Earlier quoted context omitted.
Of course students had problems—-it's one more damn thing for them to learn about C++, likely from professors that don't know it very well either. But is way more useful these days, and boost::asio is a dream.
Unfortunately most teachers aren't like Kate Gregory, and I fully agree with her, they should stop teaching C -> C++. Already in 1994 it was obvious to me that it leads to bad unsafe code and worse, the mentality to micro-benchmark each code line.
On the flip-side, the C programmer who starts out learning C++ will often spit out some hideous abomination that uses no namespaces, consists of obscure function names, pointers everywhere, and tons of callbacks.
Thing is, sometimes performance really matters. A large part of the HN audience focuses only on web-oriented programming. But in scientific computing, finance, etc. being able to squeeze out a few more operations/CPU cycle can be incredibly important.
I think rather than being dogmatic about the issue, as programmers tend to do, it's important to introduce students to C but be very clear about why you might want to use some of its features vs. relying on the safer C++ variants.