Introduction: “My Lost Youth” by Henry Wadsworth Longfellow
“My Lost Youth” by Henry Wadsworth Longfellow first appeared in 1858 in his poetry collection The Courtship of Miles Standish and Other Poems. The poem is a nostalgic meditation on the poet’s childhood in Portland, Maine, evoking memories of the “beautiful town / That is seated by the sea” and the fleeting, dreamlike quality of youthful experiences. Through recurring images of sea, ships, and familiar streets, Longfellow captures the sensory and emotional depth of reminiscence. The poem’s refrain—”A boy’s will is the wind’s will, / And the thoughts of youth are long, long thoughts”—quoted from a Lapland song, underscores the central theme of youthful longing and the uncontrollable, wandering nature of young desires. Its popularity lies in this emotional resonance and lyrical beauty, as well as its universal exploration of memory, loss, and the passage of time. The blending of personal history with mythic imagery, such as the “Hesperides of all my boyish dreams,” adds to its enduring appeal and poetic richness.
Text: “My Lost Youth” by Henry Wadsworth Longfellow
Often I think of the beautiful town
That is seated by the sea;
Often in thought go up and down
The pleasant streets of that dear old town,
And my youth comes back to me.
And a verse of a Lapland song
Is haunting my memory still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
I can see the shadowy lines of its trees,
And catch, in sudden gleams,
The sheen of the far-surrounding seas,
And islands that were the Hesperides
Of all my boyish dreams.
And the burden of that old song,
It murmurs and whispers still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
I remember the black wharves and the slips,
And the sea-tides tossing free;
And Spanish sailors with bearded lips,
And the beauty and mystery of the ships,
And the magic of the sea.
And the voice of that wayward song
Is singing and saying still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
I remember the bulwarks by the shore,
And the fort upon the hill;
The sunrise gun, with its hollow roar,
The drum-beat repeated o’er and o’er,
And the bugle wild and shrill.
And the music of that old song
Throbs in my memory still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
I remember the sea-fight far away,
How it thundered o’er the tide!
And the dead captains, as they lay
In their graves, o’erlooking the tranquil bay,
Where they in battle died.
And the sound of that mournful song
Goes through me with a thrill:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
I can see the breezy dome of groves,
The shadows of Deering’s Woods;
And the friendships old and the early loves
Come back with a Sabbath sound, as of doves
In quiet neighborhoods.
And the verse of that sweet old song,
It flutters and murmurs still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
I remember the gleams and glooms that dart
Across the school-boy’s brain;
The song and the silence in the heart,
That in part are prophecies, and in part
Are longings wild and vain.
And the voice of that fitful song
Sings on, and is never still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
There are things of which I may not speak;
There are dreams that cannot die;
There are thoughts that make the strong heart weak,
And bring a pallor into the cheek,
And a mist before the eye.
And the words of that fatal song
Come over me like a chill:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
Strange to me now are the forms I meet
When I visit the dear old town;
But the native air is pure and sweet,
And the trees that o’ershadow each well-known street,
As they balance up and down,
Are singing the beautiful song,
Are sighing and whispering still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
And Deering’s Woods are fresh and fair,
And with joy that is almost pain
My heart goes back to wander there,
And among the dreams of the days that were,
I find my lost youth again.
And the strange and beautiful song,
The groves are repeating it still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
Annotations: “My Lost Youth” by Henry Wadsworth Longfellow
| Stanza | Annotation (Simple English) | Literary Devices |
| 1 | The poet remembers his beautiful hometown by the sea. Thinking of its familiar streets brings back his youth. A line from a Lapland song haunts his memory, showing how youthful thoughts are free and deep. | Imagery, Repetition, Personification, Allusion, Anaphora |
| 2 | He sees the outlines of trees, glimpses of the sea, and magical islands from childhood dreams. The same old song still whispers to him. | Imagery, Allusion (Hesperides), Symbolism, Refrain |
| 3 | He recalls the docks, the open sea, foreign sailors, mysterious ships, and the magic of the ocean. The same wayward song keeps echoing. | Imagery, Enjambment, Refrain, Alliteration |
| 4 | He remembers the coastal defenses, a fort, the roar of a sunrise gun, and military music. The song of youth still throbs in his memory. | Imagery, Onomatopoeia, Alliteration, Refrain |
| 5 | He remembers a faraway naval battle and the fallen captains buried by the bay. The sad song still gives him chills. | Contrast, Imagery, Tone (mournful), Refrain |
