ABSTRACT
A letter has been received, read and discussed by several members of the family. It is then laid on the table. Harold (a three year old) takes it up. He looks it over and walks around thoughtfully with it under his arm. Presently, turning up the blank side of the sheet, he says, “I want to write.” He is supplied with paper and pencil, seated in his little chair, and is much occupied for five minutes. He then takes the scrawled-over sheet to his grandmother, with the request that she read it. Does she hesitate? Not at all. She promptly reads from it such sentences as he might have given expression to, greatly to his joy and satisfaction. He is learning to write. (Iredell, 1898, p. 235)
