In the second year therefore, students were grouped according to the subjects in which they showed the most aptitude. As they all used the same textbooks and took the same examinations whatever their academic standards, the result was still not satisfactory.
「第二年，我們試辦學科能力分班，但由於所用課本、考試題目都相同，程度差的班級總認為考題太難，考試成績仍無法改善。」