was homework made as punishment

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The Homework Dilemma: Who Invented Homework?

The inventor of homework may be unknown, but its evolution reflects contributions from educators, philosophers, and students. Homework reinforces learning, fosters discipline, and prepares students for the future, spanning from ancient civilizations to modern education. Ongoing debates probe its balance, efficacy, equity, and accessibility, prompting innovative alternatives like project-based and personalized learning. As education evolves, the enigma of homework endures.

Table of Contents

Who Invented Homework?

While historical records don’t provide a definitive answer regarding the inventor of homework in the modern sense, two prominent figures, Roberto Nevelis of Venice and Horace Mann, are often linked to the concept’s early development.

Roberto Nevelis of Venice: A Mythical Innovator?

Roberto Nevelis, a Venetian educator from the 16th century, is frequently credited with the invention of homework. The story goes that Nevelis assigned tasks to his students outside regular classroom hours to reinforce their learning—a practice that aligns with the essence of homework. However, the historical evidence supporting Nevelis as the inventor of homework is rather elusive, leaving room for skepticism.

While Nevelis’s role remains somewhat mythical, his association with homework highlights the early recognition of the concept’s educational value.

Horace Mann: Shaping the American Educational Landscape

Horace Mann, often regarded as the “Father of American Education,” made significant contributions to the American public school system in the 19th century. Though he may not have single-handedly invented homework, his educational reforms played a crucial role in its widespread adoption.

Mann’s vision for education emphasized discipline and rigor, which included assigning tasks to be completed outside of the classroom. While he did not create homework in the traditional sense, his influence on the American education system paved the way for its integration.

The invention of homework was driven by several educational objectives. It aimed to reinforce classroom learning, ensuring knowledge retention and skill development. Homework also served as a means to promote self-discipline and responsibility among students, fostering valuable study habits and time management skills.

Why Was Homework Invented?

The invention of homework was not a random educational practice but rather a deliberate strategy with several essential objectives in mind.

Reinforcing Classroom Learning

Foremost among these objectives was the need to reinforce classroom learning. When students leave the classroom, the goal is for them to retain and apply the knowledge they have acquired during their lessons. Homework emerged as a powerful tool for achieving this goal. It provided students with a structured platform to revisit the day’s lessons, practice what they had learned, and solidify their understanding.

Homework assignments often mirrored classroom activities, allowing students to extend their learning beyond the confines of school hours. Through the repetition of exercises and tasks related to the curriculum, students could deepen their comprehension and mastery of various subjects.

Fostering Self-Discipline and Responsibility

Another significant objective behind the creation of homework was the promotion of self-discipline and responsibility among students. Education has always been about more than just the acquisition of knowledge; it also involves the development of life skills and habits that prepare individuals for future challenges.

By assigning tasks to be completed independently at home, educators aimed to instill valuable study habits and time management skills. Students were expected to take ownership of their learning, manage their time effectively, and meet deadlines—a set of skills that have enduring relevance in contemporary education and beyond.

Homework encouraged students to become proactive in their educational journey. It taught them the importance of accountability and the satisfaction of completing tasks on their own. These life skills would prove invaluable in their future endeavors, both academically and in the broader context of their lives.

When Was Homework Invented?

The roots of homework stretch deep into the annals of history, tracing its origins to ancient civilizations and early educational practices. While it has undergone significant evolution over the centuries, the concept of extending learning beyond the classroom has always been an integral part of education.

Earliest Origins of Homework and Early Educational Practices

The idea of homework, in its most rudimentary form, can be traced back to the earliest human civilizations. In ancient Egypt , for instance, students were tasked with hieroglyphic writing exercises. These exercises served as a precursor to modern homework, as they required students to practice and reinforce their understanding of written language—an essential skill for communication and record-keeping in that era.

In ancient Greece , luminaries like Plato and Aristotle advocated for the use of written exercises as a tool for intellectual development. They recognized the value of practice in enhancing one’s knowledge and skills, laying the foundation for a more systematic approach to homework.

The ancient Romans also played a pivotal role in the early development of homework. Young Roman students were expected to complete assignments at home, with a particular focus on subjects like mathematics and literature. These assignments were designed to consolidate their classroom learning, emphasizing the importance of practice in mastering various disciplines.

READ MORE: Who Invented Math? The History of Mathematics

The practice of assigning work to be done outside of regular school hours continued to evolve through various historical periods. As societies advanced, so did the complexity and diversity of homework tasks, reflecting the changing needs and priorities of education.

The Influence of Educational Philosophers

While the roots of homework extend to ancient times, the ideas of renowned educational philosophers in later centuries further contributed to its development. John Locke, an influential thinker of the Enlightenment era, believed in a gradual and cumulative approach to learning. He emphasized the importance of students revisiting topics through repetition and practice, a concept that aligns with the principles of homework.

Jean-Jacques Rousseau, another prominent philosopher, stressed the significance of self-directed learning. Rousseau’s ideas encouraged the development of independent study habits and a personalized approach to education—a philosophy that resonates with modern concepts of homework.

Homework in the American Public School System

The American public school system has played a pivotal role in the widespread adoption and popularization of homework. To understand the significance of homework in modern education, it’s essential to delve into its history and evolution within the United States.

History and Evolution of Homework in the United States

The late 19th century marked a significant turning point for homework in the United States. During this period, influenced by educational reforms and the growing need for standardized curricula, homework assignments began to gain prominence in American schools.

Educational reformers and policymakers recognized the value of homework as a tool for reinforcing classroom learning. They believed that assigning tasks for students to complete outside of regular school hours would help ensure that knowledge was retained and skills were honed. This approach aligned with the broader trends in education at the time, which aimed to provide a more structured and systematic approach to learning.

As the American public school system continued to evolve, homework assignments became a common practice in classrooms across the nation. The standardization of curricula and the formalization of education contributed to the integration of homework into the learning process. This marked a significant departure from earlier educational practices, reflecting a shift toward more structured and comprehensive learning experiences.

The incorporation of homework into the American education system not only reinforced classroom learning but also fostered self-discipline and responsibility among students. It encouraged them to take ownership of their educational journey and develop valuable study habits and time management skills—a legacy that continues to influence modern pedagogy.

Controversies Around Homework

Despite its longstanding presence in education, homework has not been immune to controversy and debate. While many view it as a valuable educational tool, others question its effectiveness and impact on students’ well-being.

The Homework Debate

One of the central controversies revolves around the amount of homework assigned to students. Critics argue that excessive homework loads can lead to stress, sleep deprivation, and a lack of free time for students. The debate often centers on striking the right balance between homework and other aspects of a student’s life, including extracurricular activities, family time, and rest.

Homework’s Efficacy

Another contentious issue pertains to the efficacy of homework in enhancing learning outcomes. Some studies suggest that moderate amounts of homework can reinforce classroom learning and improve academic performance. However, others question whether all homework assignments contribute equally to learning or whether some may be more beneficial than others. The effectiveness of homework can vary depending on factors such as the student’s grade level, the subject matter, and the quality of the assignment.

Equity and Accessibility

Homework can also raise concerns related to equity and accessibility. Students from disadvantaged backgrounds may have limited access to resources and support at home, potentially putting them at a disadvantage when it comes to completing homework assignments. This disparity has prompted discussions about the role of homework in perpetuating educational inequalities and how schools can address these disparities.

Alternative Approaches to Learning

In response to the controversies surrounding homework, educators and researchers have explored alternative approaches to learning. These approaches aim to strike a balance between reinforcing classroom learning and promoting holistic student well-being. Some alternatives include:

Project-Based Learning

Project-based learning emphasizes hands-on, collaborative projects that allow students to apply their knowledge to real-world problems. This approach shifts the focus from traditional homework assignments to engaging, practical learning experiences.

Flipped Classrooms

Flipped classrooms reverse the traditional teaching model. Students learn new material at home through video lectures or readings and then use class time for interactive discussions and activities. This approach reduces the need for traditional homework while promoting active learning.

Personalized Learning

Personalized learning tailors instruction to individual students’ needs, allowing them to progress at their own pace. This approach minimizes the need for one-size-fits-all homework assignments and instead focuses on targeted learning experiences.

The Ongoing Conversation

The controversies surrounding homework highlight the need for an ongoing conversation about its role in education. Striking the right balance between reinforcing learning and addressing students’ well-being remains a complex challenge. As educators, parents, and researchers continue to explore innovative approaches to learning, the role of homework in the modern educational landscape continues to evolve. Ultimately, the goal is to provide students with the most effective and equitable learning experiences possible.

Unpacking the Homework Enigma

Homework, without a single inventor, has evolved through educators, philosophers, and students. It reinforces learning, fosters discipline and prepares students. From ancient times to modern education, it upholds timeless values. Yet, controversies arise—debates on balance, efficacy, equity, and accessibility persist. Innovative alternatives like project-based and personalized learning emerge. Homework’s role evolves with education.

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The History of Homework: Why Was it Invented and Who Was Behind It?

• By Emily Summers
• February 14, 2020

Homework is long-standing education staple, one that many students hate with a fiery passion. We can’t really blame them, especially if it’s a primary source of stress that can result in headaches, exhaustion, and lack of sleep.

It’s not uncommon for students, parents, and even some teachers to complain about bringing assignments home. Yet, for millions of children around the world, homework is still a huge part of their daily lives as students — even if it continues to be one of their biggest causes of stress and unrest.

It makes one wonder, who in their right mind would invent such a thing as homework?

Who Invented Homework?

Pliny the younger: when in ancient rome, horace mann: the father of modern homework, the history of homework in america, 1900s: anti-homework sentiment & homework bans, 1930: homework as child labor, early-to-mid 20th century: homework and the progressive era, the cold war: homework starts heating up, 1980s: homework in a nation at risk, early 21 st century, state of homework today: why is it being questioned, should students get homework pros of cons of bringing school work home.

Online, there are many articles that point to Roberto Nevilis as the first educator to give his students homework. He created it as a way to punish his lazy students and ensure that they fully learned their lessons. However, these pieces of information mostly come from obscure educational blogs or forum websites with questionable claims. No credible news source or website has ever mentioned the name Roberto Nevilis as the person who invented homework . In fact, it’s possible that Nevilis never even existed.

As we’re not entirely sure who to credit for creating the bane of students’ existence and the reasons why homework was invented, we can use a few historical trivia to help narrow down our search.

Mentions of the term “homework” date back to as early as ancient Rome. In I century AD, Pliny the Younger , an oratory teacher, supposedly invented homework by asking his followers to practice public speaking at home. It was to help them become more confident and fluent in their speeches. But some would argue that the assignment wasn’t exactly the type of written work that students have to do at home nowadays. Only introverted individuals with a fear of public speaking would find it difficult and stressful.

It’s also safe to argue that since homework is an integral part of education, it’s probable that it has existed since the dawn of learning, like a beacon of light to all those helpless and lost (or to cast darkness on those who despise it). This means that Romans, Enlightenment philosophers, and Middle Age monks all read, memorized, and sang pieces well before homework was given any definition. It’s harder to play the blame game this way unless you want to point your finger at Horace Mann.

In the 19 th century, Horace Mann , a politician and educational reformer had a strong interest in the compulsory public education system of Germany as a newly unified nation-state. Pupils attending the Volksschulen or “People’s Schools” were given mandatory assignments that they needed to complete at home during their own time. This requirement emphasized the state’s power over individuals at a time when nationalists such as Johann Gottlieb Fichte were rallying support for a unified German state. Basically, the state used homework as an element of power play.

Despite its political origins, the system of bringing school assignments home spread across Europe and eventually found their way to Horace Mann, who was in Prussia at that time. He brought the system home with him to America where homework became a daily activity in the lives of students.

Despite homework being a near-universal part of the American educational experience today, it hasn’t always been universally accepted. Take a look at its turbulent history in America.

In 1901, just a few decades after Horace Mann introduced the concept to Americans, homework was banned in the Pacific state of California . The ban affected students younger than 15 years old and stayed in effect until 1917.

Around the same time, prominent publications such as The New York Times and Ladies’ Home Journal published statements from medical professionals and parents who stated that homework was detrimental to children’s health.

In 1930, the American Child Health Association declared homework as a type of child labor . Since laws against child labor had been passed recently during that time, the proclamation painted homework as unacceptable educational practice, making everyone wonder why homework was invented in the first place.

However, it’s keen to note that one of the reasons why homework was so frowned upon was because children were needed to help out with household chores (a.k.a. a less intensive and more socially acceptable form of child labor).

During the progressive education reforms of the late 19 th and early 20 th centuries, educators started looking for ways to make homework assignments more personal and relevant to the interests of individual students. Maybe this was how immortal essay topics such as “What I Want to Be When I Grow Up” and “What I Did During My Summer Vacation” were born.

After World War II, the Cold War heated up rivalries between the U.S. and Russia. Sputnik 1’s launch in 1957 intensified the competition between Americans and Russians – including their youth.

Education authorities in the U.S. decided that implementing rigorous homework to American students of all ages was the best way to ensure that they were always one step ahead of their Russian counterparts, especially in the competitive fields of Math and Science.

In 1986, the U.S. Department of Education’s pamphlet, “What Works,” included homework as one of the effective strategies to boost the quality of education. This came three years after the National Commission on Excellence in Education published “ Nation at Risk: The Imperative for Educational Reform .” The landmark report lambasted the state of America’s schools, calling for reforms to right the alarming direction that public education was headed.

Today, many educators, students, parents, and other concerned citizens have once again started questioning why homework was invented and if it’s still valuable.

Homework now is facing major backlash around the world. With more than 60% of high school and college students seeking counselling for conditions such as clinical depression and anxiety, all of which are brought about by school, it’s safe to say that American students are more stressed out than they should be.

After sitting through hours at school, they leave only to start on a mountain pile of homework. Not only does it take up a large chunk of time that they can otherwise spend on their hobbies and interests, it also stops them from getting enough sleep. This can lead to students experiencing physical health problems, a lack of balance in their lives, and alienation from their peers and society in general.

