conclusion essay boy in the striped pyjamas

The Boy in the Striped Pajamas

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Bruno , the main character of The Boy in the Striped Pajamas , is a nine-year-old boy who is the son of a German Commandant ( Father ) during World War II. Father has been rising in the ranks of the Nazi army, and Bruno has lived a sheltered life in Berlin with his Mother , sister Gretel , maid Maria , and butler Lars . The story, which is a fictional “fable” of the Holocaust, features Bruno as the narrator. Though he attends school, Bruno is mostly ignorant of the political situation at the time. He refers to Hitler, who visits their home with “a beautiful blond woman” ( Eva Braun ) for dinner, as “the Fury ,” the young boy’s incorrect pronunciation for “the Führer.” When the family is moved to Auschwitz (which is only ever referred to as “ Out-With ” by Bruno, another mispronunciation), Bruno continues to be left in the dark as to why they had to leave Berlin to be near the camp full of people in “ striped pajamas ”—the Jews and other prisoners brought to the camp to work or be killed. Though Bruno and his sister Gretel, three years his elder, have a private tutor, Bruno has little to no idea as to what is going on in the camp, or in Germany as a whole. He thinks that Shmuel , the identically-aged Jewish boy whom he befriends through the fence to the concentration camp, lives there with his family voluntarily, and Bruno never understands exactly why Shmuel is there, or why he is so thin.

Bruno’s enduring innocence, and his sense that perhaps there are some questions best left unasked, is a prevailing theme throughout the novel. Bruno’s Mother and Father, as well as his sister Gretel, continually answer his questions about what is happening in Berlin and “Out-With” with overgeneralizations and euphemisms. When Bruno asks Gretel who the people on the other side of the fence are, she tells him that they are Jews, and are simply the “opposite” of what she and Bruno are. When he asks, over and over again, why the family must leave Berlin, his Mother tells him that Hitler has “big plans” for his father, but never explains what those plans are. The nature of what Bruno’s father is (a Commandant in the SS, and a director of the concentration camp Auschwitz) and why people are scared of him is never explained in the novel either. Presumably, Bruno is left in the dark about so much of what his family does and why they do it in order to preserve his innocence. However, this innocence is entirely based on ignorance, and it ultimately leads to his death.

Many critics have claimed that the novel is unrealistic and oversimplified in its portrayal of the Holocaust, but it mostly functions as a “fable”—almost an allegory. Thus Bruno’s ignorance of what is happening in Germany during the 1940s comes to represent the German soldiers and citizens who, for whatever reason, complied with, did not interfere with, or otherwise stopped themselves from even thinking about the realities of the Nazi Party’s actions. The innocence enforced on Bruno becomes a damning echo of the ignorance that so many others enforced on themselves.

Innocence and Ignorance ThemeTracker

Innocence and Ignorance Quotes in The Boy in the Striped Pajamas

“It’s a very important job,” said Mother, hesitating for a moment. “A job that needs a very special man to do it. You can understand that, can’t you?”

“We don’t have the luxury of thinking,” said Mother. “…Some people make all the decisions for us.”

He put his face to the glass and saw what was out there, and this time when his eyes opened wide and his mouth made the shape of an O, his hands stayed by his sides because something made him feel very cold and unsafe.

“But what does it mean?” he asked in exasperation. “Out with what?” “Out with the people who lived here before us, I expect,” said Gretel. “It must have to do with the fact that he didn’t do a very good job and someone said out with him and let’s get a man in who can do it right.” “You mean Father.”

…all of them—the small boys, the big boys, the fathers, the grandfathers, the uncles, the people who lived on their own on everybody’s road but didn’t seem to have any relatives at all—were wearing the same clothes as each other: a pair of grey striped pajamas with a grey striped cap on their heads.

“Ah, those people,” said Father, nodding his head and smiling slightly. “Those people…well, they’re not people at all, Bruno.”

“Bruno, if you have any sense at all, you will stay quiet and concentrate on your schoolwork and do whatever your father tells you. We must all just keep ourselves safe until this is all over. That’s what I intend to do anyway. What more can we do than that after all? It’s not up to us to change things.”

