The Lekki Headmaster

Chapter One, titled 'Dusk...', opens at Stardom Schools with an unusual and deeply emotional scene involving the school's principal, Adebepo Adewale, popularly known as Bepo. It is morning assembly, and Bepo walks towards the podium to address the students as he normally does. However, there is something noticeably different about him. Although he tries to maintain his usual appearance and composure, he is unable to speak properly. He stands before the students and staff but appears emotionally overwhelmed. The entire assembly waits for him to say something, yet the words do not come. When he finally attempts to speak, his emotions take over completely. He begins to cry, and the microphone eventually drops from his hand. The sight shocks everyone because this is not the behaviour they expect from their principal.

The students and members of staff are confused and worried. Tears stream from Bepo's eyes as he remains before the assembly. Mrs. Grace Apeh, the Vice Principal, is among the first people to respond to the situation. Other staff members join her and try to comfort him. Mrs. Titi offers him a handkerchief, while the school nurse also becomes involved. Bepo is assisted away from the assembly area and taken to a place where he can recover. Even there, however, he continues crying. The people around him cannot understand what has reduced their normally composed principal to such a condition.

The nurse checks Bepo and tries to determine whether his distress has a medical cause. Bepo insists that he is physically alright, indicating that the problem is not simply an illness or a blood-pressure emergency. His emotional condition nevertheless remains serious enough for his colleagues to suggest that he should receive further attention and counselling. The guidance counsellor, Mrs. Beke Egbin, is considered as someone who may be able to help him. For more than thirty minutes, members of staff continue consoling Bepo and asking questions, but he does not immediately explain what is wrong.

Meanwhile, news of the principal's unusual behaviour begins to spread. The situation cannot remain completely private because it occurred in front of students and members of staff. Phones begin to ring, and parents also become aware that something has happened at Stardom. The concern surrounding Bepo demonstrates the importance of his position in the school community. His emotional breakdown is not treated as an ordinary incident because he is the principal and a familiar authority figure to the students, teachers and parents.

The chapter then provides a broader picture of Stardom Schools and its morning activities. Stardom is presented as a prominent school situated in the Lekki area of Lagos. The school has experienced some financial and enrolment challenges. Its management had previously charged boarding fees of about N250,000 per session, but the fee was later reduced to about N165,000. This reduction followed a significant movement of parents away from the boarding system. The chapter indicates that more than eighty percent of parents had moved their children out of boarding, demonstrating the financial pressure confronting many families despite Stardom's reputation as an elite school.

The morning assembly usually begins around 7:45 a.m. Staff members and students are expected to arrive on time, although Lagos traffic often makes punctuality difficult. Some members of staff complain about the traffic and other pressures associated with getting to school. Mr. Audu, the Fine Arts teacher, is among the colourful members of staff whose humour and personality contribute to the atmosphere of the school. His presence introduces some comic relief into a chapter that begins with Bepo's emotional crisis.

Stardom's assembly follows an organised routine. The school is described as an A-list institution in the heart of Lekki. Its morning programme contains religious, patriotic and educational elements. Students participate in prayers on designated days, while the school also uses parts of the Nigerian National Anthem and other school traditions. Announcements, presentations and speeches are also part of the assembly programme. These details establish Stardom as a structured educational environment and help explain why Bepo's inability to perform his normal role that morning is so noticeable.

One of the important activities at the assembly is a presentation concerning an excursion to Jos, Plateau State. A group of Stardom students has recently returned from the trip, and a student named Ikenna is selected to narrate their experience. Ikenna stands before the school and speaks enthusiastically about what the students saw during the excursion. He describes Jos as a beautiful place and talks about its pleasant weather, natural scenery, rocks and other attractions. His presentation also mentions some of the places visited by the students, including locations such as the Shere Hills and other notable attractions in Plateau State.

The excursion illustrates Stardom's approach to education. The school does not restrict learning to textbooks and classroom instruction but exposes students to places where they can gain practical knowledge. Ikenna's account is therefore more than entertainment during assembly; it reflects the educational opportunities Stardom provides its students. Bepo normally takes great interest in such presentations. He is known for encouraging students, commenting on their performances and using such opportunities to teach them additional lessons.

On an ordinary morning, Bepo would likely have responded enthusiastically to Ikenna's presentation. He might have corrected a mistake, expanded on something the student said, or added his own observations. He is portrayed as a principal who pays close attention to how students communicate and what they learn. His interest in language and proper expression is part of his identity as an educator. On this particular morning, however, his emotional condition prevents him from behaving as he normally would. His silence and sadness therefore stand in sharp contrast to the energetic principal the school community knows.

The chapter also reveals Stardom's strong academic reputation. The school has recently recorded an impressive performance in the West African Senior School Certificate Examination. More than ninety percent success is mentioned, and the management has plans to recognise teachers connected with outstanding student performances. Rewards and prizes are considered for members of staff whose students achieve distinctions. Chemistry and Geography are among the subjects highlighted in connection with exceptional results. This further establishes Stardom as a school that values academic excellence and rewards teachers for good performance.

However, Bepo's strange behaviour overshadows the school's achievements. Mrs. Ibidun Gloss, the Managing Director of Stardom Schools, becomes increasingly concerned about him. She eventually invites Bepo to her office to find out what is troubling him. She knows that something serious must have happened because his behaviour is completely unlike his normal character. She tries to persuade him to explain the problem rather than allowing him to remain emotionally distressed without assistance.

When Bepo enters the Managing Director's office, he still struggles to speak openly. Mrs. Ibidun Gloss questions him and attempts to reassure him. She wants to know whether his problem is related to the school, his health, his family or some other personal issue. Instead of immediately giving a clear explanation, Bepo continues to show signs of emotional distress. His inability to explain himself makes the Managing Director even more concerned.

Mr. Wande, the Physics teacher, is eventually brought into the situation. He is someone who knows more about what is happening to Bepo. Through the discussion involving Wande, the real source of Bepo's distress begins to emerge. The problem is connected to Bepo's family and an important decision about his future. Bepo's wife, Seri, is already living in London in the United Kingdom. His family situation has created pressure for him to leave Nigeria and join them abroad.

It is then revealed that Bepo is preparing to relocate to the United Kingdom. This is not merely an idea he is considering casually. He has already secured a teaching job in the UK, making his departure a realistic and immediate possibility. From an outside perspective, the opportunity appears attractive. His family is abroad, he has employment waiting for him, and relocation could provide access to better economic opportunities. Nevertheless, Bepo is not happy about leaving.

His tears are therefore connected to the painful conflict between the life waiting for him abroad and the life he has built at Stardom Schools. He has developed a powerful attachment to the school, its students and his profession. Stardom is not simply a workplace where he earns a salary. It represents years of service, relationships, responsibilities and personal fulfilment. The thought of walking away from all of this affects him so strongly that he cannot control his emotions even in front of the entire school.

The chapter consequently establishes the central conflict that drives much of the novel. Bepo is caught between two worlds. On one side are his wife and family in the United Kingdom, the teaching job he has secured there and the promise of improved economic opportunities. On the other side are Stardom Schools, his students, his colleagues, his professional identity and his emotional connection to Nigeria. What may appear to others as an obvious opportunity is therefore an extremely difficult personal decision for him.

Chapter One ends after revealing the reason behind the mysterious behaviour with which the novel began. The crying principal at morning assembly is no longer simply a man experiencing an unexplained emotional crisis. He is an educator facing the possibility of leaving behind a community that has become central to his life. The title 'Dusk...' is therefore appropriate to the mood of the chapter: Bepo appears to be approaching the end of an important phase of his career and life at Stardom. Whether that ending will actually lead to a new beginning abroad becomes one of the major questions that drives the story forward.

Chapter Two, titled 'The Enticement', begins five days after the emotional incident that had caused Bepo to break down. After days of questioning and frustration, Bepo finally opens up about what has been troubling him. He confirms that he is leaving Nigeria for the United Kingdom. However, rather than being excited about the move, he is deeply reluctant. His family has been pressuring him to relocate, particularly because his wife, Seri, and their children, Nike and Kike, are already living in the United Kingdom. Bepo loves his family and wants to be with them, but he is equally attached to his students, his profession and the life he has built in Nigeria. He struggles to understand why he should leave behind a developing country where he believes his contribution is still needed in order to join the large number of people moving to an already developed country. Nevertheless, the pressure from his family has become difficult to resist. Fortunately for the relocation plan, Bepo has already secured a teaching job in the United Kingdom.

