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Take Risks
Life is a thrilling adventure.
Our children get only rare glimpses of the possibilities.
To roam, to dare, to fail . . . these are the rights of children.
John Marsden, the award-winning, bestselling author of the Tomorrow series, has spent his life educating kids and teenagers. He is passionate about the need to prepare them in all ways for the demands of adulthood.
As the founder and principal of two schools - Candlebark and Alice Miller - John has put his theories to the test and seen the empowering results of his methods.
Take Risks is the compelling memoir of a revered author and educator, and a forthright discussion on teaching, parenting and society as a whole.
Our children get only rare glimpses of the possibilities.
To roam, to dare, to fail . . . these are the rights of children.
John Marsden, the award-winning, bestselling author of the Tomorrow series, has spent his life educating kids and teenagers. He is passionate about the need to prepare them in all ways for the demands of adulthood.
As the founder and principal of two schools - Candlebark and Alice Miller - John has put his theories to the test and seen the empowering results of his methods.
Take Risks is the compelling memoir of a revered author and educator, and a forthright discussion on teaching, parenting and society as a whole.
Audible Audio
Published September 28, 2021
26 people are currently reading
126 people want to read
About the author
John Marsden
90 books1,954 followersThere is more than one author with this name in the database, see f.e. John Marsden.
John Marsden was an Australian writer and school principal. He wrote more than 40 books in his career and his books have been translated into many languages. He was especially known for his young adult novel Tomorrow, When the War Began, which began a series of seven books.
Marsden began writing for children while working as a teacher, and had his first book, So Much to Tell You, published in 1987. In 2006, he started an alternative school, Candlebark School, and reduced his writing to focus on teaching and running the school. In 2016, he opened the arts-focused secondary school, Alice Miller School. Both schools are in the Macedon Ranges.
John Marsden was an Australian writer and school principal. He wrote more than 40 books in his career and his books have been translated into many languages. He was especially known for his young adult novel Tomorrow, When the War Began, which began a series of seven books.
Marsden began writing for children while working as a teacher, and had his first book, So Much to Tell You, published in 1987. In 2006, he started an alternative school, Candlebark School, and reduced his writing to focus on teaching and running the school. In 2016, he opened the arts-focused secondary school, Alice Miller School. Both schools are in the Macedon Ranges.
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Displaying 1 - 20 of 20 reviews
March 14, 2022
3.5 stars.
I found this memoir/discussion to be both invigorating and inspiring, and maddeningly ranty. And it’s long (to listen to). Boy, is it long. So for 13 hours over the past week I’ve had Marsden’s soothing lisp reading me his many and varied thoughts on education. While I drove, walked the dogs, circled the oval on yard duty, he railed against beaurocracy, explained how he built two schools that actually work, and went off on tangents about religion, climate change and the general state of the world.
The whole time I found myself thinking, “Sure, but how am I supposed to make meaningful change in the mainstream education when I have a principal who is a beaurocracy stan?”
Even once I got to the chapter that outlined Marsden’s principles for good education and traps to avoid, very little of what he suggests falls into the responsibilities of a classroom teacher—or at least, one who wishes to keep their job in a school far less free-thinking than Candlebark or Alice Miller. In fact, many are principles I could already have named as solutions to common school problems, but I will never be a principal (ew), and I’m already regularly annoying my principal with my assertive suggestions for how things could be better, so I won’t really have the chance to implement them.
I am grateful to Take Risks for helping me pinpoint some of the reasons my school may have taken a nosedive in recent years, which made me feel less generally angry. The book also, at points, reminded me of some of the ways it remains a great school.
My biggest criticism, or perhaps warning, of Take Risks is that towards the end you come across a double whammy of mammoth chapters that come seemingly out of nowhere. The 81 minute long chapter against Christian education lost me 15 minutes in and I skipped the rest, so can’t really comment on what it contained. I’m a Christian who’s extremely skeptical of Christian schools as an educational option so I think I would have been somewhat in agreement with Marsden, but I’m not sure what thoughts exactly warranted that chapter to be three times as long as most others.
The next one is a 55ish minute chapter about climate change and the state of the world. I skipped parts of that too, because my social media feeds remind me far too often already that we’re doomed, basically.
