One Hundred Delightful Tastes of Tofu: How Doable Was an Early Modern Japanese Recipe?

By Sora (Skye) Osuka

Tofu Hyakuchin (豆腐百珍, One Hundred Delightful Tastes of Tofu Recipes), originally published in 1782, is often considered the first cookbook that only focuses on one ingredient and the beginning of the Hyakuchin-mono (百珍物, One Hundred Recipes of Delightful Tastes) series. Harada Nobuo, Eric Rath, and other historians of Japan have argued that cookbooks published during the Edo period were tools for vicarious consumption of cuisines that the reader could not physically obtain. However, when we carefully analyze the contents of cookbooks written in the Edo period (1603-1868), we are surprised that they are filled with the practical knowledge, the latest cooking techniques, ingredients, and utensils of that time. It was also during the Edo period, in which society formed the basis of Japanese cuisine that is still visible in the present day. The role of cookbooks like the Tofu Hyakuchin, not only as symbols of townspeople (chonin, 町人) culture and the culture of play (Asobi, 遊び) but also as a form of collective knowledge of the people who supported culinary culture during this time, cannot be underestimated.

This piece challenges the generalizing discourse surrounding cookbooks during the Edo period by first examining the popularity and accessibility of tofu as food from primary sources aimed for everyday people. Then it analyzes key aspects of Tofu Hyankuchin that separate this text from other cookbooks during this time, such as utensils, specific cut sizes, and measurements of ingredients to highlight the components that could be seen as “practical knowledge” rather than “vicarious consumption.”

Many believe that tofu was not consumed among ordinary people in the first half of the Edo period. In 1500, Shichijyu-ichi ban Shokunin Utaawase (七十一番職人歌合, Matching Songs of Seventy-one Craftsmen) was published. Tofu seller (豆腐売り) is mentioned as the 37th job . In the accompanying illustration, a lady in a black kimono and white headband sits cross-legged on a low platform on a street selling large and small pieces of cut tofu. The author of the painting is believed to be Tosa Mitsunobu (1434-1525). A total of 71 sections and 142 craftsman figures are displayed. In addition to the traditional craftsmen involved in the construction of temples and shrines, more low-ranking people such as female craftsmen, saleswoman, entertainers, and prostitutes who are not directly involved in material or agricultural production, are also included. Through the Shichijyu-ichi ban Shokunin Utaawase, it can be assumed that tofu seller was one of the recognized occupations and tofu was available in the later Muromachi Period (1336-1573).

Shichijyu-ichi ban Shokunin Utaawase [七十一番職人歌合], Tofu seller [豆腐売り] is mentioned at the 37th job, along with Somen (wheat noodle) Seller [御そうめん売り]. Published in 1500. (https://kotenseki.nijl.ac.jp/biblio/100098001/viewer/1)

In the Kansei period (1789-1801) or the early 1800s, ranking tables (banzuke) became popular in Edo. Tofu cooking is mentioned in the Nichiyo Kenyaku Ryori Shikata Kakuryoku Banzuke (日用倹約料理仕方角力番付, Daily Frugal Cooking Method Competitive Ranking Table) which is in the same format as a sumo tournament flier. According to the table, there are two sides: Vegetable and Fish. The highest rank is Ozeki (大関). Under the Vegetable side, the Happai Tofu (八杯豆腐, Eight Cups Tofu) is ranked to Ozeki. Yaki Tofu (焼豆腐, Grilled Tofu) is ranked in the fourth rank of Sekiwake (関脇). Kinome Dengaku (木芽田楽, Baked Tofu with Sansho Tree-Sprout Miso Coating) is ranked in the fifth rank of Maegashira (前頭) in the spring section. Tofu related cuisines appeared a total of 15 times on the table.

Nichiyo Kenyaku Ryori Shikata Kakuryoku Banzuke日用倹約料理仕方角力番付, Published by Yoshida-ya Shoukichi Shuppan. Early 1880. Edo-Tokyo Museum.

