Throughout the eighteenth century musicians and observers of the musical scene called for reform and greater systematization of musical education, largely to help native musicians compete with foreigners. But because the institutions for educating and licensing professionals were of paramount importance in the achievement of professional status, such discussions were also part of the debate about the status and autonomy of music as a profession.

The main educational criterion for a member of the traditional professions was a liberal education, that is, the study of classical languages and mathematics, usually followed by a university education. The lower-status branches of these professions had less systematic educational requirements, and the necessary training was usually provided by apprenticeship. As the professions evolved during the eighteenth and nineteenth centuries, these routes were transformed. Gradually, the liberal education became a prestigious accomplishment which was not necessarily a prerequisite for a profession. At the same time, apprenticeship was gradually replaced by professionally controlled educational institutions which provided the necessary skills and credentials.

Unlike the liberal education of a clergyman, barrister, or physician, classical studies alone had never been sufficient preparation for the musical profession. Then, as now, aspiring musicians needed to begin their musical studies at an early age and required professional instruction in the craft of music for many years. However, like the traditional professions in the eighteenth century, music had high- and low-status branches that were attained by two different educational paths.