In this commentary on Professor Joan Freeman's "A Quality of Giftedness," (Gifted and Talented International" v27 n2 p 13-71 2012), Rhoda Myra Garces-Bacsal applauds Professor Freeman's capacity to translate what is commonly a pedantic and boring academic treatise to a vibrant and timely article that demonstrates how "ivory tower" theoretical and conceptual writing may have the power to influence the sensibilities of practitioners and educators. Garces-Bascal also writes that this article will likely resonate with gifted and talented teachers who may be in search of that "spark" or "one percent inspiration" to energize the field and provide it with a fresh perspective that combines science, poetry, and empiricism. Garces-Bascal recalls another article written in 1965 by Sanford that claimed that young psychological researchers do not know what goes on in human beings, and their work shows it. Sanford also wrote that not only is their research dull, which psychology should never be, but it is often wrong. That context of processes-in-the-person which young psychological researchers have been trained to ignore is usually doing more to determine what happens in the situation under study than the variables that have been "isolated experimentally." Freeman phrased that certain spark of life as a nuance difficult to pin down in a laboratory, a shade of thought, an effervescence that defies charts, numbers, and statistical significance. Garces-Bacsal closes the article by wondering if Dr. Freeman believes that, in the future, it would be possible to break down this elusive and subtle "quality of giftedness" into actual behavioral markers and indicators. [This article is a response to Joan Freeman's "A Quality of Giftedness" (EJ1149563).]