Is homework important and necessary ? Or is it doing more harm than good? Here some key advantages and disadvantages to consider.

• It encourages the discipline of practice

Using the same formula or memorizing the same information over and over can be difficult and boring, but it reinforces the practice of discipline. To master a skill, repetition is often needed. By completing homework every night, specifically with difficult subjects, the concepts become easier to understand, helping students polish their skills and achieve their life goals.

• It teaches students to manage their time

Homework goes beyond just completing tasks. It encourages children to develop their skills in time management as schedules need to be organized to ensure that all tasks can be completed within the day.

• It provides more time for students to complete their learning process

The time allotted for each subject in school is often limited to 1 hour or less per day. That’s not enough time for students to grasp the material and core concepts of each subject. By creating specific homework assignments, it becomes possible for students to make up for the deficiencies in time.

• It discourages creative endeavors

If a student spends 3-5 hours a day on homework, those are 3-5 hours that they can’t use to pursue creative passions. Students might like to read leisurely or take up new hobbies but homework takes away their time from painting, learning an instrument, or developing new skills.

• Homework is typically geared toward benchmarks

Teachers often assign homework to improve students’ test scores. Although this can result in positive outcomes such as better study habits, the fact is that when students feel tired, they won’t likely absorb as much information. Their stress levels will go up and they’ll feel the curriculum burnout.

• No evidence that homework creates improvements

Research shows that homework doesn’t improve academic performance ; it can even make it worse. Homework creates a negative attitude towards schooling and education, making students dread going to their classes. If they don’t like attending their lessons, they will be unmotivated to listen to the discussions.

With all of the struggles that students face each day due to homework, it’s puzzling to understand why it was even invented. However, whether you think it’s helpful or not, just because the concept has survived for centuries doesn’t mean that it has to stay within the educational system.

Not all students care about the history of homework, but they all do care about the future of their educational pursuits. Maybe one day, homework will be fully removed from the curriculum of schools all over the world but until that day comes, students will have to burn the midnight oil to pass their requirements on time and hopefully achieve their own versions of success.

About the Author

Emily summers.

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Who Invented Homework? A Big Question Answered with Facts

Crystal Bourque

Delving into the intriguing history of education, one of the most pondered questions arises: Who invented homework?

Love it or hate it, homework is part of student life.

But what’s the purpose of completing these tasks and assignments? And who would create an education system that makes students complete work outside the classroom?

This post contains everything you’ve ever wanted to know about homework. So keep reading! You’ll discover the answer to the big question: who invented homework?

Who Invented Homework?

The myth of roberto nevilis: who is he, the origins of homework, a history of homework in the united states, 5 facts about homework, types of homework.

• What’s the Purpose of Homework? 
• Homework Pros
• Homework Cons

When, How, and Why was Homework Invented?

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To ensure we cover the basics (and more), let’s explore when, how, and why was homework invented.

As a bonus, we’ll also cover who invented homework. So get ready because the answer might surprise you!

It’s challenging to pinpoint the exact person responsible for the invention of homework.

For example, Medieval Monks would work on memorization and practice singing. Ancient philosophers would read and develop their teachings outside the classroom. While this might not sound like homework in the traditional form we know today, one could argue that these methods helped to form the basic structure and format.

So let’s turn to recorded history to try and identify who invented homework and when homework was invented.

Pliny the Younger

Credit: laphamsquarterly.org

Mention of homework appears in the writings of Pliny the Younger, meaning we can trace the term ‘homework’ back to ancient Rome. Pliny the Younger (61—112 CE) was an oratory teacher, and often told his students to practice their public speaking outside class.

Pliny believed that the repetition and practice of speech would help students gain confidence in their speaking abilities.

Johann Gottlieb Fichte

Credit: inlibris.com

Before the idea of homework came to the United States, Germany’s newly formed nation-state had been giving students homework for years.

The roots of homework extend to ancient times, but it wasn’t until German Philosopher Johann Gottlieb Fichte (1762—1814) helped to develop the Volksschulen (People’s Schools) that homework became mandatory.

Fichte believed that the state needed to hold power over individuals to create a unified Germany. A way to assert control over people meant that students attending the Volksshulen were required to complete assignments at home on their own time.

As a result, some people credit Fichte for being the inventor of homework.

Horace Mann

Credit: commons.wikimedia.org

The idea of homework spread across Europe throughout the 19th century.

So who created homework in the United States?

The history of education and homework now moves to Horace Mann (1796—1859), an American educational reformer, spent some time in Prussia. There, he learned more about Germany’s Volksshulen, forms of education , and homework practices.

Mann liked what he saw and brought this system back to America. As a result, homework rapidly became a common factor in students’ lives across the country.

Credit: medium.com

If you’ve ever felt curious about who invented homework, a quick online search might direct you to a man named Roberto Nevilis, a teacher in Venice, Italy.

As the story goes, Nevilis invented homework in 1905 (or 1095) to punish students who didn’t demonstrate a good understanding of the lessons taught during class.

This teaching technique supposedly spread to the rest of Europe before reaching North America.

Unfortunately, there’s little truth to this story. If you dig a little deeper, you’ll find that these online sources lack credible sources to back up this myth as fact.

In 1905, the Roman Empire turned its attention to the First Crusade. No one had time to spare on formalizing education, and classrooms didn’t even exist. So how could Nevilis spread the idea of homework when education remained so informal?

And when you jump to 1901, you’ll discover that the government of California passed a law banning homework for children under fifteen. Nevilis couldn’t have invented homework in 1905 if this law had already reached the United States in 1901.

Inside Creative House/Shutterstock.com

When it comes to the origins of homework, looking at the past shows us that there isn’t one person who created homework. Instead, examining the facts shows us that several people helped to bring the idea of homework into Europe and then the United States.

In addition, the idea of homework extends beyond what historians have discovered. After all, the concept of learning the necessary skills human beings need to survive has existed since the dawn of man.

More than 100 years have come and gone since Horace Mann introduced homework to the school system in the United States.

Therefore, it’s not strange to think that the concept of homework has changed, along with our people and culture.

In short, homework hasn’t always been considered acceptable. Let’s dive into the history or background of homework to learn why.

Homework is Banned! (The 1900s)

Important publications of the time, including the Ladies’ Home Journal and The New York Times, published articles on the negative impacts homework had on American children’s health and well-being.

As a result, California banned homework for children under fifteen in 1901. This law, however, changed again about a decade later (1917).

Children Needed at Home (The 1930s)

Formed in 1923, The American Child Health Association (ACHA) aimed to decrease the infant mortality rate and better support the health and development of the American child.

By the 1930s, ACHA deemed homework a form of child labor. Since the government recently passed laws against child labor , it became difficult to justify homework assignments. College students, however, could still receive homework tasks as part of their formal schooling.

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A Shift in Ideas (The 1940s—1950s)

During the early to mid-1900s, the United States entered the Progressive Era. As a result, the country reformed its public education system to help improve students’ learning.

Homework became a part of everyday life again. However, this time, the reformed curriculum required teachers to make the assignments more personal.

As a result, American students would write essays on summer vacations and winter breaks, participate in ‘show and tell,’ and more.

These types of assignments still exist today!

Homework Today (The 2000s)

The focus of American education shifted again when the US Department of Education was founded in 1979, aiming to uplevel education in the country by, among other things, prohibiting discrimination ensuring equal access, and highlighting important educational issues.

In 2022, the controversial nature of homework in public schools and formal education is once again a hot topic of discussion in many classrooms.

According to one study , more than 60% of college and high school students deal with mental health issues like depression and anxiety due to homework. In addition, the large number of assignments given to students takes away the time students spend on other interests and hobbies. Homework also negatively impacts sleep.

As a result, some schools have implemented a ban or limit on the amount of homework assigned to students.

Test your knowledge and check out these other facts about homework:

• Horace Mann is also known as the ‘father’ of the modern school system and the educational process that we know today (read more about Who Invented School ).
• With a bit of practice, homework can improve oratory and writing skills. Both are important in a student’s life at all stages.
• Homework can replace studying. Completing regular assignments reduces the time needed to prepare for tests.
• Homework is here to stay. It doesn’t look like teachers will stop assigning homework any time soon. However, the type and quantity of homework given seem to be shifting to accommodate the modern student’s needs.
• The optimal length of time students should spend on homework is one to two hours. Students who spent one to two hours on homework per day scored higher test results.
•   So, while completing assignments outside of school hours may be beneficial, spending, for example, a day on homework is not ideal.

Explore how the Findmykids app can complement your child’s school routine. With features designed to ensure their safety and provide peace of mind, it’s a valuable tool for parents looking to stay connected with their children throughout the day. Download now and stay informed about your child’s whereabouts during their academic journey.

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The U.S. Department of Education provides teachers with plenty of information and resources to help students with homework.

In general, teachers give students homework that requires them to employ four strategies. The four types of homework types include:

• Practice: To help students master a specific skill, teachers will assign homework that requires them to repeat the particular skill. For example, students must solve a series of math problems.
• Preparation: This type of homework introduces students to the material they will learn in the future. An example of preparatory homework is assigning students a chapter to read before discussing the contents in class the next day.
• Extension: When a teacher wants to get students to apply what they’ve learned but create a challenge, this type of homework is assigned. It helps to boost problem-solving skills. For example, using a textbook to find the answer to a question gets students to problem-solve differently.
• Integration: To solidify the student learning experience , teachers will create a task that requires the use of many different skills. An example of integration is a book report. Completing integration homework assignments helps students learn how to be organized, plan, strategize, and solve problems on their own. Encouraging effective study habits is a key idea behind homework, too.

Ultimately, the type of homework students receive should have a purpose, be focused and clear, and challenge students to problem solve while integrating lessons learned.

What’s the Purpose of Homework?

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Homework aims to ensure individual students understand the information they learn in class. It also helps teachers to assess a student’s progress and identify strengths and weaknesses.

For example, school teachers use different types of homework like book reports, essays, math problems, and more to help students demonstrate their understanding of the lessons learned.

Does Homework Improve the Quality of Education?

Homework is a controversial topic today. Educators, parents, and even students often question whether homework is beneficial in improving the quality of education.

Let’s explore the pros and cons of homework to try and determine whether homework improves the quality of education in schools.

Homework Pros:

• Time Management Skills : Assigning homework with a due date helps students to develop a schedule to ensure they complete tasks on time. Personal responsibility amongst students is thereby promoted.
• More Time to Learn : Students encounter plenty of distractions at school. It’s also challenging for students to grasp the material in an hour or less. Assigning homework provides the student with the opportunity to understand the material.
• Improves Research Skills : Some homework assignments require students to seek out information. Through homework, students learn where to seek out good, reliable sources.

Homework Cons:

• Reduced Physical Activity : Homework requires students to sit at a desk for long periods. Lack of movement decreases the amount of physical activity, often because teachers assign students so much homework that they don’t have time for anything else. Time for students can get almost totally taken up with out-of-school assignments.
• Stuck on an Assignment: A student often gets stuck on an assignment. Whether they can’t find information or the correct solution, students often don’t have help from parents and require further support from a teacher. For underperforming students, especially, this can have a negative impact on their confidence and overall educational experience.
• Increases Stress : One of the results of getting stuck on an assignment is that it increases stress and anxiety. Too much homework hurts a child’s mental health, preventing them from learning and understanding the material.

Some research shows that homework doesn’t provide educational benefits or improve performance, and can lead to a decline in physical activities. These studies counter that the potential effectiveness of homework is undermined by its negative impact on students.

However, research also shows that homework benefits students—provided teachers don’t give them too much. Here’s a video from Duke Today that highlights a study on the very topic.

Homework Today

The question of “Who Invented Homework?” delves into the historical evolution of academic practices, shedding light on its significance in fostering responsibility among students and contributing to academic progress. While supported by education experts, homework’s role as a pivotal aspect of academic life remains a subject of debate, often criticized as a significant source of stress. Nonetheless, when balanced with extracurricular activities and integrated seamlessly into the learning process, homework continues to shape and refine students’ educational journeys.

Maybe one day, students won’t need to submit assignments or complete tasks at home. But until then, many students understand the benefits of completing homework as it helps them further their education and achieve future career goals.

Before you go, here’s one more question: how do you feel about homework? Do you think teachers assign too little or too much? Get involved and start a discussion in the comments!

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Who invented homework and why?

The creation of homework can be traced back to the Ancient Roman Pliny the Younger, a teacher of oratory—he is generally credited as being the father of homework! Pliny the Younger asked his students to practice outside of class to help them build confidence in their speaking skills.

Who invented homework as a punishment?

There’s a myth that the Italian educator Roberto Nevilis first used homework as a means of punishing his students in the early 20th century—although this has now been widely discredited, and the story of the Italian teacher is regarded as a myth.

Why did homework stop being a punishment?

There are several reasons that homework ceased being a form of punishment. For example, the introduction of child labor laws in the early twentieth century meant that the California education department banned giving homework to children under the age of fifteen for a time. Further, throughout the 1940s and 1950s, there was a growing emphasis on enhancing students’ learning, making homework assignments more personal, and nurturing growth, rather than being used as a form of punishment.

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The Surprising History of Homework Reform

Really, kids, there was a time when lots of grownups thought homework was bad for you.

Homework causes a lot of fights. Between parents and kids, sure. But also, as education scholar Brian Gill and historian Steven Schlossman write, among U.S. educators. For more than a century, they’ve been debating how, and whether, kids should do schoolwork at home .

At the dawn of the twentieth century, homework meant memorizing lists of facts which could then be recited to the teacher the next day. The rising progressive education movement despised that approach. These educators advocated classrooms free from recitation. Instead, they wanted students to learn by doing. To most, homework had no place in this sort of system.

Through the middle of the century, Gill and Schlossman write, this seemed like common sense to most progressives. And they got their way in many schools—at least at the elementary level. Many districts abolished homework for K–6 classes, and almost all of them eliminated it for students below fourth grade.

