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Mamluk Studies Review Vol. VI (2002)

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18 DONALD P. LITTLE, MAMLUK MADRASAHS<br />

Besides tombs the qubbah contained space for prayers and teaching. For these<br />

purposes an imam was to be appointed to lead Muslims in prayer five times a day<br />

and a shaykh to teach Prophetic tradition. In addition there were to be twenty-five<br />

Quran readers who took turns in reciting and in praying for the endower, his<br />

family, and Muslims in general. 40 Four freed eunuchs of the sultan or his father<br />

were to be assigned to the qubbah for unspecified duties. Judging, however, from<br />

the example of those eunuchs appointed to the tomb chamber in the Qala≠wu≠n<br />

complex, their constant attendance there served as a reminder of the gravitas<br />

(na≠mu≠s) of the deceased sultan and of the decorum which was to be maintained in<br />

the burial chamber. 41 A doorkeeper limited access to the qubbah and the madrasah.<br />

Two special janitors (qa≠’im) and three caretakers (farra≠sh) were to be responsible<br />

for cleaning and furnishing the chamber, its court, ambulatory, and water basin. 42<br />

The endower instructed that "the necessary carpets, inlaid candlesticks, brass basins,<br />

and other implements be provided," such as lamps, water utensils, spittoons, and<br />

"red and white ‘Abada≠n| mats." 43<br />

THE MADRASAH<br />

The waqf|yah actually names the four scholars who were to serve as professors in<br />

the madrasah, three of whom were chief qadis, the only exception being the<br />

Shafi‘i mudarris. 44 These four are designated to teach the applications of fiqh at<br />

convenient times between sunrise and sunset. Preceding these lessons, each class<br />

is to recite passages from the Quran and, following the lessons, conduct prayers<br />

for the endower. 45 The controller is to appoint an unspecified number of teaching<br />

assistants who are charged, as in al-Asyu≠t¸|'s model,<br />

to examine their students and to provide explanations and corrections<br />

to those who need them, encouraging them to work without stint in<br />

extra repetition and explication. . . . 46<br />

40<br />

Ibid., 64.<br />

41<br />

See Ah˝mad ibn ‘Al| al-Maqr|z|, Al-Mawa≠‘iz˛ wa-al-I‘tiba≠r bi-Dhikr al-Khit¸at¸ wa-al-A±tha≠r (Cairo,<br />

1854), 2:380.<br />

42<br />

Al-Nuwayr|, Niha≠yah, 32:65.<br />

43<br />

Ibid., 74, 66.<br />

44<br />

Ibid., 60–61.<br />

45<br />

Ibid., 66–67.<br />

46<br />

Ibid., 67.<br />

© <strong>2002</strong>, 2012 Middle East Documentation Center, The University of Chicago.<br />

http://mamluk.uchicago.edu/<strong>Mamluk</strong><strong>Studies</strong><strong>Review</strong>_<strong>VI</strong>_<strong>2002</strong>.pdf

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