8 In regard to “round-table discussions,” he discusses how, among stu-dents of the School of Japanese and Chinese Literature, engage in round-table discussions. These research sessions were energetic, with students exchanging opinions and comparing in-terpretations. They really were quite lively. Because the teacher tremely well. Enryō is said to have shared his own original perspectives at meetings during his time at university, and it seems that this sort of individu-alized early education had an effect on him. Enryō said he “studied English in the afternoon,” but it is unclear how difficult the lessons were. What is certain is that he had an in-terest in English since immediately after the Meiji Restoration. Over his five year education in Chinese classics from Ishiguro and Kimura he gained a basis for one “way of seeing and thinking about things” and he began to voice his own opinions. This became the foundation for his later scholarship. About his teacher Kimura’s teaching of Chi-nese classics, Enryō made the clear-cut statement, “My grounding in Chinese classics was simply this alone.” This suggests the heartfelt appreciation he had for Kimura. What’s more, around this time, in 1871, he passed the ordination examination at Higashi Honganji, and at the age of thirteen he became a priest. Those with great enthusiasm for learning were encouraged to made the final conclusions, they increased students’ abilities ex-
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