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IN OTTERVILLE, THERE IS A GEM OF HISTORY THAT BRIDGES THE GAP BETWEEN RACES AT A TIME WHEN OUR
HISTORY THAT BRIDGES THE GAP BETWEEN RACES AT A TIME WHEN OUR COUNTRY WAS STILL VERY MUCH
BETWEEN RACES AT A TIME WHEN OUR COUNTRY WAS STILL VERY MUCH DIVIDED.
COUNTRY WAS STILL VERY MUCH DIVIDED. AFTER NEARLY ONE HUNDRED YEARS
DIVIDED. AFTER NEARLY ONE HUNDRED YEARS OF SERVICE, THE CHILDREN AND
AFTER NEARLY ONE HUNDRED YEARS OF SERVICE, THE CHILDREN AND CLASSES ARE NOW GONE.
OF SERVICE, THE CHILDREN AND CLASSES ARE NOW GONE. OPEN IN THE EARLY 1870'S, THIS
CLASSES ARE NOW GONE. OPEN IN THE EARLY 1870'S, THIS BUILDING WAS THE PRIDE OF A
OPEN IN THE EARLY 1870'S, THIS BUILDING WAS THE PRIDE OF A RURAL COMMUNITY.
BUILDING WAS THE PRIDE OF A RURAL COMMUNITY. UPSTAIRS WAS A STAGE WHERE PLAYS
RURAL COMMUNITY. UPSTAIRS WAS A STAGE WHERE PLAYS WERE PERFORMED.
UPSTAIRS WAS A STAGE WHERE PLAYS WERE PERFORMED. WHILE IN THE BASEMENT, CIVIC
WERE PERFORMED. WHILE IN THE BASEMENT, CIVIC GROUPS MET.
WHILE IN THE BASEMENT, CIVIC GROUPS MET. OUR STORY IS NOT ABOUT THIS
GROUPS MET. OUR STORY IS NOT ABOUT THIS BUILDING.
OUR STORY IS NOT ABOUT THIS BUILDING. IN THE COAL BIN COULD BE SEEN
BUILDING. IN THE COAL BIN COULD BE SEEN THE OLD STONES USED FOR THE
IN THE COAL BIN COULD BE SEEN THE OLD STONES USED FOR THE FOUNDATION OF THE SCHOOL.
THE OLD STONES USED FOR THE FOUNDATION OF THE SCHOOL. THEY CAME FROM OTTERVILLE'S
FOUNDATION OF THE SCHOOL. THEY CAME FROM OTTERVILLE'S FIRST SCHOOL BUILDING, A
THEY CAME FROM OTTERVILLE'S FIRST SCHOOL BUILDING, A BUILDING WHOSE HISTORY DATES
FIRST SCHOOL BUILDING, A BUILDING WHOSE HISTORY DATES BACK TO 18 20'S, A CHILD BORN IN
BUILDING WHOSE HISTORY DATES BACK TO 18 20'S, A CHILD BORN IN SLAVERY AND A VERMONT DOCTOR
BACK TO 18 20'S, A CHILD BORN IN SLAVERY AND A VERMONT DOCTOR NAMED THOMAS HAMILTON.
SLAVERY AND A VERMONT DOCTOR NAMED THOMAS HAMILTON. HE DIDN'T BELIEVE IN SLAVERY.
NAMED THOMAS HAMILTON. HE DIDN'T BELIEVE IN SLAVERY. HE THOUGHT IT WAS WRONG.
HE DIDN'T BELIEVE IN SLAVERY. HE THOUGHT IT WAS WRONG. HE WANTED TO SHOW PEOPLE HOW TO
HE THOUGHT IT WAS WRONG. HE WANTED TO SHOW PEOPLE HOW TO TREAT THEM, THAT THEY WEREN'T TO
HE WANTED TO SHOW PEOPLE HOW TO TREAT THEM, THAT THEY WEREN'T TO BE USED AS SLAVES, THAT THEY
TREAT THEM, THAT THEY WEREN'T TO BE USED AS SLAVES, THAT THEY WERE EQUAL TO HIM.
BE USED AS SLAVES, THAT THEY WERE EQUAL TO HIM. HE WENT TO THE SOUTH, BOUGHT A
WERE EQUAL TO HIM. HE WENT TO THE SOUTH, BOUGHT A PLANTATION DOWN THERE, AND TOOK
HE WENT TO THE SOUTH, BOUGHT A PLANTATION DOWN THERE, AND TOOK 28 SLAVES.
