Harlem 'A Dream Deferred' By Langston Hughes
The Environmental Reflection of Truth
In the poems Harlem “A Dream Deferred” and Theme for English B by the poet Langston Hughes, uses descriptive physical concrete metaphors to convey the themes of longing for an identity as a whole amongst his peers and acknowledgement as an American. Although race and ethnicity has played an integral role of separation and segregation, the speaker’s tone empathetically questions ones will of wanting to achieve a pestering dream, as well as calling to the attention of the American struggle. The words and ambience which are written by the speaker in the poem, Theme For English B question’s his instructor will his truths of one’s self be defined by his race. Langston Hughes chooses Harlem to be the backdrop
of his poem Theme For English B as the speaker in the poem uses the neighborhood as representation of himself. The first four stanzas in the poem he is asked to find truth in oneself, then to write about it, “And let that page come out of you—/Then, it will be true” (4-5). Finding truth or the concept of searching for truth has the speaker of the poem reflecting on the environment he has come to observe and identify with attaching a bond. The speaker’s bond to Harlem is of one who is has had a long friendship with admiration and conflicts to him this is what his truth entails.
The streets he’s walked, the location he resides and the black culture while searching for identification and nationalism: “The steps from the hill lead down into Harlem, through a park, then I cross St. Nicholas, Eight 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:” (11-15)
The posed question of writing ones truth sets the tone of a Philosophical search in the poem, However, Langston Hughes suggests it can be seen through daily life and the location of your residence its juxtaposition to the rest of the larger whole. The representation of a specific demographic of Americans who have taken pride in their neighborhood, it was a community that acknowledges life’s struggles through hardships of ethnicity, income, and identity. “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.”(17- 19) Furthermore, while the speaker of the poem recognizes the connection with his neighborhood of Harlem, It is here in the second poem Harlem “A Dream Deferred” it’s theme is the inner conflicts within one’s self of placing shelved dreams and ambitions while not achieving them to due impenetrable obstacles. The questioning tone of the speaker throughout the poem examines a narrative of descriptions in order to picture the reality of an abstract concept.
The tangible depictions in which Langston Hughes describes illustrates negative associations to prolonging ones hopes and dreams: “Or fester like sore— And the run?
Does it stink like rotten meat?” (4-6
“Maybe it just sags
Like a heavy load.” (9-10)
These descriptions of a festering sore and the stink of rotten meat immediately brings about the physical characteristics of a nagging feeling. These sentiments of shelved dreams due to obstacles of race, gender and economic status can be tied with, Theme For English B in the stanza (9) “I am the only colored student in my class.” As well as in Stanza (25-26) “I guess being colored doesn’t make me not like/ the same things other folks like who are other races.” “Sometimes perhaps you don’t want to be a part of me.”(34) Within both poems there is an underlying element of will to aspire although numerous obstacles and hardships detain one from succeeding. While Harlem “A Dream Deferred ” characterizes the obstacles of oneself to inner monologue, It can also be layered by the stanza of Theme For English B of conveying to an outside observer who is unknown of a struggle and hardship due to racial differences.
The Poet Langston Hughes, addresses the question of race and the essence of human emotions in contrast to his white peers:
“ 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 part of you.
That’s American. “ (27-33)
It sets the precedence of understanding the human experience. As in the poem Harlem “A Dream Deferred” his description transcends through race and gender but instead focuses on a human emotions evoking one’s will. The ideology correlates with the search of truth within oneself and the struggles that can be translated beyond racial obstacles. It stirs as well as awakens emotions within one self, as a person. Over all the sentiment at the end of the poem establish a sense of optimistic hope to others who are not deemed as 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!
I guess you learn from me— although you’re older—and white— and somewhat more free.” (34-40)
It is in the last stanzas the speaker of poem expresses that although the endless obstacles of racial prejudice there is a hopefulness of the possibility to be acknowledge with validity. Although, the speaker of the poem is aware of his instructor to be white he slyly comments that he is somewhat more free, Langston Hughes adds a small element of inescapable strife. The existence of humanity through the daily hardships and struggles of life with past regrets, failures, and the will of one’s successful progress is an expression that can be applied to every one of any race.
