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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。
