Many argue that ROTC may have a legal right to be on campus, but morally it doesn’t deserve place. but that it does not so on a moral ground. This argument is based on the premise that the teaching of war and values contrary to the Catholic faith and the Gospel.

It is true that war is against the teachings of the Catholic Church, but only in the case of unjust war. St. Thomas Aquinas, one of the greatest theologians and doctors of the Church, addresses this issue in the Summa Theologica. In Part II, Question 40, he says that in order for a war to be moral “a just cause is required, namely that those who are attacked, should be attacked because they deserve it on account of some fault”. In other words, if nation A attacks nation B, nation B may rightfully strike back at nation A. St. Thomas also cites Romans 13:4, saying that the nation that attacks out of self defense “beareth not the sword in vain: for he is God’s minister, an avenger to execute wrath upon him that doth evil”. Clearly, it is not against the teaching of the Catholic Church to wage a just war.

In order to carry out a just war, a military is needed, which in turn requires soldiers. Any Catholic would hope that these soldiers would be trained under the guidance of the Catholic Church, so that they may be led to make morally sound decisions in war. It is not contrary to Catholic teaching to train soldiers for this purpose. Therefore, ROTC does, morally speaking, have a rightful place here at Marquette.

While this justifies the presence of ROTC at Marquette in light of just wars, this argument does not justify, however, the presence of ROTC at Marquette in light of unjust wars, which, unfortunately, are all too common. So what is one to do if he is called to fight a war that is deemed unjust by the Catholic Church? And how can we justify training soldiers to fight these unjust wars at a Catholic University? To answer these questions, I quote the gospel of St. Mark, which says to “render to Caesar the things that are Caesar’s and to God the things that are God’s” (Mark 12:17). The meaning here is that Catholics have a twofold duty in life: to God and to country. Catholics who do wish to serve their nation by joining the military, although there are many other ways to serve one’s country, do so because they recognize the need for soldiers to fight just wars in order to preserve and protect the ground you walk on. In doing so, they pledge, out of the humility that the Catholic Church so strongly instills in its faithful, to do the will of their country, whatever it may be. As citizens, all should vote for the candidates who will keep us out of unjust wars, but that is not always going to be the case. A soldier cannot pick and choose his battles; as such would be detrimental to the cohesion of the armed forces. Just as it is not our choice to decide what God asks of us, so it is not our choice to decide what our nation asks of us.

Finally, the classes that the ROTC students receive do not teach them to kill blindly, and “without conscience”. They simply give our nation’s future officers some of the tools they will need to carry out the wars this nation sends them to fight. How they choose to employ those tools is based entirely on their moral compasses, which are formed through their education.

To say that ROTC does not have a rightful place here at Marquette because it supports war, or because the ROTC classes teach future military officers to kill without conscience is clearly an uneducated opinion.

by John Schelstrate
john.schelstrate@mu.edu

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The Naval Nursing midshipmen of ROTC heard alumni speak on their own experience with a career in Naval Nursing on Saturday.

The symposium’s six speakers offered practical advice for Marquette’s 14 Naval Nurses in-training on such matters as how to anticipate orders following graduation, career opportunities and how to take advantage of military educational programs.

Ensign Kristen Stonieki spoke about what Naval Nurses can expect immediately after graduation: an unnerving wait for their first orders, broken by preparation for the National Council Liscensure Examination-Registered Nurse (NCLEX) and orientation at one of the Navy’s three teaching hospitals.

Stonieki graduated Marquette in 2007 with a bachelor’s degree in nursing. She has since reported to her first duty station, the Naval Medical Center San Diego.

Stonieki said she originally wanted to specialize in pediatrics, but tried to keep an open mind throughout her education. When she arrived in San Diego, she was exposed to humanitarian programs and inspired by women on her floor’s humanitarian work. Now Stonieki said she has a good chance of serving on the USNH Mercy or USNH Comfort, humanitarian relief ships.
Cmdr. Don Raymundo spoke of his own experience on the Mercy throughout the Pacific in the years following the 2005 tsunami. He provided medical care for impoverished communities, and trained local healthcare providers.

Raymundo said humanitarianism allows the United States to show “soft power.”

