The History and Philosophy of the Norwich Cadet Creed

One of the biggest foibles of modern-day society is that we so readily succumb to novelty bias without a second thought. We frequently accept without question that our modern era and our advanced technology are far superior to those of previous generations. This often causes us to assume our current approaches are superior to past concepts by default. With significant shifts in our educational philosophies and methods since the mid-20th century, our society and institutions have largely abandoned the great works of philosophy, literature, and history within the Western canon. Because of our lack of understanding of these great works, we often miss allusions to significant ideas when reviewing historical documents. This appears to be the case with the Norwich University Cadet Creed. In this article, the history of the Norwich Man’s Creed by K.R.B. Flint will be presented. This will include a discussion of the Stoic and Neostoic traditions contained within the creed, along with their connection to the educational theories and practices of Captain Alden Partridge, the founder of Norwich University. It is the intent of this article to draw out the great truths that are resting within this creed and bring them “into the light” for the U.S. Military and, most importantly, Norwich alumni, faculty, staff, and students.

The Norwich Cadet’s Creed

I believe that the cardinal virtues of the individual are courage, honesty, temperance and wisdom; and that the true measure of success is service rendered—to God, to Country, and to Mankind.

I believe that the fundamental problem of society is to maintain a free government wherein liberty may be secured through obedience to law, and that a citizen soldiery is the cornerstone upon which such a government must rest.

I believe that real education presupposes a sense of proportion in physical, mental, and moral development and that he alone is educated who has learned the lessons of self-control and open-mindedness.

I believe in Norwich, my Alma Mater because within her halls throughout the years these tenets have found expression while men have been taught to be loyal to duly constituted authority in thought and word and deed; to view suffrage as a sacred privilege to be exercised only in accordance with the dictates of conscience; to regard public office as a public trust; and finally to fight, and if need be to die, in defense of the cherished institutions of America.

– K.R.B. Flint, Class of 1903

Known History of the Creed

The Norwich Man’s Creed first appeared in the Norwich Guidon on September 20, 1929.[i] There is a false assertion displayed on some plaques that the creed was written in 1908. Some believe that this may have been a misattribution and misprinting of the year Flint graduated from Norwich. An article in the Norwich Guidon on March 5, 1940, asserts the creed was written by Professor Flint during the summer of 1927 on the shores of Lake Bomaseen.[ii] It is also important to note that the creed was intended to be the cardinal virtues of Norwich cadets derived from “deep contemplation.” In other words, this was not Flint’s personal philosophy, but Flint deriving what he believed to be the longstanding philosophy of Norwich University. In 1977, three years after women had been admitted into the Corps of Cadets, the creed would be renamed the Norwich Cadet’s Creed.

Credo

Before exploring the context of the creed, we may pause to examine the significance and meaning behind the concept of a creed. The term creed is derived from the Latin credo, meaning “I believe.” In the late 16th century, the English term creed came to signify a specific statement of theological beliefs of the Christian faith, sometimes referred to as a “symbol of faith.” Within a century, this term expanded in its meaning and came to be associated with any statement of philosophical, theological, or political doctrine. It is easy to recognize that Flint made full use of the historical structure of creeds at the beginning of each of his paragraphs with “I believe.” Given some of the language that Flint used within the Cadet Creed and the theological beliefs of Captain Alden Partridge, we would assert that the Cadet Creed was intended to be embraced with the significance and devotion of a theological creed. The Norwich Cadet Creed, like the Christian Apostles’ Creed, is intended to be a publicly professed statement of faith and philosophy that contains rules and standards of conduct for Norwich cadets and graduates.

Stoic and Neostoic Philosophy

Before we discuss the Stoic philosophy within the creed, it is important first to define this philosophy. Ancient Stoic philosophy was developed by Greeks and Romans between 300 BC through 300 AD. Stoics advocated living a life of virtue, developing self-control, and maximizing positive emotions through focusing thoughts on factors within an individual’s control and living in accordance with nature. The history of Stoic philosophy and the Western military tradition are deeply tied. The Stoics absorbed many practices from the Spartan culture and the experiences of Greek Hoplites known to support psychological resilience. It is critical to understand that Stoicism is not the pseudo-Stoic image that arose in the Victorian era of a man who shows no emotion and is unaffected by pain.

