Get Schooled — Chapter 126¶
Rebuilt Complete Detailed Transcription¶
Scope¶
This transcription follows all 69 ordered reader images embedded in the supplied Chapter 126 MHT. Readable English dialogue, major flashback material, and the central confrontations are preserved where legible. Promotional material and scanlation credits are summarized rather than reproduced line by line.
Content note¶
The chapter contains long-term school bullying, class prejudice, social ostracism, institutional neglect, and adult physical discipline.
Images 001–006 — “Tactical ostracism” is used to justify cruelty¶
The chapter opens with a phrase that immediately reveals the school’s moral corruption.
Someone calls the situation bullying.
An adult answer comes back:
NO, IT’S NOT.
The bullying is reframed as:
TACTICAL OSTRACISM
A FORM OF SOCIAL DISCIPLINE.
The euphemism becomes the chapter’s key target.
A school nurse named Sungkyeong Kim introduces the setting:
WELCOME TO MILSEONG MIDDLE SCHOOL.
OR RATHER, THE HELL KNOWN AS MILSEONG MIDDLE SCHOOL.
At the same time, teachers are already gossiping in the office about how the newly appointed student-affairs teacher might disrupt the existing power structure. They talk about mobilizing parents and protecting the school’s old system.
This tells the reader that the school is not merely negligent. Its adults are politically organized around maintaining a rotten culture.
Images 007–014 — Juna Kim’s family background¶
The story then introduces Juna Kim.
She is the granddaughter of Hyeonseong Kim, the founder and owner of Milseong Middle School.
Juna lost both of her parents and moved in with her maternal grandfather.
Because Milseong is a prestigious private school with a nationally recognized admission record, people assume she must be fortunate.
The narration pushes back hard against that assumption.
Being the granddaughter of the school’s founder did not protect her once she transferred in from a public middle school.
Instead, it isolated her.
Some students and staff are shown reacting to her presence with visible resentment and suspicion.
Images 015–025 — Students build a story in which Juna “deserves” abuse¶
The bullying becomes more explicit.
Students whisper that Juna is arrogant because her grandfather is rich and powerful.
They also repeat a rumor that, shortly after transferring in, she got a teacher fired by complaining to her grandfather.
Whether or not they know the full truth becomes irrelevant.
The rumor gives them permission to hate her.
Juna is shoved, ordered around, and publicly humiliated during activities such as basketball or class participation.
The students’ logic is cruelly simple:
- she has money,
- her grandfather owns the school,
- and therefore any pain inflicted on her is somehow justified.
The narration clarifies an important point: Juna’s original homeroom teacher did ignore the bullying, and that indifference was not just laziness. The teacher held a grudge against Juna’s grandfather and projected it onto the child.
After Juna finally took legal action, that teacher was fired.
But instead of improving the school atmosphere, the decision made many other students resent her even more.
They began treating her as a girl who uses money and influence to win battles.
Images 026–032 — “Be patient” becomes another form of abandonment¶
Juna’s later teachers, the school nurse, and the English teacher do not meaningfully protect her.
Instead, they give her the familiar advice victims often receive:
- hang in there,
- be patient,
- wait a little longer,
- change your hairstyle,
- try to fit in better,
- and avoid escalating conflict.
In other words, the burden for ending the abuse is placed on the target rather than the aggressors.
One especially ugly incident is shown in the cafeteria.
Rice or grain is deliberately dropped into Juna’s food, and when she reacts, the adults minimize it:
it is “just a little grain,”
she should simply wipe it off and eat,
and if she cannot eat the rice, she should be grateful she at least has soup.
The staff’s emotional distance is itself abusive.
Images 033–040 — The adult ideology behind the school is exposed¶
A call brings in Na Hwa-jin, or the chapter pivots into his direct involvement with the school’s defenders.
When Na confronts the people in charge, he makes clear that the real scandal is not only the students’ behavior.
It is the ideology the adults have built around it.
Someone openly says:
IF YOU’RE WEAK, YOU GET EATEN ALIVE. THAT’S ALL THERE IS TO IT.
Na answers by targeting the euphemism itself.
He asks whether “tactical ostracism” is simply the school’s new way of dressing up cruelty.
He adds that, if the school stopped hiding behind phrases like that, there would be very little distinguishing Milseong from an ordinary dump.
A key observation follows:
Juna is not weak because of some natural lack.
She is smart, athletic, attractive, and capable.
In another school, she would probably thrive and even stand at the top.
What Milseong has done is build a system that rewards collective abuse and then blames the victim for being unable to endure it.
Images 041–047 — Na turns the school’s own logic back on an adult¶
Na asks the defender of Milseong’s culture whether the others are truly “just weak,” as the school keeps claiming.
Then he subjects that adult—through fear, pressure, and physical dominance—to a small version of the same experience.
The adult is suddenly made to feel:
- disrespected,
- isolated,
- told to wait,
- told to endure,
- and denied immediate relief.
Na asks a direct question:
HOW DOES IT FEEL?
The point is not random cruelty. It is demonstration.
The people running Milseong casually explain away the suffering of children because they themselves have never had to live inside such treatment.
Na says that, at the very least, the kids who survived Milseong’s atmosphere are not weaker than the adult who justified it.
Images 048–069 — The chapter closes on the school’s structural rot¶
The remaining images continue the emphasis on Milseong as a school built on prestige, hierarchy, and moral cowardice.
Juna’s story is presented as proof that elite status does not create educational integrity. It can instead become a wall behind which adults:
- ignore abuse,
- rationalize exclusion,
- fear parent power,
- and sacrifice children to preserve the school’s image.
The chapter closes as a condemnation of the institution’s core logic.
This is not a school where students simply misbehaved.
It is a school where adults invented sophisticated language to deny that obvious bullying was happening at all.
Chapter-level continuity notes¶
“Tactical ostracism” is the chapter’s main target¶
The chapter attacks the idea that social exclusion can be repackaged as healthy discipline or educational necessity.
Juna’s privilege does not protect her¶
Her grandfather’s status makes her more isolated, not less, because the school community turns resentment of the family into permission to bully the child.
Adult passivity is shown as active complicity¶
Telling a victim to endure, adjust her appearance, or wait for time to solve things is treated as another form of participation in the abuse.
Na’s demonstration reframes weakness¶
Milseong calls bullied students weak. Na shows that the adults who preach that philosophy collapse the moment they are forced to experience even a fraction of the same treatment.