“Persimmons” by Li-Young Lee is a poem that delves into the power of language and cultural identity. The poet reminisces about a childhood experience where the word “persimmons” becomes a gateway to understanding and connecting with his father and Chinese heritage. The poem is free verse, lacking a strict metrical structure or rhyme scheme, allowing the language to flow naturally and evoke sensory images. The title itself, “Persimmons,” serves as a symbol of cultural heritage and the ties that bind generations together. The themes explored in the poem include language, communication, cultural identity, memory, and the importance of preserving one’s heritage.

Persimmons | Summary & Analysis

Persimmons Analysis, Stanza 1

In sixth grade Mrs. Walker

slapped the back of my head

and made me stand in the corner

for not knowing the difference

between persimmon and precision.

How to choose

The poet recounts a childhood incident involving his sixth-grade teacher, Mrs. Walker. The stanza opens with a simple and concise statement that sets the narrative tone. The act of Mrs. Walker slapping the back of the poet’s head creates a sense of physical and emotional impact, immediately drawing the reader’s attention. The poet is then punished by being made to stand in the corner, which conveys a sense of humiliation and isolation. This punishment is inflicted for his lack of understanding, specifically in distinguishing between “persimmon” and “precision.” The incident highlights the limitations of formal education in capturing the nuances of language and cultural understanding. It touches upon the theme of cultural identity, as the poet’s struggle with language reflects his connection to his Chinese heritage.

The poet employs juxtaposition in the pairing of “persimmon” and “precision,” two words that are superficially similar but have distinct meanings. This rhetorical device draws attention to the importance of linguistic precision and the potential for misunderstanding and miscommunication.

Persimmons Analysis, Stanza 2

persimmons. This is precision.

Ripe ones are soft and brown-spotted.

Sniff the bottoms. The sweet one

will be fragrant. How to eat:

put the knife away, lay down newspaper.

Peel the skin tenderly, not to tear the meat.

Chew the skin, suck it,

and swallow. Now, eat

the meat of the fruit,

so sweet,

all of it, to the heart.

The poet delves into a precise and sensory description of how to eat a ripe persimmon. The stanza begins with a declarative statement, “This is precision,” which sets the tone for the meticulous process that follows. 

The use of vivid and specific language, such as “soft and brown-spotted” and “fragrant,” creates a sensory experience for the reader, allowing them to visualize and imagine the fruit’s appearance and aroma. He uses imperative language such as “sniff,” “peel,” “chew,” and “swallow,” which create a sense of urgency and engagement, as well as mirroring the poet’s desire to convey the precise steps necessary to fully appreciate the persimmon.

The lines “Chew the skin, suck it, – and swallow” and “Now, eat -the meat of the fruit” utilize parallelism, creating a rhythmic and structured pattern. Phrases like “peel the skin tenderly, not to tear the meat” and “eat the meat of the fruit, / so sweet, / all of it, to the heart” evoke a deeper meaning beyond the literal consumption of the fruit. These expressions symbolize the delicate balance in life, where one must approach experiences with care and embrace their entirety, even the sweet and tender aspects.

Persimmons Analysis, Stanza 3

Donna undresses, her stomach is white.

In the yard, dewy and shivering

with crickets, we lie naked,

face-up, face-down.

I teach her Chinese.

Crickets: chiu chiu. Dew: I’ve forgotten.

Naked: I’ve forgotten.

Ni, wo: you and me.

I part her legs,

remember to tell her

she is beautiful as the moon.

The poet describes a scene involving Donna undressing, while the yard is filled with dew and shivering crickets. The poet takes on the role of a teacher, imparting the Chinese language to Donna. One prominent theme in this stanza is the exploration of language and communication. The poet’s act of teaching Donna Chinese suggests a desire to bridge the gap between cultures and establish a deeper connection. By sharing the language, the poet attempts to create understanding and foster a sense of unity. 

The description of the yard as “dewy and shivering with crickets” appeals to the reader’s senses, evoking a vivid and immersive setting. The use of Chinese words, “chiu chiu” for crickets and “Ni, wo” for you and me, adds a layer of authenticity and cultural richness to the poem.

