Themes
Key
LitCharts assigns a color and icon to each theme in Starship Troopers, which you can use to track the themes throughout the work.
Militarism
Citizenship
Moral Decline and Discipline
Communism vs. Moral Individualism
Summary
Analysis
Johnnie reminisces about how he became a cap trooper. He never intended to join the military or the infantry. But, approaching high school graduation and his 18th birthday, he told his father he was considering it. Many kids consider service, even though most go to college or start civilian jobs instead. Johnnie thinks he would have remained a civilian if his best friend Carl hadn’t planned to volunteer. They were inseparable in high school. Johnnie particularly enjoyed helping science whiz Carl build his electrical engineering projects. Carl’s family was less wealthy than Johnnie’s, but the boys shared everything, including the helicopter Johnnie got for his 14th birthday.
Johnnie begins an extended flashback in which he recalls his training and military service up to the beginning of the mission he’s just described. The Terran Federation’s army is entirely voluntary, which is part of the book’s futuristic vision. In the mid-20th century, when the book was written, the United States still had a compulsory draft system; it wouldn’t transition to an all-volunteer force until the 1970s. Johnnie’s history with his friend Carl foreshadows his military success because it shows that his temperament is suited for taking orders and working cooperatively with others. And the way the two boys share everything, despite their differences in intelligence and socioeconomic status, previews the meritocratic aspects of the military—the idea that people are rewarded according to their skills and character—in which both Johnnie and Carl will make successful soldier recruits.
Themes
In his ongoing flashback, Johnnie is surprised to learn that Carl plans to serve a term in the Federal Service before college. But he is also impressed by Carl’s attitude that joining is “natural and right and obvious.” To impress his friend, he declares he will volunteer, too. Carl expresses doubt that Johnnie’s Father will let him. Although Johnnie legally has the sole right to make the decision, Carl believes Mr. Rico will find a way to discourage his son.
Carl is the first in a long series of examples of the right kind of soldier—ones who volunteers to protect and serve society rather than for personal glory or gain. In other words, his choice to volunteer demonstrates his civic virtue, or the qualities that make a person a good potential citizen. Johnnie has yet to discover his own civic virtue—which is why Carl thinks his Father will be able to prevent him from volunteering even if he can’t physically stop him.
Themes
His Father’s response, on hearing about Johnnie’s plan, is to ask if his son has gone crazy. He ignores Johnnie’s muttered reply while declaring that the desire to serve is just another predictable stage of childhood. As a toddler, Johnnie broke his Mother’s Ming vase because he didn’t understand its value. When he was older, he secretly smoked his Father’s cigars, which his parents ignored, because boys must learn that “men’s vices are not for them” experientially. Next, Johnnie started noticing girls. In his final stage of development, a boy decides to join up, get married, or both. Johnnie’s Father experienced these desires himself, but luckily avoided ruining his life by pursuing either.
Johnnie’s deferential response to his Father betrays immaturity and dependence—qualities his military training will help him to grow out of. Mr. Rico’s recollections of Johnnie’s childhood are ironic, because he lists situations where Johnnie’s parents realized he had to learn his own lessons to grow up, yet he wants to decide Johnnie’s life plan for him. If Johnnie obeys his father’s wishes, he will be tied to and dependent on his parents for the rest of his life, rather than asserting his individual rights.
Themes
Johnnie protests that he only plans a term of service, but his Father interrupts. He reminds Johnny that the family has avoided politics for generations. He can’t imagine that Johnnie would consider service except under the influence of his teacher, Mr. Dubois. Noting that a taxpayer has some rights, Mr. Rico expresses his opinion that schools shouldn’t be used for covert military recruitment. Johnnie interrupts to say that Mr. Dubois, with his superior attitude, seemed to discourage service. But his Father doesn’t believe it. He planned on Johnnie studying business at Harvard, going to the Sorbonne, then coming home to join the family business, where he would work his way up from stock clerk to boss.
Mr. Rico’s comments hint at the power of the military in the Terran Federation and its limits on citizenship: he pays taxes but only has “some” rights; military recruitment is somehow happening in the schools; and military service is connected with the “politics” that the family has avoided. But Mr. Rico’s plans for his son are as limiting—if not more so—than Federal Service. In the army, Johnnie will have to earn his rank and the respect of the other soldiers, whereas in the family business, his ultimate leadership is a foregone conclusion. Because his Father opposes his military service, Johnnie can only express free will by volunteering.
