“Education is not a profession. It is a responsibility carried for generations.”

Dedication

Dr. Sammy would like to dedicate his biography to Mrs. Jessie Tabot Arrey-Mbi, whose quiet strength drove him to devote his life to service. Throughout the decades shaped by relocation across continents, courses, cultures, and crises, she remained a constant. When uncertainty loomed, she provided stability, and when sacrifice was necessary, she provided encouragement.

To complete his journey, Dr. Sammy Arrey-Mbi has needed to demonstrate patience, endurance, and moral clarity. Long distances, financial unpredictability, physical hardships, and an unshakable devotion to principles that rarely guarantee instant gratification were all necessary components of this endeavor. In every one of these instances, Mrs. Jessie Arrey-MBI was not in the forefront of recognition; rather, she was at the centre of perseverance. Her convictions in education, honesty, and community were similar to his own, and they helped to sustain the decisions that changed the lives of students and communities over the course of several generations.

Not only is this dedication personal, but it also serves a symbolic purpose. It recognizes the hidden effort that goes into visible service, the emotional architecture that goes into public contribution, and the cooperation that converts individual purpose into shared legacy. Through patience, sacrifice, and steadfast belief, this work serves as a monument to love. This life story is as much hers as it is his, and it stands today as a testament to such love.

“Adversity introduces a person to themselves long before success ever does.”

Phase 1: Roots of Resilience : Early Life, Identity, and the Making of Character

Ocean breezes and colonial control sculpted the area where Dr. Sammy B. Arrey-Mbi’s life’s journey begins. It begins with a childhood that was both simple and startling in its upheaval. The 22nd of November 1945 was the day that Dr. Sammy Besong Arrey-Mbi was born, and when he reflected on his life later on, he had recently celebrated his 80th birthday. The celebration was a moment that felt significant not only as a personal milestone but also as a quiet win over every challenge that attempted to slow him down.

His family, his craft, and his dignity all played a role in shaping his early identity. His father, late Pa Bright Arrey-Mbi, worked as a motor mechanic, while his mother Mammie Mariana Enoanyou Arrey-Mbi, was a seamstress who sewed garments. Dr. Sammy Besong Arrey-Mbi was named after his father. On numerous occasions, he proudly referred to them as artisans, describing them as individuals whose work required patience, accuracy, and responsibility. Their occupations did not provide them with opportunities for luxury, but they did provide something more valuable: a model of dignity that was achieved through hard work. Early on, he gained the understanding that discipline was not a form of punishment but rather a form of preparation.

It is significant that Dr. Sammy Besong Arrey-Mbi was born on an island in West Africa that is now known Equatorial Guinea. This fact is significant since it places the beginning of his existence within a colonial setting that demanded acquiescence from ordinary people. He was surrounded by a world that was ruled by a visible power, and even the seemingly mundane aspects of existence had the weight of political control.

It wasn’t long before that colonial reality made its way into his family’s lives in a profoundly personal sense. Dr. Sammy Arrey-Mbi was around seven years old when his father was presented with a situation that demonstrated how authority might punish even the smallest “disobedience.” This situation was a life-changing experience for Dr. Sammy. His father, who was living under the control of a Spanish colonial government, saw the governor go by their home. Within the context of that setting, it was anticipated that individuals would stand at attention and greet the governor in a manner that was predetermined. It is not true that his father carried out the act. However, despite the fact that it was neither a violent demonstration nor a loud insurrection, it was sufficient. On account of the fact that he did not rise up to welcome the governor, he was taken into custody, imprisoned for a period of time, and then given the instruction to return to his country. This event became the impetus that compelled the entire family to relocate to the Southern Cameroons, transforming childhood into migration and transforming assurance into survival.

Nevertheless, by the time that upheaval occurred, another defining difficulty had already arrived. Dr. Sammy Arrey-Mbi was diagnosed with polio when he was seven years old, and he later claimed emphatically that he has been living with the disease for the entirety of his life. It is possible that this event would have hampered his future prospects in an era when support services were limited and physical problems might have had a significant impact on how society treated any individual. On the contrary, it strengthened his resolve. The sickness did not determine who he was, but it did help him become more polished. Long before he learned about prestige, he understood the value of tenacity.

“Education is the most powerful weapon which you can use to change the world.”

Phase 2 : Becoming the Teacher : How Higher Education and Professional Standards Shaped His Vocation

In August of 1968, when Dr. Sammy Arrey-Mbi was assigned to teach, he did not enter the classroom appearing to be someone who was looking for a title. He entered the classroom having already come to understand, through adversity and perseverance, that education was always a privilege that one earned. It was something that was earned. It had been safeguarded. And the obligation was attached to it.

He started his teaching career at a Presbyterian Church-run secondary school in Cameroon. The structure of this institution and the moral expectations it imposed on its students were notable.

