History 398 Introduction to Historical Thought

Clio, Muse of History

Spring Quarter 2009

Caldwell Laboratory 133

MW 9:30 – 11:18am

11293-6

Prof. Childs

Office: Dulles 204; Hours: T & W 12:30 – 2pm and by appointment; phone: 292-7014; e-mail: Childs.1@osu.edu

Home page: William R. Childs

How this course fits into the curriculum.

History 398 is required for all students who desire to declare a Major or Minor in History (although you may take other courses in History before taking this course).

To earn credit for 398 as a History Major or History Minor, you must earn a grade of C or higher.

This course does not count as a course in the GEC Historical Study category.

Description.

We will explore the ways in which professional historians go about their work—the historian’s craft. We will analyze the methods they use and the problems they encounter when investigating the past. All of the readings present examples of how historians do their work and how that work complements and yet remains different from other professions (e. g., the sciences, law, and journalism).

Questions we will address include: What are the different kinds of sources historians use and how do they evaluate them? Can history be objective? Is the course of history determined? Do major forces shape history [e.g., chance; social, political, economic, technological forces; individuals, groups, institutions (religion, nation states)]? Do individuals shape history? Does history repeat itself? How do historians determine causation? How do historians judge what is “good” history? How does history relate to myth? How and why do generations of historians change their view of the past?

Much of “history” today appears in a variety of media presentations (movies, documentaries, biographies, books, the world-wide-web), and much of that does not follow the professional approach that historians have developed over centuries. We will discuss how these uses of history differ from the professional approaches and how they inform our own lives. The final assignment will ask you to compare and contrast an historical film with an historical monograph on the same topic.

Preparation for and attendance at every class meeting is essential, for most of the class meetings will consist of discussion of readings.

Objectives.

Generally, all History courses, including 398, develop students’ knowledge of how past events influence today’s society and help them understand how humans view themselves.

1. Students acquire a perspective on history and an understanding of the factors that shape human activity.
2. Students display knowledge about the origins and nature of contemporary issues and develop a foundation for future comparative understanding.
3. Students think, speak, and write critically about primary and secondary historical sources by examining diverse interpretations of past events and ideas in their historical contexts.

Students in History 398 will improve their reading, analytical, discussion, and writing skills, and their understanding of the methods employed in “doing history.” Oral presentations of their monograph reports and of their final assignments are designed to help students improve their presentation skills. All of this activity will prepare students to take full advantage of the History Major and Minor at Ohio State, to excel in other courses, and to perform well in the “real world” after graduation.

Reading/viewing Assignments.

(The assigned readings 1-4 and 8 below are available exclusively at SBX; 5. will be chosen in consultation with Dr. Childs; 6. will be shown in class; 7. will be handed out in class.)

1. James Davidson and Mark Lytle, After the Fact: The Art of Historical Detection (5th edition, 2005).

2. Jules R. Benjamin, A Student’s Guide to History (10th edition).

3. John Lewis Gaddis, The Landscape of History (2002).

4. Natalie Z. Davis, The Return of Martin Guerre (1983).

5. One history book (a monograph, not a text or edited collection) written by a full-time faculty member of the Department of History.

6. DVD of Le Retour de Martin Guerre (1982).

7. Handouts pertaining to “historical films.”

8. Recommended but not required: John R. Trimble, Writing with Style: Conversations on the Art of Writing (2^nd edition; 2000).

Course Requirements. (Due dates are listed on the Schedule of Class Meetings and Assignments.)

1. Course Grade.

10% Class participation (attendance, involvement in discussion). Extraordinary class participation could result in improving your course grade, which is based mostly on the written work noted below, to the next level. I believe that class participation helps improve your written work.

10% (5% each) Two one-page précis.

30% (10% each) Three three-page analytical essays of selected readings from After the Fact. A rewrite of one of the first two will be allowed.

20% Review of a monograph. (4-5 pages).

30% An essay that analyzes and compares the historical movie, Le Retour de Martin Guerre, with the monograph, The Return of Martin Guerre (6-8 pages). This will constitute the final exam in the course.

Final Course-Grade Breakdown: A: 92.6 and above; A-: 89.6-92.5; B+: 87.6-89.5; B: 82.6-87.5; B-: 79.6-82.5; C+: 77.6-79.5; C: 72.6-77.5; C-: 69.6-72.5; D+: 67.6-69.5; D: 62-67.5; E: below 62.

