232/Maryland Manual

Annual Report to Records Management Division of Department of General Services on forms management due
July 31

Annual Report to Secretary of General Services on personal records

Annual Report of Education Coordinating Council fir Correctional Institutions m Governor w General
Assembly due June 30

Annual Report of Education Coordinating Councillor Stare Hospital Centers & Juvenile Institutions to
Governor <6r General Assembly due June 30

Annual Report oflnteragency Advisory Committee for Early Childhood Development and Education to
Governor due June 30

Annual Reports of Interagency Advisory Committee for Early Childhood Development and Education of data
on education and childcare programs or services

Annual Report of Rehabilitation and Employment Advisory Commission to Governor, Legislative Policy
Committee, & appropriate State agencies on any findings and recommendations resulting from annual
update of State Plan fir rehabilitation w employment of rise disabled

Annual Report of State Board of Education to Governor
Annual Report of State Board of Education to Governor on vocational rehabilitation

Annual Report of State Board of Education to Governor e&"Legislative Policy Committee on accountability
plans due before first day of regular legislative session

Quarterly Report to Secretary of Personnel on part time positions

Report to Secretary of Budget & Fiscal Planning & Legislative Auditor on account examinations of private
care providers under State contract due periodically

Srnii annual Report to State Treasurer on anticipated debt during next seven month period due Jan 1 &July 1
ORIGIN & FUNCTIONS

Before Maryland developed a system of public educanon in the nineteenth century, formal education
was limited to the wealthy who educated their children abroad or in local academies and considered
education the duty of parents, not government The British concept of "free schools," privately endowed
institutions providing a classical education to upper class children and subsidizing a few chanty pupils, was
influential Nonetheless, legislative appropriations to private academies incensed farmers and poor folks
who resented paying for the education of rich men's sons and thought any taxation to support schools
was more of the same Local opinion favored local control, and local politics resulted in the appointment
of poor teachers, mismanaged funds, and voter apathy The fervor ofJacksonian democracy led to strong
public educational systems elsewhere but had little effect in Maryland Concern for education was often
expressed, concensus was rarely reached, and only when public outcry became quite insistent did the
legislature act

In the colonial period, Maryland attempted to establish free schools The General Assembly in 1695,
assessed a tax on the export of furs to raise funds for these schools In 1696, certain gentlemen, having
subscribed quite liberally themselves, were appointed as a board of trustees and visitors to establish first
a free school in Annapolis, then one on the Eastern Shore, and ultimately a free school in each of the
existing twelve counties, as funds allowed (Chapter 17, Acts of 1696) Yet, only one school was
founded—King William's School (later St John's College) in Annapolis In 1717, another financing act
taxed importation oflnsh Catholic servants and Negro slaves to support public education (Chapter 10,
Acts of 1717) Enough funds had accrued from the various taxes by 1723 fur d distnbunun to be made
to the twelve counties Boards of trustees were appointed in each county and instructed to purchase one
hundred acres of land in a central location with a dwelling house and other conveniences for a schoolmaster,
who was to be paid twenty pounds per year (Chapter 19, Acts of 1723) A 1728 law specified that the
schoolmaster was to teach as many poor children as the local board determined, indicating that the "free
schools" were not tuition-free (Chapter 8, Acts of 1728) Apparently, schools established under the 1723
act soon were floundering due to lack of funds and qualified teachers, despite additional revenue from
tines, torteitures, and the estates of intestate persons In several instances, county schools were absorbed
by the flourishing private academies or consolidated with schools of adjoining counties