Who Invented Homework? A Comprehensive Disquisition.

Roberto Nevilis

Who Invented Homework?

Students across the globe are constantly grappling with after school assignments in the 
form of homework. This is evidenced in all levels of education from kindergarten to higher 
learning institutions. Homework should be completed outside school hours and away from the 
setting of the classroom. Among the common tasks given to students in the form of
homework include reading assignments, typing projects, mathematical exercises, writing
projects, and other assignments. The concept of after school assignments is today a universal
concept practiced in all learning and teaching institutions making it a part of every day life. Think
back to the nights that you were forced to stay up late handling a pesky assignment with the
submission deadline looming. Many students go through this during their time in school. Which
begs the question, who actually came up with the concept of homework? Well, the person
responsible for student’s plight and the invention of homework is largely considered to be an Italian
teacher, Roberto Nevilis in 1095.

True Origins vs Myths.

Evidence of homework dates back to the ancient Roman period in the first century AD.


During this era, Pliny the younger, a tutor on the oratory who is believed to have initiated the system of
after school task, assigned his students in Quintilian to get involved in at-home assignments. The
tasks were designed to improve the followers’ speaking skills in an informal setting. The
approach gained advocacy by other tutors through the years. Different people and events have
influenced the origin and history of homework which makes it difficult to identify a single
individual as the sole inventor of take home assignments. Roberto Nevilis is undoubtedly one of
the major influencers of its origin but there are factors attributed to the invention of homework.

Horace Mann
Horace Mann is also credited with influencing the adoption of homework in educational systems.
An educational activist and politician from the 19th-century, Horace Mann was at the forefront
in the history of homework. Similar to his peers Henry Barnard and Calvin Ellis Stowe, Horace
Mann held strong sentiments towards the enforced public education system in the then freshly
amalgamated nation-state of Germany.

Learners that went to ''People's Schools'' were handed compulsory assignments that were
meant to be worked on at home off of school hours. This system underscored the influence of the
nation over the individual during a period when nationalists such as Johann Gottlieb Fichte were
striving to gain popularity for a united Germany. Albeit homework was already invented before
Fichte's stepped in with the People’s Schools, his political aspirations are considered a catalyst
for the institution of homework as an educational necessity. Horace Mann was at the forefront of
development of government-controlled, tax-enabled public education in the United States. He
adopted the People’s Schools system during a trip to Germany in 1843 and copied some of its
concepts which included the after school assignments and brought them back to America.

When was Homework Invented?

It is believed that homework existed in informal settings dating back to the initial
civilizations and the earliest designs of education. During feudal periods, education was only for
the wealthy men in society. The people that lacked resources did not have the time to study
read or philosophize especially since they were preoccupied making a living. Rich young
women were educated on the more feminine skills. Royals and nobles such as princesses were
expected to be conversant with a few things and as such were tutored on the same. Although
these learners were not equipped with reference material, workbooks and links to online
assignments, their teachers expected them to peruse through literary items during their free time.
The earliest indication of a formal school is linked to the Sumerian civilization. During
this period, they used houses of clay tablets known as Edubas on which they practiced how to
read and write as scribes. Archaeologists discovered learner exercises or homework engraved
into the tablets. It is still unclear however whether they adhered to a schedule or were all under
the tutelage of a single teacher similar to the modern education system. In the early periods,
however, after school assignment did not involve coming up with written answers or doing
essays as is common today. Retrospectively, there were various forms of educational systems
that learners and tutors at the time would have considered the homework of their time.

How was Homework Invented?