2. Attendance policies.

You are expected to attend every class and to be prepared to discuss the reading assignments. In addition, please note:

a) If you miss more than 3 meetings, you will be dropped from the course;

b) I reserve the right to give unannounced quizzes on the scheduled readings; the grades for those will be factored into the class participation portion of your course grade.

c) If you do not attend one or more of the final meetings—when your fellow students are presenting their oral reports on the final assignment—you will receive a one-half grade reduction on your course grade for each time missed.

d) Each time I see you texting or “surfing” the web via an electronic device, I shall reduce your course grade by a full point. (For example, a course grade of 78 would become a 77 if you violated this policy once—from a C+ to a C.) You are not fully in attendance if you are otherwise engaged.

3. Plagiarism Prevention Program.

Please be advised: Students agree that by taking this course all required papers and exams will be submitted by the student for textual similarity review to Turnitin.com. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Every assignment must be submitted to turnitin.com by 9:30am of the day the assignment is due.

More information on this plagiarism-prevention program will be furnished throughout the course. Essentially, students will have access to lessons on how to avoid plagiarism and will be asked to run a detection program themselves on their own assignments before turning them in.

You are forewarned that I will pursue cases of academic misconduct to the appropriate University committee. See this web site for additional information on plagiarism and writing handouts: http://cstw.osu.edu/

Disability Services.

Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office for Disability Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-3307, TDD 292-0901; http://www.ods.ohio-state.edu

Schedule of Class Meetings and Assignments

Note: When you enter the classroom, please turn off all electronic devices (cell phones, pagers). If you are expecting a call or a page during class, do not come to class. Texting or otherwise communicating with others or “surfing” the web (on a phone or laptop/notebook) during class is boorish behavior, and not welcomed in this class. See the penalty above under Attendance Policies.

Week 1 Introduction

Monday. Objectives and Syllabus.

Begin to investigate members of the Department of History (use on-line directory) in order to choose a monograph written by one of them (excluding Prof. Childs’ books).

Wednesday. Gaddis, Chapter 1, and Benjamin, Chapter 1.

Week 2

Monday. Gaddis, Chapters 2-3; Benjamin, Chapter 2.

Wednesday. April 8: First Précis due (chosen from Gaddis, Chapters 1-3).

Discuss ATF, Prologue; Gaddis, Chapters 4-5

Week 3

Monday. Gaddis, Chapters 6-8; ATF, Chapter 1

Wednesday. April 15: Second Précis due (chosen from Gaddis, Chapters 1-8, but not the one you chose for the first précis).

Turn in title for the book review—brief description to class.

Discuss: ATF Chapters 2 and 3.

The June 10, 1692 hanging of Bridget Bishop

Week 4

Monday. April 20: First ATF essay due (chosen from Chapters 1-3).

Discuss: ATF Chapters 4 and 5.

Wednesday. April 22: Rewrite of précis due. Include original, graded précis.

Discuss: ATF Chapters 6 and 7.

Week 5

Monday. Brief oral reports on book review project; begin reading handouts on The Return of Martin Guerre; begin reading Davis, The Return of Martin Guerre.

ATF Chapter 8.

Wednesday. April 29: Second ATF essay due (chosen from Chapters 4-8).

Bring your UHO Handbook. Discuss: The History Major at OSU.

ATF Chapter 9. Discuss writing book reviews—Benjamin, Chapter 3.

Week 6 Historical Films

Monday. ATF Chapter 16.

Screening of the film, The Return of Martin Guerre.

(Complete reading Davis’ book and the handouts before today.)

Wednesday. Finish viewing the film and discuss the film, the handouts, the Davis

monograph, and ATF Chapter 16.

Title page of Arrest Memorable, an account of the case written by Jean de Coras in 1560 and published in 1565

Foix, France, June 2004

Week 7

Monday. May 11: Rewrite of first or second ATF essay due.

Continue discussion on film and history. Outline Final Assignment.

Perhaps begin oral book reviews?

ATF Chapter 10, 11.

Wednesday. Complete oral book reviews.

ATF Chapter 12; Benjamin, Chapters 4 and 5.

