第一篇：哈弗大學校長2015畢業典禮演講詞

哈弗大學校長2015畢業典禮演講詞

Thank you, President Torres.Welcome, Governor Patrick.Thank you, everyone, for being here.The 146th annual meeting of the Harvard Alumni Association at the 364th Commencement of Harvard University.It’s a particular pleasure to welcome former Governor Deval Patrick of the College Class of 1978 and the Harvard Law School Class of 1982.Throughout his distinguished career in government, he forcefully argued for the power of education to transform lives.Nothing made that case more persuasively than his own remarkable life – from Chicago’s South Side to the Massachusetts State House.When he was sworn in as governor, he took the oath of office with the Mendi Bible,presented in 1841 by the African captives who had seized the slave ship Amistad to the man who had won their legal right to freedom, John Quincy Adams.Governor Patrick can claim connection with both the African heritage of the Amistad rebels and the institutional roots of their defender.Adams, as you heard before from President Torres, was a member of the Harvard College Class of 1787, and was both the first president of this alumni association, and himself the son of an earlier alumnus, John Adams, of the Class of 1755.That kind of continuity across the centuries is not the least of the reasons that we congregate here every spring to renew and reinforce our ties to this extraordinary place.Let me start by noticing what is both obvious and curious: We are here today together.We are here in association.It is an association of many people, and many generations.We celebrate a connection across time in these festival rites, singing our alma mater, adorning ourselves in medieval robes to mark the deep-rooted traditions of Harvard, and of universities more generally.Even in the age of the online and the virtual, an institution has brought us together, and brings us back.We have also sung – or rather the magnificent Renée Fleming has sung – “America the Beautiful,” to honor another institution, our democratic republic, which the men and women whose names are carved in stone in Memorial Church right behind me – and Memorial Hall just behind that – gave their lives to protect and uphold.When the founders of the Massachusetts Bay Colony arrived on these shores in 1630, they came as dissenters – rejecting institutions of their English homeland.But I have always found it striking that here in the wilderness, where mere survival was the foremost challenge, they so rapidly felt compelled to found this seat of learning so that New England, in the words of William Hubbard of the Class of 1642, so the New England “might be supplied with persons fit to manage the affairs of both church and state.” Church, state, and College.Three institutions they deemed essential to this Massachusetts experiment.Three institutions to ensure that the colonists, as Governor John Winthrop urged, could be “knit together as one” in a new society in a brave new world.Dozens of generations have come and gone since then, and the University’s footprint has expanded considerably beyond a small cluster of wooden buildings.But we have never lost faith in the capacity of each generation to build a better society than the one it was born into.We have never lost faith in the capacity of this College to help make that possible.As an early founder, Thomas Shepard put it, we hope to graduate into the world people who are, in his words, “enlarged toward the country and the good of it.”

Yet now, nearly four centuries later, we find ourselves in a challenging historical moment.How do we “enlarge” our graduates in a way that benefits others as well? Shepard spoke of enlarging “toward” – toward, as he put it, “the country and the good of it.” Are we succeeding in educating students oriented toward the betterment of others? Or have we all become so caught up in individual and personal achievements, opportunities, and appearances that we risk forgetting our interdependence, our responsibilities to one another and to the institutions meant to promote the common good?

