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Dissection & Science Fairs. [Information Packet.]National Anti-Vivisection Society, Chicago, IL.1997-00-00102p.

National Anti-Vivisection Society, 53 W. Jackson, Suite1552, Chicago, IL 60604.Reports General (140)MF01/PC05 Plus Postage.*Animals; Biological Sciences; *Dissection; ElementarySecondary Education; Higher Education; InstructionalMaterials; *Laboratory Animals; Medical Research; ScienceEducation; *Science Fairs; Science Teachers; *VeterinaryMedicineAnimal Welfare; *Vivisection

This collection of pamphlets and articles reprinted fromother National Anti-Vivisection Society (NAVS) publications was compiled toaddress the issues of classroom laboratory dissection and the use of animalsin science fair projects. Three of the pamphlets contained in this packet arestudent handbooks designed to help students of elementary, high school, andcollege age resist dissection in the classroom. Another pamphlet addressed ccscience teachers explains why many students today object to the practice ofdissection. A science fair brochure explains science fair regulations, recentchanges in rules to improve treatment of animals, and sample winning projectsthat caused pain to animals. The articles on dissection cover such topics asusing frogs in dissection, why instructors adhere to dissection, dealing withridicule, why dissection is a flawed tool in education, the connectionbetween dissection and animal cruelty, and NAVS alternative models. Twoscience fair articles describe cruelty to animals in winning projects usinglive-animal experimentation at two recent international science fairssponsored by high-tech corporations. (PVD)

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Dissection & Science Fairs

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1

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National Anti-Vivisection Society53 W. Jackson, Suite 1552

Chicago, IL 60604

BEST COPY AVAL\RE

SAYING NO TO DISSECTION

A HANDBOOK FOR

ELEMENTARY STUDENTS

BEST COPY AVAILABLE

3N AVS

Dear Elementary School Student:

In your science classes you may be asked to'"dissect"an animal or to do "dissection." "Dissection" meanscutting apart and studying dead animals. Theseanimals-frogs, cats, pigs, mice, worms, starfish,crayfish-were all alive once. They were killed to beused in dissection.

Millions of animals are killed each year fordissection. Many of these animals-such as frogs;earthworms, crayfish and perch (a kind of fish)-arecollected from their natural environments. In theprocess, these environments are damaged. Many frogspecies are becoming extinct because they are killed insuch large numbers.

Cats are also used for dissection: A recentinvestigation of certain biological supply housesshowed that cats used for dissection were killed in verypainful ways. Mice, rabbits and pigs are raised in huge"factories," and killed for dissection.

Cutting up animals for science education is harmfulin many ways. It can teach, us that animal life isunimportant and that animals exist only for our own.use. It can either encourage us to "turn-off" ourfeelings of care and concern for animals, or to dropout of science altogether, rather than take part in thiskilling. "Life Science" is the study of-life forms andhow they are all connected. It becomes a "deathscience" when animals are killed for science education.

If the idea of harming animals makes you sad oruncomfortable, don't be ashamed or afraid. It's okayto care about animals. You are not alone. Thousands

of other students, from elementary school through college,are bothered by dissection and have chosen not to do it.

In fact, in a number of states (California, Florida, NewYork, and Pennsylvania),there are laws to make sure thatstudents who have strong feelings against dissection don'thave to dissect, or watch the teacher or other students-dissect. These laws also state that a student's grades can'tbe lowered because the student refuses to dissect-thestudent must be allowed to learn about science in otherways. These other ways are called "alternatives." Somealternatives and the companies that supply them aredescribed at the end of this booklet.

Remember, it's okay to care about animals. You have aright to have your feelings respected. If dissection orexperimenting on animals in your class bothers you, letyour parents know. Explain to them how you feel, and askfor, their support.

We at the NAVS Dissection Hotline hope this booklet ishelpful. If you need more help or information, please callus at 1-800-922-FROG (3764). There is no charge for thistelephone call.

Yo-ur friend,

Pat GrahamDirector, NAVS Dissection Hotline

5

Dear Concerned Parent:

Your child's study of science is intended to open his or her

mind to a world ofdiscovery, and hopefully, to spark a

lifetime of curiosity in scientific topics. At the National Anti-

Vivisection Society (NAVS) we believe that how your child

learns may be as important as what they learn.

By requesting information from the NAVS Dissection

Hotline, your child has expre-ssed concern about participation

in dissectionexercises. As a caring parent, please support

your child's courageousstand and respect their wish to avoid

bringing harm to a innocent animal. Whether for altruistic

reasons or a result of common sense, your child has

exhibited a mature and compassionaterealization that killing

should not be part of the process of learning about life.

Although dissection has been a standard in "life" science

instruction for decades, today there is a vast array of

innovative alternatives in education. Studies have shown that

students who use these alternativeslearn at least as well, and

often better, than those students who-dissect animals. Today

even medical school students can complete their education

without harming animals.

This booklet has been prepared to help you and your child

work with their teacher to come up with solutions that

respect the ethical concerns of everyone involved without

compromising academic standards. Please call us if you have

any questions or need additional information. Thank you for

supporting your child's efforts to protect animals from

needless suffering.

Sincerely,

Peggy Cunniff, Executive Director

The National Anti-Vivisection Society

6

HERE ARE SOME

THINGS YOU

CAN DO

IF YOU DON'T

WANT TO

DISSECT.

TALK TO YOUR TEACHER.Most teachers care about

their students and arewilling to help. Tell yourteacher how you feel. Besure your teacher knows youare not simply trying to getout of work. Offer to do analternative project of thesame amount of time as thedissection project.Tell your teacher that alifelike model of a frog isavailable on loan from theNational Anti-VivisectionSociety. The model can beused as an innovativeteaching tool. Call1- 800 - 888 -NAYS (6287).

TALK TO OTHER STUDENTS.They may feel the way you

do. You may want to start aclub or a support group.Remember, there is strengthin numbers. If a lot ofstudents feel the same way,a petition may be a goodidea. You should presentthe petition to your teacherand your principal. Thiswill show them that anumber of students in yourschool share your feelingsand want an alternative todissection.

WRITE A LETTER TO THE

SCHOOL NEWSPAPER.Write a letter to the

editor, or an articleexplaining how you feelabout dissection. Ask otherstudents to write letters, too.

ASK YOUR PARENTS

TO HELP.

They can contact otherparents, either individuallyor through groups such asthe PTA. They can evenform their own supportgroups. Teachers, principalsand school board membersusually listen toconceded parents.

HOW TO

COMMUNICATE

YOUR FEELINGS

AND BELIEFS.

When you ask to be givenan alternative project, yourteacher may agree with you.However, some teachers andschool principals believedissection is helpful, or evennecessary, to learn science.It's okay to disagree, butplease communicate yourfeelings in a respectful way.

It's also important thatyou remain calm whentalking with a teacher orprincipal who' has ideasdiffering from yours.Remember, just becauseyour beliefs are-different, itdoesn't mean your beliefsare wrong. You have theright to have your feelingsand beliefs respected. If youhave your parents' support,you should ask one of

them to be with you whenyou explain your beliefs toyour teacher or principal.However, you do not haveto justify your beliefs to havethem respected.

Here's a skit showing howa talk between a teacher anda student might go. It'sbased on questions thatstudents are often asked.Don't try to memorize theanswers. Let the skit be.aguide to help you make yourown replies.

TEACHER: Everyone hasto dissect. It's just a part oflearning science.

STUDENT: Not everyone.Many schools allowalternatives to dissection.

TEACHER: The hands-onexperience of dissection andanimal experimentation arethe best ways to learnbiology.

STUDENT: Many teachersdisagree. Modern, non-harmful teaching methods andmaterials are available. Theymake dissection unnecessary.Students who believe it'swrong to harm animals maylearn more from models anddiagrams that don't causepain to animals.

TEACHER: You don'thave to worry aboutharming the animals. Theanimals-are already dead.

STUDENT: If the animalsare dead, someone harmedthem, because someone killedthem. Killing-is harming. Ibelieve that animals don'thave to be harmed in order forme to learn biology.

TEACHER: Do you eatmeat? Do you wear leather?(If you are vegetarian, and if you don'twear leather, the answer to thesequestions is an easy "NO"! Whetheryou are vegetarian or not, the followingresponse is a good one.)

STUDENT: Most peoplewho eat meat wouldn't eattheir pets. Most people whowear leather wouldn't makeshoes from their pets.Everyone, even people who eat ,

meat or wear leather, drawsthe line somewhere. I draw theline at dissection. I know thereare alternatives which canhelp me learn aboutscience withoutharming animals.

TEACHER:You don't have todissect. The teacheror one of the otherstudents will 'do theactual dissection.

STUDENT: Just beingthere makes me a part of it.I'd like to be excused duringdissection. Please give me analternative science project. .

TEACHER: If I allow younot to dissect, what is tostop all students fromrefusing to dissect?

STUDENT: Any studentwho honestly objects todissection should be allowed todo an alternative project.

9

TEACHER: Ydu are only achild'. The school systemcan't allow students todecide what they will or willnot do in class. The schoolalways has your educationand best interests in mind.

STUDENT: Although I'm achild, I believe that the lives ofthese animals should berespected. Dissection takes thisrespect away. It also takesaway my right to respectanimals' lives. I know thatother school systems offeralternatives to dissection.California, Florida, NewYork, and Pennsylvania evenhave state laws saying thatstudents have the right not todissect. I only ask for the samerespect that other students, inother parts of the country,receive.

TEACHER: If students areexcused from dissecting inscience class, what will keepstudents from refusing torun in gym class?

STUDENT: These are twodifferent issues. I'm not tryingto get out of work. I will beglad to do an alternativeproject requiring just as muchtime and effort. I think ateacher can tell whether astudent is serious, or is simplytrying to get out of work.

10

ALTERNATIVE

LEARNING

MATERIALS.

There are manyalternatives to animaldissection. They can be assimple as field trips toexplore local plants andanimals. While models andcomputer prOgrams mayappear. expensive, they canbe used for many years, bymany students.

In comparison, animalparts are also expensive andcan only be used once, andusually by only one to threestudents.

The following teachingmaterials are samples ofwhat is available. We haveselected only materials thatdo not require animals to bekilled to create them. Youcan suggest these materialsto your teachers, principalor school board. Sources forthese alternatives are listedon pages 13-14.

These companies do not sellanimals for dissection.We recommend thatteachers order catalogs fromthese companies for moredetailed information.

MODELS

Frog,earthworm, grasshopper,fetal pig, perch, and humaneyeball plastic models areavailable in relief and three-dimensional forms. Somemodels have removableparts and teachers' manuals.These models are availablefrom Nystrom, NationalTeaching Aids andDenoyer-Geppert. A stuffedfabric frog with removableorgans for very youngchildren is availablefrom Scideas.A very detailedlifelike frogmodel isavailable on afree loan basisfrom theNational

Society.

11

CHARTSCharts include animals

and animal classification;lives of the fish, honeybeeand' rabbit; beneficial insectsand birds; human anatomyand body systems; froganatomy, development,reproduction, etc.; andearthworm, fish, snake,grasshopper, clam, starfishand crayfish anatomy.Charts are available fromDenoyer-Geppert andNystrom.

Sw.

POSTERS O

Colorful posters ofanimals, birds, butterflies,land and sea mammals, andfish are available fromAnatomical ChartCompany. Study prints ofanimal, insect and humananatomy are available fromMilliken. Study printsinclude teachers' guides andpages for copying. They areavailable in large postersand in study print sets.

a

12

("1"C.

""146114,0-

BOOKS ARE

AVAILABLE.

ACTIVITY BOOKS,COLORING BOOKS

Activity booksfor studentsintroduce avariety of projectsand concepts. Amongthese are a series onscientific encounters byGood Apple; several lifescience series on animals,birds, insects, reptiles andamphibians from GoodApple, and Milliken; scienceand nature project booksfrom Dover, Addison-Wesley and Prentice Hall;coloring books withinformation on animals,butterflies, marinemammals, fish and reptilesfrom Dover and HoughtonMifflin (Peterson guideseries). Some books containtransparencies, duplicatingpages, crossword puzzlesand teachers' guides.

TEACHERREFERENCE BOOKS

Nature guides fromSimon & Schuster,Houghton Mifflin (PetersonGuides), Alfred A. Knopf(Audubon Guides), andWestern (Golden FieldGuides) describe manyforms of animal life andtheir natural surroundings.A Guide to AnimalTracking and Behavior isavailable from Little, Brown.Denoyer-Geppert publishesa Biology ResourceManual (catalog # 8200)with copy masters and tests.

STUDENTNATURE GUIDESREFERENCE BOOKS

Many nature guides areavailable for students.Among these are GoldenGuides from Western,Peterson First Guides from,Houghton-Mifflin,Eyewitness books fromKnopf, Field Guide to theFamiliar from PrenticeHall, the Hidden LifeSeries from Crown, and theStep-Up Nature Booksfrom Random House.

13

Simon & Schusterpublishes The City Kid'sField Guide. Humananatomy books for youngerreaders are available fromDover and Penguin.

VIDEOTAPES

Subjects include humanbody systems; humangrowth; and the five senses.Also available 'are detailedstudies of pond life, andmany videotapes dipictinghow different animals liveand play. Tapes are nine to32 minutes long, VHSformat. Available fromFocus Media and Nystrom.

COMPUTER PROGRAMS

In "Operation Frog" astudent can "dissect" a,computer-simulated frog,examine the organs in detailand reconstruct the frog.Available from Scholastic.Other programs include: thehuman body, the animalkingdom and elementarybiology from Queue; thestudy of insects; wildlifeconservation; fishinteraction and survival in amountain lake; and how toidentify animals, birds, treesand plants from FocusMedia and CambridgeDevelopment Lab. Ahuman body lab with lightand temperature probes tomeasure heart rate, lungcapacity and responses tolight, sound and touch isavailable from CambridgeDevelopment Lab.

14

OTHER LEARNING

MATERIALS

Many other alternativesexist: resource boxes andactivity cards withproject and teachingsuggestions;Naturewatch, abook with 50projects foryoung children;magnifiers toinspect insect andpond life; or simplygoing outdoors to studyanimal tracks and signs, orthe small skeletons andmaterials found inregurgitated owl pellets.Boxes and cards areavailable in sets fromQueue. Naturewatch, isavailable from Addison-Wesley. Magnifiers areavailable from AnatomicalChart Co.

A complete list ofalternatives is available toteachers by contacting theNAVS Dissection Hotline1-800-922-FROG (3764).

COMPANIES

THAT PROVIDE

ALTERNATIVES.

Addison-Wesley PublishingCompany, Inc.1 Jacob WayReading, MA 01867(800) 447-2226

Anatomical Chart Company8221 Kimball AvenueSkokie, IL 60076(800) 621-7500

Cambridge DevelopmentLaboratory86 West StreetWaltham, MA 02154(800) 637-0047

Crown PublishingCompany, Inc.400 Hahn RoadWestminster, MD 21157(800) 726-0600

13

Denoyer-Geppert ScienceCompany5225 Ravenswood AvenueChicago, IL 60640-2028(800) 621 -1014 or(312) 561-9200

Dover Publications, Inc.31 East Second StreetMineola, NY 11501(516) 294-7000

Focus Media485 S. Broadway, Suite 12Hicksville, NY 11801(800) 645-8989

Good Apple, Inc.P.O. Box 299Carthage, IL 62321-0299(800) 435-7234

Houghton Mifflin CompanyWayside RoadBurlington, MA 01803(800) 225-3362

Alfred A. Knopf, Inc.400 Hahn RoadWestminster, MD 21157(800) 726-0600

Little, Brown and Company200 West StreetWaltham, MA 02154(800) 759-0190

Milliken PublishingCompany1100 Research BoulevardSt. Louis, MO 63132-0579(800) 643-0008

National Teaching Aids, Inc.1845 Highland AvenueNew Hyde Park, NY 11040(516) 326-2555

Nystrom, a Division ofHerff Jones, Inc.3333 North Elston AvenueChicago, IL 60618-5898(800) 621-8086

Penguin U.S.A.Consumer Sales Dept.P.O. Box 999Bergenfield, NJ 07621(800) 253-6476

Prentice Hall Publishers200 Old Tappan Road"Old Tappan, NJ 07675(800) 223-1360

Queue, Inc.338 Commerce DriveFairfield, CT 06430(800) 232-2224 or(203) 335-0906 in CT andCanada.

Random House, Inc.400 Hahn RoadWestminster, MD 21157(800) 726-0600

SchOlastic, Inc.2931 East McCarty StreetJefferson City, MO 65101(800) 541-5513

Scideas516 West Ridgeway StreetWarrenton, NC 27589

Simon & Schuster, Inc.200 Old Tappan RoadOld Tappan, NJ 07675(800) 223-2336

Western PublishingCompany, Inc.Donovan Distributors732, Clinton StreetWaukesha, WI 53186(800) 236-7123

14

THE

NAVS

DISSECTION

HOTLINE

1-800-922-FROG(3764)

CREDIBLE ANSWERSFOR A CRUELTY-FREE WORLD

The National Anti-Vivisection Society53 West Jackson Blvd., Suite 1552, Chicago, IL 60604

Designed and lilt by Linda Frothinghana© 1994 NAVS rated on recylcled paper

11111_

V

.7

A HIGH SCHOOL STUDENT'S HANDBOOK

NA VS

19

Dear Student:Whether you pursue a career in science or medicine,

agriculture or business, or your ambitions lead you to an

entirely different field, the lessons you learn today will influence

the rest of your life. You need to. understand how the world

around you works, what makes your body healthy, and how to

protect the earth. At the National Anti-VivisectionSociety, we

believe that how you learn is as important as what you learn. In

your science classes there are better ways to learn about life than

by dissecting animals.

By refusing to dissect, you have taken a brave stand in defense

of animals. You have the right to refuse to do something you

believe is wrong. And your decision deserves respect from your

classmates,teachers and parents.

We hope that this book provides you with the information

you need to support your compassionate decision. We

understand that your raising an objection to dissection can be

difficult. Rest assured that you are not alone in your concerns.

Every week, the NAVS Dissection Hotline receives hundreds of

calls from like-minded students. Please call us if you have any

questions or need additional assistance. Encourage Your parents

and teachers to call us, too, for current information about

innovations in science education which do not inflict suffering

on animals.Be proud of having the conviction to say "no" to dissection.

Thank you for standing up for what you believe and being

brave enough to protect those unable to defend themselves. We

at the National Anti-VivisectionSociety applaud your efforts!

Sincerely,

'17-'4r4-cPeggy CunniffNAVS Executive Director

20

Dear High School Student:

By contacting the NAVS Dissection Hotline, you'vealready taken the first step toward protesting animal.dissection in the classroom. This booklet is designed tohelp you 'take the first step down the path to an ethicalscientific education.

Refusing to dissect animals can be a difficult choice. Iknow from experience. In 1987 my daughter, Jenifer,decided she didn't want to dissect a frog in her high schoolbiology class. Jenifer's simple'ethical objection spiraled intoa two-year struggle to establish her right not to harmanimals in the classroom..

In California, Florida, New York, and Pennsylvania,students in grades kindergarten through high school havenow won the right to refuse to dissect, harm or kill animals.in the classroom and the right to substitute an alternativeproject. Other states have policies that guarantee a student'sright to 'refuse dissection. I believe that all students deserveto have their rights respected.

We designed this handbook to assist students in taking astand on their beliefs about humane education and respectfor the environment.

If after reading this booklet you have more questionsabout how to proceed, feel free to call me at our toll-freenumber, 1-800-922-FROG (3764).

Sincerely,

Ott- 6(1.4)4.Pat- DavisDirector, NAVS Dissection Hotline

21

TO DISSECT...

OR OBJECT?

A question of

conscience.

When dissection wasintroduced into the educationalcurriculum in the 1920s, it wasthought to be a good learningtool in the study of anatomy,physiology and the theory ofevolution: Today, moresophisticated teaching methodshave been developed which canreplace dissection and saveanimals.

But dissection is a bigbusiness. Millions of animals ayear are killed to be dissected foreducational experiments. Manyof these animals, such as frogs,earthworms, crayfish and perch,are collected from their naturalenvironments. In the process,their habitats are decimated andentire ecologies are threatened.A recent investigation of certain

22

biological supply houses showedthat cats obtained for dissectionsuffered very painful and crueldeaths.

Even more destructive is thedesensitizing effect of mutilatingand dismembering animals inthe name of education.Somehow the study of a "lifescience"- meant to instillwonderment and respect forlife-has become the science ofdeath. Dissection teachesstudents that animal life isexpendable and unimportant.As a result, some of the bestpotential scientists, who have adeep respect for animal life, mayend up dropping out of a fieldthey love because they refuse totake part in senseless killing..

Despite the availability of

numerous educationalalternatives (ranging fromdetailed models to computersimulations), animal dissectionremains a fixture in most highschool biology, anatomy andphysiology courses. Year afteryear, millions of animals die todemonstrate basic anatomy andphysiology which could easily betaught by more humane means.

Recently, students around thecountry have begun to speak outagainst this misguided practice.As student objections todissection become more vocaland visible, the movementtoward non-animal' alternativesgrows.

Every time a student exerciseshis or her right not to dissectanimals, the awareness of the

entire academic community isincreased. By exercising yourright as a student, you can helpcreate an environment whererespect for animals is consideredthe norm.

23

SAYING NO TO

DISSECTION

Guidelines to consider

when raising your objection

to your teacher.

Sometimes the simplest thing todo is to ask your parent(s) to

nwrite a note to your teacher.Often a note from a supportiveparent is all that is needed tomake teachers or administratorsmore accommodating.Here is a sample note:

Dear

Please excusefrom

participating in or observ.inganimal dissection. She/he iswilling to do an alternativeproject of equal time and effort.

(signed)Mr. and orMrs./Ms.

Phonenumber:

24

However, it is not necessary toget your ,parent's support. If youwant to proceed on your own,here are some guidelines.

1 . KNOW YOURSELF

Examine your motives anddecide how far you are prepared.to go in order to establish yourright not to dissect. Are youwilling to present your case toyour teacher and principal? Findor design your own alternative?Take legal action? Accept your"limits, given the risks involved,and adjust your goalsaccordingly.

2. VOICE OBJECTIONS EARLY

Before the term starts, or as soonas possible thereafter, ask yourteacher whether you will beexpected to dissect. Find outprecisely what you will be askedto do. Don't rely on your teacherto give you advance warning.Tell your teacher of yourintention not to participatein dissection experimentsas soon as possible; do notwait until the day of thedissection lab to voice ydurobjection. This will give bothyou and your teacher enoughtime to work out anacceptable alternative.

