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Christopher Supandi

English 123

Dr. James Wilson

May 18, 2018

We Are One, The Harlem Renaissance

In the early years of around 1619, slavery was introduced to the United States.

African – American people became slaves to white Americans. Despite the end of slavery in

1865, many African – American people were being discriminated and treated unequally. For

a very long time, people of color had no choice but to accept racial slurs being spat on them

and accept being looked down upon. This could be due to the fact that African – American

people are stereotyped as “dumb”. However, approximately around the year 1920, an artistic

movement created by the African – American people called the “Harlem Renaissance” was

started. One of the poems that were well regarded during the movement and perhaps until

now is titled “I, Too” by Langston Hughes. In the poem, Hughes portrays the significant

difference in perception of African – American people in the past and the future and how the

“negros” will receive equal opportunities as everyone else living in America by comparing

the same actions in two different eras.

Although this poem does not have any rhyme to do with its structure, it does have a

meter. In the poem “I, Too,” it has the poetic meter of a dactylic dimeter to show sense of

importance of the words and the deeper meaning behind it. The poem begins with “I, too,

sing America.” (line 1) The meter of dactylic dimeter means that there are a set of one

stressed syllable followed by two unstressed syllables. In this case, the words “I” and

“America” are stressed which shows the importance of the word. Due to the discrimination of

African – American people in the early years, the stressed words are used to show that they

are American regardless of their ethnicity or color.

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Furthermore, in the next line, Hughes says that “I am the darker brother.” (2) In this

line, the words emphasized are “I” and “dark[er]”. This shows that although he is of different

color than others, he is still part of America. However, in this case, “brother” is used to show

that he, too, is an American. All in all, the first two line is trying to show that even though

they may be of different color, both white and black shares the same American tradition and

sing the same national anthem. Thus, showing that they are one America and should receive

the same opportunities.

Hughes then uses the same words in different lines to show comparison between the

past and future / after the movement (Harlem Renaissance). To show that it is in the past,

Hughes mentions that “They send me to eat in the kitchen / When company comes,” (3-4).

This shows that the African – American slaves were treated as if they were of lower class

than the others as they were not allowed to be in the same area when guests were there. On

the other hand, to show that is it the future, Hughes uses the word “Tomorrow,” (8).

However, the word is used figuratively as a meaning of future as one day will not be enough

to attain the changes that he wished. Hughes then says “I’ll sit at the table. / When company

comes.” (9-10) This means that in the future, African – American people will no longer be

discriminated, and they will actually be allowed to be at the same area and doing the same

things together. Also, the phrase “sit at the table” could represent that African – American

people should be allowed to become a politician and have a say at the political meeting and

be a part of the government officials.

Lastly, in the last stanza, Hughes end the poem similar to how he starts it. In the last

stanza he only writes one line which says, “I, too, am America.” (18) The use of writing just

one line for the last stanza gives it emphasis and the importance of the meaning behind the

sentence. Since the last stanza is only one sentence, reader will be focused on that specific

sentence. In this specific sentence, it is trying to emphasize that even though “negros” are
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discriminated, they are also American and that they deserve equal opportunities as other

ethnicity.

After all, according to the “Cultural and Historical Contexts: The Harlem

Renaissance,” the movement wants America to “include the voices of black American.”

(1013) This shows that the poem written is purposely to show that “black” people are also

American and that they should not be left out or discriminated by not having the choices to

speak freely or show their creativity. In addition, the Harlem Renaissance was “essential to

black Americans’ realization and assertion of their full humanity.” (1031) This shows that the

movement meant a lot to the “black” people of America as they are now able to live to their

full potential and do things that they were not allowed / socially restricted to do.

Also, this is further supported through the poem as Hughes mentions that the “white”

Americans will “see how beautiful I am / And be ashamed.” (16-17) This means that the

“white” American will realize the capability of African – American and how intelligent they

are after the movement as “black” Americans are able to showcase their creation and

creativity. To add on, as reinforced by the line “And be ashamed,” (17) it shows that when

the “white” Americans realized after the Harlem Renaissance, they will be amazed and taken

a back as to what they have done before the movement. Thus, African – American will be

able to achieve their full humanity.

To summarize, Hughes uses of dactylic dimeter, same words in different lines to show

comparison of different era and one line to show emphasis has created this intricate poem.

The use of dactylic dimeter, stresses on words that are important and has a deeper meaning

behind it. Next, having similar words in different lines to show comparison helps the reader

understand the difference before and after the movement. Finally, by having one line in a

stanza shows the importance of the line itself and thus making readers focus on the meaning

of that line.
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Works Cited

Hughes, Langston. “I, Too.” The Norton Introduction to Literature, edited by Kelly J. Mays,

W. W. Norton, 2016, p. 1045.

Mays, Kelly J. “Cultural and Historical Contexts: The Harlem Renaissance.” The Norton

Introduction to Literature, edited by Kelly J. Mays, W. W. Norton, 2016, pp. 1031 –

1040.