Typical lists of core competencies for undergraduates feature written communication, critical thinking and information literacy, among others, but merely presume, leaving unstated, the bedrock importance of "reading" skills. Lifelong learning, a dedication to which is part of practically all mission or aspirational statements, includes the ongoing practice and continued appreciation of those core skills, including--presumably--reading. What is rarely discussed, however, is why people continue to read. Yet to that seemingly simple question there can be several answers, which may differ for varied student bodies: traditional-age students, say, compared to the adult learners colleges and universities seek increasingly to attract. The answers may also change for individuals as they advance through the life cycle. These changes deserve greater awareness and more explicit attention. Specifically, why bother to read when you are old? In this article the author reflects on why, into his 70s, he continues to read.