Thursday, May 14. Book Review due to Dulles 204 by 1pm.

7-9pm. History Career Night. Math Annex Building

Week 8

Monday. ATF, Chapter 13.

Wednesday. ATF, Chapter 14, 15.

Friday May 22: Third ATF essay due (chosen from Chapters 9-16) to Dulles 204 by 1pm.

Ball as Lucy, Vivian Vance as Ethel on the "Job Switching" episode of I Love Lucy

Week 9 Begin Reports

Monday. May 25: Memorial Day—No Class.

Wednesday. May 27: Begin Final Reports. Note: Attendance is mandatory for all days on which students are presenting final oral reports. If a student misses any of these classes for any reason, s/he will lose one-half point from the final course average. For example, if a student has a 78 (C+) course grade, and misses one of these days, s/he will lose 5 points—73—and earn a C in the course.

Week 10 Continue Reports

Monday: June 1: Final Reports continued.

Wednesday: June 2: Final Reports continued.

Student Evaluations through eSEIs.

Final papers must be submitted to turnitin.com and to my office, Dulles 204, by 5pm Friday June 5^th.

Instructions for the one-page précis.

1. Substantive requirements: The précis is a summary in your own words of the material you have read. It should focus on the author’s most important arguments and the reasoning behind those arguments. This is one of the most difficult assignments you will ever face! To be done well, you will need to read the material carefully, take notes on the key points, perhaps reread the material, and write more than one draft. Economy in prose is a must. Eliminate all unnecessary words (adjectives, adverbs, passive constructions) and less significant points. You are not to analyze or judge the content; you should simply summarize the most significant points that the author has made in the order s/he made them. Do not use quotations. Each précis will be graded on clarity, grammar, and the understanding you exhibit of the chapter being summarized.

2. Mechanical instructions: Each précis will be no longer than one page, double-spaced (about 250 words). On the first line of the page, you will type your name, date, and 398 assignment title (e.g., First One-Page Précis). Please employ one-inch margins top, bottom, and sides. Use type no smaller than 11 point. You should keep a copy of your précis. You may lose points if you do not follow these directions.

3. A few tips for good writing:

a. Avoid using the passive construction; use “active” verbs.

b. Avoid using the phrase “due to.” Writers often employ this term incorrectly (see a dictionary for the correct use).

c. I do not like the use of contractions in formal written work.

d. It is acceptable to use the first person: “I believe ....”

e. Do not use “lead” when you mean “led” or “it’s” when you mean “its.”

f. Do not use excessive quotations from the book you are reviewing (none in the précis).

e. Avoid use of adjectives and adverbs; use them sparingly and thus effectively.

A précis turned in after the due date will receive a 10-point penalty for each day late.

Instructions for the ATF Essays.

1. Substantive requirements: You must state in the first paragraph of your essay the purpose and the historical thesis of the essay you are analyzing. The purpose will deal with an historical method; the historical thesis will deal with what Davidson and Lytle conclude about the historical topic. Following that, your thesis will state clearly whether or not you will argue that Davidson and Lytle did or did not serve their purpose and did or did not sustain their thesis and why and how you will do so.

You should summarize the chapter briefly—note the basic divisions of the essay and how Davidson and Lytle moved from one point to the next.

You should critically analyze the chapter: Did you detect any biases in how Davidson and Lytle approached the topic? Did they leave out any information that would have strengthened or undermined the essay? (Answers to these questions will form the basis for your thesis.) How might you have approached the topic differently?

Each essay will be graded on clarity, grammar, argument, and the understanding of historical methods that you exhibit.

2. Mechanical instructions: Each essay will be no longer than three pages, double-spaced. On the first line of the first page, you will type your name, date, and 398 assignment title (e.g., ATF First Essay). Each subsequent page will have a page number on it. You will maintain one-inch margins top, bottom, and sides. Use type no smaller than 12 point laser size (the size of the type you are now reading). You will keep a copy of your essay. You may lose points if you do not follow these directions.

An essay turned in after the due date will receive a 10-point penalty for each day late. The assignment must be submitted to turnitin.com by 9:30am of the day it is due.

I will be happy to discuss your essays with you during office hours or by appointment.

Instructions for the Book Review.