PLANTATION DOWN THERE, AND TOOK 28 SLAVES. THEN HE COULDN'T GET THE OTHER
28 SLAVES. THEN HE COULDN'T GET THE OTHER PLANTATION PEOPLE TO GO ALONG
THEN HE COULDN'T GET THE OTHER PLANTATION PEOPLE TO GO ALONG WITH HIS THINKING.
PLANTATION PEOPLE TO GO ALONG WITH HIS THINKING. SO HE BROKE THE PLANTATIONS DOWN
WITH HIS THINKING. SO HE BROKE THE PLANTATIONS DOWN THERE.
SO HE BROKE THE PLANTATIONS DOWN THERE. ON THE WAY COMING BACK TO VER
THERE. ON THE WAY COMING BACK TO VER MONTH, HE RAN ALONG A BLACK BOY
ON THE WAY COMING BACK TO VER MONTH, HE RAN ALONG A BLACK BOY CRYING A ALONG SIDE THE ROAD,
MONTH, HE RAN ALONG A BLACK BOY CRYING A ALONG SIDE THE ROAD, AND HE ASKED HIM WHAT WAS WRONG,
CRYING A ALONG SIDE THE ROAD, AND HE ASKED HIM WHAT WAS WRONG, AND HE SAID THEY JUST SOLD HIS
AND HE ASKED HIM WHAT WAS WRONG, AND HE SAID THEY JUST SOLD HIS MOTHER AND COULDN'T GET HIM TO
AND HE SAID THEY JUST SOLD HIS MOTHER AND COULDN'T GET HIM TO QUIT CRYING.
MOTHER AND COULDN'T GET HIM TO QUIT CRYING. DR. GAVE HIM A HUNDRED DOLLARS.
QUIT CRYING. DR. GAVE HIM A HUNDRED DOLLARS. THE CHILD WAS NAMED GEORGE
DR. GAVE HIM A HUNDRED DOLLARS. THE CHILD WAS NAMED GEORGE WASHINGTON.
THE CHILD WAS NAMED GEORGE WASHINGTON. DR. HAMILTON FREEED HIS SLAVES
WASHINGTON. DR. HAMILTON FREEED HIS SLAVES AND ALONG WITH GEORGE, MOVED TO
DR. HAMILTON FREEED HIS SLAVES AND ALONG WITH GEORGE, MOVED TO ILLINOIS.
AND ALONG WITH GEORGE, MOVED TO ILLINOIS. IT WAS HERE THE DOCTOR WOULD
ILLINOIS. IT WAS HERE THE DOCTOR WOULD LEAVE A LEGACY TO ENSURE
IT WAS HERE THE DOCTOR WOULD LEAVE A LEGACY TO ENSURE GEORGE'S FUTURE.
LEAVE A LEGACY TO ENSURE GEORGE'S FUTURE. >>DR. HAMILTON LEFT THAT IN HIS
GEORGE'S FUTURE. >>DR. HAMILTON LEFT THAT IN HIS WILL.
>>DR. HAMILTON LEFT THAT IN HIS WILL. HE LEFT $4,000, TWO THOUSAND TO
WILL. HE LEFT $4,000, TWO THOUSAND TO BUILD THE BUILDING SO BLACK
HE LEFT $4,000, TWO THOUSAND TO BUILD THE BUILDING SO BLACK GEORGE WASHINGTON COULD GO TO
BUILD THE BUILDING SO BLACK GEORGE WASHINGTON COULD GO TO SCHOOL HERE.
GEORGE WASHINGTON COULD GO TO SCHOOL HERE. AND THEN HE LEFT $2,000 FOR
SCHOOL HERE. AND THEN HE LEFT $2,000 FOR TEACHERS.
AND THEN HE LEFT $2,000 FOR TEACHERS. THAT WAS LEFT IN HIS WILL.
TEACHERS. THAT WAS LEFT IN HIS WILL. IT IS THE FIRST FREE SCHOOL IN
THAT WAS LEFT IN HIS WILL. IT IS THE FIRST FREE SCHOOL IN THE STATE OF ILLINOIS, AND IT IS
IT IS THE FIRST FREE SCHOOL IN THE STATE OF ILLINOIS, AND IT IS THE FIRST FREE INTEGRATED SCHOOL
THE STATE OF ILLINOIS, AND IT IS THE FIRST FREE INTEGRATED SCHOOL IN THE NATION.
THE FIRST FREE INTEGRATED SCHOOL IN THE NATION. ALONG WITH AREA CHILDREN, GEORGE
IN THE NATION. ALONG WITH AREA CHILDREN, GEORGE ATTENDED THE NEW SCHOOL.
