Get Schooled / True Education — Chapter 56¶
Complete detailed sequential transcription¶
Supplied source: Get Schooled Chapter 56.mht
Archive integrity: 28 embedded WebP chapter strips, reconstructed into 15 reader pages. Every referenced chapter image is physically embedded and readable.
Reading order: HTML labels “Page 1” through “Page 28.”
Transcription conventions¶
- Readable dialogue and narration are preserved closely, including profanity and awkward scanlation phrasing.
- Visual descriptions identify panel composition, expressions, body language, action, and transitions.
- Korean sound effects are described by their visible function where a precise English equivalent is uncertain.
- Promotional and recruitment material is summarized rather than reproduced line by line.
Reader page 1 — Cover and credits¶
The Imperfect Comics Chapter 56 card uses a black-and-red design. Na Hwa-jin appears laughing in the foreground while a shadowed scene of violence burns behind him.
Credits shown:
- Translator: Derpycat
- Proofreader: Tamago
- Cleaner / Redrawer: Crappyappy
- Typesetter: Ryo
- Quality Check: Tamago
The card asks readers to support the official version where available.
Reader page 2 — Hong Song-hak’s suspension ends¶
After the recurring fiction disclaimer, Hong Song-hak stands in a school office facing a gray-haired male teacher.
The teacher holds a document and says:
“YOUR SUSPENSION HAS ENDED TODAY.”
He gives Song-hak a guide for the required special-education class.
“HERE’S THE GUIDE FOR THE SPECIAL EDUCATION CLASS.”
The teacher warns that another summons will not be treated lightly:
“IF YOU DO IT ONE MORE TIME AND GET SUMMONED, THERE WON’T BE A SECOND CHANCE ANYMORE!”
Song-hak reads the paper with a flat expression, then closes his eyes and smiles broadly.
“DON’T WORRY, TEACH~”
The cheerful answer is performative. The following panels immediately show that the suspension produced no remorse.
Outside, Song-hak and several followers surround two kneeling students. The victims clutch their heads while the group makes a spectacle of frightening or striking them.
A jagged balloon repeats the kind of phrase Song-hak used before the disciplinary committee:
“I WON’T BULLY OTHERS ANYMORE.”
Song-hak stands behind the group smoking, amused rather than corrected.
Reader page 3 — “I reflected on myself a lot”¶
Song-hak grins into a dark background.
“I REFLECTED ON MYSELF A LOT~”
The series logo follows, turning the false statement into the chapter’s opening irony.
The scene cuts to Na Hwa-jin’s temporary apartment. Na sits at a low folding table in a black T-shirt, drinking from a red bottle while speaking by phone.
A voice asks:
“DONG-CHUL? WHO’S THAT?”
Na answers vaguely:
“AH, HE’S SOMEONE…”
He says that he has sent several serious cases by email.
“ANYWAY, I’VE SENT SOME OF THE SERIOUS CASES TO YOUR EMAIL.”
“SORRY TO BOTHER YOU DURING YOUR VACATION… I DON’T KNOW WHAT TO CHOOSE. CAN YOU PICK FOR ME?”
The recipient is Lim Han-rim.
A comedic montage shows Lim reading different case files and becoming increasingly furious. She shouts that one perpetrator deserves to be tied up for four days and three nights, another deserves sexual mutilation, and another is “less than a human.” She screams:
“ARGH! WHAT WILL HAPPEN TO KOREA!”
“EVEN SATAN WILL CRY FACING THESE KIDS!”
The multiple images of Lim represent her rapid reactions to the dossier rather than several different women.
Reader page 4 — Na explains the agency’s larger purpose¶
Na tells Lim:
“YOU DECIDE.”
He reminds her that she is officially still on leave from the military but is also an authorized supervisor in the Teachers’ Rights Protection Bureau.
“OFFICIALLY, YOU ARE STILL ON A BREAK FROM THE MILITARY…”
“AND YOU’RE AN OFFICIAL SUPERVISOR FOR THE TEACHERS RIGHTS PROTECTION BUREAU, SO YOU SHOULD BE ABLE TO CHOOSE AND JUDGE IT BY YOURSELF.”