“Young man,” said Pavel (and Bruno appreciated the fact that he had the courtesy to call him ‘young man’ instead of ‘little man’ as Lieutenant Kotler had), “I certainly am a doctor. Just because a man glances up at the sky at night does not make him an astronomer, you know.”

Herr Liszt made a hissing sound through his teeth and shook his head angrily. “Then this is what I am here to change,” he said in a sinister voice. “To get your head out of your storybooks and teach you more about where you come from. About the great wrongs that have been done to you.”

Bruno was sure that he had never seen a skinnier or sadder boy in his life but decided that he had better talk to him.

“Poland,” said Bruno thoughtfully, weighing up the word on his tongue. “That’s not as good as Germany, is it?” Shmuel frowned. “Why isn’t it?” he asked. “Well, because Germany is the greatest of all countries,” Bruno replied, remembering something that he had overheard Father discussing with Grandfather on any number of occasions. “We’re superior.”

What a horrible man, thought Bruno.

Shmuel looked very sad when he told this story and Bruno didn’t know why; it didn’t seem like such a terrible thing to him, and after all much the same thing had happened to him.

“Dinner isn’t served until half past six. What time do you have yours?” Shmuel shrugged his shoulders and pulled himself to his feet. “I think I’d better get back,” he said. “Perhaps you can come to dinner with us one evening,” said Bruno, although he wasn’t sure it was a very good idea. “Perhaps,” said Shmuel, although he didn’t sound convinced.

“There aren’t any good soldiers,” said Shmuel. “Of course there are,” said Bruno. “Who?” “Well, Father, for one,” said Bruno. “That’s why he has such an impressive uniform and why everyone calls him Commandant and does whatever he says. The Fury has big things in mind for him because he’s such a good soldier.” “There aren’t any good soldiers,” repeated Shmuel. “Except Father,” repeated Bruno, who was hoping that Shmuel wouldn’t say that again because he didn’t want to have to argue with him. After all, he was the only friend he had here at Out-With. But Father was Father, and Bruno didn’t think it was right for someone to say something bad about him.

What happened then was both unexpected and extremely unpleasant. Lieutenant Kotler grew very angry with Pavel and no one—not Bruno, not Gretel, not Mother and not even Father—stepped in to stop him doing what he did next, even though none of them could watch. Even though it made Bruno cry and Gretel grow pale.

“What are you doing here?” repeated Bruno, for although he still didn’t quite understand what took place on the other side of the fence, there was something about the people from there that made him think they shouldn’t be here in his house.

“I’m asking you, if we’re not Jews, what were we instead?” “We’re the opposite,” said Gretel, answering quickly and sounding a lot more satisfied with this answer. “Yes, that’s it. We’re the opposite.”

“I look just like you now,” said Bruno sadly, as if this was a terrible thing to admit. “Only fatter,” admitted Shmuel.

He paused for a moment and looked out the window to his left—the window that led off to a view of the camp on the other side of the fence. “When I think about it, perhaps she is right. Perhaps this is not a place for children.”

Shmuel bit his lip and said nothing. He had seen Bruno’s father on any number of occasions and couldn’t understand how such a man could have a son who was so friendly and kind.

Bruno found that he was still holding Shmuel’s hand in his own and nothing in the world would have persuaded him to let it go.

He looked into the distance then and followed it through logically, step by step by step, and when he did he found that his legs seemed to stop working right—as if they couldn’t hold his body up any longer—and he ended up sitting on the ground in almost exactly the same position as Bruno had every afternoon for a year, although he didn’t cross his legs beneath him.

“The Boy in the Striped Pajamas” Essay

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Introduction

Film review, the good points in the movie, the bad points in the movie, historical accuracy of the movie, works cited.

Most individuals prefer watching movies as a way of entrainment or killing time especially the youth. Movies entail different themes that might range from historical experiences to current day-to-day experiences. However, some movies and television shows purporting to highlight some historical issues may lack historical validity and accurateness. This paper is a review and historical analysis of the film, The Boy in the Striped Pajamas.

The film is founded on a novel with the same title. John Boyne authored the novel. The film’s director is Mark Herman, and it was released in 2008. The main actor is Bruno, who is eight years of age living in the countryside with his family after his father receives a promotion in the workplace. Bruno’s dad is a commandant of an extermination camp, which borders their homestead, but it separated by a barbed wire electric fence.

