Criticism to nazim as seen in Frank`s the diary of a young girl : Anne Frank - USD Repository

  

CRITICISM TO NAZISM AS SEEN IN FRANK’S

THE DIARY OF A YOUNG GIRL: ANNE FRANK

  AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

  By

ADRIA VITALYA GEMILANG

  Student Number: 024214044

  

ENGLISH LETTERS STUDY PROGRAMME

DEPARTMENT OF ENGLISH LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2007

  

CRITICISM TO NAZISM AS SEEN IN FRANK’S

THE DIARY OF A YOUNG GIRL: ANNE FRANK

  AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

  By

ADRIA VITALYA GEMILANG

  Student Number: 024214044

  

ENGLISH LETTERS STUDY PROGRAMME

DEPARTMENT OF ENGLISH LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2007

  

Wherever you go, go with all your heart

• -Confucius-

  

For My Beloved Parents and My Brother

  

ACKNOWLEDGEMENTS

  First of all, I would like to thank God for all His love and blessings. My whole life experiences happen because of Him.

  I would also like to thank Dewi Widyastuti, S.Pd., M.Hum for patiently giving me advice during the completion of this thesis. I thank her very much for reminding me to be careful in writing. I would also thank to Paulus Sarwoto, S.S., M.A for being my co-advisor. I really appreciate his suggestion because it has improved my thesis.

  I would like to thank my parents and my brother for their continuous support and praying. I would like to say thank to Arix, Yuni, Elka, Wedha, Bagoes, Advent for always reminding me to finish my study when I far away from college. I would also like to say thank to Ria, Ajeng, Nina, Dyah, Shella, Ivce, Dimas, David, Danang, Stefa, Wawan, Sigit, Bang Leo and all my friends in English Letters 2002 for being my best friends since I study at Sanata Dharma University. I thank them for their friendship and I hope we will always be friend. I want to give special thank to Cepta for his love and support. He makes me learns the meaning of being patience and calm. I also want to thank all secretariat members for their information and help during my study.

  Last but not least, I would like to thank everyone whose names are not mentioned here, who has helped me finish this thesis. May God bless them all.

  Adria Vitalya Gemilang

  TABLE OF CONTENTS

  TITLE PAGE ……………………………………………………………….. i APPROVAL PAGE ………………………………………………………… ii ACCEPTANCE PAGE ………………………………………………………. iii MOTTO PAGE ……………………………………………………………... iv DEDICATION PAGE ……………………………………………………… v ACKNOWLEDGEMENTS ………………………………………………… vi TABLE OF CONTENTS …………………………………………………… vii ABSTRACT ………………………………………………………………… ix ABSTRAK ………………………………………………………………….. x

  CHAPTER I INTRODUCTION ……………………………………………. 1 A. Background of the Study …………………………………………

  1 B. Problem Formulation …………………………………………......

  4 C. Objectives of the Study …………………………………………..

  5 D. Definition of Terms ……………………………………………… 5 CHAPTER II THEORETICAL REVIEW ………………………………..

  7 A. Review of Related Studies ………………………………………

  7 B. Review of Related Theories …………………………………….

  10

  1. Theory of Character and Characterizations ….….……………

  10

  2. Theory of Setting….. …...……………………………………... 11

  3. The Relation between Literature and Society .…..……………

  12 4. Theory of Nazism …………………………………..………..

  13 C. Review on History of Nazi Occupation… ………………………. 15

  1. The Suffering of the Jews before and during the Nazi Occupation 15

  2. Netherlands under the Nazi Occupation in 1942-1944………….. 18 D. Theoretical Framework …………….……………………………..

  22 CHAPTER III METHODOLOGY ………………………………………. 24 A. Object of the Study ……………………………………………..

  24 B. Approach of the Study ………………………………………….

  25 C. Method of the Study ……………………………………………

  26 CHAPTER IV ANALYSIS ……………………………………………….. 28 A. The Lives of the Characters in the Diary ……….………………..

  28 B. Frank’s Criticism toward Nazism as Seen from the Lives of the Characters ……………………. …. 38

  1. The Discrimination ………………………………………….....

  40

  3. The Hunger …………………………………………………....

  46 4. The Chaos …………………………………………………….

  48 5. The Mass Killing …………………………………………......

