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3
1521-1545

  • هیچ یک ذره نیفتد در خیال ** یا به طعن طاعنان رنجورحال
  • Not the least jot will he fall into phantasy or sickness on account of the taunts of the scoffers.

  • مثال رنجور شدن آدمی بوهم تعظیم خلق و رغبت مشتریان بوی و حکایت معلم
  • 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.

  • کودکان مکتبی از اوستاد ** رنج دیدند از ملال و اجتهاد
  • The boys in a certain school suffered at the hands of their master from weariness and toil.

  • مشورت کردند در تعویق کار ** تا معلم در فتد در اضطرار
  • They consulted about (the means of) stopping (his) work, so that the teacher should be reduced to the necessity (of letting them go),

  • چون نمی‌آید ورا رنجوریی ** که بگیرد چند روز او دوریی
  • (Saying), “Since no illness befalls him, which would cause him to take absence for several days,

  • تا رهیم از حبس و تنگی و ز کار ** هست او چون سنگ خارا بر قرار 1525
  • So that we might escape from (this) imprisonment and confinement and work, (what can we do?). He is fixed (here), like a solid rock.”

  • آن یکی زیرکتر این تدبیر کرد ** که بگوید اوستا چونی تو زرد
  • One, the cleverest (of them all), planned that he should say, “Master, how are you (so) pale?

  • خیر باشد رنگ تو بر جای نیست ** این اثر یا از هوا یا از تبیست
  • May it be well (with you)! Your colour is changed: this is the effect either of (bad) air or of a fever.”

  • اندکی اندر خیال افتد ازین ** تو برادر هم مدد کن این‌چنین
  • (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.

  • چون درآیی از در مکتب بگو ** خیر باشد اوستا احوال تو
  • When you come in through the door of the school, say (to him), ‘Master, is your state (of health) good?’

  • آن خیالش اندکی افزون شود ** کز خیالی عاقلی مجنون شود 1530
  • (Then) that fancy of his will increase a little, for by a fancy a sensible man is driven mad.

  • آن سوم و آن چارم و پنجم چنین ** در پی ما غم نمایند و حنین
  • After us let the third (boy) and the fourth and the fifth show sympathy and sorrow likewise,

  • تا چو سی کودک تواتر این خبر ** متفق گویند یابد مستقر
  • So that, when with one consent thirty boys successively tell this story, it may find lodgement (in his mind).”

  • هر یکی گفتش که شاباش ای ذکی ** باد بختت بر عنایت متکی
  • Each (of the boys) said to him (the ringleader), “Bravo, O sagacious one! May your fortune rest on the favour (of God)!”

  • متفق گشتند در عهد وثیق ** که نگرداند سخن را یک رفیق
  • They agreed, in firm covenant, that no fellow should alter the words;

  • بعد از آن سوگند داد او جمله را ** تا که غمازی نگوید ماجرا 1535
  • And afterwards he administered an oath to them all, lest any tell-tale should reveal the plot.

  • رای آن کودک بچربید از همه ** عقل او در پیش می‌رفت از رمه
  • The counsel of that boy prevailed over all (the others), his intellect was going in front of the (whole) flock.

  • آن تفاوت هست در عقل بشر ** که میان شاهدان اندر صور
  • There is the same difference in human intellect as (there is) amongst loved ones in (their outward) forms.

  • زین قبل فرمود احمد در مقال ** در زبان پنهان بود حسن رجال
  • From this point of view, Ahmad (Mohammed) said in talk, “The excellence of men is hidden in the tongue.”

  • عقول خلق متفاوتست در اصل فطرت و نزد معتزله متساویست تفاوت عقول از تحصیل علم است
  • 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.

  • اختلاف عقلها در اصل بود ** بر وفاق سنیان باید شنود
  • You must hear (and believe) in accordance with the Sunnís (that) the difference in (people's) intellects was original,

  • بر خلاف قول اهل اعتزال ** که عقول از اصل دارند اعتدال 1540
  • In contradiction to the doctrine of the Mu‘tazilites, who hold that (all) intellects were originally equal,

  • تجربه و تعلیم بیش و کم کند ** تا یکی را از یکی اعلم کند
  • (And who maintain that) experience and teaching makes them more or less, so that it makes one person more knowing than another.

  • باطلست این زانک رای کودکی ** که ندارد تجربه در مسلکی
  • This is false, because the counsel of a boy who has not experience in any course of action—

  • بر دمید اندیشه‌ای زان طفل خرد ** پیر با صد تجربه بویی نبرد
  • 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.

  • خود فزون آن به که آن از فطرتست ** تا ز افزونی که جهد و فکرتست
  • Truly, the superiority that is from (any one's) nature is even better than the superiority that is (the result of) endeavour and reflection.

  • تو بگو داده‌ی خدا بهتر بود ** یاکه لنگی راهوارانه رود 1545
  • Tell (me), is the gift of God better, or (is it better) that a lame person should (learn to) walk smoothly (without stumbling)?

  • در وهم افکندن کودکان اوستاد را
  • How the boys made the teacher imagine (that he was ill).