'Theme For English B' by Langston Hughes
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The instructor said,
Go home and write
a page tonight.
And let that page come out of you--
Then, it will be true.
I wonder if it's that simple?
I am twenty-two, colored, born in Winston-Salem.
I went to school there, then Durham, then here
to this college on the hill above Harlem.
I am the only colored student in my class.
The steps from the hill lead down into Harlem,
through a park, then I cross St. Nicholas,
Eighth Avenue, Seventh, and I come to the Y,
the Harlem Branch Y, where I take the elevator
up to my room, sit down, and write this page:
It's not easy to know what is true for you or me
at twenty-two, my age. But I guess I'm what
I feel and see and hear, Harlem, I hear you:
hear you, hear me--we two--you, me, talk on this page.
(I hear New York, too.) Me--who?
Well, I like to eat, sleep, drink, and be in love.
I like to work, read, learn, and understand life.
I like a pipe for a Christmas present,
or records--Bessie, bop, or Bach.
I guess being colored doesn't make me not like
the same things other folks like who are other races.
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--
yet a part of me, as I am a part of you.
That's American.
Sometimes perhaps you don't want to be a part of me.
Nor do I often want to be a part of you.
But we are, that's true!
As I learn from you,
I guess you learn from me--
although you're older--and white--
and somewhat more free.
This is my page for English B.
Editor 1 Interpretation
Theme for English B by Langston Hughes
Introduction
Langston Hughes' "Theme for English B" is a masterpiece that portrays the issues of race and identity in America. The poem is written in the form of a narrative by a twenty-two-year-old African American student who is assigned to write a paper for his English class. The poem delves into the struggles that the speaker faces as an African American and how it shapes his identity.
The Poem
The poem is structured in five stanzas with varying lengths where the speaker addresses his English professor. The poem begins with the speaker introducing himself by stating his age, race, and where he comes from. The speaker then goes ahead to describe the task that the professor has given him to write a paper on himself. The speaker says:
"I wonder if it's that simple? I am twenty-two, colored, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem. I am the only colored student in my class."
The speaker acknowledges that he is the only African American in his class, and this sets him apart from the rest of the students. The speaker then goes ahead to describe his experiences and his struggles as an African American.
The second stanza of the poem delves into the speaker's personal feelings and thoughts. The speaker wonders if his paper will be "colored" or "white." The speaker is concerned that his paper will be judged based on his race rather than its content. The speaker acknowledges that his race is an essential aspect of his identity, but he also knows that it should not be the only factor that defines him. The speaker says:
"I guess being colored doesn't make me not like the same things other folks like who are other races. So will my page be colored that I write?"
The speaker's concern about his paper being "colored" or "white" represents the larger issue of racial discrimination that African Americans faced during that time. The speaker is aware that he will be judged based on his skin color, and this is what sets him apart from the rest of the students.
The third and fourth stanzas of the poem focus on the speaker's attempts to understand his identity. The speaker acknowledges that he is a part of America and that he shares the same values and beliefs as the other Americans. However, he is also aware that he is different because of his race. The speaker says:
"I am America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong."
The speaker's words are a reflection of the injustices that African Americans faced during that time. African Americans were segregated and denied access to basic human rights such as education, employment, and housing. The speaker acknowledges that he is the "darker brother," and this is what sets him apart from the rest of the Americans.
The final stanza of the poem is a powerful statement that summarizes the speaker's struggles and his attempts to find his identity. The speaker acknowledges that he is a part of the larger American society, but he is also different because of his race. The speaker says:
"This is my page for English B."
The speaker's words are a powerful statement that reflects his confidence in his ability to express himself through his writing. The speaker acknowledges that his race is an essential aspect of his identity, but he also knows that it should not be the only factor that defines him. The speaker's words are a reflection of the struggles that African Americans faced during that time and how they tried to find their identity in a society that discriminated against them.
Interpretation
Langston Hughes' "Theme for English B" is a powerful masterpiece that explores the issues of race and identity in America. The poem is structured in five stanzas with varying lengths where the speaker addresses his English professor. The poem delves into the struggles that the speaker faces as an African American and how it shapes his identity.
The poem is a reflection of the injustices that African Americans faced during that time. African Americans were segregated and denied access to basic human rights such as education, employment, and housing. The poem is a powerful statement that reflects the struggles of African Americans and how they tried to find their identity in a society that discriminated against them.
