美國(guó)東部時(shí)間8月25日晚，哥倫比亞大學(xué)校長(zhǎng)李·布林格(Lee Bollinger)在哥大2023屆本科開(kāi)學(xué)典禮上發(fā)表講話。
講話中，布林格校長(zhǎng)談到大學(xué)的本質(zhì)，談到一所大學(xué)所肩負(fù)的對(duì)社會(huì)和世界的責(zé)任。面對(duì)當(dāng)前近乎分崩離析的世界，布林格校長(zhǎng)表示，追求知識(shí)、理性、和真理的價(jià)值觀將再次得到擁護(hù)，獲得新的活力。
哥倫比亞大學(xué)校長(zhǎng) 李·布林格
在一年的校歷中，開(kāi)學(xué)典禮比任何場(chǎng)合都更具有意義，更讓人感到幸福。這是我們對(duì)新加入哥倫比亞大學(xué)，新加入這個(gè)大家庭的成員們的正式歡迎。
學(xué)年的伊始總是充滿著對(duì)未來(lái)無(wú)限可能的期待與興奮。但真正令這個(gè)時(shí)刻格外特別的原因，是我們的辦學(xué)使命因你們的到來(lái)再煥生機(jī)。這是我由衷的感嘆，在此，我謹(jǐn)代表哥倫比亞大學(xué)的全體教員以及哥倫比亞大學(xué)，對(duì)你們的到來(lái)表示最熱烈的歡迎。
同時(shí)，我還想對(duì)所有到場(chǎng)的家長(zhǎng)們說(shuō)，我們能明白此時(shí)此刻，你們心中所夾雜的復(fù)雜情感。驕傲、喜悅、憂懼、焦慮和寬慰，這些情感在這個(gè)時(shí)刻愈演愈烈，如果我們的開(kāi)學(xué)典禮辦得成功的話，它們會(huì)在結(jié)尾時(shí)變得更加強(qiáng)烈。感謝大家成為這所我們熱愛(ài)并珍視的偉大學(xué)府的一份子。
在接下來(lái)的演講中，我想要談?wù)劯鐐惐葋喆髮W(xué)乃至所有大學(xué)的基石：大學(xué)是什么，大學(xué)做什么，以及大學(xué)致力并堅(jiān)信什么。除此之外，我還會(huì)將學(xué)術(shù)大門外的當(dāng)今世界中，一些令人憂慮的趨勢(shì)與大學(xué)的宗旨做一個(gè)對(duì)比。
我想在這個(gè)時(shí)刻——這個(gè)屬于你們的時(shí)刻——分享這些觀點(diǎn)，因?yàn)檫M(jìn)入大學(xué)將是你們?nèi)松兄匾慕M成部分，是你們獨(dú)特人生經(jīng)歷中一塊關(guān)鍵的拼圖。我想在這里為你們提供一些背景知識(shí)，幫助你們?cè)谶@場(chǎng)開(kāi)學(xué)典禮后，逐漸適應(yīng)在哥大的學(xué)習(xí)生活。
01大學(xué)的本質(zhì)
什么是大學(xué)?毋庸置疑，這是一個(gè)深刻的問(wèn)題，遠(yuǎn)不是一個(gè)開(kāi)學(xué)典禮演講所能解答的。但是，為了達(dá)到這次演講的目的，這是我想告訴你們的。
大學(xué)關(guān)乎知識(shí)，關(guān)乎尋求真理，關(guān)乎揭開(kāi)生命以及我們賴以生存的自然的秘密，關(guān)乎掌握和領(lǐng)悟存在的復(fù)雜性。
大學(xué)的意義不在于盈利，不在于行使權(quán)力、制定政策，亦不在于崇拜神祇、社團(tuán)活動(dòng)、享受生活、或是建立人脈。這些抱負(fù)本身沒(méi)有問(wèn)題，大學(xué)也不能完全獨(dú)立于它們存在，但它們并不構(gòu)成大學(xué)的精髓。
大學(xué)的精髓在于訝異、好奇，在于對(duì)縱深我們當(dāng)下所知的不懈追求。大學(xué)總是擁有前進(jìn)的動(dòng)力。當(dāng)然，我們對(duì)歷史充滿敬畏，因?yàn)槲覀兪菐浊陙?lái)使人類得以在這片土地上繁衍生息的那一小部分探險(xiǎn)家中的代表，但我們總是活在當(dāng)下，并且在好奇心的驅(qū)動(dòng)下砥礪前行。
這才是大學(xué)的本質(zhì)。但關(guān)于大學(xué)，有另外三點(diǎn)我需要說(shuō)明。
02大學(xué)的為與不為
第一，我們需要認(rèn)識(shí)到，這種大學(xué)的探索精神并不是我們恰巧擁有的自主權(quán)利或某種特權(quán)的產(chǎn)物。盡管我們是一所私立大學(xué)，同時(shí)我們也是一所特許公共機(jī)構(gòu)。這也意味著，我們對(duì)社會(huì)以及全世界，有著深遠(yuǎn)的責(zé)任。