3. BE FIRM, BE CALM

State, your objections calmly andclearly, and be prepared to .

discuss your reasons for refusing

to dissect. Never approach yourteacher in an arrogant, self-righteous or confrontationalmanner: Presume that he or shemay have a different beliefsystem on the issue of animaluse, and it is unlikelythat youwill change those views. On theother hand, stress that you donot wish this value system to beimposed upon you, as it conflictswith your ethical or spiritualbeliefs.

4. SUGGEST ALTERNATIVES

Suggest reasonable alternativesthat will meet the teaching goalsof the course by some methodthat dOesn't involve the harmfuluse of animals. There are manyinnovative alternatives availabletoday. This could include writinga paper, preparing anatomicalcharts or studying diagrams,videos or models. The alternativeproject should take an equivalentamount of time and effort and berelevant to the course work. Beprepared to be tested on thesame materials as other students,as long as the test itself does notinclude a practical dissection, orthe use of dissected specimens.You should not be penalized fordoing an alternative project. Ifyou need specific suggestions foralternative course work, see"Alternatives to AnimalDissection" beginning on page12 of this booklet, or call theNAVS Dissection Hotline. .

5. ASK FOR A STRAIGHT ANSWERAsk your teacher to respondpromptly to your request for analternative project so you'll haveenough time to complete it. Ifyou get a noncommittal ornegative response, take yourrequest to the head of the sciencedepartment or the principal. Callon your parents for support ifpossible.

6. ORGANIZE OTHERS

Another approach is to organizelike-minded students and go toyour teacher or sciencedepartment head as a group. Usethe school media, especially thenewspaper and radio station, asa forum for discussion.Introduce the ethical issuessurrounding dissection atstudent government meetings.For information on passing achoice policy in your school ordistrict, see page 11.

7. GET LEGAL ADVICE

The NAVS Dissection Hotlinehas had great success innegotiating with educationalinstitutions on this issue. If youwant legal advice or need to takelegal action to defend your rightto object to dissection, theNAVS Dissection Hotline canput you in touch with anattorney.

25

PUTTING IT

INTO WORDS

Communicating your

thoughts and feelings about

animals and dissection.

Some students who refuse todissect encounter resistance andeven hostility from teachers,department heads andprincipals. When your ethicalbeliefs are challenged, it'simportant to be prepared. Hereare some arguments that youmight come up against if youobject to taking part in ,

dissection, along with somepossible responses.

TEACHER: Dissection is a .

course requirement, and youhave to do what's required topass the course.

STUDENT: I'm willing to betested on my knowledge acquired bymeans other than dissection. I'mwilling to do as much work as .

anyone elseby studying books,computer programs, videos ormodelsto meet the standards ofthe course.

20,

TEACHER: You don't haveto kill the animal, it's alreadydead.

STUDENT: Using an animalthat was captured, raised orkilled for dissection stillcontributes to the crueltyinvolved. Even if the animal waskilled for other reasons (such asa dog or cat euthanized at ananimal shelter), using theanimal for educational purposesis supporting the notion thatanimals are merely "tools."

TEACHER: You don't haveto dissect, just watch.

STUDENT: I can't watchsomeone else doing somethingthat I think is wrong.Watching is still taking partin the dissection, and I amunwilling to do that. I wouldlike to be excused from the labwhile the dissection is takingplace.

TEACHER: You are justbeing squeamish. You shouldface your fears and makeyourself do the dissectionanyway.

STUDENT: Refusing to dissecthas nothing to do with beingafraid. Being opposed todissection is not a sign ofemotional immaturity, but ofcompassion for animals.

TEACHER: The ,hands-onexperience of dissection isessential to understandingbiology. It teaches us tounderstand life.

STUDENT: Biology issupposed to .teach respect for life,but dissection teaches us thatanimal life is cheap andexpendable. I can get'"hands-on"experience by using detailedmodels of animal anatomy,observing live animal's, ordissecting plants. Also, somepeople learn more from clear,detailed diagrams or computersimulations than from animalspecimens. Evenmany medicalschools nolonger requirethe use ofanimalsin theirclassroom.

TEACHER: If one student isallowed to refuse to dissect,what is to stop all studentsfrom doing so?

STUDENT: Any student withsincere objections to dissectingshould have his or her beliefsrespected. Many schools haveallowed alternatives for a longtime without any problems.

27

TEACHER: What if a student ofone race refuses to sit next to astudent of another race? What ifstudents decide they don't wantto take part in gym class? If I givein to you, I will have to give in toother students on other issues.

STUDENT: It isn't fair tocompare me to a bigot or a studentwho doesn't want to 'run in gymclass. My objection to dissection isbased on moral principles. This iscompletely different from a studentwith racial prejudices. of one who istrying. to avoid class work.A teacher needs to discriminatebetween students-with moralobjections and those who simplywant their own way.

TEACHER: You are not avegetarian (or you wear leathershoes), so therefore you are notentitled to object to dissection.

STUDENT: I have the right todraVu the line where my consciencedictates, and to have my beliefsrespected. Some people believe than itis necessary to use animals for food(or clothing) while at the same timebelieving it is wrong to eat dogs andcats, or to hunt. Everyone draws the

TEACHER: The teacher'sacademic freedom is at stake.

STUDENT: My freedom of beliefis what really is at stake. All theteacher is being asked to do is agreeto. allow an alternative procedure forme because I am morally opposed todissection. Students who are willingto 'dissect can still do so. knowthat other school systems offeralternatives to dissection.,California, Florida, New York, andPennsylvania even have laws sayingthat students have the right not todissect. I only ask for the samerespect that other students receive,in other parts of the country.

lirie somewhere, and because of mymoral beliefs, I draw the line atdissection.

28

\(In or A

PUTTING IT

IN WRITING

When you refuse to dissect,

it may be necessary to send

letters to your teacher,

science department head

and, if necessary, your

principal in order to

formally explain your

beliefs. Here are some

suggestions for writing

these letters.

Keep it short and to the point.Do not be defensive orargumentative.Stick to the issue, i.e. your right tohave your beliefs respected, andyour willingness to perform analternative project.Be sure to include a statement as towhy you feel dissection violatesyour ethical or spiritual beliefs.Provide your professor ordepartment head with suggestedalternatives, if you can.Ask them to promptly reply to yourrequest to do an alternative project.State your willingness to commit anequivalent amount of time andenergy.Always keep copies of your lettersfor your own file, as these will beimportant if you ultimately takelegal action. You should alwayskeep a diary or written summary ofyour actions. Include dates, timesand subjects of conversations, aswell as people involved.

29

PASSING A

STUDENT CHOICE

POLICY IN YOUR

SCHOOL OR

DISTRICT

Many students want to pass astudent choice policy in theirown school or school district.Here are some suggestions:

1. Start a petition and collectas many signatures from otherstudents, parents, and teachersas possible. The petition shouldbe short and simple. You maywant it to read as follows:

"We request that

school (or School District)institute a formal policy wherebyall students are given, withoutpenalty, the option of a non-animal alternative to dissection."

30

2.. Prepare to make apresentation requestingalternatives. This can be done inthe form of a letter. Make it clearthat "alternatives" do not includedropping the class, taking alower grade, watching the teacheror another student dissect, orbeing tested using dissectedspecimens. Some points you maywant to make in yourpresentation:

Students have a right to havetheir feelings and beliefsrespected. Many schools allowalternatives to dissection, andfour states have passed lawsprotecting the student's right toa humane alternative.

Offering alternativesencourages an enthusiasm forscience. Many students avoidscience classes because ofdissection requirements.

Many innovative alternatives todissection exist and are morecost effective over time thandissection specimens.

Recent investigations of severalbiological supply houses havedemonstrated that we can neverbe sure dissection specimensare obtained in a humanemanner. Many students object

to the cruelty involved inraising, capturing and killinganimals for dissectionpurposes.

Dissection is not necessary toscience education. Even manymedical schools no longerrequire the' use of animals.Using alternative teachingmethods encourages respectfor life.

3. Make an appointment tomeet with your school principal,or get on the agenda for the nextschool board meeting. Find outhow long you will be allowedto speak.

4. When the student choicepolicy is approved, be sure it isformalized in writing. It isimpoftant that students areinformed of their right to choosean alternative, and thatalternatives are readily available.

There are many alternatives to

animal dissection for teaching

biology, anatomy, physiology.

The following teachingmaterials are samples of whatyou can suggest to your teacher,department head or principal.We have selected only thosematerials that,:lo not requireanimals to be harmed or killed.

While some of these alternativematerials may appear expensive,they can be used for many years,'by many students. Incomparison, animals are alsoexpensive and can only be usedonce, and usually by only one tothree students.

Each description lists the nameof the company or other sourcewhere innovative educationalmaterials can be obtained.Addresses and telephonenumbers are listed at the end ofthis booklet under "CompaniesThat Provide Alternatives."None of these sources sellanimals for dissection. Werecommend ordering catalogsfrom these companies for moredetailed information. If you havea specific question or need that isnot addressed here, pleasecontact the NAVS DissectionHotline toll-free at1-800-922-FROG (3764). _

31 "®,

ANATOMICAL

MODELS

The National Anti-VivisectionSociety has a lifelike bullfrogmodel available on a free loanbasis. Call 1-800-888-NAVS(6287).

Three-dimensional vinylzoological models'of a frog,earthworm, grasshopper andperch are available fromNystrom.

Denoyer-Geppert makes theGreat American Bullfrog witha dissectible heart.

National Teaching Aids offersvinyl relief models of a frogand earthworm, with removable,flexible organs and carrying case.

Human anatomy torso modelswith removable parts areavailable from Denoyer-Geppert,Nystrom, National TeachingAids: Anatomical ChartCompany and Medical Plastics'Laboratory.

Models of individual organsand systems are available fromNystrom, Denoyer-Geppert,Anatomical Chart Company and.

Medical Plastics.

32

Redco Science makes individualdesktop plastic Drisect modelsof nine body organs and systems,and two Drisect comparativeanatomy 'kits of vertebratehearts and brains.

Denoyer-Geppert, AnatomicalChart Company and MedicalPlastics, have a wide selection ofplastic skeletons and skulls.

VIDEOTAPES,

VIDEODISCS

AND SLIDES

A video, Advances in HumaneEducation: Alternatives inBiology from the National Anti -Vivisection, Society (NAVS) givesan overview of many newmethods that replace animaldissection. Available on a free-loan basis, pr for purchase fromFilm Comm.

Videotapes on human anatomyare available from TeachingFilms, Films for the Humanitiesand Sciences, and Denoyet-Geppert (to accompany theirKnow Body torso model). FocusMedia offers a 3-part "YourBody" series, and videos on

mitosis and meiosis, DNA,evolution and natural selection.

A 3-D imaging videodisc onhuman anatomy, "Atoms toAnatomy", and a videodisc,"Cell Biology", are availablefrom Videodiscovery.

Videos on plant, animal andmarine biology are availablefrom Films for the Humanitiesand Sciences.

Optical Data Corporation has alaserdisc, Principles ofBiology, in its Living TextbookSeries.

CellSery has a video explainingthe use of tissue culture in'biomedical research (and guidesfor CellSery kits).

CHARTS,

POSTERS AND

TRANSPARENCIES

Denoyer-Geppert publishes alarge full-color chart series inbiology, which includes froganatomy and development, plantand animal cells, animal mitosisand meiosis, and manyother animal anatomycharts; a Life Science Chart

Series which includes humanbody systems and animal lifehi4tories; and a Science of LivingThings Chart Series 'which hasanimals and animal classificationcharts.

'Denoyer - Geppert also has asimilar chart series on humanphysiology, human anatomy anda survey of human biology.

Nystrom sells the Frohse seriesof anatomical charts, the Juricazoology chart series and theirown 14-chart human. body setwhich comes with an extensiveteacher's guide. The Frohse andhuinan body charts aremarkable.

Anatomical Chart Company hasan extensive selection of humananatomy and physiologycharts.

Biology overhead transparencyatlases available from Denoyer-Geppert include: human organsand systems;. apparatus ofmovement;, histology;parasitology, reproduction andgerm development in humansand animals; and a three-partseries on the origin andevolution of life.

33

COMPUTER

PROGRAMS

Queue and CambridgeDevelopment Lab have a largevariety of programs in basic andadvanced biology; humananatomy, physiology and bodysystems; zoology and animalclassification; and genetics andpopulation dynamics (Apple,IBM, Mac). CambridgeDevelopment Lab also offersBiology Lab, dissection guidesfor a frog,' earthworm and others,written by a high school teacher(Apple, Mac); and the interactiveProbe Series with a computerizedprobe to explore 22 differentbiological structures andfunctions (Apple).

The Rat Stack is an interactive"atlas" which uses photo imagesand diagrams to show differentlayers/stages of a rat dissection(Mac). Sheffield BioSciencePrograms.

Visifrog, a program in froganatomy with a database andquizzes, is available fromVentura (Apple, IBM, Mac).Ventura also offers similarprograms on marine lifeanatomy, fetal pig andearthworm anatomy, plant andanimal cells, insects andprotozoa.

Operation Frog allows a studentto "dissect" a frog, examine theorgans in detail, compare ahuman and frog heart, andreconstruct the frog (Apple,MAC, MS-DOS, Scholastic)..

34

NON-ANIMAL

PROJECTS

Several companies offercomputer-based labs, utilizingstudents as subjects: Queue andCambridge Development Laboffer the Bio-feedbackMicro Lab with several sensors tomeasure various body functions;and The Body Electric forexamining brain waves (EEG),electrocardiograms (EKG) andmuscle electrical activity (EMG)(both Apple). Queue also has aCardiovascular Fitness Lab(Apple, IBM) and anExperiments in HumanPhysiology program (Apple).

Phipps & Bird manufactures theBioMonitor (HarvardBiometer), a simplified EKG toreplace frog pithing in thestudy of heart functions.They offer other kitsfor studyinglung functionsand bloodpressure. LafayetteInstruments and

Intellitool have similar kits,including Physiogrip, a musclephysiology lab.

Redco Science offers kits forexperiments in fruit fly genetics,immunology and evolution,mitosis, probability in genetics,and plant and animal cellstructure.

The tellSery program has fourkits which provide human cellculture materials for studyingtissue culture and in vitrotoxicology.

The American Fund forAlternatives to Animal Research(AFAAR) and the Center forAdvanced Training in Cell andMolecular Biology offer a yearlytuition-free, one-week course,Introduction to Tissue Cultureand In Vitro Toxicity Testing,in Washington, D.C. It is opento high school and collegebiology teachers, college biology,pre-med or science students, and

high school seniors.

IP

Project sheets of specificalternatives to common animal-related biology experiments anddissections are available from theNational Association for theAdvancement of HumaneEducation (NAAHE).

The Endangered SpeciesHandbook by Greta Nilssoncontains numerous non-harmfulprojects such as animalobservation. 'The handbook isfree if the request is on school or

'library letterhead; otherwise thecost is $10.00. Animal WelfareInstitute, P.O. Box 3650,Washington, D.C. 20007.

Students also can learn effectivelyfrom activities, such as making a3-D model or drawing. to scale aheart or a particular animal.Examples of this hands-on typeof learning are available in amonograph, Animals inBiology Classrooms, from theNational Association ofBiology Teachers(NABT).

BOOKS,

PAMPHLETS

REFERENCE BOOKS

Pictorial 'Anatomy of the Frog,Cat, Dogfish, Fetal Pig,Necturus, Human Embryo-seriesby Gilbert. University ofWashington Press.

Denoyer-Geppert publishes a -

_Biology Resource Manual anda Human Anatomy ResourceManual with copy masters ofblack and white anatomicaldrawings and tests, in Spanishand English editions.

Gray's Anatomy from RunningPress is especially good for .

introductory biology students.

The PKN Series from Wm. C.Brown is a pictured key series foreasily identifying insects, spiders,fishes, amphibians, reptiles andothers.

The Johns Hopkins Atlas ofHuman Functional Anatomy,3rd edition. Detailed colorillustrations, accompanying'textand an extensive glossary ofterms emphasize functionalliving anatomy. Johns HopkinsUniversity Press:

The Frog Book by Mary C.Dickerson is a classical non-technical biology study of frogsand toads. Dover.

LABORATORY MANUALS

Modern Biology 1993,Laboratories,(ISBN #H94335-3) a labworkbook, addresses the issue ofdissection and alternatives, andincludes only one (optional)dissection procedure. Availablein pupil and teacher editions.Holt, Rinehart and Winston.

W.H. Freeman publishesLaboratory Separates, a serieson the anatomy and dissection ofa rat, fetal pig, cat and others;and Atlas and DissectionGuide for ComparativeAnatomy by Wischnitzer.Although we are opposed todissection, these reprints fromlab manuals may serve as adissection alternative.

ADVANCED .

COLORING BOOKS

Adult-oriented coloring bookscan provide a hands-on'alternative to dissection.

Gray's AnatOmy ColoringBook by ,Stark and Driggs.Running Press.

Science Coloring Books fromHarper Collins include:

The Anatomy Coloring BookThe Physiology Coloring BookThe Biology Coloring BookThe Human Brain Coloring

BookThe Human Evolution

Coloring BookThe Marine Biology Coloring

BookThe Zoology Coloring BookThe Botany Coloring Book

The A & P ColoringWorkbook: A Complete StudyGuide, supplements any humananatomy and physiology textthrough exercises, artwork andvisualization.Benjamin/Cummings.

The Human AnatomyColoring Book from Doyer.

37

19

COMPANIES THAT PROVIDE ALTERNATIVESAnatomical Chart Company8221 Kimball Ave.Skokie, IL 60076(800) 621-7500

Benjamin/Cummings PublishingCompany390 Bridge ParkwayRedwood City, CA 94065(800) 950-BOOK

Wm. C. Brown Publishers2460 Kerper Blvd.Dubuque, IA 52001(800) 331;2111

Cambridge Development Laboratory86 West StreetWaltham, MA 02154(800) 637.0047

CellSery ProgramMcCort-Ward Building, Rm #103The Catholic University of AmericaWashington, D.C. 20064(202) 319-5725

The'Center for Advanced Trainingin Cell and Molecular BiologyDepartment of BiologyThe Catholic University of AmericaWashington, D.C. 20064(202) 319-6161

Denoyer-Geppert Science Company5225 Ravenswood Ave.Chicago, IL 60640-2028(800) 621.1014Ask for gerieral catalog or Sharing theKnowledge: Human Anatomy and,Physiology Resource Catalog.

Dover Publications, Inc.31 East Second StreetMineola, NY 11501

(516) 294 -7000

FilmComm641 North AvenueGlendale Heights, IL 60139.(708) 790-3300

Films for the Humanities andSciencesP.O. Box 2053Princeton, NJ 08543(800) 257-5126

Focus Media485 S. Broadway,kSte. 12Hicksville, NY 11801(800) 645.8989

W.H. Freeman and CompanyCustomer Service4419 West 1980 SouthSalt Lake City, UT 84104(800) 877-5351

Harper Collins PublishersP.O. Box 588Dunmore, PA 18512(800) 331-3761

Holt, Rinehart and Winston6277 Sea Harbor DriveOrlando, FL 32887(800) 225-5425

IntellitoolP.O. Box 459Batavia, IL 60510.0459(800) 22.7-3805

Johns Hopkins University PressHampden StatiooBaltimore, MD 21211(800) 537.5487

Lafayette Instrument CompanyP.O. Box 5729Lafayette, IN 47903-5729(800) 428.7545 or (317) 423.1505

Medical Plastics LaboratoryP.O. Box 38Gatesville, TX 76528(800) 433.5539(800) 722-8525 in TX(800) 633-2262 in Canada

National Association for theAdvancementof Humane Education (NAAHE)67 Essex TurnpikeEast Haddam, CT 06423-1736(203) 434-8666

National Association of BiologyTeachers11250 Roger Bacon Drive, #19Reston, VA 22090(703) 471-1134

National Teaching Aids1845 Highland Ave.New Hyde Park, NY 11040(516) 326-2555

Nystrom3333 N. Elston Ave:Chicago, IL 60618-5898(800) 621-8086

Optical Data Corporation30 Technology DriveWarren, NJ 07059(800) 524-2481

Phipps & BirdP.O. Box 27324Richmond, VA 23261(800) 955 -7621.

Queue338 Commerce DriveFairfield, CT 06430(800) 232.2224 or (203) 335-0906in CT and Canada

Redco Science, Division ofHubbard Scientific1120 Halbleib RoadChippewa Falls, WI 54729(800) 547-3326

Running Press125 South 22nd StreetPhiladelphia, PA 19103(800) 345.5359

Scholastic Inc. ,

2931 East McCarty StreetJefferson City, MO 65101(800) 541.5513

Sheffield BioScience ProgramsAttn: Dr. D.G..Dewhurst11 Robinson DriveHarrogate HG2 9DJUnited Kingdom

Teaching Films1560 Sherman AvenueEvanston, IL 60201(800) 323-9084, In Illinois CallCollect (708) 328-6700

University of Washington PressP.O. Box 50096Seattle, WA 98145(800) 441.4115

Ventura Educational Systems910 Romona Ave., Ste. EGrover Beach, CA 93433(800) 336.1022

Videodiscovery1700 Westlake Ave., North, Ste. NOSeattle, WA 98109-3012

20

OTHER STEPS TO TAKE

Now that you're aware of your right to refuseparticipation in dissection and know of.viable, humanealternatives; you may wish to pursue animal advocacy to agreater degree. Listed are some suggestions:

JOIN NAVSAs a student member of the National Anti-VivisectionSociety, you will be kept abreast on issues related to animalsin research, education and product testing. Yourmembership includes a year's subscription to the NAVSBulletin and access to our library of resources.

BECOME A CRUELTY-FREE CONSUMERPurchase only those cosmetics and personal care productswhich are not tested on animals. NAVS regularly producesguide, Personal care For People Who 'Care, to the animaltesting policies of major manufacturers and distributors ofpersonal care products. The 1994 edition contains thenames and addresses for over 600 cruelty-free productmakers. A copy of Personal Care is included with eachNAVS membership.

ACTIVELY PURSUE HUMANE SCIENCELook to science fairs and other extracurricular endeavors todemonstrate scientific ,progress achieved without the use ofanimals. Reference science fair guidelines and encourageyour,school to adopt rules which prohibit any invasiveanimal experimentation.

