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Though the extreme of creating theocracies ruling over those without (contrary to the charter given to the church in the New Testament<ref>John 18:36; 1Cor. 5:12,13; 2 Cor 10:4; Eph. 6:12; Romans 13:1-5; 1Pet. 2:16</ref>) was rightly resisted by men such as [[Baptist]] [[Roger Williams]] yet all 50 states referred to God in their Constitutions,<ref>http://www.whateveristrue.com/heritage/preamble.htm</ref> and the effect of a Bible based Christianity is credited with working to bring souls to be ruled from within by God and a sound conscience, thus helping to enable relatively small government and yet promote stability in a vast and fertile country with multitude of different peoples, and to endure and overcome many serious negative consequences of the abuse of freedom, and the iniquity of unjust bondage.  

Though the extreme of creating theocracies ruling over those without the church (contrary to the charter given to the church in the New Testament<ref>John 18:36; 1Cor. 5:12,13; 2 Cor 10:4; Eph. 6:12; Romans 13:1-5; 1Pet. 2:16</ref>) was rightly resisted by men such as [[Baptist]] [[Roger Williams]], yet all 50 states referred to God in their Constitutions,<ref>http://www.whateveristrue.com/heritage/preamble.htm</ref> and the effect of a Bible based Christianity is credited with working to bring souls to be ruled from within by God and a sound conscience. This helped to enable relatively small government and yet promote stability in a vast and fertile country with multitude of different peoples, and to endure and overcome many serious negative consequences of the abuse of freedom, and the iniquity of unjust bondage.  

While not all the Founders were Christian, none were known atheists, and Deists consisted of men such as [[Benjamin Franklin]], [[James Madison]], and [[Thomas Paine]].  

While not all the Founders were Christian, none were known atheists, and Deists consisted of men such as [[Benjamin Franklin]], [[James Madison]], and [[Thomas Paine]].  

Primary in establishing a strong moral foundation was [[education]]. In elementary schooling in early America, the overtly Christian ''[[New England Primer]]'' was used in [[New England]], which is estimated to have sold upwards to 3,000,000 copies from 1700 to 1850. Introduced in 1690, this reader was used in what now would be the 1st grade, and taught multitudes of children how to read for 200 years, until 1900. The [[Alphabet]] was taught with Bible verses that began with each letter of the alphabet. Lessons had questions about the Bible and the Ten Commandments. An example of the Primer is, A = In Adam's fall, we sinned all. B = Heaven to find, the Bible mind."<ref>[http://www.shalomjerusalem.com/heritage/heritage19.htm The Honorable Judge Robert Ulrich Chief Justice, Missouri Court Of Appeals, Western District]</ref>  

Primary in establishing a strong moral foundation was [[education]]. In elementary schooling in early America, the overtly Christian ''[[New England Primer]]'' was used in [[New England]], which is estimated to have sold upwards to 3,000,000 copies from 1700 to 1850. Introduced in 1690, this reader was used in what now would be the 1st grade, and taught multitudes of children how to read for 200 years, until 1900. The [[Alphabet]] was taught with Bible verses that began with each letter of the alphabet. Lessons had questions about the Bible and the Ten Commandments. An example of the Primer is, A = In Adam's fall, we sinned all. B = Heaven to find, the Bible mind."<ref>[http://www.shalomjerusalem.com/heritage/heritage19.htm The Honorable Judge Robert Ulrich Chief Justice, Missouri Court Of Appeals, Western District]</ref>  

In addition, approximately half of all American children (beginning in 1836 to approx 1930) learned from the ''[[McGuffey Reader]],'' of which 122 million copies were published (during a time when the population was much less than today, and books were passed on more). This was an advanced teaching system for its time, written by a man who later became a Presbyterian minister, a work which earned him the title, “the Great Schoolmaster of the Nation.” He exalted the Lord Jesus Christ, and used the Bible more than any other source. It became a unifying force in American culture, instilling basic Christian-based morality, giving America a common value-laden body of literary reference and allusion,<ref>Cranney, A. Garr, 'Noah Webster and William Holmes McGuffey: The Men and Their Contributions to Reading''</ref> and “a sense of common experience and of common possession”. <ref>Historian Henry Steele Commager</ref> McGuffey Readers were used widely in America until just after World War I.