從這層意義上說(shuō)，美國(guó)的公立與私立大學(xué)差別非常小，它們擁有共同的一種精神，即通過(guò)不斷推動(dòng)知識(shí)發(fā)展來(lái)服務(wù)于公共利益。這使美國(guó)具有全世界最完善的高等教育和研究型大學(xué)體系，并為全人類帶來(lái)不可估量的裨益。我向你們保證，我們對(duì)自己的公共使命有著充分和清晰的認(rèn)識(shí)。
我想說(shuō)的第二點(diǎn)，是要求大家在追求真理時(shí)必須嚴(yán)格遵循學(xué)術(shù)規(guī)范。在大學(xué)里，你必須實(shí)事求是，確保你的想法是理性、有邏輯的;肯定他人的觀點(diǎn)和貢獻(xiàn)，承認(rèn)異見(jiàn)，做到思想開(kāi)放包容，同時(shí)不忘自省;待人有禮有節(jié)，在面對(duì)那些與你意見(jiàn)相左之人的時(shí)候更是如此。在這里，學(xué)術(shù)不端會(huì)產(chǎn)生極其嚴(yán)重的后果——任何為人所不齒的弄虛作假者、剽竊他人成果者都將付出慘痛的代價(jià)，甚至斷送自己的學(xué)術(shù)生涯。因此，想要成為一名學(xué)者，必須遵守學(xué)術(shù)規(guī)范。
最后一點(diǎn)我想說(shuō)的，你可能覺(jué)得與前文提及的學(xué)者風(fēng)范相悖，其實(shí)不然。大學(xué)還是一個(gè)生活社區(qū)、公民社區(qū)。因此在教學(xué)科研之外，大學(xué)也是一個(gè)公共輿論場(chǎng)所，是師生每日研討的所在。這樣一來(lái)，我們就得遵守言論自由的憲法性原則，也就是說(shuō)，幾乎一切公共議題皆可在此言說(shuō)(這里我先不展開(kāi)說(shuō)明哪些議題除外)。
雖然非大學(xué)成員無(wú)權(quán)進(jìn)入校園發(fā)言，然而學(xué)生或教員會(huì)時(shí)常邀請(qǐng)校外嘉賓，這也是他們的言論自由。在哥大，在這有限的公共空間內(nèi)，我們選擇追隨國(guó)家的意志，堅(jiān)決保護(hù)討論公共事務(wù)的一切聲音，哪怕有些言論是危險(xiǎn)的、有攻擊性的。
雖然這個(gè)做法頗受爭(zhēng)議，但這是我們的選擇，而現(xiàn)實(shí)更是如此，我們必須學(xué)著去面對(duì)——我們的生活充斥著“不受限、粗魯、極度開(kāi)放”的辯論，我們必須靠自己的聲音去駁斥我們反對(duì)的意見(jiàn)，不能畏縮逃避。你們?nèi)粼敢?，可以試著挑?zhàn)那樣的現(xiàn)實(shí)，但別指望哪一個(gè)機(jī)構(gòu)能保護(hù)你。而在哥大，保護(hù)和應(yīng)對(duì)棘手的言論是我們長(zhǎng)久以來(lái)的傳統(tǒng)。
這便是大學(xué)。雖然聽(tīng)上去平淡乏味，可事實(shí)確是如此。從某種程度上來(lái)說(shuō)，大學(xué)的設(shè)置和規(guī)則不同于外面的世界，它并非與外界分離，但二者確有差異。
當(dāng)然，大學(xué)也會(huì)受到種種指摘，而這些意見(jiàn)也非常值得注意。大學(xué)常被指責(zé)過(guò)于理想化、過(guò)分左傾、惰性太強(qiáng)、與社會(huì)脫節(jié)、財(cái)力太盛、學(xué)費(fèi)太貴、過(guò)于壓抑自由言論等等。這其中的每一條，我都在許多場(chǎng)合講過(guò)寫過(guò)，今天就不在此多言。
但我承認(rèn)這些問(wèn)題的確存在，同時(shí)我也想告訴大家，哥大是一所嚴(yán)于自省、不斷提高的學(xué)府。我們深知全球化視角對(duì)教學(xué)的重要性，為此，目前哥大在全球設(shè)有九個(gè)哥大全球中心，致力于協(xié)助哥大師生開(kāi)展學(xué)術(shù)和教學(xué)活動(dòng)。
我們亦知大學(xué)應(yīng)當(dāng)更加活躍，更加系統(tǒng)，使其研究成果為人所用，從而造福人類。哥大的新項(xiàng)目 —— Columbia World Projects正致力于實(shí)現(xiàn)上述目標(biāo)。今年我們也將繼續(xù)著力發(fā)展，以期拓寬我們的現(xiàn)有工作。
除了科研、教育、公共服務(wù)這三大目標(biāo)之外，我們也時(shí)常將“學(xué)術(shù)惠及全球”稱為大學(xué)的第四目標(biāo)。今年我們也將特別關(guān)注、推動(dòng)哥大的資源在全球范圍內(nèi)的流動(dòng)，從而聚焦氣候變化造成的后果。面對(duì)種種合理或不合理的批判，我們將秉承學(xué)術(shù)探究的精神，接受批評(píng)并樂(lè)于改進(jìn)。
