 The enormous impact of Ramus on European education in the sixteenth and seventeenth centuries has seemed astonishing to some modern scholars; and among his harshest critics have been historians of logic. Carl Prantl, for instance, claimed that Ramus had no talent whatsoever for philosophy and logic (Prantl 1855–1870: 157–169; cf. Kneale and Kneale 1962: 300–302); and Walter J. Ong was also keen to point out his incompetence (Ong 1958: 7 and 24). Without engaging in arguments with these scholars, it is still legitimate to ask what it was that made Ramus so popular and so controversial. One key to understanding the impact of Ramism can be found in his own statement, in the Scholae dialecticae, that the aim of his reforms was to adapt Aristotle’s Organon to the service of learning, ad eruditionis usum.