If you can’t be bothered listening to the 13 hours, or reading however many pages that translates into, here’s the TL;DR:
Beaurocracy is killing good education, teacher selection is everything, you have to take risks in education to create students who will thrive.
I found this memoir/discussion to be both invigorating and inspiring, and maddeningly ranty. And it’s long (to listen to). Boy, is it long. So for 13 hours over the past week I’ve had Marsden’s soothing lisp reading me his many and varied thoughts on education. While I drove, walked the dogs, circled the oval on yard duty, he railed against beaurocracy, explained how he built two schools that actually work, and went off on tangents about religion, climate change and the general state of the world.
The whole time I found myself thinking, “Sure, but how am I supposed to make meaningful change in the mainstream education when I have a principal who is a beaurocracy stan?”
Even once I got to the chapter that outlined Marsden’s principles for good education and traps to avoid, very little of what he suggests falls into the responsibilities of a classroom teacher—or at least, one who wishes to keep their job in a school far less free-thinking than Candlebark or Alice Miller. In fact, many are principles I could already have named as solutions to common school problems, but I will never be a principal (ew), and I’m already regularly annoying my principal with my assertive suggestions for how things could be better, so I won’t really have the chance to implement them.
I am grateful to Take Risks for helping me pinpoint some of the reasons my school may have taken a nosedive in recent years, which made me feel less generally angry. The book also, at points, reminded me of some of the ways it remains a great school.
My biggest criticism, or perhaps warning, of Take Risks is that towards the end you come across a double whammy of mammoth chapters that come seemingly out of nowhere. The 81 minute long chapter against Christian education lost me 15 minutes in and I skipped the rest, so can’t really comment on what it contained. I’m a Christian who’s extremely skeptical of Christian schools as an educational option so I think I would have been somewhat in agreement with Marsden, but I’m not sure what thoughts exactly warranted that chapter to be three times as long as most others.
The next one is a 55ish minute chapter about climate change and the state of the world. I skipped parts of that too, because my social media feeds remind me far too often already that we’re doomed, basically.
If you can’t be bothered listening to the 13 hours, or reading however many pages that translates into, here’s the TL;DR:
Beaurocracy is killing good education, teacher selection is everything, you have to take risks in education to create students who will thrive.
August 29, 2021
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.
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.
January 1, 2025
I had this one on my TBR pile for a little while, but brought it forward due to the passing of Mr Marsden.
I’ll start by saying it wasn’t what I was expecting, which was a self-help type book about getting kids to take risks.
Instead, I found a compelling book which was part memoir, part manifesto, part educational (and life) philosophy, and part parenting guide. I learned a lot about his life and experiences, and laughed at his lack of tolerance towards ignorant folk.
If I could use one word to summarise this book: provocative.
I’ll start by saying it wasn’t what I was expecting, which was a self-help type book about getting kids to take risks.
Instead, I found a compelling book which was part memoir, part manifesto, part educational (and life) philosophy, and part parenting guide. I learned a lot about his life and experiences, and laughed at his lack of tolerance towards ignorant folk.
If I could use one word to summarise this book: provocative.
March 8, 2022
This had relevance for me as a teacher of many years, teaching in the same era as John Marsden. His novels were something I enjoyed in my time int he classroom, and at one time I attended a workshop lead by him. The descriptions of attending and working within the private education system were identifiable and provided a grounding for educational philosophies which guided Candlebark and the Alice Miller schools.
The later chapters were slightly off topic I felt, but they provided an interesting background to understanding Marsden himself. ...and I found myself in agreement with much of what was written. Marsden himself, took risks in opening both of these schools and as a teacher I could relate to many of the challenges he faced. Recommended.
The later chapters were slightly off topic I felt, but they provided an interesting background to understanding Marsden himself. ...and I found myself in agreement with much of what was written. Marsden himself, took risks in opening both of these schools and as a teacher I could relate to many of the challenges he faced. Recommended.
September 8, 2021
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.
