voluntary power is therefore, in like manner, of an acquired nature.
Suppose an adult to walk in order to shew his perfectly voluntary power; still his selecting this instance is owing to one association, and his performing the action to another, viz. to the introduction of the audible idea of the word, the visible one of the action, &c.
Walking passes into the secondarily automatic state more perfectly perhaps than any other action; for adults seldom exert any degree of volition here, sufficient to affect the power of consciousness or memory for the least perceptible moment of time. Now this transition of walking, from its voluntary to its secondarily automatic state, must be acknowledged by all to proceed merely from association. And it seems to follow by parity of reason, that the transition of primarily automatic actions into voluntary ones, may be merely from association also, since it is evident, that association has at least a very great and extensive influence there.
The complex artificial motions of the lower limbs, used in the several kinds of dancing, bear nearly the same relation to the common motions used in walking forwards, backwards, upwards, downwards, and sideways, as these common motions do to the simple rudiments above mentioned, such as the flexion and extension of the ancle or knee. Since therefore the voluntary and secondarily automatic power of dancing are plainly the result of association, why may we not suppose the same of the common motions in walking, both in their voluntary and secondarily automatic state? In learning to dance, the scholar desires to look at his feet and legs, in order to judge by seeing when they are in a proper position. By degrees he learns to judge of this by feeling; but the visible idea left partly by the view of his master’s motions, partly by that of his own, seems to be the chief associated circumstance, that introduces the proper motions. By farther degrees these are connected with each other, with the music, and with other more and more remote circumstances.
I have already shewn in what manner children learn the voluntary and secondarily automatic power of grasping. How they learn the various complex motions, by which they feed and dress themselves, &c. also how children and adults learn to write, to practise manual arts, &c. and in what senses and degrees all these actions are voluntary, and secondarily automatic, and yet still remain as purely mechanical as the primarily automatic actions are, may now be understood from what has been already delivered under this proposition. The method of playing upon musical instruments has also been explained, so as to concur in establishing the same conclusions.
In like manner, the account given of the action of speaking might now be completed, and extended to all the modes of it,