By the 1950s, many educators roundly condemned drills, like practicing spelling words and arithmetic problems. In 1963, Helen Heffernan, chief of California’s Bureau of Elementary Education, definitively stated that “No teacher aware of recent theories could advocate such meaningless homework assignments as pages of repetitive computation in arithmetic. Such an assignment not only kills time but kills the child’s creative urge to intellectual activity.”

But, the authors note, not all reformers wanted to eliminate homework entirely. Some educators reconfigured the concept, suggesting supplemental reading or having students do projects based in their own interests. One teacher proposed “homework” consisting of after-school “field trips to the woods, factories, museums, libraries, art galleries.” In 1937, Carleton Washburne, an influential educator who was the superintendent of the Winnetka, Illinois, schools, proposed a homework regimen of “cooking and sewing…meal planning…budgeting, home repairs, interior decorating, and family relationships.”

Another reformer explained that “at first homework had as its purpose one thing—to prepare the next day’s lessons. Its purpose now is to prepare the children for fuller living through a new type of creative and recreational homework.”

That idea didn’t necessarily appeal to all educators. But moderation in the use of traditional homework became the norm.

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“Virtually all commentators on homework in the postwar years would have agreed with the sentiment expressed in the NEA Journal in 1952 that ‘it would be absurd to demand homework in the first grade or to denounce it as useless in the eighth grade and in high school,’” Gill and Schlossman write.

That remained more or less true until 1983, when publication of the landmark government report A Nation at Risk helped jump-start a conservative “back to basics” agenda, including an emphasis on drill-style homework. In the decades since, continuing “reforms” like high-stakes testing, the No Child Left Behind Act, and the Common Core standards have kept pressure on schools. Which is why twenty-first-century first graders get spelling words and pages of arithmetic.

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Who Invented Homework and Why

Who Invented Homework

Italian pedagog, Roberto Nevilis, was believed to have invented homework back in 1905 to help his students foster productive studying habits outside of school. However, we'll sound find out that the concept of homework has been around for much longer.                                                                                                                                                              

Homework, which most likely didn't have a specific term back then, already existed even in ancient civilizations. Think Greece, Rome, and even ancient Egypt. Over time, homework became standardized in our educational systems. This happened naturally over time, as the development of the formal education system continued.                                                        

In this article, we're going to attempt to find out who invented homework, and when was homework invented, and we're going to uncover if the creator of homework is a single person or a group of them. Read this article through to the end to find out.

Who Created Homework and When?

The concept of homework predates modern educational systems, with roots in ancient Rome. However, Roberto Nevilis is often, yet inaccurately, credited with inventing homework in 1905.Depending on various sources, this invention is dated either in the year 1095 or 1905.

The invention of homework is commonly attributed to Roberto Nevilis, an Italian pedagog who is said to have introduced it as a form of punishment for his students in 1905. However, the concept of homework predates Nevilis and has roots that go back much further in history.

The practice of assigning students work to be done outside of class time can be traced back to ancient civilizations, such as Rome, where Pliny the Younger (AD 61–113) encouraged his students to practice public speaking at home to improve their oratory skills.

It's important to note that the idea of formalized homework has evolved significantly over centuries, influenced by educational theories and pedagogical developments. The purpose and nature of homework have been subjects of debate among educators, with opinions varying on its effectiveness and impact on student learning and well-being.

It might be impossible to answer when was homework invented. A simpler question to ask is ‘what exactly is homework?’.

If you define it as work assigned to do outside of a formal educational setup, then homework might be as old as humanity itself. When most of what people studied were crafts and skills, practicing them outside of dedicated learning times may as well have been considered homework.

Let’s look at a few people who have been credited with formalizing homework over the past few thousand years. 

Roberto Nevilis

Stories and speculations on the internet claim Roberto Nevilis is the one who invented school homework, or at least was the first person to assign homework back in 1905.

Who was he? He was an Italian educator who lived in Venice. He wanted to discipline and motivate his class of lackluster students. Unfortunately, claims online lack factual basis and strong proof that Roberto did invent homework.                                                                                                        

Homework, as a concept, predates Roberto, and can't truly be assigned to a sole inventor. Moreover, it's hard to quantify where an idea truly emerges, because many ideas emerge from different parts of the world simultaneously or at similar times, therefore it's hard to truly pinpoint who invented this idea.

Pliny the Younger

Another culprit according to the internet lived a thousand years before Roberto Nevilis. Pliny the Younger was an oratory teacher in the first century AD in the Roman Empire.

He apparently asked his students to practice their oratory skills at home, which some people consider one of the first official versions of homework.

It is difficult to say with any certainty if this is the first time homework was assigned though because the idea of asking students to practice something outside classes probably existed in every human civilization for millennia. 

Horace Mann

To answer the question of who invented homework and why, at least in the modern sense, we have to talk about Horace Mann. Horace Mann was an American educator and politician in the 19th century who was heavily influenced by movements in the newly-formed German state.

He is credited for bringing massive educational reform to America, and can definitely be considered the father of modern homework in the United States. However, his ideas were heavily influenced by the founding father of German nationalism Johann Gottlieb Fichte. 

After the defeat of Napoleon and the liberation of Prussia in 1814, citizens went back to their own lives, there was no sense of national pride or German identity. Johann Gottlieb Fichte came up with the idea of Volkschule, a mandatory 9-year educational system provided by the government to combat this.

Homework already existed in Germany at this point in time but it became a requirement in Volkschule. Fichte wasn't motivated purely by educational reform, he wanted to demonstrate the positive impact and power of a centralized government, and assigning homework was a way of showing the state's power to influence personal and public life.

This effort to make citizens more patriotic worked and the system of education and homework slowly spread through Europe.

Horace Mann saw the system at work during a trip to Prussia in the 1840s and brought many of the concepts to America, including homework.   

Who Invented Homework and Why?

Homework's history and objectives have evolved significantly over time, reflecting changing educational goals. Now, that we've gone through its history a bit, let's try to understand the "why". The people or people who made homework understood the advantages of it. Let's consider the following:                                                  

• Repetition, a key factor in long-term memory retention, is a primary goal of homework. It helps students solidify class-learned information. This is especially true in complex subjects like physics, where physics homework help can prove invaluable to learning effectively.
• Homework bridges classroom learning with real-world applications, enhancing memory and understanding.
• It identifies individual student weaknesses, allowing focused efforts to address them.
• Working independently at their own pace, students can overcome the distractions and constraints of a classroom setting through homework.
• By creating a continuous learning flow, homework shifts the perspective from viewing each school day as isolated to seeing education as an ongoing process.
• Homework is crucial for subjects like mathematics and sciences, where repetition is necessary to internalize complex processes.
• It's a tool for teachers to maximize classroom time, focusing on expanding understanding rather than just drilling fundamentals.
• Responsibility is a key lesson from homework. Students learn to manage time and prioritize tasks to meet deadlines.
• Research skills get honed through homework as students gather information from various sources.
• Students' creative potential is unleashed in homework, free from classroom constraints.

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Who Invented Homework: Development in the 1900s

Thanks to Horace Mann, homework had become widespread in the American schooling system by 1900, but it wasn't universally popular amongst either students or parents. 

The early 1900s homework bans

In 1901, California became the first state to ban homework. Since homework had made its way into the American educational system there had always been people who were against it for some surprising reasons.

Back then, children were expected to help on farms and family businesses, so homework was unpopular amongst parents who expected their children to help out at home. Many students also dropped out of school early because they found homework tedious and difficult.

Publications like Ladies' Home Journal and The New York Times printed statements and articles about the detrimental effects of homework on children's health. 

The 1930 child labor laws

Homework became more common in the U.S. around the early 1900s. As to who made homework mandatory, the question remains open, but its emergence in the mainstream sure proved beneficial. Why is this?

Well, in 1930, child labor laws were created. It aimed to protect children from being exploited for labor and it made sure to enable children to have access to education and schooling. The timing was just right.

Speaking of homework, if you’re reading this article and have homework you need to attend to, send a “ do my homework ” request on Studyfy and instantly get the help of a professional right now.

Progressive reforms of the 1940s and 50s

With more research into education, psychology and memory, the importance of education became clear. Homework was understood as an important part of education and it evolved to become more useful and interesting to students. 

Homework during the Cold War

Competition with the Soviet Union fueled many aspects of American life and politics. In a post-nuclear world, the importance of Science and Technology was evident.

The government believed that students had to be well-educated to compete with Soviet education systems. This is the time when homework became formalized, accepted, and a fundamental part of the American educational system. 

1980s Nation at Risk

In 1983 the National Commission on Excellence in Education published Nation at Risk:

The Imperative for Educational Reform, a report about the poor condition of education in America.  Still in the Cold War, this motivated the government in 1986 to talk about the benefits of homework in a pamphlet called “What Works” which highlighted the importance of homework. 

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Who Invented Homework: The Modern Homework Debate

Like it or not, homework has stuck through the times, remaining a central aspect in education since the end of the Cold War in 1991. So, who invented homework 😡 and when was homework invented?

We’ve tried to pinpoint different sources, and we’ve understood that many historical figures have contributed to its conception.

Horace Mann, in particular, was the man who apparently introduced homework in the U.S. But let’s reframe our perspective a bit. Instead of focusing on who invented homework, let’s ask ourselves why homework is beneficial in the first place. Let’s consider the pros and cons:

• Homework potentially enhances memory.
• Homework helps cultivate time management, self-learning, discipline, and cognitive skills.
• An excessive amount of work can cause mental health issues and burnout.
• Rigid homework tasks can take away time for productive and leisurely activities like arts and sports.

Meaningful homework tasks can challenge us and enrich our knowledge on certain topics, but too much homework can actually be detrimental. This is where Studyfy can be invaluable. Studyfy offers homework help.

All you need to do is click the “ do my assignment ” button and send us a request. Need instant professional help? You know where to go now.

Frequently asked questions

Who made homework.

As stated throughout the article, there was no sole "inventor of homework." We've established that homework has already existed in ancient civilizations, where people were assigned educational tasks to be done at home. 

Let's look at ancient Greece; for example, students at the Academy of Athens were expected to recite and remember epic poems outside of their institutions. Similar practices were going on in ancient Egypt, China and Rome. 

This is why we can't ascertain the sole inventor of homework. While history can give us hints that homework was practiced in different civilizations, it's not far-fetched to believe that there have been many undocumented events all across the globe that happened simultaneously where homework emerged. 

Why was homework invented? 

We've answered the question of "who invented homework 😡" and we've recognized that we cannot pinpoint it to one sole inventor. So, let's get back to the question of why homework was invented. 

Homework arose from educational institutions, remained, and probably was invented because teachers and educators wanted to help students reinforce what they learned during class. They also believed that homework could improve memory and cognitive skills over time, as well as instill a sense of discipline. 

In other words, homework's origins can be linked to academic performance and regular students practice. Academic life has replaced the anti-homework sentiment as homework bans proved to cause partial learning and a struggle to achieve conceptual clarity.

Speaking of, don't forget that Studyfy can help you with your homework, whether it's Python homework help or another topic. Don't wait too long to take advantage of expert help when you can do it now. 

Is homework important for my learning journey?

Now that we've answered questions on who created homework and why it was invented, we can ask ourselves if homework is crucial in our learning journey. 

At the end of the day, homework can be a crucial step to becoming more knowledgeable and disciplined over time. 

Exercising our memory skills, learning independently without a teacher obliging us, and processing new information are all beneficial to our growth and evolution. However, whether a homework task is enriching or simply a filler depends on the quality of education you're getting. 

Who Invented Homework? The Origins and Development

October 18th, 2023 — 5 min read

The origins of Homework dates back to ancient Greece and Rome. It is said that Roberto Nevelis, an Italian teacher, invented homework in 1905, but so far there is no credible historical evidence to support this, which makes it become an Internet myth. Pliny the Younger, Johann Gottlieb Fichte, and Hausmann are the most likely true inventors of homework.

I. Introduction

When it comes to homework, what is on your mind? Excited or struggling？Some people enjoy doing homework and challenging themselves with hard questions; Others dislike homework and struggle with it, considering that homework deprives them of their spare time. Whether you like it or not, homework is an essential part of our learning and growth.

For teachers, homework is a way to help students to consolidate knowledge, develop critical thinking skills, and improve problem-solving ability etc. As students, we might not view homework like our teachers, and maybe just complete homework to avoid punishment.

So we've all been doing homework since we were kids. Have you ever wondered who invented homework? This blog will elaborate on the origins and development of homework. Let's take a look at who started the journey of homework, and who made homework became a daily task for students.

II. Historical Background

Before tracing the origins of homework, let us ponder a question: was homework born at the same time as education? The answer is no. Education has a long history that can be traced back to ancient times. In the early stages, homework is not a part of educational system. Before writing was invented, people mainly passed on the values, traditions and life skills to the next generation through oral teaching. However, the advent of writing further developed the spread of civilization and diversified the ways of education.

There is no homework in early education, so how do students consolidate their learning? In the ancient Greek city-states, private education was prevalent. Students in Athens discussed, debated, and thought in study groups organized by philosophers or scholars to further reinforce knowledge. Students would participate in various public presentations to access their learning outcomes and broaden their horizons and thinking. In addition, by participating in all kinds of practical activities, such as museum visits, art exhibitions, and sports activities, students can apply what they have learned to real-life situations. Therefore, although there was no homework at that time, students could enhance their understanding and application of learning in a variety of ways.

With the continuous development of society, education gradually developed from social and family education to formal schooling, with professional people specialized in teaching subject knowledge and skills. So who invented homework? When did homework appear?

III. Inventors and Key Figures of Homework

1.roberto nevelis.

2.Pliny The Younger

3.Johann Gottlieb Fichte

So who invented homework? Johann Gottlieb Fichte,the German philosopher, was probably the true inventor of homework. He was not only the father of German nationalism, but also contributed and influenced the education of Germany. He helped develop people's schools, making mass schools and compulsory education an innovation at that period. The state provided education for students and also infiltrated patriotism into students' lives and encouraged them to contribute to the country.