  51 CHAPTER V CONCLUSION …………………………...……………….. 55

  BIBLIOGRAPHY …………………………………………………………. 58

APPENDIX ……………………………………………………… ……….. 60

Summary Frank’s The Diary of a Young Girl: Anne Frank ……………. 60

  

ABSTRACT

  ADRIA VITALYA GEMILANG (2007). Criticism to Nazism as Seen in Frank’s

  

The Diary of A Young Girl: Anne Frank. Yogyakarta: Departement of English

Letter, Faculty of Letter, Sanata Dharma University.

  This thesis is analyzing a diary by Anne Frank. It tells the readers about the lives of the Jews during the Nazi occupation. The diary describes the experiences of the Jews in order to survive during Nazism. It tells how the Jews are discriminated and suffered by Nazism. Anne Frank describes their everyday life vividly and in honest way which brings the readers to understand their experiences without experience it.

  There are two objectives to guide the analysis. The first objective is to find out the lives of the Jews who live under the Nazi regime, in this case, the characters in the diary. The second objective is to identify Frank’s criticism toward Nazism as seen from the lives of the characters.

  In order to accomplish the objectives, the library research is used since many data and theories are collected from some books. In order to analyze the problems, the writer employs the sociocultural-historical approach. It is used to analyze the history of the Jews under the Nazi occupation, the relation to the diary, and to identify criticism toward Nazism.

  The result of the analysis shows that during the Nazi occupation, the characters who hide in the Secret Annexe has experienced many sufferings. Nazism has changed the lives of the Jews from safe and comfortable into miserable and dangerous life. After Nazism reaches the Netherlands, Hitler declares policies that discriminates the Jews and causes them living in danger every time. During their hiding, their lives’ expectation is changing. It depends on the news, which they listen to the radio or from their protectors. Thus, there is Frank’s criticism toward Nazism in the description of the lives of the characters under the Nazis occupation. Through her diary, Anne Frank criticizes the discrimination, the lack of education, the hunger, the chaos and the mass killing during the reign of Nazism in the Netherlands.

  

ABSTRAK

  ADRIA VITALYA GEMILANG (2007). Criticism to Nazism as Seen in Frank’s

  

The Diary of A Young Girl: Anne Frank. Yogyakarta: Jurusan Sastra Inggris,

Fakultas Sastra, Universitas Sanata Dharma.

  Skripsi ini menganalisis sebuah buku harian yang ditulis oleh Anne Frank. Buku harian ini bercerita tentang kehidupan Yahudi saat penjajahan Nazi. Buku harian ini menggambarkan pengalaman-pengalaman orang Yahudi dalam mempertahankan hidup selama Nazi berkuasa. Buku harian tersebut menceritakan bagaimana Yahudi terdiskriminasi dan menderita karena paham Nazi. Anne Frank menggambarkan keseharian hidup mereka secara jelas dan jujur yang dapat membuat pembaca memahami pengalaman-pengalaman mereka tanpa mengalaminya.

  Terdapat dua tujuan untuk memandu analisis. Tujuan pertama adalah untuk mengetahui kehidupan Yahudi yang hidup dibawah kekuasaan rezim Nazi, dalam kasus ini, tokoh-tokoh dalam buku harian. Tujuan kedua adalah untuk mengidentifikasikan kritik Frank terhadap paham Nazi seperti yang terlihat dari kehidupan tokoh-tokohnya.

  Untuk mencapai tujuan dari analisis, metode kepustakaan digunakan karena banyak data dan teori didapat dari berbagai buku. Untuk menganalisa masalah, penulis menerapkan pendekatan sejarah sosial budaya. Pendekatan tersebut digunakan untuk menganalisa sejarah bangsa Yahudi saat penjajahan Nazi, hubungannya dengan buku harian, dan untuk mengidentifikasi kritik terhadap paham Nazi.

  Analisis menunjukkan bahwa selama pendudukan Nazi para tokoh yang sembunyi di Secret Annexe banyak mengalami penderitaan. Paham Nazi mengubah hidup bangsa Yahudi dari hidup aman dan nyaman menjadi sengsara dan berbahaya. Setelah paham Nazi mencapai Belanda, Hitler mengumumkan kebijakan-kebijakan yang mendiskriminasi bangsa Yahudi dan menyebabkan nyawa mereka terancam setiap saat. Selama mereka bersembunyi, harapan hidup mereka berubah-ubah dipengaruhi oleh berita-berita yang mereka dengar di radio atau dari pelindung mereka. Maka, melalui deskripsi kehidupan para tokoh pada saat pendudukan Nazi, terungkaplah kritik Frank terhadap paham Nazi. Melalui buku hariannya Frank mengkritik diskriminasi, kurangnya pendidikan, kelaparan, kekacauan, dan pembunuhan massal selama berkuasanya paham Nazi di Belanda.

