Idris-baba Madrasa

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The Idris-Baba Madrasa

A Cradle of Turkmen Poetry and Knowledge
The Idris-Baba Madrasa
The Idris-Baba Madrasa

Located 180 kilometers from Turkmenabat in the Halach district of Lebap Province, the Idris-Baba Madrasa stands as a revered historical and cultural monument. This ancient educational institution, named after its founder, Idris-baba, played a significant role in the intellectual and spiritual development of the region. Born around 1690 in the area, Idris-baba was a highly educated man of his time, having graduated from the famous Shirgazi Khan Madrasa in Khiva. He later established his own madrasa, where he taught various sciences and nurtured many disciples who continued his legacy.

The Idris-Baba Madrasa holds particular historical significance because it was here that the classic Turkmen poet, Makhtumkuli, pursued his education. Coming from his native village of Hajji-Govshan in the Etrek River valley, Makhtumkuli embarked on a challenging journey across the desert, traversing what is now modern Turkmenistan from west to east. His determination to seek knowledge in one of the best educational institutions of the time reflects the madrasa’s esteemed reputation.

The people of Lebap cherish the memory of their great ancestor, Idris-baba, a prominent educator. A massive mulberry tree, planted by Idris-baba himself, has split into three gnarled trunks over the centuries and is considered sacred. Pilgrims tie colorful cloth strips to its branches, making wishes as they do so. The spacious courtyard of the madrasa houses a summer canopy and a sturdy brick building, providing a space for the performance of Muslim rituals throughout the year.

Following tradition, young men and women visit the madrasa before their entrance exams, seeking to draw positive energy from the ancient institution. This ritual of blessing has been immortalized by Lebap artist Alymjan Ishankuliyev in a painting depicting two young men and a venerable elder sitting on a carpet by the sacred mulberry tree.

Stepping through the intricately carved wooden double doors of the madrasa, one can imagine the educational process as it was centuries ago. Inside the small room with a round vaulted ceiling lies a square space covered with carpets, featuring four niches in the corners where several students would sit. Across from the entrance is another niche, used for storing books. A Quran, adorned with Arabic calligraphy on a traditional wooden stand, serves as a reminder that theology was a key subject of study at the madrasa. The curriculum also included Islamic law, arithmetic, geometry, geography, and other disciplines. Graduates of the madrasa went on to become qazis (judges), muftis (religious leaders), mudarrises (teachers), and tutors. Given the absence of a chimney in the room, it is evident that students endured spartan conditions while pursuing their education. The small windows provided little light, suggesting that the door was often kept open, and classes were likely held outdoors during warm weather.

Students lived in nearby adobe houses and supported themselves through subsistence farming. In their free time, they cultivated wheat, sorghum, mung beans, beans, vegetables, and melons, and also tended to livestock.

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