In addition, approximately half of all American children learned from the ''[[McGuffey Reader]],'' a series of textbooks of which 122 million copies were published (during a time when the population was much less than today, and books were passed on more). The first Reader was published in the 1830's, and was followed by five additional Readers, the last being published in 1885. This was an advanced teaching system for its time, written by William Holmes McGuffey, who later became a Presbyterian minister, and a work which earned him the title, “the Great Schoolmaster of the Nation.” McGuffey believed religion and education were to be interrelated and were essential to a healthy society. McGuffey exalted the Lord Jesus Christ, and used the Bible more than any other source, though the later revised editions (which used McGufey’s name though he neither contributed to them nor approved their revisions) became more pluralistic in their moral instruction. The Readers were filled with stories of strength, character, goodness and truth, working to instill standards of basic Christian-based morality for more than a century.<ref>http://www.mcguffeyreaders.com/history.htm</ref> McGuffey Readers became the standardized reading text for most schools across the United States, especially throughout the West and South, during the mid to late nineteenth century,<ref>[http://www.gutenberg.org/etext/15577 Henry H. Vail, ''A History of the McGuffey Readers'']</ref> <ref>[http://www.ohiohistorycentral.org/entry.php?rec=1469 McGuffey's Reader]</ref> and were used widely in America until just after World War I. This resulted in the Readers becoming a unifying force in American culture, giving America a common value-laden body of literary reference and allusion,<ref>Cranney, A. Garr, 'Noah Webster and William Holmes McGuffey: The Men and Their Contributions to Reading''</ref> and “a sense of common experience and of common possession”.<ref>Historian Henry Steele Commager</ref>  

After requiring literacy in Latin (in which language the Scripture were then mostly written), the second requirement in “Harvard Lawes” of 1642 was that "Every one shall consider the main end of his life and studies to know God and Jesus Christ which is eternal life. (Joh. 17:3) The overall religious nature of colleges and universities continued at least until the Civil War. Even State colleges had significant religious (most always Christian) components, such as mandatory religion courses and attendance at chapel services, while large numbers of their faculties had formal religious training. <ref>Ringenberg, 1984; Marsden and Longfield, 1962; Ronald W. Fagan and Raymond G. DeVries, ''The practice of sociology at Christian liberal arts colleges and universities''; The American Sociologist, June, 1994</ref>   

In higher education, the second requirement of [[Harvard]] Universities ''Lawes''  of 1642  (after requiring literacy in Latin, the which language the Scripture were then mostly written), was that "Every one shall consider the main end of his life and studies to know God and Jesus Christ which is eternal life. (Joh. 17:3) Overall, the nature of early colleges and universities was religious, and which  continued at least until the Civil War. Even State colleges had significant religious (most always Christian) components, such as mandatory religion courses and attendance at chapel services, while large numbers of their faculties had formal religious training. <ref>Ringenberg, 1984; Marsden and Longfield, 1962; Ronald W. Fagan and Raymond G. DeVries, ''The practice of sociology at Christian liberal arts colleges and universities''; The American Sociologist, June, 1994</ref>   

The first elementary schools also taught Christian morality, and even the [[Unitarian]] (see note:<ref>Unitarianism at the time was a means of being called Christian and overall upholding a god degree of Bible morality, while denying the divinity of Christ and plenary Divine inspiration of Scripture, and thus it has become a strong hold of immoral liberals today.</ref>) ''Father of the Common School'', Horace Mann (May 4, 1796 — August 02, 1859), who became Massachusetts Secretary of Education in 1837, not only understood the impossibility of separating education from religious moral beliefs, but held that it was lawful to teach the truths of the general Christian faith, asserting that the “laws of Massachusetts required the teaching of the basic moral doctrines of Christianity.” Mann, who supported prohibition of alcohol and intemperance, slavery and lotteries, <ref>http://www.famousamericans.net/horacemann</ref>  dreaded “intellectual eminence when separated from virtue”, that education, if taught without moral responsibilities, would produce more evil than it inherited. (William Jeynes, “American educational history: school, society, and the common good,” p. 149, 150)   

