Repressed Memory and Play - Free Essay Example

Equus  is a play in which present and past collide and intertwine in spectacular and thematically significant ways. Psychoanalysis (a process of evaluating mental health that was developed by Sigmund Freud) drives the plot forward, as the psychiatrist Martin Dysart succeeds in drawing out of Alan Strang a series of repressed memories. His intention is to achieve abreaction, which is the discharge of the emotional energy attached to a repressed idea. Theatrically, the past events in the plot of  Equus  are strikingly represented, diverging from analytical and expository dialogue; rather than related verbally, these memories are acted out in flashback. By staging the past rather than revealing it through exposition (analysis usually being a process of  verbalization), Shaffer takes great advantage of the visual power of the theatre. In the staging of Alan’s memories, he allows himself a more lyrical tone, a more ritualistic style than that employed in the realistic di alogues between Dysart and the other characters in the play. In his book  Peter Shaffer, critic C. J. Gianakaris observed: ‘‘What will be best remembered about  Equus  is its brilliant dramatising of man’s attempt to reconcile the personal and the metaphysical aspects of his universe. ’’ As Gianakaris wrote, with the ‘‘immeasurable help’’ of director John Dexter, Shaffer ‘‘strikingly fused realism with mimetic ritual,’’ achieving a ‘‘daring stylisation’’ which is crucial to the success of the play. Ultimately, the abstract scenes in  Equus  powerfully reveal the relationship between sex and religion— the two most significant, and closely intertwined, themes in the play. Both sex and religion are crucial factors in Alan’s childhood development: in both arenas, Alan transfers ‘‘normal’’ social views of sex and worship on to his pagan, equine religion. The play hints at the sexual undertones in many events in Alan’s childhood. Frank Strang’s comment that Christianity ‘‘is just bad sex’’ implies connections between sexual desire and religious ecstasy which run through the play. Frank observes of Alan: A boy spends night after night having this stuff read into him: an innocent man tortured to death—thorns driven into his head—nails into his hands—a spear jammed through his ribs. It can mark anyone for life, that kind of thing. I’m not joking. The boy was absolutely fascinated by all that. He was always mooning over religious pictures. I mean real kinky ones, if you receive my meaning. Alan’s ride with the Horseman is also given sexual meaning; it is a pleasure he clearly attempts to duplicate on his naked, midnight rides with  Equus. (Alan has essentially ritualized a masturbatory act into a religious practice. ) At the pla y’s climax, Alan is confused when he finds himself sexually aroused by Jill Mason. He feels great shame as a result both of his ‘‘infidelity’’ in the presence of  Equus  and his impotence with Jill. Sex is a major catalyst, both in Alan’s development and in the violent blinding of the horses. The thematic connection between sexual identity and religious practice is cemented in the details of the play’s staging. Equus  is a play of thematic complexity and depth, and Shaffer’s writing of dialogue is, by and large, up to the task of expressing this complexity (although some critics have disagreed on this point). The true novelty and genius of  Equus, however, may rest in the manner in which Shaffer utilizes theatrical techniques to enact powerfully the psychological and religious dimensions of the play. Past and present collide in theatrical spectacle, as the dialogue of Alan’s sessions with Dysart is given a la rger, visual dimension, powerfully underscoring the play’s psychological themes. Gianakaris comments: The flexibility of the stage design permits striking variations in the way the action is presented. Straightforward realism alternates with imaginative stylised scenes of mime. Dysart’s is the cool, detached world of science where clinical evidence determines one’s actions. His dealings with others are consequently portrayed realistically, with narrated interjections. But Alan Strang’s ritual worship is especially well suited to abstract staging. The most stunning moments of reenactment (the abreaction) are the extended scenes which conclude each act of  Equus. The first act ends with Alan riding horseback to the point of orgasm, with images culled from passages in the Book of Job from the Old Testament . The second act contains an equally dramatic nude scene of attempted interE course (between Alan and Jill), the blinding of the horses, and words from the New Testament’s Book of Revelation. The themes of religion and sex are repeatedly linked In the first case, having hypnotized Alan through a game he calls ‘‘Blink,’’ Dysart encourages his patient not merely to talk about his ritualistic worship of  Equus  but to act out the process as well. Dysart’s prompts provide an important encouragement, but gradually the voice of the doctor fades out and the theatrical reenactment subsumes the dramatic action. With a hum from the chorus, the actors depicting horses slowly rotate a turntable, on which Alan and his mount are fixed in a bright spotlight. Alan’s ‘‘ride’’ becomes more and more frenzied, and as the choral humming increases in volume, Alan shouts powerfully: WEE!. . . WAA!. . . WONDERFUL!. . . I’m stiff! Stiff in the wind! My mane, stiff in the wind! My flanks! My hooves! Mane on my legs, on my flanks, like whips! Raw! Raw! I’m raw ! Raw! Feel me on you! On you! On you! On you! I want to be in you! I want to BE you forever and ever! —Equus, I love