哈佛大学校长名言录

时间:2024.3.19

《哈佛的起源与校长逸事》 网址/art/hfd/hfdqyyxcys/

(一)约翰-哈佛

哈佛大学成立于1636年10月28日,但它最初的校名不叫哈佛。

1637年冬,有一位英国剑桥大学的毕业生移民到了新大陆。他时年29岁,刚结婚不久,尚没有孩子。他的名字叫约翰-哈佛(John Harvard),来自伦敦。他住在查理斯镇,与那所新成立的学院(当时尚没有正式的校名)的所在地剑桥镇中间隔着一条河,河的名字叫查理斯河。

约翰-哈佛当时的梦想是成为查理斯镇教堂的助理牧师。可惜他在1638年9月就因患肺病而逝世于查理斯镇。临死前,他立嘱将自己一半的财产(约值780英镑)和所有的图书(约400本)捐赠给河对面那所新成立的学院。这是该学院成立以来所接受的最大一笔捐款。为表示感谢,马萨诸塞州议会一致决议,将这所尚无正式名称的学院命名为哈佛学院。

哈佛所赠的780英镑捐款,在当时是一笔了不起的收入。用时下之术语来讲,校方用这笔钱开发了不少的“硬件”和“软件”。但哈佛所赠的400本书却毁于一场大火。只有一本书因一个学生前天晚上借书未还而免遭劫难。具有讽刺意味的是,当时的哈佛院长亨利-邓斯特(Henry Dunster)还是以“借书不得带出图书馆”这条校规开除了那位学生。

哈佛本人出生在英格兰,父亲是一个屠夫。他曾有过不少兄弟姐妹。可惜发生在1625年的一场瘟疫,夺去了他父亲和四个兄弟姐妹的性命。哈佛本人也是英年早逝,没有留下任何子女。

想当年,当约翰-哈佛凄凉地死在查理斯镇的小木屋时,他一定会为自己不能在新大陆实现自己的抱负而感到十分的悲哀,并为自己不能和太太育有一两个后代而感到无限的惋惜。望着查理斯河对面的那所新学校,哈佛或许会想:那将是我对这片新大陆的惟一贡献了,希望它能有所作为。

而令哈佛感到无限宽慰的是,查理斯河对面的那所学校不仅以自己的姓名来命名,而且最终成为全新大陆乃至全世界最出色的大学之一。

九泉之下,约翰-哈佛可以安息了。

(二)最有成就的退学生

不少人都知道,美国电脑大王比尔-盖茨是哈佛大学的退学生。但比尔-盖茨绝不是哈佛历史上第一个著名的退学生。在他之前,还有不少的哈佛先辈们因退学而成名。

例如,在1894年,有一位哈佛大学一年级的学生,因迫不及待要投入石油开采行业而从哈佛大学退学。他后来果然因石油开采而成为美国的巨富。他的名字叫霍华德-休斯(Howard Hughes)。

在1926至19xx年和1929至19xx年间,有一位学生在哈佛大学断断续续地读了三年的书。最后他禁不住各种科研工作的诱惑,还是自动中止了在哈佛大学的学业。他后来获得了500多项的专利,是继爱迪生之后美国最出名的发明家。他的名字叫波尼-莱特(Bonnie Raitt)。

在19xx年,有一位来自佛罗里达州的哈佛二年级学生,因创立了美国历史上第一个乡村乐队“国际潜水艇乐队”而从哈佛大学退学。他后来成为当时一名著名歌手,他的名字叫格兰姆-帕森斯。

当然,在所有哈佛大学退学生中,比尔-盖茨的退学大概最具戏剧性。比尔-盖茨于19xx年入哈佛读书。在此之前,盖茨被公认是数学天才,他也曾一度想成为一名数学家。但到了哈佛之后,盖茨很快发现,竟有人比他还有数学天分,这曾使他甚感沮丧。后来,他一门心

思钻研电脑,认定这是自己的生财之道。但当时,他并没有从哈佛退学的打算。盖茨最后下定决心从哈佛退学,得归功于他的老搭档艾伦。为了拉这位小兄弟回华盛顿州去创业,艾伦不惜放弃原来的工作,随盖茨来到哈佛,并就地找事做,以便劝说盖茨退学。

