THE INFLUENCE OF DAVID’S DECISION OF TAKING
HIS DAUGHTER WITH DOWN SYNDROME AWAY FROM HIS FAMILY ON HIS FAMILY’S LIFE IN KIM EDWARDS’ THE MEMORY KEEPER’S
DAUGHTER
A SARJANA PENDIDIKAN THESIS
Presented as Partial of Fulfillment the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Susanna Purwaninastiti Student Number: 061214080
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
▸ Baca selengkapnya: stealing macquire diamond makes the accused pays his debt
(2)i
THE INFLUENCE OF DAVID’S DECISION OF TAKING
HIS DAUGHTER WITH DOWN SYNDROME AWAY FROM HIS FAMILY ON HIS FAMILY’S LIFE IN KIM EDWARDS’ THE MEMORY KEEPER’S
DAUGHTER
A SARJANA PENDIDIKAN THESIS
Presented as Partial of Fulfillment the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Susanna Purwaninastiti Student Number: 061214080
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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"Change your thoughts, and you change your world."
-Norman Vincent Peale (1898-1993)
"Imagination is more important than knowledge.
Knowledge is limited. Imagination encircles the world."
-Albert Einstein (1879-1955)
This thesis is dedicated with love and gratitude to:
My wonderful father and my beloved mother up in heaven
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ABSTRACT
Purwaninastiti, Susanna. (2011). The Influence of David’s Decision of Taking His Daughter with Down Syndrome away from His Family on His Family’s Life in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: English
Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.
This study discusses the influence of David’s decision of taking his daughter with Down syndrome away from his family on his family’s life in Kim Edwards’ The Memory Keeper’s Daughter. This novel tells about a doctor named David Henry who sends his daughter with Down syndrome away into an institution. David tells his wife that their daughter has died as she is born. David never tells his wife that their daughter is still alive.
There are three problems formulated in this study. The first problem is how David is described in The Memory Keeper’s Daughter novel. The second problem is why David decides to take his daughter with Down syndrome away from his family. The third is finding out the influence of David’s decision of taking his daughter with Down syndrome away from his family on his family’s life.
In solving the three problems above, the researcher applied the psychological approach, theory of character and characterization, theory of motivation, theory of fear, theory of decision making process, and information about Down syndrome. The method of this study was library research. There were two sources used in this study, namely, the primary data, which was The Memory Keeper’s Daughter novel itself, and the secondary data taken from the books of psychology, character and characterization, human motivation, decision making process, and Down syndrome.
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In the last part of this thesis, there are two suggestions. First is for the future researcher(s) who will conduct researches on The Memory Keeper’s Daughter. Second is to implement The Memory Keeper’s Daughter in teaching English, especially in teaching structure III.
ix
ABSTRAK
Purwaninastiti, Susanna. (2011). The Influence of David’s Decision of Taking His Daughter with Down Syndrome away from His Family on His Family’s Life in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: Program
Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Studi ini membahas tentang pengaruh keputusan David menyingkirkan putrinya yang memiliki Down syndrome dari keluarga dalam kehidupan keluarga David dalam novel The Memory Keeper’s Daughter oleh Kim Edwards. Novel ini bercerita tentang seorang dokter bernama David Henry yang menyingkirkan putrinya yang memiliki Down syndrome ke sebuah institusi. Tetapi David mengatakan pada istrinya bahwa putri mereka meninggal setelah lahir. David tidak pernah mengatakan pada Norah bahwa putri mereka masih hidup.
Ada tiga permasalahan yang dirumuskan dalam skripsi ini. Pertama ialah bagaimana David digambarkan dalam novel The Memory Keeper’s Daughter. Kedua ialah mengapa David memutuskan untuk menyingkirkan putrinya. Ketiga ialah menemukan pengaruh keputusan David menyingkirkan putrinya dalam kehidupan keluarga David.
Untuk memecahkan dua permasalahan diatas, penulis menerapkan pendekatan psikologi, teori karakter dan penokohan, teori motivasi, teori ketakutan, teori proses pengambilan keputusan, dan dan informasi mengenai Down syndrome. Metode yang digunakan dalam skripsi ini adalah studi pustaka. Ada dua sumber yang digunakan dalam skripsi ini yaitu data utama yang merupakan novel The Memory Keeper’s Daughter sendiri, dan data pendukung yang diambil dari beberapa buku mengenai psikologi, karakter dan penokohan, motivasi manusia, proses pengambilan keputusan dan Down syndrome.
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Dalam hubungan antar anggota keluarga keputusan David menyebabkan jarak di antara mereka.
Pada bagian terakhir skripsi ini, terdapat dua saran. Saran pertama diperuntukkan bagi (para) peneliti The Memory Keeper’s Daughter selanjutnya. Saran kedua untuk penerapan The Memory Keeper’s Daughter dalam pengajaran bahasa Inggris, terutama untuk mengajar Structure III.
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ACKNOWLEDGEMENTS
I praised my Lord Jesus Christ for all of His love and blessings. I thank
Him for staying by my side, protecting me in any situation and guiding me in my
study so that I was finally able to finish this thesis.
With greatest gratitude, I thank my beloved family. It is for my wonderful
father and mother, Antonius Sukirno and Theresia Jumarni. I thank them for their
love, prayers, supports, and efforts to make me educated. I thank them for
everything they have given to me. It is also for my beloved brother Dominikus
Dwi Widaryanto who has encouraged me to finish my thesis.
I would like to express my deepest gratitude to Drs. L. Bambang Hendarto
Y., M. Hum., who has guided me patiently in the process of writing this thesis. I
thank him for his patience, motivation, advices, and time for consultation on this
thesis until it is done. I also express my gratitude to Sanata Dharma University
which has given me a place and facilities to study. It is also to all my lecturers and
the administrative staffs of English Language Education Study Program who have
helped me during my study in Sanata Dharma University.
I express my gratitude to the family in CEC who has given me chance to
improve knowledge and to gain new experience. I thank my friends in Sekartaji
(Nat-nat, Cui, Ratih, mba Vita, Tika, Arum, mba Har) for accommodating and
motivating me. I thank Valentina Puput, Puput “Pupuy”, Riris, Maria Christy,
Edita, Satrio and Guntur for the discussions and supports. My special thankfulness
goes to my best friends Neisya and Christine for everything we have shared and
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that I cannot mention one by one, for giving supports, helps and strengths in
finishing my thesis. May God bless them all.
