1 10 2 Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Text Any textual data included in the document. I’ve learned so much from reading all the entries here, but it’s also reinforced what we all already knew—Roy was a unique, wonderful person who enriched the lives of many hundreds of people through friendship and personal contact, as well as hundreds of thousands of people through his work. I want to add in four ideas: 1. ROY WAS A LIFELONG FRIEND. Because so many of his friendships started with collaborative work projects, it would be easy to assume that his friendships required work relationships. But instead, Roy maintained close friendships with individuals he first met in elementary school, junior high, high school, college, his time in England, and elsewhere. I don’t know anyone else who remained connected to so many earlier parts of his or her life. When you became a friend with Roy, he became your friend for life. He was able to do this because of his tremendous energy, his generosity, and his sincere interest in other people, their experiences, and their ideas. 2. ROY KNEW HOW TO HAVE FUN. Yes, he worked long hours and may not have relaxed as much as most people, but he also knew how to have fun away from work. He loved movies and he was always interested in trying new experiences. During graduate school, when he was writing about working class leisure, a group of us decided to expand our leisure-time horizons and try out various modern recreational pursuits we hadn’t previously tried, or hadn’t done since childhood. We rode the largest wooden roller coaster in Massachusetts, played skee ball, went candlepin bowling, watched harness racing, attended professional wrestling matches, bet on jai alai, and more. Roy was open to a wide range of experience and got enjoyment from all of it, never looking down on any of it. 3. ROY TRIED TO SQUEEZE THE MOST OUT OF A DAY. As many people have written, Roy was well known for multi-tasking in order to accomplish more than the rest of us could in a given hour or day. When he was in graduate school, he tried a unique strategy in order to get more done. For a time when he was working on his dissertation, he had no teaching or other tasks that had to be done at a set time, so either consciously or unconsciously he began living on a 26-hour-a-day schedule. Every day he would work a couple of hours later and stay up a couple of hours later. On Monday, he might go to sleep at 1 and get up at 8. Then on Tuesday, he would go to sleep at 3 and get up at 10, and so on. Those of us in the apartment got used to seeing Roy eat breakfast at all hours of the day and night. 4. ROY WAS PART OF A STRONG PARTNERSHIP. Roy and Deborah made a great team. They complemented each other so well and brought out the best in each other. It was nice to watch them interact with each other. To those of us on the outside, they had a strong identity as a couple while giving each other room to have their individual interests and express their individual unique personalities. When visiting them, one would have three good experiences—one with Roy, one with Deborah, and one with the two of them together. Roy was a great person and a great friend. As so many other people have observed, he made a significant difference in my life. He taught me important skills and lessons, he helped me succeed professionally, he brought me joy, and he was always there to help when I needed him. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 85 Title A name given to the resource Four Thoughts about Roy Rights Information about rights held in and over the resource You must be 13 years of age or older to submit material to us. Your submission of material constitutes your permission for, and consent to, its dissemination and use in connection with Thanks, Roy in all media in perpetuity. If you have so indicated on the form, your material will be published on Thanks, Roy (with or without your name, depending on what you have indicated). Otherwise, your response will only be available to approved researchers using Thanks, Roy. The material you submit must have been created by you, wholly original, and shall not be copied from or based, in whole or in part, upon any other photographic, literary, or other material, except to the extent that such material is in the public domain. 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Creator An entity primarily responsible for making the resource Warren Leon Contributor An entity responsible for making contributions to the resource Warren Leon Type The nature or genre of the resource Document Deborah friends graduate school Document A resource containing textual data. Note that facsimiles or images of texts are still of the genre text. Text Any textual data included in the document. This is my October 21, 1007 column for The Examiner newspaper. Being a teacher is as schizophrenic as being a student. There’s class, and there’s life, and “never the twain shall meet.” Students pretend to focus on schoolwork between the hours of 7:20 a.m. and 2:05 p.m., but who are they kidding? Certainly not their teachers, who remember what it was like to be constrained emotionally and intellectually by schoolroom rules. As a teacher, I expect of myself more focus and less distraction, yet sometimes life insinuates itself into my lessons. While my students have been distracted by homecoming, I have been thinking about a distinguished George Mason University colleague who recently died of cancer at the age of 57. Hundreds of Mason students and teachers are mourning his untimely death, but my high school students know nothing of Roy Rosenzweig’s digital histories or of his many contributions to GMU and his Center for History and New Media, and so I keep my sense of loss private. While talking about literature in the classroom, I have been composing in my mind an email to his wife, whom I have known for over 30 years. How can I show her compassion when I have not suffered the loss of a husband? What comfort can I offer when I don’t really understand the devastating effect of that loss? Oddly, I found the answer to that question grading papers. School and life merged the moment I read my classes’ essays on “Their Eyes Were Watching God,” which focused on the heroine, Janie’s, response to Teacake’s untimely death. What comfort did Janie find for the loss of her companion and the love of her life? Student after student wrote that to Janie, Teacake still “lived” since his effect on her remained. She mentally projects her memories—“pictures of love and light”—against the wall of her home. She gathers up those memories and lifelong dreams and calls in her soul “to come and see.” Teacake “could never be dead until she herself finished feeling and thinking.” Zora Neale Hurston’s words are Janie’s comfort, and were precisely the words I needed for Roy’s wife, Deborah. Roy’s books, teachings, and digital texts remain, and the memories of those who knew him are the “pictures of love and light.” What also remain are the ways Roy changed others. Like Teacake, Roy treated people respectfully and graciously. His friends and colleagues have created a website (http://thanksroy.org) that reflects myriad instances when his personality and intellectual strengths made others wiser and stronger--“pictures” preserved. Of course no website, no matter how moving or comprehensive, can begin to compensate for the loss of a husband or friend, a death that came decades too soon. But reading my students’ commentaries helped me see that books are often relevant to life outside the classroom, and that Hurston’s words have a function beyond my English curriculum. Perhaps at a distant point in the future, some of my students will remember that a person’s “love and light” cannot die as long as they themselves have “feeling and thinking.” At that moment, they might realize that sometimes what we learn in the classroom can teach us about life. Sometimes “the twain” does meet. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 63 Title A name given to the resource When Life and the Classroom Meet Language A language of the resource eng Creator An entity primarily responsible for making the resource Erica Jacobs Contributor An entity responsible for making contributions to the resource Erica Jacobs Type The nature or genre of the resource Document Deborah legacy pictures roy