Introduction. Retrospective analysis of higher education development allows to state interdependence of society transformation processes and change of universities’ mission. In particular, democratic processes and progressive movement towards an open society in the country determine the establishment of educational process transparency, harmonization of stakeholders’ interests, and public involvement in higher education. The two traditional missions of universities (education and science) have been complemented by a third mission − social participation. At present, there is a need for a comprehensive scientific analysis of social participation in higher education as a factor in the successful development of the social trend. In this connection, a theoretical understanding of the experience and history of interaction between universities and the public is in demand as a starting point for the progressive development of public relations in this sphere. This paper is part of a series of analytical articles devoted to the history of public participation in higher education in certain historical periods. The chronological framework of this work is limited to 1900−1917. The subject of the study is the most interesting period in the development of Russian higher education, characterized by the intensification of public involvement in higher education. The purpose of the work is to analyze the experience of public involvement in higher education at the turn of the 19th−20th centuries in order to identify promising practices for modern higher education. The methodology of the research is based on the historical analysis of scientific sources of literature devoted to the study of Russian higher education. The terminology of institutional paradigm is used to describe educational social relations. With the help of coordination theory, the basic characteristics of the development of higher education of the analyzed period are identified. The forms of public participation in higher education, peculiar to a particular historical stage of development of Russian higher education in 1900−1917 are identified according to the results of the study. Conclusion. The beginning of the 20th century is characterized by the formation of the possibility of a dialogue between the state and society in the development of higher education, as well as the presence of good practices of public participation in higher education, which have the potential to borrow and implement in the modern Russian school.