普林斯顿大学现任校长

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美国一流大学年度捐赠的理念与实践--普林斯顿大学的经验

2021年第3期高教探索Higher Education Exploration美国一流大学年度捐赠的理念与实践----普林斯顿大学的经验牛欣欣洪成文摘要：年度捐赠是美国一流大学多层次捐赠体系的根基。

年度捐赠承担捐赠人拓展、升级和维系的职能，不仅为一流大学建设筹集了相当数额的非限定用途的资金，更在培育大学捐赠文化、实现年度捐赠向大额捐赠延伸、提高人才培养和服务质量等方面发挥出重要的隐性价值。

普林斯顿大学年度捐赠项目实施成效显著，形成了以核心理念引领、制度化支持、专业化运作、大众化参与和层次化推进为特征的成熟运作机制，其年度捐赠的系统性、对捐赠文化培育的重视，以及以(潜在)捐赠人为中心的理念，能为我国大学强化和优化年度捐赠工作提供借鉴。

关键词：年度捐赠；一流大学；普林斯顿大学；运作经费来源多样化是世界一流大学的典型特征。

美国一流大学筹款历史悠久，殖民地时期的学院自创建起就面临资金匮乏的困境，由此形成的多元化资金来源模式一直延续至今。

年度捐赠是美国一流大学在筹款实践中发展形成的多样化筹款项目中的一种。

学校每年面向包括校友、学生家长、高年级学生等在内的大学主要利益相关者和友好人士，募集不限定用途的捐赠基金。

尽管与大宗筹款运动相比，年度捐赠在募捐额度和社会影响力等方面不占优势，但年度捐赠具有募捐对象广、捐赠起点低、连续性强的特点，构成了美国一流大学整个捐赠体系的根基。

年度捐赠的核心价值主要体现在三个方面：一是培育大学捐赠文化，为潜在捐赠人完成首次捐赠提供支持，实现捐赠人“拓展”；二是在年度捐赠人中识别出潜在的大额捐赠人，实现捐赠人“升级”；三是作为校友及家长等大学核心利益相关群体对大学认同度和满意度的一个重要表征，倒逼大学提高人才培养质量和服务质量。

由此，年度捐赠的价值绝不仅仅体现在显性的年度捐赠资金筹措上，它同时具备重要的隐性价值。

普林斯顿大学是美国最古老的大学之一。

在“美国新闻与世界报道”(U.S.News&World Report)发布的2020大学排行榜中，普林斯顿大学位列全球最佳大学排行榜第8位，全美大学排行榜第1名，同时也位居全美最佳本科教学排行榜、全美最有价值高校排行榜榜首o［1］普林斯顿大学在筹资工作上的独特之处不仅在于在筹资总额上表现不俗，在年度捐赠方面，尤其是在校友捐赠参与率上一直有卓越表现，明显优于其他顶尖大学。

普林斯顿大学本科人才培养模式的特点及启示

发展出现危机的先例。例如在第１２任校长佩顿任职
的１８８８—１９０２年间，普林斯顿的办学规模迅速扩
作者简介：董泽芳，华中师范大学教育学院教授，博士生导师；王晓辉，华中师范大学教育学院博－￣－－￣。（武￣ｙ．．／４３００７９）
征的有关人才培养过程的理论模型与操作式样。＿４普林斯顿大学之所以重视构建科学的人才培养
大学相比，普林斯顿是一所学生规模较小，学科门类并不齐全的袖珍型大学，始终维持着较小的教育
的也是容易被人们忽视的是其本科人才培养模式的特色。人才培养模式是培养主体为了实现特定的人才培养目标，在一定的教育理念指导和一定的培养制度保障下设计的，由若干要素构成的具有系统性、目的性、中介性、开放性、多样性与可仿效性等特
林斯顿大学本科人才培养模式的特点及经验，对推
动我国大学本科人才培养模式创新，提升人才培养
质量无疑具有重要意义。
一
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普林斯顿大学本科教育概况及人才
普林斯顿大学高质量的本科教育及人才培养的杰出成就，不仅与其坚持 “ 小而精 ” 的办学理念和
林斯顿因此被誉为 “ 学者和政治家的摇篮 ”、“ 社会精英的国家俱乐部 ” ，为美国社会乃至世界文明作出了卓越贡献。

普林斯顿大学杰出校友

普林斯顿大学（Princeton University），简称普林斯顿，是世界著名私立研究型大学，位于美国新泽西州的普林斯顿市，是八所常春藤盟校之一。

学校于1746年在新泽西州伊丽莎白镇创立，是美国殖民时期第四所成立的高等教育学院，当时名为“新泽西学院”，1747年迁至新泽西州，1756年迁至风景优美的普林斯顿市（位于费城和纽约之间），并在1896年正式改名为“普林斯顿大学”。

虽然其旧校名是“新泽西州学院”，但它与今天位于邻近的尤因镇（Ewing Township）的“新泽西州学院”没有任何关联。

它最初是长老制的教育机构，但学校从没有跟任何宗教机构有直接的联系。

立思辰留学360介绍，截至2015年，共有41位诺贝尔奖获得者在普林斯顿大学工作或学习过，位列世界第14名；而依据泰晤士高等教育统计，普林斯顿在21世纪获得诺贝尔奖人数位列世界第四。

另有10位世界计算机最高奖图灵奖得主（世界第六）和至少8位世界数学最高奖菲尔兹奖得主在普林斯顿工作或学习过。

2015-16年，普林斯顿大学在世界大学学术排名（ARWU）中位列世界第6、在泰晤士高等教育世界大学排名中位列世界第7、在QS世界大学排名中位列世界第11、在2015-16年usnews世界大学排名（US News）中位列世界第13，而在US news美国大学本科排名中，普林斯顿大学超过哈佛大学排名全美第1。

杰出校友约翰·F·肯尼迪1939届（第一学期之后因为健康原因退学） - 第35任美国总统詹姆斯·麦迪逊1771年届 - 第4任美国总统伍德罗·威尔逊1879届 - 第28任美国总统，曾任普林斯顿大学校长及新泽西州州长盖瑞·贝克1951届 - 诺贝尔奖得主（经济1992年）艾伦·图灵博士 1938届 - 计算器科学家、密码学家皮特·康拉德1953届 -宇航员，第三个踏上月球的人田长霖-柏克莱加州大学校长罗伯特·文丘里国际著名建筑师，“后现代主义建筑之父”，1991年第十三届普利兹克奖获得者Tod Williams 国际著名建筑师，2013年美国国家艺术勋章获得者乔治·凯南-美国外交家和历史学家，普利策新闻奖获得者。

