The transition from ’structured programming’ to ’object-oriented pro-
gramming’ is a canon of the computer science curriculum; traditionally
presented, or tacitly acknowledged, as the transition from beginner to
intermediate programmer, the passage from one programming language
to multiple ones (covering CS1 and CS2, in various ways). In this other
addition to computer science education, we defend the benefits of a com-
parative approach : knowledge in one language gains the student access
to a world of other languages, and ways to model reality. This goes con-
trary to prevalent methods of focusing on one language to introduce these
topics, as common with mainstream, ”pure” computer scientists.