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<CITE>Simply Scheme:</CITE>
<CITE>Introducing Computer Science</CITE> 2/e Copyright (C) 1999 MIT
<H2>Chapter 26</H2>
<H1>What's Next?</H1>

<TABLE width="100%"><TR><TD>
<IMG SRC="../simply.jpg" ALT="cover photo">
<TD><TABLE>
<TR><TD align="right"><CITE><A HREF="http://www.cs.berkeley.edu/~bh/">Brian
Harvey</A><BR>University of California, Berkeley</CITE>
<TR><TD align="right"><CITE><A HREF="http://ccrma.stanford.edu/~matt">Matthew
Wright</A><BR>University of California, Santa Barbara</CITE>
<TR><TD align="right"><BR>
<TR><TD align="right"><A HREF="../pdf/ssch26.pdf">Download PDF version</A>
<TR><TD align="right"><A HREF="../ss-toc2.html">Back to Table of Contents</A>
<TR><TD align="right"><A HREF="part7.html"><STRONG>BACK</STRONG></A>
chapter thread <A HREF="../ssch27/appendix-running.html"><STRONG>NEXT</STRONG></A>
<TR><TD align="right"><A HREF="http://mitpress.mit.edu/0262082810">MIT
Press web page for <CITE>Simply Scheme</CITE></A>
</TABLE></TABLE>

<HR>


<P>We've concluded this introduction to computer science with two examples of
&quot;real world&quot; programming&mdash;spreadsheets and databases.  What may have
seemed like a pointless game near the beginning of the book allowed us to
write these serious programs.

<P>But we've only begun to explore the ideas that make up computer science.
If you're interested in learning more, where do you go from here?

<P><H2>The Best Computer Science Book</H2>

<P>The next step is to read <A NAME="g1"></A><EM>Structure and Interpretation of Computer
Programs</EM> by <A NAME="g2"></A>Harold Abelson and <A NAME="g3"></A>Gerald Jay Sussman
with <A NAME="g4"></A>Julie Sussman (MIT Press/McGraw-Hill, Second Edition,
1996).  Our book was inspired by theirs, and our main goal in writing this
book has been to prepare you for that one.  If you're a student and your
school offers a course based on <EM>SICP,</EM> take it!  If not, read the
book on your own.

<P>The big organizing idea of <EM>SICP</EM> is abstraction.  We've used
this idea in several ways.  We've talked about <EM>data abstraction</EM> such
as inventing the sentence and tree data types.  We've also invented more
specialized data types, such as positions in the tic-tac-toe program and
cells in the spreadsheet program.  We've discussed how higher-order
procedures abstract a pattern of computation by using an extra argument to
represent the function that's abstracted out.

<P>What we've done in this book covers most of the main ideas in about the first
hundred pages of <EM>SICP.</EM> But don't skip over those pages.  In the
footnotes alone you'll find ideas about numerical analysis, cryptography,
epistemology (the study of what it means to know something), number theory,
programming language design, and the analysis of algorithms.

<P>Because there <EM>is</EM> some overlap between what we teach and what they
teach, you may think at first that you can breeze through a course based on
<EM>SICP.</EM> Don't fall into that trap; even from the beginning there will
be some ideas that are new to you, and after about four weeks it will <EM>all</EM> be new to you.

<P>The core ideas of this book are in the first chapter of <EM>SICP:</EM>
functions, recursion, the substitution model, and higher-order functions.
The second chapter is about lists and data abstraction, extending the ladder
of data abstractions in both directions.  (That is, in our book, lists are
the fundamental data type used to construct the <EM>sentence</EM> and <EM>tree</EM> abstract data types.  In <EM>SICP</EM> you first learn that lists
themselves are built of an even more fundamental type, the <EM>pairs</EM>
that we mentioned in a pitfall in Chapter 17.  Then you learn about
several more abstract data types that can be built out of lists.)  The idea
of data abstraction extends beyond inventing new types. For example, <EM>SICP</EM> uses data structures not only to contain passive information but
also to control the algorithms used in a computation.  You got a taste of
this in the a-list of functions in the <CODE>functions</CODE> program.

<P>The third chapter of <EM>SICP</EM> is largely about non-functional
programming, a topic we only begin in this book.  Specifically, <EM>SICP</EM> introduces object-oriented programming, a very popular technique in
which the dichotomy between &quot;smart&quot; procedures and passive data is broken
down.  Instead of a single program controlling the computation, there are
many <EM>objects</EM> that contain both algorithms and data; each object acts
independently of the others.  (This is a metaphor; there is still one
computer implementing all this activity.  The point is that the programmer
is able to think in terms of the metaphor, and the mechanism that simulates
the independent objects is hidden behind the object abstraction.)