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TABLE OF CONTENTS
TITLE PAGE ... i
PAGES OF APPROVAL ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI... v
b. Methods of Characterization... 10
4. Motivation ... 11
a. Definition of Motivation ... 11
b. Kinds of Motivation ... 12
5. Fear ... 13
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b. Source of Fear ... 14
6. Decision-Making Process ... 16
a. Definition of Decision ... 16
B. David’s Motivation in Taking His Daughter with Down Syndrome away from His Family ... 39
1. Intrinsic Motivation ... 39
2. Extrinsic Motivation ... 44
C. David’s Decision Making Process ... 45
D. The Influence of David’s Decision of Taking His Daughter with Down Syndrome away on His Family’s Life ... 47
1. On the Daughter ... 47
2. On the Members of David’s Family ... 50
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b. On Norah ... 55
c. On Paul ... 59
3. On Caroline ... 61
4. On the Relationship among Members of David’s Family 63 CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 70
A. Conclusions ... 70
B. Suggestions ... 72
1. Suggestion for the Future Researcher(s) ... 73
2. Suggestion for Language Teaching and The Implementation of Literary Work for Teaching Structure III ... 73
REFERENCES ... 75
APPENDICES ... 77
APPENDIX 1 Summary of the Novel ... 78
APPENDIX 2 Biography of Kim Edwards ... 80
APPENDIX 3 Picture of Kim Edwards ... 81
APPENDIX 4 Kim Edwards’s Work ... 82
APPENDIX 5 Pictures of Individual with Down Syndrome ... 83
APPENDIX 6 Lesson Plan to Teach Structure III ... 84
APPENDIX 7 Sentence Structure ... 86
APPENDIX 8 Exercises on Sentence Structure ... 88
1
CHAPTER I
INTRODUCTION
This chapter consists of four parts, namely: background of the study,
problem formulation, objectives of the study, and definition of terms. Background
of the study provides information of the topic of the study and the reasons for
choosing the topic. Problem formulation states the problem to discuss. In the
objectives of the study, the writer conveys the aims of the study. The last is
definition of terms. It clarifies terms that are being used throughout this study.
A. Background of the Study
In the website of National Down Syndrome Society titled Down
Syndrome, it is stated that Down syndrome is a chromosomal disorder. It is caused
by error division of the embryo cell. In a normal division, an embryo has 23 pairs
of chromosome or 46 chromosomes. In Down syndrome case, an embryo has 47
chromosomes because of an extra chromosome in the 21st chromosome (Down
Syndrome, n.d.).
As cited from the website of National Down Syndrome Society, it is stated
that a newborn baby with Down syndrome is certainly different from a baby who
is born in normal condition. A baby with Down syndrome can be first easily
identified from his/her physical appearance such as flat facial profile, an upward
slant to the eyes, an abnormal shape of the ear, a large space between first and
from a lot of diseases. They are heart defect, hearing and vision problems,
leukemia, and other diseases. When the baby is growing older he/she is possible
to develop Alzheimer’s disease. It is not only about health problems. In his/her
development, a child with Down syndrome may face cognitive development
problem (Down Syndrome, n.d.). As cited from the website of National Institutes
of Health, Eunice Kennedy Shriver adds that a child with Down syndrome has
speech delay (longer speech development) even speech error and low-respond
ability because he/she takes longer to learn language. Besides, the parents also
have to be aware of the delay in their babies doing activity such as sit, walk, and
the other activities (“Facts about Down Syndrome”, 2008).
People with Down syndrome are people who have to struggle with their
limited condition. They may have such characteristics which need special
attention, but they are unique. They deserve to be treated without prejudice so that
they can develop like other individuals. Buckley (2000) in an overview entitled
Living with Down syndrome says that individual with Down syndrome are people
first who have the same rights and needs as other individuals. The term of people
first deals with the words to describe people because they convey message. The
person should be mentioned first. Referring the term above, the label “A child
with Down Syndrome” is more accepted than “a Downs child”. Buckley also says
that “babies with Down Syndrome are babies first, with the same needs for love,
security, warmth, and stimulation as all babies” (p. 3). Furthermore, the
development of the babies and children with Down syndrome is influenced by the
supported by the family or the community they meet, live and grow up. Therefore,
parents play the most important role in child’s development (para. 2-5). As cited
from the website of National Institutes of Health, Eunice Kennedy Shriver insists
parents to keep in their mind that children with Down syndrome have a lot of
abilities and talents to develop as other children do. It is also suggested that
parents should not compare children’s with Down syndrome development to other
children’s development (“Facts about Down Syndrome”, 2008).
In the website of Parents first for Health by Great Ormond Street Hospital,
as cited from an article entitled Raising a Child with Down’s syndrome, Stuart
Mills states that some parents go through a grieving process finding their baby
have Down syndrome. Families have to face this condition with very complex
emotions: fear, protectiveness and images or perceptions that they have a child
with Down syndrome. Parents find it hard to see the label of Down syndrome on
their child although they try to realize that their child is like other children
(“Raising a Child with Down’s syndrome”, 2008).
Parents’ fears and difficulties in raising a child with Down syndrome are
clearly depicted in the novel The Memory Keeper’s Daughter by Kim Edwards.
The novel tells a story about a doctor named David Henry. He gets married with
Norah. The story begins in March 1964 when Norah gets into labor. Then, the
problem arises when Norah gives births to twin babies. The first is a boy. He is
born in a good and healthy condition. Few minutes later, another baby is born.
feels something different with his baby girl. The baby girl has Down syndrome.
David Henry is both desperate and disappointed.
David recalls his childhood. His sister, June, could not stay alive because
of Down syndrome. The death of his sister causes his mother’s grief and also his
family’s grieves. David does not want to see Norah in grief because of having a
daughter with Down syndrome. In a short time, David decides to take the baby
girl away. He asks Caroline, a nurse in the hospital to put the baby into an
institution hoping that the baby will get medical treatment. Then, David tells
Norah that the daughter has died and he keeps the secret until his death.
Unfortunately, the nurse looks after the baby, later called Phoebe, until the
child grows up. Although she is a stepmother for Phoebe, she takes the hardest life
for Phoebe. Caroline leaves her job as a nurse. She applies for a maid for an old
man and earns money from this job. She collects a lot of information about Down
syndrome and consults doctor in order to take care of Phoebe well. Caroline and
other parents who join Upside Down Society fight for their children’s education.
They ask the board of school to include their children with Down syndrome in a
public school although finally they cannot achieve their demand. Caroline teaches
Phoebe to do activities such as walking, holding things, using bathroom, and
arranging words so that Phoebe is able to speak orderly. Caroline takes care of
Phoebe patiently and full of affection. She gives most of her time, attention,
money and even herself to Phoebe. Later, when Phoebe grows up she is able to
her daughter who has Down syndrome is still alive. The story ends with the
meeting of the twins, Paul and Phoebe.