ILLUSTRATE YOUR COMPASSION FORANIMALSEnter the annual NAVS Art for Animals Contest.Submit original paintings, poetry, line art,sculptUre, music or video forms whichbest express your feelings for.animalwelfare and against vivisection. CallNAVS for details (1-800-888-NAVS).

40

THE

NAVS

DISSECTION

HOTLINE

1-800-922-FROG(3764)

NJAYSCREDIBLE ANSWERS

FOR A CRUELTY-FREE WORLD

The National Anti Vivisection Society53 West Jackson Blvd., Suite 1552, Chicago, IL 60604

420 1994 NAVS ..it Printed on recylded paperDesigned and illustrated by Linda Frothingham

WHAT OTHERS HAVE SAID

You are not alone in your feelings of compassion towardsanimals. Throughout history, prominent spokespeople from all,walks of life have voiced their support of our animalcompanions and opposition to animal experimentation.

"Until he. extends the circle of compassion to all livingcreatures, man himself will not find peace."

Albert Schweitzer

"There are hundreds of paths to scientific knowledge. Thecruel ones can teach, us only what we ought not to know."

George Bernard Shaw

"Kindness is the only service that will stand the storm of lifeand not wash out. It will wear well, look well and beremembered long after the prism of politeness or thecomplexion of courtesy has faded away. "'

Abraham Lincoln

"Our task must be to free ourselves...by widening our circle, ofcompassion to embrace all living creatures and the whole ofnature in its beauty."

Albert Einstein

"It's a matter of taking the side of the weak against the strong,something the best people have always done."

Harriet Beecher Stowe

"We cannot have peace among' men whose hearts find delightin killing any living creature."

Rachel' Carson

"The greatness of a nation and its moral progress can bejudged by the way its animals are treated."

Mahatma Gandhi

41

A COLLEGE STUDENT'S HANDBOOK

43

Dear'Student:Your decision to refuse participation in dissection

exercisesrepresents a courageous stand in defense of

animals unable to defend themselves. You have the right

to have your ethical beliefsrespected by your professor and

fellow students without being penalized. Although your

objection to dissection may be an unpopular decision, rest

assured that you are not alone in your convictions. The

NAVS Dissection Hotline fields hundreds of calls every

week from like-minded students.

The National Anti-VivisectionSociety was founded by

an idealistic group on people outraged by the infliction of

suffering of animals in the pursuit of science. Today we

are bolstered by support from those who know there are

better and more humane ways of advancing human health

and scientificknowledge. We are committed to the

advancement of science education whiCh imparts respect

for life as well as an understanding of biology. We assert

that dissection imparts a contradictory message-one which

compromises an individual's empathy to the suffering of

others.We hope that this booklet provides you with the

information you need to support your compassionate

decision. Please call us if you have any questions or need

additional assistance.Encourage your parents and

instructors to call us, too, for current information on

innovations in science education which do not inflict

suffering on animals.

Sincerely,

Peggy CunniffNAVS Executive Director

44

Dear Concerned Student:

By contacting the NAVS Dissection Hotline, you've alreadytaken the first step toward protesting animal dissection in college

'courses. This booklet is designed to help you take the first stepdown the path to an ethical scientific 'education.

Refusing to dissect animals can be a difficult choice. I know'from experience. In 1987 my daughtet, Jenifer, decided shedidn't want to dissect a frog in her high school biology class.Jenifer's simple ethical objection spiraled into a two-year struggleto establish her right not to harm animals in the classrooffi.

In a number of states students in grades kindergarten throughhigh school have now won the right to refuse to dissect, harm orkill animals-and the right to substitute an alternative project.Other states (California, Florida, New York, and Pennsylvania)have policies that guarantee a student's right to refuse dissection.I believe that college students also deserve to have their rightsrespected.

We designed this handbook to assist students in- taking astand on their beliefs about humane education and respect forthe environment. If after reading this booklet you have morequestions about how to proceed, feel free to call me at our toll-free number, 1-800-922-FROG (3764).

Sincerely,

etvu-to.vr

Pat DavisDirector, NAVS Dissection Hotline

45

TO DISSECT...

OR OBJECT?

A question ofconscience.

When dissection wasintroduced into the educationalcurriculum in the 1920s, it wasthought to be a good learningtool in the study Of anatomy,physiology and the theory ofevolution. Today, moresophisticated teaching methodshave been developed which canreplace dissection and saveanimals.

But dissection is a bigbusiness. Every year millions ofanimals are killed to be dissected .

for educational experiments.Many of these animals, such asfrogs, earthworms, crayfish andperch, are collected from theirnatural environments; in theprocess, their habitats aredecimated and entire ecologiesare threatened. Many otheranimals, such as rats, are bred

46

merely to suffer and then die.A recent investigation of certainbiological supply houses showedthat cats obtained for dissectionsuffered very painful and crueldeaths.

Equally destructive is thedesensitizing effect of mutilatingand dismembering animals inthe name of science and for thecause of "education. ". Somehowthe study of "life science"- meantto instill wonderment andrespect for life-has become thescience of death. Dissectionteaches students that animal lifeis expendable and unimportant.As a result, some of the bestpotential scientists, who have adeep respect for animal life, mayend up dropping out of a fieldthey love because they refuse totake part in senseless killing.

Despite the availability ofnumerous innovative educationalalternatives ranging from detailedmodels to computer simulations,animal dissection remains afixture in most college biology,physiology and zoology courses.Year after year, millions ofanimals needlessly die in U.S.college classes to demonstratebasic anatomy, which couldeasily be taught by other means.

Recently, students around thecountry have begun to speak outagainst this misguided practice.As student objections todissection become more vocaland visible, the use of humane,innovative teaching methodsincreases: In fact, many medicaland veterinary schools haveeliminated, or no longer requireanimal labs.

Every time a student exerciseshis or her right not to dissectanimals, the awareness of theentire academic community isincreased. By exercising yourright as a student, you can helpcreate an environment whererespect for animals is consideredthe norm.

47

SAYING NO TO

DISSECTION

Guidelines fo consider when

raising your objection to your

professor.

1 . VOICE OBJECTIONS EARLY

First, clarifyyour reasons forrequesting an alternative, anddecide how far you are willing totake matters. Before the termstarts, or as soon as possiblethereafter, ask your professorwhether you will be expected todissect or use live animals. Findout precisely what you will beasked to do. Don't rely on-yourprofessor to give you advancewarning.

Tell your professor of yourintention not to participate indissection experiments as soonas possible; .do not wait until theday of the dissection lab to voiceyour objection. This will giveboth you and your professorenough time to work out anacceptable alternative.

8

2. BE FIRM, BE CALM

State your objections calmlyand clearly, and be prepared todiscuss your reasons for refusingto dissect. Never approach yourprofessor in an arrogant, self-righteous or confrontationalmanner. Presume that he or shemay have a different beliefsystem" on the issue of animaluse, and it is unlikely that youwill change those views. On theother hand, stress that you donot wish this value system to beimposed upon you, as it conflicts,with your ethical or spiritualbeliefs.

3. SUGGEST ALTERNATIVES

Suggest reasonable alternativesthat will meet the teaching goals

-of the course by some methodthat doesn't involve the harmfuluse of animals. This couldinclude writing a paper,preparing anatomical charts orstudying diagrams, videos ormodels. The alternative projectshould take an equivalentamount of time and effort and berelevant to the course work. Beprepared to be tested on thesame materials, as other students,as long as the test itself does notinclude a practical dissection, orthe use of dissected specimens.You should not be penalized fordoing an alternative project.

4. ASK FOR A STRAIGHT ANSWERAsk your professor to respond

promptly to your request fOr analternative project so you'll haveenough time to complete it. Ifyou get a noncommittal ornegative response, take yourrequest td the appropriatedepartment head.or dean.

5. GET LEGAL ADVICE

The NAVS Dissection Hotlinehas had great success innegotiating with educationalinstitutions on this issue. If youwant legal advice or need to takelegal action.to_defend your rightto object, to dissection, theNAVS Dissection Hotline canput you in touch with anattorney.

6. PASS A POLICY

Another approach is toorganize like-minded studentsand go to your professor anddepattment head as a group.Request that a formal policy beinstituted which offersalternatives for students. Putyour request, and the suggestedpolicy in writing, and ask for areply by a specific date. Getletters of support from studentswho have avoided science classesbecause of dissectionrequirements. You can also usethe campus newspaper and radiostation as,a forum for discussion.Go to the Dean and Board ofTrustees if necessary. Be politebutpersistent. Tenacity is the keyto success:

49

PUTTING IT

INTO WORDS

Communicating your

thoughts and feelings about

animals 'and diskction.

Some students who refuse todissect encounter resistance-andeven hostility-from professors,department heads and deans.When your ethical beliefs arechallenged, it's important to beprepared. Here are somearguments that you might comeup against, if you object to takingpart in dissection, along withsome possible responses.

HANDS-ON EXPERIENCE

IS ESSENTIAL TO

UNDERSTANDING BIOLOGY.There are many practical

alternatives to dissection. I can get"hands-on" experience by usingdetailed models of animal anatomy,observing live animals, or dissectingplants. Also, some people learnmore from clear, detailed diagramsor computer simulations than fromanimal specimens.

50

DISSECTION IS A COURSE

REQUIREMENT, AND YOU

HAVE TO DO WHAT'S

REQUIRED TO PASS THE

COURSE.I'm willing to be tested on my

knowledge acquired by means otherthan dissection. I'm willing to do asmuch work as anyone else-bystudying books, computer programs,videos or models-to meet thestandards of the course.

THE PROFESSOR'S ACADEMIC

FREEDOM IS AT STAKE.My freedom of belief is what

really is at stake. All the professori,s being asked to do is consent toan alternative procedure for mebecause I am morally opposed todissection. Students who are willingto dissect can still do so.

YOU ARE BEING SQUEAMISH.

YOU SHOULD FACE YOUR

FEARS AND MAKE YOURSELF

DO THE DISSECTION ANYWAY.Refusing to dissect has nothing to

do with being afraid. Being.opposedto .dissection is not a sign ofemotional immaturity, but ofcompassion for animals.

YOU ARE NOT A VEGETARIAN

(OR YOU WEAR LEATHER

SHOES), SO THEREFORE YOU

ARE NOT ENTITLED TO OBJECT

TO DISSECTION.I have the right to draw the line

where my conscience dictates, andto have my beliefs respected. Somepeople believe that it is necessary touse animals for food (or clothing)while at the same time believing itis unnecessary to kill them fordissection. Others who eat meatbelieve it is wrong to eat dogs andcats, or to hunt. Everyone drawsthe line somewhere, and because ofmy moral beliefs, I draw the line atdissection.

YOU DON'T HAVE TO DISSECT

JUST WATCH.I can't watch someone else doing

something that I think is wrong.Watching is still taking part in thedissection, and I am unwilling todo that. I would like to be excusedfrom the lab while the dissection istaking place.

DISSECTION TEACHES US TO

UNDERSTAND LIFE.Biology is supposed to teach us

respect for life, but dissectionteaches us that animal life is cheapand, expendable.

YOU DON'T HAVE TO KILL THE

ANIMAL, IT'S ALREADY DEAD.Using an animal that was

captured, bred or killed fordissection still contributes to thecruelty involved. Even if the,animal was killed for other reasons(such as a dog or cat that waseuthanized at an animal shelter),using the animal for educationalpurposes is supporting the notionthat animals are merely "tools.-"Recently, biological supplycompanies have come underscrutiny for cruel and inhumanetreatment of animals "processed"for dissection. Cats which were petshave been stolen and sold forprofit, both in the U.S. and inMexico. There is no .way todetermine if the animal you areasked to dissect was treated in ahumane manner.

51

PUTTING IT

IN WRITING

When you refuse to dissect,'

it may be necessary to send

letters to your professor,

. department head and, if

necessary, the dean in order to

formally explain your beliefs.

52

Here are some suggestions forwriting these letters:

Keep them short and to thepoint.Do not be defensive orargumentative.Stick to the issue, i.e: your rightto have your beliefs' respected,and your willingness to performan alternative project.Be sure to include a statement asto why you feel dissectionviolates your ethical or spiritualbeliefs.Provide your professor ordepartment head with suggestedalternatives, if you can.

Ask them to promptly reply toyour reqUest to do an alternativeproject.State your willingness to commitan equivalent amount of timeand, energy.Always. keep copies of yourletters for your own file, as thesewill be important if youultimately take legal action. Youshould always keep a diary orwritten summary of your actions;include dates, times and subjectsof conversations, as well aspeople involved.

COLLEGE

STUDENTS

SPEAK OUT

AGAINST

DISSECTION

Experiences of students who

stood, up for their beliefs,

In our Animal HealthTechnology department, studentsin anatomy and physiology classeswere required not only to dissectrats, but to kill, them by puttingthem in a box and electrocutingthem. Who gave us the right totake those rats and kill them likethat? It is wasteful andredundant.

Over the past year and a half,.I've been telling the professors inthe ckpartment that there's abetter way. They stopped theprocess of having students kill therats, and hired someone to kill therats for the school. Yet studentsare still required to dissect ratsinfive labs, per semester.

Finally, I got the courage to saythat morally, ethically andspiritually, this practice offendsme and I'm unable to do it. Theprofessor wouldn't allow me to doextra or alternative projects, andtold me I'd still have to take thetest after the class. But I studiedon my own, through books anddiagrams, and got an "A".

Other people in the class whowere afraid of saying "no" sawthat I got good grades and wasn'tharassed much. Maybe next time,they'll choose to do it, too. It helpswhen you are not alone. Next yearthe campus animal rights group.will,have the Dissection Hotlinenumber at registration so peoplecan call before the lab comes up,before they have to make a ,

decision.

Clarissa L.,'Riverside, CA

I was taking a pre-med biologycourse, and I had no idea thatdissection was required. I went tothe professor, and then to the headof the department, to see if I coulddo an alternatiVe project because Idon't believe in dissection.Initially, I got some threats that Iwould have to withdraw from thecourse. The. lab teacher tried toconvince me that dissection is notonly beneficial, but it's "'reallyfun". They were dissectingearthworms, crayfish, sharks,

53

frogs, and rats. Needless to say,I wasn't convinced. The professorswere stubborn, but I didn'tapproach them with an attitudethat they're wrong, and I'm right,because that would haveantagonized them. I let them knowthat it's okay for them to have theirbeliefs, but I have my belief and Ihave a right to follow myconscience. Eventually, we satdown and talked about analternative. When they reallyunderstood that I was serious, theyput all their efforts toward helpingme. They gave me films, modelsand histology slides (prepared slidesthat are used over and over), andpictures. They even said they weregoing to have to make up a detailedcourse for other students whoobjected to dissection. Two otherstudents joined me when theyrealized they had alternatives. A lotof students think that if you don'tdo dissection, you can't get intomedical school. But when you startmaking compromises, that's the endof your personal integrity.

Jay New York City

54

I'm planning to object todissection, and I'm gatheringinformation about it ,before I facethe situation in class. The objectionI have is that it seems like a terriblewaste for every stude"nt in the classto dissect a frog, when one frog orone model could teach everyone thesame information. Whether youtake apart a frog or see it in adiagram makes no differenceyou're going to learn what a frog'skidney looks like either way. Whywaste a life? I don't think that Ishould forsake my personal rightsfor a class requirement. Everyonehas their personal limits withregard to animals, and the schoolshould respect those. As long asthere are good alternatives, peopleshould be respected for theirproblems with dissectionwhethermoral, ethical, or just physicalaversion to it.

Heather W., Conway, AK

%.-.13.04,.*

ALTERNATIVES

TO ANIMAL

DISSECTION

There are many alternatives

to animal dissection for

teaching biology, anatomy,

physiology or zoology.,

The following teachingmaterials are samples of whatyou can suggest to yourprofessor, department head ordean. We have selected onlythose materials that do notrequire animals to be harmed orkilled.

While some of these .

alternative materials may appearexpensive, they can be used formany years, by many students.In comparison, animals are '

expensive and can only be usedonce, and usually by only one tothree students.

Each description lists the nameof the company or other sourcewhere innovative educationalmaterials can be obtained.Addresses and telephonenumbers are listed at the end ofthis booklet under "CompaniesThat Provide Alternatives."None of these providers sell ,.animals for dissection. Werecommend ordering catalogsfroth these companies, as theymay offer more detailedalternatives. If you have a specificquestion or need that is notaddressed here, please contact,the NAVS Dissection Hotlinetoll-free at 1-800-922-FROG(3764).

55

ANATOMICAL

MODELS

The National Anti-VivisectionSociety has, a lifelike bullfrogmodel available on a free loanbasis. Call 1-800-888 -NAVS(6287).

Three-dimensional vinylzoological models of a frog,earthworm, grasshopper andperch are available fromNystrom.

Denoyer-Geppert makes theGreat American Bullfrog witha dissectible heart.

National Teaching Aids offersvinyl relief models of a frogand earthworm, with removable,flexible, organs and carrying case.

Human, anatomy torso modelswith removable parts areavailable from Denoyer-Leppert,Nystrom, Natidnal TeachingAids, Anatomical ChartCompany and Medical Plastic'sLaboratory.

56

Models of individual organsand systems are available fromNystrom, Denoyer-Geppert ,

Anatomical Chart Company andMedical Plastics.

Redco Science makes individualdesktop plastic prised modelsof nine body organs and systems,and two Drisect comparativeanatomy kits of vertebratehearts and brSins.

Armstrong Medical and MedicalPlastics have many models andmanikins for use in nursing,medical and emergency medicalstudies.

Denoyer-Geppert, AnatomicalChart Company and MedicalPlastics have a wide selection ofplastic skeletons and skulls.

VIDEOTAPES,

VIDEODISCS

AND SLIDES

A video, Advances in HumaneEducation: Alternatives inBiology from the National Anti-Vivisection Society (NAVS) givesan overview of many newmethods that replace animaldissection. It is available on afree-loan basis, or for purchasefrom Film Comm.

Videotapes on human anatomyare available from TeachingFilms, Films for the Humanitiesand Sciences, and Denoyer-Geppert (to accompany theirKnow Body torso model). FocusMedia offers a 3-part "YourBody" series, and videos onmitosis and meiosis, DNA,evolution and natural selection.

A 3-D imaging videodisc onhuman anatomy, "Atoms toAnatomy, " and a videodisc,"Cell Biology," are availablefrom Videodiscovery.

Optical Data Corporation has alaserdisc, Principles ofBiology, in its Living TextbookSeries.

Videos on plant, animal andmarine biology are availablefrom Films for the Humanitiesand Sciences.

Excellent videotapes and colorslides of human cadaverdissections are available fromthe audiovisual section of anymedical school library, or frommost major publishers.CellSery has a video whichexplains the use of tissueculture in biomedical research(and guides for CellSery

CHARTS AND

TRANSPARENCIES ,

Denoyer-Geppert publishes large,full-color series of charts onhuman physiology, humananatomy and a survey of humanbiology. Also available fromDenoyer-Geppert are charts ofindividual systems or anatomicalparts.

Nystrom sells the Frohse seriesof anatomical charts and theJurica zoology chart series.

Anatomical Chart Company hasmany charts of humananatomy and physiology, aswell as medical, nursing andchiropractic charts.

57

Biology overhead transparencyatlases available from Denoyer-Geppert include: human organsand systems; apparatus ofmovement; histology;parasitology, reproduction and

.germ development in humansand animals; and a three-partseries on the origin andevolution of life.

COMPUTER

PROGRAMS

Queue and CambridgeDevelopment Lab have a largevariety of programs in basic andadvanced biology, anatomy andphysiology, zoology,biochemistry, genetics andpopulation dynamics (Apple,IBM, Mac). EME offersprograms on meiosis (Apple,IBM, Mac) and the human ,

circulatory system (Apple, IBM).

A.D.A.M. Software hasdeveloped a program forhuman dissection sothat students can"dissect" without acadaver (Apple, IBM,Mac).

The Rit Stack is an interactive"atlas" which.uses photo imagesand diagrams to show differentlayers/stages of a rat dissection(Mac). Sheffield BioSciencePrograms.

Visifrog, a program in froganatomy with a database andquizzes suitable for remedial orhigh school competency courses,is available from Ventura(Apple, IBM, Mac).They, also have a series onmarine life anatomy for the samelevel (Apple, IBM, 'Mac).

PsyChologists for the EthicalTreatment of Animals (PsyETA)has a list of alternative,software for psychologycourses (see address onpage 18).

58

NON-ANIMAL

PROJECTS

Several companies offercomputer-based labs, utilizingstudents as subjects.' Queue andCambridge Development Laboffer the Bio-feedbackMicro Lab with several sensors tomeasure various body functions;and The Body Electric forexamining brain waves (EEG),electrocardiograms (EKG) andmuscle electrical activity (EMG)(both Apple). Queue also has aCardiovascular Fitness Lab(Apple, IBM) and anExperiments in HumanPhysiology program (Apple).

Phipps Si.-Bird manufactures theBioMonitor (HarvardBiometer), a simplified EKG toreplace frog pithing in the studyof heart functions; they offerother kits for studying lungfunctions and blood pressure.Lafayette Instruments andIntellitool have similar kits,including Physiogrip, a musclephysiology lab.

Redco Science offers kits forexperiments in fruit fly genetics,immunology and evolution,

mitosis, probability in genetics,and plant and animal cellstructure.

The CellSery program has fourkits which provide human cellculture materials for studyingtissue culture and in vitrotoxicology.

The American Fund forAlternatives to Animal Research(AFAAR) and the Center forAdvanced Training in Cell andMolecular Biology offer a yearlytuition-free, one-week course,Introduction to Tissue Cultureand hi Vitro Toxicity Testing,in Washington, D.C. It is opento high school and collegebiology teachers, college biology,pre-med or science students, andhigh school seniors.

Students can also learn effectivelyfrom activities, such as making a3-D model or drawing to scale aheart or a particular animal.Examples of this hands-on typeof learning are available in amonograph, Animals inBiology Classrooms, from theNational Association of BiologyTeachers (NABT).

59

BOOKS,

PAMPHLETS

REFERENCE BOOKS

Pictorial Anatomy of the Frog,Cat, Dogfish, Fetal Pig,Necturus, Human Embryo-seriesby Gilbert. University ofWashington Press.

Human Anatomy, 2nd Edition:A Text and Colour Atlas by

J.B. Lippincott.

Gray's Anatomy from RunningPress is especially good forintroductory biology students.

The Johns Hopkins Atlai ofHuman Functional Anatomy,3rd edition. Detailed colorillustrations, accompanying textand. an extensive glossary ofterms emphasize functionalliving anatomy. Johns HopkinsUniversity Press.

