Black should be occupied not merely -with taking a position, but more particularly with killing White’s fourth stone. In -the sequel K 17 is actually taken by White. -</td> -<td>28. </td> -<td class="cellRight">H 17. This move has the effect of abandoning stone No. 4 at P 17. After Black’s twenty-ninth -move at N 17, No. 4 could still escape by means of P 15, but giving <span class="pageNum" id="pb83.2">[<a href="#pb83.2">83</a>]</span>it up brings more territory elsewhere than is there lost. It is a favorite device -of strong players to apparently abandon a position to their adversary after first -preparing it so that eventually it may live, or so that it may afterward aid in surrounding -one of the adversary’s groups. The abandoned position often reawakens to life if the -weaker adversary allows his surrounding group to be itself surrounded and taken before -the capture of the abandoned position has been completed.<span class="pageNum" id="pb83">[<a href="#pb83">83</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>N 17. -</td> -<td>30. </td> -<td class="cellRight">F 7.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>G 7. -</td> -<td>32. </td> -<td class="cellRight">K 3. It might have been better to have played at G 8. Then if Black replied at H 7, -White could play at C 10, and the white territory in the neighborhood of line D would -be very large. Certainly in that case H 3 would have been abandoned, but not M 3–M -5. Since 32 K 3 is purely defensive, Black gets the attack, and appreciably reduces -the white territory in the neighborhood of line D.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>D 8. -</td> -<td>34. </td> -<td class="cellRight">D 7.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>D 11. -</td> -<td>36. </td> -<td class="cellRight">C 11.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>D 12. -</td> -<td>38. </td> -<td class="cellRight">C 12.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>D 13. -</td> -<td>40. </td> -<td class="cellRight">C 13.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>G 9. -</td> -<td>42. </td> -<td class="cellRight">G 6. If this move had not divided the black groups, Black would have become too powerful.<span class="pageNum" id="pb84">[<a href="#pb84">84</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>H 7. -</td> -<td>44. </td> -<td class="cellRight">E 9. This connects the two parts of the White position, which connection was threatened -by Black’s thirty-third stone. Moreover, the “Sente” remains with White, because Black -cannot allow his position to be broken into through F 10.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>G 12. -</td> -<td>46. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>R 14. -</td> -<td>48. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>S 17. -</td> -<td>50. </td> -<td class="cellRight">Q 16.</td> -</tr> -<tr> -<td class="cellLeft">51. </td> -<td>R 15. -</td> -<td>52. </td> -<td class="cellRight">R 11. The beginner will wonder that 52 Q 15 did not follow 51 R 15. This is because -53 R 10–54 R 9 would result, and White would be at a disadvantage. The moves 46–52 -are part of a deeply thought-out plan on the part of White. Black could afford to -ignore No. 4 as long as it stood alone. Thereupon White increases it by Nos. 48 and -50, and Black must accept the sacrifice, because otherwise Nos. 27–29 are threatened. -By this sacrifice White gets the territory around No. 27, and also has an opportunity -of increasing his position on line Q by his fifty-second move.</td> -</tr> -<tr> -<td class="cellLeft">53. </td> -<td>O 16. -</td> -<td>54. </td> -<td class="cellRight">M 16. On the fifty-third move Black proceeds with the capture of Nos. 4, 48, and 50, -while White on his fifty-fourth move hems in No. 27.</td> -</tr> -<tr> -<td class="cellLeft">55. </td> -<td>H 16. This move is ignored by White because Black must reply <span class="pageNum" id="pb85.1">[<a href="#pb85.1">85</a>]</span>to his fifty-sixth and fifty-eighth moves in order to save Nos. 29 and 53. -</td> -<td>56. </td> -<td class="cellRight">M 17.<span class="pageNum" id="pb85">[<a href="#pb85">85</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">57. </td> -<td>N 18. -</td> -<td>58. </td> -<td class="cellRight">M 18.</td> -</tr> -<tr> -<td class="cellLeft">59. </td> -<td>Q 15. -</td> -<td>60. </td> -<td class="cellRight">J 17.</td> -</tr> -<tr> -<td class="cellLeft">61. </td> -<td>J 16. -</td> -<td>62. </td> -<td class="cellRight">K 18.</td> -</tr> -<tr> -<td class="cellLeft">63. </td> -<td>E 16. -</td> -<td>64. </td> -<td class="cellRight">D 16.</td> -</tr> -<tr> -<td class="cellLeft">65. </td> -<td>G 17. -</td> -<td>66. </td> -<td class="cellRight">K 16.</td> -</tr> -<tr> -<td class="cellLeft">67. </td> -<td>P 16. This is necessary to avoid the following continuation: -<p class="first goinner">W. P 16, O 15, N 16, O 14 -<br>B. P 15, N 15, O 17, P 18 -</p> -<p>and White has the advantage. -</p> -</td> -<td>68. </td> -<td class="cellRight">K 15.</td> -</tr> -<tr> -<td class="cellLeft">69. </td> -<td>D 14. -</td> -<td>70. </td> -<td class="cellRight">C 14.</td> -</tr> -<tr> -<td class="cellLeft">71. </td> -<td>R 5. -</td> -<td>72. </td> -<td class="cellRight">R 6.</td> -</tr> -<tr> -<td class="cellLeft">73. </td> -<td>E 15. It is of the utmost importance to Black to occupy this point, for otherwise -White would press far into his territory through this opening. He goes first, however, -on his seventy-first move to R 5, because White must follow, and then to 73, because -on this move he loses the “Sente.” Black could also have occupied S 5, to which White -would have replied with S 6, because otherwise the following continuation would have -occurred: -<p class="first goinner">B. S 5, S 6, S 8, R 8, Q 8 -<br>W. E 15, S 7, T 7, R 7 -</p> -<p>and the White position is broken up. It is because Black played at E 15 too hastily -and without first occupying S 5 that White can break up the Black position by the -series of moves Nos. 74–82. -</p> -</td> -<td>74. </td> -<td class="cellRight">Q 5. Murase Shuho thought that 74 was a bad move and that S 5 would have been better. -The game would then have continued as follows: -<p class="first goinner">B. 73<span class="corr" id="xd31e3136" title="Source: ,">.</span> E 15, R 4 -<br>W. S 5, S 4 -</p> -<p>He also thought that White’s moves from 76–82 were bad, because nothing in particular -was accomplished by separating O 4 from O 6, since it was impossible to kill them.<span class="pageNum" id="pb86">[<a href="#pb86">86</a>]</span></p> -</td> -</tr> -<tr> -<td class="cellLeft">75. </td> -<td>S 5. -</td> -<td>76. </td> -<td class="cellRight">Q 4.</td> -</tr> -<tr> -<td class="cellLeft">77. </td> -<td>R 3. -</td> -<td>78. </td> -<td class="cellRight">P 3.</td> -</tr> -<tr> -<td class="cellLeft">79. </td> -<td>P 2. -</td> -<td>80. </td> -<td class="cellRight">O 3.</td> -</tr> -<tr> -<td class="cellLeft">81. </td> -<td>O 2. -</td> -<td>82. </td> -<td class="cellRight">P 4.</td> -</tr> -<tr> -<td class="cellLeft">83. </td> -<td>N 8. -</td> -<td>84. </td> -<td class="cellRight">L 8.</td> -</tr> -<tr> -<td class="cellLeft">85. </td> -<td>O 10. -</td> -<td>86. </td> -<td class="cellRight">F 3.</td> -</tr> -<tr> -<td class="cellLeft">87. </td> -<td>G 3. -</td> -<td>88. </td> -<td class="cellRight">F 4.</td> -</tr> -<tr> -<td class="cellLeft">89. </td> -<td>E 3. -</td> -<td>90. </td> -<td class="cellRight">G 5.</td> -</tr> -<tr> -<td class="cellLeft">91. </td> -<td>E 5. Black has played on this point because otherwise E 6–F 6 will die; thus, -<p class="first goinner">W. E 5, B. F 5 takes -<br>W. E 5 retakes -</p> -</td> -<td>92. </td> -<td class="cellRight">J 6.</td> -</tr> -<tr> -<td class="cellLeft">93. </td> -<td>G 4. This is intended to secure H 2, G 2 and G 3. The simplest way of doing this would -be to play at F 2, but G 4 gains six more “Me” because F 3–F 4 may be regarded as -taken. -</td> -<td>94. </td> -<td class="cellRight">H 14. From this point on, the territory in the center is filled up. Black and White -seem to get it in about equal parts.</td> -</tr> -<tr> -<td class="cellLeft">95. </td> -<td>L 10. -</td> -<td>96. </td> -<td class="cellRight">J 11.</td> -</tr> -<tr> -<td class="cellLeft">97. </td> -<td>H 11. -</td> -<td>98. </td> -<td class="cellRight">F 14.</td> -</tr> -<tr> -<td class="cellLeft">99. </td> -<td>E 14. -</td> -<td>100. </td> -<td class="cellRight">H 10.</td> -</tr> -<tr> -<td class="cellLeft">101. </td> -<td>G 10. -</td> -<td>102. </td> -<td class="cellRight">H 12.</td> -</tr> -<tr> -<td class="cellLeft">103. </td> -<td>G 11. -</td> -<td>104. </td> -<td class="cellRight">O 8.</td> -</tr> -<tr> -<td class="cellLeft">105. </td> -<td>Q 10. -</td> -<td>106. </td> -<td class="cellRight">R 10.</td> -</tr> -<tr> -<td class="cellLeft">107. </td> -<td>P 8. -</td> -<td>108. </td> -<td class="cellRight">P 9.</td> -</tr> -<tr> -<td class="cellLeft">109. </td> -<td>O 9. -</td> -<td>110. </td> -<td class="cellRight">O 7.</td> -</tr> -<tr> -<td class="cellLeft">111. </td> -<td>P 10. -</td> -<td>112. </td> -<td class="cellRight">R 8.</td> -</tr> -<tr> -<td class="cellLeft">113. </td> -<td>N 7. -</td> -<td>114. </td> -<td class="cellRight">P 7.</td> -</tr> -<tr> -<td class="cellLeft">115. </td> -<td>L 9. -</td> -<td>116. </td> -<td class="cellRight">K 8.</td> -</tr> -<tr> -<td class="cellLeft">117. </td> -<td>J 9. -</td> -<td>118. </td> -<td class="cellRight">K 12.</td> -</tr> -<tr> -<td class="cellLeft">119. </td> -<td>J 10. -</td> -<td>120. </td> -<td class="cellRight">N 6.</td> -</tr> -<tr> -<td class="cellLeft">121. </td> -<td>A 7. This move is worthy of study. -</td> -<td>122. </td> -<td class="cellRight">B 7.</td> -</tr> -<tr> -<td class="cellLeft">123. </td> -<td>N 2. -</td> -<td>124. </td> -<td class="cellRight">J 5.<span class="pageNum" id="pb87">[<a href="#pb87">87</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">125. </td> -<td>E 18. -</td> -<td>126. </td> -<td class="cellRight">D 18.</td> -</tr> -<tr> -<td class="cellLeft">127. </td> -<td>G 18. -</td> -<td>128. </td> -<td class="cellRight">G 13.</td> -</tr> -<tr> -<td class="cellLeft">129. </td> -<td>M 12. -</td> -<td>130. </td> -<td class="cellRight">F 12.</td> -</tr> -<tr> -<td class="cellLeft">131. </td> -<td>F 11. -</td> -<td>132. </td> -<td class="cellRight">E 10.</td> -</tr> -<tr> -<td class="cellLeft">133. </td> -<td>E 11. -</td> -<td>134. </td> -<td class="cellRight">S 12.</td> -</tr> -<tr> -<td class="cellLeft">135. </td> -<td>S 13. -</td> -<td>136. </td> -<td class="cellRight">N 14.</td> -</tr> -<tr> -<td class="cellLeft">137. </td> -<td>L 12. -</td> -<td>138. </td> -<td class="cellRight">L 13.</td> -</tr> -<tr> -<td class="cellLeft">139. </td> -<td>M 13. -</td> -<td>140. </td> -<td class="cellRight">L 14.</td> -</tr> -<tr> -<td class="cellLeft">141. </td> -<td>K 11. -</td> -<td>142. </td> -<td class="cellRight">J 12.</td> -</tr> -<tr> -<td class="cellLeft">143. </td> -<td>A 6. -</td> -<td>144. </td> -<td class="cellRight">A 8.</td> -</tr> -<tr> -<td class="cellLeft">145. </td> -<td>B 5. -</td> -<td>146. </td> -<td class="cellRight">B 6.</td> -</tr> -<tr> -<td class="cellLeft">147. </td> -<td>A 5. -</td> -<td>148. </td> -<td class="cellRight">B 8.</td> -</tr> -<tr> -<td class="cellLeft">149. </td> -<td>S 6. -</td> -<td>150. </td> -<td class="cellRight">S 7.</td> -</tr> -<tr> -<td class="cellLeft">151. </td> -<td>M 8. -</td> -<td>152. </td> -<td class="cellRight">M 6. Not at M 7, because that would lead to the loss of K 8–L 8.</td> -</tr> -<tr> -<td class="cellLeft">153. </td> -<td>D 19. -</td> -<td>154. </td> -<td class="cellRight">C 19.</td> -</tr> -<tr> -<td class="cellLeft">155. </td> -<td>E 19. -</td> -<td>156. </td> -<td class="cellRight">C 18.</td> -</tr> -<tr> -<td class="cellLeft">157. </td> -<td>N 3. -</td> -<td>158. </td> -<td class="cellRight">N 4.</td> -</tr> -<tr> -<td class="cellLeft">159. </td> -<td>L 2. -</td> -<td>160. </td> -<td class="cellRight">L 3.</td> -</tr> -<tr> -<td class="cellLeft">161. </td> -<td>K 2. -</td> -<td>162. </td> -<td class="cellRight">F 5.</td> -</tr> -<tr> -<td class="cellLeft">163. </td> -<td>F 2. -</td> -<td>164. </td> -<td class="cellRight">E 17.</td> -</tr> -<tr> -<td class="cellLeft">165. </td> -<td>F 17. -</td> -<td>166. </td> -<td class="cellRight">H 19.</td> -</tr> -<tr> -<td class="cellLeft">167. </td> -<td>H 18. -</td> -<td>168. </td> -<td class="cellRight">J 18.</td> -</tr> -<tr> -<td class="cellLeft">169. </td> -<td>G 19. -</td> -<td>170. </td> -<td class="cellRight">P 14.</td> -</tr> -<tr> -<td class="cellLeft">171. </td> -<td>P 15. -</td> -<td>172. </td> -<td class="cellRight">N 19.</td> -</tr> -<tr> -<td class="cellLeft">173. </td> -<td>O 19. -</td> -<td>174. </td> -<td class="cellRight">M 19.</td> -</tr> -<tr> -<td class="cellLeft">175. </td> -<td>O 17. -</td> -<td>176. </td> -<td class="cellRight">R 4.</td> -</tr> -<tr> -<td class="cellLeft">177. </td> -<td>S 4. -</td> -<td>178. </td> -<td class="cellRight">T 6.</td> -</tr> -<tr> -<td class="cellLeft">179. </td> -<td>R 12. -</td> -<td>180. </td> -<td class="cellRight">S 11.</td> -</tr> -<tr> -<td class="cellLeft">181. </td> -<td>O 13. -</td> -<td>182. </td> -<td class="cellRight">O 14.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">183. </td> -<td class="cellBottom">P 13. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>This is as far as the game is recorded in the Go magazine, published by Murase Shuho. -A good player can now <span class="pageNum" id="pb88">[<a href="#pb88">88</a>]</span>foresee the result at the cost of a little trouble. Black has won by five points. -</p> -<p>According to Korschelt’s view, the play would have proceeded as follows: -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> </td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft"> </td> -<td> </td> -<td>184. </td> -<td class="cellRight">T 5.</td> -</tr> -<tr> -<td class="cellLeft">185. </td> -<td>T 4. </td> -<td>186. </td> -<td class="cellRight">T 7.</td> -</tr> -<tr> -<td class="cellLeft">187. </td> -<td>S 3. </td> -<td>188. </td> -<td class="cellRight">G 15.</td> -</tr> -<tr> -<td class="cellLeft">189. </td> -<td>G 16. </td> -<td>190. </td> -<td class="cellRight">J 8.</td> -</tr> -<tr> -<td class="cellLeft">191. </td> -<td>H 8. </td> -<td>192. </td> -<td class="cellRight">N 13.</td> -</tr> -<tr> -<td class="cellLeft">193. </td> -<td>N 12. </td> -<td>194. </td> -<td class="cellRight">M 14.</td> -</tr> -<tr> -<td class="cellLeft">195. </td> -<td>J 7. </td> -<td>196. </td> -<td class="cellRight">K 7.</td> -</tr> -<tr> -<td class="cellLeft">197. </td> -<td>F 8. </td> -<td>198. </td> -<td class="cellRight">E 8.</td> -</tr> -<tr> -<td class="cellLeft">199. </td> -<td>D 10. </td> -<td>200. </td> -<td class="cellRight">D 9.</td> -</tr> -<tr> -<td class="cellLeft">201. </td> -<td>J 15. </td> -<td>202. </td> -<td class="cellRight">J 14.</td> -</tr> -<tr> -<td class="cellLeft">203. </td> -<td>J 19. Takes. </td> -<td>204. </td> -<td class="cellRight">K 19.</td> -</tr> -<tr> -<td class="cellLeft">205. </td> -<td>Q 11. </td> -<td>206. </td> -<td class="cellRight">F 15.</td> -</tr> -<tr> -<td class="cellLeft">207. </td> -<td>F 16. </td> -<td>208. </td> -<td class="cellRight">J 2.</td> -</tr> -<tr> -<td class="cellLeft">209. </td> -<td>J 1. </td> -<td>210. </td> -<td class="cellRight">J 3.</td> -</tr> -<tr> -<td class="cellLeft">211. </td> -<td>M 7. </td> -<td>212. </td> -<td class="cellRight">L 7.</td> -</tr> -<tr> -<td class="cellLeft">213. </td> -<td>H 4. </td> -<td>214. </td> -<td class="cellRight">J 4.</td> -</tr> -<tr> -<td class="cellLeft">215. </td> -<td>N 15. </td> -<td>216. </td> -<td class="cellRight">K 9.</td> -</tr> -<tr> -<td class="cellLeft">217. </td> -<td>K 10. </td> -<td>218. </td> -<td class="cellRight">M 2.</td> -</tr> -<tr> -<td class="cellLeft">219. </td> -<td>M 1. </td> -<td>220. </td> -<td class="cellRight">Q 13.</td> -</tr> -<tr> -<td class="cellLeft">221. </td> -<td>M 15. </td> -<td>222. </td> -<td class="cellRight">L 15.</td> -</tr> -<tr> -<td class="cellLeft">223. </td> -<td>F 9. </td> -<td>224. </td> -<td class="cellRight">Q 12.</td> -</tr> -<tr> -<td class="cellLeft">225. </td> -<td>P 12. </td> -<td>226. </td> -<td class="cellRight">T 13.</td> -</tr> -<tr> -<td class="cellLeft">227. </td> -<td>T 14. </td> -<td>228. </td> -<td class="cellRight">T 12.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">229. </td> -<td class="cellBottom">H 19. </td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>The stones that are still to be played are “Dame.” By playing these no “Me” can be -either won or lost, and for the most part it makes no difference whether they are -filled up by Black or White. These are as follows: -<span class="pageNum" id="pb89">[<a href="#pb89">89</a>]</span></p> -<p>O 15, N 16, H 5, H 6, F 13, E 13, H 5, H 15, F 10, E 13 E 12, H 15, F 10. -</p> -<p>Black has sixty-four “Me” and White fifty-seven “Me.” -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">III</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Black.</span>—Ito Kotaro, fifth degree. -</p> -<p><span class="sc">White.</span>—Karigane Junichi, sixth degree. -</p> -<p>This game was played in Tokio about January, 1907, and is a fine illustration of the -rule of “Ko.” No handicaps were given. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 4. (“Komoku.”) Black being the weaker player, adopts a conservative opening. -</td> -<td>2. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>D 17. -</td> -<td>4. </td> -<td class="cellRight">C 15.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>E 3. The opening is conventional so far. -</td> -<td>6. </td> -<td class="cellRight">C 9. This is an unusual move.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>F 16. -</td> -<td>8. </td> -<td class="cellRight">C 17.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>C 18. -</td> -<td>10. </td> -<td class="cellRight">D 16.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>E 17. -</td> -<td>12. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 15. -</td> -<td>14. </td> -<td class="cellRight">R 6.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>R 11. -</td> -<td>16. </td> -<td class="cellRight">K 3.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>N 17. -</td> -<td>18. </td> -<td class="cellRight">D 12. Not the best move. P 16 would have been better. This part of the game is generally -devoted to the general distribution of stones.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>P 16. White’s stone at Q 17 is now shut in. If the black stone at N 17 were at M 17, -White could have escaped. -</td> -<td>20. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>O 17. -</td> -<td>22. </td> -<td class="cellRight">S 16.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>R 16. -</td> -<td>24. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>S 15. -</td> -<td>26. </td> -<td class="cellRight">S 17.<span class="pageNum" id="pb90">[<a href="#pb90">90</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>P 18. -</td> -<td>28. </td> -<td class="cellRight">Q 18.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>O 19. Probably not the best. O 15 would have had greater possibilities. -</td> -<td>30. </td> -<td class="cellRight">S 19. The corner is a typical Go problem. White had to place this stone very carefully -in order to provide for the necessary two “Me.”</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>J 16. Not the best. O 15 would have been better. -</td> -<td>32. </td> -<td class="cellRight">Q 16.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>Q 15. -</td> -<td>34. </td> -<td class="cellRight">P 15. Cutting Black’s connection. The necessity for a black stone at O 15 is now apparent.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>O 16. -</td> -<td>36. </td> -<td class="cellRight">P 14.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>R 13. -</td> -<td>38. </td> -<td class="cellRight">Q 12.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>Q 11. -</td> -<td>40. </td> -<td class="cellRight">P 12.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>P 11. -</td> -<td>42. </td> -<td class="cellRight">M 13.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>R 8. Not the best move. N 11 would have been more aggressive. -</td> -<td>44. </td> -<td class="cellRight">K 16. White now commences a series of moves to break up Black’s territory at the top -of the board.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>K 17. -</td> -<td>46. </td> -<td class="cellRight">L 17.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>L 16. -</td> -<td>48. </td> -<td class="cellRight">K 15.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>L 15. -</td> -<td>50. </td> -<td class="cellRight">J 17.</td> -</tr> -<tr> -<td class="cellLeft">51. </td> -<td>K 18. -</td> -<td>52. </td> -<td class="cellRight">H 17.</td> -</tr> -<tr> -<td class="cellLeft">53. </td> -<td>L 18. -</td> -<td>54. </td> -<td class="cellRight">J 15.</td> -</tr> -<tr> -<td class="cellLeft">55. </td> -<td>H 16. -</td> -<td>56. </td> -<td class="cellRight">G 16.</td> -</tr> -<tr> -<td class="cellLeft">57. </td> -<td>H 15. -</td> -<td>58. </td> -<td class="cellRight">G 15.</td> -</tr> -<tr> -<td class="cellLeft">59. </td> -<td>H 14. -</td> -<td>60. </td> -<td class="cellRight">G 17.</td> -</tr> -<tr> -<td class="cellLeft">61. </td> -<td>J 13. -</td> -<td>62. </td> -<td class="cellRight">O 11.</td> -</tr> -<tr> -<td class="cellLeft">63. </td> -<td>O 10. -</td> -<td>64. </td> -<td class="cellRight">N 11.</td> -</tr> -<tr> -<td class="cellLeft">65. </td> -<td>N 10. -</td> -<td>66. </td> -<td class="cellRight">M 11.</td> -</tr> -<tr> -<td class="cellLeft">67. </td> -<td>K 12. An ineffective move; B 17 would have been better. -</td> -<td>68. </td> -<td class="cellRight">B 17.</td> -</tr> -<tr> -<td class="cellLeft">69. </td> -<td>B 18. -</td> -<td>70. </td> -<td class="cellRight">F 15.</td> -</tr> -<tr> -<td class="cellLeft">71. </td> -<td>F 18. Black must defend his corner, which is already much reduced in size. -</td> -<td>72. </td> -<td class="cellRight">A 18.<span class="pageNum" id="pb91">[<a href="#pb91">91</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">73. </td> -<td>G 19. -</td> -<td>74. </td> -<td class="cellRight">L 14.</td> -</tr> -<tr> -<td class="cellLeft">75. </td> -<td>K 14. The three white stones, J 15, K 15, and K 16 are dead. They were sacrificed -in order to break up Black’s territory at the top of the board. -</td> -<td>76. </td> -<td class="cellRight">M 15.</td> -</tr> -<tr> -<td class="cellLeft">77. </td> -<td>M 16. -</td> -<td>78. </td> -<td class="cellRight">Q 8.</td> -</tr> -<tr> -<td class="cellLeft">79. </td> -<td>Q 7. -</td> -<td>80. </td> -<td class="cellRight">R 7.</td> -</tr> -<tr> -<td class="cellLeft">81. </td> -<td>P 8. -</td> -<td>82. </td> -<td class="cellRight">S 8.</td> -</tr> -<tr> -<td class="cellLeft">83. </td> -<td>Q 9. Takes. -</td> -<td>84. </td> -<td class="cellRight">R 9.</td> -</tr> -<tr> -<td class="cellLeft">85. </td> -<td>O 13. An effort to deprive the white group of the necessary “Me” and to envelop them. -</td> -<td>86. </td> -<td class="cellRight">O 14.</td> -</tr> -<tr> -<td class="cellLeft">87. </td> -<td>N 13. -</td> -<td>88. </td> -<td class="cellRight">N 14.</td> -</tr> -<tr> -<td class="cellLeft">89. </td> -<td>L 10. -</td> -<td>90. </td> -<td class="cellRight">L 11.</td> -</tr> -<tr> -<td class="cellLeft">91. </td> -<td>K 10. K 11 would not do; White could break through in that case. -</td> -<td>92. </td> -<td class="cellRight">R 12.</td> -</tr> -<tr> -<td class="cellLeft">93. </td> -<td>S 12. -</td> -<td>94. </td> -<td class="cellRight">Q 13.</td> -</tr> -<tr> -<td class="cellLeft">95. </td> -<td>S 10. -</td> -<td>96. </td> -<td class="cellRight">R 14.</td> -</tr> -<tr> -<td class="cellLeft">97. </td> -<td>S 14. -</td> -<td>98. </td> -<td class="cellRight">S 13. Takes.</td> -</tr> -<tr> -<td class="cellLeft">99. </td> -<td>T 13. “Watari.” -</td> -<td>100. </td> -<td class="cellRight">L 12.</td> -</tr> -<tr> -<td class="cellLeft">101. </td> -<td>N 12. -</td> -<td>102. </td> -<td class="cellRight">M 10.</td> -</tr> -<tr> -<td class="cellLeft">103. </td> -<td>M 9. -</td> -<td>104. </td> -<td class="cellRight">K 11.</td> -</tr> -<tr> -<td class="cellLeft">105. </td> -<td>J 11. White is now shut in. -</td> -<td>106. </td> -<td class="cellRight">O 12. White saves his group in this way because he can get the position called “Magari -shimoku wa me” no matter what Black does.</td> -</tr> -<tr> -<td class="cellLeft">107. </td> -<td>R 4. -</td> -<td>108. </td> -<td class="cellRight">Q 4.</td> -</tr> -<tr> -<td class="cellLeft">109. </td> -<td>R 3. -</td> -<td>110. </td> -<td class="cellRight">R 2.</td> -</tr> -<tr> -<td class="cellLeft">111. </td> -<td>S 2. -</td> -<td>112. </td> -<td class="cellRight">Q 2.</td> -</tr> -<tr> -<td class="cellLeft">113. </td> -<td>S 5. -</td> -<td>114. </td> -<td class="cellRight">Q 6.</td> -</tr> -<tr> -<td class="cellLeft">115. </td> -<td>S 1. Black’s corner is small, but it will surely live. -</td> -<td>116. </td> -<td class="cellRight">Q 8. Takes. “Ko.”<span class="pageNum" id="pb92">[<a href="#pb92">92</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">117. </td> -<td>P 7. -</td> -<td>118. </td> -<td class="cellRight">P 9.</td> -</tr> -<tr> -<td class="cellLeft">119. </td> -<td>R 8. “Ko.” -</td> -<td>120. </td> -<td class="cellRight">T 3. An effort to destroy the corner.</td> -</tr> -<tr> -<td class="cellLeft">121. </td> -<td>S 3. -</td> -<td>122. </td> -<td class="cellRight">Q 8. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">123. </td> -<td>P 10. -</td> -<td>124. </td> -<td class="cellRight">N 4. White eventually wins the game by means of the territory he now maps out.</td> -</tr> -<tr> -<td class="cellLeft">125. </td> -<td>E 16. -</td> -<td>126. </td> -<td class="cellRight">E 15.</td> -</tr> -<tr> -<td class="cellLeft">127. </td> -<td>D 14. “Nozoku.” -</td> -<td>128. </td> -<td class="cellRight">D 15.</td> -</tr> -<tr> -<td class="cellLeft">129. </td> -<td>C 7. -</td> -<td>130. </td> -<td class="cellRight">J 10.</td> -</tr> -<tr> -<td class="cellLeft">131. </td> -<td>L 8. -</td> -<td>132. </td> -<td class="cellRight">H 11.</td> -</tr> -<tr> -<td class="cellLeft">133. </td> -<td>J 12. -</td> -<td>134. </td> -<td class="cellRight">J 9.</td> -</tr> -<tr> -<td class="cellLeft">135. </td> -<td>G 11. Not very good. Black should have played at K 8. -</td> -<td>136. </td> -<td class="cellRight">N 8.</td> -</tr> -<tr> -<td class="cellLeft">137. </td> -<td>N 9. -</td> -<td>138. </td> -<td class="cellRight">K 8.</td> -</tr> -<tr> -<td class="cellLeft">139. </td> -<td>L 9. Black must play here to protect his two stones. -</td> -<td>140. </td> -<td class="cellRight">B 4.</td> -</tr> -<tr> -<td class="cellLeft">141. </td> -<td>B 3. -</td> -<td>142. </td> -<td class="cellRight">D 4.</td> -</tr> -<tr> -<td class="cellLeft">143. </td> -<td>C 3. -</td> -<td>144. </td> -<td class="cellRight">C 5.</td> -</tr> -<tr> -<td class="cellLeft">145. </td> -<td>C 6. An unusual way of playing the corner. -</td> -<td>146. </td> -<td class="cellRight">N 6.</td> -</tr> -<tr> -<td class="cellLeft">147. </td> -<td>L 6. -</td> -<td>148. </td> -<td class="cellRight">K 5.</td> -</tr> -<tr> -<td class="cellLeft">149. </td> -<td>K 6. -</td> -<td>150. </td> -<td class="cellRight">J 5.</td> -</tr> -<tr> -<td class="cellLeft">151. </td> -<td>J 6. -</td> -<td>152. </td> -<td class="cellRight">H 6.</td> -</tr> -<tr> -<td class="cellLeft">153. </td> -<td>H 7. -</td> -<td>154. </td> -<td class="cellRight">G 10.</td> -</tr> -<tr> -<td class="cellLeft">155. </td> -<td>F 11. -</td> -<td>156. </td> -<td class="cellRight">G 7.</td> -</tr> -<tr> -<td class="cellLeft">157. </td> -<td>G 6. -</td> -<td>158. </td> -<td class="cellRight">H 5.</td> -</tr> -<tr> -<td class="cellLeft">159. </td> -<td>G 8. -</td> -<td>160. </td> -<td class="cellRight">F 7.</td> -</tr> -<tr> -<td class="cellLeft">161. </td> -<td>F 8. -</td> -<td>162. </td> -<td class="cellRight">H 8.</td> -</tr> -<tr> -<td class="cellLeft">163. </td> -<td>J 7. Note how the center fills up without either side getting territory there. -</td> -<td>164. </td> -<td class="cellRight">F 10.</td> -</tr> -<tr> -<td class="cellLeft">165. </td> -<td>E 8. -</td> -<td>166. </td> -<td class="cellRight">E 7.</td> -</tr> -<tr> -<td class="cellLeft">167. </td> -<td>E 11. -</td> -<td>168. </td> -<td class="cellRight">E 10.<span class="pageNum" id="pb93">[<a href="#pb93">93</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">169. </td> -<td>D 11. -</td> -<td>170. </td> -<td class="cellRight">D 8.</td> -</tr> -<tr> -<td class="cellLeft">171. </td> -<td>D 7. -</td> -<td>172. </td> -<td class="cellRight">F 5.</td> -</tr> -<tr> -<td class="cellLeft">173. </td> -<td>E 5. -</td> -<td>174. </td> -<td class="cellRight">F 6.</td> -</tr> -<tr> -<td class="cellLeft">175. </td> -<td>C 14. -</td> -<td>176. </td> -<td class="cellRight">M 7.</td> -</tr> -<tr> -<td class="cellLeft">177. </td> -<td>R 8. “Ko.” A weak move. White’s position is already better, and Black should play -at B 14, where he might have a chance to kill White’s group, in the upper left-hand -corner. -</td> -<td>178. </td> -<td class="cellRight">B 14. White’s group is now safe.</td> -</tr> -<tr> -<td class="cellLeft">179. </td> -<td>B 13. -</td> -<td>180. </td> -<td class="cellRight">A 14.</td> -</tr> -<tr> -<td class="cellLeft">181. </td> -<td>C 12. -</td> -<td>182. </td> -<td class="cellRight">B 16. This is an interesting problem. If White plays at B 15, Black could kill the -group.</td> -</tr> -<tr> -<td class="cellLeft">183. </td> -<td>L 7. -</td> -<td>184. </td> -<td class="cellRight">D 5.</td> -</tr> -<tr> -<td class="cellLeft">185. </td> -<td>C 8. -</td> -<td>186. </td> -<td class="cellRight">D 9.</td> -</tr> -<tr> -<td class="cellLeft">187. </td> -<td>B 5. -</td> -<td>188. </td> -<td class="cellRight">B 6.</td> -</tr> -<tr> -<td class="cellLeft">189. </td> -<td>A 4. Takes. -</td> -<td>190. </td> -<td class="cellRight">D 6.</td> -</tr> -<tr> -<td class="cellLeft">191. </td> -<td>B 7. -</td> -<td>192. </td> -<td class="cellRight">B 8.</td> -</tr> -<tr> -<td class="cellLeft">193. </td> -<td>A 6. Takes. -</td> -<td>194. </td> -<td class="cellRight">F 2. Defending his large territory on the lower edge of the board.</td> -</tr> -<tr> -<td class="cellLeft">195. </td> -<td>E 4. -</td> -<td>196. </td> -<td class="cellRight">Q 8. “Ko.” Attacking Black’s group which has still to form the necessary two “Me.”</td> -</tr> -<tr> -<td class="cellLeft">197. </td> -<td>J 8. -</td> -<td>198. </td> -<td class="cellRight">H 9. White cannot afford to fill the “Ko” at R 8.</td> -</tr> -<tr> -<td class="cellLeft">199. </td> -<td>R 8. “Ko.” -</td> -<td>200. </td> -<td class="cellRight">G 18.</td> -</tr> -<tr> -<td class="cellLeft">201. </td> -<td>H 19. -</td> -<td>202. </td> -<td class="cellRight">Q 8. “Ko.” Returning to the attack.</td> -</tr> -<tr> -<td class="cellLeft">203. </td> -<td>O 9. Takes. -</td> -<td>204. </td> -<td class="cellRight">E 6. A necessary connection.</td> -</tr> -<tr> -<td class="cellLeft">205. </td> -<td>G 4. Invading White’s territory. -</td> -<td>206. </td> -<td class="cellRight">G 5. Takes. White must do this or lose ten stones.</td> -</tr> -<tr> -<td class="cellLeft">207. </td> -<td>E 2. -</td> -<td>208. </td> -<td class="cellRight">G 3.<span class="pageNum" id="pb94">[<a href="#pb94">94</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">209. </td> -<td>P 6. -</td> -<td>210. </td> -<td class="cellRight">P 5.</td> -</tr> -<tr> -<td class="cellLeft">211. </td> -<td>M 5. -</td> -<td>212. </td> -<td class="cellRight">N 5.</td> -</tr> -<tr> -<td class="cellLeft">213. </td> -<td>M 4. -</td> -<td>214. </td> -<td class="cellRight">M 3. This ends Black’s invasion.</td> -</tr> -<tr> -<td class="cellLeft">215. </td> -<td>F 4. -</td> -<td>216. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">217. </td> -<td>R 13. “Ko.” -</td> -<td>218. </td> -<td class="cellRight">B 19. “Sente.”</td> -</tr> -<tr> -<td class="cellLeft">219. </td> -<td>D 18. Black must connect. -</td> -<td>220. </td> -<td class="cellRight">S 13. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">221. </td> -<td>R 5. -</td> -<td>222. </td> -<td class="cellRight">Q 5.</td> -</tr> -<tr> -<td class="cellLeft">223. </td> -<td>R 13. “Ko.” Black must win this “Ko” or lose five stones. -</td> -<td>224. </td> -<td class="cellRight">J 18.</td> -</tr> -<tr> -<td class="cellLeft">225. </td> -<td>J 19. -</td> -<td>226. </td> -<td class="cellRight">S 13. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">227. </td> -<td>L 4. “Sente.” -</td> -<td>228. </td> -<td class="cellRight">L 3.</td> -</tr> -<tr> -<td class="cellLeft">229. </td> -<td>R 13. “Ko.” Black’s group is now safe. -</td> -<td>230. </td> -<td class="cellRight">H 12.</td> -</tr> -<tr> -<td class="cellLeft">231. </td> -<td>S 13. “Ko tsugu.” -</td> -<td>232. </td> -<td class="cellRight">E 13.</td> -</tr> -<tr> -<td class="cellLeft">233. </td> -<td>B 10. -</td> -<td>234. </td> -<td class="cellRight">B 9.</td> -</tr> -<tr> -<td class="cellLeft">235. </td> -<td>F 13. -</td> -<td>236. </td> -<td class="cellRight">E 14.