Here are a few samples of my literature: 

Hungry Birds and Children

When the earth is covered white
And lakes are traps of silver,
       Winter speaks like painted dreams –
Without the woe of hunger …
                                     (Never a dead robin on a Christmas card)

                        Mercy is man’s amusement

                               As he feeds the hungry birds:

                        “Wasn’t this God’s intention?”

                                Is his boast of loud mouthed words.

                         *  *  *  *  *  *  *  *  *  *  *  

                        Death drenched India in the sun -

                             Living time in hated heat;

                         Jubilance to them is water

                            And to children rice is meat.

                           Man of mercy do not waste

                              People’s time with crumbs of bread,

                            For whilst you dither payment

                              India’s race are falling dead!

Cefen School’s success
(The Welsh version was written in the Swansea Valley dialect)

The gap in the wall that divides the two yards in Cefen’s little school is something that people today don’t understand.

I remember it as being one whole wall when I was a lad.  It was good, however, that somebody eventually saw further than his nose and made a gap for the children to go through.  Its wholeness before then was an obstacle for us to play freely, such as fetching a ball from the other yard after it had been kicked over the wall.  I would say that the reason for rising this daft wall in the first place was to separate the children, for one of the play grounds was termed as being the ‘Girls’ Yard’ whilst the other was called the Boys’ Yard.

Nobody paid attention to this, for it was in the Girls’ Yard that most of the children would usually play.  My personal explanation as to why this occurred is that it was next to the entrance of the school, whilst the Boys’ Yard was also more sheltered.  It was far better for the children, of course, to play out in the warmth than for the shadows to hide them from the sun.  The only time the two yards were used was when we played “staffi” and had to run around the school in order not to be caught by a long rope of children.

Relating the history of the wall’s influence on the pattern of play in the two yards is a far easier task than explaining as to why the children of Cefn Bryn Brain School eventually proved to be so extremely successful.

Many are aware of the schools long list of pupils that received their Doctorates within the same short space of time.  Although numerous graduates immerged from the school of about fifty children, it is also interesting to note that several others eventually obtained positions of high responsibility in their work.  And I have a reason to believe as to why all this occurred.

No wall could possibly hide these pupils’ immense talent from their teachers’ eyes, for it was as obvious to them as summer’s sunshine.   These gifted children were never kept in the shadows, for their education was constantly supervised and nurtured by their caring mentors.

Although many might know of the kitchen that came to Cefen School during the forties – the same period of time, coincidently, as the graduates’ childhood.  Yet, how many were aware that these pupils already had another form of nourishing facility at their disposal?  Yes, it existed in Miss Davies’ classroom – or Miss Davies the teacher, as the entire village knew her – for there we were fed by classical Welsh literature.  I am sure that the taste of that experience is still relished to this very day.

What teacher would chose to give lessons on the Mabinogi to children under eight years of age?  Yes, this is what Miss Davies decided to do, for I remember her reciting to us those old Welsh folk stories.  I recall how once I was shaken after hearing the beautiful name of Rhianon for the first time.

Some well known authors have immerged from Cefen School.  And I would say that it was Miss Davies’ decision for children to hear standard literature contributed towards lighting their flame.  Therefore, it is quite reasonable to believe that she inspired her nephew Brian Martin Davies of Brynaman, who eventually was successful in winning the crown twice at the National Eisteddfod.  I still have vivid recollection of Brian visiting his Auntie Annie at the house next but one to the school.

One must also mention Mr D.L. Jones, the brilliant headmaster who contributed so much towards developing such a successful school.

They say that one of the most important aspects towards improving a child’s education is to allow him or her a sense of responsibility.   D.L. certainly achieved that task in a most unexpected way.

Early in his career as a head master, he had the idea of holding a bazaar in order to purchase new equipment for the school.  One of the first items he bought with the money was a fret saw machine for the boys.  People today might think that this would be far too dangerous an activity for young children.  Yet, having made such a declaration, it must also be said that this piece of machinery was one of the best items that ever entered the school.

The boys soon became more disciplined in what they were doing.  If the blade broke, then the boy sawing the wood at the time became responsible in paying for a new one.  And the pennies in those days were very scarce for us lads.