Themes
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Johnnie remains silent, while his Father claims to understand his desire. He would have supported it, if there were a war. But because he believes that war is a thing of the past, both on Terra and between humans and other species, he feels that Federal Service is a holdover from the past and a way for parasitic people to live on taxpayer support and then act superior for the rest of their lives. Johnnie defends Carl, who certainly isn’t parasitic, but his Father retorts that he’s misguided. He then presents Johnnie with his graduation present: a solo vacation to Mars. Johnnie, who loves to travel, is surprised and pleased. He feels that his future should proceed according to his father’s plan, even as he understands that the trip may be a bribe.
In talking with his son, Mr. Rico becomes emblematic of the ignorant attitudes of civilians. Military service doesn’t make sense to him unless there’s a war, and he believes (incorrectly, as it will turn out) that humanity has evolved beyond the need for war. Rather than the gateway to full citizenship and participation in society, Mr. Rico sees Federal Service as a way for inferior people to take advantage of everyone else for support and respect. Yet, although he sees citizenship as a bribe to parasites, he’s not above a little bribery himself to accomplish his goals for his son.
Themes
Meanwhile, Carl continues to assert his right to volunteer, despite his own family’s reservations. Johnnie thinks about this during the last day of History and Moral Philosophy Class. Everyone is required to take H&MP, but no one can fail, so the students sometimes debate the teacher. On this day, Mr. Dubois—a veteran with a missing left arm—argues with a girl about her mother’s claim that violence doesn’t solve anything. Pointing to historical examples, he claims that violence is the most powerful force in history and that forgetting it means risking one’s life and freedom.
Carl’s ongoing assertions of independent conscience—his determination to volunteer even in the face of his family’s disapproval—troubles Johnnie’s easy acceptance of his Father’s demands. Importantly, Johnnie thinks about the difference between himself and his friend during History and Moral Philosophy Class. It’s this class—taught by veterans and designed to teach students the value of citizenship—that Mr. Rico meant when he complained that high schools are covert recruitment centers. In contrast to Mr. Rico’s belief that war is no longer necessary, Mr. Dubois claims that violence is the primary force in history. The student parroting her mother’s incorrect beliefs mirrors—and implicitly criticizes—Johnnie’s acceptance of his Father’s life plan for him.
Themes
Bemoaning his students’ lack of independent thought, Mr. Dubois asks Johnnie the difference between a civilian and a soldier. Johnnie quotes the textbook definition: a soldier takes personal responsibility for defending the body politic, unlike a civilian. But because his answer is rote, Mr. Dubois doesn’t think Johnnie or any of the students truly believes in civic virtue themselves, and he dismisses the class in disgust.
Just like the girl repeating her mother’s words, Johnnie quotes the textbook definition of citizenship verbatim. He doesn’t understand or believe it himself, which is what Mr. Dubois wants the students to be able to do. The definition, however, isn’t wrong, it’s just that Johnnie doesn’t have the experience to understand it yet. The first half of the book, which covers his military training and early career, traces his maturation as he comes to understand and embody the soldier-citizen’s responsibility in himself.
Themes
Johnnie is too embarrassed to admit to Carl that he’s changed his mind. So he accompanies his friend to the recruiting office on Carl’s 18th birthday. The boys run into their classmate and friend Carmencita Ibañez. It is her birthday, too, and she’s come to volunteer because she wants to be a spaceship pilot. Although Johnnie always considered her ornamental, she’s also smart and fast. Listening to his two friends, Johnnie finds himself announcing his intention to volunteer as well; unable to leave well enough alone, he says that he wants to be a pilot like Carmen. Carl hopes to use his electrical engineering skills in Starside R&D.
Carmen embodies the “natural” superiority of women’s reflexes and stature for piloting, like Captain Deladrier in Chapter 1. However, Johnnie’s attitude towards her—his surprise that she’s as useful as she is decorative—undermines the book’s attempts to claim that Federal Service is equal-opportunity. Johnnie’s desire to impress his friends overwhelms deference to his parents’ wishes and betrays his immaturity. Carl and Carmen are suited for the jobs they hope to have because they’ve prepared in high school. On the other hand, Johnnie has little awareness of his abilities and limitations, so he’s more like the society parasite his Father disparaged earlier than the ideal soldier, according to the definition he gave Mr. Dubois.