</td> -</tr> -<tr> -<td class="cellLeft">237. </td> -<td>G 14. -</td> -<td>238. </td> -<td class="cellRight">H 3.</td> -</tr> -<tr> -<td class="cellLeft">239. </td> -<td>S 6. -</td> -<td>240. </td> -<td class="cellRight">D 3.</td> -</tr> -<tr> -<td class="cellLeft">241. </td> -<td>D 2. -</td> -<td>242. </td> -<td class="cellRight">C 10.</td> -</tr> -<tr> -<td class="cellLeft">243. </td> -<td>C 11. -</td> -<td>244. </td> -<td class="cellRight">B 11.</td> -</tr> -<tr> -<td class="cellLeft">245. </td> -<td>R 8. “Ko.” -</td> -<td>246. </td> -<td class="cellRight">M 6.</td> -</tr> -<tr> -<td class="cellLeft">247. </td> -<td>L 5. -</td> -<td>248. </td> -<td class="cellRight">Q 8. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">249. </td> -<td>R 1. -</td> -<td>250. </td> -<td class="cellRight">Q 1.</td> -</tr> -<tr> -<td class="cellLeft">251. </td> -<td>R 8. “Ko.” -</td> -<td>252. </td> -<td class="cellRight">S 7.</td> -</tr> -<tr> -<td class="cellLeft">253. </td> -<td>S 9. -</td> -<td>254. </td> -<td class="cellRight">Q 8. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">255. </td> -<td>E 12. -</td> -<td>256. </td> -<td class="cellRight">D 13.</td> -</tr> -<tr> -<td class="cellLeft">257. </td> -<td>R 8. “Ko.” -</td> -<td>258. </td> -<td class="cellRight">G 12. “Sente.”</td> -</tr> -<tr> -<td class="cellLeft">259. </td> -<td>F 12. -</td> -<td>260. </td> -<td class="cellRight">Q 8. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">261. </td> -<td>F 3. -</td> -<td>262. </td> -<td class="cellRight">G 2.</td> -</tr> -<tr> -<td class="cellLeft">263. </td> -<td>R 8. “Ko.” -</td> -<td>264. </td> -<td class="cellRight">T 4.</td> -</tr> -<tr> -<td class="cellLeft">265. </td> -<td>T 2. Black must defend his group. -</td> -<td>266. </td> -<td class="cellRight">Q 8. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">267. </td> -<td>T 16. -</td> -<td>268. </td> -<td class="cellRight">T 17.</td> -</tr> -<tr> -<td class="cellLeft">269. </td> -<td>R 8. “Ko.” -</td> -<td>270. </td> -<td class="cellRight">T 6.<span class="pageNum" id="pb95">[<a href="#pb95">95</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">271. </td> -<td>T 5. Black must stop the White advance. -</td> -<td>272. </td> -<td class="cellRight">Q 8. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">273. </td> -<td>Q 19. -</td> -<td>274. </td> -<td class="cellRight">R 19.</td> -</tr> -<tr> -<td class="cellLeft">275. </td> -<td>R 8. “Ko.” -</td> -<td>276. </td> -<td class="cellRight">P 19. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">277. </td> -<td>O 18. -</td> -<td>278. </td> -<td class="cellRight">Q 8. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">279. </td> -<td>S 18. If Black can also play at T 19, White’s corner is dead. -</td> -<td>280. </td> -<td class="cellRight">T 18.</td> -</tr> -<tr> -<td class="cellLeft">281. </td> -<td>R 8. “Ko.” -</td> -<td>282. </td> -<td class="cellRight">N 15.</td> -</tr> -<tr> -<td class="cellLeft">283. </td> -<td>L 13. Purposely starting another “Ko.” -</td> -<td>284. </td> -<td class="cellRight">K 13. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">285. </td> -<td>B 12. -</td> -<td>286. </td> -<td class="cellRight">L 13. “Ko tsugu.”</td> -</tr> -<tr> -<td class="cellLeft">287. </td> -<td>A 11. Takes. -</td> -<td>288. </td> -<td class="cellRight">Q 8. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">289. </td> -<td>C 13. -</td> -<td>290. </td> -<td class="cellRight">R 8. “Ko tsugu.”</td> -</tr> -<tr> -<td class="cellLeft">291. </td> -<td>K 9. Black must form another “Me” for this group at once. -</td> -<td>292. </td> -<td class="cellRight">O 6.</td> -</tr> -<tr> -<td class="cellLeft">293. </td> -<td>J 4. -</td> -<td>294. </td> -<td class="cellRight">H 4.</td> -</tr> -<tr> -<td class="cellLeft">295. </td> -<td>K 4. -</td> -<td>296. </td> -<td class="cellRight">C 2.</td> -</tr> -<tr> -<td class="cellLeft">297. </td> -<td>B 2. -</td> -<td>298. </td> -<td class="cellRight">E 1.</td> -</tr> -<tr> -<td class="cellLeft">299. </td> -<td>C 1. Takes. -</td> -<td>300. </td> -<td class="cellRight">J 3.</td> -</tr> -<tr> -<td class="cellLeft">301. </td> -<td>T 9. The game is practically over at this point. -</td> -<td>302. </td> -<td class="cellRight">N 16.</td> -</tr> -<tr> -<td class="cellLeft">303. </td> -<td>J 14. Taking three stones. -</td> -<td>304. </td> -<td class="cellRight">O 8.</td> -</tr> -<tr> -<td class="cellLeft">305. </td> -<td>T 19. Takes. -</td> -<td>306. </td> -<td class="cellRight">O 7.</td> -</tr> -<tr> -<td class="cellLeft">307. </td> -<td>P 9. Connecting. -</td> -<td>308. </td> -<td class="cellRight">T 15. Takes.</td> -</tr> -<tr> -<td class="cellLeft">309. </td> -<td>T 8. -</td> -<td>310. </td> -<td class="cellRight">C 19.</td> -</tr> -<tr> -<td class="cellLeft">311. </td> -<td>F 17. -</td> -<td>312. </td> -<td class="cellRight">A 13.</td> -</tr> -<tr> -<td class="cellLeft">313. </td> -<td>A 12. -</td> -<td>314. </td> -<td class="cellRight">A 17.</td> -</tr> -<tr> -<td class="cellLeft">315. </td> -<td>D 19. -</td> -<td>316. </td> -<td class="cellRight">A 19.</td> -</tr> -<tr> -<td class="cellLeft">317. </td> -<td>R 10. -</td> -<td>318. </td> -<td class="cellRight">A 9.</td> -</tr> -<tr> -<td class="cellLeft">319. </td> -<td>A 10. -</td> -<td>320. </td> -<td class="cellRight">Q 19. “Ko tsugu.”</td> -</tr> -<tr> -<td class="cellLeft cellBottom">321. </td> -<td class="cellBottom">A 7. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>The game as published ends at this point, but there still remain moves to be made -that are not strictly “Dame.” White must kill the three black stones at E 8, F 8, -and G 8, <span class="pageNum" id="pb96">[<a href="#pb96">96</a>]</span>as that portion of the board is not quite disposed of, and “Seki” might easily occur -if White plays badly. The game might continue as follows: -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft"> </td> -<td> </td> -<td>322. </td> -<td class="cellRight">F 1.</td> -</tr> -<tr> -<td class="cellLeft">323. </td> -<td>G 13. -</td> -<td>324. </td> -<td class="cellRight">E 9.</td> -</tr> -<tr> -<td class="cellLeft">325. </td> -<td>H 13. -</td> -<td>326. </td> -<td class="cellRight">H 10. White must connect.</td> -</tr> -<tr> -<td class="cellLeft">327. </td> -<td>A 8. -</td> -<td>328. </td> -<td class="cellRight">F 9.</td> -</tr> -<tr> -<td class="cellLeft">329. </td> -<td>D 10. -</td> -<td>330. </td> -<td class="cellRight">G 9. White must take the three stones.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">331. </td> -<td class="cellBottom">D 1. Stopping White’s advance. -</td> -<td class="cellBottom">332. </td> -<td class="cellRight cellBottom">T 16. “Tsugu.”</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>The following moves are strictly “Dame”: F 14, H 18, M 8, O 15, T 14. Either side -can fill these “Me.” -</p> -<p>The following stones are dead and can now be removed: -</p> -<p class="xd31e5448"><span class="sc">White.</span>—K 8, L 17, T 3, T 4. <br><span class="sc">Black.</span>—N 12, N 13, O 13, S 18. -</p> -<p>White wins by four stones. After the dead stones are used to fill up the vacant spaces, -and the board is rearranged, it will be found that White has fourteen “Me” and Black -ten “Me.” -</p> -<p>More than the usual number of moves were made in this game. -<span class="pageNum" id="pb97">[<a href="#pb97">97</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IV</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate16">Plate 16</a></i> -</p> -<p><span class="sc">White.</span>—Hirose Heijiro, fifth degree. -</p> -<p><span class="sc">Black.</span>—Nagano Keijiro, fourth degree. -</p> -<p>Black has a handicap of two stones. (D 4 and Q 16.) -</p> -<p>Played March, 1907, in Tokio. Both players were of the Hoyensha School. -</p> -<p>When this game was published, it was annotated by Mr. Iwasaki Kenzo, and I have translated -his annotations; these are indicated by the initials “I. K.” -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 4. -</td> -<td>2. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>E 17. -</td> -<td>4. </td> -<td class="cellRight">D 15.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 11. To prevent Black forming territory on the left side. -</td> -<td>6. </td> -<td class="cellRight">C 7. P 3 would have been better. (Iwasaki Kenzo.)</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>O 3. -</td> -<td>8. </td> -<td class="cellRight">R 10. This move is called “Moku Shita.” It is one of Murase Shuho’s inventions.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 14. White breaks into Black’s territory at once. -</td> -<td>10. </td> -<td class="cellRight">R 6.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>O 17. -</td> -<td>12. </td> -<td class="cellRight">O 16. These moves will be found in the chapter on “Joseki.”</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>N 16. -</td> -<td>14. </td> -<td class="cellRight">O 15.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>P 17. -</td> -<td>16. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>Q 13. White must look out for the stone at R 14. -</td> -<td>18. </td> -<td class="cellRight">R 15. This move secures the corner, and at the same time protects the connection of -Black’s stones on lines O and Q. “Ikkyo ryo toku.”</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>O 13. -</td> -<td>20. </td> -<td class="cellRight">N 14.<span class="pageNum" id="pb98">[<a href="#pb98">98</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>L 17. Replies to Black’s last move. -</td> -<td>22. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>S 14. -</td> -<td>24. </td> -<td class="cellRight">F 16.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>G 17. -</td> -<td>26. </td> -<td class="cellRight">S 15. Secures the corner.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>P 10. -</td> -<td>28. </td> -<td class="cellRight">Q 8. P 6 would have been better. (I. K.)</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>C 14. -</td> -<td>30. </td> -<td class="cellRight">D 14.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>C 13. -</td> -<td>32. </td> -<td class="cellRight">D 12. Not the best move. M 3 would have been better. (I. K.)</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>D 11. -</td> -<td>34. </td> -<td class="cellRight">E 12.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>E 11. -</td> -<td>36. </td> -<td class="cellRight">F 11.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>F 12. White cuts off. This is an aggressive move. -</td> -<td>38. </td> -<td class="cellRight">F 13. G 14 would have been better. (I. K.)</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>G 12. -</td> -<td>40. </td> -<td class="cellRight">F 10.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>G 13. -</td> -<td>42. </td> -<td class="cellRight">F 14.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>D 8. White provides an escape for stones on line 11. -</td> -<td>44. </td> -<td class="cellRight">H 15. H 14 was better, as White dare not cut off at G 14. (I. K.)</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>H 10. -</td> -<td>46. </td> -<td class="cellRight">F 8.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>D 7. -</td> -<td>48. </td> -<td class="cellRight">C 6.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>D 6. -</td> -<td>50. </td> -<td class="cellRight">D 5.</td> -</tr> -<tr> -<td class="cellLeft">51. </td> -<td>F 6. -</td> -<td>52. </td> -<td class="cellRight">H 9. Black must provide an exit for his stones on line E.</td> -</tr> -<tr> -<td class="cellLeft">53. </td> -<td>J 10. White cannot risk jumping farther. -</td> -<td>54. </td> -<td class="cellRight">H 8.</td> -</tr> -<tr> -<td class="cellLeft">55. </td> -<td>H 17. Not good. K 8 would have been better. (I. K.) -</td> -<td>56. </td> -<td class="cellRight">K 8. Black promptly escapes.</td> -</tr> -<tr> -<td class="cellLeft">57. </td> -<td>C 8. Good, but not the best. M 12 would have helped the white stones near the center. -</td> -<td>58. </td> -<td class="cellRight">L 10. Black commences an attack on White’s five stones.</td> -</tr> -<tr> -<td class="cellLeft">59. </td> -<td>J 14. White retreats. -</td> -<td>60. </td> -<td class="cellRight">J 15.</td> -</tr> -<tr> -<td class="cellLeft">61. </td> -<td>L 14. -</td> -<td>62. </td> -<td class="cellRight">L 15.</td> -</tr> -<tr> -<td class="cellLeft">63. </td> -<td>L 12. -</td> -<td>64. </td> -<td class="cellRight">J 12. This is a “Sute ishi,” but it greatly aids Black’s attack.<span class="pageNum" id="pb100">[<a href="#pb100">100</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">65. </td> -<td>K 12. Not a good move. By reason of this Black’s sixty-eighth move is made possible. -(I. K.) -</td> -<td>66. </td> -<td class="cellRight">K 15.</td> -</tr> -<tr> -<td class="cellLeft">67. </td> -<td>J 13. Another move which arrests the development of the game. (I. K.) -</td> -<td>68. </td> -<td class="cellRight">K 17. Attacks White’s stones at the top of the board.</td> -</tr> -<tr> -<td class="cellLeft">69. </td> -<td>K 18. -</td> -<td>70. </td> -<td class="cellRight">L 18.</td> -</tr> -<tr> -<td class="cellLeft">71. </td> -<td>J 17. -</td> -<td>72. </td> -<td class="cellRight">M 17.</td> -</tr> -<tr> -<td class="cellLeft">73. </td> -<td>K 16. Takes. -</td> -<td>74. </td> -<td class="cellRight">L 16. Black’s attack on the upper right-hand corner is now well developed.</td> -</tr> -<tr> -<td class="cellLeft">75. </td> -<td>P 8. White abandons the field and plays elsewhere. -</td> -<td>76. </td> -<td class="cellRight">P 7.</td> -</tr> -<tr> -<td class="cellLeft">77. </td> -<td>O 8. -</td> -<td>78. </td> -<td class="cellRight">H 5.</td> -</tr> -<tr> -<td class="cellLeft">79. </td> -<td>F 4. -</td> -<td>80. </td> -<td class="cellRight">H 3.</td> -</tr> -<tr> -<td class="cellLeft">81. </td> -<td>F 2. -</td> -<td>82. </td> -<td class="cellRight">D 2.</td> -</tr> -<tr> -<td class="cellLeft">83. </td> -<td>F 7. White perfects his connection. -</td> -<td>84. </td> -<td class="cellRight">M 3.</td> -</tr> -<tr> -<td class="cellLeft">85. </td> -<td>Q 9. -</td> -<td>86. </td> -<td class="cellRight">R 9.</td> -</tr> -<tr> -<td class="cellLeft">87. </td> -<td>Q 7. -</td> -<td>88. </td> -<td class="cellRight">R 8.</td> -</tr> -<tr> -<td class="cellLeft">89. </td> -<td>P 6. -</td> -<td>90. </td> -<td class="cellRight">M 5. Black enlarges his territory at the bottom of the board.</td> -</tr> -<tr> -<td class="cellLeft">91. </td> -<td>O 7. Takes. -</td> -<td>92. </td> -<td class="cellRight">S 5. Forming “Me” for the side group.</td> -</tr> -<tr> -<td class="cellLeft">93. </td> -<td>C 18. Stronger than C 17. -</td> -<td>94. </td> -<td class="cellRight">K 17. Takes in “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">95. </td> -<td>S 4. -</td> -<td>96. </td> -<td class="cellRight">R 12.</td> -</tr> -<tr> -<td class="cellLeft">97. </td> -<td>P 14. -</td> -<td>98. </td> -<td class="cellRight">Q 15.</td> -</tr> -<tr> -<td class="cellLeft">99. </td> -<td>R 13. -</td> -<td>100. </td> -<td class="cellRight">T 4.</td> -</tr> -<tr> -<td class="cellLeft">101. </td> -<td>L 17. Takes in “Ko.” -</td> -<td>102. </td> -<td class="cellRight">M 18.</td> -</tr> -<tr> -<td class="cellLeft">103. </td> -<td>K 3. Invading Black’s territory. White can connect on either side. -</td> -<td>104. </td> -<td class="cellRight">L 4.</td> -</tr> -<tr> -<td class="cellLeft">105. </td> -<td>H 2. -</td> -<td>106. </td> -<td class="cellRight">G 3.</td> -</tr> -<tr> -<td class="cellLeft">107. </td> -<td>J 3. -</td> -<td>108. </td> -<td class="cellRight">J 4.<span class="pageNum" id="pb101">[<a href="#pb101">101</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">109. </td> -<td>G 2. -</td> -<td>110. </td> -<td class="cellRight">M 7.</td> -</tr> -<tr> -<td class="cellLeft">111. </td> -<td>E 2. -</td> -<td>112. </td> -<td class="cellRight">C 3. If Black plays at D 3, White could reply at D 1 with the “Sente.”</td> -</tr> -<tr> -<td class="cellLeft">113. </td> -<td>L 8. Threatening Black’s territory. If Black defends, White can connect somewhere. -</td> -<td>114. </td> -<td class="cellRight">K 9.</td> -</tr> -<tr> -<td class="cellLeft">115. </td> -<td>J 6. -</td> -<td>116. </td> -<td class="cellRight">H 6.</td> -</tr> -<tr> -<td class="cellLeft">117. </td> -<td>L 6. White’s attack on this territory is very fine. -</td> -<td>118. </td> -<td class="cellRight">L 7.</td> -</tr> -<tr> -<td class="cellLeft">119. </td> -<td>K 4. -</td> -<td>120. </td> -<td class="cellRight">K 5.</td> -</tr> -<tr> -<td class="cellLeft">121. </td> -<td>J 5. -</td> -<td>122. </td> -<td class="cellRight">K 6.</td> -</tr> -<tr> -<td class="cellLeft">123. </td> -<td>H 4. Takes. -</td> -<td>124. </td> -<td class="cellRight">S 3.</td> -</tr> -<tr> -<td class="cellLeft">125. </td> -<td>R 3. -</td> -<td>126. </td> -<td class="cellRight">S 2.</td> -</tr> -<tr> -<td class="cellLeft">127. </td> -<td>J 7. -</td> -<td>128. </td> -<td class="cellRight">M 9. Black cannot neglect this—the whole center of the board might be lost.</td> -</tr> -<tr> -<td class="cellLeft">129. </td> -<td>R 2. -</td> -<td>130. </td> -<td class="cellRight">H 7.</td> -</tr> -<tr> -<td class="cellLeft">131. </td> -<td>T 15. -</td> -<td>132. </td> -<td class="cellRight">S 17. Better than T 16, as it provides for “Me” in the corner.</td> -</tr> -<tr> -<td class="cellLeft">133. </td> -<td>S 12. -</td> -<td>134. </td> -<td class="cellRight">S 11.</td> -</tr> -<tr> -<td class="cellLeft">135. </td> -<td>L 19. -</td> -<td>136. </td> -<td class="cellRight">K 17. Takes in “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">137. </td> -<td>N 9. -</td> -<td>138. </td> -<td class="cellRight">N 8.</td> -</tr> -<tr> -<td class="cellLeft">139. </td> -<td>L 17. Takes in “Ko.” -</td> -<td>140. </td> -<td class="cellRight">M 16.</td> -</tr> -<tr> -<td class="cellLeft">141. </td> -<td>N 7. -</td> -<td>142. </td> -<td class="cellRight">M 8.</td> -</tr> -<tr> -<td class="cellLeft">143. </td> -<td>B 17. -</td> -<td>144. </td> -<td class="cellRight">B 16.</td> -</tr> -<tr> -<td class="cellLeft">145. </td> -<td>B 8. -</td> -<td>146. </td> -<td class="cellRight">M 12. Threatening to surround the ten white stones in the center.</td> -</tr> -<tr> -<td class="cellLeft">147. </td> -<td>E 9. -</td> -<td>148. </td> -<td class="cellRight">F 9.</td> -</tr> -<tr> -<td class="cellLeft">149. </td> -<td>K 14. Forming “Me” for group in center. -</td> -<td>150. </td> -<td class="cellRight">G 11.</td> -</tr> -<tr> -<td class="cellLeft">151. </td> -<td>H 11. -</td> -<td>152. </td> -<td class="cellRight">H 14.</td> -</tr> -<tr> -<td class="cellLeft">153. </td> -<td>M 11. -</td> -<td>154. </td> -<td class="cellRight">H 13.</td> -</tr> -<tr> -<td class="cellLeft">155. </td> -<td>H 12. -</td> -<td>156. </td> -<td class="cellRight">M 13.<span class="pageNum" id="pb102">[<a href="#pb102">102</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">157. </td> -<td>L 11. -</td> -<td>158. </td> -<td class="cellRight">S 1. This move is worth five or six points.</td> -</tr> -<tr> -<td class="cellLeft">159. </td> -<td>B 6. B 5 might have been more aggressive. -</td> -<td>160. </td> -<td class="cellRight">B 5.</td> -</tr> -<tr> -<td class="cellLeft">161. </td> -<td>B 7. -</td> -<td>162. </td> -<td class="cellRight">C 5.</td> -</tr> -<tr> -<td class="cellLeft">163. </td> -<td>N 5. -</td> -<td>164. </td> -<td class="cellRight">N 6.</td> -</tr> -<tr> -<td class="cellLeft">165. </td> -<td>N 4. -</td> -<td>166. </td> -<td class="cellRight">L 2.</td> -</tr> -<tr> -<td class="cellLeft">167. </td> -<td>N 2. -</td> -<td>168. </td> -<td class="cellRight">M 2. Otherwise White would play at L 3.</td> -</tr> -<tr> -<td class="cellLeft">169. </td> -<td>G 5. -</td> -<td>170. </td> -<td class="cellRight">A 13. This stone is connected with stone at B 16. This move often occurs.</td> -</tr> -<tr> -<td class="cellLeft">171. </td> -<td>B 12. -</td> -<td>172. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">173. </td> -<td>E 18. -</td> -<td>174. </td> -<td class="cellRight">Q 12.</td> -</tr> -<tr> -<td class="cellLeft">175. </td> -<td>P 12. -</td> -<td>176. </td> -<td class="cellRight">T 16.</td> -</tr> -<tr> -<td class="cellLeft">177. </td> -<td>E 16. -</td> -<td>178. </td> -<td class="cellRight">E 15.</td> -</tr> -<tr> -<td class="cellLeft">179. </td> -<td>R 5. -</td> -<td>180. </td> -<td class="cellRight">S 7.</td> -</tr> -<tr> -<td class="cellLeft">181. </td> -<td>R 1. -</td> -<td>182. </td> -<td class="cellRight">Q 6.</td> -</tr> -<tr> -<td class="cellLeft">183. </td> -<td>Q 5. This part of the board is now completed. -</td> -<td>184. </td> -<td class="cellRight">M 19.</td> -</tr> -<tr> -<td class="cellLeft">185. </td> -<td>A 5. -</td> -<td>186. </td> -<td class="cellRight">A 4.</td> -</tr> -<tr> -<td class="cellLeft">187. </td> -<td>A 6. -</td> -<td>188. </td> -<td class="cellRight">B 4.</td> -</tr> -<tr> -<td class="cellLeft">189. </td> -<td>M 4. -</td> -<td>190. </td> -<td class="cellRight">L 3.</td> -</tr> -<tr> -<td class="cellLeft">191. </td> -<td>K 2. -</td> -<td>192. </td> -<td class="cellRight">K 19. Takes.</td> -</tr> -<tr> -<td class="cellLeft">193. </td> -<td>J 19. -</td> -<td>194. </td> -<td class="cellRight">K 17. Takes in “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">195. </td> -<td>L 19. Takes in “Ko.” -</td> -<td>196. </td> -<td class="cellRight">F 17.</td> -</tr> -<tr> -<td class="cellLeft">197. </td> -<td>F 18. -</td> -<td>198. </td> -<td class="cellRight">D 18.</td> -</tr> -<tr> -<td class="cellLeft">199. </td> -<td>C 17. -</td> -<td>200. </td> -<td class="cellRight">D 16.</td> -</tr> -<tr> -<td class="cellLeft">201. </td> -<td>D 19. “Watari.” -</td> -<td>202. </td> -<td class="cellRight">E 10.</td> -</tr> -<tr> -<td class="cellLeft">203. </td> -<td>D 10. -</td> -<td>204. </td> -<td class="cellRight">E 8.</td> -</tr> -<tr> -<td class="cellLeft">205. </td> -<td>M 10. -</td> -<td>206. </td> -<td class="cellRight">Q 10.</td> -</tr> -<tr> -<td class="cellLeft">207. </td> -<td>K 10. -</td> -<td>208. </td> -<td class="cellRight">L 9. Takes.</td> -</tr> -<tr> -<td class="cellLeft">209. </td> -<td>P 9. -</td> -<td>210. </td> -<td class="cellRight">L 13.</td> -</tr> -<tr> -<td class="cellLeft">211. </td> -<td>K 13. -</td> -<td>212. </td> -<td class="cellRight">N 12.</td> -</tr> -<tr> -<td class="cellLeft">213. </td> -<td>M 14. -</td> -<td>214. </td> -<td class="cellRight">N 13.<span class="pageNum" id="pb103">[<a href="#pb103">103</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">215. </td> -<td>N 11. -</td> -<td>216. </td> -<td class="cellRight">O 12.</td> -</tr> -<tr> -<td class="cellLeft">217. </td> -<td>O 11. -</td> -<td>218. </td> -<td class="cellRight">O 14.</td> -</tr> -<tr> -<td class="cellLeft">219. </td> -<td>P 13. -</td> -<td>220. </td> -<td class="cellRight">D 9. Takes.</td> -</tr> -<tr> -<td class="cellLeft">221. </td> -<td>C 9. -</td> -<td>222. </td> -<td class="cellRight">Q 11.</td> -</tr> -<tr> -<td class="cellLeft">223. </td> -<td>P 11. -</td> -<td>224. </td> -<td class="cellRight">J 16. Takes.</td> -</tr> -<tr> -<td class="cellLeft">225. </td> -<td>G 16. -</td> -<td>226. </td> -<td class="cellRight">F 15.</td> -</tr> -<tr> -<td class="cellLeft">227. </td> -<td>N 3. -</td> -<td>228. </td> -<td class="cellRight">M 6.</td> -</tr> -<tr> -<td class="cellLeft">229. </td> -<td>T 14. -</td> -<td>230. </td> -<td class="cellRight">T 12.</td> -</tr> -<tr> -<td class="cellLeft">231. </td> -<td>T 13. -</td> -<td>232. </td> -<td class="cellRight">S 13. Takes.</td> -</tr> -<tr> -<td class="cellLeft">233. </td> -<td>P 15. -</td> -<td>234. </td> -<td class="cellRight">P 16.</td> -</tr> -<tr> -<td class="cellLeft">235. </td> -<td>S 12. Takes in “Ko.” -</td> -<td>236. </td> -<td class="cellRight">T 11.</td> -</tr> -<tr> -<td class="cellLeft">237. </td> -<td>E 3. -</td> -<td>238. </td> -<td class="cellRight">O 6.</td> -</tr> -<tr> -<td class="cellLeft">239. </td> -<td>O 5. -</td> -<td>240. </td> -<td class="cellRight">A 17.</td> -</tr> -<tr> -<td class="cellLeft">241. </td> -<td>A 18. -</td> -<td>242. </td> -<td class="cellRight">A 16.</td> -</tr> -<tr> -<td class="cellLeft">243. </td> -<td>A 12. -</td> -<td>244. </td> -<td class="cellRight">B 14.</td> -</tr> -<tr> -<td class="cellLeft">245. </td> -<td>B 13. -</td> -<td>246. </td> -<td class="cellRight">A 14.</td> -</tr> -<tr> -<td class="cellLeft">247. </td> -<td>D 3. -</td> -<td>248. </td> -<td class="cellRight">C 2.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">249. </td> -<td class="cellBottom">M 15. -</td> -<td class="cellBottom">250. </td> -<td class="cellRight cellBottom">N 15.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black wins, the report says, by “Ichi ban,” which means anything up to ten “Me.” According -to my continuation, Black won by seven “Me.” -<span class="pageNum" id="pb99">[<a href="#pb99">99</a>]</span></p> -<p></p> -<div class="figure plate16width" id="plate16"><img src="images/plate16.png" alt="Plate 16" width="596" height="703"><p class="figureHead"><span class="sc">Plate 16</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">V</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate17">Plate 17</a></i> -</p> -<p>This is a game between a Japanese player and a beginner. It is inserted solely to -show the character of the mistakes which beginners are likely to make. Such errors -never occur in games between good players, and therefore this game may be more useful -to a novice than the games contested between players of greater skill. -</p> -<p>Played May 7, 1907. -</p> -<p>Black has a handicap of five stones. -<span class="pageNum" id="pb104">[<a href="#pb104">104</a>]</span></p> -<p></p> -<div class="figure plate17width" id="plate17"><img src="images/plate17.png" alt="Plate 17" width="601" height="652"><p class="figureHead"><span class="sc">Plate 17</span></p> -</div><p> -<span class="pageNum" id="pb105">[<a href="#pb105">105</a>]</span></p> -<p></p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 14. -</td> -<td>2. </td> -<td class="cellRight">E 3. Bad; too close to the handicap stone. Besides it is better to respond to White’s -attack in the same part of the board.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>O 3. -</td> -<td>4. </td> -<td class="cellRight">C 15. This would be too conservative if the players were anything like equal.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 14. -</td> -<td>6. </td> -<td class="cellRight">D 6. Much better to play in one of the right-hand corners. C 6 would be better also.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>F 17. -</td> -<td>8. </td> -<td class="cellRight">P 3. O 4 is much better.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 6. -</td> -<td>10. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>S 16. This would not be played against a good player. -</td> -<td>12. </td> -<td class="cellRight">O 4. Black should reply to White’s last move.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>N 3. -</td> -<td>14. </td> -<td class="cellRight">D 8. Unnecessary; much better to play in one of the threatened corners.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>C 3. -</td> -<td>16. </td> -<td class="cellRight">C 4. B 4 would be better.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>B 3. -</td> -<td>18. </td> -<td class="cellRight">D 2.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>D 3. -</td> -<td>20. </td> -<td class="cellRight">E 2.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>B 5. -</td> -<td>22. </td> -<td class="cellRight">B 4.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>A 4. -</td> -<td>24. </td> -<td class="cellRight">C 2.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>B 8. -</td> -<td>26. </td> -<td class="cellRight">D 5. Over cautious.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>C 7. -</td> -<td>28. </td> -<td class="cellRight">D 7. Unnecessary; Black could gain a decisive advantage at B 6.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>B 6. -</td> -<td>30. </td> -<td class="cellRight">C 8. Too near the White line, a common mistake of beginners.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>B 9. -</td> -<td>32. </td> -<td class="cellRight">B 2.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>A 3. -</td> -<td>34. </td> -<td class="cellRight">C 9. Too near; Black can jump one or two spaces with much better effect.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>C 10. -</td> -<td>36. </td> -<td class="cellRight">D 10.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>C 11. -</td> -<td>38. </td> -<td class="cellRight">D 14.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>C 13. -</td> -<td>40. </td> -<td class="cellRight">D 12. At this point Black’s <span class="pageNum" id="pb106.1">[<a href="#pb106.1">106</a>]</span>position is good enough, as his line on D is very strong.<span class="pageNum" id="pb106">[<a href="#pb106">106</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>C 17. -</td> -<td>42. </td> -<td class="cellRight">B 14.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>B 13. -</td> -<td>44. </td> -<td class="cellRight">C 12. Black gains very little by this.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>B 12. -</td> -<td>46. </td> -<td class="cellRight">B 15.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>D 17. -</td> -<td>48. </td> -<td class="cellRight">B 16. Very bad; Black has the whole board to gain ground in elsewhere.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>E 16. -</td> -<td>50. </td> -<td class="cellRight">D 15. If Black feels he must play here, D 13 is better.</td> -</tr> -<tr> -<td class="cellLeft">51. </td> -<td>D 13. -</td> -<td>52. </td> -<td class="cellRight">E 13.</td> -</tr> -<tr> -<td class="cellLeft">53. </td> -<td>E 12. -</td> -<td>54. </td> -<td class="cellRight">D 11.</td> -</tr> -<tr> -<td class="cellLeft">55. </td> -<td>F 13. -</td> -<td>56. </td> -<td class="cellRight">E 14.</td> -</tr> -<tr> -<td class="cellLeft">57. </td> -<td>G 12. -</td> -<td>58. </td> -<td class="cellRight">E 11.</td> -</tr> -<tr> -<td class="cellLeft">59. </td> -<td>F 12. -</td> -<td>60. </td> -<td class="cellRight">F 11. If Black hopes to save his group in the upper left-hand corner, he must escape -toward the center at this point.</td> -</tr> -<tr> -<td class="cellLeft">61. </td> -<td>F 14. Black’s group is now hopeless. -</td> -<td>62. </td> -<td class="cellRight">A 14. Black cannot possibly form “Me”; this move is merely wasted.</td> -</tr> -<tr> -<td class="cellLeft">63. </td> -<td>J 3. -</td> -<td>64. </td> -<td class="cellRight">E 9. Too cautious.</td> -</tr> -<tr> -<td class="cellLeft">65. </td> -<td>G 3. -</td> -<td>66. </td> -<td class="cellRight">H 11.</td> -</tr> -<tr> -<td class="cellLeft">67. </td> -<td>G 11. -</td> -<td>68. </td> -<td class="cellRight">F 10. Black forms “Me” in this group long before it is threatened, while he might -gain ground elsewhere.</td> -</tr> -<tr> -<td class="cellLeft">69. </td> -<td>G 10. -</td> -<td>70. </td> -<td class="cellRight">A 16. Another lost move.</td> -</tr> -<tr> -<td class="cellLeft">71. </td> -<td>F 4. -</td> -<td>72. </td> -<td class="cellRight">E 4.</td> -</tr> -<tr> -<td class="cellLeft">73. </td> -<td>G 8. -</td> -<td>74. </td> -<td class="cellRight">G 9.</td> -</tr> -<tr> -<td class="cellLeft">75. </td> -<td>H 9. -</td> -<td>76. </td> -<td class="cellRight">F 9.</td> -</tr> -<tr> -<td class="cellLeft">77. </td> -<td>H 10. -</td> -<td>78. </td> -<td class="cellRight">F 8.</td> -</tr> -<tr> -<td class="cellLeft">79. </td> -<td>G 7. -</td> -<td>80. </td> -<td class="cellRight">F 6.</td> -</tr> -<tr> -<td class="cellLeft">81. </td> -<td>G 6. -</td> -<td>82. </td> -<td class="cellRight">G 5. Should have been <span class="pageNum" id="pb107.1">[<a href="#pb107.1">107</a>]</span>played at F 5.<span class="pageNum" id="pb107">[<a href="#pb107">107</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">83. </td> -<td>F 5. -</td> -<td>84. </td> -<td class="cellRight">J 10. Black should play nearer the edge of the board. J 10 is radically wrong.</td> -</tr> -<tr> -<td class="cellLeft">85. </td> -<td>K 8. -</td> -<td>86. </td> -<td class="cellRight">H 13. Black tries to form a living group in the center without support; this can seldom -be done.</td> -</tr> -<tr> -<td class="cellLeft">87. </td> -<td>H 12. -</td> -<td>88. </td> -<td class="cellRight">J 11.</td> -</tr> -<tr> -<td class="cellLeft">89. </td> -<td>J 13. -</td> -<td>90. </td> -<td class="cellRight">H 8.</td> -</tr> -<tr> -<td class="cellLeft">91. </td> -<td>J 8. -</td> -<td>92. </td> -<td class="cellRight">H 7. These stones are hopeless from the start. Black should play in the right-hand -corners.</td> -</tr> -<tr> -<td class="cellLeft">93. </td> -<td>H 6. -</td> -<td>94. </td> -<td class="cellRight">J 7.</td> -</tr> -<tr> -<td class="cellLeft">95. </td> -<td>L 7. -</td> -<td>96. </td> -<td class="cellRight">J 6.</td> -</tr> -<tr> -<td class="cellLeft">97. </td> -<td>H 5. -</td> -<td>98. </td> -<td class="cellRight">J 5.