<P>You may have forgotten by now that <EM>SICP</EM> stands for <EM>Structure
and Interpretation of Computer Programs.</EM> We've been talking about the
&quot;structure&quot; part: how a program is organized to reflect the algorithm it
implements.  The &quot;interpretation&quot; half of the book explains how a
programming language like Scheme really works&mdash;how a computer understands
the program and carries out the activities that the program requests.  The
centerpiece of the interpretation part of the book is the Scheme interpreter
in the fourth chapter,
a program that takes any other Scheme program as its data and does
what that program specifies.  (The <CODE>compute</CODE> procedure that evaluates
arithmetic expression trees in Chapter 18 and the <CODE>ss-eval</CODE>
procedure in our spreadsheet program give a hint of what the <EM>SICP</EM>
Scheme evaluator is like.)  The book goes on to implement different
programming languages and illustrate a variety of implementation techniques.
Finally, the fifth chapter introduces the study of machine organization: how
computer hardware carries out a program.

<P><H2>Beyond <EM>SICP</EM></H2>

<P>Computer science can be broadly divided into three areas: software,
hardware, and theory.  (Of course not everyone will agree with our division
in detail.)  This book is about software.  <EM>SICP</EM> is also mostly about
software, although it introduces some ideas from the other two areas.  More
advanced computer science courses will concentrate on one particular area.

<P>Software includes programming languages, operating systems, and application
programs.  You know what a programming language is; there are courses on
language design questions (why one language is different from another) and
implementation (for example, how to write a Scheme
interpreter).<A NAME="text1" HREF="preview.html#ft1">[1]</A> An operating system is a program
that maintains disk file structures and allows different programs to run on
a computer without interfering with each other.  Application programming
techniques studied in computer science courses include database management,
graphics programming, user interfaces, and artificial intelligence.

<P>The study of computer hardware ranges from physical principles, through the
workings of electronic components such as transistors, to large-scale
circuits such as memories and adders, to the design of actual computers.  This
is a range of levels of abstraction, just as there are levels of abstraction
in programming.  At the higher levels of abstraction, you can think of an
electronic circuit as a perfect representation of some function that it
implements; that is, the signals coming out the output wires are functions
of the signals coming in at the input wires.  At a lower level of
abstraction, you have to think about the limitations of physical devices.
(For example, a device may fail if its output is attached to the inputs of
too many other devices.  It's as if you could use the return value from
a function only a certain number of times.)

<P>Theoretical computer science is a kind of applied mathematics.  It includes
analysis of algorithms, which is the study of how fast one program runs
compared to another.  (We touched on this topic when we mentioned that the
simple selection sort is slower than the more complicated mergesort.
Analysis of algorithms provides the tools to show exactly how much slower.)
Theoreticians also study problems that can't be solved by any computer
program at all; the most famous example is the <EM>halting problem</EM> of
determining in finite time whether some other program would run forever.
<EM>Automata theory</EM> is the study of simplified pseudo-computers to prove
theorems about the capabilities of computers in general.

<P>A few topics don't fit readily into one of our three groups, such as <EM>numerical analysis,</EM> the study of how computers do arithmetic to ensure
that the algorithms used really give correct results.  This field involves
aspects of programming, hardware design, and mathematics.  <EM>Robotics</EM>
involves artificial intelligence programming techniques along with
electrical and mechanical engineering.

<P><H2>Standard Scheme</H2>

<P>

<P>As we've mentioned, this book uses a lot of &quot;primitive&quot; procedures that
aren't part of standard Scheme.  These are procedures we wrote in
Scheme and included in the file <CODE>simply.scm</CODE>, which is listed in
Appendix C.