Color Atlas of Anatomy: APhotographic Study of theHuman Body, 2nd Edition, byRohen and Yokochi. Colorphotos of human dissectionsprovide a 3-dimensional quality.Denoyer-Geppert.

60

LABORATORY MANUALS

Laboratory Anatomy of theHuman Body, 4th Edition, byButterworth. Wm. C. Brown.

W.H. Freeman publishesLaboratory Separates, a serieson the anatomy and dissection ofa rat, fetal pig, cat and others;and Atlas and DissectionGuide for ComparativeAnatomy by Wischnitzer.AlthOugh we are opposed todissection, these reprints fromlab manuals may serve as adissection alternative.

Wm. C. Brown Co. offerscustomized publishing servicesso a book can be compiledwhich elimimites depictions ofdissectiori, and uses only desiredexercises.

ADVANCED

COLORING BOOKS

Adult-oriented coloring bookscan provide a hands-onalternative to dissection.

Gray's Anatomy ColoringBook by Stark and Driggs.Running Press.

Science Coloring Books fromHarper Collins include:

The Anatomy Coloring BookThe Physiology Coloring BookThe Biology Coloring BookThe Human Brain Coloring

BookThe Human Evolution

Coloring BookThe Marine Biology Coloring

BookThe Zoology Coloring BookThe Botany Coloring Book

The A Si: P ColoringWorkbook: A Complete StudyGuide, supplements any humananatomy and physiology textthrough exercises, artwork andvisualization.Benjmiii/Cummings

RESOURCES FOR MEDICAL,

VETERINARY AND

PSYCHOLOGY STUDENTS:

Physicians Committee forResponsible Medicine(PCRM)P.O. Box 6322Washington, D.C. 20015(202) 686-2210

Association ofVeterinarians for AnimalRights (AVAR)P.O. Box 6269Vacaville, CA 95696(707) 451-1391

Psychologists for theEthical Treatment ofAnimals (PsyETA)P.O. Box 1297Washington Grove, MD20880(301) 963-4751

19

COMPANIES. THAT PROVIDE ALTERNATIVES

A.D.A.M. Software1600 Riveredge Parkway, Ste. 800Atlanta, GA 30328(800) 755-ADAM

Anatomical Chart Company8221 Kimball Ave.Skokie, IL 60076(800) 621-7500

Armstrong Medical IndustriesP.O. Box 700Lincolnshire, IL 60069-0700(800) 323-4220

Benjamin/Cummings PublishingCompany390 Bridge ParkwayRedwood City, CA 94065(800) 950-BOOK

Wm. C. Brown Publishers2460 Kerper Blvd.Dubuque, IA 52001(800) 331-2111

Cambridge Development Laboratory86 West StreetWaltham, MA 02154(800) 637-0047

CellSery ProgramMcCort-Ward Building, Rm. #103The Catholic University of AmericaWashington, D.C. 20064(202) 319-5725

The Center for Advanced Training inCell and Molecular BiologyDepartment of BiologyThe Catholic University of AmericaWashington, D.C. 20064(202) 319-6161

Denoyer-Geppert Science Company5225 Ravenswood Ave.Chicago, IL 60640-2028(800) 621-1014Ask for general catalog or Sharing theKnowledge: Human Anatofny andPhysiology Resource Catalog.

EME CorporationP.O. Box 2805Danbury, CT 06813-2805(800) 848-2050, (203) 798-2050.

Film Comm641 North AvenueGlendale Heights, IL 60139(708) 790-3300

Films for the Humanities and SciencesP.O. Box 2053Princeton, NJ 08543(800) 257-5126

W.H. Freeman and CompanyCustomer Service4419 West 1980 SouthSalt Lake City, UT 84104(800) 877-5351

Harper Collins PublishersP.O. Box 588Dunmore, PA 18512(800) 331-3761

IntellitoolP.O. Box 459Batavia, IL 60510-0459(800) 227-3805

Lafayette Instrument CompanyP.O. Box 5729Lafayette, IN 47903-5729(800) 428-7545 or (317) 423.1505

J.B. Lippincott CompanyP.O. Box 1580.Hagerstown, MD 21741(800) 638-3030

Medical Plastics LaboratoryP.O. Box 38GAesville, TX 76528(800) 433-5539(800) 722-8525 in TX(800) 633-2262 in Canada

National Association of BiologyTeachers11250 Roger Bacon Drive, #19Reston, VA 22090(703) 471-1134

National Teaching Aids1845 Highland Ave.New Hyde Park, NY 11040(516) 326-2555

Nystrcim3333 N. Elston Ave.Chicago, IL 60618-5898(800)621 -8086

Optical Data Corporation30 Technology DriveWarren, NJ 07059(800) 524-2481

Phipps & BirdP.O. Box 27324Richmond, VA 23261(800) 955-7621

Queue338 Commerce DriveFairfield, CT 06430(800) 232-2224 or (203) 335-0906in CT and Canada

Redco Science, Division ofHubbard Scientific1120 Halbleib RoadChippewa Falls, WI 54729(800) 547-3326

Running Press125 South 22nd StreetPhiladelphia, PA 19103(800) 345-5359

Sheffield BioScience ProgramsAttn: Dr. D.G. Dewhurst11 Robinson DriveHarrogate HG2 9DJUnited Kingdom

Teaching Films1560 Sherman AvenueEvanston, IL 60201(800) 323-9084, In Illinois CallCollect (708) 328-6700

University of Washington PressP.O. Box 50096Seattle, WA 98145(800) 441-4115

Ventura Educational Systems910 Romona Ave., Ste. EGrover Beach, CA 93433(800) 336-1022

Videodiscovery1700 Westlake Ave:, N., Ste. 600Seattle, WA 98109-3012(800) 548-3472

20

OTHER STEPS TO TAKE

Now that you're aware of your right to refuseparticipation in dissectiOn and know of viable, humanealternatives, you may wish to pursue animal advocacy to a,greater degree. Listed are some suggestions:

17i JOIN NAVSAs a student member of the National Anti-Vivisection .

Society, you will be kept abreast on issues related to animalsin research, education' and product testing. Your ,

membership includes a year's subscription to the NAVSBulletin and access to our library of resources.

o BECOME A CRUELTY-FREE CONSUMERPurchase only those cosmetics and personal care productswhich are not tested on animals. NAVS regularly produces aguide, Personal Care For People Who Care, to the animaltesting policies of major manufacturers and distributors ofpersonal care products. The 1994 edition contains thenames .and,addresses for over 600,cruelty-free productmakers. A copy of Personal Care is included with eachNAVS membership.

ACTIVELY PURSUE HUMANE SCIENCELook to science fairs and other extracurricular endeavors todemonstrate scientific progress achieved without the use ofanimals. Reference science fair guidelines and encourageyour school to adopt rules which prohibit any invasiveanimal experimentation.

El ILLUSTRATE YOUR COMPASSION FORANIMALS

.

Enter the annual NAVS Art for Animals Con,test:Submit original paintings, poetry, line art,sculpture, music or video forms whichbest express your feelings for animalwelfare and against vivisection. CallNAVS for details (1-800-888-NAVS).

64

WHAT OTHERS HAVE SAID

You are not alone in.your feelings of compassion towardsanimals. Throughout history, prominent spokespeople from allwalks of life have voiced their support of our animalcompanions and opposition to animal experimentation.

"Until he extends the circle of compass'ion to all livingcreatures, mdn himself will not find peace."

Albert Schweitzer

"There are hundreds of paths to scientific knowledge. Thecruel ones.can teach us only what we ought not to know."

George Bernard Shaw

"Kindness is the only service that will stand the storm of lifeand not wash out It will wear well, look well and be_remembered long after the prism of politeness or thecomplexion of courtesy has faded away."

Abraham Lincoln

"Our task must be to free ourselves...by widening our circle ofcompassion to embrace all living creatures and the whole ofnature in its beauty."

Albert Einstein

"It's a matter of taking the side of the weak against the strong,something the best people have always done."

Harriet Beecher Stowe

"We cannot have peace among men whose hearts find delightin killing any living creature."

Rachel Carson

"The greatness of a nation and its moral progress can bejudged by the way its animals are treated."

65

Mahatma Gandhi

THE

NAVS

DISSECTION

HOTLINE

1-800-922-FROG(3764)

NAYSCREDIBLE ANSWERS

FOR A CRUELTY-FREE WORLD

The National Anti - Vivisection Society53 West Jackson Blvd., Suite 1552, Chicago, IL 60604

660 1994 NAVS Printed on recylclecl paperDesigned and illustrated by Linda brothingham

A RATIONALCRITIQUE

OFDISSECTION

DISSECTIONHOTLINE

1-800-922-3764

National Anti-Vivisection Society53 W. Jackson

Chicago, IL 606041-800-888-NAVS

67

Dea

r Sc

ienc

e T

each

er,

A g

row

ing

num

ber

of s

tude

nts

at a

ll gr

ade

leve

ls a

re v

oici

ng o

bjec

tions

to w

hat t

hey

see

as th

e un

nece

ssar

y us

e of

ani

mal

s in

edu

ca-

tion.

Mos

t oft

en, t

his

is b

ecau

se th

e st

uden

tca

res

abou

t and

res

pect

s an

imal

s, a

nd s

ees

dis-

sect

ion

as a

vio

latio

n of

that

res

pect

. Man

yte

ache

rs a

llow

stu

dent

s th

e op

tion

of p

erfo

rm-

ing

an a

ltern

ativ

e to

dis

sect

ion

whi

ch m

eets

the

obje

ctiv

e of

the

less

on, w

hile

hon

orin

g th

eet

hica

l bel

iefs

of

the

stud

ent.

Dro

ppin

g th

e cl

ass,

obs

ervi

ng th

e di

ssec

-tio

n, o

r be

ing

requ

ired

tota

ke a

test

usi

ng d

isse

cted

spec

imen

s ar

e no

t acc

epta

ble

alte

rnat

ives

for

mos

t stu

dent

s.O

f co

urse

, situ

atio

ns w

illva

ry; s

ome

stud

ents

may

be

will

ing

to w

atch

a v

ideo

tape

of a

dis

sect

ion,

whi

le o

ther

sm

ay o

bjec

t to

this

as

wel

l be-

caus

e it

invo

lved

the

killi

ng o

f an

anim

al.

Whe

n a

stud

ent i

s fo

rced

to d

oso

met

hing

whi

ch v

iola

tes

his

or h

er m

oral

be-

liefs

, or

is p

enal

ized

for

ref

usin

g to

do

so, t

here

can

be lo

ng te

rm n

egat

ive

emot

iona

l and

psy

-ch

olog

ical

eff

ects

. We

know

this

fro

m d

ealin

gw

ith m

any

adul

ts w

ho n

ever

for

got t

he tr

aum

aof

bei

ng m

ade

to d

isse

ct in

sch

ool.

In th

e in

tere

st o

f pr

ovid

ing

a po

sitiv

e ed

u-ca

tiona

l exp

erie

nce

for

all s

tude

nts,

we

enco

ur-

age

you

to p

ursu

e a

form

al p

olic

y at

you

rsc

hool

whi

ch r

ecog

nize

s th

e op

tion

of a

hu-

man

e al

tern

ativ

e to

dis

sect

ion.

Con

side

r th

at s

tude

nts

who

cla

im to

wan

tto

dis

sect

usu

ally

do

so f

or "

sens

atio

nal"

rea

-so

ns a

nd s

houl

d be

req

uire

d to

logi

cally

jus-

tify

thei

r re

ques

t. A

lso,

a n

ote

from

thei

r pa

r-en

ts g

ivin

g ap

prov

al m

ight

ens

ure

thei

r co

m-

mitm

ent t

o th

e pr

oper

rol

e of

dis

sect

ion

incl

ass. T

each

ers

who

insi

st th

at d

isse

ctio

n is

ab-

solu

tely

nec

essa

ry m

ust r

ealiz

e th

at th

is is

only

an

opin

ion

whi

ch is

not

sha

red

by a

lled

ucat

ors.

EFF

EC

TIV

EN

ESS

OF

AL

TE

RN

AT

IVE

SE

leve

n st

udie

s (r

efer

ence

s su

pplie

d up

onre

ques

t) s

uppo

rt th

e fa

ct th

at a

ltern

ativ

es to

diss

ectio

n ar

e at

leas

t as

effe

ctiv

e as

dis

sec-

tion.

In

actu

ality

, stu

dent

s w

ho le

arn

from

mod

els,

det

aile

d ch

arts

and

com

pute

rs u

su-

ally

do

bette

r on

aca

dem

ic te

sts

of th

eir

know

ledg

e of

bio

logy

and

bas

ic p

hysi

olog

yth

an d

o th

ose

who

par

ticip

ate

in d

isse

ctio

n.W

hen

alte

rnat

ives

are

ava

ilabl

e, th

ere

is n

ogo

od r

easo

n to

con

tinue

to u

se th

e de

ath

ofan

imal

s to

teac

h le

sson

s in

the

life

scie

nces

.

OT

HE

R C

ON

SID

ER

AT

ION

S:D

isse

ctio

n is

big

bus

ines

s, f

rom

the

bio-

logi

cal s

uppl

y co

mpa

nies

to th

e tr

appe

rs in

the

wild

. The

fro

g, a

wid

ely-

used

bio

logi

-ca

l "sp

ecim

en,"

doe

s no

t bre

ed w

ell i

n ca

p-tiv

ity. F

rogs

and

oth

er a

mph

ibia

ns a

re d

is-

appe

arin

g fr

om th

e w

ild a

t an

alar

min

g ra

te.

The

bal

ance

of

natu

re is

ther

efor

e di

s-ru

pted

, and

inse

cts

and

inse

ct-b

orne

dis

-ea

ses

prol

ifer

ate

in th

e ab

senc

e of

thes

ena

tura

l pre

dato

rs.

WH

Y D

O W

ET

EA

CH

BIO

LO

GY

?

Tea

cher

s ha

ve g

ood

reas

ons

to te

ach

Bio

l-og

y to

thei

r st

uden

ts. H

avin

gde

taile

d kn

owl-

edge

abo

ut th

e sp

ecif

ic f

unct

ions

of

orga

n sy

s-te

ms

and

thei

r in

tera

ctio

n w

ithot

her

syst

ems

is in

tegr

al to

all

med

ical

and

som

e bi

omed

ical

scie

ntis

ts. C

urio

sity

abo

ut li

fe b

egin

s at

an

earl

y ag

e, a

nd th

at c

urio

sity

sho

uld

besa

tis-

fied

whe

neve

r po

ssib

le. R

ecen

t stu

dies

have

show

n th

at c

urio

sity

abo

ut li

fe is

not

the

sam

eas

cur

iosi

ty a

bout

dea

th.T

here

fore

, mor

e in

-no

vativ

e bi

olog

y te

ache

rs h

ave

soug

ht w

ays

of in

culc

atin

g a

resp

ect f

or li

fe w

ith th

eirl

es-

sons

on

orga

n an

d bo

dily

func

tion.

Tea

cher

s al

so w

ant t

o he

lp th

eir

stud

ents

resp

ect s

cien

ce a

nd w

ant t

o be

a p

art

of s

cien

-tif

ic a

dvan

cem

ent.

Man

y st

uden

ts a

re p

erm

a-ne

ntly

turn

ed o

ff to

sci

ence

bec

ause

of

diss

ec-

tion

requ

irem

ents

...an

d no

t jus

t at t

he h

igh

scho

ol le

vel.

We

have

per

sona

lly w

orke

dw

ith

man

y co

mpe

tent

and

com

pass

iona

tein

divi

du-

als

who

hav

e re

luct

antly

giv

en u

p th

eir

drea

ms

of p

ursu

ing

a ca

reer

in s

cien

ce s

impl

y be

caus

eth

ey w

ere

requ

ired

to c

ause

pai

n, s

uffe

ring

,and

deat

h to

non

hum

an a

nim

als

duri

ng th

e co

urse

of th

eir

stud

ies.

The

re a

re a

ltern

ativ

es to

turn

ing

stud

ents

off

to s

cien

ce. C

all t

he N

AV

S D

isse

ctio

nH

otlin

e fo

r so

me

sugg

estio

ns a

t 1-

800

-922

-37

64.

6869

VIOLENCE IS NOTLIMITED TO OUR

STREETSIn the last decade, the percentage of chil.

dren who commit crimes has shot up front2% to approximately 30%. For example, a 13.year-old San Antonio, Texas, girl was re-cently convicted of unemotionally killing twoyounger children by suffocation so that the3would stop crying. "What does this have todo with dissection?" you may ask.

Many teachers are asking themselves"Why encourage any form of violence?" Kill-ing animals for educational purposes isclearly a form of violence to the animals.Several studies have demonstrated that dis-section is not necessary to science education.The number of innovative teaching methodsand alternatives grows steadily. Why give amixed message? Most teachers want to en-courage compassion and respect for life inour young people.

Science teachers must also considerwhether or not they are acting responsiblywhen they place a scalpel in a student's hand,without ever justifying extinguishing the lifeof the animal. Science cannot be separatedfrom ethics.

0

If fetal pigs, cats and frogs are treated asexpendable commoditiesto be unemotionallycut open, examined and disposed ofwhatmessage does that impart to the impressionableyoung mind?

There is a high correlation betweenviolence to nonhuman animals and tohumans.

Regardless of how professionally theteacher acts toward the dissection experiment,or how calm and reasoned the introduction,one fact remains clear: The student is ex-pected to cut open and then discard a once-living animal, killed specifically for a redun-dant classroom exercise. Where is the "re-spect for life" biology is supposed to teach?

HOW CAN NAVS HELP?

0 By supplying reference materials outlin-ing alternatives to dissection and their relativeefficiency in teaching.

0 By loaning frog and/or fetal pig modelsto schools.

O By helping students, teachers and par-ents communicate effectively about dissection.

O By providing guest speakers to scienceand biology teacher meetings or conventions.

O By promoting the adoption of formalpolicies offering alternatives to every student.

Printed on recycled paper

SCIENCE

FAIRS

ANIMALS

Experimentsin Cruelty

4

STU

DE

NT

S 8r

: AN

IMA

L E

XPE

RIM

EN

TA

TIO

N: A

Cas

e fo

r R

efor

mSc

ienc

e fa

irs

prov

ide

youn

g st

uden

ts w

ith a

won

-de

rful

opp

ortu

nity

to u

se th

eir

tale

nts,

exp

lore

thei

r in

-te

rest

s an

d le

arn.

The

Nat

iona

l Ant

i-V

ivis

ectio

n So

ci-

ety

(NA

YS)

enc

oura

ges

and

supp

orts

the

effo

rts

of s

tu-

dent

s w

hose

pro

ject

s in

volv

e us

ing

alte

rnat

ives

to a

ni-

mal

s in

sci

ence

exp

erim

ents

. NA

VS

inte

nds

to p

rovi

deev

en g

reat

er s

uppo

rt in

the

futu

re to

stu

dent

s pa

rtic

i-pa

ting

in s

cien

ce f

airs

with

rul

es th

at d

o no

t con

done

the

caus

ing

of h

arm

to a

nim

als.

Dur

ing

the

last

sev

eral

yea

rs, h

igh

scho

ol s

tude

nts

have

won

aw

ards

at t

heir

sci

ence

fai

rs f

or a

wid

e va

ri-

ety

of v

ery

note

wor

thy

anim

al-b

ased

pro

ject

s w

hich

have

not

cau

sed

pain

, suf

feri

ng o

r de

ath

to a

nim

als.

For

exam

ple,

stu

dent

s ha

ve r

esea

rche

d an

d st

udie

dgo

pher

rel

ocat

ion

plan

s, d

olph

in p

opul

atio

ns, t

he r

e-pr

oduc

tion

of r

abbi

ts, t

orto

ise

ecol

ogy,

the

effe

ct o

fde

sert

fla

sh f

lood

s on

bea

vers

, the

cal

ls o

f ow

ls, a

ndth

e so

cial

beh

avio

r of

ani

mal

s at

zoo

s. W

e st

rong

ly b

e-lie

ve th

at th

ese

kind

s of

non

-inv

asiv

e pr

ojec

ts n

eed

tobe

enc

oura

ged.

TH

E R

EG

UL

AT

ION

S

The

rul

es o

f th

e In

tern

atio

nal S

cien

ce a

nd E

ngin

eer-

ing

Fair

(IS

EF)

spe

cifi

cally

allo

w h

igh

scho

ol s

tude

nts

to d

o re

sear

ch o

n ve

rteb

rate

ani

mal

s in

volv

ing

phys

i-ca

l str

ess,

ioni

zing

rad

iatio

n, c

arci

noge

ns, t

umor

s an

dsu

rger

y. R

esea

rch

in n

utri

tiona

l def

icie

ncy,

inge

stio

n,in

ocul

atio

n or

exp

osur

e to

haz

ardo

us o

r to

xic

mat

eri-

als

or d

rugs

is a

lso

perm

itted

to th

e po

int w

here

sig

nsor

lesi

ons

of th

e de

fici

ency

or

toxi

city

app

ear.

Sim

ilarl

y, th

e ru

les

of v

ario

us s

tate

juni

or a

cade

mie

spe

rmit

proj

ects

invo

lvin

g ha

rm to

ani

mal

s.T

he r

ules

of

the

Wes

tingh

ouse

Sci

ence

Tal

ent

Sear

ch, c

onsi

dere

d by

man

y to

be

the

mos

t pre

stig

ious

of a

ll th

e sc

ienc

e fa

ir c

ompe

titio

ns, a

re f

ar m

ore

hum

ane

and

spec

ific

ally

sta

te th

at:

"No

proj

ects

invo

lvin

g liv

e ve

rteb

rate

ani

mal

expe

rim

enta

tion

will

be

elig

ible

. How

ever

, if

ast

uden

t is

wor

king

in a

labo

rato

ry w

here

ani

mal

expe

rim

enta

tion

is ta

king

pla

ce, t

he s

tude

nt's

re-

72

sear

ch is

elig

ible

for

ent

ry...

"(1)

if th

e st

uden

t has

no

phys

ical

con

tact

with

the

anim

als;

"(2)

if th

e m

ater

ial o

n w

hich

the

stud

ent i

sw

orki

ng (

tissu

e, b

lood

, etc

.) is

sup

plie

d to

the

stud

ent b

y th

e su

perv

isin

g sc

ient

ist;

and

"(3)

if th

e an

imal

s in

volv

ed a

re s

acri

fice

d fo

r a

purp

ose

othe

r th

an th

e re

sear

ch b

eing

don

e by

the

stud

ent..

