74 pages 2 hours read

The Librarian of Auschwitz

Fiction | Novel | YA | Published in 2012

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Chapters 1-8Chapter Summaries & Analyses

Chapter 1 Summary

The Nazis would rather not waste an expensive bullet on Jews, but instead kill them by other more cost-effective means. They are brutal men, with no respect for life: “They look at death with the indifference of a grave digger” (1). What most of them don’t know is that in Block 31 of camp BIIB at Auschwitz-Birkenau death camp, the Nazis have approved a family camp with a school. This is unheard of for Jewish prisoners; the Nazis usually take the children from their parents and kill them and have outlawed schooling for Jews. For some reason, the family camp exists and is headed by Fredy Hirsh who asks 14-year old Edita (Dita) to take over the role of librarian. When Dita learns there are eight books that have been smuggled into Block 31, she is surprised and overjoyed. She takes her job seriously, even risking her life.

One day, the person assigned as lookout races into the makeshift classroom of Block 31. Several SS guards are walking toward the school for an inspection, among them, the feared Joseph Mengele. Pandemonium and chaos ensue. The teachers, who have books, are anguished. Edita grabs the books from them and quickly hides them under her dress. 

Chapter 2 Summary

When the officers enter, Mengele sees a set of twins and orders them removed and handed over to him. Dita shuts her eyes and remembers home before the war: “She looks back with nostalgia at the happy child she used to be” (8). She remembers the smell of chicken soup signaling peace, and the day the Nazis invaded Prague. She was 9 years old. Now, five years later, she is standing in a provisional school in the largest death camp of the war, with the books nestled under her dress, terrified. If they find the books, they will execute her.

As these high-ranking members of the Nazi party inspect Block 31, Dita’s fellow prisoners stand in front her so the inspectors can’t see her. One of the officers, known as the Priest, wants to see Professor Morgenstern’s spectacles. No prisoner is allowed any personal items. When the Priest hands the glasses back to Morgenstern, the Professor drops them to the ground with a clatter. He apologizes profusely, and the Priest calls him a clumsy idiot. Finally, the Priest eyes Dita. Unlike the others, she is not standing at attention but appears to be clutching something. He is about to say something to her when the Professor speaks up. Acting like he’s insane, he asks the Priest a series of absurd questions. This takes the focus off Dita. After the distraction, the Priest and Mengele leave. Dita sighs with relief.

Dita and her family have arrived on the December transport, along with Miriam Edelstein, a good friend of Hirsch’s. Miriam’s husband, Yakub, was a Jewish leader in the ghetto. When the ghetto was liquidated, he was sent to the political prisoner’s camp, Auschwitz I, notorious for the torture and killing of Jews.

After the inspection is over, Fredy Hirsch commends Dita for her courage. As she puts the books away, she lovingly looks at them; a Russian grammar, a novel by HG Wells, and others. For Dita, there is one book that intrigues her, The Adventures of the Good Soldier Švejk. Fredy tells her it is not an appropriate book for her, but Dita protests. She says, “[D]o you honestly believe that after observing on a daily basis thousands of people going to the gas chambers […] what I might read in a novel might shock me?” (28).

Fredy teaches Dita about the “living books.” These are really the teachers themselves, who tell the stories of their favorite books to their students, thus keeping literature alive through an oral tradition. 

Chapter 3 Summary

Margit is Dita’s best friend. The two girls meet before curfew and gossip. They often talk about the cute boys around them. They both share their experiences trying to find a place to sleep since all the bunks were occupied when they first arrived. Dita shares a bunk with a woman who never tells Dita her name and never speaks to her. Margit’s mother is dead, but her father and sister are still alive. Both of Dita’s parents are still alive.

Later, as Dita walks back to her sleeping hut, she senses a nervous energy in the air; “A dark shadow, darker than all the rest” (38) is moving about the area. Then Mengele appears. As he nears her, he stops and tells Dita he has been looking for her. She grows cold and afraid. He says he will be watching her. He then describes a gruesome surgery he’s performed, discussing it in brutal, animated detail. She can’t sleep that night, terrified about what he will do to her. When she thinks about what it’s like being a child, she scoffs out loud, thinking, “You have to have a childhood to be a child” (41).

