the boy in the striped pyjamas book essay

The Boy in the Striped Pajamas

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Chapters 1-5

Chapters 6-10

Chapters 11-15

Chapters 16-20

Character Analysis

Symbols & Motifs

Important Quotes

Essay Topics

Discussion Questions

Compare Bruno and Shmuel , analyzing three examples from the novel.

Explore to what effect John Boyne uses a child’s perspective throughout the novel. How does this perspective lend itself to the themes he wishes to convey?

List and analyze some of the things you have learned about World War II and the Holocaust through this novel.

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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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The Boy in the Striped Pajamas

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

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, prejudices, fear, regret, and boundaries. However, perhaps the most interesting, yet subtle, theme is that of silence.

Silence, stillness, and secrets are all interconnected throughout this literary work. As the protagonist’s father is the “Commandment” of the German army, the majority of his duties are hidden from his family. This is taken to such extremes that the family moves to Poland, without telling the children where they are moving to or the reason behind it. There is an overall silence throughout the family, particularly when it comes to the work of the father. The children are taught at an early age to simply respect his duties and to not question his decisions.

As the story continues, Bruno develops a close friendship with a refugee named Shmuel. Shmuel is the Hebrew equivalent of the name Samuel, meaning strong. This fact is quite interesting in relation to Shmuel’s role in the story, particularly in his role in the friendship between the two boys. Due to the differences...

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• Students Featured Content

The Boy In The Striped Pyjamas – a book review by Giorgia N.

• Posted by Giorgia N.
• Categories Students Featured Content
• Date June 1, 2017

THE BOY IN THE STRIPED PYJAMAS

The Mystery of the Other Side of the Fence

The Boy in the Striped Pyjamas, written by John Boyne in 2006, is a historical dramatic novel which is set during the Second World War when Hitler, the Fuehrer, dominated Germany and created concentration camps all over Europe to exterminate Jews, considered inferior to the rest of the human beings. In other words, this clearly is a book on the victims of the Holocaust, which uses imaginary people to represent the atrocities that happened during the Second World War, by showing the reader two points of view (a Jewish one and a German one).

Bruno (the protagonist of the story) is a young boy, aged nine, who lives with his mother, father and sister Gretel in Berlin. Suddenly, because of his dad’s job (which is unknown at the beginning of the story) they have to move to Poland. Their new house, “Out-with” is not very nice, but there is something out of Bruno’s bedroom window which is very intriguing, something on the other side of the fence: he can see some soldiers, who are laughing and having fun and many children who are all standing close together with their heads facing the floor. All of them have something in common: they all seem to wear the same striped pyjamas. The soldiers’ behaviour show dominance and importance, whilst the children are passive and oppressed, they don’t seem to have confidence.

Throughout the story, Bruno meets a Jewish boy named Shmuel (aged just like him) who comes from the other side of the fence. The two kids become friends and every afternoon they meet, they sit down and they talk. Though the barbed-wire fence of the camp separates them, the boys begin a forbidden friendship. Bruno doesn’t know that Shmuel is a prisoner of the concentration camp he can see from his bedroom (Auschwitz) and that his father is a commandant of the camp, and that he works every day for Hitler.

Bruno and Shmuel had always wanted to play together but, because of the fence that separated them, they never really manged to. So one day, Bruno, who loves exploring, decides to help Shmuel to find his Papa, who has suddenly disappeared. He goes on the other side of the fence, where he can actually see Shmuel without any physical separation between them.

What will happen in the concentration camp? Will Bruno totally understand what is going on and who his father really is? Will he manage to get back home?

Bruno, a very curious boy who likes exploring, is an interesting character because of the friendship he develops with Shmuel, the way in which he directly disobeys his parents, and the way in which he changes from a naïve and innocent child to a more understanding and understanding friend.

The second main character might be Shmuel, maybe because he is Bruno’s new best friend. He is a very mature boy for his age, even if he hides his real destiny in the concentration camp not to terrify his friend who doesn’t know anything about the extermination of the Jews.

