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To abridge, settle, or limit succession to real property. An estate whose succession is limited to certain people rather than being passed to all heirs.

In real property, a fee tail is the conveyance of land subject to certain limitations or restrictions, namely, that it may only descend to certain specified heirs.

West's Encyclopedia of American Law, edition 2. Copyright 2008 The Gale Group, Inc. All rights reserved.


an estate tail or fee tail. In England, a settlement of land, destined to the grantee and the heirs of his body (or some more special destination; initially, such settlements rendered the land inalienable, i.e. not transferable to another owner, but after 1472 it came to be accepted that the entail could in certain circumstances be barred and the land made alienable). The whole law of entail was relaxed over time. Since the coming into force in 1997 of the Trusts of Land and Appointments of Trustees Act 1996 entailed interest cannot exist in equity, even by way of a trust. In Scotland, entails (also known as tailzies, ‘z' silent) were made possible by the Entail Act of 1683, provision being made for the setting up of a Register of Entails, publicizing which estates were entailed. As, initially, in England, entailing land in Scotland made that land inalienable. The Entail Amendment (Scotland) Act 1848 established a procedure whereby entails could be barred, and in 1914 it was provided by the Entail (Scotland) Act that no future entails of land in Scotland would be permitted, save to implement a direction to entail combined in a will executed before the Act came into force.
Collins Dictionary of Law © W.J. Stewart, 2006

TO ENTAIL. To create an estate tail. Vide Tail.

A Law Dictionary, Adapted to the Constitution and Laws of the United States. By John Bouvier. Published 1856.
References in periodicals archive ?
That account can then be used by those of us who have adopted the commitment to determine if we should continue to do so, and if so what the commitment's normative and prescriptive entailments should be.
(Note: by "predication" here I mean the logical relation, not the one specific to natural language.) [...] The entailment holds regardless of what that object happens to be: it's the structure of Red(o) together with (x) (Red(x) [right arrow] 4 Colored(x)) that yields it.
The main entailment of this metaphor is the potential of the tacit knowledge acquired by an individual as a result of his positioning in the gravity field of a given Ba.
This requires giving up at least one of (i) disjunction introduction; (ii) disjunctive syllogism; (iii) the thesis that entailment is transitive (99-100).
And even this restriction will not work in the absence of our previous insistence that K[DELTA] require that knowledge is closed under entailment. Consider the case in which [DELTA] = {p, p[right arrow]q, a = b[right arrow][logical not]Kq}.
she says that both (la) and (2a) "entail their respective presuppositions" (3) and so "we will need to be careful to distinguish entailments that are presupposed from what I will call "ordinary, simple entailments," which are not also presuppositions" (3).
Wagner (2002) notes that one of the main findings of her study is that "children do not understand the completion entailments of grammatical aspect until approximately age five" (2002: 120) and that five-year-olds behaved "like junior formal semanticists" and matched the perfective sentence to the completed event but remained "agnostic about where to match the imperfective sentence (in accordance with the imperfective's lack of entailments)" (2002: 120).
At this point we can trace out a series of entailments of the HOMEOSTASIS metaphorical structure:
The use of extending terms or entailments is an important premise of metaphor theory (Lakoff and Johnson 1980).
Zandieh); (6) "A Content Analysis of Exit Level Mathematics on the Texas Assessment of Academic Skills: Addressing the Issue of Instructional Decision-Making in Texas" (Jere Confrey and David Carrejo); (7) "Entailments of the Professed-Attributed Dichotomy for Research on Teachers' Beliefs and Practices" (Natasha M.