Posted on by Matt Thomas

On Larry King, the Radio GOAT

Epigraph:

“I listened to the radio / I waited all night long…”
— Radio Radio, Elvis Costello

Note: This piece reflects my personal memories of listening to Larry King’s overnight radio show in the late 1980s and early 1990s, along with later impressions from television appearances, interviews, and conversations with people who knew him. It is written in the spirit of appreciation and nostalgia rather than media criticism, and emphasizes the uniquely loose, humane, and unpredictable quality of King’s radio work, which for me remains the defining core of his legacy.

I grew up listening to Larry King’s overnight radio show between roughly 1988 and 1992, and in my opinion — which happens to be correct — the radio show was much better than the television version that later made him famous. The TV show was good, even great at times, but radio was longer, looser, freer, and far more unpredictable. It had weird guests, weirder callers, and the feeling that anything might happen at two in the morning. That’s where Larry really lived.

I would listen in my bedroom at my parents’ house in Spokane, Washington, the volume turned low, the house quiet, insomnia hovering. The Spokane AM station — KGA 1510 — carried the show from around 9 PM Pacific time, and then, wonderfully, they would run it again. So I’d listen from nine to midnight, fade, wake at two or three, and hear the same segment again in a half-dream. The effect was surreal. Didn’t I just hear that caller? Didn’t Larry just say that? It created a strange loop of late-night déjà vu that only made the whole thing more atmospheric. The show felt less like programming and more like a continuous nocturnal conversation.

My friend Kelly Rudd loved Larry too. When we were in high school we were both big fans of the radio show, and we talked about it constantly. There were a couple of things that we especially liked. The first was that Larry famously did no preparation. He knew a huge amount about the world, of course, but he didn’t read guests’ books ahead of time. He wanted to come in cold. If his guest was a firefighter, he’d ask, “So what’s it like to be a firefighter?” It sounds lazy, but it was brilliant. By staying open and getting out of the way, he let the conversation go anywhere. This way the show became eventful.

Another thing we loved was what happened after the guest left. Larry would open the lines and take questions about absolutely anything. Most of the time he was generous and patient, but when callers went off the rails he had a signature phrase. He’d cut them off gently: “Cold compress, ma’am,” or “Cold compress, sir.” Basically: lie down, ice your head, regroup. It was hysterical, especially because he used it sparingly. When “cold compress” dropped, you knew things had gotten weird.

Anyway, Kelly and I loved Larry so much that when the station suddenly dropped the show, Kelly proposed we drive to the radio station and protest. So we skipped school, drove across town, and rang the intercom demanding to speak to someone about the cancellation. The station manager eventually came down and heard us out. We knew we weren’t changing anything, but it felt right to try. Larry never came back to Spokane radio, and the show faded not long after, but the whole episode captured what the show meant to us. It wasn’t just background noise. It felt alive.

Larry’s on-air style was the key. He was unbelievably relaxed. By the late ’80s you could tell he had done thousands of hours. Nothing fazed him. Weird guests, drunk callers, eccentrics — all the same to Larry. He absorbed everything. He had pet phrases — “cold compress” chief among them — and he deployed them like a veteran reliever, only when needed. He famously did no prep, and he leaned into naïve questions. He’d ask something simple and let the guest do the work. The effect was disarming. People opened up. He also had real humanity. He listened. He didn’t mock callers. He didn’t rush them. There was compassion there, and I think that’s what I loved most.

And the show could get wonderfully out of control. In one story Larry told from his old Miami days, an adult actress he was interviewing suggested they just have sex during the commercial break. Larry, amused, asked the producers to clear out — but there wasn’t enough time. That kind of anecdote captures the looseness of late-night radio. It wasn’t polished. It was alive.

Larry left the overnight Mutual Radio show in 1994 to focus on television. By then I had already drifted away, but I still caught Larry King Live on CNN over the years. I remember watching during the O. J. Simpson trial while at Otago University in New Zealand, when the show became part of the nightly noise. Later there were the Vladimir Putin interviews — classic Larry, conversational and oddly disarming. And of course there were the great comic moments, like the interview with Jerry Seinfeld where Larry suggested the show had been canceled and Seinfeld snapped back in disbelief, and the Norm Macdonald appearance where Norm kept repeating, “I’m a deeply closeted homosexual,” and Larry tried earnestly to parse it. “So that means you’re gay?” “No, Larry,” Norm replied, “it means I’m deeply closeted.” Pure Larry: sincere confusion meeting absurdist comedy.

