The Annotated Edition
By Jens Immanuel Baggesen by Henry Wadsworth Longfellow
This poem captures a grown man reflecting on his childhood, filled with both joy and sadness as he remembers the simplicity and magic of his early years.
- Core theme
- Childhood
Study actions
§01Quick summary
What this poem is about
§02Themes
Recurring themes
§03Line by line
Stanza by stanza, with notes
There was a time when I was very small, / When my whole frame was but an ell in height;
Editor's note
The speaker starts by transporting us back in time. An *ell* was an old measurement unit, measuring anywhere from about 18 to 45 inches depending on the country. So, when he says his entire body was just an ell tall, it paints a vivid, almost humorous picture of his small stature. The tears he sheds in remembrance are sweet — more nostalgic than sorrowful, at least for now.
I sported in my tender mother's arms, / And rode a-horseback on best father's knee;
Editor's note
Pure domestic warmth: the child playing in his mother's arms and bouncing on his father's knee. The word *sported* simply means played. The key line is the last one — gold, Greek (which suggests difficult learning), love, and worry were all equally unfamiliar to him. The world hadn't complicated itself yet.
Then seemed to me this world far less in size, / Likewise it seemed to me less wicked far;
Editor's note
A beautiful paradox: the world seemed *smaller* when he was a child, yet it also felt more innocent and manageable. The stars appeared as tiny points of light he could almost touch, and he genuinely wanted to fly up and catch one. That kind of literal, physical dreaming is the essence of childhood imagination.
I saw the moon behind the island fade, / And thought, 'Oh, were I on that island there,
Editor's note
The child watches the moon fade behind an island and dreams that if he could just *get there*, he might uncover the moon's secrets — what it's made of and how large it truly is. This reflects the thinking of a child who hasn't yet grasped that some things are simply beyond reach. The wonder in this moment is entirely sincere.
Wondering, I saw God's sun, through western skies, / Sink in the ocean's golden lap at night,
Editor's note
The sunset and sunrise evoke the same sense of wonder as if they were being witnessed for the first time each time. The phrase *ocean's golden lap* paints a gentle, almost nurturing picture—like the ocean holding the sun. The child doesn't grasp how the sun sets and then rises again, but that mystery brings him joy instead of frustration.
And thought of God, the gracious Heavenly Father, / Who made me, and that lovely sun on high,
Editor's note
The child's reaction to natural wonder is immediate and instinctive: it all leads back to God. The stars are seen as pearls that God scattered across the sky with His hand — a simple, almost homey image of creation. In this context, faith isn't about doctrine; it's simply the child's natural way of understanding beauty.
With childish reverence, my young lips did say / The prayer my pious mother taught to me:
Editor's note
The prayer the mother taught him is straightforward and heartfelt: be wise, be good, follow God. The term *childish* isn’t meant to belittle — it signifies sincere, unfiltered reverence. The mother acts as a bridge to faith, connecting back to the warmth expressed in the opening stanzas.
So prayed I for my father and my mother, / And for my sister, and for all the town;
Editor's note
The child's circle of prayer grows wider: first his family, then the entire town, and even the old beggar he hardly knows. He may not know the king, but he still prays for the weary, sighing beggar. This reflects a sense of innocence and equality — the child shows compassion without any social distinctions.
They perished, the blithe days of boyhood perished, / And all the gladness, all the peace I knew!
Editor's note
The poem takes a sudden emotional turn. The repeated use of *perished* drives the sense of loss home. Everything — the wonder, the peace, the simplicity — has vanished. What remains for the adult is just memory, and the final plea to God feels raw: don’t take that from me too. This reframes the entire poem as a desperate act of preservation.
§04Tone & mood
How this poem feels
§05Symbols & metaphors
Symbols & metaphors
- The moon behind the island
- Represents the mysteries of the world that childhood makes feel *almost* within reach. A child truly believes that reaching the island would unveil the moon — a symbol of innocent, literal-minded wonder.
- The sun setting and rising
- Represents the natural cycle that the child sees as miraculous instead of ordinary. It subtly hints at the poem's theme of time passing—the sun continues its journey, but the speaker's childhood is gone for good.
