I have never designed a language for its own sake.

My being a teacher had a decisive influence on making language and systems as simple as possible so that in my teaching, I could concentrate on the essential issues of programming rather than on details of language and notation.

Software gets slower faster than hardware gets faster. (Or, sometimes known by] Grove [the head of Intel] giveth and Gates [the head of Microsoft] taketh away.)

Nevertheless, I consider OOP as an aspect of programming in the large; that is, as an aspect that logically follows programming in the small and requires sound knowledge of procedural programming.

But quality of work can be expected only through personal satisfaction, dedication and enjoyment. In our profession, precision and perfection are not a dispensable luxury, but a simple necessity.

Professors typically spend their time in meetings about planning, policy, proposals, fund-raising, consulting, interviewing, traveling, and so forth, but spend relatively little time at their drawing boards. As a result, they lose touch with the substance of their rapidly developing subject. They lose the ability to design; they lose sight of what is essential; and they resign themselves to teach academically challenging puzzles.

Our ultimate goal is extensible programming. By this, we mean the construction of hierarchies of modules, each module adding new functionality to the system.