The Making of a Genius
Years before Judit faced down the legendary grand master, before her
meteoric rise in chess or even her first game, her father, László Polgár, had
made a decision: he was going to raise a genius. While studying intelligence
in college, he had begun contemplating his project before having children or
even a wife. “A genius is not born but educated and trained,” he maintained.
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Studying the biographies of hundreds of great intellectuals, he was convinced
that genius could be manufactured. “[W]hen I looked at the stories of
geniuses,” he later remarked, “I found the same thing. . . . They all started at a
young age and studied intensively.”
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But first, he had to find a partner for his pedagogical experiment. He found
it in Klára, a Ukrainian foreign-language teacher. Far from your normal love
letters, he first corresponded to her by explaining his idea to raise genius
children. After agreeing to his proposal, the two met and were married in the
Soviet Union before moving back to his native Hungary. Together the couple
had three children, Zsuzsa, Zsófia, and Judit. Although Judit ended up
becoming the most intensely competitive and famous, all three became
world-class chess players, with Zsuzsa also becoming a grand master and
Zsófia reaching the status of international master.
Living modestly in a cramped apartment, László and his wife decided to
devote themselves full-time to their project of raising genius children. Their
strategy was to begin the girls’ educations early, at age three, and move on to
specialization in one domain no later than six. They would start by
introducing the girls to that subject slowly, in short bursts, and turn it into
play so that they would actively want to practice rather than feel coerced into
doing so. That strategy, however, didn’t specify a topic. László and Klára
considered many different possible study topics for their daughters, from
foreign languages to mathematics. Eventually they settled on chess, because
it was objective and progress in it was easy to measure. No doubt the
preeminence of chess intellectually in the socialist countries in those years
added weight to their decision to focus on the game.
Despite the emphasis on chess, László did not believe that such
specialization needed to come at the sacrifice of the broader education of his
girls. All three learned foreign languages (Zsuzsa, the eldest, learned eight),
as well as mathematics, table tennis, swimming, and other subjects. The
decision to focus on chess with all three girls was made for a practical reason:
given the intense devotion both parents would need to have, in both resources
and time, spreading their effort over three different disciplines would have
been more than their budget or schedule could bear.
Zsuzsa was first to start. She began playing at age four. Six months later,
she was going with her father to the smoke-filled chess clubs of Budapest,
playing against elderly men—and winning. By the time it was Judit’s turn,
she was already motivated to begin her training. Zsuzsa and Zsófia played
chess in a small room László had devoted to the game, and she didn’t want to
be left out.
Soon the three girls were a team, traveling around to compete against much
older, usually male players. Their shared mission created camaraderie rather
than jealousy in playing a game that very often pushed back against their
unusual status. The Hungarian Chess Federation’s policy was for women to
compete in women-only chess events. However, László was strongly against
the idea. “Women are able to achieve results similar, in fields of intellectual
activities, to that of men,” he felt. “Chess is a form of intellectual activity, so
this applies to chess. Accordingly, we reject any kind of discrimination in this
respect.”
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Discrimination had already prevented Zsuzsa from obtaining the
grand master title at fifteen. As the youngest, by the time Judit approached
some of these barriers, her elder sisters had already broken them down a bit,
allowing her to forgo competing in the women-only tournaments.
Although their education was the same and all three reached impressive
heights in chess, the girls’ prowess was not identical. Zsófia was the weakest
of the three; although reaching the impressive grade of international master,
she later decided to retire from chess to focus on art and her family. Zsuzsa
had specialized a little less in chess from an early age, learning eight
languages, which her father admits might have distracted her from reaching
her maximum chess potential. Judit started more slowly, according to Zsuzsa,
but she had the strongest work ethic, being “obsessed” with chess to a degree
unusual even for her family.
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