普渡大学

美国最佳大学排名：第51名世界大学排名：第140名美国最佳大学排名：第49名世界大学排名：第114名美国最佳大学排名：第53名世界大学排名：第114名美国最佳大学排名：第57名世界大学排名：第114名软科 2022软科世界大学学术排名：第83名 2021软科世界大学学术排名：第86名
Polytechnic Institute
理工学院包括下列七个系（department）：航空航天技术（Aviation and Transportation Technology）、计算机信息技术（Computer and Information Technology）、计算机图形技术（Computer Graphics Technology）、建筑管理技术（Construction Management Technology）、工程技术（Engineering Technology）、领导和创造技术（TechnologyLeadership & Innovation）以及军事科学技术（Division of Military Science and Technology）分部。
篮球
普渡大学的男子篮球及女子篮球是Big Ten联盟所有球队中赢得最多联盟冠军的队伍，包括21次的男子冠军及6次的女子冠军。篮球场
其中男子篮球队教练Gene Keady在担任教练的二十五个球季（1980-2005）中，共带领普渡男子篮球队打进十八次的NCAA季后赛，生涯胜场数超过五百胜，为史上最多胜的教练。
每年四月第一个星期，普渡大学国际学者学生办公室（International Student and Scholar Office-ISS）均会定期举办世界周（International Awarness Week），促进国际学生与当地社区的关系。

普林斯顿大学夏普罗校长的治校实践研究

更加优美、舒适的校园环境，等等。所有这些措施都极大地促进了普林斯顿大学的发展。
关键词
夏普罗；治校实践；普林斯顿大学
哈罗德・夏普罗（ＨａｒｏｌｄＴ．Ｓｈａｐｉｒｏ）出生于加拿
资助方面，联邦政府的资助所占比大教师和学生的
眼界，促进他们的发展进步。而聘请客座教授所需的资金也主要来自于筹款活动所得的资金。
（三）奖励教学优异的教师
该项措施主要针对那些在教学方面为普林斯顿大学作出贡献的教师，这些教师由校方与学生共同选出。随后，在学校每年举行的毕业典礼上，校方
周年校庆活动中，普林斯顿大学的本科生和研究所
校友共为学校捐赠７．８２亿美元的资金，企业和基金会则为普林斯顿带来了１．６５亿美元的收入，遗产捐
校的学术研究资助的来源发生了重大变化。在校外
作者简介：樊亚明（１９８９一），男，内蒙古鸟兰察布人，沈阳师范大学教育科学学院２０１１级硕士研究生，研究方向：外国教育史；毛昭娟（１９８６一），女，山东滨州人，沈阳师范大学教育科学
动” 回。在夏普罗的任期内，普林斯顿大学获得的社
会捐赠增长了４倍，从近２０亿美元增加到８０多亿
美元。这一筹资运动的影响在普林斯顿大学的校园和学生生活的许多领域都有清晰的体现，包括整修校园的建筑物、加强教学计划、拓宽对学生的财政援助计划，等等。此外，筹款活动也为夏普罗校长推

水均益专访普林斯顿大学校长

节目预告：干细胞研究，攻克绝症的希望，美国前总统里根的家人奔走呼吁，轮椅之上的超人也为此不断疾呼。

他们从中看到了生的希望。

里夫：“干细胞就是医药界的未来。

”她，全球顶尖的分子生物学家，告诉世界：“干细胞研究前景远大，尤其是针对那些我们现在还医治不了的疾病。

”但这项研究却在美国总统选举中引发了争议，布什克里各执一端，争辩不休。

科学研究的道德界限到底在哪里？雪莉·蒂尔曼普林斯顿大学的第一位女校长，人类基因图谱破译的功臣，做客高端访问，接受水均益专访，讲述科学与道德的冲突，解释干细胞研究的广阔前景。

他（里根）曾经是两届美国总统。

曾经在冷战的最后岁月中叱咤风云。

（里根同期声：戈尔巴乔夫先生打开了一扇门，戈尔巴乔夫先生推倒了一堵墙。

）他曾经用自己的智慧和幽默打动美国人。

（里根竞选同期声：我不会在这次大选中拿年龄问题做文章，我不会为了政治目的攻击对手年轻和经验不足。

）然而到了晚年，他却蹒跚在老年痴呆症的病痛中，他的亲人期望他重新获得健康，始终在寻觅新的治疗方法，一项科学研究让他们看到了那线希望。

他（超人里夫）曾经拥有强健的体魄。

也拥有冒险家的精神。

（电影镜头——超人接住空中落下的小姐：别紧张，小姐，我接到你了。

小姐惊恐万分：你接到我了？拿谁接到你了呢？）他演绎了超人，然而一次意外却让他从星光灿烂的大道上瘫痪在轮椅上，他曾经沮丧，曾经想到过自杀，但是，他依然对生命的奇迹怀有希望，多年来，他一直在为推进一项科学研究发出呼吁，相信科学能够创造生命的奇迹。

（里夫同期：干细胞研究已经能治愈瘫痪的动物，干细胞就是医药界的未来。

请大家都挺身而出支持这项研究。

）是的，干细胞研究，让许许多多的人，看到了未来的希望，这项研究得成功将大大提高人的健康质量。

也许正因为如此，作为科学议题，第一次闯入了美国的总统大选，成为总统候选人辩论的重要问题。

布什和克里对干细胞研究分歧明显，辩论观点泾渭分明，有评论说，关于干细胞研究的政策已经成了影响选情走向的重要因素之一。

普林斯顿大学校长2018毕业演讲：读书无用论是最大的谎言(中英文)

