Get Schooled — Chapter 134¶
Complete Detailed Panel-by-Panel Transcription¶
Scope¶
This transcription follows all 22 ordered reader images in the uploaded Chapter 134 archive. It preserves readable dialogue and narration from the English scanlation. Korean sound effects are described through the action they accompany where necessary.
Content note¶
The chapter depicts institutional approval of bullying, forced ingestion of insects or contaminated material, physical assault, and coercive initiation into abuse.
Reader Images 001–002 — Daniel confronts Suchan about becoming an abuser¶
Daniel stands in the washroom after witnessing Suchan lead the humiliation of another student.
He says:
I HEARD THAT YOU USED TO BE BULLIED A LOT TOO.
Suchan’s smile becomes guarded.
Daniel asks:
HAVE YOU BECOME JUST LIKE THEM IN THE END…?
Suchan answers with false innocence:
WHAT DO YOU MEAN, MASTER?
THIS IS JUST A PRANK WE SOMETIMES PULL.
JUST A CHILDISH PRANK…
Daniel turns the language back on him:
YEAH, THE ONES WHO BULLIED YOU BEFORE PROBABLY SAID THE SAME.
IT WAS JUST A PRANK!
HOW DID YOU FEEL WHEN YOU HEARD THAT…?
Suchan cannot answer before an adult voice interrupts.
Reader Images 003–004 — The principal summons Daniel¶
The principal enters the corridor:
WHAT’S ALL THIS NOISE IN THE DEAD OF THE NIGHT?
IT’S ALREADY PAST BEDTIME, AND YET WHY IS THERE SUCH A COMMOTION?!
Suchan and the other students immediately change their posture.
The principal says:
MR. HYUN, PLEASE COME SEE ME FOR A MOMENT.
The title card follows.
Reader Images 005–007 — Daniel reports the bullying directly¶
Inside the principal’s office, Daniel asks:
YES, WHAT HAPPENED?
He then raises the subject himself:
IT SEEMS THERE IS BULLYING HAPPENING AMONG THE CHILDREN.
ESPECIALLY, IT APPEARS THAT THE STUDENT LEADER, LEE SUCHAN, IS LEADING THE BULLYING.
Daniel watches the principal’s face closely:
DID YOU… KNOW ABOUT THIS, PRINCIPAL?
The principal does not deny it.
Reader Images 008–010 — The principal calls abuse ordinary adolescence¶
The principal responds calmly:
THEY ARE ADOLESCENTS.
THEY’RE ALL FULL OF ENERGY, SO THIS CAN HAPPEN.
He argues that adults should not interfere:
INTERFERENCE BY ADULTS IN CHILDREN’S MATTERS ONLY MAKES THE SITUATION WORSE, DOESN’T IT?
Daniel objects:
BUT TO LEAVE IT BE WITH THE BULLYING BEING THIS SEVERE…
The principal’s pleasant expression disappears.
MR. HYUN, LISTEN WELL TO ME.
HERE, I AM BOTH THE LAW
AND THE SCRIPTURE.
YOU MUST FOLLOW MY WORDS UNCONDITIONALLY.
DO YOU UNDERSTAND?
He offers Daniel only submission or departure:
IF YOU DON’T LIKE IT, YOU’RE FREE TO LEAVE RIGHT NOW.
Then, with a courteous smile:
HAVE A COMFORTABLE NIGHT, MASTER HYUN.
The conversation confirms that the principal’s philosophy of noninterference is institutional permission for violence.
Reader Images 011–013 — Daniel reports to Na¶
Outside or in his room, Daniel calls Na:
SO… THE VICTIM HAS ULTIMATELY BECOME THE AGGRESSOR, IS THAT IT?
Na acknowledges the complication:
OUR ORIGINAL GOAL WAS TO HELP SUCHAN, BUT THIS HAS BECOME QUITE THE HEADACHE…
Daniel says there is another problem:
YES, AND THERE’S ANOTHER PROBLEM…
IF THINGS CONTINUE THIS WAY, MY ABILITY TO ACT FREELY WILL BE SEVERELY LIMITED.
He explains:
I’M NOT SURE IF IT’S NEGLECT OR ENDORSEMENT,
BUT THE PRINCIPAL DOES NOT WANT ME TO GET INVOLVED IN THIS MATTER.
HE SAID I’D BE FIRED IF I INTERFERED AGAIN.
Daniel asks whether he should remain undercover:
SHOULD I JUST CONTINUE TO OBSERVE? OR SHOULD I REVEAL MY IDENTITY AS AN OFFICER FROM THE EDUCATIONAL AUTHORITY NOW?
Na decides:
THE SITUATION IS SERIOUS, AND WE CAN’T JUST WATCH ANY LONGER. INTERVENE.
Daniel hesitates:
WHAT? BUT THE PRINCIPAL…
Na answers:
I’LL HANDLE THE PRINCIPAL.
DURING THAT TIME, FEEL FREE TO DO WHAT YOU WANT!
Daniel says:
I’M NOT SURE HOW YOU’LL DO IT, BUT I’LL TRUST YOU, SENIOR.
Reader Images 014–015 — Daniel clarifies what “nonviolent” means¶
Na asks whether Daniel is prepared for the target:
BUT ARE YOU REALLY OKAY WITH THIS?
YOU’RE TARGETING SOMEONE WHO HAS EXPERIENCED BOTH BEING A VICTIM AND AN AGGRESSOR.
HE DOESN’T SEEM LIKE SOMEONE WHO CAN BE PERSUADED JUST WITH WORDS, DOES HE?