At one point, Bruno decides to disobey the rules forbidding him from accessing the back garden. Curiosity leads him to the fence surrounding the extermination camp. Bruno meets Shmuel, who is a Jewish inmate at the camp, and befriends him. Bruno speculates the striped uniform that Shmuel is wearing to resemble pajamas, thus hinting to the viewers about the origin of the film’s title. The pair organizes regular meetings where they are involved in playing board games together, and Bruno sneaks food to his friend during such occasions.

One day, Bruno’s mother discovers the assignment of his husband following some insights from a junior commissioned officer often called Lieutenant concerning the black smoke emanating from the chimneys of the camp. Apparently, the smoke comes from the burning of the Jews who are perceived as lesser humans in the Nazi Germany. Bruno’s mother becomes agitated and heartbroken, and thus she confronts her husband. Later on at a dinner in Bruno’s home, the lieutenant pronounces how his biological father had moved to Switzerland and left his family.

Bruno’s father accuses the Lieutenant of neglect of duty and recklessness by not informing the concerned authorities about his father’s eminent disagreements with the prevailing political regime. Therefore, to prove his ultimate support for the political regime and cover his embarrassment, Lieutenant Kotler beats to death the Jewish inmate who was a servant at Bruno’s house so that he could show his undeterred support to the political system.

Later on, by coincidence, Shmuel replaces the murdered servant. Due to amusement, Bruno decides to offer him a cake. Unfortunately, the lieutenant sees Shmuel chewing and immediately accuses him of theft. Shmuel explains that the cake was duly offered to him, but Bruno denies the claims out of fear. Bruno decides to go and apologize to Shmuel. However, the servant cannot be found. Bruno keeps on going back to the same venue at the camp, but he is never fortunate to meet his friend until one moment when Shmuel reappears at the fence. During the reunion, Bruno expresses his ultimate apologies to his friend who forgives him before rekindled their friendship ( The Boy in the Striped Pajamas ).

Towards the end of the movie, Bruno endeavors to help Shmuel’s find his father who is missing after failing to return to the camp after a march. Consequently, he disappears from their house by digging a hole under the barbed wire fence to access the camp where Shmuel is residing. Later, his mother and sister discover that Bruno is missing. They inform the father who launches an immediate search together with his men. However, the search is unfruitful because the prohibited friendship between Bruno and Shmuel becomes a tragedy.

In the film, the aspect of true friendship is evident as demonstrated by Bruno and his ultimate affection to Shmuel, who is an inmate and a Jew. The audience often observes the deep relationship expressed through their conversation in the various meetings. Bruno breaks the confines of his family rules of not visiting the back garden just for the sake of friendship. The viewers also witness Bruno’s chances by sneaking food to his friend. At some point, he apologizes to Shmuel for denying that he offered him the cake. Lastly, Bruno’s decides to help Shmuel trace his father who has disappeared after a match.

Bruno’s mother is observed to oppose the dictatorial regime by expressing her anguish and dissatisfaction on the matter of anti-Semitism. She is heartbroken after discovering that the black smoke emanating from the camp chimneys is from the burning of Jewish corpses. She also confronts her husband after learning about his assignment in the camp, thus proving to viewers that she is not contended with the way that the current regime disregards the Jews.

The aspect of dictatorship is evident in the film. Characters such as Bruno’s father, who shows ultimate support to the current regime, demonstrate the feature. At times, he accuses the lieutenant of not demonstrating his loyalty to the political regime by not reporting to the relevant authorities the disappearance of his father to Switzerland. The viewers also witness the killing the Jew servant by the lieutenant illegitimately to prove his support for Semitism.

Racism is also a bad point as depicted in the different scenarios. The discrimination against the Jews is profound in this movie as evidenced by the rules prohibiting Bruno from engaging in friendship with Shmuel. The lieutenant also murders the servant simply because he is a Jew. The black smoke from the Jews’ burning corpses additionally proves how the political regime disregarded the life of the Jews.

