
My “report card,” as it were. There are a couple of things I wonder about on it, but I’m not going to rock the boat.
Remember a few months ago when I wrote about my college transcript from back in 1975, which I had just received from the university formerly known as Memphis State?
Well, it was a cautionary tale that warned youth not to be wastrels and get themselves in a hole, and then have to get almost straight A’s the last two years in order to barely pull their GPAs up to exactly 3.0.
I was so proud of that final grade, even though it came too late (the very last A I received, days before graduation, pulled me to that point) for me to sit among the cum laudes. Like I cared, right?
Now, I can afford to chuckle at that simple youthful pride, because we’ve got a whole new ballgame going.
At this moment in the Year of Our Lord 2026, my actual, official, real-life grade point average is now 4.0. My college record, right here at USC where last century’s sordid story began, is now… perfect. Pristine. Couldn’t be better. Not a hint of scandal.
Here’s my three-step formula for achieving this:
- Start your whole college career over, a full 50 years after the previous one ended. No one will judge you because no one will remember you. (This is a sort of time travel story, but for real.)
- Take one course, while your fellow students are killing themselves with full loads, and devote all your academic energies to doing exactly what the syllabus says to do. By doing that, earn an A.
- Don’t take any more courses.
At least, this is my plan at the moment. I may weaken at some point and blow the whole thing by taking another course. But right now, I’m holding solid at 4.0.
So, what did I learn by going back to college as a septuagenarian in this unimaginably distant future time? (When I was last in school, it still seemed to us that 1984 would never come. And 2001 was ridiculously far off.)
To start with the obvious, I learned a bunch of stuff about a field that interested me but that I had never studied before: Linguistics. I’ve always earned my living with words, and loved everything about them. Well, a lot of things about them, such as etymology, philology, and the relationships between different languages. My interest went well beyond English. I had spoken Spanish fluently as a kid, and had those two years of Latin and a bit of German in high school, and that had given me enough grounding to figure out a lot about other Western languages. But I wanted to know more, and now I do, so mission accomplished.
I gained a bit of further insight into myself. I think. I don’t know whether this is about me, or something about aging in general. Most of my life, I found learning easy (despite my abysmal grades) and I was always confident that I could learn and do anything. That’s apparently not true, or at least not anymore. I’ve found in recent years that I’m pretty good at learning things that interest me, and that my brain shuts down on other things. My head was for instance closed to the subfields of linguistics that were irrelevant to my interests, such as phonetics and phonology. I know how to talk, and I’m not planning to be a speech therapist, so it’s irrelevant to me where my tongue is or where in my throat or mouth air is constricted when I make a certain sound. And I didn’t care that, to quote Google AI, the symbol [ʃ], in the “International Phonetic Alphabet (IPA) represents the voiceless postalveolar fricative, commonly known as the ‘sh’ sound.” I’m happy calling it “the ‘sh’ sound.”
I also had a bit of a problem with terminology, and I know that’s aging. I might know an answer, but if it involves a new term, I had to work at it some to come of with the word. That was not the case in my youth.
But I knew lots and lots of other stuff, and it was gratifying, in a petty way, to find that in the course of living our lives, we old guys actually have learned a boatload of stuff younger people don’t know. The professor would ask the class as a whole if they knew X, and look around, and I’d raise my hand and answer the question, and go on and talk a little about Y and Z, too. Sometimes, I wouldn’t bother to raise my hand, but just blurted it out. I did too much of this, and worried about it, and apologized after class about it to my professor, Stan Dubinsky, but he didn’t mind — not much, anyway. He kept saying he had wanted me in that class, which was an honors class, because he thought the other students would benefit from having an old writer and editor in the class. Personally, I suspect the kids were a little creeped out by the old guy who thought he knew everything.
As for my fellow students, I was very impressed with them. They were very bright, and knew a great deal for people so young. Some had specialized knowledge. One was from Syria, another from Vietnam, and they provided various insights from the perspectives of their first languages. Another was fluent in sign language, which was also touched upon in the course, and could stand up and give demonstrations.
But mostly, I didn’t learn how smart they were from class discussions — the way it would have been when I was their age. Although the prof — Stan Dubinsky — managed to bring them out a bit toward the end, I was amazed earlier in the term that they were so reticent. They hardly said anything, even when called upon individually. This was the precise opposite of the clamorous verbal competition in which I eagerly and aggressively participated in high school and college.
I wondered at it, and wondered aloud to various people when not in class. Someone suggested it had something to do with their COVID experiences. I don’t see how. If I had been at home from school for several months, or a year, I’d have come back like a bomb ready to explode with classroom debates, on any subject that came up.
Personally, I think it has to do with the economics of higher education. In my day, college was not a big, high-stakes, stress-causing endeavor. As I’ve written, it cost me $174 a semester to take a full load at Memphis State. No, that wasn’t a small bill at that time, but my parents could easily write that check twice a year. And they weren’t rich. My father was a naval officer in the days long AFTER such sources of wealth as prize money.
Now, affording college is a meat-grinder, and the stress starts early and lasts for decades after. By the time they’re in high school, kids — I mean the ones like my classmates, who were honor students — have had it fully impressed upon them that they have to excel, and get all the scholarships they can. And after graduation, they have a debt that is frequently as large as a house mortgage, and just as much of a burden.
Consequently, the smartest students might tend to bury their noses in the books and keep stumm, rather than publicly attracting attention.
That’s my theory, based on a sample of one classful of students, which you might say is not a scientific sample. It could well be that all the other classes are voluble, and these young people were simply freaked out by the weird, talkative old guy in their presence. Anyway…
The way I knew they were smart and thoughful was due to a teaching method that would, of course, have been impossible when I was their age. This was a neat thing that Stan did.
At first, I had been put off by his syllabus. There was going to be NO exam, which dismayed me greatly. Back in my slacker days, I passed courses by acing the exam, after doing none of the homework or studying that was expected. The usual stuff wasn’t going to work, so I applied myself to the tasks I was bad at — showing up on time, doing the reading, doing the homework, turning in projects on time — all of which was built solidly into the final grade. And did I mention I got an A?
As to the cool teaching method. Aside from the homework — exercises from the main textbook — each week we also turned in notes on our readings. This was a remarkable device. Of course, we were turning these in by email. Stan would put everybody’s notes into a single file, and highlight questions or remarks, and answer them in red type. Then, he’d share the whole file on a projectors during class, and review our thoughts and his answers. Finally, he’d send the file to all of us for closer reading or for our records.
From this, I think I learned more about my fellow students, and how bright and thoughtful they were, than I would from any amount of loud debate in class.
Maybe other professors do this, even though I thought of it as a Stan thing. Maybe they don’t talk because they no longer have to. In a way, that’s sad. But in another, it’s encouraging. I remember that decades ago, the semiotician Umberto Eco predicted that in the future, people would use written language less and less. (At least I think that’s what he said; I can’t seem to find confirmation of that.) If he did say it, he found he was a little off, as the internet allowed “legions of idiots” the same power as a Nobel Prize winner to express themselves — in writing, however poorly worded — to the entire planet, in seconds. Once their thoughts were heard only at the end of a bar. Now, they were published to a readership far greater than that of The New York Times. Hence our dysfunctional politics today. We have lost the ability to engage in rational discourse.
But I feel better now. My classmates have reminded me that smart people write, too. And they do it quite well. Now if we could just find a way to make their thoughts more available than all the shrieking nonsense out there.

A sample from my reading notes. You’ll note I didn’t so much ask questions as argue.





























