James Langston Hughes And Countee Cullen

James Langston Hughes And Countee Cullen
James Langston Hughes and Countee Cullen were prominent poets. These poets were at the time of the Harlem Renaissance during the 20th century.
Hughes and Cullen wrote for others to understand the stories of African–Americans living in the United State. These men had differences in their
writing, but one mutual objective. James Langston Hughes was born in Joplin, Missouri on February 1, 1902. Hughes began writing poetry when he
lived in Lincoln, Illinois. The Weary Blues was his first book of poetry and it was published in 1926. Hughes attended Columbia University and
Lincoln University in Pennsylvania, which is where he finished his college education. Hughes first novel won the Harmon gold medal for literature in
1930. His novel was called, Not Without Laughter. Hughes died from prostate cancer in New York on May 22, 1967.
Countee Cullen was born on March 30, 1903 in Louisville, Kentucky. Cullen was adopted by the Reverend Frederick A. and Carolyn Belle Cullen
before 1918. Details on certain aspects of Cullen's life are unsure. Cullen first went by the name Countee Porter then Countee P. Cullen and eventually
stayed at Countee Cullen. Cullen began writing poetry while he attended DeWitt Clinton High School. Cullen's poem "I have a Rendezvous with
Life" won him his first contest. Cullen attended Phi Beta Kappa from New York University, then earned a master's degree in English and French from
Harvard. Cullen died on January 9, 1946 from high blood pressure and uremic
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Countee Cullen Analysis
Countee Cullen (1903–1946) was an influential African American poet largely remembered for his contribution to the Harlem Renaissance, a period
from the early 1900's to the mid 1930's in which black culture thrived. Artists such as Langston Hughes and Louis Armstrong were integral in the
creative revitalization and, while Cullen is perhaps lesser known, his work is no less enduring (Harlem). As a teenager, Cullen went to live with
Reverend Frederick A. Cullen, who would later become president of the Harlem chapter of the NAACP. An exceptional student, Cullen pursued
undergraduate studies at New York University and graduate work at Harvard, during which time he published numerous poems. Because he was
immersed in both black and white culture, he often wrote of racial injustice, yet did not want to be viewed as simply a black poet. This conflict is
evident in his work. His first volume of poetry, Color, published in 1925, included "Incident" (Countee Cullen). A tragic tale of innocence lost,
"Incident" describes the moment when a young Cullen first realized that the color of his skin alone could create contempt. Further thought–provoking,
it highlights another child, equally innocent, who has been taught to hold this perfunctory contempt. The poem begins in a peaceful place – a carefree
child traveling on a bus, excited to be visiting Baltimore. Once riding in Old Baltimore, Heart–filled, head–filled with glee, I saw a Baltimorean Keep
looking straight at me. (lines

Langston Hughes And Countee Cullen Essay
The Harlem renaissance was a name given for the events that happened in Harlem, New York between the end of World War 1 and the middle of the
1930's. During this period, Harlem was known as the cultural center and drew in many black writers, poets, artists, musicians, and photographers. Two
poets, Countee Cullen and Langston Hughes were among the black poets that came to Harlem. The two writers expressed their thoughts and emotions
through rhymes and powerful word choice. For example, both writers have had experiences with black life and discrimination and have expressed their
thoughts and feelings in "I too" by Langston Hughes and "Incident" by Countee Cullen. Although both Cullen and Hughes do not have similar writing
style, they both share ... Show more content on Helpwriting.net ...
He became famous by creating a new–literary art farm called jazz poetry. During his career he wrote many poems including his poem called "I Too"
where he expressed his opinions on fairness and not judging based on skin color. His poem explains how blacks were treated and how things changed
in terms of equal treatment. "I am the darker brother they send me to eat in the kitchen when company comes but I laugh and and eat well, and grow
strong (Hughes 2–7)." During this time, Hughes was not allowed to sit at the table with company and make conversation with white people. He was
sent to the kitchen to eat by himself and seemed to be untouched by being treated differently because he was black. Instead, he is happy and grateful
that he gets to eat and live life. Later in the poem, he transitions to what seems like a new time where blacks are treated fairly. "Tomorrow, I'll be at
the table, when company comes, Nobody'll dare say to me, "Eat in the Kitchen", then (Hughes 8–14) ." The poem was published in the year of 1926
when African Americans gained rights and Negro History Week was proposed. This poem explains the transition from African Americans being
segregated to being treated like whites. Although Langston Hughes inspired many African Americans during theHarlem Renaissance, Countee Cullen
contributed as

Racial Tensions In Countee Cullen's Incident
Countee Cullen's "Incident" shows the racial tension in America between whites and blacks. The speaker of the poem experiences racism for the
first time. The Jim Crow Laws also played a part in the racial tension between whites and blacks, the only thing that the speaker of the poem
remembers from his time in Baltimore is being called a "nigger", and the persona of the boy that called him a "nigger" was from others who taught
him to hate blacks. First, the Jim Crow Laws segregated the whites and the blacks. The laws made it seem like the whites were better than the blacks.
Many blacks were upset about the laws and the way the whites treated them. This led to the racial tension between the whites and blacks. Conflicts
between the two would happen

Analysis Of Incident By Countee Cullen
Countee Cullen's "Incident" is a short, but immensely powerful poem. Cullen is an African American male, whom manages to capture hundreds of
years of oppression and mental destruction of his race within twelve lines; detailing his memory of the first time he was called a nigger. Cullen
introduces the thought that said mental abuse begins young, but he presents it in an almost sugarcoated or coded way that forces you to consider his
words more in depth; leading to the same unpleasant conclusion every time. Being a mother of interracial children, this poems message struck me as
immediately important to the fulfilling futures of African Americans (and other people of color), while simultaneously threatening the possibilities of a
harmonious society, nation or world period; simply stemming from ignorance and/or miseducation. Emily Bernard's "Teaching the N–word", Neal
Lester's "Sticks and Stones may break my bones" and Cullen's "Incident" all exemplify remnants of mental innocence being ripped away far too
early, and just how long the demons that result can linger for the victim. In this essay, I will explore these instances further in an effort to explain
how proper education, reprimands, and active positive parenting can reverse this spewing volcano of racial hate and division we call and have called
our society for hundreds of years. "Heart–filled, Head–filled with glee," was a line that originally held no significance for me upon my first reading of
the poem "Incident". The

Summary Of Incident By Countee Cullen
Countee Cullen is a poetic writer during the time of the Harlem Renaissance. Countee Cullen wrote many deep poems about racism in New England.
However, the poem that is the most understandable to me is called Incident. This poem represent the severity of the racism in America, and how it was
taking over Black people's lives.
In Incident, the overarching theme of the poem is how racism can ruin someone's day, week, month, year, or even life. This poem shows an innocent
Black little kid walking down a street in Baltimore, when he sees another kid about his age, but white. The black kid smiles at the white kid, and the
white kid, "poked out His tongue, and called me, 'Nigger.'" This insult by the white kid completely kills the black kids