Larry’s personal life was famously complicated. He married eight times, had several children — including sons Chance and Cannon later in life — and lived in a kind of perpetual romantic improvisation. The marriages came and went. The last ended painfully and publicly. He once joked he’d never leave his wife unless Angie Dickinson came along — and when she did, he married her. That was Larry: impulsive, affectionate, slightly chaotic. Despite decades of success, he didn’t leave the kind of massive fortune people assumed. The money came and went, as did the marriages. It was a life lived in motion.

My friend Sergio Mandiola actually knew Larry in his later years in Los Angeles. Sergio was running an independent studies program at Beverly Hills High School, and Larry’s sons Cannon and Chance, and he taught his sons for three years. Larry would come by for open nights or just to chat.

Sergio Mandiola: “Larry would come in from time to time and we would talk. He was lovely and open. He talked about his family and his career. One time he told me, ‘Sergio, you should totally have a radio show!’ I was flattered. One thing about Larry is his politics were more to the left than he let on on air. He had strong views and wasn’t afraid to share them in person. Larry was a true mensch and I’m glad I got to spend time with him. I miss him.”

In the end, I’ll say it plainly: for me, Larry King is the radio GOAT. There was no one like him, and there probably never will be. It wasn’t just longevity. It was the curiosity, the looseness, the humanity, the love of people, politics, baseball, and life. He trusted the conversation. He let the night unfold.

And then there was that absurd, wonderful USA Today column, which read like a diary gone completely outta control. Mets lose 6–4…Rain in Baltimore…Clinton flies to Ireland…You’d read it and think, Larry, baby, WTF is this? And also, Mr. USA Today, WTAF are you doing paying for this? But somehow it worked. It was pure Larry — fragmentary, observational, intimate.

And that’s how I remember him most clearly: late nights in high school, the radio turned low, insomnia hanging in the room, Spokane quiet outside.. Sometimes I’d listen from nine to midnight, fade, then wake again to the rerun, half-dreaming, half-aware, caught in that strange déjà vu — didn’t I just hear this? — while Larry kept talking, calm as ever, taking calls from truckers and insomniacs and eccentrics. My listening years were brief, but they stuck. And when I think of Larry now, that’s where I go back to: the low hum of AM radio, the half-fade, and the sweet sounds of his voice in my ear.

Dedication:

For the one and only GOAT, Larry Motherfucking King. RIP baby.

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On the Safe Space (aka Corner Girl)

Epigraph:

Heather, remind me how this ends

Dolorean

I’ve been trying, lately, to understand the early spaces in my life where safety and memory intersect — the brief rooms in time that opened something in me before I even had language for it. Some moments don’t turn into stories, but they still leave a shape. This is one of those moments.

The Christmas Dance wasn’t held in the high school that year at all. It was downtown, in one of those Spokane venues that tried to look older than the city around it — chandeliers, carpeted floors, bathrooms with real mirrors. We had been dancing all night, the kind of teenage drifting where everyone is shy and bold by turns. And then it was over, and people were peeling away, breaking into rides and carpools and winter air.

She and I ended up in the hallway.

We were already wrapped into each other — that soft, accidental teenage cuddle that feels both unplanned and absolutely right. The near-near kiss wasn’t something either of us aimed for. It was just the way our faces happened to be turned, the warmth, the pause, the sense that one more inch would have turned the moment into something else entirely. Instead it stayed suspended, held in the exact shape it needed to take.

Her name was Blythe.

I used to say I wrote poems “for girls who told me they were pearls,” but that was just self-mythology. In truth, I only ever wrote for one girl. And she never asked for anything.

Most of the real fun we had wasn’t during dances at all. It was in the gym at Saint George’s in Spokane. For high school games, boys and girls, the gym would be packed, and during the boys games she would sit in the front-row, and every single time I did anything even vaguely ok — a decent pass, a shot that actually went in, a little rebound — I’d look over mid-play and smile, and she’d already be smiling. She was in my corner before I understood what that meant. She didn’t push. She didn’t need to. She just stayed.

