TiggyMalvern

we were dirt poor. my parents sacrificed a lot so i could be in an area where the schools were exceptional. we all bootstrapped. i paid my own way through college and grad school. i have student debt, but not a lot of it. it took me a long time and a lot of jobs and working and connections and luck and all of it.

now i make good money at a good (remote!) job with pretty good health insurance. I have vision and dental. they even offer pet insurance and 6 free meetings with a therapist. i work with an exceptionally sweet manager, i like my team, and i don't mind the job. i make much more than some of my friends.

so why the fuck can't i afford to eat.

i looked it up. ten years ago, my current salary would amount to 106 thousand american dollars. it was "well over" median wage.

my position's base salary (according to what i could find) has only increased by about 3 thousand dollars. after all, the work has not changed drastically. estimates say that for me to live "comfortably" in this city, i'd need to be making 139,776 dollars a year, before taxes. i am making half of that.

i always bristle when someone on the other side says something about how we just don't want to work, how it's really about me and my failure to succeed. that i need to be pushier, flashier, better; and then capitalism will work out for me.

in the car yesterday, she said that america is probably fucked. that the amount of damage trump is doing to america is largely permanent. i have difficulty arguing with her. prices went up during the pandemic, and then they just - stayed there. i want to believe in the inevitable rise of the human spirit (you know i'm an optimist) but the truth of the matter feels like a smeared handprint - i have no proof it gets easier.

elon musk becomes or unbecomes a trillionaire. we spend billions of dollars in a pointless war. health insurance companies kill people in cold blood. ai "takes over" jobs; assigns you a random number score for your resume so you are automatically rejected by the system. you're fired to make more profit for the shareholders; they rehire someone else for half of your pay. the government spends millions of dollars to destroy national monuments. the white house needs a ballroom. the fbi just posted that they can preemptively arrest someone for domestic terrorism for "extreme" beliefs about america. when i went to go check my facts about that - i found that the this fucking government website has an email sign-up popup that covers the entire page & i literally could not figure out how to close it.

so yeah, the price of eggs is not going to go down. the cost of RAM is not going to go down. why would it. in the free market, without regulation, all the companies really need to worry about is how else they can bleed a stone.

sometimes when people my age make fun of gen z or gen alpha for being unwilling to work; i think about the lie we've been telling them. because i am not an unusual case. so fucking many of us did it "right". so many of us put our heads down and agreed to the terms and conditions. this was how you do it, right.

almost none of my friends own a house. all of us are in our 30s.

it's apocryphal and likely didn't happen as written, but the myth goes that when Marie Antoinette was told that the general population was starving and had no bread to eat; her chipper reply was so let them eat cake.

there's a 250 foot ferris wheel breaking down on the national mall right now. i can't afford gas, but whatever. our nation's birthday is coming.

i am told to keep trying. do the impossible. solve the puzzle, open the portal. coupon your way to success, high yield savings, skip the coffee break. hustle harder, show up early, leave late. the problem is you, right. it's how you're living life. just keep going!

first it was the klingons—they’re originally supposed to be this cruel, bloodthirsty, war-obsessed people—and then tng comes along and it’s like wait no maybe war and violence is a part of their culture and actually ties back to ancient traditions and philosophies so we have to be woke about it.

hey these are the ferengi and they’re supposed to represent everything we hate about capitalist society; they’re greedy, scheming, profit-obsessed, and they look like ugly little trolls to emphasize how much we fucking HATE capitalism. oh wait fuck here comes deep space nine and we have to recognize that they’re PEOPLE. okok what if the pursuit of profit is actually part of their culture and ties back to ancient traditions and philosophies. so we have to be woke about it.

this is the borg, they’re a hivemind race of cyborgs who have no sense of individuality and their only motivation is assimilating people into their society. they want to assimilate humanity and we are completely defenseless against them because their technology is eons ahead of our own and they’re incapable of being reasoned with. oh sweet we have a borg prisoner this is the perfect opportunity to commit genocide against them. fuck actually we can’t commit genocide we’re woke and communists and in space.

hey these are the cardassians, they’re part of a cruel and vicious empire which is supposed to be a representation of fascism and authoritarian regimes, they’re a cold, bloodthirsty people with no sense of empathy or compassion, their society literally references 1984 on multiple occasions, and they’re known for the insanely cruel and inhumane methods of torture they use against their prisoners of war. we hate the cardassians…….. except, here’s a cardassian kid who grew up on bajor, and……. fuck. he’s a person. now we actually have to consider his humanity. and being racist is actually……. bad.

this is the jem’hadar, they’re genetically engineered soldiers who have no sense of individuality and only live to defend the state. they’re all born addicted to a synthetic drug that’s manufactured by the state and administered by their masters—this is how they’re kept subservient. they’re ruthless and powerful and they’re incapable of being reasoned with because their only motivation is violence and killing. so we should kill them all, right? FUCK….. what if they’re actually people. goddamnit. now we have to consider their humanity.