Roberto Nevilis was convinced that his teachings became redundant and lost meaning as
soon as the students stepped out of the class room. The teacher was understandably frustrated
and disheartened by the fact that students constantly posted poor results despite his immense
input in teaching. Consequently, he resolved to take different approaches as such homework was
invented. As we know it today, the objective of homework was not essentially to facilitate
understanding of concepts taught in class, rather as a different means to punishment by Roberto
Nevilis since physical punishment was not acceptable.
Roberto Nevilis, the authoritarian teacher from Venice came up with the concept of after
school assignments in 1095 following disappointments from dismal performance by his students.
Roberto Nevilis was unconvinced that the hours spent by students in school were enough to
positively impact the learners’ skills and knowledge. As such, the teacher came up with this
educational innovation system commonly referred to as homework. Nonetheless, there are
several claims that indicate that there are individuals earlier in history, before Roberto Nevilis’
time, who invented the concept of homework first. However, Nevilis remains the widely
accepted practitioner that paved the way and spearheaded the innovation and adoption of home
based assignments. The Italian teacher invented homework during a similar period as the
emergence of the formal school system. The education systems that came after this time
essentially mirrored Roberto Nevilis’ lead and include nightly assignments as a part of the

Why was Homework Invented? The Purposes of Homework.

The purpose of after school assignments according to Roberto Nevilis was to punish the
students for their poor results without resorting to physical or corporal punishment which was
against the law at the time. As formal school systems were invented and became widely acceptable, the demand to improve teaching techniques became apparent. The rich were able to
pay for school, and their children were not prepared to take on daunting responsibilities without a
special incentive. Roberto Nevilis engaged his students in many hours of after school work to
ensure the learners grasped the exact meaning of his lessons. It is highly probable that other
instructors who came before Roberto Nevilis assigned homework to their students. However,
after school assignments did not become a part of the European educational system until the
Italian became involved.

Since the involvement of Roberto Nevilis, after school assignments officially became
common among teachers who employed it as a means to maintain the organization of lessons by
allowing students to work on memory alongside working at various levels independently. Albeit
there was no recognized form for this practice, most tutors concurred that assignments should not
be too complicated or beyond the scope of the learners instead should deal with material learned
school hours. As mentioned hereto, homework was invented by Roberto Nevilis with an aim to
facilitate learning, as well as instructors, understand what has been passed through to the
students, as well as what requires additional effort in teaching.
It is also important to note that the innovator of after school assignments has played a
critical role all over the world to managing students during their free time by keeping them
engaged in homework when not under teacher’s supervision. From straight-forward writing to
sophisticated research projects, homework is considered a self-assessment and evaluation
technique that affords independence when processing, gathering, critiquing, or communicating
information. Given the virtue of additional complexities of a digital epoch, after school
assignments have also morphed and became increasingly multiplex compared to earlier periods.
As evidenced by extensive research and surveys, the lack of individual tutoring or private help
means learners spend more time on ensuring assignments are submitted in time as opposed to
actually taking time to go through and comprehend lecture materials or textbooks. As a result,
more modern students resort to online writing services.
Homework plays a key role in assisting learners to be decisive, analyze work critically
and learn to work individually. After school assignment is not only a form of continuous
assessment, but also a crucial reflection of how effective certain academic approach is. Given
that the outstanding role of take home assignment is training, instructors believe that tasks which
are accomplished during off-school periods effectively aid the students to control each learner’s
academic output and propose improvements where required. It is evident that homework holds
clear benefits from both sides.

Different Schools of Thought Regarding the Value of Homework.

There are various contrasting schools of thought regarding the value of homework in
educational systems. There are some who argue that there is no concrete evidence to suggest that
homework actually improves student performance across the board. According to this intellectual
tradition, the relationship between homework and academic performance is far from clear. Some
indicate that homework holds positive effects for specific learners and under certain conditions while others assert that homework as no effect while other indicate negative impacts as a result
of homework. For instance, students with learning disabilities are highly likely to reap more from
homework and assignments under particular conditions. After school assignment remains a
polarizing topic involving teachers, parents, students and school boards all questioning the
advantages and drawbacks of homework.