Yes, we certainly had responsibilities in those days.  And that what made me start to think as to why so many PhD’s came out of Cefen School . . . with them all being boys.

The previous examples manifest the teachers’ sincerity towards developing each child’s ability.  But is there any evidence that singularly high lights an individual’s success at the school?  I am sure that each child as his own story to relate, but here is mine:

Something must have flashed in to Mr Jones’ mind for him to see that I could recite.  I remember him showing me a programme, and suggesting that I should compete at an eisteddfod to be held in the vestry of Cwmllynfell Chapel.  I was only ten at the time and had never been before to an eisteddfod.  Therefore, why had he chosen me and not any other child in the class?  I had to listen to Mr Jones, of course, especially as he had already given me the piece to learn.

That was my first step as a competitive elocutionist.  But I wonder would I still be doing so to day if it weren’t for my considerate headmaster from Nant y Brain?

Yes, I still appreciate the little school’s important contribution to my life.  This I declare publicly whenever I appear on Wales’ stages by being acknowledged as CEFNFAB. 

(Cefnfab top row fourth from left)

Llwyddiant Ysgol y Cefen
(Yn nhafodiaith Cwm Tawe)

Ma’r bwlch yn y wal sy’n rhannu’r ddwy iârd yn ysgol fach y Cefen yn rh’wpeth na ‘dyw  pobol heddi’ ddim yn ‘i ddîall.  ‘Rwy’n ‘i chofio ‘n un wal gyfan pan ‘ro’n i’n grotyn.  On’ fe weta i un peth wrtho’ chi - diolch bo’ rhywun ‘di gweld ymhellach na’i drwyn a ‘neud lle  i fynd drwyddi.  ‘Ro’dd ‘i chyfanrwydd cyn hynny yn rhwystro chware’r plant os ‘ro’n nhw am fynd yn rhwydd o un iârd i’r llall, fel hercyd pêl ‘rôl iddi ga’l ‘i chico dros y wal.

Weten i ta’r rheswm dros godi’r wal ddwl ‘ma yn y lle cynta’ o’dd i wahanu’r plant, achos Iârd y Merched ‘ro’n nhw ’n galw un ohonynt a’r llall yn Iârd y Bechgyn.  ‘Do’dd neb yn neud sylw o hyn, achos yn Iârd y Merched fydde rhan fwya’ o’r plant yn chware fel arfer.  Yr eglurhad am hyn o’dd ‘i bod hi nesa’ at fynedfa’r ysgol, tra ‘ro’dd Iârd y Bechgyn yn fwy cysgodol.  ‘Gwell gan y plant, wrth gwrs,  chware mas yng nghynhesrwydd yr haul na ca’l ‘u cwato oddi wrtho.  ‘Runig bryd fydde’r ddwy iârd yn ca’l ‘u defnyddio o’dd pan ‘ro’n i’n chware staffi a gorffod rhyteg o amgylch yr ysgol rhag ca’l yn dala ‘da rhaffed hir o blant.

‘Ro’dd gweud hanes dylanwad y wal ar y chware yn y ddwy iârd yn beth ddicon rhwydd i ‘neud, ond fe fydd e’n lot caletach i egluro pam fuodd plant Ysgol Cefn Bryn Brain mor eithriadol o lwyddiannus.

Ma’ pawb yn gw’bod am y rhester hir o ddisgyblion yr ysgol a gafodd ddo’thurieth o fiwn un cyfnod o amser.  Diddorol yw nodi ed bod y rhain,  yn ogystal â’r graddedigion di-ri a dda’th mas o ryw hanner cant o blant yr ysgol, wedi mynd ‘mlân i ga’l swyddi o gyfrifoldeb mawr.  A ma’ ‘na le ‘da fi gretu ‘mod i’n gw’bod pam i hyn ddigwydd.

Ni alle’r ‘run wal gwato talent y disgyblion oddi wrth yr athrawon, achos ‘ro’dd e  mor amlwg â heulwen haf.   Ac yn lle ‘i gatw yn y cysgodion, fe ddatblygwyd y ddawn nes iddo shîno ‘mlân i oleuo eu dyfodol.  Ie, ‘do’s ‘na ddim amh’ueth ta’r addysg gynnar a geson nhw yn yr ysgol fach o’dd sail llwyddiant y plant hyn.