CHAPTER I INTRODUCTION A. Background of the Study History has a function to awaken human about the process of revolution and

  society development in time dimension, which is to build perspective and historical consciousness in discovering the past, the present, and the future. History has recorded many events since the civilization began, from bad events to the good one. According to Hudson, as stated in An Introduction to the Study of Literature, literature is a vital record of what men have seen in life, what they have experienced, what they have thought and felt about those aspects of it which have the most immediate and permanent interest for all of us (1958: 10). Thus, we can understand the history of certain time by reading literature, understanding the experience of certain people without experience it.

  Since the beginning of history, men have fought against other men. Any struggle in which two large groups try to destroy or conquer each other is a war. War has been going on somewhere in the world nearly all the time. One of the wars which will never be forgotten is the Second World War. It killed more persons, cost more money, damaged more property, affected more people, and probably caused more changes than any other wars in history. The war began when Germany attacked Poland on September 1, 1939. Under the leadership of Adolf Hitler, they attacked people, who later called themselves as Nazis, believed that they were the super-men. They were destined to rule the world. According to them, one of the obstacles which prevent them from ruling the world was the Jews. To exterminate the Jews, they conduct a massive killing for Jews which later people know as Holocaust. They found that Holocaust was more effective and efficient to do rather than to selecting the people which not related to Jews (http://en.wikipedia.org/wiki/ Holocaust#Etymology). The Holocaust resulted in the death of more than five million Jews. Adolf Hitler as the Fuehrer succeeded conquering most of Europe nearly 5 years on his 12 years of dictatorship. After the fall of the Fuehrer, history has recorded many version of the Second World War; one of them is a diary which was written by a girl name Anne Frank.

  Anne Frank was a young Jewish girl whose diary records the two years that her family spent in hiding to escape for the persecution of the German Nazis (Webster, 1995: 432). Their family lived at Germany before staying at the Netherlands. After Hitler won the election to be the Fuehrer, the political condition threat their life, they moved to Amsterdam where Otto Frank received an offer to start company. In there they found peace until the Germany invaded the Netherlands on May 1940. The discrimination started, and the political policy of the Nazis forced his two daughters transferred from their first school to the Jewish Lyceum (http://en.wikipedia.org/wiki/Anne_Frank).

  The reason why the diary is published, simply because Anne Frank heard a said that when the war ended, he would create a public record of the Dutch people’s oppression under German occupation. Anne started editing her writing, creating pseudonyms for the members of the house hold and the helpers in the hiding place (Frank, 1952: 205).

  In the beginning she wrote the diary, it is just typical writing of a schoolgirl. She describes herself, her family, her friend, her school life, boys she flirted with and her favorite places. However, after the German have undertaken the Netherlands, her diary described more closely on the relationship with the people who lived in the hiding place, the ‘Secret Annex’, translated from Het Achterhuis. The Secret Annex was a three-story space at the rear of the building that was entered from a landing above her father’s office, the Opekta office. The Secret Annex was inhabited by eight people. The situation in the Secret Annex grew tenser when eight people forced to live under the same roof without any privacy and under the Nazi oppression. Reading from her diary, the reader will know the hard times they should maintain in order to live. Knowing how it feels to live as Jews under the Nazi regime.

  Before the publication of the diary, Jan Romein wrote an article about the diary, he mentioned that the diary stammered out in a child’s voice, embodies all the hideousness of fascism, more so than all the evidence at Nuremberg put together. The article attracted attention from publisher. After the publication of the diary in 1947, many responses arise. One of the responses was a play based upon the diary, by Frances Goodrich and Albert Hackett premiered in New York City on October 5, diary grew. Ilya Ehrenburg, a Soviet writer, commented on the diary; said one voice speaks for six million, the voice not of a sage or a poet but of an ordinary little girl.

