As president a total of fourteen years of the first twenty-three years of Burritt College’s history. Carnes was largely responsible for setting its standards, intellectual, moral, and religious. The school day was a long one, extending from five in the morning to nine in the evening. The schedule required the students to awake and leave their beds at the ringing of the bell at that early hour during all seasons. There was no daylight saving in those days. An hour of study was required before breakfast. The students marched into the chapel at eight o’clock for a short religious service. This was followed by recitations interspersed with study periods until about four o’clock in the afternoon, except for an intermission of an hour and a half for the noon meal and two brief periods for exercise during the morning and afternoon. Two hours of study were required in the evening. All lights were to be extinguished at the ringing of the bell at nine o’clock. There were strict rules and regulations against fighting and carrying deadly weapons; against swearing and the use of obscene language; against gambling, card playing, and other behavior “calculated to corrupt the morals of youth”; against using tobacco and drinking intoxicating liquor. There were many other rules regulating the relationship between the male and female students, behavior on Sunday, the care of College property, and the avoidance of indebtedness. Life at Burritt was somewhat austere and simple but it was on a very high intellectual and religious plane,—a good example of the ideal of “the Attic soul in a Spartan mould,” a combination of what was best in the two somewhat contrasting Spartan and Athenian cultures of ancient Greece. The most important extracurricular activity centered around the two literary societies, Philomatheian and Calliopean, founded early in the history of the College. They afforded the students opportunities for development in written and oral expression. Many later eloquent and effective public speakers thus secured their first experience and training. The programs of these societies were composed of recitations, orations, and debates. Girls were admitted to membership in 1884, and it then became apparent that they were a healthful factor in the social as well as intellectual development of these organizations. Later in the new college building each society was given a special room for its meetings and for housing its library, each having as many as 800 volumes by 1895. The College curriculum also provided for weekly exercises in public speaking on Friday afternoons, and in later years introduced a department of elocution, or expression as it was also called.