According to the UCSCAM, it was the British colonial policy (1786–1957) to allow vernacular language schools to exist and develop, along with Sekolah Pondok (Malays) and Sekolah Tamil (Indians). This was part of the British strategy of "dividing and rule". For those who are willing to attend English schools, they will gain better opportunities in employment than any other schools, sometimes at the expense of their own racial/ethnic and religious root(s). Nevertheless, the development of Chinese language education thrived due to the conformity to the divide and rule policy. Before Malaysia gained independence, the Chinese had 1300 primary schools, nearly 100 high schools, and even a tertiary institution, Nanyang University, built without the financial support of the government. The report of Dong Zong claimed that the main reason for many Chinese parents sending their children to Chinese schools was that they generally hoped their children would retain their Chinese identity, with love and awareness of the nation of Malaysia, love of their own culture and traditions, ethnic pride, and most importantly being aware of their ethnic roots.