The Memory Keeper’s Daughter is interesting to discuss. It tells us how
David’s fear of his sister with Down syndrome and family’s grieves leads him
into a decision to take his daughter with Down syndrome away. David’s decision
brings greats effect on his family life and gets David to blame himself for all
problems in his family. This novel also tells Caroline’s great struggle for Phoebe
so that she can stay alive and fight against Down syndrome.
B. Problem Formulation
Based on the previous description, there are two problems that can be
formulated as follows:
1. How is David described in the novel “The Memory Keeper’s Daughter”?
2. Why does David take a decision to take his daughter with Down syndrome
away from his family?
3. What are the influences of David’s decision on his family life?
C. Objectives of the Study
This study has three objectives. The first objective is to explore how David
is portrayed in the novel. The second objective is to analyze the reason why David
takes the decision to take his daughter with Down syndrome away from his
family. The third objective is to explore the influence aroused from David’s
D. Definition of Terms 1. Decision
In Mallach’s definition (2000), decision is as a reasoned choice among
alternatives. That reasoned-choice is considered as solution of the problem. It is a
part of problem solving (para. 37). Hansson (1994) in A Brief Introduction
Decision Theory states that decision is about options to choose between and in a
non-random way. Those choices are goal-directed activities (para. 6).
2. Down Syndrome
In the website of National Down Syndrome Society entitled Down
Syndrome, it is stated Down syndrome is a condition of chromosomal
abnormality. There is an error division of the cell in the 21st chromosome that
results in the presence of an extra chromosome in the 21st chromosome. There will
47 chromosomes instead of 46 chromosomes as individual has in normal division
(Down Syndrome 1). Thus, a Down syndrome child is a child whose body
consists of 47 chromosomes inside the cells instead of 46 chromosomes. A child
is known having from Down syndrome from the physical characteristics such as
flat facial profile, an upward slant to the eyes, an abnormal shape of the ear, a
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts. The first part of this chapter is
theoretical review. It presents some theories that will be used to support the
analysis of the novel. The second part is theoretical framework. In the theoretical
framework, the writer explains how the theories applied and the reason why the
theories are used.
A. Theoretical Review
This part deals with some theories which relates to the study. They are
critical approach, theory of character, theory of characterization, theory of
motivation, theory of fear, theory of decision-making process, and Down
syndrome. Those theories are presented as follow:
1. Critical Approach
According to Rohrberger and Woods, Jr (1971) in Reading and Writing
About Literature, there are five kinds of critical approaches. The first approach is
the formalist approach. It concentrates on the aesthetic value of the work of
literature. It concerns with the harmonious involvement of all parts to the whole
of work of literature. Second is the biographical approach. It considers a work of
art as a reflection the authors’ personality. Thus, this approach gets us to learn the
authors’ biography in understanding the work of literature. The third approach is
refers to sociocultural-historical background. It emphasizes on the civilization of
the work of literature. Civilization itself refers to the attitudes and actions of a
specific group of people. Forth is the mythopoeic approach. It considered myth as
the reference in understanding the work of literature. This approach is used to find
certain universally recurrent pattern of human thought which is found in the work
of literature such as ancient myths and folk rites. Fifth is psychological approach.
It analyzes the characters’ behavior in a work of literature by means of
psychological theories. This approach enables us to explore human thought and
behavior deeply (para. 6-15).
Those five approaches have their own value, limitations, strengths, and
weaknesses. We can choose the most appropriate approach in order to understand
the work of literature because not all approaches are appropriate to be applied to
study the work of literature.
From those five approaches, the psychological approach is chosen to
explore the character’s motivation in Kim Edwards’ The Memory Keeper’s
Daughter. Another theory is needed to explore the decision which has been made
by David, the character of the novel. That theory is theory of decision making
process.
2. Character
a. Definition of Character
According to Abrams (1981), there are two definitions of character. The
first,”‘character is the name of literary genre; it is a short, and usually witty,
persons presented in a dramatic or narrative work, who are interpreted by the
reader as being endowed with moral, dispositional, and emotional qualities that
are expressed in what they say–the dialogue-and by what they do-the action” (p.
23). Stanton (1965) says that character assigns the individuals who appear in the
story. It refers to “the mixture of interest, desires, emotions, and moral principles
that make up each of the individuals” (p. 17-18).
b. Kinds of Character
Forster divides character into flat character and round character. Flat
character “is built around “a single idea or quality” and is presented without much
individualizing detail, and therefore can be fairly adequately described in a single
phrase or character” (as cited in Abrams, 1981, p. 24). Forster adds that flat
characters are “characters who are compelled by a set idea in their creater” (as
cited in Henkle, 1977, p.91).
The second character is round character. Foster state that “a round
character is complex in temperament and motivation and is represent with subtle
particularity; such a character therefore is as difficult to describe with any
adequacy as a person in real life and like real person, is capable of surprising us”
(as cited in Abrams, 1981, p. 24). Henkle (1997) adds that since it is more
complex, it embodies the variations and complexities of human nature (p. 91)
3. Characterization
a. Definition of Characterization
Blair and Gerber (1984) state that characterization deals with the
characters’ qualities, likes and dislikes, how the characters live, and what the
characters do (para. 52). Henkle (1977) adds that characterization enables the
reader to understand and to experience people. Furthermore, characterization
functions in transmitting the book’s meaning and social texture. Besides,
characterization enables the authors to discuss their human qualities and guides
the reader to understand the human themes of the novel (para. 86-87).
b. Methods of Characterization.
Murphy (1972) states nine ways how author expresses character’s
personality. First is personal description. It deals with character’s physical
appearance. Second is character as seen by another. The author describes a certain
character through other character’s opinion. Third is speech. The author gives
clues of a character to the reader from what a character says. Whenever a
character is in a conversation with others or puts an opinion he/she is giving clue
to his/her character. Fourth is past life. The readers can understand a character
from the character’s past life. The character’s past life can be seen from directly
author’s description, the character’s thought the character’s conversation and the
medium of another person. Fifth is conversation of others. In this way, the readers
understand a person’s character through the conversation of others and the things
they say about him/her. Sixth is reactions. The author gives clues to the readers
about a character through a character’s reaction to various situations and events.
Seventh is direct comment. The author describes a person’s character directly in
the novel. Eighth is thoughts. The author gives clues by giving direct knowledge
person’s character from author’s description on a person’s mannerism, habits or
idiosyncrasies (para. 161-173).
