Tag Archives: University of Texas Arlington

Teaching Recipes as Literary Practice and the Practice of Transcription

By Amy L. Tigner

Students from the University of Texas, Arlington cook using early modern recipes.  Photo courtesy of the author.
Students from the University of Texas, Arlington cook using early modern recipes. Photo courtesy of the author.

As a founding member of Early Modern Recipe Online Collective (EMROC)—an international group whose main objective is to transcribe early modern receipt book manuscripts and upload them onto an open, searchable database—I, along with my EMROC compatriots, wanted to create a labor force to increase the number of transcriptions available to the public.  As many of us teach at universities, we thought it would be a great idea to conceive of classes in which a portion of the workload would contribute to this digital humanities project.  I have to be honest, that at first, I thought of my students as a kind of slave labor, but Rebecca Laroche (see previous blog post in this series) quickly reminded me of the value for students of what we were trying to accomplish as scholars ourselves.  After all, we are in the process of building a new source of knowledge and making viewable to the masses what had previously been seen only by the lucky few. Also, such a process would in fact teach the students valuable skills that they could use if they continued in the profession, or, if not, they could parlay into other pursuits outside academia.  From a traditional point of view, students would need to learn paleography, a necessary skill for any archival work. As more and more libraries are digitizing their manuscripts, there will be quite a lot of this kind of scholarly work for years to come.  Additionally, students would learn how to code their transcriptions into XML in order to upload their work to the database, Textual Communities, which is hosted by the University of Saskatchewan; this skill is clearly transferrable to the outside world.

The first class I taught that incorporated this project was a senior seminar for English majors at the University of Texas, Arlington, in spring of 2013.  The course was entitled “Recipes for Literature/Literature of Recipes.” I have a previous post that details the course, and students in the class also posted blogs about their discoveries in transcribing Wellcome MS108, a receipt book written by Jane Barber.  As this course was really successful (students generally loved working on the project), I thought I would take it to the next level and have graduate students contribute.  So the following year, I taught a class entitled “Food, Women, and Manuscript Culture.”  The course was designed to change students’ conception of the “literary” by broadening the meaning to include household writing, and in particular recipes. The graduate students (like the undergrads) first had to learn how to decipher seventeenth-century handwriting, so I (like Rebecca Laroche) had students use the Cambridge online paleography course, a site that has progressively difficult handwriting examples from the period.

Students from the University of Texas, Arlington cook using early modern recipes.  Photo courtesy of the author.
Students from the University of Texas, Arlington cook using early modern recipes. Photo courtesy of the author.

I found in both classes group work was key, as students get easily frustrated with the kind of work, especially as most were inexperienced with difficult and archaic handwriting. As some students naturally have a greater aptitude for transcription than others, they were to become teachers—good practice for many whose future plans include teaching. When it came to coding, which was a completely new world for me, students had to use problem-solving skills or often relied upon other students to help them. This collaborative atmosphere in the class created a greater sense of intellectual community—and fun.  Another interesting thing happened, however, in the work of transcription and later of coding: students had to slow their reading down, often to the level of deciphering individual letters, in order to read the text.  Thus transcribing and coding turned into close reading, causing students to dig deeper to find meaning.  We often ask students to read a text slowly and carefully, but more and more students are losing the patience to read in this manner. Our experience with the Internet, and with media more generally, trains us to read quickly and to skim the surface but rarely to be contemplative. This digital humanities project brings together traditional scholarly pursuits with twenty-first century technology to contribute to a growing a body of knowledge about the past.

An Early Modern Medicine for a Re-emerging Disease

By Glennda Bayron

A rachitic skeleton, measuring two feet two inches in length (1749). Credit: Wellcome Library, London.
A rachitic skeleton, measuring two feet two inches in length (1749). Credit: Wellcome Library, London.

In Mrs. Jane Baber’s cookbook (Wellcome MS 108), there is a medicinal recipe “For the Ricketts” tucked between a recipe to treat rheumy eyes and another for preserving raspberries. For many of the medicinal recipes in early modern receipt books, there is often no clear modern disease correlation, but rickets has again recently started to become more common in the western world. According to the Oxford English Dictionary, rickets is a “disease of children caused by vitamin D deficiency, which results in abnormal calcium and phosphorus metabolism and deficient mineralization of bone (osteomalacia) with skeletal deformity”.[1] In April 2012, congenital rickets was found to have resulted in the death of a little girl in London. Since the disease is uncommon in Britain, the parents had initially been charged with murder. With the resurgence of the disease, physicians and parents need to be aware of its early signs, with an eye to prevention. Modern treatments for rickets include increasing the amount of vitamin D and calcium in a child’s diet.