</td> -</tr> -<tr> -<td class="cellLeft">99. </td> -<td>G 4. Takes. -</td> -<td>100. </td> -<td class="cellRight">J 9.</td> -</tr> -<tr> -<td class="cellLeft">101. </td> -<td>M 6. -</td> -<td>102. </td> -<td class="cellRight">N 5. M 5 would be much better.</td> -</tr> -<tr> -<td class="cellLeft">103. </td> -<td>M 5. -</td> -<td>104. </td> -<td class="cellRight">K 4. Black adds more stones to his already hopeless group. This is one of the commonest -mistakes.</td> -</tr> -<tr> -<td class="cellLeft">105. </td> -<td>M 4. -</td> -<td>106. </td> -<td class="cellRight">J 12. Black should jump to the right, say at M 11.</td> -</tr> -<tr> -<td class="cellLeft">107. </td> -<td>K 13. -</td> -<td>108. </td> -<td class="cellRight">G 14. F 15 might have helped Black.</td> -</tr> -<tr> -<td class="cellLeft">109. </td> -<td>F 15. -</td> -<td>110. </td> -<td class="cellRight">H 4.</td> -</tr> -<tr> -<td class="cellLeft">111. </td> -<td>J 4. -</td> -<td>112. </td> -<td class="cellRight">F 7.</td> -</tr> -<tr> -<td class="cellLeft">113. </td> -<td>H 3. Takes. -</td> -<td>114. </td> -<td class="cellRight">E 6. Unnecessary. Black should play somewhere in the unoccupied portion of the board.</td> -</tr> -<tr> -<td class="cellLeft">115. </td> -<td>M 12. -</td> -<td>116. </td> -<td class="cellRight">A 13. Wholly wasted unless Black were an expert.</td> -</tr> -<tr> -<td class="cellLeft">117. </td> -<td>B 11. -</td> -<td>118. </td> -<td class="cellRight">B 17.</td> -</tr> -<tr> -<td class="cellLeft">119. </td> -<td>B 18. -</td> -<td>120. </td> -<td class="cellRight">C 18.<span class="pageNum" id="pb108">[<a href="#pb108">108</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">121. </td> -<td>D 18. -</td> -<td>122. </td> -<td class="cellRight">A 18.</td> -</tr> -<tr> -<td class="cellLeft">123. </td> -<td>C 19. Takes. -</td> -<td>124. </td> -<td class="cellRight">C 6.</td> -</tr> -<tr> -<td class="cellLeft">125. </td> -<td>B 7. -</td> -<td>126. </td> -<td class="cellRight">K 12. Like all beginners, Black keeps his stones too close together. M 10 would be -better.</td> -</tr> -<tr> -<td class="cellLeft">127. </td> -<td>L 13. -</td> -<td>128. </td> -<td class="cellRight">L 12.</td> -</tr> -<tr> -<td class="cellLeft">129. </td> -<td>M 10. -</td> -<td>130. </td> -<td class="cellRight">M 11.</td> -</tr> -<tr> -<td class="cellLeft">131. </td> -<td>N 11. -</td> -<td>132. </td> -<td class="cellRight">L 11.</td> -</tr> -<tr> -<td class="cellLeft">133. </td> -<td>N 13. -</td> -<td>134. </td> -<td class="cellRight">L 10. Black again adds stones to a dead group.</td> -</tr> -<tr> -<td class="cellLeft">135. </td> -<td>M 9. -</td> -<td>136. </td> -<td class="cellRight">L 8.</td> -</tr> -<tr> -<td class="cellLeft">137. </td> -<td>M 8. -</td> -<td>138. </td> -<td class="cellRight">L 9.</td> -</tr> -<tr> -<td class="cellLeft">139. </td> -<td>K 7. -</td> -<td>140. </td> -<td class="cellRight">O 6.</td> -</tr> -<tr> -<td class="cellLeft">141. </td> -<td>P 5. -</td> -<td>142. </td> -<td class="cellRight">O 2. S 4 would have been much better.</td> -</tr> -<tr> -<td class="cellLeft">143. </td> -<td>N 2. -</td> -<td>144. </td> -<td class="cellRight">N 1. Black overlooks that he must connect at P 2. This is a common error of novices.</td> -</tr> -<tr> -<td class="cellLeft">145. </td> -<td>P 2. -</td> -<td>146. </td> -<td class="cellRight">J 14.</td> -</tr> -<tr> -<td class="cellLeft">147. </td> -<td>K 16. -</td> -<td>148. </td> -<td class="cellRight">J 16.</td> -</tr> -<tr> -<td class="cellLeft">149. </td> -<td>K 17. -</td> -<td>150. </td> -<td class="cellRight">K 15. Black tries to form another living group. His only chance was near Q 14–Q 16.</td> -</tr> -<tr> -<td class="cellLeft">151. </td> -<td>L 15. -</td> -<td>152. </td> -<td class="cellRight">L 14.</td> -</tr> -<tr> -<td class="cellLeft">153. </td> -<td>M 14. -</td> -<td>154. </td> -<td class="cellRight">K 14.</td> -</tr> -<tr> -<td class="cellLeft">155. </td> -<td>M 13. -</td> -<td>156. </td> -<td class="cellRight">M 15.</td> -</tr> -<tr> -<td class="cellLeft">157. </td> -<td>L 16. -</td> -<td>158. </td> -<td class="cellRight">G 16. Black again adds to a hopeless position.</td> -</tr> -<tr> -<td class="cellLeft">159. </td> -<td>G 17. -</td> -<td>160. </td> -<td class="cellRight">H 17.</td> -</tr> -<tr> -<td class="cellLeft">161. </td> -<td>G 15. -</td> -<td>162. </td> -<td class="cellRight">H 15. Black thinks he has the necessary “Me.” Two of them, however, are “Kageme.”</td> -</tr> -<tr> -<td class="cellLeft">163. </td> -<td>H 18. -</td> -<td>164. </td> -<td class="cellRight">J 18.</td> -</tr> -<tr> -<td class="cellLeft">165. </td> -<td>J 17. -</td> -<td>166. </td> -<td class="cellRight">G 18.<span class="pageNum" id="pb109">[<a href="#pb109">109</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">167. </td> -<td>H 16. Takes, “Ko.” -</td> -<td>168. </td> -<td class="cellRight">A 2. Black plays this correctly.</td> -</tr> -<tr> -<td class="cellLeft">169. </td> -<td>A 5. -</td> -<td>170. </td> -<td class="cellRight">H 17. Takes, “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">171. </td> -<td>H 19. -</td> -<td>172. </td> -<td class="cellRight">K 18.</td> -</tr> -<tr> -<td class="cellLeft">173. </td> -<td>H 16. Takes, “Ko.” -</td> -<td>174. </td> -<td class="cellRight">L 18.</td> -</tr> -<tr> -<td class="cellLeft">175. </td> -<td>H 17. “Ko tsugu.” -</td> -<td>176. </td> -<td class="cellRight">M 17. Black has a chance to make some territory in this part of the board.</td> -</tr> -<tr> -<td class="cellLeft">177. </td> -<td>O 17. -</td> -<td>178. </td> -<td class="cellRight">N 16.</td> -</tr> -<tr> -<td class="cellLeft">179. </td> -<td>Q 17. -</td> -<td>180. </td> -<td class="cellRight">O 15.</td> -</tr> -<tr> -<td class="cellLeft">181. </td> -<td>P 16. -</td> -<td>182. </td> -<td class="cellRight">Q 15.</td> -</tr> -<tr> -<td class="cellLeft">183. </td> -<td>P 15. -</td> -<td>184. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft">185. </td> -<td>R 16. -</td> -<td>186. </td> -<td class="cellRight">Q 18.</td> -</tr> -<tr> -<td class="cellLeft">187. </td> -<td>P 17. -</td> -<td>188. </td> -<td class="cellRight">R 15.</td> -</tr> -<tr> -<td class="cellLeft">189. </td> -<td>S 17. -</td> -<td>190. </td> -<td class="cellRight">R 13.</td> -</tr> -<tr> -<td class="cellLeft">191. </td> -<td>S 14. -</td> -<td>192. </td> -<td class="cellRight">P 14.</td> -</tr> -<tr> -<td class="cellLeft">193. </td> -<td>S 15. -</td> -<td>194. </td> -<td class="cellRight">O 13. Black should live, although he has gained little space.</td> -</tr> -<tr> -<td class="cellLeft">195. </td> -<td>N 14. -</td> -<td>196. </td> -<td class="cellRight">P 12. Black should have occupied O 14.</td> -</tr> -<tr> -<td class="cellLeft">197. </td> -<td>O 14. Black’s groups are now separated. -</td> -<td>198. </td> -<td class="cellRight">N 18.</td> -</tr> -<tr> -<td class="cellLeft">199. </td> -<td>O 18. -</td> -<td>200. </td> -<td class="cellRight">P 18.</td> -</tr> -<tr> -<td class="cellLeft">201. </td> -<td>R 18. Takes. -</td> -<td>202. </td> -<td class="cellRight">O 12.</td> -</tr> -<tr> -<td class="cellLeft">203. </td> -<td>N 12. -</td> -<td>204. </td> -<td class="cellRight">E 15. This is pure waste.</td> -</tr> -<tr> -<td class="cellLeft">205. </td> -<td>M 19. If Black had played here his group would have lived. -</td> -<td>206. </td> -<td class="cellRight">E 17.</td> -</tr> -<tr> -<td class="cellLeft">207. </td> -<td>E 18. Takes. -</td> -<td>208. </td> -<td class="cellRight">A 12.</td> -</tr> -<tr> -<td class="cellLeft">209. </td> -<td>A 11. -</td> -<td>210. </td> -<td class="cellRight">O 16. Too late; this group is hopeless now.</td> -</tr> -<tr> -<td class="cellLeft">211. </td> -<td>Q 11. -</td> -<td>212. </td> -<td class="cellRight">Q 12.</td> -</tr> -<tr> -<td class="cellLeft">213. </td> -<td>R 11. -</td> -<td>214. </td> -<td class="cellRight">O 11.</td> -</tr> -<tr> -<td class="cellLeft">215. </td> -<td>O 10. -</td> -<td>216. </td> -<td class="cellRight">Q 2.<span class="pageNum" id="pb110">[<a href="#pb110">110</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">217. </td> -<td>O 1. Takes. -</td> -<td>218. </td> -<td class="cellRight">M 1. This is nonsense; Black might still save the corner by correct play.</td> -</tr> -<tr> -<td class="cellLeft">219. </td> -<td>P 4. -</td> -<td>220. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">221. </td> -<td>Q 5. -</td> -<td>222. </td> -<td class="cellRight">M 2. If Black played at S 5 he would still have a chance.</td> -</tr> -<tr> -<td class="cellLeft">223. </td> -<td>R 4. -</td> -<td>224. </td> -<td class="cellRight">O 5.</td> -</tr> -<tr> -<td class="cellLeft">225. </td> -<td>P 10. -</td> -<td>226. </td> -<td class="cellRight">R 12.</td> -</tr> -<tr> -<td class="cellLeft">227. </td> -<td>F 2. -</td> -<td>228. </td> -<td class="cellRight">F 1.</td> -</tr> -<tr> -<td class="cellLeft">229. </td> -<td>G 1. -</td> -<td>230. </td> -<td class="cellRight">E 1.</td> -</tr> -<tr> -<td class="cellLeft">231. </td> -<td>F 3. -</td> -<td>232. </td> -<td class="cellRight">C 1. Black wastes one of his few vacant spaces.</td> -</tr> -<tr> -<td class="cellLeft">233. </td> -<td>R 3. -</td> -<td>234. </td> -<td class="cellRight">N 19.</td> -</tr> -<tr> -<td class="cellLeft"> </td> -<td>White permits Black to play again. -</td> -<td>235. </td> -<td class="cellRight">L 17.</td> -</tr> -<tr> -<td class="cellLeft"> </td> -<td>White permits Black to play again. -</td> -<td>236. </td> -<td class="cellRight">J 19.</td> -</tr> -<tr> -<td class="cellLeft">237. </td> -<td>L 19. -</td> -<td>238. </td> -<td class="cellRight">M 18.</td> -</tr> -<tr> -<td class="cellLeft"> </td> -<td>White permits Black to play again. -</td> -<td>239. </td> -<td class="cellRight">P 19.</td> -</tr> -<tr> -<td class="cellLeft"> </td> -<td>White permits Black to play again. -</td> -<td>240. </td> -<td class="cellRight">N 17.</td> -</tr> -<tr> -<td class="cellLeft"> </td> -<td>White permits Black to play again. -</td> -<td>241. </td> -<td class="cellRight">R 19.</td> -</tr> -<tr> -<td class="cellLeft">242. </td> -<td>S 19. -</td> -<td>243. </td> -<td class="cellRight">O 19.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">244. </td> -<td class="cellBottom">R 17. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>“Dame”—E 5 and C 5. White wins by one hundred and ninety-seven spaces and eighty-eight -stones. -<span class="pageNum" id="pb111">[<a href="#pb111">111</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VI</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate18">Plate 18</a></i> -</p> -<p><span class="sc">White.</span>—Inouye Inseki. -</p> -<p><span class="sc">Black.</span>—Yasui Shintetsu. -</p> -<p>Played December, 1835. No handicaps were given. This game is from a Japanese work -called “<span lang="ja-latn">Kachi Sei Kioku.</span>” The notes are taken from Korschelt, and as in the previous instance involve the -repetition of some things that have been touched on in the preceding chapters. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 16. -</td> -<td>2. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 3. -</td> -<td>4. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 4. -</td> -<td>6. </td> -<td class="cellRight">C 14. Just as good as D 15, which we already know.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>Q 5. This may be the best play under the circumstances. The secure position Q 3–Q -5 supports the advance posts at C 4 and R 16 in equal measure. -</td> -<td>8. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>P 16. -</td> -<td>10. </td> -<td class="cellRight">Q 16.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>Q 15. -</td> -<td>12. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>P 15. -</td> -<td>14. </td> -<td class="cellRight">R 15.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>R 14. -</td> -<td>16. </td> -<td class="cellRight">S 15.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>Q 13. -</td> -<td>18. </td> -<td class="cellRight">N 17. The eighth stone played at Q 14 cannot be saved. If White attempts to save it, -the following would be the continuation: <span class="pageNum" id="pb112.1">[<a href="#pb112.1">112</a>]</span> -<div class="table"> -<table class="goinner"> -<thead> -<tr class="label"> -<td class="cellHeadLeft cellHeadTop cellHeadBottom">B. </td> -<td class="cellHeadRight cellHeadTop cellHeadBottom">W. -</td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft"></td> -<td class="cellRight">P 14 -</td> -</tr> -<tr> -<td class="cellLeft">O 14 </td> -<td class="cellRight">P 13 -</td> -</tr> -<tr> -<td class="cellLeft">P 12 </td> -<td class="cellRight">O 13 -</td> -</tr> -<tr> -<td class="cellLeft">N 13 </td> -<td class="cellRight">O 12. -</td> -</tr> -<tr> -<td colspan="2" class="colspan cellLeft cellRight cellBottom">O 11 etc. -</td> -</tr> -</tbody> -</table> -</div> -<p>If White had had an opportunity of placing a stone on the line of retreat at say E -3, then White could have saved No. 8. (This has already been explained in defining -the Japanese expression “Shicho.”)<span class="pageNum" id="pb112">[<a href="#pb112">112</a>]</span></p> -</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>P 14. Takes. S 14 probably would have been better, because it would have retained -the “Sente” for Black; that is to say, a play which the opponent is compelled to answer, -or otherwise sustain too great a loss. Had Black played at S 14, White must have answered -at S 16, in order not to lose the stones at R 15–S 15, and also the corner, which -is worth about fourteen “Me.” To White’s play at S 16 Black would probably have answered -at R 12 and thus obtained a secure position. -</td> -<td>20. </td> -<td class="cellRight">S 16.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>R 9. -</td> -<td>22. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>J 3. -</td> -<td>24. </td> -<td class="cellRight">D 5. This is analogous to No. 8, but it is not advanced so far because Black has already -occupied J 3.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>C 5. -</td> -<td>26. </td> -<td class="cellRight">D 6.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>C 6. -</td> -<td>28. </td> -<td class="cellRight">D 7.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>C 7. -</td> -<td>30. </td> -<td class="cellRight">D 8.<span class="pageNum" id="pb114">[<a href="#pb114">114</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>C 9. -</td> -<td>32. </td> -<td class="cellRight">L 3. White has established the long line on D and allowed Black a large territory -in order to be able to occupy L 3. If he had played there immediately in answer to -Black’s twenty-third move, then either L 3 or E 3 would have been in great danger.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>D 3. -</td> -<td>34. </td> -<td class="cellRight">D 2.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>C 2. -</td> -<td>36. </td> -<td class="cellRight">D 4.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>C 3. -</td> -<td>38. </td> -<td class="cellRight">L 5.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>F 3. -</td> -<td>40. </td> -<td class="cellRight">F 2.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>E 4. Black compels White to take 41, in order to make good his escape. -</td> -<td>42. </td> -<td class="cellRight">E 2.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>G 3. -</td> -<td>44. </td> -<td class="cellRight">F 4.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>G 4. -</td> -<td>46. </td> -<td class="cellRight">F 5.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>G 5. -</td> -<td>48. </td> -<td class="cellRight">K 2.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>F 6. “Sente.” -</td> -<td>50. </td> -<td class="cellRight">E 5. Takes.</td> -</tr> -<tr> -<td class="cellLeft">51. </td> -<td>J 2. -</td> -<td>52. </td> -<td class="cellRight">H 7.</td> -</tr> -<tr> -<td class="cellLeft">53. </td> -<td>H 6. -</td> -<td>54. </td> -<td class="cellRight">G 7.</td> -</tr> -<tr> -<td class="cellLeft">55. </td> -<td>J 7. -</td> -<td>56. </td> -<td class="cellRight">P 3.</td> -</tr> -<tr> -<td class="cellLeft">57. </td> -<td>P 4. -</td> -<td>58. </td> -<td class="cellRight">O 3.</td> -</tr> -<tr> -<td class="cellLeft">59. </td> -<td>Q 2. -</td> -<td>60. </td> -<td class="cellRight">O 4.</td> -</tr> -<tr> -<td class="cellLeft">61. </td> -<td>O 5. -</td> -<td>62. </td> -<td class="cellRight">N 5.</td> -</tr> -<tr> -<td class="cellLeft">63. </td> -<td>O 6. -</td> -<td>64. </td> -<td class="cellRight">K 7. An interesting attack that determines the course of the game for a long time. -65<span class="corr" id="xd31e8170" title="Not in source">,</span> J 8, would mean abandoning the position on G–J (26 “Me”), but it would give an opportunity -for a bold attack. If Black played 65, J 6, his stones would scarcely survive.</td> -</tr> -<tr> -<td class="cellLeft">65. </td> -<td>K 3. “Sente.” White must <span class="pageNum" id="pb115.1">[<a href="#pb115.1">115</a>]</span>reply to it, or he would find himself without the necessary “Me” in that group. -</td> -<td>66. </td> -<td class="cellRight">L 2.<span class="pageNum" id="pb115">[<a href="#pb115">115</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">67. </td> -<td>K 6. -</td> -<td>68. </td> -<td class="cellRight">J 8.</td> -</tr> -<tr> -<td class="cellLeft">69. </td> -<td>L 6. -</td> -<td>70. </td> -<td class="cellRight">J 6. Takes.</td> -</tr> -<tr> -<td class="cellLeft">71. </td> -<td>K 5. Avoids “Ko” and nevertheless assures a connection. -</td> -<td>72. </td> -<td class="cellRight">N 6.</td> -</tr> -<tr> -<td class="cellLeft">73. </td> -<td>L 7. -</td> -<td>74. </td> -<td class="cellRight">K 4. Is played for the same reason as No. 66.</td> -</tr> -<tr> -<td class="cellLeft">75. </td> -<td>J 5. -</td> -<td>76. </td> -<td class="cellRight">N 7.</td> -</tr> -<tr> -<td class="cellLeft">77. </td> -<td>K 8. -</td> -<td>78. </td> -<td class="cellRight">J 7.</td> -</tr> -<tr> -<td class="cellLeft">79. </td> -<td>O 7. -</td> -<td>80. </td> -<td class="cellRight">N 8.</td> -</tr> -<tr> -<td class="cellLeft">81. </td> -<td>L 9. -</td> -<td>82. </td> -<td class="cellRight">J 10.</td> -</tr> -<tr> -<td class="cellLeft">83. </td> -<td>O 8. -</td> -<td>84. </td> -<td class="cellRight">N 10.</td> -</tr> -<tr> -<td class="cellLeft">85. </td> -<td>K 11. -</td> -<td>86. </td> -<td class="cellRight">R 10. Now the effect of the mistake at move 19 begins to be apparent.</td> -</tr> -<tr> -<td class="cellLeft">87. </td> -<td>Q 10. -</td> -<td>88. </td> -<td class="cellRight">Q 11.</td> -</tr> -<tr> -<td class="cellLeft">89. </td> -<td>R 11. -</td> -<td>90. </td> -<td class="cellRight">R 12.</td> -</tr> -<tr> -<td class="cellLeft">91. </td> -<td>S 10. Takes. -</td> -<td>92. </td> -<td class="cellRight">S 11.</td> -</tr> -<tr> -<td class="cellLeft">93. </td> -<td>R 10. Q 12 would probably have been better; at all events it would have been surer, -because it assures the connection by way of P 11 after White has taken. If White does -not take, but plays at P 11, his stones on the edge of the board will die. -</td> -<td>94. </td> -<td class="cellRight">M 11. This move separates P 14 from K 11, and is at the same time “Sente” as regards -the black stones near K, because if Black does not answer, these stones would be cut -off by W–K 10. Moves Nos. 98, 100, and 102 isolate the black stones in the neighborhood -of P 14.</td> -</tr> -<tr> -<td class="cellLeft">95. </td> -<td>L 11. -</td> -<td>96. </td> -<td class="cellRight">Q 12.</td> -</tr> -<tr> -<td class="cellLeft">97. </td> -<td>L 14. -</td> -<td>98. </td> -<td class="cellRight">L 13.</td> -</tr> -<tr> -<td class="cellLeft">99. </td> -<td>K 13. -</td> -<td>100. </td> -<td class="cellRight">M 13.</td> -</tr> -<tr> -<td class="cellLeft">101. </td> -<td>K 14. -</td> -<td>102. </td> -<td class="cellRight">M 14.</td> -</tr> -<tr> -<td class="cellLeft">103. </td> -<td>S 14. -</td> -<td>104. </td> -<td class="cellRight">S 13.</td> -</tr> -<tr> -<td class="cellLeft">105. </td> -<td>T 15. -</td> -<td>106. </td> -<td class="cellRight">N 15.</td> -</tr> -<tr> -<td class="cellLeft">107. </td> -<td>O 11. It is certain that <span class="pageNum" id="pb116.1">[<a href="#pb116.1">116</a>]</span>either the eight black stones or the five white stones must die, and on this depends -the result of the game, because it would make a difference of about 40 “Me.” -</td> -<td>108. </td> -<td class="cellRight">O 12.<span class="pageNum" id="pb116">[<a href="#pb116">116</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">109. </td> -<td>P 12. -</td> -<td>110. </td> -<td class="cellRight">P 11.</td> -</tr> -<tr> -<td class="cellLeft">111. </td> -<td>O 13. -</td> -<td>112. </td> -<td class="cellRight">N 12.</td> -</tr> -<tr> -<td class="cellLeft">113. </td> -<td>O 10. -</td> -<td>114. </td> -<td class="cellRight">P 13. Takes, “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">115. </td> -<td>M 16. -</td> -<td>116. </td> -<td class="cellRight">T 16.</td> -</tr> -<tr> -<td class="cellLeft">117. </td> -<td>T 14. -</td> -<td>118. </td> -<td class="cellRight">O 16.</td> -</tr> -<tr> -<td class="cellLeft">119. </td> -<td>P 12. “Ko.” -</td> -<td>120. </td> -<td class="cellRight">J 12.</td> -</tr> -<tr> -<td class="cellLeft">121. </td> -<td>K 12. -</td> -<td>122. </td> -<td class="cellRight">P 13. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">123. </td> -<td>R 17. -</td> -<td>124. </td> -<td class="cellRight">S 17.</td> -</tr> -<tr> -<td class="cellLeft">125. </td> -<td>P 12. “Ko.” -</td> -<td>126. </td> -<td class="cellRight">R 13.</td> -</tr> -<tr> -<td class="cellLeft">127. </td> -<td>P 10. -</td> -<td>128. </td> -<td class="cellRight">P 13. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">129. </td> -<td>D 16. -</td> -<td>130. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft">131. </td> -<td>P 12. “Ko.” -</td> -<td>132. </td> -<td class="cellRight">T 13.</td> -</tr> -<tr> -<td class="cellLeft">133. </td> -<td>Q 14. Connecting. -</td> -<td>134. </td> -<td class="cellRight">P 13. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">135. </td> -<td>S 18. -</td> -<td>136. </td> -<td class="cellRight">R 18. Takes.</td> -</tr> -<tr> -<td class="cellLeft">137. </td> -<td>P 12. “Ko.” -</td> -<td>138. </td> -<td class="cellRight">K 9.</td> -</tr> -<tr> -<td class="cellLeft">139. </td> -<td>L 8. -</td> -<td>140. </td> -<td class="cellRight">P 13. “Ko.”</td> -</tr> -<tr> -<td class="cellLeft">141. </td> -<td>E 17. -</td> -<td>142. </td> -<td class="cellRight">P 12. Connecting. White would have had another “Ko” at M 10.</td> -</tr> -<tr> -<td class="cellLeft">143. </td> -<td>C 17. -</td> -<td>144. </td> -<td class="cellRight">D 18.</td> -</tr> -<tr> -<td class="cellLeft">145. </td> -<td>C 15. -</td> -<td>146. </td> -<td class="cellRight">B 16.</td> -</tr> -<tr> -<td class="cellLeft">147. </td> -<td>E 18. -</td> -<td>148. </td> -<td class="cellRight">C 18.</td> -</tr> -<tr> -<td class="cellLeft">149. </td> -<td>B 15. -</td> -<td>150. </td> -<td class="cellRight">D 15.</td> -</tr> -<tr> -<td class="cellLeft">151. </td> -<td>E 16. -</td> -<td>152. </td> -<td class="cellRight">B 17. Takes. The series of moves from 143 to 152 should be carefully noted, as they -frequently occur.</td> -</tr> -<tr> -<td class="cellLeft">153. </td> -<td>B 14. -</td> -<td>154. </td> -<td class="cellRight">C 13.</td> -</tr> -<tr> -<td class="cellLeft">155. </td> -<td>B 13. -</td> -<td>156. </td> -<td class="cellRight">C 12.</td> -</tr> -<tr> -<td class="cellLeft">157. </td> -<td>B 12. -</td> -<td>158. </td> -<td class="cellRight">C 11.<span class="pageNum" id="pb117">[<a href="#pb117">117</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">159. </td> -<td>F 14. “Sente.” -</td> -<td>160. </td> -<td class="cellRight">D 14.</td> -</tr> -<tr> -<td class="cellLeft">161. </td> -<td>B 11. -</td> -<td>162. </td> -<td class="cellRight">C 10.</td> -</tr> -<tr> -<td class="cellLeft">163. </td> -<td>B 9. Is not played at B 10 in order to retain the “Sente” without conceding too great -an advantage. -</td> -<td>164. </td> -<td class="cellRight">D 9. It would have been better to play at K 17.</td> -</tr> -<tr> -<td class="cellLeft">165. </td> -<td>K 17. -</td> -<td>166. </td> -<td class="cellRight">H 14.</td> -</tr> -<tr> -<td class="cellLeft">167. </td> -<td>G 13. -</td> -<td>168. </td> -<td class="cellRight">H 13.</td> -</tr> -<tr> -<td class="cellLeft">169. </td> -<td>G 11. -</td> -<td>170. </td> -<td class="cellRight">G 14.</td> -</tr> -<tr> -<td class="cellLeft">171. </td> -<td>F 15. -</td> -<td>172. </td> -<td class="cellRight">J 11.</td> -</tr> -<tr> -<td class="cellLeft">173. </td> -<td>E 11. -</td> -<td>174. </td> -<td class="cellRight">F 12.</td> -</tr> -<tr> -<td class="cellLeft">175. </td> -<td>G 12. -</td> -<td>176. </td> -<td class="cellRight">E 12.</td> -</tr> -<tr> -<td class="cellLeft">177. </td> -<td>F 11. -</td> -<td>178. </td> -<td class="cellRight">E 10.</td> -</tr> -<tr> -<td class="cellLeft">179. </td> -<td>D 11. -</td> -<td>180. </td> -<td class="cellRight">D 10.</td> -</tr> -<tr> -<td class="cellLeft">181. </td> -<td>D 12. -</td> -<td>182. </td> -<td class="cellRight">H 16.</td> -</tr> -<tr> -<td class="cellLeft">183. </td> -<td>H 17. -</td> -<td>184. </td> -<td class="cellRight">G 17.</td> -</tr> -<tr> -<td class="cellLeft">185. </td> -<td>J 17. -</td> -<td>186. </td> -<td class="cellRight">E 13.</td> -</tr> -<tr> -<td class="cellLeft">187. </td> -<td>F 13. -</td> -<td>188. </td> -<td class="cellRight">G 16.</td> -</tr> -<tr> -<td class="cellLeft">189. </td> -<td>G 18. -</td> -<td>190. </td> -<td class="cellRight">G 6.</td> -</tr> -<tr> -<td class="cellLeft">191. </td> -<td>M 17. -</td> -<td>192. </td> -<td class="cellRight">P 2.</td> -</tr> -<tr> -<td class="cellLeft">193. </td> -<td>P 1. -</td> -<td>194. </td> -<td class="cellRight">O 1.</td> -</tr> -<tr> -<td class="cellLeft">195. </td> -<td>Q 1. -</td> -<td>196. </td> -<td class="cellRight">L 4.</td> -</tr> -<tr> -<td class="cellLeft">197. </td> -<td>N 18. -</td> -<td>198. </td> -<td class="cellRight">G 2. “Sente.” It threatens the three black stones on J and K.</td> -</tr> -<tr> -<td class="cellLeft">199. </td> -<td>H 5. -</td> -<td>200. </td> -<td class="cellRight">O 18.</td> -</tr> -<tr> -<td class="cellLeft">201. </td> -<td>M 18. -</td> -<td>202. </td> -<td class="cellRight">B 10.</td> -</tr> -<tr> -<td class="cellLeft">203. </td> -<td>A 10. -</td> -<td>204. </td> -<td class="cellRight">C 1.</td> -</tr> -<tr> -<td class="cellLeft">205. </td> -<td>B 1. -</td> -<td>206. </td> -<td class="cellRight">D 1.</td> -</tr> -<tr> -<td class="cellLeft">207. </td> -<td>B 2. -</td> -<td>208. </td> -<td class="cellRight">F 10. C 8 ought to have been occupied first.</td> -</tr> -<tr> -<td class="cellLeft">209. </td> -<td>G 10. -</td> -<td>210. </td> -<td class="cellRight">G 9.</td> -</tr> -<tr> -<td class="cellLeft">211. </td> -<td>T 11. -</td> -<td>212. </td> -<td class="cellRight">T 12.</td> -</tr> -<tr> -<td class="cellLeft">213. </td> -<td>S 12. Takes. -</td> -<td>214. </td> -<td class="cellRight">C 8.</td> -</tr> -<tr> -<td class="cellLeft">215. </td> -<td>B 8. -</td> -<td>216. </td> -<td class="cellRight">S 11. “Ko.”<span class="pageNum" id="pb118">[<a href="#pb118">118</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">217. </td> -<td>T 10. -</td> -<td>218. </td> -<td class="cellRight">E 19.</td> -</tr> -<tr> -<td class="cellLeft">219. </td> -<td>F 19. -</td> -<td>220. </td> -<td class="cellRight">F 17.</td> -</tr> -<tr> -<td class="cellLeft">221. </td> -<td>F 18. -</td> -<td>222. </td> -<td class="cellRight">M 15.</td> -</tr> -<tr> -<td class="cellLeft">223. </td> -<td>L 15. -</td> -<td>224. </td> -<td class="cellRight">J 15.</td> -</tr> -<tr> -<td class="cellLeft">225. </td> -<td>N 16. -</td> -<td>226. </td> -<td class="cellRight">O 17.</td> -</tr> -<tr> -<td class="cellLeft">227. </td> -<td>H 10. -</td> -<td>228. </td> -<td class="cellRight">H 9.</td> -</tr> -<tr> -<td class="cellLeft">229. </td> -<td>K 10. -</td> -<td>230. </td> -<td class="cellRight">J 9.</td> -</tr> -<tr> -<td class="cellLeft">231. </td> -<td>M 6. -</td> -<td>232. </td> -<td class="cellRight">O 9.</td> -</tr> -<tr> -<td class="cellLeft">233. </td> -<td>P 9. -</td> -<td>234. </td> -<td class="cellRight">N 9.</td> -</tr> -<tr> -<td class="cellLeft">235. </td> -<td>M 5. -</td> -<td>236. </td> -<td class="cellRight">M 4.</td> -</tr> -<tr> -<td class="cellLeft">237. </td> -<td>O 19. -</td> -<td>238. </td> -<td class="cellRight">P 19.</td> -</tr> -<tr> -<td class="cellLeft">239. </td> -<td>N 19. -</td> -<td>240. </td> -<td class="cellRight">A 15.</td> -</tr> -<tr> -<td class="cellLeft">241. </td> -<td>A 14. -</td> -<td>242. </td> -<td class="cellRight">A 16.</td> -</tr> -<tr> -<td class="cellLeft">243. </td> -<td>H 2. -</td> -<td>244. </td> -<td class="cellRight">J 4.</td> -</tr> -<tr> -<td class="cellLeft">245. </td> -<td>L 12. -</td> -<td>246. </td> -<td class="cellRight">M 12.</td> -</tr> -<tr> -<td class="cellLeft">247. </td> -<td>G 1. -</td> -<td>248. </td> -<td class="cellRight">F 1.</td> -</tr> -<tr> -<td class="cellLeft">249. </td> -<td>H 1. -</td> -<td>250. </td> -<td class="cellRight">K 16.</td> -</tr> -<tr> -<td class="cellLeft">251. </td> -<td>L 16. -</td> -<td>252. </td> -<td class="cellRight">K 1.</td> -</tr> -<tr> -<td class="cellLeft">253. </td> -<td>S 12. “Ko.” -</td> -<td>254. </td> -<td class="cellRight">C 19.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">255. </td> -<td class="cellBottom">S 11. Connecting. -</td> -<td class="cellBottom">256. </td> -<td class="cellRight cellBottom">D 19.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White wins by seven stones. -</p> -<p></p> -<div class="figure plate18width" id="plate18"><img src="images/plate18.png" alt="Plate 18" width="595" height="671"><p class="figureHead"><span class="sc">Plate 18</span></p> -</div><p> -<span class="pageNum" id="pb119">[<a href="#pb119">119</a>]</span></p> -</div> -</div> -</div> -</div> -<div id="ch6" class="div1 chapter"><span class="pageNum">[<a href="#xd31e300">Contents</a>]</span><div class="divHead"> -<h2 class="label">VI</h2> -<h2 class="main">“JOSEKI” AND OPENINGS</h2> -</div> -<div class="divBody"> -<p class="first">From the earliest times the Japanese have studied the opening of the game. Especially -since the foundation of the Go Academy there have been systematic treatises on this -subject, and for keen and thorough analysis, these treatises have nothing to fear -from a comparison with the analogous works on Chess openings. There is, however, a -difference between the opening of the game in Chess and the opening in Go, because -in the latter case the play can commence in each of the four corners successively, -and therefore, instead of having one opening, it might be said that there are four. -</p> -<p>The Japanese masters usually overcome this difficulty by treating a corner separately, -as if it were uninfluenced by the position or the possibility of playing in the adjacent -corners, and in their treatises they have indicated where the first stones in such -an isolated corner can advantageously be played. These stones are called “Joseki.” -As a matter of fact, these separate analyses or “Joseki” differ slightly from the -opening of the game as actually played, because it is customary in opening the game -to skip from one corner to another, and the moment a few stones are played in any -corner the situation in the adjacent corners is thereby influenced. It is due to this -fact also that in their treatises on the “Joseki” the Japanese writers do not continue -the analysis <span class="pageNum" id="pb120">[<a href="#pb120">120</a>]</span>as far as we are accustomed to in our works on Chess. While this method of studying -the openings persists to the present time, one of the greatest of the Japanese masters, -Murase Shuho, compiled a series of openings which correspond more closely to our Chess -openings; that is to say, the game is commenced, as in actual play, all over the board, -and is not confined to the study of one corner as in the case of the conventional -“Joseki.” Korschelt, in his work on the game, inserts about fifty of these openings -by Murase Shuho, with notes that were prepared by the Japanese master especially for -the use of foreigners, and I have selected a few of these in addition to the collection -of “Joseki” which we will first consider. -</p> -<p>The work from which my “Joseki” have been selected was compiled by Inouye Hoshin, -and published in November, 1905. It was originally written for the “Nippon Shimbun,” -a newspaper published in Tokio. Of course, the annotations accompanying these “Joseki” -are not the original ones from the Japanese text. Many of the things which I point -out would be regarded as trite and obvious to a good player, and my annotations are -intended solely to aid beginners in understanding some of the reasons for the moves -given. It must also be understood that the series of “Joseki” which I have inserted -falls far short of completeness. In a Japanese work on the game there would be at -least five times as many. -</p> -<p>Although the “Joseki” have been studied by the Japanese masters from the earliest -times, it does not mean that the ordinary player in Japan is familiar with them; just -as in this country we find a majority of Chess players have a very limited acquaintance -with the Chess openings, so in <span class="pageNum" id="pb121">[<a href="#pb121">121</a>]</span>Japan many players attain a fair degree of skill without a thorough acquaintance with -the “Joseki.” It would certainly very greatly aid the beginner in attaining proficiency -if he were to study these examples, and follow them as nearly as possible in actual -play. -</p> -<p>It would seem to us that in compiling a work on “Joseki,” or openings, we would commence -with the openings where no handicap is given, and later study those where there were -handicaps; it is another instance of the divergent way in which the Japanese do things -that they do just the opposite, and commence their treatises with the study of openings -where handicaps are given. Inasmuch as this is a book on a Japanese subject, I shall -follow their example and shall commence the study of “Joseki” in games where Black -has a handicap. -</p> -<p>As we have already seen, the handicap stone is always placed on a certain fixed point, -which is the fourth intersection from the edge of the board in each direction, and -White has five recognized methods of playing his first stone in relation to such handicap -stone. These are called “Kogeima kakari,” “Ogeima kakari,” “Daidaigeima kakari,” “Ikken -taka kakari,” “Nikken taka kakari.” We shall take up examples of these in their order. -</p> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">I</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate19">Plate 19</a></i> (<i>A</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 14. “Kogeima kakari.” This is the most usual move for attacking the corner. The -purpose of <span class="pageNum" id="pb122.1">[<a href="#pb122.1">122</a>]</span>White’s first move is to lay a basis for future aggression; he cannot, of course, -play in the corner immediately, neither can he play nearer the black stone with advantage. -</td> -<td>2. </td> -<td class="cellRight">N 17. This move supports the handicap stone and also gains as much ground as possible -for Black. <span class="pageNum" id="pb122.2">[<a href="#pb122.2">122</a>]</span>Beginners would generally find O 17 more safe and conservative.