Themes
Entering the recruiting station, Johnnie, Carl, and Carmen find a Fleet Sergeant (whose name is later revealed to be Sergeant Ho) behind the desk, wearing a dress uniform draped with ribbons and awards that Johnnie can’t yet decipher. He is missing his right arm and both legs. He welcomes Carmen warmly, admitting her for intake without hesitation. But his attitude towards Johnnie and Carl is much harsher. He tells them directly that he’s been put out front to dissuade people from volunteering. Many want to serve their term just to “earn a franchise” and claim veteran status. They don’t care about combat. Because it’s everyone’s right to serve but not everyone has what it takes to be a soldier, it’s hard to find jobs for everyone.
This is the first time that franchise and full citizenship have been connected to military service, clarifying Mr. Rico’s earlier comments about his rights. The potential reward of citizenship and political power calls into question assertions about the voluntary nature of Federal Service, since it provides a reason other than militarism and civic virtue to join up. Sergeant Ho worries about low-life parasites taking advantage of Federal Service as much as Johnnie’s Father does. His warnings introduce the idea of right and wrong reasons for service. “Combat” is a good reason, but wanting the prestige of citizenship is a bad one. This distinction is a key feature of the book’s militarism—its devotion to the idea of violence and military service as their own ends—and its reluctance to acknowledge that not all soldiers are, in fact, noble and selfless.
Themes
Even a common soldier must have very specialized skills. The Federal Service can’t afford stupid soldiers, so they’ve come up with terrible jobs to convince people to leave before their term is complete or teach them the full value of their citizenship. Sergeant Ho’s job is to discourage boys like Carl and Johnnie from joining. Pointing to his missing legs, he reminds them that even those who end up as proper soldiers are likely to be seriously injured or killed. He asks why they don’t just go home or to college instead, because a service term isn’t a “kiddie camp,” even during peacetime.
Countering Mr. Rico’s erroneous perception that war has disappeared, Sergeant Ho’s body reminds Carl and Johnnie that war is present and dangerous, even if civilians like Mr. Rico don’t see it. And, even if the boys escape this kind of physical damage and suffering, there’s plenty of misery to go around in the Army. The point of service is proving one’s civic virtue, and it’s hard for a volunteer to prove that he’s made of soldier—and future citizen—material.
Themes
Carl and Johnnie reiterate that they have come to join up. Sergeant Ho reminds them that they can’t pick their service. Although recruits can state their preferences, they might not get what they want: first there must be a need for one’s choice, then a recruit must demonstrate both aptitude and preparation, and one’s actual orders may be for something else. Carl believes that he can qualify for electronics. The sergeant’s warning makes Johnnie hesitate, but he knows that if he doesn’t go for it, he’ll spend the rest of his life wondering if he is anything more than the boss’s son, so he decides to “chance it” on service.
Carl and Carmen both have aptitude and preparation for military services. Johnnie doesn’t; at this point, he’s far better suited for his Father’s plans. But he wants to volunteer even if he gets a terrible job, because he desires to earn his place in the world by his own efforts. This desire hints at the civic virtue he actually possesses but which is still underdeveloped and hidden inside him.
Themes
Sergeant Ho takes the boys’ IDs and sends them for physical exams. The civilian doctor tells Johnnie that military service is for “ants;” the privilege of franchise is nominal, and most people don’t use it properly anyway. He counsels him to back out while he still can. Nevertheless, Johnnie goes back to Sergeant Ho with Carl. The Sergeant gathers witnesses who scrutinize the documents and confirm the boys’ mental competence. Sergeant Ho then administers their service oath. Johnnie pledges of his own free will to serve a minimum of two years defending the Terran Federation and its Constitution against internal and external enemies, to obey the orders of his superiors, and to carry out the duties and obligations of a full citizen upon the honorable completion of his term.
Although Johnnie says repeatedly that he didn’t intend to join, he still finds himself at the recruiting center with all the necessary paperwork; it seems that he’s destined for service even if he’s not consciously aware of it. The doctor’s feelings about “franchise”—the right to vote and full citizenship—mirror Mr. Rico’s. It’s clear that not everyone values citizenship, and that people can be successful and respected even without it. The Terran Federation’s Oath is based on the United States Military’s Service Oath, although its clauses about citizenship are part of the book’s science fiction future.
