This is the report of an observation of the Finley elementary school in central Harlem, New York City. Its reading program is projected by the principal as the instructional leverage for the organization of the school. The program is described in detail, including how parents are described and how the program is used to foster self-esteem for pupils within the traditional public school setting. Emphasis is placed on how the principal views and executes her function, taking seriously her role as head teacher, and making the "executive" functions of principalship secondary to her role as educator. (Author/DM)