Final Analysis - Catherine Crier [2]
Gabriel then brought up an apartment complex the family owned in San Francisco’s East Bay. “I don’t know what is going to happen right now, but I would like to hold onto that because we need a source of income.”
Twelve hours earlier, it had been a very different Gabriel that police encountered at the family’s sprawling hillside compound on Miner Road. Then, he was a nervous wreck, out in the street with a phone and a flashlight, afraid that his own mother might come after him.
As the sheriff ’s officers arrived at the scene, he was unable to answer many of the officers’ questions. All he knew was that his father, Frank Felix Polk, was dead, and he was certain his mother had killed him.
PART I
A DEATH ON MINER ROAD
Chapter One
UNETHICAL BEGINNINGS
Susan sat quietly in the passenger seat as her mother parked the car in front of the yellow clapboard house on the corner of Ashby Avenue in downtown Berkeley, California. She and her mom were right on time for her first session with Frank Felix Polk, the Alameda County psychologist that school officials had ordered her to see.
For several months in the fall of 1972, Susan Mae Bolling had been playing hooky from Clayton Valley High School in neighboring Contra Costa County. At fifteen, the willowy brunette did not fit the profile of a truant. Recently, she had been called to the principal’s office, not to be admonished, but to be congratulated for her score on the standardized IQ test.
The principal was so excited he could barely contain himself. It was almost embarrassing how he gushed over the ninth grader with the “genius” IQ. News that the quiet freshman with the long, curly hair and hazel eyes was the school’s top scorer spread quickly through the student body, and Susan soon found herself a celebrity of sorts. Being the center of attention was not something she was comfortable with; she was awkward, reserved, and even a bit withdrawn. Being hailed as “gifted,” however, made her feel powerful. Suddenly, she was recognized as a person with superior qualities, and everyone at school was making a fuss over her. She felt extraordinary, even a bit conceited.
Susan decided she no longer needed to study. Why waste time when she was a genius? Instead of homework, she spent her after-school hours doing what she really enjoyed—reading, looking up words in the dictionary, doing crafts, and watching Dialing for Dollars, a fast-paced television game show.
Then she simply stopped going to school.
It was not something she planned. It just sort of happened. It all began the day of her ninth grade math test. She had not studied and could not bear the thought of tarnishing her genius reputation—so she just skipped school that day.
Things snowballed from there. At first, she attended classes intermittently, but soon she was falling behind. Being a genius wasn’t enough if she didn’t attend classes.
Then it happened. She received an “F” on a math test.
Realizing she was in trouble, Susan went to her teacher. He was kind and attentive, immediately offering her extra help. Their impromptu session was helpful, and the teacher told her to come back. But Susan didn’t follow through. All of a sudden, everything seemed too hard.
The walk to school was too long, especially on the days that the neighborhood bully and his buddies were on the street. At the time, Susan was living with her mother and older brother, David, in a two-bedroom apartment in Concord, an area of the East Bay about forty-five minutes outside San Francisco. She didn’t feel safe in their blue-collar neighborhood, where gunshots were not uncommon, and there’d been several murders in the hills behind her house. The little girl who lived next door had been struck in the head by a stray bullet and needed surgery to have it removed. Susan had babysat for the child several times and was horrified when her father came by to share the