I am proud of my son,
He is second to none.
Come down one year from Heaven,
He could tell six from seven.
Knowing his name at four,
No pears would he adore.
My friends would come and say
He is no common clay.
His appearance admired
Leaves nothing to be desired.
An immortal would fain
Say he's swallow or crane.
What my friends say, all told,
Would comfort a man old.
In vernal night or day
With his cousins he'd play.
They pass from hall to hall,
Boisterous one and all.
When guests come to see me,
He would come out with glee.
When asked what he need,
He'd veil the truth, indeed.
He mimics one guest's face
In haste and without grace,
Another bearded guest
Stammering without rest.
Like an eagle in flight
Or a strong steed in fight,
He rides a hobby horse
Running with all its force.
He jeers at officers
Blaming their messengers.
By lamplight he makes vows
And to Buddha he bows.
He sweeps webs with his whip,
And honey he would sip.
As light as butterflies,
With willow down he vies.
Meeting his sister dear,
He plays games without fear.
He takes her toilet box
And breaks the golden locks.
Lying on ground, he'd stay;
Threatened, he'd not obey.
He draws the window screen,
Spits and wipes the lute clean.
Sometimes watching me write,
He stands unmoved upright.
Of brocade he makes cover;
Of books he seems a lover.
Asking me to write "spring",
Of spring day he would sing.
Banana's paper white,
Its bud a brush to write.
Then I was fond of books,
Studying long in my nooks,
At forty lean and wise,
I fear nor bug nor lice.
Do not learn to win fame
Like me without a name
Try to learn from the sages
Of the different ages!
You'd be master of kings,
Carefree from trifling things.
The foe in the northwest
Are producing unrest.
Nor war nor peace can cure;
They're hard disease, for sure.
Grow up, be man of men.
Kill the foe in the den!
Son, be a hero brave
And not a scholar grave.
Original Poem:
「骄儿诗」
李商隐
衮师我骄儿，美秀乃无匹。
文葆未周晬，固已知六七。
四岁知姓名，眼不视梨栗。
交朋颇窥观，谓是丹穴物。
前朝尚器貌，流品方第一。
不然神仙姿，不尔燕鹤骨。
安得此相谓？欲慰衰朽质。
青春妍和月，朋戏浑甥侄。
绕堂复穿林，沸若金鼎溢。
门有长者来，造次请先出。
客前问所须，含意不吐实。
归来学客面，闱败秉爷笏。
或谑张飞胡，或笑邓艾吃。
豪鹰毛崱屴，猛马气佶傈。
截得青篔筜，骑走恣唐突。
忽复学参军，按声唤苍鹘。
又复纱灯旁，稽首礼夜佛。
仰鞭罥蛛网，俯首饮花蜜。
欲争蛱蝶轻，未谢柳絮疾。
阶前逢阿姊，六甲颇输失。
凝走弄香奁，拔脱金屈戍。
抱持多反侧，威怒不可律。
曲躬牵窗网，衉唾拭琴漆。
有时看临书，挺立不动膝。
古锦请裁衣，玉轴亦欲乞。
请爷书春胜，春胜宜春日。
芭蕉斜卷笺，辛夷低过笔。
爷昔好读书，恳苦自著述。
憔悴欲四十，无肉畏蚤虱。
儿慎勿学爷，读书求甲乙。
穰苴司马法，张良黄石术。
便为帝王师，不假更纤悉。
况今西与北，羌戎正狂悖。
诛赦两未成，将养如痼疾。
儿当速长大，探雏入虎窟。
当为万户侯，勿守一经帙！
Interpretation:
"骄儿诗" (Poem for My Proud Son) was written by Li Shangyin in the third year of Emperor Xuanzong's reign (849 AD) in the spring. At this time, Li Shangyin was nearly forty, disillusioned with his unsuccessful career and enduring a life of lowly officialdom. This poem expresses not only his pride and affection for his son, but also his deep hopes for the boy’s future. It also subtly conveys the poet's concerns about the turmoil of the times and his own personal frustrations.
First Section:
“衮师我骄儿，美秀乃无匹。文葆未周晬，固已知六七。”
(My dear teacher, I am proud of my son, whose beauty is unparalleled. Though still young and not yet fully developed, he already shows great wisdom.)
Here, the poet expresses his immense pride in his son’s intelligence and beauty, conveying his deep hopes for the child's future. Despite the son's young age, his precociousness is emphasized as a source of pride.
“四岁知姓名，眼不视梨栗。交朋颇窥观，谓是丹穴物。”
(At four years old, he already knows his name, his eyes sharp and observant. His friends are captivated by him, calling him a prodigy.)
The poet showcases his son's early intellectual abilities and how others are impressed by his apparent genius, highlighting the child’s exceptional nature.
