This book has narrated two interrelated histories of labouring subalterns’ lives through education. One is of the elite power, which through mechanisms of industrial and technical education, attempted to transform the subjectivities of labouring subalterns and refashion them to be suitable for labour extraction and industrial discipline. This elite power, comprising the socially, economically, and politically well-off (upper castes, employers, colonial officials, and school authorities), shared a social anxiety about the educated labouring subaltern. This anxiety was deeply ancient in its hierarchy and yet relevant to its modern production mode. Those who were at the bottom of the social hierarchy and economic ladder were to remain embedded in labouring roles and inhabit a servile labouring self. Inscribed through India's ancient caste order and reinforced in daily life through speech and occupational allocations, this anxiety was heightened with the advent of colonial public education. As elucidated in the introductory chapter, these anxieties were exhibited as fears about lower castes attempting to become and have what distinguished them from the socially superiors—literary knowledge and salaried employments. The fear was that those who were predestined to labour were abandoning their labouring roles to get positions traditionally reserved for elites. As a result, the elite normative order of nonelite education contained a tension and baggage that the authorities of the nonelite schools delivered the education responsibly, so that workers, the lowest castes, and the poor did not aspire beyond labouring stations.