The Lekki Head Master Chapter (1-12),Summary,JAMB likely Questions
Table of Contents
- Chapter One- DUSK
- Detailed Summary of Chapter One: DUSK
- Characters and Their Roles
- Figurative Expressions and Their Meanings
- Theme
- Tone
- Chapter TWO
Chapter One- DUSK
SOMETHING seemed unusual in the way the principal walked to the podium from the back of the assembly. He moved his tall frame rather ponderously. He was not as smart as he used to be. The trademark morning smile was not forthcoming. He took the microphone from Angel, the chapel prefect, and held it, saying nothing. This was in spite of the fact that the morning’s pep talk was over, and everyone was excited. All waited for the principal to speak. But the man looked blankly above the students’ heads, instead of compellingly into their eyes, the way he used to. He made an attempt to talk; yet words did not come. His head dropped over his broad shoulders as he began to stare at the colourful tiles on the floor.
There was a heavy silence. The principal, again, attempted to speak. Tears! Everyone saw them. Tears trickled out of his eyes. He made yet another attempt to produce words. This time, the microphone dropped on the floor, sending a vexatious clatter out of the twin sound boxes at the assembly. More tears streamed from both eyes, competitively rolling down his sunken cheeks. Dozens of perplexed eyes—students’ and staff’s —fixed on him. There was nowhere to hide from the puzzled looks. Then Mr. Bepo Adewale hid in the only available space. He brought his palms together, like a supplicant, and shielded his face.
The first person who found a voice was the Vice Principal, Mrs. Grace Apeh. “What is the matter, principal?” she asked, moving to his side. Four other members of staff joined her. But the principal said nothing. Instead, he sobbed freely. The school nurse, Mrs. Titi, fetched a handkerchief and offered it to the weeper.
“Please, conclude the assembly and let the students go into their classes immediately,” the VP instructed the Chemistry teacher, Mr. Justus Anabel. Mrs. Apeh, the nurse, and Mr. Oyelana, the CRK teacher, started walking the principal back to his office, his face still buried in his palms, sobbing, even more agitatedly.
“Sir, what is the matter,” Mrs. Titi – or Nurse Titi, as she was fondly called-
asked, as they helped Bepo to his chair in the office. “Is anything the matter?” she asked again. Bepo did not utter a word. The tears did not stop flowing either. At 8:05am, more teachers arrived to console the sobbing principal or possibly lend a helping hand. But the VP advised they go to their classes, exempting the guidance counsellor, Mrs. Beke Egbin.
Consolations and questions resumed. For over 30 minutes, they petted Bepo. All the while, he sobbed. Occasionally, he would shake his head. He would look at the ceiling and at the faces before him, as though he had just returned from a dreamy wonderland. Then he would plunge further in tears. The VP’s phone, meanwhile, had been ringing. Information had already reached some parents. They were anxious to know what had happened to the beloved principal. One parent ‘learnt’ he was weeping uncontrollably and rolling on the floor. Another parent ‘heard’ that he kept muttering, ‘Oluwa gba mi o!’ Save me, O God! At this point, Mrs. Apeh realised the best she could do was to call the Managing Director, Mrs. Ibidun Gloss, popularly called MD, who-but for a function she had to attend that morning-ought to have been in school.
But the morning assembly had not begun on a tearful note. Since the management of Stardom Schools came up with a shrewd incentive of lowering its boarding fees, the headache it used to have, trying to tame lateness, had reduced greatly. From N250,000 per session, the fee climbed down to N165,000. The result was instant: more than 80 per cent of the parents moved their children to the boarding house, which was a haven of modest comfort enjoyed by elite students. Almost all the students began to turn up at 7:45am for the assembly.
That was far from the case before the policy change. Many of the learners came from different parts of Lagos, where the fear of heavy traffic was the beginning of wisdom. Interestingly, not many parents complained when the school, almost immediately, raised the fee for ‘Excursion and Other Items’ by N93,000. Some staff gossiped about this, especially Mr. Audu, the Fine Arts teacher, who was a bunch of biting humour. He cleared his throat, pushed a finger into his mouth, drew it out, and pointed skywards: “In matters of economics,” he quipped, “I swear, the MD is ‘a witch’ and wizard rolled into one!” Audu and his naughty grammar!