03當(dāng)世界分崩離析，我們?cè)趺醋?/p>
現(xiàn)在，我想暫時(shí)把視角從這所大學(xué)轉(zhuǎn)移到大學(xué)之外的廣闊世界。
在過(guò)去的幾年里，我注意到一個(gè)危險(xiǎn)的趨勢(shì)正在世界各地醞釀著?，F(xiàn)在我們面臨的問(wèn)題是在外面的世界里，尤其在政治領(lǐng)域，一些最基本的原則正在被人們拋棄，而大學(xué)的特質(zhì)正是從這些原則中萌芽的。
在當(dāng)代社會(huì)中，我們面臨的一個(gè)嚴(yán)峻現(xiàn)實(shí)是人們對(duì)于真理、理性、知識(shí)、禮節(jié)、莊重和人權(quán)越來(lái)越失去應(yīng)有的敬畏。大學(xué)應(yīng)當(dāng)避免在政治問(wèn)題上站邊，所以我并不想談?wù)撃壳霸谫Q(mào)易政策、移民、墮胎等問(wèn)題上的激烈辯論。我所談?wù)摰氖俏覀儗?duì)于某些事物的關(guān)注在不斷減少：對(duì)尋求和尊重真理，以及在求真的過(guò)程中所需要的知識(shí)和品質(zhì)。當(dāng)任何事情都能被肆意妄言，民主的土壤就會(huì)喪失，而當(dāng)我們失去民主時(shí)，大學(xué)又談何生存?毫無(wú)意義了。
當(dāng)然，我們還沒(méi)有走到那一步，但這個(gè)趨勢(shì)是存在的。它定義了這個(gè)時(shí)代，最重要的是，這將是你們的時(shí)代。所以即便是在這個(gè)慶祝的場(chǎng)合，我也必須要提起這件事。
盡管如此，現(xiàn)在還遠(yuǎn)不是絕望的時(shí)候。一百年前，在近似的社會(huì)壓力下發(fā)生的三件相互關(guān)聯(lián)的事件可以證明。
第一次世界大戰(zhàn)造成了混亂和破壞，隨之而起的是國(guó)家間針對(duì)不同政治體系的意識(shí)形態(tài)之爭(zhēng)，以及對(duì)反對(duì)者、少數(shù)族裔、移民和弱勢(shì)群體的偏狹和不公正。在這種情況下，仍有堅(jiān)信啟蒙運(yùn)動(dòng)思想的人們投身于修復(fù)分歧，彌合異見(jiàn)。他們是我們今日的榜樣。
與你們最息息相關(guān)的就是哥大核心課程的誕生 ，它是哥大本科教育的獨(dú)特象征。不管人們認(rèn)為什么應(yīng)該包含在核心課程里，什么應(yīng)該被排除在外，當(dāng)然這是一個(gè)長(zhǎng)久的辯題，但核心課程的根本目的就是希望每一個(gè)學(xué)生都能夠沉浸在知識(shí)和思想的海洋中，了解那些最偉大思想家們?nèi)绾巫非笳胬?，并在與同伴的辯論中，而非通過(guò)講座這類預(yù)先知曉的方式，探索生活中那些深刻的問(wèn)題——這是當(dāng)世界近乎分崩離析時(shí)，對(duì)知識(shí)價(jià)值的再次肯定，再度重視。
1919年恰好也是美國(guó)最高法院對(duì)言論和新聞自由做出現(xiàn)代詮釋的一年。這使得美國(guó)在隨后的一個(gè)世紀(jì)里成為歷史上對(duì)思想、言論和新聞保護(hù)最好的國(guó)家。這也是基于同樣的精神，即尋求真理是生活和社會(huì)的最終目的。為了達(dá)成這個(gè)目的，需要在思想上擁有非凡的寬容以及自我懷疑的能力。這也是美國(guó)憲法第一修正案帶給美國(guó)的核心課程。
最后，在更廣的意義上，一百年前正是現(xiàn)代研究型大學(xué)的開(kāi)端，也是我在演講開(kāi)篇總結(jié)的所有價(jià)值觀的源頭。如今，哥倫比亞大學(xué)就站在這些機(jī)構(gòu)的頂端。而現(xiàn)在，因?yàn)檫@些知識(shí)、理性、和真理的價(jià)值觀正面臨解體的危機(jī)，公民和機(jī)構(gòu)都站了出來(lái)，賦予這些價(jià)值新的活力。
我說(shuō)這些話是基于以下幾個(gè)原因：重申人們做事的哲學(xué)原則總是很有意義，對(duì)于即將開(kāi)始大學(xué)生活的你們也頗有益處;同時(shí)，這在當(dāng)今時(shí)代具有特別的價(jià)值和重要性，因?yàn)槟且还煞磳?duì)的力量正在威脅著這些基本原則;最后在這個(gè)時(shí)刻，我們應(yīng)充滿感恩，因?yàn)樵谖覀內(nèi)粘Ｉ钪袩o(wú)處不蘊(yùn)含著前人為建立和維持這個(gè)體系做出的努力。我們也應(yīng)該認(rèn)識(shí)到這個(gè)基礎(chǔ)是脆弱但長(zhǎng)久的，永遠(yuǎn)不要把自己擁有的當(dāng)做理所當(dāng)然。
