There are some striking parallels between the critical theory concept of second nature as the product of reified ideas and some of the more radical work done in the area of metaphor theory. This discussion is an attempt to synthesize some of the ideas from these two fields of study and to explore their implications for music education. In this article, after a brief theoretical discussion, the author examines a number of commonplace terms and phrases of classroom music instruction as frozen metaphors that have the potential to instill in students predetermined musical values and ontological beliefs -- values and beliefs that are consequently assumed to be foundational and that may therefore become immune to scrutiny.