[This post is part of The Recipe Project’s annual Teaching Series. Here, series editor Amanda Herbert discusses the Folger Shakespeare Library’s “Test-Kitchen.” This piece was cross-posted on the Folger’s blog, The Collation, which seeks to present bite-sized pieces of useful information and observations from staff and researchers of the Folger Shakespeare Library.]
The Folger Shakespeare Library is many things: an internationally-renowned research library, a museum, a performance space, a center for innovative digital initiatives. But it’s also a classroom, or even many different kinds of classrooms: education is central to the Folger mission, and every year the Folger offers hundreds of programs designed for all kinds of classrooms, from bright, lively elementary-school homerooms to spare, echoing college lecture halls, and from traditional school-houses filled with desks and chalkboards, to pioneering online learning communities populated by students from around the world.
This past summer, the Folger created a special kind of classroom: a test-kitchen. The Folger’s test-kitchen was used during a week-long skills course in paleography (the study of handwriting) for scholars who study the early modern period (c. 1450-1750). Under the direction of Folger Curator of Manuscripts Heather Wolfe, the students in this workshop learned how to read and transcribe early modern handwritten documents. They did this through their own “hands-on” work: scrutinizing letters, notebooks, and diaries written by women and men hundreds of years ago, experimenting with historical writing materials (bird-feather quills, iron gall ink, and rag paper), and – best of all, from my perspective – bringing an old recipe to life. Our paleography students used a recipe taken from an early modern book (Folger V.a.429) to make an early modern dish: Almond Jumballs, a sweet, cookie-like confection that was a popular treat in the seventeenth and eighteenth centuries.
Kitchens are my favorite kinds of classrooms, and recipes are my favorite teaching tools. I’ve written about using recipes in my own higher-education classrooms. Friends and colleagues have also used them to great effect in elementary/primary schools, high schools, and in museum and library programming intended for members of the general public. Recipes seem simple, and they seem approachable and even familiar, and for this reason they draw in people of all ages, backgrounds, creeds, and kinds. But once you start to examine a recipe more closely, it reveals incredibly rich, complex details about the moment and place in which it was written: recipes tell us about socioeconomics, migration and immigration patterns, and religious prohibitions and practices. They teach us about environmental policies, agriculture and sustainability, foodways, and cultivation practices. They offer evidence of mercantilism and trade, of culture and aesthetics and taste. They tell stories of war, dearth, and conflict as well as those of peace and plenty.
Under the guidance of Marissa Nicosia (Assistant Professor of Renaissance Literature at Penn State Abingdon, a Folger fellowship recipient, and the co-creator of Cooking the Archive, a blog devoted to re-creating historical foods) our paleography students read, studied, and transcribed the Almond Jumball (pronounced like “jumble” with a hard J) recipe. There’s an excellent post on Cooking the Archive which provides a step-by-step description of the experiment, and I highly recommend it, especially if you’re interested in re-creating the recipe yourself. I’d also recommend two Folger food resources: a Shakespeare Unlimited podcast featuring Wendy Wall, where she talks about her new book, Recipes for Thought, and our Shakespeare & Beyond blog post on early modern food culture and food in Shakespeare’s plays.
But there were also some larger scholarly lessons that we took away from our afternoon in the Folger test-kitchen. The ingredients in the Jumball recipe included almonds, orange-flower water, and about a pound of sugar, and it called for the use of a kitchen “syringe,” a specialized instrument used by chefs for piping and shaping foods; all of these things were high-end, valuable commodities in the early modern period, and suggest that the Jumballs would have been commissioned and consumed by higher-status people, even if the labor involved in making them might have fallen to lower-status ones. The recipe’s instructions called for the combination of “shelf-stable” ingredients in stages, which would have kept the food from spoiling and allowed the maker to start and stop cooking at intervals, a gendered, pre-industrial labor pattern common to early modern households. And the recipe, like the book in which it was contained, was possibly collaborative, as the collection was compiled by several women from the same family: Rose Kendall, Ann Kendall Carter, Elizabeth Clarke, and Anna Maria Wentworth. Despite their familial ties, the authors did not, however share chronological or geographic ones: the book was compiled gradually, over the course of about forty years (c. 1682-1726), and members of the family lived in locations across England, including Yorkshire, Lancashire, Bedfordshire, and London.
The time that it took to make the Jumballs in the Folger test-kitchen was brief, lasting only a few hours, but the exercise has continued to make me think. The Almond Jumball recipe seems to offer just the smallest scrap of evidence about the early modern world. But through careful study and experimentation, our community of scholars uncovered important, large-scale concepts: questions of authorship and identity, experiences of material culture, evidence of labor patterns, constructions of gender and social status, and examples of the cultivation, dissemination, and sharing of early modern knowledge. Although the charm and ostensible simplicity of historical recipes draw many people in to study the past, it’s the big-picture ideas engendered in their study which help to demonstrate the value and impact of our scholarly work. This is the kind of payoff that we can expect from recipes, and it’s why they’re wonderful pedagogical tools, suited to all types of classrooms.
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