Fichte's educational ideas had a profound influence on German education at that time. His ideas were widely adopted and implemented in the German education system, so that homework became an important part of students' learning.

4.Horace Mann

Horace Mann, a 19th-century American educator and politician, was often credited as a key figure in the development of homework. After graduating from Brown University, he actively supported education reform while serving as the state education secretary. He was regarded by many historians as the "father of American public education" and devoted himself to the educational system.

Mann not only engaged with teachers, but also participated in many public education presentations and visited other schools in and out of the state. While visiting schools in Europe, he was inspired by the Prussian education system and decided to reform education in Massachusetts, one of which was homework. He believes that homework can help students consolidate what they learn in class and develop the ability to learn independently and solve problems.

So, what about the future of homework in the United States?

IV.Brief History of Homework in the US

Early 20th century: the rise of the homework ban.

In the 19th century, while economic development was limited, most children in the United States dropped out of elementary school to ease the burden on their families. With the increasing development of society, more and more children can receive basic secondary education, but some problems about homework appear at the same time. Many parents are tired of helping their children with homework and even think that school work has no meaning.

1920s and 1930s: The Ban was Intensified

Under the influence of the homework ban, primary and secondary schools in big cities in the United States have made a series of reform measures to protect the physical and mental health of preschool children. Public schools in New York are prohibited from assigning homework to students in grades one through three. San Diego, California, bans homework for elementary and middle school students in grades 1 through 8. Chicago bans all public elementary and secondary schools from assigning homework to students at any grade level.

1950s: In response to the Cold War, Homework Returned

In 1957, the launch of the Soviet Union's Sputnik satellite brought a huge shock to the United States, and also changed the American concept of education. For 50 years, the United States had little homework, putting it at a competitive disadvantage against the Soviet Union. However, the incident galvanized the urgent need for educational reform in the U.S. government and educational institutions, including a reevaluation and reform of homework. Teachers began to provide students with targeted assignments to meet each student's learning needs. Assignments have also become more challenging and practical to help students consolidate what they have learned and expand their thinking and application skills.

Early 2000s: Homework Attracted Great Attention

In the early 1980s, the United States government organized a special committee to investigate the learning level of American students, and the survey results were very painful for Americans. That is, the basic education in the United States is poor, 23 million adults do not have enough literacy. The results of the survey triggered wide attention and discussion, and the US government and educational institutions took a series of measures to improve basic education, including improving the salary and training level of teachers, requiring teachers to assign more personalized tasks, and ensuring the improvement of teaching quality and student learning outcomes.

Looking at the history of homework in the United States, we can see from the introduction of homework to the promulgation of homework bans, to the re-strengthening of homework. The homework not only had a positive impact, but also triggered negative voices. Around the world, homework has been a controversial topic. Does it do more good than harm? Or does it do more harm than good? Let's look at the advantages and disadvantages of homework.

V. Homework: Pros and Cons

When we talk about the pros and cons of homework, we should focus on the amount of homework assigned.

Proper Amount of Homework

1.Improve the quality of school education By assigning homework, students can consolidate the knowledge learned in class, deepen the understanding and application of knowledge, enhance the learning effect, and the quality of school education will also be improved.

2.Expand students' knowledge and improve students' learning skills Through homework, students can further expand their learning, accumulate more knowledge, and improve learning skills such as reading, writing, problem solving etc. 3.Promote students' independence and sense of responsibility By completing homework independently, students can improve their self-management skills and independent thinking. At the same time, the completion of homework also requires students to have a sense of responsibility and complete the task on time, which is very important for the growth and development of students.

Excessive Homework

1.Lead to lack of sleep and affect students' health Long hours of assignment writing will leave students without enough time for rest, which is bad for students' physical and mental health.

2.Putting too much pressure on students Students need to bare academic pressure under heavy homework tasks, which may lead to anxiety and boredom of students.

3.Deprive students of their spare time Students need enough time for rest, recreation and other interests, which are very important for their well-rounded development. Too much homework may leave students no time to participate in other activities and limit their room for development.

4.Lead to cheating Too much homework may lead to cheating. When students are faced with too much homework pressure, they may look for other ways to complete the homework, such as copying or having someone write it for them. Such behavior not only violates academic ethics, but also weakens students' learning effect and ability

VI.Conclusion

You may not have thought and explored who invented homework, but I believe you have been crazy about homework. From birth to development, homework has experienced the baptism of the long river of history, and also continues to develop from time to time. Although homework once aroused the resistance of parents and students, it has to be admitted that homework plays a key role in consolidating knowledge and improving ability in our learning process. What do you think of homework? Do you think homework should be born?

With the rapid progress and development of science and technology, many countries continue to combine science and technology with education, and launch a variety of educational products to meet the learning needs of students in the new era. When it comes to homework, the use of technology has also opened up many new possibilities. While you may still be used to writing your homework with a pen and paper, or typing your answers on a computer, now is the time to try StudyX , a tool dedicated to providing a whole new way of doing homework. What is the innovation in it? Try it and you'll see!

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The Cult of Homework

America’s devotion to the practice stems in part from the fact that it’s what today’s parents and teachers grew up with themselves.

America has long had a fickle relationship with homework. A century or so ago, progressive reformers argued that it made kids unduly stressed , which later led in some cases to district-level bans on it for all grades under seventh. This anti-homework sentiment faded, though, amid mid-century fears that the U.S. was falling behind the Soviet Union (which led to more homework), only to resurface in the 1960s and ’70s, when a more open culture came to see homework as stifling play and creativity (which led to less). But this didn’t last either: In the ’80s, government researchers blamed America’s schools for its economic troubles and recommended ramping homework up once more.

The 21st century has so far been a homework-heavy era, with American teenagers now averaging about twice as much time spent on homework each day as their predecessors did in the 1990s . Even little kids are asked to bring school home with them. A 2015 study , for instance, found that kindergarteners, who researchers tend to agree shouldn’t have any take-home work, were spending about 25 minutes a night on it.

But not without pushback. As many children, not to mention their parents and teachers, are drained by their daily workload, some schools and districts are rethinking how homework should work—and some teachers are doing away with it entirely. They’re reviewing the research on homework (which, it should be noted, is contested) and concluding that it’s time to revisit the subject.

Read: My daughter’s homework is killing me

Hillsborough, California, an affluent suburb of San Francisco, is one district that has changed its ways. The district, which includes three elementary schools and a middle school, worked with teachers and convened panels of parents in order to come up with a homework policy that would allow students more unscheduled time to spend with their families or to play. In August 2017, it rolled out an updated policy, which emphasized that homework should be “meaningful” and banned due dates that fell on the day after a weekend or a break.

“The first year was a bit bumpy,” says Louann Carlomagno, the district’s superintendent. She says the adjustment was at times hard for the teachers, some of whom had been doing their job in a similar fashion for a quarter of a century. Parents’ expectations were also an issue. Carlomagno says they took some time to “realize that it was okay not to have an hour of homework for a second grader—that was new.”

Most of the way through year two, though, the policy appears to be working more smoothly. “The students do seem to be less stressed based on conversations I’ve had with parents,” Carlomagno says. It also helps that the students performed just as well on the state standardized test last year as they have in the past.

Earlier this year, the district of Somerville, Massachusetts, also rewrote its homework policy, reducing the amount of homework its elementary and middle schoolers may receive. In grades six through eight, for example, homework is capped at an hour a night and can only be assigned two to three nights a week.

Jack Schneider, an education professor at the University of Massachusetts at Lowell whose daughter attends school in Somerville, is generally pleased with the new policy. But, he says, it’s part of a bigger, worrisome pattern. “The origin for this was general parental dissatisfaction, which not surprisingly was coming from a particular demographic,” Schneider says. “Middle-class white parents tend to be more vocal about concerns about homework … They feel entitled enough to voice their opinions.”

Schneider is all for revisiting taken-for-granted practices like homework, but thinks districts need to take care to be inclusive in that process. “I hear approximately zero middle-class white parents talking about how homework done best in grades K through two actually strengthens the connection between home and school for young people and their families,” he says. Because many of these parents already feel connected to their school community, this benefit of homework can seem redundant. “They don’t need it,” Schneider says, “so they’re not advocating for it.”

That doesn’t mean, necessarily, that homework is more vital in low-income districts. In fact, there are different, but just as compelling, reasons it can be burdensome in these communities as well. Allison Wienhold, who teaches high-school Spanish in the small town of Dunkerton, Iowa, has phased out homework assignments over the past three years. Her thinking: Some of her students, she says, have little time for homework because they’re working 30 hours a week or responsible for looking after younger siblings.

As educators reduce or eliminate the homework they assign, it’s worth asking what amount and what kind of homework is best for students. It turns out that there’s some disagreement about this among researchers, who tend to fall in one of two camps.

In the first camp is Harris Cooper, a professor of psychology and neuroscience at Duke University. Cooper conducted a review of the existing research on homework in the mid-2000s , and found that, up to a point, the amount of homework students reported doing correlates with their performance on in-class tests. This correlation, the review found, was stronger for older students than for younger ones.

This conclusion is generally accepted among educators, in part because it’s compatible with “the 10-minute rule,” a rule of thumb popular among teachers suggesting that the proper amount of homework is approximately 10 minutes per night, per grade level—that is, 10 minutes a night for first graders, 20 minutes a night for second graders, and so on, up to two hours a night for high schoolers.

In Cooper’s eyes, homework isn’t overly burdensome for the typical American kid. He points to a 2014 Brookings Institution report that found “little evidence that the homework load has increased for the average student”; onerous amounts of homework, it determined, are indeed out there, but relatively rare. Moreover, the report noted that most parents think their children get the right amount of homework, and that parents who are worried about under-assigning outnumber those who are worried about over-assigning. Cooper says that those latter worries tend to come from a small number of communities with “concerns about being competitive for the most selective colleges and universities.”

According to Alfie Kohn, squarely in camp two, most of the conclusions listed in the previous three paragraphs are questionable. Kohn, the author of The Homework Myth: Why Our Kids Get Too Much of a Bad Thing , considers homework to be a “reliable extinguisher of curiosity,” and has several complaints with the evidence that Cooper and others cite in favor of it. Kohn notes, among other things, that Cooper’s 2006 meta-analysis doesn’t establish causation, and that its central correlation is based on children’s (potentially unreliable) self-reporting of how much time they spend doing homework. (Kohn’s prolific writing on the subject alleges numerous other methodological faults.)

In fact, other correlations make a compelling case that homework doesn’t help. Some countries whose students regularly outperform American kids on standardized tests, such as Japan and Denmark, send their kids home with less schoolwork , while students from some countries with higher homework loads than the U.S., such as Thailand and Greece, fare worse on tests. (Of course, international comparisons can be fraught because so many factors, in education systems and in societies at large, might shape students’ success.)

Kohn also takes issue with the way achievement is commonly assessed. “If all you want is to cram kids’ heads with facts for tomorrow’s tests that they’re going to forget by next week, yeah, if you give them more time and make them do the cramming at night, that could raise the scores,” he says. “But if you’re interested in kids who know how to think or enjoy learning, then homework isn’t merely ineffective, but counterproductive.”

His concern is, in a way, a philosophical one. “The practice of homework assumes that only academic growth matters, to the point that having kids work on that most of the school day isn’t enough,” Kohn says. What about homework’s effect on quality time spent with family? On long-term information retention? On critical-thinking skills? On social development? On success later in life? On happiness? The research is quiet on these questions.

Another problem is that research tends to focus on homework’s quantity rather than its quality, because the former is much easier to measure than the latter. While experts generally agree that the substance of an assignment matters greatly (and that a lot of homework is uninspiring busywork), there isn’t a catchall rule for what’s best—the answer is often specific to a certain curriculum or even an individual student.

Given that homework’s benefits are so narrowly defined (and even then, contested), it’s a bit surprising that assigning so much of it is often a classroom default, and that more isn’t done to make the homework that is assigned more enriching. A number of things are preserving this state of affairs—things that have little to do with whether homework helps students learn.

Jack Schneider, the Massachusetts parent and professor, thinks it’s important to consider the generational inertia of the practice. “The vast majority of parents of public-school students themselves are graduates of the public education system,” he says. “Therefore, their views of what is legitimate have been shaped already by the system that they would ostensibly be critiquing.” In other words, many parents’ own history with homework might lead them to expect the same for their children, and anything less is often taken as an indicator that a school or a teacher isn’t rigorous enough. (This dovetails with—and complicates—the finding that most parents think their children have the right amount of homework.)

Barbara Stengel, an education professor at Vanderbilt University’s Peabody College, brought up two developments in the educational system that might be keeping homework rote and unexciting. The first is the importance placed in the past few decades on standardized testing, which looms over many public-school classroom decisions and frequently discourages teachers from trying out more creative homework assignments. “They could do it, but they’re afraid to do it, because they’re getting pressure every day about test scores,” Stengel says.

Second, she notes that the profession of teaching, with its relatively low wages and lack of autonomy, struggles to attract and support some of the people who might reimagine homework, as well as other aspects of education. “Part of why we get less interesting homework is because some of the people who would really have pushed the limits of that are no longer in teaching,” she says.

“In general, we have no imagination when it comes to homework,” Stengel says. She wishes teachers had the time and resources to remake homework into something that actually engages students. “If we had kids reading—anything, the sports page, anything that they’re able to read—that’s the best single thing. If we had kids going to the zoo, if we had kids going to parks after school, if we had them doing all of those things, their test scores would improve. But they’re not. They’re going home and doing homework that is not expanding what they think about.”

“Exploratory” is one word Mike Simpson used when describing the types of homework he’d like his students to undertake. Simpson is the head of the Stone Independent School, a tiny private high school in Lancaster, Pennsylvania, that opened in 2017. “We were lucky to start a school a year and a half ago,” Simpson says, “so it’s been easy to say we aren’t going to assign worksheets, we aren’t going assign regurgitative problem sets.” For instance, a half-dozen students recently built a 25-foot trebuchet on campus.

