Thesis highlighted the scientific problem of development of artistic and industrial education of Galicia through the historical and pedagogical retrospection of the end of XIX – first half of XX century. According to the results of historiographical analysis, the periodization of historiography was developed. This periodization consists of four periods: historiography of the period of Austro-Hungarian era (1876–1918); historiography of Rzecz Pospolita era (1919–1939); historiography of Soviet era (1939–1991); historiography of modern era (1991-till now). According to the results of historiographical analysis was specified the essence of the concept «development of artistic and industrial education», that is determined as changes of quantitative and qualitative characteristics defining the progress of the system of training of specialists to the artistic and industrial activity, according to the social determined aim and objects. The influence of socio-economic, organizational and pedagogical, ethno-cultural factors on the course of changes in the content, forms and methods of teaching is described. According to the criteria: the harmonization of ethnocultural traditions, the integration of artistic and industrial components of education, the growth of the network of schools, the periodization of the development of the artistic and industrial education of Galicia (1876–1939) was developed. This periodization has two periods and stages that are identified in them. The first period (1876–1918) – the formation and development of the artistic and industrial education of Galicia in the conditions of the Austro-Hungarian monarchy: (stages: (1876–1891) – cultural-traditional, (1891–1918) – the development of the state system of artistic and industrial education). The second period (1919–1939) was the governmentalization of the artistic and industrial education of Galicia in the political, economic and cultural field of the Second Rzecz Pospolita (stages: (1919–1929) – state support for craft traditions in preparing specialists for production processes (1929–1939) – content-methodological improvement of the activity of artistic and industrial schools). In the defined territorial and chronological boundaries of the study, the main tendencies of the progress of artistic and industrial education are distinguished and characterized: the educational policy of the states (which included Galicia in different years), the influence of public initiatives, development of the network of artistic and industrial schools and structuring of content-methodological provision of training. The study of trends in the development of artistic and industrial education in the designated territorial and chronological range of scientific research helped to clarify that the progress of this cultural-educational phenomenon was cyclical, with rapid growth and recession, which gave rise to contradictions. The positive dynamics of progress was in quantitative and qualitative changes: the growth of the number of artistic and industrial schools of different types and forms of preparation, improvement and increasing of components of folk aesthetics and new artistic practices of teacher training in the content of education.
By the determined criteria: the amount of knowledge, the nature of the training, time and place of the students developed a typology of artistic and industrial schools in the chronological range of the study. The influence of socioeconomic, natural and ethno-cultural connections on the formation and development of centers of artistic and industrial education in Galicia in the chronological boundaries of the research (Kosiv, Lviv, Stanislaviv, Kolomyia) is substantiated. The interrelations of artistic and industrial education of Galicia with artistic-production centers are highlighted. Based on the analysis of documents (printed and handwritten) that reveal the activities of the state gymnasium with the Ukrainian language of instruction in Stanislaviv, features of the adaptation of productive practices of artistic and industrial education and their development (1905–1939) were characterized. The changes in the content of the preparation of the students of the gymnasium, in accordance with the educational goal of that time determined by the state in the chronological limits of two periods: 1876–1918, 1919–1939, were researched. The priorities of the content-methodological provision of students' training according to the public purpose are ascertained and highlighted: artistic and industrial in the first period, and decorative-applied and industrial – in the second period