<span class="pageNum" id="pb122">[<a href="#pb122">122</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>R 17. This is a direct attack on the corner. White can either connect with his first -stone or form a living group in the corner. -</td> -<td>4. </td> -<td class="cellRight">R 16. Black plays to prevent the connection of the white stones.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>S 16. White threatens to connect. -</td> -<td>6. </td> -<td class="cellRight">S 15. Black breaks the connection by this move.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>S 17. White cannot play at R 15 at this time because he would lose the stone at S -16. -</td> -<td>8. </td> -<td class="cellRight">R 15. Black also must connect. Beginners are prone to neglect these necessary connecting -moves.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>P 18. Since White cannot connect, he must play to form two “Me” in the corner. -</td> -<td>10. </td> -<td class="cellRight">P 17. Black plays to connect his stones, and at the same time confines White to the -corner.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>Q.17. White makes his corner as large as possible. This move is also “Sente,” because -it threatens to break through Black’s line. -</td> -<td>12. </td> -<td class="cellRight">O 17. Black must connect to prevent White’s escape.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>S 14. White threatens “Watari,” and again Black must reply at once. (“Sente.”) -</td> -<td>14. </td> -<td class="cellRight">T 14. Prevents “Watari.”</td> -</tr> -<tr> -<td class="cellLeft cellBottom">15. </td> -<td class="cellBottom">Q 14. To confine Black’s group and prepare for territory on the right side of the -board. -</td> -<td class="cellBottom">16. </td> -<td class="cellRight cellBottom">P 15. An important defensive move. Otherwise White could almost envelop the black -stones.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. White has a small territory in the corner, but Black has greater possibility -of expansion. -<span class="pageNum" id="pb123">[<a href="#pb123">123</a>]</span></p> -<p></p> -<div class="figure plate19width" id="plate19"><img src="images/plate19.png" alt="Plate 19" width="588" height="580"><p class="figureHead"><span class="sc">Plate 19</span></p> -</div><p> -<span class="pageNum" id="pb124">[<a href="#pb124">124</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">II</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 14. -</td> -<td>2. </td> -<td class="cellRight">N 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>R 17. -</td> -<td>4. </td> -<td class="cellRight">R 16.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>Q 17. In place of trying to connect as before, White threatens to extend in the other -direction. -</td> -<td>6. </td> -<td class="cellRight">P 16. Black prevents White from getting out.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>S 16. Threatens to connect again. -</td> -<td>8. </td> -<td class="cellRight">S 15. Black stops it again.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>S 17. -</td> -<td>10. </td> -<td class="cellRight">R 15.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>O 18. White again must form “Me” in the corner. -</td> -<td>12. </td> -<td class="cellRight">O 17.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>N 18. White extends as far as possible. -</td> -<td>14. </td> -<td class="cellRight">M 18. Black stops the advance.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>P 17. White must look out for the safety of the stones at N and O 18. -</td> -<td>16. </td> -<td class="cellRight">M 17. Black must connect.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>P 14. To prevent Black’s extension and form a basis for territory on right side. -</td> -<td>18. </td> -<td class="cellRight">O 14. Black extends as far as he can.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">19. </td> -<td class="cellBottom">O 13. -</td> -<td class="cellBottom">20. </td> -<td class="cellRight cellBottom">N 14.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Again White has the corner and Black has better opportunities for expansion. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">III</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate19">Plate 19</a></i> (<i>B</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>O 3. -</td> -<td>2. </td> -<td class="cellRight">R 7.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 3. This variation is called <span class="pageNum" id="pb125.1">[<a href="#pb125.1">125</a>]</span>“Kiri Kaeshi.” This move does not attack the corner so aggressively as the preceding -examples. -</td> -<td>4. </td> -<td class="cellRight">R 3.<span class="pageNum" id="pb125">[<a href="#pb125">125</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 4. This is the characteristic move of this variation. -</td> -<td>6. </td> -<td class="cellRight">Q 5. This is an important move for Black; if he plays elsewhere, he will get a bad -position.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 2. White threatens the black stone. If Black defends White can divide the corner. -</td> -<td>8. </td> -<td class="cellRight">S 3.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>P 2. “Kake tsugu.” If White does not make this move, Black will get the “Sente” with -a superior position. -</td> -<td>10. </td> -<td class="cellRight">S 2. Formerly S 4 was given as Black’s move, but it is not so good, because White -replies at R 8 with a fine attack.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">11. </td> -<td class="cellBottom">S 1. White cannot neglect this move. If Black were allowed to play at R 1, he would -get the better game. -</td> -<td class="cellBottom">12. </td> -<td class="cellRight cellBottom">R 5.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>In this opening the corner is about evenly divided. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IV</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 14. -</td> -<td>2. </td> -<td class="cellRight">N 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>P 14. Preparing for “Kiri Kaeshi” on the other side of handicap stone. -</td> -<td>4. </td> -<td class="cellRight">R 11. Called “Tenuki.” Not necessarily played at R 11. The word means that Black “draws -out” and plays in another part of the board.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>P 16. -</td> -<td>6. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>Q 17. “Kiri Kaeshi.” The effect of this move is generally to divide the territory. -</td> -<td>8. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>Q 18. -</td> -<td>10. </td> -<td class="cellRight">R 18.<span class="pageNum" id="pb126">[<a href="#pb126">126</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>P 18. -</td> -<td>12. </td> -<td class="cellRight">O 17.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 16. -</td> -<td>14. </td> -<td class="cellRight">Q 15.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>S 18. -</td> -<td>16. </td> -<td class="cellRight">R 15.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>S 16. -</td> -<td>18. </td> -<td class="cellRight">S 15.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">19. </td> -<td class="cellBottom">S 17. -</td> -<td class="cellBottom">20. </td> -<td class="cellRight cellBottom">P 15.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has the corner, but Black has better chances to make territory later. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">V</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p>Black is supposed to have another handicap stone at D 4. -</p> -<p><i><a href="#plate19">Plate 19</a></i> (<i>C</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 14. “Kogeima.” -</td> -<td>2. </td> -<td class="cellRight">F 16. “<span lang="ja-latn">Ikken taka hiraki</span>.” This “Joseki” was an invention of Murase Shuho.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>H 17. White confines Black’s advances. -</td> -<td>4. </td> -<td class="cellRight">C 11. Black prepares to get territory on left side of the board.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>B 16. White plays to take the corner. -</td> -<td>6. </td> -<td class="cellRight">D 14.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>C 15. -</td> -<td>8. </td> -<td class="cellRight">D 13. Better than D 15, as it confines White more effectively.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>C 17. -</td> -<td>10. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>H 15. -</td> -<td>12. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>B 18. -</td> -<td>14. </td> -<td class="cellRight">C 18.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">15. </td> -<td class="cellBottom">B 17. -</td> -<td class="cellBottom">16. </td> -<td class="cellRight cellBottom">C 13. A very good move; it shuts White in the corner and assures Black a large territory -on the left side of the board.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>This opening might be continued as follows: -<span class="pageNum" id="pb127">[<a href="#pb127">127</a>]</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">17. </td> -<td>D 18. -</td> -<td>18. </td> -<td class="cellRight">E 18.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">19. </td> -<td class="cellBottom">C 19. Takes. -</td> -<td class="cellBottom">20. </td> -<td class="cellRight cellBottom">D 7.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p class="xd31e9616">or -</p> -<div class="table"> -<table class="gogame"> -<tr> -<td class="cellLeft cellTop">17. </td> -<td class="cellTop">C 6. -</td> -<td class="cellTop">18. </td> -<td class="cellRight cellTop">D 18.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>B 13. -</td> -<td>20. </td> -<td class="cellRight">B 12.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">21. </td> -<td class="cellBottom">B 14. -</td> -<td class="cellBottom">22. </td> -<td class="cellRight cellBottom">C 8.</td> -</tr> -</table> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VI</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p>Black is supposed to have stones at O 4 and Q 4 also; these are called “Shiki ishi.” -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>F 3. “Kogeima.” -</td> -<td>2. </td> -<td class="cellRight">H 3. By this move Black at once attacks the white stone and also prepares to connect -with the stone at O 4.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>F 5. White must get out towards the middle of the board. -</td> -<td>4. </td> -<td class="cellRight">L 3. “Tenuki”; that is, it has nothing to do with the corner in dispute; Black feels -he has an opportunity to take territory. It is interesting to note that if the “Shiki -ishi” at O 4 were at N 3, then Black would play No. 4 at H 5.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 6. White attacks the handicap stone. -</td> -<td>6. </td> -<td class="cellRight">D 2. This is an important defensive move.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>E 2. -</td> -<td>8. </td> -<td class="cellRight">B 5. Black tries to escape.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>B 6. -</td> -<td>10. </td> -<td class="cellRight">C 6.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>C 5. C 7 would be good also. -</td> -<td>12. </td> -<td class="cellRight">C 7.<span class="pageNum" id="pb128">[<a href="#pb128">128</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>B 4. -</td> -<td>14. </td> -<td class="cellRight">D 5.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>C 4. -</td> -<td>16. </td> -<td class="cellRight">C 3.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>B 7. -</td> -<td>18. </td> -<td class="cellRight">C 8.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>E 6. White must support stone at D 6. -</td> -<td>20. </td> -<td class="cellRight">A 5. This is a very well considered move for Black.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>A 4. -</td> -<td>22. </td> -<td class="cellRight">B 3.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>A 6. Takes two. -</td> -<td>24. </td> -<td class="cellRight">B 8.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>A 3. The corner is now an example of “Semeai”; the question is which side can kill -the other first. -</td> -<td>26. </td> -<td class="cellRight">B 2.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>A 2. -</td> -<td>28. </td> -<td class="cellRight">B 1.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">29. </td> -<td class="cellBottom">D 1. -</td> -<td class="cellBottom">30. </td> -<td class="cellRight cellBottom">A 8. If Black plays at C 1, the corner will become “Seki,” as it is, the white group -is dead.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has much the best of this variation. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p>Black is supposed to have a handicap stone at Q 4 also. -</p> -<p><i><a href="#plate19">Plate 19</a></i> (<i>D</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>F 3. -</td> -<td>2. </td> -<td class="cellRight">F 4. “Tsuke te.” Again Black takes the aggressive from the start.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>G 4. -</td> -<td>4. </td> -<td class="cellRight">F 5.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>E 3. -</td> -<td>6. </td> -<td class="cellRight">D 3.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>G 5. -</td> -<td>8. </td> -<td class="cellRight">G 6.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">9. </td> -<td class="cellBottom">J 5. White’s best move. -</td> -<td class="cellBottom">10. </td> -<td class="cellRight cellBottom">D 6.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better position. -<span class="pageNum" id="pb129">[<a href="#pb129">129</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VIII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate20">Plate 20</a></i> (<i>A</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>O 17. “Kogeima.” -</td> -<td>2. </td> -<td class="cellRight">O 16. “Tsuke te.”</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>N 16. -</td> -<td>4. </td> -<td class="cellRight">O 15.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>Q 17. -</td> -<td>6. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>P 18. -</td> -<td>8. </td> -<td class="cellRight">P 16.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>N 18. -</td> -<td>10. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>Q 18. -</td> -<td>12. </td> -<td class="cellRight">N 15.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>M 16. -</td> -<td>14. </td> -<td class="cellRight">R 10. Black abandons stone at R 17 in order to get territory; an amateur might be -tempted to play No. 14 at R 18, but in that case White could spoil Black’s chance -to get space on the right side of the board.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>R 16. -</td> -<td>16. </td> -<td class="cellRight">R 15.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>S 16. -</td> -<td>18. </td> -<td class="cellRight">S 15.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">19. </td> -<td class="cellBottom">S 17. -</td> -<td class="cellBottom">20. </td> -<td class="cellRight cellBottom">P 10.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has the corner, but Black has practically secured a large territory on the right. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IX</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 14. -</td> -<td>2. </td> -<td class="cellRight">Q 14. “Tsuke te.”</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 13. -</td> -<td>4. </td> -<td class="cellRight">P 14.<span class="pageNum" id="pb130">[<a href="#pb130">130</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>O 17. White attacks from the other side also. -</td> -<td>6. </td> -<td class="cellRight">R 15<span class="corr" id="xd31e10032" title="Source: ,">.</span></td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 13. -</td> -<td>8. </td> -<td class="cellRight">P 18.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">9. </td> -<td class="cellBottom">N 16. -</td> -<td class="cellBottom">10. </td> -<td class="cellRight cellBottom">S 14.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the corner. White has a chance on both sides. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">X</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 14. “Kogeima.” -</td> -<td>2. </td> -<td class="cellRight">Q 14. “Tsuke te.”</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 13. -</td> -<td>4. </td> -<td class="cellRight">P 14.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>O 17. White attacks from the other side as before. -</td> -<td>6. </td> -<td class="cellRight">O 16. Black responds from the outside as in the case of move No. 2.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>P 17. -</td> -<td>8. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>P 16. -</td> -<td>10. </td> -<td class="cellRight">R 13.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>R 15. -</td> -<td>12. </td> -<td class="cellRight">Q 15.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 12. -</td> -<td>14. </td> -<td class="cellRight">S 13.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>S 12. -</td> -<td>16. </td> -<td class="cellRight">N 17.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>N 16. -</td> -<td>18. </td> -<td class="cellRight">O 15.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>M 17. -</td> -<td>20. </td> -<td class="cellRight">N 18.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>M 18. -</td> -<td>22. </td> -<td class="cellRight">N 13.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>M 16. -</td> -<td>24. </td> -<td class="cellRight">T 13.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">25. </td> -<td class="cellBottom">Q 12. -</td> -<td class="cellBottom">26. </td> -<td class="cellRight cellBottom">S 15.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the corner and also an outlet to the center. White has a chance to form -territory on both sides. Black’s position is preferable. -<span class="pageNum" id="pb131">[<a href="#pb131">131</a>]</span></p> -<p></p> -<div class="figure plate20width" id="plate20"><img src="images/plate20.png" alt="Plate 20" width="597" height="617"><p class="figureHead"><span class="sc">Plate 20</span></p> -</div><p> -<span class="pageNum" id="pb132">[<a href="#pb132">132</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XI</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p>Black is supposed to have a stone at D 4 also. -</p> -<p><i><a href="#plate20">Plate 20</a></i> (<i>B</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 6. -</td> -<td>2. </td> -<td class="cellRight">K 3. This move is an invention of Murase Shuho; it would not be played unless Black -had a stone at D 4. Black’s intention is to develop territory in either corner depending -on the nature of White’s attack.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>O 3. White attacks the right-hand corner from both sides. -</td> -<td>4. </td> -<td class="cellRight">Q 6.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>Q 7. -</td> -<td>6. </td> -<td class="cellRight">P 6.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 3. This is a direct attack on the corner. -</td> -<td>8. </td> -<td class="cellRight">R 5. Black must play here before playing at Q 3. It also gives Black the “Sente.”</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 7. White must connect. -</td> -<td>10. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>Q 2. -</td> -<td>12. </td> -<td class="cellRight">S 2. This is a clever move. Amateurs would be tempted to play at P 2, which would -be very bad for Black, as White would then get the entire right side.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 2. -</td> -<td>14. </td> -<td class="cellRight">S 3. Secures Black’s connection with R 5.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">15. </td> -<td class="cellBottom">M 3. White must extend his boundaries or his stones will die. -</td> -<td class="cellBottom">16. </td> -<td class="cellRight cellBottom">K 5. Black plays to shut in White as much as possible; he also supports his stone -at D 4.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better game. -<span class="pageNum" id="pb133">[<a href="#pb133">133</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate20">Plate 20</a></i> (<i>C</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 13. “Ogeima Kakari.” This is another method of commencing the attack; it does not -attack the corner so directly, but it gives White a better chance on the sides or -center. -</td> -<td>2. </td> -<td class="cellRight">C 15. This is to prevent White from playing at B 16.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>G 17. White attacks from the other side in the same way. -</td> -<td>4. </td> -<td class="cellRight">E 17. Preventing White from entering at D 18; this secures the corner for Black.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">5. </td> -<td class="cellBottom">C 17. This is a “Sute ishi” or sacrificed stone. White threatens to connect it with -one side or the other. -</td> -<td class="cellBottom">6. </td> -<td class="cellRight cellBottom">B 16.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>The game is about even; if White does not play at C 17 on the fifth move, Black gets -much the better of it. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XIII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>N 17. “Ogeima Kakari.” -</td> -<td>2. </td> -<td class="cellRight">P 17. Preventing the entry at Q 18.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">3. </td> -<td class="cellBottom">R 14. White attacks the other side with “Kogeima.” -</td> -<td class="cellBottom">4. </td> -<td class="cellRight cellBottom">S 15. Very important move for Black; if Black makes a move elsewhere at this point -(“Tenuki,”) White gets much the better of it.</td> -</tr> -</tbody> -</table> -</div><p> -<span class="pageNum" id="pb134">[<a href="#pb134">134</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XIV</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate20">Plate 20</a></i> (<i>D</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 7. -</td> -<td>2. </td> -<td class="cellRight">C 5.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">3. </td> -<td class="cellBottom">G 4. “Nikken taka kakari.” This is another method of attacking from the other side. -</td> -<td class="cellBottom">4. </td> -<td class="cellRight cellBottom">E 2. A very important move; if Black plays “Tenuki,” White can at once enter the corner.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Suppose Black does not play No. 4, E 2, but plays elsewhere, then the following continuation -might occur: -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft"> </td> -<td> </td> -<td>4. </td> -<td class="cellRight">“Tenuki.”</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 2. -</td> -<td>6. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>E 2. -</td> -<td>8. </td> -<td class="cellRight">F 3.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>G 3. -</td> -<td>10. </td> -<td class="cellRight">F 2.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>G 2. -</td> -<td>12. </td> -<td class="cellRight">G 1.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>C 3. -</td> -<td>14. </td> -<td class="cellRight">B 4.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>B 3. -</td> -<td>16. </td> -<td class="cellRight">D 6. Black must get out toward the center.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>B 6. Threatening “Watari.” -</td> -<td>18. </td> -<td class="cellRight">B 5.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>H 1. -</td> -<td>20. </td> -<td class="cellRight">F 1.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">21. </td> -<td class="cellBottom">B 1. By means of this move the white stones in the corner live. -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has the better of it. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XV</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>N 17. -</td> -<td>2. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 14. This is another method <span class="pageNum" id="pb135.1">[<a href="#pb135.1">135</a>]</span>of attack, called “Ikken taka kakari”; it does not give White a base for attacking -the corner immediately. -</td> -<td>4. </td> -<td class="cellRight">O 15. Black plays to get out <span class="pageNum" id="pb135.2">[<a href="#pb135.2">135</a>]</span>toward the center, as White’s third move does not menace the corner.<span class="pageNum" id="pb135">[<a href="#pb135">135</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>N 15. White also plays out toward the center, otherwise Black would shut him in at -M 16. -</td> -<td>6. </td> -<td class="cellRight">N 14.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>M 15. -</td> -<td>8. </td> -<td class="cellRight">P 13. Amateurs might play at O 14; the text move protects the connection and extends also.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>Q 13. -</td> -<td>10. </td> -<td class="cellRight">P 12.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>R 11. Beginners might play at Q 12; this is always bad play. -</td> -<td>12. </td> -<td class="cellRight">M 14.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">13. </td> -<td class="cellBottom">L 15. -</td> -<td class="cellBottom">14. </td> -<td class="cellRight cellBottom">S 15. Protecting the corner against the white stone at Q 13.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XVI</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate21">Plate 21</a></i> (<i>A</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>M 17. “Daidaigeima”; not so much used as the other attacks. -</td> -<td>2. </td> -<td class="cellRight">O 17. Black defends the corner from that side.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>R 14. “Kogeima.” White attacks from the other side. -</td> -<td>4. </td> -<td class="cellRight">S 16. Black again prevents the advance into the corner.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>P 16. White threatens the connection between the handicap stone and No. 2, otherwise -Black would play at R 12, with the advantage. -</td> -<td>6. </td> -<td class="cellRight">P 15. P 17 looks like the obvious defense, but this would shut Black in the corner -and give White the better game.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>P 17. -</td> -<td>8. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>O 16. -</td> -<td>10. </td> -<td class="cellRight">P 18.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>O 18. -</td> -<td>12. </td> -<td class="cellRight">O 15.<span class="pageNum" id="pb136">[<a href="#pb136">136</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>N 16. Much better than immediately taking the single black stone. -</td> -<td>14. </td> -<td class="cellRight">Q 13. This attacks the white stone at R 14; it also defends the connection at Q 15.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>R 12. Much better than R 13; in that case White would lose both stones. -</td> -<td>16. </td> -<td class="cellRight">R 13.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">17. </td> -<td class="cellBottom">S 13. -</td> -<td class="cellBottom">18. </td> -<td class="cellRight cellBottom">Q 14.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better of it. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XVII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>H 3. -</td> -<td>2. </td> -<td class="cellRight">F 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>C 6. -</td> -<td>4. </td> -<td class="cellRight">C 5. This is an alternative method of defending the corner.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 6. -</td> -<td>6. </td> -<td class="cellRight">F 5. Black plays to avoid being shut in the corner, also it can be demonstrated if -he neglects this move his stones will be killed.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>F 6. -</td> -<td>8. </td> -<td class="cellRight">H 4.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>J 4. -</td> -<td>10. </td> -<td class="cellRight">H 5.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>G 3. -</td> -<td>12. </td> -<td class="cellRight">F 2. This is a good move. F 4 would be weak. The text move defends and at the same time threatens White’s stones on line 3. F 4 would give -White a chance to play elsewhere (“Tenuki”) which is a great advantage.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">13. </td> -<td class="cellBottom">J 3. -</td> -<td class="cellBottom">14. </td> -<td class="cellRight cellBottom">E 5. Black cannot neglect this move, or White can break in with a winning attack.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Again Black has the better of it. He has a chance to <span class="pageNum" id="pb138">[<a href="#pb138">138</a>]</span>play at J 1 on the next move. The relation of this stone to the stone at F 2 when -at the edge of the board is called “Ozaru,” or the “great monkey,” and it generally -gains about eight spaces. This is also shown among the examples of end positions. -</p> -<p></p> -<div class="figure plate21width" id="plate21"><img src="images/plate21.png" alt="Plate 21" width="591" height="584"><p class="figureHead"><span class="sc">Plate 21</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XVIII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 8. -</td> -<td>2. </td> -<td class="cellRight">C 6.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>E 2. This is another method of trying to get in the corner. -</td> -<td>4. </td> -<td class="cellRight">D 2.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 3. -</td> -<td>6. </td> -<td class="cellRight">E 3. This is the crucial move of this variation; if Black plays No. 6 at C 3, he gets -the corner, but White gets the better game.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>C 3. -</td> -<td>8. </td> -<td class="cellRight">C 2.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>C 4. -</td> -<td>10. </td> -<td class="cellRight">D 5.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>F 2. -</td> -<td>12. </td> -<td class="cellRight">B 3.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>B 4. -</td> -<td>14. </td> -<td class="cellRight">B 2.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">15. </td> -<td class="cellBottom">G 4. -</td> -<td class="cellBottom">16. </td> -<td class="cellRight cellBottom">E 4.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better of it. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XIX</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate21">Plate 21</a></i> (<i>B</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>O 4. “Ikken taka kakari.” This is the fourth method of commencing the attack. -</td> -<td>2. </td> -<td class="cellRight">Q 6. This is Black’s best answer.<span class="pageNum" id="pb139">[<a href="#pb139">139</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>R 8. -</td> -<td>4. </td> -<td class="cellRight">P 7. Black intends to follow up this move on one side or the other, the two points -being Q 9 and M 3. This is called “Hibiku,” or “to echo.”</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>Q 10. White defends on one side. -</td> -<td>6. </td> -<td class="cellRight">M 3.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>N 5. White must get out. -</td> -<td>8. </td> -<td class="cellRight">M 5.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>M 6. -</td> -<td>10. </td> -<td class="cellRight">M 4.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>P 3. -</td> -<td>12. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>O 8. -</td> -<td>14. </td> -<td class="cellRight">L 6.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>S 6. -</td> -<td>16. </td> -<td class="cellRight">S 5.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>R 5. -</td> -<td>18. </td> -<td class="cellRight">S 4.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>R 6. -</td> -<td>20. </td> -<td class="cellRight">P 4.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">21. </td> -<td class="cellBottom">O 3. -</td> -<td class="cellBottom">22. </td> -<td class="cellRight cellBottom">S 2. Black prepares to form “Me” in the corner.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White must now play at O 6 to save his stones on the left side. -</p> -<p>This “Joseki” is very much spread out; it is difficult to say who has the better of -it. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XX</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>D 14. -</td> -<td>2. </td> -<td class="cellRight">C 14. Not so good as F 16.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>C 15. This is not White’s best move; it is done to confuse Black, and will win if -Black does not know how to reply. -</td> -<td>4. </td> -<td class="cellRight">D 15.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 13. -</td> -<td>6. </td> -<td class="cellRight">B 14.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>B 15. -</td> -<td>8. </td> -<td class="cellRight">B 13. D 13 would be bad.<span class="pageNum" id="pb140">[<a href="#pb140">140</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>C 17. -</td> -<td>10. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>C 18. -</td> -<td>12. </td> -<td class="cellRight">C 12.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>D 13. -</td> -<td>14. </td> -<td class="cellRight">D 18.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>D 19. -</td> -<td>16. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>B 16. -</td> -<td>18. </td> -<td class="cellRight">A 15.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>A 17. A 16 would not do. -</td> -<td>20. </td> -<td class="cellRight">E 19.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>C 19. -</td> -<td>22. </td> -<td class="cellRight">F 18. “Kake tsugu.” Black must protect his connection; this situation arises frequently.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>B 18. White plays on the only point to save the corner. -</td> -<td>24. </td> -<td class="cellRight">F 15.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>D 12. -</td> -<td>26. </td> -<td class="cellRight">C 11.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">27. </td> -<td class="cellBottom">D 11. -</td> -<td class="cellBottom">28. </td> -<td class="cellRight cellBottom">C 10.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better game. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XXI</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate21">Plate 21</a></i> (<i>C</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>D 13. “Nikken taka kakari”; this is the fifth method of opening the attack. -</td> -<td>2. </td> -<td class="cellRight">F 16. Black has a variety of moves at his command; the text move is probably best.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>H 17. -</td> -<td>4. </td> -<td class="cellRight">C 10. Really “Tenuki.” Black can play equally well at C 7.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>B 16. -</td> -<td>6. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">7. </td> -<td class="cellBottom">B 14. -</td> -<td class="cellBottom">8. </td> -<td class="cellRight cellBottom">B 17.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the corner and White has commenced to envelop his stones. The following -continuation might occur: -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">5. </td> -<td>F 18. -</td> -<td>6. </td> -<td class="cellRight">D 18.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">7. </td> -<td class="cellBottom">E 17. -</td> -<td class="cellBottom">8. </td> -<td class="cellRight cellBottom">C 15.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black’s last move in this continuation is interesting, because <span class="pageNum" id="pb141">[<a href="#pb141">141</a>]</span>it will make “Kake tsugu” no matter which way White tries to break through. If he -should play at D 17, White could get through at E 16. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XXII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>N 16. -</td> -<td>2. </td> -<td class="cellRight">O 17. This is an alternative defense.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>N 17. -</td> -<td>4. </td> -<td class="cellRight">O 16.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>O 15. -</td> -<td>6. </td> -<td class="cellRight">N 18. This is Black’s best move. If he plays at P 15, White replies at O 18 with a -good attack.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>M 18. -</td> -<td>8. </td> -<td class="cellRight">O 18.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>M 15. -</td> -<td>10. </td> -<td class="cellRight">N 14. This stone will be sacrificed, but while White is killing it Black gets advantage -elsewhere.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">11. </td> -<td class="cellBottom">N 15. White must connect. -</td> -<td class="cellBottom">12. </td> -<td class="cellRight cellBottom">Q 14.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better of it. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XXIII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>G 4. -</td> -<td>2. </td> -<td class="cellRight">D 7. This is another defensive move.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>D 3. -</td> -<td>4. </td> -<td class="cellRight">E 3. This is better than C 3; in that case Black gets the worst of it.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>E 4. -</td> -<td>6. </td> -<td class="cellRight">C 3.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>D 2. -</td> -<td>8. </td> -<td class="cellRight">E 5.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>F 4. -</td> -<td>10. </td> -<td class="cellRight">C 4. C 2 is not so good.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>C 2. -</td> -<td>12. </td> -<td class="cellRight">B 2.<span class="pageNum" id="pb142">[<a href="#pb142">142</a>]</span></td> -</tr> -<tr> -<td class="cellLeft cellBottom">13. </td> -<td class="cellBottom">E 2. White must look out for his three stones. B 1 would be a bad move. -</td> -<td class="cellBottom">14. </td> -<td class="cellRight cellBottom">C 10.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>The corner is divided, but Black has better prospects. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XXIV</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>F 3. -</td> -<td>2. </td> -<td class="cellRight">C 7.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>C 9. -</td> -<td>4. </td> -<td class="cellRight">D 3. Black’s three stones are now called “Ogeima shimari”; they are supposed to be -a strong formation protecting the corner.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 5. The point of this variation is to show that White can strike in on this move -and yet live. -</td> -<td>6. </td> -<td class="cellRight">D 5.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>C 6. -</td> -<td>8. </td> -<td class="cellRight">D 7.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>B 7. -</td> -<td>10. </td> -<td class="cellRight">B 8.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>B 6. -</td> -<td>12. </td> -<td class="cellRight">C 8.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>D 6. -</td> -<td>14. </td> -<td class="cellRight">E 6.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>E 7. White threatens from the outside. -</td> -<td>16. </td> -<td class="cellRight">C 4.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>B 9. -</td> -<td>18. </td> -<td class="cellRight">E 8. Black cannot venture A 8, as his four stones would then die.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">19. </td> -<td class="cellBottom">A 8. “Watari.” -</td> -<td class="cellBottom">20. </td> -<td class="cellRight cellBottom">F 7. Takes.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has entered the corner and still his stones will live. -<span class="pageNum" id="pb143">[<a href="#pb143">143</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XXV</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">Handicap</span> -</p> -<p><i><a href="#plate21">Plate 21</a></i> (<i>D</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 6. -</td> -<td>2. </td> -<td class="cellRight">G 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>J 3. -</td> -<td>4. </td> -<td class="cellRight">C 4.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>E 6. Instead of entering the corner, White attacks from both sides. -</td> -<td>6. </td> -<td class="cellRight">G 5. Black tries to get out toward the center; this move also prevents White from -playing at E 3.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>J 5. -</td> -<td>8. </td> -<td class="cellRight">G 7.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">9. </td> -<td class="cellBottom">F 8. -</td> -<td class="cellBottom">10. </td> -<td class="cellRight cellBottom">H 2.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has a good game. -</p> -<p class="tb"></p><p> -</p> -<p>We now come to the “Joseki” where no handicaps are given. In such cases, of course, -Black has the first move. The first stone is generally played on an intersection adjacent -to the point on which the handicap stone is placed when given. There are, therefore, -eight intersections on which the first stone might be played. In the lower left-hand -corner, for instance, these would be C 3, C 4, C 5, D 3, D 5, E 3, E 4, E 5. By common -consent C 3 has been rejected as disadvantageous for the first player, because the -territory obtained thereby is too small. E 5 has been rejected because it allows the -adversary to play behind it and take the corner. D 4, or the handicap point, is also -not used. The other six points may be divided into duplicate sets of three each, and, -therefore, there are only three well-recognized methods of playing the first stone. -These are: in the lower left-hand corner, C 4 or D 3, the most usual and conservative, -which is called “Komoku,” or the “little ‘Me’ ”; E 4 or D 5 which is <span class="pageNum" id="pb144">[<a href="#pb144">144</a>]</span>bolder, called “Takamoku,” or the “high ‘Me’ ”; and E 3 or C 5 which is not so much -used as either of the others, called “Moku hadzushi,” or the “detached ‘Me.’ ” We -shall give about an equal number of examples of each of these methods of opening the -game, commencing, as is customary in the Japanese works, with “Takamoku.” -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">I</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate22">Plate 22</a></i> (<i>D</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>D 5. “Takamoku.” This is the most aggressive of the three methods of opening. -</td> -<td>2. </td> -<td class="cellRight">D 3. This is White’s best answer. E 3 is also good. C 3 is bad.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>C 3. Black plays to get territory on the left; he attacks from inside. -</td> -<td>4. </td> -<td class="cellRight">C 2. Best; if he attempts to cut off at C 4 he gets a bad game.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 4. Black extends. -</td> -<td>6. </td> -<td class="cellRight">E 2. Necessary to secure the connection at D 2.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">7. </td> -<td class="cellBottom">C 9. Black takes territory on left side. -</td> -<td class="cellBottom">8. </td> -<td class="cellRight cellBottom">G 4. White takes space to the right.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">II</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>Q 15. “Takamoku.” -</td> -<td>2. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>P 17. Black attacks from the outside. -</td> -<td>4. </td> -<td class="cellRight">P 18.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>P 16. -</td> -<td>6. </td> -<td class="cellRight">O 17. White plays to get territory on one side or the other; he <span class="pageNum" id="pb145.1">[<a href="#pb145.1">145</a>]</span>will sacrifice one of his stones on line 17.<span class="pageNum" id="pb145">[<a href="#pb145">145</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>O 18. This stone is intended as a sacrifice to aid Black in getting the corner. It -is better than Q 18. -</td> -<td>8. </td> -<td class="cellRight">N 18. White plays to secure the left-hand side.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>Q 18. Black now secures the corner. -</td> -<td>10. </td> -<td class="cellRight">O 19. Takes.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>R 17. -</td> -<td>12. </td> -<td class="cellRight">O 16. An important stone; it is played to secure White territory on the left, also -to aid in an attack on the right-hand side.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">13. </td> -<td class="cellBottom">P 14. This is also important as it extends Black’s territory; he cannot neglect it. -</td> -<td class="cellBottom">14. </td> -<td class="cellRight cellBottom">K 16. White returns to his original plan and secures territory to the left.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. -</p> -<p>Suppose Black neglects P 14 on his thirteenth move, we would then have the following -continuation: -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">13. </td> -<td>“Tenuki.” -</td> -<td>14. </td> -<td class="cellRight">P 14.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>Q 14. -</td> -<td>16. </td> -<td class="cellRight">Q 13.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>R 13. -</td> -<td>18. </td> -<td class="cellRight">R 12.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>Q 12. -</td> -<td>20. </td> -<td class="cellRight">P 13.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>R 11. -</td> -<td>22. </td> -<td class="cellRight">S 12.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>S 11. -</td> -<td>24. </td> -<td class="cellRight">S 13.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>R 14. -</td> -<td>26. </td> -<td class="cellRight">Q 11.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>P 12. -</td> -<td>28. </td> -<td class="cellRight">S 10.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>R 10. -</td> -<td>30. </td> -<td class="cellRight">Q 10.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">31. </td> -<td class="cellBottom">R 9. -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has the better of it. -<span class="pageNum" id="pb146">[<a href="#pb146">146</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">III</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate22">Plate 22</a></i> (<i>A</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>P 16. “Takamoku.” -</td> -<td>2. </td> -<td class="cellRight">R 16.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 14. The purpose of this move is to confine White to the corner. -</td> -<td>4. </td> -<td class="cellRight">P 17. White tries to get out on the left.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>O 17. Black prevents this. -</td> -<td>6. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>O 16. -</td> -<td>8. </td> -<td class="cellRight">R 14. White tries the other side.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 13. Black stops him. -</td> -<td>10. </td> -<td class="cellRight">S 14.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>Q.16. If Black wishes “Tenuki,” this is good, otherwise S 13 would be better. -</td> -<td>12. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">13. </td> -<td class="cellBottom">E 17. “Tenuki,” but, nevertheless, played with reference to the stones on line O. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. White has the corner, but Black has better possibilities. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IV</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>E 16. “Takamoku.” -</td> -<td>2. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>D 14. -</td> -<td>4. </td> -<td class="cellRight">E 17.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 16. Black threatens to break into the corner. -</td> -<td>6. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>C 17<span class="corr" id="xd31e11980" title="Not in source">.</span> Black repeats his threat; in reality it is a sacrificed stone. -</td> -<td>8. </td> -<td class="cellRight">B 17.<span class="pageNum" id="pb148">[<a href="#pb148">148</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>C 18. This stone may be lost, but it aids Black in attacking from the outside. -</td> -<td>10. </td> -<td class="cellRight">B 18. White must play here to save his stones.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>C 15. -</td> -<td>12. </td> -<td class="cellRight">B 16.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>F 17. -</td> -<td>14. </td> -<td class="cellRight">D 18.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>E 18. -</td> -<td>16. </td> -<td class="cellRight">C 19. Takes two.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">17. </td> -<td class="cellBottom">G 16. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>This is an old “Joseki” which used to be popular; it fell into disuse and was revived -by Murase Shuho. It is good enough for White if he has an outlying stone or two in -the neighborhood, otherwise it is bad play for White. -<span class="pageNum" id="pb147">[<a href="#pb147">147</a>]</span></p> -<p></p> -<div class="figure plate22width" id="plate22"><img src="images/plate22.png" alt="Plate 22" width="597" height="589"><p class="figureHead"><span class="sc">Plate 22</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">V</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p>The following stones are supposed to be on the board: Black, Q 13, R 13, R 15; White, -Q 14, P 16, Q 17. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>Q 5. Black plays “Takamoku,” thinking to connect with stones on line 13. -</td> -<td>2. </td> -<td class="cellRight">R 3. White plans to prevent Black’s connection and reduce the Black territory.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>P 3. This is an error; if Black wishes to frustrate White’s plan, R 4 is the correct -play. -</td> -<td>4. </td> -<td class="cellRight">Q 4.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>P 4. -</td> -<td>6. </td> -<td class="cellRight">R 5.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 6. -</td> -<td>8. </td> -<td class="cellRight">S 6.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 7. -</td> -<td>10. </td> -<td class="cellRight">S 7.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>R 8. -</td> -<td>12. </td> -<td class="cellRight">S 8. White has now made a formidable attack on the Black territory.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 9. -</td> -<td>14. </td> -<td class="cellRight">P 5. If Black gets this point, his line would be too strong.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">15. </td> -<td class="cellBottom">Q 6. -</td> -<td class="cellBottom">16. </td> -<td class="cellRight cellBottom">Q 2. Important; not merely <span class="pageNum" id="pb149.1">[<a href="#pb149.1">149</a>]</span>to attack Black on line P, but it prevents Black from coming to R 2, which would mean -10 “Me”; it also prepares for O 2.</td> -</tr> -</tbody> -</table> -</div><p> -<span class="pageNum" id="pb149">[<a href="#pb149">149</a>]</span></p> -<p>White has the better of it. -</p> -<p>Variation commencing at White’s sixteenth move: -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft"> </td> -<td> </td> -<td>16. </td> -<td class="cellRight">O 5. Not so good as No. 16, Q 2.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>R 2. -</td> -<td>18. </td> -<td class="cellRight">S 2.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>Q 2. -</td> -<td>20. </td> -<td class="cellRight">S 4. White secures the necessary two “Me.”</td> -</tr> -<tr> -<td class="cellLeft cellBottom">21. </td> -<td class="cellBottom">M 3. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black now has secured territory at the bottom of the board and confined White to the -corner with the better game. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VI</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate22">Plate 22</a></i> (<i>B</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>Q 5. -</td> -<td>2. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>O 4. -</td> -<td>4. </td> -<td class="cellRight">R 5.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 6. -</td> -<td>6. </td> -<td class="cellRight">R 4.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>S 6. -</td> -<td>8. </td> -<td class="cellRight">O 2.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">9. </td> -<td class="cellBottom">“Tenuki” at Q 15. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has the corner; Black can afford “Tenuki” at move nine because if White cuts -at Q 6 Black can still get a good game. In fact Q 15 indirectly defends the connection -at Q 6. -<span class="pageNum" id="pb150">[<a href="#pb150">150</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate22">Plate 22</a></i> (<i>C</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>D 15. -</td> -<td>2. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>G 16. Old “Joseki,” originated by Konno Genko in the Middle Ages. -</td> -<td>4. </td> -<td class="cellRight">C 15.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 16. -</td> -<td>6. </td> -<td class="cellRight">D 16.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>C 17. -</td> -<td>8. </td> -<td class="cellRight">C 18.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>B 18. -</td> -<td>10. </td> -<td class="cellRight">D 18.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>B 15. -</td> -<td>12. </td> -<td class="cellRight">C 14.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>B 14. -</td> -<td>14. </td> -<td class="cellRight">C 13.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>E 15. -</td> -<td>16. </td> -<td class="cellRight">B 19.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>B 17. -</td> -<td>18. </td> -<td class="cellRight">B 13.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>A 16. This gives Black two “Me.” -</td> -<td>20. </td> -<td class="cellRight">G 18.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>H 18. -</td> -<td>22. </td> -<td class="cellRight">G 17.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>H 17. -</td> -<td>24. </td> -<td class="cellRight">F 16.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>F 15. -</td> -<td>26. </td> -<td class="cellRight">E 16.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>G 15. -</td> -<td>28. </td> -<td class="cellRight">F 18. Important move for defense.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">29. </td> -<td class="cellBottom">C 10. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better of it. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VIII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate23">Plate 23</a></i> (<i>A</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>P 17. “Moku hadzushi”; not so much used as the other two openings. <span class="pageNum" id="pb151.1">[<a href="#pb151.1">151</a>]</span>It is more conservative than “Takamoku.” -</td> -<td>2. </td> -<td class="cellRight">Q 15. This is called “Takamoku kakari”; it is one of the two <span class="pageNum" id="pb151.2">[<a href="#pb151.2">151</a>]</span>general methods of replying to “Moku hadzushi.”<span class="pageNum" id="pb152">[<a href="#pb152">152</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>R 16. Black plays to secure the corner. -</td> -<td>4. </td> -<td class="cellRight">R 15.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">5. </td> -<td class="cellBottom">S 16. The corner is now safe. -</td> -<td class="cellBottom">6. </td> -<td class="cellRight cellBottom">R 11. S 15 would be good also.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. -</p> -<p></p> -<div class="figure plate23width" id="plate23"><img src="images/plate23.png" alt="Plate 23" width="599" height="590"><p class="figureHead"><span class="sc">Plate 23</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IX</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 15. “Moku hadzushi.” -</td> -<td>2. </td> -<td class="cellRight">P 16.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>P 15. Black plays to confine White. -</td> -<td>4. </td> -<td class="cellRight">O 15.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>P 14. Necessary to prevent White breaking in. -</td> -<td>6. </td> -<td class="cellRight">Q 16. White plays to get the corner.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 16. -</td> -<td>8. </td> -<td class="cellRight">N 16. Very important; if neglected, Black gets the corner, and also destroys White’s -adjacent territory.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 10. -</td> -<td>10. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>S 17. -</td> -<td>12. </td> -<td class="cellRight">S 18.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 18. -</td> -<td>14. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">15. </td> -<td class="cellBottom">S 16. -</td> -<td class="cellBottom">16. </td> -<td class="cellRight cellBottom">K 17.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>The corner is evenly divided, and neither side has an advantage. -<span class="pageNum" id="pb153">[<a href="#pb153">153</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">X</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>P 17. -</td> -<td>2. </td> -<td class="cellRight">Q 15. “Takamoku kakari.”</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>P 15. -</td> -<td>4. </td> -<td class="cellRight">P 16. This is an invention of Murase Shuho.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>O 16. Black cannot play at Q 16 without getting a very bad position. -</td> -<td>6. </td> -<td class="cellRight">Q 16.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>Q 17. -</td> -<td>8. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 18. -</td> -<td>10. </td> -<td class="cellRight">S 16.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>S 18. -</td> -<td>12. </td> -<td class="cellRight">O 17.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>N 17. -</td> -<td>14. </td> -<td class="cellRight">O 18.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>P 18. -</td> -<td>16. </td> -<td class="cellRight">N 18. This and the two preceding stones are sacrificed; Black naturally expects White -to cut at O 15. The text move is a brilliant invention of Murase Shuho.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>M 17. Black cannot neglect this move. -</td> -<td>18. </td> -<td class="cellRight">O 15.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>N 16. -</td> -<td>20. </td> -<td class="cellRight">P 14. Takes.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">21. </td> -<td class="cellBottom">K 17. Defensive; Black loses the “Sente.” -</td> -<td class="cellBottom">22. </td> -<td class="cellRight cellBottom">R 10.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has much the better game. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XI</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate23">Plate 23</a></i> (<i>B</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>P 3. “Moku hadzushi.” -</td> -<td>2. </td> -<td class="cellRight">Q 5. “Takamoku kakari.”</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>P 5. -</td> -<td>4. </td> -<td class="cellRight">P 4.<span class="pageNum" id="pb154">[<a href="#pb154">154</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>Q 4. This is not a good move for Black and will result in his getting a confined position. -</td> -<td>6. </td> -<td class="cellRight">O 4.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 5. -</td> -<td>8. </td> -<td class="cellRight">Q 6.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 4. -</td> -<td>10. </td> -<td class="cellRight">O 3.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>P 2. -</td> -<td>12. </td> -<td class="cellRight">O 2.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 6. -</td> -<td>14. </td> -<td class="cellRight">Q 7.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">15. </td> -<td class="cellBottom">S 8. Black cannot play at R 8, as White would cut at R 7. -</td> -<td class="cellBottom">16. </td> -<td class="cellRight cellBottom">E 3.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has the better position. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate23">Plate 23</a></i> (<i>C</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 15. -</td> -<td>2. </td> -<td class="cellRight">D 17. “Komoku kakari.” This is the alternative method of defense to this opening.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>F 17. Black attacks from both sides. -</td> -<td>4. </td> -<td class="cellRight">E 17. This is the crucial move. White plays thus first to get a strong position on -line 17, also to prepare for getting out at D 15. Two connected stones always form -a strong base.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>G 16. -</td> -<td>6. </td> -<td class="cellRight">D 15.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>D 14. -</td> -<td>8. </td> -<td class="cellRight">E 15.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>B 16. Black now invades the corner; he wishes to occupy C 17, an important point. -</td> -<td>10. </td> -<td class="cellRight">B 17.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>C 17. -</td> -<td>12. </td> -<td class="cellRight">C 18.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>C 16. -</td> -<td>14. </td> -<td class="cellRight">B 18.<span class="pageNum" id="pb155">[<a href="#pb155">155</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>E 18. -</td> -<td>16. </td> -<td class="cellRight">D 18.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>G 14. -</td> -<td>18. </td> -<td class="cellRight">F 14.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>D 13. Guarding the connection at C 14. -</td> -<td>20. </td> -<td class="cellRight">G 13.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">21. </td> -<td class="cellBottom">H 14. -</td> -<td class="cellBottom">22. </td> -<td class="cellRight cellBottom">F 12.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better position. This is an old “Joseki.” It is not much liked at the -present time. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XIII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 15. -</td> -<td>2. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>F 16. This is a variation; the intention is to confine White to the margin. -</td> -<td>4. </td> -<td class="cellRight">E 17.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>E 15. This is to prevent White from coming to D 15. -</td> -<td>6. </td> -<td class="cellRight">G 17.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>H 16. -</td> -<td>8. </td> -<td class="cellRight">H 18. This is a correct move. H 17 would be inferior.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">9. </td> -<td class="cellBottom">G 16. -</td> -<td class="cellBottom">10. </td> -<td class="cellRight cellBottom">K 17.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XIV</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate23">Plate 23</a></i> (<i>D</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 5. -</td> -<td>2. </td> -<td class="cellRight">D 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>F 4. -</td> -<td>4. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 3. This is unusual; E 5 is the customary move. -</td> -<td>6. </td> -<td class="cellRight">C 2<span class="corr" id="xd31e13018" title="Not in source">.