The assembly had commenced early. The A-List school, located in the posh heart of Lekki, as usual began the ritual with a short prayer, in the form of a recitation of the second stanza of Nigeria’s National Anthem: “Oh God of creation, direct our noble cause…” Stardom did this on Tuesdays and Thursdays, while normal Christian and Muslim prayers were said on Mondays, Wednesdays and Fridays, alongside the National Anthem (first stanza). On Tuesdays and Thursdays, the assembly adopted the second stanza as prayer. It did not bother to recite the first but simply went straight to the school’s anthem.
Angel announced it was time for the pep talk. The principal had introduced this, seven years earlier. It involved the presentation of a speech by a student. It was spontaneous, at times. At other times, topics were given ahead. Today’s talk was, however, different: the way it, sometimes, happened. Ikenna Egbu, an SSS1 student, mounted the podium to narrate his experience. He was part of a group of Stardom students that had just returned from an excursion to Jos, Plateau State.
“I saw Nigeria in its acrobatic beauty,” he began, awakening cheers and applause. “My fellow students, if you have not been to Jos…” Ikenna paused and browsed their excited faces, as though he wanted to be sure they were really ready for the discoveries he was about to log into. He continued: “You might have been to London, you might have been to New York. But if you have not been to Jos, you MUST be in that brilliantly beautiful city in YOUR lifetime!” Yells and an applause greeted the narrative.
“One of the most memorable attributes of Jos is its very lovely weather,” Ikenna said. “Although we are in the dry season, Jos welcomed us with very cool arms. So chilly is Jos that I felt like sleeping every second of the two days we spent there. I can also not forget its acrobatic landscape. Not in any negative sense, but with rocks that sit in artistic layers and, at times, in dramatic postures. You could see a rock carrying three other rocks on its head. You could find a small rock confidently backing another, big enough to give birth to it.”
Another round of ovation. The narrator paused. He continued: “Dearest Stars of Stardom, some of our hosts said Jos used to be more beautiful than what we saw, and that some violent crises had affected it. Notwithstanding, I can still confidently say it remains the leading tourism city in this country. No wonder, many important white men were said to have lived there during the colonial period.”
Ikenna named some of the places the group visited, such as the Lamingo Dam, the University of Jos, the Shere Hills, Wase Rocks and the Solomon Lar Amusement Park.” If I have the opportunity in future, I will like to settle down in Jos, instead of Japa-ing to Canada or London!” A mixed, yet fun-filled round of clapping and hollering filled everywhere as Ikenna returned and joined his classmates on the line.
The chapel prefect then called for decorum and orderliness, inviting the principal for his address and announcement. Although Ikenna was a science student, he was, equally, a respected poet. His mum, a broadcaster, was an award-winning poet too. Following the young boy’s captivating account, many students and staff expected a great comment from the principal, who had been an inspiring pillar at Stardom for 24 years. His impact had been so remarkable that his employers, parents and other stakeholders regarded him as a school builder. He gave the students his all, with an ever-burning passion to see them grow in all ramifications.
On a day like this, he would be on top of the world. He would regard Ikenna’s outing as evidence of the good education Stardom offered, and which, he believed, every Nigerian child deserved. The students also expected him to highlight some terms Ikenna might not have articulated so well. They were eager to hear something special from the tall, light-skinned principal, nicknamed The Lekki Headmaster, because of the way he used to imitate characters in the old TV drama, Village Headmaster, when he was Headmaster at Stardom Kiddies. It was his funny way of amusing the pupils. Sometimes, Stardom students called him ‘Principo’, because he never got tired of saying the pronunciation of ‘principal’ should not end with ‘pa’. It’s “Principal”, Bepo would emphasise.
But, of course, Mr. Bepo, this morning, was not on top of the world: he was under the world of tears.
At her office on the second floor of the Admin Building, the MD aimlessly removed her glasses and aimlessly dropped them on a tea stool by her right. She never envisaged the frustration fast beclouding what, ordinarily, should have been a pleasant morning. She had driven down to school hurriedly, after the VP raised the alarm about the principal’s strange behaviour.
