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In this paper I explore what grit, an increasingly popular non-cognitive disposition, is as a way of being and under what conditions this way of being arose in American cultural consciousness as a positive or desirable attribute. I aim to, as Foucault directs, examine the constitution of grit though a period in American history so as to understand better the institutions and techniques that have led to the modern concept of the gritty individual. I seek to give a genealogy of grit to provide a normative framework for the current interest in its cultivation and measurement in education.