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1From this viewpoint chess is in no way different from other intellectual areas of study or
2specialties. In study competitions no one thinks of demanding that someone first prove their
3worth among girls and only later enter among boys. It would be more than strange if Rozsa
4Peter, the outstanding Hungarian mathematician could not receive her doctorate in
5mathematical science if she did not prove that she is the best mathematician among women.
6Today mathematics competitions are not organized separately for boys and girls, and if someone
7tried to do this, they would immediately be advised to resign their post. Why then should one
8separate the sexes in chess?
9Because we consider chess a sport.
10Are mathematics competitions not a sport, then? They also have Olympics! And are there
11separate Nobel prizes for women and men?! Absolutely not! Among intellectual activities it is
12only chess.
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14Do you think that in current circumstances one could end separate competitions for men and
15women?
16They should be ended at all levels, because this is the reason women cannot develop further.
17And because women say, If I am a star at the female level, why become so at the male level? It is
18very strange that at the conference in Dubai in 1986 a discriminatory rule was voted in according
19to which a women would not be allowed to play in a “male” team in global competitions in the
20future. The grandmasters’ advisors are rightly occupied with the plan to petition the
21International Chess Association to end this kind of discrimination against women, even to
22initiate the complete end of women’s chess.
23Did you intend to have your daughters compete with men from the beginning? Did you not
24fear that this was the kind of level that would lead to failure?
25I did not fear, because I assumed that men and women have equal capabilities at their disposal. I
26agree with Janos Selye, “Women can also become eminent scientists.” I started from this, that
27although it was not yet proven in one sense that women can attain the same results as men, as
28long as the opposite was not proven, there was no right to exclude women. But up to now my
29experiment has confirmed only a part of the correctness of my hypothesis, since I have proved
30only that it is true for this age group. If my daughters do not further prove it in later times, it still
31does not follow that it is not possible. Errors can hide even in my educational principles. But it
32greatly hinders my daughters that few believe that they can achieve results. So aside from my
33methods, there are also external effects, circumstances independent of us, that strongly
34influence the development of this “match.”
35Many people consider you a curious bird, even those who feel liking for you, whether in or
36outside your country. They say, What would happen if the girls also entered in women’s
37competitions? Even on the worst occasion they would not lose, although they might not seem
38extravagant. A colleague of mine, a university professor and renowned chess player from
39Baku, Yasha Abasov, declared, for example: “For a certain time I have also thought that Soviet
40women’s chess is so superior that it is not worth being occupied seriously with competition.
41Relatedly, I considered the fact that the Polgar sisters only play against men to be a typical
42female caprice… But after the Olympics in 1988 we had to revisit everything.”
43Understand well, the matter is not as simple as that! The personality is a very complicated
44system. I will give a seemingly unproblematic example: My daughters took part in the Olympics
45for the first time in 1988, and immediately became champions. What did this result in? They
46gained more self-confidence, became more famous, narrowed the circle of those who bet against
47them, they did not need to fear crude discrimination any longer, they received more
48encouragement, etc., and all this worked well. But they possibly became too self-confident, and
49experienced success not in a realistic measure, and this had a negative psychological effect: I
50observed that they played more and worked less. The idea seized them: If we are at the summit,
51Raise a Genius! - 75
52why work any more than now? I fear that from the viewpoint of the final goal, the men’s world
53championship competition, these Olympics worked disadvantageously.
54I have a provocative question: your younger daughter was awarded an Oscar prize this year.
55Will you suggest that she accept it, or dissuade her on the basis that it will help in the battle
56against discrimination against women not to accept a prize for women?
57Of course I will not dissuade her, for several reasons. On the one hand, I myself helped her to
58decide to participate in the women’s chess Olympics; on the other hand she has in fact achieved
59the best result in this global competition. In 1988 as well, she won another competition much
60harder than the Olympics, she stands at the summit of the women’s global rankings, etc., so she
61deserves the prize. I am only against discrimination against women.
62So you are not a militant feminist.
63Of course not. I have raised my daughters to be true women. I have not only not hindered their
64feminization, among other things, but on the contrary: I very much expect that their
65psychosexual development is also normal and healthy. I work towards their being regarded as
66true, attractive, attention-getting women. I endeavor for them to fulfil suitable so-called
67“necessary womanly requirements.” Among them I disapprove only those things that could be
68harmful to their intellectual development.
69If it were necessary, I could also confirm that the girls are indeed truly joyful, frolicsome, and
70sympathetic. Friends, specialists, and intimate acquaintances claim the same. The famous
71female psychologist Judit Meszaros, who lives with you in the same house, said to me, “These
72girls are charming and womanly. Although they dress a bit more simply than their peers, they
73are as attractive as them.”
74And this logically leads me to the idea of love. Love that could lead the girls down new paths.
75What will happen if “He” shows up? Richard Muenzert, the notable West German psychologist,
76a supporter of the Polgar family, introduced the theme: “The time will come when these
77charming and pleasant girls will burden the heads of boys not only with chess combinations;
78they will also turn their heads.”
79This is a very important and decisive question, and I myself do not know how to give a definitive
80answer to it. In any case, I am raising my daughters so they get married, have children, but
81always remember that they have the kind of life program, and stand on such summits, that they
82should not give it up. I hope that they will have two loves, their careers and the ones they care
83for. And that they “cheat” neither of those. Furthermore, they are also responsible for one
84another. They form such a strong team now that they should preserve it; they must, if necessary,
85also sacrifice, principally if they are recompensed with joy. I hope that they will also solve this
86great task of life well. A good example of this for them is the Curie couple. One thing is 
87Raise a Genius! - 76
88getting married in itself has risks, but one must also accept risks. But this belongs to the second
89and third acts of the psychological-pedagogical experiment.
90But how does it relate to those concerned that they are flag-bearers for the emancipation of
91women?
92Ask them!
93I have already asked all three. Zsuzsa answered reasonably that this is an emotional feeling;
94she often thinks about the idea and she is proud that she competes at the chess board also for
95equal rights for women. Zsofi answered flippantly, “Of course we willingly participate in the
96experiment, and happily we prove - if we win (and we like winning) - the skillfulness of the
97female sex.” Judit, the youngest, had the shortest answer: “I don’t care about that.”
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99IV. The Meaning of the Whole Thing
1001. The family as a value
101“Do not spit in a well, for it may happen that, thirsty, you may come to drink from it.” - I. A.
102Krilov
103“Other people are among the most elementary needs of the person.” - K. Marx
104“It is not possible to find a substitute as good as a good father.” - V. A. Sukhomlinsky
105Many consider the most important result not the achievements of your daughters, but the
106familial ethos in which you live. “In this family,” writes the West German Reinhard Muenzert,
107“harmony and love reign. This is possibly the greatest success of the Polgars.” Do you agree?
108Of course it gladdens me to hear that even foreigners observe what we hold together and kindle
109internally. Which one considers the greatest result depends on the viewpoint. I would choose the
110happiness of our family. “Harmony and love reigning” in our home, although important, is not
111the only factor in our happiness. I can declare one thing with definite certainty: without a good
112family background and loving family relationships my daughters’ successes would never have
113happened.
114I can imagine that you stood with a fully elaborated family model even before the of icial
115registered your marriage.
116Yes, of course. I planned our life in my imagination. I thought that everyone must do this.
117Considered communication beforehand is a precondition for a healthy marriage. It is important
118that both adults clarify for themselves whether they want to entirely live in a marriage, and if
119yes, what they expect from it. Who will have which function in it? Later they should endeavor to
120manager their lives so that they in fact follow this mutual agreement or - for the happiness of
121both - they should change it together.
122I do not think that spouses inevitably become strangers to one another after several years; I even
123confess the opposite: with the passing of time they can keep loving each other more. Reciprocity
124in work done for the partner, the place of mutual life experience, raising children, good habits,
125etc., all contribute to this. Although it is fashionable nowadays to tire of one’s partner as early as
126possible, to emphasize the unfavorable aspects of marriage and the disadvantages of mutual
127compromise. I think that one should not make too much of mistakes, and one should look for
128that which is pleasing in one’s partner. This is not too difficult, as the good side of a person is
129generally stronger than the bad side. A basic need of children is to feel secure, but they will
130hardly receive this in a family where one conflict follows another. One should try to make
131quarrels mild and rare. In our home the principle applies that we should end the day only in love
132and peace. Naturally I do not wish to say about this that if the situation becomes very bad one
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134should not divorce; this would possibly even be good for the children just in interrupting a life
135lived together burdened with conflict.
136The success of genius education would indeed be doubtful in either case. What, in your opinion,
137would a healthy family model be like?
138I think that two people link themselves together by marriage so that both their lives become
139more complete (and diverse) and happier. On the other hand, in order to have children, at least
140three if possible, to whom they give everything necessary to also become happy. We planned for
141six children, but circumstances prevented us. One should not consider raising children to be a
142necessary evil, make it instead joyful and creative.
143But it should also be specialist work!
144It can also be specialist work, but preferably a calling, or an additional calling. Obviously not
145everyone can leave their job and stay at home to raise children, but it would be desirable for one
146of the parents to do so. I consider it totally possible for men to stay at home and raise children.
147One thing is certain: education also needs much more educated parents. One should devote
148more time to the children. I propose that the state should establish, alongside marriage
149counseling, “parent counseling,” and even child-raising classes for parents.
150What do you think about open marriage?