Father is another important character. He is a commandant of Auschwitz and he works for Hitler (who actually came to dinner at his house in Poland). He is a cold man who is proud of his job of being a soldier and he doesn’t want to tell Bruno about it. He dresses as a soldier and he makes the people around him feel insecure, oppressed and passive. He is not actually considered the antagonist of the story because he loves his children and he doesn’t want them to know about his terrifying job.

Gretel, Bruno’s older sister, is considered the “Hapless case” because of her annoying behaviour and by her way of feeling better than her brother because she is older than him. Even if she is described as a spoilt girl, and she nearly always quarrels with Bruno, she has feelings and she actually loves her brother very much.

Some rhetorical devices used by Boyne are:

• Foreshadowing (already indicating a future event that is going to happen in the story) – Bruno has just moved house and his bedroom is facing a concentration camp and he doesn’t know where he is and why. The author will then explain everything throughout the story.
• Repetition (repeating the same words or phrases a few times to make an idea clearer) – the author uses it to emphasise and remind some things. This also gives the idea of being a parable or a story for children.
• Third person limited POV – Boyne writes in third person, so out of the story, but, because Bruno is the main character, the writer concentrates and has more relevance on Bruno’s points of view.
• Cliff-hangers (keeps the reader with bated breath, so he wants to know what is going to happen in the next chapter) – at the end of chapter two, the author leaves suspense by not letting the reader understand what Bruno and his sister are going to see.

I personally think that this historical novel is a very good book for everyone to read because it is simple so even children can easily understand it.

Even if it uses a simple story, it expresses deep meanings.

So, I like Boyne’s book because I find it interesting and it hooks the reader straight away.

My favourite part is understanding the friendship between Shmuel and Bruno, I particularly like how Shmuel tries to hide the horrible truth from his friend not to make him feel upset and sorry for the people in the camp who are suffering also because of his father. It is as if the two boys are brothers thanks to their young but true friendship.

In conclusion, I highly recommend this book to every kind of audience because it talks about a sad truth through a simple and childlike story. It makes you reflect about the atrocities which happened in that period and why they shouldn’t happen again.

Tag: Book review , Holocaust

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The Boy in the Striped Pajamas

Ask litcharts ai: the answer to your questions, gretel quotes in the boy in the striped pajamas.

“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.”

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.

“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.”

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.”

Home — Essay Samples — Entertainment — The Boy in The Striped Pajamas — A Critical Review Of The Movie The Boy In The Striped Pajamas

The Boy in The Striped Pajamas: Movie Review and Critique

• Categories: Movie Review The Boy in The Striped Pajamas

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Words: 2043 |

11 min read

Published: Aug 6, 2021

Words: 2043 | Pages: 4 | 11 min read

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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Comparing Book to Film: The Boy in the Striped Pajamas

In this activity, activity overview, template and class instructions, more storyboard that activities.

• This Activity is Part of Many Teacher Guides

After both reading the book The Boy in the Striped Pajamas and watching the movie, students should be able to identify many similarities and differences. While reading, students can often let their imaginations create the characters and settings. When viewing a movie that has been based off of a book, the characters or settings may seem different than what the reader imagined them to be. When students both read and watch a production of the same story, it can be interesting to see their different reactions.

With that in mind, have students read the entire book. Then, show them the movie adaptation. Once they have read and watched, have them create a comparison chart like the one above.

Examples of Differences

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a storyboard comparing and contrasting the book and film. Be sure to highlight key changes or similarities.

• Click "Start Assignment".
• Identify key similarities and differences between the book and movie in the title boxes.
• In the first row, describe how that element is portrayed in the book.
• In the second row, describe how the element is portrayed in the film.
• Create an illustration for each cell using appropriate scenes, characters, and items.
• Click "Save & Exit" when done.

Lesson Plan Reference

Grade Level 6-8

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Individual, Partner, or Group

Type of Activity: Compare and Contrast with T-Charts

(You can also create your own on Quick Rubric .)

Boy in the Striped Pajamas, The

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