The chapter gives more information about Bepo's long relationship with Stardom Schools. Out of the approximately two decades he has spent at Stardom, he served for several years as Headmaster of Stardom Kiddies, the nursery and primary section of the school. The foundation school remained a source of emotional and historical importance to him. It was during this period that he acquired the nickname 'The Lekki Headmaster', a name that eventually became closely associated with his identity.

Bepo's nickname is linked to his interest in the old television drama 'Village Headmaster'. He sometimes imitates characters from the programme while resolving disputes among teachers. The teachers frequently bring quarrels and disagreements to his office, and Bepo uses humour, patience and an accommodating personality to settle them. During one staff meeting held to resolve another quarrel, he humorously compares himself to the Village Headmaster and presents the teachers involved in the disagreement as chiefs and villagers. His colleagues find the comparison amusing. The nickname sticks, and even after Bepo becomes principal of the secondary school, people continue to call him the Lekki Headmaster.

Bepo's colleagues find his sadness about relocation difficult to understand. To them, moving abroad appears to be a valuable opportunity that many Nigerians desperately desire. Thousands of people make enormous sacrifices to travel overseas, so his reluctance seems strange. His colleagues joke about his situation and remind him that he already has major advantages: he has secured a teaching job, his wife is already in the UK, and he does not have to struggle with some of the menial jobs that many new migrants initially accept.

The financial attraction of the relocation is then examined. Seri works as a nurse in the United Kingdom and is believed to earn a considerable monthly income when converted to naira. Bepo's expected teaching salary in the UK is also far greater than his earnings at Stardom. At Stardom, his basic monthly salary is around N400,000, although other allowances raise the amount. His colleagues compare this with the much larger amount he could earn abroad after currency conversion. They argue that even if he ignores the emotional attraction of joining his family, the financial difference alone should make the decision obvious.

Mr. Audu, the Fine Arts teacher, becomes particularly humorous while discussing the issue. He exaggerates the difference between Bepo's current earnings and what he could receive overseas and wonders why Bepo would hesitate. Other colleagues join in the jokes. Oyelana also makes a humorous remark about being willing to take Bepo's place in his wife's home if Bepo does not want to travel. Bepo reacts by picking up some books and leaving the staffroom, announcing that he is going to the airport for the next flight. His colleagues laugh, showing that humour is one of the ways they deal with his unusual reluctance.

The chapter then moves into Bepo's private thoughts about his future. At the age of fifty-five, he is still several years away from Stardom's retirement age of sixty. Before the relocation issue arose, he had been thinking seriously about what he would do after retirement. He had attended seminars on entrepreneurship and had become interested in establishing businesses rather than depending entirely on salaried employment after leaving the school system.

Bepo believes that successful business people can enjoy greater freedom and financial opportunities than salaried workers. He also likes the idea that entrepreneurs can create jobs for other people and contribute to society. He remembers advice from business seminars suggesting that a person's business should ideally provide enough income and stability for the owner to enjoy a comfortable life rather than constantly struggling for survival.

One of Bepo's strongest ideas is to establish his own school. His many years of experience in teaching and school management have given him confidence that he could run an educational institution successfully. He studied English/History Education at the University of Benin, and he believes that his academic training, combined with his practical experience, would help him shape and mentor young people. However, he understands that starting a standard school in an expensive area such as Lekki would require significant capital. He remembers the example of a major school proprietor who inherited considerable resources, reminding him that establishing a high-quality school can demand enormous financial investment.

Bepo therefore considers establishing a school in a less expensive neighbourhood. He thinks about a school called Fruitful Future, which belongs to a friend who had previously left the National Youth Service Corps. Although the friend had good intentions, economic challenges made it difficult for the school to grow. The example makes Bepo realise that a school located in an area where parents cannot afford the required fees may struggle regardless of the proprietor's passion for education.

He also considers other businesses that might require less capital. Farming enters his thoughts, as do food and sachet or bottled-water businesses. He thinks about commercial transportation as another possibility. He considers buying a bus or cab and leasing it to a driver, reasoning that transportation begins producing income almost immediately after a vehicle is purchased. Unlike farming, where a person must wait for crops or animals to mature, or retail businesses where customers must first appear, a commercial vehicle can begin carrying passengers immediately.

However, Bepo is aware of the risks associated with transportation. He has heard numerous stories about commercial drivers who mishandle vehicles belonging to other people. Some drivers damage the vehicles, fail to maintain them properly or dishonestly report mechanical problems. He remembers that several members of staff at Stardom had attempted transportation businesses and ended up regretting their decisions after drivers damaged their vehicles or colluded with mechanics to defraud them. Even with these risks, Bepo believes transportation might still be profitable if properly managed, especially because some people successfully buy vehicles and lease them to reliable drivers.

For the moment, however, Bepo realises that these retirement and business plans may no longer be immediately relevant. His attention must shift towards the new teaching career awaiting him in the United Kingdom. He tries to convince himself that he can adapt to the new environment. He knows that no place is completely free of problems and that every society has its own challenges. He remembers hearing about a Nigerian teacher who experienced an insulting question from a student in a UK classroom. Bepo understands that teaching abroad may therefore bring unfamiliar difficulties, but he believes a good teacher should be capable of handling challenging students diplomatically. The chapter ends with Bepo preparing mentally for the possibility of beginning a new professional life abroad, even though his attachment to Nigeria and Stardom remains strong.

Chapter Three, titled 'Migration Tales', focuses specifically on stories and arguments surrounding migration. After Bepo finally makes up his mind to relocate to the United Kingdom, he begins paying closer attention to stories told by Nigerians living overseas or preparing to leave the country. These stories become important because they present migration not as a simple choice but as an experience containing both opportunities and serious difficulties.

Bepo first considers the financial attraction of working abroad. He hears about a friend of his who lives in the United States and says that a person can earn between about 150 and 250 dollars per day depending on the nature of the job and location. Working several days each week could therefore produce a monthly income that becomes extremely impressive when converted into naira. Such calculations explain why many Nigerians become excited by the prospect of earning foreign currency.

Bepo nevertheless notices an important weakness in this way of thinking. People often calculate foreign earnings in naira without considering that migrants also spend money in the currencies of the countries where they live. Rent, food, transport, taxes and other expenses are paid in dollars or pounds rather than naira. The huge amount produced by converting a foreign salary into Nigerian currency can therefore create an exaggerated impression of how wealthy a migrant actually is.

He also hears about people who earn hundreds of dollars daily from various forms of work. One Nigerian in the United States is said to have switched from driving to maintenance work involving carpentry and eventually earned considerably more. Stories such as this encourage Nigerians to believe that almost any form of employment abroad can produce enormous wealth when converted into naira.

Bepo observes that the desire to relocate has spread across many professions in Nigeria. Nurses, doctors, bankers and other skilled workers are leaving the country in large numbers. Even government institutions acknowledge the migration of thousands of medical professionals. Other Nigerians leave through educational routes, particularly by pursuing postgraduate degrees abroad. Education visas can allow students to travel with spouses and children, making the option especially attractive to families.

The desperation to relocate has also created opportunities for criminal and dishonest behaviour. Some people sell houses, land, vehicles and household property in order to finance migration. Others borrow money from different sources and pay agents who promise to arrange their relocation. Bepo reflects on cases in which supposed travel agents collect money and disappear. Some victims discover too late that they have been deceived.

Bepo has witnessed similar financial desperation within Stardom. He remembers Mr. Nku, who obtained a substantial loan from the school's cooperative society and disappeared shortly afterwards as part of his relocation plan. Another staff member collected a large sum from the cooperative and later attempted to sell his car so that he could raise enough money to send his son to college abroad. These examples show how strongly the desire to relocate can influence people's financial decisions.

The chapter then introduces Sola, a Nigerian woman living in the United Kingdom. Bepo had known Sola earlier when she and her husband, Economics teacher at Stardom, were still in Nigeria. Sola had once faced accusations concerning missing money while working at Stardom. Bepo helped investigate the case and eventually established that she was innocent. Because of this history, she maintains a friendly relationship with him and is willing to speak openly about her life overseas.

Sola gives Bepo a largely positive account of life in the UK. She explains that a person who is willing to work can often find employment. Since Bepo's wife is already there and working, Sola believes his transition should be easier. She also explains that she herself has found teaching work. Her family has been in the United Kingdom for some months and has been able to settle gradually.