在艾伦三天两头的劝说下,盖茨终于动摇了读完哈佛大学的信念,在大三时退学。盖茨当初决定从哈佛退学,曾受到许多亲朋好友的劝阻,其中也包括他的一位室友。有趣的是,数年后,当这位室友在斯坦福大学商学院攻读MBA课程时,盖茨又来劝他退学去共创天下。他禁不住昔日室友的轮番劝告,最后真从斯坦福退了学,去出任盖茨那间20来人小公司的总经理。

他,就是当今微软公司大名鼎鼎的行政总裁史蒂夫-鲍尔默,说来他也是一个退学生。

(三)校徽

哈佛大学的办校方针是求是崇真。

哈佛大学的校训是“Amicus Plato,Amicus Aristotle,sed Magis Amicus VERITAS”。它是拉丁文,其英文为“Let Plato be your friend,and Aristotle,but more let your friend be Truth”,其中文翻译为“与柏拉图为友,与亚里士多德为友,更要与真理为友”。这句话原出自威廉姆斯-艾米思(Williams Ames)的一句名言。自哈佛建校以来,它就一直是哈佛学生所信奉的做学问和做人的准则。

哈佛大学的校徽是“Veritas”,它是拉丁文“真理”的意思。

哈佛校徽诞生于学院在1643年12月27日举行的一次会议。那天的会议记录中清楚地记载了其图案设计:它以三本书为背景(两上一下),在上面的两本书上分别印刻有“VE”和“RI”两组字母,而在下面的一本书上则印刻有“TAS”这组字母。三本书的背景则是一个盾牌图案。那次会议是由哈佛学院第二任院长邓斯特主持的。应该说,这个校徽设计是很有创意的。

可惜,有谁能料到,这个图案是在等足了200年之后才被启用的。

其原因是,邓斯特院长在主持了那次会议后,就随便将那次的会议记录丢置在一堆文件当中,一直无人问津。直至200年后,当时任哈佛院长的昆西(Josiah Quincy)在主持200年校庆过程中,无意中发现了这份重要的历史文件。他把这份失而复得的校徽图案作为本次校庆的一个重要项目来推介给师生,大家在欢呼之余,无不感慨万分。

它似乎在昭示着人们:真理是不会被遗忘的,纵使它一时半会儿可能被人们所忽略。

(四)校长逸事

1640年,哈佛学院的第一任院长伊顿牧师被迫辞职,原因是他的太太没有将收购来的牛肉做饭给学生吃,还有就是贪污了学生饮用的啤酒。这在当时是一桩巨大的丑闻。

1848年间,在艾佛雷特(E.Everett)任哈佛学院院长时,校方决定招收一位名叫威廉姆斯的黑人入学。这引起一些白人学生的强烈不满。他们到院长办公室提抗议,威胁说如果校方招收这位黑人学生,他们将会退学。对此,艾佛雷特院长静静地回答说:“如果这位黑人学生通过考试,他将会被录取。如果你们退学,则哈佛的收入将会被用作这个黑人学生的教育费用。”那位黑人后来成为哈佛校史上第一位入学的黑人学生。

1853-1860年间,詹姆士-沃尔克出任哈佛学院院长。这期间他为大学课程增添了音乐课。而有意思的是,沃尔克本人是个地地道道的聋子,什么都听不见。

1870年,在查理斯-艾略特出任哈佛大学校长时,他找到当时著名的史学家亨利-亚当斯,想聘请他出任中世纪历史的教授。对此,亨利-亚当斯谦虚地说:“校长先生,我真的一点儿都不懂中世纪的历史。”而艾略特校长则不客气地回答说:“如果你能够为我举荐出一位比你懂得更多的教授,那我就聘请他。”结果亚当斯接受了聘请。

1884年,一对名叫斯坦福的夫妇找到艾略特校长。他们来自加利福尼亚州,请教艾略特校长用多少钱可以建立一所大学(他们当时想在加州办一所大学,以悼念他们新近逝世的儿子)。艾略特校长在听完了他们的讲述后,一脸认真地说:“这起码需要500万美元(这大概相当于今天的50亿美元吧)”。听了这话,斯坦福太太的脸色顿时变得铁青。沉默良久之后,斯坦福先生开口说:“亲爱的,我想我们还是可以拿出这笔钱的。”

艾略特校长没有料到的是,这对夫妇用其姓名所建立的学校后来会与哈佛大学齐名。更难想象的是,那所学校一位名叫博克的毕业生后来竟会成为哈佛大学的校长,并且主政哈佛20年,其任期之长仅次于艾略特本人。

