When it opened its doors in 2006, Philadelphia’s School of the Future (SOF) was touted as a high school that would revolutionize education: It would teach at-risk students critical 21st-century skills needed for college and the work force by emphasizing project-based learning, technology, and community involvement. But three years, three superintendents, four principals, and countless problems later, experts at a May 28 panel discussion hosted by the American Enterprise Institute (AEI) agreed: The Microsoft-inspired project has been a failure so far.
费城未来学校（SOF）于2006年建校伊始，就声称这是一所掀起教育革命的中学。通过强调基于项目的学习、技术和社区参与，它向面临危险的学生传授大学和工作所需的21世纪关键技能。但三年之后，经历了三位负责人、四位校长和无数问题之后，5月28日，在由美国企业研究所（AEI）组织的座谈会上，专家们一致同意：微软所支持的这个项目以失败告终。
Microsoft points to the school’s rapid turnover in leadership as the key reason for this failure, but other observers question why the company did not take a more active role in translating its vision for the school into reality. Regardless of where the responsibility lies, the project’s failure to date offers several cautionary lessons in school reform–and panelists wondered if the school could use these lessons to succeed in the future.
微软指出，学校领导频繁更换是失败的关键原因，但其他观察家质疑为什么微软没有更积极地将其学校愿景变为现实。不论责任何在，项目失败为学校改革提供了经验教训——与会者在考虑学校是否可以借鉴这些教训，将来取得成功。
Three years ago, the SOF was a front-runner in the high school redesign race. Microsoft’s vision was to invest human capital and expertise into a newly built LEED-certified school that was funded and supported by Philadelphia’s school district–led at the time by Superintendent Paul Vallas, who had been singled out by President Clinton as responsible for raising test scores, improving relations with teachers, and increasing positive engagement with the community while CEO of the Chicago Public Schools.
三年前，未来学校是中学重新设计比赛中的领军者。微软的愿景是为LEED认证的新学校投入人力资本和专业知识，该学校由费城学区——当时由负责人Paul Vallas领导——赞助支持。 Paul在担任芝加哥公立学校CEO时，曾被克林顿总统点名负责提高考试成绩、改善教师关系、增加社区正面投入。
“Microsoft chose to … assign a team of educators and technologists to work in concert with the school system and the surrounding community to create a sustainable learning environment,” said Mary Cullinane, Microsoft’s lead on the project and one of the school’s initial architects, in 2006.
“微软选择……指派一支教师和技术人员团队与学校体系和周围社区共同努力，创建可持续学习环境，”Mary Cullinane说。她是2006年微软项目带头人，也是学校最初的设计师之一。
By creating a general-enrollment school that was paid for, staffed, and operated by the public school system, project organizers aimed to create a model that could be replicated easily in other districts. (See “‘School of the Future’ opens doors.”)
通过创建由公立学校体系付费、配备师生并运行的全面招生的学校，项目组织者意在创建一个其他地区可以轻易复制的模型。
The components of the school also were considered to be progressive. From alternative school hours to laptops for every student, from a customizable school portal to campus-wide wireless access, and from a panel to design 21st-century curriculum to a new teacher hiring model, the SOF was thought to be a sure winner.
学校的软硬件也被认为相当进步。从灵活可选的学校时间到每位学生一台笔记本，从客户化的学校端口到校内无线接入，从校委会到设计21世纪的课表到新教师雇用模式，未来学校曾被视为必胜无疑。
“We naively thought, I guess, that by providing a beautiful building and great resources, these things would automatically yield change. They didn’t,” said Jan Biros, associate vice president for instructional technology support and campus outreach at Drexel University and a former member of the SOF Curriculum Planning Committee.
“我猜，我们曾天真地以为通过提供气派的校舍，丰富的资源，这些东西就会自动产生变化。可并非如此，”德雷塞尔大学教学技术支持及校园外展副校长及未来学校课程计划委员会的前成员Jan Biros说。
A premature start
不成熟的开端
Microsoft made it clear at the SOF’s inception that it would not be overseeing the school’s operation; instead, it would lend its initial expertise, provide basic professional development, and then leave the success of the school up to its leaders.