| 6 | He sees the groves of Deering’s Woods and remembers old friends and young love, like the peaceful sound of doves. The sweet song murmurs on. | Imagery, Simile, Symbolism, Refrain |
| 7 | He reflects on the thoughts and emotions of school life, some full of dreams, others of wild desires. The shifting song keeps singing. | Juxtaposition, Metaphor, Refrain, Alliteration |
| 8 | Some feelings are too deep to express. They make him weak and emotional. The song returns like a chill. | Anaphora, Tone (melancholy), Metaphor, Refrain |
| 9 | When he visits his old town, the people seem unfamiliar, but the air and trees are the same and still sing the old song. | Contrast, Personification, Imagery, Refrain |
| 10 | In Deering’s Woods, he feels joyful in a way that almost hurts. Among dreams and memories, he finds his lost youth again. | Paradox, Symbolism, Imagery, Refrain |
Literary And Poetic Devices: “My Lost Youth” by Henry Wadsworth Longfellow
| Device | Example from the Poem | Explanation |
| Alliteration | “Spanish sailors with bearded lips” | Repetition of initial consonant sounds to create rhythm or mood. |
| Allusion | “Islands that were the Hesperides” | A reference to Greek mythology, evoking magical childhood dreams. |
| Anaphora | “I remember… I remember…” | Repetition of a word or phrase at the beginning of successive lines for emphasis. |
| Assonance | “dreams of the days that were” | Repetition of vowel sounds in close proximity to enhance musical quality. |
| Contrast | “Strange to me now are the forms I meet / When I visit the dear old town” | Highlights the change between past and present, deepening nostalgia. |
| Enjambment | “And the beauty and mystery of the ships, / And the magic of the sea.” | A poetic technique where a sentence continues beyond the line break. |
| Imagery | “The sheen of the far-surrounding seas” | Vivid sensory language that paints mental pictures for the reader. |
| Metaphor | “The song and the silence in the heart” | A direct comparison suggesting inner emotional conflict. |
| Onomatopoeia | “The sunrise gun, with its hollow roar” | Words that imitate natural sounds to enhance the sensory effect. |
| Paradox | “With joy that is almost pain” | A seemingly contradictory statement that reveals a deeper truth. |
| Personification | “The trees… / Are sighing and whispering still” | Giving human qualities to non-human elements to evoke emotion. |
| Refrain | “A boy’s will is the wind’s will, / And the thoughts of youth are long, long thoughts.” | A repeated line that reinforces the central theme of youthful longing. |
| Repetition | “And my youth comes back to me.” (repeated imagery and ideas) | Used to emphasize emotional significance and thematic unity. |
| Rhyme | “sea / me” ; “still / will” | End rhymes that contribute to the musical flow and structure of the poem. |
| Romanticism | Throughout the poem | Emphasis on emotion, memory, nature, and the individual’s inner world. |
| Simile | “Come back with a Sabbath sound, as of doves” | A comparison using “as” to describe peaceful and pure memories. |
| Symbolism | “The sea, the ships, the song” | These elements symbolize adventure, mystery, and nostalgia. |
| Tone (melancholy) | “There are dreams that cannot die” | The emotional quality of the poem is sad and reflective. |
| Juxtaposition | “The song and the silence in the heart” | Placing contrasting ideas side by side to highlight emotional complexity. |
| Voice | “Often I think of the beautiful town…” | The personal and reflective narrative voice conveys deep introspection. |
Themes: “My Lost Youth” by Henry Wadsworth Longfellow
- “My Lost Youth” explores the theme of nostalgia and the irrecoverable past.
The poem is rooted in a longing for the simplicity and wonder of childhood, set against the backdrop of the poet’s hometown by the sea. The lines “Often I think of the beautiful town / That is seated by the sea” immediately evoke a tone of wistful remembrance. Longfellow recalls vivid images such as “the sheen of the far-surrounding seas” and “the magic of the sea,” which bring back the emotions and atmosphere of his boyhood. The refrain—”A boy’s will is the wind’s will, / And the thoughts of youth are long, long thoughts”—highlights the fleeting, uncontrollable nature of youth, emphasizing how deeply it lingers in memory yet remains forever out of reach.
- “My Lost Youth” emphasizes the power and persistence of memory.
Throughout the poem, memory emerges not just as recollection but as a vivid and active presence. The poet describes scenes like “the black wharves and the slips” and “the fort upon the hill,” capturing the sensory details that remain with him over time. The recurring refrain—”And the thoughts of youth are long, long thoughts”—serves as a haunting echo of his younger days, reinforcing how memory continues to shape the speaker’s emotional life. Even as the town changes and its people become unfamiliar, the trees and streets “are sighing and whispering still,” demonstrating how certain memories remain alive, preserving the emotional truth of the past.
- “My Lost Youth” reflects on the transience of youth and innocence.