Another school of thought is based on the fact that there is insufficient research that link
connections between specific types of assignment and student achievement. Instructors often
assign homework to underscore what was taught in class or to prepare learners for new material.
It is however uncommon for homework to be given for the sole purpose of extending
comprehension to various contexts or to involve education by adopting different skills around a
project. Inadequate research exists on the impacts of these multiple kinds of after school tasks on
student performance, leaving policymakers with little evidence on which to form conclusions.
The impact of parent involvement in homework remains unknown since researches
conducted on the involvement of parents in homework have produced contrasting results. After
school assignments that demand teamwork between child and caregiver show higher levels of
parent involvement and are prone to be completed and submitted in time as compared to non-
interactive assignments. While others argue studies that parent involvement in homework has
zero effects on learner performance, other studies assert that learners whose caregiver are more
involved in their assignments record dismal test results and class grades although this may be
linked to the fact that the students were already poor performers and required additional
assistance from their parents compared to the higher-performing students.
Another school of thought regarding the value of homework indicates that overwhelming
homework hold the potential to diminish its effectiveness and intended goal of reinforcing
concepts taught in class. Albeit research on the appropriate amount of hours students should
spend on homework is not enough, there are indications that for high school learners, one and a
half hours to two and a half hours per night is recommended. For students in middle school, they
will benefit from lesser time spent on homework with the optimum amount of time being less
than one hour per night. If learners spend more time than the recommended time on homework,
the intended impact of homework and relationship with student achievement goes down.
After school tasks also present non-academic benefits to the students. This school of
thought regarding the value of homework implies that certain non-academic advantages can be
realized by the learner as a result of homework. This is especially true for younger students
compared to older students. Indeed, some primary-level tutors may give assignments not
particularly for academic purposes but instead for such benefits, which include appreciating the
importance of responsibility, time management, creating study routines, and working on a task
till completion. It is important to note that involvement in learning activities outside school hours
also empowers learners to think on their own without feeling biased when making important
educational choices. While there are some groups who view homework and its value as a negative factor, it results in a certain freedom that makes tasks like personal statements and
reflection essays appropriate. The increased freedom involved in tackling home assignments,
allows students to learn and think independently.

The Merits of Homework

Homework is considered as critical in any academic discipline due to its alignment in the
continuum of learning. The major merit of homework is that it encourages the discipline and
value of practice. When students get engaged in homework and out-of-class activities, they
gradually develop the resilience, discipline and accountability. Most importantly is that
homework has been lauded for its ability to engage parents in the life and welfare of children. It
is solely through homework activities that parents can comfortably get involved in the routine
academic life and educational progress of students. Homework is a critical undertaking as it
encourages parents to constantly review the growth and development of their children, alongside
monitoring their progress. A key merit of homework is that it teaches time management skills by
imparting in children a sense of utilizing time to meet their academic and educational
requirements. Through homework exercises and activities, it is quite possible for students to
identify the best practices in time management.
Homework activities have the ability to create a communication network. This due to the
fact that homework activities offer instructors the opportunity to gauge a student understanding
of particular concepts in lesson plans. This means it is easy to identify a student’s potential and
offer better communication through homework activities and exercises completed outside the
classroom environment. This aspect brings this analysis into the other merit of homework which
means that homework offers a comfortable place of study and it allows for more time to
complete the learning process. This analysis reveals the fact that doing homework means that
students have the choice to select their ideal platforms of home study, to tap into the necessary
help in efforts to achieve the best outcomes. As a result, it is easy to see that a key merit of
homework is the ability to expose students to better and more ideal learning environments and
platforms. Finally, there are concerns that homework exercises are instrumental in reducing
screen time. This means that students with homework exercises can sacrifice the screen time to
meet and fulfill more important and priority areas of interest.

Demerits of Homework.

