The Dutch are a highly efficient sort of people. Meetings begin promptly, and the bureaucratic system is highly organized (although not necessarily expedient). There is one exception to this rule: The Dutch Quarter. This was thankfully explained to me prior to my classes starting, but it still caused me some uncertainty. If a class is listed as beginning at 11:00, it will begin promptly at 11:15. This is the case for every class I am in. Unlike American systems, where the listed time is what time the lecturer begins teaching, the listed time for Dutch classes is what time most students get to the building, buy a coffee, and socialize outside of the classroom. There is always a fifteen minute break in the middle of class, at which point the students go buy another coffee, have a cigarette, or chat with the professor.
I have found this system to be perfectly suitable to learning. I am taking three classes this "block" (two of which will end the end of March, one which continues until May). Each class meets for two-hour increments of time, usually twice a week. A two hour class may seem unbearable to an American student, for whom breaks are seldom and leaving the class is disruptive. However, the Dutch break a two hour class into two increments of 45 minutes each, beginning promptly at a quarter after, breaking on the hour, and resuming for exactly 45 minutes. Just as my focus beings to wane, the lecturer glances at his or her watch, and steps out for a coffee.
Speaking of coffee, the Dutch have a fantastic system set up: there are multiple vending machines in each building that sell cups of coffee, tea, or hot chocolate for 40 cents each. You specify how much sugar, milk, or espresso you want, put some coins in, and a small cup pops down and fills up with your drink of choice. 40 cents seems like a laughable amount of money to spend on something that gets you through the rest of your lecture, but I am sure the brilliant entrepreneurs who marketed the machines to the university are laughing at the nearly empty pockets of the students who have become addicted to the drinks.

I am loving the course material so far. I am taking two classes at the Faculty of Law this block: Law and Governance in Developing Countries, and Law of the European Union. These classes end in March at which point I will take International Humanitarian Law. The law classes are designed with international students in mind and are taught in English. The classes are a mix of Dutch undergraduate students, (most in their final year), EU Exchange students, and American law school students. The EU and Dutch students are all able to study law in their undergraduate course work, and the material is thus a supplement to their legal studies. The American law school students are all older than me and slightly intimidating, as they come with at least 1 year of experience in law school.
The first week of classes, as I got to know people, I realized that I am one of the only students in my classes who does not study law full-time at my home university. Ironically, American institutions make undergraduates receive a B.A. in something other than law, even if they want to become legal experts or lawyers. My EU friends are always surprised by how much schooling is required to become a lawyer in the U.S.
"So, you basically study random stuff for four years, then study law for 3?" I nod. "But I'm graduating after four years with more law experience than you will have after 7 years of schooling." I nod my head and laugh. I was reminded by a Dutch student, however, that despite the required 7 years, American lawyers earn more than European lawyers.
I feel as though I have unintentionally (but gladly) cheated the system. I am studying law at an internationally recognized institution for a semester before returning to the U.S. to continue my studies in International Relations. I hope to use the experience I am gaining here to apply to classes offered in the law school that count towards my IR B.A.
My course work covers a broad range of topics. Law and Governance is primarily comparative, and we analyze how developing countries implement legal reform. We discuss case studies on Indonesia, Africa, the Middle East and the former Soviet Union among other places, and analyze case law and constitution making. We are studying the impact of colonialism as well as the importance of incorporating customary law into formal legal systems. The professor has developed legal projects in a variety of countries, including Egypt and Indonesia, and works for a research institute that studies governance issues.
My basic course in EU law is surprisingly fascinating. Sure, the text and material can seem dry, but it is all new to me. We are learning about the history and development of the Union, as well as the functions of the various parts. To make things confusing, one textbook includes the new Lisbon Reform Treaty, passed in December 2009, and another does not. We spend class time clarifying the changes and looking up the articles of the treaties to determine how cases would be handled.
The third class I am in is Culture and Society of the Netherlands. The professor is quite engaging, and the class gives an overview of the history, culture, language, and political structure of the Netherlands. I am learning all sorts of tidbits of information that I will pass on at a later date.
Off to teach ballet and yoga!