The call to learn | Clifford Stoll

譯者: 泓翔 王 審譯者: K. C. Peng

I'm delighted to be here.

我非常高興來到這裡。

I'm honored by the invitation, and thanks.

受到邀請我感到非常榮幸，謝謝。

I would love to talk about stuff that I'm interested in,

我想談論一些我感興趣的事情，

but unfortunately, I suspect that what I'm interested in

但遺憾的是我猜測大多數的人，

won't interest many other people.

不會對這些事情感興趣。

First off, my badge says I'm an astronomer.

首先，識別證上說我是位天文學家。

I would love to talk about my astronomy,

我很想談論我的天文學，

but I suspect that the number of people who are interested in radiative transfer

不過我懷疑對輻射轉移、

in non-gray atmospheres

非灰色大氣層、

and polarization of light in Jupiter's upper atmosphere

和木星上層大氣層的光偏振感興趣的人數

are the number of people who'd fit in a bus shelter.

是不是足夠塞滿一整個公車候車站。

So I'm not going to talk about that.

所以，我不打算去談那些。

(Laughter)

（笑聲）

It would be just as much fun

有件值得一提的趣事，

to talk about some stuff that happened in 1986 and 1987,

一件發生在1986和1987的事情，

when a computer hacker is breaking into our systems

當時有個電腦駭客正在入侵我們的電腦系統

over at Lawrence Berkeley Labs.

嘗試駭進我們在羅倫斯‧柏克萊（Lawrence Berkeley）的實驗室。

And I caught the guys,

然後我抓到了那些人，

and they turned out to be working for what was then the Soviet KGB,

發現原來他們正在替前蘇聯國家安全委員會（情報單位）工作，

and stealing information and selling it.

他們竊取資料，並兜售它們。

And I'd love to talk about that -- and it'd be fun --

我很想說說那件事情──而且一定會很有趣──

but, 20 years later ...

但是，20年後‧‧‧

I find computer security, frankly, to be kind of boring.

我發現電腦安全這個領域，老實說，有點無聊。

It's tedious.

非常的乏善可陳。

I'm --

我‧‧‧

The first time you do something, it's science.

當你第一次做一件事情的時候，它就像是一門科學。

The second time, it's engineering.

第二次做時，它就變成了一項工程。

A third time, it's just being a technician.

第三次時，你就只是個技術員。

I'm a scientist. Once I do something, I do something else.

我是一位科學家。當我正在著手一件事情時，我已經在想下一件事情了。

So, I'm not going to talk about that.

所以，我不打算去談那些。（關於駭客的事情）

Nor am I going to talk about what I think are obvious statements from my first book,

我也不會去談論那些在我第一本書（Silicon Snake Oil）裡頭我認為很明顯的論點，

"Silicon Snake Oil," or my second book,

或者我的第二本書，

nor am I going to talk about

我也不會去說明

why I believe computers don't belong in schools.

為什麼我會堅持電腦不應該出現在校園。

I feel that there's a massive and bizarre idea going around

我覺得有個具有巨大影響力且奇怪的想法正在蔓延

that we have to bring more computers into schools.

那就是我們要在學校中設立更多電腦。

My idea is: no! No!

我的想法是：錯！錯！

Get them out of schools, and keep them out of schools.

讓那些電腦遠離學校，讓它們離校園遠遠的。

And I'd love to talk about this,

雖然我會想討論這個議題，

but I think the argument is so obvious to anyone who's hung around a fourth grade classroom

不過我認為我的論點對於任何一個上過小學四年級的人來說，是如此明顯的

that it doesn't need much talking about --

以至於我不需要過多的描述──

but I guess I may be very wrong about that,

不過我猜想我在這上面的觀點可能是錯的離譜，

and everything else that I've said.

甚至我以上所說的可能全都是錯的。

So don't go back and read my dissertation.

所以也不需要回頭去讀我的論文。

It probably has lies in it as well.

也許當中也有著錯誤的訊息。

Having said that, I outlined my talk about five minutes ago.

