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3
1504-1553

  • And that one (the Sunní) says, “What awareness has this one (the Jabrí)?” God, by fore-ordainment, hath cast them into strife.
  • و آن همی گوید که این را چه خبر ** جنگشان افکند یزدان از قدر
  • He maketh manifest the real nature of each, He displays the congener by (contrast with) the uncongenial. 1505
  • گوهر هر یک هویدا می‌کند ** جنس از ناجنس پیدا می‌کند
  • Every one knows (can distinguish) mercy from vengeance, whether he be wise or ignorant or vile,
  • قهر را از لطف داند هر کسی ** خواه دانا خواه نادان یا خسی
  • But a mercy that has become hidden in vengeance, or a vengeance that has sunk into the heart of mercy,
  • لیک لطفی قهر در پنهان شده ** یا که قهری در دل لطف آمده
  • No one knows except the divine (deified) man in whose heart is a spiritual touchstone.
  • کم کسی داند مگر ربانیی ** کش بود در دل محک جانیی
  • The rest hold (only) an opinion of these two (qualities): they fly to their nest with a single wing.
  • باقیان زین دو گمانی می‌برند ** سوی لانه‌ی خود به یک پر می‌پرند
  • Explaining that Knowledge has two wings, and Opinion (only) one: “Opinion is defective and curtailed in flight”; and a comparison illustrating opinion and certainty in knowledge.
  • بیان آنک علم را دو پرست و گمان را یک پرست ناقص آمد ظن به پرواز ابترست مثال ظن و یقین در علم
  • Knowledge has two wings, Opinion one wing: Opinion is defective and curtailed in flight. 1510
  • علم را دو پر گمان را یک پرست ** ناقص آمد ظن به پرواز ابترست
  • The one-winged bird soon falls headlong; then again it flies up some two paces or (a little) more.
  • مرغ یک‌پر زود افتد سرنگون ** باز بر پرد دو گامی یا فزون
  • The bird, Opinion, falling and rising, goes on with one wing in hope of (reaching) the nest.
  • افت خیزان می‌رود مرغ گمان ** با یکی پر بر امید آشیان
  • (But) when he has been delivered from Opinion, Knowledge shows its face to him: that one-winged bird becomes two-winged and spreads his wings.
  • چون ز ظن وا رست علمش رو نمود ** شد دو پر آن مرغ یک‌پر پر گشود
  • After that, he walks erect and straight, not falling flat on his face or ailing.
  • بعد از آن یمشی سویا مستقیم ** نه علی وجهه مکبا او سقیم
  • He flies aloft with two wings, like Gabriel, without opinion and without peradventure and without disputation. 1515
  • با دو پر بر می‌پرد چون جبرئیل ** بی گمان و بی مگر بی قال و قیل
  • If all the world should say to him, “You are on the Way of God and (are following) the right religion,”
  • گر همه عالم بگویندش توی ** بر ره یزدان و دین مستوی
  • He will not be made hotter by their words: his lonely soul will not mate with them;
  • او نگردد گرم‌تر از گفتشان ** جان طاق او نگردد جفتشان
  • And if they all should say to him, “You are astray: you think (you are) a mountain, and (in reality) you are a blade of straw,”
  • ور همه گویند او را گم‌رهی ** کوه پنداری و تو برگ کهی
  • He will not fall into opinion (doubt) because of their taunts, he will not be grieved by their departure (estrangement from him).
  • او نیفتد در گمان از طعنشان ** او نگردد دردمند از ظعنشان
  • Nay, if seas and mountains should come to speech and should say to him, “You are wedded to perdition,” 1520
  • بلک گر دریا و کوه آید بگفت ** گویدش با گم‌رهی گشتی تو جفت
  • Not the least jot will he fall into phantasy or sickness on account of the taunts of the scoffers.
  • هیچ یک ذره نیفتد در خیال ** یا به طعن طاعنان رنجورحال
  • Parable of a man's being made (spiritually) ill by vain conceit of the veneration in which he is held by the people and of the supplication addressed to him by those seeking his favour; and the (following) story of the Teacher.
  • مثال رنجور شدن آدمی بوهم تعظیم خلق و رغبت مشتریان بوی و حکایت معلم
  • The boys in a certain school suffered at the hands of their master from weariness and toil.
  • کودکان مکتبی از اوستاد ** رنج دیدند از ملال و اجتهاد
  • They consulted about (the means of) stopping (his) work, so that the teacher should be reduced to the necessity (of letting them go),
  • مشورت کردند در تعویق کار ** تا معلم در فتد در اضطرار
  • (Saying), “Since no illness befalls him, which would cause him to take absence for several days,
  • چون نمی‌آید ورا رنجوریی ** که بگیرد چند روز او دوریی
  • So that we might escape from (this) imprisonment and confinement and work, (what can we do?). He is fixed (here), like a solid rock.” 1525
  • تا رهیم از حبس و تنگی و ز کار ** هست او چون سنگ خارا بر قرار
  • One, the cleverest (of them all), planned that he should say, “Master, how are you (so) pale?
  • آن یکی زیرکتر این تدبیر کرد ** که بگوید اوستا چونی تو زرد
  • May it be well (with you)! Your colour is changed: this is the effect either of (bad) air or of a fever.”