In the poems Harlem “A Dream Deferred” and Theme for English B by the poet Langston Hughes, uses descriptive physical concrete metaphors to convey the themes of longing for an identity as a whole amongst his peers and acknowledgement as an American. Although race and ethnicity has played an integral role of separation and segregation, the speaker’s tone empathetically questions ones will of wanting to achieve a pestering dream, as well as calling to the attention of the American struggle. The words and ambience which are written by the speaker in the poem, Theme For English B question’s his instructor will his truths of one’s self be defined by his race. Langston Hughes chooses Harlem to be the backdrop
of his poem Theme For English B as the speaker in the poem uses the neighborhood as representation of himself. The first four stanzas in the poem he is asked to find truth in oneself, then to write about it, “And let that page come out of you—/Then, it will be true” (4-5). Finding truth or the concept of searching for truth has the speaker of the poem reflecting on the environment he has come to observe and identify with attaching a bond. The speaker’s bond to Harlem is of one who is has had a long friendship with admiration and conflicts to him this is what his truth entails.
The streets he’s walked, the location he resides and the black culture while searching for identification and nationalism: “The steps from the hill lead down into Harlem, through a park, then I cross St. Nicholas, Eight 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:” (11-15)
The posed question of writing ones truth sets the tone of a Philosophical search in the poem, However, Langston Hughes suggests it can be seen through daily life and the location of your residence its juxtaposition to the rest of the larger whole. The representation of a specific demographic of Americans who have taken pride in their neighborhood, it was a community that acknowledges life’s struggles through hardships of ethnicity, income, and identity. “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.”(17- 19) Furthermore, while the speaker of the poem recognizes the connection with his neighborhood of Harlem, It is here in the second poem Harlem “A Dream Deferred” it’s theme is the inner conflicts within one’s self of placing shelved dreams and ambitions while not achieving them to due impenetrable obstacles. The questioning tone of the speaker throughout the poem examines a narrative of descriptions in order to picture the reality of an abstract concept.
The tangible depictions in which Langston Hughes describes illustrates negative associations to prolonging ones hopes and dreams: “Or fester like sore— And the run?
Does it stink like rotten meat?” (4-6
“Maybe it just sags
Like a heavy load.” (9-10)
These descriptions of a festering sore and the stink of rotten meat immediately brings about the physical characteristics of a nagging feeling. These sentiments of shelved dreams due to obstacles of race, gender and economic status can be tied with, Theme For English B in the stanza (9) “I am the only colored student in my class.” As well as in Stanza (25-26) “I guess being colored doesn’t make me not like/ the same things other folks like who are other races.” “Sometimes perhaps you don’t want to be a part of me.”(34) Within both poems there is an underlying element of will to aspire although numerous obstacles and hardships detain one from succeeding. While Harlem “A Dream Deferred ” characterizes the obstacles of oneself to inner monologue, It can also be layered by the stanza of Theme For English B of conveying to an outside observer who is unknown of a struggle and hardship due to racial differences.
The Poet Langston Hughes, addresses the question of race and the essence of human emotions in contrast to his white peers:
“ 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 part of you.
That’s American. “ (27-33)
It sets the precedence of understanding the human experience. As in the poem Harlem “A Dream Deferred” his description transcends through race and gender but instead focuses on a human emotions evoking one’s will. The ideology correlates with the search of truth within oneself and the struggles that can be translated beyond racial obstacles. It stirs as well as awakens emotions within one self, as a person. Over all the sentiment at the end of the poem establish a sense of optimistic hope to others who are not deemed as 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!
I guess you learn from me— although you’re older—and white— and somewhat more free.” (34-40)
It is in the last stanzas the speaker of poem expresses that although the endless obstacles of racial prejudice there is a hopefulness of the possibility to be acknowledge with validity. Although, the speaker of the poem is aware of his instructor to be white he slyly comments that he is somewhat more free, Langston Hughes adds a small element of inescapable strife. The existence of humanity through the daily hardships and struggles of life with past regrets, failures, and the will of one’s successful progress is an expression that can be applied to every one of any race.