‘Falle bo’ rhai ohonoch chi’n gw’bod i gegin gino ddod i Ysgol y Cefen yn ystod y pedwardege - ‘run cyfnod ac adeg plentyndod y graddedigion.  On’ ‘sgwn faint ohonoch sy’ wedi sylweddoli bo’ ‘na gegin arall yno ‘n barod.  Ie, honna o’dd yn bodoli yn nosbarth ffrwythlon Miss Davies - ne’ Miss Davies y “teacher” fel ‘ro’dd pawb yn ‘i galw.  Miss Davies o’dd y sawl  a fwydodd ni gynta’ ‘da llunieth o lenyddieth clasurol y Cymry.  Profiad, ‘rwy’n siwr, ma’ llawer a fuodd o dan ei gofal yn dal i flasu hyd y dydd heddi’.  Pa sawl athro sy’n dewis rhoi gwersi am y Mabinogi i blant llai nag wyth mlwydd ôd?   Do, fe wna’th Miss Davies hynny, achos ‘rwy’n ‘i chofio ‘n adrodd yr hen ‘storïe ac yn f’ ysgwyd wrth i fi glŵed yr enw hyfryd ‘Rhiannon’ am y tro cynta’.

Ma’ ‘na lenorion amlwg ‘di dod mas o ysgol y Cefen.  A fe weten i ta’ penderfyniad Miss Davies bo’ plant yn ca’l clŵed llenyddieth safonol o’dd yn gyfrifol am gynnu’r fflam.  Felly mae ’n ddicon rhesymol i gretu taw hi ysbrydolodd ei nai Brian Martin Davies o Frynaman, a enillodd ddwy goron yn yr Eisteddfod Genedlîthol.  Otw, ‘rwy’n cofio Brian yn dod yn amal i’r tŷ nesa’ ond un i’r  ysgol i weld ei Anti Annie.

Rhaid i ni bîdo anghofio’r prifathro disgler, D.L Jones, a ‘na’th cyment dros ddatblygu’r ysgol, ac yn hyn o beth, wrth gwrs, llwyddiant ysgubol y plant.

Ma’ nhw’n gweud ta’ un o’r pethe pwysica’ all blentyn ga’l tuag at wella ‘i addysg yw  elfen o gyfrifoldeb.  Rhaid ych chi gyfadde’ ma’ peth caled iawn yw trosglwyddo hwnnw i gricin o blant.  Do, fe gyflawnodd D.L. y gamp – a hynny miwn ffordd hollol annisgwyl.

Yn gynnar yn ‘i yrfa fel prifathro, fe gafodd e’r syniad o gynnal “bazaar” er mwyn prynu fwy o adnodde i’r ysgol.  Ac un o’r pethe cynta’ ‘na’th e ‘da’r arian o’dd ca’l “fret saw machine” i ni’r cryts.  Falle fydde pobol heddi’ ‘n meddwl bod y fath beth yn rhy ddanjîris i blant mor ifanc.  On’ fe weta i hyn wrtho chi, ‘na un o’r pethe gore dda’th miwn i ysgol Cefen eriôd.   Ddisgyblodd hon y bechgyn i fod yn fwy gofalus o beth ‘ro’n nhw ‘neud.  Os dorre’r  “blade”, yna’r sawl o’dd yn llifo’r pren ar y pryd o’dd yn gyfrifol am brynu un newydd.  Ac ‘ro’dd y cinioce yn ystod yr adeg ‘ny yn brin ofnatw i ni’r cryts.

Do, fe gafon ni ‘gyfrifoldeb’ reit i wala.  A ‘na beth sy’n ‘neud i fi feddwl ‘na pam bo’ shwd gyment o Ph dîs wedi dod mas o Ysgol y Cefen . . . Ie, a hwythe i gyd yn fechgyn.