.. Pr

ojec

ts in

volv

ing

beha

vior

al o

b-se

rvat

ions

of

anim

als

in th

eir

natu

ral h

abita

tar

e...e

ligib

le."

Wes

tingh

ouse

cha

nged

its

rule

s to

pro

hibi

t liv

eve

rteb

rate

ani

mal

exp

erim

enta

tion

afte

r th

e pu

blic

ex-

pres

sed

its o

utra

ge o

ver

a pr

ojec

t ent

ered

in th

e 19

69co

mpe

titio

n th

at in

volv

ed th

e bl

indi

ng a

nd s

tarv

ing

of s

parr

ows.

Eig

ht s

tate

s ha

ve a

lso

enac

ted

law

s to

pro

hibi

t or

rest

rict

hig

h sc

hool

stu

dent

s fr

om p

erfo

rmin

g ha

rmfu

lpr

ojec

ts o

n ve

rteb

rate

ani

mal

s.

RE

CE

NT

CH

AN

GE

S

The

Nat

iona

l Ant

i-V

ivis

ectio

n So

ciet

y ha

s br

ough

tto

the

atte

ntio

n of

man

y of

the

ISE

F sp

onso

rs a

nd to

Scie

nce

Serv

ice

Inc.

, the

adm

inis

trat

or o

f IS

EF

(and

iron

i-ca

lly, t

he a

dmin

istr

ator

of

the

Wes

tingh

ouse

com

peti-

tion,

as

wel

l), i

nfor

mat

ion

abou

t the

ISE

F pr

ojec

ts th

atha

ve b

een

perf

orm

ed d

urin

g th

e la

st f

ew y

ears

whi

chin

volv

ed p

ain,

suf

feri

ng a

nd d

eath

to v

erte

brat

e an

i-m

als.

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resp

onse

, Eas

tman

Kod

ak C

ompa

ny h

asad

opte

d its

ow

n se

t of

hum

ane

crite

ria

that

it w

ill u

sew

hen

judg

ing

scie

nce

fair

pro

ject

s.L

ikew

ise,

Phi

llips

Pet

role

um C

ompa

ny h

as e

n-do

rsed

the

Kod

ak s

tand

ards

. Oth

er I

SEF

spon

sors

are

cons

ider

ing

NA

VS'

req

uest

s fo

r th

em to

use

the

Wes

tingh

ouse

rul

es o

r K

odak

cri

teri

a w

hen

judg

ing

sci-

ence

fai

r pr

ojec

ts a

nd to

ask

Sci

ence

Ser

vice

Inc

. to

adop

tth

e W

estin

ghou

se r

ules

or

Kod

ak s

tand

ards

for

ISE

F.T

hus

far,

Sci

ence

Ser

vice

has

ref

used

to c

hang

eth

e IS

EF

regu

latio

ns a

nd to

mee

t with

NA

VS

abou

tth

is is

sue.

WH

AT

YO

U C

AN

DO

TO

HE

LP

Rec

ent c

hang

es in

cri

teri

a fr

om s

pons

orin

g or

-ga

niza

tions

like

Eas

tman

Kod

ak a

nd P

hilli

ps P

etro

-le

um d

emon

stra

te th

at c

hang

es c

an b

e m

ade

in s

ci-

ence

fai

r go

vern

ing

rule

s w

ithou

t jeo

pard

izin

g th

ego

al o

f pr

omot

ing

inte

rest

and

ent

husi

asm

in th

e sc

i-en

ces

in s

choo

ls a

cros

s th

e co

untr

y. B

y en

cour

agin

gth

e ad

min

istr

ator

of

two

of th

e bi

gges

t sci

ence

fai

rsin

the

coun

try

to a

dopt

hum

ane

rule

s fo

r pa

rtic

ipan

tsto

fol

low

in s

elec

ting

thei

r pr

ojec

ts, y

ou c

an p

rom

ote

both

the

wel

fare

of

anim

als

and

the

prog

ress

of

in-

nova

tive

scie

nce.

You

can

mak

e a

diff

eren

ce!

Con

tact

Alf

red

McL

aren

, Pre

side

nt o

f Sc

ienc

e Se

r-vi

ce I

nc.,

at 1

719

N S

tree

t, N

.W.,

Was

hing

ton,

D.C

.20

036,

(20

2) 7

85-2

255,

and

ask

that

the

ISE

F ru

les

bech

ange

d. A

sk th

at I

SEF

adop

t the

Wes

tingh

ouse

rul

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the

Eas

tman

Kod

ak c

rite

ria

or d

evel

op it

s ow

nhu

man

e pr

ojec

t cri

teri

a.

Whe

n ad

visi

ng s

tude

nts

abou

t the

ir s

cien

ce f

air

proj

ects

, enc

oura

ge th

em to

do

proj

ects

that

will

not

caus

e pa

in, s

uffe

ring

or

deat

h to

ani

mal

s.

For

mor

e in

form

atio

n ab

out t

his

issu

e, in

clud

ing

cop-

ies

of th

e sc

ienc

e fa

ir r

ules

ref

erre

d to

abo

ve, a

nd th

e E

astm

anK

odak

cri

teri

a, p

leas

e co

ntac

t the

Nat

iona

l Ant

i-V

ivis

ec-

tion

Soci

ety

at 5

3 W

est J

acks

on B

oule

vard

, Chi

cago

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-no

is 6

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0) 8

88-6

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fie

73

SANCTIONED ANIMAL CRUELTY

The Lessons Some Students Learn

While the vast majority of science fairprojects do not involve harm to animals, projectsthat cause pain, suffering and death to animalscontinue to be performed by some high schoolstudents in full compliance with science fair rules.

In these violent times should science fairs bepromoting lessons of insensitivity to non-humananimal life? Aren't there more important lessonsto be learned?

Below is a sampling of some of the winningprojects that high school students performedduring the last few years for the InternationalScience and Engineering Fair

Cl Rams' accessory sex glands: electrically

shocked

0 Mice study on exercise and glucose levels:

mice placed on exercise wheel attached to

record player

Cl Rabbits and steroids: developed kidney, liver,

skin, behavioral problems and inflammation

of muscles

0 Rats tested for ingestion of milk: rubber bands

tied around their tails

Cl Mice cancer study: injected with cancerous

cells

0 Rats and steroids: bled to death

Cl Gerbil study: given NoDoz and Kool-Aid

0 Fish behavior: exposed to high decibel levels

of sound

Cl Chicks and mice study: injected with aspar-

tame

Cl Rat study: exposed to repeated cold conditions

Cl Mice and alcohol: killed after wine was forced

down their throats

NJA15.CREDIBLE ANSWERS

FOR A CRUELTY-FREE WORLD

The NationalAnti-Vivisection

Society53 West Jackson

Chicago, IL 606041-800-888-NAVS

The National Anti-Vivisection Society isdedicated to abolishing the exploitation ofanimals used in research, education and prod-uct testing.

NAVS promotes greater compassion, re-spect and justice for animals through educa-tional programs based on respected ethicaland scientific theory and supported by exten-sive documentation of the cruelty and wasteof vivisection. NAVS' educational programsare directed at increasing public awarenessabout vivisection, identifying humane solu-tions to human problems, developing alterna-tives to the use of animals. and working withlike-minded individuals and groups to effectchanges which help to end the suffering in-flicted on innocent animals.

® Printed on recycled paper

/1/4 gix-u-04

Dissection IssuesWhy Instructors Adhere to Dissection

/7-9_5-

By Pat Graham,Director NAVS Dissection Hotline

Every week at the NAVSDissection Hotline we receivereports of students who are stillbeing denied alternatives to dissec-

tion experiments, and of failed efforts to implementstudent choice policies. My heart goes out to thestudents who sincerely want to study science in ahumane and compassionate manner, who want tomake a difference in a world increasingly violent andinsensitive to the plight of people as well as animals.

Teachers are notoriously overworked and under-paid. It's easy to see how they may sometimes losesight of the tremendous power they hold to shapeattitudes in young people. It can be difficult to hearthe small voice of a single student above the everydayclassroom din; to recognize how truly traumatic theexperience of animal dissection can be for some. It'sfar easier to dismiss objections as unfounded andunreasonable, or as simply invalid.

Much more challenging is to take the time andeffort to stop and listen to the student who is askingfor an alternative. For an adult who holds differentviews to understand adolescents' ethical objections isadmittedly asking a lot. Every year, teachers overseemultiple dissection exercises which go unquestioned,and the instructors themselves probably engaged inthe practice extensively in training. To call intoquestion the ethics of such "acceptable" experimen-tation is to apparently question the ethics of theteacher as well. This can be a bitter pill for a teacherto swallow, and a constructive response requires ameasure of good will in addition to an open mind.Regardless of the number of compelling argumentsagainst dissectionand there are manysome educa-tors stubbornly cling to the view that dissection isthe only way to teach life science as all studentsactually benefit from the experience, even whenforced to participate beyond their objections. Why?

When efforts to implement choice policies fail, weendeavor to find out what went wrong. The mostcommon problems appear to stem from the follow-ing:

Scientific narrow-mindedness: Although "scien-

12

tific" thinkers like to believe they are open-minded, intruth, scientists are human and tend to carry biasesinto any situation. This is especially true whenattachment to a particular option exists. Teacherswho participated in animal dissection exercisesthemselves, and who have been teaching dissectionfor years, may justify the continued use of dissectionby refusing to objectively evaluate the evidence whichsupports alternatives.

Fear of Change: Although there may be no rationalreason to expect a student choice policy to causedisruption in the classroom, some teachers or admin-istrators will adamantly insist that allowing studentsto choose an alternative to dissection will, precipitatean overthrow of discipline. "Floodgate" argumentsare not the most logical, but are cited regardless.

Resistance to new methods: After careful exami-nation, we have concluded that teachers will occa-sionally be opposed to implementing new teachingmethods simply because they do not want to spendthe time to learn the new methods. A surprisingnumber of teachers are still computer illiterate, andresist learning computer programs which are suitablealternatives to dissection. Computers are becomingan integral part of academic life, and that role willcontinue to increase. When a student is deprivedaccess to viable learning methods, he or she is handi-capped as far as useful, applicable learning experi-ences are concerned.

Inability to understand an individual's ethics: The

7 5 BEST COPY AVAILABLENAVS Bulletin

concept that animals have the rightto live their lives unencumbered byhumans, or the belief that killinganimals cannot be justified fordissection experiments may goagainst a teacher's traditional heldviews and opinions. But even wheneducators do not agree with thebeliefs held by students whooppose disSection, they canandshouldlearn to understand andrespect those differing beliefs.

Belief that desensitization isbeneficial: The idea that dissectiondesensitizes students to violence toanimals is controversial and needsto be explored in greater depth. However, manyteachers will actually promote the belief that desensi-tization is beneficial for the student; by confrontinghis or her "fears" through dissecting an animal, thestudent is somehow empowered and strengthened todeal with the real world. Like a rite of passage,dissection is perceived to engender a sense of respon-sibility and maturity in this scenario.

From the calls received at the Hotline, we candetermine that this is simply not true. A great manystudents are likely desensitized by the experience, butnot to anyone's benefitwith the exception of mem-bers of the animal research and biological supplycommunities. Most students who call us for helpexperience emotional and psychological distress, insome cases even trauma, at the prospect of dissection.This group includes many students who have dis-sected animals in previous classes. These students'feelings are not based on fear, but rather on a reluc-tance to violate feelings of compassion and respect foranimals merely for a better grade.

Denial: It is not unusual for teachers to deny that aproblem exists, to insist that their students actuallyenjoy dissection, and those who do not will learn toappreciate the experience. When examined closely,what usually comes to light is that students areintimidated by teachers who announces that dissec-tion is part of the curriculum and all students arerequired to perform without exception. If a student stillobjects, that student is intensely pressured to at leastobserve a dissection. Without assistance, such as thatprovided by the Hotline, most students will not pressthe issue. Subsequently, no problem is ever perceivedby the teacher.

It is also common to deny that cruelty is involvedin the raising, capturing and killing of animals for

DOES THE THOUGHT

OF DISSECTION

TEAR YOU APART?If the idea of harming animals bothers you,

learn about the alternatives to dissection inthe classroom. You have a choice.

You have a voice.

Si

CALL THE NAVS DISSECTION HOTLINE AT

1- 800 922 -FROG (3764)0 1994 As Natimul And.Wissaion Swim, 53 W. Pomo 81.4. Suite 1552. Chicago. IL 60604

dissection. Some biologicalsupply companies are nowincluding a statement withspecimens to the effect thatthe animals are "obtained in ahumane manner"withoutdefining "humane" or ex-plaining how the animalswere obtained, or killed.Ignoring all evidence to thecontrary, some teachers stillmaintain that no cruelty isinvolved in dissection. Intruth, it is inevitable thatcruelty is involved in anenterprise which profits from

the acquisition and death of animals for classroomexperimentation.

A recent Associated Press article reports that inMonterey, Mexico "Authorities raided a chicken farmwhere 800 dead cats were found in piles with terror-ized looks on their faces after being killed for U.S.laboratory research. Officials...were looking for theowner...whom they said was trucking the dead catsacross the U.S. border where they were bought byschools for laboratory projects. Workers at the ranchtold health officials the cats were killed by sticking apiece of wood in their mouths to keep them still andcutting their throats."

Cats are used extensively in high school andcollege anatomy classes, although not as frequently asfrogs, which are used at all levels. Frogs are har-vested for dissection by methods few would consider"humane," usually captured in the wild, stuffed intosacks and trucked to biological supply houses. Thosewho survive the journey without-suffocating are thenkilled by drowning in alcohol before being preservedwith other chemicals.

Even when all efforts to educate the educators fail,and a student choice policy is not passed, progress ismade every time a student raises questions aboutdissection. Teachers and administrators have beenforced to look at the issue seriously and to questiontheir own attitudes. Evidence has been presentedwhich will appear again and again over time. The"problem" of students objecting to dissection is notgoing to disappear, and the voices are growing louderand louder with each passing year. Eventually, andwith persistent effort, changes will occur. The ser-vices provided by the NAVS Dissection Hotline arecontinuing to help create these changes, and we arecommitted to this at every level. 0

September 1995 13

76

41/ \99i(,

/ oaamor

Dealing with Ridiculeby Pat GrahamNAYS Dissection Hotline Director

One of the most difficult aspects of refusing to dis-sect can be dealing with ridicule. Students who will not"go along with the crowd" are sometimes singled out forunfavorable special attention by classmates and teachersalike. This most often happens when there are no otherstudents in the class who are willing to request an alter-native to dissection.

A common scenario involves a middle school or highschool student who is being teased by fellow classmatesbecause of voicing an objection to participating in the ani-mal dissection lab. An unsympathetic teacher may chooseto pretend the ridicule isn't serious, or may actually joinin. The result is that this student feels embarrassed, hurtand angry. Sometimes the student will avoid attendingschool for several days or even weeks, hoping the ridiculewill stop. If the teacher has supported or participated in theridicule activity, the student may feel a sense of loss andbetrayal, also confusion. "What did I do wrong?"

Why is objecting to dissection such a big deal? Whatis so "stupid" about caring for animals? Many students areunprepared for the hostility en-countered in response to theirsimple act of courage. Becausethey do not understand the un-derlying psychological reasonsfor the attack, some studentsare left emotionally distraughtand fearful.

Ridicule and harassmentare related, but slightly differ-ent. The American HeritageDictionary defines "ridicule.'as: words or actions intendedto evoke contemptuous laugh-ter at a person or thing...tomake fun of. By contrast, "ha-rass" is defined: to disturb orirritate persistently. Harass-ment carries a more seriousimplication, bringing forth thepossibility of legal action. Forthe purpose of this article, we

will focus primarily on what would most accurately be clas-sified as "ridicule." In dealing with students who object toclassroom animal dissection, ridicule is far more commonthan actual harassment.

Students and/or their parents often call the NAVSDissection Hotline for assistance with this problem. Par-ents can suffer vicariously, feeling frustrated and heart-broken over the cruelty and pain inflicted on their child.This is especially true when the parents share the beliefsof the child and encouraged him or her to stand up andrefuse to dissect.

When my daughter Jenifer refused to dissect a frog inher high school biology class, she was subsequently sub-jected to intense, long-term ridicule as well as orchestratedharassment. However, like Jenifer, most of the students whohave the courage to refuse to dissect also possess a reserveof inner strength which will carry them through the ridi-cule stage without lasting trauma. In fact, if the problem isdealt with successfully, the student actually walks awayfeeling empowered.

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Depending on the severity of attack, and the grade leveland sensitivity of the student, there can be different waysto successfully resolve the problem:

Approach #1Ignore the insults and teasing.

Approach #2Use humor to diffuse the conflict.

Approach #3Educate the offenders.

Approach #4Go to the administration for help.(Shame the offenders.)

When we counsel students and parents,we first determine the sensitivity of the stu-dent involved. We also try to determine howsevere the ridicule is, how long it has beengoing on, how many offenders are involved,etc. We then discuss the four approacheswith the student and let him or her deter-mine which is most appropriate in the ex-isting circumstances.

We explain to the distraught student thather (or his) way of thinking is ahead of itstime, that eventually respect for all life willbe the norm. Some people are actually fear-ful of those who hold beliefs which conflictwith their own, which is exactly what elic-its the ridicule response. We let the studentknow she is not alone, that thousands of stu-dents contact us every year for informationand assistance with the dissection issue. Thefact that this student may be the lone dis-senter in her school does not mean that thisstudent is the only one who would prefer analternative. The request is neither unusualnor unreasonable. We encourage the studentto hold this "higher vision" of compassion,and not to give too much attention to thetransitory discomfort.

It can help to use self-discipline duringthis time to focus on other, more positiveaspects of day to day living. Although theemotional pain of being ridiculed is very realfor the moment, it will pass quickly. We emphasize thatthe practice of dissection is gradually declining as new andmore effective alternatives are developed, and that in thefuture it will no doubt be eliminated from science curricu-lums entirely.

The student also needs to realize that how she dealswith this problem is important, and will probably affecther on some level for the rest of her life. For example, astudent who considers giving in and participating in dis-section against his or her values should realize this can

create a negative life-long pattern resulting in the under-mining of self-respect. Ideally the student should be"walked through" and allowed to consider the consequencesof each action and to imagine how he/she will feel about itin years to come.

It is important to understand that each individual hasthe right to draw the line wherever conscience dictates. Re-taliation is discouraged because it is non-productive andusually only escalates the severity and time span of theridicule.

We were recently contacted by the mother of a sev-

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enth grade student who was being ridiculed by fellow class-mates for refusing to dissect a frog. Sara had come homefrom school in tears because of taunts and cruel remarks.One of the boys in her science class had placed a dead frogin her locker. When she reported the incident, her teacherverbally reprimanded the offending student, but was clearlyamused by the incident. Since most of the ridicule wascoming from this same student, we advised Sara's motherto speak with the teacher and stress the seriousness of boththe student's behavior and the teacher's attitude. They ulti-

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I9

mately arranged for the offending student to write a paperon "Why We Must Respect Others' Beliefs." The ridiculestopped abruptly.

Teachers who participate in or condone ridicule are atiny minority. Most, even if they disagree with the idea ofproviding an alternative, will still act professionally. Un-fortunately, sometimes the teacher is the source of the ridi-cule. This is a particularly painful situation for the student,who may very well have considered the teacher a friend.For example, a high school student named Chris summonedthe courage to approach his teacher after class and requestan alternative. He did not want the other boys in his classto know of his request, to avoid ridicule.

After he explained his beliefs to the teacher, shelaughed out loud and exclaimed: "That's the stupidest thingI ever heard!" Chris called us as soon as he arrived home

Most of the students who are subjected to ridicule willchoose to ignore it. As long as the incidents are not en-couraged or condoned by the teacher, they will usually passas soon as the dissection lab is completed. A high schoolstudent named Emily found it most effective to simply staredown her tormentors without saying a word. Apparentlythey found her response unnerving and stopped teasing her.Another student chose to effectively respond to taunts fromclassmates with a simple and disdainful "you are RUDE!"

Using humor is another tactic. When my daughterJenifer was being ridiculed by many of the students in herhigh school, she had a chance to diffuse the situation onceand for all. As a joke, the school held a contest where allthe students voted for the teacher they most wanted to seekiss a live frog at the next big pep rally. Because of all thepublicity surrounding Jenifer's refusal to dissect a frog,

the students voted for her instead of for a teacher. Al-though initially upset, she decided to go along with thejoke, provided the frog would be safely released afterthe pep rally. Her frog-kissing demonstration won loadsof laughs and applause. She was never ridiculed by fel-low students again.

For the student, one of the positive aspects of deal-ing successfully with ridicule is increased self-esteemand confidence. This is true even if an administrator orteacher intervenes, so long as the situation is handledin a just manner. Character development occurs becausethe student has summoned up the courage to stand upfor what he or she believes, survived ridicule, and com-pleted an alternative assignment. Some ofour best, mostopen-minded young educators are those who chal-lenged dissection themselves. Their own struggle re-sulted in commitment to honor the student's right to ahumane alternative, or even to eliminate dissection asa teaching tool.

Why is all this so important? Because our job at theNAVS Dissection Hotline is not only to protect the stu-dents' right to a humane alternative and the many is-sues that go along with that. It is also to guide studentsin making what will be, for them, important individualchoices; choices which will result in empowering and

preserving the respect and compassion for all life which isinherent in their hearts and minds. This is how we con-tinue to create the next generation of adults who will notcondone or even tolerate the continued cruelty to animalswhich now exists in our education system.

DOES THE THOUGHTOF DISSECTION

TEAR YOU APART?If the idea of harming animals bothers you,

learn about the alternatives to dissection inthe classroom. You have a choice.

You have a voice. r,2)Nig.. 44

LL*01AVSDISSECTION HOTLINE AT.

-FR (3764).. T1-.c A/ 5, . Suite 1 IL

from school, shaken and hurt by such an unexpected re-sponse. We helped him to realize how truly inappropriatethe teacher's reaction to his request had been, and advisedhim to speak to the teacher once again.

Unfortunately, this teacher not only adamantly refusedto provide an alternative, but made pointedly cruel remarksin front of the class about people who object to dissection,obviously alluding to Chris. As brave as Chris was, he wasquickly losing heart. We spoke with his parents, providedstrategic guidelines and encouraged them to intervene. Aftera brief meeting with the principal and the science teacher,Chris was grudgingly provided with an alternative, and nomore was said about his beliefs.

21)

Readers can contact Pat Davis at (800) 922-FROG orE-mail questions and comments to: davista@primeline.com.