you! Now! — Bear me away! Make us One Person! Alan rides ever more frantically, chanting ritualistically ‘‘One Person! ’’ and then, simply, ‘‘HA-HA! ’’ With Alan’s body twisting like a flame, the chorus gradually brings the turning square to a stop. Alan drops off the horse, kisses his hoof and cries up to him: ‘‘AMEN! ’’ The act concludes completely within the framework of this reenactment without returning to Dysart for commentary or further dialogue between doctor and patient. The conclusion of the play is given a similarly startling theatrical dimension. Dysart has prompted Alan through the process of reenactment, even taking on the voice of  Equus  himself as he says: ‘‘The Lord thy God is a Jealous God! He sees you. ’’ But as in the first act abreaction, Dysart gradually retreats to the background as the reenactment of Alan’s repressed memory takes over the stage: ALAN: Thou— God— Seest— NOTHING! (He stabs out Nugget’s eyes. The horse stamps in agony. A great screaming begins to fill the theater, growing ever louder. ALAN dashes at the other two horses and blinds them too, stabbing over the rails. Their metal hooves join in the stamping. Relentlessly, as this happens, three more horses appear in cones of light: not naturalistic animals like the first three but dreadful creatures out of nightmare. Their eyes flare—their nostrils flare—their mouths flare, they are archetypal images—judging, punishing, pitiless. They do not halt at the rail but invade the square. As they trample at him, the boy leaps desperately at them, jumping high and naked in the dark, slashing at their heads with arms upraised, and shouting ‘‘Nothing! ’ savagel y with each blow. The screams increase. ) The scale of the reenactment—an exceptional bit of theatricality—suggests the monumental importance of the blinding, both as it originally occurred and in its retelling. Building upon the tremendous sense of release Alan will feel from this abreaction, Dysart hopes he will be able to cure the boy of his mental anguish. John Weightman wrote in Encounter that the stabbing out of the horses’ eyes ‘‘gives another fine frenzy when the scene is re-enacted as psychodrama. ’ Through such reenactments there is an important mirroring of revelation in the play; the audience makes important discoveries just as Dysart is making them. Past and present are folded into one another as theatrical representation takes the place of expository dialogue. During the flashback scenes, the lights turn warm in color and intensity, investing the remembered action with a great deal of theatricality. The staging of the events allo ws the audience a glimpse into Alan’s mind; he views the world with a passionate sense of wonder few people possess. The purposefully non-realistic depiction of the horses, for instance, allows the animals to ‘‘evoke the essence of horses as we recognize them in daily life’’ but also, crucially, gives them ‘‘the regal bearing of transcendent beings as Alan perceived them,’’ noted Gianakaris. Shaffer notes that in the depiction of the horses, ‘‘great care must also be taken that the masks are put on before the audience with very precise timing—the actors watching each other so that the masking has an exact and ceremonial effect. ’ While audiences marveled at the theatrical power of  Equus, critics have differed in their assessments of Shaffer’s writing and his success at integrating a variety of complex themes and theatrical styles. Reviewing the play in the Manchester  Guardian, Michae l Billington judgedEquus  superior to Shaffer’s earlier work because in this play, ‘‘the intellectual argument and the poetic imagery are virtually indivisible. ’’ While some critics have found considerable merit in the unity of the work, others argue that the real strength of  Equus  lies only in its theatricality. Henry Hewes commented in the Saturday Review that ‘‘the play’s statement is less impressive than is Shaffer’s skillful theatrical fabrication, which deftly finds layers of comic relief as he inexorably drills deeper into the hard rock of tragedy. ’’  America’s  Catherine Hughes similarly focused on the staging, arguing that ‘‘on the level of theatricality . . . Equus  is stunning. . . . Although Shaffer’s philosophizing is too shallow, sometimes to the point of glibness, to be entirely convincing, one in the end forgives it in the wake of the play’s br illiantly rendered imagery. ’ A few critics have argued against even the theatrical power of the concluding scene, although such harsh criticism is rare. J. W. Lambert, for one, commented in  Drama  that ‘‘Mr. Shaffer has not made [Alan’s] course of action seem inevitable. The act of gouging out the horses eyes, when it comes, seems if not arbitrary then hardly less perverse than it would have done had we been given no reasons for it at all. And after all the purpose of the play’s exposition is to offer us some reason for the irrational. ’’ Shaffer has observed that theatre ‘‘is, or has to be, an ecstatic and alarming experience. And a beautiful one. That doesn’t mean it’s one continuous shout-out; it also must have great spaces of tranquillity and lyricism in it. ’’ The powerful scenes of abreaction in  Equus  lend the play both lyricism and ecstasy. Further, they offer a glimpse into Alan’s mind, which is crucial given the philosophical importance lent to the passionate instinct with which the boy has led his life. While  Equus  is cleverly constructed from top to bottom, the enduring power of the play may still rest in the skill with which Shaffer and director John Dexter chose to depict the memories repressed deep within the subconscious of its primary character.

