The Boy in the Striped Pyjamas: Chapter 14

Bruno walked home after visiting his friend again. He and Shmuel had spent hours by the fence, talking about anything and everything. Bruno was so happy he was able to find a friend in this new place. He could feel himself smiling as he walked into his living room. He hoped Shmuel was just as excited to talk to him. Shmuel has so many other friends inside the fence, but Bruno thinks that he’s Shmuel’s best friend. He hopes he is.

‘What made you so happy?’ his sister Greta’s voice said from the couch at the far end of the room. How did he not notice her? Was he really that distracted by his thoughts? Well, whatever; this was a good chance to brag about making a new friend. He didn’t think Greta had made any friends here.

‘I made a friend!’ he told her with a smile.

‘You made a friend?” she asked, unbelieving. “Here?’

‘Yeah, his name is Shmuel. He lives nearby,’ said Bruno.

‘You’re lying; no other families live around here,’ she laughed. ‘He’s obviously imaginary.’

Bruno started getting upset when she said that. He hated it when his sister teased him.

‘No, he’s not!’ he yelled. ‘He’s real!’

‘But Father said there were no other kids near us. Wouldn’t we know if someone new arrived?’ Greta wondered out loud.

‘No, he’s been here for a while. He lives on the other side of the fence.’ corrected Bruno.

‘Stop lying, Bruno,’ she said before what her brother said seemed to sink in. “Wait, did you say he lives behind the fence?” questioned Greta, horrified.

‘Yeah, so what?’ he responded.

‘Bruno, do you remember when that man came to visit our family?’ she asked him in a whisper. ‘And talk quietly so that Mother and Maria don’t hear.’

‘The Fury?’ he asked.

‘It’s the Fuhrer. You’re nine, you should know this by now,’ she said and then continued. ‘But as your older sister of course I’m smarter than you.’

‘Hey, you don’t have to be mean,’ said Bruno.

‘The Fuhrer is Germany’s leader. He’s the reason we moved here, and the reason the boy you met is behind the fence. He’s our country’s hero,’ she continued, ignoring his interruption. ‘Anyway, you don’t need to know any more, but you have to stop going to the fence.’

‘What?. You can’t tell me what to do. He’s my best friend!’ he argued. She was probably just jealous that he had a friend, and was trying to take it away from him.

‘Yes, I can. I know better than you, and I’m telling you to stop seeing him.’ she insisted.

Bruno still didn’t want to do what she was saying, but maybe if he just agreed with her this conversation would finally come to an end.

‘...Ok, I won’t go again,’ he said, but he had no intention of listening to his sister’s instructions.

‘I’m being serious, Bruno. It’s dangerous. You have to stop,’ said Greta.

‘Fine, I’ll stop! You don’t have to lecture me,’ he replied.

Did Bruno really have to stop seeing his friend? What did Gretel even know? She liked to say he was stupid because of his age, but their age gap was only a few years. Plus, what could be so dangerous about Shmuel; he’s just a kid too.

Reflection

John Boyne uses writing techniques to encourage readers to feel for Bruno. He clearly communicates Bruno’s traits, and uses dialogue to give insight into other characters. This leads the readers to understand how children often go through experiences without understanding the reality of what is happening.

Boyne wrote in a third person limited narration style. Because of the limited style, readers only see Bruno’s point of view. Since he is a child, Bruno’s perspective is a very innocent point of view. His innocence makes readers feel compelled to root for him. It is clear that he does not understand the injustices of the world he lives in. I used this same narration style to achieve the same effect. For example, I included the line “what could be so dangerous about Shmuel; he’s just a kid too.” The narration explains Bruno’s thoughts. This thought portrays his innocence, because he does not believe he could be in real danger. He is too naive to believe that his sister could honestly fear for his safety. He also does not consider that the danger could be related to the situation, as opposed to Bruno himself. He doesn’t understand that a child his age could be in such a dangerous situation.

Boyne also portrays how children often go along with beliefs, without understanding what they are supporting. I portray this with my word choice. I have Greta call Hitler a “hero.” This is significant, because even as she’s acknowledging the persecution of Jewish people behind the fence, she describes Hitler in a positive light. At just twelve years old, she is supporting horrible injustices. Even though she is the older sibling, she does not really understand the world. She, just like her brother, is a child that had her opinions influenced by those around her.

Boyne wrote The Boy in the Striped Pyjamas for a young audience. He wanted to tell children a serious story, without simplifying the themes. Despite the young main character, and the young audience, Boyne portrayed the tragedy of the Holocaust. He wrote about the tragedy using language, and a writing style that children can understand. Similarly, I wrote in an understandable, straightforward way. The protagonist being a child also makes the story more relatable for children. They can see themselves in the main character, so the story has more of an impact.