The synonyms are arranged or classed according to the parts of speech to which they belong--namely, into particles, nouns, adjectives, and verbs. The uses of all the words are well defined, and sufficiently illustrated by examples; a table of contents and a complete index are also added, rendering reference to any word as easy as looking for it in a dictionary. The table of contents, indeed, will be found to serve most of the purposes of a vocabulary of synonyms: a glance at it will frequently give you all the words of similar signification to the particular one for which you may happen to require an equivalent. From the part of the book relating to _verbs_, we take the following; the words under notice being, _To teach, instruct, inform, educate_:-- 'Of these words, the first two are often used synonymously, but they have also a distinct meaning. "Teaching," strictly speaking, when distinguished from instruction, is applied to the practice of an art or branch of knowledge: instruction, to the theory. A child is, correctly speaking, _instructed_ in the grammar of a language, and _taught_ to speak the language. Thus, teaching may be merely mechanical; while "instruction" implies a degree of understanding in the pupil, as well as in the master. A child who has been _taught_ to learn lessons by rote, without understanding them, will find difficulty in comprehending _instruction_ in the principles of what he has learned: hence, we speak of _teaching_ a brute, but never of _instructing_ it. '_Information_,[6] again, is distinguished from instruction, in relation to the truths conveyed by it. Matters of fact, made known to one who could not have known them before, are called information: instruction elicits new truths out of subject-matter _already_ existing in the mind--(see Whately's _Logic_, book iv. Sec. 1.) 'A traveller gives us information respecting foreign countries; a metaphysician instructs us in the principles of moral science--principles drawn from facts already known to us. The two processes may take place at the same time: a child in learning a lesson receives both information and instruction: he is taught things he never knew before, and also taught to apply and make use of what he does know already. In fact, pure mathematics is the only branch of instruction which includes no information, as the propositions are all based on principles previously assumed. In short, a person who is informed, _knows_ something he did not before; one who is instructed, _understands_ something he did not before; one who is taught, can _do_ something he could not do before.