Tableau Countee Cullen
Compare and Contrast "Tableau" and "Incident" "Tableau" and "Incident" by Countee Cullen, an African American poet during the early 1900s,
portrayed racial tensions between the youth. In each of the stories, the boys face a powerful representation of society and how it reacts to people of
different colors. Figurative language and tone have developed an overall theme–revealing similarities and differences. Countee Cullen shows tone in
"Tableau" and "Incident" based on his word choice. "The black boy and the white, The golden splendor of the day The Sable pride of night" (Cullen
2–4). The boys are united showing power within them. The author leaves the reader feeling hopeful and confident throughout "Tableau". "...And so I
smiled, but... Show more content on Helpwriting.net ...
In "Tableau" the author uses imagery to explain how powerful the boys are together. "Lockdown in arm they cross the way" (Cullen 1). The boys are
in unison as they walk together. In "Incident" the author uses imagery to explain the author's disappointment between the racial tension in that time.
"Now I was eight and very small, And he was no whit bigger..." (Cullen 5–6). The author explains a story about a boy walking down old Baltimore
until he's faced a powerful incident. Countee Cullen uses figurative language in both poems to create a deeper feel for racial interactions. Throughout
the poems, the author creates a powerful theme while explaining the characters experience of racial interactions. In "Tableau" the theme is friendship in
more important than stereotypes. In the early 1900s, a black and white boy linking arms isn't acceptable by society, but the boys show their friendship
means more to them than a stereotype. In "Incident" the author creates a theme–revealing that they smallest things will hurt the most. In the poem, the
boy faces a discouraging incident that ultimately affects his entire experience. In the poems, the author uses figurative language and tone to develop the
theme in each poem. The boy's experiences show powerful racial interactions between a black and white boy. Although the boys in each of the poems
have very different incidents, they leave an impactful

Summary Of Incident By Countee Cullen
One poem that clearly captures the effect of racial discrimination is Incident by Countee Cullen. Cullen's poem is short, but he manages to capture just
enough of his emotion to convey his message.The poem describes a time when the poet visited Baltimore as a young boy and a man taunted him by
sticking out his tongue and using a racial slur. It is difficult to pinpoint the exact emotions that Countee Cullen felt before and during this interaction.
Still, it is clear that the incident had such a detrimental impact that it completely shook Cullen from his blissful mood and instead left him in a
detached shock of sorts. While Cullen uses phrases in line two, "Heart–filled, head–filled with glee", to show how he felt before the encounter, there

The way that we are raised has a huge impact on the people we become. Most of the morals and mannerisms that people display in their adult life are the
things that they are taught as children. Hence, matters like racism and prejudices are taught. Children do not come out of the womb being inherently
racist, yet, their guardians, friends, and environment instill such hatreds into them. In Countee Cullen's "Incident" the poet recounts a time where
another child's upbringing scarred him for the rest of his life. The poet blatantly identifies post–slavery racism and its effect on his personal life
through the time period the poem had been written. He also achieves this goal by changing the tone of the poem, using dubious details, and
demonstrating the power of language. From the early 1920's to mid 1930's, a powerful African American movement called the Harlem Renaissance had
taken place. This era was a period of time where black people began to explore their artistic and social voice in the community of Harlem, New
York. Because black people had been suppressed by slavery and racism for so long, they took this opportunity during the Harlem Renaissance to
express their individuality. The time period that Cullen wrote "Incident" is so significant because, in the first stanza, the poem captures the
excitement that African Americans felt to be liberated. It is important even when the narrator says that he was, "once riding in old Baltimore"
because this means that he was leisurely travelling (line 1). Blacks prior to this time period were not travelling for fun, instead, they were most
likely escaping from slavery or trying to find better jobs. African Americans lived a stressful life back in those times and the fact that the narrator
was able to go on a trip for fun, says a lot about the enthusiasm he had about getting to go to Baltimore. Because the speaker was so excited about
going to Baltimore, the beginning of the poem has a jubilant, cheerful tone. He says that his heart and head were filled with glee, and simultaneously,
as he is overjoyed with this opportunity to travel, the speaker notices a 'Baltimorean' looking at him (lines 2–4). Before he resumes his narration of his
adventure to Baltimore, he adds a

Incident By Countee Cullen Essay
A person being obviously different from the majority has never been a positive thing throughout most of history. Many cultures crave consistency and
conformity, from post–revolutionary America, to ISIS in the Middle East. Racism and other issues of difference have shown throughout all of history
and Incident by Countee Cullen is no different. In his poem, Cullen shows how deep racism can run and how bewildering and damaging it can be to
the minorities that hear it. The form of the poem uses an "ABAB" rhyme scheme and is traditional. The tone of the poem is joyful, and the speaker
states that his heart is joy–filled. He is simply walking down the street, a simple, everyday action that is typical of modernist poetry. However this
poem does not have a fragmented view of reality like some modernist... Show more content on Helpwriting.net ...
The boy then taunts the speaker by sticking his tongue out and calling him a racial slur. The speaker responds not with anger, but with bewilderment
and confusion. That moment sticks with him, and he claims it is the only thing he remembers about Baltimore as he looks back on the memory. The
form of the poem, and its simplistic, happy mood, serve to deepen the emotion hurt that the speaker felt. It is simply stated, but speaks to a deeper rift–
the only thing that he remembers is the slur. The difference in race and prejudice is still seen today as it was in the Harlem Renaissance, and
confusion about why one race is seen as "better" than the other is still a question children have to face. Seeking an identity in a predominately white
culture as an African American can be very difficult when you are told from a young age that you are not as good as others, and who you are,
something that you cannot change, is not good enough. The speaker's confusion about the slur is predominately based in a confusion of why he would
be antagonized for something completely out of his

Countee Cullen was a leading writer of the Harlem Renaissance. Adopted as a teenager, he was never able to know his real, true family, along with
its heritage, so he was not able to find his true identity. He felt these devastating effects of a loss of identity after losing his family, while being
thrust into a new one, and never found or understood his own heritage. This later impacted major aspects of his life, such as his style of writing, his
religion, and his sexuality. Cullen was raised in Harlem, but there is no record of his place of birth. He was born May 30th, 1903 and was raised by
his grandmother until her death in 1918. At that time, Cullen was just a fifteen–year–old boy with no family left to look after him. Cullen was adopted
by Reverend Frederick A. Cullen, a pastor from one of Harlem's most popular churches. Reverend Frederick introduced Cullen to an atmosphere
that encouraged education, faith, and sophistication. Cullen later on enrolled in New York University, where he published "Ballad of a Brown
Girl" in 1923, before his graduation. After graduation, he went on to earn his master's degree in English from Harvard University, which he received
in 1926. While at Harvard, he published Color, which was a collection of poems with topics that ranged from death, to love, and sex. One of his most
popular and notable poems, "Heritage", was published in Color. Throughout his writing career, Cullen was advised by Alain Locke. Alain Locke was a
writer, philosopher,