4. Motivation
a. Definition of Motivation
Petri (1979) defines motivation as “a concept we use when we describe the
forces acting on or within an organism to initiate and direct behavior” (p. 3). This
concept is used to indicate the direction of behavior. Petri also adds that some
theorists state that motivation is the result of physical needs. Those physical needs
are food, water, sex, and avoidance of pain (para. 4). According to Beck (1978),
“motivation is broadly concerned with the contemporary determinants of choice
(direction), persistence, and vigor of goal-directed behavior” (p. 24). Huffman,
Vernoy and Vernoy (1997) convey their idea about motivation as the process of
activating, maintaining and directing behavior to achieve certain goal. It deals
with human’s needs, desires, and interests (para. 364).
Maslow conveys his idea about human motivation into hierarchy of needs.
It consists of five needs that must be fulfilled to gain satisfaction. The lower level
must be accomplished first so that individuals could meet the needs of the higher
level.
The lower level of the hierarchy needs is physiological needs. It includes
hunger and thirst. Human has already satisfied physiological needs most of the
time. The second is safety needs. It is about needs of security in surroundings.
Maslow adds that safety needs cover familiar surroundings, secure job, saving
in order to gain comfortable life. The third is love or belongingness needs. People
need affection. They yearn for affectionate relationship with others.
Accomplishment of belongingness needs can be seen in many ways. Getting
married, having a good relation with people around, joining a certain group or
organization can be one of ways to satisfy belongingness needs.
The forth level of hierarchy needs is esteem needs. Maslow classifies
esteem needs into two subcategories. Those categories are a need for self-esteem
and a need for esteem from others. The needs for self-esteem encourage people to
struggle for achievement, strength, confidence, independence, and freedom. On
the other side, the needs of esteem from others motivate people to gain reputation,
status, recognition, appreciation, and feeling of importance.
The higher level of Maslow’s hierarchy is self-actualization. It is also
called level of development. At this level, one’s behaviour is motivated by a new
set of needs. Those are truth, honesty, beauty, and goodness. In addition, one is
motivated to grow and become all that one will be (as cited in Petri, 1979, para.
303-304).
b. Kinds of Motivation
Acording to Huffman, Vernoy and Vernoy (1997), there are two kinds of
motivation, namely intrinsic motivation and extrinsic motivation. Intrinsic
motivation is the desire to perform an act for its own sake. While extrinsic
motivation is the desire to perform an act because of external rewards or
Beck (1978) states that intrinsic motivation deals with factors that
encourage certain activities rewarding in and of themselves. Extrinsic motivation
refers to the kinds of reinforcement situation in which a person makes a response
and is reinforced for it by external agent (para. 144).
Hunt states that organism is still intrinsically motivated when the major
needs are absent. Under the low need conditions, organism still displays
exploratory behavior, curiosity and manipulatory behaviors (as cited in Petri,
1979, p. 315). Meanwhile, Staw defines intrinsic motivation “as the value or
pleasure associated with an activity as opposed to the goal toward which activity
is directed”. While extrinsic motivation refers to “the external goals toward which
the activity is directed” (as cited in Petri, 1979, p. 315).
5. Fear
a. Definition of Fear
Watson states that fear is caused by innate stimuli which can be limited to
loud noise, sudden loss of support, and pain (as cited in Gray, 1971, p. 11).
According to Beck (1978), “fear is an aversive state of the organism aroused by
stimuli that signal a future aversive event” (p. 184). Robinson et al. (2004) in
their book entitled Fears, Stress, and Trauma: Helping Children Cope, define fear
as affective, cognitive, motoric and physiological response to a perceived threat.
It is a response of a certain object or concept (para. 21).
In the website of Pediatric Pain, Mineka and Öhman state that “‘fear is a
normal emotional response to a perceived threatening stimulus, and is a common
they resolve in childhood, but in certain situation fears may continue into
adolescence further, they cause a problem in adulthood (as cited in Du, Jaaniste,
Champion, and Yap, 2008, “Theories of Fear Acquisition”).
b. Sources of Fear
Hebb points out some sources of fear. Hebb classifies source of fears into
three categories. The first is conflict. It includes fears aroused by pain, loud
noise, dead or mutilated body and strange persons or animal. Fear snake or
mammals is included in this category. The second is sensory deficit. This
category includes loss of support, darkness, and solitude. In other words it is
stated as an absence of customary stimulation. Hebb explains that “this is the
result of familiarity and adaptation to having others around” (as cited in Beck,
1978, p. 194). The third category is constitutional disturbances and maturation.
Individuals may have this fear while they are sick because, as Hebb says, the
disease produces a nervous system function different from the normal cerebral
activity of the healthy adult. Beck adds that children may have fears as they grow
up which represent temporary neural disorganization due to maturational changes
(as cited in Beck, 1978, para. 194-195).
Du, Jaaniste, Champion, and Yap in the website of Pediatric Pain Letter
divide the pathways of fear acquisition into two broad frameworks related to fear.
They are the environmental learning pathways and the non-associative pathways
1) The Environmental Learning Pathways
Fears can be learned through one or a combination of the following
environment learning pathways.
a) Direct Conditioning
In this acquisition, a single exposure to characteristics related to an
intensely aversive event can cause a person to remain fearful of those
characteristics. It results in excessive fear.
b) Vicarious Learning
Fear can occur by observing the fear responses of others. Infants can find
emotional information from their caregiver. It is called social referencing.
c) Negative Information Provision
It is explained that “negative information can increase beliefs about the
danger posed by a particular stimulus”. It results in avoidance of certain stimulus
and reduces the chance of correcting the negative information.
2) The Non-Associative Pathways
a) Biological Preparedness
Biological preparedness deals with fears that are considered to be innate. It
includes fear of heights, strangers, and loud noises.
b) Genetic Factors
Genetic factors from twin studies are provided as an example. Twin
studies find that “the fear response of one twin could be predicted by a co-twin’s
6. Decision-Making Process a. Definition of Decision
Mallach (2000) states his idea about decision as a reasoned choice among
alternatives. That reasoned-choice must be considered as solution of the problem.
Mallach adds that making decision is part of the broader subject of problem
solving (para. 37). Hansson (n.d.) in A Brief Introduction Decision Theory states
that decision is about option to choose between and in a non-random way. The
choice is goal-directed activity. Then, Hansson sums the idea of decision into
goal-directed behavior in the presence of options (para. 6).
Each decision is characterized by a decision statement, a set of
alternatives, and a set of decision making criteria. Decision statement is what we
are trying to decide. In other words, it deals with what decision we are going to
make. It is important to keep focus on the main subject.
Alternatives are the possible decisions we can make. In other word,
alternatives are called options. Weirich states that the set alternatives can be open
and closed. It is called open when the decision maker can add or invent new
alternatives. The set of alternatives is closed when there are no new alternatives
added. There will be limited number of alternatives to choose. Decision with
closed alternative is divided into two, namely voluntary closure and involuntary
closure. It is voluntary closure when the decision makers get him/her to close the
alternatives while in involuntary closure, the decision maker is imposed by others
b. The Decision Making Process
Condorcet conveys his idea related to decision process. He divides a
decision process into three stages. The first stage consists of discussing the
principles that will serve as the basis for decision and examining the various
aspects of this issue and the consequences of different ways to make the decision.
