ISTANBUL TECHNICAL UNIVERSITY INSTITUTE OF SCIENCE AND TECHNOLOGY
RESTORATION PROJECT OF AL-AHMADIYYA SCHOOL IN ALEPPO
M.Sc. Thesis by Arch. Ruba KASMO
Department : ARCHITECTURE
Program : RESTORATION
ISTANBUL TECHNICAL UNIVERSITY INSTITUTE OF SCIENCE AND TECHNOLOGY
RESTORATION PROJECT OF AL-AHMADIYYA SCHOOL IN ALEPPO
M.Sc. Thesis by Arch. Ruba KASMO
502051216
Date of submission : 05 May 2008 Date of defence examination : 09 June 2008
Supervisor (Chairman): Prof. Dr. Zeynep AHUNBAY (I.T.U.) Members of Examining Committee: Prof. Dr. Nadide SEÇKİN (Y.T.U.)
Assis. Dr. Gülsün TANYELİ (I.T.U.)
İSTANBUL TEKNİK ÜNİVERSİTESİ FEN BİLİMLERİ ENSTİTÜSÜ
HALEP AHMEDİYE MEDRESESİ RESTORASYON PROJESİ
YÜKSEK LİSANS TEZİ Mimar Ruba KASMO
502051216
Tezin Enstitüye Verildiği Tarih : 05 Mayıs 2008 Tezin Savunulduğu Tarih : 09 Haziran 2008
Tez Danışmanı: Prof. Dr. Zeynep AHUNBAY (İ.T.Ü.)
Diğer Jüri Üyeleri: Doç. Dr. Nadide SEÇKİN (Y.T.Ü.) Y. Doç. Dr. Gülsün TANYELİ (İ.T.Ü.)
AKNOWLEDGEMENT
I am especially indebted to my advisor Prof. Dr. Zeynep AHUNBAY who has dedicated considerable time and thought to read and comment upon the thesis. I also wish to thank all my teachers and friends in the Faculty of Architecture, Istanbul Technical University, for their support and help during my study in the faculty. I am especially grateful for the Research Assis. Fusun Ece FERAH for her unending help.
My work in Aleppo was facilitated by various officers and persons. I would like to thank them all. My thank is for M. Khair HAYEK, Mohammed KADDOUR and Zaki SAGHIR for their help in the field work.
My profound and continuous thank is for my family for their encouragement and support during all my life.
TABLE OF CONTENTS
Page
LIST OF FIGURES... VII SUMMARY... XV ÖZET... XVI
1. INTRODUCTION...1
1.1. Subject and Purpose of the Thesis... 1
1.2. Methodology………... 1
2. ALEPPO IN THE EIGHTEENTH CENTURY... 3
2.1. Aleppo during the 16th and 17th Centuries... 4
2.2. Aleppo in the 18th Century... ..5
2.2.1. Economic situation... 5
2.2.2. Political and Social situation... ... 6
2.2.3. Urban development... 7
3. EDUCATION IN ALEPPO IN THE EIGHTEENTH CENTURY... 9
3.1. Education System... 9
3.2. Educational Buildings... 10
3.3. Ottoman Madrasas in Aleppo... 11
4. AL-AHMADIYYA MADRASA... 12
4.1. Location and Date... 12
4.2. Founder... 12
4.3. Endowments... 13
4.4. Regulations ... 13
4.5. Library... 14
4.6. History and Recent Situation... 15
5. ARCHITECTURAL DISCRIPTION………...17 5.1. Site Plan... ...17 5.2. Inscriptions... 17 5.3. Plan... 18 5.3.1. Program...18 5.3.2. Graveyard...18 5.3.2.1. Entrance….………...18 5.3.2.2. Graveyard..…... ...19 5.3.2.3. Mausoleum……… ...19 5.3.2.4. Guard room…...21 5.3.3. Madrasa………...21 5.3.3.1. Entrance……….. ...21
5.3.3.3. Classroom………...23 5.3.3.4. Library………...25 5.3.3.5. Student rooms ...25 5.3.3.6. Services………...33 5.3.3.7. Water facilities………. ...35 5.4. Roof Plan...37 5.5. Facades…... 38 5.5.1. Main facade...38
5.5.2. Facades overlooking the graveyard...39
5.5.2.1. Western façade.. ...39
5.5.2.2. Southern façade ..………...39
5.5.2.3. Eastern façade ...40
5.5.2.4. Northern façade ………... ...40
5.5.3. Facades overlooking the courtyard...40
5.5.4. Facades overlooking the porticos...41
5.5.4.1. Southern façade…...41
5.5.4.2. Eastern façade..…………...42
5.5.4.3. Northern façade………...42
5.5.4.4. Western façade…...43
5.6. Decorative Features... ...43
6. CONSTRUCTIONAL AND STRUCTURAL DETAILS……... 46
6.1. Building Materials... ...46 6.2. Structural Elements... 47 6.2.1. Walls... ..47 6.2.2. Columns...48 6.2.3. Arches... ...49 6.2.4. Ceilings... 49 6.2.5. Openings... ………... 50 6.2.6. Floors………...51 7. DETERIORATIONS.. ...52 7.1. Causes of Deterioration...52
7.1.1. Weaknesses inherent in the building...52
7.1.2. Natural agents…...53
7.1.2.1. Moisture………... ...53
7.1.2.2. Botanical growth ..………...54
7.1.3. Human factors ...54
7.1.3.1. Air pollution…... ...54
7.1.3.2. Ignorance of periodic maintenance. ..……...55
7.1.3.3. Inappropriate interventions ...55
7.2. Deterioration of structural elements... ...56
7.3. Deterioration of masonry………... 58
8. OTTOMAN MADRASAS IN ALEPPO... 61
8.1. Al-Khusrawiyya Madrasa………... ...61
8.1.1. Plan ...61
8.1.2. Facades...62
8.2. Al-Sha'baniyya Madrasa………... ...63
8.2.1. Plan ...64
8.2.2. Facades...64
8.2.3. Building materials and structural elements...65
8.3. Al-Uthmaniyya Madrasa………...65
8.3.1. Plan ...66
8.3.2. Facades...66
8.3.3. Building materials and structural elements...67
9. RESTITUTION...68
9.1. Restitution of the Site Plan………...69
9.2. Restitution of the Plan………... ...69
9.3. Restitution of the Main Façade… ...70
10. RESTORATION ...71 10.1. Re-use Proposal...71 10.2. Proposed Interventions…….. ...72 10.2.1. Cleaning……. ...72 10.2.1.1. Removal works……...72 10.2.1.2. Cleaning works……... ...73 10.2.2. Consolidation ...76
10.2.2.1. Consolidation of structural elements………...76
10.2.2.2. Consolidation of building materials……. ...77
10.2.3. Reconstruction ...78
10.2.4. Re-integration and completion ...78
10.2.5. New services……….. ...78
CONCLUSION... 80
REFERENCES... 81
APPENDICES Appendix 1: Maps and Photographs………... 83
Appendix 2: Drawings………... 228
LIST OF FIGURES Page Figure A.1 Figure A.2 Figure A.3 Figure A.4 Figure A.5 Figure A.6 Figure A.7 Figure B.1 Figure C.1 Figure C.2 Figure C.3 Figure C.4 Figure C.5 Figure C.6 Figure C.7 Figure C.8 Figure C.9 Figure C.10 Figure C.11 Figure C.12 Figure C.13 Figure C.14 Figure C.15 Figure C.16 Figure C.17 Figure C.18 Figure C.19 Figure C.20 Figure C.21 Figure C.22 Figure C.23 Figure C.24 Figure C.25 Figure C.26 Figure C.27 Figure C.28 Figure C.29 Figure C.30 Figure C.31 Figure C.32 Figure C.33
: The setting of Aleppo in the middle east area………... : The surroundings of Aleppo city... : Aleppo city in the 16th century………... : The main structures of the 16th century……... : Aleppo in mid 18th century………... : Quarters of Aleppo in mid 18th century………... : The central area of the old city……... : Al-Ahmadiyya madrasa, plot No. 3604……….…… : Main street of the covered bazaar…... : Al-Chalabi alley………... : Al-Chalabi alley………... : The commercial shops towards north…..…... : The commercial shops towards north………... : The commercial shops towards north…... : The qaysariyya towards east…... : The residential buildings towards south... : The residential buildings towards south…... : Behram Pasha mosque towards west…... : Inscription on the main entrance……... : Inscription on the mausoleum’s entrance... : Inscription on the madrasa’s entrance………... : Inscription on the classroom’s entrance... : Main entrance……... : Main entrance………... : Graveyard………... : Graveyard; tomb of the founder……….... : Graveyard; the arcade... : Graveyard; eastern platform………... : Graveyard; path to the madrasa……... : Mausoleum; entrance………... : Mausoleum; decorated impost………... : Mausoleum; tomb of Mustafa Tahazadeh…... : Mausoleum; platform…... : Mausoleum; northern wall………... : Mausoleum; northern wall………... : Mausoleum; western wall…... : Mausoleum; southern wall…………... : Mausoleum; eastern wall………... : Mausoleum; eastern wall………... : Guardroom; entrance………... : Guardroom; interior space………...