There was a suspended electricity in those years — innocent, unclaimed, lightly glowing. We never really dated. We never made a move beyond the moment that almost happened and didn’t. But she calibrated me. She was my corner girl. And that mattered.

The ending came the way some endings do when you’re young — clean as scissors. She graduated. Life tilted. The season shifted. Nothing dramatic, nothing painful. Just a quiet snap. A door that didn’t slam but simply shut.

I miss what we could have been, but I don’t regret a thing.
Some connections aren’t meant to become stories.
They’re meant to become orientation.

I don’t go back to that time for longing. I go back because that was the first time safety arrived before desire — and because that pattern stayed with me. It’s how I know when something is real.

I don’t need anyone to remind me how it ends.
A hallway, a graduation, a clean break.
What I keep going back for isn’t the ending anyway.
It’s the part before — the girl in my corner,
the room that opened in front of me,
the feeling I carried forward.

Dedication


For Blythe, who stood in my corner before I even understood what that meant.

Note: If you enjoyed this piece, you might also enjoy the ones below which take up somewhat similar themes.

Mariko

https://thekyotokibbitzer.com/2026/02/10/simona/

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Scenes from St. George’s VIII: On the Passing of Dyche Alsaker

Say hello to Mr. Midnight
tell him he’s still got that same old shine
Tall, dark, walking wounded
heart as lonesome as mine

Paul Westerberg, refracted

Note: I thought I was done with the Scenes from St. Georges series, however circumstances have arisen such that I am compelled to write one final entry. I recently learned that my high school classmate and friend, Dyche Alsaker, passed away in September of this year. This is a tremendously sad circumstance, and my heart goes out to Dyche’s family and all of those, and there were many, who loved him. In addition, I wish here to write a kind of second coda to my last piece in the St. George’s series, which can be found here. In that piece I wrote about my friendship with Dyche, mostly during senior year and the summer after, as well as a regrettable conflict that arose between our respective fathers several years after we graduated. I won’t reprise all of that here, however suffice it to say that, in a set of events that had really nothing to do with Dyche and myself, Dyche’s father was part of the board of directors of the school when my father left after challenging the then principal, and I guess by extension the board. Here is the second coda.

I wrote seven pieces in my series from St. George’s over a few years, and the first six were easy. These were mostly cheerful and sometimes humorous reminiscences about my time there and some of the characters, students and teachers, that populated the school. The seventh piece, on the other hand, took a while. This was because of its somewhat difficult content and because the structure and tone needed to be a little different, however mostly this was because I wanted Dyche’s permission, essentially, to publish it. Readers of that piece may recall that it dealt with the end of my father’s time at St. George’s, which stretched over two decades. The way that time ended was, I believe, deeply painful to both my father and my mother, and as a result, I guess, they have never really talked to me about it in any detail. As I wrote in the prior piece, I had to sort of piece things together from bits and pieces I heard over time. Because Dyche’s father was also a central player in that drama, and because I hadn’t talked to Dyche since that time when I was working on the series, I didn’t know how he felt about that whole time, and what he might think about the piece which would end up being dedicated to him.

The St. George’s series had a number of readers, mostly I suppose because over time people become increasingly nostalgic and some folks probably re-lived their own years at the school though my memories, which was really gratifying. Dyche was one of my best readers, and he commented on a number of the pieces, and helped shape one of them as well. Therefore, when it came to the last piece, I actually wanted to talk to him and get him to vet what I was working on, so to speak. So I contacted him through Facebook and told him what I was planning and that I wanted to connect. At first he said that he had to think about it, and then he got back to me and said he would like to talk. I called him, sometime in late 2022 as I recall, from the street here in Kyoto, and we talked for about an hour. He told me some of the things that were going on in his life, mentioned how much he enjoyed the series, talked about The Replacements, and then we talked about the conflict that led to my father leaving St. George’s. Dyche mentioned that his own father, much like mine, seemed to avoid the whole topic, and that what he himself knew of the events were also pieced together from reports of other of our classmates. We discussed how odd it was that the topic was essentially verboten in both of our households, and he gave me his blessing to write the piece. We parted on good terms, and I was very grateful to him for his time and his kindness. Then, I sat on the piece for more than a year because I just couldn’t find the tone.

