HISTORIA: International Journal of History Education, Vol. XIV, No. 1 (June 2013)

SEEDLING NATION’S CHARACTER THROUGH LEARNING HISTORY: LEARNING FROM EXILE CAMP OF BOVEN DIGOEL,

Abd. Rahman Hamid1

ABSTRACT

This article explains about the history of Boven Digoel Camp in its correlation with the formation of nation’s character. From 1927 to 1930s, colonial government had been exiling politic internees there. The aims is to control their thought and attitudes towards the government. During the exile, there were two diverse characters found, as the result, there were two groups of internees found, there who change their attitudes toward the governement and those who were consistent with their political attitudes.The change was very pragmatic; it was done in order to survive in the camps and with expectation to return to their hometowns safety. However, camp life had formed solidarity and diversity spirit among the internees who came from diverse region, ethnic, language and religion. Personal, ethnical, and political view point were gradually squeezed at one place. The ideal to be a nation was increasingly strengthened particularly when they were confronted to the discriminative policies of colonial administration. These various experiences were worthy lessons for us to reflect the transformation process of our nation, which had scarcely and expensively paid by the internees which can serve as a source of curriculum content of historical education.

Key words: history, learning, character and Boven Digoel

1Abd. Rahman Hamid, lecturer of in History Department in University of Hasanuddin (Unhas). For academic interest, the author can be contacted through the office Address: Perintis kemerdekaan Street, KM 10, Tamalanrea, Makasar, 90245, and email address: [email protected].

1 Abd. rahman hamid, Seedling Nation’s Character Through Learning History: Learning From Exile Camp of Boven Digoel, Papua.

Introduction Boven Digoel paid an important role in the current of the history of Indonesian “… history possesses a potency to make us humanities human, struggle which could not easily be forgotten, something which cannot be done in addition to the spread of issues directed by all other subjects in school to nation’s integrity which was not based on curriculum (Wineburg 2006:6). history. Until recently, we have been using the reference of national region in the area The quotation above contains an of . At least, in the 20th absolutely deep meaning which shows century history, Boven was a seedling how important learning history in forming place of struggles and independence ideals human character to be truly human beings. for nationalists when they were being exiled This meaning rhythmically similar with the by the colonial government there and it vision of education, designed by Ki Hajar was also a place (camp) for the heroes of Dewantara, it was a perfection of human life, independence who were arrested by the so we could fulfil every single need of body Dutch after the Round Table Conference and soul. The Father of Education also stated (KMB) in 1949. The aspiration to realize that education was the existence of one’s an independent and sovereign nation, had affection toward others in order to encourage forced them to be cooped up in exiling Boven a progress onto them in any field (Dewantara, Digul Camp. Because of such focus concern, 2009: 18,27). It can be found blueprints the elaboration in this paper will be directed between history and education which can to the episode of the history of national be established in arranging the curriculums, movement which will furthermore be made particularly those correlated with character as raw materials for history based character building. Education is a process of making building of a generation. the students aware of something better, and history provides ‘a million’ important Boven Digoel in the Flow of Indonesian meaning of life in the past for the ones who History want to learn it. The desire to realize a sovereign and History learning is not merely done to independent from colonialism-shackle nation transfer knowledge about events in the past, has made our nation founder to the interment. feel which sometimes make the students In 1930s, colonial government was no more bored and then raise question to the benefit tolerant toward all efforts done by the heroes of what they have obtained from every single of national movement. It was conveyed by story, but it is more about efforts to form their De Jonge when he began to administer his character so that they increasingly identify function as a general governor. This political themselves and their neighborhood. Without attitude was caused by the background the identification, someone can lose his life of Dutch East Indies’ economy condition orientation, along with his way of thinking which was collapsed due to world’s economy and behaving in his daily life. Learning from depression in 1930. According to him, “the the former people is the easiest, cheapest matter now is not about what is wanted but and wisest way to step forward better in the what is possible”. Colonial functionaries future life. It is only history, said Wineburg, were worried of the nationalists’ propaganda. which opens the access as wide as possible. For them, there were no places for agitation