84 85 86 87 88 89 90 91 92 92 92 93 93 93 94 94 95 95 96 96 97 97 98 98 99 99 99 100 100 100 101 101 101 102 102 103 103 104 104 105 105
Figure C.34 Figure C.35 Figure C.36 Figure C.37 Figure C.38 Figure C.39 Figure C.40 Figure C.41 Figure C.42 Figure C.43 Figure C.44 Figure C.45 Figure C.46 Figure C.47 Figure C.48 Figure C.49 Figure C.50 Figure C.51 Figure C.52 Figure C.53 Figure C.54 Figure C.55 Figure C.56 Figure C.57 Figure C.58 Figure C.59 Figure C.60 Figure C.61 Figure C.62 Figure C.63 Figure C.64 Figure C.65 Figure C.66 Figure C.67 Figure C.68 Figure C.69 Figure C.70 Figure C.71 Figure C.72 Figure C.73 Figure C.74 Figure C.75 Figure C.76 Figure C.77 Figure C.78 Figure C.79 Figure C.80 Figure C.81 Figure C.82 Figure C.83 Figure C.84 Figure C.85 Figure C.86 Figure C.87 Figure C.88 : Madrasa’s entrance…………... : Madrasa’s entrance; decoration details... : Courtyard; general………... : Shadirwan; general…... : Shadirwan; upper part………... : Shadirwan; basin…... : Courtyard; opening overlooking the reservoir…... : Southern portico………... : Southern portico……... : Southern portico; ceiling…………... : Eastern portico………... : Western portico………... : Northern portico………... : Northern portico; ceiling………... : Eastern portico; intersection with southern portico…... : Eastern portico; intersection with northern portico……….... : Northern portico; intersection with eastern portico………... : Classroom; ceiling………... : Classroom; mihrab………... : Classroom; eastern wall………... : Classroom; western wall………... : Classroom; wind catcher………... : Classroom; entrance………... : Library; wooden screen………... : Library; wooden screen…... : Library; eastern wall……... : Library; southern wall... : Library; southern wall………... : Library; northern wall………... : Library; northern wall………... : Library; western wall………... : Room 1; northern wall…………... : Room 1; northern wall………... : Room 1; southern wall………... : Room 2; northern wall………... : Room 2; eastern wall... : Room 2; eastern wall... : Room 2; southern wall…………... : Room 2; southern wall………... : Room 2; western wall…... : Room 3; western wall……... : Room 3; western wall……... : Room 3; southern wall……... : Room 3; southern wall…... : Room 3; eastern wall………... : Room 4; western wall…... : Room 4; western wall………... : Room 4; southern wall…………... : Room 4; southern wall…... : Room 4; eastern wall………... : Room 5; western wall……... : Room 5; western wall………... : Room 5; southern wall…………... : Room 5; southern wall………... : Room 5; eastern wall………...
105 105 106 106 107 107 108 108 109 109 110 110 111 111 112 112 112 113 113 113 114 114 115 115 115 116 116 116 117 117 117 118 118 118 119 119 119 120 120 121 121 122 122 122 123 123 124 124 124 125 125 126 126 126 126
Figure C.89 Figure C.90 Figure C.91 Figure C.92 Figure C.93 Figure C.94 Figure C.95 Figure C.96 Figure C.97 Figure C.98 Figure C.99 Figure C.100 Figure C.101 Figure C.102 Figure C.103 Figure C.104 Figure C.105 Figure C.106 Figure C.107 Figure C.108 Figure C.109 Figure C.110 Figure C.111 Figure C.112 Figure C.113 Figure C.114 Figure C.115 Figure C.116 Figure C.117 Figure C.118 Figure C.119 Figure C.120 Figure C.121 Figure C.122 Figure C.123 Figure C.124 Figure C.125 Figure C.126 Figure C.127 Figure C.128 Figure C.129 Figure C.130 Figure C.131 Figure C.132 Figure C.133 Figure C.134 Figure C.135 Figure C.136 Figure C.137 Figure C.138 Figure C.139 Figure C.140 Figure C.141 Figure C.142 Figure C.143
: Room 6; southern wall………... : Room 6; southern wall………... : Room 6; southern wall... : Room 6; eastern wall…………... : Room 6; western wall………... : Room 6; northern wall………... : Room 7; southern wall………... : Room 7; southern wall………... : Room 7; eastern wall…………... : Room 7; northern wall………... : Room 7; northern wall………... : Room 8; southern wall………... : Room 8; southern wall…... : Room 8; eastern wall………... : Room 8; eastern wall……... : Room 8; northern wall………... : Room 8; northern wall………... : Room 9; southern wall………... : Room 9; southern wall…... : Room 9; southern wall………... : Room 9; eastern wall………... : Room 9; northern wall………... : Room 9; northern wall………... : Room 9; western wall………... : Room 10; eastern wall………... : Room 10; eastern wall………... : Room 10; eastern wall………... : Room 10; northern wall………... : Room 10; western wall………... : Room 10; southern wall………... : Room 10; ceiling………... : Kitchen; western wall………... : Kitchen; western wall…………... : Kitchen; southern wall………... : Kitchen; eastern wall………... : Toilets; entrance…………... : Toilets; ceiling………... : Toilets; vent………... : Toilets; basin………... : Toilets; southern wall………... : Toilets; southern wall………... : Toilets; cubicle………... : Toilets; traditional squat toilet………... : Staircase………..………... : Staircase…………... : Staircase; first flight………... : Staircase; landing area………... : Staircase………... : Staircase………... : Staircase; second flight…………... : Staircase; opening leading to the roof... : Well………... : Well; wall niche………... : Well; section………... : Well; floor detail…...