“Our mission is to establish partnerships, to develop and establish a relationship with countries…To win hearts and minds, so hopefully they will side with us,” said Raymundo.
Humanitarian vessels collaborate with Operation Smile and Project Hope, non-governmental organizations dedicated to correcting the cleft pallets of children in poor nations through simple surgeries.

Lt. j.g. Robert Naquin spoke about his own career with the Naval Nurses; after his 2005 graduation, he requested immediate deployment. He ultimately reported to the Naval Hospital, Camp Lejuene, where he worked in the post-partum ward. Naquin made use of the time training in the hospitals emergency rooms and intensive care units.

In 2007, Naquin deployed with a surgical company and a Marine logistics group to serve the medical demands of the ongoing war in Iraq out of Camp Virginia in Kuwait.
The hospital there had eight beds, and the doctors operated on wooden tables. The post-operating room doubled as a lunch room for hospital staff, among its other functions. Wooden doors separated the main hospital wing from the operating room.

“The operating room was probably cleaner than a lot of hospitals here,” said Naquin. “We cleaned it, top-to-bottom, every day. It was a pain.”
“You hear about Florence Nightingale running around the battlefield saving lives—that’s us,” said Naquin. “It’s come full circle.”
Usually, nurses require up to seven years of training before receiving certification to administer emergency medical care in helicopter flight, but he and his colleagues started doing just that “right away.”

Naquin was also Company Supply Officer, a position which put him in charge of the Authorized Medical Allowance List, a $3.5 million supply distribution center. It is one of the primary sources of medical equipment in western Iraq.

Naquin is continuing his education through the Naval Duty Under Instruction (DUINS) program, a graduate-student analogue to ROTC by which officers continue to receive payment and financial support to continue their education. For DUINS, Naquin hopes to attend Penn State for study of disaster management, which would qualify him for leadership in relief efforts in the wake of natural catastrophes, biological warfare or terrorist attacks.

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The protest against Marquette University’s Reserve Officers’ Training Corps on October 26 reminded students that political protests and university life often go hand in hand, and Marquette is no exception.

Many Marquette students have participated in protests previously, and staff members, including Raynor Memorial Library archivist Phil Runkel, have been arrested for civil disobedience while exercising the first amendment. Runkel has been arrested over 20 times for civil disobedience. Runkel has protested a variety of issues, including United States intervention in Nicaragua in the 1980s and most recently the Iraq War. Crossing the line at peace protests and sitins caused most of his arrests.

These arrests reflect his antiviolence beliefs and highlight Runkel’s intended message to the public.

“The US government was/is violating international law and God’s law—to love one’s neighbor as oneself,” Runkel said. “Its illegal and immoral policies should be nonviolently resisted.”

Runkel’s message was echoed in the message of the ROTC protestors. ROTC, a U.S. military program offered through Marquette, aims to train students for future officer positions in the military. The protestors felt that ROTC was an unacceptable organization to allow at a Catholic university.

“We’re protesting the presence of ROTC on Marquette’s campus because it goes against our Catholic tradition,” Arts and Sciences sophomore Carlo Giombi said. “I think right now people don’t even realize that ROTC goes against the Catholic Church.”

Anti-ROTC protestors offered suggestions for replacing ROTC on Marquette’s campus. Sister Virgine Lawinger, who previously attended classes at Marquette, thinks peacemaking organizations would be more effective than the military.

“War and military strength are not the only ways to defend our country,” Lawinger said. “We should train people in peaceful skills to bring diplomacy to the world. [We should] show people how to follow diplomatic paths and how to engage in peaceful pursuits that better people’s lives.”

Lawinger also rallied for the transfer of ROTC scholarship money to students learning peace-making skills.

“There are peace pursuits on this campus, but you don’t see any of them offering college benefits [to] youth who want to go to school to…benefit people’s lives,” Lawinger said.

The protestors had mixed feelings about the effectiveness and purpose of their plea.

“Our purpose today isn’t to get rid of the military,” Giombi said. “[Although] personally I would like to see that happen.”

Mike Ziegler, a sophomore in the College of Arts and Sciences, who was in attendance at the protest, was optimistic about their efforts.

“I do believe that if the protest is done enough and in the right way then yes, [ROTC] can be shut down,” Ziegler said.

