h case it is called _empirical_. The latter
includes, among other forms of proof, a statement of facts, a
consideration of the nature or circumstances of the case, the testimony
of eyewitnesses, and an appeal to authority or generally accepted
principles. When the argument is attended with an appeal to the feelings
and will, it is known as _persuasion_. In the following extract, note
the three facts adduced by Mark Antony to prove that Caesar was not
ambitious.

"He was my friend, faithful and just to me:
But Brutus says he was ambitious;
And Brutus is an honorable man.
He hath brought many captives home to Rome,
Whose ransoms did the general coffers fill:
Did this in Caesar seem ambitious?
When that the poor have cried, Caesar hath wept:
Ambition should be made of sterner stuff.

* * * * *

You all did see that on the Lupercal
I thrice presented him a kingly crown,
Which he did thrice refuse: was this ambition?"

+41. Generic Differences of Mind.+ As we have just seen, style is
affected in a measure by the species of discourse. It is determined,
further, by the mental constitution of the writer, and varies according
to the dominance of particular faculties. We may distinguish four
generic types of mind, which are reflected in four fundamental
differences of style.

(1) When the logical faculties of the mind predominate, the style will
be simple, direct, and plain. It is apt to be dry. The following extract
from Locke's "Thoughts on Education" will serve for illustration: "I say
this, that, when you consider of the breeding of your son, and are
looking out for a schoolmaster, or a tutor, you would not have (as is
usual) Latin and logic only in your thoughts. Learning must be had, but
in the second place, as subservient only to greater qualities. Seek out
somebody that may know how discreetly to frame his manners; place him in
hands, where you may, as much as possible, secure his innocence, cherish
and nurse up the good, and gently correct and weed out any bad
inclinations, and settle in him good habits. This is the main point;
and, this being provided for, learning may be had into the bargain."

(2) Again, the imagination may predominate. In this case the writer is
continually leaving the main thought to bring in additional and
embellishing ideas, particularly if he is a man of wide experience or
great learning