It results in a set of alternatives. In the second stage, the question is clarified,
opinions which have been discussed in the first stage combined to each other in
order to achieve small number of more general opinions. The third stage is where
the decision has already been made and is going to be applied (as cited in
Hansson, n.d., para. 9).
Guy (1990) states in her book entitled Ethical Decision Making in
Everyday Works Situations that in order to achieve a rational decision, there are
six steps to go through. The first step is defining the problem. It includes
formulating key factors in question, examining the situation and identifying the
limits of the situation. The second is identifying the goal to achieve. In the third
step, the decision maker is insisted to make a list of the possible solutions to the
problem. The forth is evaluating each alternative to determine the best solution. In
this step, the decision maker should analyze each alternative and its benefits,
costs, and risks. Fifth is selecting alternative that has the most important value and
the sixth is making a commitment to the choice and applying it (para. 28-30).
Herbert Simon defines decision process into three phases, namely
intelligence, design, and choice. The intelligence phase covers finding,
decides what to decide. It results in the decision statement. The second phase is
design phase. In this phase, the decision maker develops the alternatives of
choice. The last phase is the choice phase. The decision maker evaluates the
alternatives and chooses them. Choosing a decision can be helped by creating
decision-making criteria (as cited in Mallach, 2000, para. 39). Mallach states that
“decision-making criteria are what we want to optimize in a decision” (p. 38). As
an alternative chosen, a decision is also chosen. Then, the decision maker should
proceed on the effect of the decision.
7. Down Syndrome
a. Definition of Down Syndrome
In the website of National Down Syndrome Society, it is stated that Down
syndrome was identified by John Langdon Down in 1866 (“Down
Syndrome”,n.d.). For many years, as Buckley (2000) says, the term Down’s
syndrome was used before they change the term into Down syndrome. The reason
is that John Langdon Down neither had nor owned the syndrome so the
possessive form is not appropriate. Buckley also adds that for children with Down
syndrome’s self-image and self-esteem, they are not labeled as ‘a Down’s child’
or ‘a Downs’ but they are labeled as ‘a child with Down syndrome’ (para. 5).
According to the website of National Down Syndrome Society, Down
syndrome is a condition of chromosomal abnormality. Human body is constructed
by cells. Each contains a center which is called nucleus. In general, the nucleus of
each cell contains 23 pairs of chromosomes or 46 chromosomes. In an individual
cells contain 47 chromosomes in individual with Down syndrome instead of 46
chromosomes. The presence of additional chromosome is detected by using
karyotype. It is a visual display of the chromosomes categorized by size, number
and shape. From this detection, it is shown that ninety percent of Down syndrome
is the result of the presence of an extra (third) chromosome.
According to the presence of the extra chromosome, Down syndrome is
categorized into three, namely non-disjunction, mosaicism, and translocation. In
non-disjunction, the extra chromosome is replicated in every cell of the human
body. It is the most common case of Down syndrome. Mosaicism is an error cell
division that occurs after fertilization which results in a mixture of two types of
cells. They are the cells with 46 chromosomes and the cells with 47 chromosomes
which have an extra chromosome in the 21st chromosome. Meanwhile,
translocation occurs when part of the 21st chromosome breaks off during cell
division and sticks on the other chromosomes. Individual has a normal 21st
chromosome. It also has 21st chromosome’s material on the other chromosomes
(“Down Syndrome”, n.d.). However, Buckley (2000) says that the difference of
the presence of extra chromosome does not significantly influence the learning
difficulties of individuals with Down syndrome. Children with mosaic Down
syndrome are less affected by physical and mental characteristics of Down
syndrome. Meanwhile, the risk of the highest illness is in translocation (p. 9).
Buckley (2000) states that children with Down syndrome can be born from
parents of all social and education level, of all ethnic groups and of all ages. The
The risk is about 1 in 2000 at 20 years old and 1 in 45 at 45 years old. However,
since the number of babies who are born from younger mother is higher than the
number born from older mother, most of babies with Down syndrome are born by
mothers under 35 years old (para. 9).
b. Characteristics of Down Syndrome
A child with Down syndrome can be identified first from the physical
characteristics. According to National Down Syndrome Society, there are some
physical characteristics of Down syndrome. The most common characteristics are,
oblique palpebral fissure (an upward slant to the eyes), epicanthal folds (small
skin folds on the inner corner of the eyes), a flat facial profile (a flat nasal bridge
and small nose), and dysplastic ear (abnormal shape of the ear). The other
characteristics are muscle hypotonia (low muscle tone), excessive space between
first and second toe, and large tongue in relation to size of mouth (“Down
Syndrome”, n.d.).
As cited from the website of National Institutes of Health, Shriver says
that those physical characteristics are a flat facial profile, an upward slant to the
eye, white spots on the iris of the eye (Brushfield spots), a short neck, and a single
palmar fold. Shriver also adds that a baby with Down syndrome may have a
reduced muscle tone and a protruding tongue which cause on taking longer to feed
the baby. As Shriver says, hypotonia can affect the muscles of the digestive
system and causes constipation (‘Facts about Down Syndrome”, 2008).
Buckley (2000) conveys other characteristics of Down syndrome. They
confident, being extrovert, enjoying lively social lives and loving sport. Some are
quieter, shy and prefer quiet pastimes with a few close friends (para. 4-5).
However, individuals with Down syndrome do not have all those characteristics.
The possible of having those characteristics may vary.
c. Development of A Child with Down Syndrome
Development of a child with Down syndrome can be summed up into
physical, medical and cognitive development. Shriver states that a child with
Down syndrome will also have much longer physical development. She/he may
be low at doing basic activities such as, sitting, standing, walking, or turning
around because of the lack of muscle tone power (“Facts about Down Syndrome”,
2008). A child with Down syndrome might have the following health problems.
Those are heart defects, respiratory problem, hearing problems, obstructive
digestive tracts, sleep apnea, and leukemia. It increases as she/he is growing to be
adult to have a risk for Alzheimer’s disease. A child with Down syndrome will get
cognitive delay and does not indicate that he/she may have strengths and talents as
each individual has. A child with Down syndrome has speech delay, speech error
(he/she finds difficulties in arranging sentences to speak), and lack of
understanding speech (“Down Syndrome”, n.d.).
