Constantin Rădulescu-Motru (1906) and later Florian Ştefănescu-Goangă (1921), disciples of Wundt, as Gruber in fact, succeeded to to implement experimental psychology as the main direction in Romanian psychology, which in the interwar period came to an unanimous international recognition. After Eduard Gruber established the first experimental psychology laboratory in 1893 in Iasi, Romania becoming the tenth country in the world to have such a laboratory, the new current was strongly supported by the local scientific community.

The development of scientific psychology in Romania begins in the late nineteenth century under the auspices of the new methodological paradigm of experimentalism. Among these we only mention the relationship between the external leading political The 19 th Century situation within the three provinces was subject to various influences and events arising from both external and internal causes. Following the end of the First World War, the three provinces were united (1 December 1918), while the present day configuration is the result that followed the end of The Second World War. The first two provinces were under the influence of the Ottoman Empire, while Transylvania (Transylvania) was initially under the influence of the Austrian Empire and later the Austro-Hungarian Empire (from 1867 to 1918). The Romania that we know today consisted during the 19th Century of the three large historical provinces Wallachia (Tara Romaneasca) with Bucharest as its capital, Moldavia with Iassy (Iasi) as its capital, and Transylvania. Before approaching the Romanian pedagogical thought of the period between the middle of the 19th Century and the middle of the 20th Century, there is a need for a few political, social and cultural remarks regarding the aforementioned period. This is one of the instructional systems that would serve as a philosophical background for the educational reforms at the beginning of the 20th Century and would serve as an example of educational practice and pedagogical policy up to the present day. The paper aims to present the influence of the pedagogy of Friedrich Herbart (1776-1841) on Romanian pedagogical thought during the 19th Century and the first half of the 20th Century, and the impact it had on the reforms that took place between 18, making relevant references to the specific works in Romanian pedagogy.

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