151I am not a convert. I even think it dangerous. Naturally I have nothing against it in theory, if one
152can achieve a normal education for the children. In these kinds of cases, both adults organize
153their lives as they please. If they can arrange them so they are also good for the children, then I
154say: OK! If not, then it is irresponsible.
155The danger is hidden in this, that open marriage often lends a sporting character to human
156relationships, and the sex life - in my opinion - is not appropriate for sport. If these relations are
157without emotions, I disapprove of them, and if they are based on love, they have another risk,
158that the feelings of the two partners will cool at different times; one still loves while the other
159does no longer, and this emotional “winter” hurts the one who still loves. I do not believe that
160anyone has the right to cause hurt, often very bitter hurt, to their partner, and eventually
161provoking by this even suicide.
162But let us speak of the conditions for specialist education! I do not believe that someone can do
163careful and outstanding work, if they often change partners. Think of a scientist who sits in a
164library in the morning, and maybe stays there until evening. I did this for a long time. When I
165went home, I continued the work. So I ask how one can do with with changing partners? And
166mainly, it is not irrelevant - let us return to education - whether I love the women with whom I
167have children, and whether she loves me! It is not irrelevant whether we together love the
168children. Finally, it is not irrelevant what the child sees in the home.
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170Do geniuses need siblings?
171Yes, a good brother or sister is of great value, but who becomes a good sibling depends a great
172deal on the parents and the education. But a good friend is more valuable than a bad sibling. I
173am very happy that our children our good sisters, good friends, good colleagues, and they love
174each other very much. And this is a matter of education: one must establish a healthy
175competition among them, but to raise them to help each other at the same time. Many believe
176that human contacts become better on their own. However, one must always be doing
177something for them, to improve them unceasingly, to form these contacts. This demands much
178energy, but it certainly pays.
179They say that someone who has three children is a hero in current circumstances.
180I do not accept this qualification. I have observed that in many families that have three children,
181life generally flows very peacefully, the parents are more balanced and the children develop
182normally. Their experience is that they can always count on one another.
183Are three children not too much of a burden?
184It is difficult to answer this. If the problem of lodging is solved, it is not too much trouble in a
185family of a medium financial level. For example, I have never dressed fashionably. And I have
186raised the children to prefer clean, sporty, simple clothing. Similarly I do not much care about
187cuisine. One must learn to rationally manage money. And one should teach the children about
188this independent of whether one lives richly or poorly.
189Did you spend time preparing yourself for fatherhood?
190Of course. Before marriage. Before planning this experiment, I read through a long series of
191specialist books on fatherhood. And I had to set myself to this “work” emotionally as well.
192How much should parents intervene in the future of their children? Should they influence the
193choice of profession, partner or politics?
194Let us begin with the choice of profession. I will speak only about parents who seriously
195endeavor to smooth the way for their children. Among them there are two types. Some say that a
196child should be many-faceted, “taste” everything, and in adulthood or close to it they should
197decide for themselves what they will do. I can also understand this standpoint. However, if the
198parents wish the children to achieve genius results, then - in my opinion - the parents’ decision
199should not be put off, and one should decide the direction of their specialization even in infancy.
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201But is the knowledge and capability of the parents suf icient to guide a child along the chosen
202route? What will happen if by some tragic event they can no longer help.
203Let us examine the first question to start. Are parents capable of the task or not? I believe that if
204they are decisive and have a suitable viewpoint, and are also in the habit of reading some of the
205literature, and are not ashamed to ask help from others, they are definitely capable of this kind
206of work.
207In the other matter: if an unfortunate accident intervenes. This can happen. But if something
208intervenes, the people involved do not even then lose much more than if they had been traveling
209a different road. A child can become a good specialist, a good teacher, a good economist, etc.,
210without being a genius. Even if one raises a child from a different viewpoint and with different
211methods, a tragic event could still intervene, could it not?
212Both ways of instruction, multi-faceted and specialist, can create healthy, happy children, and a
213good family ethos. But one must consciously choose either system, and implement it
214consciously. Freedom of education is as much a fundamental human right whether one educates
215by my method or some other.
216Let us switch to the choice of life partner. What role do parents have here?
217Two extreme tendencies are drawn out in history. One extremes is when parents themselve
218choose a life companion for their child. The other extreme, to which by my belief we have now
219swung, is what we now experience, when parents are almost completely excluded from the
220choice of partner. In my opinion the ideal would be a combination of the two tendencies, some
221kind of middle way, where the parents’ opinion is also important, so the children also hear their
222opinion. This is important, because it surely can be supposed that parents wish good for their
223child, and they are more experienced, and they are not blinded by feelings (young love), so they
224can decide and anticipate more objectively. Further, as it applies to a healthy family, then to a
225certain degree, directly or indirectly, the generations will live together and work together to raise
226the following generation.
227Thus in my opinion a good decision is made communally, of course the young people should
228have the last word.
229Should the parents have the right to a veto in your conception?
230This is about independent adults, so here a veto should not exist. Today parents have only
231practically a 5-10% “vote.” In my opinion 40% would be more ideal, and the young people could
232still decide 60%, so in the end they would choose. In our case 50% was parental influence and
23350% our own decision. I am very happy that I obeyed my mother, because I have a wonderful
234marriage. If I had married the woman I originally wished to, my educational experiment and
235happy marriage would have dissolved away.
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237How much can the family influence a child’s choice of faction, or the development of
238worldview, world conception, or political orientation?
239I always smile to myself when someone says: now I am raising the child to be a believer (or an
240atheist), and later in adulthood they should choose their world view for themselves. It is indeed
241decisive what kinds of influences reach a child in their family, what kind of example they see, in
242which direction they are raised - not only in what subject, but in what world view. I consider it a
243completely natural matter that parents will hand down their own world view: for indeed they
244can give nothing else. It is therefore absurd if someone - being religious - says to their child: you
245should be an atheist.
246At the same time I believe that one should hand down in childhood fundamental moral values,
247which are generally human, so one does not need to restrict them, in the traditional sense, to any
248particular world view or political party.
249What role does the family and parents have in preparing the child for a life of sport?
250Sport is one of the best educational methods that parents have, because they hardly have to
251make an effort; in almost every child there is a desire to move, to actively compete. At the same
252time the practice of sports makes one used to observing certain rules, and contributes to right
253conduct, a regulated way of life, and discipline. Plus it is very useful if the members of the family
254play sports together, if they do anything together. If the family plays sports, they pass more time
255together, and this is incomparably beneficial. But if this is not possible, the child should visit a
256club, and train for one or two hours a day, even if they do not want to become an athlete. But if
257they want to become a competitor, then it is obvious that the parents and tutors should have a
258plan and follow it.
259In Hungary, people still have reservations about experiments (not only in chess, but in other
260areas as well) in which the parents are partly or completely tutors for their children. There is
261the Batorfi family (table tennis players), Temesvari (tennis), and Mizser (pentathlon). But you
262are the first where an independent family “enterprise” has been formed.
263The official institutions completely disapproved of this enterprise then, and even now they do
264not appreciate it on its merits. The attitude of the press is also strange. When the Capital Council
265gave my wife and me a medal “For the Sport of Budapest,” some “competent” journalist
266indignantly and demagogically wrote that other parents also deserved it, because other parents
267also care for their children. He is definitely right about the latter. But he forgot to add that we
268are different from other parents in that we, forsaking our jobs, through long years of 15-hour
269days - directly or indirectly - made a huge effort for the development of our daughters in the area
270of chess. We bought neither a summer cottage nor a car, nor anything like that; we only paid for
271tutors and a chess library. Sometimes we slept only a few hours in two days, because we were
272preparing a sample from 200,000 matches for our children. We studied the literature nightly.
273We had to fight for the possibility of our daughters’ development in extraordinary ways. This
274article appeared in the beginning of February 1989 in the magazine Esti Hirlap. I will not name
275Raise a Genius! - 82
276the journalist, as I agree with the author Gabor Goda: “Debate means raising the other - despite
277the difference in viewpoints - to a certain spiritual rank. Take good care with whom you begin a
278debate, lest you raise a bunch of meritless people to a spiritual rank!”
279The press and sports organizers also do not like parents to follow the sports careers of their
280children with special care. Ironically, they call these “hockey moms” or “tennis dads.” Some of
281the mass media even now treats these kinds of parents dismissively.
282This kind of conduct is damaging because it causes a child’s trust in their parents to falter. It is
283easy indeed to make children uncertain. On the other hand this kind of rough influence can
284awaken family conflicts, which could be “avoided.” I support the family in relation to this also.
285One must protect and shelter peace and respect in the family.
286Another question: who wears the hat in your family?
287In general my wife does the housework, but when she accompanies one of the girls out of the
288country - and this happens often - I take care of the household. But during our marriage she has
289been able to continue her education: she learned languages (she speaks 7 or 8), acquired three
290degrees, traveled throughout the whole world, and practiced languages, collected a great deal of
291knowledge, saw many beautiful things in nature, architecture, and museums, so her life has been
292full, despite fulfilling “womanly” tasks at the same time.
293In addition, she participates in the pedagogical experiment, in which she also works together
294creatively, because we do and are a little communal pedagogical group experiment. I wanted to
295have the housework or part of it done by someone else, if our material circumstances enabled
296this, because then she could better dedicate herself to her specialty, her profession, but during
297our work together for the development of our daughters’ capabilities she was practically in a
298somewhat disadvantageous situation. But my family structure would be against my principles if
299she only cared for the household or the uncreative part of child raising.
