If you were teaching a programming course, what language would you teach it in?
I like this question because it has any number of good answers, each quite different from the other, and each emblematic of a different approach to what programming is about.
The first formal programming class I took was COS 217 at Princeton, taught by the excellent (and at the time, I thought, terrifying) Anne Rogers. The course was (and is) taught in C, and the intellectual approach of the class was to start from the machine. Instead of just learning to program in C, we learned about how the machines we were programming to worked. That was where I first encountered instruction counters, stack frames, registers and the memory hierarchy. It was exhilarating.
Where C encourages you to start with the machine, Scheme wants you to start at the mathematical foundations of computation. You don’t need to know what the lambda caluclus is to appreciate Scheme’s slim core, and the way in which you can build a rich and vibrant computational world on top of it. That core is expressive enough that it makes it natural to introduce ideas that come up in multiple different languages, including functional and imperative techniques, object orientation, and logic programming.
The classic course in this vein is MIT’s 6.001, also known as SICP, The Structure and Interpretation of Computer Programming. Sadly, 6.001 has been retired at MIT, but the book lives on, and is a worthwhile read even if you took your last CS course years ago.
MIT replaced SICP with a course based on Python, and this reflects a broader trend. As was highlighted by an informal study by Philip Guo, lots of schools now teach Python, particularly for early introductory courses. I have mixed feelings about this choice. Python is a wonderfully friendly language, but that friendliness is bundled together with some problems.
This was made apparent to me in part by my experience with students who chose to code in their interviews in Python. In many ways, Python is the ideal interview language, since its concise and readable syntax makes the constraints of coding on the whiteboard more bearable. But what I saw was that students who learn Python often walk away with a rather rough model of the semantics of the language. You might be surprised at what fraction of students who have programmed extensively in Python can’t guess how Python lists might be implemented, to say nothing of their ability to explain the semantics of language features like generators or decorators.
This isn’t really a knock on Python. After all, there’s something great about a tool that lets you get things done without fully understanding how it works. But in different ways, both Scheme and C encourage you to understand what’s going on from the ground up, and there’s a certain pedagogical power in that. All in, I think Python is a great choice for an early introductory course, particularly one meant for those who aren’t going to end up as computer scientists or full-time programmers. But I’d be leery of using it outside of those circumstances.
A development that I’m personally rather encouraged by is the emergence of statically typed functional languages, ML in particular, as teaching tools. Over the last few years, I’ve had the pleasure of visiting and lecturing at a number of schools that teach using OCaml or SML, including Brown, Cornell, Penn, Princeton, CMU and Harvard.
ML has gained ground for good reasons. First, it shares much of Scheme’s elegant intellectual foundations, even though its core isn’t quite as charmingly minimalistic as Scheme’s. But ML has a wider range than Scheme because it allows you to show students the role of types in programming. Despite that greater range, OCaml and SML are relatively simple languages, which matters even more for teaching than it does for everyday use.
The only choice I’ve seen a lot of that I can’t reconcile myself to is Java. Java is of course a widely used industrial language, but that doesn’t mean it’s a good teaching language. In my view, a key requirement for a teaching language is simplicity, and all the other choices I mentioned are simple in one way or another: C is a minimal layer on top of the machine; Scheme and ML are based on simple mathematical models of computation; and Python is a language that people find simple to use.
Java isn’t simple in any of these ways. It’s not particularly easy to get
started with, as indicated by all the things you need to tell students to ignore
rather than understand. (Yeah,
public static void main, I’m looking at you!)
Nor does it have a simple and transparent execution model like C. And an elegant
computational core calculus like the one at the heart of Scheme and ML is
nowhere in sight. The only real advantage I see for Java is vocational, and that
doesn’t seem to me like argument enough.
The thing to consider when you’re picking a language to teach is that you’re not just picking a bit of infrastructure for your students to program with during the course. You’re picking an intellectual frame through which they will see all the lessons you teach them. And you should pick that frame with care.