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“A (Blind) Woman's Place Is (Teaching) in the Home”: the Life of Kate Foley, 1873-1940

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“A (Blind) Woman's Place Is (Teaching) in the Home”: the Life of Kate Foley, 1873-1940 San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Fall 2016 “A (Blind) Woman's Place is (Teaching) in the Home”: The Life of Kate Foley, 1873-1940 Angela Gates San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Gates, Angela, "“A (Blind) Woman's Place is (Teaching) in the Home”: The Life of Kate Foley, 1873-1940" (2016). Master's Theses. 4754. DOI: https://doi.org/10.31979/etd.5r2h-4wff https://scholarworks.sjsu.edu/etd_theses/4754 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. “A (BLIND) WOMAN’S PLACE IS (TEACHING) IN THE HOME”: THE LIFE OF KATE FOLEY, 1873-1940 A Thesis Presented to The Faculty of the School of Information San José State University In Partial Fulfillment of the Requirements for the Degree Master of Library and Information Science by Angela Gates December 2016 © 2016 Angela Gates ALL RIGHTS RESERVED The Designated Thesis Committee Approves the Thesis Titled “A (BLIND) WOMAN’S PLACE IS (TEACHING) IN THE HOME”: THE LIFE OF KATE FOLEY, 1873-1940 by Angela Gates APPROVED FOR THE SCHOOL OF INFORMATION SAN JOSÉ STATE UNIVERSITY December 2016 Debra Hansen, Ph.D. School of Information Anthony Bernier, Ph.D. School of Information Elizabeth Wrenn-Estes, MLIS School of Information ABSTRACT “A (BLIND) WOMAN’S PLACE IS (TEACHING) IN THE HOME”: THE LIFE OF KATE FOLEY, 1873-1940 by Angela Gates This thesis examines the life and career of Kate Foley, home teacher of the blind with the California State Library from 1914-1940. The purpose of this investigation is to determine how Foley, who was disabled, built a successful career with the state library despite facing significant discrimination and prejudice. Using a wide variety of primary source material, including letters, library publications, conference proceedings, newspaper articles, and census data, this biography evaluates Foley’s pioneering role as well as the challenges she faced. Home teaching provided a new vocational opportunity for blind women, whose professional choices were extremely limited. Despite her unique career, the extensive contributions she made, and the fact that she was lauded upon her death as a pioneer and asset to the State of California, Foley’s life has been largely ignored in the historical literature. This biography remedies the omission, drawing upon the history of library services, the history of disability, women’s history, the history of Progressive Era California, and the history of state and federal welfare systems to provide context for her life and achievements. Chapters include discussions of the cause of Foley’s blindness, her education at the California School for the Blind, her volunteer teaching work, her career with the California State Library, the early organized blind movement, and the development of social services for blind individuals. ACKNOWLEDGMENTS This thesis would not have been possible without the advice and enthusiasm of my committee chair, Dr. Debra Hansen. I became interested in the topic of library services to blind readers after researching the National Library for the Blind and Physically Handicapped for a class on the history of books and libraries taught by Dr. Hansen and her colleague Dr. Linda Main. During the course of my research, I repeatedly came across the name of Kate Foley, home teacher of the blind in California, in primary sources. Dr. Hansen encouraged me to investigate Foley further as a potential topic for a master’s thesis and has provided unfailing support throughout the process. I would also like to thank Dr. Anthony Bernier and Elizabeth Wrenn-Estes for agreeing to serve as committee members and for taking the time to read this thesis and provide invaluable input. Finally, I would like to thank the helpful staff members at the California State Archives, the California History Room at the California State Library, and the Bancroft Library at the University of California, Berkeley. This project has given me a newfound appreciation and respect for archives and archivists and their essential role in the preservation of history. v TABLE OF CONTENTS Introduction ....................................................................................................................... 1 Historiography ..................................................................................................... 9 Methodology ....................................................................................................... 19 Summary............................................................................................................. 