Changes

Educationally, the rise of [[Darwinism]] worked against the view of man as being made in the image of man and reduced him to being simply a higher order of primates, with morality having no firm foundation. High schools and places of higher education increasingly became places of rampant STD's,<ref>http://peacebyjesus.witnesstoday.org/RevealingStatistics.html#Sec7</ref> inflated grades, and the marginalization of core subjects.<ref>Walter E. Williams, professor of economics at George Mason University: “What Will They Learn For Your $50,000?”</ref>  

Educationally, the rise of [[Darwinism]] worked against the view of man as being made in the image of man and reduced him to being simply a higher order of primates, with morality having no firm foundation. High schools and places of higher education increasingly became places of rampant STD's,<ref>http://peacebyjesus.witnesstoday.org/RevealingStatistics.html#Sec7</ref> inflated grades, and the marginalization of core subjects.<ref>Walter E. Williams, professor of economics at George Mason University: “What Will They Learn For Your $50,000?”</ref>  

Economically, building upon the foundation of the past, post [[World War 1]] capitalism and the ongoing [[Industrial revolution]] helped enable more goods and funds for the general public.  

Economically, building upon the foundation of the past, post [[World War I]] capitalism and the ongoing [[Industrial revolution]] helped enable more goods and funds for the general public.  

Morally, much effort was expended in passing [[Prohibition in the United States]] (1920 to 1933), while during the same period the [[Roaring 20's]] manifested a marked degree of cultural rejection of traditional moral decency. The following [[Great Depression]] (1929-1940's) signaled an end to the economic boon, and post [[Word War Two]] saw the traditional family focused on, as many men and women [[married]] and raised children.  

Morally, much effort was expended in passing [[Prohibition in the United States]] (1920 to 1933), while during the same period the [[Roaring Twenties]] manifested a marked degree of cultural rejection of traditional moral decency. The following [[Great Depression]] (1929-1940s) signaled an end to the economic boon, and post [[World War II]] saw the traditional family focused on, as many men and women [[married]] and raised children.  

The overcrowding of cities was seen as contributing to moral corruption, and in 1890 the [[New York]] Society for Parks and Playgrounds, described as a “moral movement not a charity”, was incorporated. Its purpose was to provide healthy recreation for the 500,000 boys and girls in [[New York]] city, and so help to counteract "the physical and moral degeneration" which so often follows densely populated cities.<ref>Vrooman, Walter, ''Open Letters: Playgrounds and Parks for Children'', pp. 317-318: Journals: Century (1881 - 1899)</ref>  In 1897, New York city Mayor William L. Strong appointed the Small Parks Advisory Committee, which advised constructing playgrounds with equipment and trained recreation specialists,  for "the physical energies of youth, which, if not directed to good ends, will surely manifest themselves in evil tendencies.” In addition to recreation, children took part in drills, singing, a salute to the flag, a talk by the school principal, and occupation work, etc. These early reformers saw recreation not as an end in itself, but as properly carried out, a program directly linked to “social morality.” “If our boys . . . are going to acquire the habit of subordinating selfish to group interests, they must learn these things through experience and not from books or the bleachers . . . ” <ref>Luther Halsely Gulick, Popular Recreation and Public Morality, 1912</ref><ref>http://www.nycgovparks.org/sub_about/parks_history/playgrounds.html</ref>  

The overcrowding of cities was seen as contributing to moral corruption, and in 1890 the [[New York]] Society for Parks and Playgrounds, described as a “moral movement not a charity”, was incorporated. Its purpose was to provide healthy recreation for the 500,000 boys and girls in [[New York]] city, and so help to counteract "the physical and moral degeneration" which so often follows densely populated cities.<ref>Vrooman, Walter, ''Open Letters: Playgrounds and Parks for Children'', pp. 317-318: Journals: Century (1881 - 1899)</ref>  In 1897, New York city Mayor William L. Strong appointed the Small Parks Advisory Committee, which advised constructing playgrounds with equipment and trained recreation specialists,  for "the physical energies of youth, which, if not directed to good ends, will surely manifest themselves in evil tendencies.” In addition to recreation, children took part in drills, singing, a salute to the flag, a talk by the school principal, and occupation work, etc. These early reformers saw recreation not as an end in itself, but as properly carried out, a program directly linked to “social morality.” “If our boys . . . are going to acquire the habit of subordinating selfish to group interests, they must learn these things through experience and not from books or the bleachers . . . ” <ref>Luther Halsely Gulick, Popular Recreation and Public Morality, 1912</ref><ref>http://www.nycgovparks.org/sub_about/parks_history/playgrounds.html</ref>