1:06:01
l need to know who l'm looking for.
1:06:04
l'm like a layman
looking at an x-ray.
1:06:07
l don't know how to read it.
l need help interpreting it.
1:06:11
This drawing can tell you
nothing about. . .
1:06:14
. . .the murderer. lt only tells you
about the child who drew it.
1:06:18
Without more information, l don't
think l can be of any value to you.
1:06:23
Humor me, doc.
1:06:25
Consider this a working hypothesis
and assume for the moment. . .
1:06:30
. . .that this is a drawing
of the murderer.
1:06:37
Well.
1:06:40
Your giant certainly looks
tall, massive. . .
1:06:43
. . .very imposing.
1:06:45
lf this depicts the relationship
between the giant and the girl. . .
1:06:49
. . .then these things
you call ''porcupines'' . . .
1:06:51
. . .appear to be gifts
that she's accepting.
1:06:53
That's implying a trust.
1:06:55
Was the girl in Monash
killed the same way?
1:07:00
Exactly the same.
1:07:02
Do the victims resemble one another?
1:07:07
Yes, a lot.
1:07:08
What were the time intervals
between the murders?
1:07:12
The Monash County case was
eight years ago.
1:07:16
The little girl missing, three.
1:07:18
And Ginny was just. . . .
Just last winter.
1:07:22
So the intervals are getting shorter.
1:07:26
lf that's the case, then yes,
you could--
1:07:29
Remember, this is a hypothetical case.
1:07:32
But yes, you could expect
another incident within. . .
1:07:35
. . .a matter of months.
1:07:37
Maybe a year,
if the opportunity arose.
1:07:41
But this could just be a product. . .
1:07:43
. . .of a 7-year-old child's
imagination.
1:07:51
Right.