VIŞAN-MIU R.

Tudor

Spiru Haret’s Educational Reform:

A standard for today1

„The educational system of a country must accurately reflect the needs, aspirations and national
characther of the people that lives in it. This is the main aim of the educational reform that has been
attempted for some years.”2 - SPIRU HARET

The educational reform implemented by mathemathician Spiru C. Haret (born 15 February

1851 – died 17 December 1912) as Minister of Education (multiple mandates between 1897 and
1910), is today remembered as a remarkable action in a field where, in more recent times, a so
necesary reform of education is delayed – despite the many attempts across the years 3. In this study
I will attempt to analyse Spiru Haret’s reform (not such well known, but often cited), seeking in it
an inspiration for the present.

„ONE OF THE MOST OUTSTANDING PERSONALITIES OF HIS TIME”

First, who was Spiru Haret? Born in 1851 in Jassy in a family with Armenian origins 4, Haret
graduated the „Saint Sava” High School (1862-1869) and the Faculty of Sciences at the University
of Bucharest (1869-1874). Although orphan, he was helped by Titu Maiorescu, as Minister of
Education, to obtain a scholarship in Paris, where he studied maths and physics. After becoming a
Phd. at the Sorbonne University in Paris (1878), with the thesis Sur l’invariabilité des grands axes
des orbites planétaires („On the invariability of the major axis of planetary orbits”), he was given
the proposal to teach at the Grenoble University. Haret chose to return to Romania, obtaining a
professorship in the universitary field (1878-1910). His scientific merits were noticed and, in 1879,
at 28 years, he was elected as corespondent member of the Romanian Academy (full member since
1892). Due to his prestige, he was given importand roles in the organization and management of the
Romanian educational system: general inspector of schools (1883) and general secretary at the

1
The English version is primarly based on my own article, Spiru Haret şi reforma sistemului
educaţional:Model pentru contemporani, which I presented on 11 September 2014 at a conference
for young olympics. The bibliography I used was almost entirely in Romanian. For the English
version I added to it some new Romanian creations in English, such as the article written by
Constantin Schifirneţ, SPIRU HARET, EDUCATION AND SCHOOL LEGISLATION REFORM.
2
Own translation after original quote: „Sistemul şcolar al unei ţări trebuie să fie oglinda fidelă a
trebuinţelor, aspiraţiunilor şi caracterului naţional al poporului care o locuieşte. Reforma şcolară
care se urmăreşte de câţiva ani are de obiect principal realizarea acestui deziderat.”
3
One explanation may be the lack of continuity. In the last 26 years, we has 16 Ministers of
Educations, between which only 4 lasted in office for more than 3 years: Liviu Maior (1992-1996),
Andrei Marga (1997-2000), Ecaterina Andronescu (2000-2003; other terms - 2008-2009; 2012) and
Daniel Funeriu (2009-2012).
4
I observe that, in opposition to nationalistic exaggerations, Spiru C. Haret, Armenian at his origins, belongs
to the vast gallery of personalities of non-Romanian origins that had great merits and achievements for the
Romanian society and culture. Other examples are Georgian Antim Ivireanul, Metropolitan of Wallachia
(1708-1716), that introduced Romanian in the liturgical service (replacing the old Bulgarian and Greek), and
Prussian Karl von Hohenzollern-Sigmarigen, the future King Carol I of Romania (1866-1914), maybe the
greatest ruler in the history of Romania, ruling under the motto: „Everything for the country, nothing for
me.”
1
Ministry of Education (1885-1888). This „fabulous evolution, that made him one of the most
outstanding personalities of his time”5, as historian Alexandru Zub considers, reaches its „peak” in
1897-1910, when Haret was given 3 different terms as Minister of Education (1897-1899, 1901-
1904, 1907-1910)6. Despite working under governments of the National Liberal Party (PNL) 7, „he
wasn’t a politician, but more a tehnocrat whose temperance, precisiond and organizational skills
were used by the Liberal Party at his time”, as mathematician Mircea Maliţa stated in 19748.

THE HARETIAN SPIRIT

Haret’s reform can be seen as patriotic, in the sense Haret was inspired by his experience in
more advanced countries and returned home to help his own country: „As school looks today will
the country look tomorrow”9, states Spiru Haret in 1895. „He realised, as did Cuza, Kogălniceanu,
Maiorescu and Eminescu before him, that an agrarian and rural society must be modernised from
within by adecquate institutions (m.e.). One of this institutions was the school, seen by Haret as a
fundamental mean in the rural environment.”10 [Constantin Schifirneţ, 2012]11.
Haret identified12 three purposes of the national system of education: 1. form good citizens; 2.
provide the basic knowledge to the youth; 3. provide the basics for all careers which are necessary
for the full and harmonious life of the state. „To be complete, education must care not only of the
spirit, provinind knowledge, but also care for the heart, provide moral standards, in few words,
educate the young for life.”13 In Haret’s vision, history makes the young aware of their national
identity14.

