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It was only a dollar. Dylan Belscher noticed it on the floor as he sat at the back of his English class at John F. Kennedy High School in Cheek-towaga, New York, in March 2018.
那只是一美元。迪倫·貝爾舍注意到了它，那是2018年3月，當時他坐在紐約市約翰·F·肯尼迪高中英語教室的后排。
When the school day ended, Bel-scher wandered back to the classroom.
放學后，貝爾舍又回到了教室。
The wrinkled old bill was still there. He could easily have pocketed it without thinking twice.
那張發皺的舊鈔票還在那里。他本可以不假思索的輕松把它放進口袋里。
Instead, he picked it up and brought it to his English teacher, Katie Mattison.
相反，他把它撿起來，交給了他的英語老師凱蒂·馬蒂森。
"It wasn't my money," Belscher says, which he sees as ample explanation.
“那不是我的錢，”貝爾舍說，他認為這是充分的解釋。
Mattison, 54, was a little surprised he'd turned the dollar in, knowing a lot of people would have just kept it.
54歲的馬蒂森對貝爾舍把錢上交感到有點驚訝，因為他知道很多人都會把錢留著。
She suggested that Belscher tape it to the whiteboard at the front of the classroom, where she always puts lost things.
她建議貝爾舍把它貼到教室前面的白板上，她經常把丟失的東西放在那里。
Maybe the dollar was lunch money or bus fare for the student who dropped it.
或許它是某個丟錢學生的午飯錢或公交費。
"You can always tell when someone is looking for something," Mattison says.
“當某人找東西的時候，你總是能發現?！必悹柹嵴f道。
A day or two later, the school shut down for Easter break. Neither the teacher nor her student thought twice about the dollar.
一兩天后，學校因復活節放假而停課。老師和她的學生都沒有仔細想過那張一美元的事情。
Taping it up "was just good karma," says Belscher. Hunter Rose, then a senior, was in English class after break when he spotted the dollar on the whiteboard.
把它貼起來“就是善業”，貝爾舍說道。亨特·羅斯當時是一名高三學生，課間休息后，他在英語教室發現了白板上的美元。
There was a mystery to it, Rose says. After class, he asked Mattison why it was there.
羅斯說，這有點神秘。下課后，他問馬蒂森為什么這張鈔票在那里。
She was still waiting for the original owner to claim it, so she replied, "I don't know."
她還在等原來的主人來認領，所以她回答說：“我不知道。”
Rose took the tape from Mattison's desk and taped a second dollar to the board. That got it rolling.
羅斯從馬蒂森的桌子上拿起膠帶，在木板上粘了一美元。這就開始了。
The sight of the two dollar bills, side by side, triggered something in Mattison's students.
看到兩張一美元的鈔票并排放在一起，馬蒂森的學生們感到有些激動。
They started asking about the purpose of the money, to which Mattison always gave the same answer: She didn't know.
他們開始詢問這筆錢的用途，馬蒂森總是給出同樣的回答：她不知道。
At that point, it was absolutely true. More students, intrigued, taped up single dollar bills.
在那時，這是絕對真的。更多的學生被激起了興趣，用膠帶把一元鈔票粘在那里。
Mattison—a veteran teacher who recognized a phenomenon in the making—wrote the initials of each student on each specific bill, and she started to leave the tape on the tray of the whiteboard.
馬蒂森是一位經驗豐富的教師，他發現了這個過程中的一個現象，她把每個學生名字的首字母寫在了每張特定的鈔票上，然后開始把膠帶留在白板的托盤上。
The effort snowballed. Even with no specific purpose, many students wanted to be part of whatever this was.
鈔票貼的越來越多。即使沒有明確的目標，許多學生還是想要參與其中。
