The Little White School House: The Impact of Progressive Reform on the Social and Educational Policy of the United States Indian Service and Bureau of Indian Affairs, 1895-1940 (original) (raw)
Chkistian (1880-1900) and Progressive (1920-1940) reforms affected the U.S. governtent's attempt to acculturate and educate American In ians. Religious groups supported the. Dawes Allotment-Act (1887 which allotted parcels of land, previouslytribally held, to in ividual Indians. This led to de-tribalization, loss of cultural ide tity, and loss of Indian land. Commissioner Morgan established t first uniform course of study and began the gradual shift from se tarian, mission schools to government-managed schools. Day schools were adopted in.pclicy because of economic advantage over boarding schools. Progressive reform attempted to reverse policies that ncouraged Indian de-tribalization and cultural dissociation. The India Reorganization Act (IRA) (1934) repealed allotment of lands; enc uraged Indian arts, culture, and community; and encouraged replacement of boarding schools with day schools. This period saw defeat of the Bursum Bill, which proposed giving legal Pueblo land ownership to white squatters; a boost in educational appropriations effected by\the Merriam Report; John Collier's attempt to create an educational prpgram that helped strengthen tribal pqlitical and cultural solidarilyvand-Indian-bilingual education, Which-grW-iqually from Merriam Report recommendations, IRA educational provisions, and efforts of educationists who attempted to implement the approaches of social science and progressive education.
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