of the passive role of consumer of uniformly packaged learning. 
In fact, Dewey in reacting against passive print culture was 
surfboarding along on the new electronic wave. That wave has 
now rolled right over this age. In the sixteenth century the 
great figure in educational reform was Petrus Ramus (1515­
l572), a Frenchman who rode the Gutenberg wave. Walter Ong 
has finally given us adequate studies of Ramus, placing him in 
relation to the later scholasticism from which he came and in 
relation to the new print-oriented classrooms for which he 
devised his visual programs. The printed book was a new visual 
aid available to all students and it rendered the older education 
obsolete. The book was literally a teaching machine where the 
manuscript was a crude teaching tool only.

     Had any of our current testers of media and various 
educational aids been available to the harassed sixteenth