Chapter 4 Summary

When Dita is with her mother, she often reflects on the past. Her story is very much like everyone else’s story: Jews are forced to wear a yellow star sewed to their clothing; children are taken from schools; fathers are forced to quit their professions and take on menial labor; college students must leave universities. Then come the ration cards, no entry into cafés or theaters. Books are outlawed, and if anyone is caught with one, they will be shot. Whenever she would complain about the increasing losses in their lives, her mother would say “It’s the war, Dita, it’s the war” (42). One thing that bothers Dita is whenever some new hardship arises, her mother just puts a pleasant smile on her face and complies.

Dita meets Fredy Hirsch for the first time when the Nazis remove them from their home and send them to the Terezín ghetto. After his father dies, Fredy joins the JDP, which is like a Boy Scouts for Jewish boys. He is extremely athletic and intelligent. Soon, he becomes an athletics teacher in the free world, then later in the ghetto. Dita watches him and his charges as they practice their sports. While in the ghetto, she has her first kiss from a boy named Erik, and she feels joy, despite the horror of her circumstances. 

Chapter 5 Summary

Back at Auschwitz, Rudi Rosenberg, who is 19 years old, has earned the job of registrar. He works for the SS, keeping track of each prisoner by their name and prison number. Such a job allows him to wear comfortable civilian clothes. He is granted extra food and the privilege of more freedom around the camp despite being a Jew. What the Nazis don’t know is that he is a member of the resistance, a group of men who plan escapes and gather information for potential uprisings. One day after work, Rudi meets the other resistance leaders, and they all puzzle over the presence of the family camp. They don’t understand why it’s there, and they know that in six months, there will be a “special treatment” for the September transport—the people who came in September and were brought to Block 31. They don’t understand this but think the worst: that the camp will be liquidated, and everyone who arrived in September will be killed.

Another member of the resistance, Schmulewski, arrives to the meeting. He is sometimes called Schlomo. The other men know he works in the special operations unit. This unit prepares Jews for their deaths in the gas chambers. Schlomo tells his fellow resistance fighters that after their horrendous ride in the stuffed trains, (where hundreds die), the Jews are ushered to this unit, where they must remove their clothes and have their hair cut. The Nazis tell them that they are going to take a shower to be de-liced. Schlomo can barely tell the others what he sees, asking for God’s forgiveness with each sentence. The Nazis are clever with their psychology; they “get them to hang their clothes on hooks and even tell them to take note of the number of the hook so they can retrieve their clothes afterwards” (55). Of course, the showers are actually a gas chamber, and they all die instead. All the men in the resistance who work for the SS are Jews, and Dita is curious about them, but also afraid. If they are found out, they will be executed in front of everyone.

Dita wants to put the books out during the class days so everyone can see them. Later, after class has ended, the assistant director tells Dita that he knows Fredy and can predict that he will not permit her to put the books out. She laughs to herself because she has learned that no one can predict anything at Auschwitz: “Lichtenstein is wrong,” she thinks. “Here no one knows anyone” (66).

Chapter 6 Summary

Dita and Professor Morgenstern have a conversation. The professor seems both agitated and mildly insensible. He explains that sometimes when she gives him a book to read, he forgets he has it. They both share a love for books. He tells her, “Books know everything” (69).

Later, when Dita meets Margit, she tells her best friend about Mengele. Both girls are struck by fear. As they talk, a third friend, Renee, walks up to them. She tells them that there is a guard who keeps staring at her. Margit and Dita make jokes about the situation, but then they see how scared their friend is. As they talk, another corpse, a sight they see frequently, is hauled out of the men’s hut. The girls glance at the body being whisked away but continue talking. Margit challenges Dita for not being afraid. Dita tells Margit that of course she is always scared. But she says. “I just don’t go around trumpeting it” (72).

As the chapter ends, Dita considers the threat from Mengele and believes it is her duty to tell Hirsch that Mengele has threatened to watch her every move. She considers herself to be an honest and upright person and realizes she has no right to “hide the facts from him” (74). She understands that he might take the job away from her, and that makes her sad, but her conscience won’t allow her to keep it a secret. 