The movie, The Boy in the Striped Pajamas, is historically accurate. First, it was set during the World War II period from 1939 to 1945. The movie is relevant because it underscores the infamous Holocaust, which happened under the watch of Adolf Hitler’s tyrannical regime in the Nazi Germany. During this period, around six million Jews were murdered. The extermination camps as the one demonstrated in the movie were used in the systematic murder of the Jews.

The predominant ways of terminating life included gassing whereby the Jew inmates in the camps were packed in gas chambers, and then Carbon Monoxide or Zyklon B was used to suffocate them to death. The Jews were also killed by subjection to strenuous work under severe hunger conditions. The movie is historically correct due to the presence of death camps located beside Bruno’s home. The evidence provided by Bruno’s effort to sneak food to Shmuel and his vivid eyewitness of weak and malnourished Jews paints a picture of the situation during the Jews’ condition in the Nazi Germany.

The movie is also historically accurate because it portrays the element of dictatorship that characterized Adolf Halter’s political regime. The tutor employed to educate Bruno and his sister Gretel demonstrates the dictatorship. The tutor often campaigns for nationalist propaganda, which is a key element in a despotic regime. Gretel gradually develops an overwhelming support for Third Reich, which was the historical period between 1933 and 1945 when Hitler’s dictatorship was evident. Gretel even decides to cover her bedroom with posters encompassing the Nazi propaganda, thus painting a full picture of how the dictatorial government controlled all the aspects of the people’s lifestyles.

The movie also portrays its historical accuracy due to its vivid description of significant instances of anti-Semitism. This term underscores hatred, non-preference, and discrimination against the Jews based on their ethnicity, religious, or racial affiliation (Goldstein 28). During the Holocaust in the World War II, the Nazi regime discriminated the Jews leading to their death. This historical occurrence stands out clearly in the movie given the way Jews are treated. Additionally, the prejudice is evident after the lieutenant terminates the life of the Jew servant illegitimately so that he can demonstrate his allegiance and loyalty to the ruling regime.

Movies have different themes that they ultimately aim to communicate to the viewers. Most information may be historical while other films concentrate on the emerging issues around the globe. The movie, The Boy in the Striped Pajamas, gives the audience a clear image of what conspired during the World War II in the Nazi Germany. Some of the themes that have been evident include the Nazi propaganda, the dictatorship under Adolf Hitler, and anti-Semitism. The movie is historically accurateness because its themes and occurrences coincide with those of the Second World War from which it derives its setting.

Goldstein, Phyllis. A Convenient Hatred: The History of Antisemitism , Brookline: Facing History and Ourselves, 2011. Print.

The Boy in the Striped Pajamas . Dir. Mark Herman. New York: Miramax Home Entertainment. 2009. Film.

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The Boy in the Striped Pajamas John Boyne

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The Boy in the Striped Pajamas Essays

Trying themes of 'the boy in the striped pajamas' anonymous college, the boy in the striped pajamas.

John Boyne’s most famous novel, The Boy in the Striped Pajamas, is an intricate story about two boys that meet at a concentration camp during the Second World War. In this novel, several themes are made evident, such as the innocence of childhood,...

The Boy in the Striped Pajamas as a Genuine Fable Anonymous 10th Grade

For an author portraying a topic as precarious and momentous as the Holocaust, perhaps the only adequate approach is through a fable, such as The Boy in the Striped Pajamas . In this novel, John Boyne creates main characters and a narrator that...

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The Boy in The Striped Pajamas: Movie Review and Critique

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Table of contents

The boy in the striped pajamas: summary and analysis, the boy in the striped pajamas: movie review (essay), works cited.

• Boyne, J. (2006). The Boy in the Striped Pajamas. Random House.
• Crowe, D. (2008). The Holocaust in the eyes of children. The English Journal, 97(4), 25-31.
• Edelman, L. (1995). The Ghetto Fights. Holocaust Library.
• Finkelstein, N. G. (2003). The Holocaust Industry: Reflections on the Exploitation of Jewish Suffering. Verso Books.
• Gilroy, A. (2011). Ethnic and racial studies. Between camps: Race and culture in postmodernity, 34(3), 458-469.
• Gleeson-White, J. (2011). Double vision: The Holocaust and representation. Australian Humanities Review, (50), 89-102.
• Roth, J. K. (2006). Teaching about the Holocaust: essays by college and university teachers. University Press of America.
• Snyder, T. (2015). Black Earth: The Holocaust as History and Warning. Crown/Archetype.
• Wistrich, R. S. (2003). Holocaust and genocide studies. The long road back: Jewish intellectual refugees in post-war Europe, 17(2), 180-199.
• Zuckerman, M. (1999). A dream undone: The integration of soldiers in World War II. University of California Press.

