Harvard may have built its reputation on academic excellence, but it is the College’s extracurricular scene that has left a lasting impression on many students.

Students come to Harvard because they want the best of both worlds—they want to challenge themselves inside and outside the classroom.

As the College heads into a broad review of its curriculum and pedagogy, faculty and students will have to determine how this widespread participation in extracurricular activities should inform their thinking. They will have to consider what role extracurriculars should play in a Harvard education, and whether any lessons can be gleaned from the popularity of non-academic pursuits.

While some carry into the curricular review sweeping philosophies on the importance of extracurriculars in education, others have less developed and more cautious views. Almost all acknowledge the benefit of vibrant extracurricular options, but there are differing opinions on the proper balance, or even the need for a balance, between academics and extracurriculars.

As a result, it is still unclear what the future holds for extracurriculars and their place at Harvard.

Joining the Circus

During World War I, University President A. Lawrence Lowell feared that the “sideshows” were overshadowing education, the big tent event at Harvard, according to Secretary of the Faculty John B. Fox Jr. ’59.

Though the imagery of a circus might be lost on the current generation of Harvard students, Fox says he cites Lowell to illustrate that the concern over the balance between academics and extracurriculars is not a new phenomenon.

However, Lowell’s answers—which included the advent of concentrations and the House system—provide few clues about the present, as today’s student body does not much resemble the Harvard of his time.

Over the last few decades, the number of student groups has skyrocketed to over 250 and undergraduate participation has increased as well.

Most Harvard undergraduates are involved in one or more significant extracurricular activities, according to the 2000-2001 Harvard College Report by outgoing Dean of the College Harry R. Lewis ’68.

The report indicates that nearly 70 percent of students participate in some form of athletics, 40 percent engage in music or the arts and about 60 percent devote time to public service activities.

The admissions process has no doubt influenced the increased extracurricular activity on campus. Students arrive at Harvard with diverse talents and a drive to explore.

“The fact is that Harvard makes such an effort to attract students who have not only good grades and scores,” says former University President Derek C. Bok. “We do increasingly get a student body [with students] who even by the time they get here have abilities as musicians, student leaders and journalists.”

While Director of Admissions Marlyn McGrath Lewis ’70-’73 reaffirms that “the bread and butter of this place is academic excellence,” she says that in selecting students the admissions office looks for evidence of a student’s “capacity for development” at the College and later, as a citizen.