Criticism to Nazism As Seen in Frank's the Diary of a Young

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

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

ADRIA VITALYA GEMILANG

Student Number: 024214044

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2007

iii

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 2. The Lack of Education ………………………………………... 44

vii

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

viii

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

Poland to increase their power, to gain the supremacy of the Aryan. The German

1 2

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 radio broadcast by Gerrit Bolkestein, a member of the Dutch government in exile. He

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,

1955 which later won a Pulitzer Prize for drama. Over the years, the popularity of the

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 special edition entitled TIME 100: Heroes & Icons of the 20th Century. This is a list of the 20th 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 experiences borne by a generation deprived of normal childhood. Also stated in

7 8

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, and other forms of media (http://www.ess.uwe.ac.uk/genocide/reviewsh34htm).

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 social circumstances; those are situations, conditions, and environments where 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 wider sense comprehends not merely peoples and their classes but also their customs,

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.

Fascism is highly nationalistic, almost into extreme nationalism. It worships the

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, and includes Arabs and other people. Anti-Semitism may have grown out of fear and

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 of the Holocaust itself, because the Forced labor must work until death. The laborers

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.

Thus, over 75% of Netherlands’ Jews perished at the hand of the Nazis. This fact

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 supply policy. The policy was an obligation for the occupied countries to supply

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).

In the educational policies, the Nazis applied different policy for each of their occupied countries. In the West, the Nazis principally permitted education at all levels. The situation in Poland, the Netherlands, and the other East European countries was quite different. All academic schools were closed and secondary education was restricted to certain categories only. A great number of school buildings were requisitioned by Nazis. The University of Leyden was closed following a student strike over the dismissal of Jewish professors. As in other

countries, textbooks were revised. The principle applied here held that knowledge was potentially dangerous and that it should consequently be reduced to the minimum. To sum up, the Nazis’ educational plans were purely destructive in character, especially in the occupied territories of central and eastern Europe. Their aim quite simply was to reduce these nations to the level of primitive tribes

(Sosnowski, 1962: 153-154).

The Holocaust began with the establishment of two concentration camps in

Holland, Westerbork and Vught, from which Jews are shipped to other camps, primarily Auschwitz on July, 1942. Finally on May 1945, Holland was liberated by the Canadian army (http://www.humboldt.edu/~rescuers/book/Strobos/ Conditions.

Holland.html).

D. Theoretical Framework

To answer the problems which are formulated in the problem formulation, several theories are needed, such as theory of character and characterization, setting, relation between literature and society, and also theory of Nazism.

The theory of character and characterization is needed to discuss the lives of the characters in the diary. With the theory, the writer will be able to describe the lives of Jews, in this case the characters in the diary. To make the study more relevant, the theory of setting is also needed. The theory is used because the characters are affected by its setting, the condition of the Netherlands under the Nazi

regime. Then, the answers will be significant to find out about the effect of Nazism toward the Jews.

To discuss the topic further, the writer needs information about the Nazi itself.

Thus the theory of Nazism and the review of histories, which are the history of the

Jews and the Netherlands under the Nazi occupation, will be applied to understand about the system applied by the Nazis which later causes a lot of suffering for human race, especially the Jews.

In discussing the diary as a means to criticize Nazism, the explanation about the relation between literature and society is elaborate to give deeper understanding how the diary reflected the real condition at that time, as the record of actual event. It is relevant to the function of the literature itself, as a medium to reveal the criticism of certain events.

CHAPTER III

METHODOLOGY

A. Object of the Study

This thesis discusses a diary written by Anne Frank under the Nazis occupation in the Netherlands. It was written during the Second World War; she started writing the diary on Sunday, 14 June, 1942 and ended a few days before she was captured by the Nazis on Tuesday, 1 August, 1944. It was first published in 1947 under the title Het Achterhuis, then in 1986; the Netherlands State Institute for War

Documentation in Amsterdam published the critical edition of the diary. It includes comparison from all known versions, both edited and unedited. It also includes discussion asserting its authentication, as well as additional historical information relating to the family and the diary itself. With the publication of The Diary of Anne

Frank: The Critical Edition in 1986, the Netherlands Institute for War

Documentation verified the authenticity of the diaries. The writer uses the translated edition which was published in 1952, by Doubleday & Company, Inc, America under the title Anne Frank: The Diary of a Young Girl. It is translated from Dutch by B.M.

Mooyaart, with an introduction by Eleanor Roosevelt. The book contains 283 pages.

It the beginning of her writing, the diary only tells about the lives of typical school girls, and then it tells a lot about the lives of her family along with their friends who lives in the Secret Annexe. Anne Frank describes clearly in the diary about what

24 25

they must overcome everyday in order to survive. The diary contains her thoughts and expressions when she was living under extraordinary conditions.

Anne Frank mentioned many characters in the diary. The characters can be divided into two groups. The first group consists of eight people who live in the

Secret Annexe, they are the Franks, the Van Daans and Mr. Dussel. The second is the protectors. The protectors consist of friends who helped during their hiding in the

Secret Annexe.

B. Approach of the Study

The diary deals with the condition of the Second World War, and told about the Jew has daily life under the occupation of Nazi. Concerning the fact, the writer believes that it will appropriate to analyze the diary using the sociocultural-historical approach.

According to Rohrberger and Woods, sociocultural-historical approach inserts the real condition of social and history that influences the author in making this novel, because the work itself cannot be separated from the social milieu and historical when the work is created (1971: 9-10). Thus, sociocultural-historical approach is an approach that locates the real work in reference to the civilization that produces it. Sociocultural-historical approach is applied here to answer the problem formulation which is related to the history of the Jews under the Nazi occupation.

C. Method of the Study

The method of the study which the writer applied was a library research.

In library research, the data were collected from books and other writings which needed to support the topic of the study as the materials. This study uses the sociocultural-historical approach to analyze the topic.

Beside the primary data of the study, which of course is the diary itself, the writer needed the secondary data to answer the problem formulation. They were:

A Glossary of Literary Terms (Abrams, 1981), Aspects of the Novel (Forster, 1974),

Reading and Writing about Literature (Rohrberger and Woods, 1971), A handbook to

Literature (Holman and Harmon, 1996), Theory of Literature (Wellek and Warren,

1956), The World Book Encyclopedia (Field Enterprises Educational Corporation,

1971), Literature: Structure, Sound and Sense (Perrine, 1971), Society in The Novel

(Langland, 1984), An Introduction to Fiction (Stanton, 1965), An Approach to

English Literature (Van de Laar, 1957), A History of the Jews (Johnson, 1987),

Fascism (Purcell, 2004), The Tragedy of Children under Nazi Rule (Sosnowski,

1962). However, to get more about the author, the work, and any information related to Nazism, the writer has browsed many websites. Some data were taken by considering their relevance, validity, accuracy, and appropriateness. Those sources helped the writer to get a better understanding of the theories, and then applied it to the study.