5
Own translation after original quote: „eminent parcurs, care l-a situat printre cele mai de seamă personalităţi
ale epocii”.
6
The exact span of his terms was: 31 March 1897 – 11 April 1899, 14 February 1901 – 22 December 1904
and 12 March 1907 – 29 December 1910. In 1904-1907 (between his 2 nd and 3rd term) he was vicepresident
of the Romanian Academy.
7
The prime-ministers of the liberal [and conservatives] governments of his time where: Dimitrie
Alexandru Sturdza (1897-1899), [George Grigore Cantacuzino (1899-1900), Petre P. Carp (1900-1901)],
Dimitrie Alexandru Sturdza (1901-1904), [George Grigore Cantacuzino (1904-1907)], Dimitrie
Alexandru Sturdza (1907-1908), Ion I.C. Brătianu (1908-1910), [Petre P. Carp (1910-1912), Titu
Maiorescu (28 martie 1912 - 1913)].
8
Maliţa, M., Spiru Haret, a Romanian Forerunner of Mathematical Modelling in the Social
Sciences, RSR Academy Publishing, Bucharest, 1974 [apud Eufrosina Otlăcan, 2012].
9
Own translation after original quote: „cum arată astăzi şcoala va rămâne ţara”.
10
Own translation after original quote: „El a intuit, la fel cum au gândit Cuza, Kogălniceanu,
Maiorescu şi Eminescu, că o societate predominant agrară şi ţărănească trebuie modernizată din
interiorul ei de către instituţii adecvate (s.m.). Una dintre aceste instituţii este şcoala, concepută de
Haret ca mijloc fundamental în mediul ţărănesc”
11
Constantin Schifirneţ: Spiru Haret, „un reformator al societăţii româneşti”, „Adevărul”, 12 mai 2011.
12
Spiru Haret, Raport asupra activităţii Ministerului Instrucţiunii Publice şi al Cultelor, Bucharest, 1903, p.
5, 11 [apud Alexandru Zub, 2011].
13
Own translation after original quote: „Învăţământul, ca să fie desăvârşit, trebuie să se îngrijească nu
numai a cultiva spiritul, înavuţindu-l cu cunoştinţe multe, dar a cultiva şi inima, a forma caracterul,
a face, în fine, ceea ce se numeşte educaţiunea tinerimei.”
14
Own translation after original quote: „studiul istoriei trebuie să fie un mijloc de a infiltra în sufletul
copiilor conştiinţa naţională” (Spiru Haret, Circulara nr. 43265 din 1902).
2
HARET’S REFORM

The first law that made the primary school free and compulsory dated from prince Alexandru
Ioan Cuza (Law no. 115 from 25 November 1864). It had to be improved. After many attempts,
some made by conservatives (Petre P. Carp, 1870; Christian Tell, 1872; Titu Maiorescu, 1876 – all
close collaborators of King Carol I of Romania), the most pragmatic project prior to Haret’s
belonging to minister Vasile Conta (1880-1881). Being based on a long experience and interest in
the field of education since 188115, Haret’s reform – inspired by the former projects – was based on
new school legislation, concerning secondary and higher education (23 March 1898), vocational
education (1899) and private schools (3 December 1904). During his pauses as Minister, his
office was held by a conservative minister, that adopted some contrary measures, according to his
own vision (eg. Constantin Arion in 1900-1901).
What did Haret actually do?
He:
* supported the development of primary studies: „Haret attended the Congress of the
Primary Teaching Staff, held in Bucharestin July 1905, in the presence of 1,000 teachers. In his
speech on 1 July 1905, hepresented new arguments for the reinforcement of primary education. He
insisted that the primary school curriculum should be the same in the urban and the ruralareas.
Unlike Haret, his conservative political opponents had decided in favour of adifferent organization
for the primary education tier in villages and in towns.” [Schifirneţ, 2014]. Through Royal Decree,
in 1898, the “Reward for Labour in Primary Education”16 was instituted.
* extended the secondary studies (gymnasium and high school) from 7 to 8 years and
introduced the 3 sections, according to the leaning for different domains: sciences, foreign
languages and classical studies.
* introduced the examen to pass from the primary to the secondary school.
* supported the development of education in the rural environment, under the motto „a
primary school for every village”. He created over 1200 rural schools and founded the „Albina”
weekly magazine (1897) to popularize knowledge in the villages.
* developed the practical nature of education: „Teachers musn’t abuse of the memory of
their students. Practice is required to save the education from being only abstract and theoretical
(m.e.).”17
* supported extracurricular activities: he encouraged the festivities from 10 May (the
National Day of Romania) to 24 January (Unity Day). In 1898, he introduced the annual
competitions of oina, held on 10 May.
* separated physical education military instruction. Haret can actually be considered the
organizer of school gymnastics in Romania.
* created the school canteens.
* introduced transport aids for the pupils living far from school, in January 1898.
* provided a proper technical equipment in schools (eg. geographical maps in all classes).
* inspired the national feeling of pupils. He considered the teaching national history to be
„the most important of all classes”, through which „we can raise the Romanian spirit”. In 1897, he

