Introduction Since the emerging of the first mass secondary education systems in the United States there was an issue with education of girls. This issue consisted of the fact that girls education was lagging behind the education provided to boys. In fact, the secondary schools were not the only ones involved in this inequity. This discrepancy touched upon all levels of education system, starting from elementary and ending at postsecondary. It was widely believed that the task of a woman was to sit at home with the children and to be the bearer of one’s own wine and fig tree. And consequently, if it was meant for the woman to sit at home and perform housework, there was no actual need for her to get proper education, as if her husband and children were happy, she succeeded in her life. Rooting of Sexism In the beginning of the 20 th century, what we now call sexism was rooted in not just American education system, but in all education systems all over the world. But back then there was no such definition as sexism, as such treatment of female gender was considered to be a social norm. Sexism was rooted not just in education but its essence lied much deeper, in the reproductive biological differences, and just like racism it intertwined with class. This phenomenon was quite wide spread in almost all educational institutions and its basis was an idea of that a man and a woman had different roles that they were obliged to perform by their nature. There was a historically formed belief that women were genetically inferior comparing to men, but really they were just genetically different. This very difference was exploited as basis for sexism. This phenomenon was also closely linked to class, as girls from upper class families were able to obtain better education than those from lower working class. This could be explained by the following. The owners of production means require those individuals that could dedicate their time to labor. But such laborers can not be viewed as machines, as they have physical and emotional needs, as well as their children must be raised for the purpose of entering the workforce in the future. As it was pointed out by Oakley, “Industrial capitalism requires somebody to buy the food, cook the meals, wash the clothes, clean the home, and bear and bring up the children. Without this backup of domestic labor the economy could not function.” And since it was nature for women to bore and nurse children, they had to become servants of unpaid labor at home, the labor which produced other laborers required by capital. As a result of the above, the society not only refused the concept of a woman as emancipated from other men individual, but the girls and later women themselves did not fell that need to get education and succeed in life through it. Conclusion Around one hundred years ago the most popular academic aspect concerned female education. Professor Silliman of the Yale University gave address of this topic in 1853 and stated that the best diploma for a young woman will be a happy husband and a large family, as well as that the man in the family should have priority in all fields of family life. At that time the education of women, especially girls was debated. These debates f