50 pages • 1 hour read
A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more. For select classroom titles, we also provide Teaching Guides with discussion and quiz questions to prompt student engagement.
Hughes uses the juxtaposition of different images, ideas, and references by placing contrasting or separate items in relation to one another. In this way, Hughes heightens the emotional quality of his argument and bolsters his points. In some places, Hughes juxtaposes lengthy anecdotes, while at other times Hughes alternates between contrasting perspectives. Much of the juxtaposition in the essay moves between Whiteness and Blackness, which is a fitting reflection of the larger thesis that argues that the Black artist is caught between these two poles.
The use of juxtaposition allows Hughes to articulate points regarding the struggle of Black artists to become freer in their creative practice. For example, early on in the essay, Hughes presents two lengthy paragraphs detailing the difference between the “self-styled ‘high-class’ Negro” (Paragraph 3) who aspires towards Whiteness and the “low-down folks” (Paragraph 4) who “hold their own individuality in the face of American standardizations” (Paragraph 4). Immediately following these descriptions, Hughes introduces his vision of the “American Negro artist who can escape the restrictions” (Paragraph 5) and describes some of the nuances he expects this artist is able to find. The juxtaposed narratives provide the foundation upon which Hughes’s larger argument can stand.
Similarly, later in the essay, Hughes provides another juxtaposition where he contrasts the “sharp criticism and misunderstanding” (Paragraph 9) of the Black audience and “unintentional bribes from the whites” (Paragraph 9). These contrasting negative responses to Black artistry are juxtaposed here to illustrate the difficult tension that Black artists face. Hughes uses this example to move into his description of Jean Toomer’s Cane, a book that Hughes considers one of the only works that can transcend the criticism of both White and Black critics while, at the same time, be “truly racial” (Paragraph 9). For Hughes, neither the censure of the Black community nor the misappropriated praise of the White audience lead to positive outcomes for Black artists, and Hughes juxtaposes these reactions to support his claim regarding the challenges of the racial mountain.
At several key points in his essay, Hughes inserts descriptive anecdotes to strengthen his arguments. These anecdotes are positioned to convince a resistant reader to understand Hughes’s perspective. In particular, the anecdotes offer a number of details that illustrate aspects of Black life that might seem far away or irrelevant to people who don’t share Hughes’s beliefs about the possibility of a new kind of Black art. Hughes provides these anecdotes in order to bring his argument to life.
The first two anecdotes, in the introductory paragraphs of the work, serve to present Hughes’s thesis: Hughes describes a young Black poet who wants to be White, then follows the profile with a detailed description of the poet’s home life. In the longer of the two anecdotes, Hughes describes a Black middle-class family: “smug, contented, respectable folk... [who] read white papers and magazines” (Paragraph 2). In this home, Hughes articulates, “the word white comes to be unconsciously a symbol of all virtues” (Paragraph 2). Through the narrative, Hughes paints a picture of a Black artist who lives in close proximity to Whiteness; the anecdote presents the argument that “one sees immediately how difficult it would be for an artist born in such a home to interest himself in interpreting the beauty of his own people” (Paragraph 2). By guiding the reader to “see” the difficulty, Hughes reveals his intent behind the anecdote. Hughes would like any potential reader to understand how Black assimilation of White values can significantly impact a Black artist’s ability to love themselves and to represent pride in art.
Though other anecdotes are sprinkled throughout the text, one of the most often cited examples comes in the middle of the essay, as Hughes describes a “prominent Negro clubwoman in Philadelphia” (Paragraph 6) who employs a White woman to sing folksongs but refuses to employ a Black woman to do the same. This anecdote, which references a real event at the time, is employed to support one of Hughes’s critical points: Black artists face significant censure from both White audiences and Black audiences. Throughout the essay, anecdotes like these unpack some of the complex ways that racism, both external and internalized, impacts Black artists.
The central imagery of Hughes’s piece relies on the metaphor of the mountain. Hughes refers to the mountain sparingly over the course of the text, weaving other rhetorical strategies into the piece so as not to overuse the titular metaphor. The mountain is first introduced in the introductory paragraph, which names the mountain as the Black artist’s tendency “to be as little Negro and as much American as possible” (Paragraph 1). Later, Hughes’s discussion of the mountain is more subtle, and he describes the journey of a Black artist as a road towards producing “a racial art” (Paragraph 7). Combined, the metaphors of mountain and road make clear a central point of Hughes’s argument: the Black artist’s internal struggle is a figurative journey towards freedom, and it must be addressed if Black artists are to produce authentic art.
In the conclusion of the essay, Hughes once again refers to the metaphor of the mountain as he employs the first person plural perspective to unite his readers and invite them to join his cause: “we younger Negro artists who create now” (Paragraph 14). Hughes claims that Black artists who see beyond the duality of White assimilation and Black culture will “build our temples for tomorrow” (Paragraph 14) and “stand on top of the mountain, free within ourselves” (Paragraph 14). These final statements clarify the overall intent of the metaphor: the mountain represents the struggle to navigate White society, to be at peace with one’s own allegiance to or separation from Black society, and to create an art that is truly one’s own—that is, to become “free” within oneself.
Plus, gain access to 8,800+ more expert-written Study Guides.
Including features:
By Langston Hughes
A Black Lives Matter Reading List
View Collection
African American Literature
View Collection
Art
View Collection
Black History Month Reads
View Collection
Books About Art
View Collection
Contemporary Books on Social Justice
View Collection
Creative Nonfiction
View Collection
Essays & Speeches
View Collection
Harlem Renaissance
View Collection
Politics & Government
View Collection
Pride & Shame
View Collection