Here are some comments on the discussion about category theory: 1. I testify that categories can be fruitfully introduced to undergraduates. In the late sixties, I followed 3 cohorts of students from their entrance at the university (just after the Baccalaureat) up to their graduation. I introduced category theory in the mid of their first year and thoroughly used it later on in my courses on Algebra, Topology, Differential Calculus and functional spaces, and Algebraic Topology. (All these courses have been multigraphed in Amiens.) Since the university in Amiens was only beginning to develop, there were not many students, but most of them seemed to enjoy categories and about 10% of those who completed the cycle went on to do research (generally using categories) and obtained university positions. However I had to stop my experiment because several of my colleagues did not appreciate categories:(t was a very bad time for them in France in the early 70's. 2. Applications of categories begin to be welcomed in the most varied scientific domains. An example is our general model "Memory Evolutive Systems" for 'natural' complex autonomous systems, such as biological or social systems; when we first introduced it in the 90's, people were somewhat skeptical, but now more people accept it, in particular cognitive scientists are taking a real interest in its application to cognitive systems (our model MENS). 3. Thus, though one of the older living "veterans" of the 60's "war", I am not pessimistic (as John Baez seems to imply). I think my generation has lost a battle, partially because of too much precipitation and not always enough diplomacy, but I feel that the youngsters are winning the war and I'ld try to help them as much as possible for I have kept all my enthusiasm. So best wishes to the categories and to all their friends for 2010 Andree [For admin and other information see: http://www.mta.ca/~cat-dist/ ]