âFor New York City Pride in 1994 (Stonewall 25), Baker created a mile-long rainbow flag that was carried down First Avenue in Manhattan. During the parade, Baker used scissors to cut segments from the flag to be rushed to Fifth Avenue for an impromptu protest march in front of St. Patrickâs Cathedral, the headquarters of New York Cityâs anti-gay Catholic archdiocese.
^âAt the bottom of the image is the segment of the flag cut for the St. Patrickâs Cathedral protest. Photograph by Mick Hicksâ
âGilbert Baker wearing a white sequined dress (right) and other protestors triumphantly march the cut pieces of the mile-long flag past St. Patrickâs Cathedral. Photograph by Charles Bealâ
Found my 53yo very-much-not-online father in the kitchen today meticulously arranging cutlery on the countertop and i was like 'what are you doing' and he looked up at me with the world's most shit-eating grin and said "Your mother told me this is how you rick-roll the Youth" and i looked over and it was fucking. Loss.jpg.
i must stress that he's never seen the original comic. My mother simply showed him the shorthand symbol and he memorized it. As far as he is aware this is just a fucking hieroglyph that deals instant psychic damage to everyone under the age of 30
Deleted accounts can now be recovered up to 30 days later
Weâre making a big change to how account deletion works on Tumblr, and weâre really excited about it, because this is something that some of you have been requesting for⊠well⊠a literal decade.
Before today, when you deleted your Tumblr account, it was immediate and permanent. Occasionally, this resulted in Very Sad Times. Even though weâve tried to make it super difficult to accidentally delete your account, this is something that still happens a lot. Like, a lot. Thereâs also plenty of folks who delete their account on purpose, but then regret it shortly afterward. Worst of all, if your account was hacked, and then deleted by the hacker, there was no way to get it back.Â
All of these problems are *poof* no more. As of today, when you delete your account, we will keep your data for 30 days. Your account will remain recoverable during that time, and you can contact us within that 30 day window if youâd like us to restore your account.
Eventually, we hope to make this process a bit easier, and allow you to restore your account with a single click of a button. For right now, though, youâll need to contact us via tumblr.com/support and choose the category âAccount Accessâ > âI have deleted my account or blog by accidentâ.Â
FAQs
How do I delete my account? Does that process look different now?
You can follow the steps here to delete your account on the web or through the mobile app, which works pretty much the same way as before. Youâll notice weâve updated the confirmation screen to reflect the new process, though.
Does a deleted account still appear on Tumblr during this 30 day window?
Nope. As soon as you submit the request to delete your account, all of your blogs will no longer be accessible (theyâll 404), no one will be able to message you, your posts will no longer appear in search results, and you wonât be able to log in anymore. This happens right away, not 30 days later. Deleted accounts still behave exactly as they always have.
What about my email address and username? Will those become available again immediately after account deletion, like they did before?
Notably, no, they will not. In order to make it possible for the account to be restored during the 30 day window, the username and email address must remain associated with the account during that time. So they wonât be available to register again until 30 days after youâve deleted your account.
If youâre deleting your account, and you already know that youâd like to use the same username or email address on a new account immediately afterward, we recommend that you change your username and email address before deleting the account. That way, they will become available right away, instead of being on hold for 30 days.Â
What if Iâve accidentally deleted one of my sideblogs, but not my entire account?
If you delete a sideblog, it will be deleted right away, and cannot be restored. We can only restore an entire account (which will restore all of its blogs along with it).Â
Is this feature retroactive? Can you restore the account I deleted two years ago?
As much as we would like this to be possible, the answer is no. We still havenât perfected the art of time travel, so all accounts deleted before today are still deleted for good. This new change will only apply to accounts which are deleted after this announcement is posted.
Where can I learn more about the account deletion process?
You can check out our support documentation and Privacy Policy. Both have been updated to reflect these changes.
In case youâre looking for a blog thatâs gone missing on Tumblr and didnât see this recent update.
A missing blog without â-deactivatedâ isnât necessarily a sign of a suspension, it might just mean that someone deleted their own account and may still bring it back within 30 days.
Every time I suck ass at doing crafts, I tell myself: do not think about David Shrigley's piano dog. And every time, my brain tells me, whatever you say, dog.
i love how sinners was basically like âthe cunnilingus was there. it didnt change anything. it didnt save anyone. there were just too many forces against it. but it still matters that the cunnilingus was thereâ
"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished 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 âintimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.â Crucially, he added that this is ânot a matter of laziness on the part of the studentsâ but of underlying skills they were never given a chance to build.
The Chronicle of Higher Educationâs 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 âmeet your students where they areâ for so long that she has begun to feel âlike a cruise director organizing games of shuffleboard.â
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 assessmentâs own language, they likely âcannot draw general conclusions based on concepts presented explicitly in a text.â 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 Austinâs McCombs School of Business showed that the mere presence of a participantâs smartphone â whether that be face down, powered off, untouched, or across the desk out of vision â 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 Japanâs 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 âkept losing trackâ 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 âYour Brain on ChatGPT.â They divided 54 participants into three groups writing SAT-style essays â one using ChatGPT, the second group using a search engine, the last group using nothing â 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 âconsistently underperformed at neural, linguistic, and behavioral levels.â 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 âcognitive debtâ for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brainâs 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 studentâs mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not âfree students up for higher-order work.â 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 Kâ12 schooling. Whatever the standardsâ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling âevidenceâ 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 âfinding the main ideaâ 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 âsevere or very severe.â
In July 2025, the journalist Mary Harrington argued in The New York Times that âthinking is becoming a luxury good.â 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 âdeep workâ 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 sourceâs claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into âthis is goodâ and âmaybe add more detailsâ 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.
Iâm afraid I donât 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? Kâ12 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 âstudents will adapt.â 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 studentsâ sentences before theyâve 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."
â Tyler Jagt, 1 June 2026, "My Students Canât Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
I want to be very clear on this: it is not just dependence on smartphones and phones causing mental atrophy. It's that for decades we have taught Three Cueing System as a way to read, and while we are now beginning to correct, it is catching up with us. The reliance on smartphones and short form video are in part a result of illiteracy, not necessarily a cause of it, because we have failed to give students the tools to actually read but also paired it with the belief that they can read. They do not seek remedial reading help but blame the materials for being unclear or too difficult, when the fundamental problem is that the more complex the text, the less functional the three cueing system is. They are often quite literally guessing what the text says by searching for words they recognize (or think they recognize but cannot verify) and texts rapidly become impenetrable nonsense. Of course people will reach for their phones when 90% of the text they encounter in their daily lives and schooling is not accessible to them!
I was drunk out of my ass last night and the light from the lamppost hitting the trees made me cry at like 3am and I woke up with almost 20 pics like this one
discoholicmusic
prguitarman
yousharknotpass
gracieabrams
pixelskylines
areudirty