There are concerns that homework creates a long day for student and parents who have
had a long day of productivity. For instance, there are times that parents may bring work home
after a long day of productivity, and this work often ends up as a compensation package. More
plainly is that students do not receive the same level of luxury. After spending 7-8 hours in
school, there might also be three hours of homework to complete before getting through the
day’s work. These statistics may imply that some students are putting in more hours of study
every day; and the only disadvantage is that there are few moments of going outside, pursuing a
hobby or spending time with friends and loved ones. There are concerns that homework does not guarantee an improved academic outcome. While homework offers younger students the ability
to separate the home and school learning experiences, it does not fulfill the needs of old students.
At a higher learning level, the impact of homework has hardly been examined with sources
acknowledging that it can affect the overall attainment, particularly when college and university
students do not pursuing other out-of-class initiatives and activities they would be doing during
the homework time.

Homework stress has been identified as a significant challenge and problem in the
modern day, K-12 classroom. Homework stress is often related to burnouts; and kids in grade
school have expressed concerns and fears that homework burnout has on overall performance
and productivity. The routine pressure caused by daily assignments has led to increased concerns
over the safety and overall productivity of grade teachers. Available evidence point to the fact
that one in every four teachers in North America expresses concerns of the burnout caused by
routine homework. This means that students are likely to spend a considerably higher amounts of
time on academic works outside the classroom. Cumulatively, this volume of work often leads to
burnout and can interfere with the overall productivity levels of students as they try to meet the
basic course requirements. There are concerns that banning homework will give more families
more time to spend together. For instance, summer school assignments as well as homework
from colleges and universities may require significant more time to finish and submit. This
means that students are likely to spend a considerably higher amount of time fulfilling activities
and tasks they would otherwise fulfill at school. One in every three American households have
stated that among the key source of stress in their homes is the amount of homework that
students have to deal with and complete on a daily basis. Eliminating homework would do a
great deal to these families and millions of struggling students.
There are concerns that student health is strongly affected by too much homework.
Studies conducted on college and university students showed considerably lower levels of
emotional and psychological health, and poor performances for students showcasing the signs
and symptoms of these conditions. It is not unusual for instructors and school administrators to
judge a student’s based on the ability to submit homework in time. Key research has shown that
if the student has some work ethics but still find it hard to complete their assignments on time,
the negative impact that they may experience in class may force them to leave and abandon their
academic and learning goals. As a result, it is evident that too much homework affect the student
out-of-class prospects leading to poor learning outcomes at the end of the study period. It must
be established that a key approach to ensuring that schools provide the best learning is to balance
between school and home work, and to distinguish students’ work prospects and abilities based
solely on their work ethics as opposed to deliverables like assignments and homework. Although
homework exercise provide better learning opportunities and grow the potential of specific
learners, it can affect the prospects of other students particularly in cases of judgement by
students, tutors, and school administrators.
There are concerns that banning assignments and homework will offer students more
sleep time. For instance, a large number of students in most grade schools and higher learning centers sacrifice a great deal of their sleep to meet their assignment deadlines. A lot more go an
extra mile to sacrifice daily essentially activities like exercises, meal times, routine walks, and
entertainment to meet assignment deadlines and homework. This analysis reveals that banning
homework will offer students better and more sleep time and boost the overall productivity and
learning outcomes. Research has acknowledged that every assignment given to a K-12 student
enhances their risk of losing up to one hour of sleep every night. Cumulatively, this means that a
total of 7-10 hours of sleep is lost every week which translates to a whole day of sleep wasted
due to homework. As a result, it is crucial that school administrators and educators set policies
and measures that seek to find an equilibrium between school hours and homework.

Homework in the 21 st Century.

Does it Hold Less Value? And is it Necessary?

