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==Moral standards==

==Moral standards==

In order for morality to be upheld, and degeneration to be effectively measured, standards must exist as points of moral reference. While legal philosophy made hold that immorality is whatever a moral person considers immoral, even these judgments are typically based on a foundation from formal religious sources, or secular ideology. On a corporate scale, all governments, and their legal and educational institutions operate out some basic beliefs. In America, it was widely held that, in the words of [[Theodore Roosevelt]], "To educate a man in mind and not in morals is to educate a menace to society", with the morality referred to being historically principally that of the Bible.<ref>[http://peacebyjesus.witnesstoday.org/CauseEffect.html Cause and Effect: The Bible, the Educational System, and It's Influence]</ref>   

In order for morality to be upheld, and degeneration to be effectively measured, standards must exist as points of moral reference. While legal philosophy made hold that immorality is whatever a moral person considers immoral, even these judgments are typically based on a foundation from formal religious sources, or secular ideology. On a corporate scale, all governments, and their legal and educational institutions operate out some basic beliefs. In America, it was widely held that, in the words of [[Theodore Roosevelt]], "To educate a man in mind and not in morals is to educate a menace to society", with the morality referred to being historically principally that of the Bible.<ref>[http://peacebyjesus.witnesstoday.org/CauseEffect.html Cause and Effect: The Bible, the Educational System, and Its Influence]</ref>   

In the realm of formal religion, moral codes are past on via sacred scriptures and or [[tradition]], which usually transcend time. However, cultural adaptations may be made as needed, while upholding the principal of the original.<ref> An example from Biblical law would be the prohibition in [[Leviticus 18]]:21 (cf. 20:5) of child dedication or literal child sacrifice to the [[Canaanite]] god [[Molech]]  While the deity at subject is not an issue today, [[Christians]] may understand this (and like condemnations:  (Eze. 16:20-21; 20:31; Jer. 32:35; 2Ki. 23:10; 16:3; 17:17; 21:6, cf. Psa_106:37-38) as forbidding [[abortion]], and or giving their children over to be raised under false ideologies.</ref> This adaptation is an area of [[theology]].  

In the realm of formal religion, moral codes are past on via sacred scriptures and or [[tradition]], which usually transcend time. However, cultural adaptations may be made as needed, while upholding the principal of the original.<ref> An example from Biblical law would be the prohibition in [[Leviticus 18]]:21 (cf. 20:5) of child dedication or literal child sacrifice to the [[Canaanite]] god [[Molech]]  While the deity at subject is not an issue today, [[Christians]] may understand this (and like condemnations:  (Eze. 16:20-21; 20:31; Jer. 32:35; 2Ki. 23:10; 16:3; 17:17; 21:6, cf. Psa_106:37-38) as forbidding [[abortion]], and or giving their children over to be raised under false ideologies.</ref> This adaptation is an area of [[theology]].  

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 it's 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 (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.

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>   

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>