Problem: Selim III (Ottoman Turkish: slym thlth Selim-i salis) (24 December 1761 - 28 July 1808) was the reform-minded Sultan of the Ottoman Empire from 1789 to 1807. The Janissaries eventually deposed and imprisoned him, and placed his cousin Mustafa on the throne as Mustafa IV. Selim was subsequently killed by a group of assassins.

Selim introduced domestic reforms to strengthen his government. He solicited suggestions throughout the governing institutions. As a basis for change: he created a new treasury, filled in large part from confiscatory punishment leveled at fief holders who had ceased to respect their military obligations, schools were opened, attention was given to printing and to the circulation of Western translations, and young Turks were sent to Europe for further study. The most significant reforms, however, involved the military. The navy was strengthened, and a navigation school was opened. The army commissariat was changed, officer training was improved, the Bosphorus forts were strengthened, the artillery was revitalized, and the new engineering school was reorganized. The major innovation was the founding of a new body of regular troops known as the Nizam-i-Cedid (new regulation), a term also applied to the reforms as a whole. A former Turkish lieutenant in the Russian army formed the first of these new units, uniformed, well disciplined and drilled, in 1792. Other units followed, involving, in some instances, extensive barracks building with related town facilities, such as the mosques and baths of Scutari. Such buildings constitute Selim's major architectural legacy.  Before the reforms, education in the Ottoman Empire had not been a state responsibility but had been provided by the education for Muslims. The first inroads into the system had been made with the creation of naval engineering, military engineering, medical and military science colleges. In this way specialized Western-type training was grafted onto the traditional system to produce specialists for the army. Similar institutions for diplomats and administrators were founded, including the translation bureau and the civil service school the latter was reorganized and eventually became the political science department of the University of Ankara and the major training center for higher civil servants.  The first comprehensive plan for state education was put forward. It provided for a complete system of primary and secondary schools leading to the university level, all under the Ministry of Education. A still more ambitious educational plan, inaugurated in 1869, provided for free and compulsory primary education. Both schemes progressed slowly because of a lack of money, but they provided a framework within which development toward a systematic, secular educational program could take place. There were more than 36,000 Ottoman schools, although the great majority were small, traditional primary schools. The development of the state system was aided by the example of progress among the non-Muslim millet schools, in which the education provided was more modern than in the Ottoman schools included more than 1,800 Greek schools with about 185,000 pupils and some 800 Armenian schools with more than 81,000 pupils. Non-Muslims also used schools provided by foreign missionary groups in the empire

how else were the schools reformed?

Answer with quotes: 1869, provided for free and compulsory primary education.


Problem: Junius Richard Jayewardene (Sinhalese: juniys ricdd jyvrdhn,Tamil: juunnniys ricctt jyvrtnnnaa; 17 September 1906 - 1 November 1996), commonly abbreviated in Sri Lanka as J. R., was the leader of Sri Lanka from 1977 to 1989, serving as Prime Minister from 1977 to 1978 and as the second President of Sri Lanka from 1978 till 1989. He was a leader of the nationalist movement in Ceylon (now Sri Lanka) who served in a variety of cabinet positions in the decades following independence.

Born to a prominent Ceylonese family with a strong association with the legal profession, Jayewardene was the eldest of 11 children, of Hon. Justice Eugene Wilfred Jayewardene KC, a Chief Justice of Ceylon and Agnes Helen Don Philip Wijewardena daughter of Tudugalage Muhandiram Don Philip Wijewardena a wealthy merchant. His younger brothers included Dr Hector Wilfred Jayewardene, QC and Dr Rolly Jayewardene, FRCP. His uncles were the Colonel Theodore Jayewarden, Justice Valentine Jayewardene and the Press Baron D. R. Wijewardena.  Raised by an English nanny, he received his primary education at Bishop's College, Colombo and attended Royal College, Colombo for his secondary education. At Royal College he played for the college cricket team, debuting in the Royal-Thomian series in 1925, and captained the rugby team at the annual "Royal-Trinity Encounter" (which later became known as the Bradby Shield Encounter). Excelling in both studies, sports and Club and Societies He was the first Chairman/Secretary in Royal College Social Services League in 1921 and he became the head prefect in 1925 and also represented the school in football and boxing; he was also a member of the cadet corps. He would later serve as the Secretary of the Royal College Union.  Jayewardene entered the University College, Colombo (University of London), in 1926 to read English, Latin, Logic and Economics; he attained a distinguished academic record and showed a keen interest in sports. In 1928 he transferred law by entering Colombo Law College and passed out as an advocate, starting his practice in the unofficial bar, for a brief period. Jayewardene converted from Christianity to Buddhism in his youth.

Did he go to school

Answer with quotes:
received his primary education at Bishop's College,