  Nelson Mandela, after receiving a humanitarian award from the Anne Frank Foundation in 1994, said that he likened her struggle against Nazism to his struggle against Apartheid. He also said that these beliefs (Nazism and Apartheid) are patently false, and because they were, and will always be challenged by the likes of Anne Frank, they are bound to fail (http://en.wikipedia.org/wiki/Anne_Frank).

  Based on the statements above, the topic “Criticism to Nazism” is chosen. It is worth discussing because from the topic, the reader will understand how the Nazis treated the Jews, how they exploited and killed the Jews. Understanding how they try to survive, understanding their experience without experiencing it, and also to awaken our conscience about how single ambitious purpose to conquer the world could destroy almost the entire race. Therefore, this study will further discuss about the life of the Jews, in this case the characters in the diary and also Frank’s criticism toward Nazism.

B. Problem Formulation

  1. How are the lives of the characters depicted in Frank’s The Diary of a Young

  Girl: Anne Frank as the effect of the Nazism?

  2. What is Frank’s criticism toward Nazism in The Diary of a Young Girl:

  Anne Frank as seen from the lives of the characters?

  C. Objectives of the Study

  This thesis has two objectives. The first objective is to find out the lives of the Jews who live under the Nazis’ regime, in this case, the characters in the diary.

  Therefore, the study will be firstly focus on understanding the characters’ lives in the diary. The findings of the first objective will help the writer to answer the second objective, to identify Frank’s criticism toward Nazism as seen from the lives of the characters.

  D. Definition of Terms

1. Nazism

  According to Nault in The World Book of Encyclopedia (1971: 382), Nazism was the political and social doctrine of the German dictator Adolf Hitler and his followers. Hitler and the Nazis ruled Germany from 1933 to 1945. Nazi stands for the first word in the German name for the national Socialist German Workers’ Party (Nationalsozialistiche Deutsche Arbeiterpartei).

  Nazism was part of the dictatorial political movement called fascism. The Nazi were extreme nationalists who believed in the superiority of the Germans and other members of the so-called “Aryan Race”. In 1939, the Nazi government started World War II by attacking Poland. It soon conquered most of Europe. Great Britain, Russia, and the United States fought against the Nazis and finally defeated them.

  Hitler committed suicide on April 30, 1945.

  2. Character and Characterization

  According to Holman and Harmon (1986: 81), character is a brief descriptive sketch of a personage who typifies some defines quality. The person is described not as an individualized personality but as an example of some voice or virtue or type, such as a busy body, a glutton, a fop, a bumpkin, a garrulous man, a happy milkmaid.

  In the biography and the history, the author presents the characters of actual persons. The creation of these imaginary persons so that they exists for the reader as lifelike is called characterization (Holman and Harmon, 1986: 81).

  3. Diary

  According to Merriam-Webster in Merriam Webster’s Collegiate Dictionary (1993: 320), diary is a record of events, transaction, or observations kept daily or at frequent intervals; especially a daily record of personal activities, reflections, or feelings. Written primarily for the writer’s use alone, the diary usually offers a frankness not found in writing done for publication.

  4. SS

  According to Nault in The World Book of Encyclopedia (1971: 238), SS or Schutzstaffel is the second private army, also known as the elite guard of Adolf Hitler. Unlike the others armies at Nazi, the SS was a battle-ready army. Julius Schresk formed SS in 1925 and last until 1945 after Germany lost in the Second World War.

CHAPTER II THEORETICAL REVIEW A. Review of Related Studies The Diary of a Young Girl: Anne Frank tells us a lot about the daily life Jewish in

  the Netherlands under the Nazis occupation. The diary since its publication has arisen many criticism and responses. Eleanor Roosevelt writes in the introduction pages from first American edition described the diary as “one of the wisest and most moving commentaries on war and its impact on human beings that I have ever read”.

  The biographer of Anne Frank said that she wrote “in a precise, confident, economical style stunning in its honesty”. In June 1999, Time Magazine published a

  th

  special edition entitled TIME 100: Heroes & Icons of the 20 Century. This is a list

  th

  of the 20 century’s hundred most influential politicians, artist, innovators, scientists and icons. Anne Frank was selected as one of the heroes and icons. The writer Roger Rosenblatt, author of Children of War, wrote Anne Frank’s entry. In the article, he describes her legacy:

  The passions of the book ignites suggest that everyone owns Anne Frank, that she has risen above the Holocaust, Judaism, girlhood and even goodness and become a totemic figure of the modern world- the moral individual mind beset by the machinery of destruction, insisting on the right to live and question and hope for the future of human beings (1999: 32). Sosnowski, the writer of The Tragedy of Children under Nazi Rule (1962: 167) mentioned that the diary gives evidence of the immense burden of grim wartime Webster (1995: 432) that the diary is precious in style and insight, and traces Anne Frank have emotional growth amid adversity.