Themes
Although Johnnie has analyzed the Oath in History and Moral Philosophy, it feels different to commit himself to its heavy and unstoppable clauses. Afterwards, he doesn’t yet feel like a soldier, but he doesn’t feel like a civilian either. Once the paperwork is completed, Sergeant Ho releases Carl and Johnnie to 48 hours of leave. This is an opportunity to change their minds without disgrace. If they don’t report back, the only consequence would be that they couldn’t change their minds and try to join up later. Johnnie’s parents are upset, refusing to talk to him or say goodbye. Only their houseboys and the cook see him off.
History and Moral Philosophy Class teaches students about civic virtue and citizenship. But swearing the Oath shows Johnnie the distance between book learning and personal experience. The opportunity to walk away without punishment rather than reporting for basic training provides another indication of how lightly some people take Federal Service—and how willing the Service is to let these potential parasites go. Despite his parents’ displeasure, Johnnie doesn’t abandon his plans, again showing that he has more civic virtue than he yet realizes.
Themes
Johnnie’s aptitude tests quickly confirm he won’t be a pilot, so he lists his other preferences and undergoes more testing. He puts in for a Navy post because he wants to travel. Barring that, he lists Military Intelligence; psychological, chemical, or biological warfare; combat ecology; or logistics. At the very end of the list, he puts K-9 corps and Infantry, because these at least are combat outfits. When he meets with the placement officer, Mr. Weiss, Johnnie is pleased to see his high school transcript. He is proud of his high school career because he hasn’t gunned for grades or slacked off and has been a “big man around the school” with his various clubs and activities.
Unlike his friends, Johnnie is unprepared for Federal Service. Again, this lack of preparation makes him seem like the kind of undisciplined person who signs up for the wrong reasons. In addition, his assignment preferences demonstrate his immaturity and lack of self-awareness; for example, he thinks of the Navy as an exciting and free way to travel. Still, his desire to serve in a combat role hints at a greater sense of virtue than he yet realizes.
Themes
Mr. Weiss questions Johnnie about his history with dogs and explains that the Federal Service’s trained neodogs, or “Calebs,” are artificially enhanced and symbiotically attached to their human handlers. Since Johnnie’s attachment to his own childhood dog was so casual, Mr. Weiss concludes that he isn’t a good match for the K-9 corps. Only then does Johnnie realize that he’s failed to get any of his other preferences and the only thing left on his list is Infantry. Mr. Weiss regrets that Johnnie didn’t take more useful classes but notes that he has earned the endorsement of Mr. Dubois—whom Mr. Weiss knows. Accepting his recommendation, Mr. Weiss asks Johnnie how he’d like to be an infantryman.
Johnnie’s story about his childhood dog reveals how deeply dependent he’s been in his relationship with his parents. Prior to volunteering, he'd never stood up to them. While an ability to follow superiors’ orders is necessary in the military, Johnnie still needs to develop the moral individualism to take responsibility for his own actions. But, while he has misjudged his own capacity for civic virtue, Mr. Dubois hasn’t. His endorsement takes the place of his parents’ blessing and foreshadows his role as one of the alternate father figures who mentors Johnnie.
Themes
On his way out of the Federal Building, Johnnie encounters a familiar face—Sergeant Ho. Off duty, he wears prosthetic limbs and civilian clothes and no longer has to “put on my horror show.” He is delighted to hear that Johnnie has been assigned to the infantry, his old outfit. He tells Johnnie that everyone else in the Army is just a functionary as he warmly shakes Johnnie’s hand with his life-like prosthetic. Back at his temporary quarters, Johnnie’s roommate pities him for his assignment because the infantry is for “poor, stupid clowns.” But Johnnie defends their honor and offers to fight his roommate over it.
Sergeant Ho’s off-duty appearance serves to soften the very real possibility of injury and death that Johnnie now faces. And because he is still a child who needs the direction of an adult or authority figure, he expresses uncertainty in his assignment until Sergeant Ho’s pride in the M.I. inspires him. This gives Johnnie a sense of belonging—demonstrated by lashing out at his roommate’s mockery—that has the potential to blossom into personal pride during basic training.
Themes
