From Harvesting Salt to Sharing Knowledge
The Rise of a Visionary Educator
To the question "What advice would you give to the Tanzanian youth of today?", Daniel is unequivocal, answering without a moment’s hesitation: "To have a goal." He deplores the lack of ambition among the younger generation, their pessimistic, almost fatalistic outlook. They fail to prepare their minds to focus on what they want to become, as well as on the means to achieve their aspirations and bring their desires to fruition. The youth are unable to project themselves into the future, he claims, and to identify careers that offer opportunities, positions awaiting to be filled. To address this, he advises consulting elders, who can guide these young individuals toward an intelligent path, capable of propelling them into higher social strata and improving their standards of living.
This is precisely what Daniel Amma, Chairman of the Board of Karimu, did 30 years ago when he became a teacher, following the wise counsel of his head of school.
But let us proceed in order. Let us delve into the beginning of his story.
Daniel was born in 1970 in Dabil, a neighborhood encompassing several villages in the Manyara region. He is the tenth child in a family of 13, several of whom tragically succumbed to illness before reaching adolescence. Daniel's family lived in what can be described as extreme poverty. His father lived with his second wife and visited Daniel and his siblings only sporadically to provide food. Their one-acre farm, barely productive, was insufficient to feed them, and they could not afford livestock. Their home was built from large sticks gathered here and there, reinforced with woven mats. The roof, made of grass, needed to be replaced annually. Lacking a machine to grind maize into flour, Daniel’s mother used stones to mill the grain.
In 1981, Daniel joined Maganjwa Primary School, where he studied until 1987. Each morning, he and his siblings ran for about thirty minutes to school to avoid being late for the morning call. This habit often spared them from the rather painful punishments administered by teachers. Daniel then aspired to attend secondary school but lacked the financial means to do so. He decided to plead with his father, who initially refused categorically, citing the example of a neighbor’s son who, after four years of study, had failed, becoming a dejected drunkard, idly roaming the house without a shred of motivation.
But Daniel persisted, and his obstinacy ultimately paid off. His father agreed on one condition: that Daniel would pay half of the required fees himself. At the time, school fees amounted to 4,000 shillings per year, the equivalent of $1.50. The young boy thus had to raise 2,000 shillings. Though he did not have this sum, Daniel was undeterred, confident that he would find a way. He had no clear vision yet of what he wanted to become, but he was certain of his fervent desire to learn and to access the education he had so long coveted. He trusted that along the way, he would discover the path destined for him.
The deal was sealed.
To gather the necessary funds, Daniel began working with his father. Together, they traveled long distances daily to reach the salt lake, which naturally dried up during the arid season. They collected salt there, transporting it on donkeys to trade. They later sold their harvest door-to-door, exchanging a kilo of salt for a kilo of another crop, such as maize or millet. In this way, they managed to pay Daniel's school fees.
However, other financial complications soon arose: the purchase of a uniform, bedsheets, notebooks, and other school supplies, totaling 7,000 shillings. Daniel did not let his disillusionment make him falter, he had to find another solution. Accompanying his father daily to collect salt caused him to miss many classes and neglect the education he had finally secured. He decided to visit his grandmother, hoping she might help. She generously gave him a calf, which he quickly sold to raise 6,000 shillings.
Daniel completed secondary school in 1992 and immediately enrolled at Tabora College. At the time, university education was free and even provided a modest stipend to students, enabling them to purchase pens, specialized materials, and even small treats. By 1995, Daniel graduated, and less than a year later, he was appointed as a public school teacher.
The young man had finally found his calling, greatly influenced by the principal of his secondary school. For 21 years, he taught mathematics, science, and English at Ufani Primary School before being promoted seven years ago. From an ordinary teacher, he became the Education Officer of Dareda Ward, a prestigious position in the Babati district. Since then, Daniel no longer teaches directly but demonstrates exemplary teaching practices during his school visits. He coordinates, supervises, ensures school functionality, and monitors the quality of education.
In 2008, Daniel met Marianne and Don. Together, they discussed various ways to support schools and gradually expanded their impact. Before Karimu’s intervention, Ufani had only three classrooms in an awful state. Thanks to their actions, performance rates improved significantly, the progress was monumental. Today, Daniel serves as Chairman of Karimu’s Board. He attends meetings and deliberates on issues related to the foundation. By engaging with the local community, he prioritizes their needs and formulates strategic plans.
This brings us back to the introduction of this article, tracing Daniel Amma’s life and highlighting the principle he emphasizes. To illustrate the pessimism and inertia of today’s youth, he compares money to water. If you build a reservoir to collect water, but the outlet pipe is larger than the inlet, the reservoir can never fill. According to Daniel, young people do not know how to save wisely and consciously. They spend their money immediately, without considering the need to save for investments or improvements to their quality of life. By spending all they earn, they fail to think about the future. As a result, they lament their situation, claiming they have been abandoned, that no one cares about their welfare or survival. Many fall into substance abuse to escape their failures, avoiding their harsh reality. They wait idly and passively for the government to come to their rescue, to provide them with jobs or a lifeline.
In this context, Daniel considers his profession essential and honorable. He takes pride in seeing his students succeed and become independent. Some have grown into police officers, others doctors, while others have followed his noble path in education. Teaching has enabled these children to envision and work toward a brighter future than the one initially laid out for them. Daniel is deeply emotional when he receives messages from the young people he has taught, expressing gratitude for the values he cherishes most: trust and honesty. Because, in his words, even if we have nothing and may never achieve wealth, being trustworthy will always take us further.