4 March 2021 Revealing Recipes: Top Tips from Early Modern Women:
Lady Sedley’s from the RCP and Lady Ayscough’s from the Wellcome Collection
Please join the Early Modern Recipe Online Collective (EMROC), Royal College of Physicians (RCP) and the Wellcome Collection for a one-day manuscript adventure on March 4, from 1PM to 9 PM GMT. This worldwide event offers a chance to help make two medical recipe books searchable for users around the globe.
We’ll be transcribing two fabulous 17th century medical recipe books: Lady Sedley’s from the RCP and Lady Ayscough’s from the Wellcome Collection. Drop in, or stay all day!
Transcribers will be working around the globe. Participants will virtually meet scholars from around the world and emerge from the day with a line for their CV—all from their own home, classroom, or office! NO EXPERIENCE NECESSARY – we’ll walk you through the coding and offer pointers on the handwriting.
Interested in joining our Transcribathon virtually? Contact Lisa Smith, at firstname.lastname@example.org or @historybeagle, or jump in on the day.
This builds on the work of our transcribathons—frequently organized by EMROC, often taking place in EMROC members’ classrooms—which are crucial to our project and attract the most attention on Twitter, in part because of the hilarious recipes transcribers sometimes discover in the process (see examples by EMROC members here). Readers may not realize that transcribathons are just one cog in the machine that makes these manuscripts digitally available: every page of every manuscript is triple-keyed by three transcribers; after which the transcriptions are checked for accuracy by an expert paleographer to create a single authoritative transcription; then that vetted transcription is encoded by a team, which includes myself; only after which the transcriptions are made available for teachers and researchers to use. This blog post will focus on the critical but often hidden volunteer transcribers, who dedicate hundreds of hours a year to the project; next week’s blog post will delve a little deeper into the encoding process.
A couple of weeks ago, I walked into at the Folger Shakespeare Library’s Founders’ Room, where I joined three of the volunteers working on the manual transcribing of the Folger’s recipe book collection. Typing away are just three pairs of the invisible hands working to make the recipe books readable and searchable online.
Nicole Winard is the first volunteer I speak with. A retired public-school teacher and high school librarian, she has been a volunteer transcriber for three years. She’s also the Volunteer Transcriber Coordinator, which means that she corrals the Folger Shakespeare Library’s docents and other volunteers from the community, now spanning the globe. Nicole tells me that she begins each day at her kitchen table, with a cup of coffee and a transcription. When asked how many hours she spends transcribing a week, she is reluctant to answer. “My husband would be more honest about this than I am,” she says. I get her to admit to 20 hours a week on average, though I suspect it might be more.
Today, Nicole is transcribing with Anne Riordan, a retired financial analyst who discovered a love of Shakespeare on a study abroad year (coincidentally the 400th year anniversary of Shakespeare’s birth) at the University of Bristol, and Amy Thompson, a Senior Docent at the Folger Shakespeare Library and a local drama coach. Both Anne and Amy have volunteered as transcribers for two years.
Nicole, Anne, and Amy describe themselves as “like the women in The Bletchley Circle”—the British women who, in WWII, secretly worked as codebreakers. They share a love of crosswords, puzzles, and sudoku. When asked why they volunteer so much of their time to the project, they cite a combination of scholarly interest and personal satisfaction. They are afraid that “ink on paper is being lost” today and want to preserve that information in a new form. They also want to give voices to the women of the past: Nicole says, “so much of what we have here [at the Folger Shakespeare Library] is men. A library dedicated to seventeenth-century writing—it’s hard not to be [man-focused]!” They describe the work as “addictive” and “fascinating,” allowing them a window into the past: “You feel like you’re part of the family when you read a recipe and know what [a mother] gave [her] 10-year-old for the plague. You feel like you’re in the room with them.” They derive joy from learning and contributing to a cause. Still, they are aware of that they are providing a valuable and specialized service at a bargain rate. Amy says of the Bletchley women, “they picked them because they could get women cheaper … we’re pretty cheap, too!”
The transcribers living in the DC area regularly meet to transcribe together in person, typing side-by-side and working on problematic sections of manuscripts together. Other volunteer transcribers include Dr. Elisabeth Chaghafi, a Professor at Tubigen University in Germany; Dr. Robert (Bob) Tallaksen, a semi-retired professor of radiology at West Virginia University, and the team’s Latin expert; the mostly anonymous transcribers of Shakespeare’s World; and the whole crew at EMROC. Since the transcribers work all over the world, most of the conversations happen over email. The emails often relay what Nicole calls the “ews and ahs” of the recipe books. This past week’s emails included a recipe for what one should take “For an Inflammation in the Throat, from swallowing a Wasp in a Draught of Beer.”