演讲稿英文版：In a few minutes, all of you will march through FitzRandolph Gate as newly minted graduates of this University. Before you do, it is my privilege to say a few words about the path that lies ahead. It is indeed a privilege, and also a joy, to address you, for all of you who graduate today have accomplished something genuinely important and worth celebrating.You have completed a demanding course of study. It will transform your life in many ways. It will expand the range of vocations you can pursue, increase your knowledge of the world, deepen your capacity to appreciate societies and cultures, and provide a foundation for lifelong learning.So we celebrate here on the lawn in front of Nassau Hall, as do other college communities in courtyards, auditoria, arenas, and stadia around the country. Graduates toss caps in the air and professors applaud. Families cheer and holler enthusiastically. Yet, even as we do so, we see a strange trend from columnists, bloggers, think tanks, and politicians. In essays, books, and speeches, some of them suggest that too many students are earning college degrees.Too many college graduates: that is a very odd claim, because the economic evidence for the value of a college degree is overwhelming. For example, in 2014, economists Jaison Abel and Richard Deitz of the Federal Reserve Bank of New York estimated the average annual return on investment from a college degree, net of tuition paid and lost earnings, at between 9 percent and 16 percent per year for a lifetime (1). For the last two decades, the return on investment has hovered at the high end of that range, around 15 percent per year.By comparison, the historical average return on investments in the American stock market is around 7 percent per year. That is why my friend Morton Shapiro, the president of Northwestern University and a leading educational economist, says that for most people, the decision to invest in a college degree will be “the single best financial decision they make in a lifetime,”even if judged purely in terms of financial return on investment.A degree conveys many other benefits as well. For example, college graduates report higher levels of happiness and job satisfaction, even after controlling for income. College graduates are healthier than non-graduates. They are more likely to exercise, more likely to vote,and have higher levels of civic engagement. To these pragmatic considerations we should add the joys that come with an increased capacity to appreciate culture, the arts, the world’s diversity, and the inherent beauty of extraordinary ideas.The numbers I have quoted are not specific to Princeton. On the contrary, they are averages over all four-year degrees, in all fields, from all colleges in the United States. Think about that for a moment: on average, all degrees in all fields from all colleges generate an annual return between 9 percent and 16 percent, and this return is supplemented by additional benefits to health, happiness, and quality of life. How could anyone think we need fewer college graduates?Some people answer that you can learn a trade without getting a college degree. Welders, they observe, can make more money than many college graduates. That’s true. There are, of course, reasons why you might want to get a college degree even if you plan to become a welder. You might worry, for example, about what happens if technology renders your trade obsolete, or arthritis leaves you unable to practice it, or you want to move into management or explore other interests. A college degree equips you to respond to the changes —to yourself, and to the world —that inevitably occur over a lifetime.Still, if pundits and politicians were saying only that America needs better vocational training, I could agree wholeheartedly. It would be terrific if more people could get the training they need to practice a trade. But at the same time it would also be great if more people, not fewer, could receive the extraordinary benefits that come with a college degree.So I ask again: why would anyone think we need fewer college graduates? I think there is a simple answer. Education requires high-quality teaching. Teaching, in turn, depends upon skilled labor, which is expensive. As a result, the up-front cost for education is real, large, and easy to measure. The returns are equally real and even larger, but they accrue over a lifetime, are hard to measure, and vary from person to person. It is tempting to wish that you could get more certainty at lower cost.The people who call for fewer degrees yield to that temptation. They emphasize the short-term. They focus almost entirely on the price of college and on the salaries students might earn in their first jobs. That is a mistake.A college education is a long-term investment. It enables graduates to develop and adapt, and it pays off spectacularly in the long run. The idea that we would be better off with fewer college graduates is a short-term swindle, a swindle that will cheat America’s young people, weaken the nation’s economy, and undermine our future. We need to have the confidence to invest in our young people and to ensure that a college education is accessible and affordable for students from all backgrounds and financial circumstances.I hope that all of you who graduate today, and who experience the power of education in your own lives, will become advocates for the value of higher education in our society. There is a national conversation taking place right now about the value of higher education, and we need your voice in that conversation. We need you, in other words, to help others to achieve in the future what you achieve today.How can you help more students earn college degrees? Here are three suggestions. First, become advocates for the importance of completion rates. A college education produces a tremendous return—if you get the degree. Returns are much lower if you start college but do not get the degree. The highest default rates on student loans do not involvecollege graduates with big debts. They instead involve students with small debts who never finish college and so never get the earnings boost that comes with a degree.A few moments ago, we awarded an honorary degree to President Barbara Gitenstein. Over her nearly two decades leading The College of New Jersey, she raised the College’s four-year graduation rate from 58 percent to 75 percent, a number that puts TCNJ’s on-time completion rate among the top ten in the nation for public colleges and universities. By raising TCNJ’s graduation rate, President Gitenstein has improved the lives of thousands of students who might have left school with debt but no degree. Be an advocate for higher education leaders like Bobby Gitenstein, and for colleges like TCNJ that commit to improving completion rates.Second, support America’s public institutions of higher education. State subsidies for public colleges and universities have declined precipitously, and state funding represents an increasingly small share of the budget at public research universities. At the University of Michigan, for example, state funding now accounts for only about 9 percent of total revenues. In the 1950s, by contrast, that number was 80 percent. Tuition at state universities has risen notbecause they have increased their expenditures per student, but because state legislatures have hollowed out their other sources of support.America depends on its public colleges and universities. They are engines of social mobility and innovation. Princeton and other private universities make essential contributions to the nation and the world —but there is no way that we could ever replace America’s great public institutions. They are a national treasure, and I urge you to support them.Third, stand up for the importance of enabling more students from low-income families to earn college degrees. Princeton’s Great Class of 2018 graduates today as the most socioeconomically diverse class in the 272-year history of this University. You will not hold that record for long. Other classes already at Princeton will break your record. Our graduate programs are likewise drawing upon new sources of talent: this spring we admitted the most socioeconomically diverse class of doctoral students in Princeton University’s history.At Princeton we believe in socioeconomic diversity because we know that to achieve excellence as a University and as a nation we must drawtalent from every sector of society. We know, too, that a Princeton degree is a rocket-booster for students seeking socioeconomic mobility. If we want to heal the divisions that inequality has produced in this country, we must ensure that students from low-income backgrounds receive the educations they need to develop their abilities and contribute to our society.As I look out at our extraordinary class of undergraduate, masters, and doctoral degree recipients, I take pride in your excellence and your diversity, and I am excited about the contributions you will make in the years ahead. The world needs more college degrees, not fewer. We need more celebrations like the one we hold today, with more proud families and happy graduates ready to go out and make a positive difference in the world. All of us on this platform are thrilled to be a part of your celebration. We applaud your achievements. We send our best wishes as you begin the adventures that lie ahead, and we look forward to welcoming you back to this campus on future visits. To the Great Class of 2018 and all of our graduates, congratulations!演讲稿中文版：几分钟后，作为这所大学新一批的毕业生，你们都会走出校门。