79 BEST COPY AVAILABLE-\'.11'.S' Bulletin

C

The Problems of Dissectionby Pat Davis, Director, NAVS Dissection Hotline

The scope of NAVS' efforts to end the needlesscruelty and waste of animal suffering in laboratoriesand classrooms continues to make dramatic inroads inboth the actual numbers of animals exploited by thevivisection industry and in the public's awareness and

concern over the issues. Directly funding thedevelopment and implementation of alternativemethodologies, providing comprehensiveinformation so that cruelty-free products havebecome the consumers' preference and spearheading

legislative efforts toprovide sanctuary tochimpanzees are justsome of our effortswhich demonstratecredible, effectivesolutions for a cruelty-free world.

But perhaps the mostimportant investment ofNAVS' resources hasbeen in our support ofstudents who seekalternatives to dissectinganimals as part of theirscience education. Byproviding these youngpeople with the"ammunition" theyneed today, whether

information from the Dissection Hotline or a freeloan from our expanding inventory of innovativealternatives in education, we are helping to ensurethat future generations of scientists, health careprofessionals and teachers will value compassion asmuch as knowledge.

Denoyer-Geppert'sGrew American Bull Frog Model

1

The precise number of animals killed for dissectionpurposes is impossible to gauge. Biological supplycompanies refuse to provide information on the numberof animals they supply for this purpose, or how thatnumber may have changed over the years. There are nostatistical studies on the number of teachers who usedissection, or how many animals they dissect. However,

a reasonable estimate of at least eight to 12 million

animals per year is generally agreed upon, based onstatistical figures of average classroom size anddissection-oriented classes throughout the U.S.

NAVS believes all students have an inherent rightto have their beliefs respected and to be given the choice

of a humane alternative to dissection. Currently, the vastmajority of students will still encounter the dissectionexperience at some stage of the education process.Dissection has been introduced into the elementarycurriculum at a younger age. Some second graders arenow required to observe the dissection of a cow eyeball,while third and fourth graders progress to the lamb brain

and cow heart. In the seventh grade, students willroutinely encounter the earthworm, dogfish shark andfrog. This series may be repeated in the tenth grade,adding the fetal pig. In high school Anatomy andPhysiology, it is common for students to dissect a cat.And an expanded encounter with dissectionrequirements awaits those students who choose topursue science as part of their college education.

However, many medical schools in the U.S. haveeliminated the use of live animals in their Physiologyclasses and the American Medical Student Associationhas adopted a resolution supporting a student's rightto choose an alternative to dissection withoutacademic penalty.

Every year a new wave of students across America

is exposed to animal dissection for the first time. Many

young people will encounter the trauma of participatingin an activity that is emotionally distressing andpsychologically disturbing. Since the majority of these

students willnot be

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offered an alternative project, and because they maylack the confidence and maturity to object to dissection,they will have to simply endure the experience. Butwhat happens then?

Many teachers do not know where their classroomspecimens come from. They do not stop to realize thatthese animals were once aliveonly to be killed forthe sake of a biology class. Students are oftendesensitized to the lifeless body in front of them.

9

Forced to participate in dissection, students can losetheir compassion for the creature on the table beforethem. Exposure to the unquestioned assumption thatanimals are nothing more than objects to be used anddiscarded can have a life-long impact on the waystudents regard animals.

Some students will simply suffer through theuncomfortable or traumatic ritual of dissection. Manyother young people are discouraged from pursuingscience classes and related careers as a result of theirdissection experiences. Discouraging students whoseethics preclude dissecting animals from pursuing acareer in science keeps the field of science populatedwith only those who did not question the practice. Manyof the brightest students are those who object to the

frivolous use of animals in education. We all sufferwhen these intelligent, compassionate students turnaway from the sciences because of dissectionrequirements.

81

Whatever the case, the encounter with dissectionwill impact the future attitude each student holds andexpresses toward animals and people. This is exactlyhow acceptance of cruelty is created. This is howsociety comes to look the other way when confrontedwith the realities of vivisection.

The ways in which animals are harmed are muchmore extensive than the obvious death. The stressand trauma inflicted on animals destined for thescience lab are tremendous. Frogs are routinelycaught in the wild and stuffed into sacks, then drivento the waiting biological supply house. Here theyare "processed" by drowning in alcohol (that is ifthey did not die of suffocation first!). There isdocumented cruelty of cats who are caught and soldfor dissection. Evidence has shown that theseanimals are painfully poked and prodded, thengassed to death. There have even been incidents ofcats being embalmed while still showing signs oflife. Fetal pigs are removed from intentionallyimpregnated sows during slaughter. These are just afew examples of the cruel business of raising,capturing and killing animals for dissection. It doesnot have to be this way.

NAVS has developed an effective multi-levelapproach to solving the problem of animal dissection.The NAVS Dissection Hotline, combined with teacherconference exhibits and an innovative DissectionAlternatives Loan Program, are having a far-reachingand substantial impact on changing the current situation.

NAVS' presence on the internet (http://www.nays.org)has also exposed a computer-literate generation to theissues of vivisection in an easily and immediatelyaccessible format.

NAVS Dissection HotlineSince shaping societal attitudes in young people is

the best way to create a new generation ofcompassionate people, the NAVS Dissection Hotline(1-800-922-FROG) endeavors to reach students when

they first encounter dissection. We provide the supportand counseling required to help make learning science

a positive, life-affirming experience. Our toll-freeservice response is fast enough to be truly effective. It

is important to provide age and situation-appropriateassistance to all students. At every grade level and inevery situation we are prepared to help. In this way weempower students to stand up for their beliefs andexpress their respect for animals.

The NAVS Dissection Hotline program is effectivebecause we provide the students with a successfulresolution to the dissection conflict. Through age-

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appropriate booklets givingpractical advice on"Objecting to Dissection"(also available on theinternet at http://www.nays.org), andthrough verbal counseling,the Hotline assists studentscarrying out their decisionnot to dissect. Thisencourages students toexpand upon their newlyemboldened sense ofcompassion for animals. Inturn, this creates thecitizens of tomorrow whowill not tolerate cruelty to animals.

" Sc lett your urcu of inicrcat.ionnre nen to The Digital Frog. click on 'Getting Started.' .

Digital Frog's Computer Dissection Program Options

Dissection Alternatives Loan ProgramThrough the generosity of our members, our newly-

expanded Dissection Alternatives Loan Programprovides innovative alternatives to both students andteachers free of charge. Because of this, teachers cannotargue that alternatives are not available. We have highly-detailed models and a selection of computer programsfor all of the most commonly dissected animals. Thereis a price to pay, however, for the rising popularity andexpanded visibility of the Dissection Alternatives LoanProgram, and that price is the high cost of purchasingand distributing the new generation of models andcomputer software.

Working with TeachersExhibiting at national science teacher conferences

provides us with the opportunity to both gauge andaffect teacher attitudes directly. Why does NAYS focuson reaching teachers? For every teacher who decidesto offer alternatives to dissection to his/her students,there are potentially hundreds to thousands of studentswho will never be forced to dissect. Teacher attitudesinfluence students tremendously. Those who dismissthe ethical concerns about animals used in educationpass along that indifference to their students.

Likewise, when teachers embrace compassionand express respect for animals by refusing todissect, students are affected by that attitude as well.We must also consider how teachers affect theirpeers. When one science teacher stops dissectinganimals, it creates pressure on the rest of the sciencefaculty to at least provide alternatives to thosestudents who request them. NAYS has developed andpublished materials for teachers, such as thebrochures A Rational Critique of Dissection, ScienceFairs and Animals, and a new teacher resource guide,Animal Issues.

In a recent informal survey of science teacherswho dissect in their classrooms, conducted during ascience teachers' workshop in Missouri, 54% of theteachers polled stated that they will provide analternative project if a student raises objections todissection. An encouraging 31% of the teachers whodissect automatically offered an alternative tointerested students at the beginning of the dissectionunit, while 15% stated that they do not offeralternatives to dissection.

Our goal is to encourage teachers to objectivelyexamine the ethical ramifications of animal dissectionand to explore humane methods of teaching biology.

There is a tendency forsome teachers topersonalize studentobjections to dissectionas an attack on theteacher's views. Byworking with teachersone-on-one we are able tohelp them see the issue ina more receptive manner.This helps teachers makechanges based on what isright for the students, theanimals, and for scienceeducation.

Pierian Spring's BioLab Frog Computer Program

Working to enact legislation can be an effective toolfor protecting the student's right not to dissect (seerelated article, p. 20). A dissection alternative bill waspassed recently in Rhode Island, bringing the totalnumber of states with dissection choice laws to five,including: Florida, California, Pennsylvania and NewYork. Each county in Maryland has a policy givingstudents a choice. Louisiana has a House Resolutionthat allows students to choose an alternative to

82 BEST COPY AVAILABLE

,

dissection, which was passed in lieu of a proposedstate law. Student choice bills are currently pendingin the Maryland and Illinois legislatures, while theCity of Chicago already has a student choice policyin effect.

If trying to pass a state law seems daunting,consider working at your local level to have a policyestablished. The NAVS Dissection Hotline can provideyou with guidelines and a sample policy. We haveextensive experience working with school boards and

NA,Lrg Model .Frog Styes the ,zyCovnuaesonate 8th Grader

Dustin Stewart is an eighth grader who attendsRocky River Middle School in Rocky River, Ohio. Hemaintains an "A" average in science. Last year in hisseventh grade science class Dustin was told he had todissect a frog. He objected to the assignment and asked

for an alternative.What made Dustin decide not to dissect? "I was

raised in growing up to love animals and I think it'scruel to take an animal's life for the purpose ofdissection. Careers should be decided first to know ifdissection is necessary. It's just a waste for a lot ofpeople."

. When Dustinfirst found out hewas supposed todissect, heapproached hisscience teacher,who told him therewas "no way out ofit." A girl in thesame class theprevious year hadchosen to take a"zero" forfore theproject because shewouldn't disect:.A f terappro-aching histeacher directly,Dustin brought anote from hisparents asking to beexcused. While theteacher disregarded the request to excuse Dustinfrom the dissection or to provide an alternativeassignment, he informed Dustin and his parents thathe !'wouldn't hold it against Dustin" if he chose totake- the zero.

Dustin's mother, Cheryl, decided to take the matterfurther, to the school's administrators. Although theadministration initially backed the teacher, Cheryl's

Dustin Stewart (right) and fri

diligent effortswhich included going to the school .superintendent directlyfinally paid off. Dustin was givenpermission to complete an alternative project and hecontacted NAVS for the free-loan of a bullfrog model. >.

While this should have been the end of Dustin's '-trouble, that was far from the case. Cheryl had warnedDustin he may encounter harassment from some of thestudents at his school, but they were not at all preparedto deal with remarks from other teachers. A socialstudies teacher in his school told him outright that She;"couldn't understand why he couldn't 'take' thedissection." She justified her view that "it's been going;'

on for years", andthat she "enjoyed it

end Joey Willis examine NAVS' GreatAmerican Bullfrog for

14

their alternative class project.

when she was akid; it was part ofthe curriculum."

But because ofDustin's courageand willingness tostand up forbeliefs, and the.:wonderful support ?given by his mother,the Rocky RiverMiddle Schoolwill now providealternatives...: tostudents who object-,to dissection._-;

This is the firsttime Dustin ever. -encounter,e_c1:

. .dissection:, When

asked what he will do when this comes up again in thee'10th grade, Dustin asserted that he will do the same thing:::..

again, because he would rather work on a model than cut

up an animal for no reason. NAVS' Dissection Hotline willbe there to help in another two years so thatDustin's high 'i-

school will have its dissection alternative plan in place,7-

with both teachers and administrators supporting ,the-,-

change toward better science education.

83 BEST COPY AVMN-11'.5 Bulletin

administrations! Also remember we arehere to answer questions, to help yourefute objections and to address anyproblem situations that arise.

Readers can also help by spreadingthe word about the NAYS DissectionHotline toll-free service. Contact otheranimal advocacy groups that have anewsletter, or write a letter to the editorof your local paper encouraging parents,students and activists to get involved attheir local schools. Another helpful tacticis to contact your local schools or schooldistrict boards and inquire about thecurrent policy for students who object todissection. If you find there is no policy,offer to send them information aboutpolicies and alternatives to dissection.Then call the Hotline and we will mailthem a packet of information.

Your support for the DissectionAlternatives Loan Program is essential.Ordering the latest videos, computerprograms, and plastic animal replicas isexpensive. One plastic model frog costsNAVS $550, but one model can reach thehands of dozens of students in just one year.In order to help NAVS maintain an extensivesupply of alternatives for all who areinterested, please give thought to donating tothe Dissection Alternatives Loan Program.Call 1-800-888-NAVS for more information.

Substantial progress has beenachieved since the inception of theNAVS Dissection Hotline in 1989, butthe problem still affects millions ofanimals and countless students eachyear. Our efforts must not onlycontinue, but need to be expandedupon. The outlook is clearly positive.The dissection issue continues to be acritical force in shaping attitudestowards animals in our society.

Although our work at NAVS ischallenging, constantly demanding thedevelopment of new strategies andproblem-solving tactics, it is working.For as we continue to empowertoday's students and others who speakfor the animals, our collective voicegrows louderimpacting scienceeducation in a manner which ensuresdissection WILL eventually become athing of the past.

Fall 1997

Landmark AlternativesProgram Leads the Way

The NAVS Dissection Alternatives Loan Program, thefirst program of its kind and the most successful to date, existsand is successful only because of you, our members. Throughyour generosity, NAYS has been able to purchase not onlythe initial model bullfrogs, but has been able to expand theresources available to include numerous other commonlydissected species.

Working in tandem with the NAYS Dissection Hotline, ouraccomplishments have been extraordinary.

NAVS exhibits annually at the National Science TeachersAssociation conference, presenting dissection alternatives anddiscussing the issues. For every teacher we reach, over 100students can be affected.

NAVS has become the primary resource in locating viabledissection alternatives for teachers at all grade levels, as well asfor entire school districts.

Dissection Hotline and Alternatives Loan information is nowavailable on the NAVS internet web page. Our web page is athttp://www.nays.org.

The Dissection Alternatives Loan Program has expanded itsresources to include the most commonly dissected species,including cats, fetal pigs, sharks and rats.

Dissection alternatives through the Loan Program are availablefor all grade levels in model form, and state-of-the art computersoftware and CD-ROMs.

. Dissection alternatives have been demonstrated to the IllinoisState House of Representatives, assisting in the proposed passageof a state law which would provide the option of a dissectionalternative to any student, grades K-12.

The NAVS Dissection Hotline reaches over 10,000 studentsevery year, where one-on-one counseling and the mailing of free,printed informational books are available.

NAVS has participated in numerous teacher's conferenceworkshops on both the topic of dissection and the alternativesavailable, reaching teachers across the country.

We owe a large part of our success to you, our membersfor your generous support in helping to provide humane,effective alternatives to the dissection of live and once-livinganimals in classrooms nationwide.

8415

NAVS Alternatives Setthe Standard for Humane Educationby Linda Petty, NAVS Staff

While in my eighth grade science class, the usual "riteof passage" of frog dissection was upon us. Only one frogwas to be dissected, by the teacher, and the class wouldgather round the table to watch. It unnerved me when Irealized the object of the dissection was alive when wewalked into class that day.

Holding the live animal in his hands,the teacher explained how he would "pith"the frog prior to dissection. Pithing, hesaid, requires inserting a. needle-likeobject through the base of the frog'sskull to destroy the spinal cord,resulting in an instant and painlessdeath for the animal.

Amid groans from the class, heperformed the procedure, pinnedthe frog to the dissection board,and began his first incision. Thefrog began to pull against the pins,struggling to free itself from the pain Carolina Biological 's

Shark Modelof the scalpel. This, by the teacher'sadmittance, was no ordinary muscle response. Thepithing had not been successful in killing the animal,

or even in severingthe spinal cord tothe point wherethe animal wouldfeel no pain. Theteacher, who didfeel remorse incausing the animalsuch agony, repeatedthe procedure asecond time. Thistime he wassuccessful.

I don't rememberwhat we learnedthat day regarding

16

Ward's Fetal Pig Model

frog anatomy,physiology oranythingconcerningscientific study.What I do vividlyremember to this

day is an animal struggling against his confines inexcruciating pain. Perhaps that was the better lessonafter all.

Computer TechnologyReplaces Dissection

While few, if any, dissection alternatives existed whenI was in school, today there are alternatives in the form ofmodels, computer software and CD-ROMs, all of whichhave become increasingly sophisticated in recent years.Models have become exceedingly detailed and life-like,while CD-ROMs and software enable the student to clickon scalpels, scissors, tweezers or other instruments to "cut"through a video-taped specimen and "remove" or displayeach individual organ. Poisonous or harmful substancessuch as alcohol and cocaine can be "placed" with an "eyedropper" on a beating heart displayed on the screen togauge the effect of these substances on the circulatory andrespiratory system, and the results can be immediatelycharted on-screen.

Generations of fruit flies can be "bred" in seconds tosee the result of dominant and recessive genetic traits.

Fly Editor

.,Click cel the fly to cycle era*the different f.j traits. Your. '''', Normal...chaise traits from different t.*:

body areas by tts-ity the pup-up :-.",-----rtt.^,-,,,,,,menu above the select butt.. NormalWhen you see a characteristicMat you want to investyatepress the Select button. Youshould always breed yourselected fly with a .10 f!;. PliniattrePress 'Done" when you are

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Pierian Spring's Fruit Fly Computer Program

Where once, at best, only simplistic models and crudesoftware programs existed, now high-tech, sophisticatedalternatives are easily available and at a tremendouscost savings compared to the actual specimens andlaboratory equipment. The ethical savings areimmeasurable.

BEST COPY AVAILABLE 85AAVS Bulletin

Alternatives Program ExpandsNAVS' commitment to promoting the use of

alternatives to non-human animal dissection has resultedin an increasing demand for alternatives throughout theU.S. and Canada. Several years ago we helped launch theDissection Hotline where thousands of students each year

1111-31t_1114:

,97/-..:

Carolina Biological's Perch Relief Model

are counseled in approaching their teachers to request adissection alternative. Prior to that, through the generousdonations of our members, we began the DissectionAlternatives Loan Program which enabled NAVS topurchase model bullfrogs, the most commonly dissectedanimal. These alternatives have been continually loaned,free-of-charge, to students, teachers and entire schooldistricts for classroom use.

Recently, we have expanded the program to includesome of the most advanced alternatives available, includingmodels of cats, fetal pigs, sharks and worms. Videos,

41:

Carolina Biological's Earthworm Model

computer programs and CD-ROMs on many species havealso been added to expand the range of species and needsof the students. This program enables us to reach hundredsof students who must either find their own alternative to

Fall 1997

..SOMME:MEWS '

NAVS MEMBERS CANHELP. PROVIDE MOREALTERNATIVES TO STUDENTSAROUND THE COUNTRY!!!

The National Anti-Vivisection Societyestablished the Dissection Alternatives LoanProgram four years ago to fund the purchaseand distribution of alternatives to students andteachers across North America. The programhas been an overwhelming success! With theacquisition of new animal models, computerprograms and other alternatives, the free LoanProgram is set to meet the initial demands ofanew generation of students.

But success has its price. Increasingdemands for this successful program means thatit takes more money to purchase the softwareand models and even to ship the alternativesacross the country.

YOUR HELP IS ESSENTIAL inguaranteeing that we will have the alternativesstudents and teachers need for more humaneeducation.

To make a donation directly to benefit theDissection Alternatives Loan Program,dedicate your check, money order or credit carddonation (payable to NAVS) for "The NAVSLoan Program" and those monies will go directlyinto the purchase and promotion of alternativesto classrooms everywhere. Please be generousin teaching a new generation of students thatscience education doesn't have to be a "gutwrenching" experience.

Send your donations to:The National Anti-Vivisection SocietyDepartment 77-9108 -

Chicago, IL 60678-9108

178 6 BEST COPY AVAILABLE

If you object, don't dissect. For information orcounseling call: 1 800,922.FRoG

'.1"AVi.

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NAVS DISSECTION HOTLINE

Or vkir ourWorld WiLle Wel, Site:

New Ad As Seen in the October Issue of Seventeen Magazine

the actual dissection, teachers who wish to use a trialalternative in their classroom to test its viability, or teachersinterested in enhancing their teaching methods by the useof alternatives. This highly successful program, the firstof its kind, has enabled NAYS to make a direct impact onhundreds of students' lives and significantly reduce thenumber of animals killed in the name of education.

Teachers Embrace New TechnologyIn addition to the many new alternatives available,

I have noticed an increased awareness and interestwithin the teaching profession regarding dissectionalternatives. When NAVS first began exhibitingalternatives at science teachers' conferences severalyears ago, few teachers knew viable dissectionalternatives existed unless they stopped at our exhibitto discuss the issue.

Now, we have teachers who specifically approachus to ask where other exhibiting vendors might belocated who offer dissection alternatives, either in aspecific format or on a particular species. Also, a fargreater number of teachers now admit, whenquestioned, to the use of dissection alternatives withintheir own classroom. This is a tremendous change fromonly a few years ago.

18

..4

As young teachers graduate into theirprofession, most enter with a determination togive their students the best possible educationin the most exciting manner they can devise.They know their job is not only to teach thesubject matter, but to get their students excitedabout what they are learning. This excitementleads to more interest, better grades and thepossibility that the student may actually enter afield of science as a career.

Many students who are opposed todissection, and are forced to participate, areturned off by the experience and often begin toshun the sciences, in direct opposition of thelove of learning that teachers should be instillingin their classrooms. Many new teachers alsorealize that while the sensationalism of cuttingopen an actual specimen will always appeal tosome, computer skills are just as exciting (andprobably more important) to these young adults.

Elimination of Out-ModedTeaching Methods

NAYS is making tremendous in-roads ineducating students and teachers regarding viablealternatives. Unfortunately, while every year thepercentage of teachers using dissectionalternatives increases, there are still manyteachers who believe that dissection is the

only way possible to learn the anatomy of anotherorganism. These teachers believe there is no substitutefor the feel, smell and experience a student gets duringthe dissection process.

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Digital Frog's Computer Program

Dissection has been a means of teaching andlearning anatomy for hundreds of years. In 1559,Realdus Columbus wrote a detailed book on the subject.However, students in elementary and high schoollearn human anatomy throughout their science

NAVS Bulletin

BEST COPY AVAILABLE 87

1

Linda Petty displays some of NAVS' new loan offerings.

courses, and no human cadaver is wheeled intothe classroom so the students can get the "feel"of the experience.

