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第七章。
The
next
important
step
in
my
education
was
learning
to
read.
在我接受教育的过程之中，下一步的学习重点是“阅读”。
As
soon
as
I
could
spell
a
few
words
my
teacher
gave
me
slips
of
cardboard
on
which
were
printed
words
in
raised
letters.
每当我拼写单词的时候，我的老师就会拿给我一些卡片，这些卡片上面印着凸起的字母。
I
quickly
learned
that
each
printed
word
stood
for
an
object,
an
act,
or
a
quality.
我学得很快，我知道每一个词语都代表着一种物体，一种行为，或者是一种特质。
I
had
a
frame
in
which
I
could
arrange
the
words
in
little
sentences;
but
before
I
ever
put
sentences
in
the
frame
I
used
to
make
them
in
objects.
我有一个拼写板，最初，我能在上面拼凑出一些短句。
I
found
the
slips
of
paper
which
represented,
for
example, "
doll," "
is," "
on," "
bed"
and
placed
each
name
on
its
object;
我发现了那些卡片所代表的含义，比如“
doll”，“
is”，“
on”，“
bed”这几个词，每一个词都有其自身对应的物体和形式。
then
I
put
my
doll
on
the
bed
with
the
words
is,
on,
bed
arranged
beside
the
doll,
thus
making
a
sentence
of
the
words,
于是，我就用“
is,
on,
bed”表示把洋娃娃放在床上。
and
at
the
same
time
carrying
out
the
idea
of
the
sentence
with
the
things
themselves.
在造句的同时，我也掌握了句子本身的意义和结构。
One
day,
Miss
Sullivan
tells
me,
I
pinned
the
word
girl
on
my
pinafore
and
stood
in
the
wardrobe.
有一天，苏立文小姐对我说，如果我把“
girl”的卡片别在我的围裙上，然后站在衣橱里，这句话该怎么说？
On
the
shelf
I
arranged
the
words,
is,
in,
wardrobe.
Nothing
delighted
me
so
much
as
this
game.
于是，我就在拼写板上用“
is,
in,
wardrobe”表示出来。再没有什么比这种游戏更让我开心的了。
My
teacher
and
I
played
it
for
hours
at
a
time.
我和老师每次都一连玩好几个小时，
Often
everything
in
the
room
was
arranged
in
object
sentences.
屋子里的每一样东西都被我们当做练习造句用的道具。
From
the
printed
slip
it
was
but
a
step
to
the
printed
book.
逐渐地，我从认字卡片上的字过渡到了看书，
I
took
my
"
Reader
for
Beginners"
and
hunted
for
the
words
I
knew;
when
I
found
them
my
joy
was
like
that
of
a
game
of
hide-
and-
seek.
我把自己看做一个“初级读者”。在书中，我如饥似渴地搜寻着那些我认识的字。一旦发现了这些字，我高兴得就像玩了一场捉迷藏游戏。
Thus
I
began
to
read.
就这样，我开始了阅读生涯。
Of
the
time
when
I
began
to
read
connected
stories
I
shall
speak
later.
那时候，我开始读一些系列故事，后来，我还能把这些故事讲出来。
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