Besides popular culture mentions of tofu, we can also see the prevalence of soy itself through Edo period edicts. Tokugawa Iemitsu issued the Keian Ofuregaki (慶安御触書, Keian Edict) in 1649 for the control of farmers. The edict consists of 32 articles, which warn of luxury life by peasants, such as alcohol, tobacco, and rice. The edict also demands people to devote themselves to agriculture. In the fourth edict, soybean planting is mentioned in the form of so-called aze-mame (畔豆, ridge beans), in which soybeans are planted in the ridges of rice paddy fields. It states that peasants must plant soybeans and azuki beans between their rice fields and farms. It is interesting to note the contemporary understanding of legumes’ ability to reincorporate nitrogen back into the soil. Although the people of Edo knew no such knowledge, legume planting may have helped farmers overall crop yield and efficient use of land. As the 4th edict decreed:

“Focus on cultivation, and planting to rice fields and vegetable fields, and at the same time, focus on production and prevent weeds from growing. If you take care of weeds and always cultivate the land with a hoe, you can get good crops and a lot of harvest. Then, plant soybeans and azuki beans on the bank in the fields to increase the crop as much as possible” (Keian Ofuregaki).

In the 11th edict, it stated that after experiencing famine, peasants must eat soybean leaves, which was also mentioned in the Ryori Monogatari [料理物語, Tale of Cooking], perhaps the most prominent early cookbook in Edo Japan. From the context of the 11th edict, the peasants had rice in the autumn, but in the later months, they had millet. The Tale of Cooking is written to support the peasant’s menu:

“The peasants are not thinking well, and they have no idea about the future. In the autumn, they feed rice to their wives and children without thinking about the harvested rice. Always in January, February, and March, they take care of rice and eat millet, wheat, Awa millet, Hie millet, vegetables, radishes, and make more millets, and do not eat a lot of rice. Immediately after experiencing a famine, do not waste time throwing away soybean leaves, azuki leaves, cowpea leaves, deciduous leaves of potatoes, etc.” (Tales of Cooking).

Around 1695, tofu was sold by vendors sitting by the road. We do not know for sure when tofu was first sold by walking street vendors, but after a big fire in Edo in 1698, sellers of dengaku (skewered grilled tofu with a sweet miso topping) started to appear.

In 1634, the Tale of Cooking was published. This was during the early part of Edo and is often considered the first Japanese cookbook written mostly in plain, syllabic Japanese. Although the author is unknown, the epilogue states that “This one volume of this cooking book does not require knife skills. This is for ordinary people and there are no cooking rules. This teaching is from our ancestors. Since I wrote the story of people to date, it is called the tale of cooking.” As for tofu related recipes, there are only two mentioned in the Ryori Monogatari in section 12 on boiled foods: Ise Tofu (伊勢豆腐) and Ryori Tofu (料理豆腐):

“Ise tofu: First grate yam. Cut the sea bream and grate it. Add one-third of grated yam. Add the egg white into tofu and grate it. Grate them well together. Spread a cloth on a cedar box and wrap it. Put it in hot water, press it, and then cut it. Spread cloth on the cedar box. Put it into boiled water, hold, and cut. Serve with arrowroot and soy sauce. It is also very good to sprinkle with chicken miso or wasabi miso. Also, it is good to serve only the tofu. I sincerely report the above recipe” (Tales of Cooking, 183).

If we take a closer look at the recipes, we see that there is little to no information about measurements, sizes, or utensils that are required to actually prepare these dishes.

A distinct feature of the Tofu Hyakuchin that shows that the book was not strictly for the purpose of play are the detailed cut sizes, measurements, and cooking utensils, potentially allowing readers to follow and recreate the dish. For instructions of cutting Tofu in the 72nd recipe, it instructs readers to “remove the coarse cloth texture from the surface of a whole tofu and cut off the four corners of the tofu, then cut the newly formed corners to make an octagon. Cut that into five or six smaller pieces. Season using sake, salt, and soy sauce” (Tofu Hyakuchin, 28). Another example is in the 96th recipe, readers are asked to “cut tofu in 2.4cm x 2.4cm x1.2-1.5cm cubes. On one skewer, place three pieces. Follow recipe number two (Kiji-yaki dengaku), grill until golden brown. Once it is grilled, remove them from the skewer. Place them in a Raku-ware teapot with a lid. Pour on hot pepper-vinegar-miso and sprinkle poppy seeds on top” (35).