Rickets 2
Jane Baber, Wellcome Library, WMS 108, f. 4v.

The recipe in Mrs. Baber’s cookery book calls for speecke, rosemary, camamill, sage, verbane, hayhoes, nipp, neats foote oyle, butter, ale, and sasafras.  While some of these are cooking herbs that we use today, many of them are unrecognizable to the modern chef (or doctor, for that matter). Through researching herbal databases as well as help from others, I was able to determine what the uncommon ingredients were and how they were beneficial. “Speecke” turns out to be spike lavender, which is used as an anti-inflammatory. [2] “Verbane” is considered to strengthen the nervous system and creates a relaxing effect on the body.[3]  “Hayhoes” is the shortened version of hayhooves, another name for alehoof, which is often used with chamomile flowers (also in this recipe) as a poultice for abscesses.[4] “Neats foote oyle” is comprised of boiled cow skin bones and feet and is used today for shining leather and there is no record of a modern medicinal use.[5] “Nipp” or catnip, an ingredient not commonly found in your medical doctor’s office, is found in many holistic medicines to treat insomnia, anxiety, migraines, indigestion, gas, and to assist with delayed menstruation in girls.[6]  Sassafras is “the dried bark of this tree, used medicinally as an alterative; also an infusion of this”.[7] Although considered poisonous, it is still used to treat urinary tract disorders, syphilis, gout, cancer, and high blood pressure.[8]

Can of Neatsfoot Oil. 2008. Credit: Montanabw,  Wikimedia Commons.
Can of Neatsfoot Oil. 2008. Credit: Montanabw, Wikimedia Commons.

Barber’s recipe calls for the ingredients to be boiled together and applied by cloth to the joints of the child–minding the lower back as to not weaken the joints. The child must then drink ale with sliced sassafras in it. In the mid-seventeenth century, Hannah Wooley describes a beer with herbs boiled into it as the cure for rickets.[9] The Queen’s Closet Opened (1659) contains a recipe that created an ointment to apply to the weak joints of a child’s body afflicted with rickets.  What these two recipes show is that while the recipes were different, the methods of curing the disease were similar, including ingestion of ale with herbs and application of ointment on joints.  Given that all three recipes provide a similar cure, they suggest the widespread thought and practices in seventeenth-century England. Rickets treatments focused on the results of the problem, from inflammation and skin problems to pain and anxiety. Something, perhaps, for modern physicians to keep in mind.


[1] “rickets, n.”. OED Online, accessed 23 March 2013.

[2] Thanks to Rebecca Laroche for the help identifying “Speecke” and “Hayhoes.” See also: “Lavender (Spike) Essential Oil”, Mountain Rose Herbs, viewed 10 May 2013.

[3] “Vervain Herbal Information”, Vervain / Verbena Officinalis Herbal Information. Indigo Herbs of Glastonbury, viewed 10 May 2013.

[4] “Alehoof (Glechoma Hederacea)”, TJ Clark Liquid Mineral Supplements, viewed 10 May 2013.

[5] “neatsfoot oil, n.”. OED Online, accessed 23 March 2013.

[6] “Catnip: Uses, Side Effects, Interactions and Warnings”, WebMD. Viewed 23 March 2013; “nip, n.”. OED Online, accessed March 2013.

[7] “sassafras, n.”, OED Online, accessed 23 March 2013.

[8] “Sassafras: Uses, Side Effects, Interactions and Warnings”, WebMD, viewed 23 March 2013.

[9] Hannah Wooley, The Accomplish’d Lady’s Delight in Preserving, Physick, Beautifying, and Cookery (1675), section 57.

Glennda Bayron is an undergraduate student at the University of Texas, Arlington. She was involved in a class project to transcribe Jane Baber’s recipe book, led by Amy Tigner.

