by Frank Brady
Bobby, then seven years old, hated his new environs. When cold or rainy weather forced him inside, he could find no place to play in the building, and even on nicer days Regina showed a reluctance to let her son play in the streets unsupervised. Occasionally, Bobby and another boy who lived in the building would rush up and down the stairwells and landings, playing tag, but they were chastised so often by the landlord that an embargo on any kind of noisy physical activity was handed down in writing by the building’s management. Bobby loved to climb onto his bed and then jump off to see how far away he could land. Farther and farther he’d soar, making note of his progress. The tenants downstairs complained of the banging noise coming through the ceiling, and bed-to-floor leaping was declared off-limits as well. When Bobby got older and started doing calisthenics, management objected to that, too. Years later Bobby commented, “If anyone asked me what I owe my [interest in] chessplaying to, I could say it was the landlord.”
Bobby grudgingly tolerated being in the care of Joan, five years his senior, whenever his mother was at school or work. Regina was constantly active, working as a stenographer on those days that she had no nursing classes. During the times she had no work, she collected an unemployment check of $22 a week. She was intensely involved in political activities as well, but she always saw to it that when Bobby was little there was food to eat and that someone—Joan, a neighbor, a friend—watched over her son.
Regina knew that Bobby was intellectually gifted, but at first she didn’t considered him a “prodigy.” Certainly, he could figure out some things faster than she could. He quickly saw patterns and analogies that helped him jump to reasoned conclusions, such as figuring out that if a bank was closed on one street because of a holiday, then a bank on another street would likely be closed too.
The problem with Bobby was a social one: From a very early age he followed his own rhythms, which were often antithetical to how other children developed. An intense stubbornness seemed to be his distinguishing feature. He was capable of ranting if he didn’t get his way—about foods he did or didn’t like, or when to go to bed (he liked to stay up late), or when to go out or stay home. At first Regina could handle him, but by the time Bobby reached six, he was dictating policy about his own regimen. Bobby wanted to do what he wanted to do—and to choose when, where, and how to do it.
“When he was seven,” Joan said in an interview, “Bobby could discuss concepts like infinity, or do all kinds of trick math problems, but ask him to multiply two plus two and he would probably get it wrong.” Although this was likely an exaggeration, it’s clear that Bobby hated memorizing things that failed to engage his interest, and multiplication tables fell into that category. The story that he could understand number theory and the complexity of prime numbers and their infinite results but not perform simple multiplication is analogous to the myth of Einstein not being able to do his own income tax.
Regina visited guidance centers and agencies for gifted children, sometimes alone and sometimes with Bobby in tow, to determine whether they could offer tips for getting her son through school and helping him connect with other children. Of primary importance to her was education. She felt that Joan was being intellectually stimulated at home, but that the creative ferment she always attempted to foster was having little effect on Bobby. He took no interest in the stacks of books that Regina, an avid reader, always had in the house. She was a college graduate, almost a medical doctor but without the degree, a former teacher and a perpetual student, and her home was a gathering place for the intelligentsia she’d meet at school or through her political groups. At night and on weekends, there were often lively discussions around her kitchen table, sometimes with friends—mostly Jewish intellectuals. The subjects often revolved around politics, ideas, and cultural issues. Arguments raged over Palestine and Israel and the possibility that Eisenhower might run for president. When within a month two great educators, Maria Montessori and John Dewey, died, the talk was of writing and advanced reading skills and whether they were good for the very young. Bobby and Joan were present, but though Bobby may have absorbed some of what was said, he never participated. Years later, he blurted out that he’d “hated” all of that kind of talk.
From the time he was six until he was about twelve, Bobby spent almost every summer at camp somewhere in the tri-state area around New York City. That first or second summer, at a camp in Patchogue, Long Island, he found a book of annotated chess games. When he was pushed to remember the book’s title some fifteen years later, Bobby said that it might have been Tarrasch’s Best Games of Chess. He then named Siegbert Tarrasch, a German player, as “one of the ten greatest masters of all time.” Whatever the book was, Bobby figured out how to follow the games, which were presented move by move using descriptive chess notations (e.g., P–K4 for “Pawn to King Four”).
