Patron Saint of the Denial

The Brittish goverment was unwilling to do anything for two reasons. First was the laissez-faire capitalistic ideology, that put the rights of property owners to make profits above human lives. Rent freeze was unthinkable and they even were unwilling to do proper relief efforts as free food would lower the cost of food. The second reason was distain for the Irish, and the thought that they were “breeding too much” and the famine was a natural way to trim down the population, aka genocidal reasoning.

This is why it’s important to stress it was not a potato famine. The potato blinght was all over Europe but only in Ireland there was a famine. The reasons behind it had nothing to do with potatos and everything to do with the Brittish.

Apparently what made Choctaw want to offer relief to Irish was the news about the Doolough Tragedy. Hundreds of starving people were gathered for inspection to verify they were entitled to recieve relief. The officials would for *some reason* not do that and instead left to a hunting lodge 19 kilometers away to spend the night and said to the starvqing people they would have to walk there by morning to be inspected. The weather conditions were terrible and many of them died completely needlessly during the walk thoroung day and night.

This apparently reminded the Choctaw of their own very recent (and much more explicit and bigger scale) experiences of ethnic clensing, where they were forcibly relocated. It was basically a death march and thousands of Choctaw died from the terrible conditions also completely needlessly.

In 2015 a memorial named Kindred Spirits was installed in Southern Ireland to commemorate the Chactow donation.

Then in 2020:

When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.

Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.

In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.

The Chronicle of Higher Education’s 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”

Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.

Why is this happening? One reason, of course, is smartphones.

I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japan’s Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.

So when a student tells me they “kept losing track” of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.

Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and “consistently underperformed at neural, linguistic, and behavioral levels.” Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term “cognitive debt” for the lingering deficit.

This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” It deprives them of building the strength to do any substantial cognitive work at all.

There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on “finding the main idea” in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as “severe or very severe.”

In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.

I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a “deep work” lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorrow.

I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” the moment I step back.

But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.

I’m afraid I don’t have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?

Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?

Why are most college classrooms still phone-permissive by default? K–12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?

The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."

— Tyler Jagt, 1 June 2026, "My Students Can’t Read"

To recover, you literally need to manually learn skills that most people learn as a toddler

You need to learn what makes your body uncomfortable, and what to do to fix it

If you are high-masking, that usually means that you have learned to ignore every distress signal your body sends unless it is a distress signal that a neurotypical person would recognize. People have likely been unintentionally gaslighting you about your lived experience your entire life

If you feel bad or panicked for no reason, stop and try to pay attention to your body. Are you tense? You are likely feeling physical pain somewhere. If you've been gaslit about your pain your entire life, you might not be able to identify it.

Go through a sensory checklist.

SIGHT: Try closing and covering your eyes. If this gives you relief, the lights are probably too bright. You may also need differently-colored lights

SOUND: Cover your ears. Does this give you relief? If so, you may need earplugs or noise canceling headphones. You may also benefit from a neutral or pleasant background noise, like soft music or brown noise.

TOUCH: Are your clothes uncomfortable? Your chair? Your body? Do you feel greasy, like you need a shower? Do you need softer, sensory-friendly clothing?

TASTE: Do you need to brush your teeth or tongue? Would chewing on something help?

SMELL: Is there a strong or unpleasant smell in the room? Do you need to clean or empty a trash can? Would an air purifier help? Would a pleasant smell like a candle help?

INTEROCEPTION: Are you hungry? Thirsty? Tired? How is your posture? Are any of your muscles tight or sore? Scan your body slowly from head to feet, tensing and loosening each group of muscles. Going for a walk or doing a series of quick stretches may help a lot.

Learning how to do this stuff is not intuitive, if you've had an entire lifetime of gaslighting telling you that everything hurting you isn't a big deal and you're being dramatic over nothing.

This takes time, it takes work, it's not intuitive, and it's hard. Most people forget how hard it is, because they learned this as toddlers.