</span><span class="pageNum" id="pb156">[<a href="#pb156">156</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>C 4. -</td> -<td>8. </td> -<td class="cellRight">G 3.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>B 2. -</td> -<td>10. </td> -<td class="cellRight">G 4.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>E 5. -</td> -<td>12. </td> -<td class="cellRight">D 2.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">13. </td> -<td class="cellBottom">G 5. -</td> -<td class="cellBottom">14. </td> -<td class="cellRight cellBottom">J 4.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game; the corner is divided. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XV</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate24">Plate 24</a></i> (<i>A</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 16. This move, called “Komoku<span class="corr" id="xd31e13085" title="Not in source">,</span>” is the most frequently used opening when there are no handicaps; it is also the -safest for the weaker player. -</td> -<td>2. </td> -<td class="cellRight">P 17. White’s best reply.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>N 17. This move is called “Ikken basami”; this is the most usual way of continuing: -it gives Black an attack at once. -</td> -<td>4. </td> -<td class="cellRight">R 17. White plays to get the corner.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>S 17. -</td> -<td>6. </td> -<td class="cellRight">Q 16.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 15. Black must extend; R 18 would be bad. -</td> -<td>8. </td> -<td class="cellRight">R 18. White must do the same; he cannot play at S 18.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">9. </td> -<td class="cellBottom">Q 13. -</td> -<td class="cellBottom">10. </td> -<td class="cellRight cellBottom">S 18. White cannot neglect this move after Black plays at Q 13; if Black had played -at R 12, White could have played elsewhere.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better position. -<span class="pageNum" id="pb157">[<a href="#pb157">157</a>]</span></p> -<p></p> -<div class="figure plate24width" id="plate24"><img src="images/plate24.png" alt="Plate 24" width="596" height="590"><p class="figureHead"><span class="sc">Plate 24</span></p> -</div><p> -<span class="pageNum" id="pb158">[<a href="#pb158">158</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XVI</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>Q 17. “Komoku.” -</td> -<td>2. </td> -<td class="cellRight">R 15.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>R 13. “Ikken basami.” -</td> -<td>4. </td> -<td class="cellRight">Q 13. This time White does not try for the corner, but attacks the black stone at -R 13.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>Q 12. -</td> -<td>6. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>N 17. Black abandons the stone at R 13 in order to get greater territory; if he defends -it at R 11, White plays at N 17 with a better game. -</td> -<td>8. </td> -<td class="cellRight">R 12.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>R 11. -</td> -<td>10. </td> -<td class="cellRight">S 12.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>Q 11. S 11 would be bad. -</td> -<td>12. </td> -<td class="cellRight">S 13.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">13. </td> -<td class="cellBottom">R 16. -</td> -<td class="cellBottom">14. </td> -<td class="cellRight cellBottom">S 15.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has the better position. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XVII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>D 3. “Komoku.” -</td> -<td>2. </td> -<td class="cellRight">C 5.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>C 7. -</td> -<td>4. </td> -<td class="cellRight">H 3. White in turn attacks the black stone at D 3; G 3 would be too near.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 5. Black connects his stones and shuts White in. -</td> -<td>6. </td> -<td class="cellRight">D 4.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>E 4. -</td> -<td>8. </td> -<td class="cellRight">C 4.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>D 6. -</td> -<td>10. </td> -<td class="cellRight">C 3.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>E 2. -</td> -<td>12. </td> -<td class="cellRight">D 2.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>E 3. -</td> -<td>14. </td> -<td class="cellRight">L 3. White can afford to <span class="pageNum" id="pb159.1">[<a href="#pb159.1">159</a>]</span>play for a greater space, as his stones in the corner will live even if he loses the -stone at D 2.<span class="pageNum" id="pb159">[<a href="#pb159">159</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>B 6. -</td> -<td>16. </td> -<td class="cellRight">B 5.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>C 2. -</td> -<td>18. </td> -<td class="cellRight">B 2.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">19. </td> -<td class="cellBottom">D 1. Takes. -</td> -<td class="cellBottom">20. </td> -<td class="cellRight cellBottom">B 1.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XVIII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate24">Plate 24</a></i> (<i>B</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 4. “Komoku.” -</td> -<td>2. </td> -<td class="cellRight">P 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>M 3. “Nikken basami.” This is the second variation in this opening. -</td> -<td>4. </td> -<td class="cellRight">Q 5. White plays to get out toward the center.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 5. -</td> -<td>6. </td> -<td class="cellRight">Q 6.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 7. -</td> -<td>8. </td> -<td class="cellRight">R 6.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>S 6. -</td> -<td>10. </td> -<td class="cellRight">S 7. “Sute ishi.”</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>S 8. -</td> -<td>12. </td> -<td class="cellRight">Q 7.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 8. It would be bad play to take immediately. -</td> -<td>14. </td> -<td class="cellRight">S 5.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>T 7. Takes. -</td> -<td>16. </td> -<td class="cellRight">R 3.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>S 4. -</td> -<td>18. </td> -<td class="cellRight">S 3. This move is made to secure “Me” in the corner.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">19. </td> -<td class="cellBottom">Q 4. -</td> -<td class="cellBottom">20. </td> -<td class="cellRight cellBottom">P 4.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>The game is about even. -<span class="pageNum" id="pb160">[<a href="#pb160">160</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XIX</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 4. “Komoku.” -</td> -<td>2. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>H 3. “Nikken basami.” -</td> -<td>4. </td> -<td class="cellRight">D 5. White attacks the stone at C 4.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 4. -</td> -<td>6. </td> -<td class="cellRight">E 4.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>E 5. This is a bad move if White replies correctly, otherwise Black gets the better -of it. -</td> -<td>8. </td> -<td class="cellRight">D 6.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>F 5. -</td> -<td>10. </td> -<td class="cellRight">D 2. This is an important move; it attacks the black stones on line 4 and also prepares -for White to extend at G 4. C 2 would be bad, as Black would play at F 4.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>B 6. Black defends his threatened position. -</td> -<td>12. </td> -<td class="cellRight">G 4.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>F 7. -</td> -<td>14. </td> -<td class="cellRight">D 8. White must extend.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">15. </td> -<td class="cellBottom">B 2. -</td> -<td class="cellBottom">16. </td> -<td class="cellRight cellBottom">H 4.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black’s third stone at H 3 is now called “Uke ishi,” or a “floating stone.” White -has the better position. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XX</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate24">Plate 24</a></i> (<i>C</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>D 17. “Komoku.” -</td> -<td>2. </td> -<td class="cellRight">C 15.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>C 12. “Nikken basami.” -</td> -<td>4. </td> -<td class="cellRight">D 12. White attacks the stone at C 12 in this variation.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 11. -</td> -<td>6. </td> -<td class="cellRight">C 13.<span class="pageNum" id="pb161">[<a href="#pb161">161</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>C 11. -</td> -<td>8. </td> -<td class="cellRight">G 17. White attacks the other black stone.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>E 16. -</td> -<td>10. </td> -<td class="cellRight">F 15.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">11. </td> -<td class="cellBottom">C 16. The old book move was E 15, but this gave “Tenuki” to White. -</td> -<td class="cellBottom">12. </td> -<td class="cellRight cellBottom">E 15.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Even game. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XXI</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 4. “Komoku.” -</td> -<td>2. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>J 3. “Sangen basami.” This move attacks the white stone but not so directly as the -preceding variation. It is the invention of Honinbo Dosaku. -</td> -<td>4. </td> -<td class="cellRight">R 4. White takes advantage of his opportunity and plays in another corner.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 3. -</td> -<td>6. </td> -<td class="cellRight">E 4.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>B 6. -</td> -<td>8. </td> -<td class="cellRight">J 5.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>M 3. It will be seen in this variation that the stones are played farther apart than -in the preceding “Joseki.” -</td> -<td>10. </td> -<td class="cellRight">H 3.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>H 2. -</td> -<td>12. </td> -<td class="cellRight">H 4.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>D 8. This is an important move for Black. -</td> -<td>14. </td> -<td class="cellRight">O 3.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>M 5. -</td> -<td>16. </td> -<td class="cellRight">L 4. “Nozoku.” It threatens Black’s connection on lines M and 3.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>L 3. If Black defends at M 4, White replies at K 2. -</td> -<td>18. </td> -<td class="cellRight">G 2.<span class="pageNum" id="pb162">[<a href="#pb162">162</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>J 2. -</td> -<td>20. </td> -<td class="cellRight">L 5.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">21. </td> -<td class="cellBottom">M 4. -</td> -<td class="cellBottom">22. </td> -<td class="cellRight cellBottom">P 5.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>This “Joseki” really deals with two corners. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XXII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate24">Plate 24</a></i> (<i>D</i>) -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>D 3. “Komoku.” -</td> -<td>2. </td> -<td class="cellRight">C 5.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>C 9. “Sangen basami.” -</td> -<td>4. </td> -<td class="cellRight">C 3.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 2. -</td> -<td>6. </td> -<td class="cellRight">D 4.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>E 3. -</td> -<td>8. </td> -<td class="cellRight">B 3.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>E 4. Preparatory to 11 at C 15; generally No. 9 is played at H 3. -</td> -<td>10. </td> -<td class="cellRight">D 6. A good move. E 5 would be bad, because Black would reply at D 6 with a better -game.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">11. </td> -<td class="cellBottom">C 15. (Not in diagram.) -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p class="tb"></p><p> -</p> -<p>We will now insert ten examples of <i>openings</i>, as distinguished from “Joseki.” As already stated, these are by Murase Shuho. In -these examples Black is supposed to make the best possible moves, and therefore White -always finds himself at a disadvantage. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">I</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate25">Plate 25</a></i> -</p> -<p>Black has a handicap of four stones. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 14. -</td> -<td>2. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 13. -</td> -<td>4. </td> -<td class="cellRight">P 14.<span class="pageNum" id="pb164">[<a href="#pb164">164</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 15. -</td> -<td>6. </td> -<td class="cellRight">R 16.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>O 3. -</td> -<td>8. </td> -<td class="cellRight">R 10. Formerly in such a case as this Black played at R 7. This move replied to White’s -move at O 3 and at the same time from a distance attacked White’s stones at R 14 and -R 15. It is better to confine the last two stones by the text move.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>P 13. -</td> -<td>10. </td> -<td class="cellRight">R 12.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>Q 15. -</td> -<td>12. </td> -<td class="cellRight">P 15.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 13. -</td> -<td>14. </td> -<td class="cellRight">P 16.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>N 13. -</td> -<td>16. </td> -<td class="cellRight">P 10. This move is better than R 7.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>R 3. -</td> -<td>18. </td> -<td class="cellRight">R 4. This move is better than Q 3, which although it cuts off O 3 and R 3 would leave -Black’s stone at R 10 weak.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>Q 3. -</td> -<td>20. </td> -<td class="cellRight">P 4.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>P 3. -</td> -<td>22. </td> -<td class="cellRight">N 5.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>L 17. -</td> -<td>24. </td> -<td class="cellRight">G 17.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>O 17. -</td> -<td>26. </td> -<td class="cellRight">N 16.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>P 18. -</td> -<td>28. </td> -<td class="cellRight">Q 18. Black is quite satisfied to have merely the necessary two “Me” in this corner, -because he has a much larger territory to the left.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>J 17. -</td> -<td>30. </td> -<td class="cellRight">C 10.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>Q 6. -</td> -<td>32. </td> -<td class="cellRight">O 4.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>M 4. This move is better than O 7 because Black could follow at N 3 in that case. -Q 6 is a “Sute ishi” or sacrificed stone. It has the effect of forcing Black to play -34 O 8, and later on will help <span class="pageNum" id="pb165.1">[<a href="#pb165.1">165</a>]</span>still further to narrow down Black’s territory. At the same time every attack on the -Black position from the outside would be made more effective by the presence of this -stone. Possibly it could also be used later in “Ko.” Black makes his 36th, 38th and -40th moves in order to secure his position which is weakened by the presence of the -white stone at Q 6. -</td> -<td>34. </td> -<td class="cellRight">O 8.<span class="pageNum" id="pb165">[<a href="#pb165">165</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>F 3. -</td> -<td>36. </td> -<td class="cellRight">M 5.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>L 4. -</td> -<td>38. </td> -<td class="cellRight">L 5.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>K 5. -</td> -<td>40. </td> -<td class="cellRight">K 6.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>J 5. -</td> -<td>42. </td> -<td class="cellRight">F 4.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>G 4. -</td> -<td>44. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>F 5. -</td> -<td>46. </td> -<td class="cellRight">E 4.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>G 3. -</td> -<td>48. </td> -<td class="cellRight">D 7.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>R 18. Beginners would play at S 16 or Q 17. -</td> -<td>50. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">51. </td> -<td class="cellBottom">O 18. -</td> -<td class="cellBottom">52. </td> -<td class="cellRight cellBottom">Q 19.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p></p> -<div class="figure plate25width" id="plate25"><img src="images/plate25.png" alt="Plate 25" width="597" height="588"><p class="figureHead"><span class="sc">Plate 25</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">II</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate26">Plate 26</a></i> -</p> -<p>Black has a handicap of four stones. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 14. -</td> -<td>2. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 13. -</td> -<td>4. </td> -<td class="cellRight">P 14.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 15. -</td> -<td>6. </td> -<td class="cellRight">R 16.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 10. -</td> -<td>8. </td> -<td class="cellRight">K 17.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>O 3. -</td> -<td>10. </td> -<td class="cellRight">G 3.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>H 17. -</td> -<td>12. </td> -<td class="cellRight">F 17.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>M 17. -</td> -<td>14. </td> -<td class="cellRight">O 17.<span class="pageNum" id="pb166">[<a href="#pb166">166</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>O 18. -</td> -<td>16. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>K 18. -</td> -<td>18. </td> -<td class="cellRight">L 18.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>L 17. -</td> -<td>20. </td> -<td class="cellRight">J 18.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>K 16. -</td> -<td>22. </td> -<td class="cellRight">J 17.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>J 16. -</td> -<td>24. </td> -<td class="cellRight">H 18.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>M 18. -</td> -<td>26. </td> -<td class="cellRight">P 3.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>O 4. -</td> -<td>28. </td> -<td class="cellRight">Q 6. This move has the same effect as R 6.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>J 3. -</td> -<td>30. </td> -<td class="cellRight">C 10.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>C 6. -</td> -<td>32. </td> -<td class="cellRight">C 4.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>C 8. -</td> -<td>34. </td> -<td class="cellRight">E 10.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>F 7. -</td> -<td>36. </td> -<td class="cellRight">G 5.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>C 12. -</td> -<td>38. </td> -<td class="cellRight">D 7.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>D 8. -</td> -<td>40. </td> -<td class="cellRight">C 11. This move is very important because it prevents the stone at C 12 from making -a connection with that at C 8.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>E 12. -</td> -<td>42. </td> -<td class="cellRight">F 9.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>F 8. -</td> -<td>44. </td> -<td class="cellRight">H 9.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>H 7. -</td> -<td>46. </td> -<td class="cellRight">H 12.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>C 14. -</td> -<td>48. </td> -<td class="cellRight">K 19.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>M 15. -</td> -<td>50. </td> -<td class="cellRight">J 5.</td> -</tr> -<tr> -<td class="cellLeft">51. </td> -<td>K 7. -</td> -<td>52. </td> -<td class="cellRight">K 9.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">53. </td> -<td class="cellBottom">L 3. -</td> -<td class="cellBottom">54. </td> -<td class="cellRight cellBottom">R 8.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">III</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate27">Plate 27</a></i> -</p> -<p>Black has a handicap of three stones. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 4. -</td> -<td>2. </td> -<td class="cellRight">P 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>L 3. -</td> -<td>4. </td> -<td class="cellRight">G 3.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>Q 3. -</td> -<td>6. </td> -<td class="cellRight">P 4.<span class="pageNum" id="pb169">[<a href="#pb169">169</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>Q 6. -</td> -<td>8. </td> -<td class="cellRight">M 5. The following is also good. -<p class="first goinner">B. L 5, M 3, M 4 -<br>W. J 3, M 2, Q 8 -</p> -<p>White playing at Q 8 in order to prevent Black from playing at R 5.</p> -</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>K 4. -</td> -<td>10. </td> -<td class="cellRight">K 6.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>H 4. -</td> -<td>12. </td> -<td class="cellRight">G 4.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>J 6. -</td> -<td>14. </td> -<td class="cellRight">K 7.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>G 6. -</td> -<td>16. </td> -<td class="cellRight">R 11. Black cannot play at R 5 without seeing P 3 and 4 cut off.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>R 9. -</td> -<td>18. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>C 6. -</td> -<td>20. </td> -<td class="cellRight">C 4.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>C 14. -</td> -<td>22. </td> -<td class="cellRight">G 17.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>C 17. -</td> -<td>24. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>D 17. -</td> -<td>26. </td> -<td class="cellRight">E 16.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>B 16. -</td> -<td>28. </td> -<td class="cellRight">B 15.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>B 17. -</td> -<td>30. </td> -<td class="cellRight">C 15.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>E 17. -</td> -<td>32. </td> -<td class="cellRight">F 17.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>D 14. -</td> -<td>34. </td> -<td class="cellRight">F 15.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>M 17. -</td> -<td>36. </td> -<td class="cellRight">C 8.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>E 6. -</td> -<td>38. </td> -<td class="cellRight">D 11.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>B 14. The ordinary answer to this is A 14, but this time Black cannot play in this -way since White would follow at B 12 and thus threaten the black stones at C 8 and -D 11. -</td> -<td>40. </td> -<td class="cellRight">E 8.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>J 7. -</td> -<td>42. </td> -<td class="cellRight">K 8.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>H 9. -</td> -<td>44. </td> -<td class="cellRight">G 11.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>A 15. Black could not occupy A 14 on his 42d and 44th moves. -</td> -<td>46. </td> -<td class="cellRight">J 10.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>H 3. -</td> -<td>48. </td> -<td class="cellRight">O 17.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">49. </td> -<td class="cellBottom">J 17. -</td> -<td class="cellBottom">50. </td> -<td class="cellRight cellBottom">G 2. This move is necessary <span class="pageNum" id="pb170.1">[<a href="#pb170.1">170</a>]</span>for the security of the Black position, and at the same time Black does not lose the -“Sente” by this move.</td> -</tr> -</tbody> -</table> -</div><p> -<span class="pageNum" id="pb167">[<a href="#pb167">167</a>]</span></p> -<p></p> -<div class="figure plate26width" id="plate26"><img src="images/plate26.png" alt="Plate 26" width="594" height="587"><p class="figureHead"><span class="sc">Plate 26</span></p> -</div><p> -<span class="pageNum" id="pb168">[<a href="#pb168">168</a>]</span></p> -<p></p> -<div class="figure plate27width" id="plate27"><img src="images/plate27.png" alt="Plate 27" width="596" height="587"><p class="figureHead"><span class="sc">Plate 27</span></p> -</div><p> -<span class="pageNum" id="pb170">[<a href="#pb170">170</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IV</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate28">Plate 28</a></i> -</p> -<p>Black has a handicap of three stones. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 14. -</td> -<td>2. </td> -<td class="cellRight">R 5.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>P 4. -</td> -<td>4. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>P 3. -</td> -<td>6. </td> -<td class="cellRight">Q 2.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 7. Formerly in this case White played at L 3 and Black replied at Q 6. -</td> -<td>8. </td> -<td class="cellRight">R 6.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>Q 7. -</td> -<td>10. </td> -<td class="cellRight">P 5.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>O 17. -</td> -<td>12. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>Q 13. -</td> -<td>14. </td> -<td class="cellRight">P 14.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>R 15. -</td> -<td>16. </td> -<td class="cellRight">R 16.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>P 13. -</td> -<td>18. </td> -<td class="cellRight">O 16.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>N 16. -</td> -<td>20. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>O 18. -</td> -<td>22. </td> -<td class="cellRight">O 13.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>O 12. -</td> -<td>24. </td> -<td class="cellRight">O 14.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>K 17. -</td> -<td>26. </td> -<td class="cellRight">L 3.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>C 14. At this move White abandons P 3 and 4. If he replied to Black L 3, then there -would follow: -<p class="first goinner">B. L 3, L 4, L 5, L 6, G 4 -<br>W. M 4, M 5, M 6, M 7 -</p> -<p>and Black has a decisive advantage. -</p> -</td> -<td>28. </td> -<td class="cellRight">L 5.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>C 8. -</td> -<td>30. </td> -<td class="cellRight">C 6.<span class="pageNum" id="pb172">[<a href="#pb172">172</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>E 14. -</td> -<td>32. </td> -<td class="cellRight">C 15.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>B 14. -</td> -<td>34. </td> -<td class="cellRight">F 16.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>E 2. -</td> -<td>36. </td> -<td class="cellRight">D 2.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>D 3. -</td> -<td>38. </td> -<td class="cellRight">C 3.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>E 3. -</td> -<td>40. </td> -<td class="cellRight">C 2.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>J 3. -</td> -<td>42. </td> -<td class="cellRight">E 4.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>G 3. -</td> -<td>44. </td> -<td class="cellRight">K 2. The importance of this move, when a territory merely has the protection of L -3–L 5, has been commented on before.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>J 5. -</td> -<td>46. </td> -<td class="cellRight">P 6.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>O 8. -</td> -<td>48. </td> -<td class="cellRight">N 12.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">49. </td> -<td class="cellBottom">O 11. -</td> -<td class="cellBottom">50. </td> -<td class="cellRight cellBottom">H 17.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p></p> -<div class="figure plate28width" id="plate28"><img src="images/plate28.png" alt="Plate 28" width="596" height="587"><p class="figureHead"><span class="sc">Plate 28</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">V</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate29">Plate 29</a></i> -</p> -<p>Black has a handicap of two stones. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>R 4. -</td> -<td>2. </td> -<td class="cellRight">D 15.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>D 17. -</td> -<td>4. </td> -<td class="cellRight">F 16.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>C 15. -</td> -<td>6. </td> -<td class="cellRight">C 14.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>C 16. -</td> -<td>8. </td> -<td class="cellRight">D 14.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>C 8. F 17 is just as good. Then would follow: -<p class="first goinner">B. G 17 -<br>W. F 18 -</p> -</td> -<td>10. </td> -<td class="cellRight">E 18.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>D 18. -</td> -<td>12. </td> -<td class="cellRight">P 3.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>L 3. -</td> -<td>14. </td> -<td class="cellRight">P 6.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>R 7. -</td> -<td>16. </td> -<td class="cellRight">J 3.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>L 5. -</td> -<td>18. </td> -<td class="cellRight">J 5.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>L 7. -</td> -<td>20. </td> -<td class="cellRight">R 3.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>S 3. -</td> -<td>22. </td> -<td class="cellRight">Q 4. This move and 24–R 2 are necessary because of the white stones on line L.<span class="pageNum" id="pb174">[<a href="#pb174">174</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>R 5. -</td> -<td>24. </td> -<td class="cellRight">R 2.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>O 17. -</td> -<td>26. </td> -<td class="cellRight">C 6.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>D 11. -</td> -<td>28. </td> -<td class="cellRight">F 12. This move is very good, otherwise White plays at E 16 and breaks into the Black -position.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>F 9. -</td> -<td>30. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>K 16. -</td> -<td>32. </td> -<td class="cellRight">R 9.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>S 2. If Black plays at R 9, this move is necessary for the security of the white group. -</td> -<td>34. </td> -<td class="cellRight">P 9.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>C 12. -</td> -<td>36. </td> -<td class="cellRight">E 17.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>D 16. -</td> -<td>38. </td> -<td class="cellRight">F 14.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>G 15. -</td> -<td>40. </td> -<td class="cellRight">F 15.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>H 17. -</td> -<td>42. </td> -<td class="cellRight">J 7.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>O 4. -</td> -<td>44. </td> -<td class="cellRight">Q 5.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>R 8. -</td> -<td>46. </td> -<td class="cellRight">M 6.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>L 6. -</td> -<td>48. </td> -<td class="cellRight">Q 9.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>F 3. -</td> -<td>50. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">51. </td> -<td class="cellBottom">G 2. This is a fine move. By means of it Black is compelled to play at K 2 and White -can occupy F 5 on his 53d move and thus escape, whereas without G 2 White could only -have played at F 4, whereupon Black could have cut off the retreat at F 6. -</td> -<td class="cellBottom">52. </td> -<td class="cellRight cellBottom">K 2.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p></p> -<div class="figure plate29width" id="plate29"><img src="images/plate29.png" alt="Plate 29" width="597" height="589"><p class="figureHead"><span class="sc">Plate 29</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VI</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate30">Plate 30</a></i> -</p> -<p>Black has a handicap of two stones. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>Q 3. -</td> -<td>2. </td> -<td class="cellRight">D 17.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>C 15. -</td> -<td>4. </td> -<td class="cellRight">C 13.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>J 17. -</td> -<td>6. </td> -<td class="cellRight">D 15.<span class="pageNum" id="pb176">[<a href="#pb176">176</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>D 16. -</td> -<td>8. </td> -<td class="cellRight">E 16.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>C 16. -</td> -<td>10. </td> -<td class="cellRight">D 14.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>C 17. -</td> -<td>12. </td> -<td class="cellRight">E 18.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>C 18. -</td> -<td>14. </td> -<td class="cellRight">L 17. Black could prevent White’s next move of E 15 by playing 14–G 15.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>E 15. -</td> -<td>16. </td> -<td class="cellRight">F 16.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>E 13. -</td> -<td>18. </td> -<td class="cellRight">E 14.