22 Chapter 1. “A Severe Cold in the Eyes”: Kate Foley’s Early Years, 1873-1880.......... 24 Chapter 2. “Have We A Future?” Kate Foley’s Education at the California School for the Blind, 1880-1895 ........................................................................................... 52 Chapter 3. “No Time for Blues or Morbid Thoughts”: Kate Foley and Volunteer Teaching in Progressive Era Los Angeles, 1895-1913........................................ 83 Chapter 4. “Thoroughly Informed on All Problems of the Blind”: Kate Foley’s First Years as State Home Teacher, 1914-1917......................................................... 113 Chapter 5. “Out of the Darkness, Through Blood, Into the Light”: Transition to the San Francisco Bay Area, 1917-1923 ........................................................................ 145 Chapter 6. “A Joyous Adventure”: Home Teaching, 1924-1940 ................................ 185 Conclusion ..................................................................................................................... 211 vi Introduction In June of 1887, the California Institution for the Deaf and Dumb, and the Blind, as it was known at the time, held its annual commencement ceremony. Every year the public was invited to attend. This provided superintendent Warring Wilkinson the opportunity to show off the capabilities of his students in front of an audience and thereby demonstrate the efficacy of his administration. The residential school was publicly supported, and Wilkinson was continuously justifying its cost to the state government. Kate Foley, who was blind, was one of Wilkinson’s star pupils and a regular performer at the commencement exercises. She was fourteen years old at the 1887 event, during which she was called upon to demonstrate her impressive skill in both reading by touch and typewriting. According to the article in the Oakland Tribune, Foley first read a page from a raised type publication of A Tale of Two Cities in a “clear, musical voice.” A handkerchief was then placed across the page, “and the girl read the lines with the same facility.” The handkerchief was folded, and Foley’s “fingers still interpreted the form of the letters” through the fabric. “Again and again was the linen folded,” the reporter continued, “until six thicknesses covered the letters, and the girl continued to read.” When it had been folded four times, she read yet again, “[drawing] the cloth very tight with her right hand and [pressing] hard with her left,” eliciting “the wonder and admiration of the audience” and “the surprise of a newspaper man, who asked several doubting questions.”1 1. “They Are Silent,” Oakland Tribune, June 8, 1887. Later in the program, Foley recited a poem from memory with another student and then demonstrated “some remarkably rapid typewriting” during which she “wrote a letter to the audience stating that it was her desire to earn her living by this work.”2 Although Foley was not able to obtain employment as a typist when she graduated— despite the fact that it was a burgeoning professional field for women, she found that no one was willing to hire a blind woman—she later credited her ability to speak persuasively in front of an audience to Wilkinson and the public performances that she participated in each June as a student.3 Born in 1873, Foley became blind during early infancy. She attended the California School for the Blind from 1880 until 1895, which at the time was the only school for students with visual disabilities in the western United States. Foley was discouraged by the discrimination she encountered when she tried to find work as an adult. She turned to volunteer teaching instead, which she did for nearly twenty years until she was hired in 1914 by the California State Library as home teacher of the blind.4 The primary function of her role as home teacher was to instruct other blind adults in reading raised type. Foley had a lengthy and notable career with the state library, retiring shortly before her death in 1940. She was a lifelong advocate for civil rights and social 2. Ibid. 3. Kate M. Foley, Five Lectures on Blindness (Sacramento, CA: California State Printing Office), 10; Kate Foley to Milton Ferguson, 8 April 1918, Department of Education – State Library, Home Teacher for the Blind Files, 1916-1920, State Library Records, F3616: 799, California State Archives, Sacramento, CA [hereafter referred to as CSA]. 4. Foley, Five Lectures, 10. 2 services for visually disabled persons. Her work spanned library services, social work, public education, and public health. This biography evaluates the specific challenges that Foley faced as a woman with
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