Thank you PanMacmillan Australia and NetGalley for this ARC.
Having read some of John Marsden’s young adults books I was interested to read this non-fiction one.
I was not aware of his background in education. I found this book helpful, relatable and had lots of good ideas to encourage me as a parent to encourage my children to embrace taking more risks.

I was given this book through Net Galley and as a teacher myself I loved it. To read so clearly about connections before corrections resonated with me and the stories about setting up his two schools and his experiences as a teacher gave a lot to think about. Whilst I’ve heard bits and pieces about his schools it was great to get a much more in-depth understanding that quite often linked to research.

John Marsden Take Risks Macmillan Australia 2021

Thank you, NetGalley and Macmillan Australia for providing me with this uncorrected proof copy for review.

My knowledge of John Marsden is coloured by my reading of one of the most devastating novels I have read, So Much To Tell You, Letters From The Inside. I read to keep my daughter company, rather than for my job as an English teacher; Marsden did not feature in my particular classes. My grief at the end of the novel was so complete that perhaps it was as well he did not. Reflecting some of the distress at the end of that novel is my reading of the beginning of Take Risks, when Marsden describes his schooling at The Kings School in the 1960s. His resilience is remarkable; amongst the terror, authoritarianism, and mediocrity, he dreamed of a different type of education, with teachers of considerably dissimilar qualities, in surrounds suited to educating young people.

Several years of teaching and many novels later, Candlebark School and Alice Miller School were created to fulfil this aspiration. Take Risks is a combination of autobiography, idealism blended with pejorative commentary and a design for a better way of educating and living. It requires resilience from the reader who may have to deal with the possibility that she or he might be guilty of some of the parental faults that are laid out so convincingly; readiness to deal with generalisations (Marsden acknowledges them as such while arguing persuasively for his views) that may be disconcerting; and a mind open to the exciting educational panorama laid out through example and Marsden’s commentary of commonsense mixed with idealism.

The first part of the book leads the reader through a variety of teaching experiences in the private education sector. John Marsden has described these with verve and humour, while remaining strong in his criticism of the features of Kings, and negative features of further school experiences. Marsden’s accompanying tilts at bureaucracy are at times amusing - how can anything so foolish be policy? stressful - how can anyone survive all of this and remain a functioning human being, let alone successful teacher? and sadly unaware - there are other bureaucracies in which policy makers endeavour to be creative and responsive in their support for improving the lives of Australians.

The most egregious example of the poverty of one bureaucracy associated with registering Candlebark School is described, with accompanying letters (Marsden says that all the letters he uses in the book are honest semblances, rather than the originals) reflects so badly on the rules as well as those implementing them it is hard to understand. The language is abysmal, the commentary false in parts and the general air of pomposity defeats the purpose of communication. Marsden was thus encouraged to work on responding, partly in kind, to the original writer, and also to the person ‘at the top’. With his own brand of humour that permeates the book as whole, he achieved his aims. Now, he is hopefully producing students who will not go down the same path as these particular bureaucrats!

Turning briefly to my positive comment on bureaucracy above, I feel compelled to refer to my meeting with an insightful bureaucrat, Dr Peter Wilenski, at the time head of the Public Service Board. When I expressed my delight in my new job in the Australian Public Service his face lit up with joy – here was someone who relished working to produce responsive policies as a way of improving Australian lives. Many do.

My experience in the college section of the Australian Capital Territory education system also raised questions in my mind about Marsden’s research for the establishment of his own school. At the time, the ACT college system embodied student independence, small class sizes, an extensive range of exciting subjects, interesting and innovative student work and assessment without examinations, and most importantly, some excellent teachers. I wonder why Marsden’s research did not include this important government school example.

Putting my comments on what I see as lapses aside, the passion that John Marsden demonstrates on behalf of students, teachers and education makes an inspiring story. His enthusiasm is enhanced by some pithy commentary on damaging parent behaviour; on the types of parents he gladly saw leave the school, while regretting the loss of some pupils he recognised as young people he would miss; his belief that traditional education must be questioned, changed, and largely replaced; and his hearty dislike of committees and facile sentiments. These stories make noteworthy, sometimes amusing and too often dispiriting, reading.

It is reassuring to read that the negative experiences associated with establishing Candlebark School did not impinge on its success, and later appear to be absent from developing the Alice Miller School. Here the problems seemed to be somewhat normal: finding a site, creating the heart of the school, and choosing a principal. These tasks were seemingly conducted without too much bureaucratic nonsense or political manipulation from unhealthy negative interests. Again, Marsden demonstrates his clear-eyed approach to the work that is his passion. It is this combination of fulfilling a dream and recognising the necessity for clarity in the ideals underpinning it that make the endeavours engrossing reading.

As well as the stories directly associated with schooling and education, there are three chapters which reach more broadly: The Paralysis of the Middle-Class, An Honest Look at Our Future World and An Honest Look at Humanity. These chapters are a wonderful read – disagree with some of the sentiments, get angry at others, fill up with joy at ideas that demand attention and thought, think of how one can do better - what at times seemed a veritable hurly burly of ideas, thoughts, admonitions, and dismay are a major contribution to making this book a valuable resource. Perhaps I am being too pessimistic, but more likely to succeed are the ideas in Fixes for Schools where Marsden returns to the subject with which he started a journey that I found very worthwhile joining.

I began reading John Marsden’s Take Risks because I was interested in the man behind the fiction that has been such an important part of young people’s introduction to literature. I became absorbed in the stories associated with the realisation of a dream which has a healthy underpinning of practicality; empathy with young people’s aspirations and right to an education that suits them; and a success story in terms of two schools with, at the time of writing, 400 students. As likely, but more elusive is estimating the success of turning out people who have also had their dreams validated. What will they achieve? The 400 at Candlebark and Alice Miller Schools now, those who have already completed their time there, and future students?
If one of them writes a book beginning with their school experiences how wonderful it is that it will not begin with the despair experienced by John Marsden and his companions with which Take Risks opened. The story to achieving that is an engrossing read.