Robert Stacey McCain notes that Mainstream Media pundits such as Jake Tapper are now “alt right”. This makes me giggle like Mr Beale. There is not much alternative about Mr Tapper.

Mr Beale, is right: the Alt Right is inevitable because it is true. Falsehoods do not last. It will not be alternative for long. But, before that, we will all be banned and hated and had activists yelling at us.

Get Tenure. Better, get a trade. So that the failing academics don’t take you and your job down with them.

So (a) the Women’s March invoked “solidarity” as justification for praising the “revolutionary” murderer, (b) it is an “attack” to tell the truth about who Assata Shakur actually is, and (c) Jake Tapper is “far right” for wondering whether progressives should be celebrating cop-killers.
Women’s March founder Linda Sarsour accused Tapper of “joining the ranks of the alt-right to target me online” despite the fact that, as the Israeli newspaper Haaretz reported, Tapper “was named one of the Jewish journalists most frequently harassed by the alt-right online during the 2016 election campaign.” Even feminists like Bari Weiss rejected the rhetoric of the Women’s March: “Since when did criticizing a domestic terrorist become a signal issue of the far right? Last I checked, that position was a matter of basic decency and patriotism.”

The problem is that our leaders are not able to control the elite, for they are relatively stupid. So the exclude: the cost is that the brightest among us are excelling only in open source and in their hobbies. The educational system is tuned for the middling and midwits.

To clarify: Mary Beard is middling bright or a midwit: Taleb is a genius. To be fair to Beard, most credentialed people are.

Leta Hollingworth noted that, if mainstreamed, children with R16IQs over 150 (D15IQ 141) check out and do not excel. Miraca Gross has done a long-term longitudinal study of 60, 160+ D15IQ Australian children. 17 of the children were radically accelerated, 10 were accelerated one or two years and the remaining 33 were mainstreamed. The results were astonishing with every radically accelerated student reported as educationally and professionally successful and emotionally and socially satisfied. The group that was not accelerated she characterizes as follows: ‘With few exceptions, they have very jaded views of their education. Two dropped out of high school and a number have dropped out of university. Several more have had ongoing difficulties at university, not because of a lack of ability but because they have found it difficult to commit to undergraduate study that is less than stimulating’. These children have IQs similar to Leonardo da Vinci, Galileo, etc., so the loss from unrealized potential is enormous.

Gross also did a wonderful comparative case study of a 133 D15IQ girl who had great educational success and a 169 D15IQ boy who was completely destroyed by an uncaring school system. It provides some enlightening examples of precisely how the educational system thwarts children in the 140+ D15IQ range.

The problem stems from the misconception among educators that the intellectual gulf between moderately and highly gifted children is not that great. In fact, depending upon the conceptual content, Professor Gross suggests that the exceptionally gifted children and above may learn 4-5 times faster than the midrange students. Therefore, a reasonable, in fact conservative, expectation of educational progress is the ratio of the highly gifted student’s ratio IQ and the ratio IQ for which the curriculum is normed.

So, a 150 D15IQ child would be expected to progress through a K-12 public school curriculum geared to the 100 IQ student in 12/1.6=7.5 years. They would graduate from high school at 13. Some children may be physically and emotionally prepared for full time school a year early and would finish high school at 12. When we hear about a child who finishes high school at 12 or 13, we think of a ‘one in a million’ prodigy and we suspect that the child was pushed to his or her detriment. Yet, with an enabling educational environment, it is actually a reasonable expectation for about one in 200 children. The true ‘one in a million’ child is doing college level learning at 7 or 8.

This level of excellence is unacceptable to the politically correct. Such children learn to have a horizontal profile, lest they are singled out for the five minutes of daily hate.

But these are the children who make breakthroughs.