Only the previous day, the school had celebrated its over 90 percent success in the last West African Senior School Certificate Examination (WASSCE). The event ought to have held earlier, but it was postponed because the management could not immediately decide on the star prizes it wished to give. The school surprised all members of staff with snacks, bottles of wine, and N20,000 each for all SSS 3 teachers. Those who handled subjects where candidates scored distinctions, however, took home N30,000 each. The only teachers who had questions to answer were Mr. Obong Ukaku and Miss Taye Kareem, in whose subjects-Chemistry and Geography, respectively-two candidates had Ds. But all the teachers escaped real trouble as no candidate scored F9. At Stardom, consider yourself sacked if any of the students you presented for WASSCE or NECO recorded F9. The previous year, not even a cousin of the MD, Mr. Funso Daniels, was spared an abrupt exit.
Following her arrival at about 9:30am, the MD had invited Bepo to her office, asking what the problem was. Thirty-something minutes later, he had yet to state any reason for his distraught disposition. Instead, he kept muttering: “Thank you. I will be all right.”
“Mr. Bepo, you keep saying you will be alright, but you are not saying what the problem is. You are aware that, given your position in this school and the excellent performance you have always put up, you are central to everything that goes on. You are supposed to be the embodiment of sanity, the balm to troubled nerves. In many cases, these are what you have been. But why would you suddenly turn the source of our anxiety?”
“Madam, I…” the principal managed to say, then broke down again.
The MD became more agitated. She picked one of the three handsets on her table. She made a call, which, three minutes later, produced the Physics teacher, Mr. Ope Wande, who was also a pastor.
“I am here, ma,” Wande said as he walked in. He had missed the morning assembly, and besides the gists gathered from colleagues, he was only seeing Bepo for the first time in the day. “Principal, I hope all is well,” he asked.
“Not really. And that is why I invited you,” the MD said. Wande stooped beside the principal and began to speak to him in a subdued voice. He asked what the real matter was, and assured he would keep secret whatever information Mr. Bepo gave concerning his plight. Just like the MD had done, the pastor-teacher also reminded Bepo of his cardinal position in the school, and the fact that news of the matter had already begun swirling, miles away from the premises.
Wande spoke to the upset principal for close to 10 minutes. Realising he might have been talking to a brick wall, he turned back to the MD and said, “Ma, have we called Mr. Bepo’s wife? I think we need to. And urgently too.” Mrs. Ibidun Gloss did not object to the advice. She asked the principal for his wife’s phone number. This, Mr. Bepo wrote on the back of a card fetched from the breast pocket of his grey suit. The MD studied the card, hesitatingly, before dialling. It was an international number.
“Principal’s wife now lives in London, ma,” Wande affirmed.
“I should know. I wonder if he is not missing her badly,” the MD said. The comment was supposed to be a joke. Yet, it elicited no laughter. None of the two lines the MD dialled rang. “Pastor, please, accompany the principal to his office. I think he has to go home, really,” she said.
“I understand,” Pastor Wande said. “But I think there is a little problem with that. It might not be a very good idea if he is left to go alone in this circumstance.”
The MD understood the sentiment in the teacher’s fear. But she felt pressed to move the drama away from the school as soon as possible. What would the parents think if they learnt the principal was weeping like a child? The school, an impatient spirit told her, was not a rehabilitation centre but a place for learning and earning money.
“Please, guide him to his office and arrange to take him home,” she said, emphatically, adding: “I learnt that the guidance counsellor was with him earlier. Perhaps, he can go with him. He might also visit the clinic ASAP.”
Detailed Summary of Chapter One: DUSK
The chapter introduces an unusual and emotionally charged scene at Stardom Schools, where the principal, Mr. Bepo Adewale, unexpectedly breaks down in tears during a morning assembly. Known for his vibrant and inspiring leadership, the principal’s demeanor this morning contrasts sharply with his usual personality. His silence, tears, and inability to address the assembly perplex students and staff alike, creating a somber atmosphere.
As Mr. Bepo attempts to speak, his emotions overwhelm him, and he retreats into sobbing, prompting the Vice Principal, Mrs. Grace Apeh, and other staff to assist him back to his office. Despite repeated consolations from the VP, the school nurse, and other staff members, the principal remains inconsolable, offering no explanation for his distress.
The morning assembly, which had started on a positive note with a student, Ikenna Egbu, delivering a vivid and captivating account of a school excursion to Jos, is overshadowed by the principal’s breakdown. Ikenna’s speech highlights Jos’s beauty and tourism potential, drawing enthusiastic applause and serving as a testament to the quality of education and experiences offered at Stardom Schools.
