Why you should go on study trips

This week marks the 99th anniversary of the Utrecht University History Students Association (UHSK). And last month I had the great pleasure of accompanying some UHSK students on a study trip – to Copenhagen! This was an activity that I had not done before except for the occasional trip to a local museum (hello, Wereldmuseum). To be honest, I had no idea what to expect. Would the students be well-behaved? Would I need to do a headcount during the day to make sure the group was intact? What if we did not like each other and had to spend time together? Did anyone snore?

And yet, none of my worries came to pass. The students were very well-behaved, even attentive, and they welcomed me into their close-knit, occasionally wacky, and frightening smart group of friends. People showed up early in the morning, even when it would have been hygge (Danish for gezellig) to doze on for another hour or three. And from the get-go, we got on well and enjoyed each other's company, with some even giving me a nickname (JT) over the trip.

Yes, there was the study component with readings, a "test", and "homework". Mind you, I am an economic historian of modern Japan, and Copenhagen was not remotely on my academic radar. But it was rewarding in a way to use my brain on something outside of my wheelhouse. Hmm, history lessons... what about looking at the historical contributions of major Danish thinkers? Some short stories by Han Christian Andersen? Summaries of the philosophy by Soren Kirekegaard? Maybe even a detour into atomic theory a la Niels Bohr and the connections between existentialism and the Russian novelist Fyodor Dostoyevsky? Check, check, and check, check.

The first day was quite hands-on, or shall I say "feet" on since it comprised a walking tour/scavenger hunt of hidden works of street art and the poorly-rated tombstones of famous historical Danes. Also, a digression into how public activism led to increased green spaces and what a painted girl holding balloons was escaping from; the odd assembly of artefacts from around the world (note to self: Nijmegen has wonky red bicycle racks); and similarities in architectural style between some buildings in Amsterdam and Copenhagen. The obligatory historical museum, of course.

What impressed me most was the "test", which was designed by our group leaders in a Jeopardy-style slideshow held in a dive bar. Some students really researched aspects of the day and remembered various trivia like how many nationalities were shown in one public space or the Danish word for beer (oi!). These were smart, engaged youths, and I use the word "youth" in the most respectful way. "Youth" in the sense of them having open minds and being thirsty for more knowledge and life experience. It's something I wish more people were like and was thrilled to see it in the group.

I also had a chance to do some learning myself, not just in researching activities for the trip. I learned that one of my students is an aristocrat; one likes peach-flavored cigarettes; another is in a long line of Karels and Henrys; one had shot a buffalo; and not a few were very proud Brabanters. I learned what they were interested in learning and why they chose to study history, even if it wasn't to get a job that involved it. And that there was a very loud, snoring French person who could be heard through the thin fabric partitions of the hostel's tents, all the way to the other side of the shared room. I fortunately stayed in a nearby hotel.

Since I had an early Monday lecture, I needed to leave before the end of the trip and thus missed out on a planned "Viking experience" on the final day. That was a shame, but at least I had the chance to spend time with students that I probably wouldn't have met or interacted much with outside of class. And that, as the old Mastercard advertisement goes, was priceless. Happy birthday, UHSK!

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