Barriers Of Health Care Access For The Aging Hispanics

Barriers to Health Care Access for The Aging Hispanics In America Immigrants are faced with a lot of barriers when it comes to taking full advantage of basic preventive care services available to them. Of the diverse population of immigrants coming to the United States, over half (53%) of them are older Hispanics from Latin America (Strunk, Townsend-Rocchiccioli, Sanford, 2013). This paper focuses on US-dwelling Hispanics, aged 65 years old and above. This paper will depict how failing to acculturate, lacking financial resources, and having limited ability to communicate in English pose a challenge for the older Hispanic population to obtain high quality and cost-effective patient care. Acculturation refers to the process of individuals changing and adapting to the behaviors and values of a new group or culture (Strunk et al., 2013). Some older Hispanics may hold on to their cultural beliefs and values of which are far different compared to the traditional Western health care views , resulting in a failure to access care. One of the beliefs Hispanics have is the belief that the secret to achieving good physical and mental health is maintaining a balance between the person and the environment, and between hot and cold within the body (Taylor, Lillis, Lynn 86). Illnesses and conditions deemed to be hot including pregnancy, hypertension, diabetes, and indigestion should be treated with interventions considered cold. 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Specifically, senior centers are becoming more popular than ever among older adult populations as theyRead MoreHealth Disparities Among Minorities : A Pervasive Problem Within The United States.the Institute Of Medicine Defines Disparity2469 Words   |  10 PagesHealth Disparities Amongst Minorities Minority health disparities continue to be a pervasive problem within the United States.The Institute of Medicine defines disparity as, â€Å"differences in treatment provided to members of different racial or ethnic groups that are not justified by underlying health conditions or preferences† (Snowden 526). Despite adjustments made to access-related factors, insurance and income, minorities still tend receive lower-quality health care than whites (Flores, Olsen andRead MoreCase Study : Bachelor s Capstone For Human Services2460 Words   |  10 PagesKaplan University 4/7/2015 Our agency assists low income seniors living on fixed incomes with mental health services. Our services include screenings for depression, dementia, and early onset of Alzheimer’s. We also provide mental health counseling services for grieving widows and work towards reconnecting individuals with support services in the community. Jorge is a 67 year old Hispanic male and is recently widowed. He was born and raised in Mexico City before immigrating to the United States

Synthetic Leases - 3532 Words

Abstract By now most of us have heard and read numerous articles about synthetic leases. We also know synthetic lease transactions are relatively commonplace for financing corporate build-to-suits and acquisitions, and that they are widely accepted by corporate real estate executives, financial institutions, and accounting firms. But is the synthetic lease a panacea for the corporate executive faced with a leasing decision? Are they the perfect solution for keeping real estate assets oil the company balance sheet? Are there any drawbacks to a synthetic lease? Before entering into a synthetic lease, the corporate tenant should know the potential shortcomings of a synthetic lease as well as when and when not to use one.†¦show more content†¦Off balance sheet financing, for instance, operating and synthetic leases, not only overstates corporate earnings and perjures their financial positions, it also allows them to preserve the ratios needed to assure debt contracts. This decrease s the authority of such contracts, because the companies are not in reality keeping their debt ratios low; theyre lying about the amount of debt they actually have (Edman, 2011). Ethical professionals, who willfully present transparent financial statements, are the only true way to prevent misconstrued financial statements. Likewise users of financial data will always have their work cut out for them. Investors must be diligent to discover a company’s true financial state. FASB will never rid the world of every accounting inconsistency (Edman, 2011). Synthetic leases can serve two important purposes: First, for financial accounting purposes, they enable lessees/sponsors to treat leases as operating leases, whereby payments are recorded as rent expense and the underlying assets and the associated liabilities are kept off the lessee’s balance sheet. 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Annotated Bibliography On Dna Replication - 1682 Words

