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The Meaning of The Theme for English B In the poem Theme for English B, Langston Hughes talks about the African American struggle for equality. Langston Hughes points out that we are often reluctant to admit that our similarities are often more common than our differences. Even though he is colored, he is still just like his white instructor in many ways. The colored man may appear to be different from the white man on the outside, but we are all the same on the inside. His skin color is different, and he comes from a different background, yet we have many things in common with each other. The poem starts off with an instructor giving his students a paper to write, the instructor says to the student, let that page come out of you- Then, it will be true.
The poem is continued as the paper that Hughes is writing. In the paper, he explains everything in his heart, just as his instructor had told him to. His paper shows exactly how an African-American man feels, acts and what he does in everyday life. The point that Hughes tries to get across to his teacher is clear. He, the black man, likes and does the same things as the white man. The poem possessed a pure kind of honesty that leapt off the page.
Hughes opens it with the direction from his teacher that anything he writes will be true, and then asks about the prompt I wonder if its that simple? Throughout all of Hughes poems we see him struggle with being an African-American in a society dominated by Caucasians. This poem is no different. He wonders if he can be right or be true because he has always lived in a world where he would never be good enough simply because of his skin color. It is in third stanza that Hughes reveals to the audience his inner turmoil about his place in the world.
His simplistic view of what is true to him begins with his home in Harlem. He is what (he) feel (s) and see (s) and hear (s) and he expands on this sensory detail to reveal how immersed he is in Harlem by blurring the lines between him and the city. This is seen in line 18 when he writes Harlem, I hear you: / hear you, hear me - we two - you, me, talk on this page. Here, he shows the reader that he is Harlem and Harlem is him, because they are both being put on the page.
This comparison is important because it allows for the reader to understand Hughes desire to show his point of view and consequently the view of everyone African-American in the city of Harlem; because they are invisible to his intellectual world at school. (Finly) Next, Hughes goes on to list items that are common everyday needs and wants to any American in order to show that his truth is everyone elses truth, and that color lines based upon an idea that whites and black are fundamentally different are false. This point shows itself in line 25 - 26 when he writes I guess being colored doesn't make me not like / the same things other folks like who are other races. At this point the poem transitions to his point that the words that he writes transcend color. So will my page be colored that I write? / Being me, it will not be white / But it will be / a part of you, instructor. / You are white-.
This transition is important because it reveals Hughes overall goal in this poem which is to reveal to his audience that he knows that skin color shouldnt make him any different from his white classmates, that we are all humans; that we are all American, and those things make us so much more alike than different. (Cogniat) He addresses that Sometimes perhaps you dont want to be a part of me. / Nor do I often want to be a part of you. Yet he point out but we are the same and I guess you learn from me, which reverses the role of teacher and student. Overall this poems basic approach is what makes it so amazing. Hughes does not try to use fancy diction or metaphor to explain his point. His style is meant to be simplistic to show the simplicity of his point. His point is that it is that simple, that all people are the same no matter the differences they try so hard to promote.
Hughes likes to eat, sleep, drink, and be in love and work, read, learn, and understand life presumably just as the instructor or any other person, either colored or white, enjoys. He also likes Bessie, bop, or Bach. Typically, the Bessie and bop style of music is listened to mostly by the colored people. However, he also likes Bach, which is typically listened to mostly by the white people. So, even though he is colored, they are connected in that he likes things common to all races, even the music common to the white people. Hughes wonders if his paper will be graded differently because he is black.
In the poem he says, I guess being colored doesnt make me not like the same things other people like who are other races. So will my page be colored that I write? (Finly) Another definitive aspect of Langston Hughes writing is simplicity in the overall structure of a poem that deals with a complex, serious topic. This poetic form creates a stark contrast, and is important because it helps the author drive his point home; i. e. make his objective clear to the reader. A good example of a poem with simple form yet a deeper meaning is Cross. (Finly) The structure of the poem is very basic as well as symmetric: three stanzas each containing four lines a piece.
There are no references, footnotes, or definitions to interrupt the flow of the poem. The language is all common, well-known words. Every line with the exception of the final two lines is a statement; each is declarative, as if the speaker was telling a story. The second and fourth lines of each stanza rhyme.
This rhyming contributes to the flow of the poem, allowing a melodic feel to the lines. Though the structure is simple, the issues this poem addresses are a very real part of the world in both past and present times. The family issue of a child conceived from a black and a white parent and what culture they themselves will be a part of is still an issue today. A child who is both black and white can feel stuck in the middle and unaccepted between two racial worlds that are slowly integrating into one another; yet still have their differences and problems. This issue is most clearly stated in the last two lines of the poem: I wonder where Im going to die, / Being neither white nor black? These lines portray feelings of confusion about identity, as well as certain bitterness about being both white and black.