  Besides all the praise for Anne Frank and the diary, like many other widely discussed books, it also raises many negative criticisms since its publication. In the mid 1970s Holocaust denier David Irving has been consistent in his assertion that the diary is not genuine. In 1959, Otto Frank took a legal action in Lubeck against Lothar Stielau, a school teacher and former Hitler Youth member who published a school paper that described the diary as a forgery. The court examined the diary, and in 1960 found it to be genuine. In 1991, Robert Faurisson and Siegfried Verbeke produced a booklet titled, The Diary of Anne Frank: A Critical Approach. It claimed that Otto Frank wrote the diary based on assertions that the diary contained several contradictions, that hiding in Actherhuis would have been impossible and also the style of handwriting of Anne Frank were not the style of teenager (http://en.wikipedia.org/wiki/Anne_Frank).

  In 2000, a book was published by Hyman A. Enzer and Sandra Solotaroff entitled Review of Anne Frank: Reflections on her Life and Legacy. The book is arranged from thirty-one essays contain the following categories: history, biography, authenticity, writer and rewriter, Anne Frank on stage and screen, memorializing the Holocaust. All of the essays have been published and some have been abridged for this collection. The life and writings of Anne Frank has inspired a diverse group of artist and social commentators to refer to her in literature, popular music, television,

  Based on the essays, there are two major points that can be drawn, the diary is genuine and it becomes one of the symbols of the Holocaust. The writer agrees with the points, and it becomes one of the reasons for choosing the topic for this thesis. Besides, of those facts, the spirit of Anne Frank and her dreams inspires people who read it. She never let herself dragged down by the condition in her surroundings.

  According to the epilog in the Indonesian language version, it stated only three days after Anne’s last entries, on August 4, 1944, the SS manage to discover their presence in the Secret Annexe. Most of the inhabitants died in the concentration camp. Margot and Anne Frank died only a few months before the Allies liberated the concentration camp in Auschwitz. Otto Frank is the only person who managed to survive and then decided to publish the diary (2003: 414). The publicity of the diary makes her words in her diary become real. In her entries at April 4, 1944, she wrote that she want to go on living after death, and her wish is becoming true by the publicity of the diary.

  The diary becomes one of the significant documents of the Second World War and contains critics toward the Nazis. To understand more thoroughly about their experience and to reveal Anne Frank criticism to the Nazism, the writer will analyze the lives of the characters in the diary. From understanding their lives, the writer can understand how the live of Jews under the Nazis regime. Thus, it would reveal the criticisms to Nazism.

B. Review of Related Theories

1. Theory of Character and Characterization

  Abrams in A Glossary Literary Terms (1981: 20) says that character can be divided based on the importance. He categorizes characters into major character and minor character. Major character can be called a central character. It is a character that is relevant to every event in the story and usually the events cause some changes either in him or in our attitude toward him. Meanwhile minor characters are characters who appear in certain setting, and they are necessary to become the background for the major characters. Their roles are less important than the major character because they are not fully developed characters and their functions in a story are only to support the development of the major characters.

  Perrine (1974: 68) states that the characterization must also consider three principles.

  1. The character must be consistent in their behavior.

  2. The character must be clearly motivated in whatever they do, especially when there are many changes in their behavior.

  3. They must be lifelike or plausible. They must be neither paragons of virtue nor monsters of evil nor an impossible combination of contradictory traits.

  According to Abrams (1981: 21), characterization could be presented in two ways.

  1. Showing (also called the dramatic method), the author merely presents his characters talking and acting and leaves the reader to infer what motives and disposition lay behind what they say and do.

  2. Telling, the author himself intervenes authoritative in order to describe, and often to evaluate, the motives and dispositional qualities of his characters.

2. Theory of Setting

  According to Holman and Harmon (1986: 465), there are four elements making up a setting. They are:

  1. The actual geographical location, its topography, scenery, and such physical arrangements as the location of the windows and doors in a room.

