Sex Education
Growth and Development Curriculum Review - Edition 4
The Good, The Bad and The Ugly
As reported in our November 2005 newsletter, the Hamilton-Wentworth District Board (HWDSB) prepared the 400-page, 4th edition of the Growth and Development (Sex-Education) curriculum and invited our Council to review and provide comment. We provided page-by-page critique over a 4-month period and in February met with the superintendent and school board staff that worked with Public Health to write this latest edition. We were presented with a detailed, charted response to each of our comments. The Board put a lot of effort and thought into our critique and in some areas responded positively. Unfortunately, we were unable to discuss each response; however, an excellent open dialogue was maintained. We commend HWDSB for extending the hand of partnership and for generously considering our Council input.
Positive Aspects: The curriculum does have many positive activities and on numerous occasions directs students to discuss things with their parents or clergy, and we say bravo! In particular, there were two very positive responses to our critique, which we would like to highlight.
The first is a response to our request to add, “Opportunity for parents to preview media resource prior to classroom showing is required.” The Board responded, “By the time the teacher has arrived at this page they are well into the unit. Opportunity to preview should happen prior to instruction, will include mandatory guidelines in the upfront section.” As we understand it, each Grade will now have clear mandatory guidelines in the front section to direct teachers in their communication with parents, and include an opportunity for parents to review the curriculum and any media resource as well. Bravo again! A strong effort by the Board to involve and inform parents.
The second positive response was in reply to our positive comment regarding Page 8-56 where it states: “In order to make a responsible decision about any type of sexual intercourse an adult must be: aware of all risks; willing to accept consequences; and capable of dealing with all consequences (physical, emotional, spiritual, financial).” In comment, we wrote, “This would be a great opportunity to make the point that no Grade 8 student meets the criteria of making a responsible decision about sexual activity (unless of course that choice is to refrain).” The Board responded, “Will include this point.” We are extremely pleased! Eight years ago when we began our involvement with the sex-ed programming, the language of the day was ’safe-sex’ and ‘responsible sex’, as if the condom suddenly made adolescent fornication safe and responsible. Today we both agree that sexual activity for Grade 8 (and under) students is not a responsible decision. This is significant and we encourage everyone to recognize this.
Negative Aspects: Sadly, we must now report some very serious concerns, which to us are like rat poison in a bowl of nutritious cereal. The cereal may be full of nutrients, but it only takes a bit of the poison to destroy every benefit of the cereal. Do remember these are only some of the concerns.
Grade 6: We are supportive of cross-sectional schematic-type anatomy diagrams for the purpose of learning basic anatomy, and many of the diagrams are, in fact, in this form. However, what we do not support are the detailed (almost photo-like), frontal views of the adult male penis, circumcised and uncircumcised (pg 6-34), and the female vagina with all labeling including the clitoris (pg. 6-46). We feel very strongly that 11-year-old girls will feel uncomfortable (if not frightened) by the graphic penis images and also very embarrassed as 11-year-old boys in the same room are viewing graphic images of the vagina. Some boys may not enjoy this experience while others may be sexually aroused. This type of graphic depiction in a setting of pubescent boys and girls will break down modesty barriers and lead to unwholesome playground talk and, in some cases, sexual experimentation.
We requested that the Board remove such diagrams, however they responded, “Depicts reality” and “Found in 2002 curriculum.” We objected to these diagrams in 2002, and in every edition since, but to no avail. The necessary information can be imparted in a schematic cross-section form, and is done so in all other grades, except Grade 6. As a parent, we strongly encourage you to view Pages 6-34 and 6-46 and decide if they are something that you wish your child to study in a classroom setting.
Grades 7 & 8: Our second serious concern is the many references to different ‘types’ of sexual intercourse throughout the Grade 7 & 8 sections. Over and over again, ‘abstinence’ is referred to as, “Choosing to avoid any type of sexual intercourse.” It then goes on to describe what is meant by ‘any type’. ” ‘Any type’ of intercourse refers to vaginal -the penis enters the vagina, oral - mouth is in contact with another person’s genital areas, and anal - penis enters another person’s anus.”
While all of the above are forms of sexual activity, we are not comfortable with the discussion as is. We, like the Board, do not want our children involved in any of the above. However this type of discussion in a classroom setting of pubescent adolescents will likely do more harm than good. How many of us as children understood that there was such an act as anal intercourse? When you did learn of this term, did you feel better for knowing, or a little sick to your stomach? Of further concern is that the curriculum says nothing about the elevated health risks associated with oral and anal sex; they are just another form of sexual intercourse. Let’s be clear - oral and anal sex are unnatural and as such the human body is not created for such abuse.
Physiological Consequences: For oral sex, semen contains many of the germs carried in the blood. Because of this, those who practice oral sex put themselves at virtually the same risk as consuming raw human blood and the associated medical risks.
Anal intercourse is extremely dangerous. The rectum becomes a mixing bowl for saliva and its germs and/or an artificial lubricant, the recipient’s own feces, and the germs, infections or substances present on the penis and seminal fluid of the inserter. Because sperm readily penetrates the rectal wall (which is only one cell thick) causing immunologic damage, and because tearing or bruising of the anal wall is very common during anal/penile sex, these substances gain almost direct access to the blood stream. It is probably the most sexually efficient way to spread hepatitis B, HIV syphilis, and a host of other blood-borne diseases.
We regret having to publish such disturbing detail but feel it is necessary that our partners understand what is at stake for your children and grandchildren. We have informed the Board that this approach is destructive and will lead to experimentation in areas where most would not otherwise think to venture.
It is our recommendation that ‘Abstinence’ simply be described as refraining from all sexual activity (not just intercourse) and that sexual activity is the touching of another person’s private areas typically covered by the bathing suit. We believe that this definition describes what to refrain from and does so in a far less risky manner.
What Can A Parent Do?
1. If at all possible, remove your children from public education. To make this action most effective, please call Director Chris Spence, 905 527-5092, and tell him why.
2. Request a meeting with your child’s teacher immediately and ask to view the curriculum. Be very clear about your concerns. The Declaration of Spiritual Values, available from our website, is an excellent tool to assist you in your discussion if you are not sure where to begin.
3. Call Superintendent Krys Croxall (905 527-5092 ext 2623) and discuss your concerns.
4. Call your trustee and discuss your concerns.
5. Pray to God for His intervention.
Remember, please be reasonable and constructive despite the feelings you may have. Let them know how glad you are for the positive points and how very important it is for all students that the destructive portions be removed.
- Jim Enos Chair, Healthy Living Committee