Much power engineering research particularly research that focuses on systems analysis, is performed on PCs and workstations rather than lab benches. Thus, both undergraduate and graduate power engineering courses tend to devote significant time to teaching algorithms and numerical methods. This training provides vital preparation for students who may be asked to write software modules to model a particular power or mechanical system later in their careers. Usually, the training is delivered in a language-independent manner and focuses instead on how the algorithms and methods perform a particular calculation. This is as it should be. To force a particular language on students as they attempt to understand how the implicit trapezoidal method integrates systems of differential equations would only obscure the important lessons.