2 HISTORIA: International Journal of History Education, Vol. XIV, No. 1 (June 2013) of political ideals which was not realistic, and which demanded a structure and social there were places only for healthy economy orderliness which served supported and management (Ingleson 1988:197). facilitated the have-nots in every fields. For It seemed that the unhealthy economy him, Marhaenism was a way of struggling condition affected the political situation of and also a principle aimed to expel every Dutch East Indies. The composure and the single capitalism and imperialism (Soekarno orderliness of citizens could be disrupted 1964:253). Even though, aspects of political by the propaganda from the nationalists. leader were preceded, Soekarno also realized However, for the nationalists, this was a the importance of education to the citizens if precise moment that can be advantaged to the independence wanted to be truly achieved attract sympathy from the citizens so that (Ingleson 1988:213-214). they realized and supported their efforts to set Both of the prominent figures had them free from colonization. Because of this, different views in the struggle of realizing the the government tightened their subjugation independence. Soekarno convinced more towards all the activities of national heroes. about agitation ways and propagandas in In this situation, Mohammad Hatta who big conferences. For him, struggle spirit had just returned from Netherland on the 24th to be seeded in every citizen’s heart. Hatta August 1932 started pioneering a new struggle evaluated that those ways were not exactly organization without party identity, named efficient in the middle of the repressive by The National Education of New Indonesia policies of colonial government. To guarantee (PNI Baru). In his mind, independence could the continuity of its struggle, the organization only be gained through educated people’s had to devote most of its effort to the education efforts. That was the reason why Hatta of small, discipline, and faithful cadres. For was very persistent to contaminate national Hatta, the most important pragmatism was awareness viruses to the member of the New when the organization survived without being PNI. disrupted by government policies. Through this way, this organization in the future will The other nationalist figure, who had therefore establish fully and bring Indonesia given a big influence, was Soekarno, and just into independence (Ingleson 1988:218). free from Sukamiskin Prison. He also did the struggle propaganda through Partindo Every effort done by the nationalists was Organization. Whereas, New PNI utilized a threat to the colonial government which education path, Partindo used political path had to be handled, so that it was expected in the independence struggles. Soekarno not to continue anymore, and something supported by the increasing number of more important was that it would not stop Partindo members or masses. Through this colonialism circulation. Due to this, no any organization, he tried to socialize his ideals compromise to the nationalists couldn’t be about marhaenism (the have-nots) and avoided. In one analysis, De Jonge said that socio-democracy. His concept was accepted he was actually doubt to take a decision, to in Partindo Congress in July 1933. According stop the nationalist’s figures H( atta, Sjahrir, to Soekarno, poor people in Indonesia Maskun, Burhanuddin, Suka, Bondan, had to take part in the struggle of gaining and Marwoto), because the situation was Independence. Marhaenism was a principle generally calm. However, he also realized that

3 Abd. rahman hamid, Seedling Nation’s Character Through Learning History: Learning From Exile Camp of Boven Digoel, Papua. the leaders couldn’t be left to continue their this policy was only a political reason from struggle because it could affect the situation the authorily of the Javanese people to their in the country. For him, the composure hometown. Furthermore, the government and the orderliness are above all (Ingleson influenced them to work (as werkwilliger) by 1988:251). tantalizing them a hope to go back to their Earlier in February 1934, Soekarno along hometown someday. with his wife and some of his partners were In Mas Marco Kartodikromo’s diary exiled to Endeh, Flores. In the same year, (2002), published in Pewarta Deli newspaper Hatta, Sjahrir, and others are brought to from October 10th until December 9th 1931, Boven Digoel. According to John D. Legge, as a person who had ever been exiled in Soekarno’s exile place was far location than Boven Digoel, it was known that the region of Hatta and Sjahrir’s interment which was previously used as a interment location was usually called “The Hell of Red Land”. for communists who performed rebellion However, both of these places had ‘broken in Java in 19. In that place there were 14 nationalists’ wings’, Mohammad Hatta wrote barracks. Each was 14 meters length and 4 in his letter to Murad in the 20th of April meters width with sago palm-roofed and 1934, published in Daulat Ra’jat newspaper, rubber sheet-walled. One of barracks was on the 10th of May 1934 (Rose 1991:127,151). used as a hospital and others as living place The broken wings didn’t mean the end for the internees. Their faces were unhappy. of their struggle for independence, but it Most of their bodies were full of wounds of the became a new arena which had to be utilized bite of leechand other small animals which properly to whip up the spirit of service to the lived around the jungle. Every internee got a nation’s struggle. Soekarno used his pens, room of 2 x 2 meter to sleep and 2 x 2 meter wrote neutral political writing in press on to eat and to save their stuff. At the time, Mas media to spread struggling spirit to the whole Marco arrived there in June 1927, the roads nationalists (Legge 2001:167-169). and the village of the internees were still in Red Land was a jungle area which was bad condition. Besides, the barracks, had 12 full of threats like wild animals, diseases houses with 4 x 4 meter size who were built (malaria) and even cannibalism done by by the internists originally from Betawi, local villagers. This region was opened for Bandung, Cirebon, Semarang, Surabaya, camp on January 1927. and others. In a secret letter from the General Every internee borrowed from the Governor, De Graff to the Governor of government, a small sleeping net, mat, Maluku, it was written that The Red Land blanket, blunt machete, legless axe, and had to be as a place where political ambitions handless hoe. At 5 a.m, they were awakened should be replaced by more mild and more by the soldiers who escorted them to the social in term of interests. It seemed that the jungle, so that they were far away from government applied the policy of “Normality roads or access and also from a settlement. Ethic”. Henceforth, Pontjopangrawit was They worked under military control just given a chance to make Gamelan Digul in like unskilled laborers in Java. They were Tanah Tinggi in 1927 (Kartomi 2005:58). gathered when it was the time for them to Accroding to Salim’s point of view (1977:297), get their wage. If one’s name was called but

