Ad scientiarum haustum et seminarium doctrinarum

The centuries-old history of the University of Naples, which since 1992 has been appropriately named after the Swabian emperor Federico II, finds a formidable and poignant synthesis in the inscription that stands out on the pediment of its headquarters on Corso Umberto I.

Indeed, climbing the steps of the entrance staircase of the Neapolitan Athenaeum, one reads "Ad scientiarum haustum et seminarium doctrinarum," or "to the fountain of sciences and a nursery of knowledge," a syntagm taken from the Licterae generales, attributed to Pier della Vigna, with which Federico II announced in 1224 the establishment of the Neapolitan Studium, the oldest state university in the world.

The beginning in 1224. The University of Naples: an ancient, yet modern institution

In 1224, Emperor Federico II began the Licterae generales (or manifesto) addressed to the empire and the whole world to announce the establishment of the University of Naples: "in regnum nostrum desideramus multos prudentes et providos fieri per scientiarum haustum et seminarium doctrinarum," meaning "in our kingdom we desire that many be made wise and shrewd by drawing from the fountain of the sciences and the nursery of the sciences."

Words that invited all students to come to Naples, to the world's first state university, as it can rightly be called, because it was founded by a secular public authority.

But the extraordinariness of the event did not end there: it offered, to the students of southern Italy the opportunity to study close to home.

And again, while elsewhere it was the students who paid the professors, in Naples the professors were paid by the emperor; the students were protected and safeguarded, so much so that deserving ones could enjoy honor loans or, if you will, scholarships; and the best housing was made available to them at predetermined prices.

And this was not the end of the story: for the first time in history, the principle was declared that through study one can acquire true nobility, which is not that which descends from blood and family lineage, but that of the spirit. Through study, one can attain ever higher and more rewarding social roles and professional positions.

It was 1224. There are very few equally ancient universities that can boast of a date of foundation that is certain and not reconstructed (if not invented) in a more or less fanciful way. Even the day is handed down unambiguously: the 5th.

Some doubt, however, there is about the month, June or July: and this leaves that hint of mystery that makes any tale more fascinating.

We do not possess, in truth, an actual diploma of institution, and what history has left us are only the Licterae generales, with which Federico peremptorily invited all students to come to Naples before September 29 (the feast of St. Michael), the date that became canonical for the beginning of the academic years.

The founding letter has a complex textual tradition: together with 3 other letters on university subjects it has been transmitted mainly from the widespread collection of letters attributed to Pier della Vigna (c. 1190 - 1249), who was one of the most important men of letters of the time and a kind of prime minister of the emperor.

This means that the epistle was turned into a model for the teachings of ars dictaminis, that is, of refined rhetoric and high literature. That is probably why it was not lost and has come down to us.

The prominent elements.

The desire for many in the Kingdom to become wise and shrewd by drawing from a source of science and a nursery of knowledge

Already in the opening, Federico II, in announcing his decision to found the Studium, states that he wished that in the Kingdom many would become wise and shrewd by drawing from a source of science and a nursery of knowledge ("per scientiarum haustum et seminarium doctrinarum"): a non-trivial statement, as we shall see.

Especially since it is immediately linked with the principle of the attainability of Naples, which would have allowed schoolchildren to study without leaving their loved ones ("in conspectu parentum suorum"); a concept that is also reiterated when it is stated that it was intended to free students from many labors ("a multis laboribus") and long journeys and peregrinations ("a longis itineribus et quasi peregrinationibus"), protecting, therefore, from the snares of thieves and marauders those who were normally, during in journeys, stripped of their fortunes and possessions while traveling to very distant places ("spoliabantur fortunis suis et rebus longa terrarum spatia peragrantes").

Particular attention must be pinned on this insistence, because it must be related to what we read in the constitution Habita, granted to the students by Federico II's grandfather Barbarossa in 1155.

If Federico I Barbarossa celebrated the self-sacrifice of those who had made themselves exiles and poor "for the sake of science"(amore scientie), exposing their lives to dangers of all kinds, Federico II, on the other hand, insists on security and comfort and tickles the students' ambitions with concrete promises of benefits, such as riches and nobility.

The two elements just noted could not, evidently, have been associated by chance, but obeyed a precise political and cultural strategy sought by Federico II, who opposed a tradition fully supported by his grandfather.

In fact, by establishing a Studium within the kingdom and for the benefit of the kingdom itself ("in regnum nostrum"), Federico intended first and foremost to procure the opportunity to have at his disposal a large number of people endowed with high culture, especially legal culture, so necessary for the administration of the state, which in those years he was organizing in an increasingly centralized manner.

In short, the Studium would be able to provide trained administrative personnel, rewarding them with the promise of bonuses and adequate salaries.

The four historical phases of the Federico II University

Since its founding in 1224, the University of Naples Federico II has taken part in four main historical phases. In each phase we can identify specific traits of the University at that time and some of its main exponents.

Above all, in each period, the University actively participated by spreading culture, evolving with the thoughts of the time and bringing new perspectives.