300From the tone of your discussion I feel that you have a crisis of conscience.
301I myself also confess the clarification from the ancient Jewish literature, according to which the
302command of Holy Scripture, “Love your neighbor as yourself,” does not apply to your father,
303your mother, your children or your wife; you must love them more than you love yourself. I
304sincerely confess that I have a bit of a crisis of conscience, but I do not accept the opinion that I
305am realizing an orthodox family model.
306What do you think about your wife?
307I believe that our results are a product of our common activity. But rather ask her!
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309An example from Mrs. Klara Polgar: A thread goes where the needle pulls it
310I have already spent several days with you, Mrs. Polgar, and I see that you spend the whole
311day working silently and intensely. The house shines with order, dinner is ready on time, and I
312can assert with a clean conscience that it tastes good. Was this kind of work destined for you?
313Yes and no. At the center of my life, along with my family, is chess. I do everything that
314contributes to the preparation of my daughters. The world revolves around them, and I believe I
315have the task of being their manager. If they need textbooks, I bring them; if they need
316translations, I do them; I correspond with foreigners; if necessary I drive the girls; sometimes I
317give interviews; other times I clean the house. I make dinner and wash the clothes. So I believe
318that I have so vast a “repertoire” that in the end I am not bored. If there were only housework for
319me I would surely find it boring.
320If I could compare your family to a great tree, your husband would be the roots and the thick
321part of the trunk, and you would be the triple top of the trunk that supports and links together
322the three bright, healthy child branches with the trunk. Do I have a good view of this?
323The initiator of the big idea was Laszlo, but I have always participated in its implementation.
324Tireless work from both of us is necessary for the girls to achieve success. But instead of the
325comparison with the trunk and roots, I prefer quoting the proverb, “A thread goes where the
326needle pulls it.” The thread is me. He thinks of things, and I try to implement them in practice,
327as I am able.
328If you like, consider my next question a provocation. You are participating in an experiment
329one of whose goals is is to prove that there is equality between men and women, at least
330regarding the intellect. In your family - as you have said - one fulfils the function of the needle
331and the other that of the thread, so it follows that nevertheless there are dif erences between
332men and women.
333An occasional visitor might be inclined to believe that in our home the physical work is separate
334from the mental, and that mental work belongs to Laszlo and everything else to me. But in fact
335the matter is otherwise, because I very often drive to chess competitions with Zsuzsa, Judit or
336Zsofia, and then Laszlo stays by the hearth and does all the tasks at home. But of course there is
337also a certain level of “discrimination” with us, as there unfortunately is in every family. The
338time is still far off when this kind of discrimination will cease. Of course ideals always diverge
339from reality, because the latter also depends on the given conditions, and the conditions still do
340not enable the full implementation of the ideals.
341Raise a Genius! - 84
342Did you plan your pedagogical program together?
343In fact, it was Laszlo’s dream. When I first met him, in 1965 in Budapest, I only listened and
344listened to him. Sometimes I had the feeling that he was a fantasist who was full of ideas one
345could only half believe. I went home with the thought that I had made the acquaintance of a very
346interesting person, but I did not believe that I could ever become his wife.
347Afterwards we corresponded a great deal. It is unfortunate that these letters were not preserved,
348because we sent each other wonderful letters. At the start they were not much about love; we
349exchanged opinions about pedagogical ideas.
350Do you remember anything you did not believe about him?
351I did not believe that in 24 hours one could get through as many matters as - according to him -
352were bottled up in him… Where to start? He said that he had been occupied by psychology,
353pedagogy, philosophy, and art, that mathematics also interested him, and as well he was an
354educator, a teacher, took part in the youth movement, visited libraries, swam, etc. He listed so
355many things that I did not believe him. Time passed, and we corresponded…
356And his pedagogical concepts?
357At first I doubted that one could begin serious work with children so early. Zsuzsa was three and
358a half when he began her specialization.
359What did you think about at first, when you began the experiment?
360We knew that we wanted to manifest something significant in the children, but at first it was not
361totally clear which specialist field we would choose. Zsuzsa progressed very well in mathematics.
362She had already learned all the material from the first four grades by the age of four. Then she
363saw some chess pieces by chance, which was later shown to be a “happy accident.” She found a
364chess set in a drawer and began to play with it. At that time Laszlo was often with her, and one
365fine day coming from work I saw that they were playing chess. I was very surprised.
366So the beginning was an accident. Not a planned choice?
367Speaking for myself it was not planned for the child to become a chess player. Zsuzsa first
368learned Russian in a Russian kindergarten, then German, and chess followed, which was a new
369game for her, and which she seemed to find very interesting.
370Did Laszlo know how to play chess?
371He knew how and loved to play; I remember that one time he asked me to play with him, but I
372did not even know the moves. I said that it was very boring for me, and did not interest me.
373Raise a Genius! - 85
374Unfortunately this was the truth, but when Zsuzsa began playing chess I was ashamed that a
375child was capable of mastering something that I still did not know how to play.
376Aside from this accident, what motivated staying with chess?
377We could have chosen something else; we could have continued the mathematics or foreign
378languages; nevertheless we decided on chess - in my opinion because we felt that Zsuzsa was
379very happy at the chessboard. And because this was the first success, and we thought: if
380someone wins on 64 squares, that is already proof. Although the grandparents and neighbors
381often shook their heads: a girl at the chessboard? What a thing!
382So many found the choice strange. Obviously it is not an accident that in public opinion this
383kind of activity makes children’s lives joyless and unhappy. Did you hear those kinds of
384opinions?
385Unfortunately we had to face them. It is true that chess is not traditionally a children’s game.
386People don’t hear about girls playing chess; people think it is a game for boys. Many asked me:
387what kind of mother are you? Why do you let your husband play chess with Zsuzsa? I had to
388struggle with myself, and had to reconsider if I was doing this well and rightly, if I agreed. But
389looking back to the past, I now believe that my motherly “greatness” really consisted in letting us
390follow this road.
391You are best able to answer: are the children closed up in themselves, turned away from the
392world, or do they truly live happily?
393I believe that my daughters live at least as happily as any of their peers. But I might claim that
394they live even more happily. In my opinion they are balanced and have very rich internal lives.
395Many doubt that they had and have real childhoods. I feel that they have not only real
396childhoods, but also those that prepare them for all of life and are foundational for their
397happiness. A person is truly happy when they do what they are willingly occupied with. They
398have found themselves, and are also respected for it. They have been doing from infancy things
399that are close to them, about which they are self-confident, and doing which they feel good about
400themselves.
401Were there any methods during the girls’ educations that you threw out or modified or
402changed?
403I would not speak the complete truth if I claimed that we raised all three in the same way. But of
404effort, love, care, and provision we gave the same level; indeed we loved all of them equally
405strongly. Of course circumstances differed with Zsuzsa, Zsofi and Judit. I gave the most
406languages to Zsuzsa. Unfortunately I made an error with Zsofi. She was not diligent enough, and
407Raise a Genius! - 86
408maybe also for lack of time left language lessons behind, although both Zsofi and Judit learned
409English and Russian and basic Esperanto.
410How many languages do you speak?
411I have assimilated 7-8 languages: I am a teacher of Russian, German and Esperanto, and I know
412English and Ukrainian, and I know a bit of Bulgarian and Spanish.
413Are the children healthy?
414Yes, luckily. Aside from colds, (and sometimes ear infections for Zsuzsa), they are never sick.
415Do you have, or have you had, an ideal for families? Have you succeeded in realizing it?
416I always wanted to live a beautiful, peaceful family life, and to make my children good, honest
417people, who achieved at a high level. I believe that we have accomplished this. As a mother and a
418wife I am very happy and balanced. I believe that if reciprocal love and respect reigns in a family,
419one has what is most important.
420What do you think about open marriage?
421I condemn it. In this area I am conservative; I insist on the traditional role of the family. In the
422current uncertain world this small community is maybe the only refuge where one can feel
423oneself truly well, where one is completely free. I believe that I also need it very much.
424Have you raised your daughters in a religious spirit?
425No, completely not.
426Are you also not religious?
427No. My parents were not as well, and I was also educated thus. I do not need religion.
428Have you taught your daughters about so-called women’s roles? For example, do they know
429how to cook as well as you?
430If they are capable of solving extraordinarily serious chess problems, which demand a great deal
431of energy, inventiveness and skill, why could they not also master cooking, if necessary? They
432have certainly learned, but at this time I do not tire them with this kind of work. And I did not
433know how to cook when I was married.
434Raise a Genius! - 87
435What plans or ambitions do you have?
436Plans, dreams? I want to continue what we have begun, for the girls to achieve a higher level,
437and my work certainly contributes to that. Of course as a mother I want them to marry, have
438children, make me a happy grandmother, and enjoy the fruits of my labor as a pensioner.
439You wanted to raise geniuses. Have the girls really become so? Do you also think your husband
440is a genius?
441I think he is the greatest genius. In our family there is no lack of genius, but he is most truly so.
442It is his idea that we are implementing. When I first told a journalist that he was a genius, he
443marveled and did not believe me. That the girls have become so is owed to very serious,
444stressful, balanced, responsible work, which has been and is being implemented under his
445guidance.