每當(dāng)你走進(jìn)核心課程的教室，或是任何課堂，每當(dāng)你感受到學(xué)習(xí)和思考新事物的喜悅，或是參與學(xué)校對(duì)當(dāng)今熱點(diǎn)話題的討論，我都希望在你腦海的某個(gè)角落里有聲音提醒你，這些表象下運(yùn)作的根本原則以及這些原則從何而來(lái)。
祝你們好運(yùn)，歡迎來(lái)到哥倫比亞大學(xué)。
英文版：
During new student orientation, President Bollinger addressed the students and the families of the Columbia College and Columbia Engineering Classes of 2023.
August 25, 2019
No occasion in the academic calendar is more meaningful, or filled with happiness, than Convocation—the formal welcome we extend to you, the newest members of our community. The beginning of the academic year is always a time characterized by hope and excitement about the possibilities ahead. But what makes it truly special is the renewal of our purpose by your presence. I mean this, and, on behalf of the entire faculty and the institution as a whole, I want to convey to you our enormous pleasure at your joining us. I also want to say, to the parents and families attending this evening’s ceremony, that we appreciate the complex feelings you are experiencing at this moment. Pride, joy, apprehension and anxiety, relief—these emotions are heightened at this time, and, if we’re successful at this Convocation, they will be made even more intense. Thank you all for becoming part of this very, very great institution that we all love and cherish.
I want, in the few moments I have with you tonight, to talk about the fundamentals of Columbia University and of universities generally—what we are about, what we do, what we are committed to and believe in—and to contrast that with distressing trends in the world beyond these academic gates. I want to try to speak you in the moment—your moment, really, for this will be a significant part of the reality in which you will be in college, which is always part of what makes the whole thing such a distinctive life experience. I seek here to offer some context for what will follow after this Convocation, as you settle into the experience of being a student at Columbia.