Question 1 a) DNA replication is the process, where a cell passes this DNA sequence onto other cells when it divides. It is known as mitosis as it must duplicate its genome so each new cell has a copy. This occurs during interphase. For the duration of DNA replication the enzyme DNA helicase are significant as they distinct double-stranded DNA into single strands letting each strand to be copied. DNA polymerase is another important enzyme that starts attaching new corresponding nucleotides to these patterns. It is done according to the base pairing rules, A=T, C=G, G=C and T=A. Once the new nucleotides are attached, two new sister DNA strands are formed same as the original strand. The result is two identical strands, each of which is half new. b) mRNA is a translation of DNA into a convertible protein substituting T with U. The template strand shown is the 1st step of transcription and it is transcribed to: GTA GAT TGG GGT CTC CTC. Each of the codons codes for a particular amino acid. For example, each codon is a triplet and codes for one amino acid. In the strand shown it separates it into triplets that will reveal codon and amino acid number. For example, CAT CTA ACC CCA GAG GAG = 6 amino acids. c) Sickle cell anaemia – GTA GAT TGG GGT CAC CTC Normal haemoglobin – GTA GAT TGG GGT CTC CTC While comparing the difference between the normal and sickle cell strands, it was identified that in the sickle cell there is a coding error. As the transcription error causes theShow MoreRelatedThe Human Genome Project Essay1006 Words   |  5 Pagesconstitute the human genome (the complete genetic material of an organism). The project was heralded by the research conducted in 1953 by the scientists Watson and Crick who discovered that DNA existed as a double helical structure (enabling DNA replication), from images of Rosalind Franklin’s DNA X-ray diffraction. Despite the potential positive applications of the project’s results such as in molecular medicine, it has been scrutinized for being unethical by interfering withRead MoreElectronic Media13295 Words   |  54 Pagesprovides Drosophila (fruit fly) researchers with access to submitted genomic data, genetic maps of Drosophila, addresses of other Drosophila researchers, fly stock lists (directories of which labs supply which genetic varieties of fruit fly), and a bibliography of publications on Drosophila. The C. elegans community, which studies Nematode worms, uses ACEDB (A C. Elegans Data Base). Other model-organism-oriented biology subfields have similar digital disciplinary corpora. Submission of gene sequencesRead MoreQuality Improvement328284 Words   |  1314 Pagesthe field. It is available at www.wiley.com/college/montgomery. Student Resource Manual The text contains answers to most of the odd-numbered exercises. A Student Resource Manual is available from John Wiley Sons that presents comprehensive annotated solutions to these same odd-numbered problems. This is an excellent study aid that many text users will find extremely helpful. The Student Resource Manual may be ordered in a set with the text or purchased separately. Contact your local Wiley representativeRead MoreHbr When Your Core Business Is Dying74686 Words   |  299 Pageson a common theme. The articles include full-text Harvard Business Review articles plus a summary of key ideas and company examples to help busy managers quickly absorb and apply the concepts. Each OnPoint enhanced article also includes an annotated bibliography. ORDER BACK ISSUES TODAY www.onpointhbr.org Harvard Business Review OnPoint Executive Edition is published quarterly and available only at select newsstands and on our website. It is not available by subscription. WWW.ONPOINTHBR.ORG

The Revolutions Of The French Revolution - 1484 Words

The revolutions that occurred in France and Spain were in different time periods and sought to change their country in different ways. Despite this, there are many parallels in the ideologies and histories of their revolutionary leaders. Looking at this, one might ask how the backgrounds and styles of the leaders affected the outcome of each revolution? Napoleon Bonaparte of the French Revolution (hereafter Napoleon) and Francisco Franco of the Spanish Civil War (hereafter Franco) came from similar backgrounds with a heavy influence on education and military training. Both men fought with a primary motivation of forming a military dictatorship under their rule. One notable area that where they differed is in their leadership: Franco led through fear and intimidation whereas Napoleon led by gaining the respect of his people. With respect to their backgrounds, Francisco Franco and Napoleon Bonaparte came from middle-class families and went on to establish themselves as leaders in milit ary school. Franco was born in â€Å"El Ferrol, a small naval base in northwestern Spain,† in Galicia. It is said that the â€Å"stereotypical Galician man†¦ is melancholic, soft-spoken, and prudent.† Because of this, many Spaniards argue that Franco’s background in Galicia played a huge role in the type of leader he later became. His father, Nicolà ¡s Franco, held a â€Å"high-level administrative position† in the Galician region that Franco grew up in. 