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>F 15. “Shicho” is impossible because White already occupies Q 3. -</td> -<td>20. </td> -<td class="cellRight">H 16. This move makes the Black position secure.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>F 14. -</td> -<td>22. </td> -<td class="cellRight">C 11.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>L 16. -</td> -<td>24. </td> -<td class="cellRight">M 17.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>J 16. -</td> -<td>26. </td> -<td class="cellRight">H 15.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>G 13. -</td> -<td>28. </td> -<td class="cellRight">J 14.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>M 16. -</td> -<td>30. </td> -<td class="cellRight">N 16.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>N 15. -</td> -<td>32. </td> -<td class="cellRight">O 16.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>L 14. -</td> -<td>34. </td> -<td class="cellRight">J 12.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>G 11. -</td> -<td>36. </td> -<td class="cellRight">D 9.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>H 10. -</td> -<td>38. </td> -<td class="cellRight">J 10.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>J 9. -</td> -<td>40. </td> -<td class="cellRight">K 10.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>G 8. -</td> -<td>42. </td> -<td class="cellRight">D 6.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>K 9. -</td> -<td>44. </td> -<td class="cellRight">L 10.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>M 8. -</td> -<td>46. </td> -<td class="cellRight">N 10.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>J 15. -</td> -<td>48. </td> -<td class="cellRight">H 14.</td> -</tr> -<tr> -<td class="cellLeft">49. </td> -<td>N 13. -</td> -<td>50. </td> -<td class="cellRight">J 3. White could not occupy this point without endangering the upper position.</td> -</tr> -<tr> -<td class="cellLeft">51. </td> -<td>L 3. -</td> -<td>52. </td> -<td class="cellRight">J 5.</td> -</tr> -<tr> -<td class="cellLeft">53. </td> -<td>P 8. -</td> -<td>54. </td> -<td class="cellRight">P 10.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">55. </td> -<td class="cellBottom">Q 13. -</td> -<td class="cellBottom">56. </td> -<td class="cellRight cellBottom">L 5. Black does not need to further defend his position E 17–P 10, because it surely -has two “Me.”</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p></p> -<div class="figure plate30width" id="plate30"><img src="images/plate30.png" alt="Plate 30" width="596" height="589"><p class="figureHead"><span class="sc">Plate 30</span></p> -</div><p> -<span class="pageNum" id="pb177">[<a href="#pb177">177</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate31">Plate 31</a></i> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 4. -</td> -<td>2. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>D 17. -</td> -<td>4. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>D 5. -</td> -<td>6. </td> -<td class="cellRight">R 16.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>R 5. -</td> -<td>8. </td> -<td class="cellRight">O 17.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>F 4. -</td> -<td>10. </td> -<td class="cellRight">G 3.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>O 4. -</td> -<td>12. </td> -<td class="cellRight">O 3. From here the game might continue as follows: -<div class="table"> -<table> -<thead> -<tr class="label"> -<td class="cellHeadLeft cellHeadTop cellHeadBottom">B. </td> -<td class="cellHeadRight cellHeadTop cellHeadBottom">W. -</td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">N 3 </td> -<td class="cellRight">P 4 -</td> -</tr> -<tr> -<td class="cellLeft">O 2 </td> -<td class="cellRight">P 3 -</td> -</tr> -<tr> -<td class="cellLeft">N 4 </td> -<td class="cellRight">Q 6 -</td> -</tr> -<tr> -<td class="cellLeft cellBottom">R 7 </td> -<td class="cellRight cellBottom">K 3 -</td> -</tr> -</tbody> -</table> -</div> -<p>but this is bad for Black.</p> -</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>P 4. -</td> -<td>14. </td> -<td class="cellRight">P 3.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>N 4. M 3 would be just as good. -</td> -<td>16. </td> -<td class="cellRight">R 4.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>N 3. -</td> -<td>18. </td> -<td class="cellRight">S 5.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>J 3. -</td> -<td>20. </td> -<td class="cellRight">C 11. White abandons the stones at E 3 and G 3. If he were to play at G 4, Black would -reply at C 11 with too great an advantage.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>C 14. -</td> -<td>22. </td> -<td class="cellRight">C 8.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>D 3. -</td> -<td>24. </td> -<td class="cellRight">J 17.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>G 17. -</td> -<td>26. </td> -<td class="cellRight">J 15.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>J 5. Now the two white stones are cut off. -</td> -<td>28. </td> -<td class="cellRight">Q 12.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>L 15. Black cannot venture any farther in. -</td> -<td>30. </td> -<td class="cellRight">L 17.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>P 16. -</td> -<td>32. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>Q 16. -</td> -<td>34. </td> -<td class="cellRight">Q 17.<span class="pageNum" id="pb179">[<a href="#pb179">179</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>R 15. -</td> -<td>36. </td> -<td class="cellRight">S 16.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>P 13. -</td> -<td>38. </td> -<td class="cellRight">P 12.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>N 13. -</td> -<td>40. </td> -<td class="cellRight">O 13.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>O 14. -</td> -<td>42. </td> -<td class="cellRight">O 12.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>L 13. -</td> -<td>44. </td> -<td class="cellRight">R 6.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">45. </td> -<td class="cellBottom">D 7. -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p></p> -<div class="figure plate31width" id="plate31"><img src="images/plate31.png" alt="Plate 31" width="593" height="586"><p class="figureHead"><span class="sc">Plate 31</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VIII</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate32">Plate 32</a></i> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 4. -</td> -<td>2. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 3. -</td> -<td>4. </td> -<td class="cellRight">R 5.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 9. -</td> -<td>6. </td> -<td class="cellRight">O 5.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>N 3. -</td> -<td>8. </td> -<td class="cellRight">R 12.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>P 9. -</td> -<td>10. </td> -<td class="cellRight">Q 16.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>R 4. -</td> -<td>12. </td> -<td class="cellRight">Q 5.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>P 4. -</td> -<td>14. </td> -<td class="cellRight">P 5.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>M 4. -</td> -<td>16. </td> -<td class="cellRight">M 7.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>O 17. -</td> -<td>18. </td> -<td class="cellRight">E 16.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>C 10. -</td> -<td>20. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>D 5. -</td> -<td>22. </td> -<td class="cellRight">K 17.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>R 17. -</td> -<td>24. </td> -<td class="cellRight">Q 17.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>R 16. -</td> -<td>26. </td> -<td class="cellRight">Q 15.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>Q 18. -</td> -<td>28. </td> -<td class="cellRight">P 18.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>R 18. -</td> -<td>30. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>R 14. -</td> -<td>32. </td> -<td class="cellRight">Q 14.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>R 13. -</td> -<td>34. </td> -<td class="cellRight">Q 13.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>S 12. -</td> -<td>36. </td> -<td class="cellRight">K 15.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>C 13. -</td> -<td>38. </td> -<td class="cellRight">E 13.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>Q 12. -</td> -<td>40. </td> -<td class="cellRight">R 15.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>S 15. -</td> -<td>42. </td> -<td class="cellRight">S 16.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>S 14. -</td> -<td>44. </td> -<td class="cellRight">P 12.<span class="pageNum" id="pb181">[<a href="#pb181">181</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>R 11. Takes. -</td> -<td>46. </td> -<td class="cellRight">M 5. This move is necessary because Black’s position above it has become strong.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">47. </td> -<td class="cellBottom">O 13. The continuation would now be either 48 P 13, 49 O 15, or 48 O 15, 49 P 13. -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p></p> -<div class="figure plate32width" id="plate32"><img src="images/plate32.png" alt="Plate 32" width="595" height="588"><p class="figureHead"><span class="sc">Plate 32</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IX</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate33">Plate 33</a></i> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 4. -</td> -<td>2. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>D 17. -</td> -<td>4. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 16. -</td> -<td>6. </td> -<td class="cellRight">C 15.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>D 5. -</td> -<td>8. </td> -<td class="cellRight">P 17.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>F 4. -</td> -<td>10. </td> -<td class="cellRight">C 11. White cannot play 10 at G 3 because Black would then occupy C 11.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>F 3. -</td> -<td>12. </td> -<td class="cellRight">K 3.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>R 5. -</td> -<td>14. </td> -<td class="cellRight">O 4.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>F 16. -</td> -<td>16. </td> -<td class="cellRight">H 17.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>C 13. -</td> -<td>18. </td> -<td class="cellRight">C 8. Abandoning the stone at C 15.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>C 16. -</td> -<td>20. </td> -<td class="cellRight">R 13.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>Q 15. -</td> -<td>22. </td> -<td class="cellRight">N 16.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>Q 17. -</td> -<td>24. </td> -<td class="cellRight">P 18.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>R 9. If 25 were played at Q 8, 26 R 8 would be the result. -</td> -<td>26. </td> -<td class="cellRight">P 14.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>O 16. -</td> -<td>28. </td> -<td class="cellRight">O 15.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>P 16. -</td> -<td>30. </td> -<td class="cellRight">N 17.</td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>Q 18. -</td> -<td>32. </td> -<td class="cellRight">R 7.<span class="pageNum" id="pb183">[<a href="#pb183">183</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>S 7. This move insures a connection between the stones at R 5 and R 9. -</td> -<td>34. </td> -<td class="cellRight">E 4. This move rescues No. 4.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>E 2. -</td> -<td>36. </td> -<td class="cellRight">D 2.</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>G 2. -</td> -<td>38. </td> -<td class="cellRight">E 5.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>D 3. -</td> -<td>40. </td> -<td class="cellRight">D 6.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>C 3. -</td> -<td>42. </td> -<td class="cellRight">H 15.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>Q 7. -</td> -<td>44. </td> -<td class="cellRight">N 13. This prevents Black from cutting at N 15 and Q 13.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>F 14. -</td> -<td>46. </td> -<td class="cellRight">C 6.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">47. </td> -<td class="cellBottom">G 13. -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p></p> -<div class="figure plate33width" id="plate33"><img src="images/plate33.png" alt="Plate 33" width="594" height="586"><p class="figureHead"><span class="sc">Plate 33</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">X</h3> -</div> -<div class="divBody"> -<p class="first"><span class="sc">No Handicap</span> -</p> -<p><i><a href="#plate34">Plate 34</a></i> -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>C 4. -</td> -<td>2. </td> -<td class="cellRight">Q 3.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>D 17. -</td> -<td>4. </td> -<td class="cellRight">E 3.</td> -</tr> -<tr> -<td class="cellLeft">5. </td> -<td>R 16. -</td> -<td>6. </td> -<td class="cellRight">C 15.</td> -</tr> -<tr> -<td class="cellLeft">7. </td> -<td>D 5. -</td> -<td>8. </td> -<td class="cellRight">F 16.</td> -</tr> -<tr> -<td class="cellLeft">9. </td> -<td>D 15. -</td> -<td>10. </td> -<td class="cellRight">D 16.</td> -</tr> -<tr> -<td class="cellLeft">11. </td> -<td>E 16. -</td> -<td>12. </td> -<td class="cellRight">C 16.</td> -</tr> -<tr> -<td class="cellLeft">13. </td> -<td>E 17. -</td> -<td>14. </td> -<td class="cellRight">E 15.</td> -</tr> -<tr> -<td class="cellLeft">15. </td> -<td>D 14. -</td> -<td>16. </td> -<td class="cellRight">C 17.</td> -</tr> -<tr> -<td class="cellLeft">17. </td> -<td>F 17. -</td> -<td>18. </td> -<td class="cellRight">G 16.</td> -</tr> -<tr> -<td class="cellLeft">19. </td> -<td>H 18. This move is much better than G 17. -</td> -<td>20. </td> -<td class="cellRight">C 14.</td> -</tr> -<tr> -<td class="cellLeft">21. </td> -<td>E 14. -</td> -<td>22. </td> -<td class="cellRight">F 15.</td> -</tr> -<tr> -<td class="cellLeft">23. </td> -<td>F 14. -</td> -<td>24. </td> -<td class="cellRight">H 16.</td> -</tr> -<tr> -<td class="cellLeft">25. </td> -<td>J 17. -</td> -<td>26. </td> -<td class="cellRight">G 18.</td> -</tr> -<tr> -<td class="cellLeft">27. </td> -<td>F 18. -</td> -<td>28. </td> -<td class="cellRight">G 14.</td> -</tr> -<tr> -<td class="cellLeft">29. </td> -<td>E 12. -</td> -<td>30. </td> -<td class="cellRight">C 11.<span class="pageNum" id="pb185">[<a href="#pb185">185</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">31. </td> -<td>G 13. -</td> -<td>32. </td> -<td class="cellRight">H 13.</td> -</tr> -<tr> -<td class="cellLeft">33. </td> -<td>G 12. H 14 would be bad. -</td> -<td>34. </td> -<td class="cellRight">J 14.</td> -</tr> -<tr> -<td class="cellLeft">35. </td> -<td>M 17. -</td> -<td>36. </td> -<td class="cellRight">J 11</td> -</tr> -<tr> -<td class="cellLeft">37. </td> -<td>G 10. -</td> -<td>38. </td> -<td class="cellRight">Q 5.</td> -</tr> -<tr> -<td class="cellLeft">39. </td> -<td>R 10. -</td> -<td>40. </td> -<td class="cellRight">R 8.</td> -</tr> -<tr> -<td class="cellLeft">41. </td> -<td>P 16. -</td> -<td>42. </td> -<td class="cellRight">J 3.</td> -</tr> -<tr> -<td class="cellLeft">43. </td> -<td>P 10. -</td> -<td>44. </td> -<td class="cellRight">P 12.</td> -</tr> -<tr> -<td class="cellLeft">45. </td> -<td>R 12. -</td> -<td>46. </td> -<td class="cellRight">R 17. A sacrifice.</td> -</tr> -<tr> -<td class="cellLeft">47. </td> -<td>Q 17. -</td> -<td>48. </td> -<td class="cellRight">D 8.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">49. </td> -<td class="cellBottom">H 9. -</td> -<td class="cellBottom">50. </td> -<td class="cellRight cellBottom">N 12.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p></p> -<div class="figure plate34width" id="plate34"><img src="images/plate34.png" alt="Plate 34" width="595" height="587"><p class="figureHead"><span class="sc">Plate 34</span></p> -</div><p> -<span class="pageNum" id="pb186">[<a href="#pb186">186</a>]</span></p> -</div> -</div> -</div> -</div> -<div id="ch7" class="div1 chapter"><span class="pageNum">[<a href="#xd31e309">Contents</a>]</span><div class="divHead"> -<h2 class="label">VII</h2> -<h2 class="main">THE END GAME</h2> -</div> -<div class="divBody"> -<p class="first">A work on the game of Go would not be complete without a chapter especially devoted -to the subject of the end game. -</p> -<p>On the average a game of Go consists of about two hundred and fifty moves, and we -might say that about twenty of these moves belong to the opening, about one hundred -and fifty to the main part of the game, and the remaining eighty to the end game. -The moves which may be regarded as belonging to the end game are those which connect -the various groups of stones with the margin, and which fill up the space between -the opposing groups of stones. Of course, there is no sharp distinction between the -main game and the end game. Long before the main game is finished moves occur which -bear the characteristics of end game play, and as the game progresses moves of this -kind become more and more frequent, until at last all of the moves are strictly part -of the end game. -</p> -<p>Toward the end of the game it becomes possible to calculate the value of a move with -greater accuracy than in the middle of the game, and in many cases the number of points -which may be gained by a certain move may be ascertained with absolute accuracy. Therefore, -when the main game is nearing completion, the players survey the board in order to -locate the most advantageous end plays; that is to say, positions where they can gain -the greatest <span class="pageNum" id="pb187">[<a href="#pb187">187</a>]</span>number of “Me.” In calculating the value of an end position, a player must carefully -consider whether on its completion he will retain or lose the “Sente.” It is an advantage -to retain the “Sente,” and it is generally good play to choose an end position where -the “Sente” is retained, in preference to an end position where it is lost, even if -the latter would gain a few more “Me.” -</p> -<p>The player holding the “Sente” would, therefore, complete in rotation those end positions -which allowed him to retain it, commencing, of course, with those involving the greatest -number of “Me.” He would at last come to a point, however, where it would be more -advantageous to play some end position which gained for him quite a number of points, -although on its completion the “Sente” would be lost. His adversary, thereupon gaining -the “Sente,” would, in turn, play his series of end positions until it became advantageous -for him to relinquish it. By this process the value of the contested end positions -would become smaller and smaller, until at last there would remain only the filling -of isolated, vacant intersections between the opposing lines, the occupation of which -results in no advantage for either player. These moves are called “Dame,” as we have -already seen. -</p> -<p>This is the general scheme of an end game, but, of course, in actual play there would -be many departures therefrom. Sometimes an advantage can be gained by making an unsound -though dangerous move, in the hope that the adversary may make some error in replying -thereto. Then again, in playing against a player who lacks initiative, it is not so -necessary to consider the certainty of retaining the “Sente” as when opposed by a -more aggressive adversary. <span class="pageNum" id="pb188">[<a href="#pb188">188</a>]</span>Frequently also the players differ in their estimate of the value of the various end -positions, and do not, therefore, respond to each other’s attacks. In this way the -possession of the “Sente” generally changes more frequently during the end game than -is logically necessary. -</p> -<p>The process of connecting the various groups with the edge of the board gives rise -to end positions in which there is more or less similarity in all games, and most -of the illustrations which are now given are examples of this class. The end positions -which occur in the middle of the board may vary so much in every game that it is practically -impossible to give typical illustrations of them. -</p> -<p>Of course, in an introductory work of this character it is not practicable to give -a great many examples of end positions, and I have prepared only twelve, which are -selected from the work of Inouye Hoshin, and which are annotated so that the reasons -for the moves may be understood by beginners. The number of “Me” gained in each case -is stated, and also whether the “Sente” is lost or retained. To these twelve examples -I have added eight positions from Korschelt’s work. -</p> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">I</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate35">Plate 35</a></i> (<i>A</i>) -</p> -<p>The following stones are on the board: White, S 15, R 14, P 14, L 17; Black, R 16, -Q 16, N 15, N 17. -</p> -<p>If White has the “Sente,” he gains eight “Me,” counting together what he wins and -Black loses. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>S 17. This is White’s only good move; S 16 does not take advantage <span class="pageNum" id="pb189.1">[<a href="#pb189.1">189</a>]</span>of the opportunity, and he cannot risk S 18. -</td> -<td>2. </td> -<td class="cellRight">S 16. If Black had had the move or “Sente,” he could have <span class="pageNum" id="pb189.2">[<a href="#pb189.2">189</a>]</span>avoided White’s invasion by playing here.<span class="pageNum" id="pb190">[<a href="#pb190">190</a>]</span></td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>T 16. An instance of “Watari.” -</td> -<td>4. </td> -<td class="cellRight">R 17.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">5. </td> -<td class="cellBottom">S 18. White cannot venture to play at R 18. -</td> -<td class="cellBottom">6. </td> -<td class="cellRight cellBottom">R 18. If Black neglects this, White would jump to Q 18.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White retains the “Sente.” -</p> -<p></p> -<div class="figure plate35width" id="plate35"><img src="images/plate35.png" alt="Plate 35" width="589" height="581"><p class="figureHead"><span class="sc">Plate 35</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">II</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate35">Plate 35</a></i> (<i>B</i>) -</p> -<p>The following stones are on the board: White, R 9, O 5, O 3; Black, P 7, Q 3, Q 4, -R 7. -</p> -<p>If White has the first move, it makes a difference of six “Me.” -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>P 2. -</td> -<td>2. </td> -<td class="cellRight">Q 2.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>Q 1. -</td> -<td>4. </td> -<td class="cellRight">R.1</td> -</tr> -<tr> -<td class="cellLeft cellBottom">5. </td> -<td class="cellBottom">P 1. -</td> -<td class="cellBottom">6. </td> -<td class="cellRight cellBottom">S 2. Black cannot neglect this move.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White retains the “Sente.” -</p> -<p>If Black had had the first move, the play would have been as follows: -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>P 2. -</td> -<td>2. </td> -<td class="cellRight">O 2.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>O 1. -</td> -<td>4. </td> -<td class="cellRight">N 1.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">5. </td> -<td class="cellBottom">P 1. -</td> -<td class="cellBottom">6. </td> -<td class="cellRight cellBottom">M 2.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>And Black has the “Sente.” -<span class="pageNum" id="pb191">[<a href="#pb191">191</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">III</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate35">Plate 35</a></i> (<i>C</i>) -</p> -<p>The following stones are on the board: White, B 16, C 14, E 15; Black, C 17, D 16, -E 16, G 17. -</p> -<p>If White has the move, it makes a difference of seven “Me.” -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>B 17. White dare not go to B 18 because he would be cut off eventually at B 15. -</td> -<td>2. </td> -<td class="cellRight">B 18.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">3. </td> -<td class="cellBottom">A 18. -</td> -<td class="cellBottom">4. </td> -<td class="cellRight cellBottom">C 18.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White retains the “Sente.” -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IV</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate35">Plate 35</a></i> (<i>D</i>) -</p> -<p>The following stones are on the board: White, B 8, C 7, C 8, D 6, E 2, E 6, F 3, F -5; Black, B 6, B 7, C 6, D 2, 3, 4, 5. -</p> -<p>If White has the move, it makes a difference of four “Me.” -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>B 4. This stone is sacrificed, but there is no loss because it is so threatening that -Black must play twice in order to make his position secure, meanwhile White advances -on line A. -</td> -<td>2. </td> -<td class="cellRight">B 3. Black’s best move because it defends the connection at C 5, and also prevents -White from trying to connect at D 1.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>A 7. White gains one “Me” by this move. -</td> -<td>4. </td> -<td class="cellRight">A 6.<span class="pageNum" id="pb192">[<a href="#pb192">192</a>]</span></td> -</tr> -<tr> -<td class="cellLeft cellBottom">5. </td> -<td class="cellBottom">A 8. -</td> -<td class="cellBottom">6. </td> -<td class="cellRight cellBottom">C 4. Necessary because the connection at C 5 is now in immediate danger, but Black -thereby fills up another of his “Me,” and White retains the “Sente.”</td> -</tr> -</tbody> -</table> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">V</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate36">Plate 36</a></i> (<i>A</i>) -</p> -<p>The following stones are on the board: White, M 16, M 17, M 18, N 16, O 15, P 14, -R 14; Black, N 17, N 18, O 16, P 16, Q 16, R 16. -</p> -<p>If White has the “Sente,” it makes a difference of six “Me.” -</p> -<div class="table"> -<table class="gogame"> -<tr> -<td class="cellLeft cellTop">1. </td> -<td class="cellTop">N 19. -</td> -<td class="cellTop">2. </td> -<td class="cellRight cellTop">O 18. Black cannot stop the invasion at O 19, as White would then play at O 18 and -kill the black stones on line N.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>O 19. White pushes his invasion farther. -</td> -<td>4. </td> -<td class="cellRight">P 19. Black can now arrest the advance.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">5. </td> -<td class="cellBottom">M 19. -</td> -<td class="cellBottom">6. </td> -<td class="cellRight cellBottom">P 18.</td> -</tr> -</table> -</div><p> -</p> -<p>White retains the “Sente.” -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VI</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate36">Plate 36</a></i> (<i>B</i>) -</p> -<p>The following stones are on the board: Black, M 2, M 3, N 3, N 4, O 4, Q 4, R 4, S -4; White, L 3, N 2, O 2, O 3, P 3, R 2, S 3, R 6. -<span class="pageNum" id="pb193">[<a href="#pb193">193</a>]</span></p> -<p></p> -<div class="figure plate36width" id="plate36"><img src="images/plate36.png" alt="Plate 36" width="594" height="583"><p class="figureHead"><span class="sc">Plate 36</span></p> -</div><p> -<span class="pageNum" id="pb194">[<a href="#pb194">194</a>]</span></p> -<p>Black has the “Sente” and gains nine “Me.” -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>T 3. -</td> -<td>2. </td> -<td class="cellRight">Q 2. The obvious answer is at T 2, but if White plays there, Black replies at Q 2 -and White loses all his stones unless he can win by “Ko.” He plays at Q 2 in order -to form the necessary two “Me.”</td> -</tr> -<tr> -<td class="cellLeft cellBottom">3. </td> -<td class="cellBottom">S 2. Black proceeds with his invasion. -</td> -<td class="cellBottom">4. </td> -<td class="cellRight cellBottom">P 1. If White tries to save his stone by playing at R 3, Black replies at P 1, and -the white group is dead.</td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black retains the “Sente.” -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VII</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate36">Plate 36</a></i> (<i>C</i>) -</p> -<p>The following stones are on the board: Black, B 17, C 17, D 16, G 17; White, B 16, -C 13. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>B 14. This move is really “Go te”; that is to say, White is not forced to reply to -it, but it is very advantageous for Black, as it effectively separates White’s two -stones. -</td> -<td>2. </td> -<td class="cellRight">C 14. C 15 is not so good.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">3. </td> -<td class="cellBottom">B 15. The white stone at B 16 is now hopeless. -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>Black has given up the “Sente,” but has gained considerable ground. -<span class="pageNum" id="pb195">[<a href="#pb195">195</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">VIII</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate36">Plate 36</a></i> (<i>D</i>) -</p> -<p>The following stones are on the board: Black, C 4, D 4, E 4, C 7; White, C 3, D 3, -E 3, F 3. -</p> -<p>Black has the move. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">Black</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">White</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>B 3. -</td> -<td>2. </td> -<td class="cellRight">B 2.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">3. </td> -<td class="cellBottom">B 4. -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>These moves seem obvious, but the importance of Black’s opportunity is likely to be -underestimated; Black gains about eleven “Me” by this play. If the opposing lines -extend one space nearer the edge of the board, the territory gained by a similar attack -is not nearly so great. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">IX</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate37">Plate 37</a></i> (<i>A</i>) -</p> -<p>The following stones are on the board: White, M 16, N 16, N 18, O 17, P 18, Q 17, -18; Black, N 15, O 15, 16, P 16, 17, Q 16, R 12, R 17. -</p> -<p>White has the move. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>S 17. -</td> -<td>2. </td> -<td class="cellRight">S 16.</td> -</tr> -<tr> -<td class="cellLeft">3. </td> -<td>R 18. -</td> -<td>4. </td> -<td class="cellRight">R 16.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">5. </td> -<td class="cellBottom">T 18. -</td> -<td class="cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has given up the “Sente,” but these moves make a difference in his favor of -about fourteen “Me.” -<span class="pageNum" id="pb196">[<a href="#pb196">196</a>]</span></p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">X</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate37">Plate 37</a></i> (<i>B</i>) -</p> -<p>The following stones are on the board: White, M 3, O 3, P 2, Q 3, R 2; Black, N 4, -O 4, Q 5, R 3, R 4. -</p> -<p>White has the move. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft cellBottom">1. </td> -<td class="cellBottom">S 2. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>This move is really “Go te,” but if Black neglects to answer it, White can then jump -to T 5. This jump is called by a special name “O zaru,” or the “big monkey,” and would -gain about eight “Me” for White. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XI</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate37">Plate 37</a></i> (<i>C</i>) -</p> -<p>The following stones are on the board: White, C 15, D 15, E 15, 16; Black, C 16, D -16, E 17, 18, F 16, G 17. -</p> -<p>White has the move. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>B 16. -</td> -<td>2. </td> -<td class="cellRight">B 17.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">3. </td> -<td class="cellBottom">B 15. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has given up the “Sente” and has gained somewhat, but if Black now neglects -to defend and plays elsewhere, White can jump to B 18, and gain about seventeen “Me” -altogether. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">XII</h3> -</div> -<div class="divBody"> -<p class="first"><i><a href="#plate37">Plate 37</a></i> (<i>D</i>) -</p> -<p>The following stones are on the board: White, B 8, C 7, 11, D 5, 6, 7, E 6; Black, -B 7, C 5, 6, D 3, 4, E 4, 5. -<span class="pageNum" id="pb197">[<a href="#pb197">197</a>]</span></p> -<p></p> -<div class="figure plate37width" id="plate37"><img src="images/plate37.png" alt="Plate 37" width="601" height="589"><p class="figureHead"><span class="sc">Plate 37</span></p> -</div><p> -<span class="pageNum" id="pb198">[<a href="#pb198">198</a>]</span></p> -<p>White has the move. -</p> -<div class="table"> -<table class="gogame"> -<thead> -<tr class="label"> -<td colspan="2" class="colspan cellHeadLeft cellHeadTop cellHeadBottom"><span class="sc">White</span> -</td> -<td colspan="2" class="colspan cellHeadRight cellHeadTop cellHeadBottom"><span class="sc">Black</span></td> -</tr> -</thead> -<tbody> -<tr> -<td class="cellLeft">1. </td> -<td>B 6. -</td> -<td>2. </td> -<td class="cellRight">B 5.