In Waldorf schools the beginning of formal language learning, reading, etc. is marked by the introduction of the letters of the alphabet. You might say, “Yes, and what else is new?” But the in-depth treatment of the letters, or sounds, goes far beyond children learning to identify, shape and use the letters for reading and writing. The goal is, through an artistic approach, to touch the children and to have them participate deeply in the experiencing of language.

Each letter becomes like a book in itself. Typically the teacher tells a story in which a certain image within the story, in the form of the particular letter, emerges. On the board there is a colored drawing of, for eg. a MOUNTAIN, a TOWER, a SNAKE, a BEAR or a BUTTERFLY etc., in which the shape of the given letter may be highlighted and identified, within the drawing. Attention is given to the sound of the letter, not its name. We can see the confusion caused by b,c,d,g,t, etc., which really do not ‘rhyme’ except in their name ending. (Bye, bye alphabet song.) Each letter/sound has a distinct quality which the teacher brings out. Contrast a T and an S, for example. Interesting, too, about the neighbors M and N. Bringing the letters through storytelling and the various art forms provides a wonderful impetus for the child to connect with the world of language through their imagination.

It was out of this experience as a teacher that I eventually came to write LMNOP and All the Letters A to Z. I wanted to give children a poetic grounding at the outset of their education. It was so much fun writing LMNOP and there were so many new insights into language to be had from teaching in this way that I wanted to pay it forward.