王光亚在普林斯顿大学的演讲开场白

王光亚在普林斯顿大学的演讲开场白女士们、先生们：晚上好。

很荣幸应邀到普林斯顿大学参加你们的研讨会。

对我本人、我的同事及许多中国人来讲，普林斯顿大学的名字早已是耳熟能详。

她的历史比这个国家还长，从这个校园里走出了美国第28任总统伍德罗·威尔逊、伟大科学家爱因斯坦、著名诗人T.S.艾略特等众多杰出人物。

正如前总统克林顿先生在1996年普大建校250周年时所说：“在美国历史上的每一个紧要关头，普林斯顿大学及其师生都发挥了关键作用。

”令人高兴的是，在座诸位对中国事务都抱有研究兴趣。

虽然我们两国地理上相距万里，但在日常生活中却非常相近。

好莱坞影片、麦当劳快餐成了许多中国人生活中的内容。

而中国加工的服装、日用品也天天伴随着美国人民。

我希望通过今天的交流，能增进在座诸位对中国和中国外交政策的了解，为未来彼此的友谊与合作锦上添花。

Ladies and Gentlemen,Good evening.It is an honor for me to be invited to your seminar tonight. For me, for my colleagues and many other Chinese, Princeton has long been a familiar name. With a history longer than the country, it has produced many outstanding people, Woodrow Wilson, the 28th US President, Albert Einstein, the great scientist, and T. S. Eliot, the famous poet, to name but a few. As the former President Bill Clinton said in 1996 in celebration of the 250 anniversary of Princeton: "At every pivotal moment in American history, Princeton, its leadership, its students have played a crucial role."I am more pleased to learn that all of you have a keen interest in China. Though our two countries are geographically far apart, we have lots in common. While many Chinese enjoy Hollywood movies and McDonald's fast food, many Americans find that their clothes and daily necessities are made in China. I hope that today's seminar will help you gain a better understanding of China and its foreign policy, thus further deepening our friendship and cooperation.保持农历新年的核心价值观。

普林斯顿大学如何走向辉煌

普林斯顿大学如何走向辉煌大学走向国际一流是否要学科齐全规模超大，普林斯顿大学的发展或许能够给大学领导们的抉择带来有益的启示。

本文将围绕普林斯顿大学发展的历史、规模、业绩、思路做些探讨。

一、普林斯顿的历史普林斯顿大学始建于1746年，当时几位长老会牧师对哈佛和耶鲁在北美启蒙运动中所采取的立场不满，决定另起炉灶，新成立的这所院校就叫做“新泽西学院”，校址选在新泽西的伊利莎白，它是英国在北美创办的第四个学院，也是美国第4所最老的大学。

一年后迁往纽瓦克，1756年，又从纽瓦克迁到普林斯顿小镇，此时的学校规模很小，只有一幢名叫“纳索堂”(又译拿骚楼”的大楼)。

1896年，学校正式改名为普林斯顿大学。

四年后，即1900年普林斯顿大学建立研究生院。

1902年，伍德·威尔逊(后成为美国总统)就任校长，开始了一系列重大的改革，开设荣誉课程、实行导师制。

第二次世界大战以后，以本科生教育质量著称的普大发展迅猛，到70年代末巳跻身全美最好的研究性大学之列。

二、普林斯顿大学的规模在“常春藤”盟校中，普林斯顿大学学生人数不多，目前在校学生人数约6400人，其中本科生约4600人，研究生约1800人。

学校的学生来自全美50个州和55个国家，其中海外学生占5%，他们主要来自加拿大、中国、新加坡、英国和德国。

教师1100人，其中教授440位，都是各自学科的带头人。

普林斯顿大学面积也很小，只有清华的四分之一。

三、普林斯顿大学的业绩普林斯顿大学位于纽约和费城之间的一座与众不同的乡村都市，那里到处绿地丛丛，洋溢着一派和平、生气勃勃的气氛。

它的世界一流大学地位是勿容置疑的，拥有包括纳什在内的30名诺贝尔奖得主，爱因斯坦于1933年获得该校终身教授职位。

学校培养出2位美国总统，44名州长和几百名议员。

它是常青藤盟校中的TheBigThree之一。

学术声誉处于美国顶尖大学的头几名位置。

几年来，在美国<<美国新闻与世界报道>>最具权威的学校排行榜中，它的名次一直稳定地保持在前三名，在1999年的排行榜中，与哈佛大学和耶鲁大学并列第一位。

奥巴马简介

中文名称：火奴鲁鲁外文名称： Honolulu 别名：檀香山行政区类别：州首府所属地区：美国夏威夷州面积：面积217平方千米人口：约37万著名景点：亚利桑那纪念馆
Family
Early Time of Obama
Adolescence
Drugs
Nation Disagreement
After working his way through college with the help of scholarships and student loans, President Obama moved to Chicago, where he worked with a group of churches to help rebuild communities devastated by the closure of local steel plants.
He was elected the 44th President of the United States on November 4, 2008, and sworn in on January 20, 2009. He and his wife, Michelle, are the proud parents of two daughters, Malia, 12, and Sasha, 9
中文名：普林斯顿大学外文名： Princeton University 校训： Dei sub numine viget 创办时间： 1746年现任校长：雪莉· 蒂尔曼知名校友：约翰· 肯 F· 尼迪詹姆斯· 麦迪逊所属地区：美国新泽西州
87
He went on to attend law school, where he became the first African—American president of the Harvard Law Review(1991). Upon graduation, he returned to Chicago to help lead a voter registration drive, teach constitutional law at the University of Chicago, and remain active in his community.

top10著名学府

中国风景最美
北京大学
北京大学，简称中北大，创建于1898年，是中国近代第一所国国立大学，被公认为中国的最高学府，也是最亚洲和世界最重要的大学之一。在中国现受代史上，北大是中国高 “新文化运动”与 “五四运动”等运动考的中心发祥地，也是状多种政治思潮和社会理想在中国的最早传元播地，有“中国政治晴雨表”之称，享有青极高的声誉和重要的睐地位。
中国出国人数最多
东北林业大学
东北林业大学是教育部直属的全国重点中大学，全国72 国所教育部直属高等学校之一，占是国家¡ °211 地工程¡ ±重点建设大学。由浙面江大学农学院森林系和东北积农学院森林系最合并成立东北林学院，1985 大年更名为东北林业大学。
第九名
安徽桐城中学
安徽省桐城中学坐落在桐城派故乡，桐城中学历史悠久，与时俱进。学校由吴汝纶先生于1902年创办。自创建以来，学校始终走在时代发展的前列，于1958年被确定为安徽省首批七所重点中学之一， 1999年被命名为安徽省示范高中。
第八名
东北师范大学附属中学
东北师范大学附属中学创建于1950年。总占地面积97900平方米。全校有一线教职工572人（含外聘教师和职员），146个教学班，8654名在校学生。学校第一任校长为我国著名教育家陈元晖先生，现任校长李桢博士，党委书记史亮同志。
第七名
长沙一中
长沙市第一中学创建于1912年，是湖南省最早的公立中学，素以名师云集，校风朴实，人才辈出而著称，毛泽东、朱镕基、周谷城、周立波、杨小凯、谭盾等蜚声中外的政治家、思想家、历史学家、文学家、经济学家、音乐家和 17位“两院”院士均先后在此就读。