The foundation and monarchical and royal organization of knowledge: the artes. 1224 - 1250

The University of Naples, founded in 1224 at the behest of Emperor Federico II of Swabia, represents one of the oldest universities in Europe. The founding act of the Athenaeum, issued by the Swabian emperor, provided for the creation of a school for the training of teachers and judges of the Kingdom. In this context, the figure of Pier delle Vigne, also known as Pietro della Vigna, an important 13th-century jurist, politician and poet, as well as Emperor Federico II's right-hand man and author of the organization of the Kingdom's judicial system, played a key role in the creation and organization of the Athenaeum.

To organize knowledge within the University, Federico II drew inspiration from the structure of the artes, or the seven disciplines of the rhetorical-literary and philosophical spheres, such as grammar, dialectic, rhetoric and theology. These disciplines were considered the basis of the humanistic education of the time, and were based on knowledge of classical authors and the practice ofelocutio, or the art of speech.

Later, they moved on to the teaching of professional disciplines, such as law, medicine and theology. This organization of knowledge, strongly influenced by Aristotelian philosophy, formed a solid basis for the training of scholars and professionals in the kingdom.

Federico II and Pier delle Vigne also gave great impetus to scientific research and cultural production at the time. Thanks to their patronage policies, many intellectuals and scientists were invited to work at the imperial court, creating a lively and stimulating cultural environment.

The presence of these intellectuals, such as the philosopher Thomas Aquinas, made it possible to promote knowledge and the development of culture throughout the Kingdom.

From Kingdom to Viceroyalty between the 15th and 16th centuries: the Neapolitan legal school. 1400 - 1600

The University of Naples has a long and rich history, beginning with its founding in 1224 when the city was part of the Kingdom of Naples. Over the following centuries the University evolved under the rule of the Spanish Viceroyalty, but it continued to play a leading role in the culture and education of the Campania region.

The Neapolitan Legal School was a current of legal thought that developed within the Federico II University of Naples between the 15th and 17th centuries. Its best known exponents include Paride Dal Pozzo, Marino Freccia and Scipione Rovito, who contributed to the formation of a distinctive legal tradition in southern Italy.

The Neapolitan Legal School was characterized by a strong focus on Roman law, which was reinterpreted in light of the new social and economic needs of the time. Neapolitan scholars focused particularly on the theory of contracts, property and obligations, seeking to adapt Roman law to the needs of modern commercial society. This school had a significant influence on European legal thought and contributed to the formation of modern law.

Over the centuries, the Law Department of the University of Naples has undergone numerous transformations and reorganizations, but it has always maintained its reputation as a center of excellence in law research and teaching.
Today it is one of the most important in Italy, with a wide range of undergraduate, master's and doctoral programs. The department is distinguished by its focus on high-level research and collaboration with academic and research institutions around the world.

The Modern Age and the Age of Enlightenment: the economic reorganization of the Bourbon Kingdom. 1734 - 1861

In the 18th century, the University of Naples was at the center of major cultural and economic transformations that swept through the Bourbon Kingdom. This period was marked by the Age of Enlightenment, a philosophical current that emphasized the importance of reason and science, and the economic reorganization of the Bourbon Kingdom.

The University of Naples played a leading role in the establishment of Enlightenment thought in southern Italy, thanks to the presence of eminent scholars such as Gianbattista Vico, Antonio Genovesi and Ferdinando Galiani. These thinkers helped spread innovative ideas on social sciences, political economy and philosophy of law.

In particular, Gianbattista Vico represented one of the leading exponents of Enlightenment thought in Naples, developing innovative theories on history and the philosophy of culture. Antonio Genovesi, on the other hand, was one of the leading economists of the time, analyzing the role of production and trade in the national economy. Finally, Ferdinando Galiani was an economist and philosopher who was interested in the relations between trade, production and society.

In sum, the University of Naples represented an important cultural center in the modern age, contributing to the spread of Enlightenment thought in southern Italy and the economic reorganization of the Bourbon Kingdom. Thanks to the presence of distinguished scholars such as Gianbattista Vico, Antonio Genovesi and Ferdinando Galiani, the University became a point of reference for the formation of new ideas and theories on history, economics and culture.

The contemporary age: technological innovation and the intersection of knowledge. 1950 - today

The University of Naples Federico II, in the contemporary age, presents itself as a constantly evolving reality, capable of combining tradition and innovation in an increasingly interdisciplinary vision of knowledge. In particular, the spread of new technologies has enabled the university to expand its reach and develop new methods of learning and research.

Investments in infrastructure and advanced technologies have led to the creation of state-of-the-art research laboratories, which enable students and researchers to conduct high-level studies in numerous fields, from engineering to medicine, and from biology to physics.

The University is also engaged in interdisciplinary collaborative activities through the involvement of researchers and students from different disciplines in joint projects. This interdisciplinary approach makes it possible to address major contemporary challenges, such as environmental sustainability, health and well-being, technological innovation and social justice.

The Federico II University also stands out for its internationality, promoting student and researcher exchanges with universities around the world and hosting world-class conferences and symposia. In this way, the University contributes to the creation of an international academic community capable of meeting the great challenges of the global era.

Bibliography

Luciano Carbone, Giuseppe Cardone, Juan Casanovas, Santi Mancuso, Franco Palladino, Isabella Valente - The Courtyard of Statues - FedOA - Federico II University Press 2018

Alessandro Castagnaro - Walking through the Federico II - FedOA - Federico II University Press 2019

Paola Coppola, Maria Rosaria Sant'Angelo - Federico II Opens the Court - University of Naples Federico II 2020