January 5, 2023
I began reading this book hoping to receive some wisdom on how, as a parent, I can raise adventurous, resilient children. I discovered it to be a highly opinionated, one sided critique on our education system. While this may appeal to some, I write this as a warning to those who may approach the book the same way I did.
This entire review has been hidden because of spoilers.
March 10, 2022
I actually agree with a lot of Marsden's educational philosophy and there are some interesting elements in his description of the formation of his two schools: Candlebark and Alice Miller. I find his writing style and his grumpy old man persona a bit tiresome, though.
April 23, 2023
This book wasn't what I was expecting. I took some things from it, as a parent and as a teacher, but it came across a bit ranty and negative. Lots of "failings". It needed more of, how can this work in a less than ideal world and setting.
April 8, 2023
Some of it is very interesting. Some quite ranty. It is not the book I thought I was getting
February 7, 2022
I'm not sure how I came to discover this book or why it appealed to me. I know that John Marsden's books for children/teenagers are very popular, although I have not read them. I think I have half-watched Tomorrow when the war began. Yes I know, a cardinal sin - but one that is common in a household full of kids when you are the parent making dinner or snacks or maybe knowing you have to be up for work the next morning. Maybe I fell asleep on the couch? Who knows? At any rate, I knew it would be a rollicking read. And we are all interested the complex challenges faced by parenting/educating children today yes? And I guess for the first couple of chapters or so, I was taken in by the account of how someone who did teacher-training actually looked beyond what they were taught and how things "should be" and wondered if they could be different and if so, how. I think John must be an extraordinary individual - no doubt about it. To have written so many best-selling books and start not one but two independent schools is no mean feat.
I have never worked for the education department - or if so, only tangentially ie in film and tv and as an underling rather than a key creative or decision maker. I have known wonderful friends who started out as teachers and just could not hack what was essentially an antiquated, paternalistic system better designed for the industrial revolution rather than the 21st century. Such a waste of their talent, commitment, generosity of spirit etc etc They were empathetic, full of great ideas and so on but knew they needed to leave or would be crushed. So I get all that.
And I have read one other book about education Gabbie Stroud's Teacher which I found frankly gob-smacking. What teachers have to put up with these days is frankly extraordinary. I don't know why anyone would choose it as a career. For many I fear it is a thankless, and frequently a dangerous occupation. But there are obviously much more resilient and indefatiguable souls than me - thank goodness.
But I found John's writing started to get on my goat. Those tiresome bureaucrats. Those next to useless politicians. I feared there was a little too much generalisation about anybody and everybody from single parents to NIMBY neighbours. It was a little too easy to choose the stereotypical view of those in opposition to what John wanted.
Having said that, I think the author has some very thoughtful insights into what might be the issues we face with the education of our community and that if we ever met, we would agree on lots of things. Yes, parents need to demonstrate respect for teachers, particularly in front of their children. Yes, it takes a village to raise a child, not just parents and not just teachers. Yes, above all we need to change the system which is obviously not working.
I was really interested to hear what action he took to realize his vision of what education should/could be. And I was very interested to read that he decided early on to dispense with committees and the like in the interest of expediency. Indeed by page 303 he concludes that to achieve real change, governments need to be more authoritative, strict and controlling. And yes, he recognizes how this sounds. Very worrying indeed, particularly given recent experiences. So, it's a dilemma.
It was probably the last 100 pages that the book started to gel for me in terms of argument. Basically he thinks the system is handicapped by the very middle class nature of the profession which is averse to change or chaos. I am particularly interested in his idea that we must teach children that there are always several solutions to a problem. I do find our society a very binary one - you're either black or white, conservative or socialist, female or male, right or wrong. Many of us confess to having swotted for exams, learning like parrots, rather than really engaging our brains. So, if nothing else, this is what I got out of the book. It was worth every cent of my council rates given that I borrowed it from our local library.
I just think it could have been more concise and or perhaps less judging of those tiresome bureaucrats. They are too easy a target and to my mind not really in a position to change anything. An analylsis of how real change happens would be more useful. For example, at what point does the non-working class recognize that the middle class way of doing things ain't working in the interests of the whole and mobilise for change. Or is that another middle-class fantasy and we will all fizzle out in a disappointing petard?
