HOMEWORK?

Nelson Evening Mail, Volume LXI, 28 December 1926, Page 3

HOMEWORK?

MORE PARENTS OPPOSE IT THE EXPERIMENT AT feOYS' CENTRAL So tnueJi interest is being taken not only in Nelson but in ninny towns of the Dominion in the results of the abolition-of-homework at the Boys' Central School that we ijublisli hereunder a few additional and typical letters written on the .subject by parents in reply to inquiries made by Mr Douglas, headmaster. One. has to search a long time among the letters to find even a half-hearted assertion that "halt'-an-hour's scliool work at night would do no barm," or "perhaps some, spelling and reading might be given," or "a few sums at night would help the children along." Even these suggestions are buried in the overwhelming expressions of opinion to the contrary. The "anti-homeworks" are in an enormous majority among the parents, and it is obvious that some, have only been convinced after actual experience of the innovation introduced by Mr Douglas.

i MILD TORTURE” ENDED

A well-educated parent who has had ten children pass through the State schools may be deemed to be qualified to speak with some authority. He writes

“Speaking as a parent who lias had experience of ten of his children attending State schools, I say both unhesitatingly and emphatically that the lessening of the drudgery hgs proved to be an innovation that should be generally adopted throughout the Dominion as being the most conducive to the physical welfare, as well as a stimulus to the determination of- the pupil to do his utmost in return for this novel and humane treatment 1 have personally

enjoyed tho immunity that has arisen through your novel scheme, in the direction of not having before me the spectacle of a jaded boy wrestling with study that was practically a mild torture to the wearied brain. . .• Another states:—

‘'Personal experience of tlie abolition of homework lias convinced me of its success. Nob only are the children healthier and happier, but the decreased mental strain overnight makes them more fit, to absorb the instruction imparted to them during school hours. As a result children make better progress. Inquiries from other, parents have produced confirmation of the opinions based upon my own experience.”

IMPRESSED BY RESULTS

“At first I was not altogether favourable to the new method of no home lessons. Therefore I watched' for the results which have impressed me so much with its success that I have no other option but to pronounce my absolute and strong approval of the change.”

Extracts from other letters:— “Since my hoy ceased to have homework lie is in better health . . . and the home ha); been made better for children and parents.” “Much depends upon the home, but so far as the children are concerned I think their brains should have a rest from lessons after school hours. It is the duty of the parents to see that they have suitable recuperation and recreation.”

“With no worry over home lessons the children sleep better and are more eager for their task next day. When one of my boys used to have homework he always talked a great deal in his sleep and was very restless. Now I never hear him at night. ... I wish

the Boys’ College would also abolish the two hours"’ homework every night.”

“We find our boy much better in health ; he sleeps better, is not dreaming and .working out sums through the night. He is also able to put his mind to a little music which is a change from tlie lessons of the day. And we also have a peaceful evening.” “I agree with you that the boys are more (it for work during the day and happier and healthier altogether. Our boy has improved in class-work and his health,-has greatly improved.” “Tlie elimination of homework and the consequent, lessening of nervous strain lias greatly benefited the general health of our boy and we have great pleasure in stating our approval of the system.”

” “Our boy has undoubtedly improved in general health as a direct result of not having the strain and worry of homework. We trust the system will be continued bv your successor.”

LESSON-HEARING OR TEACHING?

“Tlie inordinate extent to which homework lias been carried and, unfortunately, is being carried in some schools, constitutes them lesson-hearing institutions and largely robs them ot their true functions in education, to say nothing of the antipathy of the child to school arid teachers. . . . Some do not realise that the child is tlie chief actor in tlie play.” “I am sure my children /who have had no homework have done better than those who had it.” “My son lias done remarkably well since homework was abolished. He has done better every term, lie is better in health, more alert, more agreeable—in fact, better in all his ways.” “Homework is a dread to the children. It is done very unwillingly, their heart is not in the work and therefore it cannot be of much real benefit to them.”

“With no home lessons to worry about there is less wrangling in the home.” “Homework is obsolete,- injurious and unnecessary.”

“Homework is purely a daily impost tion of overtime.”

“Homework is one of the greatest causes of nervous breakdowns.” “Homework is only a source of annoyance to both children and parents. I consider that the. time spent on it by the child does them more harm than all dav at school.”

“My own opinion is that tlie weaker the teacher the more home-work is put on In tlie children.”

“Abolition of homework lias brought joy and pono- al night to parents and children." Scores of oilier letters arc couched in similar strain. They shed a valuable light on one of our educational problems, for the parental point of view, based on experience, is deserving of full consideration by the authorities who have charge of the school svllabus.