15
In 1881, Spiru Haret and Gheorghe Tocilescu wrote a report on the state of education at the end of school
year 1880-1881, at the request of minister Vasile Alexandrescu Urechia (1881). The report written as general
inspector of schools for the minister in 1884, criticising many negative aspects such as the shortcoming of
the school manuals or the poor supply of boarding schools, was presented to the Romanian Academy in
1885. On 1886, based on his own report, he collaborated with liberal minister D.A. Sturdza (1885-1888) in
his attempt to introduce a reform of the educational system. Despite not passing as a new law, the failed
project inspired his future attempts. In 1896, he worked at the project for the primary school law of minister
Petru Poni (1895-1896) [modified by Haret in 1901, 1908 and 1909, it continued to be used until 1924, when
it was replaced by a new law given by minister Constantin C. Angelescu (1922-1928; 1933-1937)].
16
„Răsplata Muncii pentru Învățământ”
17
Own translation after original quote: „Pretutindeni se cere ca profesorii să nu facă apel la memoria
şcolarilor decât atunci când învăţământul nu-i poate ţine locul. Peste tot se impune a se face aplicaţii şi a se
dezbrăca învăţământul cât mai mult posibil de caracterul abstract şi pur teoretic (s.m.)”.
3
approved a List of public and historical monuments in Romania, organizing school trips and such
national monuments and actions to preserve them. He inspired Alexandru Vlahuţă to write a poem
about the beauty of Romania’s fields and people, and George Coşbuc to write a book about
Romania’s war of independence in 1877-1878, The Story of the Iron Crown („Povestea unei
coroane de oţel”). He collected money to buy a „Stradivarius” violon for composer George Enescu.
* replaced the baccalaureate with a general exam to graduate high school: under the
principle Non multa, sed multum, the new examen didn’t follow the information that the pupil had,
but more his way of thinking and solving practical problems. For example, the examen for classical
studies, consisting of a written paper, a translation from a foreign language and an oral dissertation,
allowed the students to use a dictionary to make the translation.
* improved the education of teachers: he created the pedagogical schools near eevry
university; he introduced the exam for becoming a teacher and a competition to teach one one job or
another. In 1903 he created the Pedagogical Library, that, through the „House of School” („Casa
Şcoalelor”), published important pedagogical works.

As for the universitary education, created during ruler A.I. Cuza (1864), he:
* increased the number of faculties (eg. the Superior School of Architecture, the Superior
School of Veterinary Medicine, the School of Musics)
* provided a new material basis for universitary laboratories
* introduced the examen at the end of every universitary year
* created the Universitary Senate, including the Rector, a dean and a representative from
every faculty.

În 1909 he introduced the law for kindergartens (2 June 1909). The first kindergarten in
Romania was opened on 1 December 1897, and in 1909 over 168 kindergartens had been created.

He reorgnized and supported the vocational and technical education, for children that can’t
follow a secondary school due to lack of funds or the lack of intelectual abillity. He divided it into 4
sectors: agriculture, forestry, crafts and trade. The obligated the big workshops of the country to
help and support these schools, according to the needs of the state.
His arguments, presented in the Chamber of Deputies on 9 March 1899, were: „we shouldn’t
attribute the progress of human societies only to intelligence; progress is the result of three
elements that worked together: hand, language and intelligence.” Because „manual occupations
are as noble as intelectual ones”, „it isn’t normal that all the youth should follow a single type of
education. Even more: it is against the best interests of the country that those that finished the
primary studies couldn’t embrace other careers than the liberal ones. (m.e.)”18

Constantin Schifirneţ writes: „In the fall of 1903, Spiru Haret presented to King Carol I the
“Report on the Activity of the Ministry of Instruction” giving an account of the laws and otherlegal
acts adopted in the Romanian school system, between 1 October 1895 and 31 August 1903”
[Schifirneţ, 2014].