(五)最早的中国留学生

20世纪初,中国政府开始向哈佛大学选派留学生,哈佛与中国的缘分由此开始。首批留学哈佛的中国学生于19xx年毕业,他们当中有罗邦辉、秦汾、金岱、李嘉同、马岱君和刘瑞恒等人。19xx年至19xx年,清华学校庚子赔款留美学生中,在哈佛大学求学的人有21位。19xx年,哈佛--燕京学会在燕京大学成立,前往哈佛求学的中国留学生逐年增加。19xx年二次世界大战结束时,哈佛大学的外国留学生中,以中国学生为最多。

早年负笈海外的中国留学生,胸怀大志,为开拓中国的现代科学技术和文化教育事业做的努力。他们包括:赵元任(1892-1982)语言学家、作曲家。19xx年入哈佛攻数理哲学。19xx年获哲学博士学位;陈寅恪(1890-1969)史学家、古文字学家。1918-19xx年在哈佛大学研究古文字学和佛经,后入柏林大学梵文研究所研究东方古文字学;林语堂(1895-1976)作家、语言学家。19xx年入哈佛大学留学,后获文学硕士学位;杨杏佛(1893-1933)我国现代科学倡导者。先在康乃尔大学攻读机械工程,后转哈佛大学读工商管理和经济学;竺可桢(1890-1974)科学家、教育家,中国现代地理学和气象学的奠基人。19xx年入哈佛大学研究院地质系攻读气象学;李济(1896-1979)人类学家。19xx年入哈佛研究人类考古学,19xx年以学术论文《中华民族的形成》获博士学位,并由哈佛大学出版社出版;梁实秋(1902-1987)文学家、翻译家。19xx年入哈佛大学研究院,受教于美国著名文学评论家白璧德;梁思成(1901-1972)建筑学家,梁启超的长子。19xx年在美国宾夕法尼亚大学获得建筑学硕士后,入哈佛大学美术研究院进一步研习。

19xx年,时值哈佛大学300年校庆,中国哈佛大学校友会给母校捐赠了一座大石碑,这是中国留学生在哈佛校园留下的一片集体足迹。

(六)校长名言录

“任何学生都不得在没有征得父母、监护人和个人导师的同意下买卖或交换超过6美分的物品。”这是哈佛大学第1任校长伊顿(Eaton)牧师的一句名言,它后来成为了一条校规。 “祈祷,然后去学习。”这是哈佛大学第2任校长邓斯特(H-Dunster)时常挂在嘴边的一句话。

“人类过去和现在的努力已经排除了知识路途中的许多障碍,让我们继续努力去排除剩余的障碍。”这是哈佛大学第19任校长昆西(J-Quincy)对入学新生和毕业生的祝福。

“让我们齐心协力,把哈佛学院建设成美洲大陆最出色的大学。”这句话是哈佛大学第20任校长希尔(T-Hill)在美国南北战争(1861-1865)刚结束时提出的办学目标。

“人类的希望取决于那些知识先驱者的思维,他们所思考的事情可能超过一般人几年、几代人甚至几个世纪。”这是哈佛大学第21任校长艾略特(C-W-Eliot)对哈佛教授们的期望。 “每个受过教育的人都应该对什么事物都懂一点,但对个别事物懂得很多。”这是哈佛大学第22任校长洛厄尔(A-L-Lowell)说过的一句大白话。

“大学的荣誉,不在它的校舍和人数,而在于它一代又一代人的质量。”这是哈佛大学

第23任校长科南特(J-B-Conant)对哈佛大学办学方针的总结。

“一个人是否具有创造力,是一流人才和三流人才的分水岭。”这是哈佛大学第24任校长普西(N-M-Pusey)对开发学生创造力意义的理解。

“学生一代接着一代,如同海水一浪接着一浪地冲击着陆地。有时是静静的,有时则带着狂风暴雨的怒吼。不论我们认为人的历史是单调的还是狂骤的,有两件事物总是新鲜的,这就是青春和对知识的追求,这也正是一所大学所关心的。我们学校的年纪已经可以用世纪来计算,但只要它热切地追求这两件事,它就永远不会衰老。”这是哈佛大学第25任校长博克(Derek Bok)在第340届毕业典礼上的一句致辞。

