End Animal Dissections in Loudoun County Schools

It is time for Loudoun County to end the practice of animal dissection in science class.

(1)  it's inhumane.  Killing animals for the purpose of having high school students peer inside their bodies is morally objectionable.  Many students instinctively know this and are traumatized by this exercise.  

(2)  It poses a health risk to students.  On June 10, 2011, the National Institute of Health added formaldehyde to its list of known carcinogens.  Having students work with animals preserved in this hazardous chemical exposes them to a substance linked to certain types of cancer, including those affecting the upper part of the throat.

(3)  It's environmentally damaging.  Animals like frogs and snakes are vital to our ecosystem, though sadly nearly one-third of our amphibian population is on the verge of extinction.  To exploit these animals for the sake of a high school science lesson flies in the face of good environmental stewardship, especially when there are viable instructional alternatives.  Additionally, animals which have been preserved in the carcinogenic substance formaldehyde must be disposed of following the classroom exercise.  How can that be anything but harmful to the environment?

(4)  It's unnecessary.   Digital technology now enables students to perform virtual dissections, allowing them to thoroughly explore an animal's anatomy via computer. Thanks to modern technology, the practice of dissecting real animals in high school classrooms has been rendered unnecessary.

(5)  It's economically impractical.  Using computer technology to perform virtual dissections is significantly less costly than procuring real animals for classroom science lessons.  In many cases, organizations such as the Animal Welfare Institute will provide software licenses free of charge to schools willing to adapt this technology.  Moreover, Loudoun County has invested millions of dollars in advanced technology for its schools.  Applications for virtual animal dissection support this investment and are precisely the types of programs we should be embracing to move our classroom instruction into the 21st century.