Muggie Maggie

“When dinner was on the table and the family, exercised, happy, and hungry, was seated, Maggie chose the right moment to break her big news. ‘We start cursive this week,’ she said with a gusty sigh that was supposed to impress her parents with the hard work that lay ahead. Instead, they laughed. Maggie was annoyed. Cursive was serious.”

The author develops the plot of the story by describing Maggie’s annoyance with her parents, who do not realize how daunting cursive writing is for her. This quotation adds to Cleary’s exploration of parent-child relationships and Children’s Expressions of Independence, showing how Maggie seeks her parents’ understanding and rebels when she does not get it.

“‘Of course you will,’ said her father. ‘That’s why you go to school.’ This made Maggie even more contrary. ‘I’m not going to write cursive, and nobody can make me. So there.’”

Maggie’s rebellious behavior begins with her parents and soon affects her schoolwork as well. In this passage, the author shows Maggie’s stubborn side, directly characterizing her as “contrary.”

“Maggie did as she was told until she grew bored and began to draw one long rollercoaster line that rose and fell, turned and twisted, and rose again. So many of the class needed help with their strokes that Mrs. Leeper did not get around to Maggie.”

This quotation encourages the reader to imagine Maggie as an intelligent and independent girl who does not like being told what to do. This passage makes Maggie a realistic character while building toward her future conflict with Mrs. Leeper about cursive writing.

“‘I know,’ agreed Maggie, ‘but I don’t need cursive. I use our computer.’ ‘Maggie, I think you had better stay after school so we can have a little talk,’ said Mrs. Leeper. ‘I have to catch my bus,’ said Maggie with her sweetest smile.’”

Maggie’s ongoing insistence that she doesn’t “need” cursive frustrates her parents and teachers. This passage shows that Maggie does not want to be in open conflict with her teacher but is too prideful to back down and cooperate.

“‘That’s how I sign my name,’ said her father. ‘Sydney Schultz.’ ‘You didn’t close your loops,’ Maggie pointed out. ‘You are supposed to close loops on letters that have pieces that hang down.’ She had learned a thing or two in spite of herself.”

In this humorous passage, Maggie critiques her father’s handwriting according to her teacher’s cursive writing style rules. Ironically, Maggie shows great enthusiasm for teaching rules that she doesn’t follow herself. This quotation adds to Maggie’s characterization, showing how she likes to act grown-up and be in charge of others.

“She wrote messy gs with long straight tails, the way her father made his ys. ‘Why, Maggie,’ said Mrs. Leeper. ‘I find your cursive very untidy.’ ‘I’m writing like a grown-up,’ Maggie explained.”

As Maggie resists Mrs. Leeper’s teaching, she uses her parents’ cursive style, making it harder for her parents to criticize her work. This comedic passage adds to Cleary’s theme of Children’s Expressions of Independence, as Maggie insists on writing cursive her own way—and a way she associates with maturity or being “grown-up.”

“Mrs. Schultz sounded cross. ‘Mrs. Leeper said you are a reluctant cursive writer who has not reached cursive writing readiness, and perhaps you are too immature to write it.’ Maggie was indignant. ‘I am not!’ she said. ‘I am Gifted and Talented.’”

In this quotation, the author develops her theme of Learning From Failure. Convinced that she is “gifted,” Maggie is unaccustomed to receiving poor grades. While at first, she rejects her teacher’s judgment, she ultimately realizes that cursive can be a useful thing to know.

“That evening, Mrs. Leeper telephoned Maggie’s mother to say that the principal had reported Maggie was not motivated to write cursive. ‘That means you don’t want to,’ Mrs. Schultz explained to Maggie. ‘That’s what I told him,’ said Maggie, who couldn’t see what all the fuss was about.”

This humorous passage builds on Cleary’s theme of parent-child relationships, as Maggie and her parents have very different perspectives on her meeting with the principal. This quotation shows how Maggie and her parents find it impossible to agree about cursive writing, and the principal’s opinion only adds to the tension between them.

“Mrs. Schultz continued. ‘He says it will be interesting to see how long it will take you to decide to write cursive.’ ‘Oh,’ said Maggie. ‘How long do you think that will be?’ asked Mrs. Schultz. ‘Maybe forever,’ said Maggie, beginning to wish she had never started the whole thing.”

Even Maggie becomes tired of her anti-cursive crusade in this humorous passage. This quotation deepens Cleary’s characterization of Maggie as a very strong-willed and prideful child who is committed to her decisions.

“In the hall, she overheard a fourth grader say, ‘There goes that girl who won’t write cursive.’ Many people thought she was brave; others thought she was acting stupid.”

The author develops her theme of The Influence of Peer Relationships on Children as she describes how Maggie becomes aware of her new reputation at school. Sensitive to criticism, Maggie is distressed that some of her classmates think she cannot write cursive and needs help. This passage helps the reader understand how social pressures nudge Maggie toward cooperating and learning cursive.

“Maggie studied her neatly written name. If she wrote ‘Maggie Schultz’ and not one letter more, would this be giving in? Not really, she decided, not if she wrote like a grown-up.”

As her rebellion wears on, Maggie finds it harder and harder to stay committed to her decision to never write cursive. This passage adds to the theme of Children’s Expressions of Independence, showing how Maggie is always trying to do things her own way.

“‘Take your paper home and do it over,’ said Mrs. Leeper, ‘and we must close our a. Your name is not Muggie.’ Maggie knew she was done for.”

Maggie experiences the consequences of her decision not to practice her cursive when she accidentally spells her own name wrong. This passage develops the theme of Learning From Failure, as Maggie has to concede that she is behind on her cursive writing knowledge.