說到這，剛剛五分鐘前我把我的演說列了幾個項目。

(Laughter)

（笑聲）

And if you look at it over here,

然後假如你看這裡，

the main thing I wrote on my thumb was the future.

寫在我大拇指上，最重要的東西未來。

I'm supposed to talk about the future, yes?

我應該要討論一下未來，對嗎？

Oh, right. And my feeling is, asking me to talk about the future is bizarre,

噢，對。我的感覺是，要我去談論未來會有點奇怪。

because I've got gray hair,

因為我已經滿頭白髮了，

and so, it's kind of silly for me to talk about the future.

所以對我來說，要我去討論未來是一件很蠢的事情。

In fact, I think that if you really want to know what the future's going to be,

事實上，我認為如果你真的想知道未來會變成什麼樣，

if you really want to know about the future,

如果你真的想要知道關於未來的一切，

don't ask a technologist, a scientist, a physicist.

不要去問工程師、科學家、物理學家。

No! Don't ask somebody who's writing code.

不！不要去問那些寫程式碼的傢伙。

No, if you want to know what society's going to be like in 20 years,

如果你想知道20年後的社會會變成什麼樣子，

ask a kindergarten teacher.

去問幼稚園老師。

They know.

他們知道。

In fact, don't ask just any kindergarten teacher,

事實上，也不要隨便抓一個幼稚園老師來問。

ask an experienced one.

問有經驗的幼稚園老師。

They're the ones who know what society is going to be like in another generation.

他們就是那個知道下一代的社會會變成什麼樣子的人。

I don't. Nor, I suspect,

不是我，我猜測也不會是那些，

do many other people who are talking about what the future will bring.

那些在談論未來會變怎樣的人。

Certainly, all of us can imagine these cool new things

當然啦，我們所有人都可以想像這些超酷的新事物

that are going to be there.

那些將要出現的新事物。

But to me, things aren't the future.

但是對我來說，新事物並不等於未來。

What I ask myself is, what's society is going to be like,

我問我自己的是，當現今的小孩們厲害熟練地傳著簡訊

when the kids today are phenomenally good at text messaging

並且花很多時間待在電腦螢幕前，

and spend a huge amount of on-screen time,

卻從未一起去打過保齡球，

but have never gone bowling together?

未來將會變成什麼樣？

Change is happening, and the change that is happening

改變正在發生，而且那些正在發生的改變

is not one that is in software.

不是存在於電腦軟體裡的那些。

But that's not what I'm going to talk about.

但是那不是我要說的。

I'd love to talk about it, it'd be fun,

我很想要講那個，那樣一定會很有趣，

but I want to talk about what I'm doing now. What am I doing now?

但是我想要說說關於我正在做的事情，我正在做什麼？

Oh -- the other thing that I think I'd like to talk about

噢──另一件我想談論的事情

is right over here. Right over here.

在這裡。就在這裡。

Is that visible? What I'd like to talk about is one-sided things.

這樣可以看見嗎？我想說的是單向性的事物。

I would dearly love to talk about

我非常樂於談論這個

things that have one side.

這種單向性的事物。

Because I love Mobius loops. I not only love Mobius loops,

因為我熱愛莫比烏斯（Mobius）循環。我不只是愛莫比烏斯循環，

but I'm one of the very few people,

我也是非常少數人當中，

if not the only person in the world, that makes Klein bottles.

如果世界上不是只有我的話，在製作克萊（Klein）瓶的人

Right away, I hope that all of your eyes glaze over.

現在，我希望所有人的眼睛仔細看這邊。

This is a Klein bottle.

這就是克萊瓶。

For those of you in the audience who know,

對知道克萊瓶的觀眾來說，

you roll your eyes and say, yup, I know all about it.

你會翻個白眼 然後說：對。我都知道。

It's one sided. It's a bottle whose inside is its outside.

它是一個面的。它是一個內壁跟外壁是同一面的瓶子。

It has zero volume. And it's non-orientable.

它沒有體積。而且它還是不可定向的。

It has wonderful properties.

