Joy Hakim - The Story of Science, Book 1: Aristotle Leads the Way

N o one writes a book like this without a lot of help. From the beginning, scientists, educators, friends, and my wonderfully supportive family have been enthusiastic and generous with their time. Maybe they sensed that a project like this needed many heads to make it happen. When I asked questions of Hans Christian von Baeyer, he said helping with books intended for a general audience that includes young readers might be one of the most important things he could do. Hans, who is Chancellor Professor of Physics at the College of William & Mary, and whose own books are terrific, welcomed me to his classroom and helped get me started. Neil de Grasse Tyson, the Frederick P. Rose Director of the Hayden Planetarium of the American Museum of Natural History, read the draft manuscript and made a number of useful suggestions. Physicists Rocky Kolb and Chris Quigg read early versions of the manuscript and sent cogent comments. John Hubisz, professor of physics at North Carolina State University and former president of the American Association of Physics Teachers, read much of the manuscript and offered specific and wise thoughts. Roland Otto, head of the Center for Science & Engineering Education at Lawrence Berkeley National Laboratory, read a first draft, made helpful suggestions, found some errors, and informed me. Gerry Wheeler, executive director of the National Science Teachers Association and the author of an excellent physics text, encouraged, read some chapters, and also answered queries. Richard Schwartz, a mathematician who is also an artist, at the Institute for Advanced Study at Princeton University, was exact and clear in answering questions on mathematics and very generous with his time and knowledge. Thanks to David Beacom at the NSTA, Juliana Texley read the manuscript and gave an informed, detailed, and supportive critique. Texley is a master teacher of science and lead reviewer for NSTA Recommends. Tanya Didascalou Waterman, who is a friend as well as a great physics teacher, answered scientific questions and sent thoughts on her native Greek language.

Ruth Wattenberg, editor of American Educator, was one of a host of educators who actively encouraged. An article in that publication, previewing these books, generated an enthusiastic response from teachers. Tom Adams, in the California Department of Education, a visionary educator, was generous with good advice. I am especially grateful to Frederick Seitz, professor and former president of Rockefeller University, and one of Americas most distinguished scientists. His personal encouragement and support has meant a great deal. As president of the Richard Lounsbery Foundation, Dr. Seitz was responsible for a substantial grant that helped bring the books to fruition. Ive also had support and financial assistance from Doug MacIver and the Talent Development Middle School project at Johns Hopkins University. Working with teachers and students in urban classrooms, the JHU writer/educators produced brilliant and innovative teaching materials to coordinate with A History of US. Im thrilled that Maria Garriott and Cora Teter of TDMS are developing teacher/student materials to accompany the science books.

Im constantly awed by the teachers I meet. Again and again, teachers like John Holland in Yorktown Heights, N.Y., have encouraged me in this project. I wish there were room to thank you all, but what a gift we have in so many of you who teach our children.

Students have also read and commented on this manuscript, especially Ben Brown in California, Natalie and Sam Johnson in Colorado, and Madelynn von Baeyer (Hanss daughter) in Virginia.

Id like to think that these books are without errors, but James McPherson (who teaches history at Princeton) once told me that no books dealing with history are errorless. Any that you might find are my responsibility (so let me know, and theyll get corrected in future editions).