第一篇：哈佛大學(xué)畢業(yè)典禮演講

哈佛大學(xué)畢業(yè)典禮演講

朱棣文

尊敬的Faust校長，哈佛集團(tuán)的各位成員，監(jiān)管理事會(huì)的各位理事，各位老師，各位家長，各位朋友，以及最重要的各位畢業(yè)生同學(xué)：

感謝你們，讓我有機(jī)會(huì)同你們一起分享這個(gè)美妙的日子。

我不太肯定，自己夠得上哈佛大學(xué)畢業(yè)典禮演講人這樣的殊榮。去年登上這個(gè)講臺(tái)的是，英國億萬身家的小說家J.K.Rowling女士，她最早是一個(gè)古典文學(xué)的學(xué)生。前年站在這里的是比爾?蓋茨先生，他是一個(gè)超級(jí)富翁、一個(gè)慈善家和電腦天才。今年很遺憾，你們的演講人是我，雖然我不是很有錢，但是至少我是一個(gè)書呆子。

我很感激哈佛大學(xué)給我榮譽(yù)學(xué)位，這對(duì)我很重要，也許比你們會(huì)想到的還要重要。要知道，在學(xué)術(shù)上，我是我們家的異類。我的哥哥在麻省理工學(xué)院得到醫(yī)學(xué)博士，在哈佛大學(xué)得到哲學(xué)博士；我的弟弟在哈佛大學(xué)得到一個(gè)法律學(xué)位。我本人得到諾貝爾獎(jiǎng)的時(shí)候，我想我的媽媽會(huì)高興。但是，我錯(cuò)了。消息公布的那天早上，我給她打電話，她聽了只說：?這是好消息，不過我想知道，你下次什么時(shí)候來看我？?如今在我們兄弟當(dāng)中，我最終也拿到了哈佛學(xué)位，我想這一次，她會(huì)感到滿意。在哈佛大學(xué)畢業(yè)典禮上發(fā)表演說，還有一個(gè)難處，那就是你們中有些人可能有意見，不喜歡我重復(fù)前人演講中說過的話。我要求你們諒解我，因?yàn)閮蓚€(gè)理由。

首先，為了產(chǎn)生影響力，很重要的方法就是重復(fù)傳遞同樣的信息。在科學(xué)中，第一個(gè)發(fā)現(xiàn)者是重要的，但是在得到公認(rèn)前，最后一個(gè)做出這個(gè)發(fā)現(xiàn)的人也許更重要。

其次，一個(gè)借鑒他人的作者，正走在一條前人開辟的最佳道路上。哈佛大學(xué)畢業(yè)生、詩人愛默生曾經(jīng)寫下：?我最好的一些思想，都是從古人那里偷來的。?畫家畢加索宣稱?優(yōu)秀的藝術(shù)家借鑒，偉大的藝術(shù)家偷竊。?那么為什么畢業(yè)典禮的演說者，就不適用同樣的標(biāo)準(zhǔn)呢？

我還要指出一點(diǎn)，向哈佛畢業(yè)生發(fā)表演說，對(duì)我來說是有諷刺意味的，因?yàn)槿绻?dāng)年我斗膽向哈佛大學(xué)遞交入學(xué)申請(qǐng)，一定會(huì)被拒絕。我的妻子Jean當(dāng)過斯坦福大學(xué)的招生主任，她向我保證，如果當(dāng)年我申請(qǐng)斯坦福大學(xué)，她會(huì)拒絕我。我把這篇演講的草稿給她過目，她強(qiáng)烈反對(duì)我使用?拒絕?這個(gè)詞，她從來不拒絕任何申請(qǐng)者。在拒絕信中，她總是寫：?我們無法提供你入學(xué)機(jī)會(huì)。?我分不清兩者到底有何差別。不過，那些大熱門學(xué)校的招生主任總是很現(xiàn)實(shí)的，堪稱?拒絕他人的主任?。很顯然，我需要好好學(xué)學(xué)怎么來推銷自己。

畢業(yè)典禮演講都遵循古典奏鳴曲的結(jié)構(gòu)，我的演講也不例外。剛才是第一樂章——輕快的閑談。接下來的第二樂章是送上門的忠告。這樣的忠告很少有價(jià)值，幾乎注定被忘記，永遠(yuǎn)不會(huì)被實(shí)踐。但是，就像王爾德說的：?對(duì)于忠告，你所能做的，就是把它送給別人，因?yàn)樗鼘?duì)你沒有任何用處。?所以，下面就是我的忠告。第一，取得成就的時(shí)候，不要忘記前人。要感謝你的父母和支持你的朋友，要感謝那些啟發(fā)過你的教授，尤其要感謝那些上不好課的教授，因?yàn)樗麄兤仁鼓阕詫W(xué)。從整體看，自學(xué)能力是優(yōu)秀的文科教育中必不可少的，將成為你成功的關(guān)鍵。你還要去擁抱你的同學(xué)，感謝他們同你進(jìn)行過的許多次徹夜長談，這為你的教育帶來了無法衡量的價(jià)值。當(dāng)然，你還要感謝哈佛大學(xué)。不過即使你忘了這一點(diǎn)，校友會(huì)也會(huì)來提醒你。第二，在你們未來的人生中，做一個(gè)慷慨大方的人。在任何談判中，都把最后一點(diǎn)點(diǎn)利益留給對(duì)方。不要把桌上的錢都拿走。在合作中，不要把榮譽(yù)留給自己。成功合作的任何一方，都應(yīng)獲得全部榮譽(yù)的90%。

電影《Harvey》中，Jimmy Stewart扮演的角色Elwood P.Dowd，就完全理解這一點(diǎn)。他說：?多年前，母親曾經(jīng)對(duì)我說，‘Elwood，活在這個(gè)世界上，你要么做一個(gè)聰明人，要么做一個(gè)好人。’?我做聰明人，已經(jīng)做了好多年了?！?，我推薦你們做好人。你們可以引用我這句話。

我的第三個(gè)忠告是，當(dāng)你開始生活的新階段時(shí)，請(qǐng)跟隨你的愛好。如果你沒有愛好，就去找，找不到就不罷休。生命太短暫，所以不能空手走過，你必須對(duì)某樣?xùn)|西傾注你的深情。我在你們這個(gè)年齡，是超級(jí)的一根筋，我的目標(biāo)就是非成為物理學(xué)家不可。本科畢業(yè)后，我在加州大學(xué)伯克利分校又待了8年，讀完了研究生，做完了博士后，然后去貝爾實(shí)驗(yàn)室待了9年。在這些年中，我關(guān)注的中心和職業(yè)上的全部樂趣，都來自物理學(xué)。

我還有最后一個(gè)忠告，就是說興趣愛好固然重要，但是你不應(yīng)該只考慮興趣愛好。當(dāng)你白發(fā)蒼蒼、垂垂老矣、回首人生時(shí)，你需要為自己做過的事感到自豪。物質(zhì)生活和你實(shí)現(xiàn)的占有欲，都不會(huì)產(chǎn)生自豪。只有那些受你影響、被你改變過的人和事，才會(huì)讓你產(chǎn)生自豪。

在貝爾實(shí)驗(yàn)室待了9年后，我決定離開這個(gè)溫暖舒適的象牙塔，走進(jìn)我眼中的?真實(shí)世界?——大學(xué)。我對(duì)貝爾實(shí)驗(yàn)室的看法，可以引用Mary Poppins的話，?實(shí)際上十全十美?。但是，我想離開那種僅僅是科學(xué)論文的生活。我要去教書，培育我自己在科學(xué)上的后代。

我在斯坦福大學(xué)有一個(gè)好友兼杰出同事Ted Geballe。他也是從伯克利分校去了貝爾實(shí)驗(yàn)室，幾年前又離開貝爾實(shí)驗(yàn)室去了斯坦福大學(xué)。他對(duì)我們的動(dòng)機(jī)做出了最佳描述： ?在大學(xué)工作，最大的優(yōu)點(diǎn)就是學(xué)生。他們生機(jī)勃勃，充滿熱情，思想自由，還沒被生活的重壓改變。雖然他們自己沒有意識(shí)到，但是他們是這個(gè)社會(huì)中你能找到的最佳受眾。如果生命中只有一段時(shí)間是思想自由和充滿創(chuàng)造力，那么那段時(shí)間就是你在讀大學(xué)。進(jìn)校時(shí)，學(xué)生們對(duì)課本上的一字一句毫不懷疑，漸漸地，他們發(fā)現(xiàn)課本和教授并不是無所不知的，于是他們開始獨(dú)立思考。從那時(shí)起，就是我開始向他們學(xué)習(xí)了。?

我教過的學(xué)生、帶過的博士后、合作過的年輕同事，都非常優(yōu)秀。他們中有30多人，現(xiàn)在已經(jīng)是教授了。他們所在的研究機(jī)構(gòu)有不少是全世界第一流的，其中就包括哈佛大學(xué)。我從他們身上學(xué)到了很多東西。即使現(xiàn)在，我偶爾還會(huì)周末上網(wǎng)，向現(xiàn)在還從事生物物理學(xué)研究的學(xué)生請(qǐng)教。

我懷著回報(bào)社會(huì)的想法，開始了教學(xué)生涯。我的一生中，得到的多于我付出的，所以我要回報(bào)社會(huì)。這就引出了這次演講的最后一個(gè)樂章。首先我要講一個(gè)了不起的科學(xué)發(fā)現(xiàn)，以及由此帶來的新挑戰(zhàn)。它是一個(gè)戰(zhàn)斗的號(hào)令，到了做出改變的時(shí)候了。

過去幾十年中，我們的氣候一直在發(fā)生變化。氣候變化并不是現(xiàn)在才有的，過去60萬年中就發(fā)生了6次冰河期。但是，現(xiàn)在的測量表明氣候變化加速了。北極冰蓋在9月份的大小，只相當(dāng)于50年前的一半。1870年起，人們開始測量海平面上升的速度，現(xiàn)在的速度是那時(shí)的5倍。一個(gè)重大的科學(xué)發(fā)現(xiàn)就這樣產(chǎn)生了?？茖W(xué)第一次在人類歷史上，預(yù)測出我們的行為對(duì)50~100年后的世界有何影響。這些變化的原因是，從工業(yè)革命開始，人類排放到大氣中的二氧化碳增加了。這使得地球的平均氣溫上升了0.8攝氏度。即使我們立刻停止所有溫室氣體的排放，氣溫仍然將比過去上升大約1度。因?yàn)樵跉鉁剡_(dá)到均衡前，海水溫度的上升將持續(xù)幾十年。

如果全世界保持現(xiàn)在的經(jīng)濟(jì)模式不變，聯(lián)合國政府間氣候變化專門委員會(huì)（IPCC）預(yù)測，本世紀(jì)末將有50%的可能，氣溫至少上升5度。這聽起來好像不多，但是讓我來提醒你，上一次的冰河期，地球的氣溫也僅僅只下降了6度。那時(shí)，俄亥俄州和費(fèi)城以下的大部分美國和加拿大的土地，都終年被冰川覆蓋。氣溫上升5度的地球，將是一個(gè)非常不同的地球。由于變化來得太快，包括人類在內(nèi)的許多生物，都將很難適應(yīng)。比如，有人告訴我，在更溫暖的環(huán)境中，昆蟲的個(gè)頭將變大。我不知道現(xiàn)在身旁嗡嗡叫的這只大蒼蠅，是不是就是前兆。