Furthermore, the stanza employs repetition and parallel structure to create a rhythmic effect. The repetition of “I’ve forgotten” emphasizes the fleeting nature of memory and the impermanence of certain experiences. It also adds a touch of vulnerability and introspection, suggesting that while the poet may have forgotten specific details, the essence of the moment and the emotional connection remain. “I part her legs, remember to tell her she is beautiful as the moon,” employs metaphor to express both physical and emotional intimacy. The moon is often associated with beauty and romanticism, and by comparing Donna to the moon, the poet communicates her exceptional beauty and significance.

Persimmons Analysis, Stanza 4

Other words

that got me into trouble were

fight and fright, wren and yarn.

Fight was what I did when I was frightened,

Fright was what I felt when I was fighting.

Wrens are small, plain birds,

yarn is what one knits with.

Wrens are soft as yarn.

My mother made birds out of yarn.

I loved to watch her tie the stuff;

a bird, a rabbit, a wee man.

The poet explores the power of language and its ability to evoke emotions and perceptions. The stanza begins with the words “Other words that got me into trouble were,” indicating that certain words have had significant impact and consequences in the poet’s life. The poet mentions words like “fight” and “fright,” which carry a strong emotional weight. The poet uses parallelism to demonstrate the poet’s personal experience: “Fight was what I did when I was frightened, / Fright was what I felt when I was fighting.” These lines emphasize the circular nature of fear and aggression.

The poet describes wrens as small, plain birds, and yarn as a material used for knitting. Here, the rhetorical device of juxtaposition is employed, highlighting the contrast between the delicacy of the birds and the humble nature of the yarn. The poet then draws a connection between wrens and yarn, through the use of a simile “soft as yarn.” The imagery of the mother making birds out of yarn adds a personal touch, revealing the importance of creativity and craftsmanship within the poet’s family.

Persimmons Analysis, Stanza 5

Mrs. Walker brought a persimmon to class

and cut it up

so everyone could taste

a Chinese apple. Knowing

it wasn’t ripe or sweet, I didn’t eat

but watched the other faces.

The poet recounts a specific moment in their childhood when Mrs. Walker, their teacher, brings a persimmon to class. She proceeds to slice it, offering everyone a chance to taste what she refers to as a “Chinese apple.” The poet, however, chooses not to partake, recognizing that the fruit is not yet ripe or sweet.

The use of the persimmon as a symbol of the poet’s Chinese heritage reinforces the idea of connecting with their roots. Mrs. Walker’s gesture, although well-intentioned, highlights a cultural misunderstanding as she labels the fruit as a “Chinese apple,” failing to grasp its true essence. The poet’s observation of “the other faces” showcases a sense of detachment but also highlights the curiosity to observe unique perspectives.

Persimmons Analysis, Stanza 6

My mother said every persimmon has a sun

inside, something golden, glowing,

warm as my face.

The poet’s mother suggests that every persimmon contains a “sun” inside, symbolizing a source of warmth, brilliance, and vitality. This metaphor emphasizes the inherent value and richness found within seemingly ordinary objects, mirroring the potential for profound connections and discoveries within individuals. It also may suggest that the poet’s understanding of his father and his heritage is not merely surface-level but possesses an inner light that can be uncovered through careful observation and appreciation. The lines highlight the importance of looking beyond appearances and delving into the deeper layers of one’s identity. The stanza explores the transformative power of perception and the interconnectedness of nature and human experience.

Persimmons Analysis, Stanza 7

Once, in the cellar, I found two wrapped in newspaper,

forgotten and not yet ripe.

I took them and set both on my bedroom windowsill,

where each morning a cardinal

sang, The sun, the sun.

The stanza begins with the poet discovering two persimmons in the cellar, wrapped in newspaper and left forgotten and unripe. This image of the persimmons wrapped in newspaper signifies the preservation of cultural heritage and the potential for growth and ripening, tending to them represents the poet’s desire to reconnect with their Chinese heritage. It also suggests the importance of recognizing and appreciating the value of one’s cultural background, even when it may have been neglected or forgotten.

The persimmons themselves symbolize the poet’s cultural heritage, representing their connection to their father and their Chinese roots. The bedroom windowsill becomes a metaphorical space of growth and introspection, where the persimmons are placed to nurture their ripening process and engage with their heritage. The cardinal’s song serves as a metaphor for the passage of time and the significance of embracing one’s heritage.

