Tales from the Archives: A Bag of Worms: Treating the Sick Child in Early Modern England, 1580-1720

In September 2016, The Recipes Project celebrated its fourth birthday. We now have over 500 posts in our archives and over 120 pages for readers to sift through. That’s a lot of material! (And thank you so much to our contributors for sharing such a wealth of knowledge on recipes.) But with so much material on the site, it’s easy for earlier pieces to be forgotten. So, the editors have decided that, every now and then, we’ll pull something out of the archives to share with our readers anew.

This month I’d like to share a 2013 post by Hannah Newton.  I hope that you enjoy it! And if you have any favorites you want us to revisit, please send in your nominations
AH (editor)


By Hannah Newton

Parents today are all too familiar with the problem of worms in children. Tiny, threadlike creatures, they cause terrible itching. How did parents in the past respond to this common childhood complaint? In the following paragraphs, I use early modern collections of medical recipes, doctors’ casebooks, and medical treatises, to find some answers.

L0016479: Karl Asmund Rudolphi, ‘Entozoorum sive vermium intestinalium histor’: courtesy of the Wellcome Library, London.

Worms were defined as ‘Annimals generated in the body, variously hurting the Operations of the Body’.[1] Growing out of rotting food in the stomach, these creatures were ‘deservedly reckoned among those Diseases which frequently afflict Infants and Children, seldom…troubling people of Years’.[2] The reason, according to the physician John Pechey, was that ‘Children eat greedily, and are delighted with…sweet things’, such as summer fruits and candied cherries, foods which easily putrefy and ‘nourissheth and fedeth’ the worms.[3] Children’s bodies provided worms with the ideal conditions to grow, because they were thought to be more moist and warm than adults, qualities which promoted putrefaction.[4]

The symptoms of worms were well known. ‘Worms are known to be in a Body’, stated Daniel Sennert in 1664, ‘when there is much spittle and a stinking breath, troublesom sleep, gnashing of teeth, crying and bawling’.[5] If the infestation continued over a long period, the patient became emaciated, as Walter Harris observed in his casebook: his thirteen-year-old patient ‘was much liker a Skeleton than a live Boy: His Face was like that of one raised from the Grave, his Eyes hollow; his Nose sharp, and his bones only covered with skin’. The child’s ‘ratling joynts’ could scarcely ‘carry him from one end of the room to another with the swiftness of a Snail’, lamented Harris.[6]

Wellcome Library, MS 1340 (Katherine Jones, Collection of medical receipts, c. 1675-1710), f.87v. Image courtesy of the Wellcome Library, London.

How were children treated? ‘A special regard’, declared John Pechey in 1697, ‘is to be had to the Methods and Medicines, for Children by reason of the weakness of their bodies, cannot undergo severe methods or strong Medicines’.[7] Instead of using the usual remedies of the day – vomits, purges, and bloodletting – children were to be treated with milder medicines, such as ointments and suppositories.

Medical texts and manuscript collections of remedies are replete with recipes to remove worms. In 1664, the doctor ‘J.S.’ prescribed suppositories made of honey, by which ‘the Worms [are] drawn by sweetnesse, [to] the lower parts of the Guts’, where they could be voided by natural defecation.[8] Like children, worms loved sweet things, and could be tempted out of the body this way.

Wellcome Library, MS 1340 (Katherine Jones, Collection of medical receipts, c. 1675-1710), f.87v. Image courtesy of the Wellcome Library, London.

Other, more bizarre treatments were recommended. In the late 1600s, Lady Mary Dacres suggested the following ‘rare thing for Wormes in…children’: ‘Tak[e] five live earth worms…sew them up in a piece of muslin, and lay them upon the navill’.[9] The London gentlewoman Katherine Jones suggested a similar remedy: she instructed, ‘Take Earth worms’, and put them ‘in a linnen bag, and bind the bag to the navel of the Child all night’.[10] It is not clear how these treatments were thought to work, but it is possible that people believed there existed a sympathy between similar creatures, so that when the earthworms died, so too did the worms in the child’s body.

Whilst early modern medicines might seem odd to modern eyes, it is clear that doctors were motivated by compassion. Francis Glisson noted in 1651 that he wished to make his remedies ‘grateful & pleasing to the sick Child’.[11] Clearly, children were regarded as different from adults, and in need of special medical treatment.

