Remarkably, Hughes’ work mainly centers on the issue of racial prejudices and the way in which they affect the relationships between African American and white people, which links it directly to Staples’ essay. Namely, Hughes’ plight seems to revolve mainly around the need to bridge the gap between the two races and start a dialogue: “I guess being colored doesn’t make me not like the same things other folks like who are other races” (Hughes stanza 25). Although Hughes hints at the problem of violence toward African Americans and the fact that the specified biases are deeply entrenched into the system of social relationships, the concern regarding institutionalized racism is not rendered in the poem completely since Hughes does not seem to regard it as the root cause of the issue. Instead, the problem of deafening silence surrounding the issue of race and the problem of racism is regarded as the main point of concern. Based on this, it appears that Hughes seeks to maximize the opening of dialogue as the main tool for achieving mutual understanding between Afro-Americans and whites. Staples supports the previous author, adding realism to the understanding of justice and equality in society. Thus, both writers, complementing each other, strive for diplomacy between different races.
Continuing the theme of racism that Hughes introduces, Staples adds a crucial element to the discussion by establishing the theme of fear as the nuance that has entered the discourse comparatively recently. Specifically, Staples describes the following situation as the premise for the development of fear: “In that first year, my first away from my hometown, I was to become thoroughly familiar with the language of fear…, I grew accustomed to but never comfortable with people who crossed to the other side of the street rather than pass me” (Staples 1). In this statement, Staples details the nature of fear on both sides of the debate concerning racism, outlining that violence toward Black people often stems from implicit fear, which is driven by racist perceptions of African Americans. Followed by a profound statement concerning the collision of fear and weapons as the main prerequisite to violence and the unavoidable tragedy, Staples demonstrates the progression of racist attitudes in the U.S., making it apparent that the issue of racism has been redressed, yet not eliminated from society. Specifically, Staples continues the narrative started by Hughes, expanding upon the problem of racism and outlining the fact that it has percolated into the social and political realms, thus, having become institutional.
Arguably, it would be wrong to define Hughes’ poem as solely hopeful in its core message, which implies that Hughes’ work contains the seeds of the argument that Staples would introduce later. Similarly to Staples, Hughes also renders the deep feeling of wistfulness, alienation, and disappointment at the drastic situation and the appalling phenomenon of racism: “Being me, it will not be white…yet a part of me, as I am a part of you. That’s American.” (Hughes stanza 30). However, Hughes’ poem tends to pursue the idea of building a dialogue and reaching an understanding, whereas Staples’ essay implies that the conversation has already been started and proven futile: “It also made it clear that I was indistinguishable from the muggers who occasionally seeped into the area from the surrounding ghetto” (Staples 1). The specified line renders the tragedy of the situation flawlessly since it indicates that neither of the parties considers the possibility of the dialogue anymore, viewing it as pointless, albeit for different reasons. Namely, Staples outlines that the racism of white people is exacerbated by fear, which blinds them and obfuscates communication. Thus, the hopelessness pervading Staples’ essay expands upon the themes raised by Hughes in his poem, showing how racism functions in modern society and how it has been engrained into it.
Specifically, the transition from Hughes’ interpretation of racism functioning as the barrier between African Americans and white Americans, thus, being a segregation tool, to Staples’ perception of racism as the tool for institutional capture and the mean of maintaining the status quo becomes apparent as the two pieces are compare. For instance, Hughes clearly seeks to reconcile the differences: “So will my page be colored that I write?.. As I learn from you, I guess you learn from me” (Hughes stanzas 25-35). In turn, Staples’ explanation of the issue as not only a sociocultural but also a sociopolitical one entrenched deeply into people’s inherent understanding of societal relationships becomes evident in the following line: “One day, rushing into the office of a magazine” (Staples 2). Describing a point in his life when he was mistaken for a burglar, Staples demonstrates the institutional reach that racism has gained throughout centuries and reflects on the current state of the African American community being limited in the extent of resources and support due to the policies fueled by racism. The specified statement indicates the failure at reconciliation suggested by Hughes. Moreover, it establishes a more pessimistic environment, proving that social change will not take place fast.
It is important to note that both authors notice the negative consequences of racism, which was systemic and long. Also, the two authors have a similar background, as they themselves were oppressed by society and suffered from the prejudice of white people. It is this similar fate that reflects the similarity of moods and views of Hughes and Staples. The first writer focuses on a peaceful life, on being considered a person worthy of dignity and respect: “I like to work, read, study and understand life” (Hughes, stanza 20) At the same time, Staples expresses a similar idea using ways to have a good time to calm down and take his mind off the hustle and bustle of his life: the melodies of Beethoven and Vivaldi, as well as more popular classical composers. (Staples 2). In his poem, Hughes acknowledges the division and actively seeks to mend it, and Staples fully supports this idea despite his more pessimistic mood.
The similarities in the backgrounds of the authors, both being African American men heavily affected by racism, brings Staples’ “Just Walk on by” close to Hughes’ “A Theme for English B,” providing a more nuanced examination and interpretation of the functions of racism in present-day society. Specifically, Staples’ essay expands on the sentiment expressed in Hughes’ poem, showing the evolution of the perception of race and the concept of racism in society. Namely, Staples’ work delves into the convoluted nature of present-day perceptions of race as it percolates into different areas, including that one of education. At the same time, Hughes shows that, even though new opportunities have ostensibly been provided to African Americans, racism has been deeply enshrined into all institutions, therefore, limiting the chances for an open dialogue between African Americans and white people.
Works Cited
Hughes, Langston. “A Theme for English B.” Poetry Foundation, 1951, Web.
Staples, Brent. “Just Walk on By.” Ohlone College, 1986, Web.