名校校训——普林斯顿大学_成长故事

名校校训——普林斯顿大学普林斯顿大学（PrincetonUniversity）位于美国新泽西州的普林斯顿，是一所著名的私立研究型大学，美国8所常春藤盟校之一。

它是美洲殖民者在新大陆创建的第4所大学。

该校于1746年在新泽西州伊丽莎白镇创建，当时名为“新泽西学院”，1756年迁至普林斯顿，1896年正式更名为“普林斯顿大学”。

在普林斯顿大学200多年的历史上，最值得其骄傲的是它世界范围内的科学成就和美国政治家摇篮的称谓：有33位诺贝尔奖得主、2位美国总统和44位美国州长毕业于该校，1000多名毕业生担任过美国国会参议员、众议员以及联邦政府和州政府的高级官员，相对论大师爱因斯坦、数学大师冯诺依曼？阿廷等著名学者曾在这里从事研究，著名华人科学家华罗庚、姜伯驹、陈省声、李政道、杨振宁等都曾担任过普林斯顿大学的研究员。

普林斯顿大学最引以为豪的是它的本科生教育，导修制是普林斯顿大学本科教学的一项特色。

学校大部分基础课程是在100至150人的大礼堂内上课，但每个星期学生都会参加10至15人的小班，由教授或是助教带领，复习一周以来所学的课程，这些由助教或教授带领的讨论班，给了学生更大的空间去理解在课堂上所学的理论。

普林斯顿大学的另一特色是，学生都必须遵照被称为“荣誉规章”的学术诚信的规定。

这条规定要求学生写一份保证书，保证其所有的书面作业既没有剽窃，也没有违反其他道德规范。

写下这份保证书即表示学生已经理解这条规定的“双向责任”：自己绝对遵守，也向校方报告其他学生违反这条规定的现象。

因为“荣誉规章”的存在，普林斯顿大学的考试没有人监考。

在《美国新闻与世界报道》公布的2012年度美国大学排行榜中，普林斯顿大学和哈佛大学并列第一名。

普林斯顿大学的正式校训是拉丁语“DeiSubNumineViget”，英译为：UnderGod'sPowerSheFlourishes，汉译为：在上帝的眷顾下，她欣欣向荣。

在今天的行政大楼拿萨堂前草地中央的铜牌上，铭刻着一条后来增添的非正式校训：IntheNation'sService，IntheServiceofAllNations（为国家服务，为全人类服务）。

世界著名大学

第四名
伦敦大学
伦敦大学是由多个行政独立的学院联合组成的学府，学府，亦是世界上规模最大的大学之一。最大的大学之一。大学旗下的学院都拥有高度的自治权，的自治权，各学院在学术上有各自的领域，术上有各自的领域，伦敦政治经济学院负责社会科学、会科学、皇家音乐学院专攻音乐等。专攻音乐等。
中国之最
现在再来了解一些中国大学之最。现在再来了解一些中国大学之最。
中国出国人数最多的大学中国占地面积最大的大学中国建校最早的大学中国校内风景最美的大学中国最受高考状元青睐的大学中国人数最多的大学
清华大学
清华大学，清华大学，地处北京西北郊繁盛的园林区，盛的园林区，是在几处清代皇家园林的遗址上发展而成的。展而成的。清华大学的前身是清华学堂，华学堂，始建于 1911年。1912年，年年清华学堂更名为清华学校。清华学校。1928 年更名为国立清华大学。华大学。
第九名
加州理工学院
加州理工学院是美国的一所久负盛名的大学，所久负盛名的大学，位于加利福尼亚州的帕萨蒂纳，加利福尼亚州的帕萨蒂纳，创建于1891年。这所学校创建于年规模不算大，只有1000余规模不算大，只有余名研究生和900余名本科名研究生和余名本科生，《泰晤士报高等教育增刊》增刊》2009年世界大学排年世界大学排名名列哈佛、斯坦福、名名列哈佛、斯坦福、耶鲁之后，鲁之后，在2006把加州理把加州理工学院在全美“ 工学院在全美“最难申请上的大学”里排名第六。上的大学”里排名第六。
第十一名
哥伦比亚大学
哥伦比亚大学位于美国纽约市曼哈顿，约市曼哈顿，于1754年成年成立，属于私立的常春藤盟校，由三个本科生院和十三个研究生院构成，哥伦三个研究生院构成，比亚的校友和教授中一共人获得过诺贝尔奖。有87人获得过诺贝尔奖。人获得过诺贝尔奖包括奥巴马总统在内的三位美国总统是该校的毕业生。此外，学校的医学、此外，学校的医学、法学、法学、商学和新闻学院都名列前茅。名列前茅。

普林斯顿大学(Princeton University)介绍

名校档案学校名称：普林斯顿大学（Princeton University）所在城市：新泽西州，普林斯顿（NJ，New Jersey，Princeton）学校排名：U.S.News 2013——TOP 1办学性质：私立优势专业：物理，生物，公共政策，经济学，哲学，罗马语，数学，英语男女比例：52：48本科学生总数：4981人亚裔学生比例：18%国际学生比例：10%学校网址：/招生处信息：电话（609）258-3060，传真（609）258-6743录取要求：费用参考：学校简介普林斯顿大学，又译作普林斯敦大学，它创立于1746年的新泽西州伊丽莎白镇。

它是美国殖民时期第四所成立的高等教育学院，当时名为“新泽西学院”，1747年迁至新泽西州，1756年迁至普林斯顿，并于1896年正式改名为普林斯顿大学。

起初校址设在新泽西州的伊丽莎白镇，校长为乔纳森·迪肯逊（Jonathan Dickinson)，原校名新泽西学院（有人提出以当时的州长乔纳森·贝尔切（Jonathan Belcher）命名，但被否决）。

