Welcome to Your Study Guide: Poem at Thirty-Nine – Alice Walker
Hello Literature Students! This chapter focuses on Alice Walker’s deeply personal and moving poem, Poem at Thirty-Nine. Don't worry if poetry sometimes feels abstract; this poem is highly accessible because it deals with universal themes: family, memory, and figuring out who you are.
Why is this poem important? It teaches us how writers use everyday memories to explore big ideas like identity and the challenging of traditional roles. Mastering this poem will sharpen your ability to analyse tone, structure, and imagery in free verse poetry. Let’s dive in!
Section 1: Context and The Author, Alice Walker
Understanding who Alice Walker is helps unlock the meaning of the poem.
1.1 Who is Alice Walker?
- A Literary Icon: Alice Walker (born 1944) is an American author, poet, and activist. She is most famous for her novel, The Color Purple.
- Activism: Her work is heavily influenced by the Civil Rights Movement and her commitment to feminism (specifically Womanism, a term she coined to emphasize the unique struggles of Black women).
- Personal Nature: Walker often draws heavily on her own life experiences. Poem at Thirty-Nine is autobiographical; it is a reflection written when she was 39 years old, looking back on her deceased father.
1.2 Context of the Poem
The poem is about Walker’s father, who died when she was young. He was a sharecropper (someone who farms land owned by another). This background is important because it highlights the simple, hardworking life he led, which contrasts with the sophisticated literary life Walker now lives.
The Crucial Conflict: Walker’s father defied typical gender roles. He taught his daughter skills traditionally reserved for boys. This defiance is the foundation of the poem’s theme about identity.
Quick Review: Context Key Points
Walker is a feminist writer reflecting on her late father who taught her non-traditional skills. This reflection helps her understand her own identity at age 39.
Section 2: Structure, Form, and Summary
2.1 What Happens in the Poem? (The Summary)
The poem is essentially one long, heartfelt memory divided into stanzas.
- Walker begins by recalling specific, sensory memories of her father (smell, rough hands).
- She lists the “boy things” he taught her: fixing things, carpentry, handling tools, fishing.
- She contrasts these skills with the lack of "girl things" (like embroidery), showing how their relationship transcended typical expectations.
- In the second half, the speaker (Walker) realizes that as an adult, she still uses those skills and embodies her father’s practical, capable spirit.
- The poem concludes with an acceptance and celebration of the legacy he left her, realizing that the traits she inherited are exactly what make her who she is.
2.2 Understanding the Structure: Free Verse
The poem is written in free verse. This is a very important structural feature.
What is Free Verse?
- It does not follow a consistent rhyme scheme or metrical pattern (like iambic pentameter).
- Analogy: Think of formal poetry like a tightly controlled dance, while free verse is like a casual, serious conversation you have with a close friend—it flows naturally.
Why did Walker choose Free Verse?
The conversational, reflective style makes the memory feel genuine and intimate. The uneven line lengths mirror the natural pause and flow of thinking and speaking.
2.3 Use of Stanzas
Walker uses seven stanzas, each of varying length. The breaks often signal a slight shift in focus:
- Early stanzas focus on specific memories (e.g., the smell of sweat and dust).
- Later stanzas move into deeper reflection and realization (e.g., "I know now that he loved me...").
Key Takeaway: The structure is informal (free verse) to reflect the intimate, conversational nature of the poet's memories.
Section 3: Key Themes and Ideas
The poem explores four major interlocking themes that you must be able to discuss in your exam.
3.1 Theme 1: The Father-Daughter Relationship and Legacy
This is the core theme. The poem celebrates a loving, yet unconventional, bond.
- Unconventional Teaching: The father did not limit his daughter to traditional feminine pursuits. He taught her "to shoot, to fight, to build things" and how to manage the finances.
- Proof of Love: Walker realizes that teaching her these survival skills was his unique way of demonstrating love and preparing her for the world. She states: "I know now that he loved me enough to let me go." This implies freedom and empowerment.
- Legacy: The father is physically gone, but his skills and personality (his practical capability, his “strong, rough hands”) live on in the poet.
3.2 Theme 2: Challenging Gender Stereotypes
Alice Walker uses the poem to subtly critique limiting societal ideas about what girls and boys should do.
- The father acts as a positive role model by breaking the mould. He shows respect for her intelligence and capability, treating her as a capable human being, not just a fragile "girl."
