Eishin teachers initially described wanting to walk by a stream, pond, or lake in their ideal school.

Entities in the same semantic neighborhood but without a typed relation to this one — candidates for new edges or unrecognized duplicates.

• The lake is the feature that students and staff most like about Eishin campus.finding0.818
  Validation of the importance of the water feature.
• Eishin students made a film showing themselves jumping joyfully into the campus lake, fully clothed.finding0.811
  Artifact expressing a hymn to freedom and the realization of a dream.
• After moving to this new Eishin campus, the situation became quite reversed. The early buses were always empty. The last bus of the day was full. It was very difficult to get the students to go home.claim0.757
  Behavioral evidence of attachment: students felt so at home they resisted leaving, reversing the earlier pattern of early departures.
• The 200-pattern language for Eishin school completely defined the life of the school even before any physical configuration or architectural design was determinedclaim0.756
  Alexander's strongest statement about the generative power of a pattern language list
• Eishin school 1982 pattern language of ~200 centers completely defined the essentials of the school's way of life before any physical design was determinedfinding0.746
  Strongest case study evidence for the claim that the list of centers alone defines the life of a building
• The success of the Eishin campus is entirely given by the beauty of the hulls, the public hulls we identified and built.claim0.745
  Alexander's assessment of the Eishin campus.
• Separate classroom buildings with rain-exposed paths (Case 2) are more essentially rooted in the actual desires and feelings of Eishin community members than the standard connected-building Case 1 arrangementfinding0.739
  Comparative finding from the Eishin case showing latent centers being more essential than conventional ones
• Eishin student statement: 'For the first time in my life, I felt that I was free' on NHK program, 1991.finding0.739
  A direct report of experienced freedom attributed to the school environment.