Two parallel truths shaped his early years as a teacher. For starters, he had a profound regard for the profession. For the second reason, he believed that teaching could not be done effectively without ongoing education. This conviction would later become one of his distinguishing characteristics: even while he was teaching, he continued to return to education, honing his skills, broadening his perspective of the world, and bolstering his foundation as a professional.

The discipline that Dr. Sammy Arrey-Mbi had acquired from his parents and the resilience that he had developed as a result of illness and early responsibilities were both carried over into his teaching at the beginning. Additionally, he carried with his intellectual thirst. In June of 1968, he had successfully completed his A Levels. His identity and his mission came together for the first time in a tangible way when he began teaching.

Not only as a subject but also as a tool for human clarity, he was drawn to the human language of English. In his mind, language was never limited to merely grammar. It possessed dignity. It would be access. A voice was heard. This viewpoint was not derived solely from theoretical considerations; rather, it was derived from actual experiences. He had witnessed how systems could stifle the voices of regular people, how power could penalize insignificant deeds, and how a lack of education could ensnare populations in a state of reliance. One alternative was provided by education.

Nevertheless, he understood that a teacher must embody more than just the curriculum, even while teaching. To be able to steer minds with depth, a teacher needs to be prepared. Thus, Dr. Sammy Arrey-Mbi decided to seek a university education and formal academic specialization in a short timeframe after beginning his teaching career. He did this to create a foundation that would support his teaching and improve his standards.

“Experience is a hard teacher because she gives the test first, the lesson afterward.”

Phase 3 : From Classroom to System: Teaching Experience, Professional Exposure, and the Weight of Responsibility

By the time Dr. Sammy Arrey-Mbi settled into the rhythm of professional teaching, he had already learned one essential truth: education is not neutral. It either strengthens society or weakens it, depending on how seriously it is practiced. Phase Three marks the period in which his philosophy of education was not merely shaped, but tested—daily, repeatedly, and often under pressure.

This phase of his life is best understood not through titles or qualifications, but through experience. It was in classrooms, staff rooms, examination halls, and institutional corridors that his beliefs about education became firm. Teaching, for him, was never about comfort. It was about responsibility.

From his earliest years as a practicing teacher, Dr. Sammy Arrey-Mbi rejected the idea that education should be made easy at the expense of depth. He believed that learning required effort, and that effort was not cruelty but preparation. This belief was rooted in his own life. Nothing about his journey had been effortless. He had advanced through illness, displacement, delayed progression, and early employment. Education had demanded discipline from him, and he believed it must demand discipline from others.

In the classroom, this philosophy translated into structure. Lessons were planned. Language was treated with respect. Grammar and clarity were not optional. Students were corrected, but never humiliated. He believed correction was a form of care, and that avoiding correction was a quiet betrayal of a student’s future.

For Dr. Sammy Arrey-Mbi, discipline was not about control. It was about dignity. He believed students deserved to be taken seriously. Lowering standards, in his view, was not kindness; it was neglect.

Yet his philosophy was never rigid. He learned from experience that students don’t enter classrooms empty-handed. They arrive carrying stories—of poverty, instability, family pressure, and unmet needs. Having lived through hardship himself, Dr. Sammy Arrey-Mbi did not mistake struggle for laziness.

Note of Thanks

Sincere gratitude is extended to everyone who was present, provided support, and contributed to the accomplishment of this effort. This biography is presented with gratitude. It serves as a communal statement of respect for a life that was lived with self-control, humility, and an unrelenting devotion to education and the dignity of the human person.

To begin, we would like to express our gratitude to the family of Dr. Sammy Arrey-Mbi, whose unassuming fortitude, unwavering patience, and unwavering encouragement enabled him to continue his journey of service throughout his entire life. By providing the emotional grounding that was necessary for purpose to persist through adversity, transition, and responsibility, their support allowed for this to happen.

Dr. Sammy would also like to express his gratitude to his coworkers, students, and members of the community who accompanied him on his journey through the classrooms, institutions, and towns. As a result of their trust, involvement, and collaborative effort, teaching was changed from a profession into a dynamic exchange of ideas, values, and personal development.

He would like to express our gratitude in particular to those individuals who donated their recollections, reflections, and records that assisted in maintaining the validity of this account. Because of their willingness to provide, this biography was able to maintain its honesty, depth of experience, and human qualities.

Last but not least, this piece of art is a tribute to each and every student who had the opportunity to interact with Dr. Sammy Arrey-Mbi and who continued to uphold the discipline, clarity, and respect for language that he so passionately loved. Their lives continue to embody the most authentic manifestation of his contribution. He concludes this biography with gratitude for the shared responsibility, the lessons learned, and the advice received.

Thank You

– Dr. Sammy Besong Arrey-Mbi