The unofficial leader of the protest, Bob Graf, a Marquette alumnus, has led a life full of political protest—and civil disobedience. Graf was arrested four times in 1967, the first of which took place at a sit-in at the Alumni Memorial Union.

Members of the Marquette community have varying opinions toward protests and civil disobedience.

“It’s essentially fascist,” Marquette Political Science Professor John McAdams said. “It’s deciding that my cause is more important than other people’s rights.”

Jason Rae, Arts and Sciences junior, and chair of Marquette’s College Democrats, is in favor of protests.

“For many people, protests and sit-ins are a way to express their first amendment rights to freedom of speech,” Rae said.

Ziegler recognizes that arrests can often upstage your cause.

“You [protest] in order to bring about peace and to bring about justice. Arrest may be part of that but that can’t be the intent of it,” Ziegler said.

Arts and Sciences junior Allison Herre agrees.

“I think being able to express yourself is an important part of the first amendment, but I think there are appropriate ways to do that,” Herre said. “You do deserve to be arrested if you’re infringing on others’ rights.”

Chairman of Marquette’s College Republicans and College of Business senior, John Connors, frowns upon unlawful protesting.

“When you protest, you not only represent your own beliefs and passions but sometimes you misrepresent hundreds of thousands of people—it just might not be a good idea,” Connors said.

In terms of what is acceptable protest matter, war and violence is sometimes at the forefront of controversy.

“I would certainly not support demonstrations against the war. I have buddies over there and going against the war would be not supporting their cause,” Connors said.

“I have a friend in the ROTC program here and he respects what I’m doing. I respect what he’s doing,” Graf said.

Many bystanders at the protest wondered why the group chose that specific day to protest the presence of a program that is an established part of Marquette.

“The reason we have chosen today is because this is the day of the beatification of Franz Jägerstätter. He was an Austrian who received service under the Nazis in Austria during the Second World War and…took a stand of conscience saying ‘I can’t participate in an unjust war,’” said Joyce Ellwanger, a Milwaukee resident.

Ellwanger compares Nazi action during World War II with the Marquette ROTC program’s affiliation with the Iraq War.

“It is the statement today, especially about the unjust war in Iraq, that we hope to make, and the participation of the Marquette University School of Military Science and preparing people for an unjust war,” Ellwanger said.

Marquette’s members of the ROTC were told in adavance about the Oct. 26 protest. Sources confirm that ROTC students were instructed to not speak to the press or protestors. They were also ordered to change out of their uniform before walking around campus. Those who support the ROTC students on campus and are proud to help educate future military leaders staged a counter-protest. About 20 counterprotestors followed the anti-ROTC protestors, carrying signs reading, “We support ROTC,” and singing “God Bless America.”

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They promote social justice, but don’t fast or engage in sit-ins or protests; they preserve freedom, but don’t petition or lobby for legislation; and they develop passionate leaders for change, but don’t sponsor outreach awareness events.They are the students of Marquette’s Reserve Officer Training Corps (ROTC), and although the value of their dedication to social justice, freedom and leadership development may not always be clear to or acknowledged by the Marquette community, the commitment and calling of these students has a lasting impact.

Often spotted walking briskly in uniform or exercising early in the morning, the ROTC students are a visible part of campus. Despite their clear presence, does anyone really know what the ROTC program is about?

ROTC is a training program, integrated within many college campuses, intended to produce commissioned officers in the United States Military. ROTC is one of three ways officers are commissioned into the military, the other two including military academies and Officer Candidate School (the United States Air Force calls this commissioning source Officer Training School (OTS)).

The unique ROTC experience brings together not only the education, traditions and ethos of the military profession, but allows members to engage in and live in a civilian community, according to the 10 Year History of U.S. Army Cadet Command.

Marquette has three ROTC units on campus: the Naval Reserve Officer Training Corps (NROTC), the Army ROTC and the Air Force Reserve Officer Training Corps (AFROTC).

According to the NROTC Web site, students can begin to consider ROTC before their freshman year at Marquette and apply for an ROTC four-year scholarship. Scholarships are awarded by all branches at Marquette, and include tuition, books and a monthly stipend. There are also two- and three-year scholarships, which are for sophomores and juniors who join after their freshman year.