Finally, in early 2024, I re-engaged with the piece and was able to get my head around a structure. The first half of the piece was an easy-going and upbeat account of my memories of hanging out with Dyche for a few months between high school and college in 1992, and the second half was a kind of reconstruction of what I understood to have occurred between our fathers and the school board in the early part of this century. I was happy with what I came up with, but still felt the need to run it by Dyche before I hit publish. So I sent him a draft by email, and he said he had a lot going on but he’d get back to me soon. About a week later he wrote back saying he thought I had written fairly and congratulated me on the whole series. He also said something kind of funny, which was that he was thinking of asking me for an update on the piece but didn’t want to seem egotistical. I was once again moved and grateful to him; I made some edits and published the piece. Maybe because of its content, or perhaps because it had been a while since I had updated the series, the piece got somewhat less feedback than the earlier ones, however a number of people read and reacted to the piece. I was done with St. George’s and moved on to writing about the songwriter Craig Finn.

I am not sure about this, and people who were closer to Dyche in his later years than I would know, but I wonder if he was already sick when he wrote to me in 2024. If he was, he didn’t mention it. When we communicated that year he alluded to some challenges in his life, but I’m not sure.

Before I close, I want to mention one memory I have of Dyche that I left out of the earlier piece. I recall him saying once that “if someone asks you to do something, do it really badly. That way they’ll never ask you again.” Now Dyche did many things very well, so I think he was just being sarcastic, but I always found this comment funny, and it stuck with me.

Overall, as I wrote prior, Dyche was a big influence on my life in terms of the depth of his music fandom. And, I really liked him. He was funny, generous, and had a huge heart. Everyone impacts someone I guess, but Dyche impacted so many people in a positive way. He will be greatly missed.

Dedication: As piece VII was already dedicated to Dyche, I guess this one will be for Spokane. The picture in the header is of the Spokane River, not the one that passed by the St. George’s campus, but the larger one. I never really loved Spokane to be honest, and haven’t been back since 2001, but I know a lot of people do. I understand this–it’s where we grew up after all.

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Scenes from St. George’s, Part VI: Teacher Quality/ Senior Year I

Don’t get sued.

My Readers

Note: This is Part VI of Scenes From St. George’s. You can find the earlier parts here: Part I, Part II, Part III, Part IV, Part V. I want to make just a few comments here about the direction of this series. I had originally planned to do only five of these pieces, and this is already number six. This is mostly because of the positive reception the pieces have gotten, which has been great, and I have been prompted by the many pieces of feedback I have gotten from readers to expand the scope of the series slightly. Nonetheless, the narrative arc of this series is nearing a close, and I don’t expect to write more than one or two more of these.

High School Chinese History Class, High School Computer Class

In this series I have already talked a bit about teacher quality at St. George’s, as well as suggesting that student quality, for lack of a better term, is also related to the perception of teacher effectiveness. For example, I wrote that E.T. was a “mediocre” science teacher, however he was in fact a good science teacher for students who wanted to learn Physics. He just wasn’t the best at controlling a large science lab where only 20% or so of the class had an interest in learning on a given day. In contrast, I wrote that C.F. was a good teacher for 5th graders despite being somewhat lazy. I’m not sure the lazy part of this is fair or not actually–all in all he managed to control what I’m sure was a pretty unruly classroom and left me with some memorable learning points, so maybe he was actually a good teacher until he peaced out. In any case, teacher quality is often pretty subjective. However I think I can state unequivocally that Betty Barber was a good teacher, and that this guy called J.G. was a bad one. Both Betty and J.G. taught me in high school; Betty taught Chinese History as a senior elective and J.G. taught English mainly I think, but I had him for computer class. Overall, Betty’s Chinese History class was the most important I ever took and was central to establishing my life course, and J.G.’s computer class was an unmitigated disaster.

Let’s start with the bad. J.G. was a pretty young guy, bearded, who had a serious hippie vibe. He came to school as part of a “teaching couple” with a woman called V., however I don’t believe that arrangement lasted very long. A lot of schools like to hire teaching couples; my own experience leads me to suggest giving them a miss, by and large. J.G. told us he had walked through Japan on foot with next to no money staying with people he met all along the way, and overall he seemed like an alright dude. However, his computer class was terrible.

