The main theoretical ideas concerning students self-government of the investigated period such as democratic changes in the students surroundings, volunteering and selecting aspects of the body of self-government, the individual, social, political, scientific and educating approaches to the contents of the activity of the students self-government and its structures, the development of organizing and managing functions of students self-governed organizations and etc. were determined and systematized in the research. The preconditions of emerging of students self-governed organizations are particularly social and economic - as the crisis of the serf system, the wish of the bureaucracy to keep class essence of the society structure, inconsequence in denying of corporativism, science-educational preconditions as ideas of autonomy of educational establishments and their academic freedom, the need in efficiently educated specialists, the emerge of Sunday schools, social and psychological - the natural students need in uniting, so called corporative spirit of students etc., and also as preconditions - the students movement, the example of German and other foreign universities, the life activities of famous pedagogues and educators. The research reveals the reasons of the maintaining and development of the first students' self-governed organizations as household, political, scientific and educated etc. The specific of the development students government as a complicated, changeable, contestable element was widely considered (inner contradictions: between the students encouragement in the development of self-governed organizations and the leaders' of students societies awareness, which is not always correct, of their rights and duties; between the students' readiness to create societies and professional staff conservatism; outward contradictions: between the development of students societies and insufficient law and regulation supply of students self-government; between democratization of students surrounding and random authorized policy of the government). According to the defined criteria: 1) the state of the social development of the country; 2) the policy of the government according to universities; 3) the growth of the education in universities; 4) social activity of the youth - the stages of the development of the students self-government around the investigated period were distinguished. I. 1804-1863 - time of establishing of students self-government. II. 1863-1884 - time of inner contradictions in the development of students self. ІІІ. 1884-1907 - time of progressive changes. IV. 1907-1917 - time of searching the ways for establishing standard legal documents. The principles (of democracy, of law, glasnost, equality, accountability and responsibility) were determined, contents (the main directions in the activities of the students self-government: protection in social and law aspects, educational and scientific creativity, political and management activities), methods (communication, self analyses, talks, discussions, the sample of the older person, self control), forms (societies, polish societies - gminy, body of moral and material support for students - zemliachestva, cash bank of mutual aid, circles, library units, courts of honours, etc.), kinds (general meetings, public meetings, gatherings, encounters, circles, classes, etc.) were deeply analyzed. The experience of the students self-government in Kiev St. Volodymyr University, Kharkiv and Novorosiyskiy Empire Universities was scientifically generalized. The main approaches as for the implementation of the experience of students self-government and its activities in modern higher educational establishments were determined: 1) the priority of the national education, publishing, the implementation of innovations and historical heritage into educational process; 2) the usage of the various methods, forms and kinds of activities in educational process of modern educational establishments; 3) the promotion of students social activity, tolerant and responsible, corrected and active attitude to social and political events in the society; 4) students engagement in active public life, patriotically directed actions, organizing of cultural affairs; 5) drawing of the attention to household questions, mutual help in learning and finance; 6) highlighting of the importance of a book, respect and authority of the adult, teachers, parents.
