As a teenager, my cousin Mia invested her savings into a vintage 1950s Ford Mustang, which she meticulously restored in the family garage. She dedicated her afternoons and weekends to the project, balancing it alongside her school and sports commitments. Other relatives shared similar fervor for their interests, whether it was strumming a guitar or playing the piano. These pursuits were once simply labeled as “hobbies,” primarily self-driven endeavors enjoyed solo or with friends. Parents played a supportive role, often offering guidance but generally allowing their children independence.
In contrast, my teenage years were devoid of genuine hobbies. Instead, I was immersed in “extracurriculars.” I took music lessons throughout high school, which were highlighted on my college applications. I participated in sports teams that I didn’t particularly enjoy, all in the name of enhancing my college prospects. My involvement in the drama club, which I cherished, felt more like an obligation to boost my resume than an authentic passion. Unlike previous generations, the concept of a hobby seemed to fade, replaced by an era of “hooks” that students were encouraged to develop to stand out to colleges.
This shift might be generational. My spouse, who is slightly older, completed college in the 1980s. By the time I was applying in the early 1990s, leisure activities had become overshadowed by academic pressures, as advised by college counselors. The term “hook” emerged, marking a shift toward a more competitive college application process. Nowadays, college applications appear to be a lengthy ordeal where students diligently craft their resumes, aiming to impress elite institutions.
Reflecting on my time as an SAT tutor in the early 2000s, I recall working with a student named Lily who loved playing the piano. Despite her passion, to accommodate our study sessions, her parents canceled her piano lessons. In her quest to excel academically, she willingly sacrificed her musical practice. Throughout her junior and part of her senior year, her pursuits for enjoyment took a backseat to standardized test prep. She felt her piano skills weren’t sufficient for a conservatory, deeming it unworthy of her time compared to the SATs.
The plight of today’s overburdened youth deserves attention. Teens often lack adequate sleep and exercise, driven by pressure from parents or themselves to achieve higher grades. The process of “getting into a good college” has evolved into a multi-year grind, where children forego their true passions—activities that bring them joy—merely to check off another requirement on the “well-rounded applicant” list. While there are numerous reasons to reconsider this intense high school experience, I’d like to propose a modest upside: the revival of hobbies.
Today, I do have a hobby. I play the guitar, and it doesn’t matter how well I play. I wish I had more time for it because it brings me genuine happiness. Should my children express interest in activities like drawing comics or building model airplanes, I will wholeheartedly support them. I hope that when they reach high school, I won’t be the one urging them to prioritize SAT prep over their passions, yet who knows? I might fall into that same trap. After all, restoring a classic car could also look impressive on a college application.
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In summary, the transition from hobbies to extracurricular activities reflects a broader cultural shift in how we view personal interests versus academic achievement. While the pressures of modern education can overshadow personal passions, there’s hope for a resurgence in hobbies as students seek balance and fulfillment.
Keyphrase: Hobbies vs. Extracurricular Activities
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