Although children with Down syndrome have a tendency not to survive in
their surroundings, they still are able to learn to sit, walk, talk, play and do other
activities. They may have some difficulties to develop, but it does not mean that
they are delayed in all aspects of live. As Buckley (2000) says, children with
visual learners who prefer learning through pictures or reading information to
learning through spoken information (para. 13-14). The website of National Down
Syndrome Society adds that a child with Down syndrome have high response to
their physical and social environments. They have the same emotions and needs
just like other people in common. They insist to reach the same chance in many
aspects of life as common children. They need positive support in their lives so
that they can adapt successfully. Adapting successfully means they can attend
school, have friends, find work, and do other activities. Those are the ways they
survive and are accepted in society (Down Syndrome, n.d.).
B. Theoretical Framework
Those theories above are used to analyze the problems which are stated in
previous chapter. Three problems are going to be analyzed. The first problem is to
find the description of David as portrayed in The Memory Keeper’s Daughter. In
the first problem, theory of character and characterization are used to explore the
characters of David.
The second problem is to find the reasons why David makes a decision to
take his daughter with Down syndrome away. The theory of motivation is applied
to explore David’s motivation to take his daughter with Down syndrome away in
an institution. In the second problem, information about Down syndrome is
needed to help in analyzing David’s motivation.
The third problem deals with the influence of David’s decision in taking
making process is employed to reveal the process of how David makes the
decision to take his daughter with Down syndrome away. In advance, quotations
from the novel are used to provide proofs of the influence of David’s decision on
24
CHAPTER III METHODOLOGY
This chapter presents an explanation of the methodology to analyze The
Memory Keeper’s Daughter novel. This chapter consists of three parts. They are
object of the study, approach of the study, and method of the study.
A. Object of the Study
The object of the study is a novel entitled The Memory Keeper’s Daughter
written by Kim Edwards in 2005. This novel is divided into seven parts, namely in
the years of 1964, 1965, 1970, 1977, 1982, 1988 and 1989. The years show the
growth of Paul and Phoebe from they are born until they are adult. Paul and
Phoebe are born on March 1964. In 1989, they have been twenty-five years old.
The Memory Keeper’s Daughter was published by Penguin Books and was
considered to be one of New York Times bestsellers. The novel was adapted to
television film and broadcasted on Lifetime Television on April 12, 2008. The
film is starred by Dermot Mulroney as David, Gretchen Mol as Norah, and Emily
Watson as Caroline. The adolescent and adult Phoebe is played by Krystal Hope
Nausbaum, an actress with Down syndrome. The film's DVD release was in
October 2008.
The story of The Memory Keeper’s Daughter begins with the birth of Paul
and Phoebe. The first baby is Paul who is born in a good condition while the
witnessed what the syndrome can do to her sister. His sister cannot stay alive and
it causes his mother’s grief even his family’s grieves.
Being afraid of his wife experiencing the same grief, he decides to take the
daughter away in a certain institution which takes care of children. He asks the
nurse, Caroline, to get his daughter out. As Caroline arrives at the institution, she
sees the bad condition of the institution and the unfriendly nurses. Caroline feels
that it will be terrible for Phoebe to live there. Finally, she takes care for the baby.
She fights for Phoebe so that she can study in a school although the board of
education does not accept Phoebe to study in a public school.
As Phoebe is growing older, she grows up being a beautiful and smart girl
who can earn money for herself although she has Down syndrome. She is also full
of talent in music. In the end of the story, Kim Edwards, the author of the novel,
described this separated-family finally met each other after the death of David.
B. Approach of the Study
The study of The Influence of David’s Decision of Taking His Daughter
with Down Syndrome Away From His Family On His Family’s Life employs the
psychological approach to analyze the novel. The psychological approach enables
the writer to understand David’s motivation in taking such decision. The
psychological approach also enables the writer to explore deeply the influences of
David’s decision.
The writer finds out that the psychological approach is suitable approach
psychology are needed to explore human motivation to answer the formulated
problems.
C. Method of the Study
The method that was used in conducting this study was library research.
There were some steps which the writer took in conducting this study. First, the
writer read the novel eleven times. Second, the writer tried to find the summary
and any information about this novel. That information is the background of
writing this novel, Kim Edwards’ view about this novel, and any other
information.
Third, the writer decided to focus on three problems to analyze. The writer
focused on the characterization of David, David’s motivation in determining a
decision, and the influences of David’s decision taking her baby away. It was not
only toward David’s life but some people were also considered to be affected by
David’s decision. Then, the writer read again and again focusing on the object
being analyzed. Fifth, the writer analyzed the problem using the theories and
approaches as the guidance. The writer also cited utterances from the novel as the
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CHAPTER IV ANALYSIS
This chapter consists of four major parts. The first part concerns about
David’s characterizations. The second part deals with David’s motivation
deciding to take his daughter with Down syndrome away from his family. The
third part concerns about the decision making process of David to take his
daughter with Down syndrome away from his family. The last part, the forth part,
has analyzing on the influences of David’s decision on his family’s life as
portrayed in The Memory Keeper’s Daughter.
A. The Characterization of David
Characterization plays important role in a story. Blair and Gerber (1984)
state that characterization deals with the technique used by the writer to show
what the characters are. It includes the characters’ qualities, likes and dislikes how
the characters live and what the characters do (para. 52). Henkle adds that
characterization is important because it enables the readers to understand and to
experience people (para. 86). Murphy (1972) states nine ways of how author
expresses character’s personality. They are personal description, character as seen
another, speech, past life, conversation of others, reaction, direct comment,
thoughts, and mannerism (para. 161-173). Applying some of the nine ways above,
David in Kim Edwards’ The Memory Keeper’s Daughter novel is portrayed as
28
1. Kind
David is very kind. It is seen from the author’s direct comment about him.
As he is a doctor, he opens a free clinic on Tuesday nights for patients who are not
able to pay.
She put Phoebe back into the box and tucked the blankets lightly around her, thinking of David Henry, edged with weariness, eating a cheese sandwich at his desk, finishing a cup of half-cold coffee, then rising to open the office doors again on Tuesday nights, a free clinic for patients who could not afford to pay him. The waiting room was always full on those nights, and he was often still there when Caroline finally went home at midnight, so weary herself that she could barely think. This was why she had come to love him, for his goodness. (p. 38)
David comes from a poor family that causes him to work very hard in
order to be a doctor. He does a free clinic to give something back over gifts and
talents of being a doctor and to realize his words to help the world. When he dies,
a lot of people, even hundreds of people, come to his funeral to honour because
they love him. It is seen as Norah, his wife, says about him. Norah says to Paul
that hundreds of come to his funeral when he dies. It is because David provides
his time to help people by doing the clinic work. A lot of people love him (para.