Chapter 7 Summary

Rudi Rosenberg meets Hirsch at one of the fences that divides the prison. Hirsch and Rosenberg are distrustful of each other. Rudi isn’t sure whether Hirsch is an informant for the SS and is only posing as a Zionist, and Hirsch doesn’t quite trust the resistance. Hirsch tells Rosenberg that the guards have deeded a portion of empty space to the school. Rosenberg is distrustful and wonders what the Nazis want with the camp.

Out of the corner of his eye, Rudi spots a beautiful girl. Her name is Alice. She has lingered by the fence to meet with Rudi so she can ask him for some pencils. She tells him that in the school, they have to make pencils, and they only last for a little while. Rudi and Alice are clearly attracted to each other. They agree to meet at the fence the following day. Rudi says he will bring her pencils.

Later that day in school, Fredy lectures to the teenagers about the Jewish concept of aliyah, which he describes as a march to Palestine; the Jewish homeland. He explains that aliyah is as much a physical act of migrating to Palestine as it is a spiritual one. “If you carry out aliyah and undertake the march of our ancestors, that light will go on […] and brighten you within” (81).

Dita goes to her hiding place in the school and reads a book. She reminisces about the past. On her last birthday, she received a pair of used shoes, not the new ones she had hoped for. She was disappointed and unable to hide her disappointment from her parents. She remembers reading The Citadel and identifying with the story and the characters.

She falls asleep in the hiding spot, and when she wakes up, she thinks she is all alone, but then she sees Hirsch speaking with a man who is dressed incognito. Hirsch tells the man he worries about being caught. Dita does not know what the context is, but when the man leaves Hirsch’s office, she sees he’s wearing the black shoes of an SS guard. For the first time, she feels real fear. As the siren rings for curfew, Dita wonders if her beloved Hirsch is a Nazi collaborator. She is devastated by the prospect. 

Chapter 8 Summary

Dita returns to the past. She remembers Terezín, the ghetto where she and thousands of Jews were sent to live just before their final destination of Auschwitz. It was crowded, but still alive with Jewish culture. It was there that she met the librarian and accompanied her on her rounds, delivering and picking up borrowed books.

One day, as she accompanies the librarian, she runs into Fredy again for the first time in years. Fredy is actively involved in the fledgling Zionist movement, and Dita admires him. When he asks her if she wants to join the group, she demurs. She is attracted to the idea but is also afraid of proclaiming herself a Zionist.  

As she reminisces, she lies in her bunk next to the woman who never speaks. She worries about what she overheard between Hirsch and the Nazi. Nothing makes sense. She realizes again how in the death camps you can never really know anything or anyone. Reality and the truth are elusive.

Chapters 1-8 Analysis

The bold opening paragraph of this novel, which describes the Nazis’ treatment of death, signals an intention by the author: The reality will not be softened. In addition, the author also demonstrates the depravity of the Nazis for their inhumane and brutal treatment of the Jews.

Action is the primary literary tool the author employs to keep the reader invested. After the first few sentences, detailing the pervasive cruelty at Auschwitz, the readers are immediately dropped into the action with the visit by the SS. While the novel is long, it reads quickly because of this literary strategy of keeping most of the story alive in active scenes.

Another literary tool the author introduces in this first chapter, which sets up an ongoing dynamic in the novel, is the use of flashback. With the introduction of the main character, Edita (Dita), the author launches flashbacks so the story travels back and forth in time. The main advantage of this narrative strategy is that the reader learns the historical context of the events that led up to the delivery of the main character to the Auschwitz-Birkenau concentration camp.

Dita is introduced as a heroic and courageous girl. Her love for books in general, and the eight books in the school specifically, is greater than her fear of death. This important plot point, embedded in the development of Dita’s character, helps the author convey the main theme of the story; the power of books to offer solace and courage.

