Category Archives: 5-year anniversary

Editing the Recipes Project — 5 Years On: Teaching with Recipes

Editorial: This is the eighth of a series of reflection posts from Recipe Project contributors and editors.

By Lisa Smith

Classroom kitchen in Norway, undated. Source: National Library of Norway.

A momentous day: on this day, five years ago exactly, we published our first blog post. Feel free to reminisce here with that post by Elaine Leong.

Other blog posts in our Five Year Reflection series have emphasised the role of The Recipes Project in our own research–from the importance of intellectual networks to inspiration. But teaching has been part of this blog’s core identity from the outset. As of writing, there are seventy-eight blog posts labelled ‘teaching’, three teaching series, and multiple presentations during our recent Virtual Conversation.  Recipes are clearly a wonderful pedagogical tool.

In this post, I want to consider the trends in teaching (as revealed on the blog) and reflect briefly on why recipes are so useful in teaching, even for non-recipe specialists. Recipes offer students new ways of  experiencing the past, as well as providing methodological challenges in the classroom.

One of the main themes in recipe pedagogy is sensory engagement. This is well known to those working in the heritage industry, as discussed by Deborah Lawton in her Virtual Conversation contribution on ‘A Recipe is a Tasty History Lesson‘. Tasting food invites reflection on historical issues such as ‘what is a comfort food’ or methods of food preparation.

Academics may not be able to prepare recipes in their classes (alas, few of us have access to the wonderful lab settings enjoyed by the Making and Knowing Project), but there are other ways of experimenting in the classroom. Claiming that ‘history has a distinct taste’ as his starting point, Ian Mosby considers the importance of teaching how similar-tasting recipes take on different meanings depending on their historical context. The products of recipes can always be brought to the students, or prepared by the students outside of class.

Food is not the only recipe, however; other senses can be involved. Jen Munroe has her students take a close look at recipes and consider the practice and experience of reading, while Amanda Herbert has her students write out an early modern ink recipe using the tools and alphabet of the time. What students quickly learn is the gendered experience of engaging with the tools and recipe meaning.  As Tovah Bender explains, ‘sensory expeirence helps students bridge this divide with the past and see history through the eyes of their subjects’.

The digital world also offers exciting new ways of engaging with the past. In my own teaching, for example, I found that doing the online transcription of recipes (and translating between early modern English, extensible mark-up language, and modern English) trained students in close-reading. Frank Klaassen’s fascinating post here on testing out a Holy Almandal suggests the potential of 3D printing for reconstructing sensory experience.  Digital tools, whether transcription or 3D printing, can encourage deeper reflection.

The digital world can also provide a sense of community. Rebecca Laroche, for example, discussed the ways in which online transcription as part of a larger group has reshaped her pedagogy of online teaching. Building links among classrooms and between learners and texts has directly emerged from her digital work on recipes. Some of our Virtual Conversation participants demonstrated their students’ online projects, such as Emily Contois’ class on food and gender and Rachel Snell’s class on food, femininity and feminism. Sharing research online is a form of public engagement (and an employable skill) for our students. Certainly any history class could be doing digital projects, but recipes have a particularly wide appeal beyond the academy! Recipes are, in many ways, naturally suited to a virtual classroom; the long-distance sharing and sense of community mirror the pre-modern transmission of recipe knowledge over long distances and far-flung networks.

The usefulness of recipes for pedagogy, then, is their evocativeness, their familiarity and unfamiliarity for students. They offer opportunities for hands-on learning and public engagement. In short, they are quite wonderful.

But…

Inside Mount Morgan Technical College’s Cooking Class Room, Mt. Morgan, 1909. Source: John Oxley Library, State Library of Queensland.

Recipes are so much fun–and do provide that sense of community and sensory experience–that it sometimes easy to overlook the methodological problems of using them in the classroom.

In one class, I encountered a series of technological fails that resulted in a constantly shifting learning environment for the students. While I can put a positive gloss on it–that this was showing student-collaborators the real, sometimes dark, underside of research–it also meant that students faced unexpected barriers and uncertainties in their learning. It is also worth noting (as I didn’t at the time) that not all of my students had ready access to technology, either, unless they came to campus.

Valerie Korinek discussed how the failure of an assignment one year (after previous success) highlighted a basic ethical issue. Teaching recipes in the classroom, particularly as part of family history, can be destabilizing and distressing for students. Food is not fun for everyone, and recipes are not always familiar or comfortable.

Even if recipes aren’t distressing, there is also the danger of slipping into nostalgia, or assuming that reconstruction of a recipe gives a real connection to the past. Nostalgia and family history came up repeatedly in the Virtual Conversation, as did the problems of reconstruction.

The illusion of direct engagement with the past, as well as unequal access to digital learning tools or recipes in the present, are issues we need to keep at the forefront of our teaching. However, awareness of methodological issues as we plan our syllabi or assignments, or discuss them in the classroom, can only improve our teaching…and challenge our students.

And, of course, it will make recipes even more compelling as a teaching tool: they are not for the faint-of-hearted or those interested in the cozy past.

