6l2 INDEX. 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;uv»xl 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, l£NGUMi 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- mons, £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 i 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, 307-309. 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 race. EMIGRATION, right of, 384, 385, EN COM i KN DAS in Spanish colonies, il 161,163, 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 j«v. / 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.