Other detailed measurements are also explained in the 56th recipe, for example, “mix grilled tofu and Fukusa miso in a 7:3 ratio. Pound the mixture with a kitchen knife until it is one solid piece. Make into desired size, and lightly fry them. Season to desired choice”(24).  In the 81st recipe, furthermore, “use silken tofu. Boil six parts water to one-part sake. Once it is boiling add one-part soy sauce and let it reach a boil again. Place tofu into the mixture. The length of simmering is the same as number 92 of Yu-yakko. Remove the tofu right before it starts to float. Serve with grated daikon radish” (31). The recipes in Tofu Hyakuchin are in simple, syllabic writing and basic characters, with detailed measurements, and are easy for the reader to understand the method of cooking. In addition, it is easy to visualize the dish just by reading the instructions.


Introducing New Cooking Utensils

In one Tofu Hyakuchin recipe, it shows a new innovation: a charcoal stove specifically for making Kinome-Dengaku in the first tofu recipe. To proliferate varieties of cooking, it is essential to develop and invent new cooking tools. In the book, a new baking charcoal stove is introduced made of ceramic, which allowed for portability and better heat transfer than previous grills, as well as accessibility to a wider audience than traditional metal or steel grills. “Recently,” the book notes, “a new product was released for grilling miso dengaku (skewered tofu with miso sauce). About 60 cm in length; The width is about 8 cm; About 6 cm deep. This is made of pottery and has a hole in the bottom. There are many 1.8 cm holes (12).

Newly invented charcoal brazier for dengaku. In Tofu Hyakuchin [豆腐百珍, One Hundred Delightful Tastes of Tofu Recipes]. National Diet Library. (https://dl.ndl.go.jp/info:ndljp/pid/2536494)

There are also many cooking utensils made of metal introduced in the Tofu Haykuchin. We can assume that hardware stores were popular in the Edo period and selling metal products allowed more access for people to cook food at a higher temperature. For example, in the 40th recipe, a wire mesh (金の籠, Kane no amikago) is introduced:

“Simmer light-soy sauce with sake and salt. In a separate pan, bring a large amount of oil to a boil. Cut tofu into flat cubes and place them on a wire mesh. Fry the tofu by shaking it 2-3 times inside the oil. Once fried, immediately place the fried tofu in the pot of simmering soy sauce”(21). 

The 54th recipe also uses a sieve made of metal: “To make the mashed potato, boil mountain yam very well. Remove excess water and sift through a metal sieve (銅飾, Kanasuhinou)” (24). Moreover, in the 57th recipe, a metal spoon (金匕, Kanesaji) is used to “simmer whole tofu in a pot with no liquid over small heat. Remove the liquid that comes out of the tofu with a metal ladle”(25). 

The recipe book also mentions a specially shaped long wooden box (つきだし, tsukidashi) in the 100th tofu recipe, which has about the same cross section as that of a block of tofu, with a handle on one end, a screen over the opposite exit end, and a wooden pusher, which is used to push a block of tofu into the box and through the screen, thereby creating tofu noodles.

“To cut the tofu, use the tube used to make tokoroten [gelatin jelly strips]. Use silk string to make grids on the end of the tube. Point the tube directly into lukewarm water. Push the tofu through the tube to make a noodle-like shape. Let the tofu submerge in water as you push it through. Even when serving 100 people, it is important to cut the tofu immediately before serving”(37-38). 

Examining the contents of the Tofu Hyakuchin, this cookbook was not just a hobby of a cultured person, but all recipes are easy to make, delicious, and still seen today. It introduced detailed cut size and specific measurements of ingredients. It also introduced cooking methods such as frying, steaming, and boiling that could be easily done with the new invention of high-heat cooking utensils. From the other popular culture materials and Tokugawa edicts regarding the development of soybean production, we can see the possible accessibility of tofu. This paper is not to discredit previous scholars on this subject, whom I greatly respect, but to complicate our understanding and analysis of Edo period cookbooks.


