88 education should not be limited to gaining knowledge. It should also be designed to enhance humanity because it is only when these two aspects are combined that people become truly intelligent. However, nurturing humanity is not as simple as intellectually educating people. Ultimately, it is important for people to realize this for themselves and put it into practice. For this reason Enryō’s policy was to empha-size the principle of free independent development. He emphasized the cultivation of human nature and built the school’s boarding house to help concretely achieve this goal. Enryō considered people’s student years to be “the springtime of a person’s life,” a time of freedom without social constraints when they could associate with any person regardless of social or financial status. It is common for schools to set up various rules and regula-tions to restrain students from their personal quests to explore free-dom. However, the Philosophy Academy did not adopt these sorts of policies, and it was decided that even at the dormitory there would be no elaborate set of rules. The school would deal with students with magnanimous humanity. Judgement over right or wrong would be entrusted to the individual sense of morality and personal aware-ness of the students themselves. On no account would rules be ap-plied to punish students. This idea was furthered through the “tea talks” for dormitory stu-dents. These were inspired by Enryō’s experience with “tea time” in England. At these talks he would chat with students and joke about in the belief it would help in cultivating humanity. The tea talks began on November fifteenth 1889 and were initially held twice a month but later they were held twice a day, in the morning and evening. The
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