Scars of the Crown: The Exhaustive Study Guide
About the Author: Alick Sakala
Alick Sakala is an emerging writer from Zambia whose literary works focus on the authentic experiences of modern youth as they navigate various social and personal complexities. Sakala’s storytelling is characterized by honesty and empathy, specifically reflecting the hopes, dreams, and struggles of young people. He gained initial recognition with his debut novel, Ermias of Zozo Land, which introduced the character Ermias and explored themes of friendship, growth, and resilience. Building on that narrative, his second book, Scars of the Crown, delves further into adolescence and self-discovery. Sakala views literature as an instrument for change and empowerment, encouraging readers to find courage in their vulnerabilities. He is also involved in Zambian community initiatives centered on youth education and creative expression.
Introduction to Scars of the Crown
In this volume, the protagonist Ermias transitions from childhood into young adulthood amidst significant turbulence. The narrative follows his experiences with school closures and academic pressures, alongside personal internal battles. Ermias is supported by a specific network of friends: Ryan, a steady source of guidance; Pablo, Max, and Stocker, who introduce him to chess; and Tazz, who provides inspiration through hip hop and music. These friendships serve as a lifeline, illustrating the power of community and resilience. The story emphasizes that deep scars can eventually lead to newfound strength and fresh beginnings.
Fear in the Air and Academic Disruption
Ryan, a childhood friend of Ermias in the eleventh grade, understood the weight of academic pressure and offered to help Ermias build a foundation by covering subject basics. This help was particularly vital because the Ministry of Education had announced delays to the school term due to a cholera outbreak. While many students found the disruption frustrating, Ermias experienced intense anxiety and the fear of falling behind. He harbored a ‘survival plan’ for his first year: to understand the school system, identify weak spots, and establish a disciplined study routine. Ryan treated their tutoring sessions as more than academic instruction; it was an act of standing by a friend in need. For Ermias, every session became a victory against fear and failure.
Ermias specifically struggled with Civic Education, particularly the topic of governance. Overwhelmed, he considered giving up on the subject, muttering, ‘Maybe it’s a good move to just stop.’ Ryan countered this with steady encouragement, stating, ‘Ermias, only the strong survive. You’ve got to stay strong and believe in yourself. I know this subject is hard, but trust in your ability. I’m with you every step of this marathon.’ These words planted a seed of perseverance that gave Ermias the strength to continue. When the new school term finally arrived, Ermias felt a quiet confidence. He prepared for his return to Zozo Educational Oasis by polishing his shoes, ironing his clothes, and organizing his files.
New Friends and Curricular Challenges
On the first day of the new term, Ermias felt a mix of excitement and nerves. At the school gates, he noticed that some former friends had already finished their school journeys and moved on, which served as a reminder of the steps he still needed to take. Inside the assembly hall, students awaited their class placements. Ermias was assigned to the ‘Principles of Accounts and Commerce’ class. While Ryan noted that Ermias was good with numbers, Ermias harbored a secret desire for Computer Studies, specifically interested in networks and hacking.
As the term progressed, Ermias maintained his connection with Ryan, who encouraged him to keep fighting for a placement in Computer Studies the following term. At school, Ermias became closer to Pablo, known by the nickname ‘Don Pablo Escobar.’ Pablo took Computer Studies and History, and his passion for technology sparked Ermias’s curiosity. Ermias also began learning from Stocker, a brilliant student and chess player, and Max, who had an intuitive talent for the game. One afternoon, Ermias approached them under a tree and asked to learn chess. Stocker recommended the ‘Dr. Wolf’ app, which acts as a coach for beginners. Chess became a secondary challenge for Ermias, complementing the physical skills he used in football.
Triumphs and Trials on the Chessboard
Ermias dedicated himself to chess practice with Stocker and Max, often studying theories and strategies after school. Stocker emphasized the importance of balance, maintaining a schedule where schoolwork was prioritized before chess practice. Despite being told he was the ‘last’ among his friends, Ermias eventually defeated the school’s chess president, a feat that earned him respect. However, Ermias confessed to Max that he felt the pressure of carrying a heavy load every day, attempting to be the best in both academics and the game.
The school day followed a strict schedule: starting at , a mid-morning break at , classes resuming at until noon, and academic study until From until roughly , the trio focused on chess. Ermias would arrive home around exhausted, which often disrupted his individual study plan. Despite this, he remained determined to improve during the Term One holidays.