The poem mourns the loss of youthful freedom and simplicity, portraying them as both beautiful and unattainable. The refrain’s line—”A boy’s will is the wind’s will”—suggests how easily young desires shift and drift, unanchored by responsibility. Yet, as the speaker revisits familiar places, the joy of memory becomes bittersweet. When he says, “with joy that is almost pain / My heart goes back to wander there,” he reveals the emotional cost of remembering what can no longer be reclaimed. Youth, in the poem, is not just a time of life but a state of being that fades irreversibly, leaving behind only echoes and dreams۔
- “My Lost Youth” interweaves personal and historical memory.
Longfellow connects his individual experiences to broader historical events, suggesting that one’s identity is shaped by both personal and collective memory. He recalls “the sea-fight far away” and the “dead captains” who rest by the bay, linking his childhood memories with national history and local legend. The presence of “Spanish sailors” and the military music in the streets further grounds his personal past in the historical and cultural setting of Portland, Maine. These details reveal that memory is not isolated or purely internal—it is embedded in place, people, and events that contribute to one’s sense of belonging and understanding of the world.
Literary Theories and “My Lost Youth” by Henry Wadsworth Longfellow
| Literary Theory | Application to “My Lost Youth” | References from the Poem |
| Psychoanalytic Theory | This theory focuses on memory, the unconscious, and internal emotional conflict. The poem explores the speaker’s deep longing for childhood, suggesting a psychological return to a time of innocence and emotional safety. The tension between desire and loss reflects Freudian ideas of repression and longing. | “There are dreams that cannot die”; “There are thoughts that make the strong heart weak”; “And among the dreams of the days that were, / I find my lost youth again.” |
| Romanticism | Romanticism values emotion, nature, nostalgia, and personal reflection—all of which define this poem. The poem idealizes the speaker’s youth and the natural beauty of his hometown, while emphasizing emotional depth and imagination. | “The sheen of the far-surrounding seas”; “The breezy dome of groves”; “With joy that is almost pain.” |
| New Historicism | This theory examines literature within its historical and cultural context. The poem reflects 19th-century American identity, maritime culture, and the impact of national history on personal memory. Longfellow’s references to sea battles and foreign sailors link personal memory with public history. | “The sea-fight far away”; “Spanish sailors with bearded lips”; “And the dead captains… o’erlooking the tranquil bay.” |
| Reader-Response Theory | This approach emphasizes how the reader interprets the emotional and thematic content. Each reader may relate differently to themes of lost youth, memory, and personal change, making the poem emotionally resonant across generations. | The recurring refrain: “A boy’s will is the wind’s will, / And the thoughts of youth are long, long thoughts.” invites the reader to reflect on their own experiences of youth and longing. |
Critical Questions about “My Lost Youth” by Henry Wadsworth Longfellow
1. How does Longfellow use the refrain to reinforce the central theme of the poem?
“My Lost Youth” by Henry Wadsworth Longfellow uses the recurring refrain—”A boy’s will is the wind’s will, / And the thoughts of youth are long, long thoughts”—as a powerful thematic device that echoes the speaker’s emotional journey throughout the poem. The refrain emphasizes the unrestrained and imaginative nature of youth, suggesting that young minds are driven by unpredictable desires and deep reflections. By repeating this line at the end of each stanza, Longfellow reinforces the emotional resonance of nostalgia and the longing for a time when life felt limitless and dreamlike. The refrain becomes a symbolic bridge between memory and reflection, tying together the varied images of the speaker’s childhood with the universal experience of growing older and looking back.
2. In what ways does Longfellow merge personal memory with collective history in the poem?
“My Lost Youth” by Henry Wadsworth Longfellow blends the poet’s personal recollections with broader historical references to show how individual identity is deeply intertwined with collective memory. While the poem is rooted in the speaker’s boyhood in Portland, Maine, it references events like “the sea-fight far away” and “the dead captains… o’erlooking the tranquil bay,” which connect personal nostalgia to national and local history. These moments reveal how memory is not merely a private experience but also a reflection of a shared cultural heritage. The presence of “Spanish sailors” and maritime imagery connects the speaker’s emotional landscape with the historical and economic life of the coastal town, demonstrating that the past is shaped by both inner feelings and external events.
3. What role does nature play in evoking the speaker’s memories and emotions?
“My Lost Youth” by Henry Wadsworth Longfellow presents nature as a vital medium through which memories are recalled and emotions are stirred. The imagery of “the sheen of the far-surrounding seas,” “Deering’s Woods,” and “the breezy dome of groves” reflects the beauty and innocence of the poet’s childhood. These natural elements are more than scenic details—they serve as emotional anchors that preserve the speaker’s youthful wonder. Nature is personified in lines such as “the trees… are sighing and whispering still,” suggesting that it participates in the act of remembrance. Longfellow uses nature not only to set the scene but to reflect the constancy of memory amidst the changes of life, showing how the physical world remains connected to the inner emotional landscape.