In addition to Marquette students, all three ROTC branches at Marquette also bring in students from other area colleges, including University of Wisconsin-Milwaukee and Milwaukee School of Engineering.

Army ROTC: Learning to be Leaders
The Army ROTC differs in its focus of leadership development and programming. The national Army ROTC program was established in 1915, in the years preceding World War I. According to the 10 Year History of U.S. Army Cadet Command, “institutions of higher learning were the source from which the United States should draw the bulk of its reserve officer training corps.”

Those involved in Army ROTC must fulfill physical fitness standards and supplement their coursework with military science courses.

Lieutenant Colonel Clark Backus, professor of military science, adds that Army ROTC focuses on leadership development and familiarization with small unit infantry.

“We’re trying to train college students for leadership roles and opportunities, and the Army’s way to lead,” Backus said. “Understanding infantry tactics within squad and platoon levels is a piece that we’re trying to combine with leadership experience by the times students are commissioned.”

When successfully completed, participation in Army ROTC leads to a commission as a second lieutenant with either full time service in the U.S. Army or part time service in the Army Reserve or Army National Guard.

As students progress through the program and take on leadership roles, they are evaluated on seven character qualities: loyalty, duty, respect, selfless-service, honor, integrity and personal courage.

“The leadership we’re teaching isn’t non-transferable,” said Backus. “It is not an indoctrinated leadership curriculum, but one grounded in behavioral science. The environment and technical piece might be different, but the application is the same.”

In addition to normal coursework and leadership training, Army ROTC students must complete physical training three times a week. The program also has several distinctive extra curricular activities, including a Bataan Memorial Death March, Cadet Rangers and Ranger Challenge.

According to the U.S. Army Cadet Command guidebook, the Army ROTC’s definition of leadership is “influencing people by providing purpose, direction and motivation while operating to accomplish a mission and improving the organization.”

The Army’s emphasis on leadership development is evident in the roles given to upper-classmen cadets. All lower classmen must participate in Leadership Lab, where cadets practice battle drills and learn some of the technical aspects of becoming commissioned. As students progress, they become responsible for planning and carrying out Leadership Labs.

After graduation, cadets are assigned to different branches to train for specific army positions

“To get into the branch you’d like, it can be very competitive, especially with what I want to do, which is aviation,” said Sam Thompson, College of Business freshman and cadet. “Grades are 60 percent of what’s considered, when you’re placed in a branch.”

Two of the four Marquette pillars—leadership and excellence— are also listed on the Army ROTC badge

“What Army ROTC and the University are trying to do is a good confluence of desires. Just as the Jesuits are service oriented, so are those in ROTC—they are serving their country. A lot of people at Marquette, whatever they believe, recognize that students are providing a service that should be admired,” said Backus.

In the midst of political conflict over military affairs overseas, Backus said he has only received positive feedback from the Marquette community.

“The faculty and students I’m in contact with express their support and admiration at what our students accomplish,” said Backus.

Although they may have a unique college experience, the average cadet has career goals and professional aspirations that aren’t so different from their peers.

“They happen to choose a calling that calls attention in a different way. It’s important to recognize that it’s a different commitment our country is asking people to acknowledge. The calling is this intangible, its not politically driven, but intrinsic kind of thing, not indoctrinated, and it ought to be acknowledged,” said Backus.

Air Force ROTC: Exercising excellence
Also an outpour of the need for military personnel during World War II, the Air Force ROTC gained momentum in 1946.

The AFROTC is another component of Marquette’s ROTC program and is focused on training, educating and commissioning officers in the Air Force.

One of AFROTC’s primary goals is to “recruit, train and retain America’s best young men and women to provide global vigilance, reach and power to our nation in the 21st Century.” AFROTC aims to cultivate an atmosphere where students can, “lead effectively at all levels – with decisiveness and concern for our people and provide an environment that encourages all our people to achieve personal and professional excellence,” according to the AFROTC Web site. Integrity first, service before self and excellence are three pillars of the AFROTC curriculum.

Like NROTC and Army ROTC, AFROTC also has fitness standards as well as specific training requirements, which can include summer programs and academic classes.