The first elementary schools also taught Christian morality, and even the [[Unitarian]] (see note:<ref>Unitarianism at the time was a means of being called Christian and overall upholding a good degree of Bible morality, while denying the divinity of Christ and plenary Divine inspiration of Scripture, and thus it has become a strong hold of immoral liberals today.</ref>) ''Father of the Common School'', Horace Mann (May 4, 1796 — August 02, 1859), who became Massachusetts Secretary of Education in 1837, not only understood the impossibility of separating education from religious moral beliefs, but held that it was lawful to teach the truths of the general Christian faith, asserting that the “laws of Massachusetts required the teaching of the basic moral doctrines of Christianity.” Mann, who supported prohibition of alcohol and intemperance, slavery and lotteries, <ref>http://www.famousamericans.net/horacemann</ref>  dreaded “intellectual eminence when separated from virtue”, and that education, if taught without moral responsibilities, would produce more evil than it inherited. (William Jeynes, “American educational history: school, society, and the common good,” p. 149, 150)   

While iniquity was always a significant part of America, it was generally held as shameful and overall resisted by Church and State.  Early on, in a pamphlet for Europeans titled ''Information to Those Who Would Remove to America'' (1754), Benjamin Franklin wrote, in part:  

While iniquity was always a significant part of America, it was generally held as shameful and overall resisted by Church and State.  Early on, in a pamphlet for Europeans titled ''Information to Those Who Would Remove to America'' (1754), Benjamin Franklin wrote, in part:  

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, 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 1]] 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 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 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.  

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 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 . . . ” –Luther Halsely Gulick, Popular Recreation and Public Morality, 1912<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 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 . . . ” –Luther Halsely Gulick, Popular Recreation and Public Morality, 1912<ref>http://www.nycgovparks.org/sub_about/parks_history/playgrounds.html</ref>  

In the 1950's, the danger of [[Communism]] worked a renewed affirmation of America being a basically Christian nation, though no significant religious revival was evident, and [[liberal ideology]] increased its influence through colleges and universities, as well as the film industry.

In the 1950's, the danger of [[Communism]] worked a renewed affirmation of America being a basically Christian nation, though no significant religious revival was evident, and [[liberal ideology]] increased its influence through colleges and universities, as well as the film industry.

====1960 and beyond====

====1960 and beyond====

The decade of the 1960's would begin the most dramatic moral change in America's history. While  a more developed moral social consciousness helped to effect beneficial and needed changes, such as in the area of civil rights, based upon non-moral aspects as race and color, this recognition of basic equality was used by liberal moralists to advocate liberty for immorality, most predominately in the area of sensuality. The 1960's culminated with [[Woodstock]] 69, with the decade being marked by rebellion against authority in general (though usually not to living off it) and against capitalism, and the promotion and practice of pre-marital [[sex]], recreational drug use, the rise of [[feminism]] and the advocation of liberal ideology in general.  

The decade of the 1960's would begin the most dramatic moral change in America's history. While  a more developed moral social consciousness helped to effect beneficial and needed changes, such as in the area of civil rights, as regards such non-moral aspects as race and color, this recognition of basic equality was used by liberal moralists to advocate liberty for immorality in word and in deed, most predominately in the area of sensuality. The 1960's culminated with [[Woodstock]] 69, with the decade being marked by rebellion against authority in general (though usually not to living off it) and against capitalism, and the promotion and practice of pre-marital [[sex]], recreational drug use, the rise of [[feminism]] and the advocation of liberal ideology in general.  

While most of the [[Liberal Media|main stream media]] and University professors in America are seen to treat this revolution and its foundational ethos as liberating and beneficial, its effects have been manifestly deleterious, as evidenced by multitudinous studies and statistics.  <ref>[http://peacebyjesus.witnesstoday.org/RevealingStatistics.html REVEALING  STATISTICS]</ref>

While most of the [[Liberal Media|main stream media]] and University professors in America are seen to treat this revolution and its foundational ethos as liberating and beneficial, its effects have been manifestly deleterious, as evidenced by multitudinous studies and statistics.  <ref>[http://peacebyjesus.witnesstoday.org/RevealingStatistics.html REVEALING  STATISTICS]</ref>

    

    

While promoting tolerance, the 1960's cultural [[revolution]] birth an unprecedented intolerance of traditional values, while its affection for drugs - used to find the alternative reality they sought - and fostering of a victim mentality, had destructive effects upon society, in particular its weakest members. The emphasis on social justice may well have been a means to justify a basic rebellion against authority in general, in particular fathers, headmasters, police officers, soldiers.  

