The Bantu Education Act 1953 (Act No. 47 of 1953; later renamed the Black Education Act, 1953) was a South African segregation law that legislated for several aspects of the apartheid system. Its major provision enforced racially-separated educational facilities. Even universities were made "tribal", and all but three missionary schools chose to close down when the government would no longer help to support their schools. Very few authorities continued using their own finances to support education for native Africans. In 1959, that type of education was extended to "non-white" universities and colleges with the Extension of University Education Act, and the University College of Fort Hare was taken over by the government and degraded to being part of the Bantu education system. It is often argued that the policy of Bantu (African) education was aimed to direct black or non-white youth to the unskilled labour market although Hendrik Verwoerd, the Minister of Native Affairs, claimed that the aim was to solve South Africa's "ethnic problems" by creating complementary economic and political units for different ethnic groups. The ruling National Party viewed education as having a rather pivotal position in their goal of eventually separating South Africa from the Bantustans entirely. Verwoerd, the "Architect of Apartheid", stated: "There is no place for [the Bantu] in the European community above the level of certain forms of labour.... What is the use of teaching the Bantu child mathematics when it cannot use it in practice?" The Act led to a substantial increase of government funding to the learning institutions of black Africans, but they did not keep up with the population increase. The law forced institutions to be under the direct control of the state. The National Party now had the power to employ and train teachers as it saw fit. Black teachers' salaries in 1953 were extremely low and resulted in a dramatic drop of trainee teachers. Only one third of the black teachers were qualified. The schools reserved for the country's white children were of Western standards. The Act did not stipulate lesser standards of education for non-whites, but it legislated for the establishment of an advisory board and directed the minister to do so. Of the black schools, 30% of had no electricity, 25% had no running water and more than half had no plumbing. Education for Blacks, Indians and Coloureds was substantially cheaper but not free, and the salaries