参考网址:/art/hfd/hfdqyyxcys/

哈佛大学校长名言录 /question/15674423.html

“任何学生都不得在没有征得父母、监护人和个人导师的同意下买卖或交换超过6美分的物品。” ——哈佛大学第一任校长伊顿,此话后来成为了一条校规

“人类过去和现在的努力已经排除了知识路途中的许多障碍,让我们继续努力去排除剩余的障碍。” ——哈佛大学第19任校长昆西对入学新生和毕业生的期望

“人类的希望取决于那些知识先驱者的思维,他们所思考的事情可能超过一般人几年、几代人甚至几个世纪。”

——哈佛大学第21任校长艾略特对哈佛教授们的期望

“每个受过教育的人都应该对什么事物都懂一点,但对个别事物懂得很多。”

——哈佛大学第22任校长洛厄尔的名言

“大学的荣誉,不在它的校舍和人数,而在于它一代又一代人的质量。”

——哈佛大学第23任校长科南特对哈佛大学办学方针的总结

“一个人是否具有创造力,是一流人才和三流人才的分水岭。”

——哈佛大学第24任校长普西对开发学生创造力意义的理解


第二篇:哈佛大学校长致辞


哈佛大学校长致辞

In the curious custom of this venerable institution, I find myself standing before you expected to impart words of lasting wisdom. Here I am in a pulpit, dressed like a Puritan minister — an apparition that would have horrified many of my distinguished forebears and perhaps rededicated some of them to the extirpation of witches. This moment would have propelled Increase and Cotton into a true “Mather lather.” But here I am and there you are and it is the moment of and for Veritas.

You have been undergraduates for four years. I have been president for not quite one. You have known three presidents; I one senior class. Where then lies the voice of experience? Maybe you should be offering the wisdom. Perhaps our roles could be reversed and I could, in Harvard Law School style, do cold calls for the next hour or so.

We all do seem to have made it to this point — more or less in one piece.

Though I recently learned that we have not provided you with dinner since May 22. I know we need to wean you from Harvard in a figurative sense. I never knew we took it quite so literally. But let’s return to that notion of cold calls for a moment. Let’s imagine this were a baccalaureate service in the form of Q & A, and you were asking the questions. “What is the meaning of life, President Faust? What were these four years at Harvard for? President Faust, you must have learned something since you graduated from college exactly 40 years ago?” (Forty years. I’ll say it out loud since every detail of my life — and certainly the year of my Bryn Mawr degree — now seems to be publicly available. But please remember I was young for my class.) In a way, you have been engaging me in this Q & A for the past year. On just these questions, although you have phrased them a bit more narrowly. And I have been

trying to figure out how I might answer and, perhaps more intriguingly, why you were asking.

Let me explain. It actually began when I met with the UC just after my appointment was announced in the winter of 2007. Then the questions continued when I had lunch at Kirkland House, dinner at Leverett, when I met with students in

my office hours, even with some recent graduates I encountered abroad. The first

thing you asked me about wasn’t the curriculum or advising or faculty contact or even student space. In fact, it wasn’t even alcohol policy. Instead, you repeatedly asked me: Why are so many of us going to Wall Street? Why are we going in such numbers from Harvard to finance, consulting, ibanking? There are a number of ways to think about this question and how to answer it. There is the Willie Sutton approach. You may know that when he was asked why he robbed banks, he replied, “Because that’s where the money is.” Professors Claudia Goldin and Larry Katz, whom many of you have encountered in your economics concentration, offer a not dissimilar answer

based on their study of student career choices since the seventies. They find it notable that, given the very high pecuniary rewards in finance, many students nonetheless still choose to do something else. Indeed, 37 of you have signed on with Teach for America; one of you will dance tango and work in dance therapy in Argentina; another will be engaged in agricultural development in Kenya; another, with an

honors degree in math, will study poetry; another will train as a pilot with the USAF; another will work to combat breast cancer. Numbers of you will go to law school, medical school, and graduate school. But, consistent with the pattern Goldin and Katz have documented, a considerable number of you are selecting finance and consulting. The Crimson’s survey of last year’s class reported that 58 percent of men and 43 percent of women entering the workforce made this choice. This year, even in challenging economic times, the figure is 39 percent.

