Music education has many "elephants" in its classrooms: obvious major problems that go unmentioned and suffered silently. Two of the larger, more problematic "elephants" are identified, analyzed, and critiqued: (1) the hegemony of university schools of music on school music and the resulting focus in school music on "presentational" music (i.e., concert performance), with a corresponding lack of "participatory" music in schools; and (2) an increasingly problematic "anything goes" anarchy of teaching methods (methodolatry)--this condition being worsened by the absence of shared curricular ideals for guiding the field towards the status of a true helping profession. The ethical premises such professionalism are explored (duty ethics, consequentialism, and virtue ethics) and a professional ethic for teaching music is proposed.