Notes

1 For the full text of Keian Ofuregaki, see: (http://sybrma.sakura.ne.jp/329keiannoohuregaki.html).

2 Recently, the Kenan Ofuregaki is considered forged document issued by the Edo Shogunate in 1649. It is believed that first issued in the territory of the Kofu domain in Kai Province in 1697, with the addition of a tradition that it is a curtain law of the Keian era. See, Yamamoto Eiji. Kenan no Furegagi wa dasaretaka (慶安の触書はだされたか). Tokyo: Yamakawa-shuppan, 2002.

 

Cooking up the Romans: Mrs Beeton’s Antiquity

By Laurence Totelin

Paragraph 285 of the 1861 edition of Mrs Beeton’s Book of Household Management is a recipe for baked red mullet with a sauce of anchovies, sherry and cayenne. As is usual in the Book of Household Management, this recipe starts with a list of ingredients (with quantities), followed by the mode of preparation, the time needed for the preparation, the average cost, an indication as to when the dish is seasonable (at all times), some notes on other modes of cooking, and an illustration. Paragraph 285 does not end there, however. It concludes with the following notes, in smaller characters, on the history of the red mullet:

THE STRIPED RED MULLET. — This fish was very highly esteemed by the ancients, especially by the Romans, who gave the most extravagant prices for it. Those of 2 lbs. weight were valued at about £15 each; those of 4 lbs. at £60, and, in the reign of Tiberius, three of them were sold for £209. To witness the changing loveliness of their colour during their dying agonies was one of the principal reasons that such a high price was paid for one of these fishes. It frequents our Cornish and Sussex coasts, and is in high request, the flesh being firm, white, and well flavoured.

Photo of a facsimile of Mrs Beeton's Book of Household Management, showing pages 142 and 143. This includes paragraph 283 on the pickled mackerel; paragraph 284 on the grey mullet, with a drawing of a grey mullet, a type of fish; paragraph 285 on the red mullet, with a drawing of a red mullet, a type of fish; paragraph 286 on fried oysters, with a drawing of the edible oysters; and the beginning of paragraph 287 on scalloped oysters. The text on the red mullet reads as follows: RED MULLET. 285. INGREDIENTS -- Oiled paper, thickening of butter and flour, 1/2 teaspoonful of anchovy sauce, 1 glass of sherry; cayenne and salt to taste. Mode. -- Clean the fish, take out the gills, but leave the inside, fold in oiled paper, and bake them gently. When done, take the liquor that flows from the fish, add a thickening of butter kneaded with flour; put in the other ingredients, and let it boil for 2 minutes. Serve the sauce in a tureen, and the fish, either with or without the paper cases. Time. – About 25 minutes. Average cost, 1s each. Seasonable at any time, but more plentiful in summer. Note. – Red mullet may be broiled, and should be folded in oiled paper, same as in the preceding recipe, and seasoned with pepper and salt. They may be served without sauce; but if any is required, use melted butter, Italian or anchovy sauce. They should never be plain boiled. THE STRIPED RED MULLET. -- This fish was very highly esteemed by the ancients, especially by the Romans, who gave the most extravagant prices for it. Those of 2 lbs. weight were valued at about £15 each; those of 4 lbs. at £60, and, in the reign of Tiberius, three of them were sold for £209. To witness the changing loveliness of their colour during their dying agonies was one of the principal reasons that such a high price was paid for one of these fishes. It frequents our Cornish and Sussex coasts, and is in high request, the flesh being firm, white, and well flavoured.
Pages 142 and 143 of Mrs Beeton’s Book of Household Management, showing paragraph 285 on the red mullet [full text of paragraph 285 in the Alternative Text].