Simpson says he thinks it’s a shame that the things students have to do at home are often the least fulfilling parts of schooling: “When our students can’t make the connection between the work they’re doing at 11 o’clock at night on a Tuesday to the way they want their lives to be, I think we begin to lose the plot.”

When I talked with other teachers who did homework makeovers in their classrooms, I heard few regrets. Brandy Young, a second-grade teacher in Joshua, Texas, stopped assigning take-home packets of worksheets three years ago, and instead started asking her students to do 20 minutes of pleasure reading a night. She says she’s pleased with the results, but she’s noticed something funny. “Some kids,” she says, “really do like homework.” She’s started putting out a bucket of it for students to draw from voluntarily—whether because they want an additional challenge or something to pass the time at home.

Chris Bronke, a high-school English teacher in the Chicago suburb of Downers Grove, told me something similar. This school year, he eliminated homework for his class of freshmen, and now mostly lets students study on their own or in small groups during class time. It’s usually up to them what they work on each day, and Bronke has been impressed by how they’ve managed their time.

In fact, some of them willingly spend time on assignments at home, whether because they’re particularly engaged, because they prefer to do some deeper thinking outside school, or because they needed to spend time in class that day preparing for, say, a biology test the following period. “They’re making meaningful decisions about their time that I don’t think education really ever gives students the experience, nor the practice, of doing,” Bronke said.

The typical prescription offered by those overwhelmed with homework is to assign less of it—to subtract. But perhaps a more useful approach, for many classrooms, would be to create homework only when teachers and students believe it’s actually needed to further the learning that takes place in class—to start with nothing, and add as necessary.

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Homework: The True Reality Behind It

Sophia Wecker , Editor | March 16, 2021

Photo provided by Sigmund

Homework. Something almost everyone in school—  no matter what age, grade or where they live—  all dread. But, why do we have homework?

In 1905, an Italian teacher named Roberto Nevilis invented the concept of “homework.” Originally, its purpose was to be used as a punishment for students who were lazy in class or for those who were disobedient or rude to their teacher. This practice became popular and became more frequently used around the world. A few years after it was invented, it became a standard thing that almost all teachers worldwide began regularly giving out to students after school every day or most days. 

Students are usually mentally and physically drained when they come home from school, sports, or after they go somewhere after school and having homework assigned to them puts more even stress onto their plates. Whereas other students might like homework or enjoy doing it because it can benefit them academically or might help with avoiding boredom. Either way, there are both positive and negative sides to homework. 

Nowadays, teachers assign homework for either what was left over from class or for extra work to help expand upon the topics taught while in school. But, is that really a smart and good reason to assign homework? Like what was mentioned earlier, students like to come home after a long day of school and relax and have some downtime or possibly hang out with their friends and/or family. But if they have assignments that could take them multiple hours to do that are all due by midnight, this erases this precious free time for students. 

Though we may hate to admit it, there are some upsides to homework. Students who need extra help or practice on a topic or subject may benefit from additional work through their homework. Others might like some extra practice to better their understanding or to possibly get ahead in a subject to get higher test and quiz scores. 

Despite the extra help homework gives, it’s not always necessary. Like mentioned earlier, some students may have a hard time completing homework because of time, their own individual lives and it just might not be needed for some students so it shouldn’t be necessary for them. 

Although homework is annoying and isn’t always necessary, we need to continue to do our best and complete this task because it will benefit us later in life. But I do ask teachers to give students a break or to give them time to rest up after long and hard days. On a personal note, homework has always been a struggle for me to get done because of my busy schedule, but as mentioned before, I do ask teachers to give less or no homework, out of the courtesy of students’ time. Although we might need homework for extra help, those who do excel and are carrying good grades in a class do not need extra work. Teachers, please take from this article and help the students in your classrooms to do their best, not by giving them homework, but by understanding their circumstances and their own individual lives. 

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Logan • Oct 20, 2022 at 11:28 am

if you are doing an essay on homework here are some more websites for 6-8th grade: Johnson, Geoff. “Piling Homework on Kids Is a Mistake That Undermines Work/Life Balance.” Times-Colonist, 09/05 2021. ProQuest; SIRS Issues Researcher, https://explore.proquest.com/sirsissuesresearcher/document/2578243016?accountid=65482 .

Moniuszko, S. M. (2021, 08/23). Heavy Homework Load May Be Detrimental to Health. USA TODAY https://explore.proquest.com/sirsissuesresearcher/document/2564234859?accountid=65482

Patterson, K. (2021, 11/09). Homework Isn’’t Helpful in First Grade Or in College. University Wire https://explore.proquest.com/sirsissuesresearcher/document/2617064023?accountid=65482

Logan • Oct 20, 2022 at 11:31 am

also the cites are in APA 7

ethan • Oct 17, 2022 at 7:07 am

you helped my essay

FreezingZozi • Oct 4, 2022 at 8:59 am

why don’t they give homework to students that want or need homework not everyone in a class

Ece • Oct 1, 2022 at 1:43 pm

tysm good story

Ali Syed Karim • Sep 25, 2022 at 6:43 pm

The fact that homework is for all students is annoying, and its original use was just for students who were lazy or who were being disrespectful and disobedient in class. I hate homework.

James • Jun 7, 2022 at 6:02 am

this is relay helpful

Matthew • Apr 7, 2022 at 12:27 pm

James • Jun 7, 2022 at 6:17 am

Karen • Aug 3, 2022 at 6:42 pm

Great story

Does homework really work?

by: Leslie Crawford | Updated: December 12, 2023

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You know the drill. It’s 10:15 p.m., and the cardboard-and-toothpick Golden Gate Bridge is collapsing. The pages of polynomials have been abandoned. The paper on the Battle of Waterloo seems to have frozen in time with Napoleon lingering eternally over his breakfast at Le Caillou. Then come the tears and tantrums — while we parents wonder, Does the gain merit all this pain? Is this just too much homework?

However the drama unfolds night after night, year after year, most parents hold on to the hope that homework (after soccer games, dinner, flute practice, and, oh yes, that childhood pastime of yore known as playing) advances their children academically.

But what does homework really do for kids? Is the forest’s worth of book reports and math and spelling sheets the average American student completes in their 12 years of primary schooling making a difference? Or is it just busywork?

Homework haterz

Whether or not homework helps, or even hurts, depends on who you ask. If you ask my 12-year-old son, Sam, he’ll say, “Homework doesn’t help anything. It makes kids stressed-out and tired and makes them hate school more.”

Nothing more than common kid bellyaching?

Maybe, but in the fractious field of homework studies, it’s worth noting that Sam’s sentiments nicely synopsize one side of the ivory tower debate. Books like The End of Homework , The Homework Myth , and The Case Against Homework the film Race to Nowhere , and the anguished parent essay “ My Daughter’s Homework is Killing Me ” make the case that homework, by taking away precious family time and putting kids under unneeded pressure, is an ineffective way to help children become better learners and thinkers.

One Canadian couple took their homework apostasy all the way to the Supreme Court of Canada. After arguing that there was no evidence that it improved academic performance, they won a ruling that exempted their two children from all homework.

So what’s the real relationship between homework and academic achievement?

How much is too much?

To answer this question, researchers have been doing their homework on homework, conducting and examining hundreds of studies. Chris Drew Ph.D., founder and editor at The Helpful Professor recently compiled multiple statistics revealing the folly of today’s after-school busy work. Does any of the data he listed below ring true for you?

• 45 percent of parents think homework is too easy for their child, primarily because it is geared to the lowest standard under the Common Core State Standards .

• 74 percent of students say homework is a source of stress , defined as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

• Students in high-performing high schools spend an average of 3.1 hours a night on homework , even though 1 to 2 hours is the optimal duration, according to a peer-reviewed study .

Not included in the list above is the fact many kids have to abandon activities they love — like sports and clubs — because homework deprives them of the needed time to enjoy themselves with other pursuits.

Conversely, The Helpful Professor does list a few pros of homework, noting it teaches discipline and time management, and helps parents know what’s being taught in the class.

The oft-bandied rule on homework quantity — 10 minutes a night per grade (starting from between 10 to 20 minutes in first grade) — is listed on the National Education Association’s website and the National Parent Teacher Association’s website , but few schools follow this rule.

Do you think your child is doing excessive homework? Harris Cooper Ph.D., author of a meta-study on homework , recommends talking with the teacher. “Often there is a miscommunication about the goals of homework assignments,” he says. “What appears to be problematic for kids, why they are doing an assignment, can be cleared up with a conversation.” Also, Cooper suggests taking a careful look at how your child is doing the assignments. It may seem like they’re taking two hours, but maybe your child is wandering off frequently to get a snack or getting distracted.

Less is often more

If your child is dutifully doing their work but still burning the midnight oil, it’s worth intervening to make sure your child gets enough sleep. A 2012 study of 535 high school students found that proper sleep may be far more essential to brain and body development.

For elementary school-age children, Cooper’s research at Duke University shows there is no measurable academic advantage to homework. For middle-schoolers, Cooper found there is a direct correlation between homework and achievement if assignments last between one to two hours per night. After two hours, however, achievement doesn’t improve. For high schoolers, Cooper’s research suggests that two hours per night is optimal. If teens have more than two hours of homework a night, their academic success flatlines. But less is not better. The average high school student doing homework outperformed 69 percent of the students in a class with no homework.

Many schools are starting to act on this research. A Florida superintendent abolished homework in her 42,000 student district, replacing it with 20 minutes of nightly reading. She attributed her decision to “ solid research about what works best in improving academic achievement in students .”

More family time

A 2020 survey by Crayola Experience reports 82 percent of children complain they don’t have enough quality time with their parents. Homework deserves much of the blame. “Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” says Alfie Kohn, author of The Homework Myth . “It’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

By far, the best replacement for homework — for both parents and children — is bonding, relaxing time together.

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How Homework Became A Thing In The US

For many U.S. students, homework is an unfortunate certainty — the childhood equivalent of death and taxes. But the truth is that it has been controversial since it was introduced. A major player in the initial spread of homework in the U.S. was 19th-century education reformer Horace Mann, Study  explained. Mann was inspired by the developing public education system in Germany, which had recently become unified as a single nation-state. The Volksschulen , or "People's Schools," assigned students work to be completed at home. Mann, who helped develop a state-funded public school system in the U.S., adopted the homework concept from the German system. 

As school attendance became mandatory in the late 19th and early 20th centuries, homework became a reality for more U.S. families, Slate explained. This led to a rising backlash against it. In 1900, Edward Bok wrote in the Ladies' Home Journal that forcing children to complete homework rather than play was a "rank injustice." His editorial received support from parents and teachers and, by 1901, 2/3 of U.S. city school districts had limited homework. California went so far as to ban homework for any child under 15. In the 1930s, the American Child Health Association listed homework with child labor as a cause of tuberculosis and heart disease in children, according to The Washington Post .

The rise of homework

Attitudes toward homework shifted in a big way during the Cold War , according to History . The Russian launch of Sputnik in 1957 led to concerns that U.S. students were falling behind their Russian counterparts, and homework became an important part of revamping the high school curriculum. In 1948, only 8% of U.S. students studied for two or more hours a night. By 1962, 23% of high-school juniors studied that long.

Since then, feelings about homework have gone in roughly 15-year cycles, Slate explained. There was another backlash during the counter-cultural 1960s and 1970s, followed by another pro-homework push in the 1980s. The 1983 government report "A Nation at Risk" argued that high schoolers should be doing more homework to compete with students in South Korea, Japan, and Germany. The 1990s saw another period of anti-homework sentiment, with articles like "The Homework Ate My Family" appearing in Time . Today, homework is being assigned to children as young as kindergarten. Yet other schools are experimenting with homework bans, according to The Washington Post . The future of homework in the U.S. is as controversial as its past.

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As the Covid-19 pandemic began and students logged into their remote classrooms, all work, in effect, became homework. But whether or not students could complete it at home varied. For some, schoolwork became public-library work or McDonald’s-parking-lot work.

Luis Torres, the principal of PS 55, a predominantly low-income community elementary school in the south Bronx, told me that his school secured Chromebooks for students early in the pandemic only to learn that some lived in shelters that blocked wifi for security reasons. Others, who lived in housing projects with poor internet reception, did their schoolwork in laundromats.

According to a 2021 Pew survey , 25 percent of lower-income parents said their children, at some point, were unable to complete their schoolwork because they couldn’t access a computer at home; that number for upper-income parents was 2 percent.

The issues with remote learning in March 2020 were new. But they highlighted a divide that had been there all along in another form: homework. And even long after schools have resumed in-person classes, the pandemic’s effects on homework have lingered.

Over the past three years, in response to concerns about equity, schools across the country, including in Sacramento, Los Angeles , San Diego , and Clark County, Nevada , made permanent changes to their homework policies that restricted how much homework could be given and how it could be graded after in-person learning resumed.

Three years into the pandemic, as districts and teachers reckon with Covid-era overhauls of teaching and learning, schools are still reconsidering the purpose and place of homework. Whether relaxing homework expectations helps level the playing field between students or harms them by decreasing rigor is a divisive issue without conclusive evidence on either side, echoing other debates in education like the elimination of standardized test scores from some colleges’ admissions processes.

I first began to wonder if the homework abolition movement made sense after speaking with teachers in some Massachusetts public schools, who argued that rather than help disadvantaged kids, stringent homework restrictions communicated an attitude of low expectations. One, an English teacher, said she felt the school had “just given up” on trying to get the students to do work; another argued that restrictions that prohibit teachers from assigning take-home work that doesn’t begin in class made it difficult to get through the foreign-language curriculum. Teachers in other districts have raised formal concerns about homework abolition’s ability to close gaps among students rather than widening them.