446Moreover, in this matter Klara Kasparova (the wife of the world champion) said: “... Without
447clenching one’s teeth, without visible and lasting work, it is not possible to achieve the end goal.
448For us the idea of ‘tranquil’ does not exist. From the age of 9 [for Gary] not even a day passes
449without serious intentional work. We are constantly working. It is very difficult to reach the
450summit.” (From the work of Reinhard Muenzert: Die Familie Polgar und ihre Bedeutung für die
451Anlage-Umwelt-Kontroverse-Deutsche Schachblätter. 1989 pp. 32-35).
452How do you see yourself?
453I believe that I am an adaptable type. I have adapted to this great idea. I have submitted myself
454to chess, and this adaptation is my “genius.”
455And if Laszlo establishes a school, to educate exceptionally capable children?
456I will also take part in the work. I would teach languages, and endeavor to help with everything
457so the school would function well.
458Raise a Genius! - 88
4592. In the minority
460“Learning is a Jewish sport.” - Saying
461“What do Jews learn better than non-Jews? How to hate and persecute Jews.” - The Talmud
462“I cannot be a Jew to the bones, the less I can completely not be a Jew.” - G. E. Lessing
463It seems to me that your Jewishness is something other than a simple link link to a community.
464It is at the same time an important source of your pedagogical concept. Is my opinion correct?
465Yes. The consciousness of my identity undoubtedly attached me from birth to the Jewish
466community; I am primarily in this sense attached to the Jewish people. One of the veins of my
467pedagogical system incontestably originates there, but the analysis of my state of existence also
468hides philosophical relationships.
469It is generally known that Jews have achieved outstanding results in the field of mental
470activities. This poses the theoretical question: does this have a biological genetic cause, or is this
471socially determined?
472The fact is that today a newborn baby, being Jewish, has a much greater chance, by the
473statistics of Nobel prizes, at this prize, than if they are born in a non-Jewish family. This seems
474to many to be genetically determined.
475I have a completely different opinion. I conclude that social “heredity” and the response to one’s
476own Jewishness causes this phenomenon. I accept - this is indeed a fact - what Endre Czeizel
477also mentioned on Hungarian Radio (1989-05-23), that the proportion of Jews among Nobel
478prize-winners is 30%..., and if one is born Jewish, they have a hundred times greater chance of a
479Nobel prize than an average non-Jew. And most of the Hungarian Nobel prize-winners were
480Jews. Among chess world champions their proportion reaches - to my knowledge - more than
48150%: Lasker, Steinitz, Tal, Botvinnik, Smyslov, Kasparov and Fischer are half Jewish. However,
482I claim that this is also socially determined.
483More precisely?
484To mention a few factors: The first essential point is that Jewish families - partly because of
485strong traditions - are relatively stable, and they are always very concerned with education.
486Another reason comes from the minority status of Jews and from the frequent persecutions
487throughout their history. How do these factors contribute to the development of the mind? From
488a negative side in this way, that because of the always disadvantageous situation of the Jews they
489always had to appear in almost everything doubly more capable than others. Because of the
490frequent persecution they knew that at any time they might have to leave their homes, dwellings,
491and even homelands, and begin lives elsewhere. So what is fixed in Jewish tradition? “Learn, my
492son, because (1) only thus can you succeed in life, and (2) if you must flee, no one can take
493Raise a Genius! - 89
494knowledge away from you, so you can take it with you anywhere.” Jews could not take their
495houses with them, so they customarily preferred to buy no houses or unportable things, but gold
496and diamonds and trinkets, so that during persecutions they could pocket them and run away.
497And their knowledge bore fruit everywhere.
498On the other hand, Jews are always on the periphery, and this awakens stresses in them; they
499become “eternal adolescents.” Adolescents do not know whether they are children or adults, and
500their uncertainty comes from this. Similarly, Jews most often do not know to what degree they
501are - for example - Hungarian, or Jewish, or both. This situation is difficult to clarify to
502themselves. Because of it they constantly live with internal conflict. This makes them develop
503with open minds, a habit of problem-solving, and also develops their adaptability. (This can also
504cause certain negative qualities, for example over-sensitivity, loudness, aggression, extremism,
505being critical of oneself and others, a very strong ambition for accomplishments, over-driven
506activity, etc.)
507If these traits are a constant of history, do they not become hereditary?
508No. Mental capabilities or acquired qualities of a person are not hereditary. I accept, of course,
509that certain diseases are more frequent in this or other peoples. But the causes of disease should
510be searched for primarily in the life circumstances and way of life. Thus there exist, for example,
511typical Jewish diseases. But mental traits are unambiguously socially determined.
512So in your opinion, with regard to intellectual gifts and moral traits every people is equal in
513potential?
514At birth every person is equal. After birth a person takes on so-called ethnic-psychological
515characteristics, adapting to cultural traditions and educational demands. This means that
516throughout history the so-called Jewish qualities are always changing. For a long time people
517have falsely accused Jews of not being capable of creative physical work, of always being
518cowardly, which, even if partly true, followed from the education and imposition of the
519environment. But today one cannot find these qualities in the Jews living in Israel or elsewhere.
520Today the soldiers of the Israeli army are the best warriors in the world; Mossad is one of the
521most effective secret services in the world. The Jewish settlers also surprised the world with
522their oases growing from the desert of the Holy Land. So today it is no longer valid to say they
523are only occupied with mental work.
524What characterizes the Jewish pedagogical tradition?
525The Jewish religion stipulates that parents should teach their children from early childhood. The
526Talmud stipulates that parents should be the first teachers of a child, because they are
527emotionally close to and love them. It is important that a child senses what a parent expects of
528them; this strongly influences the level of their needs, and later also that of their
529accomplishments. In a Jewish family children are raised to love knowledge, like books, and
530Raise a Genius! - 90
531respect each other. One does not begrudge material sacrifices for the development of a child’s
532capabilities. One is brave enough to challenge them early and teach them intensively.
533How much did your Jewishness contribute to the development of your system? Did you
534consider the tasks prescribed in the Jewish literature as personal duties, and teach your
535daughters because of that?
536Probably not. I accepted those stipulations, because I found them to be well-founded and
537rational. Of course my family had something in common with my system, because my parents
538were already quite occupied with me in kindergarten. They taught me much, for example,
539translating from Hebrew to Hungarian and similar things. My great-grandfather was a
540pedagogue and taught languages in his school in intensive form to 4-5-year-olds. All of his
541students became exceptionally talented people. For example, the world-famous author, poet,
542and translator Jozsef Patai attended his school. In one of his works he remembers my
543great-grandfather with pleasant feelings.
544What does Jewishness mean to your family. A religion, a culture, an identity, an ethnicity, or
545pedagogy?
546Pedagogy definitely, this is certain. In a larger sense I accept my Jewishness as an ethnicity, in
547the same way as my Hungarian-ness. Of course I have been affected by good Hungarian culture,
548and good Jewish culture, and good European culture in general.
549Jews can feel in their own flesh what it means if people act toward them like Nazis or
550chauvinists. So Jews endeavor to cast away all prejudice, and represent equal rights and equality
551for all people. Not understanding this, people often accuse them of cosmopolitanism.
552Or of being world citizens?
553I confess sincerely that I accept even this. Although I am a Jew and a Hungarian, in practice I
554primarily respect in a person human values and not nationality. I also accept being citizens of
555the world. I consider both Hungary and the Earth my homeland. I say the same thing as Bela
556Bartok: we must assimilate only good and valuable culture, whatever nation it belongs to…
557What still links you to the Jewish people?
558That 600,000 Hungarian and 6 million European Jews were exterminated in the Second World
559War, so I wish to be a living memorial. And another matter still: I am a Jew not because I accept
560it, I would also be a Jew if I did not accept it, because the fact that others consider me a Jew
561inevitably determines my situation.
562Raise a Genius! - 91
563What does Jewishness mean in your life from the viewpoint of a religious world view?
564I was born into a religious Jewish family. My father is still a Jewish believer. After my parents’
565divorce, my stepfather was the chief rabbi of the city of Gyongyos, and a teacher of the Talmud
566in a rabbinical seminary. Until around the age of 13 I was not very religious; at 12-13 I led youth
567religious services. I prepared several children for their “Bar-Mitzvah,” the initiation rite into
568manhood. But at the age of 14 I encountered a teacher of biology and physiology who guided me
569to materialism. Primarily he guided me to freedom from the Jewish high school and orphanage,
570and now I am an atheist.
571For a Jew there are two possibilities: assimilation or integration. At that time I drifted
572unequivocally toward assimilation. I felt that I had almost nothing in common with the Jewish
573people. I grew up primarily in Hungarian culture, and I believed that I could assimilate. But
574experience made me recognize very early that Hungarian anti-Semitism (more precisely: not
575Hungarian anti-Semitism in general, but that of some Hungarians) would not allow that. At 23 I
576recognized that the road of assimilation was in practice not possible. Because of the lack of
577acceptance of society. Because of the definite condemnation of Jewishness by non-Jews. Now it
578is my opinion that the task is to integrate. Integrate, in other words, to conform in such a way
579that we openly accept our Jewishness.
580Do you still experience unpleasantness because of your Jewishness? Do you encounter
581anti-Semitism nowadays?
582I have experienced a great deal of unpleasantness both in childhood (and my parents as well),
583and as an adult; even now it is abundant. We often receive foul, hateful letters and telephone
584calls, for example, “Disappear from here, your place is in Auschwitz,” and the like.