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The Boy In The Striped Pyjamas Analysis Essay

The Boy In The Striped Pyjamas Themes

Boyne’s novel uses these techniques to create these ideas, giving us an insight into the experiences of the Jewish people during Nazi Germany. John Boyne explores the theme of prejudice and discrimination in his novel through his use of narrative voice, dramatic irony and juxtaposition. In Boyne’s novel, Shmuel is discriminated and is sent to a concentration camp, while Bruno enjoys the luxuries of upper class Nazi Germany, even though they are of the same age. Shmuel was discriminated as he was Jewish, while Bruno enjoyed luxuries as he was the child of a high-ranking Aryan officer.

Set during World War II, the story follows the journey of Bruno, a young German boy who ventures out from behind the safety of his family’s fence to explore the strange and unfamiliar world beyond. The novel explores themes of innocence, friendship, and human cruelty in the face of war and atrocity. Written with literary sensitivity and emotional depth, The Boy in the Striped Pyjamas is considered a modern classic that continues to resonate with readers both young and old.

Narrative Techniques In The Boy In The Striped Pyjamas

The novel uses several narrative techniques to tell its story. One of these is foreshadowing, which is when the author hint at events that will happen later in the story. For example, early in the book, Bruno’s father tells him that he will be moving to a new house far away from Berlin. The events that unfold in The Boy in the Striped Pyjamas are quite tragic, and many readers believe that these tragic events may have been foreshadowed early on in the book.

Another narrative technique used in The Boy in the Striped Pyjamas is symbolism. The main symbol of the novel is the striped pyjamas worn by Shmuel, which represent the concentration camp where he lives. The imagery of these pyjamas serves as a haunting reminder of the horrors that took place at Auschwitz during World War II.

Dramatic Irony In The Boy In The Striped Pajamas

The Boy in the Striped Pyjamas, by John Boyne, is a novel that uses dramatic irony to great effect. The story is set during World War II, and follows the friendship between two boys, one of whom is Jewish and the other German.

The Jewish boy, Bruno, is sent to live in a concentration camp with his family after his father is promoted in the Nazi party. There, he meets a boy named Shmuel, who is wearing striped pyjamas. The two become friends, despite the fact that they are supposed to be enemies.

The irony of the situation is that Bruno does not realize that Shmuel is a prisoner in the camp. He thinks that Shmuel is just another boy playing in the “farm” that his family has moved to, and does not understand why he cannot leave the camp or go near the fence. Through Bruno’s naïve perspective, readers are able to see the true horrors of war through a child’s eyes.

Overall, The Boy in the Striped Pyjamas is a powerful novel that uses dramatic irony to explore one of the worst tragedies of modern history. It is a must-read for anyone interested in this dark period of history, as well as those looking for an engaging read with powerful themes and messages.

Boyne uses third person limited narrative to show us the perspective of the characters on the world around him. For example, in Boyne’s novel, when Shmuel sees Bruno in the pyjamas, he thought that “It was almost as if they were exactly the same really”. This quote strengthens the idea that the Jewish minority at the time of Nazi Germany were discriminated against. This narrative voice in turn creates dramatic irony, to show us the perspectives and beliefs of a young innocent child in a much more sinister reality. By using dramatic irony, he emphasises how pointless the discrimination against the Jewish people were.

Bruno is originally jealous of Shmuel, as he believed that “You get to have dozens of friends and are probably playing for hours every day” This quote supports the idea that dramatic irony is used in Bruno’s perspective, as he believes that Shmuel plays in the camp everyday. However, this use of dramatic irony gives a darker sense to the reader, of the actual reality of the camp. The author uses juxtaposition in his novel, to show how little difference there was between the Jewish and Aryan race, and how meaningless the discrimination against the Jewish people were.