</td> -</tr> -<tr> -<td class="cellLeft cellBottom">3. </td> -<td class="cellBottom">A 7. Takes. -</td> -<td class="cellBottom"> </td> -<td class="cellRight cellBottom"></td> -</tr> -</tbody> -</table> -</div><p> -</p> -<p>White has given up the “Sente,” but this method of play gains about fourteen “Me,” -as it is now no longer necessary to protect the connection at C 8. -</p> -<p class="tb"></p><p> -</p> -<p>We will now insert two plates from Korschelt’s book. The notes at the foot of the -illustrations are his. <span class="pageNum" id="pb199">[<a href="#pb199">199</a>]</span> -</p> -<p></p> -<div class="figure plate38width"><img src="images/plate38.png" alt="Plate 38" width="600" height="590"><p class="figureHead"><span class="sc">Plate 38</span></p> -<p class="first">A WORTH SIX “ME” (S 17, 18, 19<span class="corr" id="xd31e17037" title="Not in source">;</span> T 17, 18, 19); SENTE IS RETAINED -</p> -<p>B WORTH FIVE “ME”; SENTE IS RETAINED -</p> -<p>C WORTH THIRTEEN “ME”; SENTE IS RETAINED -</p> -<p>D WORTH EIGHT “ME”; SENTE IS RETAINED</p> -</div><p> -<span class="pageNum" id="pb200">[<a href="#pb200">200</a>]</span></p> -<p></p> -<div class="figure plate39width"><img src="images/plate39.png" alt="Plate 39" width="604" height="595"><p class="figureHead"><span class="sc">Plate 39</span></p> -<p class="first">A WORTH 29 “ME”: SENTE IS LOST -</p> -<p>B WORTH ABOUT 8 “ME”: SENTE RETAINED -</p> -<p>C WORTH 12 “ME”: SENTE IS RETAINED -</p> -<p>D WORTH 18 “ME”: SENTE IS LOST</p> -</div><p> -<span class="pageNum" id="pb201">[<a href="#pb201">201</a>]</span></p> -</div> -</div> -</div> -</div> -<div id="ch8" class="div1 chapter"><span class="pageNum">[<a href="#xd31e318">Contents</a>]</span><div class="divHead"> -<h2 class="label">VIII</h2> -<h2 class="main">PROBLEMS</h2> -</div> -<div class="divBody"> -<p class="first">After the student has become familiar with the rules and the methods of play, and -perhaps has played a few games either with another beginner or with a Japanese master, -the impression left on the mind is likely to be that the game is too vague, and that -there is too wide a latitude of choice of positions where stones may be placed. This -impression might be corrected by the study of illustrative games, or of “Joseki” and -end positions, but such a course is rather dry and uninteresting, and, in the opinion -of the author, by far the best way of attaining a correct idea of the game is by means -of problems. -</p> -<p>Many of us are familiar with Chess problems, and I think Chess players will agree -that they benefit the student of Chess very little, because the assumed positions -are not such as arise frequently in actual play. The opposite is the case in regard -to Go problems. These are for the most part taken from actual games, and the typical -problem is a situation that is quite likely to arise in actual play, and some of them -are positions that occur again and again. -</p> -<p>If the student of the game will set up these positions from the text and attempt to -solve them, preferably with the aid and encouragement of some friend, he will find -that the task is an interesting one, and he will be impressed by the great accuracy -which is necessary in attacking and defending difficult positions. -</p> -<p>With the knowledge obtained in this way, he will be <span class="pageNum" id="pb202">[<a href="#pb202">202</a>]</span>able to judge with far greater skill what to do when a position is threatened in actual -play. He will be able to distinguish whether the danger is real, and whether it is, -therefore, necessary to reply to his adversary’s attack, or whether he can afford -to ignore it and assume the “Sente” in some other part of the board. He will also -be able to perceive when an adversary’s group is vulnerable so that it will be profitable -to attack it. -</p> -<p>The collection of problems which I have given in this book are rearranged from Korschelt’s -work, and they were in turn taken by him from a Japanese treatise called “Go Kiyo -Shiyu Miyo.” Necessarily the collection here given is a very small one, but if any -reader of this book becomes so much interested in the game that he desires to study -other examples, he will doubtless find some Japanese acquaintance who can supply him -with further material, as the Japanese literature of the game contains large collections. -</p> -<p>The most important kind of problems are those in which the question is how to kill -an adversary’s group, or how to save one’s own group when threatened. It is also often -very important to know how a connection between two groups can be forced. -</p> -<p>For greater clearness these problems are arranged under seven heads; to wit, -</p> -<p>1. <span class="sc">Saving Threatened Groups.</span> -</p> -<p>2. <span class="sc">Killing Groups.</span> -</p> -<p>3. <span class="sc">Playing for “Ko.”</span> -</p> -<p>The advantage gained by this operation is not apparent in the group itself, but depends -upon which player has the larger threatened group elsewhere. -</p> -<p>4. <span class="sc">Reciprocal Attacks or “Semeai.”</span> -<span class="pageNum" id="pb203">[<a href="#pb203">203</a>]</span></p> -<p>This is a combination of the first two kinds of problems, and it only differs from -them in that both players have comparatively strong groups which are so intertwined -that both cannot live, and the question is, which can kill the other first. -</p> -<p>5. <span class="sc">Connecting Groups.</span> -</p> -<p>The problem here is to force a connection between a small group having insufficient -“Me” and some larger group. -</p> -<p>6. “<span class="sc" lang="ja-latn">Oi otoshi.</span>” -</p> -<p>This really means a “robber’s attack.” It arises where a group is apparently engulfed -by the opponent, and when, by adding further stones to it which the opponent must -take, the threatened player can force his opponent to abandon a part of his surrounding -chain in order not to sustain greater losses. The attack is so sudden and unexpected -that the Japanese compare it to the methods of a highwayman. It is an example of the -finest play in the game. -</p> -<p>7. <span class="sc">Cutting.</span> -</p> -<p>This is another method of escape, and the problem is to cut off and kill part of the -adversary’s surrounding chain. -</p> -<p class="tb"></p><p> -</p> -<p>In the following examples the side having the first move is given in italics. -</p> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main"><span class="divNum">I.</span> <span class="sc">Saving Threatened Groups</span></h3> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> (<a href="#plate40">Plate 40</a>, A) <i>White</i>, Q 18, R 18, S 16, 17, 18.<br> -Black, O 17, P 18, Q 17, R 15, 17, S 15. -</p> -<p><b>2.</b> (<a href="#plate40">Plate 40</a>, B) White, O 3, Q 3, 4, R 3, 5, S 5.<br> -<i>Black</i>, R 2, 4, S 3, 4. -</p> -<p><b>3.</b> (<a href="#plate40">Plate 40</a>, C) White, A 14, B 11, 13, C 13, 14, 15, 17, D 17, 18, E 16, F 17.<br> -<i>Black</i>, A 13, B 14, 15, 17, 18, C 16, 18. -<span class="pageNum" id="pb204">[<a href="#pb204">204</a>]</span></p> -<p><b>4.</b> (<a href="#plate40">Plate 40</a>, D) <i>White</i>, B 3, C 3, D 2, E 2.<br> -Black, B 4, C 4, D 3, E 3, F 2, G 3. -</p> -<p><b>5.</b> White, B 5, C 4, D 5, E 2, 3, 4, G 2.<br> -<i>Black</i>, B 3, 4, D 2, 3, E 1. -</p> -<p><b>6.</b> <i>White</i>, B 12, 13, 15, 16, C 13, 15, D 13, 14.<br> -Black, A 16, B 11, 17, C 10, 12, 16, D 12, 15, 16, E 13, 14. -</p> -<p><b>7.</b> White, M 16, 17, N 16, O 15, 17, P 14, 17, Q 18, R 14, S 15.<br> -<i>Black</i>, N 17, O 16, P 16, Q 16, R 16, S 16, 18. -</p> -<p><b>8.</b> <i>White</i>, O 1, P 2, Q 2, 3, R 3, S 3, 4.<br> -Black, N 2, O 2, P 1, 3, 4, Q 4, R 4, 6, S 5, T 4. -</p> -<p><b>9.</b> White, A 4, B 5, 6, C 4, D 5, E 2, 3, 4.<br> -<i>Black</i>, A 5, B 3, 4, C 3, D 2, 3. -</p> -<p><b>10.</b> <i>White</i>, B 15, 16, C 17, 18, D 18.<br> -Black, A 15, B 14, C 14, 15, 16, D 17, E 17, 18. -</p> -<p><b>11.</b> White, L 18, M 16, 17, N 14, 18, O 13, 19, P 18, Q 12, 13, 17, 18, R 12, 14, 18, -S 14, 17, 19.<br> -<i>Black</i>, N 17, O 15, 17, 18, P 14, 17, Q 14, 15, 16, R 13, 16, 17, S 13, 18. -</p> -<p><b>12.</b> <i>White</i>, Q 3, R 2, 3, S 3.<br> -Black, P 2, 3, 5, Q 2, 4, R 5, 7. -</p> -<p><b>13.</b> <i>White</i>, B 2, C 3, D 1, 3, E 2.<br> -Black, B 4, C 5, D 4, E 3, 4, F 1, 2, G 3. -</p> -<p><b>14.</b> White, A 16, B 15, C 15, 16, D 17, E 17, F 18, G 18.<br> -<i>Black</i>, B 16, 17, C 17, D 18, E 18, F 19. -</p> -<p><b>15.</b> <i>White</i>, Q 15, R 14, 15, 16, S 17.<br> -Black, P 15, 17, Q 13, 14, 16, R 11, 12, 17, 18. -</p> -<p><b>16.</b> <i>White</i>, R 3, 4, 5, S 2.<br> -Black, O 3, P 3, Q 4, 6, R 6, S 6, T 3. -</p> -<p><b>17.</b> White, B 4, C 3, 4, 5, E 4, F 2, 3, H 2.<br> -<i>Black</i>, B 3, C 2, D 3, E 2, F 1. -</p> -<p><b>18.</b> <i>White</i>, C 13, 15, 16, 17, E 14, 15, 16.<br> -Black, B 14, 15, C 12, 14, D 13, 17, E 12, 17, F 15, 16, G 13. -</p> -<p><b>19.</b> White, M 17, N 18, O 17, 19, P 15, 17, R 14, 16, S 16.<br> -<i>Black</i>, O 18, P 18, Q 16, 17, R 17, S 17. -</p> -<p><b>20.</b> White, P 2, 3, 6, Q 2, 4, R 2, 4, 6, 7.<br> -<i>Black</i>, Q 3, R 1, 3, 9, S 2, 4, 5. -<span class="pageNum" id="pb205">[<a href="#pb205">205</a>]</span></p> -<p></p> -<div class="figure plate40width" id="plate40"><img src="images/plate40.png" alt="Plate 40" width="600" height="596"><p class="figureHead"><span class="sc">Plate 40</span></p> -</div><p> -<span class="pageNum" id="pb206">[<a href="#pb206">206</a>]</span></p> -<p><b>21.</b> White, B 13, 14, 16, C 13, D 13, 14, 15, 18, E 16, 17.<br> -<i>Black</i>, B 15, C 14, 15, 17, 18, D 16. -</p> -<p><b>22.</b> <i>White</i>, C 7, D 3, 5, 6, E 2, 3, 7, F 5.<br> -Black, C 2, 4, 5, 6, 9, 10, D 2, E 8, F 2, 8, G 3, 5, 6, J 3. -</p> -<p><b>23.</b> White, O 2, 3, 4, 6, Q 4, R 4, 6, S 5, T 4.<br> -<i>Black</i>, P 2, 3, R 3, S 3, 4. -</p> -<p><b>24.</b> <i>White</i>, Q 17, R 16, 17, S 18.<br> -Black, N 17, O 17, P 16, Q 16, R 15, S 16, 17. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main"><span class="divNum">II.</span> <span class="sc">Killing Groups</span></h3> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> (<a href="#plate41">Plate 41</a>, A) <i>White</i>, O 17, P 18, Q 14, 15, 16, 17, R 13, S 13, 14, 15.<br> -Black, Q 18, R 14, 15, 16, 17, 18, S 16, T 15. -</p> -<p><b>2.</b> (<a href="#plate41">Plate 41</a>, B) White, P 5, Q 3, R 2, 5, S 5, 6.<br> -<i>Black</i>, O 2, P 3, 4, 6, Q 2, 5, R 6, 7, S 8. -</p> -<p><b>3.</b> (<a href="#plate41">Plate 41</a>, C) White, B 15, 18, C 16, 17.<br> -<i>Black</i>, B 14, C 14, D 15, 16, 17, 18. -</p> -<p><b>4.</b> (<a href="#plate41">Plate 41</a>, D) <i>White</i>, B 4, C 3, 4, E 1, 3, F 2, 4, G 2.<br> -Black, A 3, B 2, 3, C 2, D 2, E 2, F 1. -</p> -<p><b>5.</b> <i>White</i>, B 4, C 4, D 3, E 3, F 2, G 3.<br> -Black, A 3, B 3, C 2, D 2, E 2. -</p> -<p><b>6.</b> White, B 16, C 10, D 13, 15, 16, 17.<br> -<i>Black</i>, B 14, C 12, 15, D 18, E 12, F 14, 15, 17, G 17. -</p> -<p><b>7.</b> <i>White</i>, P 17, 18, Q 15, 16, R 13, 15.<br> -Black, Q 17, 18, R 16, S 16. -</p> -<p><b>8.</b> White, Q 1, R 2, 3, 5, S 5.<br> -<i>Black</i>, O 2, Q 2, 3, 4, 5, 6, R 7, S 7. -</p> -<p><b>9.</b> <i>White</i>, B 5, C 5, 8, D 5, E 2, 4, F 2, 3, 4.<br> -Black, B 4, C 4, D 2, 3, E 3. -</p> -<p><b>10.</b> White, B 15, C 15, 17, 18.<br> -<i>Black</i>, B 14, C 12, 14, D 15, 16, 17, F 17. -</p> -<p><b>11.</b> <i>White</i>, M 16, O 15, 16, 18, P 18, Q 14, R 12, 15, 18, S 16.<br> -Black, L 16, P 16, 17, Q 16, 18, S 17, 18. -</p> -<p><b>12.</b> White, Q 2, R 2, S 3, 4, 5.<br> -<i>Black</i>, P 2, 3, Q 3, R 4, 5, 7, S 6. -</p> -<p><b>13.</b> <i>White</i>, B 4, C 4, 6, D 4, E 3, F 3, G 2, H 3.<br> -Black, B 3, C 3, D 3, E 2, F 2. -<span class="pageNum" id="pb207">[<a href="#pb207">207</a>]</span></p> -<p></p> -<div class="figure plate41width" id="plate41"><img src="images/plate41.png" alt="Plate 41" width="594" height="588"><p class="figureHead"><span class="sc">Plate 41</span></p> -</div><p> -<span class="pageNum" id="pb208">[<a href="#pb208">208</a>]</span></p> -<p><b>14.</b> White, C 17, 18, E 16, 17, F 15, G 16, H 16, 17, K 16.<br> -<i>Black</i>, B 17, 18, C 16, D 14, 16, 17, E 13, 15, G 14, 15, 17, J 14, 15, K<span id="xd31e17478"></span> 17, L 16. -</p> -<p><b>15.</b> <i>White</i>, N 17, P 16, 17, 18, Q 15, R 13, 15, S 14.<br> -Black, Q 16, 17, 18, R 16, S 15. -</p> -<p><b>16.</b> White, P 2, Q 2, R 3.<br> -<i>Black</i>, N 3, O 3, Q 3, 4, R 5. -</p> -<p><b>17.</b> White, B 16, 17, C 17, D 18, 19.<br> -<i>Black</i>, C 12, 14, 16, D 16, 17, E 18, F 17. -</p> -<p><b>18.</b> <i>White</i>, H 3, K 3, 4, M 3, N 4, O 2, P 3, 4, Q 6, R 5, S 1, 4.<br> -Black, P 1, 2, Q 3, R 2, 3, S 3. -</p> -<p><b>19.</b> <i>White</i>, M 17, O 16, 17, P 15, R 13, 15, S 15, 16.<br> -Black, P 16, Q 16, 18, R 16, S 17. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main"><span class="divNum">III.</span> <span class="sc">Playing for “Ko”</span></h3> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> (<a href="#plate42">Plate 42</a>, A) White, O 16, P 17, 18, Q 16, R 14, 16, S 15.<br> -<i>Black</i>, Q 17, 18, R 17, S 16. -</p> -<p><b>2.</b> (<a href="#plate42">Plate 42</a>, B) White, O 4, 5, P 2, 3, 6, R 2, 6, 7, S 3, 5.<br> -<i>Black</i>, L 3, N 3, O 3, P 4, Q 4, R 4, 9, S 4, 7, T 4. -</p> -<p><b>3.</b> (<a href="#plate42">Plate 42</a>, C) <i>White</i>, B 16, 17, C 18.<br> -Black, C 13, 15, 16, 17, D 18, E 17. -</p> -<p><b>4.</b> (<a href="#plate42">Plate 42</a>, D) White, B 4, C 4, D 4, E 3, 4, F 2, G 4.<br> -<i>Black</i>, C 2, 3, D 3, E 2. -</p> -<p><b>5.</b> <i>White</i>, B 4, C 4, D 3, E 3, F 2, 3.<br> -Black, B 3, C 1, 3, D 2, E 2. -</p> -<p><b>6.</b> <i>White</i>, C 15, 16, 17, D 18.<br> -Black, B 14, C 12, 14, D 15, 16, 17, E 18, F 17. -</p> -<p><b>7.</b> <i>White</i>, P 17, 18, Q 17, R 15, 16, S 15.<br> -Black, Q 18, R 17, 19, S 16, 17. -</p> -<p><b>8.</b> <i>White</i>, Q 3, R 3, S 4.<br> -Black, O 3, P 3, Q 4, R 4, 6, S 5. -</p> -<p><b>9.</b> <i>White</i>, B 5, C 4, 5, E 4, F 4, H 2, 4, 5, J 3.<br> -Black, B 3, 4, D 3, E 3, F 3, G 3. -</p> -<p><b>10.</b> <i>White</i>, B 15, 16, C 17, 18, D 19.<br> -Black, B 14, 18, C 14, 15, D 16, 18, E 18, F 16. -<span class="pageNum" id="pb209">[<a href="#pb209">209</a>]</span></p> -<p></p> -<div class="figure plate42width" id="plate42"><img src="images/plate42.png" alt="Plate 42" width="603" height="594"><p class="figureHead"><span class="sc">Plate 42</span></p> -</div><p> -<span class="pageNum" id="pb210">[<a href="#pb210">210</a>]</span></p> -<p><b>11.</b> White, N 17, O 18, P 16, 17, Q 16, R 16, S 16.<br> -<i>Black</i>, P 18, Q 17, R 17, S 17. -</p> -<p><b>12.</b> <i>White</i>, P 2, Q 2, R 3, 4, S 2.<br> -Black, M 3, O 3, P 3, Q 5, R 5, S 3, 4, T 2. -</p> -<p><b>13.</b> White, A 2, B 3, 4, C 5, D 4, 5, F 4, G 2, 3.<br> -<i>Black</i>, B 2, C 3, 4, D 3, E 3, F 2. -</p> -<p><b>14.</b> <i>White</i>, C 15, 16, 17, D 16.<br> -Black, C 14, D 14, 15, 17, 18, E 16, F 17. -</p> -<p><b>15.</b> White, N 17, O 18, P 16, 17, Q 15, R 15, S 16.<br> -<i>Black</i>, P 18, Q 16, 17, S 17. -</p> -<p><b>16.</b> <i>White</i>, R 2, 4, S 3.<br> -Black, O 3, P 4, Q 2, 4, R 5, 6, S 4. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main"><span class="divNum">IV.</span> <span class="sc">Reciprocal Attacks (“Semeai”)</span></h3> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> (<a href="#plate43">Plate 43</a>, A) <i>White</i>, N 17, P 17, Q 17, R 17, S 18.<br> -Black, Q 18, R 14, 16, 18, S 16, 17. -</p> -<p><b>2.</b> (<a href="#plate43">Plate 43</a>, B) White, O 3, P 2, Q 2, R 3, S 3, 5.<br> -<i>Black</i>, Q 3, 4, R 2, 6, S 2, 7. -</p> -<p><b>3.</b> (<a href="#plate43">Plate 43</a>, C) White, B 15, 16, C 15, 17, 18, D 17, E 18.<br> -<i>Black</i>, B 17, C 16, D 16, 18, E 16, 17, F 18. -</p> -<p><b>4.</b> (<a href="#plate43">Plate 43</a>, D) <i>White</i>, B 2, 3, 4, C 5, D 3, 4, 6, F 3, G 2, 3.<br> -Black, B 5, 6, C 2, 3, 4, 7, D 2, E 2, F 2. -</p> -<p><b>5.</b> <i>White</i>, B 3, C 2, 3, 4, D 4, E 3, F 3, G 2, 3.<br> -Black, A 3, 5, B 4, 6, C 5, D 2, 3, 5, E 2, 4, 5, F 2. -</p> -<p><b>6.</b> White, B 14, 15, 16, 19, C 15, 17, 18, D 18, E 17, F 17.<br> -<i>Black</i>, B 13, 17, 18, C 13, 14, 16, D 15, 16, 17, E 14. -</p> -<p><b>7.</b> <i>White</i>, N 17, O 17, Q 16, 17, R 18, S 18.<br> -Black, P 18, Q 15, 18, R 15, 17, S 17. -</p> -<p><b>8.</b> White, P 2, 4, Q 2, 6, R 3, 7, S 3, 6.<br> -<i>Black</i>, N 3, O 2, 3, P 3, Q 3, R 4, 5, S 4. -</p> -<p><b>9.</b> <i>White</i>, A 4, B 5, C 5, 7, D 2, 3, 5, E 3, 4.<br> -Black, B 3, 4, C 2, 4, D 4, 6, E 5, 6, F 2, 4, G 3. -</p> -<p><b>10.</b> White, B 13, 14, 15, C 15, 18, D 16, 17, 18.<br> -<i>Black</i>, B 12, 16, C 12, 13, 14, 16, 17, D 15, E 15. -</p> -<p><b>11.</b> White, O 2, 4, P 2, 4, Q 2, 3, 5, R 5, 7, S 4.<br> -<i>Black</i>, M 3, N 2, 3, O 3, P 3, Q 4, R 3, 4. -<span class="pageNum" id="pb211">[<a href="#pb211">211</a>]</span></p> -<p></p> -<div class="figure plate43width" id="plate43"><img src="images/plate43.png" alt="Plate 43" width="603" height="594"><p class="figureHead"><span class="sc">Plate 43</span></p> -</div><p> -<span class="pageNum" id="pb212">[<a href="#pb212">212</a>]</span></p> -<p><b>12.</b> <i>White</i>, Q 11, 12, 13, R 11, 14, 15, S 16, T 14.<br> -Black, Q 14, 15, R 12, 13, 16, 17, 18, S 11, 13. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main"><span class="divNum">V.</span> <span class="sc">Connecting Groups</span></h3> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> (<a href="#plate44">Plate 44</a>, A) White, K 14, 16, 18, L 18, M 13, N 13, 15, O 16, P 14, 17.<br> -<i>Black</i>, M 16, 18, N 14, 17, Q 14, 15, 16, R 17. -</p> -<p><b>2.</b> (<a href="#plate44">Plate 44</a>, B) <i>White</i>, N 5, O 4, 6, P 4, Q 3, 8, R 3, 8, S 3, 4, 7, 9.<br> -Black, N 6, P 5, 6, 8, 9, R 4, 6, 7, 10, 11, S 5. -</p> -<p><b>3.</b> (<a href="#plate44">Plate 44</a>, C) White, C 11, 12, 13, 14, 18, D 14, 17, E 18, G 17.<br> -<i>Black</i>, B 10, C 9, 16, 17, D 10, 13, 15, E 11, 14, F 13, 16. -</p> -<p><b>4.</b> (<a href="#plate44">Plate 44</a>, D) <i>White</i>, C 2, 3, 5, 6, E 7, G 3, 5, H 3, 5.<br> -Black, D 3, 5, E 5, F 3, 6, G 6, J 4, 7, K 3, 6. -</p> -<p><b>5.</b> White, A 2, B 2, 5, C 6, D 3, E 5, 7, F 5, G 2, 3.<br> -<i>Black</i>, C 1, 2, 3, 4, D 4, G 5, H 2, 3, 4. -</p> -<p><b>6.</b> <i>White</i>, B 13, 17, C 13, 17, D 13, 16, 17, E 17, F 17.<br> -Black, B 15, C 10, 14, 16, D 11, E 14, 16, F 12, 14. -</p> -<p><b>7.</b> <i>White</i>, M 2, 3, P 2, 3, R 2, 3, 4, S 5, 6.<br> -Black, N 4, P 4, Q 2, 3, 4, 6, R 5, S 2, 3. -</p> -<p><b>8.</b> White, M 13, 15, N 11, O 10, 15, P 13, Q 9, 14, R 10, 15, S 12, 16.<br> -<i>Black</i>, O 12, 17, P 12, Q 16, R 11, 12, 13, 17, S 13, 17. -</p> -<p><b>9<span class="corr" id="xd31e17886" title="Not in source">.</span></b> White, B 2, 3, C 2, 4, D 6, F 4, 7, G 3, 5, H 3, 5, J 6, K 5, L 4.<br> -<i>Black</i>, C 3, D 2, 3, E 3, 5, F 3, G 4, J 4, 5, K 4, L 3, M 3. -</p> -<p><b>10.</b> White, C 12, 17, D 9, 14, 18, E 10, 12, 13, 17, F 17, G 15, H 12, 14.<br> -<i>Black</i>, C 8, 9, 14, 15, 16, D 10, E 15, 16, F 13, 14. -</p> -<p><b>11.</b> <i>White</i>, H 17, J 17, K 17, N 15, O 15, 17, P 17.<br> -Black, J 16, K 14, 16, M 14, 16, N 16, O 13, Q 14, 17, R 16. -</p> -<p><b>12.</b> <i>White</i>, Q 8, 9, R 3, 4, 5, 10, 11, 12, S 2.<br> -Black, P 3, 5, 7, 8, 9, Q 2, 5, 10, R 2, 7, S 1. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main"><span class="divNum">VI.</span> “<span class="sc" lang="ja-latn">Oi otoshi</span>”</h3> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> (<a href="#plate45">Plate 45</a>, A) <i>White</i>, P 18, Q 15, 16, 17, R 17, 18, S 17.<br> -Black, O 17, 18, P 14, 16, Q 14, R 14, 16, S 16, 18, T 17. -</p> -<p><b>2.</b> (<a href="#plate45">Plate 45</a>, B) White, N 5, O 4, P 3, 4, 6, Q 2, R 2, 7, S 3, 4, 6, T 5.<br> -<i>Black</i>, M 4, N 2, 4, O 3, P 1, 2, Q 3, 5, R 3, 5, S 5. -<span class="pageNum" id="pb213">[<a href="#pb213">213</a>]</span></p> -<p></p> -<div class="figure plate44width" id="plate44"><img src="images/plate44.png" alt="Plate 44" width="601" height="596"><p class="figureHead"><span class="sc">Plate 44</span></p> -</div><p> -<span class="pageNum" id="pb214">[<a href="#pb214">214</a>]</span></p> -<p></p> -<div class="figure plate45width" id="plate45"><img src="images/plate45.png" alt="Plate 45" width="599" height="590"><p class="figureHead"><span class="sc">Plate 45</span></p> -</div><p> -<span class="pageNum" id="pb215">[<a href="#pb215">215</a>]</span></p> -<p><b>3.</b> (<a href="#plate45">Plate 45</a>, C) White, A 16, B 13, 15, 17, 18, C 14, 19, D 16, 17, 18, E 13, 16, F 16, G 14, -15.<br> -<i>Black</i>, B 16, C 15, 16, 17, 18, D 15, E 15, F 15, 17, G 16, 17. -</p> -<p><b>4.</b> (<a href="#plate45">Plate 45</a>, D) <i>White</i>, B 3, C 1, 3, 4, 5, 6, D 2, E 3, F 2.<br> -Black, A 3, B 2, 4, 5, 6, C 2, 7, D 7, E 4, 6, F 4, G 2, 3. -</p> -<p><b>5.</b> <i>White</i>, A 3, B 4, C 4, D 3, 4, F 2, 3, 4.<br> -Black, B 3, C 3, 5, 6, D 2, E 2, 6, F 1, G 2, 4, 5, H 3. -</p> -<p><b>6.</b> White, A 18, B 15, 17, C 14, 18, D 14, 19, E 14, 18, F 15, 18, G 19, H 16, 17, 18.<br> -<i>Black</i>, A 16, B 16, 18, C 16, D 15, 17, 18, E 17, F 17, G 17, 18. -</p> -<p><b>7.</b> White, P 5, 6, Q 3, 4, 9, R 3, 9, S 4, 5, 7, 8, T 6.<br> -<i>Black</i>, N 4, P 2, 3, 4, Q 5, R 4, 5, 6, 7, 8, S 6. -</p> -<p><b>8.</b> <i>White</i>, Q 16, 17, 18, R 13, 14, 15, 16, 18, S 16.<br> -Black, O 17, P 12, 15, 18, Q 13, 15, R 12, 17, S 13, 14, 15, 17, 18, T 16. -</p> -<p><b>9.</b> <i>White</i>, A 3, 4, B 4, 6, C 2, 3, 5, D 1, 3, E 3, F 3, G 3, H 3, J 2, 3.<br> -Black, B 1, 2, 3, C 1, 4, D 2, 4, E 2, 4, F 2, 5, G 2, H 2, 5, J 1, K 2, 3, 4. -</p> -<p><b>10.</b> White, A 9, 12, B 8, 10, 11, 13, 14, 16, 17, C 8, 15, D 9, 15, E 11, 13, 14.<br> -<i>Black</i>, A 18, B 9, 12, 18, C 9, 10, 11, 12, 13, 14, 17, D 14, 17, E 15, 16. -</p> -<p><b>11.</b> <i>White</i>, H 17, J 15, 18, L 14, 15, M 14, N 15, 16, 17, O 17, 18, P 17, Q 17.<br> -Black, K 17, L 16, M 15, 16, 18, N 14, 18, O 14, 19, P 18, Q 15, 18, R 16, 17. -</p> -<p><b>12.</b> White, O 4, 6, P 2, 3, 8, Q 9, R 4, 5, 6, 9, S 3, 4, 7, 9, T 7, 8.<br> -<i>Black</i>, Q 3, 4, 5, 6, 7, R 3, 7, 8, S 2, 6, 8, T 2. -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main"><span class="divNum">VII.</span> <span class="sc">Cutting</span></h3> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> (<a href="#plate46">Plate 46</a>, A) <i>White</i>, C 15, D 17, 18, E 15, 17, G 18, H 18, J 13, K 13, 14, 15, 16, 17, 18.<br> -Black, E 18, F 12, 17, 18, G 13, 15, 17, H 12, J 11, 14, L 12, 16, 18, M 14, 16, N -18. -</p> -<p><b>2.</b> (<a href="#plate46">Plate 46</a>, B) <i>White</i>, J 3, K 5, 6, L 3, 4, 7, P 3, 5, 7, Q 2, 3, 9, R 6.<br> -Black, L 5, 8, M 3, 8, N 3, 5, 7, O 3, 8, P 2. -</p> -<p><b>3.</b> <i>White</i>, C 15, D 18, E 13, 15, 16, 17, H 18, J 12, 15, 17, K 13, 14, 15, 17.<span class="pageNum" id="pb217">[<a href="#pb217">217</a>]</span><br> -Black, E 18, F 12, 13, 17, 18, G 15, 17, H 12, 13, J 11, 14, L 12, 16, 17, M 14. -</p> -<p><b>4.</b> White, H 5, 7, 9, 10, J 3, K 3, 5, 7, 9, L 2, 3, M 2, 9, O 4, 6, 7, 8, Q 3, R 3.<br> -<i>Black</i>, G 5, 6, 7, 9, H 3, 4, 8, J 2, M 3, 5, 7, N 2, 3, 5, 7, P 2, Q 2. -</p> -<p></p> -<div class="figure plate46width" id="plate46"><img src="images/plate46.png" alt="Plate 46" width="597" height="588"><p class="figureHead"><span class="sc">Plate 46</span></p> -</div><p> -</p> -</div> -</div> -<div class="div2 section"><span class="pageNum">[<a href="#toc">Contents</a>]</span><div class="divHead"> -<h3 class="main">SOLUTIONS TO PROBLEMS</h3> -</div> -<div class="divBody"> -<div class="div3 section"> -<div class="divHead"> -<h4 class="main"><span class="divNum">I.</span> <span class="sc">Saving Threatened Groups</span></h4> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> T 19. -</p> -<p><b>2.</b> T 2, S 1, T 4, Q 2, R 1. -</p> -<p><b>3.</b> A 18, A 16, B 16. -</p> -<p><b>4.</b> B 2, C 1, B 1, D 1, C 2. -</p> -<p><b>5.</b> A 2, B 1, A 4 or A 2, A 4, B 1. -</p> -<p><b>6.</b> C 17, C 18, D 17, E 17, B 18, D 18, A 18, B 19, A 12, A 14, B 14. -</p> -<p><b>7.</b> O 18, N 18, Q 17, R 18, P 18, N 17, R 17, O 19, R 19, P 19, T 17 or O 18, P 18, R -18, or O 18, R 18, P 18. -</p> -<p><b>8.</b> S 2, R 1, S 1. -</p> -<p><b>9.</b> B 1, A 2, B 2. -</p> -<p><b>10.</b> A 17, B 19, B 18, A 14, C 19, A 16, A 19, B 17, B 16. -</p> -<p><b>11.</b> T 16, T 18, T 14 or T 16, S 12, T 18. -</p> -<p><b>12.</b> S 5, S 6, T 5. -</p> -<p><b>13.</b> C 1. -</p> -<p><b>14.</b> B 19. -</p> -<p><b>15.</b> S 18, S 19, S 13, T 18, S 15, T 17, T 14 or S 18, S 13, T 16. -</p> -<p><b>16.</b> S 5, T 5, T 4, S 4, T 2, T 6, Q 2, or S 5, T 5, T 4, S 4, T 2, Q 2, S 3, T 4, T 6, -T 4, T 5, S 1, S 8. -</p> -<p><b>17.</b> A 3, B 1, B 2, E 3, A 1, A 2, C 1. -</p> -<p><b>18.</b> F 17, G 17, F 18, G 18, D 18, E 18, D 19, E 19, D 16, F 19, B 19, A 18, B 18, A 17, -D 14, C 18, B 17, C 19, B 16, or F 17, G 17, F 18, G 18, D 18, E 18, D 19, E 19, D -16, F 19, B 19, C 18, B 18. -</p> -<p><b>19.</b> Q 15, Q 14, R 15, S 15, T 16, S 14, Q 19, T 17, S 18, N 19, R 19. -</p> -<p><b>20.</b> T 3, S 6, T 5, S 3, R 3. -</p> -<p><b>21.</b> A 16, A 17, A 15, B 18, B 19, B 17, A 18, A 19, C 19. -</p> -<p><b>22.</b> C 3, B 3, B 2, B 1, A 2, A 3, B 6, B 5, A 5, A 1, D 4, B 4, B 8, E 1, B 9. -<span class="pageNum" id="pb218">[<a href="#pb218">218</a>]</span> -</p> -<p><b>23.</b> S 1, T 2, T 3, P 1, Q 1, Q 2, Q 3, R 1, R 2. -</p> -<p><b>24.</b> T 17, S 15, R 19. -</p> -</div> -</div> -<div class="div3 section"> -<div class="divHead"> -<h4 class="main"><span class="divNum">II.</span> <span class="sc">Killing Groups</span></h4> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> Q 19, S 18, T 17, T 16, R 19, S 19, T 18, P 19, Q 19. -</p> -<p><b>2.</b> S 2, Q 4, O 5, R 3, R 1, S 1, T 1, S 3, T 4, T 3, S 4, or S 2, R 1, R 4, R 3, Q 4, -S 4, S 3. -</p> -<p><b>3.</b> B 19, C 19, C 18, A 19, A 17. -</p> -<p><b>4.</b> A 1, D 1, B 1. -</p> -<p><b>5.</b> B 1, B 2, A 1, E 1, C 1. -</p> -<p><b>6.</b> C 14, E 18, C 18, E 17, B 17, C 16, A 17, A 16, B 19 or C 14, C 18, E 18, B 18, C -16, C 17, A 16, A 15, A 17, B 15, C 19, B 19, A 18 or C 14, C 18, E 18, C 16, B 19, -C 19, B 18, B 15, A 15. -</p> -<p><b>7.</b> S 18, R 18, S 19, R 19, S 17, R 17, S 15. -</p> -<p><b>8.</b> T 5, T 4, R 4, S 4, S 2, S 3, T 2. -</p> -<p><b>9.</b> B 2, A 2, C 2, D 1, A 4, A 3, A 5, B 3, B 1, D 4, C 1 or B 2, B 3, C 2, D 1, A 2, -B 1, A 4, A 3, D 4. -</p> -<p><b>10.</b> A 15, A 17, D 18, C 16, A 16, B 16, B 18 or A 15, B 16, D 18. -</p> -<p><b>11.</b> R 19, P 14, O 13, O 17, N 18, R 17, P 19. -</p> -<p><b>12.</b> T 2, T 5, T 3, Q 1, S 2, R 3, S 1, or T 2, T 5, T 3, S 2, Q 1, R 1, T 1. -</p> -<p><b>13.</b> F 1, D 1, A 3, A 2, B 1, C 1, G 1, B 2, D 2, C 2, E 1. -</p> -<p><b>14.</b> L 18, G 18, H 19, D 18, E 19 or L 18, D 18, F 18, G 18, F 17, E 18, H 18. -</p> -<p><b>15.</b> S 17, S 16, S 19, R 18, S 18, T 18, T 17, T 16, Q 19, R 19, P 19. -</p> -<p><b>16.</b> S 3, S 2, S 4, T 2, O 2, P 1, R 1, R 2, S 1. -</p> -<p><b>17.</b> B 19, B 18, E 19, C 18, B 15. -</p> -<p><b>18.</b> R 1, N 2, O 3, O 1, M 1, M 2, Q 1, L 2, N 1, L 1, N 1, M 1, T 3, T 2, T 4<span class="corr" id="xd31e18290" title="Source: ,">.</span> -</p> -<p><b>19.</b> S 18, T 17, R 17, R 18, T 18, Q 17, T 16, R 17, P 18. -</p> -</div> -</div> -<div class="div3 section"> -<div class="divHead"> -<h4 class="main"><span class="divNum">III.</span> <span class="sc">Playing for “Ko”</span></h4> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> S 18, T 16, T 17. -</p> -<p><b>2.</b> P 1, O 2, T 2, T 3, Q 2, Q 3, R 3, S 2, R 1, T 1, N 2 or P 1, Q 1, Q 3, Q 2, S 2, -T 2, S 1, R 3, O 2 or P 1, S 2, O 2, Q 1, S 6, S 8, R 5, R 8, Q 3, Q 2, T 3, T 2, -S 1. -</p> -<p><b>3.</b> A 18, C 19, B 19. -</p> -<p><b>4.</b> D 1, B 2, B 3, A 3, A 2, A 1, B 1. -<span class="pageNum" id="pb219">[<a href="#pb219">219</a>]</span> -</p> -<p><b>5.</b> A 2, B 2, A 3, E 1, B 1. -</p> -<p><b>6.</b> B 18, D 19, C 19. -</p> -<p><b>7.</b> T 18, S 18, P 19, T 19, Q 19. -</p> -<p><b>8.</b> S 2, T 4, T 3. -</p> -<p><b>9.</b> C 3, C 2, B 1, A 2, E 1, F 1, F 2, E 2, G 1, A 4, C 1, D 1. -</p> -<p><b>10.</b> A 18, A 17, B 19. -</p> -<p><b>11.</b> P 19, T 17, T 18, S 19, R 19, R 18, Q 18 or P 19, R 19, S 19, S 18, T 19 or P 19, -S 18, T 18, R 18, Q 18, R 19, S 19. -</p> -<p><b>12.</b> R 1, S 3, T 1. -</p> -<p><b>13.</b> C 1, D 2, A 1. -</p> -<p><b>14.</b> B 14, B 13, B 18, A 14, A 17, C 18, A 15, B 15, B 16. -</p> -<p><b>15.</b> R 18, R 16, S 19, T 18, T 17, P 19, Q 19. -</p> -<p><b>16.</b> Q 3, P 2, S 5. -</p> -</div> -</div> -<div class="div3 section"> -<div class="divHead"> -<h4 class="main"><span class="divNum">IV.</span> <span class="sc">Reciprocal Attacks (“Semeai”)</span></h4> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> S 19. -</p> -<p><b>2.</b> S 4, R 4, R 5, T 4, T 2, T 3, T 6. -</p> -<p><b>3.</b> B 18, D 19, B 19, C 19, F 19. -</p> -<p><b>4.</b> B 1. -</p> -<p><b>5.</b> B 1, A 2, F 1. -</p> -<p><b>6.</b> A 18. -</p> -<p><b>7.</b> T 18, R 19, R 16, S 16, S 15, S 14, P 17. -</p> -<p><b>8.</b> S 2, R 2, T 3. -</p> -<p><b>9.</b> B 2, A 2, B 1, C 1, C 3, A 1, B 2, B 1, B 5. -</p> -<p><b>10.</b> A 16, A 17, B 18. -</p> -<p><b>11.</b> S 2, S 3, R 2, T 2, S 1. -</p> -<p><b>12.</b> T 12, T 11, S 10. -</p> -</div> -</div> -<div class="div3 section"> -<div class="divHead"> -<h4 class="main"><span class="divNum">V.</span> <span class="sc">Connecting Groups</span></h4> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> O 15, N 16, M 15, O 14, O 17 or O 15, P 15, P 18, Q 18, P 16, O 17, O 18, Q 17, O -14. -</p> -<p><b>2.</b> T 5, T 6, S 6, T 4, Q 5, Q 6, P 7, O 7, O 5, Q 7, R 5, Q 4, R 5, Q 5, T 3. -</p> -<p><b>3.</b> E 15, E 16, B 17, B 16, D 16, C 15, A 16. -</p> -<p><b>4.</b> F 5, E 6, E 2, F 2, E 4, D 4, E 3, D 2, D 1. -</p> -<p><b>5.</b> F 4, E 4, F 3, E 3, F 2. -<span class="pageNum" id="pb220">[<a href="#pb220">220</a>]</span></p> -<p><b>6.</b> A 15, A 16, B 16, A 14, C 15. -</p> -<p><b>7.</b> Q 1, S 4, R 1, O 3, N 1, O 2, O 1. -</p> -<p><b>8.</b> S 15, T 15, S 14, R 16, Q 15, R 14, P 14. -</p> -<p><b>9.</b> J 2, H 2, H 1, J 3, K 3, H 4, G 1, F 2, F 1. -</p> -<p><b>10.</b> F 12, F 11, D 11, E 11, B 17, B 18, B 11, B 12, A 12, B 13, B 14, A 13, D 12. -</p> -<p><b>11.</b> L 16, M 15, M 18, L 18, M 17, L 17, L 19. -</p> -<p><b>12.</b> S 8, S 7, T 7, R 8, Q 7, S 9, R 9, R 6, T 8, Q 6, T 5 or S 8, S 7, T 7, R 8, Q 7, -R 9, S 9, T 6, Q 6. -</p> -</div> -</div> -<div class="div3 section"> -<div class="divHead"> -<h4 class="main"><span class="divNum">VI.</span> “<span class="sc" lang="ja-latn">Oi otoshi</span>”</h4> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> T 18, T 19, R 19. -</p> -<p><b>2.</b> S 2, S 1, T 2, T 3, Q 1, T 1, S 2. -</p> -<p><b>3.</b> B 19, A 19, A 17, A 15, E 18. -</p> -<p><b>4.</b> A 2, A 1, A 4, A 5, D 1. -</p> -<p><b>5.</b> C 2, B 2, B 1, C 1, A 2. -</p> -<p><b>6.</b> B 19, C 19, C 17, A 19, B 18, B 19, A 17. -</p> -<p><b>7.</b> S 3, S 2, R 2, T 3, Q 2, S 3, T 5, Q 8, T 7, S 9, S 1, Q 7, T 2. -</p> -<p><b>8.</b> T 15, T 14, T 18, S 19, T 17, T 19, T 17, T 18, R 19, S 11, T 17, S 17. -</p> -<p><b>9.</b> H 1, G 7, E 1, F 1, D 1. -</p> -<p><b>10.</b> B 15, A 15, A 13, A 14, A 17. -</p> -<p><b>11.</b> M 17, L 17, N 19, M 19, L 18, K 18, K 19, L 19, J 19. -</p> -<p><b>12.</b> T 3, S 5, T 4. -</p> -</div> -</div> -<div class="div3 section"> -<div class="divHead"> -<h4 class="main"><span class="divNum">VII.</span> <span class="sc">Cutting</span></h4> -</div> -<div class="divBody"> -<p class="first"><b>1.</b> G 16, F 16, G 14, F 14, F 15. -</p> -<p><b>2.</b> N 6, M 6, O 6, M 7, M 4. -</p> -<p><b>3.</b> G 16, F 16, G 14, H 15, F 15. -</p> -<p><b>4.</b> K 6, J 6, L 6, J 8, F 4. -</p> -</div> -</div> -</div> -</div> -</div> -</div> -</div> -<div class="back"> -<div class="transcriberNote"> -<h2 class="main">Colophon</h2> -<h3 class="main">Availability</h3> -<p class="first">This eBook is for the use of anyone anywhere at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of the Project -Gutenberg License included with this eBook or online at <a class="seclink xd31e40" title="External link" href="https://www.gutenberg.org/" rel="home">www.gutenberg.org</a>. -</p> -<p>This eBook is produced by the Online Distributed Proofreading Team at <a class="seclink xd31e40" title="External link" href="https://www.pgdp.net/">www.pgdp.net</a>. -</p> -<h3 class="main">Metadata</h3> -<table class="colophonMetadata" summary="Metadata"> -<tr> -<td><b>Title:</b></td> -<td>The game of go: The national game of Japan</td> -<td></td> -</tr> -<tr> -<td><b>Author:</b></td> -<td>Arthur Smith</td> -<td></td> -</tr> -<tr> -<td><b>Language:</b></td> -<td>English</td> -<td></td> -</tr> -<tr> -<td><b>Original publication date:</b></td> -<td>1908</td> -<td></td> -</tr> -</table> -<h3 class="main">Revision History</h3> -<ul> -<li>2021-10-13 Started. -</li> -</ul> -<h3 class="main">External References</h3> -<p>This Project Gutenberg eBook contains external references. 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