Homework exercises provide more value and enhance the overall levels and qualities of
learning. In the 21 st century, curriculum restructuring, tech infiltration and emergence of new
learning models has provided better incentives in educational and learning fronts. The emergence
of computers provided a close-knit learning environment for students to gain knowledge and
develop insight on the best learning opportunities. For instance, the availability of subject and
discipline application programs that feature detailed and structured information is a means to
impart knowledge and create insight on the new breed of learners. This research notes that in the
21 st century homework and assignment hold much value due to the rising demands of better and
quality education. As a result, developments and innovations of industries, companies and
sectors has led to new demands and requirements which in turn means that companies and
industries are seeking and leverage on new competencies. During this pressing requirement,
homework and assignment provide opportunities to extend the learning process outside class.
This implies that the present-age curriculum requires and demands supplemental assistance
through homework exercises and assignment practices.
A range of macro environmental factors influence how students approach learning and
their overall attitudes towards assignment and homework. For instance, politicizing of education
has led to new models of learning as well as curriculum restructuring to accommodate new
issues and concerns. Economic forces like inflation and the rising cost of education further
presents a burden to the learning environment and community. The rising cost of education mean
that households with less income cannot afford quality education which increases the
significance and relevance of such activities like homework. In terms of technological forces,
new learning technologies like smartphones, kids’ tablets and projectors are instrumental
resources to foster learning at grade and higher learning levels. Legal factors like increased
regulation of learning and new policies stating how schools and learning institutions should
operate are classic legal forces shaping the education landscape and sector. In terms of social
factors the increase in the number of students continues to put pressure on the available learning
resources including; classrooms, books, libraries, and others. This means that the collection of
these macro-environmental factors and their effect on education enhances the importance of
homework and assignments at grade and higher learning levels.

Do Students Spend Enough Time in School Learning Already?

There are concerns that students spend considerably more time in school. For instance,
students in grade school can spend up to six hours in the classroom while students in higher
learning spend an average of ten hours in the classroom. This means that a significant amount of
student time is spent in classroom learning and academic activities; which begs the question as to
whether this is adequate time for learning. The available research and literature has
acknowledged that indeed, students spend a considerably higher amount of time in the classroom
to engage in multiple activities like; listening to lectures, taking notes, discussions and other
learning activities. Further concerns point to the fact that contemporary classrooms often bundle
together discrete learning activities, which in turn leads to more activities to be completed at a
specific time.
This research acknowledges the total time that students spend in the contemporary class
is adequate for learning outcomes and in meeting different learning goals. Already there is
consensus that this time can meet many if not all the learning goals and experiences of students.
However, the role of homework is reiterated and also defended as it affords the synergy and
productivity that most students require for their ideal levels of performances. More plainly,
homework is often lauded as having the potential to meet all the learning outcomes and
processes that students require before the completion of a specific curriculum or after meeting
their learning goals and outcomes. As a result, the documented evidence shows that there are
differing ideas and thoughts on whether students spend sufficient time in the classroom learning,
and the impact that this has on the overall academic attainment levels. It is crucial that schools
and higher learning institutions consider doing research on the recommended learning outcomes,
and identify how the deliverables can be covered inside the classroom without engaging students
in outside the class activities and outcomes.

Whether Homework Reinforces What was taught or whether it is Stressful for


Homework is a central aspect of any learning process. Other than reinforcing what was
taught in the classroom, it creates time and opportunities for students to engage with issues
outside the classroom. There are major ways that homework and assignments reinforce what was
learnt in the classroom. First, homework offers teachers the opportunity to judge the student
understanding of specific learning outcomes by basing their judgement on work done outside the
class. This means that homework offers tutors the ability to evaluate a student academic ability
through solely on their output outside the classroom. Another way that homework reinforces
what was taught is by giving students an opportunity to interact (and read) about what was taught
inside the classroom. This means that a significant part of any assignment or homework is to
revisit the classroom concepts and learning materials. It is possible to reinforce the significance
and meaning of learning in students throughout their learning continuum. The third way that
homework are deemed to reinforce a students’ learning outcomes and abilities is by tapping into
external help. For instance, through homework students can seek help from the persons they
deem as mentors; and or external assistants. As a result, it is possible to see how the student learning and understanding capabilities are influenced or impacted by sources of help like elders,
parents, or external tutors outside school.
There are concerns that homework is unnecessary and burdensome. Concerns over stress
that students often experience as they meet tight deadlines, the fear and anxiety of failing, and
the pressure of attending into complex and complicated assignments are key concerns pushing
people to believe that homework does not entirely reinforce what was taught; but it is rather a
stress and burdensome experience to learners. It must be noted that the end value of learning can
be judged based on the overall academic attainment and meeting learning outcomes. This
observation leads the paper to believe that the significance of homework and assignments lies
centrally on the nature of the school setting. Students in boarding schools derive value in
homework and assignments as opposed to students and scholars in home settings. This is
particularly due to the fact that boarding schools settings provide students with a more exposure
to a school environment; and this in turn influences the students learning prospects, experiences
and overall outcomes. Finally, is must be acknowledged that school environments are ideal
learning platforms to reinforce what is learnt.

