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    Steve Jobs: Thinking Differently
    Steve Jobs: Thinking Differently
    Steve Jobs: Thinking Differently
    Ebook164 pages2 hours

    Steve Jobs: Thinking Differently

    By Patricia Lakin

    4.5/5

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    • Innovation

    • Personal Growth

    • Apple Inc.

    • Creativity

    • Steve Jobs

    • Genius Inventor

    • Rags to Riches

    • Visionary

    • Mentor

    • Hero's Journey

    • Underdog

    • Visionary Entrepreneur

    • Chosen One

    • Mentorship

    • Mentor Figure

    • Technology

    • Leadership

    • Education

    • Technology & Innovation

    • Apple Computer

    About this ebook

    This must-read biography of Steve Jobs provides an “absorbing, detailed account of Apple’s first heady days” (School Library Journal) and beyond, and is specially written for a younger audience.

    Visionary. Pioneer. Little terror. Entrepreneur. Inventor. College dropout. Creative genius.

    These are just a few of the words used to describe the late Steve Jobs, cofounder, chairman, and chief executive officer of Apple Inc. In this comprehensive biography for middle grade readers, discover the story of the “Thomas Edison of our time.”

    Originally published in 2012, this revised edition includes eight pages of photos as well as a timeline and index.
    LanguageEnglish
    PublisherAladdin
    Release dateJun 9, 2015
    ISBN9781481435314
    Steve Jobs: Thinking Differently
    Author

    Patricia Lakin

    Patricia Lakin is an award-winning author and former elementary school teacher who has published a wide variety of fiction and nonfiction titles that span multiple age groups. As a die-hard New Yorker, she is continually in awe of the inspiration the vibrant, diverse city can offer.

    Read more from Patricia Lakin

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    • 4/5
      Steve is a great man born for change the world.

    Book preview

    Steve Jobs - Patricia Lakin

    CONTENTS

    Epigraph

    Introduction CONNECTING THE DOTS

    Chapter 1 BEGINNINGS

    Chapter 2 LEARNING IN A GARAGE

    Chapter 3 HIGHER EDUCATION

    Chapter 4 CALLIGRAPHY + ZEN BUDDHISM + ATARI

    Chapter 5 SEEDS OF APPLE

    Chapter 6 THE MOM-AND-POP COMPUTER SHOP

    Chapter 7 BRING IN THE SUITS

    Chapter 8 APPLE GROWS

    Chapter 9 APPLE’S STAR

    Chapter 10 WHAT’S NEXT?

    Chapter 11 MEANWHILE . . .

    Chapter 12 RETURN ENGAGEMENT

    Chapter 13 INSANELY GREAT!

    Chapter 14 THINK DIFFERENT

    Photographs

    Time Line

    Sources

    About Patricia Lakin

    Index

    For Lee, with love

    —P. L.

    Click. Boom. Amazing!

    —Steve Jobs (Macworld Expo, 2006)

    INTRODUCTION

    CONNECTING THE DOTS

    HOW DID A YOUNG BOY who was a Little terror in elementary school, a first-class prankster, and a college dropout grow up to become a man who not only led one of the world’s most innovative companies but was also revered for his brilliant creations?

    By following his passions, Steve Jobs created one world-famous company, Apple Inc., and nurtured another, Pixar Studios. Along the way, he revolutionized home computers and the music and telephone industries and helped bring computer-animated films like Toy Story and WALL-E to life. With a team of technical artists like himself, he produced the iPod, the iPhone, and the iPad.

    Perhaps Steve would say it’s because he connected the dots in his life.

    As an adult, he said of those dots, You can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something—your gut, destiny, life, karma. . . . And most important, have the courage to follow your heart and intuition.

    CHAPTER 1

    BEGINNINGS

    GIVING UP A CHILD FOR adoption has to be an extraordinarily difficult and heart-wrenching decision. But in 1955, one particular couple felt they had no choice.

    Abdulfattah John Jandali and Joanne Scheible were graduate students at the University of Wisconsin who wanted desperately to complete their education. They believed their studies would end, their subsequent careers would be nonexistent, if they chose to keep their child. And so, in San Francisco, California, on February 24, 1955, when their baby boy was born, they put him up for adoption.

    Joanne Scheible, the baby’s birth mother, felt strongly that the adoptive parents had to be college graduates. Her first choice was a lawyer and his wife. But that couple wanted a girl.

    The next family on the adoption agency’s list was Clara and Paul Jobs. They were delighted to adopt either a boy or a girl and open their home and their hearts to this infant.

    The Jobses—unbeknownst to Joanna Scheible at first—were not college graduates. Clara Jobs had only finished high school. She worked as an accountant. Paul Jobs hadn’t even completed high school. He had served in the coast guard during World War II and worked as a machinist.

    When Joanne Scheible discovered that the Jobses weren’t college graduates, she revised her conditions: In order for the adoption to go through, they had to promise they would send the child to college. The Jobses simply wanted to nurture and love their baby boy. How they would pay for his education was a question they would tackle in the future. But promise they did. Papers were signed and the adoption became official. A family was born. They named their son Steven Paul Jobs.