What is a university? This, of course, is a profound question, beyond the range of a small Convocation talk to answer. But, for our purposes now, here is what I would say. Universities are all about knowledge, about discovering truth, about unraveling the mysteries of life and the natural world we inhabit, about grasping and holding in one’s mind the complexities of existence. A university is not about making money or profits, or exercising power, or creating policies, or worshiping a deity, or being in a club, or having a good time, or building a relationship. These ambitions are often—usually— fine in themselves, and universities are not entirely removed from them, but they do not constitute the essence of a university. Our essence is in the sense of wonder, curiosity, and the steadfast pursuit of understanding things better than we know now. There is always a forward momentum to universities. We most certainly have enormous respect for the past, and we are full-fledged members of that little troupe of explorers who have populated humankind over the millennia, but we are always in the moment and moving forward with the strong currents of curiosity.
So, this is what we are at base. But there are three important additional points to be made here. One is to recognize that this spirit of inquiry is not the result of some independent right or privilege we happen to possess. While we are a “private” university, we are still a publicly chartered institution, which gives rise to profound responsibilities to our societies and to the world. In that sense, there is very little difference between “public” and “private” universities in America, and altogether the spirit of serving the public good by advancing knowledge over time has resulted in the greatest system of higher education and research universities in the world, with incalculable benefits to humanity. I assure you, we are all fully conscious of our public mission.
"Our essence is in the sense of wonder, curiosity, and the steadfast pursuit of understanding things better than we know now."
The second point to be made here is the pursuit of truth in universities takes place within a framework of norms and principles that are rigorously enforced and zealously guarded. In universities, you must adhere to facts, commit your ideas to logic and reason, give appropriate acknowledgement to the ideas and contributions of others, recognize counter-arguments and perspectives, demonstrate open-mindedness and a capacity for self-criticism, and conduct yourself with civility and respect for others—especially those with whom you disagree. We know we are extreme in these conditions—any act of brazen falsification or falsehoods or of taking the ideas of others as your own suffers the academic capital punishment of banishment from the scholarly profession. To be a scholar you must situate yourself in these norms.
And now the third point about universities—which may seem inconsistent with what I have just said about the norms of a scholarly temperament, but is not, in fact. Universities are also living communities, civic communities, and, as such, we have in addition to research and teaching what in essence amounts to a public forum, where faculty and students can discuss and debate the issues of the day. In this realm, we abide by the constitutional principle of freedom of speech—and that means that virtually anything can be said about any public issue (with some exceptions I won’t go into here). No one outside this University has a right to come onto the campus and speak, but, as part of their free speech rights, faculty and students may invite outside speakers from time to time. And in this limited public forum, within the University, we have chosen to follow the nation and to protect all viewpoints on public issues, no matter how offensive or dangerous they may be. This is, to be sure, a reasonably debatable choice, but it is our choice and therefore a reality of life that we must all learn to live by—one in which there will be “uninhibited, robust, and wide-open” debate, where we must rely on our own voices to reject ideas we deplore rather than shrink from that world into censorship. Challenge that reality if you wish, but do not expect the institution to protect you from it while it stands. Columbia, in particular, has a long and proud tradition of protecting and engaging with difficult speech.
So, this is what a university is. It may sound banal, but it is accurate nonetheless. It is by design, by principle, different from the outside world, to some extent—not separate from it, but different.
There are, of course, and it’s worthy to note, criticisms of our institutions. Universities, it is sometimes said, are too ideological, too left-leaning, lazy, out of touch with the real problems of society, too rich, too expensive, too suppressive of free speech, and so on. I have written and spoken about each of these critiques on many occasions. I cannot say more about them today. But I do want to acknowledge them, and I do want to say that we are ourselves highly self-critical and always trying to be better at what we do. We understand that we need to take a more global perspective on the world, for example, from the standpoint of our scholarship and teaching. We now have nine Columbia Global Centers spread around the world ready to assist our faculty and students in that effort. We understand that universities should be more active and systematic in making research and knowledge generated here available to those who can use it to benefit humanity. A new initiative called Columbia World Projects is experimenting with how to accomplish this goal, and we will this year be looking deeper into the institution to see what can be done more broadly. We sometimes call this the fourth purpose of a university, how to bring academic knowledge to work in the world, in addition to our mission of research, education, and public service. We will this year also focus specifically on what more we can do to mobilize the resources of the University to focus on consequences of climate change. So, there are criticisms—some are fair, some not—and, in the spirit of academic inquiry, we are always open to criticisms and intent on improving.
