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When Li-Young Lee wrote and published “Persimmons,” there was no identifiable tradition of Asian poetry in English. Though many modernist poets, such as Ezra Pound, drew on traditional Chinese poetry’s imagistic qualities to move Western poetry in new directions, it was not until the first major influx of Asian immigration into the United States in the 1960s that Asian voices began to write using English as their primary language. Lee moved to the United States in 1964, and he was among the first widely published Asian American poets.
Lee’s influences are wide ranging: European Romanticism, a movement from the early 19th century that placed emphasis on emotional intensity; on American confessional poetry, a style that emerged in the 1950s promoting the value of writing about the deeply personal, blurring the line between poetic speaker and author; and symbols and themes from traditional Chinese poetry—particularly that from the Tang Dynasty (618–907), which commonly used themes of isolation and displacement. The Romantic influence is best seen in Lee’s emphasis on the natural world and its awe-inspiring beauty; for example, in the way he describes persimmons in this poem as containing suns. Lee’s use of the first person and the poem’s assumed biographical content marks it as part of the confessional movement. Finally, his allusions to classical Chinese tradition are evident in his thematic and imagery content: In “Persimmons,” for example, the “moon” (Line 28) takes on its traditional Chinese role as supreme aesthetic object and the theme of isolation is prevalent.
It is often an error to mistake the speaker for the poet. In the confessional poetry mode, however, the two are often conflated: Confessionalism prizes the inclusion of real people, events, and emotional content. In the case of “Persimmons,” there are clear parallels between the poem’s content and Lee’s biography.
In particular, the feelings of disconnection, displacement, and isolation explored in the poem are likely the direct result of Lee’s frequent relocations as a child and his difficulty being assimilated into American culture. These parts of Lee’s childhood are depicted most vividly in the opening stanza, when he remembers that “Mrs. Walker / slapped” him for having an incomplete grasp of English (Lines 1-2), and later, when he reports having had to fight (presumably his classmates).
The poem also explores aspects of Lee’s life outside of his immigrant experience. Beginning in the eighth stanza, Lee depicts a number of interactions between the poet-speaker and his ailing father. These interactions make up nearly half of the poem and are likely drawn from Lee’s own experience of caring for his own father, who was also a casual painter who had gone blind.
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By Li-Young Lee