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Updated: June 9, 2025
Clifford Woody, which differs from the Courtis tests in that it affords opportunity to discover what children can achieve from the simplest problem in each of these fields to a problem which is in each case approximately twice as difficult as the problems appearing on the Courtis tests.
In arithmetic, for example, we want to know how many there are who can do none of the Courtis problems in addition, or how many there are who can do the first six on the Woody test, how many can do seven, eight, and so on. In penmanship we want to know how many children there are who write quality eight, or nine, or ten, or sixteen, or seventeen, as the case may be.
The great value of this type of test is in discovering to teachers and to pupils, as well, their particular difficulties. A pupil must be able to do fairly acceptable work in addition before he can solve one problem on the Courtis tests. Considerable facility can be measured on the Woody tests before an ability sufficient to be registered on the Courtis tests has been acquired.
For example, the distribution of the number of examples on the Courtis tests, correctly finished in a given time by pupils in the seventh grades, makes it clear that there are children in the fifth grade who do better than many in the eighth.
For example, the Courtis tests in arithmetic, which consist of series of problems of equal difficulty in addition, subtraction, multiplication, and division may be used to discover how far facility in these fields has been accomplished by children of any particular group as compared with the achievements of children in other school systems throughout the country.
The town was divided into districts, and the following gentlemen were chosen as a distributing committee, namely: Messrs, Thomas Main, John J. Lyon, Frederick Robinson, William Courtis, William Litchman, Stephen Hathaway, Jr., James J.H. Gregory, John C. Hamson, Jr., Richard Tutt, Joshua O. Bowden. No resolutions were adopted.
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