This is the era of the selfie – and the selfie stick.Now don’t get me wrong: There is much to love about selfies, and two years ago in my Baccalaureate address I concluded by urging the graduates to send such pictures along so we could keep up with them and their post-Harvard lives.But think for a moment about the implications of a society that goes through life taking its own picture.That seems to me a quite literal embodiment of “self-regarding” – a term not often used as a compliment.In fact, Merriam-Webster’s dictionary offers “egocentric,” “narcissistic,” and “selfish” as synonyms.We direct endless attention to ourselves, our image, our “Likes,” just as we are encouraged – and in fact encourage our students – to burnish resumes and fill first college and then job or graduate school applications with endless lists of achievements – with examples, to borrow Shepard’s language, of constant enlargements of self.As one socialcommentator has observed, we are ceaselessly at work building our own brands.We spend time looking at screens instead of one another.Large portions of our lives are hardly experienced: They are curated, shared, Snapchatted and Instagrammed – rendered as a kind of composite selfie.Now, a certain amount of self-absorption is in our nature.As Harvard’s own E.O.Wilson has recently written, and I quote him, “We are an insatiably curious species – provided the subjects are our personal selves and people we would know or would like to know.” But I want to underscore two troubling aspects of this obsession with ourselves.The first is it undermines our sense of responsibility to others – the ethos of service at the heart of Thomas Shepard’s phrase describing Harvard’s enduring commitment to graduate students who are “enlarged” to be about more than themselves.Not just enlarged for their own sake and betterment – but enlarged toward others and toward the world.This is part of the essence of what this university has always strived to be.Our students and faculty have embodied that spirit through their work to serve in ourneighborhood and around the world.From tutoring at the Harvard Ed Portal in Allston to working in Liberia to mitigate the Ebola crisis, they make a difference in the lives of countless individuals.The Dexter Gate across the Yard invites students to “Enter to grow in wisdom.Depart to serve better thy country and thy kind.” Today, some 6,500 graduates go forth.May each of them remember that it is in some way to serve.There is yet another danger we should note as well.Self-absorption may obscure not only our responsibilities to others but our dependence upon them.And this is troubling for Harvard, for higher education and for fundamental social institutions whose purposes and necessity we forget at our peril.Why do we even need college, critics demand? Can’t we do it all on our own? Peter Thiel, Silicon Valley entrepreneur, has urged students to drop out and has even subsidized them – including several of our undergraduates – to leave college and pursue their individual entrepreneurial dreams.After all, the logic goes, Mark Zuckerberg and Bill Gates dropped out and they seem to have done OK.Well, yes.But we should remember: Bill Gates and Mark Zuckerberg had Harvard to drop out of.Harvard to serve as the place where their world-changing discoveries were born.Harvard and institutions like it to train the physicists, mathematicians, computer scientists, business analysts, lawyers, and thousands of other skilled individuals upon whom Facebook and Microsoft depend.Harvard to enlighten public servants to lead a country in which Facebook, Microsoft, and companies like them can thrive.Harvard to nurture the writers and filmmakers and journalists who create the storied “content” that gives the Internet its substance.And we must recognize as well that universities have served as sources of discoveries essential to the work of the companies advancing the revolutions in technology that have changed our lives – from early successes in creating and programming computers to development of prototypes that laid the groundwork for the now-ubiquitous touchscreen.We are told, too, that universities are about to be unbundled, disrupted by innovations that enable individuals to teach themselves, selecting from a buffet of massive open online courses and building do-it-yourself degrees.But online opportunities and residential learning are not at odds;the former can strengthen – but does not supplant – the latter.And through initiatives like edX and HarvardX, we are sharing intellectual riches that are the creations of institutions of higher learning, sharing them with millions of people around the globe.Intriguingly, we have found that a highly-represented group among these online learners around the world is teachers – who will use this knowledge to enrich their own schools and face-to-face classrooms.Assertions about the irrelevance of universities are part of a broader and growing mistrust of institutions more generally, one fuelled by our intoxication with the power and charisma of the individual and the cult of celebrity.Government, business, non-profits are joined with universities as targets of suspicion and criticism.There are few countervailing voices to remind us how institutions serve and support us.We tend to take what they do for granted.Your food was safe;your blood test was reliable;your polling place was open;electricity was available when you flipped the switch.Your flight to Boston took off and landed according to rules and systems and organizations responsible for safe air travel.Just imagine a week or a month without this “civic infrastructure” – without the institutions that undergird our society and without the commitment to our interdependence that created these structures of commonality in the first place.Think of the countries in West Africa that lacked the public health systems to contain Ebola and the devastation that resulted.Contrast that with the network of institutions that so rapidly saved lives and contained spread of the disease when it appeared in the United States.Think about other elements of our civicinfrastructure – the libraries, the museums, the school committees, the religious organizations that are as vital to moving us forward as are our roads and railways and bridges.Institutions embody our present and enduring connections to one other.They bring our disparate talents and capacities to the pursuit of common purpose.At the same time, they link us to both what has come before and what will follow.They are repositories of values – values that precede, transcend, and outlast the self.They challenge us to look beyond the immediate, the instantly gratifying, to think about the bigger picture, the longer run, the larger whole.They remind us that the world is only temporarily ours, that we are stewards entrusted with the past and responsible to the future.We are larger than ourselves and our selfies.That responsibility is quintessentially the work of universities – calling upon our shared human heritage to invent a new future – the future that will be created by the thousands of graduates who leave here today.Our work is about that ongoing commitment – not to a single individual or even one generation or one era – but to a larger world and to the service of the age that is waiting before it.In 1884, my predecessor Charles William Eliot unveiled a statue of John Harvard and spoke of the good that can come from the study of what we might call the “enlarged” life of the man whose name this university bears.Eliot said: “He will teach that the good which men do lives after them, fructified and multiplied beyond all power of measurement or computation.He will teach that from the seed which he planted … have sprung joy, strength, and energy ever fresh, blooming year after year in this garden of learning, and flourishing … as time goes on, in all fields of human activity.”

