UNMAN, WITTERING AND ZIGO

UK, 1971, 108 minutes, Colour.
David Hemmings, Caroline Seymour, Douglas Wilmer.
Directed by John Mac Kenzie.

Unman, Wittering and Zigo is a psychological thriller that takes us into the world of Lord of the Flies and If..... Critics have made comparisons, but these are probably unfair as the present film remains on the level of psychological menace rather than exploring the bases of evil and malice. As such, it could disappoint audiences that it did not go further. But on its own terms, it is quite good, combining a real world of school activities with the nightmare horror of a class that has murdered its form master.

David Hemmings produced this version of a Giles Cooper play (screenplay by novelist Simon Raven). A small joke worth noting is in the cast at the end where the roll is given including Zigo, who has been absent the whole term: Zigo - absent. An unusual piece of macabre interest.

1. The title referred to the least three names on a roll-call. Was this an effective title? What reaction did it evoke when you first heard it?

2. Were the credit sequences successful in creating a mood of suspense and fear? Did you know what was happening? How did the subjective shots of the falling over the cliff involve the audience and prepare it for what was to follow? The funeral?

3. Did the remote coastal setting have an important role in the film? Why? How?

4. What were your first impressions of the boys? Were they an average group of boys? How did the camera's picking out their faces contribute?

5. What kind of school was Chantry? Was it a normal school or was it eccentric? How did the headmaster symbolise the school? Was he a typical headmaster?

6. Was John a sympathetic character? Why did he want to teach? Was he ready for a teaching Job?

7. How did the sequence of the tour of the school, classes, the refectory contribute to the atmosphere? How did they contrast with the sequences of John and his wife moving into the cottage and setting it up?

8. Was John capable of managing boys in a classroom? What did the sequences of his first day show? Was he helped by his friendship with the art teacher?

9. Did you believe the boys when they first revealed that they had murdered their form master? Was the episode credible? Were the boys evil?


10. How did they get John under their control? Why did he get no support from the headmaster or from his wife? Did he do the best he could? What else could he have done?

11. Did particular boys stand out as leaders - in the class? Which one? Why? How did they intimidate John? -e.g. at climbing practice, in his office, etc?

12. Why did it seem necessary to John to search out the ringleader and so control the boys? Why did he find it hard to get the leader?

13. How was Wittering made the centre of the audience's attention without their realizing that he had planned the murder - centre of the class scuffle and ridicule, their mocking him at the gym with John's wife, his singing in the choir?

14. How did John relate to his wife? Why was she dissatisfied? Why did he rely on the pub so much?

15. Was the potential rape sequence handled well - their brutality, their clumsiness, their goading of Wittering?

16. Why did Wittering kill himself? Was this dramatically plausible? Did it bring the film to a head? How?

17. Was this a film with a theme about human inner drives so evil as Lord of the Flies or if....., or was it just a sensational story with a touch of horror? Why?

18. How was evil explored in the film - evil will? selfishness? fear? resentment? intimidation? the playing with power? revenge? brutality?

19. What did the film have to say about human nature?

20. The film was set in an English school. Did this imply any comment on or criticism of English schools or education systems?