我們還面臨另一個(gè)幽靈，那就是非線性的?氣候引爆點(diǎn)?，這會(huì)帶來許多嚴(yán)重得多的變化。?氣候引爆點(diǎn)?的一個(gè)例子就是永久凍土層的融化。永久凍土層經(jīng)過千萬年的累積形成，其中包含了巨量的凍僵的有機(jī)物。如果凍土融化，微生物就將廣泛繁殖，使得凍土層中的有機(jī)物快速腐爛。冷凍后的生物和冷凍前的生物，它們?cè)谏飳W(xué)特性上的差異，我們都很熟悉。在冷庫中，冷凍食品在經(jīng)過長時(shí)間保存后，依然可以食用。但是，一旦解凍，食品很快就腐爛了。一個(gè)腐爛的永久凍土層，將釋放出多少甲烷和二氧化碳？即使只有一部分的碳被釋放出來，可能也比我們從工業(yè)革命開始釋放出來的所有溫室氣體還要多。這種事情一旦發(fā)生，局勢就失控了。

氣候問題是我們的經(jīng)濟(jì)發(fā)展在無意中帶來的后果。我們太依賴化石能源，冬天取暖，夏天制冷，夜間照明，長途旅行，環(huán)球觀光。能源是經(jīng)濟(jì)繁榮的基礎(chǔ)，我們不可能放棄經(jīng)濟(jì)繁榮。美國人口占全世界的3%，但是我們消耗全世界25%的能源。與此形成對(duì)照，全世界還有16億人沒有電，數(shù)億人依靠燃燒樹枝和動(dòng)物糞便來煮飯。發(fā)展中國家的人民享受不到我們的生活，但是他們都看在眼里，他們渴望擁有我們擁有的東西。

這就是新的挑戰(zhàn)。全世界作為一個(gè)整體，我們到底愿意付出多少，來緩和氣候變化？這種變化在100年前，根本沒人想到過。代際責(zé)任深深植根于所有文化中。家長努力工作，為了讓他們的孩子有更好的生活。氣候變化將影響整個(gè)世界，但是我們的天性使得我們只關(guān)心個(gè)人家庭的福利。我們能不能把全世界看作一個(gè)整體？能不能為未來的人們承擔(dān)起責(zé)任？

雖然我憂心忡忡，但是還是對(duì)未來抱樂觀態(tài)度，這個(gè)問題將會(huì)得到解決。我同意出任勞倫斯?伯克利國家實(shí)驗(yàn)室主任，部分原因是我想招募一些世界上最好的科學(xué)家，來研究氣候變化的對(duì)策。我在那里干了4年半，是這個(gè)實(shí)驗(yàn)室78年的歷史中，任期最短的主任，但是當(dāng)我離任時(shí)，在伯克利實(shí)驗(yàn)室和伯克利分校，一些非常激動(dòng)人心的能源研究機(jī)構(gòu)已經(jīng)建立起來了。

能夠成為奧巴馬施政團(tuán)隊(duì)的一員，我感到極其榮幸。如果有一個(gè)時(shí)機(jī)，可以引導(dǎo)美國和全世界走上可持續(xù)能源的道路，那么這個(gè)時(shí)機(jī)就是現(xiàn)在。總統(tǒng)已經(jīng)發(fā)出信息，未來并非在劫難逃，而是樂觀的，我們依然有機(jī)會(huì)。我也抱有這種樂觀主義。我們面前的任務(wù)令人生畏，但是我們能夠并且將會(huì)成功。

我們已經(jīng)有了一些答案，可以立竿見影地節(jié)約能源和提高能源使用效率。它們不是掛在枝頭的水果，而是已經(jīng)成熟掉在地上了，就看我們?cè)覆辉敢鈸炱饋?。比如，我們有辦法將樓宇的耗電減少80%，增加的投資在15年內(nèi)就可以收回來。樓宇的耗電占我們能源消費(fèi)的40%，節(jié)能樓宇的推廣將使我們二氧化碳的釋放減少三分之一。

我們正在加速美國這座巨大的創(chuàng)新機(jī)器，這將是下一次美國大繁榮的基礎(chǔ)。我們將大量投資有效利用太陽能、風(fēng)能、核能的新方法，大量投資能夠捕獲和隔離電廠廢氣中的二氧化碳的方法。先進(jìn)的生物燃料和電力汽車將使得我們不再那么依賴外國的石油。

在未來的幾十年中，我們幾乎肯定會(huì)面對(duì)更高的油價(jià)和更嚴(yán)厲的二氧化碳排放政策。這是一場新的工業(yè)革命，美國有機(jī)會(huì)充當(dāng)領(lǐng)導(dǎo)者。偉大的冰球選手Wayne Gretzky被問到，他如何在冰上跑位，回答說：?我滑向球下一步的位置，而不是它現(xiàn)在的位置。?美國也應(yīng)該這樣做。

奧巴馬政府正在為美國的繁榮和可持續(xù)能源，打下新的基礎(chǔ)。但是我們還有很多不知道的地方。這就需要你們的參與。在本次演講中，我請(qǐng)求在座各位哈佛畢業(yè)生加入我們。你們是我們未來的智力領(lǐng)袖，請(qǐng)花時(shí)間加深理解目前的危險(xiǎn)局勢，然后采取相應(yīng)的行動(dòng)。你們是未來的科學(xué)家和工程師，我要求你們給我們更好的技術(shù)方案。你們是未來的經(jīng)濟(jì)學(xué)家和政治學(xué)家，我要求你們創(chuàng)造更好的政策選擇。你們是未來的企業(yè)家，我要求你們將可持續(xù)發(fā)展作為你們業(yè)務(wù)中不可分割的一部分。

最后，你們是人道主義者，我要求你們?yōu)榱巳说乐髁x說話。氣候變化帶來的最殘酷的諷刺之一，就是最受傷害的人，恰恰就是最無辜的人——那些世界上最窮的人們和那些還沒有出生的人。

這個(gè)最后樂章的完結(jié)部是引用兩個(gè)人道主義者的話。第一段引語來自馬丁〃路德〃金。這是1967年他對(duì)越南戰(zhàn)爭結(jié)束的評(píng)論，但是看上去非常適合用來評(píng)論今天的氣候危機(jī)。

?我呼吁全世界的人們團(tuán)結(jié)一心，拋棄種族、膚色、階級(jí)、國籍的隔閡；我呼吁包羅一切、無條件的對(duì)全人類的愛。你會(huì)因此遭受誤解和誤讀，信奉尼采哲學(xué)的世人會(huì)認(rèn)定你是一個(gè)軟弱和膽怯的懦夫。但是，這是人類存在下去的絕對(duì)必需?！业呐笥?，眼前的事實(shí)就是，明天就是今天。此刻，我們面臨最緊急的情況。在變幻莫測的生活和歷史之中，有一樣?xùn)|西叫做悔之晚矣。?

第二段引語來自威廉〃?？思{。1950年12月10月，他在諾貝爾獎(jiǎng)獲獎(jiǎng)晚宴上發(fā)表演說，談到了世界在核戰(zhàn)爭的陰影之下，人道主義者應(yīng)該扮演什么樣的角色。

?我相信人類不會(huì)僅僅存在，他還將勝利。人類是不朽的，這不是因?yàn)槿f物當(dāng)中僅僅他擁有發(fā)言權(quán)，而是因?yàn)樗幸粋€(gè)靈魂，一種有同情心、犧牲精神和忍耐力的精神。詩人、作家的責(zé)任就是書寫這種精神。他們有權(quán)力升華人類的心靈，使人類回憶起過去曾經(jīng)使他無比光榮的東西——勇氣、榮譽(yù)、希望、自尊、同情、憐憫和犧牲。?

各位同學(xué)，你們?cè)谖覀兊奈磥碇邪缪菖e足輕重的角色。當(dāng)你們追求個(gè)人的志向時(shí)，我希望你們也會(huì)發(fā)揚(yáng)奉獻(xiàn)精神，積極發(fā)聲，在大大小小各個(gè)方面幫助改進(jìn)這個(gè)世界。這會(huì)給你們帶來最大的滿足感。

最后，請(qǐng)接受我最熱烈的祝賀。希望你們成功，也希望你們保護(hù)和拯救我們這個(gè)星球，為了你們的孩子，以及未來所有的孩子。

第二篇：巴菲特演講【哈佛大學(xué)畢業(yè)典禮】

巴菲特的一次演講

（一）我想先講幾分鐘的套話，然后我就主要來接受你們的提問。我想談的是你們的所思所想。我鼓勵(lì)你們給我出難題，暢所欲言，言無不盡。（原文：我希望你們?nèi)有└唠y度的球，如果你們的投球帶些速度的話，我回答起來會(huì)更有興致）你們幾乎可以問任何問題，除了上個(gè)禮拜的Texas A&M的大學(xué)橄欖球賽，那超出我所能接受的極限了。我們這里來了幾個(gè)SunTrust（譯者注：美國一家大型商業(yè)銀行）的人。我剛剛參加完Coca Cola的股東大會(huì)（譯者注：Warren Buffet的投資公司是Coca Cola的長期大股東之一），我坐在吉米●威廉姆斯邊上。吉米領(lǐng)導(dǎo)了SunTrust多年。吉米一定讓我穿上這件SunTrust的T恤到這來。我一直試著讓老年高爾夫聯(lián)盟給我贊助，但是都無功而返。沒想到我在SunTrust這，卻做的不錯(cuò)。吉米說，基于SunTrust存款的增長，我會(huì)得到一定比例的酬勞。所以我為SunTrust鼓勁。（譯者注：巴菲特在開玩笑）

