From the Mixed-up Files of Mrs. Basil E. Frankweiler (1967)

From the Mixed-up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg (1967) — Winner of the 1968 Newberry Medal

It’s about time the kids and I read this one together! I’ve actually been wanting to read this Newberry-winning novel ever since John Krasinksy’s character Jim recommended it in The Office. Granted that’s not the best place to get reading recommendations, but still. It’s been on my to-read list for years.

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Brief Summary of The Mixed-up Files and Mrs. Basil E. Frankweiler

Perhaps this book needs no introduction. What you likely already know is that this book is about two children who run away from home to live in New York’s Metropolitan Museum of Art. What might be lesser known is that these kids, ages 12 and 9, are wonderfully adventurous and humorous personalities who help solve a centuries-old mystery involving Michelangelo and an angelic statue that he may or may not have carved.

The book is narrated by Mrs. Basil E. Frankweiler, the collector who first sold the statue for a pittance, as she relates the mystery to her aged lawyer, Saxonberg.

A Book That Made Us All Laugh

There were so many wonderful back-and-forths between the reasonable Claudie and her younger brother Jamie that it would be hard to choose a favorite. The first one I marked, though, was this exchange as the kids studied the statue close-up for the first time.

Claudi unfolded her arms and lowered her distant gaze. “I wonder who posed for it,” she said half aloud.

“Probably some fat old lady. Then the chisel slipped, so he made a skinny angel instead.”

“Jamie, you have as much romance in you as the wolf in Little Red Riding Hood.”

“Romance! Baloney! But I do like the mystery part.” (64)

Another came when Jamie picked up a chocolate bar he found on the ground.

“Was it bitten into?” asked Claudia.

“No,” Jamie smiled. “Want half?”

“You better not touch it,” Claudi warned. “It’s probably poisoned or filled with marijuana, so you’ll eat it and become either dead or a dope addict.” …

Jamie said, “Oh, well, bottoms up.” He took a big bite of the candy, chewed and swallowed. Then he closed his eyes, leaned against the wall and slid to the floor. Claudia stood with her mouth open, stunned. She was on the verge of screaming for help when Jamie opened his eyes and smiled. “It’s delicious. Want a bite?” (75-76)

A Book That Taught Us Some Things

At several points in this kids’ novel, author E.L. Konigsburg slipped in some life lessons that even adult readers like me need to learn. I was happy to see that even my kids were paying attention as well.

The first line was this, when Frankweiler described how the kids tagged along with school tours in the museum to learn things throughout their days:

Both Jamie and Claudia had acquired a talent for being near but never part of a group. (Some people, Saxonberg, never learn to do that all their lives, and some learn it all too well.) (66)

The second line was deeper and (perhaps) the key theme of the book.

Claudia said, “But Mrs. Frankweiler you should want to learn one new thing every day. We did at the museum.”

“No,” I answered, “I don’t agree with that. I think you should learn, of course, and some days you must learn a great deal. But you should also have days when you allow what is already in you to swell up inside of you until it touches everything. And you can feel it inside you. If you never take time out to let that happen, then you just accumulate facts, and they begin to rattle around inside of you. You can make noise with them, but never really feel anything with them. It’s hollow.” (153)

This philosophy hits me personally, because I’m definitely a reader and a learner—and sometimes I don’t take enough time to reflect on what I read, but just try to get through things and get them done. I need to set time aside to reflect on what I’m learning, especially as I read the Word of God. Journaling alongside my reading is necessary.

This philosophy also hit my son, who commented in response to it: “That’s just like the Chinese kids.” What he meant by this is that Chinese education is all about rote memory in preparation for the college-entrance exam. In their studies, students aren’t learning as much as they are memorizing—what’s called “teaching to the test”—facts over reasoning skills, answers over practicality.

Although among the highest test-scorers in the world, Chinese students also tend to be slow in learning basic life skills and putting their learning into practice through basic logical processes. That’s not meant as cultural disparagement but as a recognizable flaw that comes from assuming that “high test scores = learning.” That’s not always the case, and Frankweiler here tells us why.

Conclusion

I’m so glad we finally got to read this book together, and I’m also so glad that my kids and I are getting back (at least moderately) to reading together at night. That’s one blessing of living in hotels all summer long! Next up for us is another well-known Newberry Honor Book, Because of Winn-Dixie. Can’t wait.

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