它具有十分奇妙的特性。

If you take two Mobius loops and sew their common edge together,

假如你將兩個莫比烏斯循環的相同一邊接合起來，

you get one of these, and I make them out of glass.

你會得到我手裡的這個，我用玻璃做的。

And I'd love to talk to you about this,

我很高興可以談論這個，

but I don't have much in the way of ... things to say because --

但是這個...我沒有什麼事情可以多說 因為──

(Laughter)

（笑聲）

(Chris Anderson: I've got a cold.)

（Chris Anderson：我有感冒耶！）

However, the "D" in TED of course stands for design.

然而，「TED」中的「D」正是代表設計。

Just two weeks ago I made --

兩個星期前我剛做了──

you know, I've been making small, medium and big Klein bottles for the trade.

你知道的，我一直在做小型、中型還有大型的克萊瓶來販售。

But what I've just made --

不過我剛剛做了──

and I'm delighted to show you, first time in public here.

而且我很高興可以在這裡第一次公開展現給你們看。

This is a Klein bottle wine bottle,

這是一支克萊瓶的葡萄酒瓶，

which, although in four dimensions

儘管在四維空間

it shouldn't be able to hold any fluid at all,

它沒辦法裝下任何液體，

it's perfectly capable of doing so

但是它完全可以這麼做

because our universe has only three spatial dimensions.

因為我們的宇宙只有三維空間。

And because our universe is only three spatial dimensions,

況且因為我們的空間只有三維空間，

it can hold fluids.

所以它可以存放液體。

So it's highly -- that one's the cool one.

所以它非常──它是比較酷的一個。

That was a month of my life.

那可是花了我生命中的一個月。

But although I would love to talk about topology with you, I'm not going to.

雖然我很想和你們分享拓撲學，但今天我不會。

(Laughter)

（笑聲）

Instead, I'm going to mention my mom,

相反地，我想要提一下我媽，

who passed away last summer.

她去年夏天過世了。

Had collected photographs of me, as mothers will do.

就像所有母親會做的事情，她收集了我的照片。

Could somebody put this guy up?

有人可以把這個傢伙（投影機）打開嗎？

And I looked over her album

我瀏覽她的相簿

and she had collected a picture of me, standing --

她有收集了一張我的相片，站著──

well, sitting -- in 1969, in front of a bunch of dials.

嗯，坐著，在1969年，在一堆調節器前面。

And I looked at it, and said, oh my god,

然後我看著這張相片，我說：我的天，

that was me, when I was working at the electronic music studio!

這是我在電子音樂錄音室工作時候的照片！

As a technician, repairing and maintaining

我當時是一個技師，負責維修和保養

the electronic music studio at SUNY Buffalo. And wow!

那間電子音樂工作室在美國紐約州立大學水牛城分校。哇！

Way back machine. And I said to myself, oh yeah!

老舊的機器。然後我對自己說：噢 我想起來了！

And it sent me back.

那張照片讓我的思緒回到那時。

Soon after that, I found in another picture that she had, a picture of me.

不久之後，我在我媽收集的另外一張相片裡發現我。

This guy over here of course is me.

在那邊的那個人正是我。

This man is Robert Moog,

他是羅伯特‧馬各（Robert Moog），

the inventor of the Moog synthesizer,

馬各合成器（Moog synthesizer）的發明者，

who passed away this past August.

他去年八月過世了。

Robert Moog was a generous, kind person, extraordinarily competent engineer.

羅伯特‧馬格是個慷慨、仁慈的人，除此之外，他還是個超群的工程師。

A musician who took time from his life to teach me,

他還是個音樂家，他用他生命中很多的時間來教導我，

a sophomore, a freshman at SUNY Buffalo.

教一個還在美國紐約州立大學水牛城分校念大一、大二的我。

He'd come up from Trumansburg to teach me

他會專程從特魯曼斯堡（Trumansburg）來教我

not just about the Moog synthesizer, but we'd be sitting there --

不只是關於馬各合成器，我們就坐在那裏──

I'm studying physics at the time. This is 1969, 70, 71.

