More Political Prisoner Transcripts In

For the past couple of months, intern Cecilia Greco has been transcribing interviews that the National Czech & Slovak Museum & Library recorded with former political prisoners. In the second transcript in this series, Czech-American Robert Budway (who was imprisoned on a visit back to Czechoslovakia in 1962) remembers the way that his childhood in Bohemia was affected by the onset of WWII:

Robert Budway in his hometown of Těchonice, circa 1935

"When the disintegration of Czechoslovakia began, I was 10 years old. I was not really even 10 years old. I lived it intensively; I believed at 10 years old, I realized the gravity of what was happening. So by the time the country totally ceased to exist, I was 11. Then when I went to high school, I could not change down deep in my heart and mind that what I have learned in those first formative years in that grade school in that little village of Těchonice to love the Czech scene; Czech nation; Czech history; Czech everything. It was difficult to come to terms that I must repeat things I didn't believe. And I also was a little shocked because most teachers I encountered in my experience in the First Czechoslovak Republic, the Second Czechoslovak Republic... I think were very decent people who were doing their best to educate the young people in the spirit of Czechoslovak ideas. However, there were a few who did not, and I had difficulty with that. I would rebel in my usual way, even pretend. When they asked a question, let's say pertaining to German geography – and I was a geography buff – I would immediately declare loud and clear, 'I do not know.' And everybody in the classroom knew that I knew. It was daring at that particular time to even answer to a teacher, 'I don't know.' If you didn't know, you would look down and be silent. But that was also considered my American or rebellious way, I did not know. Even the teacher sensed that I must have known because after all, he did give me the best grade in geography. And yet I answered his question on examinations – many times when I didn't like the question, 'I don't know.'"

You said that in school you would have to repeat things you didn't believe... What sorts of things? I know that you were talking a lot about Germany, but what in particular?

"Right. First of all, the spirit of education at that particular time was suddenly [that the] German language was the language you learn; German besides Czech. Then there was an emphasis on a 'Future Europe,' a so-called Neuordnung Europas – that is, in German, a new order in Europe.  That was all around. To listen to the news and declarations of loyalty to German leadership, that was definitely something that was very hard to swallow. For somebody whose heroes were [Tomáš Garrigue] Masaryk, [Edvard] Beneš, and [Milan] Štefánik. So that was the thing. For example, we had to also do recycling. [We collected] scraps and all sorts of things. That was something I rebelled against, because I had to meet certain quotas. In high school you had to deliver so much and so much, I no longer can tell you, but let's say 10kg of scrap. Or you have an option; you can do it [by bringing] some metal, that means one object will do. Or you can collect papers and other things, which would take you quite a lot of time to do. So one time I went to do a shortcut, so I was caught taking some of my mother's cooking pots. And when she realized this is what I wanted to do, she said, 'You little fool' – I want to repeat the name she called me – 'Do you know that your uncles and your father may be in America's army? And they are going to produce bullets out of this thing... You are actually going to contribute to the killing of your own compatriots, of your American relatives, who must for sure be in the army!' Certainly it was a cold shower for me. I dropped it, and then had to collect what in Czech is called byliny, which is collecting herbs. And that took me weeks and weeks because I had to dry it, I had to find some bag to put it in, drag it up to the high school – and I walked two hours to high school. So obviously it would have been much easier to pick up one pot and I'd meet my quota. 

"This was quite an experience which made me aware again that I do have somebody in the United States, and there is a war going on. And I was contributing unknowingly, unwillingly to [something like this]. These were the types of things I really objected to. And everything that was German was always bigger, and that also aggravated me. Even though I must admit, certain things certainly were quite interesting. I did not reject learning something about Mozart, Schiller, and Goethe. I did not object to seeing a German movie; they fascinated me, most of them were for kids. But then I was nothing but 14 years old. But I do know that Czech movies tell me much more, I have much recollection of Czech movies even up today. Usually at that time, the quality movies were taken from Czech literature. And I was familiar with Czech literature, so I knew what they were trying to convey to me and they did their job. They did convey to me a very nice [message], you know, that there's something else besides Germany; that Czechs are here to stay. And I felt what one of the earlier Czech patriots during the Austro-Hungarian Monarchy, Karel Havlíček Borovský, said in Czech, 'Jsme a budeme' – 'We are and we are going to be.' That's a loose translation of the Czech nationalism defying the Austrian Monarchy. So, I used that against the German domination, which was in place there."

Where did you go to high school?

"I went to a high school in a small regional town called Plánice. Plánice was about a two-hour walk from the village where I lived. So I was quite a familiar figure to the countryside. I had to pass through a number of villages, everybody knew 'That's the American, that's Bobek from Těchonice who is going to high school.' And every fruit tree by the road, I knew them very well. So it was an adventure. I did not have a bicycle because it was difficult to obtain during the War. Even then my grandparents tried hard to find a bicycle, but somehow I preferred to walk. And a walk actually taught me something about perseverance: no matter what, or what weather, I will definitely go to school. During wintertime I would have to wake up by 5 o'clock; by 6 [o'clock] I would be on the road. I do particularly remember one winter, very early in the morning when it looked like this was not a day to go to school – grandmother and mother were looking out of the window and definitely saying no. But I would say yes, and I would start my journey to school... I got stuck very fast; I still could see our house, and I cried there because there was so much snow so I was falling in, and I had to get up, and [would fall] down again. But I dared to say, 'I am not going to go back and admit that they were right, I will go through this to the end.' I believe I have learned a lot about – which came to help me during the War and after the War – perseverance, don't give up."

For more on Robert Budway, visit his oral history profile at www.ncsml.org.