Christian (1880-1900) and Progressive (1920-1940) reforms affected the U.S. government's attempt to acculturate and educate American Indians. Religious groups supported the Dawes Allotment Act (1887), which allotted parcels of land, previously tribally held, to individual Indians. This led to de-tribalization, loss of cultural identity, and loss of Indian land. Commissioner Morgan established the first uniform course of study and began the gradual shift from sectarian, mission schools to government-managed schools. Day schools were adopted in policy because of economic advantage over boarding schools. Progressive reform attempted to reverse policies that encouraged Indian de-tribalization and cultural dissociation. The Indian Reorganization Act (IRA) (1934) repealed allotment of lands; encouraged Indian arts, culture, and community; and encouraged replacement of boarding schools with day schools.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 program that helped strengthen tribal political and cultural solidarity; and Indian bilingual education, which grew equally from Merriam Report recommendations, IRA educational provisions, and efforts of educationists who attempted to implement the approaches of social science and progressive education. (NQA)