For A Lady I Know By Countee Cullen
Richard Wright once said, "All literature is protest. You can't name a single literary work that is not protest." The meaning behind this quotes resides in
the author's purpose. When an author is telling a story, they cannot avoid bias and their opinions. The purpose of the author writing, poem or prose, is
to protest the opinions, cultural concepts and ideas that they do not agree with and try to change people's perception of these ideas. This quotation is
valid and provides a compelling argument because if the author is not trying to change something in the world, even something so small, when they are
writing, then why are they writing? The poem, For a Lady I Know by Countee Cullen protests the ideals of white and rich privilege. It protests ... Show
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At first, Troy, the main character, asks for a raise and a new job in the garbage truck since the whites are always driving, which is the easiest job,
even though they all receive the same pay. "I went to Mr. Rand and asked him, 'Why? Why you got white mens driving and the colored lifting?'"
(1.1.13) Troy was not afraid to speak his mind to get what he wanted. He was also quite bitter about the fact the he did not make it in professional
baseball, even though he was an exceptional player. Troy is sure that the reason that he did play in the professional leagues, was because he was
black and they were prejudice. Troy says "I'm talking about if you could play ball then they ought to have let you play. Don't care what color you
were." (1.1.81) He takes his feelings out on his son, by not letting him follow his dreams of playing football. By not allowing his son to play
baseball, he is protesting that changes have not been made and the world, sports and all, is just as cruel as when he tried to pursue a career in
baseball. He often rants about the life he could have had and the dreams he could pursue on the field because it was his passion, but this often
discourages and enrages him. By doing this, he continues to test the limits that the social

Countee Cullen And Langston Hughes
The Harlem Renaissance was a prosperous time for African Americans in the 1920s. Literature, as well as poetry were vital for the uplifting of African
Americans through historical awareness and creating a pop culture that symbolizes self–worth of African Americans. Sociologist Alain LeRoy Locke
even introduced the phrase "The New Negro" to express the need for self awareness and self motivation that African Americans needed throughout the
Harlem Renaissance. In the poetry of Countee Cullen and Claude McKay readers see a sense of reality for African Americans, rather than an uplifting
message. Langston Hughes does provide inspirational messages to push forward in life while describing reality for African Americans, but the stories
portrayed ... Show more content on Helpwriting.net ...
(8–17)
The stanza is included by Hughes to give motivation to oppressed African Americans, that tomorrow will be different and that one day others will see
that African Americans are the same as white Americans. He notes, "I too, am America" to end his argument that tomorrow will be better for Hughes
as an author, the unidentified African American narrator, and for African Americans all over the country (8). Langston Hughes' "Mother to Son"
further examines the racial impediments facing African Americans by displaying a conversation between a mother and her son. She begins, "Well,
son, I'll tell you: / Life for me ain't been no crystal stair" (1–2). Hughes compares the mother's life to a wooden staircase, one that is physically rough,
"It's had splinters, / And boards torn up, / And places with no carpet on the floorпјЌ" (3–5). The narrator continues her story by noting that no matter
the case, "I'se been a–climbin' on" (9). Thus being a message to her son that no matter what happens in his life, he cannot turn back and he must look
ahead for what's ahead. In "I, Too" Hughes refers to this as what's coming "tomorrow" and that things for African Americans will change over time.
The message described by the mother was once again Hughes' attempt to inspire African Americans to not give up hope because this was their time to
inspire and their time to create change, even if their path is not perfect, "And sometimes goin' in the dark / Where there ain't been no

Walking towards the entrance of the museum, a Jazz singer sings the tunes of the Harlem Renaissance, signifying political figures' strengths and
empowerment for communities to commemorate. Undeniably, Countee Cullen contributes a fourth note to the paradigm for future generations to
employ as an prominent source. Continuing forward into the facility, an exhibits secures pictures of a male, ranging from a newborn to a man in a
suit. Sharon Olds mourns a mature son in the last picture. Stepping into the final exhibit, feathers crowd the floor and walls, wailing chaos from all
perspectives. What do these timeframes all have in common? In brief, they contain pain. The burning and longing sensation arises from poetically
speaking about society's unjust ways based on the color delicately placed on a person's body. Another sensation of pain stems from memories tied to
one's own son peaking at the age of maturity. Equally important, the last painful sensation announces indignation with the everlasting touch of abusive
power. The allusions in "Yet Do I Marvel" by Countee Cullen, "My Son the Man" by Sharon Olds, and "Leda and the Swan" byWilliam Butler Yeats
revive the sensation of pain into a deeper and more contorting level. The poets' backgrounds present logic for the endearing effects they create as each
stanza communicates a message associated with the torturous feeling.
Projecting from Countee Cullen's mind, his mention of Greek Mythology establishes the pain found in

Portrayal Of Countee Cullen
The Life and Portrayal of Countee Cullen Countee Cullen was born on May 30, 1903 in Louisville, Kentucky. Before he became Countee Cullen,
his mother, Elizabeth Lucas, named him Countee LeRoy; but soon after he was born, his mother gave him up to his grandmother, Elizabeth Porter.
When his grandmother passed away in New York in 1918, Countee was sent to live with the pastor of the Salem Methodist Episcopal Church and
was unofficially adopted by him at the age of fifteen (Shucard). Cullen soon started writing when he went to high school at DeWitt Clinton High
School and one of his very first works was entitled "I Have a Rendezvous with Life." This piece became very popular. Countee, as well as writing, was
also involved in academic honors and... Show more content on Helpwriting.net ...
In Countee Cullen's poem "Yet Do I Marvel," the title alone brings to mind images and ideas of the inevitable wonder and curiosity of life. The
word "yet" suggests the contrast of two ideas and the inevitability of questions, while the word "marvel" adds to the feeling of curiosity. A reader
would expect a poem entitled "Yet Do I Marvel" to be about the inescapable pondering of life and its events, and in this case the reader's expectations
would be fairly met. This poem tells the story of a person expressing their uncertainties about God and specific phenomenons. The speaker starts by
stating his lack of doubt in God's grace and kindness, but then leads to his questioning of God's reasoning for different situations. Events such as moles
being blind and humans eventually dying are presented with uncertainty, along with other events in which God could perhaps explain, but does not.
Countee Cullen has created a tone of confusion and seriousness through the use of specific words and phrases. "Catechism" implies the questioning that
the speaker is utterly lost in. The confusion and curiosity sometimes reigns over the conjecture of God and His reasonings. Although the poem does not
contain many other implications, the use of imagery and vivid detail expands the sense of doubt. Later in the poem, the image "why flesh that mirrors
Him must someday die" tells the reader that the speaker does not understand the meaning of bringing situations of that sort down onto His

