Historical Context
The Pigman, written in the late 1960s, emerged during a turbulent period in American society. The era was marked by protests against the Vietnam War, the rise of the Civil Rights and feminist movements, and a vibrant celebration of teenagers and young adults as a new, liberated generation. This stood in stark contrast to those who wanted to maintain traditional values and the status quo. Zindel's book was revolutionary in its honest portrayal of teenagers who were disrespectful to their teachers, let down by their parents, and engaged in behaviors adults disapproved of—such as minor vandalism, drinking, and smoking. Prior to The Pigman, few young adult books were so candid; most depicted an idealized world that adults wished teenagers would inhabit.
Although Lorraine and John love their parents, they openly criticize how their parents have failed them, a common sentiment among the younger generation of the 1960s and early 1970s. The phrase "Never trust anyone over 35" was popular among rebellious youths, who believed life had more to offer than just wearing a suit and earning a living. John expresses this sentiment to his father, saying, "I just don't want to wear a suit every day and carry an attaché case and ride a subway. I want to be me. Not a phony in the crowd." This celebration of creativity and individuality, which led some to label the '60s generation as "The Me Generation," was typical of young people of that era. John's father, unable to understand and dismissive, calls John's dream of becoming an actor "a fool's dream world," a common attitude among the older generation. Interestingly, John's older brother Kenneth, who is eleven years his senior, has aligned himself with their father's values and works on Wall Street.
Another characteristic of the younger generation of that time was a deep-seated distrust of authority figures, such as teachers, police officers, and parents. Both John and Lorraine keep large parts of their lives hidden from their parents. While Lorraine is less disdainful of her mother than John is of his parents, she recognizes that her mother is too damaged to support or understand her, and she lies about her activities. John, more bitterly disappointed by his parents, shows his frustration through blatant disobedience and backtalk. When the police arrive after Mr. Pignati's heart attack, John describes them as "snotty" and "dumb," and both he and Lorraine lie, claiming to be Mr. Pignati's children. After the police leave, John cynically remarks, "They were probably anxious to get along on the rounds of the local bars and collect their graft for the week." Lorraine, less cynical, is angered by this comment and tells John she hopes he needs the police someday but can't find an officer to help him.
It's intriguing that Zindel opted not to reference any political or social events, such as the widespread protests, riots, rallies, or the Vietnam War, which were occurring during the period he authored the book. Perhaps he did this to prevent the book from appearing outdated. More likely, he made this choice to reflect reality. Many teenagers are either unaware of political and social happenings or are only minimally impacted by them. For numerous teens, school life, relationships with parents, and activities with friends are the focal points of their daily existence.
Setting
The Pigman is set in Staten Island, New York City. John's father works at the Stock Exchange, and his family appears to be financially comfortable. In contrast, Lorraine and her mother struggle to make ends meet. Mr. Pignati, a retired electrician, has enough money to take John and Lorraine on shopping sprees, though his home is in poor condition. The novel doesn’t specify the exact period, but it likely occurs in the early to mid-1960s. Key locations in the story include Franklin High School, the Baron Park Zoo, the Moravian Cemetery, Beekman's Department Store, and the main characters' homes.
Expert Q&A
What are the main settings in The Pigman and why are they important?
The main settings include Staten Island, NY in the 1960s, with key locations being the school, graveyard, Mr. Pignati's house, and the zoo. The school is where John and Lorraine write and engage in pranks. The graveyard serves as their escape from home troubles. Mr. Pignati's house becomes a sanctuary, offering comfort and security. The zoo, Mr. Pignati's retreat, is where tragedy occurs with the deaths of Bobo the monkey and Mr. Pignati.
What is the setting in "The Pigman"?
The setting of "The Pigman" is primarily in Staten Island, New York, during the 1960s. This suburban location, distinct from the bustling city, plays a crucial role in the story's dynamics. Key locations include Franklin High School and the homes of the protagonists, John and Lorraine, with significant events unfolding in Mr. Pignati's house at 190 Howard Avenue. The house, filled with memories and a sense of timelessness, contrasts with the evolving world outside.
Literary Style
Point of View
Zindel's The Pigman unfolds through the perspectives of its two main
characters, who claim they are typing the story in the school library while the
librarian, thinking they’re working on a book report, supervises. Chapters
penned by Lorraine alternate with those written by John. Both narrate the story
in a breezy, honest, and irreverent adolescent style, emphasizing action over
internal feelings, motivations, or consequences, though these elements do
occasionally surface in the narrative.
By employing two narrators with slightly different viewpoints, Zindel provides a more comprehensive picture of the story. Often, John or Lorraine will revisit and comment on what the other has written, offering their own interpretation of events.
Extracts from "Real Life"
An intriguing aspect of the book is the sporadic inclusion of handwritten
elements, such as John and Lorraine's signatures on an "Oath" to truthfully
recount the incidents described in the story, some graffiti John scribbles on a
desk, and some pencil and paper games Mr. Pignati plays with them. The book
also features a page from a funeral planning booklet, a funeral bill, and a
piece torn from an advice column. These elements enhance the realism and
immediacy of the story, making it more believable.