關(guān)于你們走出校門后的前程，我在這里只想講一分鐘。你們?cè)谶@里已經(jīng)學(xué)了很多關(guān)于投資方面的知識(shí)，你們學(xué)會(huì)如何做好事情，你們有足夠的IQ能做好，你們也有動(dòng)力和精力來做好，否則你們就不會(huì)在這里了。你們中的許多人都將最終實(shí)現(xiàn)你們的理想。但是在智能和能量之外，還有更多的東西來決定你是否成功，我想談?wù)勀切〇|西。實(shí)際上，在我們Omaha（譯者注：Berkshire Hathaway公司的總部所在地）有一位先生說，當(dāng)他雇人時(shí)，他會(huì)看三個(gè)方面：誠信，智能，和精力。雇一個(gè)只有智能和精力，卻沒有誠信的人會(huì)毀了雇者。一個(gè)沒有誠信的人，你只能希望他愚蠢和懶惰，而不是聰明和精力充沛。我想談的是第一點(diǎn)，因?yàn)槲抑滥銈兌季邆浜髢牲c(diǎn)。在考慮這個(gè)問題時(shí)，請(qǐng)你們和我一起玩玩這個(gè)游戲。你們現(xiàn)在都是在MBA的第二年，所以你們對(duì)自己的同學(xué)也應(yīng)該都了解了。現(xiàn)在我給你們一個(gè)來買進(jìn)10％的你的一個(gè)同學(xué)的權(quán)利，一直到他的生命結(jié)束。你不能選那些有著富有老爸的同學(xué)，每個(gè)人的成果都要靠他自己的努力。我給你一個(gè)小時(shí)來想這個(gè)問題，你愿意買進(jìn)哪一個(gè)同學(xué)余生的10％。你會(huì)給他們做一個(gè)IQ測試嗎，選那個(gè)IQ值最高的？我很懷疑。你會(huì)挑那個(gè)學(xué)習(xí)成績最好的嗎，我也懷疑。你也不一定會(huì)選那個(gè)最精力充沛的，因?yàn)槟阕约罕旧砭鸵呀?jīng)動(dòng)力十足了。你可能會(huì)去尋找那些質(zhì)化的因素，因?yàn)檫@里的每個(gè)人都是很有腦筋的。你想了一個(gè)小時(shí)之后，當(dāng)你下賭注時(shí)，可能會(huì)選擇那個(gè)你最有認(rèn)同感的人，那個(gè)最有領(lǐng)導(dǎo)才能的人，那個(gè)能實(shí)現(xiàn)他人利益的人，那個(gè)慷慨，誠實(shí)，即使是他自己的主意，也會(huì)把功勞分予他人的人。所有這些素質(zhì)，你可以把這些你所欽佩的素質(zhì)都寫下來。（你會(huì)選擇）那個(gè)你最欽佩的人。然后，我這里再給你們下個(gè)跘兒。在你買進(jìn)10％你的同學(xué)時(shí)，你還要賣出10％的另外一個(gè)人。這不是很有趣嗎？你會(huì)想我到底賣誰呢？你可能還是不會(huì)找IQ最低的。你可能會(huì)選那個(gè)讓你厭惡的同學(xué)，以及那些令你討厭的品質(zhì)。那個(gè)你不愿打交道的人，其他人也不愿意與之打交道的人。是什么品質(zhì)導(dǎo)致了那一點(diǎn)呢？你能想出一堆來，比如不夠誠實(shí)，愛占小便宜等等這些，你可以把它們寫在紙的右欄。當(dāng)你端詳紙的左欄和右欄時(shí)，會(huì)發(fā)現(xiàn)有意思的一點(diǎn)。能否將橄欖球扔出60碼之外并不重要，是否能在9秒3之內(nèi)跑100碼也不重要，是否是班上最好看的也無關(guān)大局。真正重要的是那些在紙上左欄里的品質(zhì)。如果你愿意的話，你可以擁有所有那些品質(zhì)。那些行動(dòng)，脾氣，和性格的品質(zhì)，都是可以做到的。它們不是我們?cè)谧拿恳晃涣λ荒芗暗摹Ｔ倏纯茨切┯覚诶锬切┳屇銋拹旱钠焚|(zhì)，沒有一項(xiàng)是你不得不要的。如果你有的話，你也可以改掉。在你們這個(gè)年紀(jì)，改起來比在我這個(gè)年紀(jì)容易得多，因?yàn)榇蠖鄶?shù)這些行為都是逐漸固定下來的。人們都說習(xí)慣的枷鎖開始輕得讓人感受不到，一旦你感覺到的時(shí)候，已經(jīng)是沉重得無法去掉了。我認(rèn)為說得很對(duì)。我見過很多我這個(gè)年紀(jì)或者比我還年輕10歲，20歲的人，有著自我破壞性習(xí)慣而又難以自拔，他們走到哪里都招人厭惡。他們不需要那樣，但是他們已經(jīng)無可救藥。但是，在你們這個(gè)年紀(jì)，任何習(xí)慣和行為模式都可以有，只要你們?cè)敢猓椭皇且粋€(gè)選擇的問題。就象本杰明●格拉姆（上個(gè)世紀(jì)中葉著名的金融投資家）一樣，在他還是十幾歲的少年時(shí)，他四顧看看那些令人尊敬的人，他想我也要做一個(gè)被人尊敬的人，為什么我不象那些人一樣行事呢？他發(fā)現(xiàn)那樣去做并不是不可能的。他對(duì)那些令人討厭的品質(zhì)采取了與此相反的方式而加以摒棄。所以我說，如果你把那些品質(zhì)都寫下來，好好思量一下，擇善而從，你自己可能就是那個(gè)你愿意買入10％的人！更好的是你自己本就100％的擁有你自己了。這就是我今天要講的。

下面就讓我們開始談?wù)勀銈兯信d趣的。我們可以從這兒或那兒舉起的手開始。(二)問題：你對(duì)日本的看法？

巴菲特：我不是一個(gè)太宏觀的人。現(xiàn)在日本10年期的貸款利息只有1％。我對(duì)自己說，45年前，我上了本杰明●格拉姆的課程，然后我就一直勤勤懇懇，努力工作，也許我應(yīng)該比1％掙的多點(diǎn)吧？看上去那不是不可能的。我不想卷入任何匯率波動(dòng)的風(fēng)險(xiǎn)，所以我會(huì)選擇以日元為基準(zhǔn)的資產(chǎn)，如地產(chǎn)或企業(yè)，必須是日本國內(nèi)的。我唯一需要做的就是掙得比1％多，因?yàn)槟鞘俏屹Y金的成本?？芍钡浆F(xiàn)在，我還沒有發(fā)現(xiàn)一家可以投資的生意。這真的很有趣。日本企業(yè)的資產(chǎn)回報(bào)率都很低。他們有少數(shù)企業(yè)會(huì)有4％，5％，或6％的回報(bào)。如果日本企業(yè)本身賺不了多少錢的話，那么其資產(chǎn)投資者是很難獲得好的回報(bào)的。當(dāng)然，有一些人也賺了錢。我有一個(gè)同期為本杰明●格拉姆工作過的朋友。那是我第一次買股票的方法，即尋找那些股票價(jià)格遠(yuǎn)低于流動(dòng)資本的公司，非常便宜但又有一點(diǎn)素質(zhì)的公司。我管那方法叫雪茄煙蒂投資法。你滿地找雪茄煙蒂，終于你找到一個(gè)濕透了的，令人討厭的煙蒂，看上去還能抽上一口。那一口可是免費(fèi)的。你把它撿起來，抽上最后一口，然后扔了，接著找下一個(gè)。這聽上去一點(diǎn)都不優(yōu)雅，但是如果你找的是一口免費(fèi)的雪茄煙，這方法還值得做。不要做低回報(bào)率的生意。時(shí)間是好生意的朋友，卻是壞生意的敵人。如果你陷在糟糕的生意里太久的話，你的結(jié)果也一定會(huì)糟糕，即使你的買入價(jià)很便宜。如果你在一樁好生意里，即使你開始多付了一點(diǎn)額外的成本，如果你做的足夠久的話，你的回報(bào)一定是可觀的。我現(xiàn)在從日本沒發(fā)現(xiàn)什么好生意。也可能日本的文化會(huì)作某些改變，比如他們的管理層可能會(huì)對(duì)公司股票的責(zé)任多一些，這樣回報(bào)率會(huì)高些。但目前來看，我看到的都是一些低回報(bào)率的公司，即使是在日本經(jīng)濟(jì)高速發(fā)展的時(shí)候。說來也令人驚奇，因?yàn)槿毡具@樣一個(gè)完善巨大的市場卻不能產(chǎn)生一些優(yōu)秀的高回報(bào)的公司。日本的優(yōu)秀只體現(xiàn)在經(jīng)濟(jì)總量上，而不是涌現(xiàn)一些優(yōu)質(zhì)的公司（譯者注：對(duì)中國而言，這樣的問題何止嚴(yán)重10倍?。?。這個(gè)問題已經(jīng)給日本帶來麻煩了。我們到現(xiàn)在為止對(duì)日本還是沒什么興趣。只要那的利息還是1％，我們會(huì)繼續(xù)持觀望態(tài)度。

問題：有傳聞?wù)f，你成為長期資金管理基金的救場買家？你在那里做了什么？你看到了什么機(jī)會(huì)？（譯者注：長期資金管理基金是一家著名的對(duì)沖基金。1994年創(chuàng)立。創(chuàng)立后的頭些年盈利可觀，年均40％以上。但是，在1998年，這家基金在4個(gè)月里損失了46個(gè)億，震驚世界）

巴菲特：在最近的一篇財(cái)富雜志（封面是魯本●默多克）上的文章里講了事情的始末。有點(diǎn)意思。是一個(gè)冗長的故事，我這里就不介紹來龍去脈了。我接了一個(gè)非常慎重的關(guān)于長期資金管理基金的電話。那是4個(gè)星期前的一個(gè)星期五的下午吧。我孫女的生日Party在那個(gè)傍晚。在之后的晚上，我會(huì)飛到西雅圖，參加比爾●蓋茨的一個(gè)12天的阿拉斯加的私人旅程。所以我那時(shí)是一點(diǎn)準(zhǔn)備都沒有的。于是星期五我接了這個(gè)電話，整個(gè)事情變得嚴(yán)重起來。在財(cái)富的文章發(fā)表之前，我還通了其他一些相關(guān)電話。我認(rèn)識(shí)他們（譯者注：長期資金管理基金的人），他們中的一些人我還很熟。很多人都在所羅門兄弟公司工作過。事情很關(guān)鍵。美聯(lián)儲(chǔ)周末派了人過去（譯者注：紐約）。在星期五到接下來的周三這段時(shí)間里，紐約儲(chǔ)備局導(dǎo)演了沒有聯(lián)邦政府資金卷入的長期資金管理基金的救贖行動(dòng)。我很活躍。但是我那時(shí)的身體狀況很不好，因?yàn)槲覀兡菚r(shí)正在阿拉斯加的一些峽谷里航行，而我對(duì)那些峽谷毫無興趣。船長說我們朝著可以看到北極熊的方向航行，我告訴船長朝著可以穩(wěn)定接收到衛(wèi)星信號(hào)的方向航行（才是重要的）（譯者注：巴菲特在開玩笑，意思是他在船上，卻一直心系手邊的工作）。星期三的早上，我們出了一個(gè)報(bào)價(jià)。那時(shí)，我已經(jīng)在蒙塔那（譯者注：美國西北部的一個(gè)州）了。我和紐約儲(chǔ)備局的頭兒通了話。他們?cè)?0點(diǎn)會(huì)和一批銀行家碰頭。我把意向傳達(dá)過去了。紐約儲(chǔ)備局在10點(diǎn)前給在懷俄明（譯者注：美國西北部的一個(gè)州）的我打了電話。我們做了一個(gè)報(bào)價(jià)。那確實(shí)只是一個(gè)大概的報(bào)價(jià)，因?yàn)槲沂窃谶h(yuǎn)程（不可能完善細(xì)節(jié)性的東西）。最終，我們對(duì)2.5億美元的凈資產(chǎn)做了報(bào)價(jià),但我們會(huì)在那之上追加30到32.5億左右。Berkshire Hathaway（巴菲特的投資公司）分到30個(gè)億, AIG有7個(gè)億, Goldman Sachs有3個(gè)億。我們把投標(biāo)交了上去，但是我們的投標(biāo)時(shí)限很短，因?yàn)槟悴豢赡軐?duì)價(jià)值以億元計(jì)的證券在一段長時(shí)間內(nèi)固定價(jià)格，我也擔(dān)心我們的報(bào)價(jià)會(huì)被用來作待價(jià)而沽的籌碼。最后，銀行家們把合同搞定了。那是一個(gè)有意思的時(shí)期。