There were some steps the writer has done in doing the research. The first step was reading the book to get a deep understanding of the diary and also to find the

appropriate topic to discuss. The second step was finding problem and formulating research questions to guide the study. The next step was collecting the supporting sources for the research. Then, the writer conducted the analysis by answering the research questions using the knowledge that was gained from the relevant source. The last step was drawing a conclusion.

CHAPTER IV

ANALYSIS

In this chapter, the writer will analyze the chosen topic by answering the problem formulation mentioned in the previous chapter. This chapter will be divided into two major parts of discussion. The first part will discuss the lives of the characters in the diary, which later will be useful to identify the effect of Nazism. The second part will discuss about Frank’s criticism to Nazism as seen from the lives of the characters.

A. The Lives of the Characters in the Diary

As mentioned above, this part will discuss the everyday lives of the characters who live in the Secret Annexe. This discussion will be useful to identify the effects of Nazism toward the Jews seen from their experiences in everyday life.

Before going into the discussion about their lives, there is a brief explanation about the members of the Secret Annexe and the Secret Annexe itself. It is needed in order to have a complete comprehension about their situation.

There are eight people who live in the Secret Annexe, they are the Franks, the

Van Daans and Mr. Dussel. They have lived prosperous life before they go into hiding. Otto Frank is a good husband and a good father. He is the one who realizes that their life is in jeopardy and decides to go into hiding. His wife, Edith Frank, is an ordinary housewife. She is a good wife and mother for her family. They have two

28 29

daughters, Margot and Anne. Margot is 14 years old, she is three years older than

Anne. Both of them are bright students. Margot is always the brightest student, and

Anne never has any difficulties in her studies at school. Mr. and Mrs. Van Daan are the friends of the family. They have a son named Peter. Peter is 16 years old, two years older than Margot. Peter is an awkward and shy boy. The last member of the

Secret Annexe is Albert Dussel. Dussel is a dentist in the town, whose wife is already out of town before the Nazism reach the Netherlands.

However, their lives drastically change after the Nazis reach the Netherlands.

They are forced to leave their comfortable lives to survive. They leave their home before the Nazis take them to the concentration camp for forced labor. Otto Frank decides to find a hiding place after receiving a notice from the SS for one of his daughters, Margot. He realizes that their life is in jeopardy. With the help of his friend in the office, he finds an ideal place of hiding, which latter is called the Secret

Annexe. They plan their escape to the Secret Annexe carefully. Because they are banned to use the public transportation, they walk from their home. They carry their stuff with school and grocery bags, and they wear some of their clothes doubles to avoid using traveling bags, because they are also forbidden to use it. Even though they walk in the pouring rain, no one gives them a lift because of the yellow star badge. The Secret Annexe is located in the same building where Otto Frank works, the Opekta office. The exact location of the Secret Annexe is at the third floor of the

Opekta Office and hidden in the back of the office, behind a bookcase.

The right-hand door leads to our “Secret Annexe”. No one would ever guess that there would be so many rooms hidden behind the plain gray door. There’s a little step in front of the door and then you are inside. (p. 28)

According to Holman and Harmon (1986: 465), one of the elements which making up setting is the actual geographical location. It included the topography, scenery, and such physical arrangements. Therefore, the writer considered that it is important to describe the Secret Annexe in details.

There are four rooms and two lavatories in the Secret Annexe. After they manage the arrangement of the rooms, they have bedrooms for everyone, a room is generally used for two people. The bedroom is also used as a study room, kitchen, and living room. Even though they have two lavatories in the Secret Annexe, they only use the first lavatory in the first floor occasionally. They use the second floor lavatory frequently. Although the lavatory in the second floor is narrower than in the first floor, they use it more often. They cannot use the lavatory in the first floor in the working hours. Besides all these room, they still have an attic. It is the place where

Anne usually muses or talks to Peter. Because the Opekta Office is located between offices which still operate every day, they must not make any noise. To prevent suspicion to the Secret Annexe, they make several rules. Anne call it “Secret Annexe

Rules”. These are several rules which is written related to the security system in the

Secret Annexe.

Rest hours: 10 o’clock in the evening until 7:30 in the morning. 10:15 on Sundays. Residents may rest during the day, conditions permitting, as the directors indicate. For reasons of public security rest hours must be strictly observed!!

Use of language: Speak softly at all times, by order! All civilized languages are permitted, therefore no German! (p.63)

The Franks move to the Secret Annexe on July 5, 1942. The Van Daans comes a few days after, on July 13, 1942. The last to arrive is Albert Dussel, he starts to stay at the

Secret Annexe on November 17, 1942, four months after the Franks.

During their hiding in the Secret Annexe, there are many difficulties and threats that they should overcome every day. However, most of their difficulties are solved because of the presence of their protectors. The protectors are Mr. Kraler,

Koophius, Miep, and Elli Vossen who is actually Mr. Frank’s friend at the office. Just like what a word “protector” means, they protect their existence from the Nazis. They supply all the daily needs and information about the outside world for the Secret

Annexe’s occupant. Consequently, their food supply, and their daily needs are dependent on them. There are many times when everything going well. Yet, sometimes the situations become complicated and dangerous.

In her entries on July 11, 1942, Anne write that Secret Annexe is an ideal hiding place and she thinks that it is the most comfortable hiding place in the whole

Netherlands. At the early months, they have enough food supply as Anne stated even though with a high price.

Their price is going up all the time; it has now gone up from twenty-seven florins to thirty-three. And all that for a little slip of printed paper! In order to have something in the house that will keep, apart from our 150 tins of vegetables, we have bought 270 pounds of dried peas and beans. (p.58)

There are no regular conditions for the food supplies since there are many problems related. The first problem comes when Diptheria infects one of their helpers for six weeks in November 17, 1943. A few months after that Anne mentions about how they must reduce their consumption on butter and meat. Anne even calls the difficult situation which is related to the food as the food cycles.

In the twenty-one months that we’ve spent here we have been through a good many “food cycles”-you’ll understand what that means in a minute. When I talk of “food cycles” I mean periods in which one has nothing else to eat but one particular dish or kind of vegetable. We had nothing but endive for a long time, day in, day out, endive with sand, endive without sand, stew with endive, boiled or en casserole; then it was spinach, and after that followed kohlrabi, salsify, cucumbers, tomatoes, sauerkraut, etc., etc. (p.209)

Besides the food price, the other needs also rises. Just like what happens at war, limited stock of daily needs, foods. Even if they are available, the prices are unbelievably high. There are no standard for the price of the goods.