Analysis Of Tableau And Incident By Countee Cullen
The Harlem Renaissance allowed for the expression of many African American artists such as Countee Cullen to illustrate the indifference of blacks
and whites through poetry. Cullen wrote Tableau as well as Incident, which share a tone of power. The racial interaction between a black and white boy
in the two poems both contradict and have similarities. Developing their separate themes comes with the comparison of the two races and how they
treat one another. Countee Cullen uses figurative language and tone to formulate the themes of the two works of literacy. In the poem Tableau, the
writer uses figurative language such as metaphor, simile, and imagery to represent a powerful tone. In turn, the tone does impact how readers perceive
the... Show more content on Helpwriting.net ...
This imagery describes how happy a young African American boy is to be in the city of Baltimore. Also, the implication of rhyme from the words glee
and me set off the tone as happy. However, when he encounters a white boy that sticks his tongue out and calls him a ВЁNiggerВЁ, the tone of
Incident changes to a gloomy feeling. By the last stanza, the African American boy claims, ВЁOf all the things that happened there / ThatЕ› all that I
rememberВЁ (Cullen 11–12). The author's message really shines through when reading the last lines of the poem. When starting off with a pleasant
day in Baltimore, the discriminatory comment and look given by the arrogant white boy really gave the narrator a sour taste of the city. Despite
both works of poetryЕ› difference, they are connected by two elements. First, the author uses imagery in both to capture a scene. In Tableau it would
be the two boys walking down the street, while in Incident the setting is a street in the city of Baltimore. Imagery not only gives the reader a sense of
what the setting entails, but the tone of the poem. The other similarity in which Tableau and Incident share would be the power each inflection have.
A powerful tone is consistently found in Tableau, but hidden in Incident. The neglecting of the looks collected by the boys is power, and the
malicious act of the white boy speaking poorly to the black boy also represents power in a negative light. The themes of the two poems are created

Countee Cullen Heaven
"She even thinks that up in heaven", Countee Cullen: For a Lady I Know. Who is the Lady? What is she thinking about in heaven? Who died?
How do they know what she is thinking in heaven? How does she know the lady? Even though the poem by Countee Cullen is very short it tells us
a lot. Is there some type cultural meaning behind the poem? "She even thinks that up in heaven", the word heaven is said to be one of the holiest
place possible, available to people of spirituality, goodness, devotion, faith, and other values. What about classes in heaven? The author believes
that racism is still a problem in heaven, because why else would she think that up? There is a separation of class, poor, and color. The poem is
taking us back to a time when slavery was an issue. When whites where waited on and did not have to worry about anything. "Her class lies late
and snores," her class is creating the image that people of her color and wealth. Her classes being the rich and able to sleep late and not worry about
anything else, as there are slaves whom can do what needs to be done. The rich has nothing to worry about. "While poor black cherubs rise at seven",
the black slaves are up early, not so much at seven.Cherubs standing for angels. While even though they... Show more content on Helpwriting.net ...
Some views do not change even in the afterlife. Why would she think that they would still have to do chores? Was the lady just brought up in a way
that all she could think that African American were there to be slaves? I believe that the lady was just going by what she knew, and what was right in
that day in time. Slavery was a big issue. But to think that the only reason African American was only put on the earth to wait on the wealth is just sad.
Lastly, to tell them that even after they are gone, and in heaven they will still be living the same life, waiting on

Harlem Renaissance Poet: Countee Cullen
Countee Cullen is of one the Harlem Renaissance most influential poets, writers, and playwrights. The Harlem renaissance was a major cultural and
social movement that brought a lot of change to much of the North. Harlem was the center for artist, musicians, photographers, and poets like Countee
Cullen.
Countee Cullen birth place is basically unknown as New York, Baltimore, and Louisville are all places that he lists as possibilities. He was adopted in
1918, by Fredrick Cullen and Carolyn Cullen, but his adoption was never made "official" by the state. Nevertheless, Countee and his foster father,
Fredrick, had a strong relationship. They often traveled with one another and Countee was taught Fredrick's strong Christian values, which often
translated ... Show more content on Helpwriting.net ...
Between high school and his graduation from New York University and Harvard, Cullen was one of Harlem's most influential American poets who
used his words to inspire others. Countee was known for his distinct "whiteness" when writing sonnets and verses, especially because he had a genuine
power. His second volume of poetry, Copper Sun, was met with a substantial amount of controversy in the African American community that his first
volume of poems, Color, did not receive. Cullen did not give the subject of race the same attention as he did in the first volume, which stirred up a
great deal of controversy for members of the African American community. Because Countee lived in a primarily white neighborhood when growing
up, he lacked the same experience other African Americans had. Many of Cullen's poems have been recognized nationally, because of his exceptional
ability to connect with his audience and tell his story. His poem Heritage reflected the ongoing racial division that African Americans continued to
face on a daily basis. He believed that they felt a sense of eagerness to go back to their home country, Africa, where they will be more

Who Is Countee Cullen On His Blindness
Philosopher Epicurus once said, "Is God willing to prevent evil, but not able? Then He is not omnipotent. Is He able, but not willing? Then he is
malevolent." A human's natural instinct is to be inquisitive, a feature of both John Milton and Countee Cullen that sowed the seeds of their
respective poems, "On His Blindness" and "Yet Do I Marvel," based on deep personal convictions. Although these poets are separated by large gaps
in time, they are molded together in God's sovereign right to do as He pleases. However, they are separated by their individual struggles as well as the
different tones. In the beginning of each poem, God ultimately has a plan for everyone, no matter what plan humans think they have, it is not ultimately
up to them.... Show more content on Helpwriting.net ...
He never experienced a perfect world, he has always had to struggle with being colored. This struggle was originally inquisitive but now it is
restless, starting to become angry. Cullen points out that God is good, although at the end of the poem he questions why he was created black.
During this time period, being black was one of the biggest struggles that a person could encounter. Not only that, but a black poet was unheard of, so
Cullen's destiny seemed very hazy. He is marveling at the fact that God chose to create him this way, however, he has a hard time accepting it, just
like Milton. Cullen highlights this marvel by using lists to describe the three qualities of God that affirm God's goodness. The strong mood of religious
reflection in this poem comes from the African–American community where religion and being close to God is vital. A second important theme for
Cullen is his race, which is shown as the focal point and the obstacle that he faces. On the one hand, the poet's black skin is included in the same
category as the "blindness of the mole" (Cullen, line 3) or the punishments of "Tantalus and Sisyphus" (Cullen, line 5 & 7). This is another example
that examines God, and possibly why He made humans different races. On the other hand, the poet takes pride from his race when he acknowledges
that God's sovereign right to do as He pleases will