4. How does the poem reflect the tension between change and permanence?
“My Lost Youth” by Henry Wadsworth Longfellow explores the poignant contrast between the changing world and the permanence of memory. The speaker notes how “Strange to me now are the forms I meet / When I visit the dear old town,” highlighting how time alters people and places. Yet, elements like “the native air” and the “trees that o’ershadow each well-known street” remain unchanged, symbolizing stability amidst change. The constant repetition of the refrain—”A boy’s will is the wind’s will…”—mirrors this duality, acting as a fixed element in a world of shifting experiences. Longfellow thus illustrates how, while external circumstances evolve, certain emotional truths and inner recollections endure, offering comfort and continuity in the face of life’s inevitable transformations.
Literary Works Similar to “My Lost Youth” by Henry Wadsworth Longfellow
- “Fern Hill” by Dylan Thomas
Like “My Lost Youth,” this poem reflects on the fleeting nature of childhood and the deep nostalgia that accompanies its loss. - “Ode: Intimations of Immortality” by William Wordsworth
This poem explores how the innocence and wonder of youth fade with age, a central theme also present in Longfellow’s work. - “Tears, Idle Tears” by Alfred Lord Tennyson
Tennyson’s meditation on the sadness of remembering the past resonates with the melancholic longing found in “My Lost Youth.” - “The Prelude” (extracts) by William Wordsworth
This autobiographical poem mirrors Longfellow’s use of personal memory and nature to reconstruct the emotional landscape of youth. - “The Children’s Hour” by Henry Wadsworth Longfellow
Written by the same poet, this poem also celebrates childhood and family affection, capturing the fleeting beauty of youthful moments.
Representative Quotations of “My Lost Youth” by Henry Wadsworth Longfellow
| Quotation | Context | Theoretical Perspective |
| “Often I think of the beautiful town / That is seated by the sea;” | The speaker begins his nostalgic journey by recalling his hometown, setting the emotional and geographical tone. | Romanticism |
| “And my youth comes back to me.” | Memory vividly brings back the emotional experience of childhood. | Psychoanalytic Theory |
| “A boy’s will is the wind’s will, / And the thoughts of youth are long, long thoughts.” | Refrain repeated throughout the poem, symbolizing the restlessness and depth of youthful longing. | Reader-Response Theory |
| “And islands that were the Hesperides / Of all my boyish dreams.” | Childhood imagination is mythologized through allusion to Greek mythology. | Myth Criticism / Romanticism |
| “The beauty and mystery of the ships, / And the magic of the sea.” | The sea and ships represent wonder and freedom associated with youth. | Symbolism / Romanticism |
| “The drum-beat repeated o’er and o’er, / And the bugle wild and shrill.” | Evokes the martial soundscape of the poet’s youth, blending history with personal memory. | New Historicism |
| “The dead captains, as they lay / In their graves, o’erlooking the tranquil bay,” | Introduces a solemn tone and links personal recollection to collective national history. | New Historicism / Cultural Memory Studies |
| “The friendships old and the early loves / Come back with a Sabbath sound, as of doves” | Memory brings back innocent love and peaceful relationships from youth. | Psychoanalytic Theory / Romanticism |
| “There are dreams that cannot die; / There are thoughts that make the strong heart weak,” | Memory has a powerful, emotional, and even overwhelming influence. | Psychoanalytic Theory |
| “And among the dreams of the days that were, / I find my lost youth again.” | Concludes with a bittersweet acceptance of memory’s power to resurrect the emotional essence of youth. | Reader-Response Theory / Romanticism |
Suggested Readings: “My Lost Youth” by Henry Wadsworth Longfellow
- Longfellow, Henry Wadsworth. Henry Wadsworth Longfellow: Poems & Other Writings (LOA# 118). Vol. 118. Library of America, 2000.
- Cox, James M. “Longfellow and His Cross of Snow.” PMLA, vol. 75, no. 1, 1960, pp. 97–100. JSTOR, https://doi.org/10.2307/460431. Accessed 22 Mar. 2025.
- STREET, ANNIE M. “HENRY WADSWORTH LONGFELLOW.” The Journal of Education, vol. 65, no. 4 (1614), 1907, pp. 91–92. JSTOR, http://www.jstor.org/stable/42809853. Accessed 22 Mar. 2025.
- Gartner, Matthew. “Poetry Lessons: Longfellow’s Cultivation of a Readership.” Studies in Popular Culture, vol. 28, no. 2, 2005, pp. 49–75. JSTOR, http://www.jstor.org/stable/41970431. Accessed 22 Mar. 2025.