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Why did Desiderius Erasmus oppose using harsh discipline on children?

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Portrait of Desiderius Erasmus, shown in dark robes and cap, writing with a quill at a desk, after Quinten Massijs, oil on panel, Rijksmuseum, Amsterdam. — Erasmus Dutch humanist Desiderius Erasmus.

Desiderius Erasmus opposed harsh discipline in education largely due to his own formative experiences. As a student at a school conducted by the Brethren of the Common Life, he was subjected to severe disciplinary practices that he believed were intended to "break a boy’s spirit" under the guise of teaching humility.1

Reflecting on this, Erasmus advocated for a more humane approach to learning. His educational philosophy emphasized that instruction should not be imposed without the active participation of the student. He maintained an optimistic view regarding human nature and the potential for personal development, believing that individuals could be molded through proper, supportive education. By rejecting the rigid, often punitive methods of his time, Erasmus helped lay the groundwork for modern pedagogical practices that prioritize understanding the child psychologically.2