Get Schooled — Chapter 136¶
Complete Detailed Panel-by-Panel Transcription¶
Scope¶
This transcription follows all 20 ordered reader images in the supplied Chapter 136 archive. Readable English scanlation wording is preserved, including awkward phrasing and punctuation. Prominent Korean sound effects are described by the action they accompany when no English rendering is supplied.
Content note¶
The chapter depicts institutional child abuse, coercive labor, medical neglect, and an adult deliberately injuring a student as part of a punitive system.
Reader Image 001 — Na returns to Dowon Gyeongdang¶
A fiction disclaimer appears over a black-to-white gradient. Daniel Hyun stands in profile near Dowon Gyeongdang’s principal, who greets him with a deceptively warm smile.
The principal asks:
YOU, OF ALL PEOPLE,
WHAT ARE YOU DOING NOW?
Na Hwa-jin approaches from behind, smiling broadly and raising one hand in greeting.
WHAT AM I DOING…?
The principal laughs at Na’s bluntness:
AH, MY… YOU’RE BEING RATHER BLUNT WITH YOUR SUPERIORS.
Na replies:
WHAT DID I SAY?
Daniel watches with a guarded, uncertain expression. Na reminds him:
IF YOU DEFY ME, YOU CAN’T STAY HERE, RIGHT?
Na then calls toward the principal with exaggerated friendliness:
HOW ARE YOU, PRINCIPAL~
He jokes about Daniel:
WOW~ IS THIS GENTLEMAN THE NATIVE SPEAKER TEACHER?
Reader Image 002 — Na pretends to be an outside supporter¶
Na beams at Daniel:
HE’S TALL AND VERY HANDSOME INDEED~
The principal and Daniel turn to face him. Na explains his supposed reason for visiting:
AH, I JUST CAME TO VERIFY A FEW THINGS. THERE’S SO MUCH FRAUD THESE DAYS…
NOW THAT I’VE CONFIRMED, THERE SHOULDN’T BE ANY PROBLEMS WITH THE SUPPORT PROJECT~
The statement establishes Na’s cover: he is posing as someone connected to financial or institutional support for the school.
Reader Image 003 — The principal embraces Daniel’s “patron”¶
The principal immediately throws an arm around Daniel and enthusiastically reassures Na:
AH~ OF COURSE!
OUR MR. HYUN IS THE PRIDE OF DOWON GYEONGDANG!
He leans close to Daniel’s ear, smiling so broadly that the praise feels threatening rather than affectionate:
HE’LL BE HERE FOR A THOUSAND YEARS. REST ASSURED!
Na answers with a knowing grin. The series title card follows.
At night, Na and Daniel stand on the school’s tiled rooftop. Na says:
THERE, YOU SEE? NOW THEY CAN HARDLY FIRE YOU FOR ANY SMALL REASON.
Daniel thanks him:
THOROUGH AS ALWAYS. THANK YOU, SENIOR.
The staged support project has secured Daniel’s place inside the school despite the principal’s earlier threat to dismiss him.
Reader Image 004 — Daniel doubts the simple explanation for Suchan¶
On the rooftop, Na discusses Suchan’s transition from victim to aggressor. He suggests a familiar explanation:
ACCORDING TO HIM, ONCE HE FOUND HIMSELF IN THE POSITION OF AN AGGRESSOR, HE GOT USED TO IT.
Na adds:
WELL, THAT’S THE MOST COMMON CASE…
Daniel answers:
YES. HOWEVER…
A close-up of Daniel’s eyes shows that he remains unconvinced.
THAT ALONE DOESN’T CONVINCE ME.
He recalls Suchan’s earlier abuse and trauma:
SUCHAN’S TRAUMA RELATED TO VIOLENCE WAS DEEPER THAN I THOUGHT.
Reader Image 005 — Daniel searches for the motive beneath violence¶
Monochrome images show Suchan curled on the floor and enduring severe punishment.
Daniel reasons:
FOR SUCH A PERSON TO COMMIT MERCILESS VIOLENCE TOWARDS OTHERS IS NOT EASY.
