200 • Alternatives to Animal Use in Research, Testing, and Education 
Such interactions provide the vehicle for devel- 
oping humane attitudes toward animals. In jun- 
ior high and high school, students begin a more 
aggressive pursuit of science, which is reflected 
in the patterns of animal use. Dissections and in- 
vestigational laboratory exercises are introduced 
into the curriculum. For most students, high school 
provides their last formal science education, in the 
form of biology class. 
A recent study identified three stages in the de- 
velopment of students' attitudes about animals (6). 
The period from 2d to 5th grade (ages 6 to 10) 
was characterized by an increase in emotional con- 
cern about and affection for animals. The years 
between 5th and 8th grades (lOto 13years of age) 
were marked by increased factual understanding 
and knowledge of animals . From 8th to 1 1th grade 
(ages 13 to 16), students exhibited broadening 
ethical concern about and ecological appreciation 
of animals. 
Each phase of primary and secondary education 
appears to offer varying opportunities for educa- 
tion about animals. The 8th through 11th grades 
seem to be the most appropriate times for exer- 
cising meaningful influence on the development 
of attitudes toward animals (6). 
Several national organizations and local school 
systems have issued specific policy statements on 
the use of animals; these suggest the practices both 
permitted and prohibited in the classroom at the 
secondary level (see table 9-1). All the policy docu- 
ments generated by national groups share one dis- 
tinct limitation: They have neither the power nor 
the mechanisms to enforce their provisions. They 
are merely guides and statements, not rules. 
Science Fairs 
Active involvement in the day-to-day aspects of 
science and the scientific method is not a usual 
component of primary and secondary science edu- 
cation. Science fairs provide an opportunity for 
some students to enhance their understanding of 
science by pursuing independent investigations 
and competing with their peers in various local, 
Table 9-1.— Sample Policies Governing Animal Use in Primary and Secondary Schools 
Group 
Year last 
revised 
Description of policy 
Connecticut State 
Board of Education 
1968 
Policy urges that no vertebrate animal should be subjected to any procedure that inter- 
feres with its normal health or causes it pain or distress. No experiment should be car- 
ried out without the personal direction of an individual trained and experienced in ap- 
proved techniques for such animals. 
Alexandria (VA) City 
Public Schools 
1969 
No vertebrate animal used for secondary school teaching may be subjected to any ex- 
periment or procedure that interferes with its normal health or causes it pain or dis- 
tress. Dissections are not banned; however, they are to be done only with commercially 
prepared specimens. 
Canadian Council on 
Animal Care 
1975 
Guiding principles apply to animal use in the classroom, not to science fairs. No exper- 
imental procedures are permitted on vertebrates that subject them to pain or discom- 
fort or that interfere with the organism’s health. 
National Association of 
Biology Teachers 
1980 
Guidelines for the use of live vertebrates at the pre-university level apply to classrooms 
as well as school-related activities. No experimental procedures should be attempted 
that would subject the animals to pain or distinct discomfort. No experimental studies 
should be done outside the school. No live vertebrates are permitted in science fair 
exhibits. Exemptions to these guidelines may be granted under limited conditions that 
include direct supervision by a qualified research scientist in the field, an appropriate 
facility designed for such projects, and the utmost regard for the humane care and treat- 
ment of the animals involved in the project. 
National Science 
Teachers Association 
1981 
Code of practice applies to the use of vertebrates in schools or school-related activi- 
ties. Experimental procedures conducted should include only those that do not involve 
pain or discomfort to the animal. Extracurricular protocols should be reviewed in ad- 
vance of the start of the work by a qualified adult supervisor, and should preferably be 
conducted in a suitable area in the school. This code has been endorsed by the Na- 
tional Academy of Sciences and the American Veterinary Medical Association. 
SOURCES: Connecticut State Board of Education, State Board Policy on Animals in the School, Feb. 7, 1968. Alexandria City Public Schools, Policy File 3107, Jan. 
6, 1969. Canadian Council on Animal Care (Ottawa), Guiding Principles Governing the Use of Animals in the Classroom at the Pre-University Levels, May 
1975. “National Association of Biology Teachers Guidelines for the Use of Live Animals at the Pre-University Level,” American Biology Teacher 41:426, 1980. 
National Science Teachers Association, Code of Practice on Animals in Schools, Washington, DC, 1981. 
