REGULATIONS 173 
for secondary schools and the “ Code” for elemen- 
tary schools, the omission of the large body of details 
or illustrations contained in previous regulations 
throws much more weight on general terms such as 
“recognition” or “approval,” or “satisfaction,” 
“ efficiency,” “sufficiency ” and suitability.” 
There is nothing new in the reservation to the 
Board of absolute and final discretion to interpret 
its own regulations or decide whether grant is or 
is not payable. That is common form in most 
Departmental regulations for subsidised services. 
There is also nothing new in the use of the general 
terms above mentioned.* But the context is so 
scanty that it gives hardly any line for their inter- 
pretation, and affords little ground for remonstrance 
against adverse interpretation as going beyond 
standards indicated elsewhere. Apart from a few 
mandatory regulations, the regulations might be 
almost summed up in a single general regulation. 
[t is obvious that if the “satisfaction >” of the Board 
is to be a reality, and based on real knowledge of the 
working of the system of education as distinguished 
from its machinery and the facts capable of statis- 
tical presentation, its information must be derived 
more than ever from inspection; and the tendency 
of the new regulations is to direct the inspector’s 
attention rather tc t.c we". of an area as a whole 
than to particular cases. 
The Board’s ne.. ~~ ~=litions are a bold and very 
interesting ex. © ~*~ - vider discretion 
* As is pointed out in Chapter 177, “efficient ” has meant, for 
grant purposes, not. ag more than “not conspicuously in- 
ficient.”