High salaries, the all but irresistible recruiting juggernaut, the reassurance for many of you that you will be in New York working and living and enjoying life alongside your friends, the promise of interesting work — there are lots of ways to explain these choices. For some of you, it is a commitment for only a year or two in any case. Others believe they will best be able to do good by first doing well. Yet, you ask me why you are following this path.

I find myself in some ways less interested in answering your question than in figuring out why you are posing it. If Professors Goldin and Katz have it right; if finance is indeed the “rational choice,” why do you keep raising this issue with me?

Why does this seemingly rational choice strike a number of you as not understandable, as not entirely rational, as in some sense less a free choice than a compulsion or necessity? Why does this seem to be troubling so many of you?

You are asking me, I think, about the meaning of life, though you have posed your question in code — in terms of the observable and measurable phenomenon of senior career choice rather than the abstract, unfathomable and almost embarrassing realm of metaphysics. The Meaning of Life — capital M, capital L — is a cliché — easier to deal with as the ironic title of a Monty Python movie or the subject of a Simpsons episode than as a matter about which one would dare admit to harboring serious concern. But let’s for a moment abandon our Harvard savoir faire, our imperturbability, our pretense of invulnerability, and try to find the beginnings of some answers to your question.

I think you are worried because you want your lives not just to be

conventionally successful, but to be meaningful, and you are not sure how those two goals fit together. You are not sure if a generous starting salary at a prestigious brand name organization together with the promise of future wealth will feed your soul. But many of you are now wondering how these commitments fit with a career choice. Is it necessary to decide between remunerative work and meaningful work? If it were to be either/or, which would you choose? Is there a way to have both?

You are asking me and yourselves fundamental questions about values, about trying to reconcile potentially competing goods, about recognizing that it may not be possible to have it all. You are at a moment of transition that requires making choices. And selecting one option — a job, a career, a graduate program — means not

selecting others. Every decision means loss as well as gain — possibilities foregone as well as possibilities embraced. Your question to me is partly about that — about loss of roads not taken.

Finance, Wall Street, “recruiting” have become the symbol of this dilemma, representing a set of issues that is much broader and deeper than just one career path. These are issues that in one way or another will at some point face you all — as you graduate from medical school and choose a specialty — family practice or

dermatology, as you decide whether to use your law degree to work for a corporate firm or as a public defender, as you decide whether to stay in teaching after your two years with TFA. You are worried because you want to have both a meaningful life and a successful one; you know you were educated to make a difference not just for yourself, for your own comfort and satisfaction, but for the world around you. And now you have to figure out the way to make that possible.

I think there is a second reason you are worried — related to but not entirely distinct from the first. You want to be happy. You have flocked to courses like

“Positive Psychology” — Psych 1504 — and “The Science of Happiness” in search of tips. But how do we find happiness? I can offer one encouraging answer: get older. Turns out that survey data show older people — that is, my age — report themselves happier than do younger ones. But perhaps you don’t want to wait.

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?

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.

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.

You may love investment banking or finance or consulting. It might be just right for you. Or, you might be like the senior I met at lunch at Kirkland who had just returned from an interview on the West Coast with a prestigious consulting firm. “Why am I doing this?” she asked. “I hate flying, I hate hotels, I won’t like this job.” Find work you love. It is hard to be happy if you spend more than half your waking hours doing something you don’t.

But what is ultimately most important here is that you are asking the question — not just of me but of yourselves. You are choosing roads and at the same time challenging your own choices. You have a notion of what you want your life to be and you are not sure the road you are taking is going to get you there. This is the best news. And it is also, I hope, to some degree, our fault. Noticing your life, reflecting upon it, considering how you can live it well, wondering how you can do good: These are perhaps the most valuable things that a liberal arts education has equipped you to do. A liberal education demands that you live self-consciously. It prepares you to seek and define the meaning inherent in all you do. It has made you an analyst and critic of yourself, a person in this way supremely equipped to take charge of your life and how it unfolds. It is in this sense that the liberal arts are liberal — as in liberare — to free. They empower you with the possibility of exercising agency, of discovering meaning, of making choices. The surest way to have a meaningful, happy life is to commit yourself to striving for it. Don’t settle. Be prepared to change routes. Remember the impossible expectations we have of you, and even as you recognize they are impossible, remember how important they are as a lodestar guiding you toward

something that matters to you and to the world. The meaning of your life is for you to make.

I can’t wait to see how you all turn out. Do come back, from time to time, and let us know.

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