The author’s choice to use plain-spoken diction and simple verbs and nouns amplifies the horrors and difficult choices the Jewish prisoners must face. Using simple syntax and diction puts the focus on the drama of the story, instead of on the language used to tell it. The introduction and use of the secondary characters, and the differing points of view function like a Greek chorus, enhancing the reader’s view of the prison camp. However, because most of the action is seen through the eyes of a 14-year old girl, the perspectives are misleading, which is intentional. When Dita sees the professor acting crazy, she interprets it as his mind being insane. She isn’t sure if she really knows anyone intimately, and she scoffs when others say they do. This is the author’s way of elaborating another basic theme of the book: that in a place as horrifying as Auschwitz, the truth can never be known.

Through Dita’s relationship with Margit, the author shows that, while forced to be older than their years, in many ways, the young girls still act like teenagers. They talk about good-looking boys and find ways to giggle and laugh about certain everyday occurrences. By juxtaposing their teen mentality against the atrocities, the irony is clear; readers are always brought back to the horrible reality of Auschwitz.

The exchange between Dita and Mengele shows the indifference, and the evil, of the high-ranking members of the Nazi party. The intention of placing Mengele in Dita’s path is to convey that absolute corruption combined with power can create an evil that is almost impossible to escape. Symbolically, Mengele embodies the Nazi’s goals of killing all the Jews in Europe. Because readers recognize the good in Dita, however, it is clear that her youthfulness and vigor have a power of their own. Dita stands in opposition to the malevolence that abounds in the camp. The conflict between her and Mengele sets up the forces of good and evil while creating narrative tension.

The introduction of Rudi’s point of view in Chapter 5 intimately shows the conflict that Jews face while working for the Nazis. Clearly, the work has an effect on Rudi’s ego. Though their work on behalf of the Germans may seem like betrayal, it is clear the men are fighting for the lives of their Jewish brothers and sisters as well as their own.

When Margit reacts to Dita’s seeming fearlessness, she is pointing to a flaw in Dita’s character. Dita’s insistence on being courageous sometimes doesn’t allow her to feel compassion for others, but in keeping with the author’s intention to set up and reinforce the nature of war and suffering, Dita is complicated. She is also a young woman with a conscience. Though she is reluctant to tell Hirsch about Mengele because she thinks he will remove her library duties from her, she knows that it’s important to speak up for the good of everyone. The moment of this decision reveals Dita’s immense respect and care for her people and demonstrates that she is mature enough to know that her silence could very easily hurt others. Again, Dita’s character demonstrates the terms of good and evil, juxtaposed against the cruelty and psychological terror of the Nazis.

Love relieves the pain of imprisonment. The characters of Rudi and Alice demonstrate that, even during times of great suffering, romantic love is more powerful than evil. This is true for Dita, too, who receives her first kiss in the ghetto. These young prisoners especially demonstrate the power of love to rise above the death and destruction of Jewish suffering.

By introducing the concept of aliyah in contrast to the resistance, the author demonstrates that the varying allegiances of the Jews during times of war, though limited, still remain intact. Through these affiliations, it is clear that the Jewish people are proud and dignified, and that as a culture, self-esteem is derived by celebrating their Jewishness. One expression of Jewish strength, the resistance, requires courage and action. The other, aliyah, is a spiritual endeavor embedded in Zionism.

For Dita, everything changes once she witnesses what looks like a betrayal by Hirsch. In contrast to Dita’s fearlessness, readers see that in fact, her courage is mediated by circumstance. To think that the man she admires is capable of treachery throws Dita into a state of crisis and threatens to undo her entirely. This plot point demonstrates the repeating notion that no one can truly trust or believe they know another person when living under the harsh distress of the Holocaust.

The author frames Dita’s character in this section. She gravitates toward books and finds strength and safety in literature. What she learns in life is in large part derived from what she learns from books. As she reads through each of the eight books, Dita finds her power, and the balm that allows her to face the suffering and privation of her young life with dignity. Dita’s lively character is once again set in motion when she decides that, rather than pondering her uncertainty about Hirsch, she will find out more about him. This moment of transitioning from despair to action repeats the main attributes of Dita’s character; she is a young woman with determination, high ethical standards, and a desire to learn the truth. 

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