How did Bolivia's “civilizing” and “liberal” factions of the oligarchy argue over an instrument of racial assimilation, modern governance, and citizenship rights? How did Bolivia's modernizing elites reconcile their desire to create an integrative “national pedagogy” with their deep racial fear of the “lettered Indian”? The Indigenous drive for lands, literacy, and schools was tied to their cultural defense of tradition, law, and autonomy. Hence, the movement to educate the Indian quickly devolved into an ideological battleground among elites and a ground war among peasant activists, rural teachers, and landlords. A chapter overview traces the book's narrative through battles over Indigenous schooling to the rise of Warisata, the political siege of Indigenal education by the oligarchic state, the escalation of rural unrest and peasant forms of popular education, the imperial intervention of American educators, and the aftereffects of the 1952 revolution on Bolivia's struggle over Indigenous schools, lands, and justice.