整個(gè)長期資金管理基金的歷史，我不知道在座的各位對(duì)它有多熟悉，其實(shí)是波瀾壯闊的。如果你把那16個(gè)人，象John Meriwether, Eric Rosenfeld，Larry Hilibrand，Greg Hawkins, Victor Haghani，還有兩個(gè)諾貝爾經(jīng)濟(jì)學(xué)獎(jiǎng)的獲得者，Myron Scholes和Robert Merton，放在一起，可能很難再從任何你能想像得到的公司中，包括象微軟這樣的公司，找到另外16個(gè)這樣高IQ的一個(gè)團(tuán)隊(duì)。那真的是一個(gè)有著難以臵信的智商的團(tuán)隊(duì)，而且他們所有人在業(yè)界都有著大量的實(shí)踐經(jīng)驗(yàn)。他們可不是一幫在男裝領(lǐng)域賺了錢，然后突然轉(zhuǎn)向證券的人。這16個(gè)人加起來的經(jīng)驗(yàn)可能有350年到400年，而且是一直專精于他們目前所做的。第3個(gè)因素，他們所有人在金融界都有著極大的關(guān)系網(wǎng)，數(shù)以億計(jì)的資金也來自于這個(gè)關(guān)系網(wǎng)，其實(shí)就是他們自己的資金。超級(jí)智商，在他們內(nèi)行的領(lǐng)域，結(jié)果是他們破產(chǎn)了。這于我而言，是絕對(duì)的百思不得其解。如果我要寫本書的話，書名就是“為什么聰明人凈干蠢事”。我的合伙人說那本書就是他的自傳（笑）。這真的是一個(gè)完美的演示。就我自己而言，我和那16個(gè)人沒有任何過節(jié)。他們都是正經(jīng)人，我尊敬他們，甚至我自己有問題的時(shí)候，也會(huì)找他們來幫助解決。他們絕不是壞人。但是，他們?yōu)榱藪昴切┎粚儆谒麄?，他們也不需要的錢，他們竟用屬于他們，他們也需要的錢來冒險(xiǎn)。這就太愚蠢了。這不是IQ不IQ的問題。用對(duì)你重要的東西去冒險(xiǎn)贏得對(duì)你并不重要的東西，簡直無可理喻，即使你成功的概率是100比1，或1000比1。如果你給我一把槍，彈膛里一千個(gè)甚至一百萬個(gè)位臵，然后你告訴我，里面只有一發(fā)子彈，你問我，要花多少錢，才能讓我拉動(dòng)扳機(jī)。我是不會(huì)去做的。你可以下任何注，即使我贏了，那些錢對(duì)我來說也不值一提。如果我輸了，那后果是顯而易見的。我對(duì)這樣的游戲沒有一點(diǎn)興趣?？墒且?yàn)轭^腦不清楚，總有人犯這樣的錯(cuò)。有這樣一本一般般的書，卻有著一個(gè)很好的書名，“一生只需富一次”。這再正確不過了，不是碼？如果你有一個(gè)億開始，每年沒有一點(diǎn)風(fēng)險(xiǎn)的可以掙10％，有些風(fēng)險(xiǎn)，但成功率有99％的投資會(huì)賺20％。一年結(jié)束，你可能有1.1個(gè)億，也可能有1.2個(gè)億，這有什么區(qū)別呢？如果你這時(shí)候過世，寫亡訊的人可能錯(cuò)把你有的1.2個(gè)億寫成1.1個(gè)億了，有區(qū)別也變成沒區(qū)別了（笑）。對(duì)你，對(duì)你的家庭，對(duì)任何事，都沒有任何一點(diǎn)點(diǎn)不同。但是萬一有點(diǎn)閃失的話，特別是當(dāng)你管理他人的錢時(shí)，你不僅僅損失了你的錢，你朋友的錢，還有你的尊嚴(yán)和臉面。我所不能理解的是，這16個(gè)如此高智商的能人怎么就會(huì)玩這樣一個(gè)游戲。簡直就是瘋了。某種程度上，他們的決定基本上都依賴于一些事情。他們都有著所羅門兄弟公司的背景，他們說一個(gè)6或7西格瑪?shù)氖录ㄖ附鹑谑袌龅牟▌?dòng)幅度）是傷他們不著的。他們錯(cuò)了，歷史是不會(huì)告訴你將來某一金融事件發(fā)生的概率的。他們很大程度上依賴于數(shù)學(xué)統(tǒng)計(jì)，他們認(rèn)為關(guān)于股票的（歷史）數(shù)據(jù)揭示了股票的風(fēng)險(xiǎn)。我認(rèn)為那些數(shù)據(jù)根本就不會(huì)告訴你股票的風(fēng)險(xiǎn)！我認(rèn)為數(shù)據(jù)也不會(huì)揭示你破產(chǎn)的風(fēng)險(xiǎn)。也許他們現(xiàn)在也這么想了？事實(shí)上，我根本不想用他們來作例子，因?yàn)樗麄兊慕?jīng)歷換一種形式，很可能發(fā)生在我們中的每個(gè)人身上。我們?cè)谀承╆P(guān)鍵之處存在著盲點(diǎn)，因?yàn)槲覀兌锰嗟钠渌胤?。正象Henry Gutman所說的，破產(chǎn)的多是兩類人：一是一竅不通者；一是學(xué)富五車者。這其實(shí)是令人悲哀的。我們是從來不借錢的，即使有保險(xiǎn)做擔(dān)保。即使是在我只有1萬塊錢的時(shí)候，我也決不借錢。借錢能帶來什么不同瑪？我只憑我一己之力時(shí)我也樂趣無窮。一萬，一百萬，和一千萬對(duì)我都沒有什么不同。當(dāng)然，當(dāng)我遇到類似緊急醫(yī)療事件的情況下會(huì)有些例外?；旧希阱X多錢少的情況下，我都會(huì)做同樣的事情。如果你從生活方式的角度來想想你們和我的不同，我們穿的是同樣的衣服，當(dāng)然我的是SunTrust給的；我們都有機(jī)會(huì)喝上帝之泉（說這話的時(shí)候，巴菲特開了一瓶可樂），我們都去麥當(dāng)勞，好一點(diǎn)的，奶酪皇后（譯者注：即DairyQueen，一家類似于麥當(dāng)勞的快餐店），我們都住在冬暖夏涼的房子里，我們都在平面大電視上看Nebraska和Texas A&M（美國的兩所大學(xué)）的橄欖球比賽，我們的生活沒什么不同，你能得到不錯(cuò)的醫(yī)療，我也一樣，唯一的不同可能是我們旅行的方式不同，我有我的私人飛機(jī)來周游世界，我很幸運(yùn)。但是除了這個(gè)之外，你們?cè)傧胂耄夷茏龅哪銈冇惺裁床荒茏瞿?？我熱愛我的工作，但是我從來如此，無論我在談大合同，還是只賺一千塊錢的時(shí)候。我希望你們也熱愛自己的工作。如果你總是為了簡歷上好看些就不斷跳槽，做你不喜歡的工作，我認(rèn)為你的腦子一定是進(jìn)了水。我碰到過一個(gè)28歲的哈佛畢業(yè)生，他一直以來都做得不錯(cuò)。我問他，下一步你打算做些什么？他說，可能讀個(gè)MBA吧，然后去個(gè)管理資詢的大公司，簡歷上看著漂亮點(diǎn)。我說，等一下，你才28歲，你做了這么多事情，你的簡歷比我看到過的最好的還要強(qiáng)十倍，現(xiàn)在你要再找一個(gè)你不喜歡的工作，你不覺得這就好像把你的性生活省下來到晚年的時(shí)候再用嗎？是時(shí)候了，你就要去做的（不能老等著）。（這是一個(gè)比喻）但是我想我把我的立場告訴了他。你們走出去，都應(yīng)該選擇那些你熱愛的工作，而不是讓你的簡歷看上去風(fēng)光。當(dāng)然，你的愛好可能會(huì)有變化。（對(duì)那些你熱愛的工作，）每天早上你是蹦著起床的。當(dāng)我走出校園的時(shí)候，我恨不得馬上就給格拉姆干。但是我不可能為他白干，于是他說我要的工資太高了（所以他沒有要我）。但我總是不停地bug他，同時(shí)我自己也賣了3年的證券，期間從不間斷地給他寫信，聊我的想法，最終他要了我，我在他那兒工作了幾年。那幾年是非常有益的經(jīng)驗(yàn)。我總是做我熱愛的工作。拋開其他因素，如果你單純的高興做一項(xiàng)工作，那么那就是你應(yīng)該做的工作。你會(huì)學(xué)到很多東西，工作起來也會(huì)覺得有無窮的樂趣?？赡苣銓頃?huì)變。但是（做你熱愛的工作），你會(huì)從工作中得到很多很多。起薪的多寡無足輕重。不知怎么，扯得遠(yuǎn)了些?？傊?，如果你認(rèn)為得到兩個(gè)X比得到一個(gè)讓你更開心，你可能就要犯錯(cuò)了。重要的是發(fā)現(xiàn)生活的真諦，做你喜歡做的。如果你認(rèn)為得到10個(gè)或20個(gè)X是你一切生活的答案，那么你就會(huì)去借錢，做些短視，以及不可理喻的事情。多年以后，不可避免地，你會(huì)為你的所作所為而后悔。

序：至此，巴菲特的演講終于過半。

問題：講講你喜歡的企業(yè)吧, 不是企業(yè)具體的名字，而是什么素質(zhì)的企業(yè)你喜歡？

巴菲特：

我只喜歡我看得懂的生意，這個(gè)標(biāo)準(zhǔn)排除了90％的企業(yè)。你看，我有太多的東西搞不懂。幸運(yùn)的是，還是有那么一些東西我還看得懂。

設(shè)想一個(gè)諾大的世界里，大多數(shù)公司都是上市的，所以基本上許多美國公司都是可以買到的。讓我們從大家都懂的事情上開始講吧（巴菲特舉起他的可樂瓶），我懂得這個(gè)，你懂得這個(gè)，每個(gè)人都懂這個(gè)。這是一瓶櫻桃可樂，從1886年起就沒什么變化了。很簡單，但絕不容易的生意。我可不想要對(duì)競爭者來說很容易的生意，我想要的生意外面得有個(gè)城墻，居中是價(jià)值不菲的城堡，我要負(fù)責(zé)的、能干的人才來管理這個(gè)城堡。

我要的城墻可以是多樣的，舉例來說，在汽車保險(xiǎn)領(lǐng)域的GEICO（譯者注：美國一家保險(xiǎn)公司），它的城墻就是低成本。人們是必須買汽車保險(xiǎn)的，每人每車都會(huì)有，我不能賣20份給一個(gè)人，但是至少會(huì)有一份。消費(fèi)者從哪里購買呢？這將基于保險(xiǎn)公司的服務(wù)和成本。多數(shù)人都認(rèn)為（各家公司的）服務(wù)基本上是相同的或接近的，所以成本是他們的決定因素。所以，我就要找低成本的公司，這就是我的城墻。

當(dāng)我的成本越比競爭對(duì)手的低，我會(huì)越加注意加固和保護(hù)我的城墻。當(dāng)你有一個(gè)漂亮的城堡，肯定會(huì)有人對(duì)它發(fā)起攻擊，妄圖從你的手中把它搶走，所以我要在城堡周圍建起城墻來。

三十年前，柯達(dá)公司的城墻和可口可樂的城墻是一樣難以逾越的。如果你想給你6個(gè)月的小孩子照張像，20年或50年后你再來看那照片，你不會(huì)象專業(yè)攝影師那樣來衡量照片質(zhì)量隨著時(shí)間的改變，真正決定購買行為的是膠卷公司在你的心目中的地位。柯達(dá)向你保證你今天的照片，20年，50年后看起來仍是栩栩如生，這一點(diǎn)對(duì)你而言可能恰恰是最重要的。30年前的柯達(dá)就有那樣的魅力，它占據(jù)了每個(gè)人的心。在地球上每個(gè)人的心里，它的那個(gè)小黃盒子都在說，柯達(dá)是最好的。那真是無價(jià)的。