585What do you see as the cause of the still living and loud anti-Semitism?
586There has always been anti-Semitism in Hungary, but now, partly because of the stresses that
587accumulated during the dictatorship, partly because of the economic difficulties, its voice is
588becoming louder. In an unfavorable economic situation people usually look for a scapegoat, and
589they find one most often in Jews. In addition, people see that some Jews are spiritually and
590materially rich, and this evokes more hatred.
591What can be done to counter anti-Semitism?
592Anti-Semitism fears only opposition. Only organization and organizations can fight against it. I
593have never understood those Jews who are ashamed of their Jewishness, and are self-hating or
594hurtful to other Jews, to prove to those around that they have nothing in common with such
595things. If someone strikes another person, and that one does not strike back, later they will
596regularly and even for pleasure beat them. But if the one does fight back, the other will think
597twice the next time, whether to strike.
598Raise a Genius! - 92
599It is my firm conviction that only groups or organizations (Jewish organizations among them)
600can successfully fight against anti-Semitism, and for that reason I find it the foundation of
601democratic Jewish associations in Hungary very praiseworthy. In addition, it is psychologically
602beneficial that Jews can live and in fact experience group life in these associations, because this
603“filters” or dulls anti-Semitism to some degree. It is advantageous if a group restrains the
604unfavorable effects, so an individual need not suffer them alone. In this way stress is lessened,
605and commonality gives strength, initiative, and support. Jewish organizations are needed which
606take upon themselves the responsibility to fight against anti-Semitism. Without this how could
607we expect non-Jewish organizations and their members to fight against it?
608Of course, one should not make too much of anti-Semitism, but in my opinion it is as much an
609error to trivialize it. We should think of Jews unfortunately marching to Auschwitz,
610underestimating the significance of being forced there, believing that they were only going to
611suffer at hard labor while the war lasted…
612In you opinion, is it possible to fight against prejudice by means of information?
613Mere information and debate cannot successfully fight against anti-Semitism and prejudice.
614However: one must speak about it often, openly and honestly. If besides debate various
615well-intentioned social effects are strengthened, then it is to be expected that anti-Semitism will
616retreat. For this a long time and patient, persistent work are needed. Looking at the whole
617world, I am also optimistic about this question.
618Raise a Genius! - 93
6193. Chief witness for genius education: the happy children
620“A person is happy if they have work and are able to love.” S. Freud
621“There does not exist such a modest happiness that it can avoid the teeth of malice.” - V.
622Maximus
623“A person lives to be happy and pass on that happiness to others.” - A. V. Lunacharsky
624It is my experience that everyday people would be uncertain if you said to them, “You as well
625can raise a genius.” They observe from afar, but in general do not let that thought near, which
626they find bizarre. They fear it a little. I have asked several young people if they would raise
627geniuses. They answered: if they could know that the child would be happy, maybe yes, but if
628there were no guarantee of that, and the risk were too great, then no.
629I believe that that answer is permissible and sympathetic - I also hesitated. The future of our
630children is on my heart, and my chief aspiration is to make them happy. But is not enough to
631merely desire the happiness of our children; we must create and develop in them the capability
632to be happy. Many ways lead to happiness, although not all with the same certainty, but among
633them the most certain and guaranteed is - in my opinion - that of genius education. Because of
634this I chose that way.
635According to contemporary opinion, the contrary is true, that is, that the life of a genius is
636dif icult: it is more dangerous to follow that way than a traditional, average way of life.
637Again a wrong opinion. It is incontestable that a genius’s future can also be difficult, but that
638does not mean that a difficult human life cannot be happy, and it mainly does not mean that
639people with easy lives are happier. Among non-geniuses, there are proportionally more unhappy
640people, like alcoholics, drug addicts, lonely, neurotic, irritable, monotonous, aimless people, etc.
641Even if I accept this claim, it does not follow from it that geniuses will arrive at happiness. One
642reads of many cases in newspapers where, for example, an Olympic champion leaves their
643sport and declares that they will never take an oar in their hand again, or stand at the tennis
644table, or leap into the water, etc. They have become weary, cheated of their hopes, over-sated.
645I do not doubt that there are bits of truth in those stories. People can also be found who are
646bored of their present occupations. There are those who are fed up and who make sudden
647unthinking declarations. But we should not judge too quickly, or derive theoretical conclusions
648from those stories.
649Firstly, sports journalists are thirsty for sensational stories, and blow everything out of
650proportion; they make unthinking declarations seem like definitive decisions. Secondly, I am
651acquainted with many athletes who, after leaving the sport, continue their activity in the same
652field as trainers, club leaders, referees, or managers. Finally, why is it bad if someone modifies
653Raise a Genius! - 94
654their career or changes their specialty? I do not understand this disapproval. Why is this bad?
655This simply demonstrates adaptability. To change one’s career one must have several diverse
656kinds of capabilities. I really see this as an advantage of geniuses. The abilities of geniuses can be
657converted more effectively than those of others. Changing careers truly proves the vast sphere of
658freedom for a genius’s life, and not their deficit. However, I must remark that the situation of
659stars of physical sports is more disadvantageous; they can become aged in youth as a result of
660their sport.
661How can it be proved that genius and happiness belong together?
662This is also provable theoretically, but I can confirm it with the example of my daughters - in
663practice. In theory genius and happiness are more interlinked than the opposite state. As I have
664already mentioned: genius = work + luck.
665Happiness is a complex phenomenon (a process and a state), which also contains components of
666genius. It consists of several elements: enjoyment of work, honesty, health, wisdom, material
667conditions, cheerfulness, love, optimism, courage, tranquility, lack of worry, fulfilment of duties,
668the satisfaction of spiritual and material needs, a sense of joy, satisfaction, perspective, a correct
669view of life, a full experience of love, rest after work done well, creativity, success, establishing
670goals, high-level needs, and I could continue for a long time… To summarize and categorize
671these components, we can describe happiness with the following formula: happiness = work +
672love + freedom + luck.
673I categorize under profession: work, accomplishments, creativity; under love: feelings given to
674others and reciprocated; under a state of freedom: the potential and capability of a person to
675become an independent, autonomous, and creative individual; and under luck: the union of
676random external (recognition, peace, family environment, etc.) and internal (health, strength,
677physiological endowments, spiritual and material goods, etc.) factors.
678Happiness is a complex phenomenon in this sense. From the formula it is possible to sense that
679it does not exclude, but indeed includes the components of a genius’s life.
680I agree that happiness and adult genius are interrelated, but the answer to the question of how
681this relates to the happiness of genius children does not directly follow from this. Many think
682that a genius child equals a robbed childhood, and a child prodigy equals the wonder: “a
683child?”
684You have verbalized a very important question, although a bit ironically. Firstly, childhood is not
685so uncloudy as average people remember nostalgically. As a teacher I saw that very often not
686many people had a happy childhood. Others also confirm my impression. A few days ago I read
687in the philosopher Eva Ancsel, “Observe a child’s face at length, and you will see: if fate exists, it
688begins very early.”
689Parents do much for the happiness of their children, but they do not all raise them well, or do
690not succeed in what they wish. They do not prepare children well for the future; often the
691Raise a Genius! - 95
692“suitcase” the parents give them for their life is not sufficient. And they do not always take
693precautions materially. They buy the children gifts, high-fidelity sound systems, cars, and
694similar things, but they begrudge the money for language instruction. Later they shove the
695responsibility onto school - which generally lack the necessary conditions - and to the circle of
696bad friends.
697Of course I do not only blame parents for this situation. Society also does not give the necessary
698support. For example, it happens that people frighten parents who wish to fully develop their
699children’s capabilities away by the argument that they are too ambitious. They say that they are
700pushing their children to achieve in that way what they themselves never succeeded in
701achieving. I personally know a person who wanted to walk with their child along the same way
702as ours, but when the press and radio opened a full frontal assault on them, the parents’ nerves
703almost collapsed, and they gave up working on the matter.
704Can you prove, despite all this, that your daughters are happy?
705Yes, I firmly claim this, and among my educational successes I consider this the most important.
706I am doubly joyful about this! First, because it is true, and second, because the value, sense and
707utility of my pedagogical method of genius education has been proved in practice by this.
708But how can you attest to your claim?
709Primarily by the reality. Look at my daughters, and if you have a bit of psychological sense, you
710can determine much from their appearance, and how they carry themselves, their laughter,
711unworriedness, their movement. It is not by chance that I proposed publishing many photos in
712the book, so that others could also see this.
713I know that you never boast about your way of life, but if others doubt the happiness of your
714daughters, you must illustrate how colorful and varied their lives are.
715They have already met many famous people: prime ministers, ambassadors, and Princess Diana;
716they have taken part in society receptions with millionaires, and mayors; they have played chess
717with UN delegates in the UN headquarters. They have connected with world-famous artists,
718Olympians, and world champions; they have participated in a counter-narcotics campaign in
719Canada; they have been in special direct TV program; they have given TV, radio, and newspaper
720interviews throughout the whole world. A little while ago they took part in the reception given by
721the US President Bush in Budapest.
722In the Strait of Magellan, close to the South Pole, they played with penguins; in Australia with
723kangaroos and koalas, and in the Negev desert with a camel. In Iceland they sunned themselves
724in a meter of snow, threw snowballs in bathing suits, and saw the famous white night. In New
725York they flew in a private helicopter between skyscrapers. They have hiked in the
726Mesoamerican old-growth forest, and glided on parachutes into the Gulf of Mexico.