- Pearls of heaven
- The stars are likened to pearls that fell from God's hand. This imagery makes the cosmos feel more personal and crafted, capturing the child's belief that the universe was created with love and attention.
- The prayer
- The mother's prayer symbolizes the faith passed down through generations and the connection between parent and child. It also reflects the straightforward morals of childhood — be wise, be good — before life adds layers of complexity to those ideals.
- The bent beggar
- A figure marked by age, hardship, and social neglect. The child prays for him despite not knowing him, reflecting the pure compassion that comes with youth — a compassion that the adult speaker quietly laments having lost.
- Memory
- By the final stanza, memory emerges as the poem's key symbol — the last remnant of a world that has disappeared. The speaker's anxiety about losing it makes it seem like the only barrier between him and total emptiness.
§06Form & structure
Form & structure
- Meter
- iambic pentameter
- Rhyme
- ABAB CDCD EFEF GHGH IJIJ KLKL MNMN OPOP QRQR
§07Historical context
Historical context
§08FAQ
Questions readers ask
Who actually wrote this poem — Longfellow or Baggesen?
Baggesen originally wrote the poem in Danish or German, and Longfellow translated it into English. The title By Jens Immanuel Baggesen clearly shows that Longfellow is acknowledging the original author. Consider Longfellow as a talented interpreter rather than the original voice.
What does 'an ell in height' mean?
An ell was an old measurement used throughout Europe, roughly the length of a forearm—somewhere between 18 and 45 inches, depending on the country. The speaker is simply noting that he was quite small, and using this outdated unit adds a playful, vintage touch to the line.
What is the main theme of the poem?
The central theme is the loss of childhood — particularly the wonder, innocence, and peace that came with it. The poem goes beyond mourning people or places; it laments an entire way of experiencing the world that adulthood shuts down.
Why does the speaker cry when he remembers his childhood?
He says the tears are sweet ones—they fall with delight, not just from sorrow. It's that special ache of nostalgia: the memory is lovely, but the reality that it's just a memory stings. By the end of the poem, the grief ultimately outweighs the sweetness.
What does the final stanza mean?
The speaker reveals that his childhood days have vanished entirely — the joy, the peace, all of it gone. What remains is just the memory of those times, and his last plea to God is not to strip even that away. It's a raw, urgent conclusion that reshapes everything prior as a struggle to hold onto the past.
Why does the child pray for the beggar even though he doesn't know him?
That's exactly the point. The child doesn't see a difference between the people he loves and an elderly stranger sighing on the street. His compassion comes naturally and without fuss. The adult speaker reflects on this quality as something that has faded over time.
Is this poem religious?
Faith is woven throughout, but this isn't a doctrinal or theological poem. God is seen through the child's eyes: as the creator of sunsets and stars, and as the one who hears a simple bedtime prayer. Here, religion blends seamlessly with wonder and the mother who shared that prayer — it's intimate and heartfelt rather than formal.
What poetic form does the poem use?
The poem consists of quatrains—four-line stanzas—following an ABAB rhyme scheme. The meter is mostly iambic pentameter, but Longfellow (sticking to the original) permits some variations. This consistent structure reflects the orderly and secure world of the child, making the eventual collapse even more shocking.
Citation
Cite this poem
MLA
Longfellow, Henry Wadsworth. "By Jens Immanuel Baggesen." Storgy, https://storgy.com/poems/by-jens-immanuel-baggesen-henry-wadsworth-longfellow/.
APA
Longfellow, H. W. (n.d.). By jens immanuel baggesen. Storgy. https://storgy.com/poems/by-jens-immanuel-baggesen-henry-wadsworth-longfellow/
Row A — Thesis
1 ptIn his translation of Baggesen's lyric, Longfellow constructs childhood not as a paradise simply lost but as a moral and perceptual education whose residue — wonder, prayer, and the instinct toward God — the speaker pleads not to be …
- Row B — Evidence + Commentary4 pts
- Row C — Sophistication1 pt
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Available on any Storgy plan — model paragraphs, band callouts, and common student errors for every poem.
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Teaching materials and reference tools prepared for this poem.
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