I have never worked for the education department - or if so, only tangentially ie in film and tv and as an underling rather than a key creative or decision maker. I have known wonderful friends who started out as teachers and just could not hack what was essentially an antiquated, paternalistic system better designed for the industrial revolution rather than the 21st century. Such a waste of their talent, commitment, generosity of spirit etc etc They were empathetic, full of great ideas and so on but knew they needed to leave or would be crushed. So I get all that.
And I have read one other book about education Gabbie Stroud's Teacher which I found frankly gob-smacking. What teachers have to put up with these days is frankly extraordinary. I don't know why anyone would choose it as a career. For many I fear it is a thankless, and frequently a dangerous occupation. But there are obviously much more resilient and indefatiguable souls than me - thank goodness.
But I found John's writing started to get on my goat. Those tiresome bureaucrats. Those next to useless politicians. I feared there was a little too much generalisation about anybody and everybody from single parents to NIMBY neighbours. It was a little too easy to choose the stereotypical view of those in opposition to what John wanted.
Having said that, I think the author has some very thoughtful insights into what might be the issues we face with the education of our community and that if we ever met, we would agree on lots of things. Yes, parents need to demonstrate respect for teachers, particularly in front of their children. Yes, it takes a village to raise a child, not just parents and not just teachers. Yes, above all we need to change the system which is obviously not working.
I was really interested to hear what action he took to realize his vision of what education should/could be. And I was very interested to read that he decided early on to dispense with committees and the like in the interest of expediency. Indeed by page 303 he concludes that to achieve real change, governments need to be more authoritative, strict and controlling. And yes, he recognizes how this sounds. Very worrying indeed, particularly given recent experiences. So, it's a dilemma.
It was probably the last 100 pages that the book started to gel for me in terms of argument. Basically he thinks the system is handicapped by the very middle class nature of the profession which is averse to change or chaos. I am particularly interested in his idea that we must teach children that there are always several solutions to a problem. I do find our society a very binary one - you're either black or white, conservative or socialist, female or male, right or wrong. Many of us confess to having swotted for exams, learning like parrots, rather than really engaging our brains. So, if nothing else, this is what I got out of the book. It was worth every cent of my council rates given that I borrowed it from our local library.
I just think it could have been more concise and or perhaps less judging of those tiresome bureaucrats. They are too easy a target and to my mind not really in a position to change anything. An analylsis of how real change happens would be more useful. For example, at what point does the non-working class recognize that the middle class way of doing things ain't working in the interests of the whole and mobilise for change. Or is that another middle-class fantasy and we will all fizzle out in a disappointing petard?
November 21, 2023
This book was saved by the presence of a narrative thread. Unlike The Art of Growing Up which stumbled through assorted topics like a cat with a bag on its head, this one told the story of Marsden's dissatisfaction with the education system. We had a look at his own student days at a Dickensian boarding school (complete with prefects and beatings) and his work as a teacher in a range of different school environments, some good and some bad. He described his experiences giving talks and workshops at schools around Australia, then writers camps and retreats at the Tye Estate. Finally, we got a blow-by-blow account of the process of establishing his own school and all the hoops he had to jump through to make that happen, so that he could finally do things the way HE wanted to! It made for engaging reading. I enjoyed his thoughts on What's Wrong With Education because he actually had some clear ideas of what school SHOULD be like, not just a raft of complaints about what it shouldn't. His school sounds lovely! But he never acknowledged the key thing that makes it possible: loads of money. Of course it's fantastic to surround kids with acres of native bushland, a veggie garden, livestock, trampolines & bikes, feed them top quality food, take them on trips interstate & overseas, let them experience skiing, rock climbing, ballets, concerts, and festivals. But who's paying? Candlebark school fees are $14k per term, which is probably a justifiable sum taking into account everything I just listed, but only a very small percentage of Australian families could afford that. I certainly couldn't.
Some of his policies don't cost anything, I guess. Less beurocracy, casual clothes, more free time, students do the cleaning, fewer rules and restrictions, first name basis, etc. Any school can do that. But I'd argue it wouldn't make as much of a difference without all the other luxuries - INCLUDING the luxury of small classes and a hand-selected team of only the most interesting and fabulous teachers.