Exploring CPP 10a214 – Five Years On: Of Binaries and Collaboration

Editorial: This is the eighth of a series of reflection posts from Recipe Project contributors and editors.

By Rebecca Laroche and Hillary Nunn

When we began this blog project in February 2013, we did not know where it was going to take us. We always saw our work with College of Physicians of Philadelphia Manuscript 10a214 as a work in progress, a work on progress. Given our different backgrounds and interests, we had a sense of the themes that may emerge, but in reading back through our collaborative endeavor, we can clearly see our efforts to locate the College of Physicians manuscript in time and place, but we also have seen how avenues of inquiry have permeable definition and numerous overlaps, can evolve and change. In particular, we have seen how working with recipe books requires a different sense of textual identity, that the individuals involved are not simply individuals – fixed identities tied to one lifespan and contained geographical boundaries – but rather entities that exist together as an interrelated network of being across time and space.

After all, this is a do-si-do book: on one side a collaborator who seems to have died for the Parliamentarian cause, and on the other, likely a man who was imprisoned as a Royalist. There are two compilers, but to treat them as being in binary opposition is misleading. Furthermore, extending these political differences to their wives and mothers, named as authorities and owners of the book, would be a mistake. There are also numerous people who probably never saw the book but who nonetheless are cited within it and who therefore influenced its creation. How these voices came to be captured within one collection is part of its mystery, but it is clear that these disparate elements are not oppositional, but rather in conversation with each other. The result is a multivocal, overlapping mixture of concerns.

To say that the two of us are working in a binary structure is also a temptation, with Rebecca concentrating on the textual history and Hillary working from a different angle on the geopolitical history. But this is not actually true. Looking at source material, from John Gerard’s Herball to Lancelot Andrewes’s Private Devotions, and imagining recipe exchanges between Anne Dacre and Elizabeth Downing illuminates a text that is many texts, spanning over a century of production, at once. Similarly, finding out more about those less famous people who contributed their recipe knowledge to the manuscript brings a different sense of how domestic practices were communicated outside of print in the time period. In the course of our research, which is indexed here, we have pursued timelines of personal history for those named in the manuscript (birth to death, marriage, children, and occupational appointments), religio-political history (particularly around the English Civil War), and textual history. While most of the relevant dates fall between 1606 (birth of Calybute Downing) and 1680 (death of Edward Layfield), the cross generational circulation of recipes and the staying power of print mean that the earliest associated dates extend well back into the 16th century and forward into the 18th. What we have discovered is that our seemingly separate topics are embedded in interconnected networks. Our efforts have helped us locate the text, but we have come to realize that we may never pinpoint it, and that doing so would be inaccurate and falsely stable. In fact, we have come to see that recipe manuscripts challenge that very desire for stability.

Furthermore, our work has been influenced by a collection of other scholars and texts in a mode that no doubt mirrors the circulation that gave rise to the CPP manuscript. Numerous postings to the Recipes Project blog itself have leaked into our thinking – as have our monthly conversations with Early Modern Recipes Online Collective steering committee members. As a result, Elaine Leong’s name occurs several times in these postings, for example. But there are certainly conversations that we’ve had that have less clear-cut trails through our thinking as well. Attempting to trace these networks is at the heart of our collaborative efforts, even though there will always be elements that escape our recognition.

This is not to say that we have made no progress in articulating the complicating connections embodied in the CPP manuscript. We have realized that, while we first hoped to discover how a Parliamentarian text fell into Royalist ownership, our terminology was unhelpfully confining. Instead, we now hope to articulate how people with such seemingly different views occupied the same, or overlapping, networks. In doing so, we hope to also complicates similar ideological categorizations that might hinder our readings of other texts. In the end, we may have to ask how the fluid nature of recipes and their circulation break apart/open the historicist project.

Without the Recipes Project and the collaborative possibilities it offers, articulating these observations would have been far more difficult. Having the space, and opportunity, to report our research in increments has enlivened our project, allowing room for serendipitous discoveries in the archives, as well as in conversations with colleagues. Our work with the CPP manuscript has already taken us in some surprising directions, and our continued engagement with the text will no doubt bring other unexpected possibilities. And we can’t wait to report them all here in the coming months.

Contributing to The Recipes Project – Five Years On

Editorial: This is the seventh of a series of reflection posts from Recipe Project contributors and editors.

By Katherine Allen and Sally Osborn

We’ve both had the privilege of being regular contributors to The Recipes Project for the past five years, and we’ve found it a really rewarding experience. Life as a PhD researcher can be a little lonely and disorientating, and it’s been fascinating to be able to get glimpses into other people’s research, activities and thinking in so many diverse and yet still relevant areas.

Katherine says: My first post was on distillation in eighteenth-century recipe books, with a case study on Rebecca Tallamy’s unique manuscript. I wrote that post to introduce my work to the public on a digital platform —  a task I agonised over, since I’d never shared my thoughts and writing with such a large audience — and I used the opportunity to develop my ideas at an early research stage.

What is distillation?
From Katherine’s post The Art of Distillation Image: Wellcome, WMS 4759, f. 2r.

