This paper represents an ongoing attempt by the author to elucidate, from a three year longitudinal study, the social and cultural milieu of a single, all black, ghetto school. The purpose of this paper is to detail the manner in which the activities and role of principal in this urban black school are affected by positing an "external social forces" model to explain the failure of children to learn. The institutionalized role of "principal" involves acting as "cultural maximizer" for the school. The cultural maximizer is one whose functions include maintaining the level of the culture as it is and contributing certain qualitative features necessary to the continuance of the cultural life. His function is never to alter the culture radically. He may help give more intense expression to features that already exist, but never wants to bring about fundamental change. This statement closely describes the organizational activities of the two different principals who served at the school during this study. The school contains classes ranging from kindergarten through eighth grade, with one special education class. The enrollment of the school fluctuates near the 900 level and the staff consists of 26 teachers, a librarian, two physical education instructors, an assistant principal, and the principal. All teachers, administrators, staff, and pupils are black. (Author/JM)