In 1600, corporal punishment was widely used in schools as a disciplinary measure, with teachers employing canes, whips, or paddles to correct students' academic failures or misbehavior. This practice reflected the prevailing attitudes toward discipline and authority in educational settings, emphasizing obedience and conformity. While intended to maintain order, corporal punishment often led to physical and psychological harm, raising ethical concerns about its effectiveness. The legacy of corporal punishment in education has prompted ongoing debates about discipline and child welfare.

The widespread use of corporal punishment in schools created an atmosphere of fear that poets like Charles Dickens critiqued in their works. This environment influenced the portrayal of discipline and creativity, as some poets internalized these experiences into their artistic practices.