TEACHER AND THE LOCAL BOSS 67 may be taken as indications of the extreme sensitivity in leader-teacher relations under the present educational setup. Teachers interviewed have unanimously confirmed the criticism that Panchayati Raj has become a mechanism of power rather than of development.8 The survey has disclosed intolerable political interference in the work of the providers of education. Administration has become more corrupt and inefficient under Panchayati Raj. These are the arguments behind the demand for withdrawal of education from the ambit of the zilla parishad. Education is a very important subject with long-term and far-reaching implications for the future. The village teacher and the village school occupy a central position in creating conditions for development. Local people must therefore be associated with the working of educational institutions. The question is how far the local community and local leadership should go. While they are definitely entitled to see that the village schools work properly and serve the community well, their interference in details of day-to-day working of educational institutions seems to be undesirable. Aline has to be drawn between the ^exercise of beneficial influence" and day-to-day dabbling of local political leaders. It is certainly necessary to ensure the elimination of the latter type of interference in order that local bodies and political forces may concentrate their efforts at promoting the cause of education in the rural areas. (The author is thankful to G N Sarma, R S Morkhandikar and Mom Shakirfor comments and suggestions) 1 For details see S R Nanekar, "Panchayati Raj in Maharashtra: Experience, Problems and Trends^, Journal of the National Academy of Administration, Mussorie, vol XVI, no 3, July-September, 1971, pp 87-110. 2 The First Schedule (subjects of activities of zilla parishads) and the Second Schedule (subject of activities of panchayat samitis) to the Maharrshtra ^itta Parishads and Panchayat Samitis Act 1961 consist of as many as 123 and 74 items respectively. Poona, Law Book House, 1962, pp 241-250. 8 According to items 24 to 29 included in the First Schedule to the Maharashtra ^illa Parishads and Panchayat Samitis Act, 7967, following arc the functions of the zilla parishads in relation to education:-" a4 Establishment, management, maintenance, inspection and visiting of primary schools and basic schools including grants to aided schools but excluding items relating to i) laying down of syllabus; ii) prescription of textbooks; iii) conducting scholarship examinations; iv) conducting primary schools certificates examinations and standard IV examination in Vidarbha; and v) such other powers as are vested in the state government under the Bombay Primary Education Act, 1974. ae Establishment, management, maintenance, inspection and visiting of secondary schools excluding items relating to i) prescription of curriculum; ii) prescription of textbooks; iii) rates of and conditions for maintenance grants;