Mindsets: Chess in Education Pre-Conference Reception
Part 2: Arriving at the Reception & School Student Tour
When we arrived at Hunter College where the Mindsets: Chess in Education pre-conference reception was held, I expected to walk into a university. Instead, stepping into the space and learning that it was an elementary school (Kindergarten to 6th grade) and a high school (7th to 12th grades) combined, it was a much softer, more intimate atmosphere than expected. At first glance, it looked like a building hosting a special event.
What I did not realize at that moment was just how deeply the school’s culture, its pride, and its relationship with chess would reveal themselves later in the evening.
Just outside the auditorium where the reception was held, several tables had been set up with chess boards. Children gathered around these tables playing chess with complete ease—not because they were instructed to, but it was clear that it was because they found it fun. As the evening unfolded, there was food on nearby tables, and the entire space felt warm and communal. Many of the children wore matching purple “CHECK MATE” team hoodies, signaling both identity and belonging.
And it wasn’t only the children. Several adult attendees—coaches, educators, and guests—followed the children’s example and were also playing chess at these same tables throughout the evening, joining in the atmosphere of curiosity and connection. There was something beautiful about watching children and adults play side by side, bridging age and experience purely through the game.
Later in the evening, by pure coincidence, we met a parent whose 7th grade son happened to be part of that group of players. To our surprise, this same boy ended up leading a small group of us—including David and me—on a tour of the school. It was during this tour, not upon entering the building, that the true depth of the school’s values and culture unfolded before me.
Walking the hallways with our tour guides, I was immediately struck by the artwork displayed along the walls. These were not simple classroom projects. The handmade masks were bold and expressive. The painted tile pieces were arranged with precision and imagination. And the pencil drawings of hands—incredibly detailed and beautifully shaded—reflected patience, focus, and genuine artistic instruction.
This wasn’t just “kids making art.” It felt like a school that teaches children to look closely, think deeply, and take pride in their process—the very qualities that make strong chess players.