Today, as they are transcribing a different recipe found in the same volume, they are discussing what the recipe ingredient “man’s flesh” could possibly be. “Maybe it’s an herb that looks like a penis,” one offers. They all laugh.
The work is fun, but it is scholarly work nonetheless: for instance, in transcribing the recipes, they sometimes find words not currently listed in the Oxford English Dictionary (OED) or find instances of words or phrases that pre-date those recorded in the current OED entries. For instance, Bob submitted the word “deege” (probably meaning “a small amount”) to the OED as a possible new word and found a use of “Jesuit’s bark” (in The Conclave of Physicians, 1686) that pre-dates the OED’s current entry by 18 years.
The transcribers have also helped the Folger’s Cataloguers refine the dating of the recipe books by noting internal evidence of contemporary events. For instance, when Nicole transcribed Katherine Brown’s Medicinal and cookery recipes (c.1650–1662, call number: V.a.397), she found written in the margins, “A plot against king Charles” (fo. 42v), “the king to be beheaded to morrow” (fo. 82v), and “Kill him” (fo. 2r). And code breaker is not just a metaphor for this group: Amy discovered that Katherine Packer’s receipt book (1639, call number: V.a.387) contained a code in which some recipes were written. Together, Amy and Heather Wolfe, the Folger’s Curator of Manuscripts and Associate Librarian for Audience Development, broke the code. Amy then made a key and transcribed the coded pages.
103. an excellent [b]rew
and apro[v]ed caudle to cleans
ye wombe after a childbirth or
take rie and beate it as you
doe wheat for forminty and boil
it in smale ale to a caudle
sweeten it as y[ou] like it wth
suger and drinke of it morning
and at . 4 . of the clocke in
ye afternoone and at night
wn you goe to rest as much as [you]
can drinke at a draught an
if occasion be oftener. /-
[ Transcription by Amy Thompson]
If you’re reading this article and wondering how you can join Puck’s Circle—that’s what I’m calling the Folger’s version of The Bletchley Circle—please contact Heather Wolfe at hwolfe [at] folger [dot] edu. If you’re new to paleography, have no fear: Heather is teaching a new series of Practical Paleography workshops beginning on Tuesday, October 1 at 2:30 P.M. Workshops will run at the Folger Shakespeare Library every Tuesday in October for about an hour.
This digitization project did not start with the BFT project, nor will it end with the project. We’re hoping that digitization will continue as our collections grow through continued acquisition. Please follow us on Twitter at @FolgerLibrary and @FolgerResearch to learn more, including when we’ll be hosting our next Transcribeathon.
We’d love for you, dear Reader, to join!
Elisa Tersigni is the Digital Research Fellow for Before ‘Farm to Table’: Early Modern Foodways and Cultures, Folger Shakespeare Library. Find her on twitter @elisatersigni.
I had the opportunity to lead a directed study for a graduating student last summer. The student had been interested in taking my early modern literature class focused on early modern women’s writing, but had not been able to fit it with her schedule. As I was planning a new paleography unit based on Mary Baumfylde’s manuscript for the class at the time, the student agreed to work alongside me as a test subject for the materials I had drafted in addition to other readings and assignments. As I embarked on my task, one of my guiding questions was “What is the value in actually preparing and trying the recipes from this manuscript?” With every task, it became increasingly clear that researching, preparing, and tasting/using these recipes led us to a level of close reading and immersion that would not have been achievable without our material engagement.
Transcription, Gathering, and Planning
Transcribing the recipe “A pultis to allay paines swellings or any anguish” with the goal of actual preparation required a degree of engagement that that the many transcriptions I had previously carried out did not. Understanding the ingredients became less about deciphering the what and more about comprehending the why.
A pultis to allay paines swellings or any anguish. Take straroberrie leaves, violett leaves collumbine leaves, of and blynde nettles of each a like quantitie, boyle them in fayre water, and thicken itt with oatemell and apply itt to the place grieved as Warme as you can suffer itt.