727Raise a Genius! - 96
728They have played chess in interesting places, like the center of the Common Market in Brussels,
729and the World Trade Center in New York, one of the tallest buildings in the world. They have
730visited such amusement parks as Disneyland, the Tivoli in Copenhagen, the Prater in Vienna,
731and the most famous botanical gardens and zoos in the world. They have played in the casino of
732San Juan, swum in the Atlantic and Pacific oceans, the Mediterranean, Dead, Caribbean, and
733Black seas. It has happened that when it was gloomy winter in Europe, they summered in
734Australia or Mexico. (In summer, if we are home, they sun themselves most often on the
735panoramic terrace on the roof.)
736They have visited and continue to visit the most famous museums of the world: the Louvre in
737Paris, the British Museum in London, the Vatican Museum, etc. Wonderful airports welcome
738them, in Singapore and Dubai, for example. They stay at the most famous luxury hotels. They
739have seen wonderful fireworks in Paris and Biel in Switzerland. The have walked around and
740seen the sights in cities like New York, Vienna, Reykjavik, Zurich, Paris, Cannes, Varna, Sofia,
741Montreal, Ottawa, Vancouver, Sydney, Melbourne, Copenhagen, Brussels, Buenos Aires, San
742Juan, Moscow, Munich, Cologne, Hamburg, Berlin, Dresden, Athens, Salonica, Rome, Madrid,
743London, Mexico City, Prague, Jerusalem, Amsterdam, Monte Carlo, Las Vegas, Baden-Baden,
744Bucharest, and Belgrade. I could continue for a long time.
745They regularly participate in Esperanto gatherings. If they want to and have time, they take
746pictures and videos, they listen to music, they collect chess books, chess-related stamps,
747chess-themed pictures, and chess sets. They have a large collection of records and cassettes.
748They have many friends in various parts of the world with whom they correspond, contact
749personally or telephone. The house - if they are home - always stands open to guests.
750Thus for the “color” of their lives. But I am sure - and this truly gives me strength - that this
751nevertheless is not the most important thing for them, besides their family, their sisters, their
752successes, and their communal joy.
753I can add that I have never visited you without coming across a guest, several guests actually,
754friends, chess colleagues. But what do the girls say about their own lives? Do they feel that they
755are happy?
756Ask them!
757I do not want to ask them directly, as I fear that they will mock me like another journalist
758asking similar questions.
759So I will speak myself. For example, yesterday my oldest daughter Zsuzsa, who is at the age to be
760thinking of marriage, said to me, “Papa, how happy I would be if I had a daughter like me.”
761Raise a Genius! - 97
762This is a very spirited response to the question. Not less striking is her response to my interest
763in whether she would raise her son or daughter as you raised her. She said first, “I don’t
764know.” But after further insistence she answered, “I feel uncertain that there is in me the same
765amount of sacrifice and selflessness as in my parents.” For me this is a convincing argument, a
766“QED.” Those who know them well think the same. Your neighbor, the clear-sighted
767psychologist Judit Meszaros, decidedly answered yes to my question whether the girls are
768happy. “Certainly, although maybe in other ways than other girls. But happiness does not
769wear a uniform.”
770I quote several statements of psychologists who know your family well. For example, an article
771by Jochen Harberg appeared this year in the West German magazine Stern entitled “Genius is
772Plannable.” Having heard the girls’ laughter, the author closes the article with the words, “...
773this signals that these girls are happy.”
774Reinhard Muenzert, the renowned psychologist (his book entitled Schachpsychologie appeared
775last year in the FRG) writes the following: “In the end has the experiment truly succeeded?
776Should one not say that although the girls have achieved good results, are they also happy
777people? Have they not been educated too narrowly, deprived of a carefree childhood? I was
778able to observe the Polgar family… and what I saw absolutely convinced me: I saw three
779totally natural, friendly, charming, sensible, and frolicsome girls. They are often joyful. One
780can clearly see that they are happy.”
781In this category belongs the article by the psychologist and international chess master Leon
782Pliester with the title “Prodigies,” which he wrote for the periodical “Dutch Chess Player”
783(1986), whose contents he personally confirmed a little while ago when he visited the family,
784“Of course when I visited Budapest in September, I wanted to use the occasion to become
785acquainted with the girls. I was interested in not only their chess abilities; I wanted to
786experience for myself what kind of prodigies they are, where the secret of their strength in the
787game is hidden, and what kind of education they received. I was agreeably surprised when I
788met two warm-hearted parents in the company of three charming, untroubled children. I must
789acknowledge that this family impressed me deeply: I highly admire their way of life.”
790Permit me to also mention an evaluation in Hungary. Not long ago Mrs. Laszlone Dudas, who
791wrote a successful thesis at the Pedagogical University of Eger regarding my educational system,
792visited me. According to her, “It is clearly evident that the children are happy. I could not find
793even one element in their life that could make one suppose that they were less happy than their
794peers.”
795These opinions, citations, and instances cannot separately be considered scientifically valid
796proof of the happiness of the three girls, and they are also not enough to refute opinions that
797the girls are joyless, tedious “chess machines.” But all this information together can be
798considered a sort of proof. In addition, I can also personally attest that all of your daughters
799are healthy - both physically and mentally. For 4-5 months, when I was visiting you, they were
800not sick even once. I spoke to their doctor, and even he did not remember when they were ever
801ill. During this period they participated in many competitions, bringing outstanding successes
802Raise a Genius! - 98
803and also relatively weak achievements. From a psychological viewpoint the latter case
804interests me: how do they justify losses to themselves? I did not hear them even once attribute
805a lesser accomplishment to external factors. They never cast the blame on their surroundings,
806or the weather, not once did they excuse themselves by a cold or a toothache, as I have become
807“accustomed” to hearing from competitors in other branches of sport.
808I was once present for a “miracle”: I overheard a telephone call informing you of an
809outstanding victory by Judit in England. Zsofia took it at home with a wide smile and signs of
810unclouded happiness on her face, proudly she snapped her fingers - without the smallest
811shadow of jealousy.
812Another time I became a witness to Zsuzsa’s linguistic juggling, when in a circle of foreign
813guests she smoothly interpreted from German to English, from English to Russian, and from
814all of them to Hungarian, completely accurately. The reader should think about what it would
815be like for one’s most important problem - this is about Judit - to be whether or not to train a
816bit more in table tennis, to become a player of international rank, or not to take on any more
817and so damage her uninterrupted high-arching chess playing career. To all who would wish to
818become happy, I desire only these kinds of worries.
819We must also discuss a theoretical question concerning this idea. Can one intentionally educate
820for happiness, or should we leave it to create itself? According to Freud, “The plan of Creation
821does not contain the intention of making people happy.”
822I am a pedagogue, so I am concerned “ex officio” with the goals of education, and it is natural
823that one of the goals of education, happiness, must have its place in my system. Can one
824intentionally educate for happiness? I think that yes, even if not with the same certainty as for
825concrete language understanding or skill in physical sports. The first and essential condition for
826becoming happy is for one to want happiness. Many people want to make their children happy,
827want to see them thus, but they do not do enough, or even very little. They let themselves be
828guided by accidents of education. I, on the contrary, have the principle that one should approach
829and perform education very intentionally for happiness.
830The specialist pedagogical literature ought to research this.
831The literature does not even place the basis of the theory of education on happiness. But my
832genius education concept can serve as a contribution to the development of a theory on
833happiness.
834What can be considered a goal and what a method in your pedagogical system?
835The all-encompassing goal is undoubtedly happiness, and in relation to this genius education
836can be considered a method, but also it is about a dialectical process: in real life one grows
837through the other, that is, they prepare and strengthen each other reciprocally. Achievements
838lead to feelings of happiness, and happiness gives new motivational strength for higher
839achievements. Thus the method is formed from the goal and the goal from the method.
840Raise a Genius! - 99
841Nevertheless, what would happen if genius education contradicted the happiness of your
842daughters sometime?
843This is not acceptable. But if there were some breakdown in my system, then undoubtedly the
844goal has the higher rank, and in its interest I would abandon bad methods.
845Now, luckily, there is not even a shadow of danger. So you have proved that it is possible to
846raise geniuses. This is all very well, but what does this serve? Does it validate the ef ort?
847I answer with a unequivocal and decisive “yes.” It validates it, because this leads individually to
848happiness, but it is about more than just that: genius education is desirable and beneficial in a
849social sense as well.
850I see that you do not understand the question, so I will try to express it again. Is genius
851education a completely positive goal? Do we need a so-called hierarchy of values? Gasping, we
852climb to the summit. But for what? This can be neither an individual goal nor a social
853program.
854What to say? I do not claim that at the bottom or middle of the pyramid an individual cannot be
855happy, although let us not make the bottom level a societal goal! Humanity progresses, and the
856history of our country needs as many and as good specialists as possible, and always more
857creative geniuses. Without this progress will be gone. If society does not strive for the summit, it
858cannot progress.
859If it is true that education determines our intellectual development in a decisive way, it could
860easily happen that less ethically developed geniuses could be more damaging than
861medium-capable ethically developed people.