Liquorice: “The Spoonful of Sugar that Helps the Medicine Go Down”

By Sandra Jergensen

Licorice 1If you wish “To make Juise of Liquorish in the beginning of Maye” à la Jane Baber you need to do some advance planning.[i] Chances of finding suitable fresh liquorice root are slim; you will most likely need to grow your own. By starting prep work immediately you should be ready for juicing, roughly three years from now. While recipes often have many steps and tedious wait periods, just acquiring the ingredient list for “Juise of Liquorish” makes a month-aged fruitcake appear as petty convenience food.  Even though growing proper liquorice, a small leguminous plant, takes “three summers for the roots to grow to full size,” it is worth the investment.[ii] Good, fresh liquorice tastes as good as it is for you. In fact, it may just be the “spoonful of sugar that helps the medicine go down” that Mary Poppins advocated.

Liquorice has been cultivated on a large scale in England beginning in Pontefract, Yorkshire in the seventeenth century. Even before the Reformation, the region’s monastery popularised liquorice, turning this area into what is still the center of English liquorice tradition as the home of the ever-beloved Pontefract cakes. These coin-sized disks of candied black liquorice stamped with a castle and an owl may have been made as early as 1614.[iii]  While I am unaware of the location where Jane Baber’s seventeenth-century Book of Receipts was written, her use of the “juise of licquorish” is strikingly similar to a recipe for making Pontefract cakes.[iv] The inclusion of such a similar recipe at the time of her manuscript production in 1625 seems downright trendy including considering the fashionable status of liquorice at that time in England. The connection is not just the use of liquorice, but an almost identical preparation of the ubiquitous confection.

While I realized that while neither recipe advertises candy, they both produce it. Baber’s technique, like the recipe for Pontefract cakes, direct the cook to make a combined liquorice root, water and sugar to be cooked and thickened, and shaped into rolls. The Baber recipe also calls for the addition of hyssop, rosemary and colesfoot for added flavor or medicinal use. Even without the precision of a candy thermometer, Baber’s candy-making instruction is spot-on for reaching a “soft-ball” stage of candy making where the liquid has boiled out and the sugars have begun to harden into a tacky, sticky consistency that would allow you to “see the bottome of the bason [while you are] stirringe it very still.” If you follow the directions as written, you should end up with the classic chewy sweet we expect liquorice to be, and the ever-popular Pontefract cakes still are.

Licorice 3In its purest form, Glycyrrhiza glabra, or liquorice, trumps cane sugar’s sweetness fifty times over. Yet the foil is in the bitter flavor it also possesses, which inhibits some tasters from recognizing the intensity of the plant’s sweet flavor. Oddly enough, the sweetness also depends on the way in which liquorice root is cut. The thicker the cut, the sweeter the root seems, while a thinner cut tastes saltier and a bit bitter. Unfortunately I don’t know the result of stamping them all together in a mortar as Baber directs in the recipe. Even so, she covers her bases, calling for the addition of the “three or fower ounces of redd suger Candy.” Although sweet with candy, and perhaps sweet like candy, the classic English treat (Allsorts, anyone?) had more value than a pleasing, sugary sweetness on the tongue: it was most likely intended as medicine.

While liquorice was also a frequent flavoring for stout and gingerbread in early modern England, liquorice was primarily used medicinally. It was a common remedy to treat ailments such as inflammation, mild constipation and the “rume” (excessive mucousal secretions), as Baber’s recipe recommends. Liquorice’s popularity rose, becoming a go-to flavoring for medicine rather than just the medicine itself. Cough lozenges, teas, tonics and ticcatares could be infused with liquorice to cover up less pleasant tastes.

It was most likely in that shift from medicine to medicinal flavoring and candy-like medicine to candy that the original usage was largely forgotten. Yet, all those who enjoyed the flavor du jour, may have not be cognizant of the benefits–that the “spoonful of sugar helps the medicine go down, in a most delightful way.”  Jane Baber’s medicinal receipt “To make Juise of Liquorish in the beginning of Maye” may have not been a recipe for her favorite candy, but it yielded dry noses, happy bowels, and surprisingly eager recipients.


[i] Baber, Jane. Book of Receipts, 1635. MS 108. Wellcome Library, London, f. 21v.