Elli has bought new skirts for Margot and me at Bijenkorf’s. The material is rotten, just like sacking, and they cost 24.00 florins and 7.50 florins respectively. What a difference compared with before the war! (p. 48) A pair of rush sandals costing 6.50 florins lasted me just one week, after which they are out of action. (p.82) -grapes f.5.00 per kilo, gooseberries f. 0.70 per pound, one peach f.0.50. one kilo melon f.1.50. (p.102)

The price is even higher and unbelievable just like Anne mentions in her entries on

May 6, 1944.

What they tell us about the prices and the people outside is almost unbelievable, half a pound tea costs 350 florins (a florin is equal to approximately twenty- eight cents), a pound of coffee 80 florins… (p.240)

At the same date, she also describes the chaos that happens in Amsterdam. All people do whatever it takes to have food, even cheating or, robbing. There is also news about the police who search and accept report for missing people every day.

Living in the hiding also made them unable to have sufficient medical treatment. Even though there is Mr. Dussel as a dentist, he still cannot help if there is another medical situation, which needs medication or general practitioner. There are several cases when one of them is sick and he/she just drinks codeine or any other traditional way. One of them is when Anne has a bad flu.

It makes me dizzy to think all of the cures that were tried on me. Sweating, compresses, wet cloths on my chest, dry cloths on my chest, hot drinks, gargling, throat painting, lying still, cushion for extra warmth, hot-water bottles, lemon squashes, and, in addition, the thermometer every two hours! (p. 134)

Their mental condition is also unstable. They are depressed when they hear the bad news from the radio, the coming of air raids, the coming of the burglars, and the presence of the people who are not aware of their presence in the Secret Annexe.

There are several attempts from the burglars, but there are only two that really make them afraid. One happens on March 1, 1944. Several things are missing. Even though they do not confront with the burglars, they are worried about the possibility that their existence can be discovered. The burglars manage to steal without damaging the lock. Anne states in her entries that she is afraid of the possibilities of a betrayer in the office, someone who might have a skeleton key.

The second happens only a month after the first burglary, on April 9, 1944.

The inhabitants confront with the burglar during their breaking. It causes them

motionless for almost a day. They remain quiet, even after the burglar is gone. They are worried that the burglar will come back, or even worse the Nazis. The Nazis might come back because the burglary involves two eyewitnesses. They cannot go to anywhere else, including to the lavatory, and the only thing that can be used to replace it is Peter’s tin wastepaper basket.

…...we trembled with fear, and we had to go to the lavatory. The buckets were in the attic, so all we had was Peter’s tin wastepaper basket.(p.216)

They are laying in the floor a whole night and breathing a stinky air from the tin basket. They start to talk to each other only after half past three in the morning.

Because they cannot predict what will happen next, they discuss about the possible action if the Nazis discover the Secret Annexe. They plan to destroy the radio and

Anne’s diary. Because of the burglary, they think about the worse condition that might happen to them. It makes them worried that anytime the Nazis will come and then drag them to the concentration camp.

We talked about escaping and being questioned by the Gestapo, about ringing up, and being brave. (p.217)

They are also depressed when the air raids start. The dilemma between to go outside or to stay inside the Secret Annexe gives the same level of danger. They will be killed or reported if they are seen by the Nazis, but their lives are also threatened if they stay inside the Secret Annexe because at any time a bomb can fall down into the building.

Anne’s optimism about their future keep changing, it depends on the atmosphere and the news from the radio. As it can be seen from her entries on

January 13, 1943 about the news of the latest situations. This news makes her pessimistic about a better life after the war.

It is terrible outside. Day and night, more of those poor miserable people are being dragged off, with nothing but a rucksack and a little money. On the way, they are deprived even of these possession. Families are torn apart, the men, women, and children all being separated. Children coming home from school find that their parents have disappeared. Women return from shopping to find their homes shut up and their families gone. (p.74)

There is the time when she feels that her lives will end up in the hiding, no possibility to live normally again.

I have now reached the stage that I don’t care much whether I live or die. The world will still keep on turning without me; what is going to happen will happen, and anyway it’s no good trying to resist. (p. 164)

However, there is also the time when Anne mentions that she is optimistic about her future or their life, thankful for everything they have.

And in the evening, when I lie in bed and end my prayers with the words, “I thank you, God, for all that is good and dear and beautiful,” I am filled with the joy. Then I think about ”the good” of going into hiding, of my health and with my whole being of the “dearness” of Peter, of that which is still embryonic and impressionable and which we neither of us dare to name or touch, of that which will come sometime; love, the future, happiness, and of “the beauty” which exist in the world; the world, nature, beauty and all, all that exquisite and fine. (p. 184)

Even though they are still able to continue their study in the Secret Annexe by joining long distance courses or from books from the help of their protectors, they still need to be socially connected to other people directly. The difficult condition, which is impossible to interact with the outside world in normal society, makes them sometimes forget to laugh or to have decent conversations with each other. It makes the atmosphere between the inhabitants become tense and they become easily

offended. The pressures of the condition in the Secret Annexe sometimes make the occupant behave improperly, especially for the adult.

Murphy (1972: 141) states that setting has great effects upon characters’ personalities, actions, and way of thinking. Thus, the atmosphere in the Secret

Annexe is influenced by the setting. Since the Secret Annexe has limited space, all inhabitants are easily be offended and depressed.

Anne mentions in her entries that sometimes they are arguing about trivial matters. One of the cases is between Mr. and Mrs Van Daan. Mr. Van Daan wants to sell his wife’s fur coat for some food supplies. Apparently, Mrs. Van Daan disagrees with her husband. She wants to keep the money to buy a new coat after the war. His or her decision is not mentioned, but the process of arguing makes everyone tense.

The yells and screams, stamping and abuse- you can’t possibly imagine it! It was frightening. My family stood at the bottom of the stairs, holding their breath, ready if necessary to drag them apart! All this shouting and weeping and nervous tension are so unsettling and such a strain, that in the evening I drop into my bed crying, thanking heaven that I sometimes have an half an our to myself. (p.125)

Yet, besides the dispute, there is also the time when she mentions the behavior of Mr.