Many education experts share this view. Harris Cooper, a professor emeritus of psychology at Duke who has studied homework efficacy, likened homework abolition to “playing to the lowest common denominator.”

But as I learned after talking to a variety of stakeholders — from homework researchers to policymakers to parents of schoolchildren — whether to abolish homework probably isn’t the right question. More important is what kind of work students are sent home with and where they can complete it. Chances are, if schools think more deeply about giving constructive work, time spent on homework will come down regardless.

There’s no consensus on whether homework works

The rise of the no-homework movement during the Covid-19 pandemic tapped into long-running disagreements over homework’s impact on students. The purpose and effectiveness of homework have been disputed for well over a century. In 1901, for instance, California banned homework for students up to age 15, and limited it for older students, over concerns that it endangered children’s mental and physical health. The newest iteration of the anti-homework argument contends that the current practice punishes students who lack support and rewards those with more resources, reinforcing the “myth of meritocracy.”

But there is still no research consensus on homework’s effectiveness; no one can seem to agree on what the right metrics are. Much of the debate relies on anecdotes, intuition, or speculation.

Researchers disagree even on how much research exists on the value of homework. Kathleen Budge, the co-author of Turning High-Poverty Schools Into High-Performing Schools and a professor at Boise State, told me that homework “has been greatly researched.” Denise Pope, a Stanford lecturer and leader of the education nonprofit Challenge Success, said, “It’s not a highly researched area because of some of the methodological problems.”

Experts who are more sympathetic to take-home assignments generally support the “10-minute rule,” a framework that estimates the ideal amount of homework on any given night by multiplying the student’s grade by 10 minutes. (A ninth grader, for example, would have about 90 minutes of work a night.) Homework proponents argue that while it is difficult to design randomized control studies to test homework’s effectiveness, the vast majority of existing studies show a strong positive correlation between homework and high academic achievement for middle and high school students. Prominent critics of homework argue that these correlational studies are unreliable and point to studies that suggest a neutral or negative effect on student performance. Both agree there is little to no evidence for homework’s effectiveness at an elementary school level, though proponents often argue that it builds constructive habits for the future.

For anyone who remembers homework assignments from both good and bad teachers, this fundamental disagreement might not be surprising. Some homework is pointless and frustrating to complete. Every week during my senior year of high school, I had to analyze a poem for English and decorate it with images found on Google; my most distinct memory from that class is receiving a demoralizing 25-point deduction because I failed to present my analysis on a poster board. Other assignments really do help students learn: After making an adapted version of Chairman Mao’s Little Red Book for a ninth grade history project, I was inspired to check out from the library and read a biography of the Chinese ruler.

For homework opponents, the first example is more likely to resonate. “We’re all familiar with the negative effects of homework: stress, exhaustion, family conflict, less time for other activities, diminished interest in learning,” Alfie Kohn, author of The Homework Myth, which challenges common justifications for homework, told me in an email. “And these effects may be most pronounced among low-income students.” Kohn believes that schools should make permanent any moratoria implemented during the pandemic, arguing that there are no positives at all to outweigh homework’s downsides. Recent studies , he argues , show the benefits may not even materialize during high school.

In the Marlborough Public Schools, a suburban district 45 minutes west of Boston, school policy committee chair Katherine Hennessy described getting kids to complete their homework during remote education as “a challenge, to say the least.” Teachers found that students who spent all day on their computers didn’t want to spend more time online when the day was over. So, for a few months, the school relaxed the usual practice and teachers slashed the quantity of nightly homework.

Online learning made the preexisting divides between students more apparent, she said. Many students, even during normal circumstances, lacked resources to keep them on track and focused on completing take-home assignments. Though Marlborough Schools is more affluent than PS 55, Hennessy said many students had parents whose work schedules left them unable to provide homework help in the evenings. The experience tracked with a common divide in the country between children of different socioeconomic backgrounds.

So in October 2021, months after the homework reduction began, the Marlborough committee made a change to the district’s policy. While teachers could still give homework, the assignments had to begin as classwork. And though teachers could acknowledge homework completion in a student’s participation grade, they couldn’t count homework as its own grading category. “Rigorous learning in the classroom does not mean that that classwork must be assigned every night,” the policy stated . “Extensions of class work is not to be used to teach new content or as a form of punishment.”

Canceling homework might not do anything for the achievement gap

The critiques of homework are valid as far as they go, but at a certain point, arguments against homework can defy the commonsense idea that to retain what they’re learning, students need to practice it.

“Doesn’t a kid become a better reader if he reads more? Doesn’t a kid learn his math facts better if he practices them?” said Cathy Vatterott, an education researcher and professor emeritus at the University of Missouri-St. Louis. After decades of research, she said it’s still hard to isolate the value of homework, but that doesn’t mean it should be abandoned.

Blanket vilification of homework can also conflate the unique challenges facing disadvantaged students as compared to affluent ones, which could have different solutions. “The kids in the low-income schools are being hurt because they’re being graded, unfairly, on time they just don’t have to do this stuff,” Pope told me. “And they’re still being held accountable for turning in assignments, whether they’re meaningful or not.” On the other side, “Palo Alto kids” — students in Silicon Valley’s stereotypically pressure-cooker public schools — “are just bombarded and overloaded and trying to stay above water.”

Merely getting rid of homework doesn’t solve either problem. The United States already has the second-highest disparity among OECD (the Organisation for Economic Co-operation and Development) nations between time spent on homework by students of high and low socioeconomic status — a difference of more than three hours, said Janine Bempechat, clinical professor at Boston University and author of No More Mindless Homework .

When she interviewed teachers in Boston-area schools that had cut homework before the pandemic, Bempechat told me, “What they saw immediately was parents who could afford it immediately enrolled their children in the Russian School of Mathematics,” a math-enrichment program whose tuition ranges from $140 to about $400 a month. Getting rid of homework “does nothing for equity; it increases the opportunity gap between wealthier and less wealthy families,” she said. “That solution troubles me because it’s no solution at all.”

A group of teachers at Wakefield High School in Arlington, Virginia, made the same point after the school district proposed an overhaul of its homework policies, including removing penalties for missing homework deadlines, allowing unlimited retakes, and prohibiting grading of homework.

“Given the emphasis on equity in today’s education systems,” they wrote in a letter to the school board, “we believe that some of the proposed changes will actually have a detrimental impact towards achieving this goal. Families that have means could still provide challenging and engaging academic experiences for their children and will continue to do so, especially if their children are not experiencing expected rigor in the classroom.” At a school where more than a third of students are low-income, the teachers argued, the policies would prompt students “to expect the least of themselves in terms of effort, results, and responsibility.”

Not all homework is created equal

Despite their opposing sides in the homework wars, most of the researchers I spoke to made a lot of the same points. Both Bempechat and Pope were quick to bring up how parents and schools confuse rigor with workload, treating the volume of assignments as a proxy for quality of learning. Bempechat, who is known for defending homework, has written extensively about how plenty of it lacks clear purpose, requires the purchasing of unnecessary supplies, and takes longer than it needs to. Likewise, when Pope instructs graduate-level classes on curriculum, she asks her students to think about the larger purpose they’re trying to achieve with homework: If they can get the job done in the classroom, there’s no point in sending home more work.

At its best, pandemic-era teaching facilitated that last approach. Honolulu-based teacher Christina Torres Cawdery told me that, early in the pandemic, she often had a cohort of kids in her classroom for four hours straight, as her school tried to avoid too much commingling. She couldn’t lecture for four hours, so she gave the students plenty of time to complete independent and project-based work. At the end of most school days, she didn’t feel the need to send them home with more to do.

A similar limited-homework philosophy worked at a public middle school in Chelsea, Massachusetts. A couple of teachers there turned as much class as possible into an opportunity for small-group practice, allowing kids to work on problems that traditionally would be assigned for homework, Jessica Flick, a math coach who leads department meetings at the school, told me. It was inspired by a philosophy pioneered by Simon Fraser University professor Peter Liljedahl, whose influential book Building Thinking Classrooms in Mathematics reframes homework as “check-your-understanding questions” rather than as compulsory work. Last year, Flick found that the two eighth grade classes whose teachers adopted this strategy performed the best on state tests, and this year, she has encouraged other teachers to implement it.

Teachers know that plenty of homework is tedious and unproductive. Jeannemarie Dawson De Quiroz, who has taught for more than 20 years in low-income Boston and Los Angeles pilot and charter schools, says that in her first years on the job she frequently assigned “drill and kill” tasks and questions that she now feels unfairly stumped students. She said designing good homework wasn’t part of her teaching programs, nor was it meaningfully discussed in professional development. With more experience, she turned as much class time as she could into practice time and limited what she sent home.

“The thing about homework that’s sticky is that not all homework is created equal,” says Jill Harrison Berg, a former teacher and the author of Uprooting Instructional Inequity . “Some homework is a genuine waste of time and requires lots of resources for no good reason. And other homework is really useful.”

Cutting homework has to be part of a larger strategy

The takeaways are clear: Schools can make cuts to homework, but those cuts should be part of a strategy to improve the quality of education for all students. If the point of homework was to provide more practice, districts should think about how students can make it up during class — or offer time during or after school for students to seek help from teachers. If it was to move the curriculum along, it’s worth considering whether strategies like Liljedahl’s can get more done in less time.

Some of the best thinking around effective assignments comes from those most critical of the current practice. Denise Pope proposes that, before assigning homework, teachers should consider whether students understand the purpose of the work and whether they can do it without help. If teachers think it’s something that can’t be done in class, they should be mindful of how much time it should take and the feedback they should provide. It’s questions like these that De Quiroz considered before reducing the volume of work she sent home.

More than a year after the new homework policy began in Marlborough, Hennessy still hears from parents who incorrectly “think homework isn’t happening” despite repeated assurances that kids still can receive work. She thinks part of the reason is that education has changed over the years. “I think what we’re trying to do is establish that homework may be an element of educating students,” she told me. “But it may not be what parents think of as what they grew up with. ... It’s going to need to adapt, per the teaching and the curriculum, and how it’s being delivered in each classroom.”

For the policy to work, faculty, parents, and students will all have to buy into a shared vision of what school ought to look like. The district is working on it — in November, it hosted and uploaded to YouTube a round-table discussion on homework between district administrators — but considering the sustained confusion, the path ahead seems difficult.

When I asked Luis Torres about whether he thought homework serves a useful part in PS 55’s curriculum, he said yes, of course it was — despite the effort and money it takes to keep the school open after hours to help them do it. “The children need the opportunity to practice,” he said. “If you don’t give them opportunities to practice what they learn, they’re going to forget.” But Torres doesn’t care if the work is done at home. The school stays open until around 6 pm on weekdays, even during breaks. Tutors through New York City’s Department of Youth and Community Development programs help kids with work after school so they don’t need to take it with them.

As schools weigh the purpose of homework in an unequal world, it’s tempting to dispose of a practice that presents real, practical problems to students across the country. But getting rid of homework is unlikely to do much good on its own. Before cutting it, it’s worth thinking about what good assignments are meant to do in the first place. It’s crucial that students from all socioeconomic backgrounds tackle complex quantitative problems and hone their reading and writing skills. It’s less important that the work comes home with them.

Jacob Sweet is a freelance writer in Somerville, Massachusetts. He is a frequent contributor to the New Yorker, among other publications.

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

Was Homework Created As a Punishment?

Homework was not created to punish the students . Roberto Nevilis, an Italian teacher, invented it in 1905. The motivation behind Homework was quite simple. 

As a teacher, Nevilis believed that his lessons had lost meaning when they quit the classroom and went back to the comfort of their homes.

Saddened that the students could not perform better than themselves, he decided to adopt different strategies despite his efforts. This led to Homework being invented . 

The concept of Homework, as we know, is not the primary goal of Nevilis. Nevilis saw it more as a means to punishment since physical punishment was not an option.

Homework is essential to learning in school and is here to stay. But sometimes, kids need extra help to complete assignments, and schools and teachers should understand that every child is unique and should create homework assignments for each student versus generally for the whole class.

Table of Contents

History of Homework in the United States

In American culture, Homework was always frowned upon. Many students could not attend higher school, and many teenagers had to do chores and farm work. This made Homework a disliked subject by both parents and schools. 

Students dropped out of school because they couldn’t keep up with Homework. This was due to them mainly memorizing a text at home.

Parents complained at every level of society. In 1880, Francis Amasa Walker persuaded the Boston school board to ban math homework assignments for children under 15. Some people supported reforming Homework and, for example, making the lessons more relevant to students’ lives outside school.

After the Cold War ended, Homework became less popular.

United Kingdom

Students in Britain do more Homework than students from other European countries. The average weekly homework time for this subject is 5 hours. 

The significant difference in UK homework is that middle-class teenagers get more Homework than those from Europe and Asia.

Here are some things that might help your child learn better

1. here are some tips to make it easier.

• Make sure your child has enough time to complete their Homework .
• If your child needs more time, ask them what they want to work on next.
• Ask your child how they feel about doing Homework.
• Let your child choose the order of tasks.
• Give your child choices when possible.
• Don’t give up on your child.
• Encourage your child to use technology to help with Homework.
• Be patient.
• Please help your child understand why they should try harder.
• Have fun – Make Homework Fun and exciting.

2. Set aside time every day to complete assignments.

Many students say completing Homework is one of the most complex parts of the school. They often feel overwhelmed by the work they must do each night. This feeling can lead to stress and anxiety.

Setting aside time daily will make them more focused and disciplined in doing their Homework, after which they will be free to spend time on other hobbies or recreational activities.

3. Doing some Research will help

If you’re having trouble with your Homework, try doing some research first. Find out what topics you’ll cover in class and what assignments will be due. Then, make a plan to tackle your Homework. You might even want to set up an automatic reminder so you won’t forget.

4. Do your best assignment first thing in the morning

Many students say they struggle with Homework because they don’t start early enough. They often find themselves procrastinating until the last minute.

This means that when they finally sit down to do their Homework, they spend more time than necessary. Instead, try starting your Homework as soon as you wake up. That way, you’ll be ready to focus on your studies before school starts.

