S-xy high school girls Episode 2 & 3

Episode 2
Before The Clas-s began
[RECAP: Millson Lamptey went on an internsh!pprogramme in a remote village called Tutukpene. The Girls’ Prefect was getting very attra-cted to him]
●<Third person’s Narration>●
Millson couldn’t help but notice how Dzifa was staring at him in the clas-sroom. That wasn’t his first time of seeing her. He recalled his first experience in the village and how he first met Dzifa.
<•<•<< Flashback began<•<<•<•<
Life in Tutukpene was extremely
difficult, no electricity, no pipe borne water, no stable communi
cation network, poor School infrastructure, poor market facilities, poor road network , no Internet connectivity.
The village had no health centre but traditional birth attendants and herbalists. The thick forest surrounded the while village , as if it was an army, re-ady to advance on its settlers. He could see the girls carrying cl@ypots, going to the river side to fetch water, the boys carrying cutlas-ses and firewood, returning from their farms, the sounds of twigs heralding their return.
The vibr@nt economic activity in the village was yam farming. Most of the young ladies,however, helped their families on the farm or sold food in the community. Majority of them were baby mama’s. Schooling wasn’t really a priority to them.
Living in a cemented house in Tutukpene was seen as a privilege. Almost all the houses in the villages were made of mud or bamboo and roofed with thatch. The buildings were la-id out in circles ,like compound houses.
Village life was always communal. As expected , the villagers sle-pt on mats made with raffia, the luxury of owning a mattress was an unimaginable achievement.
In the nights, local lanterns were a common site plus the sight of n-ked children running here and there un-der the moonlit. Some of them seemed to have livedo reticularis.ℹ
The indigenes of the entire village live a carefree life. In the abs£nce of farming , the young men pl@y“Owareℹ” or Draught and in the night , they pl@ythis hide-and- seek game locally called, “bebilobebi” in ewe Language. Some of this hide-and-seek games eventually ended with the young boys and girls having S-x in isolated buildings or un-der the moonlit.
Millson remembered picking himself up from his mattress. He and his mates were some of the very few people living in a cemented house and slee-ping on a mattress , a privilege given them by virtue of their educational status. The villagers saw educated people as semi -gods and more important than the illiterates. Any matter that required formal knowledge was given to the village teachers to offer their much welcome opinions on them.
He decided to take a nap. He was tired from the long journey from Central Region to Tutukpene in Oti Region.
It was mid-day. A yakayake seller shouted to advertise her food, “h0t Yakayake, h0t Yakayake, the delicious h0t Yakayake is here.”
Millson was woken from his afternoon nap by her melodious voice. Her shouting bec@m£ more and more intense, “h0t Yakayake,ℹ sweet Yakayake. ..!!.”
When the Yakayake seller drew closer to his house, the cause of atrraction shifted from her voice to the aroma of her food, the savory of scented stew and fried meat was irresistible.
He gr@bb£d a plate and shouted, ” Yakayake seller, plea-se come!!! She materialised into his compound.
Millson put on his sunshade and cap to reduce the quantumℹ of UV rays entering his eyes. He knew that too much ex-posure to the sun’s ultraviolet (UV) rays can harm his eyes.
Millson didn’t wear them just for fashion. He knew extended ex-posure to the sun’s UV rays has been linked to significant eye problems,including cataracts,
macular degeneration,
pingueculae, pterygia and ph0to
keratitis.ℹ What he didn’t realise was he was drawing attention to himself by wearing sunshades in a vicinity whose people rarely saw that.
When the seller c@m£ into his house ,his eyes got locked in contact with the young lady’s who was selling the Yakayake. He found it difficult to restrict himself from the luscious captivity that overwhelmed him .
The Yakayaka seller was beautiful beyond expression, he could ha-rd ly compose himself and it took him some few minutes to regain his composure. Her beauty was flawless beyond description.
She was as beautiful as an angel . Her corn-rolled hair was immaculately knitted on her scalp. She had a round hair and diamond-shaped face. The radiant smiled on her smooth brown skin perfectly fitted high cheek bones.
Her slightly arched che-stnut brown eyebrows highlighted her emotions by moving up and down as she reacted to the world around her.
Her de-ep dove -like eyes, were like Indian ladys’. She seemed to have candy in her eyes.
Her curved nose gave her a little girlish look that made Millson want to smile when she talked. Her mouth was outlined by puffyl-ips. When she smiles, which is often, her well -formed white teeth brighten up her whole face, betraying her dimples which split her face
She was very curvaceous and her front elevation bounced with the rhythm of her pendulous brea-st.
As he kept gazing at her, she brou-ght him out of his reverie by asking, “How much of Yakayake do you want?” In fluent English.
He stuttered.“ How much is one yakayake and the friend fish.