Gerard’s Herbal addresses the topical application of both strawberry and violet leaves. According to that volume, strawberry leaves “taketh away the burning heate in wounds” and violet leaves, “mitigate all kinde of hot inflammations.” Columbine leaves are known for aiding sore throats and sluggish livers, but their topical application is not addressed. And “blynde nettles” are not nettles at all. Gerard refers to them as Archangell, or “dead Nettle,” a term used interchangeably with “blind nettle” for non-stinging nettles. As it turned out, the purple blind nettles, known colloquially as “red henbit,” is a plant very familiar to me, as it grows on the roadsides throughout my neighborhood in spring. This plant is, in fact, part of the mint family and is credited with anti-inflammatory properties both today and in Gerard’s Herbal, and so it makes sense in this poultice recipe.
The oatmeal with which Mary Baumfylde would have been familiar would have likely been “rough oats,” slightly finer than “pinhead oats,” which were cut in half and sifted to remove the floury substance.Steel-cut oats come closest to approximating this texture, so these make the most sense for preparing this recipe. In the early modern period, oats would have been cooked slowly into a porridge using only water and salt. Considering the moderate temperature of cast iron cooktops, this recipe should be done at a relatively low temperature on a gas or electric stove, so “boyle” almost certainly does not refer to rolling boil we think of today, but instead probably means something more proximate to “heat” or “cook.” By the end of my transcription, I had a plan: prepare oatmeal first, then gather all of my herbs fresh in a single morning or afternoon before compounding the poultice. It would be interesting to make a salve with these same herbs to try out the combination in a less perishable way.
I had my next significant experience of connection with the text in venturing outside, clippers in hand, to seek out the plants I would need. The first two ingredients, strawberry leaves and violet leaves, were easily obtainable in my back yard. As I searched my back yard for the wild violets that I knew grew in the shade of my Japanese Maple tree, though, I began to appreciate the fact that the plants were small in the dryness of the Pacific Northwest late summer. I thought about the early modern women stewarding the herbs that grew nearby their homes and carefully removed only a few leaves from each plant, so as not to cause undue stress and to ensure the continued health of the herbs.
Finding columbine leaves and red henbit proved trickier in late summer: I don’t grow Columbine and couldn’t find “blind nettles” in my neighborhood park where I knew them to grow in other seasons. I could have tried my luck at a garden center, but I thought of the manuscript authors and instead paid a visit to my friend Rebecca and her sprawling forested land while we searched out and (again, carefully) gathered enough columbine leaves to prepare the recipe. Alas, though, it seemed that red henbit had fallen victim to either summer heat or hungry bunnies. I don’t believe seasonal unavailability would have stopped our early modern medicine-makers, so I prepared to carry out my plan without them.
My day of gathering was deeply satisfying and connecting, both to the land and plants of my own yard, neighborhood, and my friend’s land, and to the women who wrote and read Mary Baumfylde’s book.
The transcription and planning process for my student, Kynna, was similarly broadening. She chose to prepare the recipe “How to Make Cheese Cakes.”
To Make Cheese Cakes Take 6 qrts of new milk and one part of cream Sett it as you do a cheese but in stead of – Warming the milk putt in as much hot water As will make it fitt & when it is com’d brek itt & pour it in to a Cloth & whey it between two & when the whey is very well draind take the curd & breake it with a pound of fresh butter some mace & a pound of suger, the yelks of 14 Eggs & whites of 8. Make Them upon plates in a very good puff past When they are risen & craterd they are enough.
This recipe is different because the ingredients were all relatively familiar to us: milk, cream, hot water, butter, mace, sugar, and puff pastry. However, there were some immediate procedural questions that Kynna had to understand in order to move forward. The recipe begins by instructing the cook to take the quantities of new milk and cream and “sett it as you do a cheese.” From reading Ruth Goodman’s How to be a Tudoras part of the class, she knew that cheesemaking was part of the daily household routine. . However, it was during one of our early meetings that I guided her to picture something akin to cottage cheese or ricotta (not cheddar) as the product these women were making daily. Kynna observed that the experience made her realize how much rich knowledge the writers of the Baumfylde took for granted, and how much homesteading knowledge has been lost.