我當時在攻讀物理，那時候是1969年、70和71。

We're studying physics, I'm studying physics,

我們一起研究物理，我還在攻讀物理的時候，

and he's saying, "That's a good thing to do.

他說：「那是件值得去做的事。

Don't get caught up in electronic music if you're doing physics."

如果你要研究物理，就不要迷上電子音樂。」

Mentoring me. He'd come up and

為了指導我，他每次來

spend hours and hours with me.

花無數個小時陪我。

He wrote a letter of recommendation for me to get into graduate school.

我進研究所的推薦信，也是他幫我寫的。

In the background, my bicycle.

在背景裡，我的腳踏車。

I realize that this picture was taken at a friend's living room.

我才發現這張照片是在朋友的客廳照的。

Bob Moog came by and hauled a whole pile of equipment

羅伯斯‧馬各帶著一大堆儀器來

to show Greg Flint and I things about this.

為了向蓋瑞‧佛林特（Greg Flint ）和我展現這些東西。

We sat around talking about Fourier transforms,

我們圍著圈坐，談論傅立葉變換（Fourier transforms）。

Bessel functions, modulation transfer functions,

貝索函數（Bessel functions）、調製轉換函數（modulation transfer functions），

stuff like this.

類似這樣的東西。

Bob's passing this past summer has been a loss to all of us.

對所有人來說，去年夏天羅伯斯‧馬各的死是一大損失。

Anyone who's a musician has been profoundly influenced by Robert Moog.

任何音樂家都深深地被羅伯特‧馬各影響。

(Applause)

（掌聲）

And I'll just say what I'm about to do. What I'm about to do --

我會說我要做什麼。我將要做的是──

I hope you can recognize that there's a distorted sine wave,

我希望你們可以分辨出一種扭曲的正弦波（sine wave），

almost a triangular wave upon this Hewlett-Packard oscilloscope.

在這個惠普示波器上，幾乎像是一個三角形的波纹。

Oh, cool. I can get to this place over here, right?

噢！酷！我可以換到這個話題了嗎？

Kids. Kids is what I'm going to talk about -- is that okay?

孩子們。孩子們是我下一個話題──這樣跳可以嗎？

It says kids over here, that's what I'd like to talk about.

它說下一個就是孩子們了，那就是我下一個要說的話題了。

I've decided that, for me at least,

我已經決定了，至少對我來說，

I don't have a big enough head.

我沒有太多的創意點子。

So I think locally and I act locally.

所以我思考小地方，也從小地方著手。

I feel that the best way I can help out anything is to help out very, very locally.

我覺得我可以幫助任何小孩子的最好辦法就是幫助小區域的孩子，非常非常小的部份。

So Ph.D. this, and degree there, and the yadda yadda.

所以不論是博士，還是任何學位，還是之類的。

I was talking about this stuff to

大約一年前，我和一些學校老師

some schoolteachers about a year ago.

討論了這個議題。

And one of them, several of them would come up to me and say,

其中一位老師，一些老師過來跟我說，

"Well, how come you ain't teaching?"

「嗯，你怎麼不試著教書呢？」

And I said, "Well, I've taught graduate --

我回答：「嗯，我以前教過研究生──

I've had graduate students, I've taught undergraduate classes."

我以前有教過研究生，我也教過大學生。」

No, they said, "If you're so into kids and all this stuff,

他們說：「不，如果你這麼熱衷於孩子的事情，

how come you ain't over here on the front lines?

你怎麼還能夠不去站在教育的最前線呢？

Put your money where you mouth is."

不要說大話，身體力行吧！」

Is true. Is true. I teach eighth-grade science four days a week.

沒錯。沒錯。我一星期有四天在教國二學生理化。

Not just showing up every now and then.

不光只是偶爾出現而已。

No, no, no, no, no. I take attendance.

不，不，不，不，不！我上課要點名的。

I take lunch hour. (Applause)

我還有午休時間。（掌聲）

This is not -- no, no, no, this is not claps.

這不是──不，不，不，不需要為我鼓掌。

I strongly suggest that this is a good thing for each of you to do.