While promoting tolerance, the 1960's cultural [[revolution]] birthed an unprecedented intolerance of traditional values, while its affection for drugs - used to find the alternative reality they sought - and the promotion of the demonic [[victim mentality]] (Gn. 3:1-5), had destructive effects upon society, in particular its weakest members. The emphasis on social justice may well have been a means to justify a basic rebellion against authority in general, in particular fathers, headmasters, police officers, soldiers.  

The rejection of Biblical and traditional sexual laws and promotion of sexual promiscuity and [[homosexuality]] would result in a greatly increased incidence of infectious diseases and premature death, with a half million of Americans dead because of [[AIDS]].   

The rejection of Biblical and traditional sexual laws and promotion of sexual promiscuity and [[homosexuality]] would result in a greatly increased incidence of infectious diseases and premature death, with a half million of Americans dead because of [[AIDS]].   

Colleges and universities largely became the seminaries of the new cultural "religion" and its ethos.<ref>Lewis H. Gann, Peter Duignan, The new left and the cultural revolution of the 1960's: a reevaluation. pp. 39-41</ref> Revised standard studies and new courses, such as gay studies, became part of the new orthodoxy, with a later neglect of core subjects.<ref>http://www.hacer.org/usa/?p=91</ref> . Relative few teaching posts became staffed by conservatives.<ref>50% of American college faculty in 1999 identifying themselves as Democrats, and only 11% as Republicans.72% described themselves as "to the left of center," including 18% who were strongly left. Only 15% described themselves as right of center, including only 3% who were "strongly right".  North American Academic Study Survey (NAASS) of students, faculty and administrators at colleges and universities in the United States and Canada 1999. The Berkeley Electronic Press</ref><ref>http://www.bepress.com/forum/vol3/iss1/art2</ref><ref>http://www.associatedcontent.com/article/17963/liberal_bias_in_our_schools.html</ref> While early attempts by students to gain positions of administrative power in their institutions had only limited success, its graduates would soon fill positions of power in informational, educational, and governmental agencies, and as by a Fabian strategy achieve its victories.   

Colleges and universities largely became the seminaries of the new cultural "religion" and its ethos.<ref>Lewis H. Gann, Peter Duignan, The new left and the cultural revolution of the 1960's: a reevaluation. pp. 39-41</ref> Revised standard studies and new courses, such as gay studies, became part of the new orthodoxy, with a later neglect of core subjects.<ref>http://www.hacer.org/usa/?p=91</ref> . Relative few teaching posts became staffed by conservatives.<ref>50% of American college faculty in 1999 identifying themselves as Democrats, and only 11% as Republicans.72% described themselves as "to the left of center," including 18% who were strongly left. Only 15% described themselves as right of center, including only 3% who were "strongly right".  North American Academic Study Survey (NAASS) of students, faculty and administrators at colleges and universities in the United States and Canada 1999. The Berkeley Electronic Press</ref><ref>http://www.bepress.com/forum/vol3/iss1/art2</ref><ref>http://www.associatedcontent.com/article/17963/liberal_bias_in_our_schools.html</ref> While early attempts by students to gain positions of administrative power in their institutions had only limited success, its graduates would soon fill positions of power in informational, educational, and governmental agencies, and as by a Fabian strategy achieve its victories.   

Religiously, a notable number of young persons honestly seeking for reality became part of what some term a [[Fourth Great Awakening]], out of which evangelical churches such as [[Calvary Chapel]] began and grew to be significance denominations.

Religiously, a notable number of young seekers for a better reality became part of what some term a [[Fourth Great Awakening]], out of which evangelical churches such as [[Calvary Chapel]] began and grew to be significance denominations.

===Responses===  

===Responses===