It is unfortunate that popular education drifted away from the study of classical literature. By the 1960s, the shift from classical/renaissance humanism to secular/scientific humanism in American education removed the Stoic-influenced works from the curriculum. Today, Norwich graduates and scholars alike cannot recognize what would have been immediately identified in previous generations.[iii] Flint begins the creed with three of the four ancient Stoic virtues. The fourth Stoic virtue of justice is replaced only with the subordinate virtue of honesty. An additional reference to ancient Stoicism appears in the concept that “liberty may be secured through obedience to the state,” or, as the passage is reframed in the creed and on the campus gates, “Obedience to the Law is Liberty.” This phrase originates from the 6th-century Roman philosopher and Martyr Anicius Manlius Severinus Boethius, who was heavily influenced by Stoic logic.

The conception that “real education presupposes a sense of proportion in physical, mental, and moral development” comes directly from the heart of Socratic philosophy. The great Western philosopher Socrates would teach this at the gymnasium (γυμνάσιον), a place to drive excellence through physical fitness and intellectual pursuits. As expounded by the Stoic Gaius Musonius Rufus,

For obviously the philosopher’s body should be well prepared for physical activity, because often virtues make use of this as a necessary instrument for the affairs of life… We use the training in common to both [soul and body] when we discipline ourselves to cold, heat, thirst, hunger, meager rations, hard beds, avoidance of pleasures, and patience under suffering.

Partridge’s educational theories often echoed this approach to building “a sound mind in a sound body.”[iv] While many today remember Partridge as a famous pedestrian, few immediately identify his long-distance marching as a means of practicing a concept known as Stoic Toughening Training. Like the ancient Stoics, Partridge used voluntary exposure to hardship to build physical fitness and psychological resilience. Furthermore, the ability to exercise self-control and open-mindedness again references ancient Greek philosophy, which was the foundation for the later Stoic and Neostoic philosophies.

There are numerous allusions throughout the creed to Neostoic philosophy, Neostoicism being the 16th-century integration of Christian Theology and ancient Stoic philosophy. This can be seen in the duty to God, to country, and to mankind. The Neostoic Justus Lipsius also advanced the use of virtue-driven citizen-soldier militias as the preferred means of national defense. The American Founders were deeply moved by the Neostoic play “Cato, a Tragedy” by Joseph Addison. As detailed in Goodman and Soni’s “Rome’s Last Citizen,” a paraphrasing of “Cato, a Tragedy” is found throughout the speeches and writings of the Founders, with this play even being performed for the officer corps at Valley Forge during the American Revolution to rally the fledgling army. Captain Partridge strongly echoed Neostoic principles throughout his writings and advanced them in creating an American System of Education in order to produce educated citizens fully prepared to serve and defend the young American Republic and its ideals.

Historical and Necessary Theological Underpinnings

As Flint wrote the Creed, he not only began each assertion with a credo but also included other theological allusions. The phrase “thought and word and deed” is drawn from the “Summa Theologica” by Thomas Aquinas.[v] Aquinas specified that the areas of thought, word, and deed are the areas in which humans tend most to fall short or engage in sin. Flint’s use in context implies Norwich cadets and graduates should be faultless in relation to the performance of their duties to their communities and nation. Aquinas himself was heavily influenced by the ancient Stoic tradition through the works of Seneca. Flint intended this creed to be more than just a statement of philosophical belief; he expected it to be embraced and embodied by its adherents.

Certainly, Captain Alden Partridge was a vigorous supporter of the Christian faith and fully capable of providing complete and detailed sermons to his cadets when ministers were not available. Seeking to avoid the conflicts between religious denominations that plagued Europe and echoing the intent of the 1st Amendment in not establishing an official state religion, Partridge ensured religious services offered at Norwich University were without “the least tendency to bias anyone either in favor of or against any Religious Sect,”[vi] in other words, non-denominational. The Norwich archive contains records of Partridge granting further religious accommodations in how those on campus practiced their faith, such as reading the Bible instead of attending a church service.