"Oh I don't normally use AI, I just wanted it to plan my trip"

You lived on this planet for decades, you know what you like, there are hundreds of websites where you can type into any search engine " things to do in [area]" and have at least a hundred different options.

"Oh I only use it so I can figure out what to make during the week with what I have"

The most popular website as you type in "recipes" into google have sections where you click dinner- quick and easy and those usually rely on staples + 1 or 2 items. I found 30 recipes on chicken alone.

"I had a writing idea, so I typed a few sentences into Chat GPT and I was able to write 20 pages with it."

Oh my god, my heart

Last week, the Trump administration quietly released a sweeping new federal rule that would use funding threats to force institutions across the country to reject transgender people. The 400-page proposed regulation would codify the administration's anti-trans executive orders into binding federal policy, imposing a blanket prohibition on federal funds going toward "gender ideology"

The proposed rule, formally titled "Regulation for Federal Financial Assistance," rewrites the government-wide framework governing all federal grants across every agency. Among its most consequential provisions, it requires that before a federal grant recipient can receive money, the award must pass a "pre-issuance review" conducted by a political appointee—not a career expert or peer reviewer—to ensure it is "consistent with applicable law, Federal agency priorities, and the national interest." The regulation explicitly instructs these appointees to screen for "denial by the recipient of the sex binary in humans or the notion that sex is a chosen or mutable characteristic." [...] An institution that acknowledges transgender people exist—through its policies, its training, its healthcare, its bathroom access, its HR procedures, its name-change processes—could be deemed to "deny the sex binary" or to “support the notion that sex is mutable” and have its federal funding blocked.

This torches everything. And I do mean everything.

A very abbreviated list of its ramifications include (but are not limited to):

ending funding for ALL DEI related initiatives

allowing the government to terminate grants at any point for any reason

preventing researchers from publishing, going to conferences, and being part of academic societies

requiring that topics must support the president’s agenda.

What this means, and if anything I’m under selling it, is the death of science and research in America. It allows the government to restrict any topic they please at a whims notice, putting officials who have no background in the topic in charge of deciding funding continuity. It controls what gets researched and if/how researchers are allowed to share their discoveries. There are no books to burn if the government never allows them to be written. This is fascism plain and simple.

Public comments are not a vote, it is a chance for you to say "here is an issue with this law I think you need to address" and provide justification for legal challenges if it goes forward:

"Comments raise the bar that agencies have to meet when making a rule; “if an agency fails to adequately respond to significant, relevant comments in a final rule, members of the public may seek to challenge the rule in court on that basis and claim it could be struck down.ˮ"

This year’s is different. They are now federal REQUIREMENTS, which means there’s no flexibility. As was said previously, the 400 pages are not singularly devoted to being absolute shitheads to trans people. Theres a lot of stuff in there, some of which is the standard dry boring grants stuff, some of which is the horrible ideological warfare outlined above.

This document is issued by the OMB, the Office of Management and Budget, which is currently lead by fucking Russell Vought, the principal architect of Project 2025. This is how they’re going to implement all the horrible shit in there that wasn’t covered by Executive Order. Russell Vought is actively coming for my job, my marriage, and my kid, and most of my friends lost their jobs last year because of him. He is the fucking arch villain behind the heinous shit the current regime is doing.

i HATE self-censorship for a lot of reasons, but being in crisis work makes it even more frustrating. who are you censoring for? like i am being so fr, WHO are you censoring for? have you even thought it through? people who have been raped know that they have been raped. if someone attempts suicide or is grieving someone who did, saying "sewer slide" isn't going to protect them from any of the feelings. a murder victim's family isn't going to feel better bc you said "unalived" instead of murdered. if anything, it's just extremely invalidating and othering. it's saying "what happened to you is so bad that i won't even say the word," which is NOT trauma-informed care. you are not protecting survivors/victims when you self-censor. the ONLY things you protect when you self-censor are the puritanical ideologies that are being encouraged by rich fascists who want your money and obedience