The Air Force also requires students to participate in leadership laboratories and assume specific roles in their groups within their Cadet Wing. The Command staff then oversees different Groups within the Cadet Wing. Each Group consists of underclassmen with a specific job to help the Wing function.

Joeli Anderson, a senior in the College of Arts and Sciences and the AFROTC Recruiting and Retention Squadron Commander spends 25 to 35 hours a week involved with AFROTC activities.

“I am basically in charge of organizing and recruiting events and making sure we have personnel there. I also oversee that morale activities are run and planned well to further professional development within our Cadet Wing.”

AFROTC has its own extra-curricular activities to further develop leadership within the Wing.

“There are unlimited activities to practice leadership and communication skills in almost everything that you do,” said Anderson.

Although often a challenge, physically, emotionally, academically and spiritually, Anderson said that through AFROTC she has accomplished things she never would have imagined.

“I am ultimately a better leader, student, sister, daughter and person because of it. The training I’ve received and the way I’ve grown as an individual is amazing,” said Anderson.

Throughout her four years in AFROTC, Anderson has seen both sides of the spectrum in others reactions and views of ROTC.

“Yes, I’ve been discriminated against by peers. Yes, anti-military protests and conflicts have arisen, but I’ve also been thanked by a random stranger,” said Anderson. “What it ultimately comes down to is the fact that I am confident in what I am doing and through both the disrespect and praises, I still feel the call to serve.”

Naval ROTC: Cultivating character
Established in 1926, the national NROTC has grown to 57 units in 34 states. According to Marquette’s NROTC Web site, the Marquette NROTC tradition dates back to 1940 and was the first unit in the country established at a Catholic university. In the midst of World War II, the program was formed with the goal of being ready in the event of a serious national emergency.

There are three obligations for students involved in the program: intellectual development, physical growth and moral and ethical development, said Captain Jay Smith, commanding officer of Marquette’s NROTC. Just as Marquette emphasizes “cura personalis,” or care for the whole person, students in the NROTC program are expected to perform well academically, stay in good physical shape and develop as a Naval Officer.

“It’s a huge amount of responsibility placed on their shoulders at a young age,” Smith said.

Students accepted into the NROTC program come from a variety of majors, but must also take several Naval Science courses in addition to their regular course load.

Students enrolled in NROTC can choose a Navy or Marine option, and although both groups train and work together, their requirements throughout their years at Marquette and after graduation differ.

Students on a NROTC scholarship must serve four years on active duty, according to Marquette’s NROTC Web site. But while Navy students begin serving directly in the Navy’s warfare areas – including surface warfare, aviation, submarines and special warfare –Marine options will report to the Basic School to undergo additional training after graduation.

Before NROTC midshipmen are commissioned, much of their time at Marquette is devoted to leadership training and experience. Students participate in Naval lab once a week, which consists of drill and general military training. They are also encouraged to participate in extra curricular and service activities through NROTC, including drill team, color guard and field meets between battalions.

NROTC students also participate in a Prisoner of War-Missing in Action vigil, Veteran’s Day celebrations, Hunger Clean-up and Al’s Run. Participating in these activities builds a sense of camaraderie among the midshipmen. For College of Engineering freshman and Marine NROTC student Dominic Chiaverotti, this is especially true:

“We spend so much time together that we practically live with one another. It kind of feels like an extended family.”

As students progress through NROTC, there are opportunities to fill leadership positions.

“They do a good job of picking roles to suit different personalities and progressively giving you leadership roles,” Chiaverotti said.

Peter Schunk, Navy NROTC senior in the College of Business, is a Battalion Commanding Officer and acts as a liaison between the officers and the rest of the unit. He is constantly evaluated by his superiors to make sure he is fulfilling his role to the best of his ability. He also said Thursdays, the days NROTC wear their uniforms on campus, reinforces the students commitment to their role in the military.

“We really live what we’re trying to learn… uniform day is practice time in uniform for those days after college when we’re going to be wearing a uniform every day,” said Schunk.

Smith said the NROTC program directly applies to the mission of the university.

“NROTC is really a program about the values we share with Marquette. Our commitment to service correlates with the values of the university.”

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With over 200 Student Organizations on campus, it is often difficult to remember the function of fifty, let alone all. One unique organization that has recently increased its activity in the surrounding community is the Arnold Air Society (AAS).

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