127 127 127 128 128 128 129 129 130 130 131 131 132 132 132 133 133 134 134 134 135 135 135 136 136 136 137 137 137 138 138 138 139 139 140 140 141 141 142 142 143 143 144 144 144 145 145 145 146 146 147 147 147 148 148
Figure C.144 Figure C.145 Figure C.146 Figure C.147 Figure C.148 Figure C.149 Figure C.150 Figure C.151 Figure C.152 Figure C.153 Figure C.154 Figure C.155 Figure C.156 Figure C.157 Figure C.158 Figure C.159 Figure C.160 Figure C.161 Figure C.162 Figure C.163 Figure C.164 Figure C.165 Figure C.166 Figure C.167 Figure C.168 Figure C.169 Figure C.170 Figure C.171 Figure C.172 Figure C.173 Figure C.174 Figure C.175 Figure C.176 Figure C.177 Figure C.178 Figure C.179 Figure C.180 Figure C.181 Figure C.182 Figure C.183 Figure C.184 Figure C.185 Figure C.186 Figure C.187 Figure C.188 Figure C.189 Figure C.190 Figure C.191 Figure C.192 Figure C.193 Figure C.194 Figure C.195 Figure C.196 Figure C.197 Figure C.198 : Water cistern……..………... : Water cistern………... : Water cistern; northern wall………... : Water cistern; eastern wall………... : Water cistern; lower part... : Opening leading to the water reservoir………... : Opening’s stone cover………... : Path leading to the water reservoir…... : Path leading to the water reservoir………... : Water reservoir; ceiling………... : Water reservoir; walls……….. ... : Water reservoir; first landing………. : Water reservoir; northern wall………... : Water reservoir; northern wall……... : Water reservoir; corridor………... : Water reservoir; corridor………... : Water reservoir; sebil’s opening………... : Roof; classroom and southern portico…………... : Roof; eastern side………... : Roof; northern side………..………... : Roof; western side………... : Roof; library………... : Roof; mausoleum………... : Roof; accessible adjacent property... : Roof; windows overlooking adjacent properties... : Roof; chimney’s stack of room 10... : Roof; chimney’s stack of room 9……... : Roof; missing chimney’s stack of room 6... : Main facade………... : Main facade………... : Main facade………... : Main facade... : Main facade………... : Main facade…………... : Facades overlooking graveyard; western facade……... : Facade overlooking graveyard; western facade... : Facades overlooking graveyard; western facade…………... : Facades overlooking graveyard; southern facade…... : Facades overlooking graveyard; southern facade…... : Facades overlooking graveyard; southern facade…... : Facades overlooking graveyard; eastern facade... : Facades overlooking graveyard; eastern facade... : Facades overlooking graveyard; northern facade... : Facades overlooking graveyard; northern facade... : Facades overlooking graveyard; northern facade... : Facades overlooking courtyard; water spout... : Facades overlooking courtyard; water spouts... : Facades overlooking porticos; southern facade... : Facades overlooking porticos; southern facade... : Facades overlooking porticos; southern facade... : Facades overlooking porticos; southern facade... : Facades overlooking porticos; southern facade... : Facades overlooking porticos; southern facade... : Facades overlooking porticos; southern facade... : Facades overlooking porticos; southern facade...
149 149 149 149 150 150 151 151 151 152 152 153 153 153 154 154 154 155 155 156 156 157 157 158 158 159 159 159 160 160 160 161 161 162 162 162 163 163 163 164 164 164 165 165 166 166 167 167 167 168 168 169 169 169 170
Figure C.199 Figure C.200 Figure C.201 Figure C.202 Figure C.203 Figure C.204 Figure C.205 Figure C.206 Figure C.207 Figure C.208 Figure C.209 Figure C.210 Figure C.211 Figure C.212 Figure C.213 Figure C.214 Figure C.215 Figure C.216 Figure C.217 Figure C.218 Figure C.219 Figure C.220 Figure C.221 Figure C.222 Figure C.223 Figure C.224 Figure C.225 Figure C.226 Figure C.227 Figure C.228 Figure C.229 Figure C.230 Figure C.231 Figure C.232 Figure C.233 Figure C.234 Figure C.235 Figure C.236 Figure C.237 Figure C.238 Figure C.239 Figure C.240 Figure C.241 Figure C.242 Figure C.243 Figure C.244 Figure C.245 Figure C.246 Figure C.247 Figure C.248 Figure C.249 Figure C.250 Figure C.251 Figure C.252 Figure C.253
: Facades overlooking porticos; eastern facade... : Facades overlooking porticos; eastern facade... : Facades overlooking porticos; eastern facade... : Facades overlooking porticos; northern facade... : Facades overlooking porticos; eastern facade... : Facades overlooking porticos; eastern facade... : Facades overlooking porticos; northern facade... : Facades overlooking porticos; northern facade... : Facades overlooking porticos; western facade... : Facades overlooking porticos; western facade... : Facades overlooking porticos; western facade... : Facades overlooking porticos; western facade... : Decorative features; main entrance... : Decorative features; madrasa’s entrance... : Decorative features; shadirwan... : Decorative features; mausoleum... : Decorative features; southern portico... : Decorative features; southern portico... : Decorative features; mihrab... : Decorative features; mihrab... : Decorative features; mihrab... : Decorative features; southern portico... : Decorative features; southern portico... : Decorative features; southern portico... : Decorative features; mausoleum... : Decorative features; tomb... : Decorative features; classroom’s entrance... : Decorative features; classroom’s entrance... : Decorative features; library... : Decorative features; column’s base... : Wall; joints... : Walls; cornices... : Walls; copings... : Columns; western portico... : Columns; graveyard, first type... : Columns; graveyard, second type... : Columns; courtyard, first type... : Columns; courtyard, second type... : Columns; courtyard, third type... : Columns; southern portico... : Columns; southern portico... : Domes; classroom, interior... : Domes; classroom, exterior... : Domes; Southern portico, interior... : Domes; Southern portico, exterior... : Vaults; mausoleum... : Vaults; library... : Vaults; room 1... : Openings; detail... : Openings; slit windows... : Floors; graveyard... : Floors; courtyard... : Floors; northern portico... : Floors; courtyard, detail... : Floors; graveyard, detail...
170 171 171 172 172 173 173 173 174 174 174 175 175 176 176 177 177 178 178 179 179 180 180 181 181 182 182 182 183 183 184 184 185 185 186 186 186 186 187 187 187 188 188 189 189 190 190 191 191 192 192 192 193 193 194
Figure C.254 Figure C.255 Figure C.256 Figure C.257 Figure C.258 Figure C.259 Figure C.260 Figure C.261 Figure C.262 Figure C.263 Figure C.264 Figure C.265 Figure C.266 Figure C.267 Figure C.268 Figure C.269 Figure C.270 Figure C.271 Figure C.272 Figure C.273 Figure C.274 Figure C.275 Figure C.276 Figure C.277 Figure C.278 Figure C.279 Figure C.280 Figure C.281 Figure C.282 Figure C.283 Figure C.284 Figure C.285 Figure C.286 Figure C.287 Figure C.288 Figure C.289 Figure C.290 Figure C.291 Figure C.292 Figure C.293 Figure C.294 Figure D.1 Figure D.2 Figure D.3 Figure D.4 Figure D.5 Figure D.6 Figure D.7 Figure D.8 Figure D.9 Figure D.10 Figure D.11 Figure D.12 Figure D.13 : Floors; room 3... : Floors; room 3, ataba... : Floors; classroom, ataba... : Deteriorations; botanical growth... : Deteriorations; botanical growth... : Deteriorations; botanical growth... : Deteriorations; cracked screeds... : Deteriorations; open joints... : Deteriorations; blocked water spout... : Deteriorations; blocked drains... : Deteriorations; rusted iron bars... : Deteriorations; un-maintained wooden work... : Deteriorations; portico’s ceiling... : Deteriorations; repair with cement... : Deteriorations; repair with cement... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; structural problems... : Deteriorations; masonry, salt crystallization... : Deteriorations; masonry, salt crystallization... : Deteriorations; masonry, salt crystallization... : Deteriorations; masonry, salt crystallization... : Deteriorations; masonry, salt crystallization... : Deteriorations; masonry, salt crystallization... : Deteriorations; masonry, salt crystallization... : Deteriorations; masonry, excessive loads... : Deteriorations; masonry, rusted iron bars... : Deteriorations; masonry, rusted iron bars... : Deteriorations; masonry, staining... : Deteriorations; masonry, staining... : Surroundings; qaysarriya... : Surroundings; qaysarriya... : Surroundings; sebil... : Surroundings; sebil... : Al-Khusrawiyya madrasa; plan... : Al-khusrawiyya madrasa; southern portico... : Al-Khusrawiyya madrasa; main entrance... : Al-Khusrawiyya madrasa; main facade... : Al-Khusrawiyya madrasa; column... : Al-khusrawiyya madrasa; classroom’s entrance... : Al-khusrawiyya madrasa; room’s entrance... : Al-Khusrawiyya madrasa; roof... : Al-Khusrawiyya madrasa; arches... : Al-Khusrawiyya madrasa; domes... : Al-Sha’baniyya madrasa; plan... : Al-Sha’baniyya madrasa; main entrance... : Al-Sha’baniyya madrasa; water spout...