IT SEEMS THERE IS STILL SOMETHING MORE.
A flashback shows a student being struck with a long implement while sitting restrained or cornered.
Daniel distinguishes the act from the psychological source:
THE ACTION THAT WORKS GREATER THAN TRAUMA.
The principal watches a beaten, sweating child while holding a tool.
THE MOTIVE OF VIOLENCE.
Na repeats the idea thoughtfully:
A MOTIVE FOR VIOLENCE…
Reader Image 006 — Na permits Daniel to investigate in his own way¶
Na takes a drag from his cigarette:
ALRIGHT, I’VE DONE SO MUCH UP TO THIS POINT. IT’D BE POINTLESS TO BACK OUT NOW.
LET’S SEE HOW WELL YOU DO.
He starts walking away. Daniel watches him, then says:
JUST OUT OF CURIOSITY, I HAVE TO ASK…
Daniel hesitates, aware that Na’s willingness to indulge the investigation is unusual.
Reader Image 007 — Na rejects sympathy for the perpetrator¶
Na says there may be a reason behind the aggressors’ behavior:
THERE MIGHT BE SOME REASON BEHIND THE AGGRESSORS’ ACTIONS…
But he immediately draws a boundary:
IT’S NOT WRONG, BUT FROM THE VICTIM’S PERSPECTIVE, THERE’S NOTHING WORSE THAN HEARING THAT.
Daniel asks:
SURELY…
YOU’RE NOT SYMPATHIZING WITH THE AGGRESSOR, ARE YOU?
The next day, the principal teaches students outdoors about greetings and proper social behavior:
NOW, TODAY WE’RE GOING TO LEARN VARIOUS GREETINGS FOR DIFFERENT SITUATIONS.
EVERYONE KNOWS HOW TO SAY HELLO, RIGHT?
He demonstrates an exaggerated greeting toward Daniel. The scene uses polite etiquette as a sharp contrast to the violence the institution permits.
Reader Image 008 — The principal secretly records Daniel¶
The principal holds up a smartphone and asks Daniel to display the textbook:
MR. HYUN, COULD YOU HOLD THE TEXTBOOK SO THE CONTENT IS CLEARLY VISIBLE?
Daniel complies while the children sit around them with open books.
CORRECT!
The principal studies the recorded footage and says:
EH~ THIS SHOULD BE ENOUGH FOR A MINISTRY OF EDUCATION REPORT.
His goal is not instruction but evidence that the school appears compliant and productive to outside authorities.
Reader Image 009 — A mass digging assignment¶
The principal ends the lesson:
THAT’S IT FOR TODAY’S LESSON. EVERYONE, FOLLOW ME.
A pile of blue shovels is dropped onto the ground. Students gather in the schoolyard, each taking a tool.
Daniel asks:
WHAT ARE YOU DOING NOW, PRINCIPAL…?
The principal calls Suchan forward:
SUCHAN.
YES, TEACHER.
He orders:
BY TODAY, DIG INSIDE THIS LINE 1 METER DEEP.
Suchan grips the shovel while younger children watch.
Reader Image 010 — “Do you know how to play Janggi?”¶
Suchan and the children begin digging under the sun. Daniel questions the sudden labor:
WHAT ARE YOU DOING? SUDDENLY DIGGING THE GROUND…
The principal ignores the concern and asks Daniel:
MR. HYUN…
DO YOU KNOW HOW TO PLAY JANGGI?
The question redirects Daniel away from supervising the children.
Reader Image 011 — The principal treats the labor as leisure¶
Students shovel dirt outside while the principal and Daniel sit comfortably in the shade playing janggi, Korean chess.
Daniel places a piece:
CHECKMATE.
The principal laughs:
OH MY! QUITE IMPRESSIVE… FOR A FOREIGNER, YOUR JANGGI SKILLS ARE PRETTY EXCEPTIONAL.
Daniel answers:
I JUST KNOW THE RULES, THAT’S ALL.
