Private teachers had given him his first instruction under the direction of his father, and at Easter, 1823, he was already, as a boy of twelve, qualified for admission to the school, which begins with the third class of the Prussian gymnasiums. At that time Ilgen was principal of the school, but Professor Lange, his tutor, seems to have exerted a stronger influence than he over the pupils. The latter became principal after the departure of Lepsius in 1831, but unfortunately died a few months after assuming office. He is the only one of all his teachers whom Lepsius especially mentions in the biography attached to his “dissertation” and it is true that this man exercised a marked influence over his gifted pupil by his moral fervor, his great learning and spirited interpretations of the old classic writers. Professor Koberstein had come to the school three years before Lepsius, and had introduced new life into the teaching of German. He understood how to interest the pupils in ancient and mediæval high German, and after the fashion of Tieck he read German and Shakespearian dramas at his own house in the evenings to a select circle. How greatly Lepsius was affected by the instruction of this able pedagogue and scholar may be seen from the so-called valedictory theme which he was obliged to compose and hand in before his departure, according to the custom in the school at that time. This painstaking essay, unusually mature for a lad of eighteen, handles the following subject, selected by himself: “On the Influence which must be Exerted on the Tendency of Philology in General, and Especially of Classic Philology, by the Most Recent Methods of Treating German Grammar, and the Universal Comparison of Languages Arising from this and the Wider Knowledge of Sanscrit.” It appears from the little sketch of his life appended to this essay that Koberstein had also given Lepsius special instruction in ancient German and Italian. “The time which I spent with you will ever appear to me the bright spot of my life here,” writes the pupil, on his departure from the excellent institution which he long remembered with affection and gratitude. And he had reason to be grateful to Koberstein, for in the valedictory theme mentioned above and composed under his auspices we see indicated, as it were, the path which, after much groping and many essays, the studies of Lepsius were finally to follow. With him, as with so many others, a vigorous individuality had, even in his school-days, exerted a decisive influence upon his subsequent intellectual tendencies. The elder Lepsius, the antiquarian, and Koberstein the accomplished linguist, indicated to their son and pupil from afar the goal for which he afterwards strove, it was reserved for others to be the guides who should determine and direct him thither.