"Every time you enter a Core Curriculum class, or any class, or feel the exhilaration of learning and thinking something new, or engage in the campus debates on the pressing issues of our time, I hope a part of your mind will remind you of these deeper principles at work and of where they came from."
Now, I want to shift from the university to the world beyond the university, briefly. I want to take note of a very dangerous phenomenon that has arisen here and across the world in the last several years. The problem we have today is that there are trends in the outside world, especially the political world, that increasingly reject the fundamental principles on which the very special qualities of universities have been established. It is a hard fact of contemporary life that there is a declining respect for truth, reason, knowledge, civility and decency, and human rights. Universities must refrain from taking sides on political issues, so I am not here speaking about the fierce debates now occurring on trade policies, immigration, or abortion, and so on. What I am speaking about is the lessening regard for what we broadly call the search for, and respect for, truth and for the intellectual framework and character needed for that search to fruitfully happen. When anything can be said and believed, the conditions of democracy are lost, and when democracy is lost, a university cannot survive. It has no meaning. We, of course, are not there yet, but the trend is there, and it is the defining fact of our—most importantly, your—time—so much so that I think it cannot go unmentioned even on an occasion as celebratory as this.
All this said, this is not by any means a time for despair. I think this is demonstrated for us by three interconnected events that occurred in times of similar stresses 100 years ago exactly. The descent into chaos and destruction that was World War I, the ideological conflicts around the political systems that created such upheavals in nations, and the intolerance and injustices inflicted on dissenters, minorities, immigrants, and vulnerable populations defined the era in which people who still believed in the validity of Enlightenment values stepped in to repair the breaches. They are role models for us today. Of immediate interest to you is the creation of the Core Curriculum, as mentioned, the singular and defining feature of a Columbia education. Whatever one believes should be included or excluded from the Core, which is, very properly, an ever-ongoing debate, the very idea of a core, of being immersed in a body of knowledge and thought, of being exposed to the works of many of the greatest minds engaged in the quest for truth, not in some pre-digested form delivered through the medium of the lecture, but to be lived with and to be debated and discussed with your peers, the efforts to probe the most profound questions of life—this was a reaffirmation, a doubling down, of the values of knowledge, at a moment when the world seemed to be coming apart at the seams.
Similarly, in 1919, this was precisely the moment when the United States Supreme Court began its modern interpretation of the principles of freedom of speech and press, which over the course of the last century that followed has made this country the most protective of thought and speech and press in history. This, too, was premised on the same idea that truth is the goal of life and society, and that demands an intellectual character composed of extraordinary tolerance and a capacity for self-doubt. This was, as it were, the First Amendment’s Core Curriculum for America.
And, finally, in a more generalized sense, approximately one hundred years ago was the beginning of the modern research university and all the values I summarized at the outset. And today, Columbia, stands at the very top of those institutions.
Then, as now, out of the potential unraveling of the values of knowledge, reason, and truth, people and institutions stepped forward to renew the values.
I say all of this for several reasons. It is always valuable to restate the philosophical underpinnings of what one is doing. So, as you begin here, that’s good for you to know. But it is especially valuable and important today because of contrary trends that threaten to undermine those bedrock principles. And, finally, it is good in these moments to appreciate the elements of our daily lives that reflect the efforts of those who came before us to sustain and build up that foundation, to realize that the foundation is fragile but enduring, and to never take what we have for granted. Every time you enter a Core Curriculum class, or any class, or feel the exhilaration of learning and thinking something new, or engage in the campus debates on the pressing issues of our time, I hope a part of your mind will remind you of these deeper principles at work and of where they came from.
Good luck and welcome to Columbia.
以上講的就是2019哥倫比亞大學(xué)開(kāi)學(xué)演講：當(dāng)世界面臨分崩離析，我們更應(yīng)敬畏知識(shí)、追尋真理介紹，希望能給各位赴美留學(xué)的學(xué)子們指點(diǎn)迷津。托普仕留學(xué)可以為你排憂解難，同時(shí)，更多關(guān)于赴美留學(xué)的相關(guān)資訊在等著你，絕對(duì)讓你“瀏覽”忘返。在此，衷心祝愿各位學(xué)子們能夠順利奔赴自己心目中理想的學(xué)校并且學(xué)業(yè)有成!
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