Beeton peppered her Book of Household Management with such historical notes, focusing especially on antiquity, which particularly interest me as an ancient historian. In these notes she named various ancient sources: the Scriptures, Homer, Herodotus, Aristophanes, Aristotle, Xenophon, Theocritus, Cato, Caesar, Horace, Martial, Virgil, Pliny, Dioscorides, Galen, Athenaeus, Apicius, and Julius Firmicus. However, in most cases, her knowledge of these sources was second-hand: she had borrowed it from a curious book published in 1853, the Pantropheon, which was circulated under the name of Alexis Soyer, a famous and flamboyant Victorian chef (but origianllly composed in French by Adolphe Duhart-Fauvet). The Pantropheon retraced the history of food and eating habits, with a focus on antiquity. It drew on numerous classical sources, listed, with varying degrees of accuracy, in the ‘table of references’. Beeton only acknowledged Soyer’s Pantropheon once (paragraph 1016), probably deeming the information to be, as it were, ‘in the public domain’.

Some of Beeton’s borrowings are word-for-word copies of what she found in the Pantropheon. In most instances, however, she reworked the Pantropheon’s material . For instance in her paragraph on the red mullet, she brought together various passages from the Pantropheon’s chapter on this fish, and added the information on where to find the fish in the British isles.

Even though Beeton’s historical notes are trivia apparently selected at random, two types of anecdotes recur with particular frequency. First, she often commented on the religious practices of the ancients, usually displaying a critical attitude towards what she deemed to be superstitions.  Second, she often included anecdotes relating to the excesses and cruelty of the ancients. We have already encountered her comments on the cruelty of the Romans towards the mullet. In paragraph 214, which is part of her general introduction on fish, she also wrote that ‘with all the elegance, tastes, and refinement of Roman luxury, it was sometimes promoted or accompanied by acts of great barbarity’. Writing on the luxurious excesses of the ancients (and more particularly of the Romans) was nothing new, but Beeton seems more angered by cruelty towards animals than by conspicuous displays of wealth. The theme of humane treatment of animals is  one that runs through the Book of Household Management: historical anecdotes helped Beeton reinforce her argument against animal cruelty. Thus, even with plagiarised material, Beeton managed to convey at least two moral messages. Her readers may have been oblivious to these implicit lessons, but they cannot have been to her explicit aim to educate her middle-class readers in every aspect of household management and its history.

Photo of a Roman mosiac displaying an eel and three fishes.
Roman mosaic with fish from Utica, Tunisia. Photo by Kritzolina, licensed under CC BY-SA 4.0, via Wikimedia.

Including historical and scientific information in Books of Household management was not entirely new. Books of household managements published at the beginning of the nineteenth century sometimes included sections on geography, history, architecture, or similar topics. Yet, I would argue that what Beeton was doing was new in two respects. First, rather than concentrating all her historical notes in one chapter on the history of food, she offered food history in bite-sized parcels. Second, she integrated those  historical bites into the structure of her recipes. These innovations may appear trivial, but they are not. The readers of Beeton’s Book of Household Management could irgnore her historical notes only with some difficulty. These readers may have chosen not to read them, but it would have been very difficult not to see them. If the readers ever chose to examine some of these historical and scientific notes, they could do so in very little time. Beeton was well aware that time was of the essence for many of her readers who did not often have the leisure to read for pleasure.

It is for this time-poor reader that Beeton pre-chewed and bite-sized history. One could easily imagine a reader of the Book of Household Management pausing for two minutes to read the notes on the red mullet once she had placed her concoction on the stove. In that reader’s mind the trivia she had learnt about that fish thereafter would be associated with the smell of the roasting fish. To today’s reader, Beeton’s didactic method may appear surprisingly modern: she had chopped history into small bits easy to memorise, and by associating them with recipes, she made the learning experience a multisensory one. Of course, it would be wrong to overinterpret Beeton’s didactic method, but it would be equally wrong to deny that Beeton had didactic intentions. The Beetons were fervent advocates of female education.

In her small way, then, Beeton did contribute to the education of the middle classes. Isabella would certainly have disagreed with Sarah Sewell who in 1868 argued that ‘Women who have stored their minds with Latin and Greek seldom have much knowledge of pies and puddings’ (Woman and the Times we Live in, p. 51) . As any aspiring domestic goddess will know a woman’s brain can well accommodate pie and pudding recipes as well as Latin and Greek!