    At the time of the adoption, Paul and Clara lived in a small apartment in San Francisco. Soon after Steven came into their lives, they moved to an inexpensive rental home in South San Francisco. In 1958 the Jobses added to their family once again when they adopted a baby girl, whom they named Patty.

    In 1960, when Steve was five, Paul’s job transfer brought his family to a modest three-bedroom rental house in Mountain View, California—a new suburban area south of San Francisco, where small houses and new businesses were quickly developing.

    Steve was inquisitive, energetic, and imaginative. As a toddler, he often woke up at four o’clock in the morning. To make sure they could get their rest, his parents bought him a rocking horse to play with. They also put a phonograph in his room with records by Little Richard, a rock-and-roll singer popular in the 1950s. Maybe Little Richard was their favorite artist and that’s why they chose his music. But it was an interesting choice: Little Richard’s songs, from Good Golly, Miss Molly to Tutti Frutti, were fast-paced and loud—not exactly music to relax to. During those few early morning hours, their son could safely rock in more ways than one.

    Many women in the 1950s were stay-at-home mothers, and Steve was fortunate that Clara was able to spend a great deal of time with him, even teaching him to read before he started school. When not at work, Paul was a constant presence in Steve’s life too.

    I was very lucky. . . . My father, Paul, was a pretty remarkable man. . . . He was a machinist by trade and worked very hard and was kind of a genius with his hands. . . . He . . . showed me how to use a hammer and saw and how to build things. It really was very good for me. He spent a lot of time with me.

    Paul had a workbench in his garage, and when Steve was about five or six years old, his father sectioned off a part of it for him. Steve, this is your workbench now, he said. He kept his tools and workbench clean and in perfect order, and while many parents might have been reluctant to let a young child invade their space, Paul welcomed Steve to share his tools, his space, and his own joy in creating.

    Paul liked to buy old cars, fix them up, and sell them. Refurbishing those cars gave him some experience working with a car’s electronics parts and exposed Steve to the auto’s inner workings. Paul passed along not only his fascination with electronics but also his pride in workmanship. He often told his son that when building something, every part should be well made and put together with precision and care, whether the part showed or not.

    Steve said of his father, He can fix anything and make it work and take any mechanical thing apart and get it back together. That was my first glimpse of it. I started to gravitate more toward electronics, and he used to get me things I could take apart and put back together.

    Even though Steve knew how to read and build things when he started at Monta Loma Elementary School in Mountain View, it was still a difficult time for him. School was pretty hard for me at the beginning. . . . When I got there I really just wanted to do two things: I wanted to read books, because I loved reading books, and I wanted to go outside and chase butterflies. You know, do the things that five-year-olds like to do.

    It’s possible he didn’t have teachers who knew how to reach—or teach—him. And it’s possible that the controlled, structured environment—having to sit still at a desk from early morning until midafternoon—was uninviting and a challenge for Steve. He said of that time, I encountered authority of a different kind than I had ever encountered before, and I did not like it. And they really almost got me. They came close to really beating any curiosity out of me.

    Also, Steve was a bit of a loner, used to getting his own way. When something didn’t go as he wished at home, he’d storm off and cry. Those qualities may have made it more difficult for him to fit in with his classmates at school. His way of dealing with the day-to-day life at school that he thought was boring and a waste of his time was to make mischief. Lots of it.

    In third grade Steve’s partner in crime was his buddy Rick Ferrentino. They let snakes loose in the classroom and set explosives off in the teacher’s desk. With Rick, more complex pranks were possible.

    Outside the school, all the kids’ bikes were lined up and locked in the bike racks. Steve and Rick found out who owned each bike and traded their own bike lock combinations for that person’s combination. When they amassed all the combinations for each of the bike locks, they went into action.

    They opened every bike lock and reattached it to someone else’s bike. When school was dismissed and the kids went to open their locks, they couldn’t figure out why their locks weren’t opening. Steve recalled the outcome years later: It took them until about ten o’clock that night to get all the bikes sorted out.

    In fourth grade the principal was determined to separate the two boys. By chance, Mrs. Imogene Teddy Hill, who taught an advanced fourth-grade class, volunteered to take one of the boys. She was assigned to be Steve’s teacher. He would later remember her as one of the other saints of my life.

    Imogene Hill followed her own instincts growing up. At the age of three, she acted onstage and went by the name Little Imogene. She was part of a sister-and-brother dancing act and was described as being a bundle of energy. She kept up her love of acting even in college.

    She was now a married woman and a dedicated teacher. Perhaps her love of theater and performing made her an unorthodox teacher. Or perhaps she was simply a passionate teacher who wanted to inspire every student in her classroom. Whatever it was, she must have been sizing up this particular fourth-grade boy to figure out how to reach him.

    After the first few weeks of school, she approached Steve with a challenge: If he took a math workbook home, completed it all on his own, and got 80 percent of it correct, she’d give him a huge lollipop and five dollars. Steve responded. He accepted the challenge, succeeded, and got the candy and the five dollars. He said, "She got hip to my whole situation in about

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