ALONG WITH AREA CHILDREN, GEORGE ATTENDED THE NEW SCHOOL. LATER, HE WOULD REMAIN IN
ATTENDED THE NEW SCHOOL. LATER, HE WOULD REMAIN IN OTTERVILLE BECOMING QUITE
LATER, HE WOULD REMAIN IN OTTERVILLE BECOMING QUITE SUCCESSFUL.
OTTERVILLE BECOMING QUITE SUCCESSFUL. HE DIED IN 1864, ALMOST A YEAR
SUCCESSFUL. HE DIED IN 1864, ALMOST A YEAR BEFORE THE CIVIL WAR WOULD BRING
HE DIED IN 1864, ALMOST A YEAR BEFORE THE CIVIL WAR WOULD BRING AN END TO SLAVERY.
BEFORE THE CIVIL WAR WOULD BRING AN END TO SLAVERY. WHEN HE PASSED AWAY, HE LEFT IN
AN END TO SLAVERY. WHEN HE PASSED AWAY, HE LEFT IN HIS WILL THAT THAT MON -- HE
WHEN HE PASSED AWAY, HE LEFT IN HIS WILL THAT THAT MON -- HE LEFT $1,500 TO BUILD THAT
HIS WILL THAT THAT MON -- HE LEFT $1,500 TO BUILD THAT MONUMENT OUT THERE.
LEFT $1,500 TO BUILD THAT MONUMENT OUT THERE. THEN A AFTER THEY GOT THE
MONUMENT OUT THERE. THEN A AFTER THEY GOT THE MONUMENT AND THAT BUILT, THEN HE
THEN A AFTER THEY GOT THE MONUMENT AND THAT BUILT, THEN HE LEFT THE REST OF HIS WILL TO
MONUMENT AND THAT BUILT, THEN HE LEFT THE REST OF HIS WILL TO EDUCATE BLACK PEOPLE.
LEFT THE REST OF HIS WILL TO EDUCATE BLACK PEOPLE. WHEN IT FIRST STARTED, THERE WAS
EDUCATE BLACK PEOPLE. WHEN IT FIRST STARTED, THERE WAS GEORGE WASHINGTON FUND THAT IS
WHEN IT FIRST STARTED, THERE WAS GEORGE WASHINGTON FUND THAT IS SET UP AND STILL IN PROGRESS
GEORGE WASHINGTON FUND THAT IS SET UP AND STILL IN PROGRESS TODAY.
THAT'S THE FIRST MONUMENT EVER BUILT BY A SLAVE IN HONOR OF HIS MASTER.
BUILT BY A SLAVE IN HONOR OF HIS MASTER. THEN ACROSS THE ROAD IS A CRYPT.
MASTER. THEN ACROSS THE ROAD IS A CRYPT. GEORGE WASHINGTON AND
THEN ACROSS THE ROAD IS A CRYPT. GEORGE WASHINGTON AND DR. HAMILTON LAID SIDE BY SIDE.
GEORGE WASHINGTON AND DR. HAMILTON LAID SIDE BY SIDE. AS FAR AS PEOPLE HAVE
DR. HAMILTON LAID SIDE BY SIDE. AS FAR AS PEOPLE HAVE RESEARCHED, THAT'S THE ONLY
AS FAR AS PEOPLE HAVE RESEARCHED, THAT'S THE ONLY PLACE A MASTER AND SLAVE LAY
RESEARCHED, THAT'S THE ONLY PLACE A MASTER AND SLAVE LAY SIDE BY SIDE. THEIR GRAVES WERE
PLACE A MASTER AND SLAVE LAY SIDE BY SIDE. THEIR GRAVES WERE THERE, AND THEN HE WERE AFRAID
SIDE BY SIDE. THEIR GRAVES WERE THERE, AND THEN HE WERE AFRAID SOMEBODY WOULD DESTROY THEM.
THERE, AND THEN HE WERE AFRAID SOMEBODY WOULD DESTROY THEM. THEY BUILT THE CRYPT OVER THE
SOMEBODY WOULD DESTROY THEM. THEY BUILT THE CRYPT OVER THE GRAVE.
THEY BUILT THE CRYPT OVER THE GRAVE. MONUMENT REMAINS, BUT THE
GRAVE. MONUMENT REMAINS, BUT THE ORIGINAL SCHOOLHOUSE IS GONE.
MONUMENT REMAINS, BUT THE ORIGINAL SCHOOLHOUSE IS GONE. >> THEY SAID THAT THE MORTAR IN
ORIGINAL SCHOOLHOUSE IS GONE. >> THEY SAID THAT THE MORTAR IN THE ROCKS CRUMBLED.