Housing is expensive, however. Sola explains that she and her husband could not afford the extremely high monthly rent in London, so they moved to Manchester, where they found a furnished two-bedroom apartment at a lower cost. Although the apartment is not luxurious, it meets their immediate needs. She compares the situation with Nigeria, where landlords often demand one or more years of rent in advance. In the UK, according to her account, rent is generally paid as the tenant continues living in the property, making the financial structure different.

Sola also discusses the opportunities available to children. She argues that education is one of the strongest reasons families choose to relocate. Her children have access to schooling without the heavy fees that families often face in private Nigerian schools. Bepo thinks about the financial difficulties experienced by some Stardom parents, including families who struggle to pay fees even though the school serves relatively comfortable households. Some parents experience severe financial problems, while others are affected by illness or the death of breadwinners. Such realities make free or heavily supported education abroad attractive.

Sola's account extends to healthcare. She explains that her children receive free healthcare services, including regular medical checks. She tells Bepo about an emergency involving her three-year-old child, who suffered a seizure. After she called the emergency service, an ambulance arrived quickly and transported the child to hospital. She was impressed by the speed of the response and by the attention provided by medical professionals. The experience strengthens her positive view of the healthcare system.

However, the chapter deliberately refuses to present migration as universally successful. Bepo remembers stories of people who become stranded abroad after failing to cope with the demands of life there. Some cannot secure suitable jobs, while others struggle with financial responsibilities. One young man who had abandoned banking in Nigeria reportedly ended up in serious difficulty in London when the reality of caring for an elderly couple overwhelmed him.

The story of Hope provides an even stronger warning. Hope is an accountant who relocates to the United Kingdom after his wife joins him there. He secures admission for a Master's degree and begins building a new life. A few months after his arrival, however, his wife suddenly demands that he leave the house. Hope initially assumes that her family in Nigeria will intervene, but they tell him that she has already explained the situation to them and they support her position. His experience demonstrates how migration can expose people to personal crises that are very different from the financial success stories commonly advertised.

Bepo also reflects on the unpredictable nature of relationships and human behaviour. He remembers a Yoruba saying about how people may appear similar outwardly while possessing very different personalities and intentions. This reinforces the idea that relocation cannot protect anyone from the complexities of human relationships.

Another migration story concerns Rike, a woman living in the United States. Rike explains that she is temporarily paying school fees for her children but expects them eventually to benefit from free education. She has also invited some of her sisters to join her in the United States, although visa problems affect those plans. Her experience represents another example of the opportunities and complications associated with migration.

The chapter then contrasts Rike's story with that of Akindele, who migrated to the United States several years earlier. Akindele is already in his mid-fifties but has not invited even his daughter to join him. He entered the United States through a visa lottery and initially found employment at a media company where he had once worked in Lagos. He has three children, including teenagers and a younger child.

Akindele's employment history demonstrates the demanding nature of life abroad. After his first job, he works in freight loading and later in correctional services. The freight-loading job involves physically demanding work, including lifting heavy packages from trucks. The correctional job may be less physically strenuous, but it requires extremely long periods of alertness, sometimes lasting many hours.

Akindele explains to his friend Ige that the American work culture expects people to work consistently regardless of age. According to him, people are expected to remain productive and earn what they receive. He contrasts this with Nigeria, where age can sometimes determine the kind of work people believe is appropriate for them. He has seen elderly Nigerian migrants working in relatively junior positions in America because survival requires them to continue earning.

Despite being abroad for years, Akindele still has not brought his immediate family over. He explains that he needs time to organise his life and establish himself properly before adding the financial responsibility of dependants. His story therefore challenges the assumption that simply entering a developed country immediately produces comfort and prosperity. Chapter Three ends after presenting these contrasting migration tales. Some stories emphasise better income, education, healthcare and opportunity, while others reveal demanding work, family conflict, financial pressure, disappointment and uncertainty. Through these accounts, Bepo receives a more balanced picture of the life he is preparing to enter.

Chapter Four, titled 'A Case of Visa Denied', begins with Bepo at Adeniyi Jones, Ikeja, preparing to say his night prayers when his phone rings. He is initially surprised and slightly irritated by the late call. When he sees the caller's identity, he realises that it is Mrs. Ignatius, the parent of a Stardom student. Bepo has known her for some time and regards her as one of the parents with whom he has developed a friendly relationship.

Their relationship has grown beyond routine conversations about school fees, books, discipline and punctuality. Mrs. Ignatius has occasionally discussed personal and family matters with Bepo. Bepo suddenly becomes conscious that he may have allowed the relationship to become more personal than a principal-parent relationship normally should be. He wonders how he has become involved in discussions about her private life.

Bepo answers the call and asks why she is calling so late. Mrs. Ignatius apologises and explains that she urgently needs to speak with him. Bepo initially jokes about the lateness of the call, but her response makes it clear that the matter is serious. He agrees to listen.

The chapter briefly describes Bepo's personality and physical appearance. He is around six feet tall, has prominent eyeballs and often jokes with students about being able to detect wrongdoing. His humorous side coexists with a serious professional attitude. He is also described as having a dark complexion, which is connected to a Yoruba expression and a story from his childhood about climbing trees on his father's farm. These details deepen the reader's understanding of Bepo as both an administrator and an ordinary man with personal memories and habits.

Mrs. Ignatius begins discussing the difficulties within her marriage. Bepo has previously advised her to be patient and allow problems with her husband to heal. Her husband has wronged her, but Bepo believes that preserving the marriage may still be possible. The conversation shows Bepo acting not merely as a principal but almost as an informal counsellor.

The migration issue becomes central to Mrs. Ignatius's problem. Her husband had relocated to London about a year earlier and worked in an oil firm, earning what appears to be a significant salary. Despite this, he becomes increasingly unhappy with the system and begins considering leaving his job. Mrs. Ignatius tells Bepo that her husband believes their children will have better opportunities abroad. He argues that the children should grow up in an environment where they can become future leaders and have access to international opportunities.

The financial attraction of relocation is again considered. Foreign earnings become impressive when converted into naira, and the family imagines the advantages of earning and saving in pounds. At the same time, Bepo is aware that Nigerian salaries vary greatly, with some professionals earning very little compared with workers abroad.

Mrs. Ignatius herself has been preparing for relocation. She has learned hairdressing and several traditional Yoruba crafts because she believes such skills could provide income in the United Kingdom. She has gathered information suggesting that hairstyling services can be expensive there. She becomes particularly interested in traditional styles and techniques that might allow her to earn money from members of the African community abroad. Her husband has also been preparing to leave his employment and move into business as part of the family's relocation plans.

Their plans are disrupted when the visa process reaches an advanced stage. A DNA test is conducted on their three children, and the results reveal that Ignatius is not the biological father of one of them, Favour. The discovery creates a major family crisis. Mrs. Ignatius is devastated by the development and by her husband's reaction.

She tells Bepo that her husband still does not believe her explanation. The situation becomes even more complicated because her brother, Iyi, has raised suspicious questions about the child's paternity. The family begins discussing whether another man may be Favour's biological father. Mrs. Ignatius insists that she has not been unfaithful and is deeply troubled by the accusation.

The DNA revelation affects the family's migration plans. Because of the questions surrounding Favour's paternity, the visa process becomes complicated. Mrs. Ignatius fears that her husband may travel or proceed with plans involving only the children recognised as biologically his, potentially leaving Favour behind. The family dispute therefore becomes directly connected to the possibility of a visa being denied or the family being separated.

Bepo listens to Mrs. Ignatius's story and tries to make sense of the situation. Their conversation continues until she eventually ends the call. Bepo is left reflecting on another complicated family problem at a time when he is already dealing with his own relocation concerns.

After the call, Bepo turns his attention back to Stardom Schools. He reflects on the many experiences he has accumulated while running an elite school. He recognises that students and parents come from different backgrounds and possess different personalities. Wealth does not automatically determine character. Some wealthy parents are considerate and humble, while others can be selfish or difficult. The same diversity exists among children. These experiences have taught Bepo important lessons about human behaviour and school administration.

His thoughts then move to memorable incidents at Stardom, particularly the case involving Mr. Ayesoro, the Government teacher. Bepo remembers the episode because it demonstrates how easily a misunderstanding involving a child can develop into a serious conflict between a family and a school.

The incident centres on Mrs. Mary Ladele and her daughter, Bibi. Mrs. Ladele is at home watching a Nollywood film. Her husband, Dele, is away in Abuja for work, so she is alone with their children. She enjoys Nigerian films and watches them whenever she has the opportunity. On this particular night, she stays awake late while her children are sleeping.