194 195 195 196 196 197 197 198 198 198 199 199 200 200 201 201 202 202 202 203 203 204 204 204 205 205 206 206 207 207 208 208 208 209 209 210 210 211 211 212 212 213 214 214 215 215 216 216 216 217 217 218 219 219
Figure D.14 Figure D.15 Figure D.16 Figure D.17 Figure D.18 Figure D.19 Figure D.20 Figure D.21 Figure D.22 Figure D.23 Figure D.24 Figure D.25 Figure D.26 Figure D.27 Figure E.1 Figure E.2 Figure E.3 Figure F.1 Figure F.2 Figure F.3 Figure F.4 Figure F.5 Figure F.6 Figure F.7 Figure F.8 Figure F.9 Figure F.10 Figure F.11 Figure F.12 Figure F.13 Figure F.14 Figure F.15 Figure F.16 Figure F.17 Figure F.18 Figure F.19 Figure F.20 Figure F.21 Figure F.22 Figure F.23 Figure F.24 Figure F.25 Figure F.26 Figure F.27 Figure F.28 Figure F.29 Figure F.30 Figure F.31 Figure F.32 Figure F.33 Figure F.34 Figure F.35 Figure F.36
: Al-Sha’baniyya madrasa; prayer hall’s entrance... : Al-Sha’baniyya madrasa; room’s entrance... : Al-Sha’baniyya madrasa; prayer hall’s dome... : Al-Uthmaniyya madrasa; plan... : Al-Uthmaniyya madrasa; north-south section... : Al-Uthmaniyya madrasa; eastern entrance... : Al-Uthmaniyya madrasa; western entrance... : Al-Uthmaniyya madrasa; mosque... : Al-Uthmaniyya madrasa; fire place... : Al-Uthmaniyya madrasa; chimney’s stack... : Al-Uthmaniyya madrasa; student room... : Al-Uthmaniyya madrasa; wall copings... : Al-Uthmaniyya madrasa; column... : Al-Uthmaniyya madrasa; water spout... : Sultan Ahmed mosque; shadirwan... : Sultan Ahmed mosque; shadirwan... : Yeni mosque; shadirwan... : Site plan; 1/1000……... : Site plan; 1/500... : Plan; 1/100 condition survey... : Plan; 1/100 with dimensions... : Ceiling plan; 1/100 condition survey... : Roof plan; 1/100 condition survey... : Main facade; 1/100 condition survey... : Section A-A; 1/100 condition survey... : Section B-B; 1/100 condition survey... : Section 1-1; 1/100 condition survey... : Section 2-2; 1/100 condition survey... : Section 3-3; 1/100 condition survey... : Section 4-4; 1/100 condition survey... : Section 5-5; 1/100 condition survey... : Plan; 1/100 material analysis... : Ceiling plan; 1/100 material analysis... : Roof plan; 1/100 material analysis... : Main facade; 1/100 material analysis... : Section A-A; 1/100 material analysis... : Section B-B; 1/100 material analysis... : Section 1-1; 1/100 material analysis... : Section 2-2; 1/100 material analysis... : Section 3-3; 1/100 material analysis... : Section 4-4; 1/100 material analysis... : Section 5-5; 1/100 material analysis... : Plan; 1/100 damage assessment... : Ceiling plan; 1/100 damage assessment... : Roof plan; 1/100 damage assessment... : Main facade; 1/100 damage assessment... : Section A-A; 1/100 damage assessment... : Section B-B; 1/100 damage assessment... : Section 1-1; 1/100 damage assessment... : Section 2-2; 1/100 damage assessment... : Section 3-3; 1/100 damage assessment... : Section 4-4; 1/100 damage assessment... : Section 5-5; 1/100 damage assessment...
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Figure F.37 Figure F.38 Figure F.39 Figure F.40 Figure F.41 Figure F.42 Figure F.43 Figure F.44 Figure F.45 Figure F.46 Figure F.47 Figure F.48 Figure F.49 Figure F.50 Figure F.51 Figure F.52 Figure F.53 Figure F.54 Figure F.55 Figure F.56 Figure F.57 Figure F.58 Figure F.59 Figure F.60 Figure F.61 Figure F.62 Figure F.63 Figure F.64 Figure F.65 : Details; 1/5... : Details; 1/5... : Details; 1/5... : Details; 1/5... : Details; 1/5... : Details; 1/5... : Details; 1/5... : Plan; 1/100 restitution... : Ceiling plan; 1/100 restitution……… : Roof plan; 1/100 restitution... : Main facade; 1/100 restitution... : Section A-A; 1/100 restitution... : Section B-B; 1/100 restitution... : Section 1-1; 1/100 restitution... : Section 2-2; 1/100 restitution... : Section 3-3; 1/100 restitution... : Section 4-4; 1/100 restitution... : Section 5-5; 1/100 restitution... : Plan; 1/100 restoration... : Ceiling plan; 1/100 restoration... : Roof plan; 1/100 restoration... : Main facade; 1/100 restoration... : Section A-A; 1/100 restoration... : Section B-B; 1/100 restoration... : Section 1-1; 1/100 restoration... : Section 2-2; 1/100 restoration... : Section 3-3; 1/100 restoration... : Section 4-4; 1/100 restoration... : Section 5-5; 1/100 restoration... 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293
THE RESTORATION PROJECT OF AL-AHMADIYYA SCHOOL IN ALEPPO SUMMARY
Al-Ahmadiyya Madrasa is one of the notable foundations of the 18th century. Its good financing and strict regulations enabled it to be one of the first-ranking religious madrasas in Aleppo. It is located in Al-Jallum Al-Kubra quarter within the intramural city of Aleppo, Syria. The madrasa was founded by Ahmad efendi, head of the influential group of Ashraf, in 1751. In order to provide funds for his madrasa,
Ahmad Efendi donated many properties in Aleppo and other cities.
The complex of the madrasa consists of the madrasa, the mausoleum of Ahmad
Efendi’s father, the graveyard and the sebil. The madrasa itself contains a
classroom, a library and ten rooms for students with services. All the spaces of the madrasa are arranged around a courtyard of which in the center there is a picturesque shadirwan.
The madrasa continued to serve as an educational institute until 1945 and it was one of 9 religious madrasas which were still active. In 1949, lessons were stopped and the madrasa served as a dormitory for students of other religious madrasas. In 1961, the madrasa and its endowments came under the supervision of the Directorate of Endowments and finally it was closed in the 1980’s.
Despite the damages resulting from neglect and lack of maintenance, the building has preserved its authentic features. It represents a valuable example of free-standing Ottoman Madrasas in Aleppo and deserves to be protected for coming generations.
With a main goal of elaborating a restoration plan which preserves the building and adapts it to a new compatible function, the study includes a historical research, a complete survey of recent condition with detailed drawings and written description, a hypothesis of original condition and proposals for re-use and interventions.
