The one who spoke meant it fully, showing no intention of simply appeasing to avoid punishment. Her expression shifted from pity to determination, clearly asserting control and fearlessness. The teacher, momentarily defeated, lowered his staff, observing her with astonishment.
He continued, "Listen, if you want to reach young ladies without following them aggressively, set your authority aside and focus on your peers; only then can you engage properly. Your teaching position is not a reason for others to avoid you. Now, continue your improper ways and settle your frustrations elsewhere. And here I warn you live: I handle Frida whenever I wish; when I call, I deal with her fully. Next time you bring your antics, I warn you, you may have to leave this school if it's not me, Rama, you know."
The student finished and opened the disciplinary office door, typically used by the school's discipline teacher. She left him standing, staff in hand, courage to strike completely gone due to the firm words.
What was spoken was true; few students who knew the teacher were aware of his strict reputation. Even from a distance, his presence silenced classrooms, no matter the noise.
He instilled great fear among students through both words and punishment, especially the staff that caused severe pain. Mentioning his name, Malennjenjge, was like invoking an explosive—students feared his strictness and enjoyed the rare intensity he brought to maintaining discipline.
Behind the veil, Manjenje did not uphold moral discipline as he outwardly presented. He often used his strictness to gain favors from young ladies, calling them to his office. Many complied due to fear, continuing to serve him when required, without anyone to defend them.
Beyond his misconduct, Manjenje was respected for his expertise in mathematics. He knew how to engage students who struggled, earning high regard from parents who trusted him completely. That trust was leveraged to impose discipline, often harshly, ensuring students complied from home to school.
However, he encountered a formidable challenge in Frida. She resisted his usual methods and had no close guardians present. Aware of her background and strong resolve, he feared escalation, offering only minor concessions and small food rewards.
Her defiance prompted him to investigate the cause, discovering that Ramadhan Abdul had intervened, making her resistance ineffective. Further inquiry through compliant students revealed that Ramadhan had skillfully assisted her. This realization angered him, and he attempted to act, ultimately refraining due to obstacles in his office.
He recognized Rama as an academically capable and physically skilled student, trained by his brother in kick-boxing. Although not a top student in other areas, Rama's known temper and skill prevented anyone from challenging him.
Rama maintained a well-conditioned physique, admired by many female students, and had multiple brief interactions over time. At that moment, with Frida, the teacher's interest clashed with student interactions, creating significant tension.
Frida, recently transferred from Kilimanjaro, was a striking young lady with a strong presence and long hair, drawing attention wherever she went. She came under Rama's careful observation and pursuit, which he executed with skill.
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Around midday, Siyawezi entered their classroom when no sessions were ongoing, easily positioning himself unnoticed. This was not his first time; his peers were accustomed to his behavior, and no one questioned her, focusing instead on their own activities.
The boys labeled him as unpredictable. He acted with knowledge of his own limits and kept his affairs private. Even teachers who were indulgent or vain grew weary of trying to control him, eventually leaving him to act freely.
Some teachers, especially those with personal indulgences, occasionally engaged him in minor games, seeking his attention for their amusement. The young lady continued asserting influence over those without such habits, aware that allies could intervene if needed.
Frida, recognizing the value of resources, knew how to leverage them. She consistently used her advantages, fully aware of how to secure what she needed. As a secondary student, she was capable of satisfying her essential needs independently, whether acquiring items or negotiating with vendors.
That was Siyawezi—his actions were unpredictable and guided by personal discretion. He did what suited him, treating men as means of resource, except for the one young man who earned his exclusive attention, ending the sequence of events as if completing a natural cycle.