He asks why the children were suddenly made to dig:
BUT WHY SUDDENLY MAKE THE KIDS DO SOMETHING LIKE THAT?
The principal dismisses it:
HA-HA, JUST IMAGINE THIS SITUATION.
Reader Image 012 — The promised pond¶
The principal gestures toward the empty yard:
RIGHT NOW, THIS EMPTY FIELD,
WOULDN’T IT HAVE A BIT OF CHARM IF THERE WAS A POND OR SOMETHING?
A soft imagined image shows a landscaped pond, stones, trees, and flowing water.
Daniel asks:
A POND…? IS IT OKAY TO MAKE THE KIDS DO SUCH LABOR?
The principal reacts as though the word itself is absurd:
GOODNESS! CALLING IT LABOR!
Reader Image 013 — Forced work is reframed as character education¶
The principal says:
THIS IS ALL PART OF DISCIPLINE.
He points to young people who, he claims, are selfish and incapable of cooperation:
LOOK AT THE YOUNG GEN Z GENERATION THESE DAYS. THEY RESENT AT THE SLIGHTEST INCONVENIENCE AND SHY AWAY FROM HARD WORK.
IT’S ALL BECAUSE THEY ONLY CARE ABOUT THEMSELVES; SUCH PEOPLE WILL NEVER BE TREATED WELL ANYWHERE.
He describes the digging as moral education:
BUT OUR KIDS, BY LEARNING COOPERATION MUCH EARLIER,
Suchan loudly organizes the work:
FROM NOW ON, THE LAST PERSON TO ARRIVE WILL BE BURIED IN THIS PIT!
The children scramble and obey.
The principal continues:
WILL BECOME EXCELLENT INDIVIDUALS RECOGNIZED IN ANY ORGANIZATION, PREFERRING THE COLLECTIVE OVER THE INDIVIDUAL.
Daniel notes that forcing obedience through fear may not teach cooperation, but the principal waves the concern away.
Reader Image 014 — Why the principal believes the children will not resist¶
The principal admits that some students arrive for etiquette lessons, but says most are abandoned or rejected by their families:
BUT MOST ARE NO DIFFERENT FROM BEING ABANDONED BY THEIR PARENTS.
DUE TO FAMILY CIRCUMSTANCES, THEIR PARENTS COULDN’T TAKE CARE OF THEM…
OR THEY WERE TOO VIOLENT FOR BOTH SOCIETY AND FAMILY TO HANDLE… YOU KNOW, LIKE THAT?
He leans forward with a chilling smile:
IN SHORT, MOST KIDS HERE
WON’T CAUSE A FUSS NO MATTER HOW THEY ARE TREATED!
The line reveals the institution’s real calculation: it selects children who lack credible advocates.
Reader Image 015 — Authority without control¶
Daniel recalls Minhye’s testimony and silently reflects on the school’s use of punishment.
The principal says:
THAT’S WHY IF YOU’RE TOO LENIENT LIKE YESTERDAY, KIDS BECOME UNCONTROLLABLE!
Daniel replies:
NO, I WASN’T BEING OVERLY LENIENT…
The principal places a janggi piece with satisfaction:
AUTHORITY AS A TEACHER MUST BE ESTABLISHED THROUGH STRICTNESS RATHER THAN FRIENDLINESS. ONLY THEN CAN ORDER BE MAINTAINED.
STILL UNCONTROLLABLE?
He completes the move:
WHEN THAT HAPPENS…
A scream suddenly erupts from the digging pit.
Reader Image 016 — A child is injured¶
A younger boy in a red shirt lies on the dirt clutching his lower leg and ankle. The surrounding students panic.
AAAAH~! HAAAAAH!
Someone asks:
HEY, ARE YOU OKAY?
Daniel and the principal rise from the pavilion.
WHAT’S GOING ON?
Daniel runs down the steps toward the crowd:
WHAT’S ALL THIS COMMOTION?
Reader Image 017 — Daniel identifies a likely fracture¶
A student apologizes:
I’M SORRY, TEACHER!