Dussel. At the first time he arrives, Anne assumes that Mr. Dussel is a very nice person, then she agrees to share her room. However, after she knows him better, she understands that the personality of Dussel is far different from what she thinks at the first time. Actually, Mr. Dussel is an intolerable person. Anne is bothered with Dussel routine in the morning, he always does everything noisy while Anne is sleeping. It also happens during the night, when Anne is trying to sleep, he makes disturbing

noises. He is not giving permission to Anne to use the table, which they share every day in certain time, for extra hours while he is asleep. The permission is finally given to Anne after Mr. Frank talks to him.

Finally, Dussel had to give in after all, and I had the opportunity of working undisturbed until five o’clock for two afternoons a week. Dussel looked down his nose very much, didn’t speak to me for two days and still had to go and sit at the table from five till half past-frightfully childish. (p. 100)

The event also shows that Mr. Dussel, an adult, is childish. The case is not too much inflicting him, he becomes foolish when he is supposed to be wise.

Even though suffers and pressures happen during their lives in the Secret

Annexe, Anne is always optimistic that better time would come. She believes that the war would end soon enough to allow her going back to school and to live normally.

The inhabitants also become more and more optimistic after they hear an attempt to kill Hitler even though it fails on July 21, 1944.

Now I’m getting really hopeful, now things are going well at last. Yes, really, they’re going well! Super news! An attempt has been made on Hitler’s life and not even by Jewish communists or English capitalists this time, but by a proud German general, and what‘s more, he’s a count, and still quite young. The Fuhrer’s life was saved by divine Providence and, unfortunately, he managed to get off with just a few scratches and burns. (p.279)

It is tragic that everything ends differently from what they expect. Only three days after Anne’s last entries, on August 4, 1944, the Schutzstaffel (SS) manage to discover their presence in the Secret Annexe. Most of the inhabitants die in the concentration camp. Margot and Anne Frank die only a few months before the Allies liberate the concentration camp. Otto Frank is the only person who manages to survive and then decides to publish the diary (Frank, 2003: 414).

All of the descriptions above show how far the Nazi affect the Jews in the

Netherlands, especially the people who live in the Secret Annexe. Even though Anne always mentions that their conditions are better than other Jews in the Netherlands, they still experience the difficulties and pressures of living under the Nazi’s regime.

They suffer and eventually lose their lives only because of their race, Jews. Their being as Jews during the Nazism makes their lives threatened. They lose their freedom, become alienated, lose their legal rights, feel depressed and the worse, lose their life. After discussing how the inhabitants of the Secret Annexe manage to survive day by day, it could be stated that Nazism affects their entire lives. The Jews suffers mentally and physically during the reign of the Nazis. The Holocaust programs, whose main purpose is to erase the Jews, succeed in achieving its goal. In the end of the war, it is recorded that more than 6 million Jews are killed.

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

After discussing the lives of the characters, this part will discuss the criticism to Nazism. The first part describes how the Nazis have affected their lives. The Nazis succeed in destroying the life of the eight people in the Secret Annexe. All of them are decent and good people. They have comfortable lives, good families and jobs.

However, the reign of Nazism, which already reaches the Netherlands, turns their lives drastically. Their peaceful lives turn into difficult and dangerous. Even though

Anne still mentions about their optimism of the future, the unstable condition changes them for being optimistic into pessimistic, waiting for the war to end. The good news

about the restored political situation after the attempt to kill Hitler on July 21, 1944 makes them optimistic in the last months in the Secret Annexe. However, what happens later is far beyond their expectation. The Nazis discover their hiding. After the Allies win the war, what is left from the Secret Annexe is only the diary that records all their experiences during their hiding. Otto Frank who survives the

Holocaust decides to publish the book. The rest of his family dies in the concentration camp.

Through the description of the lives of the characters in her diary, it could be seen Anne Frank’s criticism toward Nazism. Even though Anne Frank is only a young girl, she is able to present her criticism toward Nazism through her entries in the diary. Although she is not in the capacity to criticize as sophisticated as George

Orwell criticizes dictatorship in Animal Farm or Voltaire criticizes philosophical optimism in Candide, Anne Frank is able to present her criticism in simple and understandable way.

In her diary, Anne Frank expresses her judgment toward Nazism in order to indicate its faults. The writer reveals Frank’s criticism by analyzing her comments on the description of her everyday lives in her entries. Her entries are not merely expressions of her feelings, but also her criticism, since she consciously prepares her diary for public. She edits her own writings and adds a few comments. So that after the war ended, she could give it to the Dutch government as a public record. The followings are her criticism to Nazism.

1. The Discrimination

The discrimination exists in every aspects of their life. After Nazism reaches the Netherlands, Hitler sets rules that discriminate the Jews and then eventually alienate them from their nation, to evict them. One of the rules that the Jews are obliged is to wear a yellow star badge. Hitler states a rule that they must wear a badge for showing their identity. It is one of the steps of the Holocaust program. The badge is meant to alienate the Jews from their nation. In her diary, Anne mentions an event related to the yellow star badge. On her entries on July 9, 1942, Anne tells the process of their family moving from their home to the Secret Annexe. Because of the rules from the Nazis that discriminate the Jews, they are not allowed to use the public transport. Therefore, they walk in the pouring rain, and no one who sees them offers a lift. Everyone else is afraid to help because of the yellow star badge. Helping them will endanger their lives. From the event, the effect of the yellow star badge is clearly described.

According to Johnson, from September 1941, all Jews aged six or over have to wear a Star of David, black with Yellow background, as large as the palm of the hand, with the word Jude in the middle. This is an identification system, which makes it much easier to detect Jews breaking the countless regulations, turns the entire

German nation into a police force and participation in the persecution, and demoralizes the Jews themselves (1987: 489).

In the Netherlands, the Jews must wear the yellow star badge if they are in the public place since May 1942. It is stated that the Jews must wear a yellow star with

the word “Jew” printed on it, also they are banned to use the public transport

(http://www.humboldt.edu/~rescuers/book/Strobos/Conditions.Holland.html). The badge makes people recognize them as Jews and at the same time prevents them to give help. The consequence of that sign is they are afraid to be at the public place because there are the rules which alienate them or even worse, anyone can report them to the Nazis if they make mistakes. The Nazis will send them to the concentration camp and then kill them in various ways. They risk their life by going outside.

The discrimination to the Jews is the result of the Anti-Semitism policy from

Hitler. Anti-Semitism is a set of negative and sometimes hostile beliefs and prejudices regarding the Jews. Hitler uses the Anti-Semitism as part of his propaganda. Hitler assumes that to achieve a purpose need a good motivation, thus he uses the Anti-Semitism as a motivator for the Germans. After the Weimar Republic fails to overcome the Great Depression which makes large number of unemployment and hunger, Hitler uses the anger of the people to gain his purpose, to build Great

Germany. He succeeds to aim their anger toward the Jews, who are accused as the cause of all their suffering. Hitler makes them believe that a political change or the replacement of the Weimar regime would end the Great Depression. On January 30,

1933 Hitler becomes a chancellor. He succeeds in overthrowing the Weimar regime then building power in Germany by an Anti-Semitic regime.