Persimmons Analysis, Stanza 8

Finally understanding

he was going blind,

my father sat up all one night

waiting for a song, a ghost.

I gave him the persimmons,

swelled, heavy as sadness,

and sweet as love.

The poem reaches a poignant moment as the poet’s father, who is going blind, sits up throughout the night, eagerly anticipating a song or a visitation from a ghost. 

The language in this stanza employs several rhetorical devices to convey the profound emotions at play. Firstly, the repetition of the word “finally” emphasizes the moment of clarity and acceptance that the father experiences. It signifies a breakthrough in their relationship and understanding of each other. The use of the phrase “swelled, heavy as sadness” employs a simile, comparing the physical weight of the persimmons to the weight of sadness, emphasizing the depth of the father’s feelings and the gravity of the situation. Furthermore, the description of the persimmons as “sweet as love” employs a metaphor, not only highlighting the emotional connection between the two but also emphasizing the role of the persimmons as a conduit for love and understanding.

Persimmons Analysis, Stanza 9

This year, in the muddy lighting

of my parents’ cellar, I rummage, looking

for something I lost.

My father sits on the tired, wooden stairs,

black cane between his knees,

hand over hand, gripping the handle.

He’s so happy that I’ve come home.

I ask how his eyes are, a stupid question.

All gone, he answers.

In these lines, the poet describes a scene in their parents’ cellar where they search for something they have lost. The stanza explores themes of aging, loss, and communication complexity. The poet’s introspection is set by the dim lighting. The phrase “hand over hand, gripping the handle” reflects strength and determination in the father’s actions. The poet’s question about the father’s eyes is described as “a stupid question,” revealing their struggle to find meaningful communication.

Persimmons Analysis, Stanza 10

Under some blankets, I find a box.

Inside the box I find three scrolls.

I sit beside him and untie

three paintings by my father:

Hibiscus leaf and a white flower.

Two cats preening.

Two persimmons, so full they want to drop from the cloth.

The poet discovers a box containing three scrolls and unties three paintings by his father. The vivid descriptions of the paintings engage the reader’s senses, creating rich visual imagery. The rhetorical device of juxtaposition highlights the beauty and diversity of the natural world, while the cats’ preening symbolizes contentment and self-care. The persimmons, full of cultural heritage, symbolize the desire to pass down traditions and share experiences with future generations.

This stanza contributes to the overall themes of the poem, particularly those of cultural heritage, familial connection, and the power of art. The act of uncovering the box and revealing the scrolls symbolizes the process of unearthing and preserving the father’s artistic and cultural legacy. The paintings themselves serve as a tangible representation of the father’s creative expression and an avenue through which the poet can access and understand his heritage.

Persimmons Analysis, Stanza 11

He raises both hands to touch the cloth,

asks, Which is this?

This is persimmons, Father.

Oh, the feel of the wolftail on the silk,

The poet describes his father’s inquiry about a cloth, which he touches and asks about its identity. The father’s inquiry about the cloth signifies his desire to understand and connect with the world around him, despite his struggles with the English language. The son’s response, stating that it is “persimmons,” not only provides a literal answer but also serves as a metaphorical bridge between the father’s Chinese heritage and his present. The rhetorical question emphasizes the significance of the cloth and employs metonymy to enhance the father’s understanding. The imagery of the “wolftail on the silk” creates a vivid contrast, reflecting the complexity of cultural identity.

Persimmons Analysis, Stanza 12

the strength, the tense

precision in the wrist.

I painted them hundreds of times

eyes closed. These I painted blind.

Some things never leave a person:

scent of the hair of one you love,

the texture of persimmons,

in your palm, the ripe weight.

The poet explores the enduring impact of certain experiences and sensations through a series of sensory images. The poet’s mastery of painting and dedication to capturing the subject matter are evident in the stanza. The poet’s use of “eyes closed” and “blind” suggests a deeper connection to the subject matter, while “some things never leave a person” highlights the lasting impact of certain experiences and sensations on an individual’s psyche. The sensory images, such as the scent of a loved one’s hair and the texture of persimmons, evoke intimacy and emotional connections. The poet’s use of synecdoche in mentioning specific details of “hair” and “persimmons” demonstrates the power of sensory perception to encapsulate larger feelings and memories. The vivid image of holding persimmons in one’s palm conveys a tangible connection to one’s heritage.