„CREATOR OF THE ROMANIAN MODERN EDUCATIONAL SYSTEM”

At the 1899 census, only 22% of the country’s population was literate. After Spiru Haret’s
terms, the 1912 census showed that nearly 40% people were literate (1.986.982 people from
5.047.342). Thus, in 13 years, Romania’s literate population nearly doubled.

18
Own translation after original quote: „nu ar fi just să atribuim progresul societăţilor umane exclusiv
inteligenţei; acesta este rezultatul a trei factori care au acţionat împreună: mâna, limbajul şi inteligenţa”.
„[Întrucât] ocupaţiile manuale sunt tot atât de nobile ca şi cele curat intelectuale”, „nu este normal ca
toată tinerimea unei ţări să urmeze o singură direcţiune de învăţământ, nu este normal, nu este regulat, este
contra intereselor ţării, ca toţi copiii care au terminat cursul primar să nu poată îmbrăţişa alte cariere
decât carierele liberale (s.m.)”
4
 Naturally, the same progress was identified in the rural environment, that represented 80% of
the country’s population: from 15,20% percentage of literate people in 1899 to 34,70%. in 1909.

Despite his huge merits, Spiru Haret – „creator of the Romanian modern educational system”,
as Constantin Schifirneţ calls him, is not too famous at all. The University that wears his name
generally has a bad reputation. His statue is on the sidewalk opposite to the University of Bucharest,
on Queen Elisabeth Boulevard, along 3 other personalities (Gheorghe Lazăr, Ion Heliade Rădulescu
and ruler the Brave).
Haret is quite famous in the West for his scientific works: in 1976, the International Union of
Anstronomers gave Haret’s name to a 29 km wide crater of the moon’s unseen side, called
„Aitken”.
In 2012, when we commemorated 100 years from his death, Haret was introduced in the
UNESCO calendar, together with biologist George Emil Palade and conductor Sergiu Celibidache,
celebrated at 100 years from their birth.

BIBLIOGRAPHY

Acad. ALEXANDRU ZUB – Spiru Haret (1851-1912). I. Lecţia reformatorului, 16 May 2011,
II. Idei haretiene – despre educaţie şi culltură, 15 May 2011, III Spiritul Haretian în Cultura
Română, 22 May 2011, „Luceafărul”
CONSTANTIN SCHIFIRNEŢ - Spiru Haret, education and school legislation reform, in
„Revista română de sociologie”, year XXV, no. 3–4, p. 311–326, Bucharest, 2014.
http://www.revistadesociologie.ro/pdf-uri/nr.3-4-2014/07-CSchifirnet.pdf
CONSTANTIN SCHIFIRNEŢ, Centenar Spiru Haret, 17 December 2012, „Luceafărul”
FLORENTINA-MANUELA TĂBĂCILĂ – Spiru Haret – personalitate de prestigiu a ştiinţei
şi învăţământului românesc
MIHAI DRAGNEA – Modernizarea învăţământului românesc, „Historia”

I studied some of the works presented at Haret’s commemoration held at the Romanian Academy
on 3 May 2012. Those were19:
EUFROSINA OTLĂCAN - Spiru Haret (1851-1912) - de la o teză de doctorat magistrală la
reforma învăţământului românesc
MIHAIL M. ANDREESCU - Spiru Haret – politician şi legiuitor liberal
ELVIRA BOTEZ - "Albina" lui Haret
IOLANDA CONSTANTINESCU - Contributţa academicianului Spiru Haret la dezvoltarea
învăţământului românesc
CRISTINA - MARIA DABU - Cultura şi genialitatea - condiţii ale progresului. Spiru Haret -
un reformator al societăţii româneşti
FILOFTEIA REPEZ - Umanism, patriotism şi naţionalism în opera şi activitatea lui Spiru
Haret
NICOLAE POSTOLACHE - Spiru Haret, mai puţin cunoscut
VICTOR VĂTĂMANU, Dr. DĂNUŢ GHIŢĂ - Spiru Haret – "părinte" al ţărănimii

We should note that Haret wrote 139 works, 21 of Maths, published in 11 volumes 1934–1938
(republished by Constantin Schifirneţ in 2009–2010).

19
Others were: ANA BAZAC - Spiru Haret, "Mecanica socială": semnificaţii epistemologice.
Conf.univ.dr. GEORGE V. GRIGORE - Spiru Haret şi instituţia Teatrului Naţional. Prof.dr.ing.
MARIAN RIZEA - Spiru Haret – vizionarul unei Românii moderne. MAGDALENA
STAVINSCHI - Spiru Haret si Henri Poincaré – 100. ILIE TISMĂNARU - Spiritul haretian în
cultura română.
5