The incident escalates as news of the principal’s condition spreads among parents, leading to concerns and speculative rumors. The Vice Principal contacts the school’s Managing Director (MD), Mrs. Ibidun Gloss, who rushes to the school to address the situation. Despite her efforts to extract the reason for the principal’s distress, he remains tight-lipped, repeatedly muttering, “Thank you. I will be all right.” A pastor and teacher, Mr. Ope Wande, is called in to counsel the principal, but his efforts also fail to yield any meaningful communication.
The chapter concludes with the MD deciding to send Mr. Bepo home for the day, accompanied by the guidance counselor and under careful supervision, to prevent further disruptions and preserve the school’s reputation.
Characters and Their Roles
- Mr. Bepo Adewale (Principal):
The central figure in the chapter, his unexpected emotional breakdown becomes the focal point of the story. He is portrayed as a passionate and inspiring leader who is highly respected by students and staff. His distress remains unexplained, adding an air of mystery. - Mrs. Grace Apeh (Vice Principal):
She takes charge of the situation during the principal’s breakdown, offering support and organizing the assembly’s conclusion. Her decisive actions demonstrate her leadership in the principal’s absence. - Angel (Chapel Prefect):
Hands the microphone to the principal and ensures order during the assembly. She represents student leadership within the school. - Mrs. Titi (School Nurse):
Provides comfort to the principal during his breakdown, showing compassion and care. - Mr. Justus Anabel (Chemistry Teacher):
Temporarily concludes the assembly upon the VP’s instructions, symbolizing teamwork among staff. - Mrs. Beke Egbin (Guidance Counselor):
Remains with the principal to offer emotional support, indicating her role in student and staff welfare. - Mrs. Ibidun Gloss (Managing Director):
The MD steps in to manage the escalating situation, highlighting her authority and concern for the school’s reputation. - Mr. Ope Wande (Physics Teacher and Pastor):
Called upon for spiritual and emotional guidance, reflecting his dual role as a teacher and a moral figure. - Ikenna Egbu (Student):
Delivers a captivating pep talk about his experience in Jos, showcasing the educational enrichment provided by the school. - Mr. Audu (Fine Arts Teacher):
Adds humor with his witty commentary on the school’s economic policies, providing light relief. - Parents:
Represent the external stakeholders of the school, their concerns and rumors emphasizing the public’s perception of the situation. - Mr. Funso Daniels: A cousin of the MD who was dismissed the previous year after a student under his care failed a subject. His mention underscores the school’s strict academic standards.
Figurative Expressions and Their Meanings
- “Under the world of tears”:
Describes the principal’s overwhelming sorrow, suggesting he is consumed by his emotions. - “The fear of heavy traffic was the beginning of wisdom”:
A humorous adaptation of a popular proverb, emphasizing the challenges of navigating Lagos traffic. - “The MD is ‘a witch’ and wizard rolled into one”:
A hyperbolic expression highlighting the MD’s cleverness in financial decision-making. - “I saw Nigeria in its acrobatic beauty”:
A metaphor by Ikenna describing the scenic landscapes of Jos, comparing them to artistic acrobatics. - “Jos welcomed us with very cool arms”:
A personification of Jos’s weather, likening its coolness to a warm embrace. - “A rock carrying three other rocks on its head”:
A vivid metaphor illustrating the dramatic and artistic formations of Jos’s rocks.
Theme
- Leadership and Vulnerability:
The chapter explores the complexity of leadership, highlighting that even strong and inspiring leaders can have moments of vulnerability. - Community and Support:
The collective efforts of staff and students to console the principal underscore the importance of a supportive community during crises. - Education and Enrichment:
Ikenna’s speech about the Jos excursion reflects the school’s commitment to holistic education and cultural exposure. - Reputation and Public Perception:
The MD’s concerns about the school’s image illustrate the pressure to maintain a positive reputation.
Tone
- Somber and Mysterious:
The principal’s unexplained breakdown creates an atmosphere of concern and intrigue. - Supportive and Compassionate:
The actions of the staff convey empathy and a sense of solidarity. - Celebratory and Reflective:
Ikenna’s speech and the school’s achievements evoke pride and appreciation for the institution’s efforts.
