He stated that the money used to expand the office would have to come from funds available for the faculty and would prevent adding more section men in certain over-crowded section courses.

Close Contact Needed

Because the whole idea of this kind of counseling is new, and relatively little is known about it, Perry feels that the Director should be in close contact with the students, doing counseling work himself, instead of becoming an administrator as he would in an enlarged office. Perry believes that because he is still learning so much himself, he could not properly supervise additional counselors.

The Directors of the Bureau believe also that counselors should work in and with the teaching faculty. Whitlock this year is teaching a section in Social Sciences 112; Perry teaches Guidance 12 in the School of Education. Perry warns of the split which can follow any thoughtless expansion of professional counseling:

"An overdose of professional guidance services can lead to a specialization in which the faculty feels less responsibility for the students as people, leaving the emotional and personal areas to those who profess to be trained to deal with them."

One of the main functions of the Bureau is therefore, "to act as a source through which the faculty may explore the nature of the process at the receiving end of teaching," says Perry. As an example, he cites the conferences which the Bureau holds with groups of freshman advisers at which problems of advising are discussed.

"Although every instructor must consider the students' problems in the learning of his own subject," Perry said, "there is a place for an office which makes this kind of general observation and thinking a full-time job."