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沃兹先生给我们一块“糖”是为我们开辟的“愚蠢园地”。
A piece of “candy” that Mr. Ward gave us was the “board of stupidity(愚蠢)”.
在课堂上，有些同学会信口开河，说一些毫不相关或完全不经过大脑的蠢话。有些蠢话说出来简直没人敢相信。
Once and a while, some students would say something that was just completely irrelevant or so stupid in class that I doubt it went through their brains before their mouth got hold of it. Some of these words were so stupid that no one would believe it if you just told them.
沃兹先生很会捕捉这些东西。他说为了证明在历史上确实有人说过，为了将来有个证明材料做参考，我们有责任把它们记录下来。
Mr. Ward was good at catching these things. He said that for the purposes of proof and future reference(证据) wehad to write them down.
于是，沃兹先生在黑板的一角，开辟了个“愚蠢园地”，还在上方写道“不要涂抹！请保留！”。
He cleared up a section（部分）of the board and used it to make the“board of stupidity”adding a “Please don’terase, keep them”.
建立这个“愚蠢园地”的初衷同展示考试成绩是一样的。每次有新东西
加进去，同学们都会兴奋一阵子。它的程序是这样的：在课堂上，如果有谁说了什么沃兹先生认为非常愚蠢的话，他就会把课停下来一会儿，与同学们一起笑一阵后，再认认真真地记录在“愚蠢园地”里。
The idea behind the board was for the same reason as putting the grades on the board. The students got a kick out of it whenever it happened. How it worked was that whenever someone would say something that Mr. Ward deemed “too stupid”, he would stop the class and Mr. Ward would write it on the board after thelaughs of the whole class.
这种时候总是乐趣无穷的。在枯燥、乏味的数学课里，加上这么一段插曲，会让你觉得数学课也是趣味盎然的。当然，总是会有些有趣的东西在等待着大家。
Of course, these moments held quite a bit of excitement and interest. In such a trite atmosphere, with the addition of these little breaks in the bored math class, it made many look forward to going to math class.
从表面上看，这种做法好像会伤了学生的感情，其实并非如此。因为那些“愚蠢园地”里的东西，要么是同学们“恶作剧”故意搞笑的蠢话，要么是不经过大脑胡说八道的混账话(只要是经过思考的，就是再“蠢”，沃兹先生也不会笑)。制造这种“愚蠢”的同学们自己还以此为乐呢。
On the outside this looks like it could hurt the student’s feelings, but the truth was completely obvious（明显的）. Allthe things on the board were accidental or unintentional (Otherwise), if it was a serious question, and, no matter how stupid, Mr. Ward would not laugh). And the students themselves got the most fun out of it.
如果我说：“我上次考试中得了100分。”那他们会很骄傲地说：“那有什么，我还上了愚蠢园地呢！”
If I say, “Well, I got a 100 on the last test” and their reply wouldcome back full of pride, “Well, I’m on the board over there!”
有时幽自己一默，会带来很多笑声。
Sometimes making fun of oneself brings the most laughs.
以下，是几段很有名的“愚蠢园地”的对话：
A couple of the famous quotes on the board read like this:
沃兹先生：“布莱恩，4加一个正数等于几？”
Mr. Ward: “Brian, what’s 4 plus a positive number?”
布莱恩：“8.”
Brian: “8?”
沃兹先生：“彼特，听着，3加3等于几？”
Mr. Ward: “Peter, listen to me, what’s 3 + 3?”
彼特：“负9？”
Peter: “Negative 9?”
沃兹先生：“威廉，负1乘负1等于几？”
Mr. Ward: “William, negative 1 multiplied by negative 1?”
威廉：“负2？”
William: “negative 2?”
沃兹先生：“如果在考试的时候你忘了怎样做反对数怎么办？”
Mr. Ward: “What do you do on a test if you forget how to do inverse logarithms?”
卡尔：“画一个问号，然后继续做。”
Carl: “Write a‘?’ and go on!”
正如你能看到的那样，一个“条理型”的老师，很需要像沃兹先生那样为学生提供一些有趣的小小的活动，让学生从平淡无味的代数、三角、几何中发现乐趣。更重要的是，这些活动并不仅仅是在教我们数学，还教给我们一些数学里没有的东西。随时随地都可以发现生活和学习中的乐趣，这一发现定会让我们受益终身。
As you can see, to a methodical teacher like Mr. Ward, the need for such little activities with his students is great to serve as a way for the students to relinquish themselves of the boredom of everyday algebra II and trigonometry（三角法）and realize that Mr. Ward is trying to teach more than just math. He taught many of life’s lessons, which aren’t taught in any other math class and will also stick with us for our whole lives.