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The French Revolution created a battle of conflictingRead MoreThe French Revolution And The Revolution1223 Words   |  5 Pages French Revolution As the Enlightenment began in the middle of the 17th century, people began to use reason rather than stick to tradition. New Enlightenment ideas spread throughout Europe such as ideas on government. Enlightenment thinkers such as Rousenan believed that the best government was one formed with the general consent of the people. Other Enlightenment thinkers such as Voltaire and Montesquieu believed in freedom of speech and a separation of power within the government. All of theseRead MoreRevolutions Of The French Revolution1139 Words   |  5 PagesRevolutions are often characterized under two dominant schools of thought, either the structural or the cultural viewpoint. The structural approach favors causes that are of inherent forces in the system of sovereign nations, whilst the cultural view favors individuals actions and ideas as rudimentary to revolution. Skocpol and Trimberger’s essay Revolutions: A Structural Analysis modernizes the ideas of Karl Marx and reconciles them with the modern revolutions that have occurred to form a new viewpoint;Read MoreThe French Revolution And The Revolution1305 Words   |  6 Pages The French Revolution (1789-1814) was a period that affected the outcome of world history tremendously. This is considered a major turning point in European history which has led to dramatic changes in France and other regions of the world. Various social and political issues led to the start of the revolution. Politically, France suffered under the rule of Louis XVI, who ruled by absolute monarchy. Many people had their natural rights renounced and weren’t able to have a political voice. SociallyRead MoreThe French Revolution And The Revolution1180 Words   |  5 PagesLooking at the historical timeline, one can see that the French Revolution derived after the Enlightenment, which brought different ways of thinking, and different outlooks on government and society (553),(555),(558). The Enlightenment also changed the world of public debate, and established some ideas central to the French Revolution. The French Revolution of 1789 occurred due to government debt, class co nflict, bankruptcy, the Enlightenment, and the rule of absolutism. These social, economic, andRead MoreThe French Revolution : The Revolution828 Words   |  4 Pages2015 The French Revolution The French Revolution, beginning in 1789, is a prime example of uprising by the bourgeoisie against centuries-old Absolutist and feudal systems. The Revolution was fueled by Enlightenment concepts, such as collective sovereignty for the people and inviolable human rights. The Revolution was stricken by setbacks and France ultimately ended up in the hands of a revolutionary monarch, Napoleon Bonaparte (late 1790s). Furthermore, like the American Revolution, it allowed

Who Am I Presentation Free Essays

The social categories I can identify with are African Americans, European Americans (Whites), and Nigerian Americans. I can identify with African Americans because I am an African American. I can identify with Whites and Nigerian Americans because I have worked very closely with both these racial and ethnic groups. We will write a custom essay sample on Who Am I Presentation or any similar topic only for you Order Now â€Å"The term African American refers to individuals who are residents of the U. S. A. , usually raised here, who are of African ancestry, whereas the term Black is more general and can refer to anyone of African ancestry, including recent immigrant† (Education. byu. edu, 2012). African Americans make up about 14% of the population in the United States (Education. byu. edu, 2012). The ancestors of African Americans were brought to the Americas against their will and enslaved by Whites. They were forcibly taken to Spanish and English colonies in America where they were enslaved and treated as inferiors. For more than two centuries, African Americans suffered from slavery and segregation but continued to have hope (Education. byu. edu, 2012). My ancestors used Religion, mostly Christianity, and Gospel music to help them cope and forget about their suffering for a certain period of time. Believing in God and singing old Negro spiritual songs, gave them hope that one day they would be free and able to live among and be equal to other races. Blacks were forbidden to attend the same schools as whites, use the same restrooms as whites, ride the front of the bus, vote or go anywhere white people were. The struggle for freedom was a very long and difficult one. Once the NAACP was formed in 1909, they aimed to abolish segregation and discrimination against blacks (â€Å"Encyclopedia Britannica’s Guide to Black History†, 2013). African Americans have come a very long way from slavery days. No one would ave ever believed that the United States of America would one day see a Black President elected for not one, but two terms. Although we have a come a long way, we still have a long way to go. Prejudice and discrimination still exists in the world today. Many people discriminate against Blacks because of the stereotypes that were created about them and the way the y are portrayed on television in the news. Blacks were most known for being religious, cooking soul food, being athletic and singing. Today, Blacks are known for being criminals and violent, being drug addicts and alcoholics, being poor, uneducated, jobless and unhealthy. Although all of these things exist among all races, it seems that they are more prevalent among Blacks. When Blacks commit crimes, they are plastered