微软在未来学校成立之初就明确表示，它不会监视学校的运作；它会提供最初的专业知识，提供基本职业发展，至于学校是否成功就留给校方领导吧。
Microsoft’s expertise was based on what the company calls the 6 “I”s: introspection, investigation, inclusion, innovation, implementation, and–again–introspection. It was up to the Curriculum Planning Committee to design the underlying principles and goals for the school, based on this framework.
微软的专业知识以公司所谓的6“I”为基础：introspection(自省)，investigation(调查)，inclusion(融入)，innovation(创新)，implementation(实施)，然后又是introspection(自省)。根据这个框架，课程计划委员会设计学校的根本原则和目标。
However, these principles too often seemed unclear.
然而，这些原则看上去都含糊不清。
“Working within this framework often felt more like an academic exercise than a productive process,” said Biros. “Descriptions posted on the Microsoft web site were impressive, but too often seemed vague and general. I often wondered as the group met and discussed when we would get down to the details and specifics.”
“在此框架中工作总让人觉得像学术练习，而非有生产力的过程，”Biros说。“微软网站上的描述很动人，可惜太模糊太笼统。在团队会议讨论中，我经常想，我们何时才能触及细节和具体问题。”
The training that Microsoft gave teachers prior to the school’s opening also was extremely limited, panelists said. Educators’ participation in the project was confirmed only weeks before the school opened, and as a result, many educators could not adequately work the technology needed to enhance classroom learning.
委员会成员说，在学校建成之前，微软给老师们的培训也极其有限。仅在学校开学数周前，才确认了教育者参与该项目，因此，许多教育者未能充分对加强课堂学习所需的技术进行研究。
Although the technology itself was not supposed to trump basic classroom practices, Microsoft and the school’s planners had decided not to allow the use of textbooks or printed materials; instead, all resources were located online through a portal designed by Microsoft.
虽然并不期待技术本身在基本课堂实践中取胜，微软和学校规划者决定不允许使用课本或印刷材料；所有资源都通过微软设计的端口放在网上。
Yet educators frequently encountered problems accessing the internet, because the school’s wireless connection often would not work.
可是，教育者在进入互联网时不断遇到问题，因为学校的无线连接总出现故障。
“This vital part of the school’s technology was never stable and robust enough to make it dependable,” said Biros. “There was no safety net, and it seemed like a great leap of faith–faith that these teachers, amidst so many new circumstances, would be able to develop curriculum almost on the fly and store and distribute it electronically.”
“学校技术的关键部分从不稳定，也不够丰富可靠，”Biros说。“没有安全网络，看似好像信心大跃进——相信这些老师在如此之多的新情况下还能够匆匆忙忙地开发课程、保存、以电子版分发。
The district’s IT staff had responsibility for the network, but according to Biros, there was not an IT employee on site, and when problems occurred they were not fixed promptly. There also was no dedicated technical support.
该地区的IT人员对网络负责，但据Biros说，现场没有IT雇员，出现问题时不能立即修理，也没有专门的技术支持。
Another problem was that the students–most of whom came from poorer families and neighborhoods–could not use or maintain their laptops properly. Students were either afraid to take their laptops home for fear of theft, or they didn’t know how to access all the programs on the machines.
另一个问题是，学生——大多数来自贫穷家庭和社区——无法正常使用或维护他们的笔记本。学生们要么不敢把笔记本电脑带回家怕被偷，要么不知道如何进入电脑里的所有程序。
On another front, although Microsoft eventually sent someone to the SOF during its second year to try and foster community relationships, no one realized that school-community partnerships take time, perhaps even years, to mature–leading to uninvested partnerships with no long-term sustainability.
另一方面，虽然第二年微软终于派人到未来学校，试图支持社区关系，无人意识到学校-社区关系需要假以时日——甚至可能需要若干年——才能成熟，这导致了伙伴关系无人投资，亦无长期稳定性。
Finally, during the SOF’s three years of operation to date, the school has experienced four “chief leaders” (the school’s term for principal) and three district superintendents.
最后，自未来学校的三年运作至今，学校已经历了四任“长官”（该校对校长的称呼），三任学区负责人。
The first chief leader, Shirley Grover, left unexpectedly and without warning after the first year, owing to what she said was a family emergency, and Vallas–after what Biros described as running “into difficulties with the School Reform Commission over large budget deficits”–also left after this first year to help the New Orleans School District rebuild after Hurricane Katrina.
