=Inheritance.= It appears that the property was divided in earlier times equally among the sons upon the death of their father. Yet there was a joint system where all lived together and the eldest son supplied the place of the father, receiving all the property and then caring for all the others of the family. At one time it was the custom for a daughter to get one-fourth as much as a son, and at another time each son gave to the daughter one-fourth of his share. As was stated above, when a son was adopted, he renounced all claim to what his natural father might leave on his death, while he became the full heir of his adopted father and upon his death got all that he might leave. The right of inheritance and the duty of presiding at a man's obsequies belonged one with the other. When a man died without leaving direct descendants, if he was wealthy a crowd of relatives appeared and great disputes often arose as to whom belonged the honor of conducting the funeral rites. But if he was poor, and burdened with debts, then the survivors took every possible care to disprove near relationship. =Education.= In the very early times in India, royal courts were the seats of learning, and the learned and wise of all nations were welcomed to them. Learned priests were retained in these courts not only to perform the religious duties but also for the purpose of imparting learning. On great occasions men of learning from all parts came to these places and discussions were held on ritualistic matters and likewise on such subjects as the human mind, the destination of the soul after death, the future world, and the like. Then later appeared Brahminic settlements called _Parishads_, answering to the Universities of Europe. These were at first, perhaps, conducted by three Brahmins who knew the Vedas, but the number was increased up to twenty-one. To these places men of the Brahmin caste who wished to become learned could go and receive instruction in the Vedas and such traditionary law and astronomy and philosophy as was current. Besides these Parishads, there were private schools, established by individual teachers, who collected about them a body of students. Also learned Brahmins in their old age would sometimes retire to forests and gather students around them. Later great schools arose, such as noted by Houen Tsang, a Chinese traveler, who spent several years in India in the seventh century after Christ. "Our traveler now came to the great NÂLANDA University, if we may call it by that name. The monks of this place, to the number of several thousands, were men of the highest ability, talent, and distinction. 'The countries of India respect them and follow them. The day is not sufficient for asking and answering profound questions. From morning till night they engage in discussion; the old and the young mutually help one another. Those who cannot discuss questions out of the _Tripitaka_ are little esteemed, and are obliged to hide themselves for shame.