Sometimes people won't even finish a piece that you wrote, because they've already decided what it is that you want to say, and generally I, whatever I say in the first half of the piece, you should not assume I'm going to end up with, but they don't finish reading them. So, and people read fast and stuff.

Just in higher education alone, more people go to college now, by enormous amounts, than went to college in the '50's and '60's. So that represents a whole new literate public that's a consumer of literature, of news, of print, of, you know, opinion. And that's a bigger audience and much more diverse audience than it used to be.

I think at a place like Harvard, our experience, I was involved with, at various stages, in trying to implement a new general education curriculum, our experience was that Harvard's all about specialization, that's not just true of the professori, it's also true of a lot of the undergraduates, too, and they come, they kind of know what they want to do, they select it because they have a strong aptitude for something in particular.

The difficulty with coming up with a curriculum is mainly that faculty aren't trained to think in terms of general education. They're trained to think in terms of their own discipline, or their specialty.

It's difficult to get a job and people stay in school longer because they're employed as teaching assistants or instructors by their schools, by their schools where they're graduate students, and that does become exploitative eventually because they're very cheap labor and there's a way in which in it's not in the institution's interest to give them a degree if they can continue to employ them, I don't think anybody thinks that way, but effectively that's the way the system is starting to work.

There are limits, after all, to the idea of limits.

I think in general there's no point in going into a field like English literature if you're not going to have fun with it.