422). For David, it is pleased to be able to help people in the world. One of the
ways is offering healing, as a doctor. Something that he cannot do for people he
loves the most (para.137).
David also shows his kindness to Rosemary. Rosemary is a pregnant girl
whom David meets in his parents’ house on the day he visits there. David takes
Rosemary to his house because Rosemary has no place to go and no friend to stay
with. “’She’s sixteen and pregnant, and she was living in an abandoned house, all
29
with him causes a big debate with his wife and his leaving to another house, he
keeps providing a place for Rosemary to stay (para. 395). “’What do you want?’
his father was asking. ‘What do you want from me, Norah? I’ll stay, or I’ll move
out. But I can’t turn Rosemary away. She has no place to go’” (p. 366).
David is very kind to Rosemary. David brings Rosemary into a house
which he buys and divides into two parts, for him and Rosemary. Because of
David’s suggestion and support, she goes back to school. Rosemary is really
thankful to David.
“We will.” She put her hand on his knee. “Look, I know we never talk about it. I don’t even know how to bring it up, really. But what it meant to me-how you helped me-I’m so grateful. I will be forever.”
“I’ve been accused of trying too hard to rescue people,” he said. She shook her head. “In many ways, you saved my life.”
“Well. If that’s true, I’m glad. God knows I’ve done enough damage elsewhere. I never could seem to do Norah so much good.” (p. 400)
From the speech of David in the conversation above, it is shown that
David feels he cannot make Norah happy. On the other hand, for Rosemary,
David has changed her life through everything David does and gives for
Rosemary so that she can go back to school and find a job (para. 398-399). David
is a hero for her.
2. Protective
David is protective. His love to his wife, Norah, causes David to be
protective of Norah. He wants to protect Norah from things that can be dangerous.
In Norah’s pregnancy, David gives more attention to Norah in order to protect
30
David finds himself wanting to protect her such as carrying her up stairs,
wrapping her in blanket, and bringing her cups of custard (para. 5).
When Norah gets into her labor, Norah delivers twins. A son and a
daughter are born, but the daughter has Down syndrome. It is the same with his
sister who is born with Down syndrome. David recalls his memory of his mother,
walking uphill to grave, June’s grave, every morning with her arms folded no
matter what weather it is, which shows depth and endurance of her grief (para.
21). Seeing his newborn daughter, he thinks of his sister who is pale and thin.
While she is trying to catch breath, his mother is turning to window to hide tears
(para. 23-24). In order to protect Norah from having the same grieves as what his
mother has, David sends the daughter in an institution.
In his childhood, David experiences pain and loss because the death of his
sister, June. So, he wants to protect Paul away from pain and loss he has ever had
by separating Phoebe from Paul. David tries hard to be a good father. He makes
time for collecting, organizing and labelling fossils with Paul. Then, they display
the fossils in the living room. He also takes Paul fishing. “He had tried to protect
his son from the things he himself had suffered as a child: poverty and worry and
grief“(p. 327-328). David does not only protect Paul from grief he has
experienced when he is a child but also protect Paul from poverty and
unhappiness.
David’s efforts to protect Paul from everything that causes any grief let
David be worried of Paul’s dream. David and Paul have a different view about
31
go to Juilliard, one of the most prestigious performing arts conservatories which
concerns in drama, dance, and music, so that he can learn playing guitar and can
be a great and famous musician. On the opposite, David does not want Paul to be
a musician. He wants his son, Paul, to be a basketball player. He says, “’… Look
at that height. Think what he could do on a court. But he doesn’t give a damn
about basketball’” (p. 226). When David says that, Paul is grinning, from Paul’s
expression it is known that Paul does not like basketball. Although Paul does not
want to be a basketball player, David still puts a hope that Paul wants to be a
doctor. He tries to ensure Paul that Paul has a big chance to be a doctor (para.
256). David’s reason is that he wants something which is more secure and more
promising for Paul’s future life.
“I don’t know,” David said slowly. “I just think he’s too young to shut doors.”
“He’s so talented, David. You heard him. What if this is a door opening?” “But he’s only thirteen.”
“Yes, and he loves music. He says he’s most alive when he’s playing the guitar.”
“But-it’s such an unpredictable life. Can he make a living?”
Norah’s face was very serious. She shook her head. “I don’t know. But what’s that old saying? Do what you love, and the money will follow. Don’t shut the door on his dream.”
“I won’t,” David said. “But I worry. I want him to be secure in life. And Juilliard is a long shot, no matter how good he is. I don’t want Paul to get hurt.” (p. 250)
From the conversation between David and Norah above, it is shown that
David is really worried about Paul’s life. He is afraid of taking any risk of Paul’s
life if Paul becomes a musician. Later, David finally understands and lets Paul go
32
3. Calm
From direct comment of the author, it is seen that David is calm. He keeps
being calm in every situation even in an emergency situation. He can control
himself not to be in a rush. It is seen when Norah is going into labor. The way he
drives shows that he is careful. “Methodical, purposeful: even in an emergency
he could not change his nature. He came to a full stop at every light, signalled
turns to empty streets” (p. 14).
The author gives direct comment on how calm David is when Norah gets
hurt. The way David gives her first aids gets Norah to admire him. “She watched
him picked out the glass. He was careful and calm, absorbed in his thoughts. She
knew he would attend to any patient with these same practiced motions” (p.110).
It is also shown from David’s speech that he is a calm fellow. When Paul’s
arm is broken, David calmly picks Paul up to the clinic. He tries to throw Paul’s
fear away.
“Well, I’m not sure, “he said calmly, though he was nearly certain that it was. He rested Paul’s arm gently on his chest, then put one hand on Norah’s back to comfort her. “Paul, I’m going to pick you up. I’m going to carry you to the car. And then we’re to go to my office, okay? I’m going to show you all about X-rays.” (p. 193)
When Paul runs from home, David successfully brings Paul back home.
As Paul gets into the car, they have no words to say in a few moments. That is
David. He can control himself not to say too many words. As soon as they have
conversation after their silence, David can understand Paul’s running away from
home. Paul asks David why David keeps silence about Norah’s affair with
33
When David and his family are enjoying their holiday in a beach, David finds
Norah, his wife, having an affair with Howard, a man they meet in the beach.
David makes a choice to leave Howard’s cottage where Norah and Howard’s
laughter fill the air with Norah’s clothes scattered. David goes back to their
family’s cottage and works with the photos. He says nothing about Howard to
Norah. His darker secret about Phoebe, his daughter with Down syndrome, is
David’s reason to keep silent about Norah’s affair (para. 259). That David is a
calm man is seen through his way of responding situations above.
4. Secretive
David is a secretive man. He grows up in a poor and uneducated family.