Daniel believes Na misunderstood his interview:
IT SEEMS YOU’VE MISUNDERSTOOD WHAT I SAID DURING THE INTERVIEW.
I SAID I WOULDN’T USE VIOLENCE IN TEACHING…
BUT THAT DOESN’T MEAN I’M POWERLESS.
His hand closes with visible strength. The distinction is deliberate: he refuses punitive violence as a teaching method, not physical intervention or control.
Reader Images 016–018 — Another student is forced to eat something revolting¶
The next abuse begins quickly.
A frightened student pleads with an older girl:
PLEASE, I’M BEGGING YOU, JOO YOUNG UNNIE!
DON’T DO IT, YOU BASTARD!
A cockroach or large insect is shown near food, waste, or an unsanitary floor area.
The aggressors blame the victim:
IT’S BECAUSE YOU CLEAN LIKE CRAP THAT THESE THINGS ARE CRAWLING AROUND, RIGHT? SHOULDN’T YOU TAKE THE RESPONSIBILITY?
They force the insect or contaminated material toward the student’s mouth.
YOU’RE NOT EATING?! YOU F*CKING BASTARD!
Daniel enters before the assault can continue unnoticed.
THAT WAS QUICK.
He asks Suchan:
IS THIS ALSO JUST A PRANK BY ANY CHANCE?
I DIDN’T REALIZE OCCASIONALLY MEANT EVERY DAY.
Daniel warns him:
THIS COULD PUT YOU IN A DIFFICULT POSITION, COULDN’T IT?
IF THINGS CONTINUE THIS WAY, I’M WORRIED THE PRINCIPAL MIGHT EXPEL YOU.
Suchan answers with confidence rooted in institutional protection:
I’LL HANDLE THAT MYSELF, SO DON’T WORRY ABOUT IT.
Reader Images 019–020 — How Suchan was initiated into the hierarchy¶
A flashback answers Daniel’s unspoken question:
HOW DID THINGS END UP LIKE THIS?
Narration or a student’s voice says:
WELL, IT’S NOTHING BIG.
The older students gather around a girl named Joo Young and sing:
HAPPY BIRTHDAY TO YOU!
HAPPY BIRTHDAY TO YOU!
TO JOO YOUNG, WHO’S AGED ANOTHER YEAR~!
HAPPY BIRTHDAY TO YOU!
The “birthday celebration” becomes an excuse for ritual assault.
An older student turns to Suchan:
AH, RIGHT, SUCHAN! YOU’RE IN MIDDLE SCHOOL NOW, RIGHT? WANT TO GIVE IT A TRY?
YEAH~ OUR SUCHAN HAS ALSO GAINED SOME EXPERIENCE!
IT’S THE PRIME AGE TO START HITTING!
The victim pleads:
S-SUCHAN OPPA, DON’T DO THIS…
OPPA, YOU DON’T USUALLY DO STUFF LIKE THIS…
Suchan hesitates, but the group’s pressure offers him status and safety if he participates. The flashback shows the mechanism by which a victim is recruited into the aggressor class.
Reader Images 021–022 — Daniel chooses an unconventional confrontation¶
Back in the present, Suchan defends the school’s social structure:
THIS IS A PLACE WHERE MANNERS ARE SUPPOSED TO BE LEARNED…
Daniel answers:
IN OTHER WORDS, IT’S A GATHERING OF THOSE WHO LACK MANNERS.
Suchan warns:
ANYWAY, WHEN THE MASTER RETURNS, YOU, MASTER, ARE IN DEEP TROUBLE.
IT’D BE BEST IF YOU SHOWED SOME MANNERS WHILE YOU STILL CAN.
Daniel states his rule:
LET ME MAKE ONE THING CLEAR.
I DON’T LIKE VIOLENCE.
The washroom lights suddenly go out.
The students panic:
WHY DID THE LIGHTS SUDDENLY—
WHAT THE…? WHAT’S HAPPENING?!
In complete darkness, Daniel completes the thought:
BUT I’M NOT NECESSARILY GENTLE, EITHER.
The chapter ends before showing what he does next.
Chapter-level continuity notes¶
The principal’s theology is a tool of absolute authority¶
His claim to be both “law” and “scripture” reveals why the school’s spiritual language cannot restrain abuse. Every moral principle is subordinate to the principal’s interpretation, and disobedience can be redefined as impurity or failure.
Suchan uses the same minimization once used against him¶
Calling the assault a “childish prank” protects him from recognizing that he has become part of the structure that tortured him. Daniel’s question—how did the old excuse feel when directed at you?—forces continuity between victim and perpetrator.
Institutional endorsement gives Suchan confidence¶
He is not afraid of expulsion because he knows the principal sees student-on-student violence as useful. His rank depends on enforcing the school’s culture, not violating it.
The birthday scene shows recruitment through participation¶
Suchan does not become an aggressor in one unexplained leap. Older students invite him to strike someone as a marker of maturity and belonging. Refusal would return him to the bottom of the hierarchy; participation moves him upward.
Daniel’s nonviolence allows coercive tactics¶
He rejects beating as instruction, but he is willing to use darkness, surprise, restraint, and psychological pressure. “Not gentle” signals that his alternative method may still be frightening and forceful.
Na and Daniel divide the operation¶
Na promises to neutralize the principal’s authority while Daniel handles the students. This prevents Daniel’s undercover dismissal from ending the intervention and sets up parallel confrontations with the institution’s adult and student leadership.