Classic and Contemporary Poetry: Explained

"Giles Johnson, Ph.D." by Frank Marshall Davis is a succinct yet poignant poem that delivers a sharp critique of the societal and economic structures that fail to value intellectual achievement, particularly for individuals of color. Through the life and demise of Giles Johnson, a highly educated man with "four college degrees," Davis explores themes of racial discrimination, the undervaluing of intellectual labor, and the harsh realities faced by African Americans in the pursuit of education and employment.

The poem introduces Giles Johnson as an individual of exceptional intellect and education, capable of sophisticated discourse in Latin and even able to "cuss in Greek." This description immediately sets Johnson apart, not just for his academic achievements but for the breadth and depth of his knowledge. However, this impressive intellectual repertoire is juxtaposed with his tragic end—starvation. The stark contrast between his academic accomplishments and his inability to secure a livelihood speaks volumes about the societal conditions he navigates.

The reason for Johnson's downfall is twofold: "because he wouldn't teach and he couldn't porter." This line is loaded with social commentary. On one level, it suggests a personal refusal to engage in teaching, possibly hinting at Johnson's desire for a role that fully utilizes his extensive education or perhaps reflecting on the limited opportunities and low valuation for Black educators at the time. On another level, the inability to work as a porter—a job often associated with menial labor and historically one of the few positions available to African Americans—highlights the racial barriers to employment that transcend educational achievements. The juxtaposition of "teach" and "porter" covers the spectrum of employment traditionally accessible or denied to educated Black individuals, underscoring the systemic racism that restricts their professional opportunities.

Davis's use of irony is striking; the very education that should have liberated Johnson becomes a sort of condemnation, illustrating the harsh reality that academic achievements do not shield one from the socio-economic constraints imposed by systemic racism. The poem implicitly critiques a society that allows such a paradox, where a man of Giles Johnson's intellect and education cannot find a means to sustain himself.

Furthermore, "Giles Johnson, Ph.D." reflects broader themes of the Harlem Renaissance, during which it was written, including the exploration of African American identity, the value of Black intellect, and the critique of societal structures that perpetuate racial inequalities. The poem serves as a poignant reminder of the disparities between the ideals of education as a pathway to success and the realities of racial discrimination that obstruct such pathways.

In essence, Frank Marshall Davis’s poem is a powerful commentary on the intersection of race, education, and economic disparity. It challenges readers to reflect on the societal values that prioritize certain types of work over others and the systemic barriers that prevent highly educated individuals, particularly those of color, from realizing their full potential. Through the tragic figure of Giles Johnson, Davis calls attention to the need for a societal reckoning with the structures of racism and inequality that dictate who gets to benefit from their education and who does not.

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