Bruno Polonio

COM 232

16 May 2020

Image Textual Analysis

1. "The Combat" by Leslie Illingworth, 1939.

Illingworth, L. (n.d.). "The Combat" by Leslie Illingworth (1902-1979). November 6, 1939

edition of 'Punch' magazine. Retrieved from https://punch.photoshelter.com/gallery-

image/World-War-2-Cartoons/G0000ACxpJLGwC0s/I0000UoGgWq3hFhY

2. Questions

 What do the two main figures of the cartoon represent? How are they

interacting with other elements and to each other?

 Since this cartoon was done during the World War II period, what specific

event is it portraying? How does the cartoon relate to the event?

  What does the word “freedom” represent in the image’s context? Does it relate

to today’s concept of freedom and fights for human rights?

3. Review

At first glance, the cartoon shows a from the aerial perspective a landscape of a city from

its downtown urban area to its rural parts, a bridge, and also a river—the lights in the sky

indicating either dawn time or evening’s beginning. Above the city, there are the two

dominants figures of the cartoon: what appears to be a combat airplane, a single-seat fighter

type, and a gigantic surreal soldier with a gas mask and airplane wings crawling over the city.

For those more familiar with the World War II imagery, it might be easy to spot the figure as

Nazi-soldier by noting his helmet’s shape and uniform. However, what unquestionably

delivers this fact is the swastika insignia on his uniform.

In this colored cartoon with great contrast between its elements, the two main figures

seem to be facing each other ready to engage in some kind of combat. The small figures of

people, motorcycles, cars, and boats, indicate the city is clearly populated and that the war

combat will occur despite the danger presented to its people. These small figures also

implicate chaos, since they seem to be moving in a disoriented manner as if they were

running to get shelter.

4. Interpretation

The aspect that really stands out in the cartoon is the confront between the airplane, the

British Spitfire airplane, and the gigantic, almost monstrous, German Nazi Soldier. In this

confront, good against evil, virtuous against hideous, light against dark. There a few factors

that support this idea.

First, the Spitfire is on the left, on the very edge of the image. The Nazi soldier, in-depth,

dominates the right side of the image. Most minds are set to read from left to right, plus the
perspective of the Spitfire. It feels as we were on the side of the Spitfire, facing the monstrous

Nazi Soldier ahead us. Analyzing the colors and the light cast on the cartoon, it becomes

evident how the brightness level gradually goes down as the figure of the Nazi soldier

appears. The Spitfire is shiny, vivid, righteous. It looks brand new and ready. On the opposite

side, the Nazi soldier is intimidating, vicious; it looks inhuman. It is light versus darkness,

good versus evil. The Nazi soldier acts like an animalistic creature crawling towards the city,

bringing nothing but destruction and death. His left-hand shows his power of annihilation. It

brings so much pain and death that even its color turn lifeless. The fire like smoke around his

figure exposes he leaves nothing but chaos behind him.

Furthermore, the gas mask and its red eyes add an inhuman touch to the Nazi soldier, as if

the British Roya Air Force pilot is on his way to kill an evil monster, not another soldier. It

gives the impression that it is easier to kill the Nazi soldier. It becomes more acceptable to

kill him, thinking he is a monster rather than thinking of another human life fighting on the

other side. But is the Nazi Soldier indeed a monstrous evil creature?

After reading the cartoon more carefully, I came up with an alternative interpretation. In

this scenario, the Nazi soldier is trapped. The harm he is continuously causing is also harming

himself severely. His burden (his wings) has become so tremendous and heavy that he cannot

even stand up; he only can crawl. He is doomed to follow orders and carry destruction. This

destruction causes so much chaos that he cannot even breathe in the middle of it; he needs a

mask. But now “freedom” is close, right in front of him. It contrasts, as his right hand still in

darkness, and his left hand (brighter) is closer to “freedom,” almost as he is trying to reach it.

He needs freedom, even if it means his end. “Freedom” is on its way to free the soldier, put

him out of his misery. And finally, ending his suffering.

Following the two interpretations, the word “freedom,” written on the Spitfire, can

represent the fight for freedom against the totalitarianism of Nazism, therefore, allowing
democracy to prevail in Europe. Or it can represent freedom for the Nazi soldier. Or both,

since the two interpretations can coexist. Relating the first interpretation to recent days, it is

notorious how the fight for freedom is persistent, maybe even infinite. Every day around the

globe, people are fighting against oppressive systems and ideologies. These constant fights

are challenging and lasting but essential for our evolution as human beings and as a society.

5. Interpretation Support

The cartoon is clearly depicts a combat of World War II. The cartoon from November,

1939, is a prelude of the Battle of Britain that occurred from July through September 1940,

after the blitzkrieg invasion in France. The Spitfire has both British and French insignias on

its wings. The Nazi Germany were on a frenzy after invading and occupying several

countries in Europe. Its next target was Britain. The problem was Britain is an island with

great defense capacity. The Nazi German plan was cripple British forces by aerial attacks,

and then send the Nazi army to disembark in Britain. In this period of intense aerial warfare,

the Royal British Force (RAF) and the Luftwaffe (Nazi air force) became quite popular.

Hitler sent 2,600 Luftwaffe fighters and bombers to destroy the RAF. At the beginning of the

battle the RAF only had 640 fighters – Hurricanes and Spitfires – and German commanders

confidently predicted victory would only take a few days. The British people were afraid.

They did not if they would have enough military force to stop the Nazi Germany.

Britain stepped up the production of fighter planes, building them faster than Germany.

The Hurricanes, with their sturdy frames, took on the bombers. The Spitfires, with their

superior speed and agility, were sent up to shoot down German fighters. By the end of the

battle the better organized RAF defeated the Luftwaffe and downed 1,887 German planes.

The RAF lost 1,023 planes.

 Scholars say the Battle of Britain was crucial event to the war’s outcomes. It not only

stopped the Nazi Germany to further invade one of its major rivals, but also boosted the

moral of the Allies, especially Britain. The British people were feeling confident and stronger

than ever before in the war. Britain’s victory demonstrated the courage and resilience of the

country’s military and its people and allowed them to remain free from Nazi occupation. The

Spitfire is a symbol of pride, force, and freedom. It became the most famous plane in the

World War II, and its high popularity started around this event.

6. Conclusion

Both interpretations are aligned to facts of the Battle of Britain and the sentiments that

surrounded the war. Fear, bravery, hard work, physical and mental fatigue, and overcoming,

were all traits very present to the British people and army. The cartoon portraits well these

some of these traits in the face of the powerful Nazi army. Through the visual textual analysis

I was able to answer the research questions giving relevant interpretations of the piece, and to

contribute to better understanding of implications from the Battle of Britain to the British

people, the war, and the soldiers.