In other words, that statue we paraded past this afternoon is not simply a monument to an individual, but to a community and an institution constantly renewing itself.Your presence here today represents an act of connection and of affirmation of thatcommunity and of this institution.It is a recognition of Harvard’s capacity to propel you toward lives and worlds beyond your own.I thank you for the commitment that brought you here today and for all it means and sustains.I wish you joy, strength, and energy ever fresh.Thank you very much.

第二篇：哈弗感言

哈佛圖書館墻壁訓言：

1、此刻打盹，你將做夢；此刻學習，你將圓夢。（This moment will nap, you will have a dream;But this moment study,you will interpret a dream.）

2、我荒廢的今日，正是昨日殞身之人祈求的明日。（I leave uncultivated today, was precisely yesterday perishes tomorrow which person of the body implored.）

3、覺得為時已晚的時候，恰恰是最早的時候。（Thought is already is late, exactly is the earliest time.）

4、勿將今日之事拖到明日。（Not matter of the today will drag tomorrow.）

5、學習時的苦痛是暫時的，未學到的痛苦是終生的。（Time the study pain is temporary, has not learned the pain islife-long.）

6、學習不是缺乏時間，而是缺乏努力。（Studies this matter, lacks the time, but is lacks diligently.）

7、幸福或許不排名次，但成功必排名次。（Perhaps happiness does not arrange the position, but succeeds must arrange the position.）

8、學習并不是人生的全部。但既然連人生的一部分也無法征服，還能做什么呢？（The study certainly is not the life complete.But, since continually life part of-studies also is unable to conquer, what butalso can make?）

9、請享受無法回避的痛苦。（Please enjoy the pain which is unable to avoid.）

10、只有比別人更早、更勤奮地努力，才能嘗到成功的滋味。（only has compared to the others early, diligently diligently, canfeel the successful taste.）

11、誰也不能隨隨便便成功，它來自徹底的自我管理和毅力。（Nobody can casually succeed, it comes from the thoroughself-control and the will.）

12、今天不走，明天要跑。（Today does not walk, will have to run tomorrow.）

13、投資未來的人是忠于現實的人。（The investment future person will be, will be loyal to the realityperson.）

14、教育程度代表財富。（The education level represents the income.）

15、一天過完，不會再來。（one day, has not been able again to come.）

16、即使現在，對手也不停地翻動書頁。（Even if the present, the match does not stop changes the page.）

