Right. Agreed. Some of your stories really touched exactly that. You want to be part of the solution, not part of the problem, as someone said.
Mr. Whiting, you just talked about a high school program like junior achievement for cooperatives. What a great way to teach that piece there. That's really getting the message out about how strong a cooperative can be through the hard times.
Let's assume that in great times businesses succeed. I'd like to think that they are always great times. My businesses have been through some hard times and some good times, but because we won't let them fail sometimes that's exactly what happens.
You want to improve the conditions for each other, and you know, that's not something you would hear in a private business. I think it was Ms. Folkins who said the members want to improve conditions not just for themselves but for a group of people. That's what a cooperative does.
Monsieur Bélanger asked some questions about ACOA and your dealings with it. Each of you had maybe a little bit of...kind of negative to say about your dealings with the governments, even in your day-to-day, and how maybe they don't understand cooperatives.
As cooperative organizations, as organizations that represent numbers of cooperatives, what role are you playing in that education? What role are you playing in making, in this case ACOA, or in....? Across the country I'll keep asking other people from other federal development agencies: what role are you playing?
What role do you play on the provincial level, too, to teach the provincial economic development agencies, and what role do you play to teach just plain banks? We recognize now how superior credit unions are, but what do you do to teach them about the lending practices, the debt-to-equity ratios of cooperatives and those types of things? Can you tell me what role your umbrella organizations play in that?
That's to Ms. Kelderman, and then each of you, if I could, before the chair cuts me off.