Ringing Survey Speaking from personal experience during the 1990s, I, a slow-learner, was drawn to progress by the support and inspirational qualities of those around me. For me there was never any inherent motivation to ring peals in great numbers, or "grab" the heaviest towers in the region.....it was the pleasure of participating in a fascinating activity and acquiring skills almost by sublimation. True, there was no ART, and yet I was fortunate in being led to advance almost accidentally by the gentle explanations and never-failing encouragement of the experienced ringers I rubbed shoulders with. Today I still have no aspirations towards peals etc yet would like to keep advancing, albeit slowly-slowly. I can understand the motivators that are pushing forward the desires to improve all aspects of change-ringing, but all the discussion so far is assuming that the student has both the inclination and the capacity to absorb the extraordinary amount of "learning" that is required to achieve the levels of proficiency that are being sought from, if not demanded of them. Please don't lose sight of the natures and, dare I say it, "qualities" of the people who express an interest in ringing. Perhaps acquiring an ability to truly understand the motivations and aspirations of our students is of greater value than providing them with rigidly followed pathway to the giddy heights of "advancement" in our activity?