17、沒有艱辛，便無所得。(Has not been difficult, then does not have attains.）

感言：只有有理想有追求且不懈努力的人才能成為這個世界的強者。人與人的差距，最小的是智商，最大的是堅毅！

第三篇：哈弗大學

OXFORD UNIVERSITY

Oxford University once famously claimed to have been founded by Alfred the Great in the 9th Century, but in fact, the University as we know it today began to take shape in the 12th Century when English Scholars were exiled from Paris University and began to congregate at Oxford’s Abbeys and Priories, which were buy then already established centers of learning.Today, 39 independent, self-governing colleges are related to the University in a type of federal system.Each is governed by a Head of House and a number of Fellows, who are academics specializing in a wide variety of disciplines, most of whom also hold University posts.Across both the Arts and the Sciences, Oxford research consistently ranks top both nationally and internationally.As well as being in the forefront of scientific, medical and technological achievement, the University has strong links with research institutions and industrial concerns both in the United Kingdom and overseas.The University is income from externally funded research grants and contracts in 1996-7 totaled over ￡107 million.The University’s great age also allows its teaching staff and research students to draw on a heritage of magnificent library and museum collections.Students working for higher degrees are an important and valued part of Oxford University.They currently make up over a quarter of the total student body of 15,641, drawn by the excellent facilities for research, which the University can offer;therefore the proportion of graduate students is increasing.In all these fields, Oxford attracts scholars from many parts of the world to join its teaching and research staff, and also values important role of overseas graduate students(approximately one third of the total graduate body)in providing intellectual stimulation and creating and maintaining academic links with colleges abroad.To gain entry into the University, students must first win a place by competitive examination at one of the colleges, which have their own admissions policies.The procedure for applications varies according to the subject you propose to study.There are no final deadlines for most applications, unless specified in a particular subject section, but there are many more applications than places available, and the process of acceptance by both faculty board and college can take some time;early application is therefore strongly advised.

第四篇：哈弗演講

以下是Drew G.Faust 在2008年本科畢業生畢業典禮上的演講講稿。她是哈佛歷史上第一位女性校長，第一位非哈佛畢業生校長，杰出的歷史學家，2001年從賓西法尼業大學到哈佛的Radcliffe學院任教。

這段演講無數次在我迷茫，彷徨的時候給予我指引與幫助，今天，我將銘記于心的這段文字一字一句的敲下來，希望她對你同樣有用。

As I have listened to you talk about the choices ahead of you, I have heard you articulate your worries about the relationship of success and happiness — perhaps, more accurately, how to define success so that it yields and encompasses real happiness, not just money and prestige.The most remunerative choice, you fear, may not be the most meaningful and the most satisfying.But you wonder how you would ever survive as an artist or an actor or a public servant or a high school teacher? How would you ever figure out a path by which to make your way in journalism? Would you ever find a job as an English professor after you finished who knows how many years of graduate school and dissertation writing?

在聊天時我聽過你們談到你們目前所面臨的選擇，我聽到你們一字一句地說出你們對于成功與幸福的關系的憂慮——也許，更精確地講，怎樣去定義成功才能使它具有或包含真正的幸福，而不僅僅是金錢和榮譽。你們害怕，報酬最豐厚的選擇，也許不是最有價值的和最令人滿意的選擇。但是你們也擔心，如果作為一個藝術家或是一個演員，一個人民公仆或是一個中學老師，該如何才能生存下去？然而，你們可曾想過，如果你的夢想是新聞業，怎樣才能想出一條通往夢想的道路呢？難道你會在讀了不知多少年研，寫了不知多少畢業論文終于畢業后，找一個英語教授的工作？

The answer is: you won’t know till you try.But if you don’t try to do what you love — whether it is painting or biology or finance;if you don’t pursue what you think will be most meaningful, you will regret it.Life is long.There is always time for Plan B.But don’t begin with it.答案是：你不試試就永遠都不會知道。但如果你不試著去做自己熱愛的事情，不管是玩泥巴還是生物還是金融，如果連你自己都不去追求你認為最有價值的事，你終將后悔。人生路漫漫，你總有時間去給自己留“后路”，但可別一開始就走“后路”。

