90 of the classes with the students. After it finished he held a debate session to clarify the opinions of both the teacher and the students in order to look for ways to improve things. Enryō also discouraged his students from holding prejudiced ideas. In his classes he highlighted Buddhists as an example prone to dog-matic thinking, believing that “everything can be solved by Bud-dhism.” He encouraged students to learn how to see and think from a broader perspective, as it was only narrow prejudice to think that no other theories were worthy of consideration. He also valued willingness to proactively learn new things. At that time the theory of evolution was still a new idea and was being widely discussed. Enryō invited researchers who had just returned from studying in Europe and the United States as speakers and listened to their lectures together with the students. In this way the teachers and the students interacted with each other and shared a mutual respect in the educational space for each other’s humanity in the spirit of dialogue. As a way to refine his thought Enryō was realizing this spirit of dialogue through education rooted in philosophy. In 1890 the first cohort of students graduated from the Academy. There was a total of twenty-three people. In those days all private schools had many enrolments but graduation was limited to a select few. The reason for this was the difficulty involved in continuing for the full three-year course of study. Incidentally, in January of that An Existential Crisis at the Academy and Nationwide Lectures
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