The film she is watching contains a hospital scene involving a pregnant woman named Bimbo and a female doctor, Dr. Ajayi. Mrs. Ladele becomes deeply absorbed in the drama and is waiting to see the outcome of the medical emergency. Just as the scene reaches an important point, she hears her daughter Bibi crying in another room.

Mrs. Ladele immediately leaves the television and rushes to her daughter's bedside. Bibi's siblings, Tim and Love, are also disturbed from their sleep. Their mother asks Bibi what is wrong. The frightened girl says that 'Mr. Wala' appeared to her in a dream.

At first, the family does not understand who Bibi means. The confusion is eventually resolved when it becomes clear that she is referring to Mr. Ayesoro, a popular Government teacher at Stardom. Students have given him the nickname 'Mr. Owala', a derogatory Yoruba expression connected to a facial feature. Bibi's childish pronunciation turns the nickname into 'Mr. Wala'.

The source of Bibi's fear is traced to an earlier school event. During an inter-house sports competition, Bibi had been associated with Blue House while Mr. Ayesoro was connected to Green House. The competition had become intense, and the teacher's behaviour or presence had frightened the young girl. Afterward, she began having nightmares in which she saw him.

Mrs. Ladele becomes increasingly worried as the nightmares continue. Attempts to reassure Bibi do not immediately solve the problem. The child repeatedly dreams about Mr. Ayesoro and cries. Her mother eventually decides that the situation is serious enough to take to the school management.

Fearing for her daughter's emotional wellbeing and also worried about the effect on her other children, Mrs. Ladele considers moving them to another private school. The matter is eventually transferred from Ayesoro to Stardom Hub, the property wing of Stardom Group of Companies. Chapter Four ends with the conflict still developing, setting up the consequences of the misunderstanding without moving into the events of the next chapter.

Chapter Five, titled 'Snake in the Roof', begins during the long break at Stardom Schools. The atmosphere is lively, with joyful sounds coming from pupils along the corridors. Both the primary and secondary sections are active, and students take advantage of the break period to play. Although Bepo and the Teachers on Duty frequently warn students about excessive running around, the children continue to enjoy themselves, and some have previously fallen or suffered minor injuries while playing.

While the students are on break, Mrs. Ibidun Gloss, the Managing Director, has just uploaded information for lunch. She has also taken delivery of a small quantity of rice that she had ordered privately. The purchase is deliberately kept quiet because only a few people within the academic community know about it.

The chapter then gives personal information about the Managing Director. She is around fifty years old and is described as attractive, but she has lived for many years with a medical condition affecting her buttocks and causing persistent discomfort. She has consulted doctors and explored different forms of treatment without finding a permanent solution. Since the condition has not prevented her from living her life, she has learned to manage it.

A few minutes later, the MD decides to change her routine by taking a walk around the school environment. She walks around Stardom's surroundings and eventually heads towards another piece of land acquired by the school about two years earlier. The property is located a short distance from the back gate.

As she approaches the gate leading towards the property, two security men quickly respond and open it for her. She tells them not to follow her because she wants to walk alone. When she reaches the property, she notices something that immediately surprises her. Although the land is fenced and belongs to the school's management, about half of the three plots has been occupied with different brands of cars. It is obvious that people are using the property as a car park.

The discovery shocks the MD. She questions a guard about the vehicles and asks which members of staff own them. She initially assumes that the cars must belong to teachers or other employees of the school. The guard explains that the vehicles are indeed connected to teachers and other members of staff.

The MD becomes even more surprised because the number of vehicles appears far greater than she expects. She decides to inspect the cars more carefully. She counts approximately eighteen vehicles and recognises several brands and models, including Toyota, Hyundai, Venza and Mazda. She also notices buses among the vehicles. One appears to be white while another has multiple colours. The discovery produces a mixture of fear, confusion and anger in her.

The MD cannot understand how so many members of staff could afford vehicles. She knows what the school pays its employees, and the number of cars seems inconsistent with their salaries. The situation becomes suspicious enough for her to summon the principal and the school accountant immediately.

When the accountant arrives, the MD demands an explanation. She asks what is happening in the school and how members of staff are obtaining enough money to purchase so many vehicles. The accountant initially appears uncomfortable, while Bepo is also present. The MD wants to know whether money is being stolen from the school or whether some other financial activity has been taking place without her knowledge.

Bepo tries to calm the situation and suggests that they move to the office to discuss the matter properly. The accountant and principal then explain that the vehicles are connected to the school's cooperative society. The staff members have not simply become wealthy overnight, nor are they stealing the school's money. Instead, the cooperative has been providing financial support and loans that allow employees to acquire vehicles through different arrangements.

The explanation initially reduces some of the MD's fear, but it immediately creates another concern. If the cooperative has enough money to help numerous members of staff purchase cars, then the MD wants to know how much money is actually held in the cooperative account. She begins questioning the scale of the organisation's finances and how such a large amount could have accumulated without her being fully aware of it.

The accountant and Bepo remain cautious because the MD's mood is unpredictable. The atmosphere becomes tense. The chapter notes that the usually outspoken Mr. Audu and the quiet Physics teacher are not present at this particular meeting, leaving the accountant and Bepo to explain the situation themselves.

The following day, the matter reaches the board of directors. A meeting is held involving members of the same family who control the school. The chairperson is Chief Mrs. Solape Bayo, who is also the Managing Director's mother. Martin Bayo, a non-executive director and one of the MD's brothers, is present, while another brother participates through an online connection because he is not physically available.

The accountant and principal are also invited to the board meeting. During the discussion, the financial position of the cooperative is disclosed. The cooperative society's account contains approximately N95 million, while more than N50 million has already been loaned out. The size of these figures alarms the board because the cooperative has accumulated a substantial pool of money and has extended significant loans to staff members.

Chief Mrs. Solape Bayo reacts strongly to the information. She compares the situation to having a snake hidden in the roof while a person sleeps underneath it, an image that gives the chapter its title. Her concern is that allowing such a large financial operation to exist within the school without tighter oversight could eventually create serious problems. If members of staff were to rebel, disappear with money or establish a competing school using the cooperative's resources, Stardom could face significant consequences.

The board therefore treats the cooperative not merely as a staff welfare arrangement but as a potential financial and organisational risk. After considering the matter, the directors introduce stricter controls. They decide that loans should be limited to a maximum of N250,000. They also require future loan requests to receive approval from the Managing Director. In addition, the management must be properly informed about the cooperative's elections and leadership arrangements.

Chapter Five ends with Stardom's management asserting greater control over the cooperative society. What begins as the MD's surprising discovery of numerous staff-owned vehicles develops into an investigation of a large financial structure operating among employees. The title 'Snake in the Roof' captures the board's fear that something apparently beneficial to staff could become dangerous to the school if it grows without sufficient supervision.

Chapter Six, titled 'Ade as Well as Jide COMES vs. COME', begins with Stardom Schools preparing for Open Day, an important occasion when parents visit the school to receive updates about their children and interact with teachers. The school management considers the event important because it gives parents direct access to information about their children's academic progress, conduct and general development. The atmosphere is busy, with teachers expected to be available and prepared for conversations with parents.

The chapter also touches on Stardom's system of rewarding teachers for outstanding performance. Teachers who produce excellent results or distinguish themselves in other ways can be recognised by the school. Bepo supports such recognition because he believes teachers should be encouraged when they perform well. He also believes that teachers should not be punished unfairly when situations arise that may not necessarily be their fault.

During the Open Day period, Mrs. Ibidun Gloss urgently calls Bepo into her office. A parent, Mr. Guta, is waiting there. The atmosphere immediately suggests that there is a complaint involving one of the school's teachers. Bepo greets the parent and the Managing Director and learns that the issue concerns Mr. Fafore, an English teacher at Stardom.

Mr. Guta is angry because of something connected to his daughter's notebook. The complaint appears serious enough that the management is considering disciplinary action against Mr. Fafore. Bepo is troubled because he knows that dismissal can have serious consequences for a teacher, particularly in an economy where jobs are difficult to obtain. He believes that school management must investigate carefully before terminating someone's employment.

The chapter then gives background information about Mr. Fafore. He had previously experienced unemployment and knows how difficult it can be to survive without a job. At one point, he had been forced out of a school where he had no savings and no immediate alternative source of income. He lived in a crowded accommodation in Iyana Ipaja and experienced financial hardship. This background helps explain why losing his job at Stardom would be devastating.

