The survey results clearly substantiated the urgent need for basic upgrading courses in all seven rural locations., Of the total sample surveyed, 20.3% admitted a personal need to upgrade their English reading, writing and communication skills. Of the total percentage who felt this need, 60.5% were female.

Particularly distressing was that 78.9% of the participants who wanted upgrading had completed grade eight schooling or less. Two-thirds of that group were Mennonites and over half of the Mennonite group had completed their education in Mexico. Mennonite schooling standards in Mexico are not at all comparable to Canadian standards. Survey respondents and members of the Mennonite Central Committee verified that unqualified instructors, minimal teaching supplies and short interrupted periods of schooling resulted in very inadequate levels of schooling. Families, farms, and households were of higher priority than school. Instruction occurred for about six months during the winter when the farm chores were less demanding. The average child graduated at age l2 or 13 after six winters of schooling, or 3.6 school years by Canadian standards.

There was a genuine sense of trust between the interviews and the interviewer. Respondents commonly felt free to give accounts of what their daily lives without literacy entailed for them.

In one vivid account, a young Mennonite mother expressed her desperately felt need to upgrade and her doubts whether it would ever be possible to do so. She said, "If at least I could read labels and recipes I could try new things for supper, but I can't so I make the same old thing over and over." She disclosed to me that she had not been out of the house since December, and when we spoke it was March. If a program was available, lack of transportation, lack of childcare, and very low self-esteem were barriers to her coming that she herself acknowledged. This particular woman felt that, at least initially, she would need in-home one-to-one instruction, until she felt more confident with her abilities. She repeated several times that she was a slow learner and didn't think it was possible for her to learn any more. Many other Mennonite women said the same about themselves.

On another occasion, a teary-eyed mother expressed her embarrassment at not being able to read a story to her child when the child approached. Her greatest fear was that soon her children would begin school and learn to read. Then they would discover her handicap and would be embarrassed to have an illiterate mother.

One Mennonite woman was eager to participate in the survey but asked that I call on her again when she would be home alone - she did not want her husband to know about the visit. Another date was scheduled, at which time she told me her story. Having moved from Mexico to Canada 17 years ago, she decided it was now time for her to learn to drive. Her children were grown and out of the house, and her husband, a trucker, was not around much either. She felt that this was a necessary endeavour.

Her daughter read the entire Drivers' Manual on to a tape so that her mother could memorize what she had to know, and after several attempts, she succeeded first in obtaining her learner's licence, and eventually, her driver's license. She felt good about this, but then went on to explain her predicament. She could drive only in those areas familiar to her as she could not read any street or highway signs and warnings. Her dream was to be able to go into grocery store and know what all the delicious looking foods were and what they were used for. Also, as she had a lot of spare time, she wanted just to be able to read for pleasure and as a result, to learn about the many wonderful things around and perhaps to get a part-time job.

Even if a program were available, a frequent problem for many women was lack of transportation. Of all the respondents needing transportation, 94% were female. One lady in a rural area who was very eager and concerned about the possibility of learning to read and write said, "Unless it's in walking distance I would never be able to come; my husband isn't interested in things like that and would not take me." Yet when asked what the most convenient location would be, ill women frequently expressed their need to "get out of the house." The majority felt it would be more helpful to receive instruction away from the noise of children and in a group situation with other women with similar circumstances.

Survey results indicated a gradual transition in the beliefs of Mennonites. As mentioned earlier, education was not seen as a fundamental component of life. Yet 93% of the total number of Mennonites in the overall acknowledged their desire to upgrade their educational levels. This discovery accentuates the importance of responding to this community's needs by developing and implementing culturally sensitive, individually suitable upgrading programs. Only if motivation and eagerness to learn are fostered and accommodated will the programs succeed.

The YWCA currently is developing programs in several of the rural areas surveyed. These programs will build upon Mennonite cultural traditions by using the women's present skills and incorporating literacy/numeracy instruction. One area of cultural expertise of the women is quilting. They also are fabulous bakers and are known for their delicious home-made bread. These skills can be used to teach new ones.

Childcare and transportation will be provided to enhance accessibility. Our overall goal is to provide client-centered instruction in an informal, non-threatening environment for residents of East Elgin County.

Illiteracy at a community, national and international level is an urgent, and growing problem that must continue to be aggressively addressed. Becoming literate will empower women and will open doors, allowing them to take advantage of many resources. Being able to read and write will equip women to better direct their own lives and to become more active in their communities. This benefits us all.

Lyda Fuller received her B.A. from the University of Midland and her Master's of Liberal Arts from John Hopkins University. She has been the Program Director at the St. Thomas-Elgin YWCA for the past three years.

Anne Dyck received her diploma of Social Work from Sheridan College. Her involvement in Literacy began when she worked as a counselor for handicapped adults in a group home in Brampton. She was then hired by the YWCA to do a literacy needs assessment for East Elgin County. Anne is currently the Literacy Program Coordinator at the YWCA.