What I recall was, we had basically one assignment all term which was to make a white ball that was sitting at the bottom of the screen move and bounce off the other sides of the screen. It was like we were re-making the game Pong or something. In order to make the ball move, we were supposed to do some coding, I guess. And this might have been possible, however J.G. gave us no instructions, no hints, no information or data of any kind about how to move the freaking ball. This was around 1990, so it wasn’t like we could cruise over to You Tube and figure it out. So we would ask J.G. “hey there J.G. dude, could you give us some pointers on where to start with this here ball movement?” And J.G. would answer “no. That’s the whole idea of learning something. You have to figure it out for yourself.”

Now I don’t know a lot about learning theory, but I know a little bit, and I don’t think this is really right. The learning theory that makes the most general sense to me is called “The Zone of Proximal Development.” If you are in education, or even if you are not, you might be familiar with the Zone of Proximal Development, or ZPD for short. In this theory, there is stuff the learner can already do, stuff they can do with help (that’s the zone of proximal development itself), and stuff they currently are not going to be able to do (stuff that is developmentally non-proximal so to speak). So in computer class in 1990 stuff we students could already do might include: turn on the computer and open an application, or whatever passed for an application in 1990; play a video game; and probably compose an essay or report on a writing program. For me, in any case, stuff I could handle most certainly did not include coding a white ball to bounce around. I had literally no idea where to start, not even the hint of a “coding language” or anything from J.G. there.

So, if a student such as myself is bouncing-white-ball-challenged, ZPD theory says they need to be shown the way toward acquiring the new skill through scaffolding. Scaffolding is just what it sounds like; it is giving the student sufficient steps to be able to get to a point where they can expand their ZPD like a balloon and incorporate the new skill in their repertoire. For the bouncing white ball, in my estimation, this would at an absolute minimum have required showing us how to access the coding section of the computer or program or whatever we were supposed to be doing, giving us some information about what kind of code we needed to write, and giving us some of the elements of the coding language. At a minimum. I mean as a freshman in university I took Latin, and my first semester Latin teacher had us reading Cicero by October, which was ambitious, but at least he gave us six weeks of verbs first. I can’t speak for others, but I needed six weeks, or at least six days, of coding language to begin to move the ball. But we didn’t get it, so after about 30 minutes of messing around with the computer the boys started to do other things such as compose dirty limericks and make jokes about other people’s mothers. The girls, I am sure, were more productive. I mean, what else were we supposed to do in the face of such incompetent instruction? Here is one little ditty I composed at the time–I apologize in advance, but it does contain some American History knowledge:

A pious reformer named Mather

Was frequently known to blather

About the great judgement hour

But the word from the shower

Was that Mather knew his way around lather

This should not be in print. In any case, eventually, some student figured out how to move the ball and told everyone else, and J.G. just sat there and watched, and we all passed the assignment. Was this the point? Was this all some elaborate exercise in collaboration? Here are the possibilities as I see them, from most generous to least generous to J.G.:

i) J.G. was giving us a lesson in working together when faced with a hard problem and the class went just like he intended.

ii) J.G. actually gave us a little more information than I am recalling, and it was enough for the better computer students to work things out and we all learned by osmosis. Sort of a ib) actually.

iii) J.G. believed in the learning method he stated–namely that the point of learning is to do everything yourself. Although I believe this to be an ineffective learning theory most of the time, it is at least a theory.

iv) J.G. had no idea how to code the ball to move either and was just hoping a student could solve it. In the meantime, he knew the challenge would take a while, and was killing class time so he didn’t have to teach any more computer.

v) J.G. resented having to teach computer class, which, as a penniless hippie, he knew nothing about, and intentionally sabotaged the class.

All and all I’m guessing a combination of iii) and iv) that was in play here, with maybe just a bit of ii). But I legit do not remember him teaching us a single thing or me learning a single thing in a whole term of class. So I’d have to say, he was a pretty bad teacher.