  2. The occupation and daily manner of living of the character.

  3. The time or period in which the action takes place.

  4. The general environment of the characters, for example, religious, mental, moral, social and emotional conditions through which the people in the narrative move.

  Setting according to Abrams (1981: 175), can be noticed in a limited sense and in large sense. Setting seen in a limited sense means that the setting refers to the general place, a particular physical location where the story occurs, and the historical time showing when the story take place. In a large sense, the setting refers to the characters live. Van De Laar and Schoonderwoed (1963: 172) say that the action of the characters in the novel needs place and time as we do in real life. The settings make the action full of varieties and support the action. Murphy (1972: 141) state that setting has great effect upon the characters’ personalities, actions, and way of thinking.

  According to Stanton (1965: 18-19), setting is the background of the actions, the real world where the characters occur. He states that setting can be the real background; in this case place, can be the time of day or year, or it also can be the climate on the historical period. Commonly, many literary works give their setting in a descriptive passage, and this makes some readers have difficulties to understand it, but it will be clearer and more specific in the second reading. In many stories, the setting produces a definite emotional tone or mood that surrounds the characters; the actual geographical location, its topography, scenery, and such.

3. The Relation between Literature and Society

  According to Rene Wellek and Austen Warren (1965: 94) in their book

  

Theory of Literature, literature is a social creation that employs language as its

  medium. Literature represents life or social reality. The most common approach to the relation of literature and society is the study of works of literature as social document and pictures of social reality. Literature as social document and pictures of social reality has ability to record the features of society (1965: 95). The society in conventions, beliefs and values, their legal institutions, religious and cultural, and their physical environment (Langland, 1984: 6).

  There are three classifications that can underline the relation between literature and society. First, there is the sociology of the writer and the profession, institution of literature, the whole question of the economic basis of literary production, the social provenance and status of the writer, his social ideology, which may find expression in extra-literary pronouncement and activities. Second, there is the problem of the social content, the implications and social purpose of the work of literature it selves. Lastly, there are the problems of the audience and actual social influence of literature (Wellek and Warren, 1956: 95-96). The three classifications are the concepts to question how far literature relates to society.

  From the statement above, it could be stated that literature is a medium to learn certain custom or tradition at a certain place or certain time. Also a source of history for modern readers who interested in foreign society as a result from reading a literary work such as drama, novel, short story, and poetry (Wellek and Warren, 1956: 102-104).

4. Theory of Nazism

  Nazism believes that Germans, the Aryan, are the creator of the modern civilization. Thus, they are superiors. Basically, Nazism is just another form of Fascism. Fascism is a form of government which centers all power in a single party. purity of a nation, so a plurality will look like treason. Some other countries, or some other groups within the country, are usually picked out to serve as the enemy and made to appear as the cause of all misfortunes. Hitler is a fascist. After their defeat in the First World War, Germany suffers a great lost and humiliation from the winning country. Germany must pay for the damage caused by the war. The consequence is hyper-inflation which then resulted in poverty and unemployed people. After the Weimar Republic failed to prevail over the crisis, in the late 1933 Hitler built the most powerful and destructive regime in the history of modern world, the Nazi (Nault, 1971: 53).

  According to Hugh Purcell (2004: 39), the blue print of the Nazism is an autobiography and Hitler’s political statement, Mein Kampf. Hitler wrote the book when he was in Landsberg jail after his unsuccessful attempt to revolt for the Weimar Republic. In the Mein Kampf, Hitler directed the fear and the hatred to the Jews. Also, he stated his beliefs and his ideas for Germany’s future, including his plan to conquer much of Europe. Hitler wrote that the Germans were the highest species of humanity on earth. They would stay pure by avoiding marriage to Jews and Slavs. Hitler blamed the Jews for all evils of the world. (Nault, 1971: 238)

  Hitler made the Germans believe that the Jews are corruptor and communist who make them suffer. In short, the Jews are the cause of all their suffering. Nazism also believes that to built their union of all Germans in a Greater Germany, they must eliminating parasitic races, which specially the Jews.

C. Review on History of Nazi Occupation

1. The Suffering of the Jews before and during the Nazi Occupation

  Actually, the Jews are an evicted nation and forced to survive. According to Nault in The World Book of Encyclopedia (1971: 101-102) in A.D. 70 the Roman captured Jerusalem and from then until the State of Israel was established in 1948, the Jews had no independent state. After the Romans destroyed their homeland, the Jews moved to all parts of the Roman Empire. Later, many of them moved into France and Germany, then to England, central Europe, Poland, and Russia.

