After Erasmus 1509, he taught theology and Greek in Cambridge University, England, and became the first teacher to spread new knowledge in Cambridge University, which played a lot of roles in stimulating British humanistic thought. Erasmus' masterpiece is Ode to a Fool (15 1 1 year).

His other educational works include: On the Right Educational Methods, The Education of a Christian Prince, On the Moderate Education of Children, On the Moderate Education of Early Teenagers, etc. Erasmus's educational thoughts mainly include: criticizing the stale scholastic philosophy education and advocating the secular education of free personality and harmonious development.

As early as studying in Paris University, Erasmus was disappointed and disgusted with the pedantic style of study and boring preaching in the school. Later, in his masterpiece Ode to a Fool, he mercilessly criticized this school that had lost its "enlightenment" role. In the form of a "fool" speech on the stage, he satirized and mocked the Pope, monks and scholastic philosophers one by one with a large number of facts and sharp brushstrokes. He exposed the corruption and incompetence of feudal rulers and the foolish behavior of the church, and mocked the monopoly of the Catholic church on education; Attacking the fallacy of scholasticism and the disadvantages of medieval education. It is pointed out that the main obstacle to human progress is "stupidity", and the scholastic scholars are actually some "stupid scholars" with the signboard of "philosopher". Those writers are "those who are considered to be the most learned people on the surface", but in fact "they may be some of the most pitiful, servile and hateful people".

Erasmus resisted the stale school education, but also actively explored the theoretical problems of education and teaching. He believes that human nature is good, and firmly believes that nature is kind and universal. If classical literature is used to cultivate human nature, the development must be good. He did not oppose religion, but opposed the "original sin theory" of religion, believing that religious belief is by no means perceptual and mysterious, and religion is a rational function of human beings. To this end, he advocated the secular education and teaching with free personality and harmonious development. It advocates the free will of human beings and the free development of personality, and holds that only freedom and happiness, knowledge and reason can constitute important factors of morality and conscience. His ideal is a country with orderly governance and peaceful coexistence. In order to achieve this goal, he attaches great importance to the great role of education and teaching. He said: "The main hope of a country lies in the proper education of young people." It advocates cultivating knowledgeable and kind people and emphasizes the role of acquired education and learning.

Erasmus believes that the ultimate goal of teaching is to cultivate knowledgeable and kind people. He said: "people are not born human, but educated people begin to become human ... it is reason that makes them human." Moral norms restrict the development of education, and the purpose of education is integrated with the purpose of morality. He advocates that children's education should start from an early age, even from infancy, and fill children's minds with beneficial thoughts before their thoughts are formed, because "nothing is more deeply rooted than what they learned in their early years." Therefore, the task of teaching is to sow the seeds of piety in the minds of young people, so that young people can love and seriously study free subjects, get used to basic etiquette and get ready for life.

Erasmus attached great importance to the role of acquired education and learning in children's growth. He pointed out that personal development depends on three factors: first, nature, that is, "part is innate ability to receive education and part is innate love", which is obviously a genetic factor; The second is teaching, that is, "the skillful use of educational guidance"; Third, practice, that is, "let go of our own initiative, that is, the initiative given by nature, and promote this initiative through training." He believes that the three relationships complement each other and are indispensable. "Nature" is powerful, supplemented by "teaching" and "practice" is even more powerful.

Pay attention to the edifying value of excellent subjects and the teaching of Chinese content.

Erasmus attached importance to classical learning and humanities, especially Latin and Greek. It is believed that classical Chinese and classical literature contain all kinds of important human knowledge. Therefore, he actively advocated the study of ancient culture and the political, economic and social life of ancient Greece and Rome. He believes that ancient Greece and Rome are the golden age of mankind, and the improvement of society, politics and religion in Europe should follow the example of Greece and Rome. He believes that studying ancient Greek and Roman works will help mankind get rid of ignorance, improve human morality, and even improve society and purify Christianity. He emphasized the value of classical literature to teaching and practice, and asked students to work tirelessly and cultivate them. Over time, they will change their temperament and become perfect people.

Because he cherished the classical culture of ancient Greece and Rome, Erasmus also attached great importance to the study of children's classical language. He believes that teaching begins with language. To learn a language, we must first understand the content of language expression, so he advocates reading a lot of excellent works; Secondly, it is to learn grammar and expression skills. He is against memorizing grammar rules. People think that learning requires both hard work and strong interest.

Erasmus had a unique view on learning. He believes that learning requires both hard work and strong interest. First, study hard. He said: "As far as I am concerned, the learning method I know is nothing more than hard work. The spirit of dedicated learning depends on perseverance! " That is to say, learning is a hard mental work, which requires hard work.

Secondly, Erasmus attached great importance to children's interest in learning. He believes that children's interest in things cannot be destroyed, and it is difficult for children without interest to persist in learning. Therefore, he suggested that teachers study children, don't imagine that their interests are the same as those of adults, and don't expect them to behave like adults. He pointed out that some people don't consider their children's age at all and always want them to become adults at once. They always like to use their own abilities to measure and demand children's young intelligence. He warned teachers to remember that your student is only a child at present, and you were once a child (this thought had a deep influence on Rousseau's naturalistic education thought in the18th century). Therefore, he asked teachers to be suitable for students' age when teaching, and put what they have learned in front of students in a way that students are interested in. Attach importance to the role of teachers in the teaching process and advocate friendship and harmony between teachers and students.

Erasmus attaches great importance to the role of teachers in the teaching process, and thinks that excellent teachers are very important to teaching, so we should choose excellent teachers to teach. To this end, he advocated that the state and the church should provide enough qualified teachers to promote education. It is considered that rectifying education "is the responsibility of the government, and its importance is by no means inferior to rectifying an army." Moreover, he also put forward strict requirements for teachers. He advocates that teachers should first "love" children and never let them feel afraid. We should take the leading or critical words acceptable to a free man as our stick, and our punishment should be mild rather than punitive. Even if punishment is used, it should be done in a way that respects students. He is firmly opposed to intimidation and corporal punishment of children.