The discrimination toward the Jews is increasing along with the reign of

Nazism in the Netherlands. The critical situation forces the Franks to hide in the

Secret Annexe. The deportations of the Jews out from the Netherlands start on July

1942. Exactly on July 5, 1942, one day after the Franks receive a letter which is a notice to the member of the family to join the forced labor, they move to the Secret

Annexe. Since then until 1944, the Franks hide in the Secret Annexe in order to escape from the Nazis persecution. The Nazis issue new regulations for all the Jews in the Germany occupied country. Anne mentions it in her diary about the regulation to the Jews, which means to evict them from their country.

Rauter, one of the German big shots, has made a speech. “All Jews must be out of the German occupied countries before July 1. Between April 1 and May 1, the province of Utrecht must be cleaned out [as if the Jews were cockroaches]. Between May 1 and June 1 the provinces of North and South Holland.” These wretched people are sent to filthy slaughterhouses like a herd of sick, neglected cattle. (p.87)

From the quotation above, it can be seen Anne Frank’s criticism to the discrimination. The way and the use of her diction in describing their condition implied her criticism. The words “sent to filthy slaughterhouses” are the way she criticizes the Nazis. She states that the Jews are treated as animals, being slaughtered in the slaughterhouses. She is aware that the Jews are not being treated like human being.

The regulation is issued as the next stage of the anti-Jewish policy in

Germany and as a part of his Holocaust program. This stage is called as the internationalization. Hitler continues to spread his ideology outside Germany. He carries out the same step to the Netherlands as in Germany. He gradually eliminates the entire Jews role in the society, and then eventually deports them to the

concentration camp. According to Johnson in A History of the Jews, Hitler’s anti-

Jewish policy is legalized by the introduction of Nuremberg Decrees on September

15, 1935. Later, they begin to strip the Jews from their basic rights and beginning the process of separating them from the rest of the population. Anne mentions in her diary that after May 1940 is the beginning of the Jews’ suffering. These are several regulations for the Jews, which Anne calls Anti-Jewish decrees.

Jews must wear a yellow star, Jews must hand in their bicycles, Jews are banned from trams and are forbidden to drive. Jews are only allowed to do their shopping between three and five o’clock and then only in shops bear the placard “Jewish shop”. Jews must be indoors by eight o’clock and can not even sit on their own gardens after that hour. Jews are forbidden to visit theaters, cinemas, and other places of entertainment. Jews may not take part in public sports. Swimming baths, tennis courts, hockey fields, and other sports grounds are all prohibited to them. Jews may not visit Christians. Jews must go to Jewish school, and many restrictions of a similar kind. (p.14)

According to Johnson in A History of the Jews, the Holocaust program is a program that has an aim to discriminate, to exploit and then eventually to kill the Jews. The program is aimed to kill the Jews along with its cultures, to eliminate the traces of

Jews. Through the Holocaust program, to eliminate the Jews is a legal act.

The discrimination toward the Jews from the Nazis cost them their freedom and the worst their lives. The Nazis stripes out all their rights, first their civil rights and finally their human rights. In her entries, Anne Frank writes that Jews are suffering and discriminated, and they hope that someday the world will accept them as human, not only as the Jews. Even though she does not clearly say that the Jews are discriminated, the words that she uses to describe their condition present her criticism. Being discriminated means being treated differently from the others. In the

quotation below, she writes that they are chained, without any rights and thousand duties. She understands the Jews position in the Netherlands, that they are lower race than the Nazis.

We have been pointedly reminded that we are in hiding, that we are Jews in chains, chained to one spot, without any rights, but with thousand duties. We Jews mustn’t show our feeling, must be brave and strong, must accept all inconveniences and not grumble, must do what is within our power and trust in God. Sometimes this terrible war will be over. Surely the time will come when we are people again, and not just Jews. (p.221)

Anne Frank criticism to the Nazism is stated in the use of diction in her entries. As a young girl, she is aware of their position for the Nazis and how the Jews are being treated by the Nazis. Based on the historical facts and the description of her entries related to the discrimination the writer states that Anne Frank criticizes the discrimination.

2. The Lack of Education

According to Sosnowski in The Tragedy of Children Under Nazi Rule (1962:

153-154), during the Nazis occupation, the educational policies are applied. The policies are different for each of the occupied countries. In the Netherlands, Poland and the other East European countries, the Nazis closed all academic schools. A great number of school buildings were requisitioned. Textbooks were revised. The principle applied here held that knowledge was potentially dangerous and that it should consequently be reduced to the minimum. To sum up, the Nazis’ educational plans were purely destructive in character, especially in the occupied territories of

central and eastern Europe. Their aim simply was to reduce these nations to the level of primitive tribes.

According to http://www.humboldt.edu/~rescuers/book/Strobos/Conditions.

Holland.html, start from March 1941, the Nazis have strongly forbid the Jews to enter the public school. The Jewish children are banned from public and vocational school.

The effect of Nazism in education has been already felt even before they stayed at the

Secret Annexe. Because of its political policy, which bans all the Jews to have their education except in the Jewish school, Margot and Anne are forced to move from their first school in the Netherlands to Jewish Lyceum. After staying at the Secret

Annexe, Anne, Margot and Peter still maintain their education with different way. As a substitute not to be able to join the formal school, they join long distance courses to learn about various subjects. They are enlisted using the name of their protectors.

Even though they still manage to learn, Anne misses to go back to school. In her diary, she always mentions about her wishes to go back to school after the war. Her optimism arises after hearing news of the invasion.

Oh, Kitty, the best part of the invasion is that I have the feeling that friends are approaching. Margot says, I may yet be able to go back to school in September or October (p. 260).

Besides receiving the education from long distance courses, the Franks, the

Van Daans and Mr. Dussel also get knowledge from books which are delivered by their protectors. Even though they live in hiding, they never waste their time. Every day they read different kinds of books to increase their knowledge. However, they have to wait until every Saturday for their books. Anne mentions it on July 11, 1943.

We always long for Saturdays when our books come. Just like little children receiving a present. Ordinary people simply don’t know what books mean to us, shut up here. Reading, learning, and the radio are our amusements.

Anne Frank writes that ordinary people simply do not know what books mean for them. She understands that being Jews mean they have limited source of knowledge. The Nazis has limited the knowledge only for the Jews. Anne Frank is aware that the cause of their lack of education is the Nazis.