The rest of camp was occasionally fun. Bobby rode a horse named Chub, played with a black-and-white calf, engaged in an occasional softball game, and made a boat in the arts-and-crafts class—but he still couldn’t relate to the other children. After a full month away, using one of the pre-addressed and stamped postcards given to him by Regina, he issued a plaintive appeal in large block letters: MOMMY I WANT TO COME HOME.
Soon after, Bobby forgot about chess for a while. Other games and puzzles entered the household, and the chess set, with some pawns missing, was stored in a closet. After about a year, however, chess reentered his mind. In the winter of 1950, when he was seven years old, he asked Regina if she’d buy him another, larger chess set for Christmas. She bought him a smallish, unweighted wooden set that was housed in a sliding, unvarnished wooden box. Although Bobby immediately opened his gift, he didn’t touch it for about a month. He had no one to play with.
He was often alone. When he came home from school, it was usually to an empty apartment. His mother was at work during the days and sometimes in the evenings, and his sister was generally busy in school until later in the afternoon. Though Regina was concerned about her son, the simple truth was that Bobby was a latchkey child who craved but was not given the maternal presence that might have helped him develop a sense of security. Moreover, Regina’s financial circumstances had caused the family to move so frequently that Bobby never gained a sense of “neighborhood.” And it didn’t help that there was no father present.
Regina tried giving her son the approval that every child needs, and the wings to find himself, by encouraging him to engage in sports, take part in family excursions, and do better in school. But as time went on, Bobby just kept journeying more and more into himself, once again reading chess books and playing over games from the past. The possibilities of chess somehow made his essential loneliness and insecurity less painful.
Regina believed that she could learn and excel at anything, except perhaps chess, and that her children also had the capacity to master anything. The social workers that she confided in invariably suggested that she enroll Bobby in a small private school where he could receive closer attention and where he could develop at his own pace. Money was always an issue for her though, and she couldn’t afford to enroll him in a school that demanded tuition. She received no child payment or alimony from Hans Gerhardt Fischer, but she did receive occasional checks for $20—not totally insignificant in those years—that arrived sporadically but often weekly, sent by Paul Nemenyi—like Gerhardt Fischer, a physicist. Nemenyi was a friend whom Regina had first met when she was a student at the University of Colorado in Denver and then later reconnected with in Chicago. He may have been Bobby’s biological father. The patrimony has never been proven one way or the other. Regina not only denied that Nemenyi was Bobby’s father, but once stated for the record to a social worker that she’d traveled to Mexico in June 1942 to meet her ex-husband Hans Gerhardt, and that Bobby was conceived during that rendezvous. However, a distant relative of Bobby’s suggested that the reason Regina listed Hans Gerhardt as the father on Bobby’s birth certificate was that she didn’t want Bobby to be kno
wn as a bastard. “It does appear that Paul Nemenyi was the real father,” the relative said. It’s also possible that Regina didn’t know who Bobby’s father was if she was having an affair with Nemenyi around the time the Mexican assignation with Gerhardt Fischer occurred.
In an attempt to find other boys who might want to play with Bobby, Regina wrote to the chess editor of the Brooklyn Eagle to see if he knew of any seven-year-old players. She referred to her son as “my little chess miracle.” The editor, Hermann Helms, a great old chess master, replied that she should bring Bobby to the Grand Army Plaza library on a particular Thursday evening in January 1951, so that the boy could play in a simultaneous exhibition to be given by several chess masters.
Normally, a simultaneous exhibition is given by one master who walks from board to board, competing against multiple players. The boards are arranged in the shape of a square or horseshoe. When the master reaches each of the boards, the player makes his move and the master responds before quickly moving to the next board.