What Is The Tone Of Incident By Countee Cullen
Throughout the poem Incident by Countee Cullen, the author uses the change of tone to reflect the ideas and purpose of the Harlem Renaissance.
Throughout the poem, the tone changes from the young child being thrilled about arriving to a heartbreaking memory. In the poem, cullen writes
"Once riding in old Baltimore? Heart–filled, head filled with glee/ I saw a Baltimorean/ Keep looking straight at me/ Now I was eight and very small,
/ And he was no whit bigger," (lines 1–6). In this part of the poem, the child had just recently arrived in Baltimore and is more than excited to be in a
different place other than in the plantations. He's very optimistic about meeting someone whom he thought would be his friend. The tone explains how
during the Harlem

Harlem Poetry Countee Cullen Analysis
Comparison of Harlem Poetry The Harlem Renaissance was a time of great racial reform in the United States that fully began in the twentieth century.
This movement brought a change in the U.S. and formed may new styles of writing and ways of expressing feelings. Many great authors and poets
emerged during this time of alteration. One such author is Countee Cullen. In the two poems, "Saturday's Child" and "From the Dark Tower", mutually
written by Countee Cullen, he explains how race governs the lifestyle lived in a particular era, as well as the significance of it toward the Harlem
Renaissance. In Cullen's, "Saturday's Child", he states, "Some are teethed on a silver spoon, / with the stars strung for a rattle; / I cut my teeth as the
black raccoon–/for implement of battle /...Some are swaddled in silk and down, / And herald by a star, / They swathed my limbs in sack cloth gown
/ on a night that was black as tar" (5–8). This reveals how African Americans were treated throughout American history.... Show more content on
Helpwriting.net ...
During this time, many prominent authors began to emerge with poems, papers, and stories that portrayed how life was shifting for African
Americans, as well as how life was before this movement. It was more tolerable for African Americans to become educated during the Harlem
Renaissance, and writing about how life was for them became a true art form. It is stated by Harden, Jackson, and Pitts, that "The Harlem Renaissance
is a product of African American culture and history, as Gates and McKay describe it as 'the irresistible impulse of blacks to create boldly expressive
art of a high quality as a primary response to their social conditions, as an affirmation of their dignity and humanity in the face of poverty and racism'"
(8). This movement was a major turning point for

Langston Hughes And Countee Cullen
Sometimes a critical part of identifying who we are derives from our historical background. For may, the struggle to be heard in a society serves as a
prevalent similarity among many. Three literary works represent this sense of pride found through the tension faced by blacks in America. The
notorious poets Langston Hughes and Countee Cullen are respected as being voices that emanate the pride and experiences identified among most
African–Americans.
Identity is the conception, expression, and being who you are. The Identity in the particular poems, "Negro", "Incident" and "Harlem" is found in the
heritage of African–Americans. Years ago being anAfrican American was difficult, and these poems capitalize on the struggle for equality in order

Racial Awareness and Cullen
When I was five years of age, that was the start of my racial awareness; yet, it was communicated through knowledge. At the time, me and my white
classmate were the special case that knew the responses to every one of the inquiries my teacher asked us in class. The defining moment that prompted
my revelation that I was dark and that a significant number of my schoolmates were white. In that issue, my white classmates trusted his answers were
right, notwithstanding when we had similar answers. Race awareness is the understanding of how a racially conscious person is aware of their
physical characteristics such as history, culture and traditions etc. In the poem, "Incident" by Countee Cullen, the eight year old speaker became
racially aware towards one incident after not being racially conscious about his identity. Because of the incident, the discovery of racial consciousness
became apparent to the eight year old speaker because of how he views his identity differently.
How does the unconsciousness of race take place in the beginning of the poem," Incident"? Visiting Baltimore, the speaker at the age of eight was full
of happiness in his heart and mind in the beginning. By reminiscing this moment, it indicates that the little boy had some good times in his life before
he was exposed to racial consciousness. The boy was friendly, he was nice enough to look at him and smile at the Baltimorean boy. The
unconsciousness of his awareness was not present at this time because he was enjoying his experiences in Baltimore. In Line 2,"Heart–filled, head
filled with glee" (1348).At the age of eight, the little boy is happy and joyous while enjoying his time in Baltimore. He is not aware of his racial
identity, he is just living his life as how a young kid would. In addition to that, he is clearly unaware of his identity in the beginning in the poem until
the power of language take over.
How does the power of language affect how the eight year old speaker becomes racially aware of his identity? The speaker expects to the little
Baltimorean boy to smile back to him until he responded to him to a racial slur. As he realizes that the Baltimorean responded to him with a racial slur,
the

Countee Cullen's Incident
Narration is a powerful means of conveying one's ideas and opinions. It is a necessary component when it comes to reaching out and connecting with
the audience. Countee Cullen's "Incident", as well as Mark Twain's "Two Ways of Seeing a River" uses narration to give his audience insight into
experiences that ultimately caused the speakers to mature and view the world in a different light. Initially what jumped out in Cullen's "Incident" was
the title itself. The word "incident" warns the reader that the work revolves around a certain event that has weight or significance to it. The title looms
over the poem and bears an ominous tone, as if to warn the reader to anticipate a serious mood. Another thing that came as a surprise concerning
"Incident" was Cullen's... Show more content on Helpwriting.net ...
It adheres to a ballad form and meter rather closely. The rhythm made the work feel almost cheerful. But this energy is a ruse of sorts and it's
presence is ironic because the poem was not all that cheerful, even at face value. The diction is a little more bleak than one would expect. It is
apparent that after the first read through of the poem that on the surface Cullen tells the story of an adult African American male speaker recounting an
experience he had as a child. Cullen plays with the lightness of childhood innocence in the first quatrain. The reader can feel the past version of the
speaker's juvenile excitement as he was riding in Baltimore, particularly when Cullen writes "...heart–filled, head–filled with glee," (Cullen, Ln 2). But
this is quickly stifled as he is confronted with the adult issue of racism when another child "...poked out his tongue and called me, "Nigger"" (Cullen
Ln 7–8). As Cullen has his speaker remembering this event, the reader is allowed access to something that visibly impacted the speaker and stayed
with him. This experience shows the reader that despite what