As it has been stated before, the Nazis forbid books which they considered as dangerous. Several categories of the dangerous books according to the Nazis are books about Jews and rebellion against Nazism. The Nazis would punish every one with these books. Anne mentions an event which shows how a book can harm their life. She describes the event in her entries on August 10, 1943.

Dussel has indirectly endangered our lives. He actually let Miep bring a forbidden book for him, one which abuses Mussolini and Hitler. On the way she happened to be run into by an SS car. She lost her temper, shouted, “Miserable wretches” and rode on. It is better not to think of what might have happened if she had had to go to their head quarters. (p. 116)

The description above explains the lack of education during the Nazism in the

Netherlands. Thus, Anne Frank criticizes the lack of education through her description in her diary. Her comments about the condition present her criticism.

3. The Hunger

Anne Frank criticizes Nazism for the hunger, which happens in the whole

Netherlands. In the previous analysis, it is mentioned about the “food cycle”. It is a term to describe the unstable condition of the food supply. It happens because the

government uses a voucher as the replacement of money to buy food which is only for non-Jews. The food supply is limited since the German uses the occupied countries as the source to accommodate their war. The German exploits everything that is possible for the war, including food even though it might cause hunger. The food supply also depends on the ability of their protectors to provide it. There is a time when Anne describes their needs of sufficient foods.

She made our mouths water. We, who get nothing but two spoonfuls of porridge for our breakfast and whose tummies were so empty that they were positively rattling, we, who got nothing but half-cooked spinach (to preserve the vitamins) and rotten potatoes day after day, we, who get nothing but lettuce, cooked or raw, spinach and yet again spinach in our hollow stomachs. (p.243)

Anne repeatedly writes “we who get nothing”, in other words it can be understood as “Jews get nothing”. Anne explicitly states that they have limited food supply for the Jews. It is limited for the Jews since the context of the quotation is that she compares their condition to the one which makes her mouth waters.

According to Sosnowski in The Tragedy of Children Under Nazi Rule (1962:

106), during the Nazis occupation in the Netherlands, the Nazis also declare food supply policy. The policy was an obligation for the occupied countries to supply

Germans’ food supply. The German food supply policy in the occupied territories was also a means 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 are dying of hunger as long as not one single

German starves. Goering specially referred to the Netherlands that it was not the

Germans’ task to feed a nation which internally alienates itself from the Nazis. The word ‘to feed’ sounds 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.

Consequently, the Nazis become a cause for the hunger in the Netherlands.

The food supply policy is made only for the Germans advantages. Through her entries that relate to the food supply, Anne Frank criticizes Nazism for the hunger that occurs in the Netherlands. Her criticism is presented in the words she chooses to describe their situation.

4. The Chaos

Anne Frank also criticizes Nazism for the chaos that happens in the

Netherlands. The chaos varies in kinds and places. The war between the Nazis and the Allies make them live in the middle of shooting and bombing. This is the first kind of chaos as the result of Nazism. They could not live without worrying about when the air raid is starting, or the gun banging. They must be alerts all the time.

There is an entry when Anne tries to describe the fear during the air raids.

It was high time, for we had not been upstairs five minutes when they began shooting hard, so much so that we went and stood in the passage. And yes, the house rumble and shook, and down came the bombs. (p.103) How scared the ladies are during the air raids. For instance, on Sunday, when 350 British planes dropped half a million kilos of bombs on Ijmuiden, how the houses trembled like a wisp of grass in the wind. (p.205)

Besides living in the middle of the air raids and the shooting, Anne mentions the news about the chaos in the society condition. The prices soar, the burglaries and the reports of missing people happen everyday in all over the Netherlands.

Everyone deals in the black market, every errand boy has something to offer. Our baker’s boy got hold of some sewing silk, 0.9 florin for a thin little skein, the milk man manages to get clandestine ration cards, the undertaker delivers the cheese. Burglaries, murders, and theft go on daily. The police and night watchmen join in just as strenuously as the professionals, everyone wants something in their empty stomachs and because wage increases are forbidden the people simply have to swindle. The police are continually on the go, tracing girls of fifteen, sixteen, seventeen and older who were reported missing every day. (p.240)

The chaos also comes in the form of the damaged buildings. According to http://en.wikipedia.org/wiki/ Holocaust#Etymology, as stated in its first chapter, war always results in misery on humanity. The Second World War killed more persons, cost more money, damaged more property, affected more people, and probably caused more changes than any other war in history. The war between the Allies and the Nazis in the Netherlands cost many damages. Anne mentions news about the damaged that happen in Amsterdam in her entries on Monday, 19 July 1934.

North Amsterdam was heavily bombed on Sunday. The destruction seems to be terrible. Whole streets lie in ruins, and it will take a ling time before all the people are dug out. Up till now there are two hundred dead and countless wounded; the hospitals are crammed. You hear of children lost in the smoldering ruins, looking for their parents. I shudder when I recall the dull

droning rumble in the distance, which for us marked the approaching destruction (p.102)

Nazism is also the cause of the chaos in the economy. The unstable condition causes the crumble of the economy. Thus, poverty is the consequence of the war.

Poverty makes them do anything without considering the penalty, their morale are decreasing. Besides the casualties, Anne Frank also mentions about the attitude of the people in that moment.

Little children of 8 and 11 years break the windows of the people’s homes and steal whatever they can lay their hands on. No one dares to leave his house unoccupied for five minutes, because if you go, your things go too….Morale among the population can’t be good, the weekly rations are not enough to last for few days except the coffee substitutes. (p. 206)

From all the quotations above relate to the chaos happens in the Netherlands, it can be seen Anne Frank’s criticism. As an 11 years old girl, she is able to evaluate the situation and state her judgment. Her entries describe the situations in the

Netherlands in details. Also, she clearly states that the morale among the population can not be good. She is aware on her present situation that all the chaos happens because of the Nazi.

All the description about the situation during the battle between the Allies and the Nazis in Anne Frank entries, provides the large picture about the chaos happen in the Netherlands. Thus, Anne criticizes Nazism for the chaos in their everyday lives, in the society and economy, and the damage of the buildings.

5. The Mass Killing

Anne Frank also criticizes the mass killing of the Jews conducted by the

Nazis. Anne states in her diary that they are killed for being Jews. Besides, she refers to the Nazis with “the cruelest brutes that walk the earth”. She considers that the

Nazis are cruel; they enjoy the Jews’ suffering. Her entries not merely as a record her everyday lives, but also an expression of her disagreement toward the mass killing.

She criticizes the mass killing through her entries relate to the mass killing.