In fact, unless your career path takes you into theupper levels of the medical field, you never get a hands-on experience in dissection when studying humananatomy. Surely, if we can study human anatomywithout dissection, we can study the anatomy of anyother species without physical dissection. NAVS,through its programs, is helping to make this a reality.

In addition to her position as NAVS' Manager ofFinancial Operations, Linda Petty coordinates theNAVS free Dissection Alternatives Loan Program,sending models and other alternatives to dissectionacross the country.

Insects: Humane Alternatives Instead of Collectionby Pat Davis, Director, NAVS Dissection Hotline

At the NAVS Dissection Hotline we sometimes receivecalls from young students or their parents concerning insectcollections. It is still common practice for elementary andmiddle school science teachers to assign each child in aclass the task of collecting, killing and mounting numerousinsects as a graded project.

While this assignment does not always involvedissection, certain elements are common to both dissectionand insect collection to which a student may raiseobjections.

Both experiences:

Can cause students to feel uncomfortable with the harminflicted upon innocent creatures;

Require the student or parent to challenge the statusquo by confronting the teacher and requesting analternative;

Have the potential to create a desensitizing impact onthe level of respect the student develops for other

living creatures.Children often spend hours watching

the intricate teamwork of ants in their nestsor bees in their hives. Who has not

marveled at a butterfly emerging from\,/ a cocoon? Who has not rescued a

drowning bug from a water bowl,or assisted a beetle stuck on hisback? Who among us was not

moved when Charlotte thespider died in Charlotte's Web?

To expect a young person who enjoyssharing the world with all kinds of insects to suddenly showenthusiasm for the opportunity to capture, kill and mount

Fall 1997

them is insensitive at best, and potentiallydamaging at worst.

Suggested AlternativesAs with all dissection, there are more

effective ways to teach children to appreciate the wondersand diversity of nature without bringing death into theclassroom. Some suggestions for more humane alternativesare:

> Take advantage of the numerous educational insectnature films available;

> Draw posterboard diagrams of different insects indifferent stages of development;

> Have students find insect photos in nature magazinesor other sources and pin those to a board;

If live bugs are brought to the classroom, they can bereturned to their natural habitat as soon as possible or, betteryet, take a short fieldtrip to the playground or a nearbyfield and watch insects in their own homes;

> Investigate biological supply catalogues that offer a widevariety of insect models for close study by an entire class.

Respect for life is an attitude that must be taughtand nurtured from the earliest years. It is to our benefitto do so. Although insects are small and easily dismissedas inconsequential by many, they are in realitywonderful, busy creatures with extremely complex anduseful lives. Teachers and parents alike should celebratea child's early appreciation for all forms of life,including insects!

88BEST COPY AVAILABLE 19

A LESSON PLANFOR ANIMAL CRUELTY

Just what are our schoolsteaching children?

It would seem that in a life science class, the emphasis would be on just thatlife.To open young minds to the beauty, wonder and mystery of life must surely be ascience teacher's greatest reward. Yet in many of today's classrooms, from the juniorhigh school level on up, the science of life has become a lesson in death.

That's because the practice of dissection remains one of the most firmly entrenchedexercises in our educational system since it was introduced into the U.S. schoolcurriculum in the 1920s. To this day, few students graduate from high school withoutthe obligatory "frog lab" or fetal pig dissection.

In addition to regular classroom activities, animals are used at science fairs. Some ofthe data presented at the 1994 finals of the International Science & Engineering Fair(ISEF) included the results of experiments on vertebrate animals. One high schoolstudent received recognition for feeding rams a diet high in fat and/or vitamins, thenadministering electric shock to the animals' accessory sex glands. Another was hon-ored for administering a low-calcium diet to chicks, then killing the animals with car-bon dioxide asphyxiation.

What is accomplished by demanding that students cut into and dismember a livingcreature? Certainly, with highly sophisticated models and computer simulationswidely available, they are not gaining any insights that could not be just as effec-

tively learned from a replica or a computer screen.

Instead, dissection debases and denigrates the entire educational process.Instead of teaching respect for life and the natural world, it sends the messagethat life is cheap, expendable and unimportant. Furthermore, dissection desen-sitizes young people to the plight of animals and all forms of suffering.

Still, dissection prevails in our schools for a variety of reasons. At one level,many teachers cite "academic freedom" when challenged about the practice.They believe that they have the right to determine all aspects of curricula.Some teachers tend to resist alternatives to dissection because they are forced

to go through the effort of learning new teaching methods. Others insistthat students should not be deprived of the tactile experience of feeling

actual internal organs. Yet is this a necessary life experience for thevast majority of students who will pursue careers completely

unrelated to the life sciences?

89BEST COPY AVAILABLE

There are those, too, who profit handsomelyfrom dissection, particularly

ANIMALS AND EDUCATION

biological supply houses and animal breeders. Millions of animals are raised andkilled specifically for dissection. Some are seized from animal shelters or stolen fromhomes to supply classrooms. While many people believe that these animals arehumanely euthanized, evidence suggests that quite the opposite is true. Generallyspeaking, these hapless creatures lead short, horrible lives before meeting their ulti-mate fate on a cold laboratory table.

Recently, the World Society for the Protection of Animals (WSPA) uncovered anorganized scheme in which companion cats were being shipped from Mexico to theUnited States for dissection in schools. It seems that "kidnap teams" drove throughMexican suburbs, using loudspeakers to announce that they would pay $1 per cat,tempting poor and hungry children to round up neighborhood cats. Captured catswere then taken to makeshift slaughterhouses, where they were dragged from theircages with a metal pole and noose, placed in a cloth bag in groups of ten anddrowned in water-filled barrels.

In 1990, People for the Ethical Treatment of Animals (PETA) documented the abusivetreatment of animals by the Carolina Biological Supply Company, the largest biologi-cal supply house in the United States. In videotaped evidence, PETA documentedcats and rats being embalmed alive, squirming and twisting on steel tables as theburning liquid entered their veins. Although the courts later cleared CarolinaBiological of embalming live cats, many schools stopped purchasing supplies fromthat company.

Another aspect to the dissection issue is the devastation it can wreak on the environ-ment. When large numbers of animals are removed from their natural habitat, itcauses severe ecological damage by upsetting the balance of nature. For example,collecting massive numbers of frogs in Bangladesh has caused insect overpopulation,resulting in serious crop damage and the spread of disease.

cia4 BEST COPY AVAILABLE_a YOV

MOE ADIFFERED

Nurtureco pmassion

and respect

in your children.

childrei,have a natural fascination

and affectionfor ani

mals,and it is our responsibility

as parentsand care

givers to

respect thatnatural love

and encourageit wherever

possible.

The NOS DissectionHotline

receivescalls every

day from

adultswho were ridiculed

or bullied into performingcruel acts

on animals.Don' t let that happen

to your children.Show them

through your words and actionsthat respecting

animalsis the

rightthing to do...and

let them know you will support them if

they'reforced to

take a stand.

S0

JENIFER'S STORY

The Inspiration for theNAVS Dissection Hotline.

In 1987, Jenifer Graham, a Californiatenth grader, refused to dissect a frogin biology class. School officials insist-ed that Jenifer either participate in thedissection exercise or fail her class.Her mother, Pat, took Jenifer's plightto the school board with the aid of theHumane Society of the United States(HSUS). Thus began a four-year courtbattle that culminated in the passageof a California law which guarantees astudent's right to be given a humanealternative to dissection without com-promising his or her grades.

Jenifer's struggle and triumph in-spired the NAVS Dissection Hotline,a toll-free service that students whoobject to dissection can call for freeinformation, counseling and support.The NAVS Dissection Hotline pro-vides a number of other services on anationwide basis, including develop-ing a strategy to secure a humanealternative for students whoencounter hostility and resistancefrom teachers and school administra-tors. The NAVS Dissection Hotlinealso works with students to introduce"choice" policies at their schools.

The NAVS Dissection Hotline staffworks tirelessly to encourage stu-dents' compassion and respect foranimals and to foster understandingand tolerance for students who objectto dissection.

WHY MUST STUDENTS

DISSECT FROGS, ANYWAY?

Frogs are cold-blooded, whilehumans are warm-blooded.

Frogs have a three-chamberedheart, and humans have a four-chambered heart.

If the optic nerve of a frog is cut,it will be able to see again withinweeks; the same damage causespermanent blindness in humans.

For further information, call theNAVS Dissection Hotline at

1-800-922-FROG(1-800-922-3764)

13

"Children hold the key to changesin the exploitation of animals.They will respond to our examples,whether they be of cruelty orcompassion, much more than theyrespond to our words. It is simplynot enough to provide lip servicewhen action is required. If youdesire change, speak out and takeaction to achieve that end."

Frankie Van Horn,Sixth-Grade TeacherBrownsville Middle SchoolPensacola, Florida

14

A NEW KIND OF CLASSROOM

Where compassion and scientificknowledge come together

here children are our hope for the future, alternatives to using live animals are

our hope for a new kind of classroom...one that nurtures respect for all life while

teaching about the mechanics of the human body.

In many schools across the country, the lifeless, embalmed body of a frog, cat or fetal

pig is being replaced by computer simulation programs, detailed three-dimensionalmodels, videotapes, charts, posters and other materials that explore basic anatomyand physiology without harming living creatures.

Today, lessons in anatomy and physiology are being conducted through non-destruc-

tive means without sacrificing any academic rewards. More and more teachers are foster-ing in young minds the concept that life is appreciated through respect for all itsforms, including the environment and natural resources.

One of the most popular instructional tools available is Operation Frog, a computersimulation of a frog dissection that works on Apple II and Commodore 64 comput-

ers. Students can actually move organs using this program-a very effective way of

teaching structure and function.

For those teachers who insist that students must see actual dead frogs being dissect-

ed, videos of a dissection are also available.

Learning about life through non-clestructive illeallti.

Here are just a few examples of humane alternatives topurchased from companies that do not sell animals:

Three-dimensional vinyl zoological models of a frog,and perch.Human anatomy torso models.

Plastic skeletons and skulls.Three-dimensional imaging videodiscs on human an

Anatomical charts.

Biology overhead transparency atlases.

Interactive computer programs.

Critics of these alternatives charge that they are too costly for already stretchedschool budgets. However, a one-time investment in these materials pays for itself

in the lung run because they can be used over and over again. Animals, on the other

hand, can only be used once, and then only by a few students at a time. A three-dimensional model, for example, can be viewed and utilized by an entire classroom

year after school year.

dissection which can be

earthworm, grasshopper

a tomy.

91BEST COPY AVAILABLE

'ANIMALS AND EDUCATION

FREE LOANS FOR HUMANE

EDUCATIONAL MATERIALS

NOW AVAILABLE.

As part of our efforts to provide crediblesolutions for a cruelty-free classroom, theNational Anti-Vivisection Society makesnonanimal alternatives available to schoolsand institutions on a free loan basis. Formore information on these materials, pleasecontact the NAVS office at 1-800-888-NAVS(1-800-888-6287).

A frog for all seasolis.

This state-of-the-art model frog, shownbelow, is a handpainted, anatomically accu-

rate replica of the adult female bullfrog, Ranacatesbeina. Composed of a durable plasticcompound, it is approximately two-times lifesize (21" x 15" x 4"), re-creating ten organsystems. The model frog can be divided intofour parts, including a detachable, three-chambered heart. More than 175 organs arenumbered on the model and identified in theaccompanying key, which also illustrates themale bullfrog reproductive system.

Advances in Humane Education: Alternatives inBiology, a videotape overview of many newmethods that replace animal dissection, isalso available on a free loan basis from theNational Anti-Vivisection Society.

BEST COPY AVAILABLE

92

CUTTING OUT DISSECTION

FOR MEDICAL STUDENTS

Because of the many nonanimal alternativesnow available, the following U.S. medicalschools use no animals to train their medicalstudents:

Tufts UniversityNew York UniversityOhio State UniversityMichigan State UniversityState University of New York, Stony BrookUniversity of MichiganUniversity of WashingtonHahnemann UniversityLouisiana State UniversityMercer UniversityUniversity of MarylandUniversity of New England

College of Osteopathic Medicine

All but two medical schools in the entirecountryUniformed Services University ofthe Health Sciences, Bethesda, MD, and theUniversity of Colorado, Denveroffer theirstudents nonanimal alternatives. In 1986, theAmerican Medical Student Association adopt-ed a resolution supporting a student's right tochoose an alternative activity to dissectionand to be free from penalties or faculty intimi-dation when they refuse to dissect.

RATING YOUR CHILD'S

CLASSROOM

Do you know if your children are attendinga cruelty-free classroom? Use this checklistto see if your schools' biology teachers arefostering respect for life in all its forms, theenvironment and natural resources.

Does the classroom foster a safe,non-violent atmosphere?

Does the teacher encourageyoung people to find non-violentsolutions to problems?

L:1 [:1YES NO

L:1 [:1NO

Do children learn that the earthconsists of a vast, complexecological system of whichhuman animals are only a part?

Does each lesson teach compas-sion and respect for animals?

Does the teacher support thosestudents who oppose dissection?

This large-scale model frog lets students experiencethe wonder and fascination of a living organism whilemaintaining respect for life and ecological integrity.

L:1YES NO

L:11YES

L:1YES

NO

NO

15

/v4v-s icro-1

DISSECTION: A FLAWED TOOLIN EDUCATION

By Lester Y. Ichinose, Ph.D.NAVS Science Advisor

While the community of scienceeducators supports-and demandsthe very latest in computerizedtechnology to participate in

tomorrow's information superhighway, it stubbornlydefends the continued use of its most flawed toolthedissection lab animal.

Educational policy mandating animal dissection inour public (and private) school biology classes is adisgrace, not only because prepared animals are poorand misleading representations of living systems, butalso because of its unethical nature. Dissection alsocontradicts the goals of multiculturalism in educationand a desire to revive the teaching of ethics acrossdisciplines.

This stubborn resistance to abolish dissection inschools nullifies national and local movements tomodernize educational systems and methodologies inscience education, including biology instruction.Emotionally-charged defensive reactions by educa-tors, however, continue to perpetuate the outmodedand unethical practice of dissection.

Why do educators resolutely uphold this contra-dictory philosophy of dissection in science education,particularly in light of growing ethical and scientificarguments against the increasingly unnecessarypractice? To answer this question, we must firstunderstand the nature and goals of science education.

What is Science? It is a body of knowledge gatheredand organized by scientists. This includes facts, laws,theories, and original observations confirmed andconsequently accepted by the scientific community.Science is also an objective method of discovery withwhich scientists make observations, construct laws,and propose theories. Finally, science is a philosophyas scientists interpret, explain or predicton a scien-tific basisphysical or biological events that arebeyond their abilities to investigate objectively.

What is Science Education? At best, it is an educa-tional system designed to increase science literacy,competency, and understanding of the scientificprocess in students from Kindergarten through grade

December 1994

12. At worst, it is a static, traditional program de-signed as an authoritative preparation in sciencecompetency. The versatility of a program is usuallyrelated to the students' grade level. For example, anintegrated science program is generally offered fromKindergarten through the middle school years. But inthe upper school (grades 9-12), this creative approachoften degrades into the traditional biology, physicsand chemistry course offerings.

It is interesting to note that philosophies andmethods of teaching science from grades K through 8are generally far more imaginative, less traditionaland didactic than science courses in the upper school.Why is this the case in most schools? Educators feelthat younger students lack the academic skills,cognitive abilities and maturity to understand con-tent-oriented science courses. Consequently, elemen-tary schools take great pains to design creativeprograms that foster the development of investigativeskills as the vehicle for understanding.

But when students enter high school, their scienceexperiences must translate into performance onhighly content-oriented national standardized teststhe Achievement Test (ACT) and the ScholasticAptitude Test (SAT). Hence, high school sciencecurricula and lesson plans are often geared to preparecollege-bound students for these important examina-tions. In other words, colleges drive the content ofthese tests, which, incidentally, also accept the tradi-tion of animal dissection.

So it isn't surprising to discover a nation of desen-sitized 14-year old students dissecting a series ofanimals, including the fetal pig, in their ninth gradebiology course.

Who Is In Charge?Why do teachers continue to utilize and promote

animal dissection? The great majority of teachersresponsible for these courses are not Ph.D. biologists,but rather graduates of schools of education with anacademic concentration in the field of biology orgeneral science. While these instructors may faith-fully translate textbook concepts and methods intolesson plans, most lack the deep theoretical knowl-

9323

edge, research expertise and academic independencerequired for necessary change. This results in adependence on the traditional tools of the trade:microscopes, lesson plans, texts and lab guides,biological supply company representatives purveyingdissection animals and manuals, and so on.

For example, I met recently with biology teachersat a high school in Winnetka, Illinois to debate theethics and educational relevance of using fetal pigdissections in their biology laboratories. In defendingthe practice, a teacher exclaimed, "That's the onlyway we can teach anatomical systems!"

"Nonsense," I replied. "It's obvious that you don'tunderstand that any biological system is dynamic andmeasurable. Promoting the use of fetal pigs for yourninth grade biology classes teaches them nothingabout life nor about living physiologies, particularlysince the pig's 'systems' are underdeveloped andconsequently not dynamic." I continued to explainthat the concept of dynamic systems can be taughtusing non-living examples and models, easily trans-lated to any biological system. Finally, I explainedthat promoting vivisection of living or dead animalscounters any effort to teach a reverence for all life. Itinstead promotes the idea that morality and ethics areexclusively human domains, and apply only to ourspecies.

This debate has been repeated many times, inmany places. The arguments are the same and,unfortunately, so are the results. Nearly everyonewho objects to dissection on an ethical basis in aschool's biology program are students. It is unfortu-nate that the authoritative stance adopted by teachersand administrators results in a failure to recognize a

5e

24

4 *4.

Students dissecting a rabbit specimen.

golden opportunityto nurture the students' desire topromote ethical behavior between humans and otheranimal species in the classroom. Instead, theseteachers unknowingly promote in young minds anirreverent, elitist and exploitative attitude towardsanimals.

Interlocking DirectoratesA biological education involves teaching students

not only the aforementioned goals of science, but alsothe evolution, interdependence and value of allspecies. Both teacher and student adopt the view-point of an observer, searching for value in lifeentirely separate from the human species. Unfortu-nately, this doesn't always happen, and animals areconsidered as resources for the human condition.

Some of the explicit goals and examples in biologi-cal education are consistent with the goals andpractices of biomedicine. While dissection of thehuman body is essential in a medical school, theassumed importance of vivisection percolates downthrough the collegiate ranks to secondary and elemen-tary education as a necessary tool in understandingnonhuman life.

Dissection is also related to the medical role model,as many studentswielding scalpels and probestakegreat pride in their ability to perform "surgery" on ananimal. While a good teacher always utilizes societalexampleshuman subjects and artificial models toillustrate a physiological concept or anatomicalstructure a lesser instructor cites foreign conceptsand irrelevant examples.

Although biomedical examples and goals inelementary science courses should not be objection-able, the biomedical community has cleverly tied thefreedom to dissect with the right to use researchanimals, and therefore with human health. Forexample, an October 1988 report of the NationalResearch Council Committee on "The Use of Labora-tory Animals in Biomedical and Behavioral Research"stated that, "scientists are ethically obliged to ensurethe well-being of animals used in research and tominimize their pain and suffering."

These statements summarize the role of animalsnot only in research, but also as live subjects ordissection animals in educational systems. Theanthropocentricity regarding animals pervades oureducational systems from these biological mandates.So an impressionable young teenager cutting into afrog or fetal pig not only discovers a power over other

94 NAVS Bulletin

--e

;>.

Z:^.,%4§-1".

Operation Frog (left), a

software program,allows students toperform simulateddissections withoutharming any sentientcreatures.

animals, but alsotrusts that his orher teacher willonly promoteaccepted practices.

Multiculturalism in Biology EducationWhat is multiculturalism, and how does it relate to

animal dissection in compulsory education?The United States is finally admitting that we have

a multicultural and multiracial society of humans.But our nation continues to disregard themultispecific (many species) nature of Americansociety, and the continuing impact nonhuman animalshave always made on human culture.

With this admission, "multiculturalism" is the newaction word sweeping the nation and transformingeducational philosophies and curricula. State govern-ments are following the federal mandate to incorpo-rate multicultural values in their school districts. Inturn, this mandate is enforced by federal grants tostates, and state funding for their schools.

Multicultural education in its present form is onlythe beginning. While it promotes the understandingof different human cultures within a school system todestroy interracial prejudice and bigotry, it shouldwelcome the biologically derived "cultures" of otheranimal species in our society.

The Role of the Humanities in HumanizingBiology Teaching

When push comes to shove in science education,the nonhuman animal loses, usually in the form of itslife, through "service" to human society. The ethicalquestions that arise when an animal is dissectedbecome irrelevant when the teacher or biomedicalscientist says, "It's the right thing to do." So thestudent is led to believe that the proper study ofscience, including dissection, mandates both exploita-tion and stewardshipconcepts that are basicallycontradictory in practice.

But an individual's sense of moral right and wrongdoes not come from a proper study of science and

December 1994

technology. Rather, it emanates from another dimen-sion of the human mind, one that is concerned withunderstanding how our various societies haveevolved, and how man and his machines have worked andplayed in the world of things and nature. This hastraditionally been the role of the humanities. Histori-cal understanding, however, does not necessarily leadto application in solving today's problems bytomorrow's leaders.

Why shouldn't we provide the proper educationalfoundation for renaissance teaching in creating a poolof potential leaders conversant in the arts as well asthe sciences? A Hastings Center report entitled "Onthe Uses of the Humanities" explains: "There is, webelieve, no good reason why the contributions of thehumanities to exigent national problems ought to beovershadowed by other disciplines."

While traditional science education helps producefuture scientists, doctors and other technical profes-sionals, their individual and professional sense ofethics emanate from the study of the humanities as itrelates to the sciences.

Science education is more than a pragmatic andsterile system of objective instruction. It shouldprovide an environment that allows the student toexpress something that is not learned, but rathernurtured and developed. For example, love ofanimals is part of nearly every person's childhood.Something is wrong when we instill in children aDisney-esque perception of animals that think andbehave like humans. When that child grows up, he orshe discovers that the anthropomorphic Bambi theyloved is a lie. Subsequently, the childhood compas-sion for that animal is discarded along with the lie.Bambi becomes only a deer, stripped of moral value.