Fafore's situation had gradually improved after joining Stardom. His salary, though not especially large in relation to Lagos living costs, allowed him to begin rebuilding his life. Housing remained a major challenge. He initially rented a room near the Lagos and Ogun State boundary, paying a relatively modest yearly amount. After marriage, he moved into a small flat and eventually managed to build a modest house for his family. He had only recently begun to enjoy some stability after years of financial struggle.

Bepo therefore sees the proposed disciplinary action as something that must not be handled carelessly. He goes to the staffroom to find Fafore and asks him to come to the office. Fafore is confused and worried. He does not immediately know what he has done wrong, but the tense atmosphere makes him suspect that the matter is serious.

When he meets with the management, Fafore is questioned about his conduct. Mrs. Ibidun Gloss is particularly angry. She believes that teachers should behave professionally, especially in front of parents and students. She warns that the school cannot afford to employ people who embarrass Stardom or expose it to unnecessary complaints.

The actual cause of the dispute is then revealed. Mr. Guta's daughter had written a sentence in her notebook involving the expression 'Ade as well as Jide comes'. Mr. Fafore had accepted the sentence as grammatically correct. The parent, however, believed that the correct verb should be 'come' rather than 'comes'. This disagreement over subject-verb agreement becomes the reason for the complaint.

The management initially assumes that the teacher has made an obvious grammatical mistake. Mrs. Ibidun Gloss presents the student's notebook as evidence and questions why a teacher of English would allow such an error. The situation embarrasses Fafore because his professional competence is being publicly challenged.

Bepo examines the sentence carefully and realises that Fafore is actually correct. The grammatical subject is 'Ade', while the expression 'as well as Jide' does not change the number of the main subject. Because 'Ade' is singular, the singular verb 'comes' is appropriate. Bepo explains that the construction is governed differently from a straightforward compound subject joined by 'and'.

The disagreement therefore changes direction. What had seemed like a clear case of teacher incompetence turns out to be a misunderstanding of grammar by the parent and management. The supposedly erroneous sentence is actually acceptable Standard English. This revelation creates an awkward situation because the school had already begun moving towards disciplining an innocent teacher.

Mrs. Ibidun Gloss is embarrassed when she realises that the parent, not Fafore, is mistaken. She had been ready to act against the teacher before fully investigating the grammatical point. Bepo's intervention prevents an unjust dismissal.

Mr. Audu, who is known for his humour, adds comic relief to the situation. He jokes about the grammatical matter and teases the Managing Director. The tension begins to reduce as the staff members realise how close the school had come to punishing a teacher for being correct.

The chapter ends with Fafore being cleared of the accusation. Instead of being dismissed, he is vindicated. The incident demonstrates the danger of making disciplinary decisions before properly investigating a complaint. It also highlights Bepo's willingness to defend staff members when he believes they are being treated unfairly. The title of the chapter comes directly from the grammatical disagreement at the centre of the conflict: whether a sentence involving 'Ade as well as Jide' should take 'comes' or 'come'.

Chapter Seven, titled 'Ritualists', takes the narrative back to Bepo's earlier employment at Beesway Group of Schools, located on the outskirts of Lagos. The chapter begins with Bepo remembering some of the unusual experiences he had there before eventually joining Stardom Schools.

One memorable conflict at Beesway involved the name of the school itself. The senior English teacher argued that the institution should not be called 'Beesway Group of Schools' because, according to him, the expression 'group of schools' was grammatically incorrect. He insisted that the school should simply be called 'Beesway Group School'. Bepo disagreed with him and explained that the word 'group' can refer to a collection and can therefore properly be followed by a plural noun such as 'schools'.

The proprietor, Meko, becomes involved in the argument. Instead of settling the matter calmly, he makes grammatical mistakes of his own while trying to prove his authority. This creates an ironic situation in which the person attempting to correct the school's name also uses questionable English. Bepo notices the errors but tries not to humiliate him unnecessarily.

Bepo argues that changing the school's established name would be difficult and unnecessary. The name already appears on signboards, official documents, certificates and other materials. Changing it would create administrative complications with regulatory bodies and would require significant expense. He also believes the existing name is grammatically defensible.

The director, however, takes Bepo's disagreement personally. Their relationship becomes strained. The experience contributes to Bepo's eventual departure from Beesway. Bepo is not comfortable in an environment where professional disagreement is treated as disrespect.

The chapter then shifts to a far more disturbing incident. One night, while living in the staff quarters at Beesway, Bepo wakes up at about 2:00 a.m. He is not immediately able to return to sleep. The school environment is unusually quiet, and the darkness draws his attention.

Bepo looks outside and notices movement on the school premises. At first he is not sure what he is seeing. The figures appear strange in the darkness, and he wonders whether thieves or other intruders have entered the compound. He decides to investigate.

He cautiously moves closer and discovers several men gathered around a large whitish object. As he watches, he gradually realises that the object is a live cow. The men are moving the animal towards a pit that has already been dug on the school grounds.

Bepo is shocked. The men appear to be preparing to bury the cow alive. He cannot understand why anyone would attempt such an act in a school environment. He confronts them and demands to know what they are doing.

To his surprise, Bepo recognises the director among the men. The situation becomes tense immediately. The men tell him to leave and mind his own business. Bepo refuses to walk away because he believes that burying a live animal on the school premises is dangerous, cruel and unacceptable.

The confrontation escalates. One of the men threatens Bepo with a machete. Bepo becomes frightened but still questions their actions. He asks whether they are attempting to bury a human being or performing some form of ritual. The director and the others do not give him a satisfactory explanation.

The men insist that the activity is none of his concern and order him to return to his room. Bepo's resistance angers them. During the confrontation, he is struck and falls. The incident makes him realise that his life may be in danger if he continues challenging them directly.

After withdrawing, Bepo spends the rest of the night thinking about what he has seen. He cannot understand what the school proprietor hopes to achieve by burying a cow alive. He suspects that the act is connected to a ritual intended to attract students or increase the school's prosperity.

The chapter then reflects on competition among private school owners. Bepo remembers how difficult it can be for small schools to attract pupils, especially when several institutions compete within the same neighbourhood. Some proprietors resort to aggressive advertising, special incentives and other strategies in an attempt to increase enrolment.

Bepo contrasts the ritual approach with more sensible methods used by successful schools. He remembers Fruitful Future School, where school authorities focus on competent teachers, a conducive learning environment, inspiring programmes and effective communication with parents. He believes such practical measures are more likely to produce genuine growth than supernatural practices.

Another school proprietor, Mr. Ogo, also enters Bepo's reflections. Mr. Ogo and a colleague discuss methods of attracting more pupils. Someone suggests that spiritual intervention might increase enrolment, but Bepo remains sceptical. He does not believe that a school should depend on rituals for success.

The situation at Beesway later becomes more serious when the school begins facing difficulties. Enrolment declines, and other problems affect the institution. Bepo remembers the earlier ritual and wonders whether the director and those involved believed that such practices would reverse the school's fortunes.

Eventually, news breaks of a disturbing incident involving Mr. Ogo. He is accused of murdering a woman with whom he has had an affair. The case attracts public attention. Footage connected with the incident circulates, and the suspect is arrested by the police.

Bepo then thinks again about the Beesway director and the cow-burying ritual. He wonders whether the authorities should be informed about what he witnessed. He is concerned about the possibility that the ritual could involve criminal activity or even pose a threat to students.

However, Bepo also worries about the consequences of reporting the matter. He considers whether he has enough evidence, whether the police will believe him, and whether he can afford the financial and legal burden of pursuing the case. He knows that powerful people can sometimes influence investigations.

Before Bepo can decide what to do, he receives a call from the Beesway director asking him to come to the office. The timing makes him uneasy because he suspects the director may have discovered that Bepo is thinking about reporting the incident.

The chapter ends with Bepo going towards the director's office while still wondering about the dangerous event he witnessed. The title 'Ritualists' reflects the central incident: the attempt to bury a live cow on school grounds and the disturbing possibility that school owners may turn to ritual practices in desperation for success.

Chapter Eight, titled 'Missions Unaccomplished', shifts back to Stardom Schools and focuses on important projects and unresolved problems that Bepo fears he will leave behind if he relocates to the United Kingdom.

One of the major issues involves a legal dispute between the families of two students. The disagreement began with a school prefect election and developed into a serious conflict that lasted for years. Bepo regrets that the matter has not been fully resolved because he believes the original incident was relatively small and should never have grown into such a prolonged dispute.