- The phrase “He taught me how to work and how not to be afraid of it” is vital. The ability to work hard and be self-reliant is seen as more valuable than domestic skills.
3.3 Theme 3: Memory and Nostalgia
The poem is entirely driven by memory. The process of remembering helps Walker define her present self.
- Present vs. Past: The title, "Poem at Thirty-Nine," emphasizes the distance in time. The adult speaker evaluates her childhood memories with the wisdom she now possesses.
- Nostalgia: The tone is loving and appreciative, not sorrowful. Even though she misses him, she cherishes the specific, vivid memories of his presence and actions.
3.4 Theme 4: Identity and Self-Acceptance
The poem culminates in Walker understanding her own identity.
- She realizes that her capable, practical self comes directly from him.
- The final lines often reflect this acceptance, as she embraces the practical skills and the “rough hands” of her lineage, recognizing their inherent beauty and worth.
Memory Aid: T.R.I.P.
The core themes are: Tradition (challenging it), Relationship (father-daughter), Identity (finding self), Past (memory/legacy).
Section 4: Language, Imagery, and Tone
Walker’s language is straightforward but incredibly vivid. She uses sensory details to bring her father to life.
4.1 Imagery and Sensory Details
Imagery appeals to our senses. Walker uses this expertly to make the memories feel real.
- Sight: "The lean and dusty figure of my father." This immediately sets the scene of a hard-working, maybe weathered man.
- Touch: The repeated focus on "strong, rough hands." These hands are a metonymy (a substitute name) for his whole character—practical, working, and loving.
- Smell: She recalls the smell of "sweat and dust, wood and oil." These smells ground the memory in the rural, working-class environment of her childhood.
4.2 Use of Contrast
Contrast is used to highlight the unconventional nature of their bond.
- Tools vs. Textiles: Walker mentions that her father never taught her how to embroider or knit (traditional "girl" things). Instead, he taught her about fishing and carpentry ("boy" things).
- This contrast shows that her father valued competence over conformity.
4.3 Tone and Voice
The tone is mostly nostalgic, appreciative, and reflective.
- The conversational style (typical of free verse) makes the poem feel honest and personal.
- The final stanzas shift slightly to a tone of acceptance and pride, as the adult Walker recognizes the value of her inherited traits.
Did you know? Walker uses very little figurative language (like complex metaphors) because the poem’s strength lies in its directness and honesty. The simple language reflects the simple, honest character of her father.
4.4 Key Quotation Analysis
Here are two essential quotes for your exam analysis:
Quote 1: "He taught me that being a woman did not mean I had to be soft or useless."
This is the central message. It directly addresses the theme of challenging gender norms and highlights the empowerment the father gave her.
Quote 2: "I am forty now. And I am remembering everything he said." (Note: The printed text usually says thirty-nine, but the reflection feels timeless.)
This emphasizes the theme of legacy. The memory is not just a pleasant thought; it is an active influence on her life right now, proving his permanent impact.
Common Mistake to Avoid: Do not assume the relationship was entirely without difficulty just because the poem is loving. Focus on the fact that the *adult* Walker now understands the complexities and appreciates his efforts deeply.
Section 5: Linking Ideas and Exam Preparation
5.1 How to Write About This Poem in an Exam
When answering a question on Poem at Thirty-Nine, structure your points around the three pillars of analysis:
- Content/Theme: What is the poem about? (e.g., legacy, unconventional love).
- Structure/Form: How is it built? (e.g., free verse, conversational tone, stanza breaks signaling shifts in thought).
- Language/Technique: What specific words or imagery does Walker use? (e.g., sensory details of "dust and oil," contrast between skills).
Step-by-Step for Analysis:
1. Identify the feeling (e.g., appreciation, empowerment).
2. Find the line that shows the feeling (a quotation).
3. Name the technique used (e.g., contrast, imagery).
4. Explain the effect on the reader (e.g., the sensory details make the father feel real and approachable).
5.2 Final Key Takeaway
Poem at Thirty-Nine is a powerful declaration that identity is shaped not by societal expectations, but by the love and practical lessons passed down by those who truly care for us. Alice Walker celebrates the simple, rough, yet profoundly effective education her father gave her, which made her the strong woman she is today. You've got this!
Go back and reread the poem with these notes—you will see the structure and themes instantly!