He advises her that their work is not only about finding individual students or faculty members who are suffering.
“NO MATTER HOW POWERFUL YOU ARE, YOU AND I ARE ONLY SUPERVISORS… RELIEVING THEIR SUFFERING IS VERY INSIGNIFICANT.”
The statement does not dismiss the victims. Na means that rescuing one person at a time cannot change the conditions that keep reproducing similar cases.
“SO OUR JOB IS BEYOND JUST RELIEVING THEIR SUFFERING, THAT IS TO INFORM AND PUBLICISE VARIOUS EVENTS THAT TAKE PLACE AT SCHOOLS.”
He concludes:
“IT’S THE REAL PURPOSE OF THE BUREAU TO MAKE PEOPLE REALISE WHAT THE PROBLEM IS.”
Lim is being asked to choose a case whose handling can expose a broader social misunderstanding.
Reader page 5 — Lim chooses the school-violence problem¶
Na ends the call by telling her:
“LISTEN TO WHAT I SAID AND MAKE A GOOD JUDGEMENT.”
Lim lowers the phone and leans back in her office chair.
She doubts herself:
“IT’S HARD… I’M NOT THAT KIND OF AN AMAZING PERSON…”
She repeats Na’s instruction in her thoughts:
“MAKE PEOPLE REALISE WHAT THE PROBLEM IS?”
The scene shifts to a large school under a clear blue sky.
Lim identifies the subject she has chosen:
“THIS BLOODY SCHOOL VIOLENCE…”
“WHY DOES IT HAPPEN SO OFTEN?”
The bottom of the page begins showing a heavyset student being strangled, transitioning from the abstract question directly into Song-hak’s behavior.
Reader page 6 — The “fainting game”¶
Song-hak has his arm locked around a heavyset boy’s neck from behind.
Several followers hold phones toward them. One records video while another runs a timer.
They shout:
“40 SECONDS!”
“PLAYER HONG SONG-HAK!”
“WILL HE REACH THE 1 MINUTE MARK AGAIN THIS TIME?!”
The framing imitates a sports broadcast. The victim’s oxygen deprivation is treated as competitive entertainment.
The student’s eyes roll upward and his body goes limp. Song-hak releases him, letting him collapse face-first among the others.
“PLAYER HONG SONG-HAK! A NEW RECORD!!”
The official time is announced:
“51 SECONDS!”
A follower says Song-hak is twelve seconds faster than his earlier attempt.
Song-hak stretches or scratches his head casually.
“FUCK~ I JUST WORKED OUT AND SLEPT FOR A WEEK AT HOME.”
The suspension has functioned as rest and training rather than punishment.
A voice approaches, calling Song-hak terrible.
Reader page 7 — The clique laughs about the committee¶
A long-haired female student points toward the unconscious victim.
“HE FAINTED JUST AS SOON AS I COME?!”
“YOU’RE SUCH A JERK~ HOW CAN YOU DO THAT?!”
Her apparent concern immediately turns into mock affection for the victim, whom she calls her “precious sofa” because his body is soft enough to sit on.
She crouches or perches on him while teasing Song-hak.
She asks whether he has anyone backing him and expresses surprise that Sang-wook’s persistence resulted in only five days of suspension.
“SANG-WOOK WAS SO PERSISTENT! BUT YOU ONLY GOT 5 DAYS??”
“I DEFINITELY THOUGHT YOU WERE GETTING EXPELLED~”
Song-hak explains that he simply attended the violence committee.
He boasts that his father mocked or coached him, and that he kept repeating the approved phrases.
He demonstrates physically, clenching a fist while reciting:
“I WON’T DO IT AGAIN. I’LL REFLECT ON MYSELF.”
The group laughs. The apology language has become part of their comedy routine.
Reader page 8 — Five days for a “serious” case¶
Song-hak continues listing the committee language:
“AND CAUSED MENTAL AND PHYSICAL DAMAGE TO THE VICTIM~”
He says that the adults judged it a serious issue.
The punch line is the sanction:
“I GOT A 5 DAY SUSPENSION! BANG BANG BANG!”