I think of this as my parking space theory of career choice, and I have been sharing it with students for decades.Don’t park 20 blocks from your destination because you think you’ll never find a space.Go where you want to be and then circle back to where you have to be.我把這叫做我的關于職業選擇的“泊車”理論，幾十年來我一直都在向學生們“兜售”我的這個理論。不要因為怕到了目的地找不到停車位而把車停在距離目的地20個路口的地方。直接到達你想去的地方，哪怕再繞回來停，你暫時停的地方只是你被迫停的地方。

第五篇：哈弗大學

美國哈佛大學簡介（圖）

摘要：哈佛大學（Harvard University）成立于1636年，是美國歷史最悠久的高等學府。哈佛大學位于美國馬薩諸塞州劍橋城。哈佛大學是一所私立大學，是知名的“常春藤盟校”的八大成員之一。

不知道有多少憧憬美國名校的申請人都有著自己的“哈佛夢”，夢想著自己有一天能夠穿上代表哈佛的深紅色衣服，徜徉在劍橋城的哈佛校園內，手捧書本坐在草坪上。哈佛大學意味著頂級學術環境，意味著世界一流的教育，意味著高起點和美好的前程。

哈佛大學（Harvard University）成立于1636年，是美國歷史最悠久的高等學府。哈佛大學位于美國馬薩諸塞州劍橋城。哈佛大學是一所私立大學，是知名的“常春藤盟校”的八大成員之一。在美國知名大學排名網站USnews 上，哈佛大學連續多年排名第一位。而在世界各報刊和研究機構排行中，哈佛大學常年雄踞榜首。

作為如此名校，哈佛大學對于申請人的篩選也相當嚴格。Princeton Review把哈佛大學評為美國最難申請的大學第四位。

哈佛大學的校訓是真理（Veritas），這個校訓也出現在哈佛大學的校徽上。

哈佛大學校徽

哈佛大學歷史上出現過數不盡的名人和諾貝爾獎得主。哈佛的畢業生中出現了8任美國總統。我們所熟知的美國現任總統奧巴馬、前任總統羅斯福、肯尼迪和喬治·布什都是哈佛大學校友。也有不少中國知名人士畢業于哈佛，包括地質學家竺可楨，散文家梁實秋，梁啟超之子建筑學家梁思成等等。當前的臺灣國民黨主席馬英九獲得了哈佛大學法學博士學位。最近炙手可熱的NBA中國明星控球后衛林書豪也出身哈佛。哈佛的教授中，有34名諾貝爾獎得主。而哈佛歷史上一共有40位諾貝爾獎得主和30位普利策獎得主。

哈佛大學學生以研究生為主，約有12000多名研究生，近7000名本科生和2400多名教授。在全美排名上，哈佛大學商學院、醫學院排名首位，人文、政治和英文專業排名第一。文學院、法學院、醫學院、商學院以及工程學院是全美公認的Number One。哈佛大學共設10個研究生院，包括文理學院、商業管理學院、設計學院、牙科醫學學院、神學院、教育學院、法學院、醫學院、公共衛生學院和肯尼迪政治學院；2個招收大學本科生的學院，即哈佛學院和拉德克利夫學院；并設繼續教育辦公室，專門負責暑期學校、附設課程和終身學習中心。

Harvard University 校園風景

哈佛大學與麻省理工學院（MIT）的關系非常微妙，是一種既有競爭又合作的關系。早年間，兩校的合并方案也被激烈討論過。哈佛與麻省在排名和研究上的競爭非常激烈。由于同處劍橋市，為了充分利用資源，兩校的學生可以選擇另一所學校的課程來完成學分要求。在科研方面，兩校同樣進行了廣泛的合作，包括哈佛MIT數據中心等。