Geek My Homework

Why Geek My Homework Offers Homework Help.

The GeekmyHomework platform was tailored to provide superior and timely homework
and academic help to students. The platform identifies and acknowledges that most students are
tied with tight deadlines and that homework help would be quite indispensable to students
struggling with last minute deadlines. It must be acknowledged that students constantly seek
homework help for a range of purposes; laziness, less time, complexity of assignments, poor
classroom guidance and instructions or unclear instructors and guidelines. Unfortunately, despite
all these barriers towards assignments and homework, school administrators often include or set
homework output and outcomes in their overall educational qualifications and attainments. In
most cases, homework can include up to 40% of the final grade which implies that instructors
often take homework and assignment with a level of seriousness and importance. As a result, the
GeekmyHomeWork has emerged as a relevant platform to complete assignments and extend help
to students struggling with their routine school works. There are two fundamental reasons that
GeekmyHomeWork offers homework help to students; (a) For students overwhelmed with their
assignments and homework and (b) Students pressed with time in the 21 st century round the clock
economy. These two groups of students can visit this link for scholarly assistance  


Students Overwhelmed with their Assignments.

Students overwhelmed with assignments imply that a particular lesson plan was not met
or a specific concept was not well learnt. There are major reasons why students are overwhelmed
by assignments and homework among them; lack of concept comprehension, lack of time to
complete the research and provide an A-grade assignment or homework, and lack of guidance or
mentorship. Research identifies that one in every three students will struggle with their
assignment. This means that there is a sharp demand of homework services and research offered
by GeekmyHomeWork. This research notes that the initial approach of homework services was to ensure students received a considerable level of leniency, and that struggling students have
equal opportunities to compete with others.

Students Pressed For Time.

Students pressed with time represent a significant pool of scholars who tap on homework
services. This research identifies that students involved in their routine work, or workers enrolled
in higher learning often struggle to meet their day-to-day routine tasks. This means that
GeekmyHomeWork seeks to satisfy the pressing need of homework services and assignments.
This research hence identifies that the growth of the industry is motivated by the fact that most
students facing routine tasks and with tight schedules are likely to tap into homework services to
satisfy their routine needs and requirements. As noted and seen in previous sections of the paper,
there are concerns that homework creates a long day for student and parents who have had a long
day of productivity. For instance, there are times that parents may bring work home after a long
day of productivity, and this work often ends up as a compensation package. There are concerns
that homework does not guarantee an improved academic outcome. While homework offers
younger students the ability to separate the home and school learning experiences, it does not
fulfill the needs of old students. Homework stress has been identified as a significant challenge
and problem in the modern day, K-12 classroom. Homework stress is often related to burnouts;
and kids in grade school have expressed concerns and fears that homework burnout has on
overall performance and productivity. As a result, GeekmyHomeWork has stepped in to solve
this quagmire through superior services and competent tutors that can address multiple
assignment and homework requirements.

How can you make the Best of your Geek at Geek My Homework?

At GeekmyHomework there is need for clients to establish sound rapport with different
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