The girl laughs:
“KYHAHAHAHA! IT WAS LIKE THAT?!”
The entire group mocks the idea that five days communicates seriousness.
The victim, still lying beneath them, protests:
“OF COURSE IT’S SERIOUS!”
“WHY ARE YOU LAUGHING?!”
“I COULDN’T GO TO SCHOOL FOR A WEEK!”
His injury kept him away longer than the aggressor’s punishment.
The bullies respond:
“AH IT’S SO FUNNY! HAHAHA”
The committee’s standardized result has strengthened Song-hak’s confidence rather than weakening it.
Reader page 9 — The mandatory class interrupts their plans¶
The school day ends.
Song-hak walks through the corridor with his friends, their arms around one another.
“SCHOOL’S OVER!!”
They suggest going to coin karaoke and then a club.
Song-hak says they first need to invite a “special guest.” He calls for Sang-wook in a singsong voice:
“OUR WOOK~ SANG-WOOK!”
He says he sees Sang-wook even with his eyes closed and in his dreams, then declares:
“FUCK YEAH! I LOVE HIM!!”
The love language is predatory. Song-hak is obsessed with reclaiming control over the victim who reported him.
A teacher shouts from behind:
“HEY! HONG SONG-HAK!!”
The teacher reminds him:
“I TOLD YOU THAT YOU HAD A SPECIAL EDUCATION CLASS AFTER SCHOOL!”
“YOU DIDN’T READ WHAT I GAVE YOU EARLIER RIGHT?!”
Reader page 10 — Lim arrives as the instructor¶
The teacher says the instructor is already waiting on the field.
“THE INSTRUCTOR IS WAITING OUT IN THE FIELD SO HURRY UP AND GO!”
He warns that skipping the program carries a three-million-won fine.
Song-hak and his followers walk outside complaining.
One says that he already wrote an apology letter and asks what more the country wants.
Another says:
“THIS COUNTRY’S CRAZY ABOUT EDUCATION!”
A figure waits on the athletic field holding a long training baton or practice sword with a red guard.
A female voice says:
“WELCOME.”
Song-hak looks up in surprise.
“HUH? A GIRL’S VOICE?”
The instructor identifies herself:
“LIM HAN-RIM.”
“I’LL BE IN CHARGE OF SPECIAL EDUCATION.”
Her sports jacket, cropped athletic clothing, steady gaze, and weapon-like training tool give the lesson a distinctly physical tone.
Reader page 11 — The program’s purpose¶
Lim addresses Song-hak and his companions.
“THE MAIN PURPOSE OF THIS EDUCATION IS TO PREVENT YOU FROM COMMITTING SCHOOL VIOLENCE AGAIN.”
She adds:
“AND TO UNDERSTAND THE VICTIMS.”
The followers react with surprise and joking admiration.
Lim warns:
“BAD ATTITUDE WILL INCREASE YOUR TIME IN THIS PROGRAM SO LISTEN WELL!”
Song-hak smiles.
“TEACH~ I THINK YOU MADE A MISTAKE?”
He suggests that she will need to spend more time with him, turning the warning into flirtation and provocation.
“I… I THINK I’LL HAVE TO SPEND MORE TIME WITH YOU…”
Lim lowers her eyes and answers:
“AAH! I HAVE A BAD ATTITUDE!”
Her response is deadpan and threatening. She is openly accepting that the lesson will not be gentle.
Reader page 12 — Rock-paper-scissors¶
Lim steps close and holds out a fist.
“SINCE IT’S OUR FIRST DAY, SHALL WE PLAY ROCK PAPER SCISSORS?”
Song-hak smirks and accepts.
They throw:
- Song-hak: rock
- Lim: scissors
Song-hak declares victory while holding his hand.
“OUCH! I WON!”
He assumes he has earned a sexualized reward.
“I SHOULD GET A PRIZE SINCE I WON, RIGHT? YOUR PHONE NUMBER? YOUR MEASUREMENTS?”
The page cuts away before showing Lim’s immediate response.
A black-edged transitional thought asks:
“PUNISHMENT OF THE SCHOOL VIOLENCE COMMITTEE?”