Anyway. The end of the story was a good place to stop, but alas, he did not! Once the narrative thread had ended, the book descended into another rambly rant about various topics that annoy him, which I think should have been left on the editing floor. As always, I agreed with him on some points and heartily disagreed on others. His opinions are interesting but I think I would prefer to have a nice long chat with him in person, so that I could ask questions and contribute, instead of just being talked at the whole time.
My final complaint about this book was that it's been marketed poorly. It was in the parenting section at the library because the cover description, title, and blurb all give the impression it's a book of practical ideas for parents about how to give your children more agency and freedom. Which is NOT what it's about.
Some of his policies don't cost anything, I guess. Less beurocracy, casual clothes, more free time, students do the cleaning, fewer rules and restrictions, first name basis, etc. Any school can do that. But I'd argue it wouldn't make as much of a difference without all the other luxuries - INCLUDING the luxury of small classes and a hand-selected team of only the most interesting and fabulous teachers.
Anyway. The end of the story was a good place to stop, but alas, he did not! Once the narrative thread had ended, the book descended into another rambly rant about various topics that annoy him, which I think should have been left on the editing floor. As always, I agreed with him on some points and heartily disagreed on others. His opinions are interesting but I think I would prefer to have a nice long chat with him in person, so that I could ask questions and contribute, instead of just being talked at the whole time.
My final complaint about this book was that it's been marketed poorly. It was in the parenting section at the library because the cover description, title, and blurb all give the impression it's a book of practical ideas for parents about how to give your children more agency and freedom. Which is NOT what it's about.
December 19, 2023
I am not sure how this book was published under the title of raising adventurous kids, but I found it to be entirely misleading! This book turned out to be a long, rambly history of John Marsden’s career as a teacher, including parts about his childhood, followed by a series of essays casually meandering through some of his personal bugbears. He throws out his own opinions as law & basically concludes that if only the world thought as he did, we’d all be in a much better environment.
I was unsurprised to find that he is particularly scathing of religion, using that general lazy line about how he couldn’t possibly believe in a God who allows death & suffering. To each their own of course, but I did find large chunks of this book to be extremely grating & hard to read. I almost gave up a few times, but decided to persevere & wasn’t worth the time!
I listened to the audiobook which he himself reads, and you could hear the scorn, emotion, joy, disappointment etc in his voice which added a layer of interest. But his beloved Candlebark school frankly sounds like such an unrealistic reality for the general masses who don’t happen to live in such an ideal location as country Victoria, and his smugness about how wonderful it is comes across as patronising.
I understand that he has experienced education in many forms, working as a teacher in different types of schools around Australia, and thus feels like he knows what does & doesn’t work, and I did enjoy hearing about said experiences, but his answer is to start a school where he only employs teachers who he deems are the right kind of people: creative, deep thinkers who share his philosophies. It’s his school so of course he would do that, but anyone can see that that model isn’t sustainable on a widespread scale. You aren’t always going to get along with everyone, and sometimes you have to work with people you don’t agree with or even like, we don’t all have the luxury of leaving said job and/or firing them on the spot! I agree that some people aren’t suited to being teachers, I was certainly taught by some, but not every school has the luxury to pick and choose as he does. Anyway, his thoughts are his own & I don’t have to agree, but I do wonder about what he hoped to achieve by publishing this kind of pointless book.
I especially did not enjoy hearing him read his “clever” responses to letters he deemed ridiculous, he was clearly pleased with his condescension, I however, was not!
I was unsurprised to find that he is particularly scathing of religion, using that general lazy line about how he couldn’t possibly believe in a God who allows death & suffering. To each their own of course, but I did find large chunks of this book to be extremely grating & hard to read. I almost gave up a few times, but decided to persevere & wasn’t worth the time!
I listened to the audiobook which he himself reads, and you could hear the scorn, emotion, joy, disappointment etc in his voice which added a layer of interest. But his beloved Candlebark school frankly sounds like such an unrealistic reality for the general masses who don’t happen to live in such an ideal location as country Victoria, and his smugness about how wonderful it is comes across as patronising.