4 HISTORIA: International Journal of History Education, Vol. XIV, No. 1 (June 2013) he was late, the Lieutenant wouldn’t give his Naturalists behaved indifferently toward all wage and even he was asked to go home. the colonists together with their followers If we observed carefully their way of except the doctors. They always conducted life, according to Salim (1977:269-279), demonstrations and rebelled injustice every they were divided into four groups. First, time colonial officials came to visit their place. a group who were willing to work. Most of Even though their conviction was right, they the internees chose this way of life. They were not determined to be returned to their worked in governmental bureau, hospital hometown. personnel, malaria extermination service and In the early of the restraint, the naturalists warehousing laborers or outdoor laborers. were exiled into the second internment level. Second, a group who did self development They were arrested in a sudden and carried projects like fisherman, vegetable farmers, away by a motor boat so as to remove to store and stall entrepreneurs. As long as Tanah Tinggi camp. Their life and condition they couldn’t able to support their life in the last camp were far more difficult necessity, they were given subsidy by the Tanah Merah camp (Salim called it the first government in form of fifteen-kilogram rice level camp). From all internees’ groups, the each month. Third, a group who received naturalists were viewed as the riskiest. subsidy, they were people who suffered from On the 28th of January 1935 Hatta, severe diseases which had a small chance to Sjahrir, Bondan, and others arrived in recover. Among them were malaria sufferers Tanah Merah. They found two villages of who had been suffered from this disease the remained exiled people, previously for years, kidney, TBC, and nerves diseases. seven villages named nomenclature village However there were some people who were or Kampong A until G. Five other villages, both actually physically and mentally healthy except for A and B, had become shrub but pretended to suffer some diseases so places again, along with the beginning that they could live happily and had subsidy of repatriation of internees class by the without working. If they were caught red government in 1931. “When we arrived, the handed, they were forced by the doctors to exiled people lived in Digul were about 900 drink castor oil mixed with quinine poured people remained, besides their wives and into their mouth while a nurse pinched their children”, Mohammad Bondan wrote in his noses. As a result, the deceivers would usually memoir (2011:44). say that they had recovered in one day. In the second day, the Chief of Local The last (the fourth), naturalist or Government Captain Van Langen, gave them principal groups, people who declined every chances to choose their status, whether as the job assigned by the government and only naturalist or the werkwilliger. People who received a subsidy in form of natural food were not eager to work to the government from the government. This group based their were called the naturalist. Every month attitude to the governments while being exiling they received food in a natura way from the that they were not prisoners so they were not government. The rations accepted every obliged to work. Although the government month consisted of: 18 kg rice, 2 kg salty fish, didn’t deny their conviction, they were 300 grams tea, 300 gram green bean and regarded to rebel against the government. 2/3 lemonade bottle of coconut oil. People

