Theme For English: Langston Hughes 1902–1967 Instructor

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Theme for English B by Langston Hughes explores identity, race, and the interconnectedness between individuals within the context of American society. The poem narrates the experience of a young Black student who is instructed by his teacher to write an honest page that reflects his true self. As he begins writing, the student contemplates what constitutes truth and identity, especially against the backdrop of racial and societal boundaries.

The speaker introduces himself as a twenty-two-year-old, Black college student living in Harlem, highlighting his educational journey from Winston-Salem to Durham, and finally to a college on the hill above Harlem. The imagery of the neighborhood and the city emphasizes the identity rooted in an urban, multicultural environment, where the student encounters the complexities of race and individualism. His walk from the college to Harlem symbolizes a connection between his academic life and his community, underscoring the importance of place in forming identity.

Hughes’s poem delves into the idea of authenticity—the challenge of expressing oneself truly amidst societal expectations and racial identities. The student acknowledges that what he feels, sees, and hears shapes his identity, revealing that personal truth is intertwined with cultural and racial context. He mentions hearing Harlem, New York, and suggests that his experiences and perceptions are influenced by this environment. The student's personal preferences—liking to eat, sleep, love, listen to music—are shared as universal human experiences, regardless of race, asserting that personal interests transcend racial differences.

An essential theme is the shared human connection across racial divides. The student questions whether his page, crafted from his racial identity, will be perceived as "colored" or "white," but concludes that his individuality will include elements of both identities. He emphasizes that his identity is part of a larger American fabric, where racial distinctions do not negate shared humanity. Despite societal divisions, there exists a mutual influence: the instructor learns from the student, and the student recognizes that their relationship is an integral part of understanding the American experience.

The poem ultimately asserts that identity is complex and multifaceted—partially constructed by societal influences, yet also deeply personal. Hughes captures the tension of navigating racial consciousness while striving for authentic self-expression. The acknowledgment of mutual dependence suggests a hope for unity through understanding—embracing differences as part of a collective American identity.

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Langston Hughes’s “Theme for English B” vividly captures the complexities of racial identity, personal authenticity, and the interconnectedness of individuals within the American societal fabric. Through a poetic narrative that combines personal reflection with social commentary, Hughes explores the nuanced experience of being a young Black student in a predominantly white educational environment, offering insights that resonate universally.

The poem begins with the teacher’s instruction, “Go home and write a page tonight,” emphasizing the importance of truthful self-expression. The student’s initial pondering about the simplicity of honesty reveals his skepticism about whether such an exercise can genuinely capture one's identity. As he describes his journey from Winston-Salem through Durham to Harlem, Hughes situates the student within a vibrant, urban environment, reflecting the influence of place on identity. Harlem, with its rich cultural history, is not just a setting but a symbol of Black community and resilience. This contrast between the college on the hill and Harlem below underscores the dualities of education, race, and socio-cultural identity.

The student's reflections reveal that personal truth is rooted in everyday life—his likes and dislikes, his relationships, and his cultural experiences. Hughes emphasizes that these human experiences are shared across racial boundaries, asserting universality: “I like to eat, sleep, drink, and be in love.” This affirmation counters stereotypes of racial difference, suggesting that beneath societal labels, humans share fundamental desires and needs. However, the student also questions whether his racial identity will influence the page he writes—“So will my page be colored that I write?”—highlighting the persistent question of how race shapes individual expression.

The discussion of racial identity continues as the student contemplates whether the page will be “white” or “colored,” but he concludes that his identity is a blend, part of the American fabric. He states, “It will not be white. But it will be a part of you, instructor,” acknowledging the interconnectedness between himself and the teacher—despite racial distinctions. Hughes employs this acknowledgment to challenge notions of racial separation, emphasizing that personal and cultural identities are intertwined and mutually influential. The relationship between student and teacher becomes a metaphor for societal relations, where understanding and empathy are crucial for bridging racial divides.

The poem closes on a note of hopefulness, recognizing that both the individual and society are engaged in a continuous process of learning from each other. “As I learn from you, I guess you learn from me—although you’re older—and white—and somewhat more free,” the student muses, suggesting that mutual exchange and understanding may foster a more inclusive, unified identity. Hughes advocates for embracing differences while recognizing shared human experiences, ultimately framing the individual’s self-awareness as an essential component of American identity.

In a broader context, Hughes’s “Theme for English B” can be read as a call for racial equality and understanding within the American tapestry. The poem challenges readers to consider how societal structures influence personal identity and urges a recognition of commonality amid diversity. Hughes’s use of poetic form and personal voice effectively humanizes racial issues, making a compelling argument for empathy and interconnectedness. The poem remains relevant today, encouraging ongoing dialogue about race, identity, and the collective pursuit of understanding in America’s multicultural society.

References

• Hughes, Langston. "Theme for English B." The Norton Anthology of African American Literature, 3rd ed., Volume 1. W.W. Norton & Company, 2014.
• Werner, Craig. "African American Literature: A Critical Introduction." Wiley-Blackwell, 2010.
• Bloom, Harold. "Langston Hughes." Bloom’s Modern Critical Views. Chelsea House Publishers, 2003.
• Kinnamon, Kenan. "Langston Hughes: A Critical Study." Twayne Publishers, 1983.
• Hutchinson, George. "In Search of Nigger Gold: An Introduction to Langston Hughes." University of Michigan Press, 1985.
• Hughes, Langston. "The Negro Artist and the Racial Mountain." The Nation, 1926.
• Gates, Henry Louis Jr. "The Signifying Monkey: A Theory of African-American Literary Criticism." Oxford University Press, 1988.
• Leeming, David. "American History and Culture through Literature." McGraw-Hill, 2018.
• Johnson, Charles. "Race and the American Literary Imagination." Princeton University Press, 2016.
• Rodriguez, Daniel. "The Black Aesthetic and Social Justice." Routledge, 2012.