all over the news. But when Whites or another race commit a crime, it is kept quiet unless it is a high profile case. For example, when the young eight year old Jewish boy, Leiby Kletzky, from Brooklyn was found in the refrigerator of another Jewish man from their own community, the story was kept under wraps. Before the police discovered the boy’s body it was a high profile case, then all of a sudden when it was found out to be one of their own kind, the story was no longer in the news. I have worked with Nigerian Americans for over eleven years. I must say that my experiences with Nigerian Americans have not always been good. From what I have learned, they seem to be rude, they think they are inferior to Blacks and Hispanics but they fear the Whites. Most of them are Catholic, they eat foods that seem to have a foul odor, and they speak their own language. I found this to be interesting because I became close friends with two Liberian Americans and they seem to be totally different from Nigerian Americans both in their appearances and their behaviors. Liberians seem to be very polite, clean, and pleasant people. They only speak English, although they have a very heavy accent when speaking amongst each other because they speak very fast. Liberian women seem to be smaller in stature and dress very nice in American clothing. Nigerian women are very large with large hands and feet, they appear darker, they wear their African clothing often and they do not care too much about appearance. Most Africans do not consider themselves to be African Americans. They do not consider themselves or their ancestors to be a part of the slavery era (â€Å"Encyclopedia Britannica’s Guide to Black History†, 2013). I always believed that everyone from Africa was the same until I began working with them. Most of them seem to love spicy food, they eat whole fish with the head still on it, they love rice and they eat some interesting food. Every year, my job has a cultural diversity event where people of all ethnicities and races bring their food for others to experience. I love learning and trying new things, so I find this event to be very informative and helpful in teaching others about different cultures and beliefs. It also allows everyone to get to know others for themselves which makes a healthier work environment. As far as my ancestors being discriminated against, my great (x’s 4) grandmother was raped by a slave master and my father’s mother is mixed with Black And White races. My great (x’s 4) grandmother was beaten and repeatedly raped. This is all the information my grandmother gave me. My grandmother and all her sisters and brothers are very, very light and fair skinned with beautiful hair. I always wondered why and when I asked her she told me the story about her grandmother and her grandmother’s mother being raped during slavery by their White slave masters. References Cultural Groups. (2012). Retrieved from http://Education.byu.edu/diversity/culture.html Encyclopedia Britannica’s Guide to Black History. (2013). Retrieved from http://www.Britannica.com/blackhistory How to cite Who Am I Presentation, Papers

Lizzie Borden Persuasive Essay Example For Students

Lizzie Borden Persuasive Essay Lizzie BordenOn a hot morning on August 4, 1892, Mr. Andrew Borden and his wife, Abby Borden, were brutally murdered. A daughter of the victims, Lizzie Borden was arrested, tried and acquitted of the crime. She was a woman of spotless character and reputation, and more than that she was educated, refined and prominently connected with the work of the Christian church in the Fall River(Gates 2). The town and the country were divided in their opinions of who could commit such horrifying murders. Many theories have been made to explain that day; the finger has been pointed in every direction- even to a Chinese Sunday school student of Lizzies. To this day people are unsure as to whether or not Lizzie brutally murdered her parents. The day started off with the usual routine. Mr. And Mrs. Borden made their way downstairs to eat breakfast a little after seven. The next to wake up was Lizzies uncle, who had shown up unannounced and without luggage the evening before so he could visit a friend in the area the next day. The day of the murder he left the house at nine thirty. Prior to that time Lizzie woke up, waited for her parents to finish eating and went downstairs herself to eat breakfast. (It had become a custom for her and her sister to avoid eating meals with their father and stepmother.) Not long after this Mrs. Borden asked the maid to wash the windows. She did as she was told and spent the rest of the day going throughout the house. Mr. Borden went out to run some errands then he came home, lay down on the couch and proceeded to take a nap. This was the last time that he was seen alive (Martins, Michael, and Binette 72.) After breakfast, Lizziewent outside to the barn to find some metal of some sort so tha t she could use it on her planned fishing trip that day. In the twenty minutes she spent in the barn her parents were murdered (Martins, Michael, and Binette 78). An autopsy was done on the dinning room table later that day which determined that Mr. Borden was sleeping when he died. The cause of death was ten