Academic Friction and Consequences
During Term Two, Ermias’s personal struggles made him appear distant and disrespectful, leading to tension with his math and physics teacher. One day, after both Ermias and Stocker forgot their math books, the teacher refused to mark their work and insisted they should have been prepared. In a moment of frustration, the two left the classroom without permission. As a result, they were suspended from math and physics classes. Their class teacher, who also taught Religious Education, reprimanded them for their lack of responsibility. To avoid further confrontation with the headteacher, Ermias and Stocker once pretended to be unwell in the school's medical room to miss a 40-minute physics period.
The pressure mounted during the inter-school chess tournament. Although Ermias qualified for the under-17 category on board three, he arrived to find no chess boards available. When play finally began, it was announced there would be no board three matches, meaning Ermias could not compete despite his preparation. This disappointment made chess feel like a heavy burden rather than a source of joy. When end-of-term results were released, his mother was informed of his classroom behavior. While Stocker passed with distinctions, Ermias passed but without high marks. His father delivered a stern lecture, emphasizing that education was his future and that chess was a distraction. This led Ermias to make the difficult decision to quit chess, delete his apps, and focus entirely on his studies.
Isolation, Music, and New Bonds
In the final term of tenth grade, Ermias distanced himself from Stocker and Max to focus on his own performance. He balanced house chores with solitary study, though he often fell asleep from exhaustion. During this period of isolation, hip hop became his refuge. He specifically connected with Rod Wave’s ‘Scared Love,’ which mirrored his fear of vulnerability, and 2Pac’s ‘Keep Ya Head Up,’ which inspired perseverance. He maintained a routine of visiting Pablo for an hour at and eating alone in his bed.
During the holidays, Ermias discovered a girl named Maybeth on Facebook. They began talking on the phone, and Ermias eventually asked her to be his girlfriend on a Sunday evening. She accepted, making him feel a sense of peace. The following morning at , they had a brief, chance encounter while walking to school. Despite their growing connection, conflict arose when Ermias posted Maybeth’s photo as his Facebook profile picture; she asked him to remove it, stating she wasn’t ready for the public attention. Trust was further tested when Maybeth posted a photo with her ex-boyfriend, claiming she wanted to be honest about her story. Pablo later discovered through a peer named Kevin that Kevin still flirted with Maybeth from time to time. This revelation caused the relationship to unravel as trust fractures deepened.
Temptation and the Influence of Tazz
Dealing with broken trust and stress, Ermias turned to solvents, alcohol, and marijuana as an escape. This addiction took a toll on his health, resulting in bloodshot eyes and falling grades. Ryan eventually confronted Ermias about the physiological effects of drugs. While Ermias struggled to fully quit during the holidays, he entered the last term of eleventh grade with a renewed, though fragile, determination to rebuild.
During Term Three of eleventh grade, Ermias met Tazz, a friendly student and aspiring rapper who believed music could educate and inspire. They began collaborating on a song, with Ermias writing verses about his pain and hope. They faced technical difficulties, such as an outdoor recording session that resulted in unclear vocals. They planned to re-record, but Tazz fell ill during the holiday. When Tazz returned to school two weeks into the next term, Ermias kept his distance, fearing he might be a burden during Tazz’s recovery. Nonetheless, Tazz taught Ermias how to ‘go hard on the beat’ and use music as a private outlet for his emotions. Entering his final grade, Ermias committed to celibacy and a total focus on his studies.
Final Triumph and Lessons
During the second term of his final year, Ermias performed fairly on his mock exams, which served as a wake-up call to work harder. With intensive support from Ryan, he prepared for the final examinations. When the results were released, Ermias passed ‘with flying colors,’ achieving a total of six points. He excelled particularly in Mathematics, his favorite subject, and passed Principles of Accounts, Science, Religious Education, English, and Commerce.
The central lesson of Ermias’s journey is that life's challenges—fear, failure, addiction, and broken relationships—are opportunities for growth. True strength is found in resilience, seeking support, and persisting through pain. The scars Ermias bears are recontextualized as badges of survival. Alick Sakala concludes the narrative with a message to the reader, emphasizing that progress, no matter how small, is still progress, and that every individual has the power to rise and create the life they desire.