Hello, Dave.

mom, how do i...?

and dad, how do i...?

^ there are tons of other resources but these two will teach you some personal hygiene, home or apartment repairs, easy recipes and basic cleaning techniques, even how to schedule doctor's appointments

if youre a renter i cannot recommend the trans handyma'am enough, mercury is a lifesaver, and her channel and accounts are always accepting new questions

this painting by andrew wyeth has got SO many ghosts in it. most andrew wyeth paintings have ghosts in, but this is off the scale!

this painting by dragan bibin has only one ghost as far as i can tell, but it's a really scary ghost (the dog thinks so too)

this painting by meraud guevara looks very peaceful, but unfortunately it has a ghost in it. i can't tell you where, but it does

you might think you can see the ghosts in this dorothea tanning painting, but you're wrong. the little girls are just ordinary girls. the actual ghost is behind one of those doors.

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"

Like this young person didn't even know about goddamn Gutenberg which is a SHAME. I linked to it and they went "aw yiss time to do a theft" and I was like "I mean yo ho ho and all that, sure, but. you know gutenberg is entirely legal, right?"

Project Gutenberg is a gigantic collection of books that are in the public domain.  You can read the books through the site or you can download them in various formats so you can get the format you prefer for your eReader of choice.

It is free. 

It is legal.

I was reviewing the list of the top 100 books downloaded yesterday and I saw a fair few that I had to read for college classes - so if you’re a college student and your professor assigns you to read Plato or any number of older works, check here before you buy a copy.

If you look at the first reblog from me I also recommended a few other resources, most of which were from www.archive.org, home of the Wayback Machine! They run openlibrary.org, where you can check out ebooks of some public domain titles! They even have the Bone series by Jeff Smith!

And archive.org itself has all kinds of public domain media including music and movies! For Dracula fans, here's a radio show adaptation of the book, starring Orson Welles! And here's a 1920 movie adaptation of "The Strange Case of Dr. Jekyll and Mr. Hyde," starring John Barrymore, the grandfather of Drew Barrymore!

lots of writers and publishers are prepared to waive future profits for entirely petty reasons

because of this the entire works of Philip K Dick [petty writer who found himself with lots of hangers on during his life] and HP Lovecraft [his publisher - who was his wife and hated him] became public domain on their death

Sherlock Holmes entered public domain this year, it's always worth checking because you can save a fortune

book is old because it’s in

the public domain

LibriVox has free public domain audiobooks.

Public domain works in the US are:

Anything published (in the US) from 1927 or earlier (this number goes up every year for quite a while), and

Anything published between 1928 and 1963 that wasn't renewed, and

Anything published before 1989 without a proper copyright notice.

(Don't go looking for things in that third category unless you've studied a LOT about copyright law. Mostly that covers things like "weird little newsletters" and "self-published booklets" and sometimes fanzines. But most publications have a copyright notice in them.)

There's also some oddball exemptions here and there; copyright law is a tentacled mess. But those are the basic guidelines. (Except for audio. Audio has its own set of rules. It's weird.) (I mentioned tentacles, did I not? Double the amount of them you were thinking of.)

There are a lot of works from the 50s and early 60s that were not renewed, especially short stories published in magazines.

12th read of 2026 is "Solidarity with Children" by Madeline Lane-McKinley. This is a relatively short (~150 pg) essay meant to identify a few key assumptions that modern society makes about children (namely, that most parents tend to treat their kids like property, not people), and to encourage the reader to think about children in a different way before offering a few prescriptive thoughts.

-ancient roman posca: water, red or white wine vinegar, honey, salt, herbs (coriander, mint, thyme)

-switchel: water, ginger, vinegar, sweetener, lemon, salt

-ayran: yogurt, water, salt, mint

Longstitch binding

https://youtu.be/a_LZ-BWhH_Q

2)Japanese Binding

https://youtu.be/j-r6c_trSxY

3) Belgian Binding

https://youtu.be/w-oct9Ttp1g

4) Coptic stitch binding

https://youtu.be/TdHo8NtDOXc

5) Case Bookbinding

https://youtu.be/Av_rU-yOPd4

👏🏾Education 👏🏾is 👏🏾a 👏🏾right,👏🏾 not👏🏾 a👏🏾 service 👏🏾

Wake up babe, new octopus just dropped