Therefore, the roots of dissection are embeddeddeep in the problems all education faces today. Whileobjective arguments against the educational value ofanimal dissection are useful, they are dwarfed by thepower of an ethical and moral argument. But mount-ing ethical arguments in the biology classroom isdifficult within the confines of a traditional biologyclassroom. Expanding the goals of multicultural andinterdisciplinary education in science teaching willprovide the proper environment to make it possible.

Perhaps it will happen. Nothing happens inisolation, just as continued dissection practices haveunfortunate consequences beyond the classroom. Butwhen students no longer dissect animals, the conse-quences are transformed into benefits for all con-cerned.

95

23

V,1

1

FROG FAILUREDissection doesn't pass the test for teachingchildren important lessons about life.

Frogs are everywhere. There are about 3,800 species of frogsand toads, and they live on every continent except Antarctica.You can see them in most-any river, pond or stream, althoughsome species live in trees, while others dig underground bur-rows on land. If we listen closely, we can hear male frogs callfemales during the mating season with their characteristiccroaking sound.

Because frogs blend in so well with the environment, we hardlynotice them at all. So why should we be concerned when a fewof them end up on a lab table in biology class?

These cold-blooded creatures may not be everyone's idealcompanion animal, but, like every other animal, frogs have animportant place in the ecological cycle of our planet, and theirlives are intertwined with ours more than you may think. Eventhough frogs are not considered among the "higher" animals,most species have a delicate sense of touch and highly devel-oped taste buds in their tongues and mouths. In fact, they canbe quite finicky about what they eata trait usually associatedwith catsand they've been known to spit out bad-tasting food

Being cold-blooded animals, whichmeans that their body temperature is

the same as the surrounding air or water,frogs are distinctly different from theirwarm-blooded counterparts in the animalworld, including humans Many biologyteachers insist that frog dissection is thebest way for students to learn about therespiratory, nervous and circulatory sys-tems. In addition, they say, amphibiansteach important lessons about evolutionand adaptability. In reality, however,the frog's most qualifying character-istics seem to be their small sizeand easy availability

There are vast differences between frogs and humans. For onething, frogs have a three-chambered heart, while we have afour-chambered heart. If their optic nerves are cut, frogs willbe able to see again within weeks. The same procedure causespermanent blindness in humans. Some frog species change incolor in response to changes in the surrounding temperature,light and humidity. They also breathe through their skin aswell as their lungs. Their bulging eyes allow them to see in alldirections, and some species can leap up to 20 times their bodylength.

Since dissection was first introduced into the U.S. schoolcurriculum in the 1920s, it has become a standard, acceptedteaching practice in life science classes from the elementarylevel through college. For more than 70 years, our nation'sschool system has been forcing students to dissect theseamphibious creatures, teachingchildren some "important"lessons. The trouble is, theyare lessons no parent

er

/';

'Perhaps the time has come to formulate a moral code which would govern our relationswith the great creatures of the sea as well as with those on diy land. That this will come to passis our dearest wish.

If human civilization is going to invade the waters of the earth, then let;a message of respectrespect for

wants his or her child to know'

Rather than teaching children a healthy respect for life andall its complex processes, cutting into and dismemberinganimals promotes the notion that life is cheap, expendableand unimportant. When animals are slaughtered for dissec-tion, we desensitize children CO animal suffering, reinforcingthe idea that it's okay to harm a species char we should beprotecting. And when animals are taken from their naturalenvironment, children learn that humans can take whateverthey want from the natural world for any purposewith noconsequences.

' Sadly, there are grave consequences even beyond thesuffering of the millions of creatures used for dissec-

tion...and the hidden message about violence it sends tochildren. Because attempts to breed frogs in captivity haveproven unsuccessful, frogs used for dissection must be cap-tured in the wild, which upsets the balance of nature andcauses many different problems for humans.

As parr of a complex ecological cycle. frogs are both preda-tor and prey. Frogs ear mosquitoes and other insects. andin turn, frogs are an important food source for bats. snakes,turtles, fish and herons. When there are not enough frogs.mosquitoes and other insectswhich carry disease anddestroy food cropsbecome too numerous. Meanwhile,the animals who prey on frogs decrease in number becausethere is nor enough food to ear, which affects the animalswho prey on them, and so on throughout the cycle of life.

The worldwide population of frogs is already in decline.Collecting massive numbers of frogs in Bangladesh recentlycaused insect overpopulation, resulting in serious cropdamage and the spread of disease. In the United Stares andMexico, the collection of the American bullfrog and theleopard frogthe ones most commonly used in dissectioncould be threatening the future of these species while upset-ting the delicate balance of our wetlands.

American bullfrogs and leopard frogs are captured mainlyin Tesas and Mexico by itinerant workers hired by largebiological supply houses. These -collectors- hunt for speci-mens along the banks of rivers. streams. pondsanywherethe Creatures can be found. Any frogs they find are throwninto burlap sacks. which are then stacked high in trucksthat deliver the hapless creatures to a processing center.Those frogs who don't die along the seas are drowned inalcohol and preserved in chemicals. and then shippcsi toschools throuohour the United States.

BEST COPY AVAILABLE

97

Jacques-Yves Cousteau

rst of all carry

Marine Mammals.Aquariums and marine parks often useeducation- to rationalize their practice

of capturing whales and dolphins inthe wild and putting them on display.

They insist that- when people have an oppOralliiry to observe livemarine mammals up close. they tend to have more respect forthem and to support ctiliservation trrorrS.

The whales and dolphins vv ho hive had the misfortune of beingcaptured pay a huge price I, :tich -respect.- Consider:

Cetaceans (dolphins and whales! communicate over hundredsor miles through an e traordinary sensing ability called echolo-cation. In the right quarters ofc.tptiyin. these intelligent.communicative animals are contused and overwhelmed by the,:arble of their own vocali,..M.17and it may even be acutekpainful for them.

Highly social animals. cetaceans form unusually strong emo-tional bonds with it.tlwir extended family, or pod.individuals \vho are separated ....rout their pod suffer emotionaldevastation. losing their tamilies and even their own identities.

Their \!"1.de .01,1"u'R." `11"w sins it nee tor. bc11.,6", such as s :atoiuit:l.0 :on..11,,ressiveness and somewnes smode.

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FROG FAILUREContinued from page 15

Frogs are not the only victims.Millions of animals are raisedand killed specifically fordissection, including cats andfetal pigs. (Fetal pigs are almostfully developed piglets removedfrom a pregnant sow after shehas been slaughtered.) Providingthese specimens to our nation'sschools is a huge and highlyprofitable business for biologicalsupply houses. And mountingevidence suggests that theseanimals are almost always inhu-manely slaughtered. To meetthe demand, some cats are seizedfrom animal shelters or stolenfrom homes. Stray cats havebeen rounded up in the streetsof Mexico, thrown in sacks andembalmed alive before makingtheir final journey to the labtable.

The brutal and senseless slaugh-ter of these animals is not onlycruel, it is unnecessary. As moreteachers come to understandthe ethical issues of dissection,schools are now beginning toconduct lessons in anatomy andphysiology using non-destructivemeans, without sacrificing anyacademic rewards. And 11 pub-lished comparative studies ofdissection and other animal usesin education have proven thatstudents learn as well or betterusing nonanimal methods.A humane classroom not onlydispenses knowledge, it fosterscompassion, respect and justicefor all creaturesperhaps themost important lessons of all.

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98

WA/5 BULLETIN BRIEFNational Anti-Vivisection Society, 53 W. Jackson, Chicago, IL 60604 1-800-888-NAVS Summer 1997

Hi-Tech Giant Sponsors Animal Cruelty

Intel Corporation, producer of high-tech computer chips,has become the primary sponsor of the largest science faircompetition in the world, the International Science andEngineering Fair (ISEF). With participation bymillion high school studentsworldwide, ISEF continues toaward prizes to high schoolstudents who perform painfulexperiments on live animals.Intel, beginning with the 1997INTEL ISEF Competition,awarded prizes of $40,000 toeach of three students whoseprojects were chosen from 1089finalists in Louisville, Kentucky,this May.

The National Anti-Vivisection Society and othershave repeatedly asked ScienceService, the administrator ofISEF, to establish more humane guidelines forprojects entered into the competition NAVSthen turned to the sponsors of the competitionto exert their influence to change the rules ButScience Service remained unheeding ofrequests from Kodak, Phillips Petroleum andother sponsors that requested reform.

When approached in the past by NAVS,Intel refused to take a stand on animal experiments, stating that

the awards thatIntel sponsoredwere forprojects thatdid not involvelive animalresearch.However, thathas changed asIntel took overthe primarysponsorship ofISEF. Intelcan no longer

over three

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III

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disassociate itself from the fair's regulations and the pain,suffering and death caused to animals by some fairparticipants.

Why is it so important to have humane guidelines forhigh school students developing projects for sciencefairs9 Below are a few projects that studentsperformed on animals for the INTEL ISEF this year:

Mice were exposed to varying concentrations ofmelatonin, to evaluate the effects on their immunesystems at various ages. The mice were then killed tostudy the effects on cells and the spleen.

Rats were injected with cocaine andmethamphetamine, then killed to study the

neurochemicals dopamineand serotonin in the brain.

Rats were injected withalph-chloralose urethaneanesthesia, then an incisionwas made exposing three ribs.Muscle tissue around the ribswas damaged, HRP wasinjected into damaged muscle,then the rats were sutured. 24hours later, more incisionswere made. The rats wereanesthetized and then killed.

Mice were injected withlithium chloride or sodium chloride (control group) and thenkilled to evaluate their spleens and kidneys. Other micereceived daily injections for four more weeks.

And in one particularly offensive project, a controlgroup of planaria (earthworms) were not fed for four weeks,then were placed together with well-fed planaria to confirmdocumentation that planaria would resort to cannibalismwhen insufficient food is available.

These are just some of the experiments presented atthe final exhibition of ISEF. Only about 1000 entries ofthe three million entered in local affiliated fairs actuallyreach the international competition. That means thatata minimum thousands of animals suffer every year atthe hands of students or their mentors in pursuit ofscholarship money and other prizes. Continued

How can children be taught to respect their nonhumanfriends while encouraged to exploit them as research tools?

Order Your Personal CareWallet Guides Today!

A pocket edition of the 8th Edition ofPersonal Care for People Who Care is nowavailable, including hundreds of companiesthat do not test their products on animals.

The Wallet Guide includes newcompanies that have been added sincepublication of the Personal Care book in1996 and is much more convenient to takealong shopping. Stock up now! The cost tomembers is $2.00 per guide ($4.00 for

Intel Can Make a Difference... And You Can Tell Them How

Intel Corporation is in a position to save the lives and prevent suffering ofthousands of animals every year. All they have to do is institute new guidelinesfor the INTEL ISEF competition to prohibit projects that harm or kill animals.

Your letters to the president of Intel Corporation and the president of IntelFoundation can help make a difference.

Write to:Mr. Craig BarrettPresidentIntel Corporation2200 Mission College BoulevardSanta Clara, CA 95052-8119

andMr. Peter BroffmanPresidentIntel Foundation5200 N.E. Elam Young ParkwayHillsboro, OR 97124-6497

Sample letter:Dear Mr. Barrett,

The Intel Corporation, as the officialsponsor of the INTEL International Scienceand Engineering Fair, is in a key position toensure that the regulations of the INTEL ISEFdo not allow animals to be harmed or killedfor students' projects. It is very disturbing thatlive animals are exposed to radiation,shocked, injected with harmful substancesand killed for INTEL ISEF projects.

As you may know, WestinghouseScience Talent Search changed its regulationsto prohibit live vertebrate animalexperimentation 28 years ago! Intel is nowin a position to influence the policies of ISEF

and Science Service, which administers theinternational competition. As a company thatlooks to the future and the benefits technologycan bring, use your influence to encouragestudents to look for alternatives to the harmfuland cruel practice of using live animals forexperimentation.

Please do not reject this opportunity topromote a long overdue policy encouragingrespect for living creatures, human andnonhuman alike.

Sincerely,(Your name)

CC: NAVS

Continued from page I

It must be noted thatwhile a few of theseprojects did win prizes,including scholarshipmonies, cash prizes andtrips to Australia andIsrael, there were manyother prize winners whoseprojects embraced scienceand engineering withoutharm to animals

There is widespreadacceptance of humanestandards for high schoolscience fair projects,developed and endorsed byWestinghouse for itsprestigious Science TalentSearch. Westinghousechanged its regulations in1969 after sparrows werestarved and blinded by ayoungster for the competition.

With its new status asthe official sponsor of theINTEL ISEF, Intel is inthe same position asWestinghouse, and now hasthe power and ability toensure that the regulations of

the INTEL ISEF preventharm to animals. Intel is in a

position to make a

difference.

.q-*)DOD Funding Supports University Crueltiesby Donald J. Barnes, Senior Research Analyst

Most Americans have no conceptof the scope of Department of Defense-funded biomedical research withanimals. Such efforts are not restrictedto laboratories on Air Force, Army orNaval bases, but they may in fact begoing on at your local university. Eventhe most elite universities such asHarvard, Yale, and Stanford, TheUniversity of Pennsylvania, and themany laboratories of the University ofCalifornia system are funded in part bythe DOD. This research often has littleto do with those areas traditionallyconsidered the realm of the military.

While the National Anti-Vivisection Society opposes invasiveanimal experiments under anyconditions, it is unconscionable thatpublic monies are funneled through themilitary that neither serve a validmilitary nor a public purpose. It is thesekinds of scientific and fiscalinconsistencies and redundancieswhich should be noted and eliminatedthrough congressional hearings andinvestigations.

X At Yale University, scientistsspent $158,150 in FY 1995 to study the

"Stress-InducedEnhancement of the StartleReflex" in rats.X Researchers at theUniversity of California,San Francisco, opened theskulls of domestic cats andattached electrodes withinthe auditory cortex, tomeasure how stimuliimpacted the cortex of anawake animal. Funded bythe Office of NavalResearch at $180,000 inFY 1995.

100

The 1996 International Science and Engin(by Elinor Molbegott, NAVS Science Fair Consultant

Rats were injected with morphine, appetite suppressantdrugs, injected with a solution to induce an allergic reaction,placed in a chamber where they were subjected to vibrationsand light, injected with cocaine, injected with drugs andlesioned, and implanted with a stimulant to induce weightloss. Mice were confined to total darkness and total light,cervically dislocated, and had their spleens extracted.Tadpoles were exposed to varying temperatures of 0. eNGIFwater and crude oil. All of these experiments were z-t' lAdperformed by high school students who were hon-ored for their work. They were among the finalistsat the 1996 International Science and EngineeringFair (ISEF) held in May in Tucson, Arizona. 1SEF

ISEF, administered by Science Service, Inc., TUCSON Aa Washington D.C.-based not-for-profit corpora-tion, attracts over one million high school students fromaround the world, although most of the finalists are Ameri-cans. The students start out in local and regional ISEF-affili-ated fairs and the finalists compete annually at ISEF. Like allscience fairs, ISEF provides youngsters with an opportunityto expand their learning and to develop a greater apprecia-tion of science. The finalists at ISEF also get the opportunityto meet people from around the world, make new friends andpresent their work to thousands of interested onlookers. Itseems incongruous that behind the scenes, sentient animalswere caused untold pain and suffering for ISEF.

As is the case every year, busload after busload of youngstudents, as well as teachers and people from all walks of life,came to look at the finalists' work at the 1996 ISEF and tospeak to them about their projects. I was there too, but for adifferent purpose than most. I went to ISEF as a representa-tive of NAVS, although no one at the fair knew that. The pur-pose of my visit was to see if the ISEF's past practice of hon-oring students who perform projects involving painand suffering to animals was still in place. It was.

Actually, that came as no surprise. In fact, 777ISEF's rules have not been substantiallychanged to better protect animals in years. Sci-ence Service has worded the ISEF rules to givethe pretense of concern while still allowing all sorts of `)

horrible things to take place, such as exposing animals tocarcinogens, radiation, nutritional deficiency, physical stress,drugs, and surgery. The students who presented their projectsdid not violate the ISEF rules. Rather, the rules gave themapproval that they needed to cause harm.

Many of the finalists stood by their project booths eagerto tell all who would listen about their experiments. One stu-dent, in particular, stands out in my mind. She told a crowdof 10-year olds who came to the fair how she repeatedly in-jected rats with drugs and placed them in the chamber that

was conspicuously displayed at her project booth . She toldthe group how the rats developed hive-like symptoms andhow, even when she stopped the injections, the rats still de-veloped hives when placed in the chamber. She mentionedthat the rats were still alive and she would either return themto a university or give them to a friend to feed to his snake.

The student won a second place award from Scienceo, Service, an honorable mention from the American

Psychological Association, and a fellowship from

' 1. the National Institutes of Health.The onlookers gasped, gawked, laughed

and moved on. One couldn't help but wonder what%10 96 educational lesson they had learned from hearingRIZ ON A about an animal's suffering. That it's okay to harm

animals? That you can win awards for causingpain? What's more, what value was it to the student who per-formed this project? Weren't there other projects that a brightyoung student could do that did not involve harm? And, whywas Science Service allowing this to take place? Clearly, ISEFwould be able to exist without projects which involve painand suffering to animals. Amidst the cruelty were aisle afteraisle of projects that focused on energy, water managementand conservation, ecology, pollution, agriculture, botany, com-puter science, aeronautics, astronomy. mathematics, photog-raphy, and much more. The vast majority of projects did notinvolve harm to living animals. Yet Science Service has thusfar refused to listen to requests for change, even by one of itslong time sponsors, Eastman Kodak Company. who, at therequest of NAVS, adopted its own more humane criteria touse when evaluating ISEF projects. In fact, when the Na-tional Association of Biology Teachers (NABT) asked to be

one of the ISEF sponsors, Science Service refusedbecause NABT's guidelines on the use of ver-

tebrate animals by high school students aremore stringent than the ISEF rules.

One would think that in this dayand age youngsters would not be en-

couraged or allowed to cause painand suffering to animals. With all of

6

the violence in our society. one wouldthink that those projects that let students to use their intel-lects, imagination and talents would be encouraged and thatexperiments that entail causing pain and suffering would notbe permitted. Yet, in actuality, while several states have al-ready passed laws prohibiting such experiments. many oth-ers have notleaving the door wide open for inhumane ex-periments at science fairs whose rules permit them.

It has been 27 years since the Westinghouse Science Tal-ent Search banned live vertebrate animal experimentation byhigh school students (after sparrows were starved and blinded for

A 4 'S Bulletin

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ring Fair: A Showcase of Cruelty

a project). Yet decades later, Science Service still refuses tomake changes to the ISEF rules that would ensure that verte-brate animals are not harmed for science fair projects. Part of theproblem appears to be that since Science Service, unlikeWestinghouse, is not a consumer-orientedcompany, it does nothave the same concerns that such public companies have. Sci-ence Service does not have to worry that customers will be up-set and stop buying their products if they hear about a policy thatappears to condone the killing of animals. Rather, Science Ser-vice knows that the public generally sees science fairs as a posi-tive experience for students, an opportunity to learn and use theirtalents. Science Service also knows that the public generallydoes not know that youngsters are harming animals for sciencefair projects. This needs to change. The ISEF sponsors and Sci-ence Service's Board of Trustees have to be accountable.

Despite the fact that NAVS alerted many of the major corpo-rate ISEF sponsors and Science Service Trustees about the cruelanimal experimentation that has been presented at ISEF, theyhave refused to use their influence to ensure more humane ISEFrules. These sponsors include Intel, NYNEX, Panasonic, Merck,and the AARP's (Association for the Advancement of RetiredPeople) Andrus Foundation. Clearly, as primary sponsors, theywould be in a key position to object to rules that promote cruelty.One would think that they would not want to be part of a programthat allows youngsters to harm animals, even if they do not spe-cifically give awards for such projects.

With their combined influence, un-doubtedly Science Service would haveto listen. But Intel said it would be "in-appropriate for it to direct others whoseexpertise exceed our own." AARP saidit was "satisfied the Science Service isensuring us that student projects are notusing experimental procedures thatcause unnecessary pain or discomfortto animals." Panasonic wrote that "it ap-pears to be a subject that...ISEF has triedto monitor and control through theirrules, which have the support within thecommunity of both scientists and sci-ence teachers." All of this was said bythese corporations after they were informed specifically aboutthe ISEF students' projects which included electrically shock-ing animals, tying rubber bands around rats' tails, injectinganimals with steroids and other drugs to see the resulting ab-normalities. exposing animals to darkness for extended peri-ods of time, placing mice on record players, feeding gerbilsNoDoz and Kool-Aid, forcing animals to dive into and re-main in water, and more. None of the Science Service Trust-ees to whom NAVS wrote responded at all.

More needs to be done to stop the cruelty, to stop thenext generation of young scientists from looking at ani-mals as mere tools to be exploited, regardless of the ben-efits to be derived. Few people could reasonably argue thata teenager's animal experiment involving pain and suffer-ing will save human lives. But Science Service appearsrelentless in its unwillingness to change its rules to baninvasive animal experiments. Is it simply to challenge theanimal rights movement? Is it Science Service's beliefthatsomehow youngsters benefit from hurting animals? Is itthe attitude that it is more important for students to do whatthey want, even if sentient creatures are harmed in the pro-cess? Whatever the reason, we need to change the rulesand you can be a part of the effort to make our educationalsystem one that promotes compassion and humanity, notviolence, towards our fellow creatures.

WHAT YOU CAN DOji Write to Science Service Inc. at 1719 N Street NW, Wash-ington, D.0 20036 and ask that the ISEF rules be changedimmediately to prohibit live vertebrate animal experimenta-tion that can cause harm to the animals, including projectsthat involve shocking animals, injecting them with drugs,car-cinogens and tumors, depriving animals of needed nutrients,surgery and any other potentially harmful procedures.

Write to current ISEF cor-

porate sponsors :Intel Corporation at 5200N.E., Elam Young Parkway,Hillsboro, Oregon 97124-

.."%6497;

NYNEX at 1095 Avenue ofthe Americas, New York,New York 10036:

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Panasonic at MatsushitaConsumer ElectronicsCompany. Executive Of-

fices. One Panasonic Way. Secaucus, New Jersey. 07094: and

AARPAndrus Foundation at 601 E Street. N.W.. Washington.D.C. 20049.

Tell them that you are outraged that they have refused todemand changes to the ISEF rules to ensure that no vertebrateanimal is harmed by the participating youngsters and ask thatthey immediately use their influence to secure the necessarychanges. Let them know that you will stop buying their products/using their services if they do not act swiftly to stop the cruelty.

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(9/92)

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