It is a great pleasure to me to have been chosen President of the Society for Pediatric Research, particularly because it grants me the opportunity to express publicly, no matter how inadequately, my gratitude to many people—to my parents, who presented the acquisition of knowledge as a desirable thing, to my wife, whose encouragement and other virtues should not be extolled here, and to my teachers.
Today I would like to discuss teaching and teachers.
What material can we teach? What can not or should not be taught? It would seem unnecessary to stress that one can truly teach only those things about which he has some knowledge.
Consider the clinical situation anuria. Here death is usually due to the disintegration of the structure of the internal environment. Therefore, the logical approach is to preserve the volume and the composition of the body fluids. The volume will be maintained when