  The Jews in Europe suffered hundreds of years of persecution and discrimination. During the late 1400’s in Spain, the Jews were persecuted and then in 1492, they were expelled from Spain. A number of Jews became Christians in order to remain in their homes. Many of them continued to practice Judaism secretly.

  Nevertheless, most Jews moved to other parts of the world, such as the Netherlands where they found haven. By the mid 1800s, many countries had accepted the Jews as free and equal citizens. The Jews also began to make valuable contributions to the cultures of the countries in which they lived (Nault, 1971: 101-102).

  According to Nault (1971: 511), during the 1930s, Hitler and the Nazis made the anti- Semitism as an important part of their program. The Second World War became the mass killing for the Jews. Anti-Semitism is a set of negative and sometimes hostile beliefs and prejudices regarding Jews. The term is inaccurate, because the word “Semites” properly refers to persons who speak Semitic language, distrust based on religions differences. It has lasted for hundreds of years, and has resulted in many forms of persecution, including the “pogroms” of Eastern Europe and Nazi Germany’s massive extermination of Jews during the Second World War. Anti-Semitism has also led to segregated living arrangements, called Ghettos, in many European cities. They exist in a less obvious form in many American cities. It is generally held that certain schools, clubs, and employers discriminate against the Jews. Government and private organizations have tried to correct alleged abuses.

  However, this is different, because many form of anti-Semitism are subtle.

  According to Johnson in A History of the Jews, in order to reach his ambition for the Great Germany, Hitler used Anti Semitism as the part of his propaganda.

  According to him, to achieve a purpose need a good motivation. Just as stated in his book, Mein Kampf, he blamed the Jews for the difficulties and evils existed in German. He accused them for their conspiracy throughout the world.

  After he found his way for his ambition to build the Great Germany, he made a program to gradually destroy Jewish culture and eventually eliminate all trace of the Jews themselves. He creates the Holocaust. According to Johnson in A History of the

  

Jews, the Holocaust program is a program that has an aim to discriminate, exploite

and then eventually kill the Jews. The first step swept happened on October 2, 1940.

  Hitler started the forced labor program. The lack of manpower in Germany made the occupied countries sources of slave labor. One of the countries was the Netherlands.

  Around a quarter of a million were recruited from this country. This was the first part enslaved from dawn until dusk, seven days a weeks, dressed in rags and fed on bread, watery soup, potatoes and sometimes meat scraps. There is no doubt at all that forced labor was a form of murder and regarded as such by the Nazis, they called it ‘destruction through work’. Yet, starving and working the Jews to death was not quick enough for Hitler. He determined to do the mass killing. He established the concentration camps. The concentration camps were the fixed centers of the mobile killing unit. There were 1,634 concentration camps, their satellites, and more than 900 labor camps. Enormous numbers of Jews died there, by starvation and overwork, or by execution for trivial offences or often no reason at all. These camps were deliberately planned or extended for mass slaughter on an industrial scale. In these camps, there were gas chambers. The gas chamber was called a shower room, and the victims, taken in groups of twenty or thirty, were told they were to have a shower. They were sealed in, and then the doctor on duty gassed them.

  Johnson in A History of the Jews also stated that there are characteristic of the Holocaust program: SS involvement, euphemism, deception. After Hitler succeeds to do the Holocaust program in German, he planned to internationalization. The killing of large numbers of Jews continued throughout Europe. He regarded the war as his license for Holocaust. No Jews was too young to die. All women arriving at the death camps were shaved to the skin, the hair being packed up and sent to Germany. If a breast-fed baby was a nuisance during the shaving, a guard simply smashed its head against the wall. In the end, nearly six million Jews died.

  Auschwitz was one of the most infamous Nazi concentration camps during the Second World War. It was opened in June 1940, in the town of Auschwitz in Poland, about 30 miles from Krakow. In June 1941, it became an extermination center when four huge gas chambers were installed. Rudolf Hess, who directed the camp for more than three years, testified at the Nuremberg trials that more than 2,5 million persons were executed at Auschwitz and 500,000 starved to death. Most of the victims were Jews from German’s controlled countries (Nault, 1971: 868).

