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Langston HughesA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
“Me and the Mule” is separated into two stanzas of four lines each. The poem has a rhyme scheme of abcb aded. Although the poem does not use a formal meter, there are key differences between the rhythm of the first and second stanzas.
The first stanza’s metrical units are longer, with between six and eight beats per line. Only the first line of the first stanza contains a shorter syllabic count (of three beats.) The second stanza has a faster rhythm, with shorter beats and fewer syllables per line. Two of the lines come in at five beats, and another finishes with six beats. The final line of the poem metrically echoes the first, with only three words containing one syllable each.
The form and meter of “Me and the Mule” underscore the poem’s two themes. The first stanza introduces the poem’s central metaphor and providing description of the racial inequality, stereotyping, and loss of identity suffered by the speaker. Its lines are longer and its rhythm is slower, with an array of downbeats providing a sense of downward, falling momentum. By contrast, the second stanza—which sounds a note of rebellion, self-assertion, and a reclaiming of power—is more upbeat in rhythm.
The poem revolves around the central, framing metaphor of the mule. The mule is a weighty symbol, appearing twice in the text of the poem and also in the title, where it is given precedence nearly equal to that of the speaker. At the beginning of the poem, the mule is clearly established as a stupid animal, with “a grin on his face” (Line 2) despite being used and abused. The third and fourth lines (“He's been a mule so long / He's forgotten about his race”) clarify that the metaphor is a comment on the injustices of racism. The second stanza changes the metaphor again, now using the mule as a symbol of resistance and strength. Rather than a negative stereotype for Black laborers, the mule becomes a metaphor for regaining one’s power and assertiveness, and demanding inclusive, fair treatment.
The diction, or word choice, of “Me and the Mule” represents of Hughes’s affiliation with Jazz poetry. Although the vocabulary used in the poem is simple, its combinations of sounds create a powerful rhythm and characterize the speaker through colloquialism, attaching him firmly to a specific time and place. Sometimes, the use of slang and dialect is a way to build connection—when the speaker describes his mule with the casual elision of “He's gota grin” (Line 2), he is conveying an amiability and warmth toward the animal that shows readers that the two are emotionally entangled even before the poem clarifies the connection. Later, when the speaker proclaims his newfound sense of sense: “—and don't give a damn!” (Line 6) the casual diction is a rejection of socially accepted racism and prejudice. Similarly, the loose grammatical construction of the poem’s order to readers—“You got to take me” (Line 7)—indicates that the speaker has accepted himself as he is, the very thing he is commanding his readers to do.
Hughes’s use of simple, clean diction and shortened grammatical forms also emphasize rhythm. The short, sometimes truncated words with occasional end-rhymes demonstrate the oral quality of Hughes’s work. Because many of Hughes’s poems were originally intended to be recited aloud or sung with musical accompaniment, many of the lines are written specifically to enhance sound within the poem.
By Langston Hughes
African American Literature
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American Literature
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Books About Race in America
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Books on U.S. History
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Civil Rights & Jim Crow
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Contemporary Books on Social Justice
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Diverse Voices (High School)
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Diverse Voices (Middle Grade)
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Equality
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Harlem Renaissance
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Poetry: Perseverance
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Pride & Shame
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Short Poems
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