 

Eating Through the Seasons: Food Education in Japan

By Alexis Agliano Sanborn

Children participate in food education lesson. Credit: Nourishing Japan

Seasons have been celebrated in Japanese society for centuries through poetry and prose. During the Edo-period (1603-1868) this appreciation of nature codified in the creation of the saijiki, or, poetic seasonal almanacs. These almanacs, notes Columbia University Professor Haruno Shirane, “systematically categorize almost all aspects of nature and much of human activity by the cycle of the four seasons.” Without a doubt, food and food production are important seasonal markers.

In the modern era this appreciation of seasonality continues in new forms. Food knowledge has come to be combined with lessons of hygiene, food safety, food production, cultivation of healthy diets, and other teachings through food education, or shokuiku. Food education became law in 2005 which outlined the goals and provisions for local and national support of activities to foster an understanding of a healthy diet and appreciation of food and food production.

One of the biggest beneficiaries of food education are children, who learn about food and diet through classes and hands-on experiences in and out of school. One of the primary ways they learn about food is through their daily school lunch. School lunches use local and seasonal ingredients and serve as a way for children to taste and understand where food comes from, how it is produced, and how the food and themselves are connected to the environment.

Caption: A farmer who contributes to school lunch harvests cabbage in the field. Credit: Nourishing Japan

Food education as taught in schools almost serves as a de facto culinary saijiki. Children come to remember the seasonal or even monthly association to a certain food. The loquats of early to mid-summer will give way to the eggplants and figs of late summer. The month of March almost always include the na-no-hana, the edible rape blossom with a mustard-like taste that is often cooked into rice as part of the daily meal. The month of October is characterized by chestnuts, sweet potato harvests and wild boar. Eating according to the season – shun – has a long history in Japan, but one that is in danger of being lost as diets change and evolve in a globalized world.  Even if cantaloupes may now be available in the grocery store year round, children in school experience teachings rooted in the cycle of the seasons.

The na-no-hana flower

Just as strict adherence to the saijiki in haiku composition does not offer much room for deviation, so too does the seasonal culinary calendar tend to keep ingredients in their time and place. Nevertheless, there seems a certain innate joy and comfort to see the return of specific ingredients again and again at a prescribed time every year.

While food education is itself a complex and nuanced topic, the cherishing of seasons and nature as viewed through food is an undeniable hallmark and one that helps to re-forge connections to nature and the world around us.

If you would like to learn more about food education and school lunch in Japan, visit Alexis’ web page to learn more about her documentary film Nourishing Japan. 


References:

Shirane, Haruo, Japan and the Culture of the Four Seasons (New York: Columbia University, 2013), xii.

Constructing authentic student textual authority: Teach a text you don’t know

By Christina Riehman-Murphy, Marissa Nicosia, and Heather Froehlich

Could a small recipe transcription project make space for student contributions to broader public knowledge? How could we facilitate our students situating themselves as part of a community of local undergraduate scholars and the larger international EMROC community?  Would they even see themselves as scholars?

These are the pedagogical questions that Marissa Nicosia, Heather Froehlich, and I pondered while collaborating on the second iteration of a three semester undergraduate research project on early modern recipes at a small local-serving public land-grant campus where students tend to have significant financial need and more than a third are first generation. With a 3:5 faculty student ratio, these questions felt particularly important. In a typical undergraduate English classroom, the faculty is an expert on the course’s primary texts as well as the wide context of scholarly conversations around those texts. It is unusual for undergraduate English courses (even advanced courses) offered at American universities to focus on unpublished material held in archives, museums, and libraries due in part to the liberal arts structure of college degrees.

Our text… It was typical to find remedies, recipes, and pest control advice side-by-side in early modern recipe books such as our course’s primary text, V.b.380. Image Credit: Folger Shakespeare Library.

