The principal arguments of the study do not require lengthy repetition; but, to sum up, where music itself was truly valued, by providers and consumers of instrumental teaching, real achievement was at least possible and often occurred. The fundamental problem that music faced in nineteenth-century British society is that so many other issues and considerations, moral, utilitarian and financial, came between the instrumentalist and significant achievement. A strong connection between standards, aspirations and social status is in evidence and as patterns of consumption changed with a descent and broadening of opportunity there was a chance for a shift in emphasis and greater levels of achievement. New areas emerged where practical music-making could work in partnership with, rather than contrary to, fundamental social issues. Following the intellectualization of music during the early eighteenth century the practice and priorities of the social elite remained largely unchanged and continued to be promoted through the ancient universities and grammar schools.