2. The Netherlands under the Nazi Occupation in 1942-1944

  The Netherlands had maintained her freedom during the First World War, while many of their neighbors fell to the Germans during the war. When it comes to the era of the Second World War, they remain neutral as what they did in the First World War which made them survive. However, their neutral position did not prevent them from being occupied by the Nazi German. On May 10, 1940, German troops invaded the Netherlands and brought war, which became the beginning of German occupation of the Netherlands. The Netherlands fell to the Germans after only five days of fighting (Ojong, 2003: 19).

  According to Woolf in http://www.webster.edu/~woolflm/netherlands.html, at that time, approximately 140,000 Jews resided in the Netherlands. By the time of the war ended, the Nazis had deported 107,000 Jews out of the Netherlands. Only 5000 survived to return home following the war and 30,000 managed to survive in hiding. represents the largest percentage of Jews which killed from a particular country with the exception of Poland. There are several factors that made the Netherlands severe a lot of life loss. Seeing from its geographical factor, the geography of the Netherlands provided no place to run and a few place to hide. First, countries bordering on the Netherlands were under the German’s control. Second, the west and North borders of the Netherlands consist of North Sea coastline. Safe passage through German patrolled waters was highly dangerous. Seeing from its culture, the Netherlands’ society was stratified largely based on religion. It is uncommon that Jews have close relationship with the Christians. Thus, it made the Jews difficult to find a place to hide. Sixty thousand Jews were deported to Auschwitz, only 972 survived. Thirty- four thousand Jews were deported to Sorbibor, only 2 lived to return to the Netherlands. There was a reason how the Dutch themselves remain survived and only the Jews who were killed and exploited. Hitler considered the Dutch to be superior Germanic breeding. As a result, the Dutch people could be certified as almost 100% Aryan. Hitler’s purpose was to make the Netherlands a part of Germany following the war. In 1943, mass strike broke out in response to deportations and conscription of Dutch labor into Germany. Then in 1944, the railroad workers strike, and it was supported by a secret underground organization that provides food and money for those in hiding.

  According to Sosnowski in The Tragedy of Children Under Nazi Rule (1962: 106), during the Nazis occupation in the Netherlands, the Nazis also declared food Germans’ food supply. The German food supply policy in the occupied territories was also a mean to exterminate the occupied nations. At a briefing of Reich Commissioners in the occupied territories, in 1942, Goering said that he would not care if people in the occupied nations were dying of hunger as long as not one single German starved. Goering specially referred to the Netherlands that it was not the Germans’ task to feed a nation which internally alienated itself from the Nazis. The word ‘to feed’ sounded as the German was feeding the occupied countries with their sources, whereas actually the German was being feed by their occupied nations. The policy systematically plundered all food resources of these countries, which made it difficult for them to feed their own population. The Nazis also arranged the food rations for the occupied countries. In the Netherlands, the Nazis applied exact measures of all the basic nutrient content of food rations. The measures such as, the children and pregnant women would receive different amount of vitamins from the others, and there were different amount of supplies for winter and spring.

  Many believed that the war would end soon. Unfortunately, the Nazis occupation lasted for five years with devastating consequence for all of the Netherlands including the Hunger Winter of 1945 (http//www.webster.edu/~woolflm/Netherlands.html).

  The following chronology of events shows how the German occupation government imposed its will upon the Jews population of the Netherlands. In May 1940, Holland surrendered to Germany after only four days of fighting. On the same year, the discrimination toward the Jews started. It involved economic, politic and the most their nationality. The following years, 1941, the Nazis declared a new rule.

  There would be punishment for the Jews who broke the rule. The punishment was 5 years in prison or confiscation of property or both. There was also a ghetto in Amsterdam established after an incident that involved an attack on old Jewish quarter by groups of Dutch Nazi sympathizers. On March, the discrimination toward Jews developed into alienation. Jews can no longer travel without a special permit from The Jewish Council, cannot participate in the stock exchange, cannot hold cultural posts, or enter public parks. The public places include the public and vocational schools. The Jewish children must study at Jews’ schools. In this year, the Nazis stripped all Jews’ civil rights. Then it had gotten worse on 1942, the Nazis not only stripped their civil rights, they also stripped their human rights, and eventually the Jews must work as forced labor (http://www.humboldt.edu/~rescuers/book/Strobos/ Conditions. Holland.html).