第一任长官Shirley Grover在第一年之后突然离去，没有提前通知，据她说家里有急事，而Vallas——据Biros所说，在“与学校改革委员会就大型预算赤字产生不同意见”之后——也在同年离开了，在卡特里娜飓风之后帮助新奥尔良学区重建。
Repercussions
影响
“The school had problems at the student level, and the school level, and at the central level,” said Patrick McGuinn, assistant professor of political science at Drew University and author of several published works related to education policy.
“学校在学生层面存在问题，在学校层面存在问题，在核心层面也有问题，”Patrick McGuinn说，他是德鲁大学的政治科学副教授，还出版过几本教育政策方面的书。
“I don’t think the district was ready to handle the development of Microsoft’s technology and portal. The district is also Mac-based and not PC-based, which caused a lot of technical issues. The lack of standardized grades made it hard to relate student progress to parents. Many educators I talked to said the portal was more of a gesture than something that was actually useful. There is no clear definition of what project-based learning exactly is and how that can be step-by-step implemented in the classroom. Student remediation also didn’t fit with the project-based collaboration model.”
“我觉得学区并没有准备好接手微软的技术和端口。学区用的是Mac，而非PC，这引发了很多技术问题。缺乏标准化成绩让学校难以向家长讲述学生的进步。很多和我交谈过的教育者说端口与其说是真正有用的东西，不如说是个摆设。以项目为基础的学习并无明确定义，也不知道应如何在教室逐步实施。学生辅导也与项目合作模型格格不入。”
He added: “These teachers and administrators had to fly a plane while they were building it.”
他又说，“这些老师和管理者必须一边造飞机，一边开飞机。”
“I’m concerned about this school’s issues,” mused Mitch Chester, Massachusetts’ education commissioner, where he oversees public education for nearly 1,900 schools and more than one million students. “Why was this school caught so flat-footed? Is it a mystery that curriculum should be well thought out? Did they really not know that a portal that’s supposed to be the crux of the whole learning operation should work properly … and that tech support might be a good idea? These are lessons that every school has known for quite some time.”
“我很关注这个学校的问题，”麻省教育委员Mitch Chester说道，他监督公立教育，包括将近1900所学校超过100万名学生。“为什么这所学校毫无准备？教学大纲要认真考虑，这难道是什么秘密吗？他们是否真正了解理应成为整个学习运作症结的端口应运作正常……是否理解技术支持可能是个很好的想法？这些教训是每所学校都早应了解的。”
At one point during the discussion, an audience member asked: “All of your resources are online, and educators have to access [them] through this portal. However, your educators don’t know how to work the technology. So, exactly what did the teachers teach in class? What were the students learning?”
在讨论中，有一位听众问：“你们所有资源都在线，教育者们必须通过这个端口接触（这些资源）。然而，教育者们不懂如何应用技术。所以，老师在课堂上到底教些什么？学生们又学了些什么？”
“Well, honestly, I’m not exactly sure,” replied Biros.
“嗯，老实说，我不是特别清楚，” Biros回答说。
After Grover and Vallas left the school and district, respectively, interims were hired in their stead. After these interims left, new hires came and went. This constant shift in leadership took its toll on the SOF.
在Grover和Vallas分别离开学校和校区之后，聘请了临时代理，在这些临时代理也走了之后，新人来了又走。领导层的不断变化对未来学校产生了不利影响。
“It’s kind of like Groundhog Day,” said Matthew Riggan of the University of Pennsylvania’s Consortium for Policy Research in Education. “A project as ambitious as SOF requires not only vision but sustained effort and continuity, and it’s very hard to have that with such rapid leadership turnover at both levels.”
“这有点像土拨鼠日，”宾夕法尼亚大学教育政策研究联盟的Matthew Riggan说。“像未来学校这样目标宏伟的项目不仅需要愿景，还需要持续努力和连续性，而领导更换如走马灯，想要达到目标非常困难。”
Perhaps because of this turnover in school leadership, Drexel University and the leaders of the original Curriculum Planning Committee were not asked to collaborate with the school after the project’s first year.
也许是因为学校领导不断变更，项目第一年后，没有再邀请Drexel大学和最初的课程设计规划委员会领导参与学校合作。
In the absence of real leadership, and because no community partnerships had formed, the SOF started to adopt more traditional district assessments and classroom practices.
