The author of this article wishes to point out that his comments are taken from his own direct experiences involved in the Aboriginal situation in West Australian Schools. They are not necessarily, therefore, the views of the West Australian Education Department.

It appears that there are several groups when one talks about Aboriginal children in general in Australia. Any person who has any Aboriginal blood is termed an Aboriginal. These groups have different hereditary and environmental backgrounds and thus give differing responses to stimuli.

In Western Australia, Aboriginals are of either country or town origin. There are vast differences between a third generation town Aboriginal and one who has only just walked in from the desert. Again one must differentiate between town and mission Aboriginals and also between the full blood and the part Aboriginal. The situation is s vast that one can speak about Aboriginals and their education in Western Australian Schools, only in general terms.

School can have a tremendous influence on the Aboriginal child. It can be a sanctuary or a place which he tries to avoid. The task of the educator is to make school interesting, yet a useful means of conveyance into 1973. Personal experiences indicate that success lies in motivation – kindness and interest. There is a broad spectrum for Aboriginal children in academic and social achievement. Many are school leaders, have high reading ages and excel in dance, music, sport, art, crafts and written work. Under ideal situations it appears that many Aboriginal children have greater potential than some white children. There must then be other factors which cause Aboriginals to fail to make full use of their talents and abilities.