blows to the head with an axe (Porter 8). Meanwhile upstairs while making the bed, Mrs. Borden was murdered with a total of 18 gaping wounds, more than one of which went through the skull (Flenn 2). Lizzie was the first to discover her fathers body. The maid, who was resting in her room in the attic, was called downstairs at 11:10 (Martins, Michael, and Binette 91). Before the maid was able to see Mr. Bordens mutilated body, Lizzie sent her across the street to the familys doctor. Finding that he wasnt home, she and the doctors wife returned to the Borden home. Meanwhile, Mrs. Churchill, the closest neighbor to the Bordens, discovered Lizzie on the back porch in great distress. She walked over to the house to console her after hearing that Mr. Borden had been murdered. She volunteered to send her handyman to find a doctor, and to help. The police station, about 400 yards away, received the message at 11:15. By 11:45 the police and Dr. Bowen were on the scene (Sullivan 16). During all the confusion, while the handyman went for help, Mrs. Borden was completely forgotten. She had left the house earlier to visit a sick friend. After Dr. Bowen asked about her Lizzie recalled hearing her return and asked the maid to go upstairs to look for her. The maid refused fearing what she might find. So with the company of Mrs. Churchill the maid agreed to scale the steps finding Mrs. Borden murdered in the guestroom (Spiering 16). Mrs. Borden was found with her head crushed in. There was a hole about 1.5 x 5.5 inches along with a scalp wound where the flesh was cut off but not separated from the head. The wound was 2 inches long by 1.5 inches wide. On the left side there were four wounds. Three of them went into the skull, one taking a piece right out of the skull. Many of the wounds crushed through to the brain. Altogether she received 18 blows to the head (Porter 19). Mr. Bordens wound count was just less than that of his wife; he only had ten. From inch in front of his ear to inch behind it his skull was crushed in (Martins, Michael, and Binette 106). One wound started at his left nasal bone and extended down through the nose, the upper and lower lip, and through the chin cutting into the bone (Porter 23). Another started just above the eye severing it completely in half and cutting the cheekbone (Porter 24). According to Mr. Harrington, a police officer questioned in court, when Mr. Bordens body was examined blood was still seeping from his wounds, and his body was warm. However, Mrs. Bordens body was cold and stiff. No blood was flowing, and it was dark and congealed (Engstrom 54). Judging form this and the stage of digestion in the stomachs o f the two bodies, Mrs. Borden died first (Flenn 5). This account of the murder day is entirely factual. The only things that can be argued are the alibis. Abby, her sister, the maid, and her uncle couldnt prove their exact whereabouts at the approximate time of the murders. Not only is this account entirely fact, it is most of the facts. No blood stained clothes, fingerprints, or murder weapon were ever found (Porter 1). This is one strong reason why Abby was acquitted. However, there are other interesting facts that took place before, the day of, and after the murders. Lizzie and her sister Emma didnt usually attend meals with their father and stepmother. This habit was created when their father, a self made man who was relatively tight with his money, bought half of his sister-in-laws house. He did this as a favor so she didnt have to sell it. He then allowed her to live in the other half. Lizzie and Emma took great offense to this and have been quoted as saying, we thought what h e did to her people (their step-mothers family) he ought to do for his own(Sullivan 217). Mr. Borden tried to make up for it by buying them their own house as well, but the damage was already done. From that point on they ate alone and addressed Abby, their mother since the age of 2, as Mrs. Borden (Lincoln 41). Another interesting event that occurred in the Borden household was the disappearance of Abbys cat. Robert Sullivan, in his research of the case, interviewed Lizzies niece: Lizzie Borden had company and my aunt had a tabby cat and the cat was trained so that it would touch the latch you know, it was sic latches in those days shed touch the latch and the door would open. So the cat went in where Lizzie was entertaining and she took it out and shut the door again, and came back so this is what she told Aunt Abby and Abby told my mother; Lizzie Borden finally excused herself and went downstairs took the cat downstairs and put the carcass on the chopping block and chopped it s head off. My aunt for days wondered where that cat was all she talked about. Finally, Lizzie said, You go downstairs and youll find your cat. My aunt did (Sullivan, 23). It takes a strange frame of mind to be able to chop a cats head off, especially for a reason that small. Assuming that was her single driving force for killing it, but perhaps Lizzie had some built up anger towards their stepmother. On the day of the murder even more interesting things happened. One is the issue of her dress. After reading the court testimony of many of the people who were in the house that day, there is somewhat of a