由于缺乏真正的领导，由于社区伙伴关系尚未形成，未来学校开始采用更传统的学区评估和课堂实践。
“It’s a theory called isomorphism that Dr. Henry Levin applied to educational entrepreneurship,” explained Riggan. “We’ve seen it a lot before in other innovative schools: Basically, the experimental school eventually conforms to the parent model from which it is derived. By year three, the Philadelphia school district was mandating the SOF’s curriculum, assessments, et cetera.”
“这是Henry Levin博士应用于教育企业的类质同像理论。”Riggan解释说。“在其他创新学校中我们也经常看到这一理论：基本上，实验性学校最终都顺应了它得以衍生的母型模。到了第三年，费城学区托管了未来学校的课程、评估等。”
Riggan later went on to explain the theory, saying that “innovative schools don’t tend to get the benefit of the doubt because they deviate so far from the standards conventionally used to determine what a school should be to begin with. If SOF blasted out of the gate with great test scores, no one would be concerned that it has a very different idea of what ‘curriculum’ means. But since it did not, the natural assumption is that the things that made the school deviant are the reasons for its failure. In order to survive, therefore, the school has to adopt more conventional structures and practices.”
Riggan后来继续解释该理论，说，“创新学校不会从怀疑中得到启发，因为它们与确定学校应从何开始的传统标准偏离太远。如果未来学校考试成绩非常好，那么没有人会关注它对“课程”的定义有着非常不同的理解。但是，由于它没有好成绩，人们自然而然地假设让学校偏离的东西正是它失败的原因。所以，为了生存，这些学校必须采取更传统的结构和惯例。”
According to Biros, the creation of assessments was problematic.
据Biros所说，评估的建立是个问题。
“We all agreed that students should be evaluated qualitatively, without customary grades and standardized tests, but we did not consider how colleges would use these assessments to determine students’ acceptance into their programs,” she explained. She later added: “These initiatives need to be protected and supported. To be left to its own devices was short-sighted. It should not have been left to the district alone.
“我们一致同意，应该用素质而不用传统的成绩和标准化考试衡量学生，但我们没有考虑大学如何用这些评估确定是否接收学生，”她解释。后来她还说：“需要保护支持这些举措。让学校自行设计是目光短浅的行为，不应将问题都留给学区。
As the leadership turned over after the first year, the students also began to grow restless.
由于第一年之后领导层发生变更，学生们也开始感到不安。
“I think they could feel a difference in the school culture, and that affected their behavior,” said Kate Hayes, a counseling educator and the organizational chair for the SOF. “Truancy picked up, and we were not prepared to handle it.”
“我想他们可以感受到学校文化的差异，而这影响了他们的行为，”Kate Hayes说，她是一位教育顾问，也是未来学校的组织主席。“逃避情绪出现了，而我们却没有做好应对准备。”
Perhaps an increase in truancy wouldn’t have been such a large problem, except many of the educators hired were not well-versed in dealing with at-risk students who were required to participate in project-based learning.
或许逃学率增加原本不应是大问题，但许多受聘教育者不善于和参与项目学习的这些处境危险的孩子们打交道。
Although Microsoft and the SOF based hiring decisions on Microsoft’s Education Competency Wheel, which, according to the company, is “a set of guideposts for achieving educational excellence that centers on identifying and nurturing the right talents in a district’s employees, partners, and learners,” the SOF had to go through the Philadelphia’s Teachers’ Union to hire its educators.
虽然微软和未来学校以微软教育能力圈——据公司称，是“一套侧重甄选培养学区雇员、合作伙伴和学习者中的合适人才，获得教育卓越成就的指南”——为基础进行聘用决策，未来学校还得经过费城教师工会来聘用教师。
The process, said Biros, “was intended to facilitate hiring the best faculty possible with objective consideration; [but] the reality of the union constraints within the district effectively eliminated that outcome. Because of the district’s human resources policies and union regulations, most of the applications received were from current district teachers looking for new assignments. We were not recruiting from a pool of any and all teachers interested in applying to SOF.”
Biros说，该过程，“意在根据客观考虑，雇用最好的员工；（但）学区工会的限制有效地排除了该结果。由于学区的人力资源政策和工会规章，收到的大多数申请来自寻找新分配的学区教师。我们并不是从有意申请未来学校的老师中招聘。”
Setting non-negotiables
设定不可变更的内容
For Susan Schilling, CEO of the New Technology Foundation, which helps communities create a New Tech High School–a technologically advanced secondary-school model–the SOF needed to clearly model its rubric after a master design fidelity rubric (in this case, Microsoft’s). “You have to hold your non-negotiables firm,” said Schilling.
