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John Locke here sets a clear purpose: "to distinguish exactly the business of civil government from that of religion, and to settle the just bounds that lie between the one and the other". Specifically, the concern of the state is the commonwealth, especially the protection of property, and the just use of force to that end. The concern of the church, on the other hand, is the care of souls, to which force is ill-suited. What is essential is toleration: the state's toleration of the church, and each sect's toleration of another. Indeed, Locke argues that the mark of any truly Christian church will be toleration; this, because of Christ's "Gospel of peace" and of the impossibility of forced belief. "Whatever profession we make, to whatever outward worship we conform, if we are not fully satisfied in our own mind that the one is true, ... such profession and such practice, far from being any furtherance, are indeed great obstacles to our salvation." Whenever a church or minister reaches for powers of the state, the power to dispossess others of freedom or property, their true ambition is betrayed, "what they desire is temporal dominion". State authority is also circumscribed, "The care of souls cannot belong to the civil magistrate, because his power consists only in outward force: but true and saving religion consists in the inward persuasion of the mind..." It is refreshing to see in Locke that the obvious incongruity of Christian coercion is not a recent realization. For example, Locke notes Jesus' prediction that Christians will suffer persecution, but far be it that Christians become persecutors, to "force others by fire and sword, to embrace her faith and doctrine". One could object to Locke's claim that "the only business of the church is the salvation of souls", if that in effect precludes the church working towards a just and civil society in the here and now. Nonetheless, Locke's argument, rooted in Christian ideals and natural law, is rightly credited for the delineation of church and state authority that later emerged in America. ~ Nate

In 1784, a bill was before the House of Delegates of Virginia for a publick Act, "establishing a provision for the teachers of the Christian religion," which had for its object the compelling of every person to contribute to some religious teacher. The bill was postponed to the next session of the legislature and ordered to be printed, and the people were requested to signify their opinion respecting its adoption. Among the numerous remonstrances against the passage of this bill, the following one drawn by Mr. Madison, stands pre-eminent. It is certainly one of the ablest productions of that great statesman, and deserves to be widely circulated. To use the language of the authour of the work from which it is extracted — Benedict's "General History of the Baptist denomination in America," — its "style is elegant and perspicuous and for strength of reasoning and purity of principle, it has seldom been equalled, certainly never surpassed, by anything on the subject in the English language." It is hardly necessary to say that the bill never passed the House. ~ Hartford Times

Lords and Commons of England, consider what nation it is whereof ye are, and whereof ye are the governors: a nation not slow and dull, but of a quick, ingenious and piercing spirit, acute to invent, subtle and sinewy to discourse, not beneath the reach of any point, the highest that human capacity can soar to. Therefore the studies of Learning in her deepest sciences have been so ancient and so eminent among us, that writers of good antiquity and ablest judgment have been persuaded that even the school of Pythagoras and the Persian wisdom took beginning from the old philosophy of this island. And that wise and civil Roman, Julius Agricola, who governed once here for Csesar, preferred the natural wits of Britain before the labored studies of the French. Nor is it for nothing that the grave and frugal Transylvanian sends out yearly from as far as the mountainous borders of Russia, and beyond the Hercynian wilderness, not their youth, but their staid men, to learn our language and our theologic arts.

Thoughtful Christians are agreed that an important component of Christian scholarship is the integration of faith and learning, as it is sometimes called. Because Christians are interested in the truth for its own sake and because they are called to proclaim and defend their views to an unbelieving world and to seek to live consistently with those views, it is important for members of the believing community to think carefully about how to integrate their carefully formed theological beliefs with prominent claims in other fields of study. As St. Augustine wisely asserted, "We must show our Scriptures not to be in conflict with whatever [our critics] can demonstrate about the nature of things from reliable sources."¹ However, the task of integration is hard work and there is no widespread agreement about how it is to be done generally or about what its results should look like in specific cases. In what follows, I shall do three things to contribute to the integrative enterprise: 1) describe the relation between integration and spiritual formation; 2) discuss current integrative priorities for the Christian scholar; 3) analyze the epistemic tasks for and models employed in integration.

Thomas Jefferson drafted The Virginia Act for Establishing Religious Freedom in 1779 three years after he wrote the Declaration of Independence. The act was not passed by the General Assembly of the Commonwealth of Virginia until 1786. Jefferson was by then in Paris as the U.S. Ambassador to France. The  Act was resisted by a group headed by Patrick Henry who sought to pass a bill that would have assessed all the citizens of Virginia to support a plural establishment. James Madison's Memorial and Remonstrance Against Religious Assessments was, and remains, a powerful argument against state supported religion. It was written in 1785, just a few months before the General Assembly passed Jefferson's religious freedom bill.