Reader page 13 — Why Lim chose this case¶
Na speaks with Lim by phone during the earlier case-selection conversation.
“WHY DID YOU CHOOSE THAT?”
Lim answers:
“I THOUGHT ABOUT IT ALL DAY LONG…”
“THIS IS SIMILAR TO STEALING A BICYCLE.”
Na repeats the comparison with surprise.
Lim explains that Korea is known as a place where a bag may remain untouched even if left on the street, yet bicycles are frequently stolen.
“BUT THERE ARE LOTS OF STOLEN BICYCLES, RIGHT?”
“IT’S BECAUSE ONLY BICYCLES HAVE A SPECIAL PERCEPTION.”
“THE PERCEPTION THAT STEALING DOESN’T CAUSE MUCH TROUBLE…”
She concludes:
“THE SAME GOES FOR SCHOOL VIOLENCE.”
The explanation is cross-cut with Lim driving a full-force punch into Song-hak’s face.
His cheek collapses around her fist, blood sprays outward, and his body whips sideways.
The theory is that weak or symbolic consequences create a social perception that the offense is minor.
Reader page 14 — First period: look back on your sins¶
Song-hak’s friends and nearby students stare in shock.
He crashes to the ground, face covered in blood.
“KE-KEUK! WHAT THE HELL?!”
Lim stands over him.
“IF YOU WIN, YOU GET TO HIT THE OTHER PERSON, RIGHT?”
The scanlation presents the line exactly this way despite the immediately preceding hand signs showing Song-hak’s rock defeating Lim’s scissors. The apparent contradiction may be part of her deliberate mockery of the “game,” but the visible wording is preserved rather than silently corrected.
Lim announces:
“FIRST PERIOD OF SPECIAL EDUCATION.”
Song-hak’s nose and mouth bleed heavily.
“LOOK BACK ON YOUR SINS.”
Narration states the principle behind the intervention:
“I WILL BREAK THE PERCEPTION THAT SCHOOL VIOLENCE…”
“…IS JUST A SMALL MATTER.”
The special education is designed not only to hurt Song-hak, but to destroy the expectation that violence leads to trivial consequences.
Reader page 15 — The next lesson is the fainting game¶
Lim stands behind the bloodied Song-hak and restrains him around the upper body or neck.
Her eyes are wide and her smile is unnervingly cheerful. Song-hak’s eyes bulge as blood runs down his face and neck.
She asks:
“THE NEXT ONE WAS THE FAINTING GAME, RIGHT?”
The question directly mirrors the chokehold game he performed on the heavyset student earlier.
The chapter closes on the implication that Song-hak will now experience his own game from the victim’s position.
The YLAB credit and Imperfect Comics support/recruitment pages follow.
Chapter-level observations¶
1. The five-day suspension functions as a reward¶
Song-hak treats the period at home as time to sleep and exercise. Because his victim missed school for at least as long, the punishment communicates that the aggressor’s comfort matters more than the victim’s recovery.
2. Scripted remorse becomes a survival technique¶
Song-hak knows the phrases adults want to hear and repeats them without changing his conduct. The committee measures the performance of reflection rather than the presence of reflection.
3. The clique converts policy language into comedy¶
“Mental and physical damage,” “serious issue,” and “I’ll reflect” are recited as punch lines. The adults’ official language has lost all moral force.
4. Lim chooses a perception problem¶
Her bicycle-theft analogy does not claim that every bicycle theft or bullying case is identical. It identifies the social belief that a specific offense is easy, ordinary, and unlikely to produce meaningful consequences.
5. The intervention is designed for public meaning¶
Na’s advice explains why Lim chooses a visible, notorious bully rather than merely helping one hidden victim. Breaking Song-hak’s impunity in front of his followers and classmates changes what the surrounding school believes is possible.
6. The fainting-game cliffhanger bridges directly into Chapter 57¶
Chapter 57 opens after Lim has continued the special-education games. Song-hak’s followers awaken bruised and describe being forced to play rock-paper-scissors, while Song-hak’s loss of status spreads through the school.