In this project, faculty and students work together to investigate primary source materials. Creating authentic space for students to contribute their voices to those conversations in a meaningful way is a challenge. Funded through an undergraduate research initiative largely used by the sciences and social sciences, we had to adopt certain hands-on, practice-based laboratory experiences to students, most of whom have never interacted with rare, historical materials before – either in a physical or digital way. 

As this was not a typical classroom, we felt a bit more freedom to experiment. Experiences such as undergraduate research projects like ours, are arguably high-impact for both the faculty and students alike. For example, they create a space where faculty can explore pedagogical practices, such as student-led inquiry, renewable assignments, and open pedagogy, in order to create situated learning experiences and transformative outcomes.

We pulled back lectures so that inquiry could drive the discussions and encouraged students to share their evolving interests as they would determine subsequent semesters’ syllabi and their final research outputs. We gave each student a copy of They Say, I Say because of its emphasis on demystifying academic writing and helping students find their authentic voice. To help students begin to see themselves as scholars with accessible entry points for contributing to scholarly conversations we swapped journal articles for undergraduate-authored blog posts and taught textual analysis via Chocolate Chip Cookie Recipes. We rebranded the library classroom space The LibLab to create an atmosphere of humanities experimentation.

Ultimately though, it was the choice to decentralize our authority as faculty by selecting an unfamiliar manuscript that had the greatest impact. The five students who joined the project in Spring 2019 were to transcribe V.b.380, a seventeenth-century digitized handwritten recipe manuscript from the Folger Shakespeare Library’s early modern recipe collection. Marissa had tested a recipe from the manuscript as part of her public history project, Heather has extensive experience in early modern digital humanities projects, and I teach undergraduate humanities majors how to research. But none of us had anything close to textual expertise for V.b.380.

The Penn State Abington undergraduate research students examine handwritten and printed early modern cookery and medicinal texts at the Folger Shakespeare Library. Image Credit: Christina Riehman-Murphy.

In January, Marissa started the students on the project with a brief lesson on paleography and Dromio, the Folger Shakespeare Library’s transcription portal, and set them free to begin their semester long work of transcribing their assigned pages.  In the first few weeks the students’ questions about the recipes led the bi-weekly discussions and Marissa’s answers contextualized those recipes within early modern life and history. Questions like did she really catch and kill swallows (yes), did she actually test these remedies on her family (yes), and why is she using so much sugar paved the way for energetic and sometimes incredulous discussions on early modern medicine, ecofeminism, invisible labor, and the transatlantic triangle trade of enslaved labor which resulted in large quantities of unexpected ingredients in students’ recipe trancriptions.

The middle of the semester brought two new experiences. Heather introduced Voyant for linguistic analysis of their transcriptions and we visited the Folger Shakespeare Library in Washington, DC. where we got to see V.b.380 on display in the First Chefs exhibit and were able to handle rare material manuscripts and meet with the exhibit curators and developers of the transcription portal. In both of those instances, the traditional authority dynamic was reversed when experts had genuine questions for the students. What verbs were most frequent in your transcriptions? What could be improved in the portal? What did you find interesting about V.b.380? What kind of notes are in the marginalia?

By joining this project they had become part of a relatively small group of undergraduate student scholars using Dromio and doing recipe transcription (e.g. see the EMROC project) and most importantly, they were developing authentic expertise on V.b.380. As Heather explicitly pointed out to them in her lesson, how often can faculty genuinely tell undergraduate students that they have unique expertise on a primary text?

V.b.380 was one of the family cookbooks on display in the First Chefs exhibit. Image Credit: Christina Riehman-Murphy.

By the end of the semester, we had learned a great deal about V.b.380 from the students and in this way the library classroom project site imitated the early modern kitchen. As historian Elaine Leong has argued, recipe books make visible the site of the early modern kitchen as a place of knowledge production. Student transcriptions of those recipe books make visible their own scholarly expertise and undergraduate research as a site of authentic knowledge production.


 

Christina Riehman-Murphy is a Reference and Instruction Librarian at Penn State Abington

Marissa Nicosia is an Assistant Professor of Renaissance Literature at Penn State Abington

Heather Froehlich is the Literary Informatics Librarian at Penn State University Park