He has hard past life, but he never tells anyone about all his past life. He keeps
silent for some parts of his life. He tells Norah some pieces of his difficult past,
his parents and their hard work to earn money, his effort to afford the school fee,
and his sister who dies at her twelve year of age. He tells no one, even Norah, that
the death of his beloved sister is caused by heart defect. He also tells no one that
his sister has Down syndrome as she is born. The death of his sister remains
grieves for the family which cause his mother and his father’s death a year later.
“My parents love being outside,” he added. “My mother planted flowers everywhere. There was a cluster of jack-in-the-pulpit by the stream up from our house.”
“Yes,” he said nodding. “That’s true. They were proud and sorry both. They didn’t like the city. They only visited me once in Pittsburgh.”…”After my father died, my mother went to live with her sister in Michigan. She wouldn’t fly, and she never learned to drive. I only saw her once after that.” (p. 143)
When he tells about his parents, he thinks of his beloved sister, June. He
34
June and his family’s grieves because of the death of June. When he is telling
Norah about his parents, his mind flies away remembering a moment when they
are sitting in David’s single student room. His mother is startled every time a train
whistle sounded. June, the centre of all their lives has died. After June dies, they
do not know what to do with themselves without June to take care for (para. 143).
David keeps all the memories of June in his mind, and he does not share them to
Norah.
David also tells Paul about his family. David tells Paul that his sister dies
because of a heart defect (para. 279). He tells Paul how hard their lives are. He
also tells Paul about June who is very good at singing. “’My mother, Paul, your
grandmother. She had a hard life. I had a sister, did you know that? Her name
was June. She was good at singing, at music, just like you’ “(p. 359). In fact,
David never tells about June who has Down syndrome.
David is a secretive man. He keeps his secret of his sister with Down
syndrome and the family’s grieves because of June’s death. Then, David keeps
secret out from Norah that her daughter has Down syndrome. He asks Caroline,
the nurse who helps him, to keep the daughter with Down syndrome into another
room so that Norah does not know. “’All right. Clean her up, please,’ he said,
releasing the slight weight of the infant into the nurse’s arms. ‘But keep her in the
other room. I don’t want my wife to know. Not right away’” (p. 23).
David asks Caroline to take the baby to an institution. Instead of saying to
Norah that the daughter has Down syndrome and is sent to an institution, David
35
“My darling,” he began. His voice broke, and the words he had rehearsed so carefully were gone. He closed his eyes, and when he could speak again more words came, unplanned.
“Oh, my love,” he said. “I am sorry. Our little daughter died as she was born.”(p. 25)
He keeps this secret until his death except to Rosemary, a pregnant girl
who meets him in his parents’ old house. He tells Rosemary that he has a daughter
named Phoebe. He has not seen her since the day she is born because he gives the
daughter away. Phoebe has Down syndrome which means she is retarded. He says
to Rosemary that he never tell this to anyone (para. 344-345).
David has ever tried to tell the secret. He writes a letter to Caroline, the
nurse who finally takes care of Phoebe. He asks Caroline to let him meet Phoebe
and let Phoebe meet his brother, Paul. “I would like very much to meet Phoebe, he
wrote. I would like her to know her brother, and for him to know her” (p. 259).
Instead of answering David’s request, Caroline doesn’t write David back.
When David holds a photography exhibition in Pittsburgh, Caroline makes
herself bravely meet David. Caroline gets herself there to talk to David that she is
afraid of losing Phoebe. She is afraid that David will take Phoebe away if David
meets Phoebe. Caroline has created in her mind her own prediction of David‘s
taking Phoebe away after David meets Phoebe although David says that he does
not have that kind of intention. It is also the reason why Caroline stop writing
letters to David (para. 314).
Rosemary, the one to whom David tells his secret, suggests David to tell
Norah and Paul about the secret. She says that Norah should know about Phoebe.
36
knew something no one else did. It’s a kind of power, isn’t it, knowing a secret?
But lately I don’t like it so much, knowing this. It’s not really mine to know, is
it?’” (p. 401). David is not able to tell the truth although Rosemary has suggested
it. David is doubtful to tell Norah about Phoebe. He is afraid of losing Norah and
Paul as he tells the truth. “He had never been able to tell her the truth, knowing he
would lose her entirely-and perhaps Paul too-if he did” (p. 394).
Once he tries to tell the truth to Norah. He thinks that Norah should know
the truth. He will go to their old house and tell Norah although he cannot imagine
how Norah will respond. When he arrives at the house, he starts to write on a
paper. He writes that their daughter does not die. Caroline Gill has taken her and
raised her in another city. In fact, he crosses out and writes that he gives away
their daughter. Again, he crosses out (para. 408-411). Then, he fixes the faucet
and puts a hope that Norah will be happy with the faucet. He finally writes that he
fixes the faucet. “I fixed the bathroom sink, he wrote. Happy Birthday” (p. 412).
The secret is still with him.
5. Griefful
David has experienced a hard life in his past. It is seen from David’s
speech. His father and mother keep working hard so that the family can stay alive.
Although they work so hard, they cannot afford school fee for David. The family
condition causes David to be a hard worker. David has to find a job in order to
pay the school fee.
37
was a hardworking man. And it pained my mother, because they couldn’t get much help for June. When I was about your age, I got a job so I could go to high school in town. And then June died, and I made a promise to myself. I was going to go out and fix the world.” (p. 279-280)
From David’s thought, it is known that catching snakes, like rattlesnakes,
is one of the ways of David’s father earns money. It is his father who teaches him
how to catch a snake. By using a forked stick, his father pins the snake by its
neck. With two strong fingers, he grips the snake tightly behind its jaw, then puts
it into a metal box and closes the lid. The older and the bigger the snake is, the
more money they can earn. The money not only pays for their food but also pays
for a doctor in Morgantown (para. 150-151). This doctor in Morgantown is the
one who finds something wrong with his sister. It is Down syndrome.
The doctor had felt transported back in time. His sister had been born with a heart defect and had grown very slowly, her breath catching and coming in little gasps whenever she tried to run. For many years, until the first trip to the clinic in Morgantown, they had not known what was the matter. Then they knew, and there was nothing they could do. All his mother’s attention had gone to her, and yet she had died when she was twelve years old. … (p. 21)
David has a sister, June, who has Down syndrome. June gets a heart defect
along her life. He loves June very much. He protects June as his mother asks him.
“Watch your sister, his mother would caution, looking up from the stove. Feed the
chickens and clean the coop and weed the garden. And watch June” (p. 153). He
protects June although he does not stop June from digging the dirt. He also does
not comfort June when she trips over a rock and falls down, but his love for June
is very deep.
June likes music. She likes singing. David remembers how June is singing.