Occasionally children’s own thoughts leave a trace in the sources. In 1650, the Essex clergyman Ralph Josselin recorded in his diary the words of his eight-year-old daughter Mary, who was suffering from worms: she pointed to her tummy, and cried, ‘poore I poore I’. Five days later Mary died. [12]

Dr Hannah Newton is Wellcome Trust Fellow at the University of Cambridge, and the author of The Sick Child in Early Modern England, 1580-1720 (OUP, 2o12). Her current research project is about recovery from illness in the early modern period.

[1] J.S., Paidon nosemata; or childrens diseases both outward and inward (London, 1664), 167.

[2] Franciscus Sylvius, Dr. Franciscus de le Boe Sylvius of childrens diseases…also a treatise of the rickets (London, 1682), 127.

[3] John Pechey, A general treatise of the diseases of infants and children (London, 1697), 119. Thomas Phaer, ‘“The Booke of Children: The Regiment of Life by Edward Allde” (London, 1596, first publ. 1544)’, in John Ruhrah (ed.), Pediatrics of the Past (New York, 1925), 157-95, at 182.

[4] Nicholas Culpeper, Culpepers directory for midwives: or, a guide for women . . . the diseases and symptoms in children (1662), 239.

[5] Daniel Sennert, Practical physick the fourth book in 3 parts: section 2: of diseases and symptoms in children (London, 1664), 259.

[6] Walter Harris, An exact enquiry into, and cure of the acute diseases of infants, trans. William Cockburn (London, 1693), 129.

[7] Pechey, A general treatise, 15.

[8] J.S. Paidon nosemata, 172-3.

[9] British Library, Additional MS 56248 (Lady Mary Dacres, ‘Recipe Book…for cookery and domestic medicine, 1666-96’), 59v.

[10] Wellcome Library, MS 1340 (Katherine Jones, Collection of medical receipts, c. 1675-1710) 87v.

[11] Francis Glisson et al, A treatise of the rickets being a diseas common to children, trans. Philip Armin (London, 1651), 344.

[12] Ralph Josselin, The Diary of Ralph Josselin 16161683, ed. Alan Macfarlane (Oxford, 1991), 201

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.

Al the Britons doe dye themselues wyth woade: experimenting with woad and its history

Jodi Reeves Eyre, PhD, RPA

Image Credit: By Johann Georg Sturm (Painter: Jacob Sturm) [Public domain], via Wikimedia Commons.
Image Credit: By Johann Georg Sturm (Painter: Jacob Sturm) [Public domain], via Wikimedia Commons.
We are, apparently, living during a ‘post-truth’ time when alternative facts have just as much impact on some people’s decisions and beliefs as, well, fact facts. The concept of the “alternative fact,” which refers to promoting emotional or biased assertions over facts, has historic precedent. Julius Caesar, when documenting his campaigns in Gaul, noted that:

Al the Britons doe dye themselues wyth woade, which setteth a blewish color vppon them: and it maketh the more terryble to beholde in battell.[1]

Surely if woad were so widely available, there would be decent archaeological evidence for its application. There is one early find at the Iron Age site of Dragonby. The site revealed woad remains, in the form of seeds and pods, as part of a waterlogged assemblage from a late Iron Age pit. The exact purpose of the pit has not been identified.[2] The seeds and pods can be considered circumstantial evidence when it comes to claiming that the plant was introduced for its dye because the material needed for dyeing, the leaves, may not survive nearly as well. The difficulty of finding woad leaves archaeologically means that we can only rely on the indirect evidence of the plant as a possible dye from Dragonby.

As a conqueror displaying his military strength and emphasizing the legitimacy of his triumph, Caesar may have called on Romans’ traditional concepts of fierce barbarians. Blue had negative connotations within Greco-Roman culture, being associated with ghosts, death, and, perhaps worst of all, barbarians.[3] By including such a charged description of ‘blue’ Britons, Caesar set down more than an ethnographic account. He used existing preconceptions for his political advantage. It is doubtful, however, that Caesar conceptualized the lasting legacy his charged description would have on social memory and identity. Even today, it is common to see depictions of ancient Britons painted blue, despite limited botanical-archaeological evidence and possible evidence to the contrary. The image of bluely decorated warriors can be found everywhere from the early 20th century, one example being the National Anthem of the Ancient Britons and another the anachronic depiction in the movie, BraveHeart.[4]

But, why?

Because it’s tradition, apparently. The 1565 translation of Caesar’s De Bello Gallico, above, translates the word vitrum as woade (woad, Isatis tinctoria). This translation, by Arthur Goulding, is the earliest I’ve identified. Gillian Carr and several others give other possible translations as being “dye themselves with glazes” or “infect themselves with glass.”[5] So why is vitrum so often translated as woad in this context?

