How do we know what communities are for, or just how to define one? I see this a lot in and around school classes : “What is a community?”. In fact as a teacher, I’ve gotten used to hear out plenty of different figurative speeches from various program directors, or just school principals, indicating that “Chess should be included” in as many school programs as possible, or that working around kids is some sort of blessing. And how can someone not agree on that!? Chess should benefit anyone’s upbringing into a fully fledged person, or chess player into a fully grown player. But as far as being able to determine whose school districts, and which charter schools should have access to an informative, educational and lively chess program, that’s not so clear. Well in my case, growing up in a suburban area of France, school funding didn’t have much to do with my access to the culture or the game. Not that my school didn’t have proper internet equipment, or just school furniture, but school principals back then didn’t know, nor understood much about chess. But that was back then.
Figuratively speaking, there is nothing holding back schools to have a chess program or not. It’s simply a matter of social-economics, or perhaps just economy. I’ve taught in different parts of the city and, and I can’t say that I’ve ever seen a child, student or teacher, not appreciate anything related to the class that I’d went to teach.
Obviously chess doesn’t have to be everywhere for any schools to be considered somewhat adequate to its students. But in my case chess helped me a lot pass on time during weekends, and just regular school days too. I mean there are a lot of schools picking up chess as extra-curriculums as well as regular class hours, and that’s maybe why there has been a lot more young and talented chess players from the U.S lately.