The problem began when Stardom Schools organised the selection of a new set of prefects. The school management believed that students should learn democratic values early, so the process was designed to resemble a proper election. Interested students obtained forms for different leadership positions. The cost of the forms varied depending on the office being contested, with positions such as Head Boy and Head Girl attracting higher fees than some other prefect positions.

Candidates were screened by a panel involving members of the academic staff and other observers connected to the school's alumni. Stardom expected candidates to have good academic records, good moral conduct and acceptable disciplinary histories. The school also considered financial obligations because students with outstanding fees were not expected to contest leadership positions while owing the school.

After screening, successful candidates were allowed to address students at assembly. Their names were displayed, and they presented their ideas to the school community before voting took place. The process was intended to teach students about democracy, campaigning and leadership.

The problem began during the campaign for Social Prefect. Banky, an SS2 student, became emotional while giving his speech. During the presentation, he made a remark suggesting that students should not vote for the son of an ex-convict. The comment was clearly aimed at Tosh, another candidate whose father had previously been convicted of a crime.

The hall reacted loudly. Before Bepo could fully control the situation, Tosh became angry and rushed towards Banky. The confrontation nearly became physical, and members of staff had to intervene. The incident transformed what should have been a student election into a family conflict.

Bepo immediately understood that the matter was more serious than an ordinary disagreement between students. He believed adults would have to intervene because children often lack the maturity to resolve certain conflicts on their own. Unfortunately, the involvement of the parents made the situation worse rather than better.

Another issue between Banky and Tosh's families already existed. The boys' sisters had competed in the school's Best Dancer category, and both families had strongly supported their daughters. Tosh's mother believed the competition had been unfairly influenced, while Banky's mother became involved in the resulting argument. The rivalry between the families therefore extended beyond the prefect election.

The parents threatened legal action against one another. Tosh's family insisted that Banky's comments had damaged the reputation of Chief Didi Ogba, Tosh's father. Chief Ogba had indeed been convicted in the past in connection with the misappropriation of a large government contract sum. However, he had later been released, and his company was ordered to refund the money. The court had not treated him as the only person responsible for the offence.

Chief Ogba, who is also a lawyer, insists that the school take action against Banky and the family. He demands public apologies and wants the matter addressed formally. Banky's family resists some of the demands, and the conflict becomes increasingly complicated.

The school attempts to mediate. Management hopes the two families will settle the matter without continuing the legal fight. Bepo personally wants reconciliation because he believes a student disagreement should not destroy relationships between entire families. However, the parties remain stubborn, and the issue is not fully resolved.

The unresolved dispute becomes one of the matters Bepo worries about leaving behind. He does not want to relocate while serious school issues remain unsettled. The chapter's title reflects this concern: Bepo feels that several missions connected to his work at Stardom are still unfinished.

Another major unfinished mission is the school's Invention Club. Bepo cares deeply about a five-year-old project involving the students. The club has been working on a phone-making initiative using recycled panels and chips. Although the project has not yet produced a finished product, Bepo believes strongly in its educational and technological value.

He has repeatedly argued that innovation should not be restricted to traditional school subjects. Students should be encouraged to research, experiment and create. He believes the project could become significant if properly supported.

The invention project has attracted interest from organisations outside the school. A non-governmental organisation called Life Grid has committed funds to support the students' work. Bepo hopes that additional funding from the school and other supporters will eventually help the project reach completion.

He dreams of the day when Stardom can publicly announce that its students have successfully researched and produced a working phone. The achievement would bring recognition to the school and prove that Nigerian students can participate meaningfully in technological innovation.

As he prepares for possible relocation, Bepo worries that leaving could weaken the project. He wants the Invention Club to continue even if he is no longer physically present. He decides that if the students eventually complete the phone project, he will do everything possible to travel from London and attend the launch.

Chapter Eight therefore ends with Bepo reflecting on responsibilities he may not be able to complete personally. The unresolved family dispute and the unfinished technological project both represent aspects of Stardom life that matter deeply to him. His fear is not simply that he is leaving a job but that he is leaving behind missions that have not yet reached their desired conclusion.

Chapter Nine, titled 'Laughing Waterfalls', focuses on Bepo's strong belief in educational excursions and practical learning. The chapter begins by recalling Stardom Schools' history of organising trips for students and staff. The school had previously travelled to Badagry and other locations, and Bepo considers such experiences an important part of education.

Over the years, Stardom has organised retreats and excursions involving both teachers and students. The school has taken pupils to hotels, resorts, historical places, natural attractions and cultural sites. Some trips are designed mainly for relaxation, while others are intended to expose students to history, geography, culture and the wider society.

Bepo believes students should not remain confined to classrooms throughout their schooling. Although the school sometimes has difficulty fitting excursions into its busy academic calendar, he tries to ensure that students experience educational travel. He believes that children should understand their own country before becoming too focused on travelling abroad.

The chapter discusses several important waterfalls and natural attractions across Nigeria. Bepo wants students to know that the country contains many remarkable places that can serve both educational and recreational purposes.

Among the waterfalls discussed are Ikogosi Warm Springs in Ekiti State, Erin Ijesha Waterfalls in Osun State and Owu Waterfalls in Kwara State. Erin Ijesha is described as one of the country's significant natural attractions, with several levels that visitors can climb. The chapter also refers to the historical and cultural stories surrounding some of these sites.

The title 'Laughing Waterfalls' captures the fascination and joy associated with these natural attractions. Waterfalls are presented not merely as beautiful scenery but as opportunities for students to learn about geography, history, local traditions and tourism.

Bepo also considers how tourism could contribute to Nigeria's economy. He believes the country possesses many attractions that are not fully developed or promoted. Better investment in tourism could create employment and encourage Nigerians to appreciate their own environment.

The chapter broadens from waterfalls to other important Nigerian destinations. Yankari Game Reserve in Bauchi State is mentioned as a major tourist site. The National War Museum in Umuahia is also discussed, as are cultural landmarks in Kano and several other parts of the country.

Bepo recalls how students have travelled to places such as the palace of the Emir of Kano and other historical locations. These trips give them opportunities to encounter Nigerian history and culture outside textbooks. The chapter also refers to cultural festivals and institutions that students may visit.

Lagos itself provides many educational destinations. The chapter mentions the University of Lagos, the Lagos State University environment, broadcasting stations such as the Nigerian Television Authority and other institutions. Students can learn about media, higher education, business and urban development through such visits.

Several major companies and business locations in Lagos are also mentioned. Bepo believes students should understand the economic life of the city in which they live. Visiting or learning about companies, ports, communication firms and industrial areas can help them connect classroom knowledge with the real economy.

Bepo discusses Ajegunle as another important place for students to understand. He uses it to teach them that success can emerge from difficult environments. The community is associated with several well-known Nigerians who rose from humble backgrounds. The lesson is that students should not judge people's potential solely by where they come from.

The chapter then turns to a particularly important excursion to Badagry. Under Bepo's supervision, students visit historical locations connected with the transatlantic slave trade. Badagry's history makes it especially valuable as an educational destination.

Students visit important sites including the First Storey Building in Nigeria, the Agia Tree area and museums connected with slavery. The First Storey Building is associated with early missionary and educational history in Nigeria and is treated as an important national monument.

The students also visit places linked to the slave trade. The chapter describes Badagry's role as one of the centres through which enslaved Africans were transported. The students learn about slave markets, routes and the harsh treatment suffered by captives before they were taken across the Atlantic.

The Mobee Royal Family Slave Relics Museum is among the places connected with this history. Students see objects and evidence that make the story of slavery more immediate than anything they might read in a textbook.

Bepo becomes emotional while thinking about the suffering of enslaved Africans. The experience forces both him and the students to confront the cruelty of the slave trade. He reflects on the humiliation, violence and dehumanisation endured by people who were captured, sold and transported away from their homes.

The chapter also considers a bitter irony. Bepo compares the forced migration of enslaved Africans in earlier centuries with the present desperation of many Africans to leave the continent voluntarily. In the past, people were captured and forced onto ships; in the modern period, many Africans struggle for visas and pay large sums in order to travel abroad.

This contrast makes Bepo think about the Japa phenomenon from a historical perspective. He wonders how conditions in Africa have changed to the point where descendants of people who once fought against forced removal now desperately seek opportunities in the same foreign societies.

Chapter Nine ends on this reflective note. What begins as a discussion of school excursions, waterfalls and Nigerian tourism becomes a deeper exploration of history, national identity and migration. Bepo's educational philosophy remains clear throughout: students should see, experience and understand their country, not merely read about it.