HALEP AHMEDİYE MEDRESESİ RESTORASYON PROJESİ ÖZET
Al-Ahmadiyya Medresesi, 18. yüzyılın en önemli kurumlarından biridir. Gelir-giderlerinin iyi düzenlenmesi ve katı kuralları sayesinde, Halep’teki en üst düzeydeki dini medreselerden biri olmayı başarmıştır. Yapı, Halep’in Al-Jallum Al-Kubra mahallesinde yer almaktadır ve 18. yüzyılda etkili olan Ashraf grubunun başı olan
Ahmed Efendi tarafından 1751’de kurulmuştur. Medresenin yapımı için, Ahmed Efendi, Halep ve başka kentlerden pek çok mülk bağışlamıştır.
Külliyede medresenin yanı sıra, Ahmed Efendi’nin babasının türbesi, hazire ve sebil de bulunmaktadır. Medrese ise bir dershane, bir kitaplık ve öğrenciler için on oda ile servis mekânlarından meydana gelmektedir. Tüm mekânlar, ortasında şadırvanın yer aldığı bir avlunun etrafında düzenlenmiştir.
Medrese 1945 yılına kadar eğitim amaçlı kullanılmıştır ve bu tarihte halen hizmette olan dokuz dini medreseden biridir. 1949 yılında eğitime son verilmiş ve yapı, diğer medreselerde eğitim gören öğrenciler için yatakhane olarak kullanılmaya başlanmıştır. 1961’de, medrese ve bağlı vakıfları, Vakıflar Müdürlüğü’ne bağlanmış ve 1980’lerde de tamamen kapatılmıştır.
İhmal ve bakımsızlıktan kaynaklanan hasarları bulunmasına rağmen, yapının özgün özelliklerini koruduğu gözlenmektedir. Halep’te, Osmanlı Dönemine ait müstakil medreselerin önemli bir örneği olan yapı, gelecek nesiller için korunmayı hak etmektedir.
Çalışmanın ana hedefi, yapıya uyumlu bir işlev vererek korunmasını sağlamak üzere restorasyon projesini hazırlamaktır. Tarihi araştırma; mevcut duruma ilişkin ayrıntılı yazılı tanım ve rölöve; özgün duruma ilişkin restitüsyon denemesi; ve yeniden kullanım ve müdahaleleri içeren restorasyon projesi tezin ana başlıklarını oluşturmaktadır.
1 INTRODUCTION
Aleppo is the second largest city in Syria and one of the oldest continuously inhabited cities in the world. It may have been settled as early as the 6th millennium BC. Its historic center, called Old Aleppo, covers over 350 hectares and contains hundreds of historical monuments. It was registered as a UNESCO World Heritage Site in 1986.
Al-Ahmadiyya Madrasa is one of the notable foundations of the 18th century. It represents a valuable example of free-standing Ottoman Madrasas in Aleppo and deserves to be protected for coming generations.
1.1 Subject and Purpose of the Thesis
The main objective of this thesis is to elaborate a restoration plan by which the structure of the building of the madrasa can be stabilized and their historical and artistic values can be preserved. However, since the conservation of a historic building is facilitated by its serving a useful purpose, an effort was made to find a compatible new use. In the re-use proposal, the respect of the different values of the building and the avoidance of unnecessary changes were of high priority.
1.2 Methodology
In order to prepare a systematic project to restore the building of Al-Ahmadiyya Madrasa, the thesis encountered a historical research, a detailed condition survey, a hypothesis of original condition and finally a proposal for suitable interventions. In the historical research the economic, social, urban and educational situations in Aleppo during the 18th century were studied and briefly presented. This was important to understand the context in which the madrasa was constructed. Following, the history of the madrasa was documented. This included its date, founder, endowments, and library and finally how the building of the madrasa has been used since its construction till our days.
To accomplish a complete survey of the building, detailed drawings of recent condition were prepared. Material analysis and damage assessment were done
upon those drawings. Both drawings and field inspections were of special importance to write a full architectural and structural description and to define the different types of deteriorations.
The next step was an attempt to elaborate a hypothesis of the original condition of the building in the light of the field inspections, the documents gathered, and the comparison with other Ottoman Madrasas in Aleppo. Since the building has functioned as a madrasa until the middle of the 20th century, it did not witness major changes and preserved its authentic features and design.
Subsequently, proposals for compatible re-use and suitable intervention were given in order to preserve the building and adapt it to its new function.
As a conclusion, the last part of the study offered some suggestions regarding the periodical maintenance of the building. An emphasis was placed on that although the proposals and suggestions drawn from this study could be a base for a restoration project, they should not be considered as definite ones and much more attentive examination is required for a successful and applied project.
2 ALEPPO IN THE EIGHTEENTH CENTURY
The city of Aleppo takes place in a fertile plain in northern Syria (Figure A.1). It is surrounded by high hills on the west and north, the Syrian Desert to the east and vast grain fields and olive and pistachio orchards to the south. The city is partly fed by the Quwayq River which flows south from the Taurus Mountains (Figure A.2). The strategic location at equal distance from the Euphrates and the Mediterranean Sea allowed Aleppo to function as an important center for regional and international commerce [Eldem and others, 1999. p.16]. All these factors; geographical setting, defensible location, accessible food and water sources, helped Aleppo to sustain its continuous habitation from an early beginning till our day.
Aleppo came under the Ottoman rule in the 16th century, after Ottoman sultan Yavuz
Selim I defeated the Mamluk sultan, Qansuh al-Ghawri, on the field of Marj Dapiq in
1516. With the conquest of the rest of Syria, Iraq and Egypt, the Ottoman state became the only power in the entire eastern area of the Mediterranean. At first, the Ottomans placed Aleppo under the authority of the governor of Damascus and then it was upgraded to a full provincial capital by 1534 with its own governor and chief judges appointed directly from Istanbul [Eldem and others, 1999. p.22]. This transformation of Aleppo from a city on the border line between Islamic and Christian states to a center of wide province and the prolonged peace under the Ottoman rule (1516 – 1916) provided the necessary climate for prosperity and for commerce to flourish [Raymond, 1998. p.294].
It is also worthwhile to mention that the Ottomans inherited a city with a long history and accumulated culture. The city had a developed urban texture and architecture before the Ottoman conquest. Ottomans, on the other hand, arrived with an equally rich culture of their own. Because of this, the absorption of Aleppo, and Syria in general, into the Ottoman Empire presented new political, social and cultural challenges. However, the differences between the two cultures were diluted by years of contact and common experiences.
2.1 Aleppo during the 16th and 17th Centuries
Due to its location, Aleppo emerged as the most important commercial city which served as a center of exchange and redistribution. Aleppo's commerce consisted of two distinct types of exchange. The first one was an intraregional through which Aleppo was connected to other parts of the Middle East under the Ottoman Empire. It involved the importation of goods for local use and the export of the city's urban products. The second type was international through which Aleppo acted as an intermediary. Through Aleppo, European and Asian goods were dispatched to different parts of the Middle East and the Middle Eastern and Asian goods to Europe. While the first type was fairly regular, the second was unstable and tied the city to the dynamic and uncertain circumstances of the international trade networks which sometimes had a bad effect on the city's welfare [Marcus, 1989. p.145-146]. In the 16th century, the trade with Europe flourished remarkably and the main products the European merchants sought in Aleppo's markets were ginger and pepper from India, Iranian raw silk and Syrian cotton [Master, 1988. p.13]. In recognition of Aleppo's position, foreign consulates were established gradually in the city; the Venetian in 1548, the French in 1557, the English in 1583 and the Dutch in 1613 [Master, 1988. p.15].
