Agreeing that plants and animals were produced by Omnipotent fiat does not exclude the idea of natural order and what we call secondary causes. The record of the fiat—“Let the earth bring forth grass, the herb yielding seed,” etc., “and it was so;” “let the earth bring forth the living creature after his kind” — seems even to imply them.

But I think that in the repeated and almost entire changes of organic types in the successive formations of the earth—in the absence of mammalia in the older, and their very rare appearance (and then in forms entirely. unknown to us) in the newer secondary groups—in the diffusion of warm-blooded quadrupeds (frequently of unknown genera) through the older tertiary systems—in their great abundance (and frequently of known genera) in the upper portions of the same series—and, lastly, in the recent appearance of man on the surface of the earth (now universally admitted—in one word, from all these facts combined, we have a series of proofs the most emphatic and convincing,—that the existing order of nature is not the last of an uninterrupted succession of mere physical events derived from laws now in daily operation: but on the contrary, that the approach to the present system of things has been gradual, and that there has been a progressive development of organic structure subservient to the purposes of life.

How have people come to be taken in by The Phenomenon of Man? Just as compulsory primary education created a market catered for by cheap dailies and weeklies, so the spread of secondary and latterly of tertiary education has created a large population of people, often with well-developed literary and scholarly tastes who have been educated far beyond their capacity to undertake analytical thought … [The Phenomenon of Man] is written in an all but totally unintelligible style, and this is construed as prima-facie evidence of profundity.

I want to note that, because there is the aforementioned difference between mountain and mountain, it will be appropriate, to avoid confusion, to distinguish one [type] from another by different terms; so I shall call the first Primary and the second Secondary.

Mathematics because of its nature and structure is peculiarly fitted for high school instruction [Gymnasiallehrfach]. Especially the higher mathematics, even if presented only in its elements, combines within itself all those qualities which are demanded of a secondary subject.

Mathematics had never had more than a secondary interest for him [her husband, George Boole]; and even logic he cared for chiefly as a means of clearing the ground of doctrines imagined to be proved, by showing that the evidence on which they were supposed to give rest had no tendency to prove them. But he had been endeavoring to give a more active and positive help than this to the cause of what he deemed pure religion.

Mathematics will not be properly esteemed in wider circles until more than the a b c of it is taught in the schools, and until the unfortunate impression is gotten rid of that mathematics serves no other purpose in instruction than the formal training of the mind. The aim of mathematics is its content, its form is a secondary consideration and need not necessarily be that historic form which is due to the circumstance that mathematics took permanent shape under the influence of Greek logic.

Television will enormously enlarge the eye's range, and, like radio, will advertise the Elsewhere. Together with the tabs, the mags, and the movies, it will insist that we forget the primary and the near in favor of the secondary and the remote.

The Archetypal idea was manifested in the flesh, under divers such modifications, upon this planet, long prior to the existence of those animal species that actually exemplify it. To what natural laws or secondary causes the orderly succession and progression of such organic phaenomena may have been committed we as yet are ignorant. But if, without derogation of the Divine power, we may conceive the existence of such ministers, and personify them by the term 'Nature,' we learn from the past history of our globe that she has advanced with slow and stately steps, guided by the archetypal light, amidst the wreck of worlds, from the first embodiment of the Vertebrate idea under its old Ichthyic vestment, until it became arrayed in the glorious garb of the Human form.

The moral faculties are generally and justly esteemed as of higher value than the intellectual powers. But we should bear in mind that the activity of the mind in vividly recalling past impressions is one of the fundamental though secondary bases of conscience. This affords the strongest argument for educating and stimulating in all possible ways the intellectual faculties of every human being.

These two orders of mountains [Secondary and Tertiary] offer the most ancient chronicle of our globe, least liable to falsifications and at the same time more legible than the writing of the primitive ranges. They are Nature's archives, prior to even the most remote records and traditions that have been preserved for our observant century to investigate, comment on and bring to the light of day, and which will not be exhausted for several centuries after our own.

This is really the cornerstone of our situation. Now, I believe what we should try to bring about is the general conviction that the first thing you have to abolish is war at all costs, and every other point of view must be of secondary importance.

Thus we conclude, that the strata both primary and secondary, both those of ancient and those of more recent origin, have had their materials furnished from the ruins of former continents, from the dissolution of rocks, or the destruction of animal or vegetable bodies, similar, at least in some respects, to those that now occupy the surface of the earth.

We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults–and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds. (In comparison, I only tinker with intellects already largely formed.)

When we talk mathematics, we may be discussing a secondary language built on the primary language of the nervous system.