Ma’r enghraifftie blaenorol ‘di dangos diffuantrwydd yr athrawon i ddatblygu gallu pob plentyn.  On’ beth am dystioleth llwyddiant unigolion yr ysgol?  ‘Rwy’n siwr bo’ gan bob plentyn ei stori ei hun - ond dyma yw f’ un i:

Rhaid bo’ Mr Jones wedi ca’l fflach o r’wle a gweld ‘mod i’n gallu adrodd.  ‘Rwy’n ‘i gofio fe‘n dangos rhaglen, gan awgrymu ddylswn gystadlu ar yr adrodd yn ‘steddfod festri Capel Cwmllynfell.  ‘Ro’n i bryd hynny ‘n ddeg ôd a heb fod miwn ‘steddfod eriôd o’r blân.  Pam, felly, ‘na’th e ‘newish i yn ots nag unrhyw blentyn arall yn y dosbarth?  Rhaid, wrth gwrs, o’dd gwrando ar Mr Jones, ‘n enwetig  ac ynte ‘di roi’r darn i fi ddysgu.

A dyna o’dd ‘y ngham cynta’ fel adroddwr cystadleuol.  On’ ‘sgwn i a fydden i ‘di mynd ‘mhlân i ‘neud ‘ny heb ysbrydolieth fy mhrifathro ystyriol o Nant y Brain?

Otw, ‘rwy’n dal i werthfawrogi’r cyfraniad pwysig ‘na’th yr ysgol fach ar ‘y mywyd. Gwnaf hyn yn gyhoeddus pryd bynnag ymddangosaf ar lwyfanne Cymru trw’ ca’l  ‘y nghydnabod ‘da’r enw’r CEFNFAB.

The following Welsh poem is about the San Fagan Folk Museum in Cardiff, and adopts the same theme which is included in much of my other poetry. It relates the fear that people are becoming indifferent to the culture and customs of their country. It won the chair at Llanuwchllyn in 2000 – one of the ‘Llên y Llannau’ eisteddfodau

Amgueddfa Werin Cymru

Gwrandewch
ar eiriau plwyfolion y gorffennol
yn atsain eu cennad
o stiwdio glywedol y cof.

Clustfeiniwch
am sylwadau pigog cydwybod, a chlywed iaith
hen werin anweledig San Ffagan
yn drwgdybio dyfodol
ein hunaniaeth Gymreig.

Teimlwch gryndod trai amser
yn llusgo
ei neges grafog
                           yn ôl
                                     i ddwnsiwn llwyd
                                                                 yr ymennydd.

Gwrandewch!

A fedrwch glywed eneidiau
yr hen frethyn cartre’
yn wylofain
rhwng meini’r muriau?

Synhwyrwch gri eu harswyd
yn lletya
yn nistawrwydd anesmwyth
San Ffagan. 

Gwrandewch
ar rwgnach yr ymadawedig
wrth grynhoi
yn anadl o leisiau atgofus
dan nenfwd to gwellt 
                                   Nant Wallter.

A fedrwch glywed
rhai o werinwyr anghofiedig
yr echdoe
yn datgan eu barn
yn efail Llawr-y-glyn?

Gwrandewch ar eu llef
yn hollti’r tawelwch
rhwng curiadau cyson
                                     y pedoli.
A fedrwch synhwyro
achwyniadau
hen drigolion San Ffagan
yn mynegi eu barn
ar fainc rheithgor
yr isymwybod 
                       ein bod yn euog
                       o ddiystyru Cymreictod 
                       ein hachau 
                       diwylliedig
                       trwy fabwysiadu
                                                  difaterwch gwag ein byd?

A fedrwch annog eich dychymyg
i glywed
achwyniadau hoelion wyth
y cynefinoedd gwerinol, cyn gweld eu hwynebau
yn toddi
               i liw llwyd 
                                 y meini?

A tybed
pa un o ysbrydion Beca
fydd yn herio
eneidiau clwc y dyfodol
trwy ddod allan o feini
                                      Tolldu Penparcau
                                                                    â phicell yn ei law?

Pwy
o blith y genhedlaeth newydd
fydd yn gwresogi’r meini
â thân
emynau Pantycelyn
yng nghapel Pen-Rhiw,
neu
a fydd dieithrwch eu cainc
                                           yn tagu’r geiriau?