Theme Of Tableau And Incident By Countee Cullen
Racial interaction was very low in the early years of the 1900s. Many children of both races were afraid to talk to one another because of the era they
lived in. Countee Cullen was an African American poet in this time period that wrote about his view on this. In the poems "Tableau" and "Incident" by
Countee Cullen are good examples of the emotions in racial interactions in the point of view of an African American kid. The theme in the poem
ВЁTableau" is everyone one is the same despite the race and the theme of ВЁIncident" is something so small can have a big impact. Figurative
language helps develop the theme and tones through both poems to create racial interaction.
There was a lot of figurative language used in both poems. One example ... Show more content on Helpwriting.net ...
This example shows racial interaction by Countee Cullen writing about how it was not normal that the blacks and the whites could even be associated
with each other in this time period; but, she still had hope that things will change. The tone for the poem "Incident" changes throughout the poem; first
it is joyful, then towards the end, it becomes sad. An example of the turning point of these two tones is "...but he poked out [h]is tongue, and called
me, 'Nigger.'" (Cullen 8). When the little white boy called the speaker this, he automatically because sad. This shows racial interaction because the
little white boy ruined how the speaker viewed Baltimore. This quote represents the theme because before this, the speaker was happy; but after this,
the speaker grew sad. Both poems tones may be different but they still compare because they relate to racial interaction.
The themes in both poems really showed racial interaction like their tones. The theme for the poem "Tabeau" is everyone is the same despite the
race. An example that represents this is "Oblivious to look and word [t]hey pass" (Cullen 9). This represents the theme because it shows that the
speaker does not care about the race of someone, they are both equal. This example represents racial interaction by having the speaker not judge
someone by the color of their skin. The theme for "Incident" is something small can have a big impact. A quote to represent this theme is "Of all the
things that happened

Countee Cullen Essay
Countee Cullen was a prominent American poet and was known as the "poster poet" of the 1920 artistic movement called the Harlem Renaissance. The
Harlem Renaissance produced the first African American works of literature in the United States. There were many leading figures in the Harlem
Renaissance such as James Weldon Johnson, Claude McKay, Langston Hughes, Wallace Thurman and Arna Bontemps.
Cullen was simply an amazing young man who won many poetry contests throughout New York, published two notable volumes of poetry (Color
and Copper Sun), received a master's degree from Harvard University and married the daughter of W.E.B Du Bois, a founder of the NAACP. Cullen
grew up in the "heart" of New York since he was an adopted son of Reverend... Show more content on Helpwriting.net ...
Countee Cullen's first journal of poetry, Color, was published the same year he graduated from NewYork University (1925). Color was written in a
"careful, traditional style, the work celebrated black beauty and deplored the effects of racism." The book featured some of his well known poems
such as, 'Heritage' and 'Incident' along with his most famous poem, 'Yet Do I Marvel.' Following Cullen's graduation from New York University
Phi Beta Kappa he attended Harvard where he completed his master's degree in 1926. He also worked as an assistant editor of the Opportunity
Magazine where his column increased his reputation. While editing he also published his second journal of poetry, Copper Sun. Copper Sun was
very controversial in the black community because they believed Cullen did not give the theme of racism the same attention that he did in Color. In
1928 Cullen won the Guggenheim Fellowship which allowed him to go abroad to study/write. This is where he met the love of his life, Nina
Yolande Du Bois whom he married in 1928 but divorced in 1930. But in 1940 Countee Cullen found a true soul mate, Ida Mae Robertson whom he
later married. In the late 1930's Cullen taught English, French and creative writing at Frederick Douglass Junior High School in New York City. He
taught at Frederick Douglass until he died in 1946. During this period he wrote two children's books– The Lost Zoo, short stories and poems about
animals who died in the flood and My Lives

Summary Of The Dark Tower By Countee Cullen
"The Dark Tower" a poem written by Countee Cullen is about African American slaves and their struggles to achieve freedom. In the poem Cullen
hopes for the end of slavery which will come. He concludes that the solution of the problem is to simply wait and be patient for freedom will come.
Countee Cullen uses authors craft including, form, imagery and diction which all contributes the overall theme of the abolishment of slavery in her
poem. "The Dark Tower" is a Petrarchan sonnet, which divides the poem into two different parts. The first part is an octave that states the problem of
the poem; the second part of the poem is a sestet that gives a solution. Cullen uses this to divide his poem into the longing for slavery and then the
solution,

The poem "Incident," by Countee Cullen, was written in the 1920s where racism towards African Americans was extremely prevalent. Jim Crow Laws
were heavily enacted in the South, and the mandate of "separate but equal," was spread across the U.S. This segregated schools, public places, and
public transportation, where African American facilities were almost always inferior. Though northern America was thought to be much more
progressive, there was still an incredible inequality between blacks and whites. Alvin Ailey said that "one of the worst things about racism is what it
does to young people," and this idea is depicted through the speakers' childhood memory where he recounts being called "N****r" by another child.
The poem presents the power that words have, and how divisive they can be. Through the imagery, diction, syntax, and tone in "Incident," Cullen
powerfully depicts racism and the lasting impact that words have. Furthermore, this poem presents how racism has no boundaries and affects everyone
even an innocent child. Cullen utilizes imagery throughout the poem, to illuminate the racism African Americans endured and impact racism carries.
The speaker in the poem is an eight year old in Baltimore. In the first stanza, Cullen describes the child as "heart–filled, head–filled with glee." This
image portrays the speaker as innocent and joyful. Then the speaker notices a boy staring at him, the speaker believes there's little difference
between them, that the kid "was no whit bigger." The speaker gets a rude awakening after the boy "poked out his tongue." A seemingly playful
meaningless gesture is met with the boy calling the speaker "N****r." Cullen contrasts these two experiences because it depicts how racism comes
out of nowhere and effects those you wouldn't expect. The last stanza, the speaker "saw the whole Baltimore. The image of seeing is not just visual,
but a metaphor for the loss of innocence where the speaker now is exposed to the hate. Cullen masterfully uses imagery so that readers understand the
incredible impact that words have, especially when used for hate. The use of diction is a great tool that Cullen employs throughout "Incident" to further
his depiction of racism. The one word

Analysis Of Heritage By Countee Cullen
Introduction
Thesis: Throughout "Heritage" by Countee Cullen, the narrator demonstrates the conflict of being detached from his African culture and identifying as
part of American culture, which he ultimately is unable to resolve.
Topic Sentence 1: The narrator opens by explaining what he thinks Africa means to him, though he realizes that he is actually unsure as he begins the
process of questioning.
"Copper sun or scarlet sea, / Jungle star or jungle track, Strong bronzed men, or regal black..." (2–4)
Also want to note the romantic depictions of Africa in these lines
"When the birds of Eden sang?" (6)
"One three centuries removed" (7)
"From the scenes his fathers loved" (8)
Topic Sentence 2: As the speaker explores the meaning of his heritage... Show more content on Helpwriting.net ...
However in the fourth stanza, when mentioning Christianity, this system is disrupted with lines of 8 syllables. These lines express the parts of
Christianity that are flaws, in which they prevent the narrator from being able to be frustrated with his assimilation into American society and its
collision with his African heritage.
Topic Sentence 6: Closing, the narrator defines his assimilation in western society, yet ultimately is unable to resolve the conflict between his heritage
and assimilation as the only thing he can do is continue to practice smothering his heritage out of humility.
"All day long and all night through, One thing only must I do: / Quench my pride and cool my blood" (117–119)
"Lest I perish in the flood" (120) and "Lest a hidden ember set / Timber that I thought was wet / burning like the dryest flax" (121–123)
"Lest the grave restore its dead"