Foreshadowing
Reflecting teenagers' penchant for drama, Lorraine often notes "omens" that, in
hindsight, she believes should have alerted her to impending disaster. This
foreshadowing is far from subtle; for instance, she recounts a visit to the zoo
with John and Mr. Pignati, where a woman selling peanuts is rude to her. "That
was the first omen," she writes. "I should have left right on the spot." The
second omen occurs when a peacock, noticing her bag of peanuts, chases her, and
a third happens in the Mammal Building, where she observes a child watching the
people who are observing the vampire bats. "He made me feel as though I was a
bat in a cage and he was on the outside looking at me. It all made me very
nervous," she writes. In another instance, when she and John go downtown with
Mr. Pignati, she encounters a mentally ill woman who repeatedly says, "Death is
coming. God told me death is coming." Additionally, Lorraine dreams of finding
a long black coffin in Mr. Pignati's house. Although these "omens" might seem
like ordinary events to many readers, or in some cases, logical outcomes of her
fears about Mr. Pignati's well-being after his heart attack, Lorraine's
tendency to interpret them as significant is typical of the teenage mindset and
also serves to foreshadow an impending, unidentified catastrophe in the
story.
Dialogue
Zindel's writing style relies heavily on dialogue, likely influenced by his
experience as a playwright. The conversations are masterfully crafted and sound
very authentic; Zindel has a keen sense of how both teenagers and adults
communicate. Furthermore, since the book is "written" by John and Lorraine in
alternating chapters, even the narrative and descriptive sections have a
distinct teenage tone. The book opens with:
Now, I don't like school, which you might say is one of the factors that got us involved with this old guy we nicknamed the Pigman. Actually, I hate school, but then again most of the time I hate everything.
Cleverly, Zindel avoided dating the book by using language that mimics slang without relying heavily on actual slang terms, which can quickly become outdated. In chapter 3, John articulates this approach, which Zindel seems to have embraced: "I really hate it when a teacher has to show she isn't behind the times by using some expression which sounds so up-to-date you know for sure she's behind the times." Instead of using contemporary slang from the period the book was written, Zindel has his teenage characters use language that evokes slang, with terms like "dimwit," "nutty," and "crazy," and phrases such as "five-finger discount," "putrid brand of beer," and "these two amoebae" (referring to two delinquent boys). John refers to his mom as "The Hyper" or "The Old Lady" and calls his dad "The Bore."
Instead of using explicit curse words, he informs the reader that he will use the symbol "@#$%" for "a mild curse—like the kind you hear in the movies"—and "3@#$%" for a "revolting curse," "the raunchiest curse you can think of." This use of symbols serves two purposes: readers can mentally insert whatever curses they are familiar with, keeping the book relevant, and since Zindel doesn't spell out the offensive words, adult readers are less likely to object to their inclusion in a young adult novel.
Literary Qualities
Characterized by rapid, melodramatic action and realistic dialogue with a touch of hyperbolic wit, The Pigman skillfully alternates between John’s and Lorraine’s first-person perspectives while developing a natural system of symbols. The narrative recounts John and Lorraine's relationship with Mr. Pignati, who is already deceased when their "memorial epic" begins. The novel actually presents four perspectives: those of John and Lorraine as characters who experience the events without knowing the outcome, and those of John and Lorraine as narrators who are aware of Mr. Pignati's death and reflect on its meaning. These differing viewpoints create dramatic irony because the narrators, and to some extent the reader, know the future events while the characters do not. Since John and Lorraine the narrators understand that Mr. Pignati's death directly results from their actions, their storytelling imbues the novel's tragic ending with a sense of inevitability, a hallmark of a compelling plot. The contrasts between John’s and Lorraine’s personalities also enrich the narrative: John, being dramatic and flamboyant, describes action vividly, while Lorraine, intuitive and analytical, skillfully interprets its significance. However, roles are reversed in the final chapter when John articulates the novel's deeper meaning. His interpretation is particularly striking as it reveals an inner depth usually masked by his lively exterior.
Other kids get elected G.O. President, class secretary, and lab squad
captain, but I got elected the Bathroom Bomber.
Angelo Pignati serves as the novel's symbolic heart. His name hints at the
duality of his character. He embodies both pig and angel; his home is
disordered and cluttered, yet he offers warmth and security. He has chosen the
unexpected symbol of a collection of pig figurines to express his love for his
wife. The duality of his nature is also seen in his oscillation between
childlike and adult behaviors; in this way, he represents adolescence. His
death forces John and Lorraine to realize that they cannot indefinitely juggle
both roles and that it is time for them to mature into adulthood.
Compare and Contrast
1960s: Teen smoking, drinking, and drug use become widespread in the 1960s, a time when the harmful effects of drugs are not well-known and experimentation and rebellion are ingrained in popular culture.
Today: Teen smoking and drinking have surged since the 1960s, with approximately 3,000 young people starting to smoke daily. Nearly 1,000 of these individuals (1 in 3) will eventually succumb to smoking-related illnesses. Cigarette, alcohol, and drug use are more prevalent among teens who lack an emotional connection with their parents.