  • خیر باشد رنگ تو بر جای نیست ** این اثر یا از هوا یا از تبیست
  • (He continued), “At this he (the master) will begin to fancy a little (that he is ill): do you too, brother, help (me) in like manner.
  • اندکی اندر خیال افتد ازین ** تو برادر هم مدد کن این‌چنین
  • When you come in through the door of the school, say (to him), ‘Master, is your state (of health) good?’
  • چون درآیی از در مکتب بگو ** خیر باشد اوستا احوال تو
  • (Then) that fancy of his will increase a little, for by a fancy a sensible man is driven mad. 1530
  • آن خیالش اندکی افزون شود ** کز خیالی عاقلی مجنون شود
  • After us let the third (boy) and the fourth and the fifth show sympathy and sorrow likewise,
  • آن سوم و آن چارم و پنجم چنین ** در پی ما غم نمایند و حنین
  • So that, when with one consent thirty boys successively tell this story, it may find lodgement (in his mind).”
  • تا چو سی کودک تواتر این خبر ** متفق گویند یابد مستقر
  • Each (of the boys) said to him (the ringleader), “Bravo, O sagacious one! May your fortune rest on the favour (of God)!”
  • هر یکی گفتش که شاباش ای ذکی ** باد بختت بر عنایت متکی
  • They agreed, in firm covenant, that no fellow should alter the words;
  • متفق گشتند در عهد وثیق ** که نگرداند سخن را یک رفیق
  • And afterwards he administered an oath to them all, lest any tell-tale should reveal the plot. 1535
  • بعد از آن سوگند داد او جمله را ** تا که غمازی نگوید ماجرا
  • The counsel of that boy prevailed over all (the others), his intellect was going in front of the (whole) flock.
  • رای آن کودک بچربید از همه ** عقل او در پیش می‌رفت از رمه
  • There is the same difference in human intellect as (there is) amongst loved ones in (their outward) forms.
  • آن تفاوت هست در عقل بشر ** که میان شاهدان اندر صور
  • From this point of view, Ahmad (Mohammed) said in talk, “The excellence of men is hidden in the tongue.”
  • زین قبل فرمود احمد در مقال ** در زبان پنهان بود حسن رجال
  • People's intellects differ in their original nature, (though) according to the Mu‘tazilites they are (originally) equal and the difference in intellects arises from the acquisition of knowledge.
  • عقول خلق متفاوتست در اصل فطرت و نزد معتزله متساویست تفاوت عقول از تحصیل علم است
  • You must hear (and believe) in accordance with the Sunnís (that) the difference in (people's) intellects was original,
  • اختلاف عقلها در اصل بود ** بر وفاق سنیان باید شنود
  • In contradiction to the doctrine of the Mu‘tazilites, who hold that (all) intellects were originally equal, 1540
  • بر خلاف قول اهل اعتزال ** که عقول از اصل دارند اعتدال
  • (And who maintain that) experience and teaching makes them more or less, so that it makes one person more knowing than another.
  • تجربه و تعلیم بیش و کم کند ** تا یکی را از یکی اعلم کند
  • This is false, because the counsel of a boy who has not experience in any course of action—
  • باطلست این زانک رای کودکی ** که ندارد تجربه در مسلکی
  • From that small child sprang up a thought (which) the old man with a hundred experiences did not smell out (detect and apprehend) at all.
  • بر دمید اندیشه‌ای زان طفل خرد ** پیر با صد تجربه بویی نبرد
  • Truly, the superiority that is from (any one's) nature is even better than the superiority that is (the result of) endeavour and reflection.
  • خود فزون آن به که آن از فطرتست ** تا ز افزونی که جهد و فکرتست
  • Tell (me), is the gift of God better, or (is it better) that a lame person should (learn to) walk smoothly (without stumbling)? 1545
  • تو بگو داده‌ی خدا بهتر بود ** یاکه لنگی راهوارانه رود
  • How the boys made the teacher imagine (that he was ill).
  • در وهم افکندن کودکان اوستاد را
  • Day broke, and those boys, (intent) on this thought, came from their homes to the shop (school).
  • روز گشت و آمدند آن کودکان ** بر همین فکرت ز خانه تا دکان
  • They all stood outside, waiting for that resolute fellow to go in first,
  • جمله استادند بیرون منتظر ** تا درآید اول آن یار مصر
  • Because he was the source of this plan: the head is always an Imám (leader and guide) to the foot.
  • زانک منبع او بدست این رای را ** سر امام آید همیشه پای را
  • O imitator (follower of convention and tradition), do not thou seek precedence over one who is a source of the heavenly light.
  • ای مقلد تو مجو بیشی بر آن ** کو بود منبع ز نور آسمان
  • He (the boy) came in and said to the master “Salaam! I hope you are well. Your face is yellow in colour.” 1550
  • او در آمد گفت استا را سلام ** خیر باشد رنگ رویت زردفام
  • The master said, “I have no ailment. Go and sit down and don't talk nonsense, hey!”
  • گفت استا نیست رنجی مر مرا ** تو برو بنشین مگو یاوه هلا
  • He denied (it), but the dust of evil imagination suddenly struck a little (made a slight impression) upon his heart.
  • نفی کرد اما غبار وهم بد ** اندکی اندر دلش ناگاه زد
  • Another (boy) came in and said the like: by this (second suggestion) that imagination was a little increased.
  • اندر آمد دیگری گفت این چنین ** اندکی آن وهم افزون شد بدین