Bray said that, “Under normal conditions, a reasonable day’s work for a child has been done at the close of the afternoon session and home-work, as it is generally organised, does more harm than good as a rule in this country, except, perhaps from the point of view of examination success,” and if a boy has been kept well at work for five or six hours, he has been reading, writing and thinking, the evening should be devoted to games, recreation or a hobby. But there are others who hold that “Home lessons render material assistance in the direction of private efforts without which self-reliance is an impossibility.” “Plenty of occupation is the one secret of a good and healthy moral life.” Says ECCE.

Home-work properly understood, skilfully planned, intelligently assigned and sympathetically checked is indispensable and invaluable. It provides opportunity to the pupils to plan and perform their work. It is a valuable means of study without the restrictions of class-work. It supplements the teaching work done in the class. It involves much repetition essential for fixing up the lesson that has been taught in the class. It develops the moral and intellectual qualities of self-reliance, self-direction and initiative. It stimulates in the pupil voluntary effort to follow up the study of subjects that appeal to his interest. It accustoms his to revise and consolidate the wok done in school. With the help of this device the parents are able to examine and inspect the work of their children and to suggest further improvements. Thus, homework serves as link in the teacher-parent co-operation.

Problem of Home-Work as discussed in many Teacher Training Institutes

  1. Home-work as punishment:

“Any teacher who assigns home-work, as a disciplinary measures, exacting quantities of drill and meaningless busy work perpetrates an outrage on the teaching profession. This is not teaching but exploitation.” The major criticism on the problem of home-work is directed, on the amount of home-work.

  1. Need of parents supervision:

There is something definitely wrong when parents have supervise their children’s serious work and all that teachers do in school is to make sure that has been done.

  1. Unsatisfactory conditions for study:

Home conditions introduce disparity between pupil and pupil for, some get no help, others get too much and others yet help of the wrong sort. In very few homes, adequate light, quiet and privacy are available. The discomforts and distractions with which children have to put up in some homes make study more harmful than profitable. In the case of better homes, there is often much of “helping” of the misguided sort, which is worse than none at all, upsetting the teachers plans and deceiving the teachers utterly as to the child’s effort and capacity.

  1. Danger to health of the child:

There is danger to the health of the pupil who works hard through the school hours and late in the evening, wanting to sleep. Keeping fit and ready for next day’s work should be considered a definite requirement.

  1. Creating indifference:

“To set too much homework is to give pupils something they may neglect. And it is the worst possible thing, when something which a teacher wishes to be carried out, is not done. This risk should not be taken.”