Abstract
The schoolchild’s homework makes an integral part of the didactic-rearing process. It is only in connection with home assignment that a lesson forms a full unit of the teaching process. The view on the role and value of homework has undergone numerous changes throughout the history of school education. At the moment, the question of home assignments is widely discussed by both parents and teachers. Some schools resign from setting them, while others defend them as an important educational tool. The aim of the article is to expose elements which confirm the necessity of retaining homework as binding in the process of teaching, as well as to point to factors that negate the need for its maintenance.
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