I have many reasons why I will not use those tools, going from lack of accuracy, lack of ethics, and a higher waste of energy.

But my main reason is this:

I will do things the hard way. I will learn how to do things the hard way.

Because AI is a subscription. And when the world is dependant on AI, they will raise the price of that subscription.

And when the company I work for decides that paying for AI is too expensive for their bottom line, they will remove it.

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"

These photos show the embryonic form of Limulus polyphemus, commonly known as the Atlantic horseshoe crab. The eggs of this species are initially opaque, with a grayish-blue, green, or pink coloration, but they become increasingly translucent as the embryos mature, providing a glimpse of the tiny horseshoe crabs developing within.

Above: several embryos twirling around in their eggs

The legs become visible roughly five days after fertilization, and the embryos begin to move shortly thereafter, eventually flexing their legs and twirling their bodies. They molt for the very first time just a few days later. Each embryo will shed its skin and grow a new one four times in total before it even hatches from the egg.

The color variations are likely related to the growth rate of each individual embryo, which can differ slightly based on the temperature, salinity, moisture, and oxygen levels around each egg. Certain colors can also arise from bacterial or fungal growth in the egg membrane.

Above: Limulus polyphemus embryos

The hatchlings finally emerge after 2-4 weeks. The freshly-hatched larvae measure less than 1cm long, and they look just like miniature versions of their adult form, except that they do not yet have tails (which are actually known as telsons) and their exoskeletons are still soft and translucent. These young horseshoe crabs are often described as "trilobite larvae."

Above: a young horseshoe crab discarding its egg

Atlantic horseshoe crabs generally spawn in May and June, with hundreds of thousands of individuals gathering along the coast on the night of the full moon and new moon. Each female lays up to 100,000 eggs per season, but very few of those offspring actually survive to adulthood. Most of the eggs are eaten or destroyed before they can even hatch, and many of the remaining larvae perish at some point during the 10 years that it takes for them to reach full maturity (i.e. the age at which they begin to reproduce).

Above: the freshly-hatched larvae

Wild horseshoe crabs can live to be more than 20 years old, and they can measure up to 60 centimeters (2 feet) long. They have 10 eyes in total, including two compound eyes that are specifically adapted for the purpose of finding a mate:

The most obvious eyes are the two lateral compound eyes. These are used for finding mates during the spawning season. Each compound eye has about 1,000 receptors or ommatidia. The cones and rods of the lateral eyes have a similar structure to those found in human eyes, but are around 100 times larger in size. At night, the lateral eyes are chemically stimulated to greatly increase the sensitivity of each receptor to light. This allows the horseshoe crab to identify other horseshoe crabs in the darkness.

Above: a close-up of a horseshoe crab's compound eye, which is covered in tiny hatchlings for some reason

Horseshoe crabs have been around for at least 445 million years, which means that these creatures are about 200 million years older than the dinosaurs and at least 50 million years older than trees, and yet their morphology has changed very little in that time. In fact, modern horseshoe crabs are frequently described as "living fossils," because they still look strikingly similar to their fossilized ancestors.

Above: the juvenile form of Tachypleus tridentatus, commonly known as the Chinese horseshoe crab

It's important to note that horseshoe crabs are not true crabs. In fact, they're not even crustaceans -- they belong to a completely different group of arthropods known as chelicerates, and they are more closely related to spiders and scorpions than they are to crabs.

Above: Tachypleus tridentatus and Limulus polyphemus

This is a revised/updated version of a post that I published about two years ago, with much more information, photos, and sources.

Sources & More Info:

iNaturalist: Horseshoe Crab Eggs

Maryland Department of Natural Resources: Horseshoe Crab Life History

Current Zoology: Developmental Ecology of the American Horseshoe Crab

PBS: Once a Spawn a Time: Horseshoe Crabs Mob the Beach

Smithsonian National Zoo and Conservation Biology Institute: Limulus polyphemus

National Wildlife Federation: Horseshoe Crabs

Burn Notice 4x09 - The Center of the Storm

Maddie: Are you home Michael? There are two FBI agents here to see you, they say they're your friends

Props to Maddie for checking if she should say he's home lol

A country where the only place you've been is an airport on a layover, Earth