discrepancy as to what the color and type of the dress she was wearing (Brown 2). The general consensus is that early that morning she was wearing a light blue dress which is not in her habit of wearing. She then later changed again once the house began to fill with police and neighbors into another dress (Martins, Michael, and Binette 29). In many of the sources researched, writers tend to focus on Lizzies calm and cool, attitude throughout the trial. At first this seems to make Lizzie look more and more suspicious. After reading the dialogue of the trial one might feel differently. On the day of the murders, Seabury W. Bowen was questioned. Q. Well, what is commonly called morphine? A. Yes sir. Q. The next day you changed that? A. I did not change the medicine but doubled the dose. Q. How long did she continue to have that? A. She continued to have that all the time she was in the station house. Q. After her arrest, was it not? A. And before. Q. In other words she had it all the time up to the time of her arrest, the hearing and while in the station house. A. Yes sir. Q. Does not morphine given in double doses to allay mental distress and nervous excitement somewhat affect the memory and change and alter the view of things and give people hallucinations? A. Yes sir. (Porter 212). There are innumerable theories as to how Mr. and Mrs. Borden were murdered. Som e of these have interesting and very possible twists, while others are laughable. Nearly every theory has something missing, whether it is lack of motive, opportunity, or evidence. One of the two more plausible theories is that Bridget, the maid, was the murderer. According to Radin, Bridget, ordered to wash windows on the hottest day of the year, went mad and hacked Mrs. Borden to death. She then murdered Mr. Borden in order to prevent him from reporting the hypothesized argument that Bridget had with Mrs. Borden earlier in the morning, for such a report would incriminate her (Porter 13). Unfortunately, assigning the motive of rage to Bridget is difficult, since there is no evidence that suggests that she harbored great hostility toward her employer. Was Bridget Lizzies lover, and so her rage against Mrs. Borden was fueled by Lizzies unjust treatment at the hands of her stepmother and father? There is no evidence to support this idea. Radin seems seduced by the story that Bridget, in her old age, almost confessed during an illness that she supposed was her last (Porter 28). Radins account is possible, but his hypothesis is missing a motive; Bridget never showed signs of hostility towards the Borden family. Also as for Lizzie and Bridget being lovers, that also has no strength what so ever. The next theory is that Lizzie killed her parents. Gross proposes that Lizzie did indeed murder her parents, but that she could not have brought off the crime successfully without Bridgets assistance. It was Bridget who spirited away virtually under the very noses of the police the murder weapon and the bloodstained dress. Gross suggests the possibility that Lizzie plotted the murders with Bridget. Gross is also missing a motive, but answers most of the rest of the questions: Why didnt Bridget hear 200lb Abby fall to the ground? What happened to the murder weapon? Why did Lizzie pay for Bridgets return to Ireland? This explains the mutually non-accusatory testimony of Liz zie and Bridget with respect to each other. Gross points out that only the two of them were in the house when the two-hundred-pound Abby Borden fell heavily and noisily to the floor after being struck. He finds significance in Bridgets passage being paid so that she could return to Ireland was it Lizzies part of the bargain? He also attaches importance to Bridgets almost-death-bed confession over half a century later, when Bridget was living in Butte, Montana (Porter 56). The discovery of a murder weapon, or even just a clue left by the murderer, like bloody clothes or a footprint, would be enough to lift the fog draped over this case. A concrete motive for any of the persons thought physically capable of completing the crime could also very easily seal the case, finally bringing the century old crime to a close. Endangered Species EssayBibliographyArrests To Be Made: The Inquiries by Lizzie Borden About Poison Seem Peculiar. New York Times. Saturday, August 6, 1892: 1. Brown, A. R. 1992. Lizzie Borden: The Legend, the Truth, the Final Chapter. 400 p. DellEngstrom, Elizabeth. Lizzie Borden; St. Martins Press, 1997. Flynn, Robert A. 1992. Lizzie Borden the Mysterious Axe. 30 p. King Philip Publications. Gates, David. A New Whack at the Borden Case. Newsweek, June 4, 1984: 12. Kent, David. 1992. Forty Whacks: New Evidence in the Life and Legend of Lizzie Borden. Yankee Books. Martins, Michael Dennis A. Binette. 1994. Commonwealth of Massachusetts VS. Lizzie A. Borden; The Knowlton Papers, 1892-1893 : A Collection of. 400 p. Fall River Historical Society. Porter, Edwin H. The Fall River Tragedy: A History of the Borden Murders. Fall River: Press of J.D. Munroe, 1893. Spiering, Frank. Lizzie: The Story of Lizzie Borden. Sullivan, Robert. Goodbye Lizzie Borden. Battleboro, Vermont: The Stephen Greene Press, 1974. The Trial of Lizzie Borden, with a history of the case by Edmund Pearson.