CHAPTER ONE: DUSK
The morning assembly at Stardom Schools begins like any other—orderly, rhythmic, and predictable—until the unexpected occurs. From the rear of the hall, the principal, Mr. Bepo Adewale, walks toward the podium with an unfamiliar heaviness. His gait lacks its usual confidence, and a subtle unease ripples through the students. When he takes the microphone from the chapel prefect, silence deepens in anticipation. He opens his mouth to speak, yet no words emerge. Instead, he dissolves into tears, staring vacantly before covering his face in visible anguish.
Startled, the Vice Principal, Mrs. Grace Apeh, steps forward and gently enquires about his condition. Receiving no response, she swiftly restores order by directing Mr. Justus Anabel, the Chemistry teacher, to conclude the assembly and dismiss the students.
With the hall emptied, Mrs. Apeh, accompanied by the school nurse and a few staff members, escorts the distressed principal to his office. For more than thirty minutes, he weeps without explanation. The unusual incident quickly spreads beyond the school walls, and concerned parents begin calling the Vice Principal. Recognizing the gravity of the situation, she contacts the Managing Director, Mrs. Ibidun Gloss, who is attending an external engagement.
The unfolding drama sharply contrasts with the optimism that had marked the start of the day. In a recent policy shift aimed at curbing student lateness, the management had reduced boarding fees from ₦250,000 to ₦165,000 per session. The initiative proved effective, with nearly 80 percent of parents opting for boarding facilities, resulting in earlier student arrivals. Although the “Excursion and Other Items” fee had simultaneously increased by ₦93,000, parents lodged no formal objections, despite quiet staff disapproval.
The assembly itself had proceeded according to tradition. On Tuesdays and Thursdays, students sang the second stanza of the national anthem; on Mondays, Wednesdays, and Fridays, prayers preceded the first stanza. Following the anthem, an SS1 student, Ikenna Egbu, delivered a vivid account of his recent excursion to Jos, captivating the audience with descriptions of its scenic landscape and temperate climate. Applause filled the hall, and anticipation mounted for the principal’s customary words of commendation.
Widely respected for his twenty-four years of dedicated service, Mr. Bepo was celebrated for his dynamic leadership and genuine commitment to student development. Affectionately nicknamed “The Lekki Headmaster” for his humorous imitations of characters from the classic television drama Village Headmaster, he was known for transforming routine assemblies into lively engagements. His sudden collapse into silence and tears, therefore, left the entire school community stunned.
Responding promptly, the Managing Director arrived at 9:30 a.m., her concern heightened by the fact that the school had only the previous day celebrated a remarkable 90 percent success rate in the West African School Certificate Examination. Teachers had received refreshments and monetary rewards in recognition of their efforts, though two had been formally reprimanded over students’ low grades. The atmosphere had been celebratory; the present crisis felt profoundly incongruous.
Summoning Mr. Bepo to her office, the MD sought clarity, but he remained withdrawn, murmuring only that he would be “alright.” In a further attempt to assist him, she invited Mr. Ope Wande, the Physics teacher and a pastor, to counsel the troubled principal. Despite patient and compassionate probing, no explanation emerged. A suggestion to contact Mrs. Bepo followed, yet repeated attempts to reach her international number proved unsuccessful.
Balancing concern for the principal’s welfare with the institution’s public image, the MD briefly considered allowing him to return home independently. However, recognizing his fragile state, she resolved instead to have the school’s guidance counsellor escort him home to ensure his safety and well-being.
Thus, a day that began in routine discipline and recent triumph closes in uncertainty. The cause of Mr. Bepo’s emotional breakdown remains undisclosed, casting an ominous shadow over Stardom Schools and leaving the chapter suspended in mystery.
CHAPTER TWO: THE ENTICEMENT
Five days after his emotional collapse at the assembly, Mr. Bepo finally reveals the cause of his distress: he is leaving Nigeria for the United Kingdom. The decision, long resisted, has been forced by mounting pressure from his family. His wife, Seri, a nurse who has already relocated with their two children, Nike and Kike, insists that he join them. His prolonged hesitation has strained the marriage almost to breaking point. Though deeply attached to his students and profession, he can no longer ignore the call of his family.
A teaching position in the UK awaits him, offering a monthly salary of about £3,600 alongside additional benefits. Combined with his wife’s earnings—reportedly up to £10,000 per month—the move promises financial stability far beyond his current ₦400,000 monthly salary at Stardom Schools. To many of his colleagues, his reluctance to seize what they describe as a “golden opportunity” seems puzzling, even amusing. They openly question why anyone would hesitate to exchange economic uncertainty for such prosperity.
Mr. Bepo’s attachment to Stardom, however, runs deep. He has devoted over two decades to the institution—four years as Headmaster of Stardom Kiddies and the remainder as Principal of the secondary school. It was during his time at the nursery and primary arm that he earned the nickname “The Lekki Headmaster,” a title first coined by Mr. Audu. The comparison, drawn from his skill in resolving conflicts with empathy and tact, likened him to the wise village authority figures he humorously imitated. The name endured even after his promotion, becoming a symbol of his humane leadership and calming influence.
Despite his professional fulfillment, Mr. Bepo had quietly nurtured ambitions beyond paid employment. He planned to retire at fifty-five—four years away—and venture into entrepreneurship with the aim of contributing more broadly to society. Establishing his own school remained a cherished dream, though one constrained by capital. He had once attempted to found a neighbourhood school, Fruitful Future, shortly after his National Youth Service, but the project collapsed because the surrounding community could not sustain its fees. The experience taught him hard lessons about location, affordability, and the necessity of starting modestly.
He had also considered other ventures—farming, food production, sachet or bottled water businesses, and even commercial transportation. The latter particularly intrigued him because of its relatively low entry barrier and immediate revenue potential once a vehicle was acquired. Yet caution tempered his interest; stories of dishonest drivers and mismanaged profits made him wary. Still, observing the success of established transport companies reassured him that opportunity existed for the diligent and disciplined entrepreneur.
Now, these aspirations must be deferred. Relocating to the UK means stepping into a new environment with greater financial reward but uncertain emotional terrain. He must trade the familiarity of Stardom Schools and the identity he painstakingly built for a different life abroad—one centred on reunifying with his family and securing their future.
Thus, the chapter captures the tension between passion and provision, identity and obligation. Mr. Bepo stands at a crossroads, torn between the calling that shaped him and the enticement that promises a more comfortable tomorrow.