The commercial prosperity was reflected in the city's urban development (Figure A.3). Over the course of the century, four large construction movements: Husrev
Pasha Complex (1546), Muhammed Pasha Dukaginzadeh Complex (1555), Muhammad Pasha Ibrahim Khanzadeh Complex (1574) and Behram Pasha
Complex (1583), added hundreds of new facilities and almost doubled the commercial core of Aleppo which was only surpassed by Istanbul's Kapali Carsi (Figure A.4) [Raymond, 1998. p.297]. The city witnessed another expansion which added several new extramural neighborhoods in the northern and eastern sections [Raymond, 1998. p.298].
In the 17th century, the prosperity of Aleppo was challenged by several factors of which the most important were the local rebellions, the changing of international trade routes (by 1630 pepper and spices ceased to arrive in Aleppo from the East) and finally the diversion of Iranian silk trade to Persian Gulf, away from the Ottoman lands by Shah Abbas (1619-1629). As a result, many European companies began to close their offices in the city. However, Aleppo continued to follow its regional type of commerce and, with Shah Abbas's death, re-emerged as a primary market for Iranian silk [Master, 1988. p.18-30].
Despite this economic decline, Aleppo's population reached its zenith in the 17th century. From approximately 80000 inhabitants in the last decades of the 16th century, the population grew steadily to about 120000 at mid 17th century which made Aleppo the third largest urban center in the Empire after Istanbul and Cairo [Eldem and others, 1999. p.36]. The urban expansion, concentrated in the northern
and eastern neighborhoods, continued to accommodate this growth [Raymond, 1998. p.305]. New complexes, though much less than the previous century, were constructed in the city of which the most important were Ibshir Pasha Complex (1654) and Kara Mustafa Pasha Complex (al-Wazir caravanserai 1682) [Raymond, 1998. p.304-305]. The Turkish traveler Evliya Chelebi visited Aleppo at that time and described it as a bustling commercial city where all sorts of goods were available and that boasted 61 mosques, 217 Quranic schools, 5700 shops in the central market, 7000 gardens, 105 coffee-shops and 176 Sufi convents [Eldem and others, 1999. p.35].
2.2 Aleppo in the 18th Century
Eighteenth century was an unstable period in which Aleppo experienced a remarkable change in conditions between the first and second half of it. While the first half was marked by relative calmness and development, the second (especially in the last three decades) was a series of crisis in which Aleppo witnessed a decline of economic prosperity, a rise in the cost of life and violence in the street [Marcus, 1989. p.6]. Due to this, the following presentation will be concentrated on the situation dominated in the first half of the century (the period in which the madrasa was built).
2.2.1 Economic situation
In the course of 18th century, Aleppo's role in the East-West trade was radically altered. Due to the continuous decline of Iranian silk production and the final disruption of its trade, Aleppo became a major market for the exchange of regional and European goods, rather then Eastern and European goods [Marcus, 1989. p.149-150]. The Syrian cotton and silk were the main goods which European merchants sought (especially French). France's purchases rose from an annual average of 73600 livres in 1700 to 3517000 in 1789 [Raymond, 1998. p.307-308]. Another aspect of Aleppo's commercial role during 18th century was the increasing of its luxurious finished fabrics sales (of which the city was famous for many centuries). In 1700, only 10% of France's purchases were finished fabrics and by
the late 1780s this percentage rose to about 50% (1696000 livres) [Raymond, 1998. p.307-308]. Aleppo actually came to sell more finished goods than it imported.
2.2.2 Political and social situation
The eighteenth century witnessed profound transformations in the social fabric and political balance of Aleppo. Political control which had been laid in the hands of government staff, appointed directly from Istanbul, during the first two centuries of the ottoman rule moved gradually to local groups and families as the Empire had economical and political problems [Eldem and others, 1999. p.50].
The most important group affecting the political balance was the Janissaries, the corps which carried out police duties in the city and contributed to the Empire's armies in times of war [Eldem and others, 1999. p.50]. As its members became increasingly of local origins and enjoyed privileges (ex. Exemption from various taxes) and together with the retraction of the center's power, the corps became like an armed independent power group more than a dutiful imperial unit. Through combination of violence and patronage, they controlled some neighborhoods and by early nineteenth century, they had won practically all of the city's key offices and resources. This situation occurred in many cities of the Empire during the eighteenth century but Aleppo's case was different in that the opposition to the Janissaries arose from the Ashraf [Marcus, 1989. p.58-59].
The Ashraf (lineal descendants of the Prophet Muhammad) enjoyed high status and many privileges. The government placed jurisdiction over the affairs of the Ashraf in the hands of the naqib al-ashraf in Istanbul who was selected from the top Ottoman religious scholars (ulama). He, in turn, appointed a representative naqip, usually a high-ranking alim (sing of. Ulama), to oversee all matters affecting members of the group in the province. As the ashraf in Aleppo numbered in thousands, their naqib became one of the most influential persons in the city and in late 18th century the group emerged as an organized political power with its own militia. Like the Janissaries, they used patronage and violence to seize positions and resources in the city. The existence of these two competitive groups caused continuous fights and upheaval in the city's streets as each group tried to dominate the other [Marcus, 1989. p.61-62].
Other new participants in the city's political and economic life were the local notable families. Ulama families, which were affiliated with the Muslim religious establishment, acted as representatives of the city's population and filled a range of occupations: leaders of prayer, preachers, teachers of the Islamic religious
sciences, scholars, judges and jurists. Their status emerged mainly from their position as administrators of many of the city's religious endowments (waqfs). Much of the city's commercial infrastructure was financed by such endowments and those who were in place to administer them benefited a lot from them [Marcus, 1989. p.59-61]. Ulama families included the Jabiri, Kawakibi, Qudsi and Taha clans [Meriwether, 1999. p.57]. These families marked their ascendancy by adding the Ottoman suffix zadeh (son) to their Arabic surnames, i.e. Jabirizadeh and
Tahazadeh. They enjoyed great prestige and the government graced them with
honors and privileges [Marcus, 1989. p.59-61]. Merchant families (tujjar) profited from Aleppo's commercial prosperity to be influential in the economic life of the city and to enjoy high status. These included members of the Labaq, Muwaqqit and
Amiri families [Meriwether, 1999. p.58].
2.2.3 Urban development
In 18th century, Aleppo did not witness the remarkable expansion of the previous two centuries that nearly doubled the built-up area and added many new neighborhoods [Raymond, 1998. p.308]. Also, there was no major change in the appearance and the layout of the city. It could be said that the urban landscape was developed and rearranged rather than expanded or changed. In the middle years of the century, Aleppo had one and a half square miles of built-up area [Marcus, 1989. p.281]. The compact construction, the central commercial area and the diffusion of the daily needs throughout the residential neighborhoods continued to define the general layout of the city (Figure A.5).
The residential neighborhoods consisted of eighty two quarters of which about one third were located in the intramural city [Marcus, 1989. p.316] (Figure A.6). The number of quarters increased through the subdivision of previously existing neighborhoods due to fiscal and administrative considerations. Although quarters housed a mix of income levels, the wealthy and elite families lived generally around the city center towards the north and west while the poor families (mainly rural folks who immigrated to Aleppo) inhabited the outlying areas towards the east [Marcus, 1989. p.319]. Markets, workshops, baths, mosques and Quran schools (maktab) were scattered throughout all parts of the city. They were built or endowed by generous and wealthy residents to support the needs of their neighborhoods.
The central area, which is located along the main route stretching between the citadel and the western wall (Figure A.7), continued to function as the heart of the city [Marcus, 1989. p.284]. It contained the establishments of commercial exchange
and religious learning, as well as hundreds of shops and many caravanserais, mosques, religious schools and public baths.
