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Possibilities by Henry Wadsworth Longfellow

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Longfellow wonders about the fate of all the great poets—the ones who wrote with passion and precision.

Poet
Henry Wadsworth Longfellow
Core theme
Art
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The PoemFull text

Possibilities

Henry Wadsworth Longfellow

Where are the Poets, unto whom belong The Olympian heights; whose singing shafts were sent Straight to the mark, and not from bows half bent, But with the utmost tension of the thong? Where are the stately argosies of song, Whose rushing keels made music as they went Sailing in search of some new continent, With all sail set, and steady winds and strong? Perhaps there lives some dreamy boy, untaught In schools, some graduate of the field or street, Who shall become a master of the art, An admiral sailing the high seas of thought, Fearless and first and steering with his fleet For lands not yet laid down in any chart.

Public domain

Sourced from Project Gutenberg

§01Quick summary

What this poem is about

Longfellow wonders about the fate of all the great poets—the ones who wrote with passion and precision. He then turns the question on its head, envisioning that the next great poet could be an unknown kid wandering the streets today, destined to explore uncharted territory in the future.

§02Themes

Recurring themes

§03Line by line

Stanza by stanza, with notes

  1. Where are the Poets, unto whom belong / The Olympian heights;

    Editor's note

    The opening quatrain expresses a lament hidden within a question. Longfellow calls upon **Olympian heights** — the realm of the Greek gods — to establish a standard for great poetry: something divine, elevated, and beyond the reach of ordinary effort. The **singing shafts** refer to arrows, and the imagery of a bow drawn to its **utmost tension** emphasizes that true poets don’t hold back. He’s grieving the apparent lack of that all-in dedication among the poets of his time.

  2. Where are the stately argosies of song, / Whose rushing keels made music as they went

    Editor's note

    The second quatrain deepens the lament with a fresh metaphor: poetry as a fleet of grand ships (**argosies**) slicing through the water so powerfully that the hulls seem to sing. Their destination is **some new continent** — untapped artistic territory. The details (all sails set, steady winds, strong) build on this idea of boldness and momentum. Longfellow is essentially asking: where are the poets daring enough to venture into truly uncharted waters?

  3. Perhaps there lives some dreamy boy, untaught / In schools, some graduate of the field or street,

    Editor's note

    The sestet shifts from mourning to hope. Longfellow envisions the next great poet not as a refined scholar but as a **dreamy boy** formed by real-life experiences instead of formal schooling. The phrase *graduate of the field or street* subtly makes a democratic point: genius doesn’t need privilege or institutions. This unknown figure remains out there, unrecognized and waiting.

  4. An admiral sailing the high seas of thought, / Fearless and first and steering with his fleet

    Editor's note

    The closing couplet revisits the ship metaphor and elevates the imagined future poet to the status of an **admiral** — more than just a sailor, but a leader of entire fleets of ideas. Longfellow treasures two qualities above all: courage and originality, which he describes as **fearless and first**. The last image of navigating towards **lands not yet laid down in any chart** serves as the poem's emotional high point — genuine art ventures into uncharted territory.

§04Tone & mood

How this poem feels

The tone shifts in two distinct ways. The octave has an elegiac quality mixed with frustration—Longfellow seems like someone looking out at an empty horizon. Then the sestet rises into true optimism, almost excitement. The overall vibe conveys a sense of restless faith: the significant work hasn't been completed yet, but there’s a belief that someone will step up to make it happen.

§05Symbols & metaphors

Symbols & metaphors

Bow drawn to full tension
Shows complete artistic dedication—the distinction between a poet who holds back and one who fully invests in their work. A half-bent bow results in a missed opportunity.
Argosies (tall ships)
Stand in for ambitious, large-scale poetry. The ship is a well-known symbol of daring exploration, and Longfellow uses it to call for poetry that ventures into new territories instead of just navigating familiar waters.
The unmapped chart
Explores the edge of artistic possibility—an area that remains unnamed and unclaimed. It's the realm where genuinely original work exists, outside the boundaries of any established tradition or school.
The dreamy boy
Represents hidden, unacknowledged talent. By portraying him as untrained and self-taught, Longfellow suggests that poetic greatness is accessible to all — it can arise from any background, not solely from prestigious institutions.
Olympian heights
A term for the highest level of poetic achievement, drawing on Greek mythology to set a standard that Longfellow believes modern poets aren't meeting.

§06Form & structure

Form & structure

Meter
iambic pentameter
Rhyme
ABBA ABBA CDE CDE

§07Historical context

Historical context

Longfellow penned this sonnet in the latter half of the nineteenth century, a time when American literature was grappling with its identity. The nation had given rise to figures like Emerson, Whitman, and Poe, yet many writers, including Longfellow, still held their poetry up against the monumental European tradition of Homer, Dante, and Milton. This poem captures that uncertainty: can Americans create truly great poetry, or are the legends all behind us? Ironically, Longfellow was one of the most popular poets in the English-speaking world at the time, which adds an interesting twist to his lament—here's a man questioning "where are the great poets?" who was viewed by millions as one of them. The sonnet form, borrowed from European traditions, reinforces his argument: Longfellow employs an older structure to call for new voices.

§08FAQ

Questions readers ask

It's a sonnet divided into two parts. The first eight lines wonder about the whereabouts of all the truly great, fearless poets. In the final six lines, it suggests that the next great poet is likely an unknown young person today — untrained and unrecognized, yet destined to venture into uncharted artistic territory.

Citation

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MLA

Longfellow, Henry Wadsworth. "Possibilities." Storgy, https://storgy.com/poems/possibilities-henry-wadsworth-longfellow/.

APA

Longfellow, H. W. (n.d.). Possibilities. Storgy. https://storgy.com/poems/possibilities-henry-wadsworth-longfellow/

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