The Monks of Ti-Lak

The Monks of Ti-Lak, residing atop the frozen peak of Khalo-mala in Dokeen, are dedicated followers of Memory, the deity of recollection and self-awareness. Isolated in the Temple of the Bones—a name that symbolizes the enduring past rather than any necromantic pursuit—the monks live in quiet contemplation, meditating to reclaim lost knowledge of their own lives and past existences. This work, centered on personal and spiritual integration, is considered sacred and highly demanding. The temple, nearly inaccessible and shrouded in icy wilderness, reflects the monks’ dedication to a path removed from worldly distractions. Although the monks welcome pilgrims with kind hospitality, they caution that initiation into the Ghamda, their order, is not to be undertaken lightly.
The Monks of Ti-Lak embrace two main schools of thought: the Mdhayam (solitary) and the Chabudon (open). The Mdhayam school, following the doctrine of eremitic monasticism, encourages a life of solitude and detachment from society to fully pursue Awakening. In contrast, the Chabudon sect advocates helping others along the path of enlightenment even before achieving it oneself, often sending its members into the world to spread Memory’s teachings. Both schools, despite differing philosophies, uphold Memory’s tenets: that the path to self-discovery lies in personal responsibility, with no divine intercession, and that life—both past and present—is sacred and to be valued above all.
Symbolism permeates their practices, with bones used as a focus for meditation and as a reminder of life’s fleeting nature. Although their ritualistic trappings appear deathly, the monks hold no connection to necromancy; instead, bones signify what remains of the past, embodying the memory of those who have lived. Even when Monks of Ti-Lak venture from their isolated temple, they retain ties to Ti-Lak, often appending “Of the Bones” to their name as a mark of their devotion. This phrase unites all followers of Memory, regardless of their particular sect, under a shared commitment to the pursuit of Awakening through the recollection and integration of their fragmented selves.

The Ghamda

The Ghamda, or "Cloak," represents the collective body of Monks devoted to Memory, offering warmth and support to its members through a deeply connected monastic community. Known for its diversity, the Ghamda includes monks from various backgrounds, with just under half being of Shu origin. The order is open to all who make the arduous journey to Ti-Lak, though many are deterred by the grueling environment and intense training. Inside the egalitarian order, monks treat each other with respect, but hierarchical organization and occasional political influence determine leadership roles.
New initiates, or Neophytes (Hemlag), undergo a “Proving Year” (Chudurza) where they live communally, forsaking personal names, and learn basic meditation and scriptures. Upon completing this period, Neophytes choose either the High Path (Oyogs-ba), a strict and austere path aimed at full Awakening, or the Gradual Path (Tabyus-ba), for laypeople who adopt fewer restrictions. High Path monks take vows of celibacy, poverty, and austerity, while those on the Gradual Path adhere to moderated principles more suited to householders.
Among the High Path are the Chelyu, Shu children sent to Ti-Lak from a young age to fulfill a cultural obligation as the sixth-born child. Chelyu train intensely, gaining strong literacy and meditative skills, and often progress to high ranks within the Ghamda. Some monks later assume administrative or teaching positions within the Temple of Ti-Lak, with the most accomplished individuals, called Panha, honored for their mastery of memorized texts.

Roles within the Order

Teaching Positions (Almak Maj)

The Almak Maj, or Teaching branch, is structured to provide a clear progression in educational responsibilities, with each level representing greater mastery of the Temple’s doctrine and teachings on Memory. Though each teaching position has an official title, students often address their instructors simply as “Teacher.”
Kappor: These minor instructors, whose title means “friend,” guide new Hemlag (Neophytes) in their Proving Year. Kappors are well-versed in the Lagrhras (Ti-Lak’s sacred texts) but are not necessarily skilled in deeper philosophical debates, acting more as peer tutors than figures of authority. A year of service as a Ghamida is required before one may be considered for this role.
Majag-Weg: After three years of experience as a Kappor, a monk may become a Majag-Weg (“Teacher of Mind”), responsible for instructing newly-ordained Ghamida. Their role demands a solid grounding in Ti-Lak teachings and the ability to foster early stages of Awakening in their students.
Majag-Pando: With five years as a Majag-Weg, a teacher may advance to Majag-Pando (“Teacher of Heart”), guiding established Ghamida through more complex aspects of monastic doctrine and Memory practice. This position requires advanced understanding of Ti-Lak’s philosophy and the emotional development of students.
Majak-Am: The Majak-Am (“Teacher of Spirit”) is responsible for the most advanced monks, imparting high-level teachings that prepare students for leadership within the order. Teachers at this level are expected to embody the Ti-Lak ideal, combining wisdom, discipline, and devotion to Memory.
Chappo-Gan: Known as “Complete Knowledge,” this rare rank denotes a teacher with comprehensive mastery of all monastic skills. The Chazza Lak, or “Master of Bones,” exemplifies this role at Ti-Lak, acting as the head of all monastic education. Chappo-Gan are typically called upon for matters of highest importance and often serve as spiritual guides within the order.

Administrative Positions (Sgro-Chal)

The Sgro-Chal, or Administrative branch, ensures the proper functioning and sustenance of Ti-Lak’s community life, from managing resources to overseeing the library. Unlike the Teaching positions, the Sgro-Chal roles do not follow a strict progression but instead cover different areas essential to the monastery’s operation.

Stores

Tabotal: These monks are each responsible for a category of essential supplies—such as food, drink, linens, wood/paper, or ores. Their duties include maintaining stocks, handling community relationships with suppliers (e.g., local farmers), and keeping detailed records of inventory.
A’taba: Overseeing all Tabotal, the A’taba maintains a master inventory, manages permissions, and works with non-ordained staff to secure the temple’s financial needs. Typically, one must serve 3-5 years as a Tabotal to be eligible for this position.

Library

The library is the intellectual heart of Ti-Lak, housing sacred texts, historical documents, and restricted “Red Texts” accessible only to select monks.
Senibuu Mu: Entry-level librarians, Senibuu Mu are responsible for organizing and filing texts. Advanced memorization skills can accelerate a Senibuu’s promotion, but the role’s primary requirement is an understanding of the library’s meticulous organization system.
Telem Mu: Telem Mu monks oversee specific sections of the library, each dedicated to a different set of texts. The nine sections at Ti-Lak include four for core Lagrhric scriptures, two for commentary and apocryphal texts, and additional sections for historical records, administrative documents, and the restricted Red Texts. Each Telem Mu must possess five years of experience as a Senibuu Mu and enough knowledge of their section’s content to assist monks in navigating the collection.
Onechezedon Mu: The Onechezedon Mu, or “In Charge of Forbidden Books,” is the most senior Telem Mu, responsible for the Red Text section, which contains writings forbidden from common view.
Dagrha Mu: As the head librarian, the Dagrha Mu oversees the library’s entire collection and staff, working closely with teachers to select materials for instruction. Typically a former Telem Mu with experience across multiple sections, the Dagrha Mu must demonstrate exceptional memory skills and a balanced, unbiased approach to handling knowledge, as their selections heavily influence monastic education.
Together, the Almak Maj and Sgro-Chal systems create a structured environment that supports both the spiritual and practical life of Ti-Lak. The teaching roles foster the intellectual and spiritual growth of monks, while the administrative positions ensure the monastic community’s logistical needs are met. This structured hierarchy of responsibilities allows the Monks of Ti-Lak to focus on their mission of personal and collective Awakening while honoring the Temple’s revered traditions.