As two leading figures in what is today considered the Harlem Renaissance, Langston Hughes and Countee Cullen served voice to a previously voiceless population. Their poetry speaks of the ongoing struggles that an African American goes through and the efforts required to simply survive in such a discriminatory society. However, although they were poets with similar aims, their methods employed differed considerably; Hughes and Cullen approach the field of poetry from two very different angles. Even though Hughes and Cullen differ in their choice of speaker and audience, their fundamental concepts of struggle, a flawed society, and a wise and complex narrator remain common. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Should Not Be Banned"? Get the original essay As blacks in 1920s America, Hughes and Cullen faced widespread discrimination (and, at the same time, 'time, socially acceptable). These circumstances provided the main themes for much of their poetry, inspiring them to write about the daily battles of life as a second-class citizen. The theme of rising above struggle is found in the works of both authors. In the poem “Mother to Son” by Langston Hughes, the narrator explains to her son that even though the stairs may be unstable and dark, he must continue to climb and follow her. Symbolically, the narrator tells her son that even though life is full of setbacks for them, they must continue to persevere. A similar theme, of finding strength and perseverance, is apparent in Cullen's poem "Incident." In this text, the narrator remembers a time when he was called a "nigger" while in Baltimore. However, before receiving this insult, the narrator describes himself as “his heart full, his head full of joy” (2). Like Hughes' ever-climbing narrator, the narrator of "Incident" finds light happiness despite living in a world of discrimination. We find this positivity in Cullen’s “Yet Do I Marvel”. Even though the narrator describes the frustrating struggle of an "endless staircase" (symbolism reminiscent of the stairs found in Hughes's "From Mother to Son"), he nevertheless expresses a jovial tone in this dilemma: "Yet I marvel at this curious thing. : / Blacken a poet and make him sing! (13-14). Cullen and Hughes repeatedly express their resilience in the face of racism through their poetry. Although both poets write about the discrimination surrounding them, it is worth noting that neither author directly names the "white man" as the cause. The fault lies rather with a more vague and general perception of society and the world in which they live. This is evident in Hughes' work "I, Too". When the narrator is sent to the kitchen to eat, the sender is simply described by the pronoun "they". Although the narrator is presumably a victim of white supremacy, the poem never specifically refers to them as white. Cullen uses a similar approach. In “Yet Do I Marvel,” God himself is blamed for the black poet's tragic fate, rather than the work of white men. Additionally, "Incident" describes the perpetrator of the racial slur simply as a "Baltimorean", rather than identifying his race. In these three works, Hughes and Cullen speak to a broader cause of discrimination, rather than just the white people around them. The poets allude to a racism deeper than the simple words and actions of which they are victims; rather, they are victims of an entire social system which transformsindividuals like “Baltimoreans” into virulent racists. Hughes and Cullen recognize that discrimination does not begin and end with how they are treated; it is woven into the fabric of American culture and its reach is far greater than that of those who participate in it. A final commonality shared between the works of Hughes and Cullen is the recurring complexity and development of the narrator. Both authors give depth and character to the voices that recount their experiences. They are more than actors in a discriminating world; these are individuals whose past has established who they are today. In Hughes' poem "The Negro Speaks of Rivers," the narrator describes a wide range of dramatic experiences, from building the pyramids to observing Abe Lincoln traveling the Mississippi River. Although these statements are metaphorical in nature (which will be examined in more detail later in this analysis), they give the reader a sense of the accumulated wisdom of the narrator. The recurring phrase “My soul has deepened like rivers” confirms the connection between past experiences and personal development. Similar self-exploration is found in Cullen's "Heritage," in which the narrator explores his feelings toward his African ancestors. Even though he feels removed from the jungles of Africa and a culture that seems as foreign to him as to any white man, the narrator still feels a certain sense of obligation to care and be proud of his legacy. This character is given a fully developed personality, filled with guilt, conflict and curiosity. Both Hughes and Cullen give depth to their narrators, revealing that they are individuals shaped by their past experiences. Despite the similarities in content and thematic developments, the works of Hughes and Cullen differ greatly in their stylistic elements. While Hughes shapes his work around a general idea that fits the archetype of the African American, Cullen works from specific personal experiences. Hughes feels compelled to speak on behalf of a previously unknown population. Her stories are applicable to the entire black population, speaking to experiences that are vast and cannot be experienced as an individual in a literal sense. This is found in “The Negro Speaks of Rivers,” where Hughes writes: “I bathed in the Euphrates when the dawn was young. / I built my cabin near the Congo and it put me to sleep” (5-6). It is safe to assume that the narrator has not literally had these experiences personally, but rather is speaking about the experiences of the black archetype. If the man who built the pyramids is not the one who saw Abe Lincoln visit New Orleans, they are men from the black community to whom the poet seeks to offer a voice. Hughes generalizes to give a broad application of his poems to the real experiences of black Americans. Not wanting to exclude his community by speaking only about his personal experiences, Hughes offers himself as an archetypal voice of black life. In contrast is Cullen's work, which consistently tells specific stories of personal experiences. Cullen also sought to be a voice for the black community, but he believed this could be achieved by telling his individual stories. For example, “Incident” tells the story of a man who is called a “nigger” while in Baltimore. Although it was a specific experience, it was one that most black Americans of the time could relate to. Both Hughes and Cullen seek to identify with the black community, and yet two very different approaches are.