Yfory
pa Gymro
a dagrau yn ei lygaid
fydd yn cylchdroi’n hiraethus
o amgylch 
muriau anghofiedig y werin, gan lusgo ei ddwylo
yn annwyl
dros wyneb llychlyd
                                 y meini?

Mae’r stori ganlynol - sydd wedi ei hysgrifennu yn nhafodiaith Cwm Tawe, yn darlunio’r gymhariaeth rhwng academig ac awdur uchel ei barch gyda glöwr cyffredin.  Er bod byd o wahaniaeth rhwng eu gyrfaoedd, mae gwyleidd-dra’r ddau gymeriad yn hynod o debyg.  Trychineb y stori yw bod cefndir y glöwr ym mhen hir a hwyr yn rhwystr  rhag iddo sgwrsio â’i arwr.

The following Welsh story ‘Cyfell’ (friend), written in the Swansea Valley dialect, depicts a highly respected author and academic being compared alongside an ordinary coal miner.  Although their occupations are vastly different, both men’s sense of humbleness characterises them as being remarkably similar.  The tragedy of the story is that the miner’s background eventually proves to be an obstacle in him not being able to communicate with his hero.

Cyfell
(Yn nhafodiaith Cwm Tawe) 

A ‘dych  ‘di ‘styried  pa mor wag yw b’wyd ar brytie?  Dyna beth dda’th i fy meddwl inne ed unwaith pan golles olwg ar gyfell, a hwnnw – heb yn w’pod i fi – ‘di bod yn rhan o ‘m’wyd erio’d.   A ‘na be’ sy’ heddi’ yn galed i fi dderbyn, sef  bod y berthynas rhwng ni’n dou ‘di ga’l  ei br’wa’n wfflon cyn iddi ga’l cyfle i ddechre.  Ond beth sydd yn rhoi’r halen yn y clwy’ yw bod y cyfan ‘di digwydd heb unrhyw fai arno ni o gwbwl.

‘Steddfod Genedlîthol Trenewydd ‘na pryd o’dd hi.   Ie, ‘rwy’n cofio’r achlysur yn nêt, achos ‘na’r tro cynta’ erio’d i fi fentro lan tsha’r “North” ar gefen motor beic.   Pan weles wynepe gofitus y cymdocion wrth i fi atel Cwm Tawe ar fy nwy whîl, ‘llech chi dyngu ‘mod i ‘di gweud ta’ lan i’r “North Pole” ‘ro’n i’n mynd.  Ond wrth i’r beic bach bwffian ei ffordd lan dros Fanne Brycheiniog, ac awyr iach cefen gwlad yn llïo ‘ngwyneb yn lle lluwch mân y glo, fe dîmles fod ‘na addewidion mawr yn fy sefyll dros y gorwel. 

Ma’ pai dyn sy’ tan ddîar yn cw’mpo os ‘dyw  e ddim yn gwîtho ar y glo; ac wetyn ‘do’n i ddim yn ennill rhyw l’wer ‘rôl i fi dderbyn clatshen yn y ffas.  ‘Na pam ‘ro’dd hi’n rhaid i fi fod mor garcus ag arian os ‘ro’n am ga’l unrhyw fath o bleser mâs o fywyd - fel mynd i’r “National” am w’thnos.  Do, fe ddotes ddicon naill ochor i dalu am betrol yr Honda bach, gyda ‘chydig o docins dros ben ed i ‘nghatw i miwn bwyd.  Cretwch fi ne’ bîdo, ond i goliyr a fratodd y rhan fwya’ o’r flwyddyn tan ddîar o olwg haul, ‘na beth o’dd ‘i nefo’dd fawr : w’thnos o  wylie  miwn tent yn yr eisteddfod genedlîthol.  Ac fel wetes i’n barod : ‘addewidion mawr yn f’ aros’.