编辑：小夏
A piece of “candy” that Mr. Ward gave us was the “board of stupidity(愚蠢)”.
在课堂上，有些同学会信口开河，说一些毫不相关或完全不经过大脑的蠢话。有些蠢话说出来简直没人敢相信。
Once and a while, some students would say something that was just completely irrelevant or so stupid in class that I doubt it went through their brains before their mouth got hold of it. Some of these words were so stupid that no one would believe it if you just told them.
沃兹先生很会捕捉这些东西。他说为了证明在历史上确实有人说过，为了将来有个证明材料做参考，我们有责任把它们记录下来。
Mr. Ward was good at catching these things. He said that for the purposes of proof and future reference(证据) wehad to write them down.
于是，沃兹先生在黑板的一角，开辟了个“愚蠢园地”，还在上方写道“不要涂抹！请保留！”。
He cleared up a section（部分）of the board and used it to make the“board of stupidity”adding a “Please don’terase, keep them”.
建立这个“愚蠢园地”的初衷同展示考试成绩是一样的。每次有新东西
加进去，同学们都会兴奋一阵子。它的程序是这样的：在课堂上，如果有谁说了什么沃兹先生认为非常愚蠢的话，他就会把课停下来一会儿，与同学们一起笑一阵后，再认认真真地记录在“愚蠢园地”里。
The idea behind the board was for the same reason as putting the grades on the board. The students got a kick out of it whenever it happened. How it worked was that whenever someone would say something that Mr. Ward deemed “too stupid”, he would stop the class and Mr. Ward would write it on the board after thelaughs of the whole class.
这种时候总是乐趣无穷的。在枯燥、乏味的数学课里，加上这么一段插曲，会让你觉得数学课也是趣味盎然的。当然，总是会有些有趣的东西在等待着大家。
Of course, these moments held quite a bit of excitement and interest. In such a trite atmosphere, with the addition of these little breaks in the bored math class, it made many look forward to going to math class.
从表面上看，这种做法好像会伤了学生的感情，其实并非如此。因为那些“愚蠢园地”里的东西，要么是同学们“恶作剧”故意搞笑的蠢话，要么是不经过大脑胡说八道的混账话(只要是经过思考的，就是再“蠢”，沃兹先生也不会笑)。制造这种“愚蠢”的同学们自己还以此为乐呢。
On the outside this looks like it could hurt the student’s feelings, but the truth was completely obvious（明显的）. Allthe things on the board were accidental or unintentional (Otherwise), if it was a serious question, and, no matter how stupid, Mr. Ward would not laugh). And the students themselves got the most fun out of it.
如果我说：“我上次考试中得了100分。”那他们会很骄傲地说：“那有什么，我还上了愚蠢园地呢！”
If I say, “Well, I got a 100 on the last test” and their reply wouldcome back full of pride, “Well, I’m on the board over there!”
有时幽自己一默，会带来很多笑声。
Sometimes making fun of oneself brings the most laughs.
以下，是几段很有名的“愚蠢园地”的对话：
A couple of the famous quotes on the board read like this:
沃兹先生：“布莱恩，4加一个正数等于几？”
Mr. Ward: “Brian, what’s 4 plus a positive number?”
布莱恩：“8.”
Brian: “8?”
沃兹先生：“彼特，听着，3加3等于几？”
Mr. Ward: “Peter, listen to me, what’s 3 + 3?”
彼特：“负9？”
Peter: “Negative 9?”
沃兹先生：“威廉，负1乘负1等于几？”
Mr. Ward: “William, negative 1 multiplied by negative 1?”
威廉：“负2？”
William: “negative 2?”
沃兹先生：“如果在考试的时候你忘了怎样做反对数怎么办？”
Mr. Ward: “What do you do on a test if you forget how to do inverse logarithms?”
卡尔：“画一个问号，然后继续做。”
Carl: “Write a‘?’ and go on!”
正如你能看到的那样，一个“条理型”的老师，很需要像沃兹先生那样为学生提供一些有趣的小小的活动，让学生从平淡无味的代数、三角、几何中发现乐趣。更重要的是，这些活动并不仅仅是在教我们数学，还教给我们一些数学里没有的东西。随时随地都可以发现生活和学习中的乐趣，这一发现定会让我们受益终身。
As you can see, to a methodical teacher like Mr. Ward, the need for such little activities with his students is great to serve as a way for the students to relinquish themselves of the boredom of everyday algebra II and trigonometry（三角法）and realize that Mr. Ward is trying to teach more than just math. He taught many of life’s lessons, which aren’t taught in any other math class and will also stick with us for our whole lives.
编辑：小夏