FORTRAN, the infantile disorder, by now nearly 20 years old, is hopelessly inadequate for whatever computer application you have in mind today: it is now too clumsy, too risky, and too expensive to use.

Our intellectual powers are rather geared to master static relations and that our powers to visualize processes evolving in time are relatively poorly developed. For that reason we should do (as wise programmers aware of our limitations) our utmost to shorten the conceptual gap between the static program and the dynamic process, to make the correspondence between the program (spread out in text space) and the process (spread out in time) as trivial as possible.

Teaching to unsuspecting youngsters the effective use of formal methods is one of the joys of life because it is so extremely rewarding.

Yes, I share your concern: how to program well -though a teachable topic- is hardly taught. The situation is similar to that in mathematics, where the explicit curriculum is confined to mathematical results; how to do mathematics is something the student must absorb by osmosis, so to speak. One reason for preferring symbol-manipulating, calculating arguments is that their design is much better teachable than the design of verbal/pictorial arguments. Large-scale introduction of courses on such calculational methodology, however, would encounter unsurmoutable political problems.

If we wish to count lines of code, we should not regard them as "lines produced" but as "lines spent."

In passing I draw attention to another English expression which often occurs in Dutch texts: "the real world". In Dutch - and I am afraid not in Dutch alone - its usage is almost always a symptom of a violent anti-intellectualism.

Don't compete with me: firstly, I have more experience, and secondly, I have chosen the weapons.