Bobby, accompanied by his mother, entered the high-ceilinged rotunda of the Grand Army Plaza library and was momentarily surprised by what he saw. Circling the room were locked glass cases displaying unusual and historic chess sets, loaned to the library from private collectors for the occasion. The cases also contained a variety of popular chess books and some incunabula printed in German. There was a ceramic set of chessmen inspired by Tenniel’s illustrations of Alice’s Adventures in Wonderland; two sets from displaced persons’ camps, one carved by hand and another made of woven straw; each set had taken more than five hundred hours of work to produce; and a set from Guatemala that was reminiscent of pre–Spanish New World architecture. This was all quite fascinating for the general spectator, but Bobby Fischer hadn’t come to look at chess sets. “They did not interest me too much,” he remembered. He’d come to play.
On that evening masters were performing in rotation, one playing for about an hour, followed by another who’d take his place. When Bobby sat down to play with his own new wooden set, the master who came to his board was Max Pavey, a thirty-two-year-old radiologist who’d been champion of both Scotland and New York State and who was playing at the top of his form. Pavey was the first master Bobby ever played. It’s also likely this was his first serious game of chess against a player with tutored expertise. What was occurring at that moment was analogous to a seven-year-old playing a few games of tennis with his peers, then taking to the court against a still-active John McEnroe.
A crowd of spectators gathered around the board as the diminutive Bobby faced the self-assured, tweed-jacketed Max Pavey. The boy was so serious about what he was doing that the game attracted more and more onlookers. He kneeled on his chair to get a more panoramic view of the pieces.
Bobby remembered his experience in solving puzzles. He must not move too quickly; he knew that the solution was there waiting to be found, if only he had time, time, more time. Pavey, who excelled at playing rapidly—he’d recently captured the title of U.S. Speed Chess Champion—seemed to zoom around the room hardly studying the other boards as he made his moves, returning to Bobby’s game in such a short time that the child couldn’t calculate as deeply or as carefully as he wanted. That night there were only eight players, making it more difficult for each to contend with the master than if there’d been scores of players, who would have slowed Pavey’s progress.
The master was much too strong. In about fifteen minutes, puffing on his pipe, Pavey captured Bobby’s queen, thereby ending the game. He graciously offered his hand to the boy and with a gentle smile said, “Good game.” Bobby stared at the board for a moment. “He crushed me,” he said to no one in particular. Then he burst into tears.
Despite his phenomenal memory, Bobby as an adult could never remember the moves of that game with Pavey. A friend’s offhand mention that Bobby probably had every expectation of winning his first game against a chess master elicited a strident rebuke: “Of course not!” He did say that Pavey probably had “gone easy” on him and that he was amazed that he’d even lasted a quarter of an hour against him. That he was passionate enough to cry demonstrated his growing intensity concerning the game. Even at seven he didn’t consider himself an amateur. He later admitted that the game had a great effect in motivating him.
One spectator at the exhibition that evening was Carmine Nigro, a short, bald man in his early forties; Bobby described him as “cheery.”
Nigro studied the Pavey-Fischer game intently. He liked the moves that Bobby was making. They weren’t scintillating, but they were sensible ones, especially for a beginner. With the utmost concentration, Bobby seemed to block out everything and everyone around him. When the game concluded, Nigro approached Regina and Bobby and introduced himself as the newly elected president of the Brooklyn Chess Club. He invited Bobby to come to the club on any Tuesday or Friday night. No, there would be no membership dues for the boy, Nigro assured Regina. She took him to the club, which was located in the old Brooklyn Academy of Music, the very next evening.
2
Childhood Obsession
WHEN SEVEN-YEAR-OLD BOBBY, accompanied by his mother, walked into the Brooklyn Chess Club for the first time on a Friday night in January 1951, he was an anomaly. He was, in fact, the first child permitted to enter. Even the appearance of Regina Fischer was unusual: There were no other women present, and at that time there were no female members on the club’s roster, as was the case at many other clubs in the United States.