I understand that he has experienced education in many forms, working as a teacher in different types of schools around Australia, and thus feels like he knows what does & doesn’t work, and I did enjoy hearing about said experiences, but his answer is to start a school where he only employs teachers who he deems are the right kind of people: creative, deep thinkers who share his philosophies. It’s his school so of course he would do that, but anyone can see that that model isn’t sustainable on a widespread scale. You aren’t always going to get along with everyone, and sometimes you have to work with people you don’t agree with or even like, we don’t all have the luxury of leaving said job and/or firing them on the spot! I agree that some people aren’t suited to being teachers, I was certainly taught by some, but not every school has the luxury to pick and choose as he does. Anyway, his thoughts are his own & I don’t have to agree, but I do wonder about what he hoped to achieve by publishing this kind of pointless book.
I especially did not enjoy hearing him read his “clever” responses to letters he deemed ridiculous, he was clearly pleased with his condescension, I however, was not!
April 6, 2024
I listened to the audio book narrated by John Marsden. I think he could have edited the book in a better way, for he seemed to use the same example multiple times by using it in different chapters to emphasise points. Also at times sometimes in the different chapter and making the same point.
It was interesting to learn about his childhood and adolescence and choices that could have led to a very diferent life.
I found it very interesting to understand his views on the eduaction of young people. While I agreed with some of his observations, I had some questions about other observations. It was well worth reading.
One thing he spoke of that I agree with is that society has to realise that some things are actually the responsibility of the families and community to teach and that schools are unable to teach every area of life.
It was interesting to learn about his childhood and adolescence and choices that could have led to a very diferent life.
I found it very interesting to understand his views on the eduaction of young people. While I agreed with some of his observations, I had some questions about other observations. It was well worth reading.
One thing he spoke of that I agree with is that society has to realise that some things are actually the responsibility of the families and community to teach and that schools are unable to teach every area of life.
February 25, 2023
I picked up this book thinking it was a parenting book and didn’t realise the who the author was.
The book is actually about John and his life within the education system and starting his schools. It was very insightful and charming to read. I enjoyed a lot of the things he talked about.
His views on the school system mirror my own but with a lot of solid evidence behind it. I’ve just always felt like in school (and life in general), there are a lot of rules that seem silly. There’s a lot of fuss made by schools about uniforms, your sports colour, only eating at certain times. Which I don’t think help in adult life.
A great read with a lot of good information.
The book is actually about John and his life within the education system and starting his schools. It was very insightful and charming to read. I enjoyed a lot of the things he talked about.
His views on the school system mirror my own but with a lot of solid evidence behind it. I’ve just always felt like in school (and life in general), there are a lot of rules that seem silly. There’s a lot of fuss made by schools about uniforms, your sports colour, only eating at certain times. Which I don’t think help in adult life.
A great read with a lot of good information.
February 12, 2024
An interesting book on Education, but really more of a memoir. The principles he’s managed to include in his own schools are aspirational but his lengthy tirades about Christianity (including an entire and very long chapter) a) completely overlook all of the history of Christianity and education, particularly in Australia, in a very ungenerous way and b) ignore some of the much earlier pioneers in education (primarily Charlotte Mason) who share almost all of his convictions but do so from a Christian worldview. This is disappointing for someone like Marsden who seemed so widely read and researched.
December 8, 2021
Real interesting to read about this aspect of marsdens especially as he is a character that has lived in my homes from early childhood. It was inspiring in so many ways and put words to feelings that I had never been able to express before. His insight into parents, children and humanity alike was logical and helpful even as a person with no children of my own.
January 31, 2022
Possibly a very good book for teachers to read. describes the setting up of an alternative school in the Macedon Ranges in Victoria. I found it long and a bit boring in parts. John Marsden is very opinionated and has no qualms about criticising bureaucracy! This is non fiction.
September 18, 2023
Couldn't finish. Marsden came across as elitist and his methods infallible. While I do not doubt he has had success, it became tiring to read with much of his success only attainable because of his privileged position.
November 19, 2021
Interesting read - made me think about things in a different way. Some things i wholeheartedly agreed with, some i did not!
December 11, 2023
Like the start but gets repetitive
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