The competence of boys and girls differs considerably as regards reading, analyzing and interpreting cultural content, as well as writing and creating own texts. The obligatory annual sixth-grader tests reveal that girls are clearly advantaged in that respect. Moreover, studies on the range and degree of reading interests show that boys are significantly underperforming compared to their girl peers. If the attitude of withdrawal in boys as regards linguistic competence becomes an established pattern, their educational perspectives and cultural activity may decrease considerably, in extreme cases leading to the exclusion of high cultural content. A properly developed language is an indispensable tool in such cultural contacts, after all. Does single sex education belong to a closed historical period, or is it an implementation of modern methods of effective education? Do single sex schools help boys spread their wings in linguistic competence, and allow girls to improve their natural predispositions? The author tries to answer these questions referring to the results of primary school graduation exams.