Urban development consisted of renovation and new construction carried out within traditional styles and techniques. Although many new public buildings were constructed throughout the century (of about 95 public buildings built in Aleppo during the Ottoman period, 39 were built in the 18th century), they were not as large and impressive as the big complexes of the 16th century [Raymond, 1998. p.308-309]. The Uthmaniyya Complex (1730), the Ahmadiyya Madrasa (1751) and the Hajj
Musa Mosque (1763) were the most notable constructions of the century. The new
constructions concentrated in the wealthy quarters like al-Farafira, al-Jallum and
Suwayqet Ali where the elite families lived [Marcus, 1989. p.320]. On the other
hand, the period produced some very elaborate houses with large scale and impressive decorative features concentrated mainly in the northern Christian quarters [Raymond, 1998. p.310].
Vast amounts of money were spent to repair and renovate existing buildings. The financial records of the charitable foundations show that in average, one quarter to one third of the annual rental income was spent on repairs and maintenance works such as repairing cracked walls, peeled off plasters and deteriorated water pipes [Marcus, 1989. p.292].
The process of urban development was supported mainly by the private property owners and the charitable foundations. The role of the government was insignificant, as it concentrated its outlays on the repair of its own facilities such as the citadel and the governor’s palace and even this investment was inadequate [Marcus, 1989. p.293]. The government provided legal protection of public rights of privacy and comfort, and supervised construction works to ensure conformity with the norms [Marcus, 1989. p.295].
3 EDUCATION IN ALEPPO IN THE EIGHTEENTH CENTURY
3.1 Education System
The system of education followed an inherited pattern which underwent no major modification until the year of 1846, when new regulations were released [Al-Jaser, 1998. p.325]. According to these regulations the government became directly responsible on education systems and institutions. Curriculums were unified and new types of schools and high institutions were established.
The best description which can be given to the education in Aleppo before 1846, is that it was mainly religious education. With a general neglect of secular fields of knowledge, the curricula included mainly Arabic and the various fields of Islamic studies. Education aimed primarily to train professional men of religion who would lead the prayers, preach in the mosques, run the shari’a courts, instruct the younger generation and do scholarly work on Islam [Marcus, 1989. p.240].
The levels of Education can be listed as:
1. Elementary Education: which was offered by Quranic schools (maktab or kuttab). In Maktabs, young children were taught how to recite the Quran and commit it to memory with a basic introduction to reading, writing and arithmetic principles [Katibi, 2006. p.29]. This level of education was more than enough for the majority of the community [Marcus, 1989. p.240].
2. Intermediate Education: which was offered by small schools (madrasa). In this level, students studied the Quran, Quranic commentary (tafsir), Islamic traditions (Hadith), jurisprudence (fiqh) and literary Arabic. The majority of students who completed this level of education proceeded to careers as mosque functionaries or court clerks [Marcus, 1989. p.241].
3. Higher education: This was offered by large schools (madrasa). In this level students who had an inclination to scholarly work, dealt with wider range of knowledge. To the standard curriculum, teachers added more specified areas of religious studies such as Sufi mystical thought (tasawwuf), logic (mantiq), philosophy (hikmah), inheritance (fara’iid),tenets of faith (aka’id) and the techniques of determining the precise hours at which prayer should take place ('ilm Al miqat).
Related to Arabic language studies, students were introduced to morphology, syntax, rhetoric and philosophical theology [Marcus, 1989. p.242].
In both of the intermediate and high levels of education, the process of learning was similar. In the classes offered in madrasas and under the guidance of teachers, students worked on classical texts with the purpose of understanding and absorbing their knowledge. Once a student demonstrated his comprehension of the texts, his teacher granted him a certificate (ijaza) entitling him to transmit these works to others [Ahunbay, 1993].
Following the completion of their classes, students who were serious about their education and wished to specialize in specific fields traveled to study in other centers of learning, notably Istanbul, Cairo and Mecca [Marcus, 1989. p.242]..
3.2 Educational Buildings
The establishments of education consisted of Quranic schools (maktabs) and schools (madrasas). In addition to those, teaching circles were held in some mosques under the supervision of independent scholar [Katibi, 2006. p.25].
1. Quranic Schools (maktabs): Elementary level of education was offered in many
Quranic schools which scattered throughout the city to be easily accessible for
young children [Marcus, 1989. p.256]. However, no certain information about their number is available.
Quranic schools in Aleppo were different from those in Istanbul or Cairo in the way
that they were not independent buildings of special architectural design. The classes were held in mosques or in the private residences of teachers. Sometimes small rooms were added to mosques in the neighborhoods to serve as Quranic schools. Teachers received low weekly payments (khameesiyya) from the children of well-to-do families while poor children were taught for free [Katibi, 2006. p.31].
2. Schools (madrasas): Schools were completely endowed establishments. Well-to-do philanthropists founded schools and Well-to-donated money and properties (waqfs) to guarantee financial support to run them [Ahunbay, 1993].
The absence of the government's responsibility of providing pubic education or directing donations to parts of city lacking in schools resulted in random and uneven distribution of schools. They were relatively centralized (of 31 schools in the mid 18th century, all but 4 were situated in the intramural city) and concentrated in wealthy neighborhoods [Marcus, 1989. p.243].
Although number of schools existing in the 18th century is impressive, many of them were small establishments with one teacher and a handful of students. Some of them were forced to close their doors or to operate mostly as places of worship due to lack of funds. A few schools, equipped with good financing and reputation, were able to attract famous teachers and provide residences and scholarships to students [Marcus, 1989. p.240].
The waqf deeds specified the regulations managing the schools and the wages of the teachers, students and other functionaries working in them [Ahunbay, 1993]. All the wages and necessary items like the furniture, wood for the fireplaces, candles and maintenance expenses were provided from the waqf revenues. Sometimes, judges authorized deviations from the terms set down by the donors when this appeared to serve the interests of the foundation and the community.
3.3 Ottoman Madrasas in Aleppo
During the period of Ottoman rule 14 religious madrasas were founded of which only 8 were originally built as madrasas [Al-Jaser, 1998. p.328]. The rest were mosques or houses which had been modified to serve as places of learning. Ottoman madrasas in Aleppo vary in type, size and architectural characteristics. However, they could be classified as follows:
1. Madrasas built as parts of big complexes: There are two examples of this type; the first is al-Khusrawiyya madrasa which was founded in 1545 by governor Husrev
Pasha as a part of a complex consisting of a mosque, a madrasa, a public kitchen, a
tomb and guest rooms. The second example is al-Uthmaniyya madrasa which was founded in 1730. The complex consisted of a mosque, a madrasa, a library, a public kitchen, a sabil and other services.
2. Madrasas built as free-standing buildings: These madrasas varied in size. Some of them were medium sized, built in a form of compact compositions consisting of a madrasa, a tomb and a sebil. The two examples of this grouping are al-Sha'baniyya (1674) and al-Ahmadiyya madrasas (1751).
The other madrasas were small in size. Their buildings included only the basic elements; the classroom, the students' rooms and the toilets. The examples of this type are Kawakibiyya (1753), Sayyafiyya (1834), Isma'iliyya (1839) and
4 AL-AHMADIYYA MADRASA
4.1 Location and Date
The building is located in al-Jallum al-Kubra quarter, al-Chalabi alley, plot no. 3064 (Figure B.1).
Al-Jallum, with its two parts al-Kubra (the big) and al-Sughra (the small), is one of
the biggest quarters of the intramural city. It nearly occupies the whole southern eastern section which extends between the Gates of Antioch (Antakya) and
Qinnasrin. Due to its location and closeness to the central market area, it was
excessively inhabited since the first year of the Islamic rule. Many mosques, madrasas, public baths and other public buildings were distributed over its alleys [Al-Asadi, 1984. p.57].