1. Choosing the monograph: You must choose a monograph (not a textbook or edited book) written by a member of the Department of History at Ohio State. I suggest that you choose an historian who is working in an area you find interesting. You should use the OSU Department of History web page to survey the members of the Department. http://history.osu.edu/default.cfm

2. Substantive requirements: In contrast to the précis assignment, your book review should be a critical one, not just a summary of the book. That is, be sure to highlight what you think are the strengths and weaknesses of the monograph. Your essay should include the following [adapted from Benjamin, A Student’s Guide to History (1998)]:

a. On the first line, type your name, the course number, and quarter. Double-space and then begin your review by listing the author, title, and publishing information (see examples in American Historical Review).

b. In the first paragraph, state the purpose and thesis of the author and your thesis (did the author meet his/her purpose and prove his/her thesis?).

c. You must include the information called for below, but you may place it in any order you think works best.

You must include information on the author, his/her background, other publications, biases, etc.

You must assess the argument made and the evidence used to support the argument. Is the argument clearly stated? Is it supported by the evidence? What kinds of evidence does the author rely on?

Does the historian use any of the techniques we have discussed in class?

You must read and include analysis of at least three reviews of the book from scholarly journals.

You may contact the author and meet him/her during office hour or otherwise conduct an interview (via e-mail or phone), but you do not have to do so for this assignment.

3. Mechanical instructions: Each monograph review will be typed, double spaced, and no less than four pages and no more than five pages in length.

Cite all quotations and/or outside evidence using correct footnote or endnote styles as explained in the Benjamin text.

Include a bibliography of works consulted (not the book reviewed) following instructions in the Benjamin text. This bibliography will include the citations for the three (or more) reviews you consulted.

All other mechanical instructions will follow those for the ATF essays.

Follow the tips for good writing listed above under précis.

The hard copy of the book review is due during class. Reviews turned in after that time will receive a 10-point penalty for each day late. The assignment must be submitted to turnitin.com by 9:30am of the day it is due.

I will be happy to read rough drafts during office hours or by appointment before that date.

4. Oral book reports.

Your book report will be no longer than 5-7 minutes. I suggest that you consult the Benjamin book on how to prepare an oral presentation. It is not an effective oral presentation if you simply read your essay (that would take much longer than 5-7 minutes anyway).

Your oral report will include all of the information included in the book review report (author information; sources; thesis and whether or not s/he sustained her thesis; brief summary; at least 3 book reviews).

Study Guide for After the Fact (5th edition).

The following guide is intended to help you focus your reading of each essay on two major tasks. First, you should note the specific problems each essay addresses in “doing history (i.e., the historical method under scrutiny); second, you should focus on Davidson and Lytle’s historical thesis (what they believed happened and why they believe that).

The following are only suggestions to help you understand each chapter more thoroughly; answering them does not mean that you have mastered the chapter! You still need to reflect on each chapter and pull out of it the purpose(s) and theses.

Prologue “The Strange Death of Silas Deane”

How does the story of Silas Deane’s death illustrate the “difference between ‘what happened in the past’ and what history really is”? How was Deane’s death untimely? What do historians have that Deane’s acquaintances did not have at the time he lived? How does Edward Bancroft figure in the story?

Chapter 1 “Serving Time in Virginia”

What does the fictional depiction of the Yankees say about history written by the historical actors? How do simple statistics prompt the historian? Why did labor become so important in the Virginia colony? Note the contrast between the Pocahontas story and the history of slavery.

Chapter 2 “The Visible and Invisible Worlds of Salem”

Note each historical technique employed in this chapter to transform “a traditional and oft-told story.” How do the authors discover the visible and invisible Salems? How do the authors link gender to witchcraft? Compare the community of the Virginia colony to the community of Salem.

Chapter 3 “Declaring Independence”

Is there a double-meaning in the title of this chapter? Note the questions asked and the “facts” uncovered about the document in the authors’ quest to establish “context” and the actual text of the Declaration. Note the interplay between ideas and actions (which is more important to this story?). How did African-Americans affect the unfolding story of declaring independence?

Chapter 4 “Material Witness”

What is “witnessed” in this chapter? How is the house transformed from the colonial to the early Republic era? What do the appearance of material goods and the absence of material goods in the paintings suggest? How does focusing on material goods change the perspective on the transition from and agricultural to an industrial economy?

