the motorcar was an addition to the horse. Printing had its "horse-less carriage" phase of being misconceived and misapplied during its first decades, when it was not uncommon for the purchaser of a printed book to take it to a scribe to have it copied and illustrated. Even in the early eighteenth century a "textbook" was still defined as a "Classick Author written very wide by the Students, to give room for an Interpretation dictated by the Master, &c, to be inserted in the Interlines" (O.E.D.). Before printing, much of the time in school and college classrooms was spent in making such texts. The classroom tended to be a scriptorium with a commentary. The student was an editor-publisher. By the same token the book market was a secondhand market of relatively scarce items. Printing changed learning and marketing processes alike. The book was the first teaching machine and also the first mass-produced commodity. In amplifying and extending the written word, typography revealed and greatly extended the structure of writing. Today, with the cinema and the electric speed-up of information movement, the formal structure of the printed word, as of mechanism in general, stands forth like a branch washed up on the beach. A new medium is never an addition to an old one, nor does it leave the old one in peace. It never ceases to oppress the older media until it finds new shapes and positions for them. Manuscript culture had sustained an oral procedure in education that was called "scholasticism" at its higher levels; but by putting the same text in front of any given number of students or readers print ended the scholastic regime of oral disputation very quickly. Print provided a vast new memory for past writings that made a personal memory inadequate. Margaret Mead has reported that when she brought several copies of the same book to a Pacific island there was great excitement. The natives had seen books, but only one copy of each, which they had assumed to be unique. Their astonishment at the identical character of several books was a natural response
Understanding Media by Marshall McLuhan Page 193 Page 195