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EATON, TX B,, on the evils of city gov-
ernments, especially on police courts,

ii. 379-

EDUCATION by the state. Aim of ancient
states in educating children, 226; idea
of such education, 227; Athens neg-
lected public education, /<W,; medi;uvxl
states neglected it, /'4/</. / right and duty
of state to see to it that children are
educated, 227, 228 ; higher learning and
SostluHical culture, how far a state con-
cern, 228; the state not to have the
monopoly, i&iti. ; conliict of state and
religion on tins point in some modern
countries, 229, 230. How much educa-
tion should be imparted ? ii. 405;
should higher places of learning bo .set
up by the state ? //*/</. / practice in other

KNGI.ISH dependencies, government of,

ii. 164 ; colonies, 163, 164,
lNGUMi doctrine of revolution, 409-416.

]Nt;usn monarchy, $$ 172-175. Consti-
tution not separate in form irom the
laws, 545-547; *uyal power in Saxon
Knghmd, 54^; policy of William the
Conqueror, $$o; royalty under the
Norman kin^s, 55-554 : and afterwards,
554 555- 1 *owcrs of the sovereign, 555,
556, and limitations, 556-559- Kings
now not mere pageants, 560. Aristo-
cratic element in K. constitution, 561-
565 ; Saxon nobility, 561 ; great coun-
cil, 563 ; house of lords, 563, 564.
1 louse of commons, 565-579. Sec Com-

ju*uKf of Sparta, nature and develop-
ment of their office, ii. 355,

See Crimes.

countries, 405; difficulties from jieeta-

nan equality in this country, 407 ; the- j Ki'un'.MK: crimes.

ological   science   must be   excluded, ' Kynrv, 118.

408 ; so morals and mental philosophy ; \ Kvtr,u.rrv of rights, what ? } 13 ; is not

illustration from the Dublin Univ. bill

of 1873 >   even   the   natural   sciences

might be objected to by the sects, /<W. /

other practical difficulties of state univ,

in this country, 409,410; universities and

colleges then must be separated from


equality of condition or of property,
3^4. 303 J t'laim of equality of property
a false deduction from equality of
rights, 307, I'Inns of equalizing con-
ditions by limiting amount of property,


the state, 409, 410; state may support ' Knurs, political, 382 ct seq.    See Gas-
special schools in the arts, 410; con*-1    uistry.

mon schools, their organisation, 410; t KVJUKN+CK admissible in courts, 347; evi-
should be under local boards, 410, 411 ;      <lt*nen of slaves in Greece, MM, n.
the Bible in schools, 411, 412; infidel ] KxcrsK of ignorance of law, 292.
objections, 411;   Catholic   objections, j ICXKCUTIVK department, ii. 266,  Can the
ought   to   have   weight,   412. j    executive   powers  form   one  depart-

Moral training in schools necessary, j
413 ; Massachusetts constitution on this
subject, 413 j contrast of ancient moral
training and neglect of it in modern
schools, 414,

EUCCTIVV, monarchies, 520-537, See Po-
land, Hungary, Germany. Goad and
evil of this form of monarchy, 531,
Election within a certain family in the
Germanic race* 537; right of the nation
to elect, Mfd. / practice of such election
in other portions of the Indo-Kuropean

EMIGRATION, right of, 384, 385,
EN COM i KN DAS in Spanish colonies,   il

ment ? Unity and plurality in it, as in
Athens, Rome, 267, 268 ; collegiality at
Komot 268, 269; two kings at Sparta,
269; two suffctcs at Carthage, ibid.;
two kings for a long time in Japan,
370; modern unity and interdependence
of executive power, 370; election of
chief magistrate, French discussions
on, 273 tt jv. / English race proper
one chief executive, 275, 276; appoint-
ments of subordinate officials, different
ways of making them, 279-281. Cabi-
nets, 281-283. Turning out subordi-
nates, 383-286; rules suggested to limit
this practice, 86 t seq.
, special, injustice of, 276.