“1 Ghc for each of the Yakayake and 50 pesewas for one friend fish, “she responded in fluent English.
“Give me….. three “yakayakes”, and two friend fishes ” he said and paid her.
When she finished selling the “Yakayake” and fish , she asked him to help her lift the Aluminium basin
which contained the ‘Yakayake’ onto her head. He said, “may I have the privilege of knowing your name?”
Millson remembered she said, I’m called Dzifa Agbemabiase” and he complimented her beauty by saying
“Dzifa, that’s a beautiful name. Nice meeting you.”
He recalled stretching his hands to shake her. She shook his hand and said, ” nice meeting you too Mr. ….”
“Lamptey Millson,” he recalled filling in his name.
“Wow, nice name too”, she said, why are you in our village?
“I’m here to………”
“Yakayaka seller !!!,” someb©dy called her outside. She turned to leave. When she was leaving , he couldn’t help but followed the rhythmic movement of her bu-ttocks as they jiggled up and down in series of beautiful bounces.
Before she made her final exit from his compound , she turned and their eyes met. Then they smiled at each other like teens gr!pp£din some high school crush. He was hypnotised by the magic of her sheer beauty. Surely, she must have completed s£nior High School because her English was impeccable and she looked mature.
When he was eating the food, the incidence was etched in his mind. She sounded quite educated and more dignified to be selling ‘yakayake.’
He couldn’t st©p thinking of the incident. He knew he nee-ded a friend to keep him company while he did his internsh!pin that boring village and Dzifa just happened to fit into the picture perfectly.
Millson remembered the next day, he reported officially to the school he was posted to to commerce his work as an intern.The school girls were perambulatingℹ on the school compound. Surely, Tutukpene SHS abound in beauty resources
He was as-signed to Miss Frema Rosemary, a teacher of Government in SSS 3. She was as-signed to be his mentor. un-der her , he would learn the rudiments of teaching.
He couldn’t ignore her marvelous pulchritudeℹ. Beauty seemed to be her Birthright. She was of moderate height, full shaped , curved at the ess£ntial areas and had piercy S-xy eyes that spoke more words than her mouth. Herl-ips were gorgeous. Intuitively, he knew all his internsh!pin the remote village would be a difficult mountain for him to climb considering the bevy of beautiful ladies he had encountered in the school within a short space of time.
Glossary ?
●Yakayaka- it’s a local food produced by steaming cas-sava dough on an enclosed earthen ware pot filled with water.
●Livedo reticularis-A purplish mottling of the skin usually seen in infants and young children, but occasionally occurring also in adults with weak circulation, due to the action of cold.
●Oware-Oware is a local name for a board game where pebbles( 4 each) are put in small pits
and distributed in turn by the two pla-yers facing each other. It is believed to be of Ashanti Origin in Ghana but pla-yed world wi-de now.
●Bevy -(collective) A group of women or girls; chiefly said of schoolgirls.
●Macular degeneration — also called age-related macular degeneration (AMD or ARMD) — is a vision change that can gradually create blur over time.
●A pinguecula- a yellowish, slightly raised thickening of the conjunctiva on the white p@rt of the eye (sclera), close to the edge of the cornea.
●A pterygium is an elevated, wedged-shaped bu-mp on the eyeball that starts on the white of the eye (sclera) and can invade the cornea.
●Ph0tokeratitis or ultraviolet keratitis is a painful eye condition caused by ex-posure of insufficiently protected eyes to the ultraviolet (UV) rays from either natural (e.g. intense sunlight) or artificial (e.g. the electric arc during welding) sources.
●Pulchritude-Physical beauty.
●Perambulate-To walk about, roam or stroll
Episode 3
Surprised Encounter
[RECAP: Millson was recalling his first experience in the village and his first encounter with Dzifa, who was then selling ‘yakayake.’ He was attra-cted to her natural beauty]
[Millson’s Point of View]
<•<•<Flashback continued <•<<•<
I remembered the next day, I went to clas-s, fully prepared to teach when my eyes caught a familiar face. It was the girl that sold the yakayake to me when I first visited the village. For a moment, I was confused because I never knew she was a student, not to talk of being a student at Tutukpene s£nior High School.Tutukpene SHS is a girls’ school , located not far away from the heart of the village.
She seemed surprised too. Probably, She didn’t know I was a teacher or she had not seen my face clearly the previous day.
There were three things about Tutukpene girls that made them highly attrac-tive. One,they have nice curves. This could easily be seen despite wearing school uniforms.Two, they have thick legs that matched their b©dy frame. Three,they are extremely friendly.
Being a new intern in the school,I had the feeling each one of them was trying her best to put up an impressive behaviour to capture my heart.
I knew I would give myself away if I kept looking in Dzifa’s direction so I refocused my attention to the other section of the clas-s and began my lesson.
