the new printed book in the classroom. For only there could the 
homogenizing effects of the new medium be given heavy stress 
in young lives. Students processed by print technology in this 
way would be able to translate every kind of problem and 
experience into the new visual kind of lineal order. For a 
nationalist society keen on exploiting its entire manpower for 
the common tasks of commerce and finance, of production and 
marketing, it needed very little vision to see that education of 
this kind should be compulsory. Without universal literacy it is 
hard, indeed, to tap the manpower pool. Napoleon had great 
trouble in getting peasants and semi-literates to march and 
drill, and took to tying their feet with 18-inch lengths of rope to 
give them the necessary sense of precision, uniformity and 
repeatability. But the fuller development of manpower 
resources by literacy in the nineteenth century had to wait for 
the intervening commercial and industrial applications of print