Teachers were also questioned about their preparation and the materials used in their classroom instruction. The survey results substantiate the hypothesis that poor attitudes toward church music, and participation in it, are directly related to two major deficiencies. Expecting students to make educated choices is not possible when they do not have proper background for making such choices. For example, some parishes had fine pipe organs but employed guitars and pianos to accompany the singing. Some parishes had good hymnals in the church pews but the students did not use them.
Music education is an on-going process, demanding year by year a building process.
Unless the lower grades are systematically taught, one cannot expect much in the junior high grades even with a good teacher and proper repertory. Certain recommendations quickly surface. The need for carefully planned workshops is obvious, especially for acquiring new materials and seeing demonstrations of good programs. This is true for the music specialist, but especially for the classroom teacher to whom instruction in music falls along with all the other subjects. Such in-service programs will give confidence to teachers and improve instruction as well as the attitude of the students toward participating in the liturgy through music.