‘Llen i ddim â fforddio mynd i’r dramâu ‘da’r nos, achos dim ond gwŷr cefnog fel pobol miwn banc ne’ athrawon ac ati o’dd yn gallu ‘neud ‘ny.  Ac yna pan gefes gynnig ticed am ddim i weld y ddrama ‘Patagonia’, feddyles ‘mod i ’di ca’l gwahoddiad swyddogol i ben bwrdd y “Mimosa”.   Rhaid  ta’ dyna’r ffordd  ‘ro’dd y Cymry ‘u hunen yn tîmlo wrth i’r long fynd â nhw mâs draw dros y don i’r “promised land” . . .  Ie, yn gwmws ‘run profiad a ges i pryd hynny - ‘mod inne ed yn ca’l y cyfle i rannu un o’u haddewidion nhw!

  Fel wetes i’n barod,  bach iawn o gyfle ‘ro’n i’n ca’l  i  weld drama – ‘n enwetig un dda.  A wetyn ‘llwch chi ddîall ‘y nhîmlate yn nêt wrth i fi ishte yn gyffwrddus y noson honno yn n’uadd fawr yr Hafren.  ‘Na lle ‘ro’n i’n dishgwl yn ofalus ar bopeth o’dd yn cymryd lle ar y llwyfan.  Cofio’r gofal ‘ro’dd y cyfarwyddwr ‘di cymryd.  Gweld y llong yn mynd mâs wrth iddi atel y lan, ac yna newid ‘i shâp wrth iddi ddod ‘nôl miwn o’r ochor arall.  ‘Llwch weud i’r profiad fod yn shiglad i goliyr bach fel fi, er ‘ro’dd hi’n amhosib cymharu’r cyffro hwn a beth ddigwyddws wetyn yn ystod y ddrama.

Ie, ‘ro’n i miwn arall fyd reit i wala.  Rhywun a o’dd yn eiddgar i weld holl ryfeddote’r theatr – nes i’r pleser ‘ny ga’l ‘i fr’wa ‘n sytyn!

‘Do’s dim byd yn wa’th ‘da fi na chl’wed rhywun yn wilia miwn drama – ‘n enwetig menyw yn clepran y tu ôl lle ‘rwy’n ishte. Chi ‘di gweld llyced clacw’dd cyn i fe ych pigo?  Wel weten i ta’ dyna’n gwmws fel ‘ro’dd fy rai i’n dishgwl pryd ‘ny wrth droi i weld pwy o’dd yn ‘strwa fy noson.  ‘Llwch chi ddîall, fi’n siwr, i ‘ngolwg ddishgyn gynta’ ar wyneb y person o’dd yn ishte nesa’ i’r sawl o’dd yn ‘staplan ar y t’welwch.

O ddishgwl ‘nôl ar y sefyllfa heddi’, ‘dw i ddim yn gw’pod pwy gafodd y sioc fwya’ – fe ne’ fi?  Gŵr parchus ei olwg.  Un o wŷr mwya’ adnabyddus y wlad, os ga’ i ‘weud; a finne, fforshêm, yn trochi’r dyn wrth ‘i watwar mor gas â’n lyced.  Wetws e ddim byd, chware teg – na’r glepren o’dd yn ishte wrth ‘i ochor.  ‘Rwy’n cretu ‘u bod nhw ‘di ca’l  gormod o shiglad wrth ‘y ngweld i yn eu llygatu mor ffyrnig.

‘Ro’n i ‘di anghofio’r cyfan am yr holl drafô nes da’th bore trano’th, er cofiwch, ‘ro’dd y ddrama yn dal yn felys yn y co’. 

‘Ro’dd hi’n dd’wyrnod cymylog, os ‘dw i’n cofio ‘n iawn.  Y rheswm dros ‘weud ‘ny o’dd ‘mod i ‘di taclu yn ‘y nhogs motor beic rhag ofan ‘se hi’n dod i law.  Ond ‘dw i ddim yn cofio i ni ga’l ‘run gawad serch hynny, er fe weta i un peth wrthoch chi, fe fuodd hi boiti fod yn storom y diwrnod ‘ny yn Nhrenewydd.  Hynny yw, ‘se rhywun ‘di bod yn llai bonheddig a phenderfynu dechre coethan wrth iddo ‘ngweld i yno o’i fla’n e. ‘Sdim ishe i fi weud wrtho chi, wrth gwrs, tuag at bwy ‘rwy’n cyfeirio?  Ie, a phan gyrhîddes i ga’r ‘steddfod, y bachan cynta’ weles i yn ei got barchus a’i ‘spectols bach du, o’dd e’.