Chapter 5 “Jackson’s Frontier—and Turner’s”

Why must the historian employ theories? How is the historian’s use of theory similar to the scientific method? How is it different? How does Andrew Jackson fit into/not fit into Turner’s hypothesis? How do current events shape historians’ views on the past? How have the “new Western historians” changed the analyses of Andrew Jackson?

Chapter 6 “The Invisible Pioneers”

How is this chapter different from Chapter 2? Note how it combines analysis of facts with critical analyses of theory. Are you comfortable with the “estimates” the authors make? How might disease have affected the estimates? Note the various interactions of humans and ecological forces. Should all history writing take this interaction seriously?

Chapter 7 “The Madness of John Brown”

Note the relation between legal and psychological approaches employed to understand John Brown. Are they any help in helping us understand how one man’s action incited so many?

Chapter 8 “The View from the Bottom Rail”

Why is the “top rail” bias, or elite history, easier to do and to understand? Why are white accounts of black experiences misleading? Why are northern accounts of slavery and the freedmen misleading? What problems face the historian using the slave narratives? Note the reactions of the freedmen to their new status. How was their status not new? Do you think white Americans will ever understand what it means to be black in America?

Chapter 9 “The Mirror with a Memory”

List the problems encountered in using photos as historical evidence. Did the authors leave out any factors that should have been included? Why are family photo albums misleading? How is Jacob Riis a “tourist” of the slums? Where did Riis place the blame for the plight of the urban poor? Does his answer reveal his bias? How is a photograph like any other piece of historical evidence?

Chapter 10 “USDA Government Inspected”

Are political cartoonists reliable reporters of political history? Note the intended impact and the actual consequences of Sinclair’s The Jungle. Before 1906, what was wrong with the inspection system? What was “muckraking”? List the various institutions involved in the story. Should Roosevelt have publicized the Neill-Reynolds report? Note how the legislative process altered the initial reform proposal. What was the central controversy—meat inspection or something else? Who “won” the controversy? Why did Davidson and Lytle include information on the innovations meatpackers had made to their business?

Chapter 11 “Sacco and Vanzetti”

Note how lawyers have analyzed the trial. Note how specific events shaped the trial; what gaps appear in the story? Should “consciousness of guilt” be allowed as “evidence”? If it is allowed (as it was in the trial), how does the historian deal with this “evidence”? Note the backgrounds of Sacco and Vanzetti and the climate of opinion in the USA in the 1920s. Did the judge and prosecutor make the trial into one of patriotism versus radicalism? Or were others involved in focusing the trial in this manner? Why “all the fuss”?

Chapter 12 “Dust Bowl Odyssey”

Note how Chapters 5 and 8 relate to this chapter. How do statistics help put the Joad saga into context? Note the biases in the work of the FSA photographers and in Steinbeck’s fiction. Why did Steinbeck not include the broader context of migration and racial prejudice? If Grapes of Wrath left out so much, or, if it focuses on such a small number of Americans, why has it been so powerful in American literature and history?

Chapter 13 “The Decision to Drop the Bomb”

Why should historians use models? (How are models similar to theories?) What is the rational actor model? the organizational process model? the internal institutional process model? What was the number one goal of USA policy makers in the summer of 1941? Does the decision to build assume that the bomb would be used? Was FDR’s death instrumental in HST’s decisions? What was the issue of unconditional surrender? How was the outcome ironic/tragic? Are institutions uncontrollable?

Chapter 14 “From Rosie to Lucy”

Describe Ms. Friedan’s general thesis and how she supported it in The Feminine Mystique. Note the statistics of working women from WW I to 1960. What factors held back the revolution in attitudes about women? How much importance do you place on each factor? How do you respond to the authors’ contention that the media is not monolithic? How does this compare with the analyses of institutions in Chapter 12?

Chapter 15 “Breaking Into Watergate”

How are audio tapes the equivalent of “the mirror with a memory”? What can audio tapes offer to an historian? How are the audio tapes similar to other historical evidence? How are they different?