5 Abd. rahman hamid, Seedling Nation’s Character Through Learning History: Learning From Exile Camp of Boven Digoel, Papua. eager to work to the government were called. barrack. There were about teens of them. They received wage 40 cents per day. Their During their living in the camp, they were tasks were to plough ditches, to dig gutters strictly monitored by military company. If and sorts of that. They started working from someone was sick, they would be taken to 8 A.M until 12 A.M. The werkwilliger class Tanah Merah to have some treatment. If he would someday be able to be sent back to had recovered, he would be taken back to their original hometowns because they were the barrack. Hatta’s note (201:149) said that regarded loyal to the government. among them there were someone who were The election of status was affected by their did not survive prolonged in Tanah Tinggi. neighborhood (village) where they lived. The Such people usually gave up and chose to naturalist class occupied Village A and the work to the government; and then his status werkwilliger class occupied Village B. The would be renewed from onverzoenlijken into distance of both villages was connected by a werkwilliger. two-meter width street. Every village owned The internees’ live were abundantly one field which was used to play soccer in diverse. They spent their days by doing leisure time (Hatta 2011:148). various activities which could make them The entire internees arriving together revive to face natural neighborhood of Papua with Hatta chose naturalist status, except which was green but scaring. Tanah Merah for Murwoto. Even though their choice was camp environment was surrounded by Digul different, they didn’t compete against him River where many crocodiles lived there. because they were comrades in the revolution. There were also many wild animals roamed In their daily social intercourse, there was no that great jungle. It was more horrible distance between naturalist and werkwilliger by cannibalism conducted by which was class. They tried to diminish social gap and still prevailed for the native Papua. Those conflict among them due to the status. It conditions made the internees didn’t have any seemed that they didn’t want to repeat conflict other choice for surviving in the exile camp. story among internees class which had ever Furthermore, they also had to be strong happened before. Diverse point of view from enough to endure colonial government who their origin was still carried into the exiling did not treat them as the internees (exiled land that it often triggered conflicts among people), not prisoners, as they used to be them (Kartodikromo 2002). promised to act freely in Boven Digoel (Salim 1977:296). In the reality, the government paid In addition to both above categories, much interference in their life. To face such there was one more category called condition, the internees chose their own way onverzoenlijken (those who constantly of life as the naturalist class, the werkwilliger rebelled). From the beginning of the exile and the onverzoenlijken. period, this class constantly rebelled and refused to obey government’s rules, even if In the internees, the activities of art, it was their own importance like cleaning sport and learning were improved. They their own yard. They were sent to Tanah formed an opera group named Orient and Tinggi. It took one day from there. They Liberty and an association of Sundanese did not want to make their own house and theatrical troupe named “Penglipur Hate” village. As a result, they lived in an available or ‘The Relief”. From many entertainment