新技术基金会帮助社区创立新技术中学——技术先进的中等学校模型，其CEO Susan Schilling认为，未来学校以主设计忠诚标准（在此即为微软）为模型建构自己的标准。“你必须严格恪守不可变更的部分，”Schilling如是说。
Doug Lynch, vice dean of the Graduate School of Education at the University of Pennsylvania, where he teaches courses on corporate learning, the economics of education, and social entrepreneurship, said he believed the SOF was not nearly as innovative as it thought it was, compared with other Pennsylvania charter schools and private initiatives.
Dough Lynch是宾夕法尼亚大学教育研究生院的副院长，教授企业学习、教育经济学和社会企业家精神，他说他认为与其他宾州特许学校和私立学校举措相比，未来学校并没有像它自以为得那样具有创新性。
Hayes agreed, saying that “perhaps we are not as innovative as we thought,” especially given that the district stepped in during the last two years to define the SOF’s practices.
Hayes表示同意，他说，“可能我们并没有自己想象得那么具有创新力，”尤其是考虑到学区在这两年也参与界定未来学校的实践。
Kent McGuire, dean of the College of Education and professor in educational leadership and policy studies at Temple University, said that the biggest takeaway from the SOF project is that without a well thought-out vision, nothing will work.
坦普尔大学教育学院院长及教育领袖及政策研究教授Kent McGuire说未来学校项目的最大教训是，没有深思熟虑的愿景，什么都没用。
“Why was the SOF in such a rush to get started? Because of this rush, this push, vision was clearly lacking, execution was lacking, and this is SOF’s biggest failure,” said McGuire.
“为什么未来学校这么仓促地开始？因为这种仓促，这种催促，明显缺乏愿景，缺少执行，这乃是未来学校的最大失败，”McGuire说。
People matter
人员问题
While every panelist had his or her own theories to explain the cause of SOF’s many problems, all agreed on one key factor: leadership turnover and its consequences.
虽然每位委员会成员有自己的一套理论来解释未来学校诸多问题的起因，大家却一致同意一项关键因素：领导更换过于频繁，带来不良后果。
“Do I think educators can always benefit from more [professional development]? Certainly,” said Cullinane in an interview with eSchool News. “Do I think we could have invested more time in trying to develop better community partnerships? Certainly. I also think we need to have clear backup rubrics and guidelines for when and if leaders leave the school.”
“我是否认为教师总能从更多职业发展中受益？当然，”在接受eSchool News(电子学校新闻)的采访时，Cullinane说。“我是否认为我们可以投入更多时间，尝试开发更好的社区伙伴关系？当然。我还认为我们需要明确的后援标准和指南，以备领导离校之时使用。”
She continued: “But to say this school is a failure is not correct. It’s only in its third year, and innovation always takes time. We can’t use a short-term yardstick for a long-term journey; shame on us if we give up so easily, and so quickly. We’ve learned a great lesson here: that no matter how much money and technology you pour into something, it’s really the people [who] matter.”
她继续说：“不过，说这学校失败了，也不尽然。这才是第三年而已，创新需要时间。我们不能将短期尺度用于长途旅行；如果我们如此轻易如此快速地放弃，那就太丢人了。我们学到了很宝贵的经验：不论你投入多少金钱和技术，人才是核心。”
While many panelists judged the SOF as non-innovative, or even an outright failure, others believe the school is still in its infancy and can learn from its mistakes.
虽然很多委员会成员认为未来学校毫无创新，彻底失败，也有人认为学校仍处在摇篮期，可以从自己的错误中学习。
“I think until we see concrete data–attendance rates, test scores, truancy levels–we can’t make an accurate judgment on the SOF,” said Chris Dede, the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. “We also need to make sure that these students are going past step one, which is simply learning how to use technology and give a presentation. We need to make sure they know why they are doing this, who their audience is, and be able to accurately and effectively measure project quality.”
