Could you elaborate? I know LYAH doesn't teach enough to write real programs, and does not introduce necessary concepts such as monad transformers, but why is it so terrible as an introduction to Haskell and FP? (In my mind, incomplete/flawed != terrible... Terrible means "avoid at all costs").
As for your overall point, I remember articles posted here on HN about someone teaching Haskell to children (no prior exposure to any other prog lang) with great success.
(not gp, and from memory awhile ago so please forgive lack of exact quotes & page numbers)
Bunch of places where the tone masked or downplayed real issues in ways that made other text suspect. As a concrete example, `head [] -> Exception` with something like "of course it errors if you take the first part of something that's not there" and `take 1 [] -> []` with "obviously taking one thing from an empty list gets you an empty list" -- uh, no. Maybe it's a historical wart, maybe there are good technical reasons, but different behavior in these cases is definitely not obvious!
Could you elaborate? I know LYAH doesn't teach enough to write real programs, and does not introduce necessary concepts such as monad transformers, but why is it so terrible as an introduction to Haskell and FP? (In my mind, incomplete/flawed != terrible... Terrible means "avoid at all costs").
As for your overall point, I remember articles posted here on HN about someone teaching Haskell to children (no prior exposure to any other prog lang) with great success.