Стаття присвячена проблемі етапізації розвитку жіночої гімназійної освіти означеного регіону. Враховуючи економічні,соціально-громадські перетворення в регіоні та на підставі офіційних документів виділено 4 етапи розвитку жіночої гімназійної освіти: Початковий етап (1855 р. – 1869 р.), Етап реорганізації та педагогізації навчально-виховного процесу (1870 р. – 1883 р.), Контрреформаторський етап ( 1884 р. – 1904 р.), Заключний етап (1905 р. – поч.1919 р.).
The article is devoted to the problem of developing female high school education in the second half of the XIX – beginning of XX centuries in northeast Ukraine – territories which are belonged to Kharkiv and Chernihiv provinces (nowadays it is boundaries between Kharkiv, Chernihiv and Sumy regions). The chronological boundaries of research: from the 60s of XIX century – is a time of economical, sociocommunity rise in the country, as result is reforming of educational system, to 1917 – were February and November Revolutions and gradual determination of educational establishments with separate study. Consequently, the process of establishing and developing female high school education in northeast of Ukraine was passed in four stages: I. Initial stage (1855-1869) started with establishing female specialized schools (the I-st and the II-nd level) in provincial and district towns of the North-Eastern Ukraine. II. Stage of reorganization of teaching and educational process (1870-1883) is characterized by gradual organization of organizational and meaning work at women’s educational establishments in northeast region of Ukraine. High Schools had status of open and non-social class. III. Stage of opposite action (1884-1904) – was attempt to restore social classes in women’s education; to reduce the impact of community on the educational establishments’ activity. IV. The final stage (1905-1919) is known by increasing number of high schools, in the most cases they are private, in Kharkiv and in Chernihiv provinces. An important distinction of this period was appearing of combined type of high schools.
Статья посвящена проблеме этапизации развития женского гимназического образования указанного региона. С учётом экономических, социально-общественных преобразований в регионе и на основании официальных документов выделено 4 этапа: Начальный этап (1855 г.–1869 г.), Этап реорганизации и педагогизации учебно-воспитательного процесса (1870 г. – 1883 г.), Контрреформаторский етап (1884 г. – 1904 г.), Заключительный этап (1905 г. – нач.1919 г.).