Since that first post, my work on distillation became a focal chapter in my thesis, a published journal article, and I’ve presented that research at several events, most recently at the 2017 Society for the History of Alchemy and Chemistry Seminar in Oxford. These past five years I’ve enjoyed sharing different aspects of my work-in-progress, including recipes and spa culture, ‘movember’ in recipe books, medical recipes in newspapers, and emotions in communicating recipes; this was immensely helpful in formulating my arguments.

I completed my doctorate at the University of Oxford in 2015, and I’ve used The Recipes Project to stay connected to fellow historians of recipes as I dip in and out of the academic sphere. The Recipes Project remains my favourite platform on which to share my research relating to eighteenth-century manuscript recipe books, and it has kept that passion for scholarship alive while I’ve struggled to find a career path and permanent employment in an extremely competitive and precarious academic job market.

Sally says: I started a blog when I began my PhD research and found it a useful way of trying out concepts, thinking and sometimes off-the-wall connections, and just as regular exercise for my writing muscles. I therefore welcomed the chance to contribute on the wider platform of The Recipes Project, which has become a valuable network of people with a seemingly endless range of research interests.

Recipe for artificial Westphalia ham
From Sally’s post Not Quite the Real Thing Image © Wellcome Collection

Like Katherine, I shared ideas at a relatively embryonic stage, such as ‘What is a recipe?’ which became part of the exploration in my thesis of recipe categories and formats. My first contribution, ‘Chicken soup for…’, was a light-hearted look at the area of food as medicine, which I developed at much greater length in a conference paper and a chapter section on diet drinks. I’ve been able to indulge my interest in the history of food more generally with posts on ‘counterfeit’ dishes and Victorian vegetarianism. There’s also nothing like agreeing to write a conference report for encouraging you to analyse and compare the presentations you attend. Now that I’m spending my time restoring a house built in 1789, maybe I ought to look up the recipes from my post on eighteenth-century DIY – and maybe even try building that ice house…

While writing up my PhD I regularly visited The Recipes Project for ‘time out’, knowing that I was bound to find something there that would stimulate my thinking or point me to work I hadn’t come across before. It is so often the case that a stray comment in someone else’s writing will lead to that ‘aha’ moment that helps unravel a knot in your own argument. Two years later I still look forward to reading the diverse posts on The Recipes Project, finding in them an endless source of interest as well as research envy!

We’ve both enjoyed reading posts from other scholars and continue to be truly amazed at the depth and breadth of scholarship relating to recipes. We look forward to continuing to share our love of eighteenth-century recipes and remedies, and we’re excited to see what the next five years hold for this community.

Vast and Bewildering: Early America at The Recipes Project

By Carla Cevasco

From the outside, the field of early American studies still looks an awful lot like the Founding Fathers. (Even if they have a catchy soundtrack.) But this white, wealthy, male stereotype is no small source of frustration to those of us who study the global connections and collisions that make up #vastearlyAmerica.

As I completed my Ph.D. in May, I’ve been reflecting on graduate (or, for those on the other side of the pond, postgraduate) education. For many people it is an exercise in specialization, a process of narrowing one’s field of expertise. By contrast, I found myself drawn to interdisciplinary research in American Studies precisely because I have too many interests to confine myself to one discipline.

So it was with delight that I discovered The Recipes Project, when my colleague Theresa McCulla wrote about a panel we presented at the American Historical Association annual meeting in 2015. An in-person connection led me to this online community. On this site I’ve found a place to share many odds and ends of my research, blogging about blood pudding, baby food, fermentation, teaching teenagers, and gluttony. My work here has also inspired me to write for other public scholarship outlets, such as Nursing Clio and Common-Place.

But as varied as my own interests are,  I’m forever amazed at The Recipe Project’s reach. Vast early America is here, in enslaved people’s medical knowledge and Algonquian cooking and the foods of the Columbian Exchange. (And yes, the Founding Fathers are here too, but in some surprising ways.)

Corneille Wytfliet, Vtrivsqve hemispherii delineatio, 1597. New York Public Library Digital Collections. Image Credit: New York Public Library.

The variety does not end there. Where else would I find a post on human taxidermy cheek-by-jowl with an analysis of arranging recipes? The chats with libraries and archives, the teaching series, and the updates on digital humanities projects? The many, many posts on booze around the world?

An academic community like The Recipes Project provides a place for the vastness of my own field to meet the vastness of everyone else’s. While blogging about breastfeeding in early America, I discovered other scholars working on breastmilk as medicine in imperial China, and remedies for nursing problems in early modern England and the ancient world.

The online community here has in turn facilitated powerful in-person connections. The first time that someone came up to me at a big conference and told me they’d heard about my work before, it was because of a post on this site. That moment of having my work recognized as a junior scholar, that moment of knowing that someone else had found my research compelling, kept me going through the long solitary months of dissertation-writing. And I will strive not to forget that feeling as I become faculty myself.

One of the speakers at my commencement ceremony described graduate education as a process of “becoming bewildered,” of learning the limits of what you know. I’ve emerged from an interdisciplinary Ph.D. in the field of vast early America, utterly bewildered. But thanks to The Recipes Project, I know where to start looking as I continue seeking answers.