“‘I thought we were going to have a happy teacher today,’ said Mrs. Leeper. ‘Let’s be good citizens.’ Maggie was sure she would not have a happy recess, and she did not. Everyone shouted ‘Muggie Maggie! Muggie Maggie!’ Kirby started it, of course. He was not a good citizen.”

Maggie’s realization that she has earned the nickname “Muggie Maggie” from her peers prompts her to reconsider her decision not to learn cursive writing. This humorous passage develops the author’s theme of The Influence of Peer Relationships on Children by showing how Kirby and other classmates affect Maggie’s school experience.

“Later that week, Mr. Schultz brought Maggie a present from Ms. Madden, a ball-point pen that wrote in either red or blue ink. ‘Just what I’ve always wanted.’ Maggie was filled with love for Ms. Madden, the one grown-up who, Maggie felt, did not pick on her.”

This passage develops the theme of Children’s Expressions of Independence, as Cleary reveals Maggie’s perspective that grown-ups are too critical of her. This quotation builds sympathy for Maggie to make her a relatable character for young readers who may also feel misunderstood by adults. It also introduces the symbol of the pen, which represents (among other things) the kind of relationship that Maggie wants to have with the adults around her.

“‘Ms. Madden is a secretary who is always neat and accurate.’ ‘Well, I don’t want to be a secretary,’ said Maggie, thinking of several neat, accurate girls in the third grade. ‘I’m going to be an astronaut or a meter maid.’”

This passage uses a lighthearted, humorous tone to show how Maggie continues to defy grown-ups’ expectations of her; the juxtaposition of Maggie’s two aspirations—astronaut or meter maid—is particularly comedic, as these two jobs have virtually nothing in common. This quotation adds to the theme of Children’s Expressions of Independence, as Maggie rejects adults’ expectations and comes up with her own goals.

“One morning, Maggie noticed Mrs. Leeper whispering with other teachers in the hall. They glanced at Maggie, who scrunched down, trying to look invisible so they wouldn’t talk about her.”

Sensitive to judgment and criticism, Maggie hopes that Mrs. Leeper is not talking about her. This passage foreshadows Maggie’s experience of becoming the “Message Monitor” and passing cursive messages from Mrs. Leeper to the other teachers.

“The envelope was not sealed. Peeking was cheating, Maggie told herself. Bravely and honestly, Maggie carried the note halfway to the principal’s office. Then she stopped and thought, One peek won’t hurt, not if it’s quick. If the envelope was not sealed, it must be all right to look inside.”

In this important scene, Maggie decides to read Mrs. Leeper’s note to another teacher. This passage builds on the theme of Learning From Failure, as Maggie finally decides to work at learning cursive so that she can competently read it.

“Maggie studied Mr. Galloway’s loops and curves until one word jumped out at her: Maggie. She was shocked. What was Mr. Galloway saying about her?”

Cleary paints Maggie as a curious and intelligent girl who has to get to the bottom of the mysterious notes from the teachers. This quotation captures Maggie’s intense interest and helps explain why she finally decides to learn cursive reading and writing.

“Suddenly, Maggie found cursive interesting. How could she read people’s letters if she could not read cursive? She couldn’t. Maggie, Gifted and Talented Maggie, felt defeat.”

This comical ending to Chapter 6 develops the author’s theme of Learning From Failure, as Maggie is defeated by her own curiosity. Maggie’s failure to learn cursive makes her feel left out, and this passage suggests that she will somehow overcome this failure so that she can understand the teachers’ interesting messages.

“‘How come you’re delivering so many messages?’ asked Kirby. ‘Because she can’t read cursive,’ said Courtney. ‘And Mrs. Leeper knows she can’t snoop,’ said Kelly. ‘Mrs. Leeper wants me to deliver them,’ said Maggie. ‘It makes her happy.’”

This discussion between Maggie and her desk mates develops the theme of The Influence of Peer Relationships on Children. Her classmates’ comments make Maggie feel especially aware of her weakness in cursive reading and writing, even though she denies it. This discussion builds the tension between Maggie and her classmates and invites the reader to wonder how Maggie will figure out her teacher’s messages.

“That weekend, Maggie studied every bit of cursive writing she could find: her mother’s tipping-over-backward grocery list, Ms. Madden’s neat handwritten notes mixed in with papers her father brought home from the office, anything.”

This passage adds to Cleary’s theme of Learning From Failure, as Maggie decides to overcome her failure on her own by studying in her room all weekend. By describing Maggie’s solution, Cleary shows that in addition to being stubborn, Maggie can be a determined problem solver. This passage builds sympathy for Maggie and prompts the reader to wonder if her plan will work.

“Letting her parents know she had changed her mind would make Maggie feel ashamed, like admitting she had been wrong.”

Maggie’s pride means that she tries to keep her cursive practice a secret from her parents. Maggie does not want to have an honest discussion with her parents about how she has changed her mind about cursive writing, as this means that she will need to be vulnerable and admit that she made a mistake. It is important to Maggie to maintain her autonomy and individuality, and conforming to the desires of her parents takes this feeling away from her.

“Maggie was shocked. Maggie was angry. Mrs. Leeper had guessed she would peek. Maybe she had guessed all along, and now that Maggie could read cursive, she was saying mean things about her.”

Maggie’s reaction to Mrs. Leeper’s messages adds drama to the story, as she is upset that Mrs. Leeper tricked her into learning cursive and is discussing it with other teachers. This passage adds to Maggie’s characterization as a sensitive and strong-willed child and raises the question of whether she will reconcile with Mrs. Leeper.