The article examines the didactic dimension of Henry Wadsworth Longfellow’s poetry, one of the most influential American poets of the nineteenth century whose work combines artistic expressiveness with a strong educational purpose. The aim of the study to identify the specific features of Longfellow’s didactic method and to determine its role in shaping the moral and cultural values of American society. The research applies a comprehensive methodological approach that includes literary analysis, comparative methods, a historical-cultural framework, and the use of critical sources. An analysis of the key works (A Psalm of Life, The village Blacksmith, Paul Revere’s Ride) shows that Longfellow’s didacticism becomes seen through moral instruction, the recognition of social and labor values, the construction of national memory, and the creation of cultural symbols. Longfellow reveals himself as a teacher and cultural mediator who uses poetic language to teach readers and strengthen American identity.