“My name is Lamptey Millson, an intern. I will be as-sisting Miss Frema Rosemary in teaching Government.
The clas-s applauded in approval.
I continued.
“I guess I would get to know you with time,”I said, fully aware that a pair of lovely eyes were starring at me at the far right end of the clas-sroom.
I ignored them and continued,” today, I’m going to teach you on “Government ”
“The word “government” can be explained from three perspectives.
The first one is Government as an institution of the state ,secondly Government as an academic field of studies and lastly Government as a process or function. I will take each of them one by one and explain to you what they mean. Before we delved into the explanation I will like to tell you the etymology of the word “Government.”
The word “Government ” originates from the Old French “governer,” derived from Latin gubernare “to direct, rule, guide, govern”, which is derived from the Greek kybernan (to pilot a sh!p). …”
I realised she was not paying attention. I continued teaching, explaining the concept “Government.” When I finished with that concept,I moved on to the next term ” Constitution.”
I continued…”You will all agree with me that every society operate un-der a system of rules and regulations, values and norms, the abs£nce of which will make society disorganized , perhaps chaotic. At the national level, laws are made to ensure the smooth running of the entire state and these laws are collectively called the constitution.
A constitution is simply defined as the fundamental laws and principles of the land throu-gh which a state is governed.
“Sir,” I head the sweet voice of Dzifa calling me.
“Yes, Dzifa , how can I help you?” I asked , pretending not to know her true intentions.
“Sir, you said the constitution refers to the laws used to govern the state. .. Does it mean the state cannot be governed without the constitution?”
I was amazed Dzifa asked such an intelligent question but I was also aware she just wanted to draw my attention towards her.
“Dzifa,That’s a very good question” I said succinctly,”Before the advent of Democracy, kingdoms, chiefdoms and nations were governed by decrees, not constitutions. Decrees are pronouncements made by autocratic rulers which were seen as laws. But in modern democratic countries , people are not governed by pronouncements of individuals but by a set of laws officially called the constitution. Discretionary powers were highly limited.
She wasn’t too convinced so she asked again, “but sir, how can the state ensure that rulers abide by the provisions made in the Constitution? ”
Well, there are checks and balances that _____”
My answer was cut short when Miss Frema Rosemary entered the clas-sroom and the whole clas-s stood up to greet her in chorus,
” You are welcome, madam”
She responded, “thank you. I hope you are getting on well with Mr. Lamptey Millson.
The whole clas-s chorused,” YES, MADAM.”
After she left,I explained how checks and balances were put in place to ensure adherence and compliance to la-id down rules and regulations in the constitution. The lesson was impressive. They were awed by my teaching talent. I knew one person was p@rticularly impressed. Yes,you knew her.
The rest of the lesson was event-free.
<•<•<•<Flashback ended <•<•<•<•<
Wednesday was a very tiring day for me. I had a lot of markings to do. I decided to stay behind to mark the exercises before I go home.
–3.00 P. m–
●~After School~●
~At the staff common room~
I was in the staff common room after clas-s, marking the students’ Government exercises when I caught a glimpse of Someone by the doorside.
“Who’s there?” I asked with a loud voice.
(No answer)
I asked again , “Miss Frema, is that you ?”
Then there was a response,” No, it’s not miss Frema, it’s miss Dzifa.
“She said with a giggle and entered the staff common room.
” Dzifa, what are you doing here,”
I asked , a bit stunnedℹby her
“I am going home when I realise you are still around so I decided to come and say “hi.You know, as the Girls’ Prefect, I must ensure that everything is intact before I leave so I’m always the last student to leave school.
?‍?Me :OK, that’s good of you but I’m still marking so I nee-d a little bit of concentration here.
?Dzifa :Yea, I can see that but you nee-d a little bit of company too. All the teachers have gone home, and you are here alone. I will be happy to keep you company.
?‍?Me: Thanks for the offer , Dzifa, but it’s against school rules and regulations for a student to be seen in the staff common room when she has no real business to be there. In addition to that, you being a female student will raise eye
brows ma-king people suspicious about our interaction.
?Dzifa: I un-derstand your concern
sir, but I thought school rules end when school closes.
?‍?Me: Yea, that may be p@rtly true but the fact that I’m still on school campus means I’m still un-der the authority or jurisdictionℹ of the school.
?Dzifa:(looking at me with ro-mantic eyes) I un-derstand your argument , sir, I guess I have to be on my way then.
?‍?Me: Yea, and thanks for your co-operation.
?Dzifa : You are welcome.
Dzifa turned around and left. I was quite relieved. If there was something I have seen in her eyes, it was her determination to be with me, as a friend or______girlfriend?
I don’t want to think about it. I hastened with my marking and got finished within 30 minutes. I left to my home still thinking of what happened in the clas-sroom.


The power or right to exercise authority
● Stun
(transitive) To shock or surprise.
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