This article presents the national gender policy in public education in the Russian Empire in the latter half of the 19th – early 20th centuries. In the course of work the authors have used special historical research methods enabling to hammer out the facts and to approach historical sources from a critical standpoint. The comparative method allowed the authors to compare statistical data of different periods and to determine the law of development of the educational system and teaching evolution. The structural method enabled to set forth the school system in the Russian Empire and to establish existing links between different school types. The method of historical retrospection served as a requisite for an objective evaluation of public education and position of a teacher. The research is based upon archive materials, statistical data, legal acts and periodicals resulting in deep analysis of public education, assessment of teachers’ position and detection of gender approach in the educational process. For the purpose of this research, the authors have compared the educational process in Vyatka Governorate and modern schools. Along with it, great attention was paid to the study of the teaching staff at those schools and gender peculiarities at selection of teachers. As a comparison, the authors have presented information on implementation of gender principles at selection of the teaching staff at European schools in the latter half of the 19th – early 20th centuries demonstrating that gender education in the Russian Empire was not peculiar only to Russian schools. In the course of work, the authors arrived at the conclusion that principles of gender education had been implemented at schools of the Russian Empire and are implemented at modern schools. At that, differences between schools of the periods under survey they connect to differences for educational purposes. 

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