THE KIDS WERE TOO FOCUSED ON THE TASK…
The boy’s ankle is swollen and badly bruised.
IT SEEMS LIKE THERE WAS AN ACCIDENT WITH A SHOVEL HITTING AN ANKLE…
Daniel kneels and examines him:
THIS LOOKS SERIOUS… THE BONE IS NEARLY VISIBLE!
I’LL TAKE HIM TO THE HOSPITAL. IS THERE A VEHICLE AVAILABLE AT THE SCHOOL?
The principal stops him:
NO NEED FOR THAT~
WHAT’S THE NEED FOR A HOSPITAL FOR SUCH A WOUND? JUST WRAP IT WITH A BANDAGE AND IT’LL HEAL.
Daniel’s expression hardens.
KIDS~ LAY HIM DOWN OVER THERE.
Reader Image 018 — The principal deliberately strikes Suchan¶
The principal calls Suchan:
SUCHAN, COME HERE.
AH, YES…
Without warning, he swings a shovel directly into Suchan’s lower leg or ankle. The impact is shown with explosive motion lines. Suchan’s face twists in shock and pain.
Daniel’s eye widens.
The principal says:
HAVEN’T I ALWAYS TOLD YOU?
The act demonstrates that the original injury may not have been an accident at all—or that the principal is willing to recreate it intentionally as punishment.
Reader Image 019 — Daniel refuses to call it “understanding the victim”¶
The principal hands the shovel to Daniel:
YOU SHOULD GET USED TO IT TOO NOW.
TRY IT OUT.
Na’s earlier question echoes in Daniel’s memory:
YOU’RE NOT SYMPATHIZING WITH THE PERPETRATOR, ARE YOU?
Daniel rejects that interpretation:
NO, THAT’S NOT THE CASE.
He tightens his grip on the shovel.
REGARDLESS OF THE REASON, SUCHAN MUST FACE THE CONSEQUENCES OF HIS OWN VIOLENCE.
But he is investigating something larger:
THE REASON I’M SEARCHING FOR A MOTIVE IS,
The principal leans close, expecting Daniel to strike Suchan.
Reader Image 020 — “To uncover a greater evil”¶
A close-up shows the principal sweating as Daniel completes the thought:
TO UNCOVER A GREATER EVIL.
THE MOST SEVERE AND WRETCHED PUNISHMENT SHOULD BE RESERVED FOR
Daniel raises the shovel overhead—not toward Suchan, but with his eyes fixed on the adult who engineered the system.
THE GREATEST EVIL!
The chapter ends on Daniel’s determined face and the raised blue shovel.
Chapter-level continuity notes¶
Na’s cover protects Daniel from immediate dismissal¶
By pretending to verify a support project, Na makes Daniel appear financially valuable to the school. The principal’s instant flattery confirms that material benefit, not educational philosophy, determines whom he tolerates.
Daniel separates explanation from absolution¶
He believes Suchan’s violence has a motive beyond ordinary status-seeking, but explicitly rejects sympathy that erases victims. Understanding the causal system is necessary because the adult institution appears to be producing aggressors deliberately.
The principal selects children unlikely to be defended¶
His admission that most residents are effectively abandoned is central. The school’s isolation and brutality are sustainable because parents, authorities, or communities are unlikely to investigate injuries or believe complaints.
Labor is disguised as collectivist education¶
Digging a decorative pond benefits the school while being described as cooperation and discipline. The children are motivated not by shared purpose but by Suchan’s threat that the slowest worker will be buried.
Medical neglect is part of the philosophy¶
The principal refuses hospital care for a severe ankle injury, then deliberately strikes Suchan in the same area. Pain is treated as a teaching instrument, and seeking outside treatment would expose the school to scrutiny.
Daniel identifies the hierarchy of responsibility¶
Suchan remains accountable for abusing younger students. However, the principal actively rewards, organizes, and models violence. Daniel’s final decision is to direct the harshest consequence toward the adult who created and maintains the system.