6 HISTORIA: International Journal of History Education, Vol. XIV, No. 1 (June 2013) groups available, Ketoprak Association and class, and the teachers were assigned from Human Puppet Association could survive in internees group. Naturalist formed study a long period. The sole group which could clubs where the members were not more than endure during internee period was Kunst three persons. If the members were more en Sportvereniging Boven Digul, with than three persons, it was against the colonial its band named Digul Konsert. With this government’s rule. The activities were carried entertainment the circumstance of this camp out in the naturalists’ houses. The learning seemed to be alive, even though the desire to system was called “Sistem Tiga Keluarga” or return back to their hometown was the most “Three Families System”. In the system every expected one. The other play which was also class consisted of three students only plus entertaining and attractive was gamelan. one teacher. The teacher was not paid, even Sport activities was generally in a form of he was willing to sacrifice his own belonging, Pencak Silat. There were some Silat styles popular if it was necessary. Then, if the teacher was among exile camp community, such as “Setia arrested by the government, the oldest would Hati” or (Loyal Heart) style and Minangkabau be responsible to replace him. This school style. There was also Jakarta silat style, its master was called Malay English School (MES). Its was Sumatera people. Every time a celebration material was primary school standard, plus existed in the camp, silat show was performed English lesson (Bondan 2011:49). into the camp which attracted Dutch guests. After three months in Tanah Merah, Besides silat, there was also a group playing judo Hatta began to perform a course. There were or jiujitsu and boxing. three materials which were given, they were Javanese people were infatuated with art philosophy, economy and history. These activities while Sumatera People preferred to learning materials were then published in pencak silat. The diversity of the interest had a brochure named Alam Pikiran Yunani or ever advantaged by the colonial government Greek Philosophy. After being published into to play ones against other, but it didn’t a book, with the title above, Hatta made it as work yet especially in 1930. Their solidarity his bride price to his wife. This activity was strengthened more while they were confronted done until Hatta (and Sjahrir) were removed to a situation against colonial administration to Banda Neira in November 1935. side. “It was thoroughly inculcated nature”, Every month, Hatta and Sjahrir got a Salim recalled (1977:364). package from Netherland whisch contained The activities of painter and drawing three kinds of newpapers, Het Volksblad, specialists’ group focused in the river bank De Groene Amsterdammer, and Nieuwe and in the jungle. Their paintings were Rotterdamsche Courant. Bondan received offered to internees’ villages. The soldiers Soeara Umum and Mingguan Umum and the visitors were their customers who newspaper, and also Pemandangan dared to expensively pay for their painting. newspaper from Surabaya. All the papers Learning activities were also got along. If were consumed by naturalist class, or at least compared to the previous activities, these conveyed by the teachers of MES to their learning activities would very limited. Even students. Shortly, the naturalists class did if there was a school built by the government, not miss reading sources that they constantly it was only specialized for the werkwilliger enriched their ideal horizon while their living in Tanah Merah.

7 Abd. rahman hamid, Seedling Nation’s Character Through Learning History: Learning From Exile Camp of Boven Digoel, Papua.

Besides the newspapers packages, Hatta He reacted violently toward The Dutch East himself brought his books amounted 16 Indies Government. In his speech in Tweede cases when he was exiled to Tanah Merah. Kamer, Collijn conveyed that “to interne He spent his days reading and writing. Every Mohammad Hatta in Boven Digul was to morning from 8.00 until 11.00 or 11.30 separate him from his people and not to or after walking around kampong A and annihilate him” (Hatta 2011:154). kampong B, Hatta read philosophy books After the news of Hatta’s condition had such as written by Wilhelm Windelband, spread over, he was then removed to Banda Praludien first and second edition and Neira in November 1935, together with also his book Lehrbuch der Geschichte der Sjahrir. The condition of this internment Philosophie. Then he cooked rice and boiled was much better than that of Tanah Merah. vegetables. Twice a week, Hatta gave a course In this place, Hatta met some of national to Boerhanuddin, Bondan, and Suka, about movement heroes who were previously economy and philosophy. This activity was exiled by the colonial government; they started between 10.00 p.m and 11.00 p.m were Mr. Iwa Koesoema Soemantri and Dr. after dinner. During in this exiling period, Tjiptpo Mengoenkoesoemo. Due to the same Hatta had suffered from severe malaria twice. revolutionary vision preceding education He had to check up regularly to the hospital and teaching, Hatta also performed learning and took medicine according to the doctors’ activities in Banda Naira, just like what prescription and suggestion in Wilhelmina he had ever done in Tanah Merah. His Hospital. This hospital was near Digul River students were the internee class and also the but now it has been collapsed and only the indigenous’ children who then became his oundation remains. adopted children. At the end of February and early March The improvement and the exchange 1935, Hatta wrote a letter to his brother- of world politic in 1941indicated that The in-law, Dahlan Sutan Lembaq Tuah. In his Dutch East Indies would be interested in letter he told about the condition there, for Pacific War. This of course would affect example about the division of internee’s class the continuity of colonial administration in between naturalists and werkwilliger, and the Dutch East Indies. In the middle of this also the acceptance of every-month rations condition, at the end of January 1942, Hatta which cost equaled a half price of food for got a telegram from the government so that the prisoners (in prisons). Hatta also told he and his wife, and also Sjahrir prepared about his desire to build a house by himself themselves to be removed to Sukabumi. which could endured for 10 years. To this last They were taken away by Catalina plane on intention, Hatta demanded that he be sent the 1st February 1942. Not too long after their tools of trade to build the house. arrival in Java, the troop of Japan landed in However, Dahlan exposed his letter Banten. On the 9th March 1942, Japan was to the chief redactor of Pemandangan successful to take over the administration newspaper, Saerun’s relative. The letter was from the Dutch. It was the time when the then quoted by some other newspapers, national movement’s figures were freed from including the Dutch newspaper. The content the Dutch colonization grip. However they of the letter eventually read by the chief of had to struggle and fight this new colony Anti Revolutionary Party, Dr. H. Collijn. for more than three years before finally