Boyne uses juxtaposition in this thought provoking statement. “What exactly was the difference? And who decided which people wore the striped pyjamas and which people wore the uniforms? ” This excellent quote explores the ideas of prejudice and discrimination, and manages to leave the reader pondering about the cause for the Anti-Semitism in Nazi Germany. The way Boyne wrote this novel shows the reader clearly the author’s position on the discrimination and prejudice the Jewish people faced in Nazi Germany. John Boyne explores the theme of the power of friendship in this novel through narrative voice, setting and symbolism.

In BITSP, Bruno and Shmuel, two unlikely people from different ends of the social structure of Nazi Germany become the best of friends. They manage to become best friends, even though one of them is in a concentration camp surrounded by barbed wire. By using third person limited narrative, the author is able to elaborate and emphasise more on the power of friendship. This also makes the friendship seem more realistic and believable. Near the end of the book, Bruno says to Shmuel “You’re my best friend, Shmuel.

My best friend for life. This quote strengthens the idea that friendship is unbreakable, and gives us insight into Bruno’s friendship with Shmuel. Boyne uses certain settings to reinforce the power of friendship. In the excerpt, there is a certain sentence that gives the reader a sense of the power of their friendship. In the excerpt, it says that “A dot in the distance became a speck and that became a blob and that became a figure” This quote depicts the idea that the setting where they meet daily is far away, and that the boys travel long distances just to meet each other.

Boyne employs author voice to suggest his view of the war through other characters and narration. Bruno’s grandmother, a constant source of rationality throughout the book, has a voice that may be heard in her comments about the conflict. Grandma attacks the war and Adolf Hitler’s role in it from the outset, which allows Boyne to present his own ideas on the subject. Colonel Commandant Kotler’s statement denouncing anything that does not support Nazi ideology is also an expression of opinion by Boyne.

Through his interactions with the other prisoners, including Bruno’s enigmatic grandmother, readers slowly begin to see the horrifying realities of war and the devastating effects it has on those caught up in its wake. Ultimately, The Boy in the Striped Pyjamas is a haunting tale that serves as both a heartbreaking reminder of humanity’s capacity for darkness and an ultimately hopeful testament to our enduring capacity for good.

The novel tells the story of Bruno, a nine-year-old boy who is sent to live with his grandmother after his father is appointed as the Commandant of Auschwitz.

Bruno befriends a boy named Shmuel, who lives on the other side of the fence that surrounds the concentration camp. One day, Bruno decides to sneak into the camp to see what life is like for Shmuel. However, he does not realize the true nature of the camp until it is too late.

The Boy in the Striped Pyjamas is a powerful story about friendship, innocence, and the horrors of war. John Boyne uses his grandmother’s experiences during the Holocaust to bring the events of the past to life for readers. The novel is a moving tale that will stay with you long after you have finished reading it.

In the book, the fence dividing the Jewish people and the Aryan people symbolises the imaginary rift that the Nazi Party had created. When “Shmuel reached down and lifted the base of the fence” it symbolised the two boys breaking the imaginary rift, with the power of friendship. This quote supports the idea that the power of friendship is more powerful than anything else. In the end of the book, Bruno and Shmuel die in the gas chamber holding hands, showing that nothing can break the power of friendship. John Boyne explores the theme of innocence in his novel through narrative voice, dramatic irony and juxtaposition.

A famous quote by Thomas Grey is ‘ignorance is bliss’. For Bruno and Shmuel, ignorance would have been bliss, as they had been thrown into a dark and sinister time and place unwillingly. For most of the book, Bruno and Shmuel had innocent theories about their experiences. However, towards the end of the book, they started having more sinister theories about Auschwitz. By using a third person limited narrative voice, the author is able to emphasise the innocence of the young children. Boyne uses this narrative voice to suggest the boys’ innocence.

For example, in the book, Bruno states, “I don’t understand why we’re not allowed on the other side of the fence. What’s so wrong with us that we can’t go there and play? ” This quote suggests that Bruno is innocent, and does not know the true purpose of the camp. He also believed that the fence was preventing them from going to the other side, and not vice-versa. Dramatic irony is used all throughout the book, to show us the truth through an innocent young boy’s mind.