“我想在我们没有看到具体数据——考勤、考试成绩、旷课程度之前——我们无法对未来学校作出精确判断，”哈佛教育研究生院学习技术部门的Chris Dede教授说。“我们也需要确保这些学生跨越第一步，就是学习如何使用技术，如何进行演示。我们需要确保他们知道为什么做这个，听众是谁，需要能够准确有效地衡量项目质量。”
Back to the starting line
回到起点
Microsoft and AEI convened the panel discussion to complete the last part of the 6 “I”s: introspection.
微软和AEI召开座谈会进行讨论，完成6I的最后一部分：反省。
“Lots of times, these innovative and new schools are so heavily secreted that no outsider ever really knows what’s going on,” said Frederick Hess, a resident scholar and director of education policy studies at AEI. “We’re going into these schools to kind of show people how the sausage is being made. And sometimes it’s not pretty, because the public doesn’t really hear about the mess of it all. But these things happen quite often. And frankly, the fact that Microsoft cares enough about this school to air its laundry out in the open is admirable.”
“很多时候，这些创新和新学校如此隐秘，局外人无从了解到底发生了什么，”当地学者及AEI教育政策研究主管Frederick Hess说。“我们进入这些学校，类似向人们展现如何做香肠。有时不那么顺利，因为公众并不认真聆听。可这些事情时有发生。坦白说，微软对这所学校如此关切，愿意将此公布于众，这本身也值得钦佩。”
He added: “It’s our hope that with these panels, something is learned, and it will help the SOF.”
他补充道：“我们的希望是通过这些座谈会，大家学习到一些东西，对未来学校也有帮助。”
While AEI has no plans to monitor the SOF project on any type of schedule, Hess said he would like to look at it again in another three years.
虽然AEI无意监控未来学校项目的任何计划，Hess说他会在未来三年再次审视它。
At the school level, some changes already have been made to get back on track to realizing the SOF’s original vision. Project leaders say they hope to redefine their mission clearly before the 2010-11 school year.
在学校方面，已经有些变化回到正规上来实现未来学校的最初愿景。项目领导说，他们希望在2010-11学年之前清楚地重新界定他们的使命。
During the project’s second year, Microsoft placed an employee in the school to help teachers use and integrate technology into their classes. The school also has hired a full-time technology support person to maintain laptops and “make sure everything works well–better later than not at all,” said Biros.
项目的第二年，微软在学校安排了一位雇员，帮助老师在课堂上使用融入技术。该学校也雇用了全职技术支持人员来维护笔记本电脑，“确保一切正常——有聊胜于无”，Biros说。
There is also new full-time leadership at the SOF and the district, including Arlene Ackerman, CEO of the School District of Philadelphia; Robert Archie Jr., chairman of the Philadelphia School Reform Commission; Rosalind Chivis, SOF chief learner; Robin Walker, SOF development officer; and Hayes.
未来学校和学区都有新的全职领导，包括费城学区的CEO Arlene Ackerman；费城学校改革委员会主席Robert Archie Jr.；未来学校首席学习官Rosalind Chivis，未来学校开发官Robin Walker及Hayes。
“We have also started a help desk this past year, where kids teach other kids how to fix their tech problems,” said Hayes. “And before each school year, we have a week of tech orientation for students to help them get acclimated. Students also have to pass a digital literacy course before they are able to take their laptops home.”
“去年我们也开始了一个求助台，孩子教孩子解决他们的技术问题，”Hayes说。“在每个学年之前，我们有一周时间供学生熟悉技术，帮助他们习惯。在把笔记本电脑带回家之前，学生们必须得通过数字扫盲课。”
According to Hayes, with these improvements and a recommitment to getting back on track, students are just now moving past Dede’s step one. Educators are also getting better at assessments and using the SOF portal on a more regular basis.
据Hayes说，有了这些改善，加之重新承诺回到正轨上，学生已经超越了Dede的第一步。教育者也越来越善于评估，并且更经常地利用未来学校的端口。
Another telling result is that the SOF’s attendance rate is above 90 percent, compared to 87 percent for the city as a whole.
另一个显著的效果是未来学校的出勤率大于90%，而整个城市为87%。
“It’s been three years, only three years,” said Hess. “I can’t say it’s a failure, and I can’t say it’s a success. Give it another three years, and then we’ll be able to say for certain.”
“三年，仅仅三年而已，”Hess说。“我不能说这是失败，我也不能说这是成功。再假以三年时间，那时我们就能肯定地下结论了。”