JAMB Likely Questions- The Lekki HeadMaster Chapter One
25 Questions and Answers on Chapter One: DUSK
Comprehension Questions
- Q: How does the chapter begin?
A: The chapter begins with an unusual scene at the school assembly, where the principal, Mr. Bepo Adewale, walks to the podium in an uncharacteristic, somber manner. - Q: What was the students’ initial reaction to the principal’s behavior?
A: The students were perplexed and silent, watching the principal in confusion as he struggled to speak and eventually broke down in tears. - Q: How did the Vice Principal respond to the principal’s breakdown?
A: Mrs. Grace Apeh took charge, concluding the assembly and ensuring the principal was escorted back to his office with the help of staff. - Q: Who were the first staff members to assist the principal?
A: The Vice Principal, the school nurse (Mrs. Titi), and Mr. Oyelana (CRK teacher) were the first to assist him. - Q: What was the main topic of Ikenna Egbu’s pep talk?
A: Ikenna spoke about his memorable experience during a school excursion to Jos, describing its beautiful landscape and cool weather. - Q: How did the students and staff react to Ikenna’s speech?
A: They responded with excitement, applause, and admiration for his vivid and enthusiastic account of Jos. - Q: Why was the assembly held early?
A: The reduction in boarding fees led to more students living on campus, improving punctuality and allowing the assembly to start earlier. - Q: How did the principal usually interact with the students during assemblies?
A: He was known for his compelling speeches and engaging demeanor, often looking directly into the students’ eyes to inspire them. - Q: What was the MD’s reaction to the principal’s condition?
A: The MD was deeply concerned and tried to extract the reason for his distress, ultimately deciding to send him home. - Q: Who suggested calling the principal’s wife, and why?
A: Mr. Ope Wande, the Physics teacher and pastor, suggested calling her, believing she might help alleviate his emotional distress.
Interpretative Questions
- Q: What might have caused the principal’s emotional breakdown?
A: The reason is not explicitly stated, but it could stem from personal or professional challenges, such as missing his wife who lives abroad or stress from his responsibilities. - Q: What does Ikenna’s description of Jos symbolize in the story?
A: It symbolizes the enriching power of education and the importance of exposure to diverse cultures and experiences. - Q: Why did the MD hesitate to let the principal go home alone?
A: The MD was concerned about his safety and the potential implications of leaving him unsupervised in his emotional state. - Q: How is humor introduced in the chapter?
A: Mr. Audu, the Fine Arts teacher, uses biting humor to comment on the MD’s financial policies, lightening the tense atmosphere. - Q: What does the reduction in boarding fees signify about the school’s management?
A: It reflects the school’s strategic and shrewd approach to balancing affordability with profitability. - Q: How does the principal’s behavior affect the school’s reputation?
A: His public breakdown raises concerns among parents and creates speculation, potentially harming the school’s image. - Q: What does the nickname “The Lekki Headmaster” reveal about the principal?
A: It highlights his humor and ability to connect with students and staff through playful imitation. - Q: How does the MD view the school’s purpose?
A: The MD sees the school as a place for learning and profit, emphasizing the need to maintain its reputation. - Q: What role does the guidance counselor play in the story?
A: Mrs. Beke Egbin offers emotional support to the principal, reflecting her responsibility for the well-being of both students and staff. - Q: Why is the school’s academic performance highlighted in the chapter?
A: It underscores Stardom’s reputation for excellence, contrasting with the principal’s unexpected vulnerability.
Critical Thinking Questions
- Q: What themes are explored in this chapter?
A: Themes include leadership and vulnerability, community support, education and enrichment, and the pressure of maintaining a reputation. - Q: How does the chapter’s tone shift throughout the narrative?
A: The tone shifts from celebratory and reflective during Ikenna’s speech to somber and mysterious during the principal’s breakdown. - Q: What impact does the principal’s silence have on the story?
A: His silence creates suspense and leaves readers curious about the cause of his distress. - Q: How does the staff’s response reflect their loyalty to the principal?
A: Their efforts to comfort and assist him demonstrate their respect and concern for his well-being. - Q: What lessons can be drawn from the principal’s vulnerability?
A: It reminds us that even strong leaders can face challenges and need support, emphasizing the importance of empathy and community.
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