A venerable gentleman who once occupied a prominent position in a leading New England college, was remarking recently upon the difficulty which he experienced in obtaining servants who would attend to their duties. He had just dismissed a girl of sixteen, who was so much "above her business" as to be intolerable. The girl's father, who was an Englishman, called upon him for an explanation. The employer told his story, every word of which the father received without question, and then remarked, with considerable vehemence: "_It is all owing to those cursed public schools_." The father retired, and the old professor sat down and thought about it; and the result of his thinking did not differ materially from that of the father. It was not, of course, that there was any thing in the studies pursued which had tended to unfit the girl for her duties. It was very possible indeed for the girl to have been a better servant in consequence of her intelligence. There was nothing in English grammar or the multiplication table to produce insubordination and discontent. There was nothing in the whole case that tended to condemn public schools, as such; but it was the spirit inculcated by the teachers of public schools, which had spoiled this girl for her place, and which has spoiled, and is still spoiling, thousands of others. Let us look for a moment into the influence of such a motto as the following, written over a school-house door--always before the eyes of the pupils, and always alluded to by school committees and visitors who are invited to "make a few remarks": _"Nothing is impossible to him who wills."_ This abominable lie is placed before a room full of children and youth, of widely varying capacities, and great diversity of circumstances. They are called upon to look at it, and believe in it. Suppose a girl of humble mental abilities and humble circumstances looks at this motto, and says: "I 'will' be a lady. I 'will' be independent. I 'will' be subject to no man's or woman's bidding." Under these circumstances, the girl's father, who is poor, removes her from school, and tells her that she must earn her living. Now I ask what kind of a spirit she can carry into her service, except that of surly and impudent discontent? She has been associating in school, perhaps, with girls whom she is to serve in the family she enters. Has she not been made unfit for her place by the influences of the public school? Have not her comfort and her happiness been spoiled by those influences? Is her reluctant service of any value to those who pay her the wages of her labor?