>> THEY SAID THAT THE MORTAR IN THE ROCKS CRUMBLED. IT WAS OF POOR QUALITY, AND THEY
THE ROCKS CRUMBLED. IT WAS OF POOR QUALITY, AND THEY WERE AFRAID IT WOULD SAG.
IT WAS OF POOR QUALITY, AND THEY WERE AFRAID IT WOULD SAG. SO THEY TORE IT DOWN, AND THEN
WERE AFRAID IT WOULD SAG. SO THEY TORE IT DOWN, AND THEN THEY BUILT IT RIGHT BACK UP ON
SO THEY TORE IT DOWN, AND THEN THEY BUILT IT RIGHT BACK UP ON THE SAME PLACE, SAME THING THAT
THEY BUILT IT RIGHT BACK UP ON THE SAME PLACE, SAME THING THAT IT WAS BEFORE.
THE SAME PLACE, SAME THING THAT IT WAS BEFORE. THEN THEY ADDED THE FRONT.
IT WAS BEFORE. THEN THEY ADDED THE FRONT. THIS ONE HERE OPENED IN 1871.
THEN THEY ADDED THE FRONT. THIS ONE HERE OPENED IN 1871. CLASSES WERE HELD HERE UNTIL
THIS ONE HERE OPENED IN 1871. CLASSES WERE HELD HERE UNTIL 1971.
CLASSES WERE HELD HERE UNTIL 1971. FIRST, SECOND, THIRD AND FOURTH
1971. FIRST, SECOND, THIRD AND FOURTH WENT IN THE LITTLE ROOM.
FIRST, SECOND, THIRD AND FOURTH WENT IN THE LITTLE ROOM. THEY WANT TO KNOW WHY WE CALL IT
WENT IN THE LITTLE ROOM. THEY WANT TO KNOW WHY WE CALL IT THE LITTLE ROOM.
THEY WANT TO KNOW WHY WE CALL IT THE LITTLE ROOM. THAT'S WHERE THE GRADES WAS WHEN
THE LITTLE ROOM. THAT'S WHERE THE GRADES WAS WHEN THEY WERE THE SAME SIZED ROOM.
THAT'S WHERE THE GRADES WAS WHEN THEY WERE THE SAME SIZED ROOM. THIS WAS THE BIG ROOM, AND THAT
THEY WERE THE SAME SIZED ROOM. THIS WAS THE BIG ROOM, AND THAT WAS 5, 6, 7, AND 8TH.
THIS WAS THE BIG ROOM, AND THAT WAS 5, 6, 7, AND 8TH. NOT EVERYTHING FROM THE OLD
WAS 5, 6, 7, AND 8TH. NOT EVERYTHING FROM THE OLD SCHOOL DISAPPEARED N THE
NOT EVERYTHING FROM THE OLD SCHOOL DISAPPEARED N THE CLASSROOMS ARE THE ORIGINAL
SCHOOL DISAPPEARED N THE CLASSROOMS ARE THE ORIGINAL BLACKBOARDS ADVANTAGED FROM THE
CLASSROOMS ARE THE ORIGINAL BLACKBOARDS ADVANTAGED FROM THE 1831 BUILDING.
BLACKBOARDS ADVANTAGED FROM THE 1831 BUILDING. IN ADDITION, THERE IS A SMALL
1831 BUILDING. IN ADDITION, THERE IS A SMALL MUSEUM IN ONE ROOM THAT NOT ONLY
IN ADDITION, THERE IS A SMALL MUSEUM IN ONE ROOM THAT NOT ONLY LOOKS BACK AT PREVIOUS CLASSES,
MUSEUM IN ONE ROOM THAT NOT ONLY LOOKS BACK AT PREVIOUS CLASSES, BUT ALSO REMINDS VISITORS OF THE
LOOKS BACK AT PREVIOUS CLASSES, BUT ALSO REMINDS VISITORS OF THE SCHOOL'S ROOTS, ROOTS THAT
BUT ALSO REMINDS VISITORS OF THE SCHOOL'S ROOTS, ROOTS THAT STRETCH BACK TO WITH WHEN ONE
SCHOOL'S ROOTS, ROOTS THAT STRETCH BACK TO WITH WHEN ONE MAN ACTED ON HIS CONVICTION AND
STRETCH BACK TO WITH WHEN ONE MAN ACTED ON HIS CONVICTION AND ANOTHER WHOSE BELIEF IN HE HAD A
MAN ACTED ON HIS CONVICTION AND ANOTHER WHOSE BELIEF IN HE HAD A CATION CON CONTINUES TO AID
ANOTHER WHOSE BELIEF IN HE HAD A CATION CON CONTINUES TO AID STUDENTS TODAY.