When Bruno gets injured, he asks Pavel “If you’re a doctor, then why are you waiting on tables? This quote strengthens the idea that Bruno has an innocent mind. Bruno cannot comprehend why a doctor would become a waiter, but the actual reason is clear to the reader. Pavel could not practise as a doctor, as he was Jewish. The author uses juxtaposition to emphasise the innocence of the boys’ minds. When Shmuel and Bruno meet for the first time, they find out that they have the exact same birth date, when Bruno says, “My birthday is April the fifteenth too. ” This quote highlights the idea that Bruno and Shmuel are not very different.

They live on the opposite ends of the Nazi Germany society, yet they do not understand why. It is evident that Bruno and Shmuel do not understand the differences. They have an innocent mind, and do not believe that race is the cause for this segregation. Boyne has placed two innocent children in a much more sinister reality. As has been explored, John Boyne uses narrative voice and other literary devices to convey the ideas around prejudice and discrimination, friendship and innocence in his novel “The Boy in the Striped Pyjamas”.

He conveys these ideas through techniques such narrative voice, dramatic irony, juxtaposition, setting and symbolism. In the end of the book, the author states that “Of course this happened a long time ago and nothing like that could ever happen again. Not in this day and age” Boyne refers to the current conflicts and issues currently happening, and implies that these events are still being mirrored. Boyne has written an extremely intricate and though provoking novel.

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Essay Samples on The Boy in The Striped Pajamas

Book report on the fault in our stars and the boy in the striped pyjamas.

The Fault in Our Stars Book Report General information The cover of the book is portrayed on the front page. The author of the book is John Green and his name is mentioned on the cover of the book. John Michael Green (Indianapolis, August 24,...

• Book Report
• The Boy in The Striped Pajamas
• The Fault in Our Stars

Analysis of Bruno and Shmuel's Friendship in The Boy in The Striped Pajamas

“Friendship is just not a word, it's an emotion. Friendship is limitless. It sees no boundaries or languages, it just needs two selfless hearts to connect with each other”- (Srestha Das). Friendship is a vital recurring theme in the novel “The Boy in The Striped...

The Boy In The Striped Pajamas: Comparing and Contrasting the Movie and the Book

Throughout society, Individuals are known to be different, and similar to one another. In John Boyne’s novel, The Boy In The Striped Pajamas, and Mark Herman’s film version, characters are shown to be different, which results in more interesting perspectives. Bruno is an innocent character...

The Boy in the Striped Pajamas: Depicition of the Holocaust's Horror

The Boy in the Striped Pajamas’ continues a literary tradition of the evil of the Holocaust through the eyes of a child. In this movie it contrasts the differences of man's inhumanity to man with man's capacity to care and love. The main theme however,...

The Boy in the Striped Pajamas as the Cinematographic Masterpiece

A young, fun-loving 8-year-old boy lives his days to the fullest in the city of Berlin, Germany where his family resides in the 1940s. This all changes when his father is promoted to commandant of the German Nazi army. Now, Bruno and his family must...

• Movie Review

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The Boy In The Striped Pajamas

The boy in the striped pajamas, based on a book by an Irish novelist John Boyne was released in2008, hitting $44. 1 million at the box office. The plot is themed around the holocaustconcentration camps during World War 2. Summary The story starts out with...

• Film Analysis

Best topics on The Boy in The Striped Pajamas

1. Book Report On The Fault In Our Stars And The Boy In The Striped Pyjamas

2. Analysis of Bruno and Shmuel’s Friendship in The Boy in The Striped Pajamas

3. The Boy In The Striped Pajamas: Comparing and Contrasting the Movie and the Book

4. The Boy in the Striped Pajamas: Depicition of the Holocaust’s Horror

5. The Boy in the Striped Pajamas as the Cinematographic Masterpiece

6. The Boy In The Striped Pajamas

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Home / Essay Samples / Entertainment / The Boy in The Striped Pajamas / Reflection On “The Boy In The Striped Pajamas” By John Boyne

Reflection On "The Boy In The Striped Pajamas" By John Boyne

• Category: History , Entertainment
• Topic: Nazi Concentration Camps , The Boy in The Striped Pajamas

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