1871 the Dutch parliament adopted a new education law that sought to uniform the highly scattered and diversified indigenous education systems across the archipelago, and expand the number of teacher training schools under the supervision of the colonial administration. The budget for public schooling was raised in steps from ca. 300,000 guilders in 1864 to roughly 3 million guilders by the early 1890s. Most often, however, the education development were starved of funding, because many Dutch politicians feared expanding education would eventually lead to anti-colonial sentiment. Funding for education only counted for 6% of the total expenditure of the colonial budget in the 1920s. The number of government and private primary schools for natives had increased to 3,108 and the libraries to 3,000 by 1930. However, spending sharply declined after the economic depression in 1930. The Dutch introduced a system of formal education for the local population of Indonesia, although this was restricted to certain privileged children. The schools for the European were modeled after the education system in Netherlands itself and required proficiency in Dutch. The Dutch language was also needed for higher education enrollment. The elite native/Chinese population who lack Dutch language skills could enroll in either Dutch Native or Chinese schools. The schools were arranged in the following levels: ELS (Dutch: Europeesche Lagereschool lit. "European Low School") – primary school for Europeans HSS (Dutch: Hollandsch-Schakelschool lit. "Dutch-Switch School") HIS (Dutch: Hollandsch-Inlandscheschool lit. "Dutch-Native School") – primary school for natives HCS (Dutch: Hollandsch-Chinescheschool lit. "Dutch-Chinese School") - primary school for Chinese MULO (Dutch: Meer Uitgebreid Lager Onderwijs lit. "More Advanced Low Education") – middle school AMS (Dutch: Algemene Middelbareschool lit. "General Middle School") – high school or college HBS (Dutch: Hogere Burgerschool lit. "Higher Citizen School") – pre-university For the population in rural areas, the Dutch created the Desa Schools or village schools system which aimed to spread literacy among the native population. These schools provide two or three years training of vernacular subjects (reading, writing, ciphering, hygiene, animals and plants, etc.) and served as cheaper alternative schools. These village schools, however, received much less funding than the privileged European schools, thus the quality of education provided is often lacking. Despite its flaws, the number of village schools reached 17,695 by 1930. The rest of the rural education were left to the work of Christian missionary, which are considered more cost-efficient. The segregation between Dutch and Indonesian in