Also, as you start working with educators and educrats you will find out that "obscure" isn't helpful at all.
Guess we'll just have to do something about that. :-D Kirby PS to Matthias: I've been studying the MzScheme docs more intensively, plus downloaded the latest/greatest PLT for Win98. I now have a better understanding of how to do objects (in the sense of classes with inheritance) in that language, although I haven't actually developed any myself yet. As you may recall from our earlier correspondence, given my focus on geometry and "math through programming", my technique is to use polyhedra as paradigm objects, both in the tangible- modelable-physical sense, and in the OO sense. I go into this more at http://www.inetarena.com/~pdx4d/ocn/trends2000.html The gist of my recent postings to edu-sig@python.org is that whereas I think Python is destined to achieve greater market share in K-12 than it has to date, it can be presented in such a way as to keep many doors open to other languages and development environments, including Scheme and/or LISP. http://www.norvig.com/python-lisp.html is informative in this regard. In other words, I think TeachScheme! should be preparing to receive a greater percentage of new students who've already had some initial exposure to Python, perhaps _not_ in any computer science context -- and that's knowledge you can intelligently build on, not dismiss as irrelevant or (worse) incapacitating.