這是件好事，我強烈建議你們所有人去做。

Not just show up to class every now and then.

不只光只是偶爾出席課堂而已。

Teach a solid week. Okay, I'm teaching three-quarters time, but good enough.

一整個星期扎實地教學。嗯，一星期我有四分之三的時間在教書，但已經夠好了。

One of the things that I've done for my science students

我為了我理化課學生做的其中一件事情是

is to tell them, "Look, I'm going to teach you college-level physics.

告訴他們：「聽著！我打算要教你們大學程度的物理了。

No calculus, I'll cut out that.

不會有微積分，我會把那部份拿掉。

You won't need to know trig.

你也不需要知道三角函數。

But you will need to know eighth-grade algebra,

但是你需要懂得國二的代數，

and we're going to do serious experiments.

然後我們就要做真正的實驗。

None of this open-to-chapter-seven-and-do-all-the-odd-problem-sets.

不會是『翻開第七章，做所有奇數的習題。』

We're going to be doing genuine physics."

我們將要做的是真正的物理。」

And that's one of the things I thought I'd do right now.

接下來我要做的是，我帶他們做過的實驗中的一項。

(High-pitched tone)

（高音頻）

Oh, before I even turn that on,

噢！在我打開之前，

one of the things that we did about three weeks ago in my class --

三個星期前，我在課程上做過一件事情──

this is through the lens, and one of the things we used a lens for

透鏡的其中一向用途是：透過透鏡，

was to measure the speed of light.

去測量光速。

My students in El Cerrito -- with my help, of course,

在愛瑟利托（El Cerrito )高中的學生，在我的協助下，

and with the help of a very beat up oscilloscope --

和非常老舊的示波器幫助下，

measured the speed of light.

測量光速。

We were off by 25 percent. How many eighth graders do you know of

雖然我們的實驗有25%的誤差，但就你所知

who have measured the speed of light?

有多少國二生測量過光速？

In addition to that, we've measured the speed of sound.

除此之外，我們還測量過音速。

I'd love to measure the speed of light here.

我想現在就測量光速給你們看。

I was all set to do it and I was thinking, "Aw man,"

我早就準備好一切測量的儀器，我想：「哇！老天。」

I was just going to impose upon the powers that be,

我只是想不斷加強這方面的能力，

and measure the speed of light.

來測量光速。

And I'm all set to do it. I'm all set to do it,

我已經都準備好了。我已經都準備好了。

but then it turns out that to set up here, you have like 10 minutes to set up!

但是要把儀器在這裡設好，大該需要十分鐘！

And there's no time to do it.

現在沒有這個時間。

So, next time, maybe, I'll measure the speed of light!

所以，下次，也許吧，我會測量光速給你們看！

But meanwhile, let's measure the speed of sound!

不過現在，讓我們來測量音速吧！

Well, the obvious way to measure the speed of sound

嗯，要測量音速最簡單的方法

is to bounce sound off something and look at the echo.

是讓聲音反彈，然後測量它的回音。

But, probably -- one of my students, Ariel [unclear], said,

不過，也可能──我有一個學生，艾里爾（Ariel）說：

"Could we measure the speed of light using the wave equation?"

「我們可以用波的公式來測量光速嗎？」

And all of you know the wave equation is

你們都知道的波的公式是：

the frequency times the wavelength of any wave ...

頻率乘以任何波的波長…

is a constant. When the frequency goes up,

會得到一個常數。當頻率升高，

the wavelength comes down. Wavelength goes up,

波長就會變短。波長變長，

frequency goes down. So, if we have a wave here --

頻率就會下降。所以如果我們有一個波──

over here, that's what's interesting --

看這裡，那是之所以有趣的地方──

as the pitch goes up, things get closer,

當音調升高，波紋就會變的集中，

pitch goes down, things stretch out.

當音調降低，波紋就會分散。

Right? This is simple physics.

不是嗎？這是簡單的物理。

All of you know this from eighth grade, remember?

