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Work—Study—Live:
The Resident Youth Centers of the NYA

Work-Study-Living

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Metal Fabrication Shop in First Floor of College Hall

The NYA wanted the Center to offer realistic work through the actual production of articles for public purchase. These old buildings had to be put in condition to house industrial shops that would train youth in the fabrication, spinning, bending and buffing of light sheet metal, spray painting, electro-plating, and repair and production of radios and electrical appliances. Nothing had been seen like this in vocational training institutions or in general education. It was not only apprenticeship in trades but also a demonstration of the concept of "production for use." Fortunately for me, since I had no industrial experience, the NYA hired knowledgeable shop supervisors who directed the planning of the shops and purchase of requisite equipment for them.

Next came preparations for the second element, study. This, too, was a great departure from the traditional pattern of work-study-living. Instead of study in a formal sense, with a prescribed curriculum and in an established educational institution, a new concept known as related training was introduced. Its purpose was to furnish technical knowledge related to the trades represented in the shops. This also included instruction in trade vocabularies, labor legislation and other information useful in enriching the work experience. Further there was some general cultural substance and a bit of the basic three "Rs". Youth would work four hours daily in the shops and four hours of study in related training classes. Shop work and study alternated between mornings and afternoons.

Radio Servicing and Testing

Although an integral part of the NYA pattern, related training was the primary responsibility of the New York State Department of Education. The teaching staff was hired by the Department and it developed the curriculum in consultation with the NYA State Office. Its teachers were considered members of the Center's staff and were always included in staff meetings.

The facilities of the Lima Center made it possible to meet these needs of the third element in the NYA pattern, living. On April 20, 1941, the Rochester Democrat and Chronicle, the leading newspaper of the City, published an article on the Lima Center titled, "The School of Experience." It wrote at length about the Center's living features:

An integral part of the day's schedule is the leisure time program.... The accent is on radio here. Radio builders by day turn to radio manipulation at night as recreation. As I toured the Seminary Building in the evening there was a cacophony of sound. From a room on an upper floor came the staccato rat-tat-tat of wireless code....A club hailed as Radio Lima has been formed.... One group (of youth) was rehearsing radio script before a microphone... Rehearsing roles for a dramatic production were members of a Dramatic Club. In another wing of the building, speech work is stressed ...orchestrations in another room were scattered about, as the dance band was practicing...and in still another a choral group was meeting for practice....Sunday night sings have grown steadily...Dances are staged occasionally...basketball games have held the spotlight on the gymnastic program... handicraft projects claim attention.

Radios Repaired and Ready for Shipment to Army Camps

In addition to much-needed leisure activities, the center provided a controlled and graduated measure of youth participation in the administration of the Center. A series of councils for the various functions of the Center were established, including an administrative council, a shop council, and a correlation council. A ward system in the dormitories and a youth court were also established. The Rochester Democrat and Chronicle summed up the living part of the Center with these words, "Efforts are made to create a community where youths as citizens work, play and live together. Walk into the buildings any time of day or evening and you have a feeling that the program is going over enthusiastically."

All of the resident student workers were considered employees and put on a pay roll. For most of them this single action was the realization of something they had only previously dreamed about. They finally had jobs and were earning some money! Their wages were only thirty dollars a month and twenty two dollars of that had to go to the Center for their room and board. The remaining eight dollars was money they could spend in any way they wished. In keeping with this policy of making the Center seem like an industry, the youth were designated as "employees".

In planning the resident work center program, the NYA tried to address the full range of the needs of depression youth. Beyond providing practical work experience leading to real jobs, they wanted the residential experience to be as rich as possible, one which would produce good citizens as well as good workers.

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