Contemporary readers may nervously approach the theological references within the Creed as our culture continues to distance itself from formal theological institutions. However, having references to God may be critical for the survival of our Republic. The Enlightenment philosophy enshrined within our U.S. Constitution resulted from John Locke’s careful study of the Bible and his exposure to the Stoic concept of natural rights. These rights being “God given,” any attempts to remove the concept of a divine force would threaten the natural rights enshrined within the Bill of Rights. This would shift the concept of citizens being born with inherent freedoms that are outside the scope of human governments to limit all rights being within the authority of governments to grant or remove.

Partridge and Stoicism

The direct link between Stoicism and Partridge is not easily understood by observers uneducated in the classics. There are no records where Partridge directly calls his students to be Stoic. However, Partridge’s original curriculum was dripping with Stoic materials. Authors closely connected to the Stoic/Neostoic tradition, including but not limited to Virgil, Tacitus, Cicero, Locke, and Defoe, would have been carefully studied by Partridge’s original cadets. When lecturing his cadets on military tactics and strategy, Partridge would undoubtedly discuss the great Stoic military leaders, such as Scipio Africanus and Cato the Younger. When reflecting on the physical challenges he accepted under Partridge’s leadership at the United States Military Academy, Brigadier General George Douglas Ramsay would allude to the Stoic poet Virgil and the challenge of escaping the underworld as he described exercises of pulling cannons by hand in the snow at West Point:

After observing the cadets of the American Literary, Scientific, and Military Academy, the forerunner of Norwich University, Levi Woodbury wrote to Alden Partridge, conveying that his cadets had learned the “royal virtue to labour.”[vii] This was an allusion to “De Fortuna Alexandri” by Plutarch. In this work, Plutarch criticizes the Stoics for having the ideal of creating a cosmopolitan society when Alexander the Great was the only one who brought this concept into reality. This might be one of the greatest compliments for Norwich cadets that they were not only individuals that were knowledgeable in Stoic ideals but had the capacity to bring this noble philosophy into common use.

Why is Stoic Philosophy Important in the 21st Century?

Modern psychology became a separate academic discipline in the 18th and 19th centuries. The established Stoic philosophy that had supported psychological health for millennia, well known to and taught by Captain Alden Partridge, was abandoned for more “scientific” approaches. The focus of hypnosis caused the practical psychological tools within Stoic philosophy to be dormant for over 70 years.[viii] Albert Ellis reintegrated Stoic philosophy into the field of psychology in the mid-20th century to create Rational-Emotive Behavioral Therapy (REBT), with Aaron Beck later carrying Stoic influences into Cognitive-Behavioral Therapy (CBT). Unfortunately, many REBT and CBT programs currently fail to provide explicit references to Stoic philosophy. Lieutenant Colonel Thomas Jarrett, during the Long War, discovered Stoic-based REBT was more likely to be seen by soldiers as training than therapy, thus reducing the stigma around seeking mental health care in his Warrior Resilience & Thriving program. Canadian researcher Dr. Megan McElheran has developed a suite of resiliency programs, including the Before Operational Stress (BOS) program, which explicitly references Stoic philosophy. The BOS program, evaluated by the Canadian Institution for Public Safety Research and Treatment (CIPSRT), has demonstrated “statistically significant improvements in symptoms of PTSD, quality of life, stigma, and perceived social support.”[ix] In short, returning to the explicit instruction of Stoic philosophy would better prepare Norwich cadets, students, and alumni for the psychological challenges found throughout the spectrum of human experience, from family life to the battlefield.

