t important step in my education o read.

    As soon as I could spell a feeaced ters. I quickly learned t eaced ood for an object, an act, or a quality. I tle sentences; but before I ever put sentences in to make ts. I found ted, for example, quot;doll,quot; quot;is,quot; quot;on,quot; quot;bedquot; and placed eacs object; t my doll on tence of t time carrying out tence hemselves.

    One day, Miss Sullivan tells me, I pinned tood in ted me so muceac for  a time. Often everyt sentences.

    From ted slip it  a step to ted book. I took my quot;Reader for Beginnersquot; and ed for t of a game of o read.

    Of time ed stories I ser.

    For a long time I udied most earnestly it seemed more like play taugrated by a beautiful story or a poem. ed or interested me salked it over  as if stle girl  many cions, is to-day one of my most precious memories.

    I cannot explain t  of long association o ty for description. S quickly over uninteresting details, and never nagged me ions to see if I remembered terdays lesson. Sroduced dry tecies of science little by little, making every subject so real t I could not  saught.

    e read and studied out of doors, preferring t o the perfume of wild grapes.

    Seated in tulip tree, I learned to t everytion. quot;taug; Indeed, everyt could  in my education-noisy-ted frogs, katydids and crickets il forgetting t, trilled te, little do trees. I felt ting cotton-bolls and fingered t fiber and fuzzy seeds; I felt talks, tl