5. Write down what you need to remember.

If you’re having trouble remembering things, write them down. You might also use sticky or post-it notes to remind yourself of important facts.

Final Word – Was homework created as a punishment?

Homework is here to stay, regardless of who came up with the Homework or if you think it’s a punishment.

While Homework has many advantages, teachers must be aware of when and when to effectively utilize it as an instrument to enhance classroom learning instead of a substitute for classroom instruction.

Students required to do too many homework assignments experience anxiety, depression, and anger. Therefore, teachers and schools should ensure to keep Homework to the minimum.

It isn’t always helpful for students as it could hinder their ability to learn or play outdoors, which is vital to ensure the development of children. Therefore, Homework should not be treated as a punishment but as a tool to improve our child’s learning skills.

FAQ – Was Homework Created As a Punishment

How does homework benefit students.

Homework helps students consolidate their understanding of a subject, develop good study habits, and increase academic independence. It’s a proven concept, hence widely used globally.

How much Homework is considered appropriate for students?

The amount of Homework considered appropriate varies by age and subject, but it is generally recommended that students receive 10-30 minutes per night per grade level.

Are there any drawbacks to Homework?

Too much Homework can lead to stress and burnout and negatively impact a student’s home life and relationships. It is vital to strike a balance between homework and leisure time.

Who Created Homework and Why?

The origin of Homework and who created it is not well documented, and there are varying accounts. However, one widely accepted story is that Homework was introduced by Roberto Nevilis, an Italian teacher, in the early 20th century to keep students occupied outside school hours.

According to this story, Nevilis was frustrated with students not completing their classwork, so he punished them with additional work to complete at home.

However, this story has been largely discredited, and no concrete evidence supports it. The use of Homework has been a part of education for centuries. Its purpose has evolved to reinforce learning and allow students to practice and apply concepts learned in class.

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Home » The New School » Is Homework A Punishment?

Is Homework A Punishment?

Table of Contents

Is Homework a Punishment? The Italian pedagog, Roberto Nevilis, who invented homework, initially used it as a form of punishment . However, the practice later evolved to become part of the educational curricular. Despite its enormous benefits, some experts believe it is counterproductive and harmful to students’ health.

Is homework given as punishment?

In a declaration of policy yesterday, the Board of Education said homework must be related to class activities and adapted to the needs of the children. This was in answer to complaints by parents that homework had been given purely as a punitive measure by some teachers . The policy statement, issued by Miss Truda T.

Is homework harmful or hurtful?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being . But the research shows that higher-income students get a lot more homework than lower-income kids.

Who created homework?

Roberto Nevelis Roberto Nevelis of Venice, Italy, is often credited with having invented homework in 1095—or 1905, depending on your sources.

Why should we not do homework?

“The findings were troubling: Research showed that excessive homework is associated with high stress levels, physical health problems and lack of balance in children’s lives ; 56% of the students in the study cited homework as a primary stressor in their lives,” according to the CNN story.

Is homework a punishment for kids?

Is Homework a Punishment? The Italian pedagog, Roberto Nevilis, who invented homework, initially used it as a form of punishment. However, the practice later evolved to become part of the educational curricular. Despite its enormous benefits, some experts believe it is counterproductive and harmful to students’ health .

Who created school?

Horace Mann Horace Mann is considered as the inventor of the concept of school. He was born in 1796 and later became Secretary of Education in Massachusetts. He was a pioneer in bringing educational reforms into society.

How much homework is too much?

How much is too much? According to the National PTA and the National Education Association, students should only be doing about 10 minutes of homework per night per grade level . But teens are doing a lot more than that, according to a poll of high school students by the organization Statistic Brain.

Do teachers like homework?

Many veteran educators aren&#39;t fan … According to The Educators Room, “homework for the sake of homework is actually doing more harm than good.” This means that if there is not a purpose behind the homework being assigned, it is going to do nothing to further the learning of concepts being presented in class.

Can homework give you depression?

As beneficial as homework is to the students’ academic development, the fact remains that an additional two hours spent on homework after spending around 8 hours in school is too much and could lead to a massive mental breakdown .

How can I finish my homework faster?

8 Easy Ways to Finish Your Homework Faster

• Make a list. This should be a list of everything that has to be done that evening.
• Estimate the time needed for each item on your list. You can be a little ruthless here.
• Gather all your gear.
• Time yourself.
• Stay on task.
• Take plenty of breaks.
• Reward yourself!

What does homework stand for?

Half Of My energy Wasted On Random Knowledge Product Description. Homework stands for “ Half Of My energy Wasted On Random Knowledge “.

Should high school students have homework?

While some researchers suggest reducing homework for high school students, most researchers agree that homework at this age level is important because it has been positively linked to academic achievement .

Should schools get rid of homework?

Key takeaways: Doing homework is linked to better academic achievement in high school and middle school . But no significant link has been found for elementary school students. Spending more time than recommended on homework has actually been linked to lower test scores and higher rates of anxiety and depression.

Why do students hate homework?

Some of the many reasons why students hate homework is because they think homework should only be used as additional practice for students who need it, or to study for tests and quizzes when possible . Moreover, homework can be too overwhelming. It can cause fatigue, stress, and many other things.

Why does homework do more harm than good?

In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress .

Why does homework exist?

Your overall educational experience is better, because homework helps you to gain and retain more knowledge than would be possible with only classroom work . As you learn more, you know more and you achieve more…and you have homework to thank! Homework teaches lessons beyond just what’s taught in the classroom, too.

Who invented school tests?

The man considered to be the Father of Standardized Testing in the U.S. is Horace Mann , who was secretary of the Massachusetts State Board of Education from 1837-48.

When did homework begin?

An Italian pedagog Roberto Nevilis is considered the real “inventor” of homework. He was the person who invented homework in far 1905 and made it a punishment to his students. Since time when was homework invented, this practice has become popular around the world.

Is 98% of what you learn in school a waste?

98% of what we learn changes More accurate than the idea that 98% of what we learn is a waste is the idea that it changes . Since most of what we learn isn’t from reading books and taking tests in school, the idea that learning is synonymous to education is the actual problem.

Who taught the first teacher?

Of course, if we were to believe Greek mythology, it was the god Chiron who taught the first teacher, seeing as that the centaur was known for his abilities to impart knowledge.

By Travis Thornton

Travis Thornton is an education expert who has dedicated his life to helping students achieve their academic goals. He has worked as a teacher, tutor, and administrator in both public and private schools, and he currently serves as the dean of admissions at a prestigious university.

Travis believes that every student has the potential to succeed, and he tirelessly works to help them reach their full potential. He is a passionate advocate for education, and he believes that every student should have access to a quality education.

Travis is also a father of three young children, and he loves spending time with his family. He enjoys playing sports and watching movies together.

You might also like:

Why is school so stressful, how do you fit in as the new kid, what is a new student called.

Was Homework Made As A Punishment

In 1905, an Italian teacher named Roberto Nevilis invented the concept of “homework.” Originally, its purpose was to be used as a punishment for students who were lazy in class or for those who were disobedient or rude to their teacher. This practice became popular and became more frequently used around the world.

Roberto Nevilis is considered the first real “inventor” of homework. According to college-homework-help.org, Nevilis is said to have created it as a punishment for students who were underachieving in his class, but those who were succeeding were exempt from completing these tasks. But the truth is, the earliest signs of education dated back to the Sumerian civilization.

Their study found that too much homework is associated with: Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category.

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

When did homework stop being a punishment?

In the early 1900s, Ladies’ Home Journal took up a crusade against homework, enlisting doctors and parents who say it damages children’s health. In 1901 California passed a law abolishing homework!

Why was created homework?

The idea behind homework was simple. As a teacher, Nevilis felt that his teachings lost essence when they left the class. Disappointed by the fact that students failed to outperform themselves despite his hard work, he decided to take different measures. Therefore, homework was born.

Who made homework mandatory?

Homework at the Beginning of the 20th Century In the 19th century, Horace Mann played a leading role in promoting the acceptance of home assignments in the educational system. Mann was an educational reformer and politician with a policy to enforce compulsory education.

Who is the cruel person who invented homework?

Horace Mann: The Father of Modern Homework In the 19th century, Horace Mann, a politician and educational reformer had a strong interest in the compulsory public education system of Germany as a newly unified nation-state.

Who invented HW?

Going back in time, we see that homework was invented by Roberto Nevilis, an Italian pedagog. The idea behind homework was simple. As a teacher, Nevilis felt that his teachings lost essence when they left the class.

Was homework made as a punishment?

An Italian pedagog Roberto Nevilis is considered the real “inventor” of homework. He was the person who invented homework in far 1905 and made it a punishment to his students. Since time when was homework invented, this practice has become popular around the world.

Why homework is a punishment?

But, why do we have homework? In 1905, an Italian teacher named Roberto Nevilis invented the concept of “homework.” Originally, its purpose was to be used as a punishment for students who were lazy in class or for those who were disobedient or rude to their teacher.

What is the 10 minute homework rule?

He recommends following a “10 minute rule”: students should receive 10 minutes of homework per day in first grade, and 10 additional minutes each subsequent year, so that by twelfth grade they are completing 120 minutes of homework daily.

Is homework a punishment?

Is Homework a Punishment? The Italian pedagog, Roberto Nevilis, who invented homework, initially used it as a form of punishment. However, the practice later evolved to become part of the educational curricular. Despite its enormous benefits, some experts believe it is counterproductive and harmful to students’ health.

Who is the person who invented homework?

Roberto Nevelis of Venice, Italy, is often credited with having invented homework in 1095—or 1905, depending on your sources.

What was homework originally made for?

When was homework first invented, more answers on was homework made as a punishment, was homework actually invented as a punishment.

The history of homework was traced back as a punishment for students who refused to participate in actively in-class activities. Why should punishment for a set of people become generalized? Children would prefer to engage in physically creative activities and appeal to their senses, but homework is far from this.

If homework was made as a ’punishment’, how is it so common now … – Quora

Homework is not a punishment. Children need to learn to be able to complete assignments on their own. That’s one way that a teacher can assess whether or not the child has actually learned something, instead of waiting until they fail a test. Learning to work independently is part of preparing to be an adult. More answers below Sandra Dahl

If homework was made as a punishment, then why has it become … – Quora

Homework is not made to be punishment for anyone. The reason homework has been mandatory in most schools has to do with preparing a student Yo be a good citizen. There are beliefs that a student gains certain work skills by doing homework. These skills can then be carried on into the workforce, as the student develops.

Why Homework Is A Punishment For Kids

The Italian pedagog, Roberto Nevilis, who invented homework, initially used it as a form of punishment. However, the practice later evolved to become part of the educational curricular. Despite its enormous benefits, some experts believe it is counterproductive and harmful to students’ health.

A Teacher Keep Students Homework As Punishment? – GoGreenva.org

Feb 1, 2022Can Homework Be A Punishment? Taking the punishment and making it part of homework or academic assignment. Whenever children improperly engage in a behavior, both teachers and parents often assign coursework in response to the situation. In order to punish someone, we would require them to do something more challenging.

Homework was invented as a punishment – Dacula Family Sports

Homework was invented as a punishment. Essentially an interview is a conversation, but one side asks questions rather than answers them. The last homework was invented as a punishment of the three lectures at Princeton by Hermione Lee, this video lecture explores Virginia Woolf, an author Lee has studied and written about extensively.

Debunking Myths: No, “Roberto Nevilis” Didn’t Invent Homework – Through …

That he invented homework as a form of punishment for underperforming students and, almost a thousand years later, billions of students are frustrated both at school and at home because of him. But that, like a lot of things on the internet, simply isn’t true. In fact, Roberto Nevilis doesn’t even exist. Who Invented Homework? Not Roberto Nevilis.

Why Homework Was Banned – HISTORY

In the early 1900s, Ladies’ Home Journal took up a crusade against homework, enlisting doctors and parents who say it damages children’s health. In 1901 California passed a law abolishing homework!…

Best 20 Reasons Why Homework Should Be Banned – Course Mentor

Jan 11, 2022After 8 hours in class, 2 hours of homework is a punishment. Professors should provide students with more unscheduled time. Going outside, hanging out with friends, joining hobby organizations, supporting parents, and, yes, watching TV and playing video games all make children feel like kids. This is the tenth reason why homework should be banned.

Homework Should Be Banned – DebateWise

It turns out, homework was made as a punishment by an Italian pedagog Roberto Nevilis for his students. So for those who disagree that homework should not be banned, have empathy for students who have to take up their social time only for homework. Like many people commented, it’ll waste their childhood.

Who Invented Homework and Why? Top Facts You Should Know

Who invented homework and why was it invented – through education.

He created it as a way to punish his lazy students and ensure that they fully learned their lessons. However, these pieces of information mostly come from obscure educational blogs or forum websites with questionable claims. No credible news source or website has ever mentioned the name Roberto Nevilis as the person who invented homework.

Homework Pros and Cons – Should Homework Be Banned?

Feb 25, 2022In the 1930s, homework was portrayed as child labor, which was newly illegal, but the prevailing argument was that kids needed time to do household chores. [ 1] [ 2] [ 45] [ 46] Public opinion swayed again in favor of homework in the 1950s due to concerns about keeping up with the Soviet Union’s technological advances during the Cold War.

History of Homework Invention – Interesting Facts

It wasn’t devised as a way of punishing misbehaving students, as most seem to think. It was the changing industrial and economic landscape that indirectly made homework a permanent staple of modern education. Why Is Homework Important? The reason why educators have created homework is that it ultimately benefits the students.

The Tyranny of Homework: 20 Reasons to Stop Assigning … – InformED

M any students agree that assigning homework over the holidays really is a form of cruel and unusual punishment. Upon returning from winter break, you’ll probably have a handful of students saying the dog ate their homework or it got blown away in a winter storm.

