ABSTRACT
In 2002, at the Annual Conference of the National Association for Gifted Children in Denver, Colorado, the fi rst Ann Fabe Isaacs Founders’ Memorial Award was presented to Mary Frasier of the University of Georgia. At this ceremony, Ted Isaacs, Ann’s husband, asked that his words about her contributions to the organization and to the fi eld be read as the fi rst recipient was given her check and plaque. His words tell much about what Ann contributed during the 60-plus years she devoted to the causes of gifted, talented, and creative children and adults:
As Ann’s husband I was keenly aware of the time and dedication that she gave to the early years of NAGC. This is typical of what leadership in volunteer organizations involves. To use a current expression, I have been there, done that. These thoughts are uppermost in my mind as I sign the agreement relating to this award. First, I thank the leadership of NAGC for their acceptance of my suggestion that this award be created. Second, I extend my personal congratulations to the winner. I know that neither the honorarium nor a plaque can fully compensate for the effort involved. Third, I express my most sincere appreciation for the great work of all the membership of NAGC in carrying forward Ann’s original vision. The protection, stimulation and development of talent and creativity is [sic] critically important for the nation and the world. (S.T. Isaacs, 2002, p. 1)
Since that time, the Ann Fabe Isaacs Founder’s award has been bestowed on many of the thinkers, leaders, and researchers in the fi eld of gifted education, from John Feldhusen, Julian Stanley, James Gallagher, and Joseph Renzulli, to Abraham Tannenbaum and Nancy Robinson. In refl ecting on her work, it
becomes evident that Ann Isaacs was there from the very beginning to plant the garden of gifted education, keep it weeded, fertilize it properly through communication and networking, and nurture its growth into the fi eld it is today. It was fi tting that this award was created in her memory. She did, indeed, illuminate the practical world of gifted education during her lifetime-as leader, networker, organizer, advocate, advisor, and school consultant. She created the organization which supports the current practical work in this fi eld, the National Association for Gifted Children, and she developed, wrote for, and edited the journal that guides this fi eld, Gifted Child Quarterly . In her later years (1974-1989), she established a second national organization that consciously included creativity as a part of giftedness, the National Association for Creative Children and Adults, and she developed, wrote for, and edited a journal, Creative Child and Adult Quarterly , that guided this expanded fi eld. If the development of two professional organizations and the editorship of two associated research journals do not suffi ce as “illumination,” it is unclear what would!