[ii] “Liquorice”, The Oxford Companion to Family and Local History, ed. David Hey, (Oxford University Press, 2008;  Oxford Reference, 2009), date Accessed 8 Apr. 2013 <http://www.oxfordreference.com.ezproxy.uta.edu/view/10.1093/acref/9780199532988.001.0001/acref-9780199532988-e-1128>.

[iii] Alan Davidson, The Oxford Companion to Food (New York: Oxford University Press, 1999), p. 455.

[iv] http://www.wakefield.gov.uk/CultureAndLeisure/HistoricWakefield/Liquorice/recipe.htm

Sandra Jergensen is an undergraduate student at the University of Texas, Arlington. She was involved in a class project to transcribe Jane Baber’s recipe book, led by Amy Tigner.

Teaching Recipes

Nearly every year, I teach a senior seminar in the English department at the University of Texas, Arlington (near Dallas) that changes thematically each time.  With the recent proliferation of both cookbooks and books about cooking, I decided this spring to try out a class that focused on literature that features recipes as a major component, and, as a kind of juxtaposition to the literature, I also wanted to consider recipes as a literary pursuit.  Students would delve into texts that exhibit literary, lyrical, and aesthetic sensibilities about recipe-writing and recipe-execution, and that mark particular cultural shifts in food praxis and politics. At the same time, students would study how recipe writing calls upon a host of literary and cultural practices.

The literature that we read was primarily contemporary novels, including Annia Ciezadlo’s Day of Honey, Nora Ephron’s Heartburn, Laura Esquivel’s Like Water for Chocolate and Nicole Mones’s The Last Chinese Chef, though we also read M.F.K. Fisher’s classic work, How to Cook a Wolf.   For the recipe side, we read Hervé This’s Molecular Gastronomy and Alice Waters’s Chez Panisse Café Cookbook. But, as I am an early modernist by training, I also wanted the students to be exposed to earlier recipes to understand how recipes have developed and changed in the last four hundred years.

Here the class intersected with my own research interest in women’s manuscript receipt book writing of sixteenth and seventeenth century England and with my involvement with the newly formed digital humanities group, Early Modern Recipes Online Collective (EMROC), many of whose members write for this blog.  I was inspired by Lisa Smith’s autumn class, “Women and Gender in Early Modern Europe,” who had worked on transcribing Johanna St. John’s recipe book. (See her blog post “An Experiment in Teaching Recipe Transcription,” April 12, 2013.)  I was also working in tandem with Rebecca Laroche, who teaches at the University of Colorado, Colorado Springs, as we decided that we would have our students transcribe the same seventeenth-century recipe book, so that the text could be double-keyed.  Rebecca and I chose Jane Baber’s receipt book, available in digitized form from the Wellcome Library, because it was short, only twenty-six pages, and in a hand, we thought, that was not too difficult.  Our students would code their transcriptions in XML on the Textual Communities crowd-sourcing transcription platform, run by the University of Saskatchewan.

With a couple of exceptions, the students in the class were senior English majors so they were used to reading and writing about literature. Reading and transcribing early modern writing, however, was something that they had never encountered before–and the task seemed at first quite daunting.  To teach the skill of transcribing, Rebecca and I had students utilize the online Cambridge handwriting course, which moves progressively through more and more difficult early modern handwriting.  My class met on Thursdays in a computer classroom, and we devoted the class period to transcription.  What I noticed was that students started working collectively on the transcriptions, and such communal learning made all the parties stronger transcribers.

So when it finally came to transcribing Baber’s receipt book, I decided to have them work in groups.  What we all noticed was that the group work allowed everyone a safety net to have the confidence to do difficult work, with as much accuracy as possible. I also learned a lot about transcribing from the students as they experimented with various techniques, such as using a tablet or large T.V. to look at the recipe while writing the transcription on a laptop. Students became tenacious in figuring out what words could be, looking them up in the Oxford English Dictionary or in a Google search.  They also struggled to learn to code in XML and to make everything work correctly on the Textual Communities site.

Throughout the semester, students had to write short, researched analytical commentaries, and in the next few days some students from the class will be posting their discoveries about Jane Baber’s recipes.  I am sure you will enjoy their discoveries, and it is exciting to see such keen interest in these receipt book manuscripts.


Jane Baber 1r                              Jane Baber 6r