‘Ro’dd e’n sefyll ar y pryd wrth un o’r stondîne llyfre.  Ac i weud y gwir wrtho chi, ‘do’n i ddim yn gw’pod beth o’dd gweud wrth y dyn.  Achos wedi’r cyfan, y fenyw glebrog nesa’ ato fe yn y theatr o’dd ar fai ac nid arno ni’n dou.  A wetyn pwy ishe o’dd arno ni i ddechre ymesgusodi at ein gilydd?

‘Dw i ddim yn gw’pod beth o’dd yn rhyteg trw’ ‘i feddwl e ar y pryd wrth iddo weld rhywun mor ddirân a fi yn dishgwl ar ddyn mor barchus â fe?  Do, fe dîmles fod ‘na orie ‘di mynd hîbo yn ystod ‘r amser prin hynny.  Ne’ fel wetws awdur ‘Cyn Oeri’r Gwaed’ : ‘Rhyw eiliadau tragwyddol’. 

Dyma o’dd y cyfle na chefes i erio’d o’r bla’n.  ‘Mod i o’r diwedd yn gallu wilia ‘da rhywun pwysig . . . Na, ‘ro’dd e’n r’wpeth fwy na hynny i fi, achos alle fe ‘di bod yn gyfell mawr,  trw’ iddo shîno peth o’i oleuni diwylliedig miwn i ‘fywyd du coliyr di-ddysg.

‘Do’n i ddim am ymddiheuro wrth y ‘cyfaill’, achos fel wetes i’n barod ‘d’on ddim yn gw‘pod beth ‘llen i ‘weud wrth y dyn bach.  ‘Ro’n i ‘di darllen bod ‘da fe fotor beic ed ‘slawer dydd, ac fel ‘ro’dd hwnnw’n catw cwmni iddo fe rhwng pob polyn teligraff yn ystod rhyw shwrne hir. ‘Llen i weud ta’ dyna’n gwmws beth o’dd atgofion eisteddfodol yn golycu i fi wrth gripad ar ‘y mhenlinie yn y tywyllwch hîbo pyst y ffas.  Na, ‘do’n i ddim yn cretu bydde sôn am ei dîmliate ar ben motor beic yn ddicon o esgus i fi ddechre wilia ‘da’r gŵr.  Ac un peth arall, o gofio’r ffordd iddo ddisgrifio’r peiriant bach,  ‘ro’dd  ‘da fe  l’wer fwy o olwg ar hwnnw na beth fydde fe tuag ato i – heb sôn am feddwl iddo fod yn gyfell.

Ond wrth i fi sefyll o’i fla’n e’r diwrnod ‘ny, a dishgwl miwn i’w lyced, ‘llen i ddim â phîdo meddwl bod ‘na r’wpeth cyffredin iawn yn perthyn i ni’n dou yn y bôn i neud ni’n gyfeillion.  ‘Falle ta’n hamgylchedd cynnar o’dd hyn?   Ie, rhaid bod y tîmlad o wacter mynyddig lle ges i ‘ngoti ar odre’r Mynydd Du, yn gwmws ‘run peth a fydde’n ‘i dwtsha fe wrth iddo ddishgwl draw dros eangder Eryri.  Ac eto, ‘ro’dd ‘na bellter ll’wer mwy yn bodoli rhyngddo ni’n dou . . . Na, ‘llen i byth roi syniate miwn i îre pert fel ‘ro’dd e’n gallu ‘neud, mwy nag alle fe naddu pâr o go’d fel rhyw hen goliyr tan ddiar.

Ma’ nhw’n gweud ta’r ‘storom wîtha ‘llwch chi ga’l yw tyrfe a llyched pan fydd ‘na ‘run diferyn o law yn dishgyn.  Ie, tr’enu’ na ‘se hi ‘di bwrw y diwrnod ‘ny, achos ‘ro’dd ‘na ‘storom y cythrel yn dechre berwi r’wle yno i.  ‘Ro’dd y cyffro a dîmles yn rolo yng ngwîlod f’ ened, ll’wer gwa’th na’r garreg ‘na a dwcws f’ ana’l tan ddîar ‘rôl iddi ddod lawr ar ‘y nghefen.  Na, ‘dw i ddim yn cretu ‘lle ‘run coliyr godi’r pwyse o’dd yn gwasgu arno i bryd hynny.

