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Our society now accepts the need to make major changes, especially in energy use. Ironically, the acceptance of this need results from the COVID pandemic. In 2019, before COVID, many would ask us if there was going to be an energy crisis. Now, most ask us how bad the energy crisis will be. Our new society cannot use fossil fuels like coal, oil, and gas so profligately without controlling their emissions. It will depend more on energy-saving devices like heat pumps and LED bulbs for home heating and lighting. In our new society, traditional cars may no longer be as central, and gas stations will be rarer. There may be a carbon tax: like the excise tax on booze, it may be broadly accepted. After all, in the early 18th century, there was such an epidemic of alcoholism—Hogarth’s “gin craze”—that one could be drunk for a penny. This threatened society so much that the entire public accepted new anti-drinking laws. Today, we cannot get drunk for a penny, but we can drive for pennies. We will need a new social design reflecting the total cost of driving, including gasoline and environmental effects. This major social redesign is too important to be left to energy experts like us and our peers. Instead, we need to return to the ideals of Thomas Jefferson, who argued that the key to a successful society was a common cultural literacy, with a population that shared traditions, regular activities, and political knowledge of our common culture. This might include ideas about voting, why New Year’s Day is significant, which “truths are self-evident”, and who Little Red Riding Hood is. Such ideas are basic to a common cultural literacy. We need to develop a scientific literacy that parallels this cultural literacy. This scientific literacy should be known by the public. However, the public seems scientifically unaware. This unawareness is partly the fault of those tech-nically trained educators who, like us, have pretended that we have scientifically educated our students with watered-down, rarely respected science classes. The students often agree that these classes have limited value and use deroga-tory titles to describe them. They have felt justified because the content of these courses is perceived as dilute. In this book, we describe a scientific literacy for energy. Energy, the core of the industrial revolution centuries ago, will continue to drive our new society. Fossil fuels—coal, oil, and natural gas—which are convenient, ubiquitous, and store energy, have raised the standard of living for all society and lifted billions out of poverty. But they are environmentally detrimental, so we must change how our industrialized society operates. This book begins to develop this scientific literacy. However, the book is not about environmental advocacy. It doesn’t assign blame for our current situation or urge specific changes to reduce temperature increases or to delay climate-induced immigration. It discusses what options we have to make our energy-dependent society less dependent on fossil fuels. It describes controlling their emissions when society does use them. Specifically, the book does talk about the following: bullet: – In what ways do we currently use energy? The book reports how much energy we have already used and the trends in our consumption. bullet – Is sustainable energy even possible? The book reviews sustainable energy for electricity and transportation, but it also shows how energy is central to manufacturing plastics, detergents, and drugs. It shows how producing even one pork chop releases a kilogram of carbon dioxide. bullet – How is energy use described? The book defines and explores “energy balances.” Balancing energy, roughly like balancing a checkbook, is tricky and has mystified many, beginning with coal mine owners in the 18th century. bullet – Can we rely on sustainable energy sources like the sun and wind? Will the lights go out and the furnace shut off when the sun goes down and the wind is calm? How will the cost compare to traditional sources? Finally, the book describes options for what future energy sources could look like. The book assumes some mathematical knowledge, but not much beyond that used in balancing a checkbook. It assumes some chemical knowledge but not much beyond knowing that CO2 is carbon dioxide. Again, it does not say what we should do about sustainable energy; rather, it discusses what we could do.