Let us accept the fact that most students approach the assigned readings with a somewhat cavalier and pragmatic attitude, combined with varying degrees of anxiety and dread. To address this negative posture, we have to see the issue from their point of view given their life circumstances. In particular, we have to avoid projecting our identities and values onto them. When we were in college, most of us ranked among the best students, or we wouldn’t have made it into and through graduate school and into the academy. We exceeded the average in our reading abilities and persistence, our enjoyment of the activity, the importance we attach to it, the learning benefits we derive from it, our interest in at least some subjects, and our raw intelligence. At the same time, we probably weren’t perfect students ourselves. No doubt we cut some corners, skipped some readings, spent some nights cramming, and prioritized certain extracurricular activities over some of our courses. And we were gifted enough to get away with it.