Chapter 16 “Where Trouble Comes”

Why should an historian be concerned with “pov”? What are the Hollywood myths? How is the construction of “The Green Berets” “tantalizingly odd”? How does this construction reflect (and not reflect) American experience in Vietnam? How do you explain the atrocities at My Lai? How do other chapters in ATF help you answer this question? How did the revelation of My Lai change American perceptions of the war? From other readings and discussions, what evidence could Davidson and Lytle have used in this essay to underscore the problems at My Lai? What do the films “The Deer Hunter,” “Apocalypse Now,” and “Platoon” reflect about American perceptions of Vietnam?

Instructions for the Final Assignment.

Much of “history” is presented today through media other than books, particularly through Hollywood and television films, but also through news documentaries.

In this assignment, you will review Natalie Zemon Davis’s The Return of Martin Guerre (1983) and compare it to the film of the same name, which we viewed and discussed in class.

1. Substantive instructions: In essence, this assignment asks you to write another book review and to add a comparative component to the review.

Thus, you should include in the paper all of the elements of a book review (see previous instructions). In this case, moreover, because you have read one of the key primary sources used in the making of the film and in the writing of the book, you should have a more insightful understanding of the material.

The additional requirement‑—comparing the book to the film—is a new assignment for you. Questions you can use to frame the comparison include: Which was more historically accurate? Which was more historically authentic? Did you learn more from one medium than the other? Could viewing the film without reading the book have given the viewer an accurate/authentic view of the historical story and times?

The article-interview handed out in class might present you with some elements through which you can compare the book with the film. You may find that some of the scholarly reviews of the book (remember, you need three reviews) implicitly or explicitly compare the film to the book. You can use these to frame your comparative portion of the paper. Or, you can use your notes from class discussion of the film to frame the comparison around the notions of “historical accuracy” and “historical authenticity.”

2. Mechanical instructions: You will follow the instructions for the first book review. This paper must be 6-8 pages in length (no shorter than 6 and no longer than 8 pages).

Be sure to review your previously graded assignments and avoid making the same mistakes on this final essay.

Use correct footnote or endnote styles as explained in the Benjamin text.

Include a bibliography of works consulted (not the book reviewed) following instructions in the Benjamin text.

The assignment must be submitted to turnitin.com by 9:30am of the day it is due.

3. Oral Reports on “Return of Martin Guerre” assignment.

Your report will be no longer than 10 minutes. I suggest that you consult the Benjamin book on how to prepare an oral presentation. It is not an effective oral presentation if you simply read your essay (that would take much longer than 10 minutes anyway). A solid oral presentation could boost your final essay grade substantially; a weak oral presentation could lower your written score.

Your oral report will include all of the information included in the book review report (author information; sources; thesis and whether or not she sustained her thesis; a brief summary; at least 3 book reviews) plus answers to the following questions about comparing the book to the movie:

Which was more historically accurate? Which was more historically authentic? And, why?

Did you learn more from one medium than the other?

Could viewing the film without reading the book have given the viewer an accurate/authentic view of the historical story and times?

There will be much repetition, naturally, from report-to-report. But there will be more variety than you might envision!

Work on poise, clarity, eye contact, projection!

Unless otherwise noted in class or via the e-mail list, I shall hold my regular office hours and be available for appointments.

See below for a select bibliography on film and history.

Select Bibliography On Film and History

Secondary books:

Robert Burgoyne, Film Nation: Hollywood Looks at U.S. History (1997).

Kenneth M. Cameron, America on Film: Hollywood and American History (1997).

Mark C. Carnes (ed), Past Imperfect: History According to the Movies (1996).

Peter C. Rollins (ed), Hollywood as Historian: American Film in a Cultural Context (1998).

Robert Brent Toplin, History by Hollywood: The Use and Abuse of the American Past (1996).

Selected Internet Sources in Film:

www.library.ucla.edu/libraries/arts/websites/wwwmov.htm.

Film & History: An Interdisciplinary Journal of Film & Television Studies is in hard copy and on the web at: http://www2.h-net.msu.edu/filmhis/

www.brightlightsfilm.com

allmovie.com

Lexis-Nexis Academic Universe (available through OSU Library web site). This is an excellent starting point for your research, for it can locate not only reviews, but also interviews and articles that include references to the film you are analyzing. I suggest that you not restrict the years of the search and that you not rely on this engine alone.