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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.  

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 a multitude of different peoples, and to endure and progress in overcoming 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]].  

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>     

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>     

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>   

In higher education, the second requirement of [[Harvard]] Universities ''Lawes''  of 1642  (after requiring literacy in Latin, which language the Scriptures were then mostly written in), 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 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)   

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)   

{{cquote|...serious religion, under its various denominations, is not only tolerated, but respected and practiced.  Atheism is unknown there; Infidelity rare and secret; so that persons may live to a great age in that country without having their piety shocked by meeting with either an Atheist or an Infidel. And the Divine Being seems to have manifested His approbation of the mutual forbearance and kindness by which the different sects treat each other, and by the remarkable prosperity with which He has been please to favor the whole country.<ref>John Gould Curtis, ''American history told by contemporaries ...''. Volume 3, p. 26 </ref>}}  

{{cquote|...serious religion, under its various denominations, is not only tolerated, but respected and practiced.  Atheism is unknown there; Infidelity rare and secret; so that persons may live to a great age in that country without having their piety shocked by meeting with either an Atheist or an Infidel. And the Divine Being seems to have manifested His approbation of the mutual forbearance and kindness by which the different sects treat each other, and by the remarkable prosperity with which He has been please to favor the whole country.<ref>John Gould Curtis, ''American history told by contemporaries ...''. Volume 3, p. 26 </ref>}}  

During certain periods of America's growth moral degradation increased America, and a strong correlation was felt between loss of Christian religious devotion and the increase in iniquity. America's faith saw revival as a result of the [[First Great Awakening]] in the 1730s and 1740, and which is held to have began the [[Evangelical Christian]] movement. During the period of approximately 1800-1830 the [[Second Great Awakening]] took place, and the [[Third Great Awakening]] occurring from the late 1850's to the early 1900's. These revivals had a profound spiritual and civil impact on Christian faith within America and [[England]], and worked toward the abolition of the well-entrenched historical institution of slavery.  

During certain periods of America's growth moral degradation increased, and a strong correlation was felt between loss of Christian religious devotion and the increase in iniquity. America's faith saw revival as a result of the [[First Great Awakening]] in the 1730s and 1740's, and which is held to have began the modern [[Evangelical Christian]] movement. During the period of approximately 1800-1830's the [[Second Great Awakening]] took place, and a [[Third Great Awakening]] occurring from the late 1850's to the early 1900's. These revivals had a profound spiritual and civil impact on Christian faith within America and [[England]], and worked toward the abolition of the well-entrenched historical institution of slavery.  

While not preventing the [[American Civil War]], a heightened moral sense of guilt and accountability is seen expressed by President Abraham Lincoln's ''Proclamation for a National Day of Humiliation, Fasting, and Prayer'' (1863).

While not preventing the [[American Civil War]], a heightened moral sense of guilt and accountability is seen expressed in President [[Abraham Lincoln]]'s ''Proclamation for a National Day of Humiliation, Fasting, and Prayer'' (1863).

The 1800's also saw a notable increase in the charitable work by private persons and agencies. In 1835 De Tocqueville<ref>Democracy in America</ref> noted that early America had no distinct class of wealth that could be turned to in times of need to relieve suffering. Associations necessarily formed to create the means to deal with problems and reflected a compassion for all those in trouble. Many agencies created during that time exist today. <ref>http://74.52.60.18/~npt/index.php?page=1800-s A Chronological HISTORY OF PHILANTHROPY in America.</ref>

The 1800's also saw a notable increase in the charitable work by private persons and agencies. In 1835 De Tocqueville<ref>Democracy in America</ref> noted that early America had no distinct class of wealth that could be turned to in times of need to relieve suffering. Associations necessarily formed to create the means to deal with problems and reflected a compassion for all those in trouble. Many agencies created during that time exist today. <ref>http://74.52.60.18/~npt/index.php?page=1800-s A Chronological HISTORY OF PHILANTHROPY in America.</ref>

====Early to mid 20th century====

====Early to mid 20th century====

Religiously, the early 1900's saw a revival of [[Pentecostalism]], as well as the rise of Evangelical Christian ''[[Fundamentalism]]'' as a distinct form. The latter was manifested in response to the growth of ''[[liberal Christianity]]'' and doctrinally labored to combat its move away from historical Christan faith, especially as concerned Christ and salvation, and strong emphasis upon personal morality. Liberal theology also placed primary emphasis on a [[social gospel]], and in its commendable commitment to uphold the primacy of basic doctrine, and tend to the spiritual needs of souls, opportunities to meet social needs of those without tended to be marginalized, an overreaction that some later recognized as an imbalance.<ref>Frank E. Gaebelein, ''Evangelicals and Social Concern'', March 1982 </ref>  

Religiously, the early 1900's saw a revival of [[Pentecostalism]], as well as the rise of Evangelical Christian ''[[Fundamentalism]]'' as a distinct form. The latter was manifested in response to the growth of ''[[liberal Christianity]]'' and doctrinally labored to combat liberalism's move away from historical Christan faith, especially as concerned Christ and salvation, and the Bible's strong emphasis upon personal morality. Liberal theology also placed primary emphasis on a [[social gospel]], while Fundamentalism was rightly committed to uphold the primacy of basic doctrine and to tend to the spiritual needs of souls. However, opportunities to meet material needs of those without tended to be marginalized, an overreaction that some later recognized as an imbalance.<ref>Frank E. Gaebelein, ''Evangelicals and Social Concern'', March 1982 </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>  

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>  

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 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 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>  

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.