1960s: During the 1960s, not everyone can afford a telephone, and those who do use rotary dial systems instead of touch-tones. Phone numbers consist of two letters and five numbers, such as "Sa7-7295," which is the number for the hospital Mr. Pignati is in. The two letters are abbreviations for the name of the "exchange," typically a neighborhood. Faxes, personal computers, and the Internet are non-existent.
Today: Phone companies have abandoned the letter-and-number system in favor of all-numeric phone numbers, and rotary phones are now obsolete; many telephone services require a touch-tone phone to access. The demand for phone numbers has continued to grow, leading to the creation of new area codes annually. Additionally, cellular phones, fax machines, pagers, and the Internet enable constant connectivity, even across the globe.
1960s: In the 1960s, AIDS is unknown, and there is little concern about many consequences of sexual activity. Teen pregnancy, divorce, and single-parent families are more prevalent than in previous decades and are considered shameful.
Today: The advent of AIDS has prompted many to reconsider their sexual behaviors and adopt precautions against this and other diseases. Despite this, divorce rates continue to rise, and teen pregnancies and single-parent families are now common. Attitudes towards these issues have evolved, with many viewing them as painful but without the stigma and blame that were common in the 1960s.
1960s-1970s: The Vietnam War rages throughout the 1960s and early 1970s, leading to widespread anti-war protests in the United States. During the conflict, 3 million Americans serve, 58,000 die, 1,000 are declared missing, and 150,000 are wounded.
Today: Since the 1960s, the United States has engaged in several smaller conflicts, notably the Gulf War in the Middle East, but none have sparked the same level of widespread dissent and rebellion as the Vietnam War. However, the hijacking of three planes on September 11, 2001, and the subsequent attacks on the World Trade Center Towers in New York and the Pentagon in Washington D.C. remain the largest terrorist attacks to date.
For Further Reference
Clarke, Loretta. "The Pigman: A Novel of Adolescence." English Journal 61 (November 1972): 1163-1169, 1175. This is a well-rounded essay discussing the narrative perspective and Zindel's depiction of teenage life.
Commire, Anne, ed. Something about the Author. Vol. 16. Detroit: Gale Research, 1979. This volume contains a concise biography of Zindel.
Haley, Beverly. "The Pigman—Use It!" Arizona English Bulletin 14 (April 1972): 89-92. This is one of the finest general essays on the novel, emphasizing its symbolic actions.
Haley, Beverly, and Kenneth L. Donelson. "Pigs and Hamburgers, Cadavers and Gamma Rays: Paul Zindel's Adolescents." Elementary English 51 (October 1974): 941-945. This piece offers a keen analysis of Zindel's representation of adolescence in his early novels and his acclaimed play, The Effect of Gamma Rays on Man-in-the-Moon Marigolds.
Henke, James T. "Six Characters in Search of the Family: The Novels of Paul Zindel." Children's Literature Annual 5 (1976): 130-140. Henke explores the theme of teenagers assuming parental roles in Zindel's initial three novels.
Jakiel, S. James. "Paul Zindel: An Author For Today's Adolescents." Arizona English Bulletin 18 (April 1976): 220-224. Jakiel delves into Zindel's biases and their impact on his storytelling.
Bibliography and Further Reading
Sources
Clarke, Loretta, "The Pigman: A Novel of Adolescence," in English
Journal, Vol. 61, No. 8, November 1972.
Forman, Jack Davis, Presenting Paul Zindel, Twayne Publishers, 1988, pp. 12-17, 57-59.
Lesesne, Teri, "Humor, Bathos, and Fear: An Interview with Paul Zindel," in Teacher Librarian, Vol. 27, No. 2, December 1999, p. 60.
Zindel, Paul, "Paul Zindel: Interview Transcript," Scholastic, http://teacher.scholastic.com (June 14, 2001).
----, "Paul Zindel's Booklist," Scholastic, http://teacher.scholastic.com (June 14, 2001).
For Further Reading
National Council of Teachers of English, Speaking for Ourselves:
Autobiographical Sketches by Notable Authors of Books for Young Adults,
National Council of Teachers of English, 1990.
This collection features autobiographies of Zindel and other notable authors of
young adult literature, where they discuss their lives and work.
Raymond, Gerard, "The Effects of Staten Island on a Pulitzer Prize—Winning
Playwright," in Theater Week, Vol. 2, No. 37, April 24, 1989, pp.
16-21.
This article explores Zindel's challenging upbringing and its influence on his
writing career.
Rees, David, The Marble in the Water: Essays on Contemporary Writers of
Fiction for Children and Young Adults, Horn Book, Inc., 1980.
This essay collection offers critical perspectives on contemporary authors who
write for children and young adults.
Zindel, Paul, The Pigman and Me, HarperCollins, 1992.
In his autobiography, Zindel reflects on his troubled childhood, his journey as
a writer, and the sources of inspiration for his work.
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