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Chapter VII.
第七章。
The next important step in my education was learning to read.
在我接受教育的過程之中，下一步的學習重點是“閱讀”。
As soon as I could spell a few words my teacher gave me slips of cardboard on which were printed words in raised letters.
每當我拼寫單詞的時候，我的老師就會拿給我一些卡片，這些卡片上面印著凸起的字母。
I quickly learned that each printed word stood for an object, an act, or a quality.
我學得很快，我知道每一個詞語都代表著一種物體，一種行為，或者是一種特質。
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.
我有一個拼寫板，最初，我能在上面拼湊出一些短句。
I found the slips of paper which represented, for example, "doll," "is," "on," "bed" and placed each name on its object;
我發現了那些卡片所代表的含義，比如“doll”，“is”，“on”，“bed”這幾個詞，每一個詞都有其自身對應的物體和形式。
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.
在造句的同時，我也掌握了句子本身的意義和結構。
One day, Miss Sullivan tells me, I pinned the word girl on my pinafore and stood in the wardrobe.
有一天，蘇立文小姐對我說，如果我把“girl”的卡片別在我的圍裙上，然后站在衣櫥里，這句話該怎么說？
On the shelf I arranged the words, is, in, wardrobe. Nothing delighted me so much as this game.
于是，我就在拼寫板上用“is, in, wardrobe”表示出來。再沒有什么比這種游戲更讓我開心的了。
My teacher and I played it for hours at a time.
我和老師每次都一連玩好幾個小時，
Often everything in the room was arranged in object sentences.
屋子里的每一樣東西都被我們當做練習造句用的道具。
From the printed slip it was but a step to the printed book.
逐漸地，我從認字卡片上的字過渡到了看書，
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.
我把自己看做一個“初級讀者”。在書中，我如饑似渴地搜尋著那些我認識的字。一旦發現了這些字，我高興得就像玩了一場捉迷藏游戲。
Thus I began to read.
就這樣，我開始了閱讀生涯。
Of the time when I began to read connected stories I shall speak later.
那時候，我開始讀一些系列故事，后來，我還能把這些故事講出來。
