Fresno, 1952: The poor minister, his frugal wife, and growing family.

      At the age of eight, I learned I had a knack for writing, one with financial benefits. I had written an essay on the assigned topic “What the Library Means to Me” and won in the elementary school division. The prize was an ivory and gold tone transistor radio. There was a reason I won. I wrote what I knew the librarians and supporters of a new library wanted to hear: I was a little kid who loved to read, that I loved the library so much I had donated my life savings (eighteen cents) so that a new library could be built. I knew to mention my age and the amount of my estate. I already had very good intuitions about what pleased people, that is, I knew how to be calculating.

      Yet there is something in that library essay that I would later recognize as an early glimmer of my imagination and my disposition as a writer. It lies in sentences from the middle of the essay: “These books seem to open many windows in my little room. I can see many wonderful things outside.” That was the sign: rooms and windows as a metaphor for freedom and imagination, one being the condition for the other. And there was also the fact that I liked to be alone in my little room. Throughout childhood, my little room—or rather, the little rooms of many successive houses from birth to seventeen—became my escape hatch from my parents’ criticism, where I was safe from scrutiny. I was in a time machine propelled by the force of a story, and I could be gone for hours having adventures with newly sprung skills—breathing underwater with a goddess, answering riddles posted by sages disguised as bearded beggars, riding bareback on a pony across the plains, or enduring cold and starvation in an orphanage. Gruel was delicious, like Chinese rice porridge. I found companionship in Jane Eyre, a girl who was independent minded and brave enough to tell her hypocritical aunt that she was unkind and would go to hell. Jane Eyre taught me that loneliness had more to do with being misunderstood than being alone.

      Throughout most of my school years, I submitted to expectations and gave the appearance that I had conformed. I was a compliant writer, dutifully putting forth what I thought teachers and professors wanted to read. In grade school, good writing was largely directed to punctuation, spelling, grammar, and penmanship. The words and sentences with errors were circled in red. I tended toward sloppiness and the second-language learning errors of my mother’s speech—“I love to go school.” Only a few essays received any comments other than “Watch your spelling.” I unearthed a report card from the seventh grade, which showed that my lowest grade was for English and the next lowest was for Spanish. (I’m glad to report that these grades did not dissuade me from receiving my B.A. in English and M.A. in linguistics.) In college, I wrote essays according to what I knew my professors wanted to read: themes on social class and the cultural shape of the ideal, or the impossibility of avoiding moral complicity as a soldier in battle. I once deviated from the formula for an essay on Hemingway’s The Sun Also Rises, which I disliked for reasons I can no longer remember. But I vividly recall the professor sitting on the edge of his desk, facing the class, and reading aloud my essay, without identifying me as the writer. He delivered each sentence in a mocking tone and would pause at the end of each paragraph to refute what I had said. He angrily concluded, “This student knows nothing about great literature and has no right to criticize one of our greatest American writers.” Thereafter, I did not write essays that offered a true opinion of what I had thought of any book. I became a facile writer, a compliant one. Based on that criterion, I wrote well.

      After I quit my doctoral program in linguistics, I seldom wrote much beyond reports on children I had evaluated for speech and language delays. On occasion, I penned gloomy thoughts, a page or two in loose-leaf binders, some in a journal book. A few years ago, I found some of those outpourings. They had the same kind of glimmerings I had found in my library essay—the metaphors. They were not remarkable; in fact, some were overworked or reaching. But I was excited to see that they contained two common characteristics: dark emotion and a reference to a recent experience. I had used those metaphors at age twenty-five, when I felt I was still young but world-weary. I was impatient to be done with mistakes and bright promises. I wanted to acquire a few wrinkles to show I was not a baby-faced innocent. My worries were too numerous to keep track of on two hands—my fear that I was not suited to the job I had taken, my preoccupation with the recent murder of a friend, the expectations of marriage, my mother’s constant crises, our financial hardship, and much more, which combined with my inability to articulate what I needed emotionally. When I tried, I was hyperbolic. After a trip to the beach, I wrote in my journal that I was like a sea anemone that retracted when poked and was unable to differentiate between what was benign and what intended to do me harm. After taking photos at a party on the anniversary of my friend’s murder, I grew despondent thinking about the flat surface of my existence; nothing stood out as better or more meaningful. I wrote that my life was “like a series of Polaroid snapshots, those stopped-time, one-dimensional images on chemically altered paper that served as the stand-in for tragic and trivial moments alike.” I later wrote that I was wasting my time doing things that were as aimless as shooting silver balls in a Pachinko machine, and for a reward of more silver balls, which I could use to play endlessly in a simulacrum of success. And then I bemoaned my use of metaphor as a bad habit and avoidance problem. Why couldn’t I say what I needed instead of being the martyr of cooperation?

      My emotions today are not as dark as those of a twenty-five-year-old. But the metaphors still consist of a similar mix of moods and recent experience. They do not follow the definition of metaphors learned in school—one thing being similar to another based on traits, like size or movement. They are not like those packaged homilies, e.g., the early bird gets the worm. Instead, they are often linked to personal history, and some of those autobiographic metaphors are ones that only I would understand. They arise spontaneously and contain an arc of experience. In effect, they are always about change between moments, not about a single moment, and often about a state of flux that leads to emotional understanding of something from my past. Those that are clearly linked to personal history could be described as autobiographic metaphor.