Other feelings strongly conveyed throughout the poem are anger and sarcasm. If ever I cursed my white old man/ I take my curses back. The speaker of the poem has clearly cursed both this parents at one time in his life, and is possibly only taking the curses back for fear of where he will belong during his lifetime, or maybe where hell belong in death. Slavery could also be referenced as one of the poems underlying themes. History records instances of children being born to black slave mothers and white plantation-owner fathers. This could be the meaning of the white father dying in a fine big house and the black mother dying in a shack.
This could be the root of the speakers anger and the cursing of his parents, his father would never acknowledge him as his child and his mother had next-nothing to offer, and was used (or abused) by her master. Overall, reading this poem surprised me, especially at the end. The final two lines serve as an abrupt climax, and left the reader hanging with unanswerable questions. The poem is disturbing and honest; sometimes it is difficult to hear the true facts about an oppressed people.
The climax shocks the reader, making them think about what the poem is saying, and perhaps inspire the reader to look for answers. (Cogniat) Langston Hughes poetry represented one of the many triumphs of the Harlem Renaissance. The objective of the Harlem Renaissance was for African American artists to convey their messages of what it was to be black. Being an African American was a unique and beautiful. Therefore African American artists tried to bring out the beauty and soul of being black through their works. Their works were not only to justify and celebrate black culture amongst blacks, but to also convey the message to whites that black culture made many contributions to American culture as a whole. The work that blacks did should be lauded as they proved that their contributions to society was just as important as other races or people and that it is important that society embrace it.
The poems Weary Blues, Harlem Sweeties, and the Theme for English B, all suggest the uniqueness of African Americans, but also that their contributions should be encompassed into main stream society. The Weary Blues is another good example of Hughes representing the struggle of the black community for equality of rights in society. The Blues is a main stream type of music that made its way into white culture, but still stayed true to the mores of black culture and life. The Blues is something that cannot be taken away from blacks and is uniquely black.
However, the blacks have been willing to share this great creation with the rest of society, which makes their contribution even more important. (Mannering) In The Weary Blues, Hughes does a good job of creating a flowing and continuous rhythm which makes the words of the blues player much easier to understand. The reader gets a better sense of what the blues singer is trying articulating which is isolation he feels from society, but trying desperately to persevere through the rough times. The imagery presented by Hughes also does a good job in showing that black is unique, but beautiful. The description of the blues player gives the reader a sense that the black man is somehow distinguished because of his ability to sing the blues.
His talent for singing the blues is enviable and people should admire the work he does, because it is different and black. Another poem that embraced being black was the poem Harlem Sweeties. In this poem, Hughes shows his appreciation to the black women as being beautiful. The unique traits that the black women possess are what make her more beautiful, especially to the black man. All of the descriptions that Hughes gives of the black women are items associated with sweetness and satisfaction. Items like black sugar, honey, and chocolate treat are all food items that are appeasing to any eye.
Hughes implicitly states the position that other people besides black can enjoy the traits of the black women, because she exhibits traits that are loved by all, but exhibited by few. (Mannering) The Theme for an English B, which is our main concern, was one of the best examples of a poem that Hughes used to embrace black culture. However, what is different in this poem is that Hughes seems to take a more political view. Being black is good and unique, but it is also important that blacks be considered Americans at citizens of one homogenous society. Being part of one homogenous society is important in instilling a sort of universal brotherhood of all people. All the contributions, whether it be blacks, from all distinct societies should be incorporated into one all inclusive society. (Mannering) Hughes was not asking for sympathy, or for an apology, just understanding.
He knows that even that will be hard considering that he and his professor come from two completely different worlds. He explains that a black man will always have an impact on a white mans life, and vice versa. But Hughes knows that the white man doesnt want a part of the black man's life. Hughes' only wish is to be accepted, not as a black man, but as an American. Hughes admits that he can learn from his instructor, and hopes that his instructor can learn from him. They both recognize that they can learn from their involvement and their differences from each other.
We all may come from different backgrounds and have some different likes, but we are all connected and can learn from each other. We must be accepting of each other, and appreciate our differences, yet recognize that we are similar in so many more ways. Bibliography: Langston Hughes, The Theme for English B Raymond Cogniat, Langston Hughes and His World. Cambridge, 1986.
Yan Guzman, The World of Impressionism. New York: Viking Press, 1986. Will Finly, Literary criticism of Hughes The Theme for English B, from National Reviewer Magazine, issue April, 1998. Claus Mannering, Langston Hughes Poetry, Ottawa: Blitz Print, 1996.
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Research essay sample on Theme For English B Langston Hughes
