The government also established direct control over the education of Blacks. The Bantu Education Act (1953) took Black schools away from the missions, and more state-run schools—especially at the elementary level—were created to meet the expanding economy’s increasing demand for semiskilled Black labour. The Extension of University Education Act (1959) prohibited the established universities from accepting Black students, except with special permission. Instead, the government created new ethnic university colleges—one each for Coloureds, Indians, and Zulus and one for Sotho, Tswana, and Venda students, as well as a medical school for Blacks. The South African Native College at Fort Hare, which missionaries had founded primarily but not exclusively for Blacks, became a state college solely for Xhosa students. The government staffed these ethnic colleges with white supporters of the National Party and subjected the students to stringent

Separate educational standards were established for nonwhites. The Bantu Education Act (1953) provided for the creation of state-run schools, which Black children were required to attend, with the goal of training the children for the manual labour and menial jobs that the government deemed suitable for those of their race. The Extension of University Education Act (1959) largely prohibited established universities from accepting nonwhite students. The government created new ethnic university colleges—one each for Coloureds, Indians, and Zulus and one for Sotho, Tswana, and Venda students as well as a medical school for Blacks.

Blacks were stripped of their South African citizenship and thereby excluded from the South African body politic. The South African government manipulated homeland politics so that compliant chiefs controlled the administrations of most of those territories.

Separate educational standards were established for nonwhites. The Bantu Education Act (1953) provided for the creation of state-run schools, which Black children were required to attend, with the goal of training the children for the manual labour and menial jobs that the government deemed suitable for those of their race.

Passed by a political system in which Black people effectively had no voice, the black codes were enforced by all-white police and state militia forces—often made up of Confederate veterans of the Civil War—across the South.

These codes worked in conjunction with labor camps for the incarcerated, where prisoners were treated as enslaved people. Black offenders typically received longer sentences than their white equals, and because of the grueling work, often did not live out their entire sentence.

After World War II, suburban developments in the North and South were created with legal covenants that did not allow Black families, and Black people often found it difficult or impossible to obtain mortgages for homes in certain “red-lined” neighborhoods.

Laws forbade African Americans from living in white neighborhoods. Segregation was enforced for public pools, phone booths, hospitals, asylums, jails and residential homes for the elderly and handicapped.Some states required separate textbooks for Black and white students. New Orleans mandated the segregation of prostitutes according to race. In Atlanta, African Americans in court were given a different Bible from white people to swear on. Marriage and cohabitation between white and Black people was strictly forbidden in most Southern states.

Segregated waiting rooms in bus and train stations were required, as well as water fountains, restrooms, building entrances, elevators, cemeteries, even amusement-park cashier windows.

Jim Crow laws soon spread around the country with even more force than previously. Public parks were forbidden for African Americans to enter, and theaters and restaurants were segregated.

Black codes were strict local and state laws that detailed when, where and how formerly enslaved people could work, and for how much compensation. The codes appeared throughout the South as a legal way to put Black citizens into indentured servitude, to take voting rights away, to control where they lived and how they traveled and to seize children for labor purposes.

Group Areas Act, 1950 This was the act that started physical separation between races, especially in urban areas. The act also called for the removal of some groups of people into areas set aside for their racial group.

Inequality across the zones was substantial, and education and job opportunities for non-whites were limited, pushing them into cycles of poverty. Non-white citizens were given fewer rights — including the inability to vote. Inter-marriage between the races was illegal, and friendships with different race groups were considered suspicious.