A few hundred metres past the market site there is an indistinct turn to the right which leads quickly to a j
unction, left is the open cast marram [volcanic ash] mine and to the right, Engorora Primary School [the school is now known as Kisongo Primary School] and sub-village.
Back to the main road, just about opposite the turn into the Marram mine and school - there is a track
that leads to Francis' house and to where we eventually carried out a water project.
Now before I go on, this Marram mine. Marram is used for road surfaces - infrequently because of the cost, as a material/ingredient in concrete bock manufacture and in the making of concrete. I used it for topping my planting pots to hold down the sawdust seed-topping so it was not washed away while I was irrigating.
The mining was all done by hand and the 'boys' would have their own particular pile. Of course there was intense competition for the sale, and they all knew I paid well, so I had a false sense of popularity whenever I went there.
Four and six tonne lorries would also come, and they were filled by man and shovel. I did not paying a higher price because it was hard, dangerous work and some have lost their life during a rockfall.
I have already covered the first seminar at Engorora which was held in a school classroom. But the focus then was on the local villages, but when I had to source funding for our projects, I found it better and more appropriate to focus on primary schools. That is not to say we forgot about the village people, and indeed Engorora was one village where we were very busy.
Engorora village comprised mainly Maasai people but there was a large number of Arusha tribe as well and as most usual some other tribal members.
Big E being Maasai was, I guess the main reason he wanted to work there and Joshia too had a reason to be there - his father had taught at the school so he had many friends and it was his home place. The main village leader we most often worked with was of Joshia's clan.
It was plain from our first visit to Engorora that it suffered the hardship of poverty that was so common in Tanzania. The school was built of timber and pretty much falling to pieces and an additional classroom built by the parents was made from mabanzi, slabwood; the cheapest building material available. The kids sat on rocks or boards because there were no desks. There were very few text book
s and teachers' copies [guide] were non existent.
Back home our neighbor's daughter mobilized Otepopo Primary School [our local school] and they sent pencils and rubbers as well as exchanging a questionnaire that I had prepared which I hoped would show each school the difference between the other - it was successful. Things like walking distance to school and to collect water. As well Joel thought it would be good to send some of his collection of
toys - mainly Matchbox toys, cars & trucks. Such gifts were not available to rural kids in Tanzania and they valued them greatly.
Water was a difficulty in the village and there was a tap near the school which had been taken from the time that went to the Military Base at
Monduli. In the end, it was not sustainable for the Military to allow people to take water from their pipeline as it compromised their supply, but other arrangements were made.
Sometimes though the water was unreliable and people would sit and wait - creating a long line of people, containers and donkeys. Mostly orderly but there were
disagreements.
Despite the water problem, our tree plantings at the school were successful and the whole school took ownership of them. Even during the weekend and on holidays, a roster was set up so someone was there to prevent straying livestock from damaging the young trees.
The seminars were successful and during this time I was able to interact with the kids and this helped me with language and my ability to communicate. It is well known that if you are friendly with the kids, the parents too become friendly, so I was able to spread the environmental message.
The environmental programme was successful and that success spilled over to the village where we worked with the village's women's group. But Engorora school did something that personally pleased me. There was such interest to care and protect the trees the students planted that a roster was made to tend and chunga [guard from grazing animals] and irrigate the plantings.
The Primary Schools Assistance Project supplied 200 desks, some teacher's tables & chairs, text books, science aids as well as slates and chalk for the junior classes.
It is usual that items are numbered within a school's assets and I noted that the desks also bore the Agency's mark, which was a nice gesture.
Even when we moved to Makumira we still had some connection with the school - somewhat fostered by Josiah. But not entirely.
unction, left is the open cast marram [volcanic ash] mine and to the right, Engorora Primary School [the school is now known as Kisongo Primary School] and sub-village.Back to the main road, just about opposite the turn into the Marram mine and school - there is a track
that leads to Francis' house and to where we eventually carried out a water project.Now before I go on, this Marram mine. Marram is used for road surfaces - infrequently because of the cost, as a material/ingredient in concrete bock manufacture and in the making of concrete. I used it for topping my planting pots to hold down the sawdust seed-topping so it was not washed away while I was irrigating.
The mining was all done by hand and the 'boys' would have their own particular pile. Of course there was intense competition for the sale, and they all knew I paid well, so I had a false sense of popularity whenever I went there.
Four and six tonne lorries would also come, and they were filled by man and shovel. I did not paying a higher price because it was hard, dangerous work and some have lost their life during a rockfall.
I have already covered the first seminar at Engorora which was held in a school classroom. But the focus then was on the local villages, but when I had to source funding for our projects, I found it better and more appropriate to focus on primary schools. That is not to say we forgot about the village people, and indeed Engorora was one village where we were very busy.
Engorora village comprised mainly Maasai people but there was a large number of Arusha tribe as well and as most usual some other tribal members.
Big E being Maasai was, I guess the main reason he wanted to work there and Joshia too had a reason to be there - his father had taught at the school so he had many friends and it was his home place. The main village leader we most often worked with was of Joshia's clan.
It was plain from our first visit to Engorora that it suffered the hardship of poverty that was so common in Tanzania. The school was built of timber and pretty much falling to pieces and an additional classroom built by the parents was made from mabanzi, slabwood; the cheapest building material available. The kids sat on rocks or boards because there were no desks. There were very few text book
s and teachers' copies [guide] were non existent.
Back home our neighbor's daughter mobilized Otepopo Primary School [our local school] and they sent pencils and rubbers as well as exchanging a questionnaire that I had prepared which I hoped would show each school the difference between the other - it was successful. Things like walking distance to school and to collect water. As well Joel thought it would be good to send some of his collection of
toys - mainly Matchbox toys, cars & trucks. Such gifts were not available to rural kids in Tanzania and they valued them greatly.Water was a difficulty in the village and there was a tap near the school which had been taken from the time that went to the Military Base at
Monduli. In the end, it was not sustainable for the Military to allow people to take water from their pipeline as it compromised their supply, but other arrangements were made.Sometimes though the water was unreliable and people would sit and wait - creating a long line of people, containers and donkeys. Mostly orderly but there were
disagreements.Despite the water problem, our tree plantings at the school were successful and the whole school took ownership of them. Even during the weekend and on holidays, a roster was set up so someone was there to prevent straying livestock from damaging the young trees.
The seminars were successful and during this time I was able to interact with the kids and this helped me with language and my ability to communicate. It is well known that if you are friendly with the kids, the parents too become friendly, so I was able to spread the environmental message.
The environmental programme was successful and that success spilled over to the village where we worked with the village's women's group. But Engorora school did something that personally pleased me. There was such interest to care and protect the trees the students planted that a roster was made to tend and chunga [guard from grazing animals] and irrigate the plantings.
The Primary Schools Assistance Project supplied 200 desks, some teacher's tables & chairs, text books, science aids as well as slates and chalk for the junior classes.
It is usual that items are numbered within a school's assets and I noted that the desks also bore the Agency's mark, which was a nice gesture.
Even when we moved to Makumira we still had some connection with the school - somewhat fostered by Josiah. But not entirely.
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