現(xiàn)在的柯達(dá)已經(jīng)不再獨(dú)占人們的心。它的城墻變薄了，富士用各種手段縮小了差距。柯達(dá)讓富士成為奧林匹克運(yùn)動(dòng)會(huì)的贊助商，一個(gè)一直以來由柯達(dá)獨(dú)占的位臵。于是在人們的印象里，富士變得和柯達(dá)平起平坐起來。與之相反的是，可口可樂的城墻與30年前比，變得更寬了。你可能看不到城墻一天天的變化。但是，每次你看到可口可樂的工廠擴(kuò)張到一個(gè)目前并不盈利，但20年后一定會(huì)的國家，它的城墻就加寬些。企業(yè)的城墻每天每年都在變，或厚或窄。10年后，你就會(huì)看到不同。

我給那些公司經(jīng)理人的要求就是，讓城墻更厚些，保護(hù)好它，拒競爭者于墻外。你可以通過服務(wù)，產(chǎn)品質(zhì)量，價(jià)錢，成本，專利，地理位臵來達(dá)到目的。我尋找的就是這樣的企業(yè)。那么這樣的企業(yè)都在做什么生意呢？我要找到他們，就要從最簡單的產(chǎn)品里找到那些（杰出的企業(yè)）。因?yàn)槲覜]法預(yù)料到10年以后，甲骨文，蓮花，或微軟會(huì)發(fā)展成什么樣。比爾●蓋茨是我碰到過的最好的生意人。微軟現(xiàn)在所處的位臵也很好。但是我還是對(duì)他們10年后的狀況無從知曉。同樣我對(duì)他們的競爭對(duì)手10年后的情形也一無所知。

雖然我不擁有口香糖的公司，但是我知道10年后他們的發(fā)展會(huì)怎樣。互聯(lián)網(wǎng)是不會(huì)改變我們嚼口香糖的方式的，事實(shí)上，沒什么能改變我們嚼口香糖的方式。會(huì)有很多的（口香糖）新產(chǎn)品不斷進(jìn)入試驗(yàn)期，一些以失敗告終。這是事物發(fā)展的規(guī)律。如果你給我10個(gè)億，讓我進(jìn)入口香糖的生意，打開一個(gè)缺口，我無法做到。這就是我考量一個(gè)生意的基本原則。給我10個(gè)億，我能對(duì)競爭對(duì)手有多少打擊？給我100個(gè)億，我對(duì)全世界的可口可樂的損失會(huì)有多大？我做不到，因?yàn)?，他們的生意穩(wěn)如磐石。給我些錢，讓我去占領(lǐng)其他領(lǐng)域，我卻總能找出辦法把事情做到。

所以，我要找的生意就是簡單，容易理解，經(jīng)濟(jì)上行得通，誠實(shí)，能干的管理層。這樣，我就能看清這個(gè)企業(yè)10年的大方向。如果我做不到這一點(diǎn)，我是不會(huì)買的?；旧蟻碇v，我只會(huì)買那些，即使紐約證交所從明天起關(guān)門五年，我也很樂于擁有的股票。如果我買個(gè)農(nóng)場，即使五年內(nèi)我不知道它的價(jià)格，但只要農(nóng)場運(yùn)轉(zhuǎn)正常，我就高興。如果我買個(gè)公寓群，只要它們能租出去，帶來預(yù)計(jì)的回報(bào)，我也一樣高興。

人們買股票，根據(jù)第二天早上股票價(jià)格的漲跌，決定他們的投資是否正確，這簡直是扯淡。正如格拉姆所說的，你要買的是企業(yè)的一部分生意。這是格拉姆教給我的最基本最核心的策略。你買的不是股票，你買的是一部分企業(yè)生意。企業(yè)好，你的投資就好，只要你的買入價(jià)格不是太離譜。

這就是投資的精髓所在。你要買你看得懂的生意，你買了農(nóng)場，是因?yàn)槟愣r(nóng)場的經(jīng)營。就是這么簡單。這都是格拉姆的理念。我6、7歲就開始對(duì)股票感興趣，在11歲的時(shí)買了第一只股票。我沉迷于對(duì)圖線，成交量等各種技術(shù)指標(biāo)的研究。然后在我還是19歲的時(shí)候，幸運(yùn)地拿起了格拉姆的書。書里說，你買的不是那整日里上下起伏的股票標(biāo)記，你買的是公司的一部分生意。自從我開始這么來考慮問題后，所以一切都豁然開朗。就這么簡單。

我們只買自己諳熟的生意。在坐的每一個(gè)人都懂可口可樂的生意。我卻敢說，沒人能看懂新興的一些互聯(lián)網(wǎng)公司。我在今年的Berkshire Hathaway的股東大會(huì)上講過，如果我在商學(xué)院任教，期末考試的題目就是評(píng)估互聯(lián)網(wǎng)公司的價(jià)值，如果有人給我一個(gè)具體的估價(jià)，我會(huì)當(dāng)場暈倒的（笑）。我自己是不知道如何估值的，但是人們每天都在做！

如果你這么做是為了去競技比賽，還可以理解。但是你是在投資。投資是投入一定的錢，確保將來能恰當(dāng)幅度地賺進(jìn)更多的錢。所以你務(wù)必要曉得自己在做什么，務(wù)必要深入懂得（你投資的）生意。你會(huì)懂一些生意模式，但絕不是全部。問題：就如你剛才所說，你已經(jīng)講了事情的一半，那就是去尋找企業(yè)，試著去理解商業(yè)模式，作為一個(gè)擁有如此大量資金的投資者，你的積累足以讓你過功成身退。回到購買企業(yè)的成本，你如何決定一個(gè)合適的價(jià)格來購買企業(yè)？

巴菲特：

那是一個(gè)很難作出的決定。對(duì)一個(gè)我不確信（理解）的東西，我是不會(huì)買的。如果我對(duì)一個(gè)東西非常確信，通常它帶給我的回報(bào)不會(huì)是很可觀的。為什么對(duì)那些你只有一絲感覺會(huì)有40％回報(bào)的企業(yè)來試手氣呢？我們的回報(bào)不是驚人的高，但是一般來講，我們也不會(huì)有損失。

1972年，我們買了See’s Candy（一家糖果公司）。See’s Candy每年以每磅1.95美元的價(jià)格，賣出1千6百萬磅的糖果，產(chǎn)生4百萬的稅前利潤。我們買它花了2千5百萬。我和我的合伙人覺得See’s Candy有一種尚未開發(fā)出來的定價(jià)魔力，每磅1.95美元的糖果可以很容易地以2.25的價(jià)錢賣出去。每磅30分的漲價(jià)，1千6百萬磅就是額外的4百80萬呀，所以2千5百萬的購買價(jià)還是劃算的。

我們從未雇過咨詢師。我們知道在加州每個(gè)人都有一個(gè)想法。每個(gè)加州人心中對(duì)See’s Candy都有一些特殊的印象，他們絕對(duì)認(rèn)這個(gè)牌子的糖。在情人節(jié)，給女孩子送See’s Candy的糖，她們會(huì)高興地親它。如果她們把糖扔在一邊，愛理不理，那我們的生意就糟糕了。只要女孩子親吻我們的糖，那就是我們要灌輸給加州人腦子里的，女孩子愛親See’s Candy的糖。如果我們能達(dá)到這個(gè)目標(biāo)，我們就可以漲價(jià)了。我們?cè)?972年買的See’s Candy，那之后，我們每年都在12月26日，圣誕節(jié)后的第一天，漲價(jià)。圣誕節(jié)期間我們賣了很多糖。今年，我們賣了3千萬磅糖，一磅賺2個(gè)美元，總共賺了6千萬。十年后，我們會(huì)賺得更多。在那6千萬里，5千5百萬是在圣誕節(jié)前3周賺的。耶穌的確是我們的好朋友（笑）。這確實(shí)是一樁好生意。

如果你再想想，關(guān)于這生意的重要一點(diǎn)是，多數(shù)人都不買盒裝巧克力來自己消費(fèi)，他們只是用它來做為生日或節(jié)日的饋贈(zèng)禮品。情人節(jié)是每年中最重要的一天。圣誕節(jié)是迄今為止最最重要的銷售季節(jié)。女人買糖是為了圣誕節(jié)，她們通常在那前后2－3周來買。男人買糖是為了情人節(jié)。他們?cè)诨丶业穆飞祥_著車，我們?cè)谑找魴C(jī)節(jié)目里放廣告，“內(nèi)疚，內(nèi)疚”，男人們紛紛從高速路上出去，沒有一盒巧克力在手，他們是不敢回家的。

情人節(jié)是銷售最火的一天。你能想像，在情人節(jié)那天，See’s Candy的價(jià)錢已經(jīng)是11美元一磅了（譯者注：又漲價(jià)了）。當(dāng)然還有別的牌子的糖果是6美元一磅。當(dāng)你在情人節(jié)的時(shí)候回家（這些都是關(guān)于See’s Candy深入人心的一幕幕場景，你的那位接受你的禮品，由衷地感謝你，祝福剩下的一年），遞給你的那位（6塊錢的糖），說，“親愛的，今年我買的是廉價(jià)貨”？這絕不可能行得通！

在某種程度上，有些東西和價(jià)格是沒關(guān)系的，或者說，不是以價(jià)格為導(dǎo)向的。這就像迪斯尼。迪斯尼在全世界賣的是16.95或19.95美元的家庭影像制品。人們，更具體的說，那些當(dāng)媽媽的對(duì)迪斯尼有著特殊的感情。在座的每個(gè)人在心中對(duì)迪斯尼都有著一些情愫。如果我說環(huán)球影視，它不會(huì)喚起你心中的那種特殊情愫；我說20世紀(jì)?？怂构?，你也不會(huì)有什么反應(yīng)。但是迪斯尼就不同。這一點(diǎn)在全世界都如此。當(dāng)你的年紀(jì)變老的時(shí)候，那些（迪斯尼的）影像制品，你可以放心讓小孩子每天在一邊看幾個(gè)小時(shí)。你知道，一個(gè)這樣的影片，小孩子會(huì)看上20遍。當(dāng)你去音像店時(shí)，你會(huì)坐在那兒，把十幾種片子都看上一遍，然后決定你的孩子會(huì)喜歡哪一部？這種可能性很小。別的牌子賣16.95，而迪斯尼的賣17.95，你知道買迪斯尼的不會(huì)錯(cuò)，所以你就買了。在某些你沒有時(shí)間的事情上，你不一定非要做高質(zhì)量的決定。而作為迪斯尼而言，就可以因此以更高的價(jià)格，賣出多得多的影片。多好的生意！而對(duì)其他牌子來講，日子就不那么好過了。

夢想家們一直努力打造出類似于迪斯尼概念的品牌，來同它在世界范圍內(nèi)競爭，取代人們心中對(duì)迪斯尼的那份特殊情愫。比如，環(huán)球影視吧，媽媽們不會(huì)在音像店里買他們的片子，而放棄迪斯尼的。那是不可能發(fā)生的。可口可樂是在全球范圍內(nèi)和喜悅的情緒關(guān)聯(lián)在一起的。不管你花多少錢，你想讓全世界的50億人更喜歡RC可樂（譯者注：巴菲特杜撰出來的飲料牌子），那是做不到的。你可以搞些詭計(jì)，做折扣促銷，等等，但都是無法得逞的。這就是你要的生意，你要的城墻。

第三篇：哈佛大學(xué)女校長畢業(yè)典禮演講全文

哈佛大學(xué)女校長畢業(yè)典禮演講全文

Universities nurture the hopes of the world: in solving challenges that cross borders;in unlocking and harnessing new knowledge;in building cultural and political understanding;and in modeling environments that promote dialogue and debate...The ideal and breadth of liberal education that embraces the humanities and arts as well as the social and natural sciences is at the core of