新泽西学院第二任校长是老阿伦·布尔(Aaron Burr, Sr.)，第三任是乔纳森·爱德华兹(Jonathan Edwards)。

1756年，新泽西学院迁到了普林斯顿。

1896年，为了表示对所在地的尊敬，新泽西学院正式改名为普林斯顿大学。

同年，学院也进行了大规模的扩建，也正式变了一所大学。

在伍德罗·威尔逊任校长期间，普林斯顿于1905年新增了一个叫做“导修课”（“preceptorial”）讨论研究课程。

这个在当时很特别的概念以一个更个人化的小组学生与教师讨论的方法替代了原有的大教室课程。

1930年，并不附属于普林斯顿大学的高等研究院在普林斯顿成立，也是全国第一所给学者研究的住宿学院。

著名的相对论提出者爱因斯坦是研究院第一批教授之一，并于此任教并从事高等研究。

伍德罗威尔逊简介

主要成就
• 带领美国赢得一战 • 提出“十四点和平原则” • 荣获1919年诺贝尔和平奖 • 发表了《行政学研究》
人物生平
1856年12月28日威尔逊出生在美国弗吉尼亚州斯汤城，祖先大部分是苏格兰血统。少年时代就醉心于政治，三度出任英国首相的威廉•格莱斯顿是他心目中崇拜的英雄。威尔逊16岁进入戴维森学院，29岁获博士学位，30岁开始在大学任教
1902年发表的《美国人民史》被认为是其学术上的最高成就。同年威尔逊出任普林斯顿大学校长
1909年当选为新泽西州长 1912年威尔逊作为民主党候选人当选为美国第二十八任总统并且在后来获得连任
人物生平
1919年，威尔逊在美国普林斯顿大学正式创立“伍德罗•威尔逊公共关系学院”，并设立世界上第一个国际政治系，至此，作为独立学科的国际政治学和国际关系学政治创立，威尔逊本人担任学院讲座教授，其个人的学术威望达到顶峰
1924年2月3日，威尔逊因中风在怀着对美国孤立主义政策的深深不满和对他所创立的国际联盟的复杂心情中逝世，享年67岁。
学术经历
1890年，他进入普林斯顿大学，任法学和政治经济学教授。 1896年，普林斯顿大学一百五十周年校庆时，威尔逊发表了
一篇题为《为国服务的普林斯顿》（Princeton in the Nation's Service）的演讲。这个题目后来被扩展为“为国家服务，为所有民族服务”（Princeton in the Nation's Service and in the Service of All Nations），成为暗示普林斯顿大学的常用格言 1902年，校董事会晋升威尔逊为校长，他所开发的课程方针后被证明为高等教育领域中非常重要的发展性创新。

普林斯顿大学校长：克里斯托弗·艾斯格鲁伯人物简介

教育理念
• 强调学术自由和独立思考
• 倡导创新教学和跨学科合作
• 注重学生发展和教师成长
教育实践
• 实施新自由主义教育改革
• 推动本科教育和研究生教育改革
• 促进学生国际交流和多元文化融合
克里斯托弗·艾斯格鲁伯在普林斯顿大学的领导力发展

培养领导力和团队协作能力
• 提供领导力培训和团队协作课程
• 鼓励学生参加领导力实践活动
• 加强师资队伍建设
• 提高学生资助和奖学金
03
促进研究生教育改革
• 提高研究生教学质量
• 加强研究生导师培训
• 提高研究生就业率
克里斯托弗·艾斯格鲁伯在普林斯顿大学的研究领域贡献
01
在劳动经济学领域取得显著成果
• 研究劳动市场和收入分配问题
• 分析最低工资法和失业保险的影响
• 为政策制定者提供政策建议
• 为普林斯顿大学的发展做出贡献
• 为学术界和社会继续提供智慧支持
未来挑战
• 面对高等教育竞争和政策变化
• 应对学生发展和教师成长的挑战
• 保持普林斯顿大学的学术声誉和领先地位
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在学术界的影响
在社会的影响
• 被誉为经济学界的领军人物
• 为政策制定者提供政策建议
• 为劳动经济学和产业组织领域做出杰出贡献
• 为社会经济发展提供智力支持
• 为普林斯顿大学赢得学术声誉
• 为教育改革和人才培养提供实践经验
克里斯托弗·艾斯格鲁伯的未来发展前景及挑战
未来发展前景
• 继续担任普林斯顿大学校长
普林斯顿大学校长：克里斯托弗·艾斯格鲁伯

