Journal Article Analysis

The journal article that I selected for this assignment is titled, Children’s Literature Goes to War: Dr. Seuss, P.D. Eastman, Monro Leaf, and the Private SNAFU Films (1943-46), (Nel, P., 2007). The article was originally intended for children educators or professionals in the field of children’s literature. This is evident by the following words:
-didactic
-satirizing
-protagonists
-approbation
-emancipatory
-fascism
-propaganda
The intended audience was also apparent as the article defines the methods used in the writings to teach children as well as the actual content (i.e. Teach by negative example). The author, Philip Nel, presents an in-depth analysis of three authors that collaborated in the making of the war-time Private SNAFU films (1943-46) and then compared and contrasted their post-war work to that of the SNAFU films and to each other (Nel, P, 2007).

Article Summary
In 1943, Theodor Sues Geisel (Dr. Seuss) and Phillip D. Eastman were both members of “Fort Fox” of the U.S. Army Information and Education Division. Geisel and Eastman worked together on a new project with the created character named “Private SNAFU,” which was an acronym meaning, “Situation Normal All Fouled Up.” He was the star of his own show for 28 episodes that aired as the “biweekly newsreel show to the troops” (Nel, P., 2007). Private SNAFU’s role was to educate the troops by negative example about various subjects vital to army service.
Monro Leaf, an established children’s author, joined in on the project after he and Geisel found themselves in Washington and were given the task to find a solution to the malaria problem with the troops in the South Pacific. Once again, teaching by negative example, Geisel and Leaf created a comic book that could be distributed to the troops. The name of the pamphlet was “This is Ann” (1943) of which Leaf authored and Geisel illustrated. Ann was a cartoon mosquito portrayed as “the sexy whore of the insect world” (Nel, P., 2007). In the story, Ann gets Private SNAFU because he didn’t take appropriate preventions to keep her away. The booklet and the SNAFU films were characterized by simplicity of language paired “with good-humored moralizing” (Nel, P., 2007).
This was not a new practice for Leaf, as he was once quoted as saying, “I made a career out of turning twenty-five cent words into nickel words” (Nel, P., 2007). But, as for Geisel, the SNAFU cartoons marked the beginning of his limitations of words to tell a story. This is evident in his work of the Random Houses, Beginner Books Series. Many of the books in the series were a collaborative effort between Geisel and Eastman and there was some indication of editorial conflict and even some question of authorship in the series. We do know for sure, that Leaf did not write any of the Beginner books.
Next, the author compares the didactic aims of the authors’ work of the SNAFU cartoons and the Beginner Books. The ultimate aim in the SNAFU series is to teach the GI’s “how to behave as good soldiers” (Nel, P., 2007), whereas the Beginner Books explicitly allow children to experience how reading can be fun, while implicitly influencing their behaviors. Ultimately both series focus on the importance of respecting the wise guidance of those in charge over us—whether it is the military or our parents.
The author then analyzes the prejudices previewed in the SNAFU series that in light of their post-war work was deliberately used to gain the attention of their known audience—the soldiers. Their SNAFU writings included Japanese stereotyping, probably that was their war enemy, and, they presented “women as sex objects, traitors, or both” (Nel, P., 2007). Both of these areas demand consideration of the cultural influences of the time in question.
Finally, Nel analyzes each author’s post-war work, concluding that Eastman’s writings were the most conservative of the three, especially regarding gender roles. Leaf’s work sent mixed messages, but was more gender inclusive than the other two authors post-war work. Geisel was very bold in his post-war writings regarding some big issues: protecting minority’s rights; opposing tyranny; and, protecting the environment.
The main idea of this article is that in spite of some possible prejudices that these three authors portrayed in their writings, considering the time they were born and worked, they actually were modern thinkers and ultimately sought to promote a “lasting peace” (Nel, P., 2007) through their talents.

References:
Nel, P. (2007). Children’s Literature Goes to War: Dr. Seuss, P.D. Eastman, Monro Leaf, and the Private SNAFU Films (1943-46). The Journal of Popular Culture, 40(3), 468-487.