"Race and Equality"

RESPONSES

  The first passage I read for today's blog posting were poems by Claude McKay, America and If We Must Die. In the poem America, McKay tells of his love/hate relationship with America. He feels that America, and more specifically the culture and area he grew up in, were harsh, but shaped his youth nonetheless (lines 1-4). McKay dealt with things like racism and prejudice, but these made him a stronger person. When I read the opening line: "Although she feeds me bread of bitterness", I thought that McKay was expressing America's ill treatment towards him, but in a way his dependence upon America. The author has mixed feelings toward America because of the injustices he faces, but is still happy to be an American:  "I stand within her walls with not a shred, Of terror, malice, not a word of jeer." McKay feels that unless America is more tolerant of African Americans, the talents of black people will go to waste: "Like priceless treasures sinking in the sand". 

  The second poem by McKay was, If We Must Die. This poem encourages African Americans in their daily struggle with racism. The author knows that times are hard, but wants his people to continue fighting and living with pride: "If we must die, O let us nobly die". During the Civil Rights movement, many African American gave their lives to ensure equal rights for us today.  I am personally grateful for these brave men and women, and this poem is a testament to their struggle and fight.  In both of his poems, McKay does not ignore the treatment of African Americans, but he does feel that they could rise above it and still make America a country worth living in for them and for African Americans in the future.

  The second set of poems I read were by Countee Cullen, Yet Do I Marvel and Incident. In this first poem, Cullen talks about his faith in God. He believes God is superior, and what would happen if God were to explain his creations: "And did he stoop to quibble, He could tell why." Cullen names a few facts of life that puzzle him in lines 3-6; such as why is the mole blind, why must humans die, etc. Cullen's biggest marvel is: "To make a poet black, and bid him sing!" I think that by this line Cullen is questioning why would God make a poet black, knowing the hardships and struggles African Americans faced at the time. This line also shows his faith in God, he is not questioning God, but merely in awe of this. He knows that God would do this for a reason.

The second poem by Cullen was Incident. I enjoyed this poem. Cullen told of a time when he was a young boy in Baltimore. When he first arrived, he was very happy lines 1-2. However, shortly in to his trip he encountered an act of racism. This scarred his whole experience in Baltimore and overshadows his other experiences while there lines 9-12. Although this poem was short, it encased a lot of feelings of Cullen. At a young age he was affected by racism. I think that I too, would have remembered an incident such as this. These poems are similar to McKay's poems in that they are a first hand view of growing up in America during a time of overt racism and prejudice. Both poets faced these injustices, but were able to rise above and still be successful. 

  The third set of poems I read were by Langston Hughes, Mother to Son and Theme for English B. I have read some of Hughes work before including Mother to Son and have always enjoyed it. His second poem was no different. In Mother to Son, Hughes' mother giver her son advice on life and to always strive for the best. She tells him that her life hasn't been easy: "Life for me aint been no crystal stair." His mother endured many hardships, but through it all continued to "climb". I think that this is a very good poem, and many mothers can attest to the same feelings as Hughes' mother. 

I truly enjoyed reading Theme for English B. Langston Hughes is such an open book to his generation and their struggles and accomplishments. This poem tells about when he is assigned to write about himself for an English class. He is the only black student in the class, and his sentiments come out. He writes what he likes to do and where he is from, the special part of this poem to me is in this line: "I guess being colored doesn’t make me not like

the same things other folks like who are other races." This line portrays Hughes true feelings and emotions on race. And I can not blame him. In some of my classes here at Clemson, I am the only African American. And although I have not dealt with any racism, I sometimes too wonder how much am I different from my fellow tigers outside of the color of my skin. Hughes goes on to tell of the relationship and bond that he and his teacher have, not because they chose to, but because they are AMERICAN. Being American brings all of us together, and this poem really opened my eyes to see that African Americans during Hughes generation really just wanted the same thing. Acceptance and equality for their similarities. Just like the authors from yesterday's readings, Hughes wants to be accepted by his fellow Americans, because he is too a true American.

The last work I read for today was How it feels to be Colored Me. This was written by Zora Neale Hurston. She details of her adolescence and when she realized she was "colored". She grew up in an all black town, and went to a white school when she was thirteen. While she is constantly reminded of her "coloredness", Hurston does not identify with this label. "Someone is always at my elbow reminding me that I am the grand daughter of slaves. It fails to register depression with me." Hurston only feels colored when she is around a lot of whites; and recognizes when the shoe is on the other foot: "A white person is set down in our midst, but the contrast is just as sharp for me." I can personally attest to feeling like Hurston did in these situations too. I feel like Hurston was the author that was most similar to the authors of yesterday, especially Wheatley. Neither woman classified themselves as strictly African American. Both women identify with a larger and more diverse group: Christians (Wheatley) and Americans (Hurston). I think that Hurston refers to God as the "Great Stuffer of Bags". She symbolizes her and other humans as bags with their insides not being unique enough to matter to God anyway: "A bit of colored glass more or less would matter." I think out off all the authors from today's reading, Hurston is most in touch with her Americaness, and not by the labels her era tried to place on her.

QUESTIONS

1.   How do you think Langston Hughes's english teacher responded to Hughes's paper? Was he shocked? Upset?
2.    Do you think Cullen's encounter with racism affected his decision to become a poet? Influence his themes in his poetry?

CONNECTIONS

•    Langston Hughes's poem Mother to Son, is a very popular poem. What do you think of its message? Is it still relevant to mothers and their childrens today? I think it is.