Harvard’s philosophy.2011年5月哈佛大學(xué)迎來了第360屆畢業(yè)典禮。哈佛大學(xué)女校長福斯特（Drew Gilpin Faust，1947年9月18日－，美國歷史學(xué)家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學(xué)歷史上第一位女校長，也是自1672年以來第一位沒有哈佛學(xué)習(xí)經(jīng)歷的哈佛校長。福斯特1947年出生于紐約，1964年畢業(yè)于馬薩諸塞州的私立寄宿中學(xué) Concord Academy，后就讀于位于賓州費(fèi)城郊外的一所女子文理學(xué)院 Bryn Mawr College；文理學(xué)院畢業(yè)后福斯特進(jìn)入賓夕法利亞大學(xué)攻讀歷史學(xué)碩士，攻讀歷史碩士學(xué)位，1975年獲得了賓大美洲文明專業(yè)的博士學(xué)位，同年起留校擔(dān)任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學(xué)，她獲任歷史學(xué)系教授。福斯特是一位研究美國南方戰(zhàn)前歷史和美國內(nèi)戰(zhàn)歷史的專家，在美國內(nèi)戰(zhàn)時(shí)期反映南方陣營思想的意識(shí)形態(tài)和南方女性生活方面都卓有成就，并出版了5本相關(guān)書籍，其中最著名的一本《創(chuàng)造之母：美國內(nèi)戰(zhàn)南方蓄奴州婦女》在1997年獲得美國歷史學(xué)會(huì)美國題材非小說類最佳著

作獎(jiǎng)。

2001年，福斯特進(jìn)入哈佛大學(xué)，并擔(dān)任拉德克里夫高等研究院（Radcliffe Institute for Advanced Study）的首任正式院長，該學(xué)院的前身是拉德克利夫?qū)W院。2007年就任哈佛大學(xué)校長。

2011年福斯特就任哈佛大學(xué)校長屆滿四年，四年也是本科生完成學(xué)業(yè)的時(shí)間跨度，所以Class of 2011對(duì)于福斯特來說，有著不一樣的意義。在這篇演講中談到了她這四年的心路歷程，同時(shí)對(duì)美國教育的未來發(fā)展提出了自己的觀點(diǎn)，其中多次提到中國的教育發(fā)展。Commencement Address

Tercentenary Theatre, Cambridge, MA May 26, 2011

Distinguished guests.Harvard faculty, alumni, students, staff, friends.As we celebrate the Class of 2011 and welcome them to our alumni ranks, I feel a special sense of connection to those who just received their “first degrees,” to use the words with which I officially greeted them this morning.I began as president when they arrived as freshmen, and we have shared the past four years here together.Four world-changing years.From the global financial crisis, to a historic presidential election, to the popular uprisings of the Arab Spring — not to mention earthquakes, tsunamis and tornadoes.The choices and circumstances these new alumni face are likely to be quite different from the ones they expected when they moved into Harvard Yard in September 2007.And I hope and trust that they too are transformed — shaped by all they have learned and experienced as Harvard College undergraduates.Their departure marks a milestone for me as well.One that prompts me, as Harvard enters its 375th year, to reflect on what these four years have meant for universities, and what universities must do in this time of worldwide challenges when knowledge is becoming ever more vital to our economies, our societies and to us all.Education has never mattered more to individual lives.In the midst of the Great Recession, the unemployment rate for college graduates in the United States was less than half that for those with just a high school diploma.Those with bachelor degrees earn half again as much as high school graduates.Doctoral or professional degrees nearly double, on average, earnings again.And education of course brings far more than economic benefits.We believe that the graduates of institutions like Harvard are instilled with analytic and creative habits of mind, with a capacity for judgment and discernment that can guide them through a lifetime that promises an abundance of change.But education is not just about individuals.Education has never mattered more to human progress and the common good.Much of what we have undertaken at Harvard in these past four years reflects our fundamental sense of that responsibility: to educate individuals who will understand the difference between information and wisdom, who will pose the questions, and create the knowledge that can address the world’s problems, who can situate today’s realities in the context of the past even as we prepare for the future.Yet universities have been deeply affected, as events have reshaped the educational landscape in the United States and abroad.The cost of higher education has become the source of even greater anxiety for American families.At a time when college matters more than ever, it seems increasingly less affordable.Access to higher education is a national priority, and at Harvard we have significantly enhanced our financial aid policies to make sure that Harvard is attainable for talented students regardless of their financial circumstances.This is fundamental to sustaining Harvard’s excellence.More than 60% of undergraduates received financial aid from Harvard this year;their families paid an average of $11,500 for tuition and room and board.The composition of our student body has changed as a result, and we have reached out to students who previously would not have imagined they could attend.This past year, for example, nearly 20% of the freshman class came from families with incomes below $60,000.We want to attract and invest in the most talented students, those likely to take fullest advantage of their experience at Harvard College.Our graduate and professional schools recognize a similar imperative and seek to ensure that graduates are able to choose careers based on their aspirations rather than on the need to repay educational debt.The Kennedy School, for example, has made increasing financial aid its highest priority;Harvard Medical School’s enhanced financial aid policies now assist over 70% of its student body.Like American families, institutions of higher education face intensified financial challenges as well.At our distinguished public universities, pressures on state funding threaten fundamental purposes.The governor of Pennsylvania, for example, proposes cutting state appropriations for higher education by half.Leaders of the University of California system warned last week of a possible tuition increase of 32% in response to reduced state support.Some in Congress are threatening to reduce aid for needy students, and to constrain the federal funding that fuels scientific research at Harvard and at America’s other distinguished universities.By contrast, support for higher education and research is exploding in other parts of the globe.In China, for example, undergraduate student numbers have more than quadrupled in little over a decade;India has more than doubled its college attendance rate and plans to do so again by 2020.Higher education, these nations recognize, is a critical part of building their futures.As battles rage in Washington over national priorities and deficit reduction, we need to make that case for America as well.Universities are an essential part of the solution—providing economic opportunity and mobility, producing discoveries that build prosperity, create jobs and improve human lives.And American higher education—in its dedication to knowledge in breadth and depth, beyond instrumental or narrow technical focus — has proved a generator of imagination, wisdom and creativity, the capacities that serve as foundations for building our common future.When I met last year with university presidents in China, they wanted to talk not about science or technology, where we all know they have such strength, but instead about the liberal arts and how to introduce them in their country.They believed those principles of broad learning had yielded the most highly regarded educational system in the world.This year, Tsinghua University in Beijing introduced a new required course called “Moral Reasoning and Critical Thinking.” It is modeled on Professor Michael Sandel’s famous Harvard undergraduate class, “Justice,” and he lectured in that course last week.This is a time for us to convince Americans of what these Chinese educational leaders affirmed to me: that we in the United States have developed a model of higher education that is unsurpassed in its achievements and distinction, in the knowledge it has created and in the students it has produced.It must be both supported and adapted to help secure the future in which our children and their children will live.That future encompasses a second powerful force shaping higher education.When Thomas Friedman famously proclaimed that the world was “flat” in 2005, he drew attention to the ways in which ideas and economies no longer respect boundaries;knowledge, he emphasized, is global.Yet societies, cultures and beliefs vary in ways that affect us ever more deeply.If the world is flat, it is far from homogeneous.Universities must embrace the breadth of ideas and opportunities unfolding across the world, and at the same time advance understanding of the differences among distinctive cultures, histories and languages.I am repeatedly struck when I meet with undergraduates at the intensity of their interest in language courses, which at Harvard now include nearly 80 languages.These undergraduates understand the kind of world they will live in, and they want to be prepared.One member of the class of 2011, who will be a Marshall scholar next year, told me about how she took up the study of Chinese at Harvard and when she traveled abroad recognized how speaking the language transformed her relationship to those she met.“When you learn a language,” she said, “you get goggles.My Chinese goggles.You have different kinds of conversations with people in their own language … we’re going to grow up in the world together in countries with such intertwined futures.We are,” she concluded, “an international generation.”

In these past four years, Harvard has reached into the world, and the world has reached into Harvard as never before.I have traveled as Harvard president on five continents.I have met with thousands of the more than 50,000 Harvard alumni who live outside the United States, and I have visited Harvard initiatives that address issues from AIDS in Botswana to preschool education in Chile to Renaissance studies in Italy to disaster response in China.Our new Harvard Center Shanghai joins 15 offices supporting Harvard faculty and student research and engagement abroad.We have over the past several years launched the university-wide China Fund, the South Asia Initiative, and an enhanced African Studies effort that recently received a coveted Title VI recognition as a National Resource Center.Undergraduate experiences abroad have more than doubled since 2003.Design School field studios reach from the favelas of Sao Paolo to the townships of Mumbai, and Harvard’s clinical and research opportunities in medicine and public health range from tuberculosis in Siberia to adolescent health in Fiji.Here in Cambridge, teaching incorporates an enhanced global perspective, from newly required international legal studies at the Law School to an international immersion experience beginning next year for all MBA students at the Business School, where 40% of case studies now have a significant international component.And we benefit from an increasingly international faculty and student body — 20% of our degree students overall.But it is not just knowledge that knows no boundaries.The world’s most critical challenges are most often borderless as well, and it is these pressing problems that attract the interest and talents of so many in our community.Universities are critical resources in addressing issues from economic growth to global health, to sustainable cities, to privacy and security, to therapeutics.To borrow a phrase from the Business School mission statement, Harvard faculty and students want to “make a difference in the world” by creating and disseminating critical knowledge.And we increasingly understand how to bring the elements of knowledge-creation together by crossing intellectual and disciplinary boundaries just as we cross international ones.I speak often of “one university,” for it is clear that we work most effectively when we unite Harvard’s unparalleled strengths across its schools and fields — and do so at every stage of the educational process, from College freshmen through our most accomplished senior faculty members.The new Harvard Global Health Institute is a case in point, engaging more than 250 faculty from across the university in addressing issues that range from post-earthquake response in Haiti and Chile to reducing cardiovascular disease in the developing world.We have established an undergraduate secondary field in Global Health, and over 1,000 College students are involved in courses, internships and related activities.Similarly, the Harvard Center for the Environment draws on graduate and undergraduate students and more than a hundred faculty, in law, engineering, history, earth sciences, medicine, health policy and business — to look comprehensively at problems like carbon capture and sequestration, or the implications of the Gulf oil spill for structures of environmental regulation.This brings us finally to innovation, a third powerful force in higher education — and in the wider world in which higher education plays such an important part.Students and faculty working together in new ways and across disciplines, are developing wondrous things — from inhalable chocolate to inhalable tuberculosis vaccine.Our undergraduates have invented a soccer ball that can generate enough power to light villages;Business School students are launching more and more start-ups;Medical School experiments have reversed the signs of aging — in mice at least.The Dean of our School of Education has been named one of the region’s foremost innovators for inventing a new degree, a doctorate in educational leadership — the Ed.L.D.— whose graduates, trained by faculty from the Business, Kennedy and Education schools, will be ready to lead change in America’s schools.New ideas and new ways of enabling those ideas to reach a wider world.That is the essence of what we are about.And we as an institution have some new ideas about how we do our own work as well.We have innovated after 350 years with governance, expanding and enhancing the Corporation.We are innovating(after almost as long)with the organization of our libraries — at the heart of how we learn and teach.We are in the second successful year of a new undergraduate curriculum.We created a new School of Engineering and Applied Sciences.We are exploring new ways of teaching, with new technologies and new partners.We are integrating the arts into our teaching across fields, recognizing that the act of “making” — whether in the arts or, perhaps, engineering — is an essential part of creative learning.In the fall we will open a new Innovation Lab, to foster team-based invention that connects students across disciplines and with local entrepreneurs.Perhaps every generation believes that it lives in special times and perhaps every cohort of graduates is told just that at ceremonies like these.But both the depth of the challenges we face and the power of knowledge — and thus of universities--to address them is unprecedented.Harvard must embrace this responsibility, for it is accountable to you, its alumni, and to the wider world.Universities are among humanity’s greatest innovations and among humanity’s greatest innovators.Through universities we find a better future, where our graduates and their children and the greater global community may lead lives of peace, prosperity and purpose in the centuries to come.Thank you very much.-Drew Gilpin Faust

