1929 onwards this policy could only be implemented effectively from 1934 to 1935 onwards. Higher education One of the cornerstone of educational institutions, the University of Istanbul, accepted German and Austrian scientists whom the National Socialist regime in Germany had considered 'racially' or politically undesirable. This political decision (accepting the German and Austrian scientists) established the nucleus of science and modern [higher education] institutions in Turkey. The reform aimed to break away the traditional dependency [since the Ottoman Empire] on the transfer of science and technology by foreign experts. Religious education First, all medreses and schools administered by private foundations or the Diyanet were connected to the Ministry of National Education. Second, the money allocated to schools and medreses from the budget of the Diyanet was transferred to the education budget. Third, the Ministry of Education had to open a religious faculty for training higher religious experts within the system of higher education, and separate schools for training imams and hatips. Improving literacy The literacy movement aimed adult education for the goal of forming a skill base in the country. Turkish women were taught not only child care, dress-making and household management, but also skills needed to join the economy outside the home. New alphabet The adoption of the Latin script and the purging of foreign loan words was part of Atatürk's program of modernization. The two important features were sought, which were the democratization and activate secularism. Turkish had been written using a Turkish form of the Perso-Arabic script for a thousand years. It was well suited to write the Ottoman Turkish vocabulary that incorporated a great deal of Arabic and Persian vocabulary and even grammar. However, it was poorly suited for the core Turkish grammar and vocabulary, which was rich in vowels and poorly represented by Arabic script, an abjad which by definition only transcribed consonants. It was thus inadequate at representing Turkish phonemes. Some could be expressed using four different Arabic signs; others could not be expressed at all. The introduction of the telegraph and printing press in the 19th century exposed further weaknesses in the Arabic script. Use of the Latin script had been proposed before. In 1862, during Tanzimat, the statesman Münif Pasha advocated a reform of the alphabet. At the start of the 20th century, similar proposals were made by several writers associated with the Young Turks movement, including Hüseyin Cahit, Abdullah Cevdet, and