Chapter Ten, titled 'Passport Pains', follows Bepo as he begins dealing with the practical difficulties of preparing for his journey to the United Kingdom. Because he has not travelled abroad for many years, his Nigerian passport has expired. He now needs to renew it quickly before his planned departure.

Bepo had considered renewing the passport earlier, but the COVID-19 pandemic disrupted many government services and made the process difficult. Even after normal activities resumed, passport renewal remained stressful because of shortages, delays and administrative problems. As his travel date approaches, he can no longer postpone the matter.

By the first quarter of 2022, Bepo decides to begin the renewal process. He worries about the long queues and difficulties associated with passport offices in Lagos. Stories of people spending entire days at immigration offices make him anxious because he does not want the application process to interfere with his work and other responsibilities.

He considers several ways of obtaining the passport quickly. One possibility is paying an agent or middleman an unusually high amount to speed up the process. He hears that some applicants pay between N200,000 and N250,000 to secure a passport more quickly, especially when they are desperate to travel.

Another option is travelling to a passport office outside Lagos where the crowds may be smaller. Places in neighbouring states are suggested because applications there may be processed faster. Bepo considers this possibility but eventually chooses another route.

He remembers that he has a contact named Tai who may be able to help. The government has repeatedly warned people against using agents and middlemen, but Bepo discovers that unofficial intermediaries continue to operate around the system. Some agents appear to work closely with officials and can sometimes speed up applications.

Bepo contacts Tai. Tai asks him to pay N100,000 for a ten-year passport renewal, which is significantly higher than the official fee. The additional amount is supposedly for facilitating the application and reducing the time Bepo will spend waiting.

Tai gives him a Wednesday appointment at the immigration office. Bepo plans carefully because he wants to arrive early. He considers travelling the previous evening and staying nearby so that traffic will not make him late.

Bepo eventually decides to travel by public transport rather than drive himself. He is concerned about security and does not want to leave his vehicle in an unfamiliar place for an extended period. He boards a six-passenger Toyota Sienna at Ojota and begins the journey.

As he travels, Bepo observes Lagos and the surrounding areas. He thinks about security problems in Nigeria, including kidnapping, insurgency and banditry. Although some threats are more associated with other parts of the country, he recognises that insecurity has increasingly affected different regions.

The journey takes him along the Lagos-Ibadan Expressway. Bepo notices how much the road has changed since some of his previous trips. Major reconstruction work has improved sections of the expressway, and the wider road allows traffic to move more freely.

He remembers an earlier school excursion to Ile-Ife during which heavy traffic caused major delays. The current journey feels different because road improvements have reduced some of the problems he remembers.

As the vehicle moves through Ogun and Oyo States, Bepo observes development along the expressway. He notices large religious institutions, schools, businesses and other organisations occupying significant areas beside the road.

He reflects on the growth of major Christian and Islamic organisations. Churches and other religious institutions have established large camps and facilities along the highway. He also notices mosques and Islamic organisations. The scale of these developments makes him think about the role of religion in Nigerian society.

Bepo briefly wonders whether the large number of religious centres corresponds with the moral behaviour of citizens. Nigeria has many churches and mosques, yet corruption and other social problems remain widespread. This creates a contradiction that he finds difficult to ignore.

The journey continues towards Ibadan. Bepo notices commercial and educational development in Oyo State. He thinks about the number of universities and other institutions in the area and reflects on Ibadan's importance as a major Nigerian city.

He also observes changes within Ibadan itself. Some areas have been redeveloped, roads improved and urban infrastructure expanded. The city reminds him of its long history and cultural significance.

Bepo remembers the poet J. P. Clark and the famous poem 'Ibadan'. The old description of Ibadan's brown roofs comes to mind as he looks across the city. He notices that although development has changed some parts of Ibadan, many of the features associated with its older identity remain visible.

He thinks about other historical and cultural aspects of the city, including areas such as Oja Oba, Bere and Molete. His journey therefore becomes more than a trip for passport renewal; it also gives him an opportunity to observe changes in Nigerian cities and infrastructure.

By about 6:40 a.m. the following morning, Bepo arrives at the passport office in Agodi, Ibadan. He is pleased with the timing because he feared he might arrive late after travelling from Lagos. He had slept only briefly because he was worried about missing the appointment.

At the immigration office, Bepo tries to contact Tai but initially faces difficulties. Security officials at the gate question him because he has not properly identified the officer or official he is supposed to meet. Bepo becomes worried because he has already paid money and is depending on Tai to guide him through the process.

Eventually, Tai responds and directs him to someone inside the premises. Bepo discovers that Tai himself is not an immigration officer but rather an intermediary or business-centre operator who knows people within the system. This confirms Bepo's suspicion that unofficial agents continue to work closely with immigration officials despite government warnings.

Tai has already collected details from Bepo's old passport. The application process seems relatively straightforward until another problem appears: Bepo's National Identification Number does not match his other personal details. He is told that the inconsistency must be resolved before the passport can be processed properly.

Bepo therefore has to visit the NIN office. Before leaving, he learns more about the unofficial nature of the process. An officer suggests that the additional money he paid allowed him to avoid some of the normal waiting and administrative difficulties. Bepo gives the officer an extra tip in appreciation for the assistance.

At the NIN office, however, Bepo encounters another frustrating delay. Network problems prevent the required correction from being processed quickly. He has to wait weeks for validation, placing his planned travel date at risk.

Chapter Ten ends with Bepo still dealing with the bureaucratic consequences of incorrect identification records and unreliable systems. The passport-renewal process, which should have been a straightforward administrative task, becomes a source of anxiety, extra expense, travel and delay. The title 'Passport Pains' reflects the frustration Bepo experiences while trying to obtain the documentation required for his relocation.

Chapter Eleven, titled 'Point of No Return', centres on Bepo's official farewell from Stardom Schools. A large banner has been placed at the main hall of the school to celebrate him. The banner carries a message appreciating his years of service and dedication to Stardom. The event is designed as a formal send-off for a principal who has spent a large part of his life working in the school and contributing to its growth.

The atmosphere is festive and emotional. Students, teachers, members of management and other members of the Stardom community gather for the programme. The event is not treated as an ordinary staff departure. Bepo has become closely associated with Stardom over the years, and the school community recognises that his exit represents the end of an important era.

The programme begins with speeches and performances. Bepo is honoured for the different roles he has played in the development of Stardom. He has served as a teacher, administrator, headmaster and principal. His influence extends beyond academic supervision because he has been involved in mentoring students, managing staff, dealing with parents and helping the school build its reputation.

The farewell programme also highlights Bepo's personality. He is remembered as someone who values discipline but also uses humour. He has often made students and staff laugh, corrected mistakes and encouraged people around him. His years at Stardom have allowed him to build relationships that go beyond formal school administration.

The students participate actively in the send-off. The school organises cultural and artistic performances in Bepo's honour. Drama club members perform dances and theatrical presentations. Different Nigerian cultural traditions are represented, including Bata, Atilogwu and other dances. The performances are intended to celebrate Bepo and also reflect the school's interest in cultural education.

One of the most significant performances is the Canoe Dance from Badagry. Bepo immediately connects the performance with his memories of the school's educational excursion to Badagry. He recalls visiting the Heritage Slave Museum and other historical locations connected to the slave trade. The memories make the performance emotionally powerful for him.

While watching the dancers, Bepo remembers images of enslaved Africans and the cruelty they experienced. He thinks about the suffering of people who were captured, chained and transported away from their homeland. The memory briefly takes him away from the celebration and into a reflective mood.

The audience applauds the performances enthusiastically. Bepo eventually returns his attention to the hall and joins in appreciating the students. He is happy that the cultural performances have become part of Stardom's identity and hopes they will continue after his departure.

Mrs. Ibidun Gloss, the Managing Director, then gives a speech in Bepo's honour. She acknowledges his contribution to the growth of Stardom and speaks warmly about the impact he has made. Her words make it clear that management would prefer him to remain, but they accept that he is preparing to begin a new phase of his life abroad.

The Managing Director tells Bepo that he will always have a place at Stardom. She indicates that if he wishes to return in the future, the school would welcome him. She also expresses the hope that he will maintain a relationship with the school even after relocating to the United Kingdom.

The programme then turns to the story of how Bepo first came to Stardom. Bepo remembers that his father played an important role in connecting him to the school. Many years earlier, when Stardom needed an English teacher, Bepo's father had confidence in his son's ability and recommended him for the position.