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Indonesia obtained its independence on the became a place to spend their time. In this 17th August 1945. moment, they had opportunities to meet In the circumstance of Pacific War, and communicate with the other figures the fate of the internees in Boven Digul from various regions, ethnics, and religions. was unstable. Their condition was very In this process, the camp was just like a saddening. Their food necessity in the camps “miniature of Indonesia” in the internment was insufficient and limited. The internees land (Kartomi 2005:61). had to find their own logistic sources in the Previously, the colonial government tried jungle and around the rivers. Some of them to make advantage of this diverse condition who still endured to live in Boven Digoel to create a conflict, especially between Java were influenced by theD utch to fight against and Sumatera (Minangkabau). Art activities Japan fascism. But there were also some were infatuated by Javanese while Sumatran people who advantaged this moment to leave preferred to spend their time most in sport the internment. Bondan, along with the other activities like pencak silat. Both of this internees, left Tanah Merah, helped by the activities were so conspicuous enough that natives of Papua, to Merauke. On behalf of the participants wanted to be provoked by Dutch Governemnt, Van der Plas passed the the colonial government. Unfortunately, this policy of internees’ evacuation to Australia, effort didn’t work out because the internees, started from May, 29 until June 10, 1943. especially those who came in 1930s, had They were evacuated by vessels and planes. high solidarity values as the exiled revolution As a result, there were 600 people in Horn mates. Their solidarity was strengthened Island, Australia. The ship in which Bondan particularly when they were exposed to the went with arrived in Brisbane Harbor on colonial government. Shortly, the solidarity the 23rd of June 1943. There were about 20 among the internees was fundamentally built trucks utilized to evacuate Digulis people as a similar revolution purpose; to chase away together with their family (Bondan 2011:54- the colonist and gained the independence. 73). In this new place, they kept fire of the Related to this aspect, it can be concluded revolution. And finally on the 18th of August that the diversity possesses a big potency 1945, they accepted the news that Soekarno to be advantaged as the nation’s unity and Hatta had proclaimed the Independence and adhere; vice versa, if it is not properly of Indonesia a day before. managed, it will be a source of conflict. The treatise of the internees’ lives have reflected The Nation’s History and Character the implementation of Bhineka Tunggal Ika The explanation above shows that the principle. process to be a sovereign nation is very The history of the internment or expensive paid by our nation’s founders. the exile in Boven Digul camp gives us a They were forcefully, without real court great worthy lesson about the naturalists’ process, kept away from their family and consistency. They were viewed as the most their hometown. But their desire always consistent among all the other groups in the kept growing stronger to fight the revolution, exiling place. They kept preceding their non- regardless to though their movement space cooperative attitude so that every single effort which was very limited. Boven Digoel camps of government to persuade them to work,