<P>When you use Scheme in some other context, it probably won't come with these
procedures included.  There are three things you can do about this:

<P><P><TABLE><TR><TH align="right" valign="top">&bull;<TD>&nbsp;&nbsp;&nbsp;&nbsp;<TD valign="top">Learn to love standard Scheme.  That means not using the word and
sentence functions, not using our implementation of trees, not using our
higher-order procedures (<CODE>map</CODE> and <CODE>for-each</CODE> are the only standard
ones), and not using <CODE>read-line</CODE>, <CODE>read-string</CODE>, <CODE>show</CODE>, <CODE>show-line</CODE>, <CODE>align</CODE>, or <CODE>close-all-ports</CODE>.  Also, you may find it
necessary to use data types we haven't fully explained: characters,
strings, and pairs.
</TABLE><TABLE><TR><TH align="right" valign="top">&bull;<TD>&nbsp;&nbsp;&nbsp;&nbsp;<TD valign="top">Load our <CODE>simply.scm</CODE> and continue to work in the style we've used
in this book.  The advantage is that (in our humble opinion) we've provided
some very convenient facilities.  The disadvantage is that other Scheme
programmers won't understand your programs unless they've read our book.
</TABLE><TABLE><TR><TH align="right" valign="top">&bull;<TD>&nbsp;&nbsp;&nbsp;&nbsp;<TD valign="top">Develop your own collection of tools to match the kind of programming
you're doing in the new situations that come up.  You can start with some
of ours and add new procedures that you invent.

</TABLE>

<P>Actually, all three of these are good ideas.  If you are going to continue
working with Scheme, you'll certainly need to know what's in the standard and
what's an extension to the language.  After a while you're bound to develop
a collection of tools that fit with your own preferred programming style.
And sometimes <CODE>butfirst</CODE> will be just what you need for some project.

<P>You may be curious about the <EM>implementation</EM> of our tool procedures.
You've already seen some of them, such as the higher-order procedures whose
implementation is described in Chapter 19.  The input/output procedures
(<CODE>show</CODE> and its friends) are straightforward once you've learned about
the character data type.  But you'll find that the implementation of words
is quite complicated.  Not only did we have to write the obvious <CODE>word</CODE>,
<CODE>first</CODE>, and so on, but we also had to rewrite all of the arithmetic
procedures so they work on words like <CODE>&quot;007&quot;</CODE> as well as ordinary numbers.

<P>There are two documents that specify exactly what makes up standard Scheme.
The first is updated fairly frequently to reflect ongoing experimentation in
the language design.  As we go to press, the most recent edition is called
the <EM>Revised<SUP><SMALL>5</SMALL></SUP> Report on the Algorithmic Language Scheme.</EM> The
second document is meant to provide a more stable basis for people who
depend on a language that's guaranteed not to become obsolete; it's IEEE
Standard 1178-1990, <EM>IEEE Standard for the Scheme Programming
Language,</EM> published by the Institute of Electrical and Electronic
Engineers in 1991.  Appendix A tells you how to find both documents.

<P><H2>Last Words</H2>

<P>It's hard to wrap up something like this without sounding preachy.  Perhaps
you'll forgive us this one section since we've been so cool all
through the rest of the book.

<P>We thought of two general points that we want to leave you with.  First, in
our teaching experience at Berkeley we've seen many students learn the ideas
of functional programming in Scheme, then seem to forget all the ideas when
they use another programming language, such as C.  Part of the skill of a
computer scientist is to see past surface differences in notation and
understand, for example, that if the best way to solve some problem in Scheme
is with a recursive procedure, then it's probably the best way in C, too.

<P>The second point is that it's very easy to get a narrow technical education,
learn lots of great ideas about computer science, and still have a hard time
dealing with the rest of reality.  The utilitarian way to put it is that when
you work as a computer programmer it's rare that you can just sit in your
corner and write programs.  Instead, you have to cooperate with other people
on a team project; you have to write documentation both for other
programmers and for the people who will eventually use your program; you have
to talk with customers and find out what they really want the program to do,
before you write it.  For all these reasons you have to work at developing
communication skills just as much as you work at your programming skills.
But the utilitarian argument is just our sneaky way of convincing
you; the truth is that we want you to know about things that have nothing to
do with your technical work.  Matt majored in music along with computer
science; Brian has a degree in clinical psychology.  After you read Abelson
and Sussman, go on to read Freud and Marx.
<A NAME="g5"></A>
<A NAME="g6"></A>

<P> 

<HR>
<A NAME="ft1" HREF="preview.html#text1">[1]</A> Many beginners think that studying computer science
means learning a lot of different programming languages.  Perhaps you start
with BASIC, then you learn Pascal, then C, and so on.  That's not
true.  The crucial ideas in computer science can be expressed in any modern
language; it's unusual for a computer science student to be taught more than
two languages throughout college.<P>
<P><A HREF="../ss-toc2.html">(back to Table of Contents)</A><P>
<A HREF="part7.html"><STRONG>BACK</STRONG></A>
chapter thread <A HREF="../ssch27/appendix-running.html"><STRONG>NEXT</STRONG></A>