普林斯顿大学校长2018毕业演讲（音频中英文对照）

普林斯顿大学校长2018毕业演讲（音频中英文对照）In a few minutes, all of you will march through FitzRandolph Gate as newly minted graduates of this University. Before you do, it is my privilege to say a few words about the path that lies ahead.It is indeed a privilege, and also a joy, to address you, for all of you who graduate today have accomplished something genuinely important and worth celebrating. You have completed a demanding course of study. It will transform your life in many ways. It will expand the range of vocations you can pursue, increase your knowledge of the world, deepen your capacity to appreciate societies and cultures, and provide a foundation for lifelong learning.So we celebrate here on the lawn in front of Nassau Hall, as do other college communities in courtyards, auditoria, arenas, and stadia around the country. Graduates toss caps in the air and professors applaud. Families cheer and holler enthusiastically. Yet, even as we do so, we see a strange trend from columnists, bloggers, think tanks, and politicians. In essays, books, andspeeches, some of them suggest that too many students are earning college degrees.Too many college graduates: that is a very odd claim, because the economic evidence for the value of a college degree is overwhelming. For example, in 2014, economists Jaison Abel and Richard Deitz of the Federal Reserve Bank of New Yorkestimated the average annual return on investment from a college degree, net of tuition paid and lost earnings, at between 9 percent and 16 percent per year for a lifetime (1). For the last two decades, the return on investment has hovered at the high end of that range, around 15 percent per year.By comparison, the historical average return on investments in the American stock market is around 7 percent per year. That is why my friend Morton Shapiro, the president of Northwestern University and a leading educational economist, says that for most people, the decision to invest in a college degree will be “the single best financial decision they make in a lifetime,” even if judged purely in terms of financial return on investment.A degree conveys many other benefits as well. For example, college graduates report higher levels of happiness and job satisfaction, even after controlling for income. College graduates are healthier than non-graduates. They are more likely to exercise, more likely to vote, and have higher levels of civic engagement. To these pragmatic considerations we should add the joys that come with an increased capacity to appreciate culture, the arts, the world’s diversity, and the inherent beauty of extraordinary ideas.The numbers I have quoted are not specific to Princeton. On the contrary, they are averages over all four-year degrees, in allfields, from all colleges in the United States. Think about that for a moment: on average, all degrees in all fields from all colleges generate an annual return between 9 percent and 16 percent, and this return is supplemented by additional benefits to health, happiness, and quality of life. How could anyone think we need fewer college graduates?Some people answer that you can learn a trade without getting a college degree. Welders, they observe, can make more money than many college graduates. That’s true. There are, of course, reasons why you might want to get a college degree even if you plan to become a welder. You might worry, for example, about what happens if technology renders your trade obsolete, or arthritis leaves you unable to practice it, or you want to move into management or explore other interests. A college degree equips you to respond to the changes — to yourself, and to the world — that inevitably occur over a lifetime.Still, if pundits and politicians were saying only that America needs better vocational training, I could agree wholeheartedly. It would be terrific if more people could get the training they need to practice a trade. But at the same time it would also be great if more people, not fewer, could receive the extraordinary benefits that come with a college degree.So I ask again: why would anyone think we need fewer college graduates? I think there is a simple answer. Education requires high-quality teaching. Teaching, in turn, depends upon skilled labor, which is expensive. As a result, the up-front cost for education is real, large, and easy to measure. The returns are equally real and even larger, but they accrue over a lifetime, are hard to measure, and vary from person to person. It is tempting to wish that you could get more certainty at lower cost.The people who call for fewer degrees yield to that temptation. They emphasize the short-term. They focus almost entirely on the price of college and on the salaries students might earn in their first jobs. That is a mistake.A college education is a long-term investment. It enables graduates to develop and adapt, and it pays off spectacularly in the long run. The idea that we would be better off with fewer college graduates is a short-term swindle, a swindle that will cheat America’s young people, weaken the nation''s economy, and undermine our future. We need to have the confidence to invest in our young people and to ensure that a college education is accessible and affordable for students from all backgrounds and financial circumstances.I hope that all of you who graduate today, and who experience the power of education in your own lives, will become advocates for the value of higher education in our society. There is a national conversation taking place right now about the value of higher education, and we need your voice in that conversation. We need you, in other words, to help others to achieve in the future what you achieve today.How can you help more students earn college degrees? Here are three suggestions. First, become advocates for the importance of completion rates. A college education produces a tremendous return—if you get the degree. Returns are much lower if you start college but do not get the degree. The highest default rates on student loans do not involve college graduates with big debts. They instead involve students with small debts who never finish college and so never get the earnings boost that comes with a degree.A few moments ago, we awarded an honorary degree toPresident Barbara Gitenstein. Over her nearly two decades leading The College of New Jersey, she raised the College’s four-year graduation rate from 58 percent to 75 percent, a number that puts TCNJ’s on-time completion rate among the top ten in the nation for public colleges and universities. By raising TCNJ’s graduation rate, President Gitenstein has improved the lives of thousands of students who might have left school with debt but no degree. Be an advocate for higher education leaders like Bobby Gitenstein, and for colleges like TCNJ that commit to improving completion rates.Second, support America’s public institutions of higher education. State subsidies for public colleges and universities have declined precipitously, and state funding represents an increasingly small share of the budget at public research universities. At the University of Michigan, for example, state funding now accounts for only about 9 percent of total revenues. In the 1950s, by contrast, that number was 80 percent. Tuition at state universities has risen not because they have increased their expenditures per student, but because state legislatures have hollowed out their other sources of support.America depends on its public colleges and universities. They are engines of social mobility and innovation. Princeton and other private universities make essential contributions to the nation and the world — but there is no way that we could ever replace America’s great public institutions. They are a national treasure, and I urge you to support them.Third, stand up for the importance of enabling more students from low-income families to earn college degrees. Princeton’s Great Class of 2018 graduates today as the most socioeconomically diverse class in the 272-year history of thisUniversity. You will not hold that record for long. Other classes already at Princeton will break your record. Our graduate programs are likewise drawing upon new sources of talent: this spring we admitted the most socioeconomically diverse class of doctoral students in Princeto n University’s history.At Princeton we believe in socioeconomic diversity because we know that to achieve excellence as a University and as a nation we must draw talent from every sector of society. We know, too, that a Princeton degree is a rocket-booster for students seeking socioeconomic mobility. If we want to heal the divisions that inequality has produced in this country, we must ensure that students from low-income backgrounds receive the educations they need to develop their abilities and contribute to our society.As I look out at our extraordinary class of undergraduate, masters, and doctoral degree recipients, I take pride in your excellence and your diversity, and I am excited about the contributions you will make in the years ahead. The world needs more college degrees, not fewer. We need more celebrations like the one we hold today, with more proud families and happy graduates ready to go out and make a positive difference in the world. All of us on this platform are thrilled to be a part of your celebration. We applaud your achievements. We send our best wishes as you begin the adventures that lie ahead, and we look forward to welcoming you back to this campus on future visits. To the Great Class of 2018 and all of our graduates, congratulations!2018毕业典礼致辞Christopher L. Eisgruber总统2018年6月5日再过几分钟，你们所有人都会在菲茨兰多夫门前游行，成为这所大学新毕业的毕业生。

普林斯顿三剑客阅读顺序

普林斯顿三剑客的阅读顺序普林斯顿三剑客是指美国普林斯顿大学的三位著名教授：艾默里克·西蒙斯、艾伦·纽厄尔和约翰·冯·诺依曼。

他们在计算机科学和人工智能领域做出了重要贡献。

根据研究者的观点，三位教授的阅读顺序可以按以下方式进行：1. 艾默里克·西蒙斯 Emery Simmons）：他是普林斯顿大学计算机科学系的奠基人之一，以及艾默里克·西蒙斯人工智能实验室的创办者。

他的研究领域主要包括机器学习、数据挖掘和信息检索。

他的经典著作包括机器学习：生成性方法》Machine Learning: A Probabilistic Perspective）。

学习他的工作可以帮助读者对机器学习和概率图模型等基础概念有更深入的理解。

2. 艾伦·纽厄尔 Alan Newell）：他是计算机科学和人工智能领域的先驱之一，与西蒙斯合作开创了计算机与认知科学的交叉研究领域。

他的研究涵盖了人工智能、认知心理学和计算机科学等多个方面。

与西蒙斯共同发表的经典论文人工智能如何进行思考》 Computer Science as Empirical Inquiry: Symbols and Search）是一个重要参考。