第四篇：哈佛大學(xué)女校長畢業(yè)典禮演講全文2011

哈佛大學(xué)女校長畢業(yè)典禮演講全文（組圖）作者：涂攀

2011年5月哈佛大學(xué)迎來了第360屆畢業(yè)典禮。哈佛大學(xué)女校長福斯特（Drew Gilpin Faust，1947

年9月18日－，美國歷史學(xué)家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學(xué)歷史上第一位女校長，也是自1672年以來第一位沒有哈佛學(xué)習(xí)經(jīng)歷的哈佛校長。福斯特1947年出生于紐約，1964年畢業(yè)于馬薩諸塞州的私立寄宿中學(xué) Concord Academy，后就讀于位于賓州費(fèi)城郊外的一所女子文理學(xué)院 Bryn Mawr College；文理學(xué)院畢業(yè)后福斯特進(jìn)入賓夕法利亞大學(xué)攻讀歷史學(xué)碩士，攻讀歷史碩士學(xué)位，1975年獲得了賓大美洲文明專業(yè)的博士學(xué)位，同年起留校擔(dān)任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學(xué)，她獲任歷史學(xué)系教授。福斯特是一位研究美國南方戰(zhàn)前歷史和美國內(nèi)戰(zhàn)歷史的專家，在美國內(nèi)戰(zhàn)時(shí)期反映南方陣營思想的意識(shí)形態(tài)和南方女性生活方面都卓有成就，并出版了5本相關(guān)書籍，其中最著名的一本《創(chuàng)造之母：美國內(nèi)戰(zhàn)南方蓄奴州婦女》在1997年獲得美國歷史學(xué)會(huì)美國題材非小說類最佳著作獎(jiǎng)。

2001年，福斯特進(jìn)入哈佛大學(xué)，并擔(dān)任拉德克里夫高等研究院（Radcliffe Institute for Advanced Study）的首任正式院長，該學(xué)院的前身是拉德克利夫?qū)W院。2007年就任哈佛大學(xué)校長。

2011年福斯特就任哈佛大學(xué)校長屆滿四年，四年也是本科生完成學(xué)業(yè)的時(shí)間跨度，所以Class of 2011對(duì)于福斯特來說，有著不一樣的意義。在這篇演講中談到了她這四年的心路歷程，同時(shí)對(duì)美國教育的未來發(fā)展提出了自己的觀點(diǎn)，其中多次提到中國的教育發(fā)展。

Commencement Address Tercentenary Theatre, Cambridge, MA May 26, 2011

Distinguished guests.Harvard faculty, alumni, students, staff, friends.As we celebrate the Class of 2011 and welcome them to our alumni ranks, I feel a special sense of connection to those who just received their “first degrees,” to use the words with which I officially greeted them this morning.I began as president when they arrived as freshmen, and we have shared the past four years here together.Four world-changing years.From the global financial crisis, to a historic presidential election, to the popular uprisings of the Arab Spring — not to mention earthquakes, tsunamis and tornadoes.The choices and circumstances these new alumni face are likely to be quite different from the ones they expected when they moved into Harvard Yard in September 2007.And I hope and trust that they too are transformed — shaped by all they have learned and experienced as Harvard College undergraduates.Their departure marks a milestone for me as well.One that prompts me, as Harvard enters its 375th year, to reflect on what these four years have meant for universities, and what universities must do in this time of worldwide challenges when knowledge is becoming ever more vital to our economies, our societies and to us all.Education has never mattered more to individual lives.In the midst of the Great Recession, the unemployment rate for college graduates in the United States was less than half that for those with just a high school diploma.Those with bachelor degrees earn half again as much as high school graduates.Doctoral or professional degrees nearly double, on average, earnings again.And education of course brings far more than economic benefits.We believe that the graduates of institutions like Harvard are instilled with analytic and creative habits of mind, with a capacity for judgment and discernment that can guide them through a lifetime that promises an abundance of change.But education is not just about individuals.Education has never mattered more to human progress and the common good.Much of what we have undertaken at Harvard in these past four years reflects our fundamental sense of that responsibility: to educate individuals who will understand the difference between information and wisdom, who will pose the questions, and create the knowledge that can address the world’s problems, who can situate today’s realities in the context of the past even as we prepare for the future.Yet universities have been deeply affected, as events have reshaped the educational landscape in the United States and abroad.The cost of higher education has become the source of even greater anxiety for American families.At a time when college matters more than ever, it seems increasingly less affordable.Access to higher education is a national priority, and at Harvard we have significantly enhanced our financial aid policies to make sure that Harvard is attainable for talented students regardless of their financial circumstances.This is fundamental to sustaining Harvard’s excellence.More than 60% of undergraduates received financial aid from Harvard this year;their families paid an average of $11,500 for tuition and room and board.The composition of our student body has changed as a result, and we have reached out to students who previously would not have imagined they could attend.This past year, for example, nearly 20% of the freshman class came from families with incomes below $60,000.We want to attract and invest in the most talented students, those likely to take fullest advantage of their experience at Harvard College.（一名頭頂阿拉伯-英語詞典的阿拉伯學(xué)生）

Our graduate and professional schools recognize a similar imperative and seek to ensure that graduates are able to choose careers based on their aspirations rather than on the need to repay educational debt.The Kennedy School, for example, has made increasing financial aid its highest priority;Harvard Medical School’s enhanced financial aid policies now assist over 70% of its student body.Like American families, institutions of higher education face intensified financial challenges as well.At our distinguished public universities, pressures on state funding threaten fundamental purposes.The governor of Pennsylvania, for example, proposes cutting state appropriations for higher education by half.Leaders of the University of California system warned last week of a possible tuition increase of 32% in response to reduced state support.Some in Congress are threatening to reduce aid for needy students, and to constrain the federal funding that fuels scientific research at Harvard and at America’s other distinguished universities.By contrast, support for higher education and research is exploding in other parts of the globe.In China, for example, undergraduate student numbers have more than quadrupled in little over a decade;India has more than doubled its college attendance rate and plans to do so again by 2020.Higher education, these nations recognize, is a critical part of building their futures.As battles rage in Washington over national priorities and deficit reduction, we need to make that case for America as well.Universities are an essential part of the solution—providing economic opportunity and mobility, producing discoveries that build prosperity, create jobs and improve human lives.And American higher education—in its dedication to knowledge in breadth and depth, beyond instrumental or narrow technical focus — has proved a generator of imagination, wisdom and creativity, the capacities that serve as foundations for building our common future.When I met last year with university presidents in China, they wanted to talk not about science or technology, where we all know they have such strength, but instead about the liberal arts and how to introduce them in their country.They believed those principles of broad learning had yielded the most highly regarded educational system in the world.This year, Tsinghua University in Beijing introduced a new required course called “Moral Reasoning and Critical Thinking.” It is modeled on Professor Michael Sandel’s famous Harvard undergraduate class, “Justice,” and he lectured in that course last week.This is a time for us to convince Americans of what these Chinese educational leaders affirmed to me: that we in the United States have developed a model of higher education that is unsurpassed in its achievements and distinction, in the knowledge it has created and in the students it has produced.It must be both supported and adapted to help secure the future in which our children and their children will live.（這位老先生George Barner 是哈佛在世的最老的校友之一，1929屆畢業(yè)生。按推算，老先生已經(jīng)90歲以上高齡）

That future encompasses a second powerful force shaping higher education.When Thomas Friedman famously proclaimed that the world was “flat” in 2005, he drew attention to the ways in which ideas and economies no longer respect boundaries;knowledge, he emphasized, is global.Yet societies, cultures and beliefs vary in ways that affect us ever more deeply.If the world is flat, it is far from homogeneous.Universities must embrace the breadth of ideas and opportunities unfolding across the world, and at the same time advance understanding of the differences among distinctive cultures, histories and languages.（另一位年逾古稀的哈佛校友Donald Brown；1930屆畢業(yè)生）

I am repeatedly struck when I meet with undergraduates at the intensity of their interest in language courses, which at Harvard now include nearly 80 languages.These undergraduates understand the kind of world they will live in, and they want to be prepared.One member of the class of 2011, who will be a Marshall scholar next year, told me about how she took up the study of Chinese at Harvard and when she traveled abroad recognized how speaking the language transformed her relationship to those she met.“When you learn a language,” she said, “you get goggles.My Chinese goggles.You have different kinds of conversations with people in their own language … we’re going to grow up in the world together in countries with such intertwined futures.We are,” she concluded, “an international generation.”

In these past four years, Harvard has reached into the world, and the world has reached into Harvard as never before.I have traveled as Harvard president on five continents.I have met with thousands of the more than 50,000 Harvard alumni who live outside the United States, and I have visited Harvard initiatives that address issues from AIDS in Botswana to preschool education in Chile to Renaissance studies in Italy to disaster response in China.Our new Harvard Center Shanghai joins 15 offices supporting Harvard faculty and student research and engagement abroad.We have over the past several years launched the university-wide China Fund, the South Asia Initiative, and an enhanced African Studies effort that recently received a coveted Title VI recognition as a National Resource Center.Undergraduate experiences abroad have more than doubled since 2003.Design School field studios reach from the favelas of Sao Paolo to the townships of Mumbai, and Harvard’s clinical and research opportunities in medicine and public health range from tuberculosis in Siberia to adolescent health in Fiji.Here in Cambridge, teaching incorporates an enhanced global perspective, from newly required international legal studies at the Law School to an international immersion experience beginning next year for all MBA students at the Business School, where 40% of case studies now have a significant international component.And we benefit from an increasingly international faculty and student body — 20% of our degree students overall.But it is not just knowledge that knows no boundaries.The world’s most critical challenges are most often borderless as well, and it is these pressing problems that attract the interest and talents of so many in our community.Universities are critical resources in addressing issues from economic growth to global health, to sustainable cities, to privacy and security, to therapeutics.To borrow a phrase from the Business School mission statement, Harvard faculty and students want to “make a difference in the world” by creating and disseminating critical knowledge.And we increasingly understand how to bring the elements of knowledge-creation together by crossing intellectual and disciplinary boundaries just as we cross international ones.I speak often of “one university,” for it is clear that we work most effectively when we unite Harvard’s unparalleled strengths across its schools and fields — and do so at every stage of the educational process, from College freshmen through our most accomplished senior faculty members.The new Harvard Global Health Institute is a case in point, engaging more than 250 faculty from across the university in addressing issues that range from post-earthquake response in Haiti and Chile to reducing cardiovascular disease in the developing world.We have established an undergraduate secondary field in Global Health, and over 1,000 College students are involved in courses, internships and related activities.Similarly, the Harvard Center for the Environment draws on graduate and undergraduate students and more than a hundred faculty, in law, engineering, history, earth sciences, medicine, health policy and business — to look comprehensively at problems like carbon capture and sequestration, or the implications of the Gulf oil spill for structures of environmental regulation.This brings us finally to innovation, a third powerful force in higher education — and in the wider world in which higher education plays such an important part.Students and faculty working together in new ways and across disciplines, are developing wondrous things — from inhalable chocolate to inhalable tuberculosis vaccine.Our undergraduates have invented a soccer ball that can generate enough power to light villages;Business School students are launching more and more start-ups;Medical School experiments have reversed the signs of aging — in mice at least.The Dean of our School of Education has been named one of the region’s foremost innovators for inventing a new degree, a doctorate in educational leadership — the Ed.L.D.— whose graduates, trained by faculty from the Business, Kennedy and Education schools, will be ready to lead change in America’s schools.New ideas and new ways of enabling those ideas to reach a wider world.That is the essence of what we are about.And we as an institution have some new ideas about how we do our own work as well.We have innovated after 350 years with governance, expanding and enhancing the Corporation.We are innovating(after almost as long)with the organization of our libraries — at the heart of how we learn and teach.We are in the second successful year of a new undergraduate curriculum.We created a new School of Engineering and Applied Sciences.We are exploring new ways of teaching, with new technologies and new partners.We are integrating the arts into our teaching across fields, recognizing that the act of “making” — whether in the arts or, perhaps, engineering — is an essential part of creative learning.In the fall we will open a new Innovation Lab, to foster team-based invention that connects students across disciplines and with local entrepreneurs.Perhaps every generation believes that it lives in special times and perhaps every cohort of graduates is told just that at ceremonies like these.But both the depth of the challenges we face and the power of knowledge — and thus of universities--to address them is unprecedented.Harvard must embrace this responsibility, for it is accountable to you, its alumni, and to the wider world.Universities are among humanity’s greatest innovations and among humanity’s greatest innovators.Through universities we find a better future, where our graduates and their children and the greater global community may lead lives of peace, prosperity and purpose in the centuries to come.Thank you very much.互聯(lián)網(wǎng)界的讀者文摘

