The list of games, all of which were under the oversight of a teacher, included shuttlecock, tennis or fives, skittles, and playing with a large ball filled with air. For the younger children there were also hoops and seesaw. Under Simon’s successor, Du Toit, other varieties of exercise were added from time to time—singing and reading aloud; swimming, skating, shooting with the bow and with firearms; marching in time and playing soldier; making excursions on foot into the surrounding country; walking up the rounds of a ladder set obliquely, without the help of the hands, or swinging from its under side and climbing hand-over-hand; carrying bags full of sand with the arms stretched out horizontally at the sides, while a teacher, walking among them, counted his steps aloud, and the pupils noted the number when their muscles began to pain them, and when they were finally overcome with fatigue, gauging thus the daily increase in strength and endurance. Gardening is mentioned, and in the fall of 1777 working in wood was introduced—the use of the lathe and plane, and cabinetmaking. Thus, at the very beginning of modern physical training, and under these earliest teachers of the art, we find in embryo most of the varied forms which have been advocated at one time or another since that day, _i.e._, simple games and athletic sports, gymnastics, military drill, manual labor and manual training, and school excursions. It will be observed, further, that these exercises had been incorporated into the plan of education as an essential factor, and that they were entrusted, not to a special master, but to one of the regular teachers in the school.