Yet graduate programs have been achingly reluctant to see the world as it is. For all the innovation in the subjects and methods of history, the goal of the training remains the same: to produce more professors. The unchanged language of supervisors and students reflects that. We tell students that there are “alternatives” to academic careers. We warn them to develop a “Plan B” in case they do not find a teaching post. And the very words in which we couch this useful advice make clear how much we hope they will not have to follow it—and suggest, to many of them, that if they do have to settle for employment outside of academe, they should crawl off home and gnaw their arms off.
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