Woad was an important crop for some English abbeys during the medieval period, and a key crop in England in the sixteenth and seventeenth centuries.[6] What better way to form a defense against an encroaching foreign material than to highlight the cultural importance of its proud, “indigenous” counterpart?

Enter vitrum as woad. Caesar may not have a historical monopoly on shaping a narrative to support a cause. In fact, he may not even have a monopoly on shaping his own narrative to support a cause. Still, just as there is limited evidence regarding the use of woad in ancient Britain, there is limited evidence supporting the reasons behind the historical trend in translating vitrum as woad.

Despite the potential mistranslations and lack of archaeological, textual, and iconographic evidence, people are still interested in the question, “does it work?” Without a recipe or replicable evidence, experimentation depends primarily on how other pigments are made ethnographically or in the past under other conditions and contexts. We know woad is a dye, and we know that it can color the skin and that it can be added to a binder to make a pigment. Some experiments reveal that woad, when compared to our perceptions of its color and use, is a poor choice for corporal decoration in terms of dyeing, tattooing, or staining the body. Want to replicate the results of these studies or develop your own? Carr describes her experiments in her article, and a link to my initial methodology and experimental recipes can be found in the footnotes below. Find out for yourself whether it works by using woad and other pigments and dyes to paint or dye your skin blue.[7]

Sharing research and experimental results is one remedy to the promotion of potentially alternative facts (such as blue Britons) through critical engagement of evidence. The lack of recipes or physical remains is a challenge, but it is also an opportunity to encourage the exploration of other materials, methods. The confusing, and possibly sordid, history of woad in Britain also provides an opportunity to explore not only the history of translations of Caesar’s works and how identity and social memory reflect our relationship with plants, but it is also an interesting context in which to explore the use (or misuse) of woad.

[1] Caesar, Julius. The Eyght Bookes of Caius Iulius Cæsar Conteyning His Martiall Exploytes in the Realme of Gallia and the Countries Bordering Vppon the Same Translated Oute of Latin into English by Arthur Goldinge G. (London: Willyam Seres, 1565), http://quod.lib.umich.edu/e/eebo/A17521.0001.001?view=toc, Book V.

[2] Veen, M. Van Der, Hall, A.R. and May, J.  ‘Woad and the Britons painted blue,’ Oxford Journal of Archaeology, 12 (1993), 367-71.

[3] Pastoureau, Michel. Blue: The History of a Color (Princeton, NJ: Princeton University Press, 2001).

[4] Gibson, Mel. Braveheart (Warner Bros., 1995).

[5] Lewis, Charlton T.  and Charles Short. “Vī^trum,” A Latin Dictionary. Oxford: Clarendon Press, 1879, http://www.perseus.tufts.edu/hopper; Carr, Gillian. “Woad, Tattooing and Identity in Later Iron Age and Early Roman Britain,” Oxford Journal of Archaeology 24, no. 3 ( 2005): 273–92, doi:10.1111/j.1468-0092.2005.00236.x).

[6] Carr, “Woad, Tattooing and Identity”; Pyatt,F.B., et al. “Non Isatis Sed Vitrum Or, the Colour of Lindow Man,” Oxford Journal of Archaeology 10, no. 1 (1991): 61–73, doi:10.1111/j.1468-0092.1991.tb00006.x; Thirsk, Joan. “The Agricultural Landscape: Fads and Fashions,” in 1. S. R. J. Woodell, ed., The English Landscape: Past, Present, and Future, Wolfson College Lectures 1983. Oxford; New York: Oxford University Press, 1985.

[7]  Carr. “Woad, Tattooing and Identity”; Fish, Pat. Woad and it’s mis-association with Pictish BodyArt, available at: https://www.hippy.com/albion/woad.htm; Reeves Flores, Jodi. Woad is me: Woad as a corporal decoration in Iron Age Britain, (master’s thesis, University of Exeter, 2008), 31-53.


Jodi Reeves Eyre has a PhD in Archaeology from the University of Exeter and served as a CLIR/DLF Fellow on Data Curation in the Sciences and Social Sciences at Arizona State University (2013-2015). She is a member of the Secretariat for the group EXARC, an ICOM affiliated organisation representing archaeological open-air museums, experimental archaeology, ancient technology, and interpretation. Jodi is also a co-founder of Eyre & Israel, LLC, which provides research, editing, and digital curation consulting. Her work promotes the preservation of cultural heritage and explores perceptions about the past and social memory. She has conducted ethnographic research among other archaeologists, woven on models of ancient Greek looms, and painted people blue.