Countee Tollen's Poem In Tableau And Incident By Countee...
Racial injustice and racial harmony have both been seen throughout all of history. Both can even be seen almost everyday. One writer, Countee
Cullen, revealed what the world is and what is should be like through his poems during the Harlem Renaissance in the 1920s. The two key poems that
present this are "Tableau" and "Incident." He reveals harmony between a white and black boy in "Tableau," representing the people of the United
States of America and how they should be. Later, he uncovers the prejudice againstblack people in "Incident," through the perspective of a black child
who is ridiculed for being black by another little boy in Baltimore. He helped show how races should be in harmony through the main points of the
poem this way. But, each poem has similarities and differences, seen through the diction of the author. The author creates the theme actions often speak
louder than words in "Tableau," and creates the theme sometimes the smallest things can hurt the most in "Incident," by using the figurative language
and tone throughout each poem. The tone in each poem was crucial to deliver the theme. In "Tableau," the tone is powerful, helping to reveal the
uplifting and inspiring theme. This can be seen because of the boys being "[o]blivious to look and word / They pass, and see no wonder" (Cullen 9–10).
The tone here makes the harmony of the black and white boys to surmount the gossip and backtalk of the people, emphasizing how their actions were
more important than

Analysis Of Fruit Of The Flower By Countee Cullen
Countee Cullen is one of the most well–known poets of the Harlem Renaissance. Born as Countee LeRoy Porter, Cullen was raised by his maternal
grandmother for the first few years of his life. He later was adopted by the Cullen family to become Countee Cullen. With his adoptive family, Cullen
lived in Harlem, New York, which later became the headquarters of the Harlem Renaissance. Being raised in the center of this all–black society
influenced Cullen's style of writing. The man's writing style is distinctly demonstrated in his poem, "Fruit of the Flower". In "Fruit of the Flower",
Cullen conveys the message that African–Americans should be treated as equal to white Americans. The song, "Team", written and vocalized by
Lorde, a modern pop... Show more content on Helpwriting.net ...
This mother ––symbolizing discrimination–– is puritan and modest in a way that, according to the racist white Americans, was normal and reasonable.
It was a part of their lifestyles to discriminate the black population of which they viewed inferior compared to themselves and other white people. The
"inferior" African American population as a whole, including Countee Cullen himself, is represented by the son of the father and mother in
Cullen's poem. The parents and son are having an argument. The child questions how he is in the wrong when the parents used to be and maybe
even still are just like their son. The speaker of the poem, the son, argues that he can be who he wants to be and no one was born worse or better than
he was born as. This is expressed in the lines, "Why should he deem it pure mischance / A son of his is fain / To do a naked tribal dance" (Cullen
17–19). A "naked tribal dance" is a major connection to the issue of racial inequality during Cullen's life and the Harlem Renaissance. The
aforementioned phrase included in the poem, "Fruit of the Flower", along with the mentioning of "checkered sod" setting the mother's "flesh aquiver"
(Cullen 15–16) and the "mystic river" that the mother chants for (Cullen 14) all connect to Africa. An important African–American figure of the
Harlem Renaissance is a man named Marcus Garvey. Garvey publicizes his belief that African Americans should go (back) to Africa and start their own

Theme Of Isolation In Countee Cullen's Poem
At times many individuals feel isolated and disconnected with society. Literary works by Countee Cullen, Paul Laurence Dunbar, and Robert Frost
depicts an individual's isolationism and alienation within society. In Countee Cullen's poem "Incident", the speaker tells of a distant flashback of how
they first handly experienced being called out a derogatory name from the lips of an eight year old. In Langston Hughes' "I, Too", the speaker expresses
their witful sentiments in being forced to eat in the kitchen, because they are seemed to be as a lesser human from their skin tone. In Claude McKay's
poem "If We Must Die", the speaker rallies a heartfelt message to his supporters to continue fighting for their cause, so their death would not be in ...
Show more content on Helpwriting.net ...
McKay uses simile in "If We Must Die" to show how and make readers feel a sense of isolation when individuals are constantly tormented to
discourage them from being accepted in society. In the poem, the speaker valiantly expresses their desires to fight to the very end, as their
enemies hunt them like a pack of savage dogs, all the while cornering them into submission and death. The speaker says, "If we must die, let it not
be like hogs/ Hunted and penned in an inglorious spot,/ While round us bark the mad and hungry dogs,/ Making their mock at our accursed lot"
(page 19). The speaker compares himself and his group of supporters as hogs, making a statement to not be hunted and to be killed like cattle. The
speaker also compares the "mad and hungry" dogs as the other offending party tormenting the speaker and his supporters. The overall message the
speaker is trying to make is that, if the speaker is going to die, he'd rather not die like a cattle who is cornered by the "mad dogs", which represents
the people in the society who are not accepting of the speaker nor his supporters. This is inferred as how the speaker is chased out by the other
offending party, showing a connection to how the speaker is being alienated because he does not have a place in society. The people in the society,
also referred to as "mad dogs" are chasing him out and

Analysis Of Tableau And Incident By Countee Cullen
American history is fraught with racism. Its evolution is depicted in literature through the ages, from journal entries of colonial slavery to novels about
modern–day race relations. Countee Cullen was a black poet alive during the Harlem Renaissance whose poems "Tableau" and "Incident" portray
racism as it was in the early 20th century. Through the use of figurative language and tone, Cullen develops in each poem themes about the effects of
small actions. Figurative language is used effectively, but differently, in each poem. In "Tableau," vivid metaphors and similes are used to
communicate the powerful effects of the friendship between the black boy and the white boy. The way Cullen uses a metaphor to describe the boys'
skin colors as "[t]he golden splendor of the day / [t]he sable pride of night" (Cullen 3–4) tells the reader that although the two are opposites, they are
equal and beautiful in their own way. Imagery is used exclusively in "Incident." Cullen tells the reader that when this scene happens, he was "...eight
and very small / [a]nd he [the white boy] was no whit bigger" (Cullen 5–6). This bit of information explains why being called a derogatory name by
this boy was especially hurtful; someone Cullen considered an equal crudely made it known that the sentiment wasn't shared. Countee Cullen's use of
figurative language in "Tableau" and "Incident" effectively convey to the reader the importance of small details in each poem. The tone in both
"Tableau" and "Incident" is powerful. The reader is impacted by reading each poem, but in different ways. The tone is consistent in "Tableau," with
each stanza fortifying it. The words "[i]n unison" (Cullen 8) create a strong tone, telling the reader that the boys' friendship is solid and can't be
affected by society's rules and judgements. Cullen describes the friendship and its effects as "[t]hat lightning brilliant as a sword / should blaze the path
of thunder" (Cullen 11–12). Their friendship is paving the way to a more equal future. The tone created from these lines is strong and compelling,
solidifying the resolve in the boys' friendship. The tone in "Incident" shifts from being lighthearted and childlike to completely crushing. The rhyme
and meter is

