Kevin Zippel, program officer for Amphibian Ark, shared with me a recent paper he helped author with other frog-erati of the herpetology world, all of them associated with the Herpetologists Education Committee of the
Society for the Study of Amphibians and Reptiles (SSAR). I know my daughters, when in elementary school, were thrilled when the classroom would adopt a snake or a guinea pig. What great lessons occur when a teacher instructs children how to care for an animal, and when children take turns providing that care. Now a movement is under foot to involve classrooms in the rescue and care of amphibians. A noble idea, but one fraught with danger if the amphibian were to catch a disease from a reused aquarium, and then is released back into the wild, introducing a dangerous new pathogen to a woodland area or pond.
Zippel and company overview the situation, and provide practical steps that teachers should take, in the paper you can access by clicking here.
I found it interesting that the authors go out of their way to not condemn the idea of bring amphibians into the classroom. Here’s an excerpt I particularly liked:
It was of primary importance to us not to simply squelch this classroom exercise for
reasons of risk avoidance. To us, this exercise is a great example of the spirit of
encouraging a collective public conscience of “bioliteracy” outlined so eloquently by
Ehrlich and Pringle (2008:11584):
“The earlier in the developmental process comes exposure to
nature, the better the odds of inspiring devotion to biodiversity
and its conservation. It is a rare conservationist who did not
encounter nature as a child. Every one of us can go to
elementary schools to show pictures of animals and plants and
tell funny stories about ecology. The teachers will be happy to
have us. More ambitious people might think about how to
finance and institutionalize school field trips to natural areas.”