Kynna proceeded to research early modern methods for making basic cottage cheese in the library before confidently moving forth with her gathering and preparations. She also did some calculations and downscaled the recipe to 2/3, not having a kettle in her kitchen that could comfortably hold the requisite six quarts of milk and one quart of cream, plus an unknown amount of boiling water to make the cheese curdle. At this point, she expressed some concern over the final line of the recipe: “when they are risen and craterd they are enough.” She wondered whether she would know when they were sufficiently risen and catered, and precisely what “catered” meant, but moved toward her recipe preparation phase with a spirit of adventure nonetheless.
Compounding the poultice at the stove with my 8-year-old son was the quickest and easiest part of my endeavor. First, we chopped the leaves I had gathered and measured one packed tablespoon of each type: strawberry, wild violet, and columbine. The next time I make this recipe I hope to use red henbit as well, and I will probably double the amounts I gather in order to also infuse some oil for a salve.
Next, we measured one cup of water and combined it with the chopped leaves on the stove over medium-low heat.
And then we waited for the heat to slowly bring the liquid to a simmer.
When a simmer was achieved, we added 1 and 1/4 cups of “oatemell.” I used cooked steel cut oats, as discussed above, because this type of porridge would have been on hand as the base for daily porridge in the early modern household.
We mixed these together with the heat still on.
After a few minutes to thicken, we spread the warm mixture thick on brown paper.
And applied it to “the place grieved” (an insect bite on my son’s arm) “as warme as [he could] suffer it.” My patient pronounced the remedy “weird,” but soothing. After a few minutes, some of the redness and itchiness had abated.
I dried a bundle of my carefully obtained columbine leaves in the event that they’re not available next time I want to make this recipe.
In her own kitchen, Kynna made cheese for the first time.
She proceeded to strain the cheese and mix up her cheesecake mix as instructed in the recipe.
She decided to bake them in a variety of pans to see which would best work as the “plates” the recipe calls for, and put them in an oven set to 325 degrees, figuring that by the afternoon (cheesemaking time), and after all the breads were baked, the temperature of the typical early modern oven would be on the lower side.
Kynna let them bake 20 minutes and then checked every three minutes after that, knowing they would finish at different times because of their different sizes. She was delighted when the smallest cake first appeared puffed and pocked with an uneven surface that looked like tiny craters: “risen and cratered.” As each cake took on this appearance, she removed it from the oven and set it to cool.
She explained her relief afterwards: “‘risen and cratered’ sounds vague, but it perfectly describes what it looks like when it’s done.” The cheesecakes came out quite delicious: less sweet than the cheesecakes to which we were both accustomed, but a nice, fluffy texture; creamy; and slightly lemony from the mace.
These experiences have given us both a unique and moving connection to the material culture of the period. I gained an appreciation for the plants I used, the community that brought them to me, the intensive planning and comprehension that goes into even a very simple and seemingly straightforward recipe, and the joy of preparing an old-fashioned remedy that brought some comfort (and levity) to my kiddo. It is notable to me, as someone who has studied the material culture of the period and prepared many recipes in the past, that the process of moving from handwritten manuscript to completed recipe engendered a deeper experience than transcribing one recipe and preparing another, exercises I’ve done many times. Kynna was moved in a similar way, working in her kitchen to comprehend and recreate the intricacies of cheese-making and baking practices that early modern cooks took for granted: “After doing the recipe, I knew I could read the words and trust that, when the time came, I would know what to do.” Our Baumfylde authors and readers were resourceful chemists, healers, and artists. By inhabiting this manuscript, Kynna and I understood and became these things too.
During the transcribathon, the Medical Heritage Library came up with a genius idea: would we do a Jane Dawson Cook Along? The answer to that is a resounding YES!
So, here’s what we’re going to do. Over the next week (22-30 September), some members of the EMROC Steering Committee will try out this recipe for Lemon Wafers.
Take duble refined Suger beatt & dryed & sifted and mix with it Juce of a lemmon let it be of the thickness of huney & take some of it in a Spoone & heatd it over a chafin-dish of coles till it be crisp on the side of the spoone let it not boyle: when itt is melted Spred it on a paper out 4 Square: & then pin two Corners together that it may bend like other wafers; & so lett it dry when you take them of wett the rong side of the papers with watter
Jane Dawson, V.b.14, p. 47.
Our assignment will be to take notes of how we decide to interpret the recipe, the ingredients we select, the modern tools we use, the weather conditions (temperature, wind, barometric pressure), the altitude… and anything else that might be relevant in how our recipe turns out. We’ll also taste test (of course!). You can follow our experiments on Twitter as we do them (#EMROCcooks), though we’ll also do an easy-to-read round-up for you afterwards.