Betty Barber, on the other hand, was a great Chinese History teacher. Prior to taking this as a senior elective as I mentioned, I had taken World History from Betty as a sophomore or junior. I did pretty well in this class, but my maturity level was still only slightly higher than that of Mason Anderson, so Mason and I would take turns trying to steal each other’s wallets from the pocket of our letter jackets for much of the class. Pick-pocketing, I am sure, is one of the world’s oldest professions, and I’m sure my skills in this arena exceeded my computer skills, but still I didn’t exactly distinguish myself. In Chinese History, things were different. Betty had taken student groups to China in the very early 1980’s, just after the country opened up for tourists after the death of Mao and the Gang of Four era, and had a deep knowledge of the topic. Most of our high school teachers, I would say, were competent enough in their subject, with the notable exception of J.G., however Betty was really an expert in Chinese History, and I don’t use that term lightly.

Part of what made her a good Chinese History teacher for me and the class a good class was undoubtedly that it was an elective. In other words, I was there by choice. The second thing was, she knew the subject in great detail and relished sharing it with us. And third, as I mentioned above, she had been to China at an absolutely critical time in history in the early Deng Xiaoping era and had a view of events informed by real life knowledge and experience. She told us that she expected us to take the class seriously. We read a range of challenging texts, delved deeply into pre and post-WWII Chinese politics, and I personally was finally mature enough by this time to grasp and respect the depth of Betty’s knowledge and passion. As a result, and for the first time in my life, I worked my ass off. I wrote a super long, properly researched, if rose-colored glasses influenced, paper on The Long March, and developed a desire to visit China and Tibet (I eventually made it to China, though have yet to get to Tibet, which is just a little more challenging even though I have ample Yeti theory all ready to go). When it came time to chose classes at university, although I was an English Literature major, I gravitated to classes in Asian Art, Asian History, and Asian Politics, and ended up with the much coveted (or at least somewhat unusual) Asian Studies minor. And within ten months of graduating university I was living in Asia. There is no way any of this would have happened if it hadn’t been for senior year Chinese History.

So Betty was a good teacher because she just was, but also because I was a good student. Was J.G. a good teacher to someone who just happened to crush the Pong reboot? If you dear reader are that student, please do get in touch. But I seriously doubt it. I think J.G. sucked. (Don’t get sued Matty baby.) One way to look at the matter is, how would the respective teaching strategies hold up today? Well, the white ball issue would be solved in 10 minutes on someone’s phone, while Betty could teach the exact same class and it would still be excellent.

I could say a lot more about teachers, good bad and in-between, however I have probably commented more than enough on the professional skills, or lack thereof, of people who may be in my extended Facebook audience, so I will desist. And Betty if you happen to see this, thank you dude. You rock.

The School Credit System and My Senior Year Part I:

One odd feature of SGS in the early 90’s was its very generous credit system. Private schools generally have less oversight on their credit system, less oversight in general much of the time, and either no administrator there chose to focus on the credit system or something had just slipped through the cracks, because my senior year classes, in their totality, included: English Class, Chinese History, Knowledge Bowl. That was it. I also took statistics at night a few times a week with K.R. and J.S. at a local college for college credit.

(K.R. and J.S. and I had been in the advanced Math class since 7th grade with one other student, and we had had John Nord as our teacher from 8th grade through junior year of high school. How I was placed into advanced math, I have no idea because although I could hack the algebra alright, I was a poor geometry student and an even worse calculus student. I passed junior year calculus only because K.R. gave me her, beautiful, notes (thanks K.R.), and I just faked it on the basis of these notes. Anyway, I got a 1 on the Calculus A.P.–the worst score–yet this was still good enough for Mr. Nord to vote for me for student of the year, based on the fact that I read Catch 22 in my spare time. As much as I appreciated the confidence, Joseph Heller didn’t help me a whit with derivatives.)

The odd thing is, I think my senior year class load was only slightly lighter than my classmates, as some of them still had in-school math to complete. As a result, we had tons of time to mess around, play street hockey, skip school because of trick knees, regional basketball games, or any other excuse, etc. The credit system was really bizarre, and I wonder why.