“前朝尚器貌，流品方第一。不然神仙姿，不尔燕鹤骨。”
(Even in earlier dynasties, such beauty and talent were greatly valued. Had he lived then, he would surely have been considered a celestial being or a figure of graceful stature, like a crane.)
The poet goes so far as to compare his son’s potential to that of mythological beings, expressing his belief that his son’s beauty and intelligence are beyond compare.
“安得此相谓？欲慰衰朽质。”
(How could one receive such praise? I wish to comfort my own aging body with this recognition.)
The poet, in a moment of self-reflection, acknowledges the passing of time and uses his son’s potential to soothe his own aging, highlighting the depth of his fatherly affection.
Second Section:
“青春妍和月，朋戏浑甥侄。绕堂复穿林，沸若金鼎溢。”
(Youth is as beautiful as the full moon; with friends and cousins, he plays joyously. He runs around the hall, then through the woods, creating a clamor like a bubbling cauldron.)
This section captures the child’s playful and lively nature, full of energy and joy. The poet uses vivid imagery to portray the child's exuberance and the lively atmosphere of his youth.
“门有长者来，造次请先出。客前问所须，含意不吐实。”
(A senior visitor arrives, and he rushes out to greet them. He asks what they need, but does not speak directly.)
Here, the child’s curious and polite nature is on display, but also his playful tendency to be a little mysterious or evasive when engaging with adults.
“归来学客面，闱败秉爷笏。”
(Returning home, he mimics the visitor’s demeanor, disregarding his father’s stern authority.)
The child’s playful mimicry of adults shows his growing understanding of the world, though still challenging authority with his youthful curiosity.
“或谑张飞胡，或笑邓艾吃。”
(Sometimes he mimics Zhang Fei’s wild words, or laughs imitating the eating habits of Deng Ai.)
These lines continue the theme of the child’s playful behavior, imitating historical figures, reflecting both his imagination and ability to absorb his surroundings.
Third Section:
“爷昔好读书，恳苦自著述。”
(Grandfather loved reading and was dedicated to writing.)
The poet recalls the diligence of the previous generation, emphasizing the importance of intellectual pursuits.
“憔悴欲四十，无肉畏蚤虱。”
(At nearly forty, I am already weary and thin, dreading pests.)
Li Shangyin expresses his own physical decline, using humor and self-deprecation to show how age and failure have affected him.
“儿慎勿学爷，读书求甲乙。”
(Son, be cautious not to follow my example. Pursue knowledge with practical intent.)
Here, the poet advises his son to learn from his mistakes, encouraging him to focus on practical knowledge rather than blind pursuit of intellectualism.
“穰苴司马法，张良黄石术。”
(Learn from the military strategies of Rang Ju, the wisdom of Sima, and the art of Zhang Liang and Huang Shi.)
The poet suggests that his son should focus on the practical wisdom that leads to success and recognition, rather than merely reading books.
“便为帝王师，不假更纤悉。”
(With these skills, you will become an imperial advisor, no need for more elaborate studies.)
He expresses confidence that with practical knowledge, his son will achieve greatness without further refinement of theoretical skills.
Writing Characteristics:
- Well-Structured: The poem is divided into three sections, with each one serving a distinct purpose. The first expresses pride in the son’s potential, the second highlights his playful nature, and the third provides sage advice for the future.
- Vivid Details: The poem brings the child to life through lively and detailed scenes of his daily activities, emphasizing his intelligence and curiosity.
- Contrast: The playful innocence of the child is contrasted with the poet’s aging and disillusioned self, heightening the emotional impact of the poem.
- Use of Classical Allusions: The poet cleverly weaves references to historical figures and legends, highlighting the child’s potential through comparisons with past greatness.
Overall Appreciation:
This poem captures the beauty of childhood, the father’s love, and the deep hopes and fears for the future. The vivid imagery of the child’s lively activities and the father’s emotional reflections create a powerful contrast between innocence and experience. The advice given in the third section reflects a desire for the child to focus on practical skills rather than academic knowledge, preparing him for the challenges of life.
Inspiration:
The poem teaches us about the importance of nurturing both intellectual and practical growth. It emphasizes the role of parents in guiding their children not just to excel in academics, but to equip them with the wisdom and resilience needed to face the world. The balance between play and responsibility, as well as the wisdom passed down from generations, is a timeless message for all.
Poem translator:
Xu Yuan-chong (许渊冲)
About the poet:
Li Shangyin (李商隐), 813-858 AD, was a great poet of the late Tang Dynasty. His poems were on a par with those of Du Mu, and he was known as "Little Li Du". Li Shangyin was a native of Qinyang, Jiaozuo City, Henan Province. When he was a teenager, he lost his father at the age of nine, and was called "Zheshui East and West, half a century of wandering".