862The history of humanity shows that primarily the less capable or middling capable (thus not
863geniuses) and the morally undeveloped are dangerous for society, especially if they gain power
864(like Hitler). Of course, it is also dangerous if a very talented person in some specific field, but
865immoral, is in charge. For example, Napoleon was undoubtedly an extremely talented organizer
866and leader, although he used these abilities to endlessly make war and subjugate peoples.
867Genius education - according to my definition - aims for the development of personality, happy
868people, and the development of socially and morally progressive individuals. Therefore I say:
869genius education, education for happiness, and humanism are unified things; one does not
870develop one without the others. In addition, whoever intends to raise their children as
871outstandingly capable people would certainly not wish them to become ethically undeveloped,
872dishonest people. In history geniuses represent more good than bad.
873It is true that one can turn most of the elements of my educational method - as tools - in any
874direction. But the same is true for any tool, even a stone. With a stone one can break a nut, and
875Raise a Genius! - 100
876also a human head - but the stone is not the guilty one. Although I am not responsible for how
877one applies my concepts and methods, it is nevertheless my duty to warn about the possible
878dangers of incorrect, damaging application. So it is not permissible to apply only part of my
879methods - namely those related to intensive training in some narrow specialty - while neglecting
880my standpoint on moral education. It is necessary to raise exceptionally talented specialists so
881that they present extraordinary qualities not only in their specialty, but also in morality.
882People often claim that scientists are not responsible if others use scientific achievements for
883immoral goals. This is only partly true: today it is generally not possible to use scientific results
884without the active collaboration of scientists. The more educated and the more talented someone
885is, the greater is their social responsibility. My wife and I endeavor to live conforming with this
886principle, and we have raised our daughters according to it as well.
887Education has two “M”s: miracles and mistakes. You have proved the one, but it also has risks.
888Sandor Klein thinks as follows: “I must say that when I did not know about the Polgar
889phenomenon, I did not believe that it was possible to raise geniuses. But if one could
890successfully achieve this, why couldn’t another? If people are truly this educable, the greatest
891risk lies in the extremely large responsibility on the parents. But if we do not utilize this
892method, then our responsibility will be enormous: we have at our disposal a wonderful thing,
893and we do not use it.”
894Raise a Genius! - 101
8954. Your life should be an ethical model
896“Guilt does not worry a mis-educated person.” - The Talmud
897“What is humanism? The love of people, nothing else, and by this to rebel against that which
898dirties and shames the human person.” - T. Mann
899“Pleasure does not go along with virtue, but virtue goes along with pleasure.” - Aristotle
900Leafing through the preceding chapters, I observe now that to my questions requiring rational
901answers, you always reacted by revealing emotional “colors” and moral values. I feel a bit like
902I did when reading Kant, who wrote, even about the purest logic and cold consequentialism,
903always with high pathos, if it had to do with morality. What is the reason for this?
904Whoever wishes to live in peace with themselves and others, who wish to have a clean
905conscience, who is occupied with promoting pedagogy, who loves their family, who wishes to live
906in harmony with their social environment, cannot leave out ethics. Without moral values one
907lacks a compass for life. The task of people on this Earth is to conduct themselves and others
908toward perfection.
909During our interactions the thought always kept coming back to me: why are you, who have
910been hit by so many blows, misunderstandings and traps, and yet not closed yourself of or
911retreated or been of ended, now publishing your thoughts, methods, and experiences, when the
912fruits of your labor have matured, your chosen road been shown to be correct, and when you
913have no more need of insisting there is evidence?
914For me it is an internal law to do good. In my whole life I have endeavored to realize high moral
915values; I have always believed in moral ideas, and as a pedagogue and a father I have always
916disseminated them. I could not live otherwise than what I profess. Striving for harmony between
917words and actions, needing to put ideas into practice, is an integral part of my moral concept
918and practice. Because of this every kind of small-souled reaction, vengeance, or trickery is far
919from me - for me openness is an internal command. Although I know that this book will “incite”
920many to attack, I know that people will criticize and offend me, and I have exposed myself to
921hostile action, but nevertheless I am taking this step - not following the counsel of the wise king
922Solomon: “Do not be too virtuous, and do not reason too much: why must you confuse
923yourself?”
924Many who know you more closely claim that your primary interest is not chess, that your
925pedagogical theory is not most important, but it is the moral model that you have implemented
926in your life. They say that you are a hero of our time: you have endured a dif icult trial, during
927which you have succeeded. You have not let yourself be diverted from your way, have not
928changed your skin, and have stayed simple and modest. They praise you for throwing a stone
929Raise a Genius! - 102
930in the deadly water of the world of chess since the 70s, because you have invented a new family
931model, because your individual example has become a socially and morally applicable model.
932This is too much, in a certain sense. I did what I had to do, and now I am doing the same with
933this book. I am passing on my experiences, as the Talmud says: “Who knows something
934beautiful and does not pass it on is as guilty as one who knows something ugly and does pass it
935on.”
936The book is about the education of geniuses. Do moral geniuses exist?
937Let us approach the idea from several sides! If we understand the notion of “genius” to be
938activity in an avant-garde level of the current epoch, and social maturity or “perfection,” then a
939moral genius is one who stands at that level of moral “perfection.” Extraordinary people always
940appear in extraordinary situations (Mahatma Gandhi, Martin Luther King, Tivadar Herzl, Raoul
941Wallenberg, Ignaz Semmelweis, Albert Schweitzer, etc.), who we must definitely call moral
942geniuses. But people can become moral geniuses not only in extraordinary circumstances.
943Permit me to relate to this the thought of Bertolt Brecht: “One must pity the people who need
944heroes.”
945I agree with this, that one should pity the people who need heros, but I would add that one needs
946to pity even more the people who - when they need some - do not have heroes. Moral education
947must not suggest: “Be a hero!” It must pass on values which in times of need can lift a person to
948be a hero. A moral genius is an example - both in extreme situations and stable periods. An
949example always finds followers.
950I have also spoken with the master trainer Janos Gyimesi, who responded to my question
951whether there were geniuses in the sport of basketball as follows: “If five players train
952themselves in basketball, I say that a fivesome is at work, but if there appears among them a
953Larry Bird [an American professional basketball player], then six geniuses are now playing on
954the court.” Indeed, a genius has an emanation, an aura. From which qualities do you choose,
955when you “plan” a moral genius?
956I see before me a person who is sacrificial, honest, and courageous; a good friend and family
957member, not cynical, not egotistical, but empathetic and good-hearted, who feels responsibility,
958is attentive, and is capable of keeping secrets, who does not misuse their power, does not gossip,
959and can master their ambition, who is just, demands quality, an internationalist and not
960envious, who generally behaves in a friendly way and does not judge others easily, who is
961persistent, has initiative, conscious of duty, critical, self-critical and conscientious, who relates
962well to learning or ignorance, and who is capable of self-education (self-perfection), who has
963self-control, who is sincere and strives for freedom for themself and others, whose ethics are at a
964similarly high level, who is modest, able to love others, who has solidarity, tolerance and
965Raise a Genius! - 103
966politeness, has a healthy competitiveness, is helpful, peaceful, and well-intentioned, who shows
967respect to those who merit it, etc. This kind of person is definitely an exemplary moral authority.
968Whoever has in themselves all of the qualities above to a high level is a moral genius, even if they
969never become a hero, and even if those around them never consider them to be one.
970How should we raise moral people?
971A person is not born morally ready, does not bring moral values along from the womb, a
972maximum capability to become a moral being. But how they become, a loving family member or
973a hateful one, an altruist or an egoist, a humanist or a fascist - is not genetically fixed, but
974depends primarily on education and surroundings. As with all abilities, the moral ones can be
975and must be learned.
976It is true that here childhood influences are most important. But an adult is also formable in the
977same way. Democracy can transform into fascism or fascism into democracy. It can also happen
978that someone leaving prison can arrive in a good society and become an honest person.
979Here also we cannot let ourselves be led spontaneously: one must structure morality
980intentionally. In our century ethics is a very neglected field of instruction education. One could
981certainly do much more in this regard, than society has done until now. Not only family and
982school education can have an enormous role, but also a scientific direction for society and the
983use of mass media. Information itself of course is not enough, although it is better than nothing.
984One must create the conditions for the practice of morality.
985What do you think about the so-called decalogue of moral values?
986I feel that this code is superfluous. The moral life of a person is so complicated, complex, and
987wide, that it cannot be contained in 6 or 12 or 128 points or commands. Moreover, this kind of
988rigid and closed system I think radiates from a dogmatic way of living. Of course this does not
989mean one cannot, from the viewpoint of education, formulate some changeable, modern
990decalogue.
991Try nevertheless! What kinds of principles do you think are important for you?
992I will do as you desire, and list ten principles without more thought. This means that tomorrow I
993might insert other values (preserving the originals) between the following ten:
9941. Be an example: live such that others follow you!
9952. Learn and work hard, be demanding on yourself and others!
9963. Be willing to love, give and receive love!
9974. Live with yourself and others in peace, live a healthy and moderate life!
9985. Strive for happiness and endeavor to make other people happy!
9996. Have humanistic ideas and fight against prejudice!
10007. Preserve peace and tranquility in the family, raise your children as perfectly as possible!
10018. Be honest, respect your and others’ freedom!
1002Raise a Genius! - 104
10039. Trust the development of people, nurture small and large communities!
100410. And finally, the wild card, that is, everything that you think moral and current, but which
1005is not in the other nine points.
