This book opens with a discussion of the impact of education in reducing inequality--educational, socioeconomic, and otherwise. The topic of public policy and education is explored, and the work of Christopher Jencks and his associates, published in late 1972 as "Inequality: A Reassessment of the Effect of Family and Schooling in America," is reviewed. The focus then shifts to the role of the school as context for the role of school principal. An historical perspective is taken in an attempt to understand more fully the way principals, teachers, and individual schools have operated. Among the topics discussed are the principal's role, the principal's training, decentralization of educational administration, and the nature--and reactions to--community control of school governance. Following this discussion, the stories of three institutions and the key individuals in them are told. The final focus falls on the relationship of advocacy to education. The development of a policy of skills, empowerment, and humaneness is discussed. Among the topics discussed in relation to this focus are "Crisis, Despair, and Synbolic Crusades" and "The New Elitists." The problem of objectivity in social science is noted. Also included is a "Postscript" in which the emphasis is placed on the importance of caring for the youth in their charge by school teachers and administrators. (JM)