Successive Ottoman governments excluded the religious colleges (medreses) from the ambitious educational policies they pursued beginning in the 19th century. Many historians and contemporary observers have seen this trend as an anomaly, because this was a period characterized by governmental activism and broad changes imposed from the top, including in the field of education. The inactivity of the government during the long reign of Abdülhamid II (r. 1876–1909) appears particularly intriguing. The Hamidian regime enunciated the ideological, social, and political importance of Islam and extended its patronage to the religious establishment and its institutions. Nevertheless, the Hamidian government kept medrese education outside the fold of its educational project. The medreses were left unchanged in terms of administration, pedagogy, and curricula, even as the Hamidian regime impressively expanded the state school system, initiated a series of educational reforms, and promoted state education as a vanguard of progress and modernity. Meanwhile, in other parts of the Islamic world, initiatives were taken to reform and modernize institutions of Islamic learning. In the Ottoman Empire, the government took similar steps to reorganize medrese education only after the Committee of Union and Progress (CUP) came to power in the wake of Constitutional Revolution of 1908. However, the new regime also gradually, but consistently, diminished the former prominence of the religious establishment and its institutions and prepared the ground for the complete nationalization of religious education in 1924 by the fledgling Turkish Republic.