1006If you could state one “command,” what would it be?
1007I will quote Hillel from the Talmud: “Do not do to your brother human what is unloveable for
1008yourself - this is the whole law, the rest is mere details.”
1009From the values above comes a humanistic, puritan concept. I think that you truly live
1010according to it in a simple manner, while many consider you really contradictory: a careerist
1011and lover of money.
1012I am neither an ascetic nor a puritan. However, there come times when one must reduce one’s
1013needs. Thus it was at the beginning, when almost in misery - feeding ourselves on bread and
1014butter - I began the work with my wife and daughters. But I do not consider myself an ascetic. I
1015refuse asceticism in the same way as the other extreme, hedonism.
1016I do not claim that I do not require that which is owed to me. For example, this year when we
1017signed a contract with the sports club MTK, the press published that we receive 600,00 forints a
1018year. In past years this sum was much less. It seems a large sum of money, but one should not
1019forget that it pays for us five, and it is no more than 10,000 forints net per month. (= Monthly
1020salary, competition fees, financing for training, and other fees together.) Is that a lot?
1021Do not misunderstand me: I am not saying that someone should give their worth without pay.
1022We also wish to charge the price that other professional competitors do, because we are really
1023worth it. According to our competition and advertising value. I also require money for hosting
1024guests, but this is a different matter, which we spend on not luxuries, but books, tutors, language
1025learning, and the like.
1026Mate Gaspar, international chess master, who often visits you, says regarding this: “These
1027children are not pampered. I have seen pampered children, but these are not like that.
1028Regarding the classical dilemma, ‘a villa or a child,’ people generally vote for material goods.
1029Not the Polgars. One can see what kinds of circumstances they live in, and what kinds of
1030material dif iculties they also have. So I consider their way of life and the fact that even now
1031they have not changed their original habits not only a pedagogical model but a moral one. As
1032people, they seem too normal to me.”
1033In my opinion my life is normal, not extraordinary. I am convinced that other people can do the
1034same, and there are times when a possible example can indeed become a model.
1035Raise a Genius! - 105
1036“The example of the Polgar father is decisive for the future,” wrote Andras Mezei, “because the
1037future of the Hungarian people depends on whether it is capable of recognizing, culturing, and
1038increasing spiritual perfection.” Is the pedagogical experiment we have been speaking about in
1039harmony with the moral values explained above, including whether one has the right to
1040experiment with people?
1041The object of a pedagogical experiment can be nothing other than a person, and for their good
1042one not only has the right, but even the duty of performing pedagogical experiments. In fact, all
1043parents, even if not consciously, “experiment” with their children. An intentional, humanistically
1044organized experiment is much more likely to succeed. Experiments are one of the methods of
1045scientific discovery, by which we rigorously and organizedly establish some phenomenon,
1046condition, or cause. During an experiment we can observe the supposed effects and modify them
1047as desired. I agree with the academician Pal Tetenyi, who differentiates between, on the one
1048hand, experiments in closed and open systems, and on the other - from the viewpoint of their
1049effects - those dangerous or safe for people. The specificity of our experiment consists in it being
1050performed in a closed system, and its danger is zero.
1051Our program has been repeated many times throughout history. Similar life paths are known of
1052many exceptionally capable and accomplished people. We merely did it intentionally, and by
1053this raised it to the status of a theory. Our experiment is, in an absolute sense, humanism. The
1054experiment is not contrary to moral values, as it is useful and gives happiness to its participants.
1055It does not hinder specialist and moral progress, harmonious development of personality; it
1056even has the opposite effect. By decreasing failures, lack of success, and unhappiness, the
1057formation of a way of living and the realization of life principles are effected in ideal
1058circumstances.
1059Of course one must perform the experiment with great responsibility and optimism. But for this
1060society must be more tolerant. This kind of complex experiment lasts for 15-25 years, and can be
1061disturbed by external factors in many ways, like a lack of understanding by official authorities,
1062the press, and public opinion. Traditional educational methods can be either damaging or
1063beneficial. Our way - in our experience of the experiment until now - has proved to be primarily
1064good and beneficial. In my opinion it is an example that others can repeat in creative ways.
1065Today you have many admirers; although some people still try to shove you aside, they cannot
1066erase you any more; your results are woven today into the fabric of Hungarian society. You
1067are not now merely an object of sensation or discussion: you have a valuable social influence.
1068Primarily because you have implemented your pedagogical theory in practice on yourselves.
1069In pedagogy you have created a model worthy of following because you have unified theory
1070and practice.
1071But maybe I am speaking too much. Maybe my extended laudatory sentences only weaken the
1072power of proof of the fact, as in the words of Albert Szentgyorgi, “One honors a creative artist
1073best not with words of praise, but with understanding and appreciating their work.”
1074Raise a Genius! - 106
1075So: who is this book speaking to? Who are you addressing?
1076It is addressed to my colleagues, of course, to specialists, to psychologists, pedagogues, to those
1077who are interested in chess, but primarily to parents, grandparents, future fathers, mothers,
1078teachers. They should think about this way of life and the fact that one can in this way raise a
1079happy person.
1080I do not give a prescription, only a way of life, and I wish to persuade no one to raise geniuses. I
1081merely wish to show that it is possible to raise geniuses. I invoke no one, and instigate nothing;
1082everyone must decide for themselves what they wish to do. I am only passing on my pedagogical
1083system, and guiding everyone along the road that I have also traveled, with the certainty that it is
1084possible and necessary to raise geniuses, because geniuses become happy people.
1085Budapest, June 3, 2004
1086Raise a Genius! - 107
1087Biography of Laszlo Polgar
1088He was born on May 11, 1946 in Gyongyos. His first degree was in philosophy; his second in
1089psycho-pedagogical education. He had a 15-year successful career as a teacher, and later
1090managed the training, competition, and promotion for his daughters. He acquired his PhD with
1091a dissertation on the development of capabilities. He is a master teacher (this is the highest level
1092of teaching recognition in Hungary).
1093His daughters have won 12 Olympic gold medals, and several world championship titles. Since
10941984 they lead the women’s world rankings. They have been awarded Oscar prizes several times.
1095Specialist books, graduate degree work and doctoral dissertations have analyzed and recognized
1096his pedagogical activity.
1097Around 20 books have appeared by him. The first “Raise a Genius!” appeared in 1989 in
1098Hungarian.
1099Raise a Genius! - 108
1100The Polgar Girls’ Latest Competition Results
1101Zsuzsa:
1102- The first woman to receive, after fulfilling the standards, the title of “Men’s
1103Grandmaster.”
1104- World champion in speed chess.
1105- World champion in blitz chess.
1106- World champion in chess with traditional time limits.
1107- Olympic champion several times.
1108- Oscar prize several times.
1109- Beat by a large margin the world champions Chiburdanidze and Xie.
1110- Won the separate men’s blitz chess championship.
1111- Even match with Anatoly Karpov 3:3 in 2004.
1112- Even match with Anatoly Karpov 3:3 in 2005.
1113- First in the world rankings in 1984, 1985, and 1986, later second after her sister Judit.
1114- Winner of very many international competitions.
1115- In 2004, when Judit had her child, she switched back to first place in the women’s
1116rankings.
1117- Gained a university degree, mother of two sons.
1118Zsofia:
1119- Olympic champion several times.
1120- Silver medal, after her sister Zsuzsa, in the speed chess world championship.
1121- Her competition result in Rome is a Guinness world record: out of 9 she received 8.5
1122points, ahead by two points of world-famous men’s candidates for world champion. This
1123result is the 5th best result in the history of chess (after Fischer, Karpov, Kasparov, and
1124Alekhin. Judit is the 6th per her Madrid result).
1125- An Oscar prize.
1126- World champion in speed chess in men’s under-20.
1127- Silver medal in the world championship of traditional chess for men under 20.
1128- Winner of very many international competitions.
1129- Finished high school, mother of two children.
1130Judit:
1131- Olympic champion several times.
1132- US Open #1: 8 points out of a possible 9.
1133- First ahead of men’s world champions in Benidorm.
1134- The youngest grandmaster in the world at the age of 15, breaking the record of Robert
1135Fischer (at the fulfilment of the first standard she was no more than 13).
1136Raise a Genius! - 109
1137- At 15 won the Hungarian men’s super-championship.
1138- Several Oscar prizes.
1139- Beat in an even match at 5:3 the men’s world champion Anatoly Karpov.
1140- Beat the former men’s world champion Boris Spassky at 4 ½:3 ½.
1141- In the match of the globally chosen team against Russia, beat the world champion Gary
1142Kasparov.
1143- By a vote of - the most important publication - Sakk-Informator (regarding the best and
1144most beautiful match) finished 7 times in 1st, 2nd or 3rd place.
1145- Since January 1988 has led - without interruption - the women’s world rankings, and 7th
1146in the men’s world rankings.
1147- Winner of many international competitions.
1148The Polgar girls have 15 Olympic gold medals.
1149Elo Ratings
1150Judit: 2735
1151Zsuzsa: 2567
1152Zsofia: 2500
1153Age A. Karpov Zsuza Zsofia Judit
1154Learned chess 4 4
11553rd category 7 7
11562nd category 9 8
11571st category 9 10
1158Candidate master 11 11
1159Master 15 13 12 10
1160International master 18 13 14 11
1161Grandmaster 19 19/20 14(1) 13/15
1162(1) GM standard + 1.5 points