Twitter: @thejodireeves

Teaching Chocolate from the Bean to Drink

By Amy L. Tigner

Making chocolate from bean to bar has become fashionable both in cottage industries, such as the delightful husband and wife shop, El Buen Cacaco, in Idyllwild, California that creates a wickedly hot Ghost Chocolate Bar made with bhut jolokia (aka ghost chili). In 2016, Carol Wiley listed 183 bean to bar chocolatiers on her website, but I would imagine there are even more artisanal chocolate businesses popping up every day.

Making chocolate in the classroom from “bean to drink” also seems to be gaining traction, as least in the early modern recipe world. Amanda Herbert posted her experiments with “teaching with chocolate tasting” which you can read here and John Kuhn and Marissa Nicosia talk about theirs here.

For my own part, I have been interested for several years in the historical aspects of chocolate as it made its way across the Atlantic, and in earlier blog posts, I have written about Hannah Woolley’s mid-seventeenth-century chocolate recipes in her printed cookbooks here and here . The most interesting recipe that I have come across is in the cookbook manuscript by Lady Ann Fanshawe (Wellcome MS 7113), who lived in Madrid in the 1660s as her husband was the English Ambassador to Spain. The recipe, dated 1665, is especially intriguing first because Fanshawe attached a drawing of a “chocelary potte” and a whisk or molinillo and secondly because it is entirely scratched out with large loops. One of my graduate students did quite a bit of transcription magic and was able to recover some of the recipe underneath and ever since that point, I had wanted to try to make the recipe.

Last fall I had the opportunity when I was teaching a senior seminar and graduate seminar on “Early Modern Women’s Writing and Literary Practice.” The class was designed to incorporate as many material practices as possible as we were transcribing women’s letters and recipes from the seventeenth century. Early in the semester we had made ink, as I describe in this blog, but I really wanted to try to make chocolate from the bean, as Fanshawe had done. But because there were still some lacunae in the Fanshawe recipe I thought I had better consult one of her contemporaries, Penelope Jepson, who also has a chocolate recipe in her manuscript cookbook (Folger V.a. 396).

To make chocolato

Take a pound of the cacao nuts finely beaten or searsed, half a pound of hard sugar finely beaten or searsed, an ounce of cynamon, half an ounce of nutmeg, half an ounce aniseede, half a dram of long pepper, as much of Jamaica pepper. Beat and searse all those spices, then put in two stickes of vanillas beaten and searsed (two drachms of Achiote beaten and searsed) with ambergrise as you like to taste. When all those are pounded and well mixt, roast them in an earthen pan till they are as hot as you can endure with finger in it. Keep it well stirred that it burn not then put it into a mortar and beat it very fast till it begin to oile, so as it will work like paste, then make into paste.

As class time was limited, I did most of the preparation beforehand and was struck by how much labor was involved, especially peeling away the outer shell of the cacao after it is roasted. About 2 months in advance, I researched fair trade beans and bought them from Santa Barbara Chocolate.  Jepson’s recipe has quite a few spices, most of which are familiar, except perhaps the achiote and the ambergris. I was able to locate the achiote in a Fiesta Supermercado, which are fairly common in Texas, but I left out the ambergris, which is incredible expensive, since it is used in perfume, and a little bit gross, as it is a secretion from the bile duct of sperm whales. I also bought a traditional Mexican molinillo and chocolate pot, which looked quite amazingly similar to Ann Fanshawe’s drawing.

To facilitate easy recipe assembly, I pre-ground all the spices and the chocolate separately (and I cheated by using a spice grinder). On the day of the class, students combined the various ingredients to make the chocolate mix, and then one student rolled the molinillo in the ceramic chocolate between their hands as another student poured in boiling water.

Though Fanshawe’s recipe specifies china cups, students brought their favorite coffee mug from which to drink their chocolate. Students were surprised by the grainy texture, the bitter taste, and its wateriness, but they tended to like the spicy flavor (perhaps because we are in Texas and Mexican spices are ubiquitous here). We discussed how industrialization and global trade has influenced and changed our taste in the last 400 years. In the words of one student, “I really enjoyed the smell of the cocoa beans and the drink itself, but it was difficult to believe that there was half a pound of sugar in it. Like we mentioned in class, people really like sugar.”

Amy L. Tigner teaches in the English Department at the University of Texas, Arlington.

Food, Magic, Art, Science, and Medicine