I’ll tell one story here that probably happened senior year because my friends all had drivers’ licenses already, and which I incorporated in my essay on good and great talkers. When I was in high school my friend Kelly Rudd and I were both big fans of Larry King’s radio show. For those who don’t remember, King had a late night radio show for years before, and briefly concurrent with, his TV show on CNN. I liked Larry’s CNN show, however the radio show was way better. There were a couple of features of the show that I especially liked. The first was that King famously did no preparation for his guests. He knew a huge amount about the world of course, however he never read the guests’ book ahead of time or anything like that.

Now, this might sound lazy, but King explained that it was because he wanted to come in totally open. He’d say “if my guest is a firefighter, my first question will be ‘so what’s it like to be a firefighter?’” This was his style—open-ended and non-directive. King was perhaps a “lazy” interviewer, but in the best possible sense. By making the guest do almost all the work, King got himself out of the way, and as a result guests might go in any direction and the show became “eventful.” Another thing I loved was, after the main guest left King would take questions on absolutely anything. Most of the time he would give full, generous answers to his listeners, however sometimes a caller would be really weird or inappropriate. In these cases, King would fall back on a singular phrase. He’d cut off the conversation by saying “cold compress ma’am” or “cold compress sir.” Basically, he was telling them to lie down and ice their head. Which is hysterical.

Anyway, Kelly and I loved Larry, and Kelly even lent me Larry’s books, which were, predictably, about talking. King’s show was broadcast in Spokane from around 9 PM Pacific time and then re-run immediately after, and I would listen to him before falling asleep only to wake up in the middle of the night with the re-run playing. (Like many male teenagers, I had trouble sleeping, and still do). And then, all of the sudden, King’s show was dropped from the AM radio station in town. Now, you might think this was something we had no ability to do anything about, however Kelly didn’t see it that way. He proposed we drive down to the radio station and stage a protest. This seemed to me just bizarre enough to be exciting, so I said sure, let’s go. So Kelly and me and another friend piled into Kelly’s car, skipping out of school mid-morning, and drove the 45 minutes or so to the station. We had no appointment, and were just three high school kids with no leverage of any kind. When we got to the front door it was locked and there was a kind of intercom. Kelly, naturally, nominated himself to do the talking, and started to explain over the intercom why we had come.

“Do you have an appointment?” they asked?

“No.”

“Who are you?”

“We are high school students and we are Larry King fans. We think it’s outrageous that your station recently cancelled his show and we want to talk to someone about it.”

Kelly’s approach was pretty brazen, and at first it didn’t get the job done. We remained shut out of the station. However he kept going, and going, and sooner or later the person on the other end caved. “OK,” she said, “we’ll send someone down.” Sure enough, the station manager himself came down and let us into the hallway. Kelly pleaded his case, and I backed him up to the best of my ability. The station manager, to his great credit, heard us out. “I understand you guys were big fans, and I’m sorry about the cancellation. We love Larry too, and we’d like to bring him back.” And so on. The station manager was BSing us, of course, and we knew it, however it was nice to get a hearing. We left after a while, knowing we hadn’t changed policy but that we had, at least, given it our best shot. Then we drove back to school.

By the time we got back to school it was after lunch and we were late for English class. The teacher eyed us as we walked and said something like “there’d better be a story.” And Kelly said, “why yes there is,” and proceeded to recount the whole incident in his patented comic manner. This was obviously more than enough for the teacher who laughed and folded us into the class. King never came back on the Spokane airwaves, and his radio show gave way to TV pretty soon after in any case, however I learned from Kelly that day. What I learned was, social “rules” are often pretty fungible with the right amount of conversational lubricant. As I understood it, Kelly was essentially creating his own reality by “re-framing” the Larry King situation. We kids had no standing to protest the show’s cancellation, however his insistence that we were passionate fans and therefore deserved a hearing carried the day. Likewise, although we were late for class, Kelly delivered a funny story that won over the teacher and gave us a little grace.

The Larry King incident was just one in a senior year full of off-the-clock shenanigans and foolishness. I would drive out with friends to the dog tracks in Idaho, possibly during school time, with the idea that I could use my hard-won statistics knowledge to “beat the track.” Yeah right. Dog track odds are stacked against you, just in case you hadn’t guessed. But I never would have figured that out if the school hadn’t given me so much time to undertake an independent study in dog racing, so I guess I owe SGS a thank you there. Thanks dude. You rock. Ish.

to be continued…