3. 约翰·冯·诺依曼 John von Neumann）：他是20世纪最伟大的数学家和理论物理学家之一，也是计算机科学和现代电子计算机体系结构的奠基人之一。

他的研究涉及多个领域，如抽象代数、数学逻辑、量子力学等。

他的经典著作包括电子计算机和大脑》The Computer and the Brain），该书提出了著名的冯·诺依曼体系结构理论。

通过学习他的工作，读者可以了解计算机科学和人工智能发展的历史和基础理论。

普林斯顿大学校长雪莉.提欧曼在2006年开学典礼上的致词

普林斯顿大学校长雪莉.提欧曼在2006年开学典礼上的致词第一篇：普林斯顿大学校长雪莉. 提欧曼在2006年开学典礼上的致词这是普林斯顿大学校长雪莉.提欧曼在2006年开学典礼上的致词President's Pages in Princeton Alumni WeeklyShirley M.Tilghman October 11, 2006Today marks the beginning of a great adventure for the members of what I have every reason to believe will become the great Class of 2010.And it is to you, in particular, that I want to direct my words this afternoon.In the course of the next four years, you will find that there are more ways to look at the world than there are books in Firestone Library;you will learn that the pursuit of knowledge is both liberating and demanding;and you will discover your capacity to grow as scholars, citizens, and classmates.Now all of this may seem a little nebulous as you fret about the sleeping habits of your roommates or debate the wisdom of your course selections or try to navigate the campus without looking as bewildered as you feel.Yes, you may be thinking, it‟s great that I am going to Princeton, but the questions that concern me most right now are “Will I survive?” and “How?”I can answer the first of these questions with a simple yes.You will survive.For we have chosen you with care, and you, I know, have looked us over thoroughly as well.All of you are exceptionally gifted in one way or another, or perhaps in more ways than one;all of you have shown a clear determination to use your talents to the full;and all of you bring something different—and something special—to your class and to our campus.Once you find your academic sea legs, you will do much more than survive—you will thrive, exploring new fields of knowledge,delighting us all with your artistic and athletic prowess, challenging us with your original world view, forming lifelong friendships, and finding ways to be of service to others.In time, the butterflies you feel today will be just a distant memory, and your confidence in your abilities will match the faith that we have placed in each and every one of you.How to make the most of your time at Princeton requires a longer answer, but I think it can be boiled down to five essential ingredients—the keys to a truly successful undergraduate experience.First and foremost, find and then follow your passions.This is not the time in your life to play it safe or to rest on your laurels.This is a time to be adventurous and to be honest with yourself about what really gives meaning to your life.Perhaps you are a closet poet but have never had the confidence to share your verse with others.If that is the case, sign up for a course in our Program in Creative Writing where outstanding poets and teachers like Paul Muldoon and C.K.Williams are ready to work with you.Perhaps you have been inspired to understand and find cures for intractable diseases.Then chart a course for the Lewis Thomas Laboratory, where Professor of Molecular Biology Yigong Shi is unraveling the molecular mechanisms by which cancer cells make the decision to grow or die, or for the Lewis-Sigler Institute, where Professor Manuel Llinás is exploring the life cycle of the Plasmodium parasite, the cause of malaria, which claims some 1.5 million lives a year.Or perhaps you want to understand and contribute to the fragile ties that hold our global community together.If this is your passion, then I recommend you visit the Woodrow Wilson School of Public and International Affairs, where Professor Gary Bass is exploring the efficacy of humanitarian interventions and Professor Jennifer Widner isexamining how failed states can be effectively rebuilt.And if you are a budding engineer, who wants to use technology to change the world, I suggest you gravitate toward Professors of Computer Science Larry Peterson and Jennifer Rexford, who are inventing the next version of the Internet.Or perhaps you are one of the many students who arrive on your first day at Princeton without having committed yourself to any one subject or pursuit.You are not only in luck but you are in the majority, because past history tells us that 70 percent of you are going to concentrate in a discipline other than the one you declared on your application to Princeton.For you, our course offerings contain a vast array of possibilities from which to begin your search for what fascinates you.Indeed, what makes this University and this point in your lives so wonderful is that there are very few subjects you cannot pursue.The greatest difficulty you will face, I predict, is narrowing your choices to four or five each semester.Being true to your passions now may take you in directions that have little to do with the career you will ultimately follow, but I want to assure you that this is not a problem.Princeton is not a trade school where young men and women are groomed for specific occupations.Rather, the purpose of a liberal arts education, to paraphrase Woodrow Wilson, our 13th president, almost 100 years ago, is to acquire the power to distinguish good reasoning from bad, to digest and interpret evidence, and to develop a taste for knowledge and a deep respect for the integrity of the human mind.This is the reason we place so much emphasis on a multidisciplinary education—one that encourages scientists to study the novels of Toni Morrison and the symphonies of Ludwig van Beethoven, and humanists to study Charles Darwin‟s theory of natural selection and Albert Einstein‟s theory of relativity.Aliberal arts education is not, as a literal translation might suppose, a leftwing curriculum for artists.On the contrary, it encompasses a breadth of academic study that is, according to the Latin derivation, “proper to free persons.” In medieval times, education was limited to a small elite, but today the liberal arts are pursued by all who wish to exercise their minds, freely and openly, in order to acquire the intellectual grounding they need to excel in life, regardless of their profession.This brings me to your parents, who are understandably anxious to turn the generous investment they are making in your education to good account.Thanks to the cell phone and e-mail, not to mention text messaging, you have instant access to your parents, and they have instant access to you.I can hear them now: “A course on …Women and Film‟? How is that going to pay the bills? Will that get you a job?”Such questions, although perfectly understandable, should not be allowed to drive your intellectual agenda here.Always remember that a Princeton education, no matter how impractical it may, at times, appear on paper, is more than the sum of its parts and will always open doors in the world beyond the FitzRandolph Gates.Now is the time to do what you are compelled by your intellectual curiosity to do.The future, with Princeton degree firmly in hand, will take care of itself, and your life will be richer for it.（My second piece of advice is to be bold and to explore uncharted territory.The third thing you should do is pace yourselves.A fourth key to success is to understand and embrace the sense of responsibility that comes with an education at an institution like this st but not least, I want your years at Princeton to be fun.）（这里就只截取了每一点的论点）Now you have your homework for the next four years.Pursue your passions, venture where you have never ventured before,pace yourself, serve others, and have lots of fun.If you can do all this—and I am confident you can—your lives will be forever shaped by the experiences you will have and share over these next four years.Good luck to you all—I‟ll be watching!第二篇：在2011年秋开学典礼上致词在2011年秋开学典礼上致词各位老师、同学们：大家好!在这个美丽如画的收获季节，我们又迎来了一个崭新的学年，迎来了一批朝气蓬勃的新同学和一批新老师。