The article is devoted to the genesis of psychological-pedagogical subjects’ integration in the system of professional education of teachers of this country in the period of 1860-1920s. The author points out main stages of establishment and development of the integrative process in the professional education of teachers of this country in chronological frames of the period covered. Leading tendencies of psychological-pedagogical subjects’ integration are analyzed and specific characteristics of this process in different historic periods are given. Technologies of the psychological-pedagogical subjects’ integration in the practice of professional education of teachers of this country are concretized.