9 Abd. rahman hamid, Seedling Nation’s Character Through Learning History: Learning From Exile Camp of Boven Digoel, Papua. even with wage, was rejected by them. They Tanah Merah. If he needed, he would lend kept the colonial promise that their status his books to the internees based on the time in the internment was as the internees, not scheduled. His love and interest in books prisoners, so they didn’t have an obligation were revealed in his life philosophy, “As long to work. The figure of true naturalists can be as I have books, I can live anywhere”. He made as a referee was Mohammad Hatta. In also reminded us to “struggle as long as we his conversation with Captain van Langen in are free, if our wings have been broken, let’s Tanah Merah, Hatta was offered a very high dedicate ourselves to find out knowledge” salary, with one condition that he was eager (Rose 1991:127). to cooperate with the colonial government. Various experiences and lessons from Hatta rejected the persuasion to cooperate. the history of the exiled national movement This was the second time he refused to figures inB oven Digoel are very important to cooperate, because at the time he was in be comprehended by the educators and the Jakarta, he was also offered the same offer students. There are two ways which can be from the colonial government. “I am still a done to transfer the historical knowledge. non-cooperator”, said Hatta (2011:150). First, the improvement of historical Another lesson which can be learned tourism activities. The students are invited from this history is self-awareness of the by the teachers to visit and recognize closely importance of education among the internees. the historical objects. Through this way they Even if the government had prevailed a policy can inspire every single pulse of the internees’ to prohibit learning activities (schools), they life at their period. The observation toward kept finding these alternatives. They formed the disposition and condition of Boven a small learning club called “Sistem Tiga Digoel camp, whether in Tanah Merah or Keluarga” or “Three – Family System”. This in Tanah Tinggi, will bear their inspiration system was very effective. The interaction and evaluation toward the objects and the between the teachers and the students was condition of the settlers while the camp more intensive. was settled. To give them knowledge and They also didn’t need a special learning inspiration, the teachers need to own good class like schools in general. Learning firmament and horizon toward the intended activities could be done anywhere and objects, or at least, they can use a guide if anytime, as long as the teachers and the available in the location. students were available. It was true that Second, the production of recording many teachers were needed to perform raised from the output of outdoor visitation this learning system. One thing that should and reading materials from historical sources. be deserved to be appreciated was the The students are not only involved directly willingness of the teachers eventhough to the visitation activities but also invited to without being paid. Even the teachers were reconstruct past events from the the object willing to give their belonging just to make in the form of audiovisual. Henceforth, they the learning activities worked. The viruses will not only consume the information but of learning lovers were infected by Hatta, also produce knowledge about the historical who was from the beginning well known in object which they visit. In this context, the discipline in learning, to all of them. He had students had recreated the past event memory various books collection which he brought to

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(story) to the importance of learning and the The exiled people in Boven Digoel formation of their character as the nation’s were generally divided into two. First, the generation. communists who conducted rebellion in Through both ways mentioned above, 1926. Due to this rebellion, they were exiled to it is expected their awareness will grow their hometown. Second, the nationalists or stronger to accept their Indonesian reality national movement figures who were exiled which has expensively paid by the internees. in 1930s. Their placement in the internment They can also compare the condition of that was suited to their status chosen while the era and the condition they have now, so that first time they arrived in the camps. The they can be thankful generations and eager alternation of status often occurred, from the to learn from their ancestors’ experience. non-cooperative to cooperative, especially While in the exiling period the internees were after they had experienced different camp still able to learn more and to think about condition. The condition of the internees the importance of their nation (future), so in Tanah Merah was far better than that of how about the recent generation’s thought internees who settled in camp Tanah Tinggi. and attitude? This case can be answered if The refreshment of nation’s past event they have good historical knowledge and knowledge is a valuable treasure which can awareness. be advantaged as foundation of generation’s character formation as well as learning Conclusion materials character-based education. The The opening of Boven Digoel camp was opening and the functioning of Boven Digoel opend by the Dutch colonial government camp left various valuable learning which has was intended to form and also to change the to be known by the generation of our nation. characters of the settlers. For the government (Indonesian) as a nation where we settle now side, internment tended to be an effort to is not formed by itself. The revolutionists normalize their ethical life so that they were had expensively paid their dreams to be an more ccoperative with the government. In independent and sovereign nation which we contrast, for the national movement figures enjoy now. The history of our nation provides who experienced and spent their life there, various lessons which can serve as a model of the camps was just like world hell which they the formation of the nation’s characters.[] experienced due to their struggle to fight REFERENCES the independence. Whatever their point of view toward the interment place, there was Bondan, M. (2011). Memoar Seorang Eks- something surely happened; the camps had Digulis: Totalitas Sebuah Perjuangan. formed the Indonesian character which Jakarta: Kompas. was strong and weak. The weak belonged to Dewantara, K.H. (2009). Menuju Manusia those who change their conviction while they Merdeka. Yogyakarta: Lautika. were in the internment. On the other hand, Hatta, M. (2011). Untuk Negeriku: Sebuah the strong were those who stood still in their Otobiografi 2nd Edition (Berjuang dan conviction whatever happened, or they were Dibuang. Jakarta: Kompas. often called as the principle.

11 Abd. rahman hamid, Seedling Nation’s Character Through Learning History: Learning From Exile Camp of Boven Digoel, Papua.

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