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<HTML>
<HEAD>
<TITLE>Simply Scheme: Introducing Computer Science ch 26: What's Next?</TITLE>
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<BODY>
<HR>
<CITE>Simply Scheme:</CITE>
<CITE>Introducing Computer Science</CITE> 2/e Copyright (C) 1999 MIT
<H2>Chapter 26</H2>
<H1>What's Next?</H1>

<TABLE width="100%"><TR><TD>
<IMG SRC="../simply.jpg" ALT="cover photo">
<TD><TABLE>
<TR><TD align="right"><CITE><A HREF="http://www.cs.berkeley.edu/~bh/">Brian
Harvey</A><BR>University of California, Berkeley</CITE>
<TR><TD align="right"><CITE><A HREF="http://ccrma.stanford.edu/~matt">Matthew
Wright</A><BR>University of California, Santa Barbara</CITE>
<TR><TD align="right"><BR>
<TR><TD align="right"><A HREF="../pdf/ssch26.pdf">Download PDF version</A>
<TR><TD align="right"><A HREF="../ss-toc2.html">Back to Table of Contents</A>
<TR><TD align="right"><A HREF="part7.html"><STRONG>BACK</STRONG></A>
chapter thread <A HREF="../ssch27/appendix-running.html"><STRONG>NEXT</STRONG></A>
<TR><TD align="right"><A HREF="http://mitpress.mit.edu/0262082810">MIT
Press web page for <CITE>Simply Scheme</CITE></A>
</TABLE></TABLE>

<HR>


<P>We've concluded this introduction to computer science with two examples of
&quot;real world&quot; programming&mdash;spreadsheets and databases.  What may have
seemed like a pointless game near the beginning of the book allowed us to
write these serious programs.

<P>But we've only begun to explore the ideas that make up computer science.
If you're interested in learning more, where do you go from here?

<P><H2>The Best Computer Science Book</H2>

<P>The next step is to read <A NAME="g1"></A><EM>Structure and Interpretation of Computer
Programs</EM> by <A NAME="g2"></A>Harold Abelson and <A NAME="g3"></A>Gerald Jay Sussman
with <A NAME="g4"></A>Julie Sussman (MIT Press/McGraw-Hill, Second Edition,
1996).  Our book was inspired by theirs, and our main goal in writing this
book has been to prepare you for that one.  If you're a student and your
school offers a course based on <EM>SICP,</EM> take it!  If not, read the
book on your own.

<P>The big organizing idea of <EM>SICP</EM> is abstraction.  We've used
this idea in several ways.  We've talked about <EM>data abstraction</EM> such
as inventing the sentence and tree data types.  We've also invented more
specialized data types, such as positions in the tic-tac-toe program and
cells in the spreadsheet program.  We've discussed how higher-order
procedures abstract a pattern of computation by using an extra argument to
represent the function that's abstracted out.

<P>What we've done in this book covers most of the main ideas in about the first
hundred pages of <EM>SICP.</EM> But don't skip over those pages.  In the
footnotes alone you'll find ideas about numerical analysis, cryptography,
epistemology (the study of what it means to know something), number theory,
programming language design, and the analysis of algorithms.

<P>Because there <EM>is</EM> some overlap between what we teach and what they
teach, you may think at first that you can breeze through a course based on
<EM>SICP.</EM> Don't fall into that trap; even from the beginning there will
be some ideas that are new to you, and after about four weeks it will <EM>all</EM> be new to you.

<P>The core ideas of this book are in the first chapter of <EM>SICP:</EM>
functions, recursion, the substitution model, and higher-order functions.
The second chapter is about lists and data abstraction, extending the ladder
of data abstractions in both directions.  (That is, in our book, lists are
the fundamental data type used to construct the <EM>sentence</EM> and <EM>tree</EM> abstract data types.  In <EM>SICP</EM> you first learn that lists
themselves are built of an even more fundamental type, the <EM>pairs</EM>
that we mentioned in a pitfall in Chapter 17.  Then you learn about
several more abstract data types that can be built out of lists.)  The idea
of data abstraction extends beyond inventing new types. For example, <EM>SICP</EM> uses data structures not only to contain passive information but
also to control the algorithms used in a computation.  You got a taste of
this in the a-list of functions in the <CODE>functions</CODE> program.

