Education of Historians for the Twenty-first Century: Related Documents
Acknowledgments and Sources
This study has been conducted under the auspices of the American Historical Association, and has been made possible by a generous grant from the Carnegie Corporation. The author of Chapters 2 to 9, Professor Snell, is grateful to Tulane University for granting him a leave of absence for his work as director of the study. He is also indebted to Mrs. Virginia Ktsanes, Mrs. Kenneth Vines, Mrs. Charles P. Roland, and Robert Mitchell for assistance in the tabulation and analysis of data from questionnaires; to Mrs. James B. Kemp for typing the final manuscript; to Maxine Pybas Snell for her unstinting work as his secretary; and to members of the committee who gave encouragement, stylistic help, good advice, and freedom to complete the assignment they gave him in 1958: to discover and describe—as objectively as possible—practices and problems in graduate training in history and suggestions for their improvement.
All members of the committee wish to express their thanks to the historians who filled out questionnaires, answered letters, and granted more than two hundred interviews during the course of this study.
A special word of thanks should be offered here to Joe Spaeth of the National Opinion Research Center for a report on graduate students in history, based upon a larger study of graduate students undertaken by the NORC; to John K. Folger and Kenneth M. Wilson of the Southern Regional Education Board for data on recent Ph.D.s in history; to John L. Chase of the Office of Education, who provided useful data on fellowships for graduate study; to Paul M. Allen, who made available drafts of a study of graduate education prepared for the American Association of Colleges for Teacher Education; and to Bernard Berelson for advice and data from his own more general study of graduate education.
The footnotes to Chapters 2 to 9 provide an extended bibliography of the studies by others that were used in preparing this study. There would be little advantage in repeating here the references that each chapter contains. The major sources for the information presented in Chapters 2 to 9—usually without footnotes—are the questionnaires and interviews noted in the appendixes.
Last Updated: April 26, 2007