Keeping animals in the Classroom

Aim: In their teaching of the living world, teachers will use their scientific knowledge, skills and attitudes to inform students of the social and ethical implications involved in making responsible decisions about living things.

Objectives: Teachers can:

* make informed judgments involving the social, ethical and moral considerations relating to the use of animals in the classroom.

* gain an understanding of the issues behind opposition to keeping animals in the classroom.

* offer students alternatives to keeping animals in the classroom.

To quote page 53, paragraph three of the Science curriculum:

"Although it is required that students will carry out investigations involving liveorganisms, teachers and students need to carefully consider the social andethical implications involved, make responsible decisions about living things,and conform to legal requirements set out in Code of Ethical Conduct for the Care and Use of Animals in School Programmes, Department of
Education, Wellington 1988.

The Science curriculum clearly states on page 52 that:

Students need to be encouraged to consider the social and ethical
Implications involved in making responsible decisions about living things.

Social, ethical and moral considerations relating to the use of
animals in classrooms.

Through this statement it seems to me that teachers are obligated to discuss
with their students social, and ethical considerations in relation to the use of
living things. This is a difficult and complex issue. The following questions
need to be considered:

* What are the social implications of our decisions in relation to other living things, and what impact can the outcome of these decisions have on living things?

* What are the ethical implications of our decisions in relation to other living things, and what impact can the outcome of these decisions have on living things?

The Ministry of Education booklet “Caring for Animals – A Guide for
Teachers, Early Childhood Educators and Students” attempts to provide
teachers with some guidance in this area and mentions all the
advantages for “students” of keeping animals in the classroom, but does
not outline the disadvantages for the animals involved.

The first question teachers must ask themselves is:

Will the keeping of animals in the classroom improve the attitudes of
young people towards animals?

The following points concern Wellington SPCA in regards to the use of
animals in schools.

1. What will happen to the animal(s) at the completion of the project or school year? Does the disposing of animals at the end of the year/project teach a responsible and caring attitude towards animals.
(The point being that most animal species live longer than one year).

2. The use of animals in the classroom, as a "tool for research", shows a lack of consideration and respect for animal life and does not teach compassion for animals. Teachers set an example for their students when they condone the use of animals in this way.

3. Classrooms by there very nature are busy, noisy places. Animals such as guinea pigs, rats and mice find this kind of environment stressful. Especially those animals which sleep during the day. Thus resulting in a compromise of the animals welfare.

4. It is difficult for teachers to supervise an animals enclosure every minute of the day, thus animals are always at risk of unwanted interference or vandalism. For example the SPCA has been made aware of cases where students tipped a bag of sugar into a goldfish tank resulting in the death of all the fish.

5. Animals should not be forced on students during the weekends and holidays (busy times for most families) who may not have the time or facilities to look after them properly, or may not be able to recognise sickness in the animal or afford to have it treated (as it is not their animal).

6. Many teachers are not familiar with disease in animals and do not have a budget to pay for treatment. The consequences of keeping animals while they are sick, or neglecting to seek treatment are grave and could result in a breach of current animal welfare legislation. For example, one teacher the SPCA came in contact with was not prepared to pay for treatment because it was 'just a mouse'. This attitude does nothing to improve the attitudes towards animals - quite the opposite.

7. Sickness in animals is usually a result of failure to keep the animals enclosure clean, lack of proper food or water, stress, improper handling or vandalism. Wellington SPCA feels that schools are a high risk area for animals.

8. Wellington SPCA is opposed to the breeding of animals for the following reasons:
Thousands of healthy animals are killed each year in animal shelters due to lack of good homes.

Breeding of animals adds to this problem and displaces those animals in shelters from finding new homes.

9. Pregnant animals need special care and attention due to their condition and can deteriorate quickly if not properly cared for.

10. Baby animals can be difficult to care for, may be born with deformities and should not be forced on the students families at the completion of study.
For example, the SPCA is aware of a situation where teacher gave a six year old boy five baby chickens to take home at the end of the unit of study, all of which turned out to be roosters. These animals needed a proper coop, daily food and water, exercise, medical care and attention and if properly cared for could have lived for up to 20 years. Needless to say, his father killed them after a year because they were too much trouble. Is that what the teacher intended that student to learn about animal care?

11. Behavioral studies of animals in the classroom do nothing to teach young people about the natural behaviour of animals. Animals in a cage are not able to exhibit any of the behaviours they would perform under normal circumstances in the wild.

For both ethical and social reasons Wellington SPCA believe that keeping
animals in the classroom do little to improve the attitudes of young people
toward animals and in fact has great potential to impart attitudes of
complacency and disrespect.

Some useful reading material on the ethics of animal use:

Animal Liberation - A new Ethics for our Treatment of Animals – Peter
Singer Avon Books 1975

Victims of Science - The use of animals in research - Richard D. Ryder
Centaur Press Ltd, Fontwell, Sussex, revised edition 1983

Why Animal Experiments must Stop and how you can help stop them -Dr
Vernon Coleman. Green Print 1991

Save the Animals 101 easy things you can do - Peter Singer & Barbara
Dover Angus & Robertson Book, 1991.

Alternatives to the keeping of animals in schools.

1. Don't keep animals in the classroom.

2. Conduct wildlife studies-
Build bird feeders and place them in the school grounds. Observe animals in their natural surroundings. Watch how they behave, what they eat, when they breed, build nests, how they care for their young etc..

3. Go on nature field trip-
Go to a local park, beach or into the town belt to observe and study animals.

4. Backyard studies.
Ask your students to study the animals in their own backyards.

5. Video's.
There are many great documentaries about animals in their natural habitats.

6. Alternatives to Dissection Resource Kit - SAFE
This kit also has computer programmes and activities which relate to genetics.

7. Guest speakers.
Wellington SPCA - Education Officer
Forest and Bird
Department of Conservation
Vets