<P>The third chapter of <EM>SICP</EM> is largely about non-functional
programming, a topic we only begin in this book.  Specifically, <EM>SICP</EM> introduces object-oriented programming, a very popular technique in
which the dichotomy between &quot;smart&quot; procedures and passive data is broken
down.  Instead of a single program controlling the computation, there are
many <EM>objects</EM> that contain both algorithms and data; each object acts
independently of the others.  (This is a metaphor; there is still one
computer implementing all this activity.  The point is that the programmer
is able to think in terms of the metaphor, and the mechanism that simulates
the independent objects is hidden behind the object abstraction.)

<P>You may have forgotten by now that <EM>SICP</EM> stands for <EM>Structure
and Interpretation of Computer Programs.</EM> We've been talking about the
&quot;structure&quot; part: how a program is organized to reflect the algorithm it
implements.  The &quot;interpretation&quot; half of the book explains how a
programming language like Scheme really works&mdash;how a computer understands
the program and carries out the activities that the program requests.  The
centerpiece of the interpretation part of the book is the Scheme interpreter
in the fourth chapter,
a program that takes any other Scheme program as its data and does
what that program specifies.  (The <CODE>compute</CODE> procedure that evaluates
arithmetic expression trees in Chapter 18 and the <CODE>ss-eval</CODE>
procedure in our spreadsheet program give a hint of what the <EM>SICP</EM>
Scheme evaluator is like.)  The book goes on to implement different
programming languages and illustrate a variety of implementation techniques.
Finally, the fifth chapter introduces the study of machine organization: how
computer hardware carries out a program.

<P><H2>Beyond <EM>SICP</EM></H2>

<P>Computer science can be broadly divided into three areas: software,
hardware, and theory.  (Of course not everyone will agree with our division
in detail.)  This book is about software.  <EM>SICP</EM> is also mostly about
software, although it introduces some ideas from the other two areas.  More
advanced computer science courses will concentrate on one particular area.

<P>Software includes programming languages, operating systems, and application
programs.  You know what a programming language is; there are courses on
language design questions (why one language is different from another) and
implementation (for example, how to write a Scheme
interpreter).<A NAME="text1" HREF="preview.html#ft1">[1]</A> An operating system is a program
that maintains disk file structures and allows different programs to run on
a computer without interfering with each other.  Application programming
techniques studied in computer science courses include database management,
graphics programming, user interfaces, and artificial intelligence.

<P>The study of computer hardware ranges from physical principles, through the
workings of electronic components such as transistors, to large-scale
circuits such as memories and adders, to the design of actual computers.  This
is a range of levels of abstraction, just as there are levels of abstraction
in programming.  At the higher levels of abstraction, you can think of an
electronic circuit as a perfect representation of some function that it
implements; that is, the signals coming out the output wires are functions
of the signals coming in at the input wires.  At a lower level of
abstraction, you have to think about the limitations of physical devices.
(For example, a device may fail if its output is attached to the inputs of
too many other devices.  It's as if you could use the return value from
a function only a certain number of times.)

<P>Theoretical computer science is a kind of applied mathematics.  It includes
analysis of algorithms, which is the study of how fast one program runs
compared to another.  (We touched on this topic when we mentioned that the
simple selection sort is slower than the more complicated mergesort.
Analysis of algorithms provides the tools to show exactly how much slower.)
Theoreticians also study problems that can't be solved by any computer
program at all; the most famous example is the <EM>halting problem</EM> of
determining in finite time whether some other program would run forever.
<EM>Automata theory</EM> is the study of simplified pseudo-computers to prove
theorems about the capabilities of computers in general.

<P>A few topics don't fit readily into one of our three groups, such as <EM>numerical analysis,</EM> the study of how computers do arithmetic to ensure
that the algorithms used really give correct results.  This field involves
aspects of programming, hardware design, and mathematics.  <EM>Robotics</EM>
involves artificial intelligence programming techniques along with
electrical and mechanical engineering.

<P><H2>Standard Scheme</H2>

<P>

<P>As we've mentioned, this book uses a lot of &quot;primitive&quot; procedures that
aren't part of standard Scheme.  These are procedures we wrote in
Scheme and included in the file <CODE>simply.scm</CODE>, which is listed in
Appendix C.

