The article deals with the problem of the formation of youthful self-government in the context of the time. A thoughtful analysis ofthe relevant processes in the Russian education in the second half of XIX — early XX centuries, can promote the mainstreaming of lessons in this complex a saturated historical period building ideas and approaches to the development of citizens Danske activity of students. Methodological framework were received ciples history tourism, for the consideration of the historical and pedagogical facts and phenomena in specific historical conditions and taking into account the level of social and economic, cultural and political development of the society, systematic, prospective study of the social and edu governmental institutions, structures tour in their interaction and mutual influence; interdisciplinarity, driven oping application of concepts related sciences. The paper examines the main stages of self-government youth. The sixteenth century — the beginning of a samopravleniya associated with the name Valentine Trontsendorfa, a German teacher who organized a school republic. In the eighteenth century in Switzerland Martin Plante founded the seminary, which were chosen by the general meetings of the principal organs of the school authorities. In 1774, in Dessau Basedow has developed an educational project «Filantropin». In 1784, Salzman, one of the followers of Graves, opened in Shnepfentale school, which also introduces an element of self-government. A new development in his school was pay students who occupied the school office. In the nineteenth century, interesting thoughts about the development of student self-government expressed a French philosopher, sociologist Charles Fourier, the German philosopher Fichte and social activist. Enough has been widely known experience of self-government in American schools skih Lah — «urban school system» (school-city-sistem). In the twentieth century, the elements of self-administered in schools in Switzerland, France, England, the United States of America. In Russia the principles of self-control do not cause rejection.
citizenship, youthful self-government, voluntary performance of public functions, the experience of self-government, the history of education, reasonable discipline, respect for individual rights, the pedagogical effect of the introduction of self-govern
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