Background: Lisa Marie Simpson is a fictional character in the animated television series The Simpsons. She is the middle child and most intelligent of the Simpson family. Voiced by Yeardley Smith, Lisa was born as a character in The Tracey Ullman Show short "Good Night" on April 19, 1987. Cartoonist Matt Groening created and designed her while waiting to meet James L. Brooks.
Context: In The Tracey Ullman Show shorts, Lisa was something of a "female Bart": equally mischievous but lacking unique traits. As the series progressed, Lisa began to develop into a more intelligent and more emotional character. She demonstrates her intellect in the 1990 episode "Krusty Gets Busted" (season one), by helping Bart reveal Sideshow Bob's plot to frame Krusty the Clown for armed robbery. Many episodes focusing on Lisa have an emotional nature, such as "Moaning Lisa" (season one, 1990). The idea for the episode was pitched by James L. Brooks, who wanted to do an emotional episode involving Lisa's sadness, to complement the many "jokey episodes" in the first season. In the seventh-season episode "Lisa the Vegetarian" (1995), Lisa permanently becomes a vegetarian, distinguishing her as one of the first primetime television characters to make such a choice. The episode was written by David S. Cohen (in his first solo writing credit) who jotted down the idea one day while eating lunch. Then-executive producer David Mirkin, who had recently become a vegetarian, quickly approved the idea. Several of Lisa's experiences in the episode are based on Mirkin's own experiences. The episode guest stars musician Paul McCartney, a committed vegetarian and animal rights activist. McCartney's condition for appearing was that Lisa would remain a vegetarian for the rest of the series and would not revert the next week (as is common on situation comedies). The trait stayed and is one of the few permanent character changes made in the show. In the season 13 episode "She of Little Faith" (2001), Lisa underwent another permanent character change when she converted to Buddhism. Lisa plays the baritone saxophone, and some episodes use that as a plot device. According to Matt Groening, the baritone saxophone was chosen because he found the thought of an eight-year-old girl playing it amusing. He added, "But she doesn't always play a baritone sax because the animators don't know what it looks like, so it changes shape and color from show to show." One of the hallmarks of the show's opening sequence is a brief solo Lisa plays on her saxophone after being thrown out of music class. The Simpsons composer Alf Clausen said that the session musicians who perform her solos do not try to play at the second grade level and instead "think of Lisa as a really good player."
Question: How did Lisas development start?
Answer: Lisa was something of a "female Bart":

Problem: Background: 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.
Context: 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
Question: how else were the schools reformed?
Answer:
1869, provided for free and compulsory primary education.