The building, occupying an area of about 570 square meters, is in fact a composition which consists of a tomb, a graveyard, a madrasa and a public water fountain (sabil). According to historical resources, the founder built a small vaulted room as a tomb for his father in 1721, and then he expanded the construction to include a family graveyard and a guard room. Finally the madrasa and the sabil were added to the composition in 1751[Al-Ghazzi, 1991. p.45].
Despite the time interval (about 30 years), the tomb, the graveyard and the madrasa were successfully unified in one continuous and harmonious structure. The sebil, which is attached to the building from its northern side, is rather separated and belongs actually to the commercial street.
4.2 Founder
The madrasa of al-Ahmadiyya was founded by Ahmad Efendi the son of Tahazadeh famous of Chalabi [Al-Tabbakh, 1988. p.69]. Ahmad Efendi possessed many reasons to be one of the most important and influential persons in Aleppo during the 18th century [Meriwether, 1999. p.37-38]. He was born around 1698. His father Taha was a respectful and notable scholar (alim). In his childhood, he received a rigorous education from the greatest masters of his day and had a creative inclination to seek after knowledge [Al-Tabbakh, 1988. p.70].
He was appointed officially from Istanbul as the head of the influential group of
Ashraf (naqip al-ashraf) in 1734 and for a second time in 1736. Then, he held the
position of judge (qadi) in Jerusalem (1746) and Baghdad (1749), and finally in 1751 he came back to Aleppo [Al-Tabbakh, 1988. p.70].
During his life he enjoyed high prestige and had a reputation for his wisdom and knowledge. He died in 1773 and was buried in the graveyard which is attached to his madrasa [Al-Tabbakh, 1988. p.73]. His father, wife, son Mohammad Efendi and other members of Tahazadeh family were buried there too.
4.3 Endowments
Historical resources referred to three trust deeds (waqfiyya) related to al-Ahmadiyya madrasa. The first one was edited in 25 Ramadan, 1166 A.H./ 1752 A.D. and the third one 5 Zilhijja, 1178 A.H./ 1764A.D [Al-Ghazzi, 1991. p.48]. In deeds Ahmad
Efendi specified the endowed properties which he had donated to his madrasa and
the procedures of spending their revenues.
The properties, mentioned in the first deed, included many houses, qaysariyyas, shops, stables, coffee-shops, bakeries and orchards [Al-Ghazzi, 1991. p.46-48]. Some of them located in al-Jallum quarter while the others scattered through the different parts of Aleppo and the surrounding villages. In the second deed, Ahmad
Efendi donated several properties in Antioch and in the third deed other properties
located in Aleppo were added to the endowment [Al-Ghazzi, 1991. p.48-49].
4.4 Regulations
In the first deed reference was made to three professors (mudarris), three assistants (mui'd) and 10 students [Al-Ghazzi, 1991. p.47].
The first professor had to be a knowledgeable Kurdish alim qualified in religious studies. He had to teach the Quran commentary (tafsir) on Mondays and Thursdays and other useful sciences in the other days of the week. On Fridays, he had to read
Quran beside the tomb of Taha Efendi (the father of the founder) which is attached
to the madrasa building. His daily payment was 40 akces in addition to other 4
akces for reading Quran on Fridays. The second professor had to teach the words
and deeds of the prophet Mohammad (hadith) on Tuesdays and Fridays while the third professor had to teach jurisprudence (fiqh) of the Hanefi rite on Sundays and Wednesdays. The daily payment for each of them was 10 akces.
Every teacher had an assistant who helped him and revised the lectured texts with students. These assistants were awarded 4 akces daily for each.
The students had to be Kurdish too. Their boarding was conditional on their being single and well-behaved. They had to attend the daily lessons and read one part of
Quran beside the tomb of Taha Efendi every day. Each was awarded 8 akces daily.
The deed also indicated the other wages to be paid to the staff working in the madrasa; 20 akces to the cleaner (farrash or kannas), 20 akces to the door man (bawwab) and 4 akces to the water technician (qanawati). The clerk of the endowment (katib) and the revenue collector (jabi) were paid 80 and 20 akces respectively.
Some payments were increased in the third deed to be as follows; 60 akces to the teacher of tafsir, 16 akces to each of the other two teachers, 12 akces to the
qanawati and 90 akces to the katib. The students' daily payment became 10 akces
for each [Al-Ghazzi, 1991. p.49].
Reference was made also to other payments to be given on daily, monthly or yearly basis to several dervishes, imams and teachers in different convents and mosques including the holy mosques of Mecca, Medina and Jerusalem [Al-Ghazzi, 1991. p.50].
4.5 Library
The library of al-Ahmadiyya madrasa was the largest library in Aleppo in the 18th century [Marcus, 1989. p.238]. It held some three thousands volumes [Kurd Ali, 1972. p.114] donated from the personal collection of its founder Ahmad Efendi who used to collect valuable books through purchase or copying from original manuscripts [Al-Tabbakh, 1988. p.70].
External loans were not allowed from the library. Only the students of the madrasa could borrow books with their teacher's permission. Public readers could only read the books or copy from them in the reading room during four days of the week (Sundays, Mondays, Wednesdays and Thursdays). In the deed of the madrasa, reference was made to a librarian who should be a knowledgeable man to take care of the books and be responsible on lending procedures. His daily payment was 20
akces and increased to 40 akces in the third deed.
Despite these restrictions, many books were stolen and lost over the years. In 1908, only 1467 volumes were left in the library [Al-Jaser, 1998. p.393]. Those, in
turn, were moved to the General Library of Islamic Endowments located in
al-Sharafiyya madrasa, then to the Central National Library in Damascus.
4.6 History and Recent Situation
Al-Ahmadiyya madrasa was one of the notable foundations of the 18th century. Its
good financing and strict regulations enabled it to be one of the first-ranking religious madrasas in Aleppo. After the death of its founder, Ahmad Efendi, his son
Mohammed Efendi became responsible on the madrasa and its endowments. The
madrasa could keep its high rank under his supervision [Al-Ghazzi, 1991. p.52]. In historical resources reference was made that in 1923 that lessons were completely stopped and the madrasa was closed. Only some Kurdish students stayed in its rooms and received scholarships and several rooms remained empty [Al-Tabbakh, 1988. p.77].
From the beginning of the 20th century serious measures were taken to improve the quality of religious education and upgrade the condition of religious madrasas in Aleppo. In 1922, The High Council of Islamic Endowments modified the terms set down in the madrasa's deeds so that non-Kurdish students could be accepted to the madrasa [Al-Tabbakh, 1988. p.78]. As a result, the madrasa was re-opened and the lessons were resumed. In 1945, it was one of 9 religious madrasas which were still active [Bakro, 1998. p.42].
Another radical measure was taken in 1949 with the decision of unification of religious education. According to this decision, only two madrasas served as places of teaching (al-Khusrawiyya and al-Sha'baniyya) while the other madrasas, including
al-Ahmadiyya, served as dormitories for students of the two madrasas [Bakro, 1998.
p.63].
In 1961, the administration of private endowments became a responsibility of the Ministry of Endowments. All religious madrasas in Aleppo and their endowed properties came under the supervision of the Directorate of Endowments. Unfortunately, the huge number of constructions and the limited staff of the Directorate resulted in neglecting a lot of historical buildings of which al-Ahmadiyya madrasa is an example.
The building is closed now and suffers from lack of maintenance. However, the unification of religious education in just two madrasas had its good results to a certain degree. The building of al-Ahmadiyya madrasa has not witnessed excessive interventions similar to those done in al-Khusrawiyya and al-Sha'baniyya buildings in
order to adapt them for the requirements of the new educational system. With the exception of damages resulting from natural causes, lack of maintenance and superficial interventions, the building has preserved its authentic features and is a valuable example of 18th century Ottoman architecture. It is the only example of free-standing Ottoman madrasas in Aleppo.
