What Is The Boy In The Striped Pyjamas Essay

Bruno not knowing about the camp being a Jewish concentration camp was one of the reasons he went into the camp in the first place. If Bruno had known about Out-With and the real identity of it then he would never have explored to find the dot that became a speck that became a blob that became a figure that became a boy. Since Bruno didn’t know about Out-with and the holocaust he went to explore and find the dot, and that dot became his best friend for a short life. The innocent dot that Bruno found ended up being the tragedy that caused his death. Bruno’s naivety lead him into Out-With along side his best friend for life, Shmuel. Bruno and Shmuel had never played together and Bruno was leaving back home for Berlin that day, the best friends for a short life wanted something to remember about each other. “‘I’d like to have seen it’ He added’. . .’Well?’ said Shmuel. ‘Why don’t you then?’. . .’it would be a great adventure. Our final adventure. I could do some exploring at last’” (Boyne 197-198). Bruno’s best friend for life lead him to the end of both of their lives. Bruno was naive about many things, but nothing more than the situation he had to make the best of and live

This book is about the Holocaust, I don't have many connections to this novel, but I have read about this terrible topic before and it is heartbreaking. As i read this novel i felt as if i could connect to Bruno and Shmuel. I do enjoy reading novels about the Holocaust because i think they are interesting.

The Boy in the Striped Pyjamas is a novel by John Boyne. This novel is set during World War 2 and explores themes such as prejudice, racism, war, innocence and friendship. What sets it apart from other novels is that it uses a third person limited point of view, and mostly depicts events as they are seen by a young and naïve boy. This was one of the main narrative conventions that engaged me in this novel.

Friendship is a basic human need, especially for nine year old boys living their childhood. For Bruno who is lonely, bored out of his mind and could not find friends his age to play with and Shmuel a Jewish boy entrapped in a brutal concentration camp, their friendship is one of the only things that can spark a little happiness and lighten up their spirit. The boys meet in the least possible place – the periphery of Auschwitz concentration camp, where one is imprisoned and the other is the son of the Nazi commandant in charge. Although they are meant to see each other as enemies as a Jew and Nazi, there is no hatred between Bruno and Shmuel. They simply see each other as another kid to talk to out of the loneliness of Auschwitz. As the book

Topic: Compare how the theme of innocence is represented in The Book Thief and The Boy in the Striped Pyjamas.

Throughout the novel, Bruno misinterprets what is going on in the world and this family. One of the

John Boyne has created a sophisticated and meaningful novel in The Boy in the Striped

When it comes to the subject of history, doesn’t it make more sense to learn what really happened rather than from a fable? History can be taught in various ways, one is through historical facts. As harsh as these facts are to learn from at times, such as the brutality of the Holocaust, they are a better way to grasp the realities of the past. Teaching history through fiction is an ineffective way to teach students because it is misleading and gives a distorted view.

The Boy in the Striped Pajama exhibits doing the physically intolerable, but the morally correct deed, despite rough situations. Bruno resisted the adults and risked severe retribution to deliver food for Shmuel, a Jew. In the same way, Night also exhibits the principle of doing actions that benefit society, despite symptoms of pain. The experiences in Elie Wiesel’s Night force Elie to learn that everybody should speak up during tough times. Young Elie’s stereotypical reaction of doing what authority calls for relates to what “Perils of Obedience” calls obedience to the higher powers natural. Conversely, older Elie Wiesel’s “Nobel Peace Prize Acceptance Speech” requests society to respond during harsh situations while resisting fear.

The second struggle in Bruno 's and Shmuel’s friendship is their need to overcome their differences in the family background. One day, Bruno decided to talk about how they came to be in Auschwitz. When Shmuel starts talking about how he got here.He said that, “The train was horrible," said Shmuel. There were too many of us in the carriages for one thing. And there was no air to breathe.” “That 's because you all crowded onto one train,”said Bruno.... “When we came here, there was another one on the other side of the platform, but no one seemed to see it. That was the one we got.” (129-130). When Bruno talks about

For example, when Bruno was in search for his soccer ball he made his way to the basement with his defective flashlight to see if it could possible be down there. Due to his poor flashlight, the light went out and as it came back on he shined the light upon a stack of clothless dolls that belonged to his older sister; the dolls just laid there as if they were real naked humans. The biggest role this scene presents to the viewing audience is foreshadowing, because in reality the Nazis would pile up the Jew’s bodies to turn them into ashes. Furthermore, in the movie the foreshadowing became a horrendous reality for Shmuel and Bruno along with many other men. A symbolic example would be the staircase rail at their new home, the rail became so significant that it represented a barrier amongst relationships that ended up destroying Bruno's family. For instance, the different beliefs and duties between Bruno's parents led to the ruins of their marriage. The scene when Bruno's mother was looking at his father along the other side of the rail bars was a symbolic key of the deterioration in their relationship. Unexpectedly, the two mischievous boys were able to overcome the obstacles in the way of their friendship. They created a solid strong bond that was unbreakable to the touch.

A world in which old men can be degraded and abused, a world in which people wearing dirty, unwashed, striped uniforms are not seen as being oppressed, a world in which a starving boy of identical age yet vastly different physique is seen as simply being unfortunate - such a world cannot exist. Or can it? In the world of Bruno, this is precisely the way the world is.

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Because she too is alone at Auschwitz she replaces her friends and companions with dolls, therefore leaving Bruno with no one but himself and in need in company. “I’m going back to my room to arrange my dolls” (pg 38). It is his family’s detachment that leads him to create new bonds with Shmuel, a Jew from the other side of the fence, which in turn leads to a horrific ending. This ending captures the reader because of the intensity and power in how it is written. If John Boyne had narrated the story in any other way, the effect would not have been quite so horrific and potent. This along with the main concern of the book captures the reader’s attention, encouraging them to read on.

Fredrick Nietzsche, a renowned German philosopher, believed that one of the strongest governing drives that humans possess, is their desire for power. Essentially when we closely examine the idea of power in literature, we see that much of the conflict in novels is about power; the struggle to gain, maintain or redress the balance of power. The need for power is a reality of life; to use or abuse, to claim or deny, own or disown, to marginalize or empower. This theme is omnipresent throughout literature about the Holocaust. Hitler and his struggle for power and dominance are infamous. Novels and films set in World War II often examine the issues of power in terms of race, age, gender and social class. One such novel is The Boy in the