你們在國二的時候都學過，記得嗎？

What they didn't tell you in physics -- in eighth-grade physics --

但他們在國二物理課沒告訴你

but they should have, and I wish they had,

但應該要告訴你──而且我希望他們有告訴你──

was that if you multiply the frequency times the wavelength of sound

的是如果你將頻率乘以聲音波長

or light, you get a constant.

或光的波長，你會得到一個常數。

And that constant is the speed of sound.

那個常數就是音速。

So, in order to measure the speed of sound,

所以想要測量音速，

all I've got to do is know its frequency. Well, that's easy.

我們只需要知道頻率就好。嗯，就是這麼簡單。

I've got a frequency counter right here.

我這裡有一台頻率測量儀。

Set it up to around A, above A, above A. There's an A, more or less.

將它設定在A這裡，大概在A這裡。

Now, so I know the frequency.

現在，我就知道它的頻率了。

It's 1.76 kilohertz. I measure its wavelength.

是 1.76 千赫。我來測量波長。

All I need now is to flip on another beam,

我現在只需要去打開另外一個開關，

and the bottom beam is me talking, right?

下面那個輸入端就可以聽到我的聲音，對嗎？

So anytime I talk, you'd see it on the screen.

只要我說話，你就可以在螢幕上看到波動。

I'll put it over here, and as I move this away from the source,

我把麥克風放在這裡，然後當我漸漸的將它遠離聲源。

you'll notice the spiral.

你會注意到螺旋形的波紋。

The slinky moves. We're going through different nodes of the wave,

接近地移動。我們正在通過不同的波的節點。

coming out this way.

從這邊來。

Those of you who are physicists, I hear you rolling your eyes,

對於在座的物理學家們，我知道你們感到無趣，

but bear with me. (Laughter)

但是再忍耐我一下。（笑聲）

To measure the wavelength,

去測量波長，

all I need to do is measure the distance from here --

我只需要去測量從這裡（波峰），

one full wave -- over to here.

到這裡（下一個波峰），一整個波的長度。

From here to here is the wavelength of sound.

從這裡到這裡，就是聲波的長度。

So, I'll put a measuring tape here, measuring tape here, move it back over to here.

然後，我放了一把捲尺在這裡，將麥克風移動到這裡。

I've moved the microphone 20 centimeters.

我移動了麥克風20公分。

0.2 meters from here, back to here, 20 centimeters.

也就是0.2公尺，從這裡…到後面這裏，總共20公分。

OK, let's go back to Mr. Elmo.

好的，我們回去Elmo（投影機）這裡。

And we'll say the frequency is 1.76 kilohertz, or 1760.

我們會說這個頻率是 1.76千赫，或者1760赫茲。

The wavelength was 0.2 meters.

波長是0.2公尺。

Let's figure out what this is.

我們來看看結果會是什麼。

(Laughter) (Applause)

（笑聲）（掌聲）

1.76 times 0.2 over here is 352 meters per second.

1.76乘以0.2得到的是每秒352公尺。

If you look it up in the book, it's really 343.

假如你去查書，其實是每秒343公尺。

But, here with kludgy material, and lousy drink --

儘管我們受到老舊儀器和難喝的飲料影響──

we've been able to measure the speed of sound to --

我們也還是可以測量出音速──

not bad. Pretty good.

結果已經不錯了。

All of which comes to what I wanted to say.

這全部可以總結到我想說的。

Go back to this picture of me a million years ago.

回到我這張百萬年前的照片。

It was 1971, the Vietnam War was going on,

當時是1971年，越戰還在打，

and I'm like, "Oh my God!"

我的反應是：「我的天啊！」

I'm studying physics: Landau, Lipschitz, Resnick and Halliday.

我在學習物理：藍道（Landau）、利普希茨（Lipschitz)、雷斯尼克（Resnick）和哈利德（Halliday）。

I'm going home for a midterm. A riot's going on on campus.

我在考完期中考回家的路上，遇到了校園暴動。

There's a riot! Hey, Elmo's done: off.

是一場暴動耶！嘿，Elmo（投影機）的工作結束了，關掉。

There's a riot going on on campus,

那是一場發生在校園裡的暴動，

and the police are chasing me, right?

