The concept of homework, particularly in Kodesh education, contradicts our Mesorah—the authentic Jewish approach to learning and teaching. Homework, as practiced today, is a secular educational import with roots outside of Torah values. Traditional Jewish education has always emphasized direct Rebbi-student interaction within the classroom, focusing on learning as a communal and interactive experience rather than solitary work to be done at home. This divergence from our Mesorah has contributed to today’s educational crisis, where foundational skills and engagement are often overlooked. In my book, I Can Learn, I advocate for a return to these traditional Jewish educational methods, a sentiment echoed by prominent Jewish and secular thinkers who have observed the pitfalls of homework-driven education.

Rambam’s Educational Philosophy

The Rambam provides key insights into classroom structure and size, aimed at maintaining a meaningful and manageable educational experience. In Mishneh Torah, Hilchos Talmud Torah, Chapter 2, Halacha 5, he writes:

לא יהיה מלמד תינוקות אחד מלמד יותר מעשרים וחמישה תינוקות, ואם היו חמשים מעמידין שני מלמדים,” ואם היו ארבעים מעמידין עוזר למלמד.”

Translation:
“A single teacher should not teach more than twenty-five students. If there are fifty students, two teachers should be appointed. If there are forty students, an assistant should be provided to help the teacher.”

This model emphasizes personal rebbi-student interaction, ensuring each child’s learning needs are met within a structured classroom setting. Homework, which removes the teacher from the learning equation, places an undue burden on parents and fails to adhere to Rambam’s principles of in-class instruction. By focusing on in-class learning, we adhere to an educational approach that allows for deep, guided, and meaningful learning under the teacher’s watchful eye.

Secular Origins of Homework

The modern concept of homework originated from secular educational systems, with early influences from figures like Roberto Nevilis in Italy and Horace Mann in the United States. Nevilis reportedly introduced homework as a disciplinary tool in the 1900s, while Mann’s admiration for the Prussian model led to structured schooling that emphasized discipline, including homework. Mann’s adaptation helped shape the modern American public school system, making homework a standard component. However, these systems, designed to instill discipline and conform to secular ideals, run counter to the interactive and relationship-based framework of traditional Jewish learning.

Jewish Tradition and Family Values

In Jewish tradition, the home is meant to be a place of joy, bonding, and spiritual growth—not a source of stress due to school assignments. Homework can disrupt family time, introducing tension, especially when tasks require parental involvement. The traditional Jewish education model values teacher-led, in-class learning during school hours, allowing the home to be a place of voluntary, joyful Torah study rather than obligatory assignments. This respect for family time aligns with the values of Jewish education, where learning happens in a guided setting under the supervision of qualified teachers.

The French Teacher’s Perspective

Educational thinkers outside the Jewish world, such as French educator Édouard Séguin, have also critiqued the over-reliance on homework. Séguin argued that learning should happen in a supportive, teacher-led environment rather than at home in isolation, a principle that mirrors the Jewish educational approach. Séguin believed that effective teaching should occur in the classroom under the teacher’s guidance, an idea that aligns with Jewish traditions of hands-on teaching.

A Call for Change

Jewish education must stand unwaveringly against foreign practices, such as homework, which erode the foundational values of our Mesorah. Our educational institutions have a responsibility to uphold principles aligned with daas Torah, rather than adopting approaches that strain family dynamics and disrupt the sanctity of the home. Rav Mattisyahu Salomon, my revered rebbi, firmly advocates a no-homework policy, stating, “School should be the place to learn, and the home should be a place of refuge and time with the family” (With Hearts Full of Love, Artscroll/Mesorah, pp. 79–83). Any institution that ignores this no-homework approach contradicts daas Torah and must critically reassess its values.

The strength and success of our traditional Jewish education come from a focused, structured model of teacher-student engagement, where Rebbeim assumes full responsibility for students’ mastery of Torah and skills within the classroom. The onus of learning must be kept within the school, allowing students to return home free to experience family life and the warmth of a Jewish home without burdensome assignments.

I urge all Jewish educational institutions to consider these principles seriously. My book, I Can Learn, offers further guidance on adopting an effective, Torah-aligned approach that honors the sanctity of both school and home.

For those who wish to discuss this approach or seek practical strategies for educational reform, I am available to provide support. Please contact me at (848) 367-1740 or via email at [email protected]. Together, let us strive to protect the true spirit of Torah learning for the next generation.