Our many Jewish friends are being taken away by the dozen. These people are treated by the Gestapo without a shred of decency, being loaded into cattle trucks and sent to Westerbork, the big Jewish camp in Drente. (p.49) I get frightened when I think of close friends who have now been delivered into the hands of the cruelest brutes that walk the earth. And all because they are Jews. (p.65)

According to Johnson in A History of the Jews, after Hitler discriminates and alienates the Jews from their country, he continues to the next stage of the Holocaust program. He sends the Jews to the concentration camp to join the forced labor, or to be an experiment for the scientist and then finally to be slaughtered. The concentration camp is build to do the mass killing. There are more than 1000 camps.

These camps are deliberately planned or extended for mass slaughter on an industrial scale. In these camps, there are gas chambers. The gas chamber is called a shower room where the victims are taken in groups of twenty or thirty. The Nazis ask them to come in to have a shower. They are sealed in, and then the doctor on duty gassed them. During their hiding, every day they hear news about missing people. The Nazis just drag them from their houses, and then no one knows about their existence. Men,

women, and children are collected by force from their homes or from the streets.

They are mostly transported under horrible condition to the concentration camps. In

Netherlands, as mentioned in the diary, the Jews are sent letters that invite them to join the forced labor. However, the letters are actually a notice for their death. The

Nazis force the Jews to work hard without sufficient food and shelter. The laborers work from dawn until dusk seven days a week, dressed in rags and fed on bread, watery soup, potatoes and sometimes meat scraps. They are underfed, overworked, and lived under unhygienic conditions. Then, the forced laborers die because of fatigue and hunger. It is ‘destruction through work’ as the Nazis called it. Hitler regards the war as his license for the Holocaust. No Jews is too young to die. All women arriving at the dead camps are shaved to the skin, the hair being packed up and sent to Germany. If there is a breast-fed baby becomes a nuisance during the shaving, a guard simply smashes its head against the wall.

Anne describes the process of the Nazis collecting Jews for the Holocaust in her entry on November 19, 1942.

In the evening when it’s dark, I often see rows of good, innocent people accompanied by crying children, walking on and on, in charge of a couple of these chaps, bullied and knocked about until they almost drop. No one is spared-old people, babies, expectant mothers, the sick-each and all join in the march of death. (p.65)

Anne describes what she hears about the condition in the concentration camp in her entry on October 9, 1942.

Westerbork sounds terrible: only one washing cubicle for a hundred people and not nearly enough lavatories. There is no separate accommodation. Men, women, and children all sleep together. One hears of frightful immortality

because of this; and lot of the women, and even girls, who stay there any length of time, are expecting babies. It is impossible to escape; most of the people in the camp are branded as inmates by their shaven heads and many by their Jewish appearance…We assume that most of them are murdered. The English radio speaks of their being gassed. (p.50)

From the quotation above, Anne Frank describes how the Jews being treated by the Nazis. The Nazis kill every Jews they see, it would not be a problem whether they are pregnant women, children or babies. Anne describes the cruelty of the Nazis vividly. Her words express her awareness of the brutal act; she writes that no one is spared, and that sometimes the best for the Jews is to die as soon as possible. Anne

Frank understands that all Jews are the same for the Nazis; that their lives must be ended sooner or later. Through her description of how the Nazis conduct the

Holocaust, Anne Frank criticizes Nazism for the mass killing.

The mass killing all over Nazi’s occupied land that Anne always hears and criticizes finally happens to herself. Anne Frank dies in Auschwitz with her sister,

Margot. The Nazis discover their hiding a few days from Anne Frank last entries. She dies only a few months before the Allies liberate the camps. Auschwitz is 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 directs the camp for more than three years, testifies at the Nuremberg trials that more than 2,5 million persons are executed at Auschwitz and 500,000 starve to death. Most of the victims are Jews from

German- controlled countries (Nault, 1971: 868).

According to Woolf in Survival and Resistance: The Netherlands Under Nazi

Occupation, by the end of the Second World War, the Nazis had deported 107,000

Jews out of the Netherlands. Of these, only 5000 survived to return home following the war and 30,000 managed to survive in hiding or by other means. Thus, over 75% of Netherlands’ Jews perished at the hands of the Nazis.

Anne Frank’s entries in the diary and the review on the history of the Jews during the Nazis occupation in the Netherlands altogether produce an analysis which identifies the criticism to Nazism that is presented in the description of the lives of the characters. To sum up the analysis above, Anne Frank criticizes Nazism for the discrimination to the Jews, the lack of education, the hunger, the chaos and the mass killing.

CHAPTER V

CONCLUSION

After discussing the topic of the thesis by answering the problem formulation, in this chapter the writer will conclude the discussion. The conclusion will be summed up from the introduction until the analysis.

By reading The Diary of a Young Girl: Anne Frank, the writer can understand the daily life of Anne Frank and the rest of the members of the Secret Annexe. Otto

Frank, Edith Frank, Margot Frank, Anne Frank, Mr. & Mrs. Van Daan, Peter Van

Daan, and Mr. Dussel’s lives have drastically changed after the Nazis reach the

Netherlands. They are living with fear while they hide in the Secret Annexe. They are afraid that anytime they could lose their life. They are worried the Nazis will discover their hiding or the building will be destroyed by bombs from the air raids. Besides those worries, they are also having difficulties to fulfill their daily needs even though they have enough money. The war makes the prices soars and food supply is limited.

They are also having difficulties to continue their education, the Nazis forbids all books and education for the Jews. Fortunately, they have their protectors to overcome all their difficulties during their hiding in the Secret Annexe. The protectors are friends of Otto Frank at the office. They supply all the daily needs, including food, clothes, and books of knowledge. Margot, Anne and Peter are able to continue their education by joining long distance course using the names of their protectors. The atmosphere in the Secret Annexe becomes tense as the effect of their disability to

55 56

socially interact with the outside world. They only communicate with the outside world by hearing the news from the radio or their protectors. Anne also mentions that some time they all become pessimistic of the possibility to have a normal life again, but after hearing the news of the invasion from the Allies and the attempt to kill

Hitler, they become optimistic for their future. However, what happens later is far beyond their expectation. The Nazis discovers the Secret Annexe only three days after Anne’s last entries on her diary. Otto Frank is the only person who manages to survive from the Nazi persecution.

Nazism has changed their lives drastically, their lives turn into miserable and dangerous life. They lives in difficulties since Nazism reach the Netherlands. Hitler, the Fuehrer of Germany, uses the Anti-Semitism as the part of his propaganda. Anti-

Semitism itself is a set of negative and sometimes hostile beliefs and prejudices regarding Jews. Thus, the purpose of Nazism is to eliminate the Jews and other races which considered lower than the Aryan or the Germans. They conduct Holocaust to persecute the Jews and to build the Great Germany. During the Second World War, the Nazis spread miseries for the Jews.