Top 10 Reasons Homework Should Be Banned – List Land

’Homework’, according to Canadian talk-show host and political commentator Tommy Schnurmacher, ’is cruel and unusual punishment. Banning it will improve the life of students, parents and teachers in one fell swoop.’

The Truth About Homework – Alfie Kohn

A large, long-term national survey found that the proportion of six- to-eight-year-old children who reported having homework on a given day had climbed from 34 percent in 1981 to 58 percent in 1997 – and the weekly time spent studying at home more than doubled. Sandra Hofferth of the University of Maryland, one of the authors of that study …

Homework as Punishment to Students

Why Homework Serves as Punishment to Kids. Homework is a constant feature in most learning institutions across the world. Almost every student from every grade must carry home some assignments upon which they will get graded by their teachers. Homework gets attributed to helping students in various ways, including engraining life skills for the …

Who Invented Homework and Why?! (Facts Every Student Should Know)

He invented at-home assignments as a form of punishment in 1905 and since then was applied as one of the most popular educational practices. Creation of homework had a huge impact on the quality of gained knowledge, so more and more teachers made it compulsory for students of all academic levels.

The Case Against Homework: Why It Doesn’t Help Students Learn …

Dec 15, 2020The article goes on to note that those who oppose homework focus on the drawbacks of significant time spent on homework, identifying one major negative as homework’s intrusion into family time. They also point out that opponents believe schools have decided homework is necessary and thus assign it simply to assign some kind of homework, not because doing the work meets specifically-identified student needs.

The Truth About Homework Stress: What You Need to Know

This recommendation was made after a number of studies were done on the effects of too much homework on families. The 10 minute rule basically means 10 minutes of homework in the first grade, 20 minute for the second grade all the way up to 120 minutes for senior year in high school. Note that no homework is endorsed in classes under the first …

Top 17 reason Why Homework Should Be Banned – Calltutors

Homework is an important topic for being successful both in and out of the classroom. But too much homework can destroy your progress. … This is the eighth fact of why homework should be banned. 2 hours of homework after 8 hours in class is a punishment. Going outside, spending time with friends, joining hobby clubs, assisting parents, and …

The Pros and Cons: Should Students Have Homework?

Many people believe that one of the positive effects of homework is that it encourages the discipline of practice. While it may be time consuming and boring compared to other activities, repetition is needed to get better at skills. Homework helps make concepts more clear, and gives students more opportunities when starting their career. 2.

Historical facts about homework, who invented it, why and when

May 30, 2022When and Why Was Homework Invented. You may wonder who was the first person to give homework. It turns out those are two different people. If you live in the United States, you can thank Horace Mann for your school system. Of course, education goes back much further than that. In fact, school systems existed in Ancient Europe, The Middle East …

Should Homework Be Banned to Improve Student’s Life & Health?

These 10 facts why homework should be banned do not force schools and colleges to abandon after-class assignments. Down Time at Home. 2 hours of homework is a punishment after sitting 8 hours in class. Going outside, dedicating time to friends, attending hobby clubs, helping parents, and, yes, watching TV and playing games make kids feel kids …

Creative Punishments for Youth Forgetting Homework

Make the assignments boring, such as writing the numbers one through 100 as neatly as possible or making a list of 26 adjectives — one that starts with each letter of the alphabet. If your child knows she’ll have even more work to do if she doesn’t get her homework done, she might be more likely to get it done on her own.

After 8 hours in class, 2 hours of homework is a punishment. Professors should provide students with more unscheduled time. Going outside, hanging out with friends, joining hobby organizations, supporting parents, and, yes, watching TV and playing video games all make children feel like kids. This is the tenth reason why homework should be banned.

Who Invented Homework and Why | 123Homework

Was homework invented as a punishment or was it done with a more educational reason in mind? Well, for most it was a means to discipline. … It protested to make homework an unacceptable practice. During the 1950s when the world saw a cold war between the Americans and the Russians homework again gained popularity. The space wars were on and …

homework punishment : CPTSD – reddit

homework punishment. Trigger Warning: Family Trauma. tw for child abuse. i’m really nervous right now. i lied about getting some homework done (i know, don’t lecture me on it) and my mom just said “maybe if we make the lesson painful enough, you’ll remember it.” they’re not telling me what they’re going to do to me til tomorrow (she said it was …

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Some student protesters aren't deterred by the prospect of punishment

Sergio Martínez-Beltrán

Ammer Qaddumi was arrested at a Pro-Palestinian protest at UT-Austin on April 24, 2024. Michael Minasi/KUT hide caption

Ammer Qaddumi was arrested at a Pro-Palestinian protest at UT-Austin on April 24, 2024.

AUSTIN– Ammer Qaddumi is jumping up and down at the beat of a drum.

He has a rolled-up piece of paper in one of his hands that he moves to the rhythm of the crowd's chant.

"Disclose, divest, we will not stop, we will not rest," he chants along with hundreds of students at the University of Texas at Austin's south lawn.

Qaddumi is a Palestinian-American studying economics and government, and for the last couple of weeks, he's been participating in the protests against Israel's military actions in Gaza.

Israel has been responding to the Oct. 7 attack by Hamas , which killed over 1,200 and took over 200 people as hostages.

Over 34,000 Palestinians have been killed during the war in Gaza.

"We have a duty to advocate for Palestine, to ensure that people understand the narrative, the Palestinian narrative, the history of the Palestinian struggle," Qaddumi told NPR Sunday.

The demonstrations at UT-Austin have been mostly peaceful, although at times, tensions have increased and students have been arrested , including Qaddumi, who was the first person arrested nearly two weeks ago.

"We will continue to come out and advocate for Palestine no matter what obstacles UT administration, our state government tries to put in our way," Qaddumi said.

Ammer Qaddumi Michael Minasi/KUT hide caption

Qaddumi's charges were later dropped. Most students arrested were charged with criminal trespass.

Brian Davis, a spokesperson for UT-Austin, told NPR in an email that students violated several institutional rules, which include attempting to establish an encampment, unauthorized use of amplified sound, and shoving staff. However, no student has been charged with assault.

It's unclear if these students would be put on probation, suspended or expelled.

Davis said no disciplinary action has been distributed, but that it could happen once final exams are done this week.

Sam Law, a Jewish American graduate student, was arrested after participated in a pro-Palestinian protest at UT-Austin. He was charged with criminal trespass and now is concerned about potential punishment.

"As a person of conscience, I cannot let threats like that deter me," Law told NPR from his Austin home. "I really am worried and I've had a lot of conversations with the chair of my department, with lawyers about what might happen if the university pursues disciplinary action."

According to the Associated Press, there have been over 2,000 arrests on college campuses in relation to pro-Palestinian protests and encampments.

The disciplinary actions taken by the universities are unknown — some of them have cited federal education privacy laws to not provide numbers on how many students are subject to disciplinary action.

But some students have been sharing their stories.

Cornell University divestment protestors set up this encampment on the University's Arts Quad. Jacob Mack/USA Today Network/Reuters hide caption

Cornell University divestment protestors set up this encampment on the University's Arts Quad.

Cornell University doctoral student Momodou Taal was suspended for participating in a pro-Palestinian encampment.

"The school has deemed that my activity or my participation on campus is a threat somehow," Taal said.

Taal was never arrested, but his involvement with a pro-Palestinian team negotiating with Cornell University administrators got him suspended, he said.

He is now in a fairly unique position.Taal is a British student, and a suspension could lead to him losing his international student visa.

"Fundamentally, I risked all that I've risked so far for what I believe is a just cause, and that's the Palestinian cause," Taal said.

In a written response to NPR, Cornell University said students have been offered an opportunity to get their suspensions lifted.

"The university determined that if a student could commit to abide by the terms of the temporary suspension and not facilitate, engage in, participate or assist in any other violations of university policy, it would be appropriate to modify the temporary suspension to allow for incompletes to be entered for the spring 2024 term," Joel M. Malina, Cornell's vice president for university relations said.

"This would provide an opportunity to complete course work and earn credit for the term at a later date when the student is able to resume academic activities."

Taal is considering his options. He said he was guided by his conscience, and that participating in the protests was the right thing to do.

Anna Ivey, a former dean of admissions at the University of Chicago Law School, said suspensions and expulsions could pose serious consequences since they remain in the students' academic records.

"You probably will have to disclose it somewhere when you try to find other alternatives and move on with your life," Ivey, who owns a company that advises students on their college application, said.

But the disciplinary actions are not necessarily career-ending for students.

"I think a lot of admissions officers are watching in horror at how students are being treated," Ivey said. "So, I don't think they should assume that they are necessarily going to encounter hostility or that people aren't even going to look at the circumstances."

Someone who is thinking about what to do next is Nick Wilson, a suspended undergraduate student at Cornell University.

He was one of the students arrested in March for occupying an administrative building .

He said it was scary to learn about the disciplinary actions Cornell was taking against him.

"What's happening in Gaza is so striking, such a moral atrocity," Wilson said from his on-campus housing room. "For me and for students like me — students who are facing police violence, students who are facing arrests, students who are facing suspension — this is a cause that just matters more."

Wilson and the other students said they'd do it again, as long as their universities refuse to divest from businesses with ties to Israel.

Los Angeles Angels | Angels’ Jo Adell continues to find his stride…

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Los angeles angels | angels’ jo adell continues to find his stride after early career struggles.

Los Angeles Angels’ Jo Adell, left, celebrates as he rounds first after hitting a three-run home run while Kansas City Royals first baseman Vinnie Pasquantino watches during the second inning of a baseball game Saturday, May 11, 2024, in Anaheim, Calif. (AP Photo/Mark J. Terrill)

Los Angeles Angels’ Jo Adell, right, heads to first after hitting a three-run home run while Kansas City Royals catcher Salvador Perez kneels at the plate during the second inning of a baseball game Saturday, May 11, 2024, in Anaheim, Calif. (AP Photo/Mark J. Terrill)

Kansas City Royals starting pitcher Cole Ragans throws to the plate during the first inning of a baseball game against the Los Angeles Angels Saturday, May 11, 2024, in Anaheim, Calif. (AP Photo/Mark J. Terrill)

Los Angeles Angels starting pitcher Tyler Anderson throws to the plate during the first inning of a baseball game against the Kansas City Royals Saturday, May 11, 2024, in Anaheim, Calif. (AP Photo/Mark J. Terrill)

Kansas City Royals’ Bobby Witt Jr. is congratulated by teammates in the dugout after scoring on a double by Salvador Perez during the first inning of a baseball game against the Los Angeles Angels Saturday, May 11, 2024, in Anaheim, Calif. (AP Photo/Mark J. Terrill)

Kansas City Royals’ Bobby Witt Jr., right, is tagged out by Los Angeles Angels third baseman Niko Goodrum, left, as he tries to steal third while third base umpire Mark Ripperger watches during the sixth inning of a baseball game Saturday, May 11, 2024, in Anaheim, Calif. (AP Photo/Mark J. Terrill)

ANAHEIM — Player development is rarely linear. For every Ronald Acuña or Juan Soto who becomes an instant star in the majors, there’s a Jose Ramirez or Austin Riley who takes multiple years to find their stride.

Jo Adell appreciates that better than most. After years of struggling, the former top prospect is finally beginning to blossom.

Adell, 25, has been a bright spot for the Angels this season . The 2017 first-round pick is batting .264/.324/.549, all career-highs, and leads the team with an .873 OPS through Saturday. He is second on the team in RBIs (18) and stolen bases (7) and is tied for second in home runs (7) and runs (17).

“I’ve kind of found out what’s worked for me and getting those pitches to drive,” Adell said, “and I’ve done a good job of not missing those mistakes.”

The most significant improvements Adell made have been shortening his swing and improving his strike-zone discipline.

Adell struck out in 35.4% of his plate appearances in his first four seasons while struggling with a long swing and a habit of chasing out of the strike zone.

During spring training, he focused on hunting for pitches in specific zones rather than trying to cover the entire plate. The result has been a naturally shorter swing and better pitch selection. With the improvements, he’s cut his strikeout rate to 24.5%.

“It’s just being ready for my pitch in my location, and I think that ends up kind of shortening the swing just on a mindset,” Adell said. “I’m definitely shorter to the ball and getting those pitches a little bit better. I’m definitely more so in the mindset of what I’m looking for and then being ready to get the barrel there.”

Indeed, Adell is getting the barrel to the ball on par with some of the best of the game this year. He’s barreling balls in 10.2% of his plate appearances, as measured by Statcast. That’s good for 15th-best in the major leagues, just ahead of Aaron Judge.

“This spring, I think he opened himself up to people suggesting things to him,” Angels manager Ron Washington said, “and showing him that they care about him and helping him get to the potential that everybody thinks he has. And now he’s getting the chance to play and he’s showing it.”

Adell still has things to work on. He’s been caught stealing five times, second-most in the majors, and his chase rate remains above the major league average.

But he’s finally hitting, and in the process, leaving the struggles of the past behind.

“It’s kind of made me who I am,” Adell said. “It’s made me not take anything for granted. Knowing that it’s not going to be a base hit every at-bat, it’s not going to go my way every time, I just focus on my craft and stay the course.”

NO TIMELINE ON SANO

Miguel Sano has begun taking grounders at third base, but there is still no timeline for his return, Washington said.

Sano has not played since April 26 due to right knee inflammation. He hit .262/.352/.361 in 21 games before going on the IL.

“He’s doing better. He’s not ready to be out on the field (for games) yet,” Washington said. “But yesterday he took ground balls. He’s going to do it again today. We just gotta see how he recovers. Hopefully we can have him back soon.”

The Angels have used four different starting third basemen in 14 games since Sano’s injury. Niko Goodrum, who was claimed off waivers from Tampa Bay on Thursday, made his second straight start at third base Saturday.

Royals (RHP Seth Lugo, 5-1, 1.92 ERA) at Angels (LHP Patrick Sandoval, 2-5, 4.85 ERA), Sunday, 1:07 p.m., Bally Sports West, KLAA 830 AM

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