These children grow and develop in a peculiar situation, isolated in a unique environment and their formal education must of necessity be unorthodox.

How then do they compare with the child maturing in a middle-class suburban environment? In many ways the bush children clearly have an advantage over those living in a town or city. They are active, healthy, well fed, and free of many of the restrictions of time and space which inhibit other youngsters.

They quickly learn to recognise and come to terms with the creatures of the Outback. Most learn to ride horses at an early age, and they are taught the techniques for survival in a potentially hostile environment. Many will be well acquainted with horsebreaking, cattle work, droving and drought. Others will be familiar with Aboriginal lore and tradition, regional flora and fauna, or large scale road construction.

The School of the Air simply adds to this already substantial education, and attempts to help its isolated pupils relate to the outside world. During the process it would appear that the school's students develop a maturity and independence in study not usually found in the customary classroom situation. These children know what has to be done, and when, and organise themselves accordingly. They benefit from the individual guidance they receive while working through the lessons which are done at a rate best suited to each individual - and from the individual, personal attention which their teacher can devote to them. On the other hand it is equally obvious that the outback child¹s development in some areas is different from that of his or her city counterpart.

There are few children living together in each location and they are naturally used to having their own way. Some may be disadvantaged in some subjects because work has been skipped over by an unsure home tutor or because the child has been given too much assistance. Most students would gain a more normal perspective of their studies if they had more chances to participate in group situations and oral exercises and were able to observe the ideas and products of fellow students and compare them with their own efforts.

The change in the functions of the School of the Air and subsequent curricula changes have certainly made learning an easier, happier and more varied process in recent years. This is demonstrated by the reaction of parents, home tutor and students and is further reflected in the improved standard of work sent in for assessment. Tutors report a greater eagerness on the part of their charges to settle down and study, to work for longer periods, to experiment with freer written expression (including poetry) and to be more imaginative in setting out assignment work.

Another indication of "customer satisfaction" is the increased tendency of students to remain with the school until completion of primary education (year 7). In spite of all this innovation it is clear that geographical isolation is a factor which will always make our students educationally disadvantaged in some ways. At the same time, the provision of individualised lesson packages, the presentation of interesting lessons, instructional videos, computers, and personal contact with a dedicated teacher should ensure that the educational service available to the isolated Central Australian child is the best possible.