As the new president of the club, Carmine Nigro announced that Bobby was his guest and would be accepted as a member. No one had the temerity to disagree. It was a tradition in many chess clubs, not only in the United States but throughout the world, that children were not to be heard, and certainly not seen. Even Emanuel Lasker, who ultimately became World Chess Champion, was as a child denied membership in his local club in Germany, despite his evident talent.
The Brooklyn Chess Club, established just after the Civil War, was one of the most prestigious in the nation. It was housed in the impressive and stately Brooklyn Academy of Music, where Enrico Caruso and Geraldine Farrar had sung. The club had distinguished itself by competing every year in the Metropolitan Chess League, often defeating dozens of clubs throughout the New York area. Nevertheless, Bobby seemed unafraid of the cigar-smoking adepts hunched over their boards.
The room was quiet except for the occasional rap of a chess piece slammed to the board in anger. At the conclusion of a game, a player might ask, “If I’d played the rook instead of the bishop, what would you have done?” or mutter indignantly, “I overlooked a mating net: You’re lucky to get a draw.” Invariably, the tones were hushed, even when the speaker was annoyed. Bobby looked on in wonderment, understanding some of the jargon and trying to comprehend the rest.
The problem that developed for Bobby almost instantly that night was more in the minds of his potential opponents. None of the club’s veterans wanted to play a boy, especially since Bobby looked to be about five. A chorus of nervous, fretful snickers ran through the high-ceilinged room when it was suggested they “give Bobby a chance.” The predominant feeling was: It’s bad enough to lose to a peer, but what if I lose to a seven-year-old? The embarrassment! The loss of reputation! After coaxing from Nigro, a few of the older players relented and gave Bobby a game or two.
Most were experienced tournament competitors, some even approaching the strength of Max Pavey. As it developed, they had nothing to fear though: Bobby lost every game that night.
Despite his defeats, Bobby kept coming back for more. He became a dedicated member, and a bit of a novelty. The tableau of a little boy engaged in mental combat with a judge, doctor, or college professor some eight or ten times his age was often greeted with mirth and wonder. “At first I used to lose all the time, and I felt bad about it,” Bobby said later. He was teased unmercifully by the conquering players. “Fish!” they’d bleat, using the chess player’s derisive term for a really weak player, wheneve
r Bobby made an obvious blunder. The epithet hurt even more because of its similarity to his own name. Bobby himself despised the term. Later he’d refer to a poor player as a “weakie”—or, less commonly, a “duffer” or “rabbit.”
Nigro, an expert player of near master strength, sensed potential in the boy, and aware that Bobby was without a father, he assumed a mentoring position. He became the boy’s teacher and invited him on Saturdays to his home, where he’d match him up with his son Tommy, just a shade younger than Bobby though a slightly better player. Tommy didn’t mind playing chess with Bobby, but he didn’t want to take lessons from his father. On those teaching days, Nigro would greatly increase his son’s allowance if he’d sit still long enough to learn chess tactics.
As soon as Bobby began to understand the basics of chess, Nigro went over specific ways to conduct the part of the game known as the opening, where the first few moves can decide or at least influence the outcome of the contest. These initial moves and “lines” follow well-charted paths that have been chronicled for centuries, and players who want to improve their game attempt to understand and memorize them. Because there are a myriad of such variations, it’s difficult for most players to internalize even a small portion. For example, there are 400 different possible positions after two players make one move each, and there are 72,084 positions after two moves each—not all good, it must be added. But Bobby approached with dedication the daunting task of learning many of the substantive ones. Referring to the difficult regimen, he later said, “Mr. Nigro was possibly not the best player in the world but he was a very good teacher. Meeting him was probably a decisive factor in my going ahead in chess.”