The poem is also a reflection of the larger issue of racial discrimination in America. The speaker acknowledges that he will be judged based on his skin color, and this is what sets him apart from the rest of the students. The speaker's words are a powerful statement that reflects the struggles of African Americans and how they tried to find their identity in a society that discriminated against them.
The poem is also a reflection of the power of writing. The speaker's words are a reflection of his confidence in his ability to express himself through his writing. The speaker acknowledges that his race is an essential aspect of his identity, but he also knows that it should not be the only factor that defines him. The speaker's words are a reflection of the struggles that African Americans faced during that time and how they tried to find their identity in a society that discriminated against them.
Conclusion
Langston Hughes' "Theme for English B" is a powerful masterpiece that explores the issues of race and identity in America. The poem is a reflection of the injustices that African Americans faced during that time and how they tried to find their identity in a society that discriminated against them. The poem is a powerful statement that reflects the struggles of African Americans and how they tried to find their identity in a society that discriminated against them.
The poem is a reflection of the power of writing. The speaker's words are a reflection of his confidence in his ability to express himself through his writing. The speaker acknowledges that his race is an essential aspect of his identity, but he also knows that it should not be the only factor that defines him. The poem is a powerful statement that reflects the struggles of African Americans and how they tried to find their identity in a society that discriminated against them.
Editor 2 Analysis and Explanation
Theme for English B: A Poem of Identity and Unity
Langston Hughes, one of the most prominent figures of the Harlem Renaissance, wrote Theme for English B in 1951. This poem is a powerful reflection of the racial tensions and identity struggles that were prevalent in America during the mid-20th century. Through the voice of a young black student, Hughes explores themes of identity, race, and unity, and challenges the notion of a divided America.
The poem is written in free verse and is structured as a conversation between the speaker and his white English professor. The speaker, who is a black student, is asked to write an essay about himself. The poem begins with the speaker describing his physical surroundings, which are reflective of his identity as a black man. He then goes on to describe his thoughts and feelings about his identity, and how it is shaped by his experiences as a black person in America.
The poem is divided into three stanzas, each of which explores a different aspect of the speaker's identity. In the first stanza, the speaker describes his physical surroundings, which are reflective of his identity as a black man. He describes his room, which is located in Harlem, a predominantly black neighborhood in New York City. He also describes the streets outside, which are filled with the sounds of jazz music and the voices of black people. This description sets the tone for the rest of the poem, which is focused on the speaker's identity as a black person in America.
In the second stanza, the speaker reflects on his identity as a black person. He acknowledges that he is different from his white professor, but also notes that they share some common experiences. He says, "I guess being colored doesn't make me not like / the same things other folks like who are other races." This statement is significant because it challenges the notion that race is a barrier to unity. The speaker is suggesting that despite their differences, he and his professor share a common humanity.
The speaker also reflects on the challenges he faces as a black person in America. He says, "I am the only colored student in my class." This statement highlights the isolation and marginalization that black people often experience in predominantly white spaces. The speaker also acknowledges the impact of racism on his identity. He says, "I am a part of you, instructor, but yet I am apart from you." This statement suggests that racism has created a division between black and white people, and that this division has affected the speaker's sense of identity.
In the final stanza, the speaker reflects on the importance of unity. He says, "So will my page be colored that I write? / Being me, it will not be white." This statement suggests that the speaker's identity as a black person will be reflected in his writing. He also suggests that his writing will be a reflection of his experiences as a black person in America. This statement is significant because it challenges the notion that literature should be colorblind. The speaker is suggesting that literature should reflect the diversity of human experiences, including the experiences of black people.
The poem ends with the speaker saying, "This is my page for English B." This statement suggests that the speaker's identity is an important part of his writing. It also suggests that the speaker is claiming his space in the literary canon, which has historically been dominated by white writers.
Overall, Theme for English B is a powerful reflection of the racial tensions and identity struggles that were prevalent in America during the mid-20th century. Through the voice of a young black student, Langston Hughes explores themes of identity, race, and unity, and challenges the notion of a divided America. The poem is a reminder that despite our differences, we share a common humanity, and that literature should reflect the diversity of human experiences.
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