Countee Cullen: The Harlem Renaissance
Harlem Renaissance, the time when African–American starts to make their own culture in America. A lot of artworks are done in this period of time,
authors express their feelings by doing poems. Poets wrote a different kind of poems, a poem about love, struggle, and racial inequality. Countee Cullen
is a famous African–American author, he wrote a lot of poems including "Incident" he said in his line that, "And so I smiled, but he poked out his
tongue, and called me Nigger," his telling how the white was rude to the African–American's. Many of them wrote poems for they believe that poem is
a great art that African–American has, if they can't say what they want verbally they can write it and show it what they feels. The Harlem Renaissance

Analysis Of Heritage By Countee Cullen
Countee Cullen's most notable poem is "Heritage". This poem was written at the high–point of Cullen's career and smack in the middle of the Harlem
Renaissance in 1925, while Cullen attended Harvard. "Heritage" focuses on the "loss of identity" Cullen faced because he had no understanding or
experience of African Culture, since he was raised in a primarily white, Christian environment. Throughout the poem, he asks the question, "What is
Africa to me?", especially in the first stanza, "What is Africa to me:/ Copper sun or scarlet sea,/ Jungle star or jungle track,/ Strong bronzed men, or
regal black,/ Women from whose loins I sprang/ When the birds of Eden sang?/ One three centuries removed/ From the scenes his fathers loved, /Spicy
grove,... Show more content on Helpwriting.net ...
There are hints of such "pagan" ideas in Cullen's poems "Yet Do I Marvel" and "Christ Recrucified." In "Yet Do I Marvel", the speaker reflects
about who God is and what God does. The poem reflects hints of Greek Mythology as well, with the characters of Tantalus and Sisyphus, which can
allude to Cullen's own pagan thoughts(with the reflection of who his own supposed god was and of the multiple possible gods out there). The poem
goes as follows, "I doubt not God is good, well–meaning, kind,/ And did He stoop to quibble could tell why/ The little buried mole continues blind,
/ Why flesh that mirrors Him must some day die,/ Make plain the reason tortured Tantalus/ Is baited by the fickle fruit, declare/ If merely brute caprice
dooms Sisyphus/ To struggle up a never–ending stair./ Inscrutable His ways are, and immune/ To catechism by a mind too strewn/ With petty cares to
slightly understand/ What awful brain compels His awful hand./ Yet do I marvel at this curious thing:/ To make a poet black, and bid him sing!"
Tantalus was a son of Zeus who was thrown out of Olympus and punished for eternity, where he would stand in water and try to reach for fruit
branches, but never to succeed. Sisyphus was a king of Corinth who was punished by Zeus to forever push a boulder uphill. Both characters are
punished by their god, Zeus, and forced to spend eternity attempting to accomplish something that will never be done, much like

Poem Analysis Of Incident By Countee Cullen
"Incident" by Countee Cullen
Countee Cullen used form as well as imagery to help provide an insight into the aspects of the past predominately white culture. His poem "Incident"
shows a small glimpse into the racist cultural of the past. There is no question; this poem tackles the issue of racism directly. Unfortunately, this poem
is still as accurate to today's society as it was when Cullen wrote it in the 20's.
The poem "Incident" is a short narrative poem. It describes an event following a story line. In addition to being a narrative poem this is also a lyrical
poem. This poem, in a way, resembles a song not only because it is written in ballad meter but also because of the emotion shown. In the first half of
the first stanza the speaker

Incident By Countee Cullen Analysis
Racial injustice was a very prominent problem in the 1920's and continued to be for a long time. Two poems by Countee Cullen titled "Tableau" and
"Incident" attempt to change the view on racial issues. The poem "Tableau" tells about two boys who were of different races. These two boys stunned
the town by showing them their friendship. Another poem "Incident" is about a young boy who was excited to go on a trip to Baltimore. This trip was
ruined because all he could remember was a boy around his age calling him a mean racial slur. Both of these poems tried to change racial views at
the time by using figurative language, tone, and theme. By using figurative language the author expresses his views on racial injustice. In "Tableau"
Countee Cullen uses the simile "[t]hat lightning brilliant as a sword / [s]hould blaze the path of thunder" to create a feeling of power. This simile
uses strong words like lightning and thunder to show the change the boys are making. By everyone seeing these boys be friends despite their races.
This hopefully made some people wake up and realize race does not matter. The poem "Incident" by Countee Cullen uses imagery in powerful ways
like "[h]eart–filled, head–filled with glee" to create a sense of cheeriness and later on sorrow. Near the start of the poem a young child is extremly
happy to be traveling to Baltimore. Although, by the end of the poem the kid is upset because all he remembers about his trip was another child calling
him a racial slur.

Summary Of The Poem 'Tableau' By Countee Cullen
While reading Tableau by Countee Cullen, the first thing that got my attention about this poem's language is you can interpret it in two ways. It
can be seen as races uniting but also as homosexuals coming forward in the 1920's. For this paper the focus will be two very distinctive races
coming together, even if the community does not approve it. The overall theme of this poem would be comparing races when bonds are formed in
a segregated community. Back then everything was divided for whites and blacks, for instances schools, jobs, even water fountains. There were
streets where blacks lived and then the street where whites lived on and no one dared to break the rules. Although they were not set law saying they
must have differences, it had become the norm for them. The society itself know there would be consequences for breaking such norms. The first
line, "Locked arm in arm they cross the way", showed a sense of permanence. The form of security from being locked while moving, physically not
being able to penetrate the barrier. With this line, a very vivid image comes to mine, having an unbreakable bond with someone internally no matter
what the external world says. "The black boy and the white", two races being together, particularly a black and a... Show more content on
Helpwriting.net ...
With the word "locked", thoughts that come to mind is being scared. People generally lock their houses, cars, and personal belonging because of the
fear of someone taking it from them. These two boys being locked together, they were scared out of there mind. They had absolutely no idea what
people were going to do to them, better yet what people would take away from them. Of course, having a phone taken or a wallet stolen when they
were not secured is important to someone in our time period today, but back then these two boys did not have much, they could lose their confidence,
stamina, the fight to be together if they are not

Countee Cullen's Poems 'Tableau And' Incident
Countee Cullen was an African poet during the 1900s a period known for its racism. He wrote two famous poems: "Tableau" and "Incident," in which
each poem depicts racial interactions between white and black children. Countee Cullen shows us how racism is wrong in the two poems, with each of
the two themes: the littlest thing can hurt the most, and the importance of friendship is more important than stereotypes. These two themes were
developed throughout the poems by using figurative language and tone. The diction used through each of the poems were similar. Imagery was shown
in both of the poems to show us a detailed picture of how racism was very impactful and awful time. In the poem "Incident" a black child encounters a
white child and

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