Would you like to be involved in the Jane Dawson Cook Along?
We’d LOVE for you to join in. There are three ways to participate in our cook along over the next week:
try the same recipe for lemon wafers;
test out another one of Dawson’s recipes that intrigues you (full book here);
join in the discussion of the EMROC community’s cooking experiments.
Let us know about your kitchen project on Twitter, Instagram, Facebook, blog comments, or e-mail (email@example.com). Our hashtag for all Dawson Cook-Along projects will be #EMROCcooks.
EMROC member Marissa Nicosia was recognized for her teaching and mentorship of undergraduate researchers with the 2018 Abington College Faculty Senate Outstanding Teaching Award. At the Abington College Undergraduate Research Activities poster session her students were awarded the 2018 Blue Ribbon prize for an Arts and Humanities Project and the library’s Information Literacy Award.
Early in the fall 2016 semester, a student approached me after class to ask if I “had an ACURA” project. In the parlance of my home institution, Penn State Abington, “ACURA” is an acronym for the thriving Abington College Undergraduate Research Activities program. This program fosters student and faculty research collaborations that are a hallmark of our small, undergraduate-focused campus. At first I was stumped: I didn’t have an ACURA project planned and the program seemed to be dominated by science and social science research. But I thought about my research process for Cooking in the Archives, the ongoing transcription work of EMROC and Early Modern Manuscripts Online (EMMO), and my colleagues’ stories about working on recipes with undergraduate students in the classroom and beyond. Why couldn’t I run an independent study about recipes that would be useful for students, for me, and for the community at large? I designed and launched a research project entitled “What’s in a Recipe?” which has become a multi-year collaboration with four students.
Here is a link to the syllabus for the 2017-2018 version that I discuss in what follows. At Penn State Abington, this ACURA project counts for one course credit in the fall and two credits in the spring. Students and faculty meet by appointment and projects take radically different shapes depending on the topic and the discipline. I’m planning to redesign this course next year to include more DH instruction through a collaboration with Heather Froehlich and other colleagues at the library.
The first thing I asked students to read was a Student Collaborators’ Bill of Rights. We talked about the fact that their labor contributed to an international digital humanities project and that they could (and should) utilize the information that they were generating for their own scholarly pursuits. Then we spent the fall semester reading crucial background articles and a recipe manuscript from the Folger Shakespeare Library collections. Over the past two years we have worked on two seventeenth-century manuscripts of medical and culinary receipts owned and compiled by gentlewomen named, respectively, Margaret Baker and Mrs. Corlyon. Although this might seem like a straightforward activity, as EMROC readers likely know, seventeenth-century handwriting is far more difficult to decipher than modern cursive. After accessing online resources on paleography—the study of historical handwriting—students worked with me and with one another to master the handwriting in the manuscript and type up transcriptions of large sections of the book. In addition to participating in the transcription project and learning about recipe books in general, during the spring semester each student also developed a personal research project. The readings for the second half of the course are tailored to what students were curious about at the end of the fall semester. Students have tested recipes for healthful foods and cosmetics, investigated perfumed gloves and humoral theories of sleep, and considered Baker’s self-fashioning as a healer and collector in her manuscript. You can read what they have to say about their experiences here and here.
I’m pleased that ACURA funding supported a trip from Philadelphia to the Folger Shakespeare Library in Washington DC each year so that the students could consult the original manuscript that they had been working with, see other recipe books for comparison, and discuss their research topics with curators and scholars at the library. Turning the pages of the manuscript that they had scrutinized and deciphered online was simply electrifying. Students reported that this experience of handling rare materials and engaging with the broader scholarly community was equal parts transformative and informative.
Working with students on this shared project has forced me to ask questions about recipes that I would never have asked if I had simply continued my research alone. Since my research is focused on food – specifically, recipes for dishes that sounds so tasty that I want to recreate them in my kitchen – I often skim over the recipes for plague water, face cream, salves, perfumes, and restorative broths that fill early modern recipe manuscripts. But my students were curious about these recipes, and drawn in by their questions I became more curious, too. I tried one of Margaret Baker’s possets and I’m planning to make some “sweet bags” of potpourri when the weather turns cooler. As I continue to research manuscript recipes, I’m excited to work alongside my students and see where both my interests lead them and their interests lead me.