然後警察在追捕我，

I'm walking across campus. Cop comes and looks at me and says,

我經過校園。警察走了過來，看著我說：

"You! You're a student."

「你！你是個學生。」

Pulls out a gun. Goes boom!

拔出他的槍。然後「碰！」

And a tear gas canister the size of a Pepsi can goes by my head. Whoosh!

接著一個百事可樂罐大小的催淚瓦斯彈飛過我頭頂。「呼！」

I get a breath of tear gas and I can't breathe.

我吸到一口催淚瓦斯，害我不能呼吸。

This cop comes after me with a rifle.

那個警察拿著一把來福槍追著我。

He wants to clunk me over the head!

他想要用槍托打我的頭！

I'm saying, "I got to clear out of here!"

我心想：「我一定要逃離這裡！」

I go running across campus quick as I can. I duck into Hayes Hall.

我用我最快的速度穿過校園。躲進海斯（Hayes）禮堂。

It's one of these bell-tower buildings.

它是學校鐘塔建築之一。

The cop's chasing me.

那個警察還在追我。

Chasing me up the first floor, second floor, third floor.

追著我，從一樓，二樓，三樓。

Chases me into this room.

把我逼到一個房間。

The entranceway to the bell tower.

那個房間是鐘塔的入口。

I slam the door behind me, climb up,

我甩上門，開始向上爬，

go past this place where I see a pendulum ticking.

一直爬到鐘擺那裡。

And I'm thinking, "Oh yeah,

突然想到：噢！對了，

the square root of the length is proportional to its period." (Laughter)

鐘擺長度的開根號和鐘擺週期是成正比的。（笑聲）

I keep climbing up, go back.

我繼續往上爬，又退下來。

I go to a place where a dowel splits off.

我爬到插銷分開的地方。

There's a clock, clock, clock, clock.

四處都是時鐘的一部分。

The time's going backwards because I'm inside of it.

對我來說時間是倒著走的，因為我人在鐘裡面。

I'm thinking of Lorenz contractions and Einsteinian relativity.

我思考著洛倫茲的收縮論和愛因斯坦的相對論。

I climb up, and there's this place, way in the back,

我又往上爬，爬到一個地方，在鐘的後面，

that you climb up this wooden ladder.

爬上一把木梯。

I pop up the top, and there's a cupola.

我從鐘塔的頂端爬出來，那是個圓頂。

A dome, one of these ten-foot domes.

其中一個十英呎大的圓頂。

I'm looking out and I'm seeing the cops bashing students' heads,

我從上面看下去，那些警察們正在打學生們的頭，

shooting tear gas, and watching students throwing bricks.

發射催淚瓦斯彈，然後學生們回丟他們磚塊。

And I'm asking, "What am I doing here? Why am I here?"

我問我自己：「我在這裡幹麻？為什麼我在這裡？」

Then I remember what my English teacher in high school said.

然後我想起了我高中的英文老師說過。

Namely, that when they cast bells,

他說：當人們鑄造鐘的時候，

they write inscriptions on them.

他們會刻銘文在上面。

So, I wipe the pigeon manure off one of the bells, and I look at it.

所以我把鐘上面的鳥糞擦掉，看著它。

I'm asking myself, "Why am I here?"

問我自己：「為什麼我來到這世界？」

So, at this time, I'd like to tell you the words inscribed

這次，我要告訴你們在海斯鐘塔上

upon the Hayes Hall tower bells:

鐘上的銘文寫著：

"All truth is one.

「真理只有一個。

In this light, may science and religion endeavor here

在這道光下，願科學與宗教在此攜手合作

for the steady evolution of mankind, from darkness to light,

為了全人類的穩定發展，帶領人們從黑暗走向光明，

from narrowness to broad-mindedness, from prejudice to tolerance.

從狹隘的思想進化成廣闊的胸襟，從偏見到寬容。

It is the voice of life, which calls us to come and learn."

這是生命之聲，呼喚我們前來，在此學習。」

Thank you very much.

非常感謝大家。