Returning to the explicit instruction of Stoic philosophy at Norwich should include instruction in the life of Cato the Younger through Plutarch’s “Lives” and Goodman & Soni’s “Rome’s Last Citizen.” This would allow students and cadets to learn about Stoic and Neostoic philosophy and its effects on the formation of the American Republic. Furthermore, Norwich cadets should receive explicit instruction in Stoicism while engaging in physical fitness training, including the famous Norwich pedestrian excursions. Cadets should come to know that the purpose of experiencing fatigue goes beyond building physical fitness, as it is a means of building psychological resilience to prepare for challenges yet unknown. Time allowing additional instruction on the Stoic philosophers Marcus Aurelius, Epictetus, and Seneca would deepen students’ understanding of this rich philosophical tradition. Returning to further Stoic materials found within Captain Alden Partridge’s original curriculum would only return Norwich to a higher state of her original glory.

Being Faithful to the Past: What Would Captain Partridge Do Today?

In contemplating how radically times and methods have changed, it remains an ongoing challenge for Norwich University alumni, board members, administrators, staff, faculty, and students to be faithful to the past. We must maintain Captain Partridge’s original vision, mission, values, and philosophies. Norwich was built specifically to support the Republic by producing fully educated citizens. Partridge carefully crafted his educational theories to maintain the spirit of the Nation. While Norwich University has drifted considerably away from Partridge’s intent and methods, Norwich remains the last bastion and hope for the American System of Education. It is critically important not to lose sight of Partridge’s vision and values. We must inculcate them into everything we say and do. We call on all Norwich cadets and alumni to embrace and embody the creed. On this, were Captain Partridge either still alive or resurrected, there would be no compromise. Professor Flint understood that the creed contains the essential character of Norwich University and its students and alumni. To put it into profane terms, that is Norwich’s “market niche.” To put it more reverently and precisely, it is her summa (scholastic philosophy) and her ergo sum (first principle). With the shifting sands of changing times and sensibilities, it is more important today than ever. It maintains a foundational bedrock on which we may all stand firm in all times and places. Let us embody Arthur Wallace Peach’s lyrics within the Norwich University hymn and ensure Norwich’s memories “fade not through the changing years.” Let us now remember Norwich’s foundational philosophy so we may rescue Norwich today to preserve “Norwich Forever.”

Dr. Franklin C. Annis is a military philosopher, historian, and educational theorist. He is the author of "Marching with Spartans: The Life and Works of Alden Partridge."

Joyce A. Rivers is an Army veteran and long-time educator. She is a graduate of Norwich University class of 1988 and former Assistant Commandant of Cadets. She currently teaches high school English and humanities.

[i] Flint, K.R.B. (1929, September 20). A Norwich Man’s Creed. Norwich Guidon, 2.

[ii] (1940, March 5). Guidon Reprints Creed As Written For Cadets By Prof. K. R. B. Flint. Norwich Guidon, 1. 

[iii] Annis, F.C. (2024). Controversial History & Educational Theories of Captain Alden Partridge (Marching with Spartans: The Life and Works of Alden Partridge). Printed for Franklin C. Annis.

[iv] Partridge, Alden. “Captain Partridge’s Lecture on Education” in The Art of Epistolary Composition, or Models of Letters, Billets, Bills of Exchange… to Which Are Added, a Collection of Fables… for Pupils Learning the French Language; a Series of Letters between a Cadet and His Father, Describing the System Pursued at the American, Literary, Scientific and Military Academy at Middletown, Conn. … and a Discourse on Education, by Capt. Alden Partridge…, ed. François Peyre-Ferry, 263–80. Middletown, CT: E. & H. Clark, 1826.

[v] ST.I-II.Q72.A7.SC

[vi] Partridge, Alden. Letter to the Public, 1820, Norwich University Archives and Special Collections.

[vii] Woodbury, Levi. Letter from Levi Woodbury to Alden Partridge, 5 April 1824. Norwich University Archives and Special Collections.

[viii] The Evolving Warfighter. (2018, July 22). Warrior Philosophies: Stoicism - An Interview with Donald Robertson. YouTube.

[ix] Stelnicki, A. M., Jamshidi, L., Fletcher, A. J., & Carleton, R. N. (2021). Evaluation of before operational stress: A program to support mental health and proactive psychological protection in public safety personnel. Frontiers in Psychology, 12, Article 511755.