<P>When you use Scheme in some other context, it probably won't come with these
procedures included.  There are three things you can do about this:

<P><P><TABLE><TR><TH align="right" valign="top">&bull;<TD>&nbsp;&nbsp;&nbsp;&nbsp;<TD valign="top">Learn to love standard Scheme.  That means not using the word and
sentence functions, not using our implementation of trees, not using our
higher-order procedures (<CODE>map</CODE> and <CODE>for-each</CODE> are the only standard
ones), and not using <CODE>read-line</CODE>, <CODE>read-string</CODE>, <CODE>show</CODE>, <CODE>show-line</CODE>, <CODE>align</CODE>, or <CODE>close-all-ports</CODE>.  Also, you may find it
necessary to use data types we haven't fully explained: characters,
strings, and pairs.
</TABLE><TABLE><TR><TH align="right" valign="top">&bull;<TD>&nbsp;&nbsp;&nbsp;&nbsp;<TD valign="top">Load our <CODE>simply.scm</CODE> and continue to work in the style we've used
in this book.  The advantage is that (in our humble opinion) we've provided
some very convenient facilities.  The disadvantage is that other Scheme
programmers won't understand your programs unless they've read our book.
</TABLE><TABLE><TR><TH align="right" valign="top">&bull;<TD>&nbsp;&nbsp;&nbsp;&nbsp;<TD valign="top">Develop your own collection of tools to match the kind of programming
you're doing in the new situations that come up.  You can start with some
of ours and add new procedures that you invent.

</TABLE>

<P>Actually, all three of these are good ideas.  If you are going to continue
working with Scheme, you'll certainly need to know what's in the standard and
what's an extension to the language.  After a while you're bound to develop
a collection of tools that fit with your own preferred programming style.
And sometimes <CODE>butfirst</CODE> will be just what you need for some project.

<P>You may be curious about the <EM>implementation</EM> of our tool procedures.
You've already seen some of them, such as the higher-order procedures whose
implementation is described in Chapter 19.  The input/output procedures
(<CODE>show</CODE> and its friends) are straightforward once you've learned about
the character data type.  But you'll find that the implementation of words
is quite complicated.  Not only did we have to write the obvious <CODE>word</CODE>,
<CODE>first</CODE>, and so on, but we also had to rewrite all of the arithmetic
procedures so they work on words like <CODE>&quot;007&quot;</CODE> as well as ordinary numbers.

<P>There are two documents that specify exactly what makes up standard Scheme.
The first is updated fairly frequently to reflect ongoing experimentation in
the language design.  As we go to press, the most recent edition is called
the <EM>Revised<SUP><SMALL>5</SMALL></SUP> Report on the Algorithmic Language Scheme.</EM> The
second document is meant to provide a more stable basis for people who
depend on a language that's guaranteed not to become obsolete; it's IEEE
Standard 1178-1990, <EM>IEEE Standard for the Scheme Programming
Language,</EM> published by the Institute of Electrical and Electronic
Engineers in 1991.  Appendix A tells you how to find both documents.

<P><H2>Last Words</H2>

<P>It's hard to wrap up something like this without sounding preachy.  Perhaps
you'll forgive us this one section since we've been so cool all
through the rest of the book.

<P>We thought of two general points that we want to leave you with.  First, in
our teaching experience at Berkeley we've seen many students learn the ideas
of functional programming in Scheme, then seem to forget all the ideas when
they use another programming language, such as C.  Part of the skill of a
computer scientist is to see past surface differences in notation and
understand, for example, that if the best way to solve some problem in Scheme
is with a recursive procedure, then it's probably the best way in C, too.

<P>The second point is that it's very easy to get a narrow technical education,
learn lots of great ideas about computer science, and still have a hard time
dealing with the rest of reality.  The utilitarian way to put it is that when
you work as a computer programmer it's rare that you can just sit in your
corner and write programs.  Instead, you have to cooperate with other people
on a team project; you have to write documentation both for other
programmers and for the people who will eventually use your program; you have
to talk with customers and find out what they really want the program to do,
before you write it.  For all these reasons you have to work at developing
communication skills just as much as you work at your programming skills.
But the utilitarian argument is just our sneaky way of convincing
you; the truth is that we want you to know about things that have nothing to
do with your technical work.  Matt majored in music along with computer
science; Brian has a degree in clinical psychology.  After you read Abelson
and Sussman, go on to read Freud and Marx.
<A NAME="g5"></A>
<A NAME="g6"></A>

<P> 

<HR>
<A NAME="ft1" HREF="preview.html#text1">[1]</A> Many beginners think that studying computer science
means learning a lot of different programming languages.  Perhaps you start
with BASIC, then you learn Pascal, then C, and so on.  That's not
true.  The crucial ideas in computer science can be expressed in any modern
language; it's unusual for a computer science student to be taught more than
two languages throughout college.<P>
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<ADDRESS>
<A HREF="../index.html">Brian Harvey</A>, 
<CODE>bh@cs.berkeley.edu</CODE>
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