第五篇：哈佛大學(xué)演講

The Spider’s Bite

When I was in middle school, a poisonous spider bit my right hand.I ran to my mom for help—but instead of taking me to a doctor, my mom set my hand on fire.After wrapping my hand with several layers of cotton, then soaking it in wine, she put a chopstick into my mouth, and ignited the cotton.Heat quickly penetrated the cotton and began to roast my hand.The searing pain made me want to scream, but the chopstick prevented it.All I could do was watch my hand burn-one minute, then two minutes –until mom put out the fire.You see, the part of China I grew up in was a rural village, and at that time pre-industrial.When I was born, my village had no cars, no telephones, no electricity, not even running water.And we certainly didn’t have access to modern medical resources.There was no doctor my mother could bring me to see about my spider bite.For those who study biology, you may have grasped the science behind my mom’s cure: heat deactivatesproteins, and a spider’s venom is simply a form of protein.It’s cool how that folk remedy actually incorporates basic biochemistry, isn’t it? But I am a PhD student in biochemistry at Harvard, I now know that better, less painful and less risky treatments existed.So I can’t help but ask myself, why I didn’t receive one at the time?

Fifteen years have passed since that incident.I am happy to report that my hand is fine.But this question lingers, and I continue to be troubled by the unequal distribution of scientific knowledge throughout the world.We have learned to edit the human genome and unlock many secrets of how cancer progresses.We can manipulate neuronal activity literally with the switch of a light.Each year brings more advances in biomedical research-exciting, transformative accomplishments.Yet, despite the knowledge we have amassed, we haven’t been so successful in deploying it to where it’s needed most.According to the World Bank, twelve percent of the world’s population lives on less than $2 a day.Malnutrition kills more than 3 million children annually.Three hundred million people are afflicted by malaria globally.All over the world, we constantly see these problems of poverty, illness, and lack of resources impeding the flow of scientific information.Lifesaving knowledge we take for granted in the modern world is often unavailable in these underdeveloped regions.And in far too many places, people are still essentially trying to cure a spider bite with fire.While studying at Harvard, I saw how scientific knowledge can help others in simple, yet profound ways.The bird flu pandemic in the 2000s looked to my village like a spell cast by demons.Our folk medicine didn’t even have half-measures to offer.What’s more, farmers didn’t know the difference between common cold and flu;they didn’t understand that the flu was much more lethal than the common cold.Most people were also unaware that the virus could transmit across different animal species.So when I realized that simple hygiene practices like separating different animal species could contain the spread of the disease, and that I could help make this knowledge available to my village, that was my first “Aha” moment as a budding scientist.But it was more than that: it was also a vital inflection point in my own ethical development, my own self-understanding as a member of the global community.Harvard dares us to dream big, to aspire to change the world.Here on this Commencement Day, we are probably thinking of grand destinations and big adventures that await us.As for me, I am also thinking of the farmers in my village.My experience here reminds me how important it is for researchers to communicate our knowledge to those who need it.Because by using the science we already have, we could probably bring my village and thousands like it into the world you and I take for granted every day.And that’s an impact every one of us can make!

But the question is, will we make the effort or not?

More than ever before, our society emphasizes science and innovation.But an equally important emphasis should be on distributing the knowledge we have to those whoneeded.Changing the world doesn’t mean that everyone has to find the next big thing.It can be as simple as becoming better communicators, and finding more creative ways to pass on the knowledge we have to people like my mom and the farmers in their local community.Our society also needs to recognize that the equal distribution of knowledge is a pivotal step of human development, and work to bring this into reality.And if we do that, then perhaps a teenager in rural China who is bitten by a spider will not have to burn his hand, but will know to seek a doctor instead.［I have just been to Buckingham Palace where Her Majesty the Queen has asked me to form a new government, and I accepted.［我剛?cè)ミ^白金漢宮，女王陛下要我組建新政府，我接受了。］

In David Cameron, I follow in the footsteps of a great, modern prime minister.Under David's leadership, the government stabilized the economy, reduced the budget deficit, and helped more people into work than ever before.［我沿戴維·卡梅倫的足跡前行，他是一位偉大、現(xiàn)代的首相。在卡梅倫的領(lǐng)導(dǎo)下，政府穩(wěn)定了經(jīng)濟(jì)，降低了財(cái)政赤字，幫助比以往更多的人找到工作。］

But David's true legacy is not about the economy, but about social justice.From the introduction of same-sex marriage, to taking people on low wages out of income tax altogether.［但戴維真正的遺產(chǎn)并非搞經(jīng)濟(jì)，而是社會(huì)公正。他認(rèn)可同性婚姻，讓低收入人群徹底免交所得稅。］

David Cameron has led a one nation government and it is in that spirit that I also plan to lead.Because not everybody knows this, but the full title of my party is the Conservative and Unionist Party.And that word Unionist is very important to me.It means we believe in the Union.That precious, precious bond betweenEngland, Scotland, Wales and Northern Ireland.［卡梅倫領(lǐng)導(dǎo)了一國政府，我將本著這種精神執(zhí)政。不是所有人都清楚，我所在的黨的全稱是保守和統(tǒng)一黨。統(tǒng)一一詞對(duì)我而言至關(guān)重要。這表明我相信統(tǒng)一，這是英格蘭、蘇格蘭、威爾士和北愛爾蘭之間十分珍貴的結(jié)合。］

But it means something else that is just as important.It means that we believe in a Union not just of the nations of the United Kingdom, but between all of our citizens.Every one of us, whoever we are and wherever we are from.［可它還意味著同樣重要的東西，它意味著我們不僅相信聯(lián)合王國的統(tǒng)一，還相信所有公民的統(tǒng)一，每個(gè)人，不論我們是誰，我們從哪里來。］

That means fighting against the burning injustice that if you are born poor, you will die on average nine years earlier than others.If you're black, you're treated more harshly by the criminal justice system than if you are white.［那意味著要反對(duì)迫切的不公正。如果你出身貧窮，就比其他人少活九年；如果你是黑人，相比于白人會(huì)受到司法體系更嚴(yán)厲的懲罰。］

If you're a white, working-class boy, you're less likely than anyone else in Britain to go to university.If you're at a state school, you're less likely to reach the top professions than if you were educated privately.［如果你是白人工人階級(jí)的男孩，在英國上大學(xué)的機(jī)會(huì)最低。如果你上國立學(xué)校，相比接受私立教育的人獲得頂尖工作的機(jī)會(huì)要少。］

If you are a woman, you will earn less than a man.If you suffer from mental health problems, there's not enough help to hand.If you're young, you'll find it harder than ever before to own your own home.［如果你是一個(gè)婦女，你賺的比男人少。如果你有精神疾病，會(huì)缺少幫助。如果你是年輕人，會(huì)比前人更難擁有自己的住房。］

But the mission to make Britain a country that works for everyone means more than just fighting these injustices.［可讓英國成為為所有人服務(wù)這一使命不僅意味著應(yīng)對(duì)這些不公。］

If you're from an ordinary working-class family, life is much harder than many people in Westminster realize.You have the job, but you don't always have the job security.［如果你來自普通工人階級(jí)家庭，生活比政府里許多人知道的更艱難。你有工作，可往往并不穩(wěn)定。］ You have your own home, but you worry about paying the mortgage.You can just about manage, but you worry about the cost of living and getting your kids into a good school.［你有房子，可擔(dān)心付不起月供。你還能湊合活，卻擔(dān)心生活費(fèi)增加，沒法把孩子送進(jìn)好學(xué)校。］

If you're one of those families.If you're just managing.I want to address you directly.I know you're working around the clock, I know you're doing your best, and I know that sometimes, life can be a struggle.The government I lead will be driven not by the interests of a privileged few, but by yours.［如果你來自這些家庭，如果你也湊合活著，我想要直接和你說：我知道你起早貪黑，我知道你竭盡全力，我知道生活有時(shí)是一種掙扎。我領(lǐng)導(dǎo)的政府不會(huì)被一小撮特權(quán)群體的利益驅(qū)使，而會(huì)因你的利益而奔走。］

We will do everything we can to give you more control over your lives.When we take the big calls, we'll think not of the powerful but you.When we pass new laws, we'll listen not to the mighty, but you.When it comes to taxes we'll prioritize not the wealthy, but you.When it comes to opportunity, we won't entrench the advantages of the fortunate few.[我們將盡一切所能讓你更好掌控自己的生活。我們做重大決定時(shí)，我們想的不是那些有權(quán)之人，而是你們。我們通過新法時(shí)，我們不聽那些有勢之人，而是你們。當(dāng)收稅時(shí)，我們不會(huì)優(yōu)先考慮那些有錢之人，而是你們。當(dāng)提供機(jī)會(huì)時(shí)，我們不會(huì)只給予那些少數(shù)幸運(yùn)之人。]

We will do everything we can to help anybody, whatever your background, to go as far as your talents will take you.［我們將盡一切所能幫助所有人，不論你背景如何，都讓你能發(fā)揮所長。］

We are living through an important moment in our country's history.Following the referendum we face a time of great national change.And I know because we're Great Britain, we will rise to the challenge.［我們經(jīng)歷著國家歷史上一個(gè)重要時(shí)刻。公投后我們面臨著國家重大變革的時(shí)代。我知道因?yàn)槲覀兪谴蟛涣蓄?，我們將迎接挑?zhàn)。］

As we leave the European Union, we will forge a bold, new positive role for ourselves in the world.And we will make Britain a country that works not for a privileged few, but for every one of us.［我們離開了歐盟，我們會(huì)在世界上打造一個(gè)勇敢、積極的新角色。我們要讓英國成為不為少數(shù)特權(quán)階級(jí)服務(wù)的國家，一個(gè)為每個(gè)人服務(wù)的國家。］ That will be the mission of the government I lead, and together, we will build a better Britain.［這是我領(lǐng)導(dǎo)政府的使命，我們一起努力，就會(huì)建成一個(gè)更美好的英國。］