Get Schooled / True Education — Chapter 62¶
Complete detailed sequential transcription¶
Supplied source: Chapter 062.zip
Archive integrity: 36 ordered WebP images plus manifest; all 36 images are present and the manifest reports no failures.
Reading order: 001.webp through 036.webp.
Strips 001–04 — A late arrival and the hearing resumes¶
The chapter opens with a man arriving late and apologizing.
He says an accident in a tunnel blocked a lane on the express bus route.
Someone assumes he is another representative of the Teachers’ Rights Protection Bureau.
A private exchange begins, but the chair interrupts and asks everyone to hold personal conversations until after the hearing.
The series logo appears before the administrative review continues.
Strips 005–08 — Why the case is being reconsidered¶
The hearing summarizes both positions.
The case requires reconsideration because Hong Song-hak retaliated even after the school-violence committee issued its disposition.
The claimant argues that the committee misjudged a perpetrator who did not reflect on his conduct.
The respondent side argues that the agency’s excessive special education harmed Song-hak’s mind and body.
A committee member asks Lim why the training was so severe.
Lim says she understands the committee’s emphasis on correction.
Juvenile judgment systems focus on correction rather than simple punishment.
The Teachers’ Rights Protection Agency, however, exists for students and faculty whose rights have already been violated.
Its immediate activity is therefore more focused on relieving and protecting victims.
In this case, the victim’s rights were violated again because weak punishment failed to discourage retaliation.
Lim says the agency used a limited five-hour special-education session to prevent continued retaliation.
“I THINK IT WAS A NECESSARY MEASURE.”
Strips 009–12 — Environmental causes and another chance¶
The lawyer asks whether Lim believes perpetrators should be punished immediately for the victim’s sake, without any room for correction.
Lim says that is not her position, but asks which side the system chooses to prioritize.
The lawyer calls her thinking disgracefully simple.
He explains why juvenile dispositions emphasize correction.
Many juvenile offenders grow up amid poverty, parental neglect, and domestic violence.
They may be forced into the street, gather with other children in similar circumstances, and commit delinquency.
Children cannot choose the environment into which they are born. The environment therefore bears part of the responsibility for the crime.
Because individual blame is harder to isolate, adults who created these conditions should offer an opportunity for return through correction and education.
Strips 013–18 — Lim’s online-game analogy¶
Lim asks the lawyer whether he plays games.
Before becoming an agency supervisor, she did not know much about contemporary children. An older man advised her to play games and experience their culture.
Lim had little computer or gaming experience. Her teammates frequently insulted her and tried to surrender because her mistakes put them at a disadvantage.
She admits that, as a soldier, she could not bring herself to press the surrender button.
She then describes what happened in one-sided matches.
The winning team often refused to end the game. Instead, they prolonged the match and continued humiliating the losing side.
Lim calls this a mechanism of school violence.
Human beings can experience pleasure from feeling superior to an opponent. In school violence, that pleasure may become the purpose.
Because the pleasure is persistent, simply telling the aggressor to stop is like placing cake in front of someone who loves sweets and ordering them not to eat it.
Lim argues that the most important practical response is physical separation of the perpetrator from the victim.
Strips 019–22 — Cause versus pleasure¶
Lim says she respects the juvenile law’s corrective purpose and the committee’s goals.
A distinction is still necessary:
- Was the conduct primarily caused by an abusive or deprived environment?
- Or was the conduct pursued for personal pleasure?
If every case is dismissed under a single general explanation, she asks, what is education for?
The lawyer demands a basis for claiming that Song-hak abused others for pleasure.
Sang-wook answers.
When Song-hak came to his home to retaliate, he said he did not care about the agency or the school-violence committee.
What he could not tolerate was seeing his “toys” stand above him.
The statement directly identifies domination and enjoyment as his motive.
Strips 023–25 — Sang-wook admits wanting revenge¶
The lawyer earlier accused Sang-wook of pursuing personal revenge.
Sang-wook answers honestly:
“YES, HONESTLY, I WANTED IT.”
He says the abuse was extremely hard and that he imagined killing Song-hak while Song-hak laughed and enjoyed his suffering.
But Sang-wook did not ask the committee to enact that fantasy.
“I DIDN’T WANT THAT!”
The reason he found the courage to report was simpler:
“I JUST DON’T WANT TO GET BULLIED BY SONG-HAK ANYMORE…”
“AND JUST GO TO SCHOOL NORMALLY…”
The chair says enough opinions have been heard and ends the oral hearing.
Strips 026–30 — Waiting for the decision¶
The parties are instructed to return and wait for the announcement.
Lim says she will take Sang-wook back to school.
Another participant remains at the Office of Education because the result is expected shortly.
The quiet transition shows people leaving the hearing room while the decision-making process continues behind closed doors.
Strips 031–35 — Na meets the opposing lawyer¶
Outside, Na Hwa-jin offers the youth lawyer a light for his cigarette.
“HERE’S A LIGHT.”
The lawyer accepts, then looks at Na’s relaxed face.
“DO YOU THINK YOU HAVE WON?”
The following panels darken.
Sang-wook, Song-hak, and others stare toward a document or announcement.
Song-hak gradually smiles.
A narration box states:
“THE RESULTS OF THE ADMINISTRATIVE TRIAL…”
“WAS ALREADY SET FROM THE BEGINNING.”
The chapter does not reveal the full written disposition before ending. The final expression suggests that the formal result may not follow the moral argument Lim and Sang-wook presented.
Strip 036 — End material¶
YLAB and Imperfect Comics credits, recruitment, Discord, Patreon, and site notices close the chapter.
Chapter-level observations¶
1. Lim distinguishes explanation from universal excuse¶
She accepts that poverty, neglect, and abuse can help produce juvenile offending. She rejects applying that explanation automatically to a student who openly describes victims as toys.
2. Separation is framed as protection, not vengeance¶
Lim’s practical conclusion is not that every aggressor should be beaten. It is that the aggressor should not remain beside the victim while correction is attempted.
3. Sang-wook’s revenge thoughts do not define his formal request¶
He admits the thoughts rather than presenting himself as emotionally pure. His requested outcome remains the ability to attend school normally without Song-hak.
4. The cliffhanger questions institutional neutrality¶
The statement that the result was set from the beginning suggests that persuasive testimony may have mattered less than prior institutional interests or bias.