Viewing page 19 of 63


[[image - black and white portrait photograph of James W. Baldwin]]
[[caption]] J. W. BALDWIN. [[/caption]]

Mr. JAMES W. BALDWIN principal of Sumner School, Kansas City, Missouri, began teaching in early life, before he was able to maintain himself in a boarding school.

The following will indicate the winding, up-hill path

[[end page]]
[[start page]]


he trod to reach Lincoln Institute, and the easiness of his journey after leaving.

At the age of sixteen he taught his first school in the little village of Pilot Grove, Missouri. From Pilot Grove, we find him at Dresden, Fayette, Moberly, Kirksville, Trenton, Richmond, Paris and Kansas City, at each of which places he gave eminent satisfaction as a teacher, and the young men and young women whom he has fitted for the schoolroom are the best evidences of his superior ability as an educator. The following record stamps him as one of the leading self-made men of his race in the West: He was for twenty years principal of the best schools in the State, for year a trustee of Wilberforce University, four years grand secretary of the Dual Lodge of Good Templars, a delegate to numerous State conventions, a prominent and leading thirty-second degree Mason, the Grand High Priest of the State of Missouri and jurisdiction. He finished the public schools at Sedalia, Missouri, in 1875, and entered Lincoln Institute the same year, completing the second-year course in 1876. After a number of years of faithful work in the educational field, he was granted a State certificate by the Board of Regents of Lincoln Institute.

He is a Sunday-school superintendent, secretary of a Building and Loan Association owned and operated by white men, one of the founders of the Missouri State Teachers' Association, a prolific writer for newspapers and educational journals, owner of valuable real estate, principal of one of the best schools in Kansas City, loved by his pupils and patrons, respected by the col-

Please note that the language and terminology used in this collection reflects the context and culture of the time of its creation, and may include culturally sensitive information. As an historical document, its contents may be at odds with contemporary views and terminology. The information within this collection does not reflect the views of the Smithsonian Institution, but is available in its original form to facilitate research. For questions or comments regarding sensitive content, access, and use related to this collection, please contact