Anne Frank’s diary is one of many documents, which records the brutality of

Nazism to the Jews. Through the description from the lives of the characters at the

Secret Annexe in the diary of Anne Frank, it can be comprehended how the Nazis hold their Holocaust program. Thus, also with her writing in her diary, Anne Frank criticizes Nazism. Anne Frank’s entries in the diary and the review on the history of the Jews during the Nazis occupation in the Netherlands produce an analysis which

identify the criticism to Nazism presented in the description of the lives of the characters. Even though her criticism is not clearly stated in her diary, Anne Frank is able to present her criticism by her words. Her description of her everyday lives expresses her evaluation of how the Jews are suffering. Anne is aware of the cause of their suffering. The Jews are being treated as they are lower from all races and what they only deserve is persecution. Anne is able to present her judgment toward Nazism through her diary. Thus, Anne Frank criticizes the discrimination to the Jews, the lack of education, the hunger, the chaos, and the mass killing of the Jews conducted by the

Nazis.

As the conclusion, Nazism as an ideology, whose main purpose is to eliminate the Jews, succeeds in reaching its goal. The ambition of Hitler to build the Great

Germany has killed more than 6 million people. They are killed because they are

Jews. Anne Frank who lives during the Nazis persecution is able to describe vividly the effect of Nazism to the Jews in the Netherlands. Her diary contains criticism toward Nazism. Even though she cannot survive the persecution, she gets what she want, to go on living after death. With the publication of the diary, she will always be alive and remind us all of the Nazism brutality.

Based from the conclusion above, it can be understood that Nazi with its ideology has suffered the Jews. Hence, every ideology which can not respect differences must be eliminated. Because it will trigger war that eventually sacrifice human life. Human life is too valuable to be sacrificed if it is only to pursuit the glory of particular race or tribe. The diversity of races and tribes are the assets of a nation.

BIBLIOGRAPHY

Abrams, M.H., A Glossary of Literary Terms. New York: Holt, Rinehart and Winston, Inc., 1981.

Frank, Anne. The Diary of a Young Girl: Anne Frank. New York: Doubleday & Company, Inc., 1952.

Holman, C. Hugh & Harmon, William. 1996. A handbook to Literature. New York: Macmilan Publishing Company.

Hudson, William Henry. An Introduction to the Study of Literature. London: Morrison & Gibb, Ltd., 1958.

Johnson, Paul. A History of the Jews. New York: Harper &Row, Publishers., 1987.

Laar, E. Van De and N. Schoonderwoerd. An Approach to English Literature. S’ Hertogenbosch: L. C. G. Malmberg, 1957.

Langland, Elizabeth. Society in the Novel. California: The University of North California Press, 1984.

Mish, Frederick C. Merriam Webster’s Collegiate Dictionary Tenth Edition. Massachusetts: Merriam Webster’s Incorporated Publishers. 1993.

Merriam Webster’s Encyclopedia of Literature. Massachusetts: Merriam Webster’s Incorporated Publishers. 1995.

Murphy, M.J. Understanding Unseens: An Introduction to English Poetry and the English Novel for Overseas Student. London: George Allen and Unwin Ltd., 1972.

Nault, William H, Ed.D. The World Book of Encyclopedia H-I. Chicago: Field Enterprises Educational Corporation. 1971.

Ojong, P.K. Perang Eropa 1. Jakarta: Penerbit Buku Kompas. 2003.

Perrine, Laurence. Literature: Structure, Sound and Sense 2nd ed part 1. New York: Harcourt, Brace, Jovanovich Inc., 1965.

Purcell, Hugh. Fasisme. Faizol Reza (translator). Yogyakarta: Resist Book., 2004.

58 59

Rohrberger, Mary and Samuel H. Woods, J.R. Reading and Writing about Literature. New York: Random House Inc., 1971.

Rosenblatt, Roger. “TIME 100: Heroes & Icons of the 20th Century.” Time. June 1999: pp.32-35.

Stanton, Robert. An Introduction to Fiction. New York: Holt Rinehart and Winston, Inc., 1965.

Sosnowski, Kiryl. The Tragedy of Children under Nazi Rule. Warszawa: Western Press Agency., 1962.

Wellek, Rene and Austin Warren. Theory of Literature. New York: Harcourt, Brace & World Inc., 1956.

Woolf, Linda M. Survival and Resistance: The Netherlands Under Nazi Occupation ( 31 October 2006).

――—. Jewish Situation under The German Occupation of The Netherlands (31 October 2006).

(31 October 2006).

APPENDIX

Summary Frank’s The Diary of A Young Girl: Anne Frank

The Diary of A Young Girl: Anne Frank was written by Anne Frank during the Nazis’ occupation on 1942-1944 in Netherlands. In the beginning of her diary,

Anne Frank wrote about her feelings towards her surroundings. Thus, in the earliest date of her diary, it contains her daily life at school and also her family and friends.

After they move to the Secret Annexe, exactly at July 5, 1942, the diary describes her everyday life during their hiding in the Secret Annexe in order to survive from

Nazism.

Despite a few denial of the originality of the diary, it was based on actual events and experiences from Anne Frank during the reign of Nazism in Netherlands.

She wrote her experiences and emotions dealing with the problems of their everyday life. She describes the personality of each member of the Secret Annexe, and feelings toward them. She never gets along with the adults of Van Daans and Mr. Dussel.

Honestly, she stated that she does not love her mother as much as she loves her father. She respects and admire her father, because she thoughts that her father understand her more than anyone else. Also she thoughts that her mother loves

Margot more. Anne wrote that she and her sister Margot have very different personality. Margot is more mature, smart, obedient, calm, and quite. In the other hand, Anne is talkative, critical and rebellious. In her diary, she also wrote about her feelings toward Peter. Peter is also a boy who influences her personality. Through

60 61

Peter, she learns about loves and relationship between man and woman. Besides all these emotions, she mentions her opinion toward the Anti-Semitism. She wrote in her entries that Anti-Semitism is unjust and many others about the war. She always hope that one day she could back to school and for the world to consider them as a human not as Jews.

The diary is published by Otto Frank, her father and the only person in the

Secret Annexe who is survive from the Holocaust. Anne and her sister, Margot, died in the concentration camp a few months before the Allies liberated the camp. Her wish to go on living after death is fulfilled. Her diary become a symbol of the power of a book and becomes the legacy for the world.