Do, fe â’th holl addewidion yr eisteddfod i’r gwynt yn ystod y tawelwch llethol ‘ny.  ‘Llwch ‘weud ta’r unig beth o’dd yn clymu ni’n dou o’dd diffyg wilia ac nid bod yn gyfeillion. ‘Dw i ddim yn gw’pod amdano fe, ond fe weta i un peth wrtho chi, dyna o’dd un o gyffroade mawr ‘y mywyd i.  Rhaid, wrth gwrs, am fod y sefyllfa ‘di mynd mor lletchwith, o’dd troi ‘nghefen ar f’ arwr distaw, swil, o Ryd‑ddu . . . Ie, ‘na pryd rewodd ‘y ngwa’d inne ed.

Otw, ‘rwy’n dal i dîmlo’r cyffro hwnnw heddi’, am iddo gyrra’dd lawr hyd at gyrn ‘y nhra’d.  Tr’eni na chaffes i’r cyfle i’w  adnabod yn well cyn bo’ ni’n gorfod gwahanu, ontefe?  Pwy a ŵyr, trw’ rannu ‘u profiade gwerinol, fe alle’r coliyr bach ‘di bod yn gyfell mawr i ŵr y sbectol fach ddu? 

Inspiration 

How often has it been said that despite severe hardships people have striven to unburden themselves of the yolk of deprivation through afterwards succeeding in life? Thus one could then ask the question does denial eventually prove to be a form of inspiration?

Similar comparisons can be made regarding Cefnfab’s continual struggle to receive any form of learning.  Education was always other people’s privilege. Life’s various quirks always seemed to deny him the opportunity to learn. It could be said that when others decided he should become miner, his whole soul must have cried out in despair. During that time when his whole life was enveloped in darkness, little local eisteddfodau lit a flame in his soul and extinguished the gloom. Attending, participating and listening to various adjudications at these cultural events contributed towards replenishing his mind with knowledge. Then an unforeseen tragedy occurred – he got married at too young an age. Could he have made such a decision by thinking he could control his future destiny through structuring a new pattern to his life? Sadly, this hope gradually decayed during fourteen years of domestic upheaval. It was also during this time that Cefnfab was made redundant through the closure of the colliery – which completed the gloom. Yet, it should be said that some benefits were salvaged from the marriage. Details of the marital turmoil proved to be an influential force upon Cefnfab’s literature, for he eventually won an eisteddfod crown by relating these experiences. His interest in writing must also have had a profound influence on one of his sons, Anthony, who become an established author adopting the same theme as his father within his novels.

A life-giving droplet suddenly fell on Cefnfab parched land, whilst a new dawn of hope radiated light in the darkness. Meeting his second wife soon proved to be immensely influential, for the pattern of his life changed dramatically.

Jean’s devotion to support her husband gave him a new heart.  She encouraged his earlier desire to seek and gain more education.  Then within a few years he had taken ‘O’ and ‘A’ levels. After successfully obtaining these, he entered Trinity College Carmarthen, eventually gaining a B.A. degree with the Open University. Even these highly praised achievements never really satisfied Cefnfab’s inner desire to improve himself, for he soon sought successes in other fields of work. (This is revealed in the other sections of this web site.)  Yet his real true aim in life is based on the experiences of his earlier effort to survive in life and relate these to his own determination of influencing others to also succeed.

Examples of his influence upon others 

Gurnos Soccer Team winning the Pantyfedwen Urdd Welsh Cup three times.  This picture was taken in 1992 at the 'Vetch', Swansea City former football ground, with Dai Davies Swans' and Wales' goalkeeper Organised the Mari Lwyd Group that presented this old Welsh folk custom in the Swansea Valley for several years Influenced the Rhiwfawr Writers’ Group to publish their own book

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