Bepo recalls arriving at the school as a young teacher and gradually growing within the institution. What began as employment eventually became a long career. He moved through different responsibilities and became deeply involved in the school's development. Over the years, students came and left, members of staff changed and the school expanded, but Bepo remained a constant presence.

The relationship between Bepo and his father becomes especially meaningful in this moment. Bepo remembers his father's confidence in him and the way that confidence helped shape his professional future. His father's belief that he could become a good teacher eventually proved correct.

The farewell also recognises Bepo's personal qualities. He is described as competent, outspoken, passionate, empathetic and morally conscious. His ability to work with students, teachers and parents has helped him become an important figure within Stardom.

The management presents Bepo with a gift. Mrs. Gloss initially describes it in a playful way, creating suspense about what the envelope contains. Some people jokingly assume it may contain naira, dollars or some other form of cash.

The Managing Director eventually reveals that the gift is worth at least ten thousand United States dollars, making it one of the largest farewell gifts Stardom has ever presented to a departing member of staff. The announcement surprises the audience and emphasises how highly the school values Bepo's years of service.

The hall erupts in applause. Bepo becomes visibly emotional. He tries to speak but struggles to find the right words. He thanks the school community, management and everyone who has been part of his journey. The moment reflects the depth of his attachment to Stardom.

Mrs. Gloss jokingly reminds him that the school is not trying to make him cry again. The reference recalls his earlier emotional breakdown. Bepo's farewell is therefore both joyful and painful: he is being celebrated, but the celebration also reminds everyone that he is leaving.

The school community gives him a final round of applause. Many members of staff become emotional. Handkerchiefs appear as people wipe tears from their faces. The departure of someone who has served Stardom for many years becomes a deeply personal experience for the community.

Chapter Eleven ends with the sense that Bepo has reached what appears to be the final stage before his departure. The farewell has taken place, gifts have been presented and the school has formally recognised that he is leaving. The title 'Point of No Return' suggests that Bepo appears to have reached a stage where turning back from his relocation plans should no longer be possible.

Chapter Twelve, titled '...Dawn', begins on the day Bepo is expected to leave Nigeria for the United Kingdom. He is scheduled to travel with Emirates airline on a 10:00 p.m. flight. Because of a painful experience from several years earlier when he missed a British Airways flight, Bepo is determined not to be late this time.

He carefully checks the travel details and repeatedly confirms the departure time. Seri, his wife, also reminds him to verify the ticket properly. She does not want him to make another mistake. Bepo insists that he is completely certain that the flight is at 10:00 p.m.

To avoid any risk caused by Lagos traffic, Bepo prepares to leave his Adeniyi Jones home much earlier than necessary. He remembers how traffic congestion can easily turn a short trip into several hours. He would rather wait at the airport than risk arriving after check-in has closed.

The chapter briefly reflects on Lagos transportation and traffic. Motorcycles, popularly known as Okada, had previously been a common means of escaping traffic delays, although restrictions had changed how they operated in the city. Bepo knows that people travelling to the airport must plan carefully because unexpected traffic can easily cause them to miss a flight.

As he prepares to leave, Mr. Ogunwale, Bepo's landlord, arrives together with members of his family. They have come to say goodbye and help take him to the airport. Their presence shows that Bepo's departure affects not only Stardom but also the people in his neighbourhood and personal life.

Mr. Ogunwale suggests that they can call an Uber, but he also offers to drive Bepo to the airport. The atmosphere is warm and friendly. The landlord jokes about Bepo leaving for London, while Bepo tries to respond lightly despite the emotion of the moment.

A young boy named Kemi also appears. Another young boy, Jide, is closely attached to Bepo. Bepo has developed a special interest in Jide and has spent time encouraging him academically. The thought of leaving the boy creates another emotional difficulty for Bepo.

Bepo had taken an interest in Jide for about a year. He helped him with his studies, particularly school assignments and academic improvement. Their relationship had grown beyond casual neighbourly interaction, and Bepo enjoyed spending time with him. Leaving Nigeria means abandoning yet another personal relationship that has become important to him.

Mr. Ogunwale says a brief prayer for Bepo before the journey begins. Bepo then returns to his apartment for a final check of his belongings. He has packed his luggage carefully, including clothes, documents and other personal items.

Among his belongings are books, including a third edition of 'The Advanced Learner's Dictionary', as well as some food items. Bepo has also packed egusi and crayfish. These small details show that even while preparing for life abroad, he is carrying familiar Nigerian items with him.

Bepo later considers his vehicle. He had sold his Pathfinder Sports Utility Vehicle for about N1.5 million. The decision formed part of his final preparations for relocation. His personal property and lifestyle in Nigeria are gradually being dismantled as he prepares to start a new life abroad.

When Bepo and the others finally set out, more members of the Stardom community become involved in the farewell. Mrs. Grace Apeh, the Vice Principal, has arranged another surprise. Some members of staff intend to meet Bepo before his departure and accompany him part of the way.

Bepo eventually encounters several Stardom colleagues. Mr. Oyelekan, Mr. Audu, Mr. Amos and others appear. Their presence surprises him because he believes the farewell at school should already have been enough. Nevertheless, his colleagues want another opportunity to see him before he leaves the country.

The group jokes among themselves. The familiar humour shared by Stardom staff helps reduce the emotional weight of the departure. Audu, as usual, adds comic remarks, while the others tease one another about their relationships with Bepo and the school.

After spending time together, Bepo continues towards the airport. Traffic remains one of his concerns. He is determined to arrive early enough for check-in and security procedures.

At the airport, Bepo begins passing through the stages required before boarding an international flight. He checks his luggage and presents his travel documents. Everything appears to be moving towards the moment he has spent so much time preparing for.

While inside the airport, Bepo becomes emotional again. The reality of leaving Nigeria finally becomes immediate. Earlier, the relocation existed mostly as a plan discussed with family, colleagues and friends. Now he is physically at the airport with his ticket and luggage, standing only a short distance from departure.

He checks his phone and receives messages connected to Stardom. Although he is preparing to leave, his mind continues returning to the school. He knows that his colleagues and students will soon continue their normal activities without him.

Bepo thinks about his students, especially those who have been part of his daily life. He wonders what will happen to some of the projects and responsibilities he is leaving behind. His emotional attachment to Stardom remains strong even at the airport.

The departure process continues. Airport announcements are made, and travellers prepare for their flights. Bepo knows that once he boards the aircraft and leaves Nigeria, his relocation will become real.

The narrative then shifts to Monday morning after Bepo's supposed departure. At Stardom Schools, life begins again without him. The weekend has passed, and students and teachers return to their normal routine.

The school community still feels Bepo's absence. His departure is fresh in everyone's mind. Students gather for assembly, and the atmosphere is different because the principal who normally stands before them is no longer expected to be there.

The Vice Principal, Mrs. Grace Apeh, prepares to address the assembly. Her speech is intended to reassure the students that the school will continue functioning even though Bepo has left. She explains that another principal will eventually take his place.

The students remain emotional. For many of them, Bepo has been the only principal they have known at Stardom. His absence feels strange, especially after the dramatic farewell and the understanding that he has travelled abroad.

As the Vice Principal speaks, something unexpected happens. There is sudden movement and excitement near the school gate. Students begin reacting to something they can see in the distance.

Then the impossible seems to happen. Bepo appears at the school.

The students cannot believe what they are seeing. The same man they thought had left for the United Kingdom is standing before them again. Their confusion quickly turns into excitement.

Bepo is smiling. He raises his arms as the students rush towards him. Some crowd around him, celebrating his return. He is greeted with overwhelming joy.

Bepo announces that he is back. He explains that he has returned to complete his mission. His statement confirms that he did not finally leave Stardom behind.

The students respond with celebration. They sing the school's victory song and welcome their principal back. The mood that had begun with sadness is transformed into excitement and relief.

The title '...Dawn' directly mirrors the title of Chapter One, 'Dusk...'. Chapter One began with what appeared to be the approaching end of Bepo's time at Stardom, while Chapter Twelve presents a new beginning. What seemed like the end of his career at the school becomes the beginning of another phase.

The novel therefore closes with Bepo choosing to return to the school community that has given him a deep sense of purpose. After the passport problems, farewell ceremonies, preparations, gifts, emotional goodbyes and journey to the airport, his attachment to Stardom proves stronger than expected. The final scene resolves the central conflict of the story by bringing the Lekki Headmaster back to his students and the educational mission he believes he has not yet completed.