ABSTRACT
Reference has been made to the institutional training of musicians throughout this study; the intention is to pull some of those strands together. The existence of successful institutional training is an intrinsic part of encouraging, through high professional standards and well-informed amateur appreciation, a widespread belief in the inherent worth of a subject. School education like any other form of formal instruction during the period formed part of a system based on the reinforcement of the status quo: the individual's predetermined station in life as defined by their class and/or wealth. Such a system, again consumer-rather than state-led, particularly in England and Wales, gave rise to a wide variety of schools with no coherent purpose or overriding pedagogical strategy. Work-based and institutional training and eventually greater state intervention in education changed the emphasis of musical instruction.
