You are the Chief Speaker in a debate on the topic: Education is not as important as riches. Write your argument for or against the topic.

Write a story ending with the statement: Indeed, it was the biggest lesson of my life.

 Read the following passage carefully and answer the questions on it.

      It was Mr. Ogun that wooed me for school. That was decades ago, I had resisted vehemently: I even ran away to hibernate with my maternal grandmother. I had told Granny that I wanted to spend a few days with her. By nightfall, my father, who suspected that I was hiding there, came to take me away. The following morning, he dragged me all the way to school where Mr. Ogun received all fresh students.

      I swore secretly that I would abscond at the first opportunity. but throughout the day, Mr. Ogun kept a watchful eye on fresh pupils. He had a smiling face and looked very friendly. As soon as he had registered our names, he led us to the field to play. Of all the children, I was probably the only one who looked forward to an opportunity to abscond. Mr. Ogun seemed to have read my mind, he used my name in the songs he composed as we marched round the field. He once held me by the hand and marched along with me. As we went on. he announced, "What a smart fellow! Clap for him."

      In the classroom, Mr. Ogun told me to sit in front as he stated, "My Smartic will keep the pieces of chalk and the duster." Gradually, I was mellowing in my plan to abscond. I began to think that I could give school a try. At the end of that day, my father was around to take me home. Perhaps he decided not to take chances.

      During the first week, my father took me to school everyday. Somehow, my resistance was softening to his surprise. Every morning, as I produced the pieces of chalk from the cupboard. Mr. Ogun smiled broadly, nodding approvingly. Before we left the classroom for recess, for games or for home, I dutifully kept the materials safe, and as soon as we returned, I produced them. It took some time before I realized that my role was crucial since the pilfering of such materials was common in all the other classes.

      My father soon stopped bothering about me as I would get up from bed, take my bath, and get into my uniform without any prodding. My love for school was deepening. especially when I discovered that I was among the few that always did well in most tests. And Mr. Ogun would praise me to the skies.

      Towards the end of the school year, we learnt that Mr. Ogun was going on transfer to another school. How devastated I felt! Now, at last, was the time to abscond from school. But then. I simply could not take the crucial step because my bond with school had become very firm.

(a) What evidence is there in the passage that the writer's experience took place long ago?

(b) Mention two things that Mr. Ogun did that won the writer for school.

(c) What was the benefit of the duty performed by the writer to his class?

(d) What do you think the writer implies when he states that he dressed up for school without any prodding?

(e) Why could he not carry out his plan to abscond when his mentor had left?

(f) ...that my role was crucial.. (i) What is the grammatical name given to this expression as it is used in the passage? (ii) What is its function?

(g) "...my bond with school had become very firm" What figure of speech is used in this expression?

(h) For each of the following words. find another word or phrase which means the same and which can replace it as it is used in the passage: (i) vehemently — (ii) abscond (iii) probably (iv) gradually (v) prodding (vi) devastated

Read the following passage carefully and answer the question on it.

      When the principal introduced Mr. Njobe as our new Mathematics teacher, we did not think much of him. He did not look very likeable nor did he appear to be an achiever. Nothing was spectacular about him apart from the fact that he was a South African. Most of us who knew the goings-on in his country regarded him as one of the luckless refugees from the apartheid regime. After the mild clapping, we forgot about the man with giant, hungry looks.

      During his first lesson in our class, it struck me that not once did he consult the textbook. Rather, to teach the properties of the square and rectangle, he made us measure the top of our tables, the classroom doors, and other objects around. From there, we discovered that these objects had opposite equal sides, and all the angles were equal. We did not have to learn these from books; he made us find out. When later I consulted my textbook, what Durell, the great mathematician, wrote came every much alive. I started to see Mr. Njobe as equal to Durrell.

      With time, we began to like his teaching. He taught with zeal and usually through playlike methods. His class was always lively and full of jokes. For instance, to each us the properties of a circle, he instructed us to bring out the bowls which we used for the midday meal. During the lesson, he made each one measure the distance round his bowl. Incidentally, almost every bowl was different in size. We laughed at the sizes of the different bowls while we measured them. Throughout the lesson, there was much laughter. Finally, he told each student to divide the distance round the bowl by the distance through the centre. Imagine our amazement when we discovered that, whatever the size of the bowl, all the answers were the same. This he explained is the base in all computations regarding the circle. That was fifty years ago and I have not forgotten. He actually tamed Mathematics for us, terrifying as it was.

      Then, one day, we learnt that Mr. Njobe was on admission in Wesley Guild Hospital. Our representatives sent to convey our good wishes were refused entry into the intensive care unit: they were told that his condition was critical. We virtually went into mourning for weeks. But just as we were writing him off our mind, one hot afternoon, his car crawled into the school compound. As he stepped out, students swarmed out, carried him shoulder-high and danced round the school, chanting spontaneously, Njobe, welcome! Mathematics welcome!"

(a) Describe the appearance of Mr. Njobe on his first day in the school.

(b) With what concept of South Africa did the writer associate Mr. Njobe?

(c) What did the students' mild clapping suggest?

(d) What impressed the writer about the new teacher during the first lesson?

(e) What is the unique about the new teacher's method of teaching?

(f) "...that i these objects had opposite equal sides..."

(i) What is the grammatical name given to this expression as it is used in the passage?

(ii) What is its function?

(g) "He actually tamed Mathematics for us..." What figure of speech s used in this expression?

(h) For each of the following words, find another word or phrase which means the same and which can replace it as it is used in the passage: (i) luckless (ii) consult (iii) meticulously (iv) amazement (v) terrifying (vi) critical

You have spent about six weeks in your new school Write a letter to your father telling him about your experiences so far.