Numerous textbook controversies erupted in communities across the nation in the early 1970’s. One objection that protestors frequently voiced. was their belief that reading materials used in English classrooms were "obscene." The purpose of this study was to examine the issue of "obscenity" and its relationship to school books in order to explore the problem of value conflicts in education. Following a discussion of the meaning and importance of values, five areas of controversy were examined in detail: (a) views of the influence of reading certain kinds of material on harmful behavior, (b) interpretations of the concepts of "selection" and "censorship," (c) definitions of "obscenity," both official and unofficial, (d) the impact of obscenity legislation on juveniles, and (e) the controversy over who should select textbooks for use in public schools. The study concluded that it is not known what influence, if any, reading has on destructive behavior. There is little agreement on what constitutes either "selection" or "censorship." The attempts by the Supreme Court to define "obscenity" and set legal standards were fraught with value judgments and are subject to a wide range of interpretations. Though the courts have generally agreed that standards for minors should be stricter than those for adults, what they are or should be is not clear. The question of who should have a voice in making textbook decisions is still vigorously debated. In summary, the study concluded that though many decisions are being made in public schools related to each of the above issues, not enough knowledge is available and too many subjective value judgments are involved for valid curriculum decisions to be made in any of these areas. Furthermore, the author concluded that textbook controversies are merely a symptom of much deeper conflicts in American education and society in general. At the heart of the problem is a sense of voicelessness experienced by those whose cultural values differ from the ruling majority. School books have become for protestors an accessible target for a generalized feeling of despair over the lack of power to decide matters that concern them personally, especially the. desire to raise their children according to their own beliefs. The author raised two further issues that need to be confronted in any attempt to resolve value conflicts in education: (a) Does ten to twelve years of schooling exert enough influence on a child that a change in values takes place? If so, then parents whose values differ from the norm have a legitimate fear that the school is undermining their value system; (b) Should state governments be in control of educational matters? Critics have argued that this situation is unavoidably authoritarian and a means of shaping all individuals into a mold prescribed by those in power. The author concluded that more research is needed concerning the influence of schooling on children's values, in identifying values that exist in particular school situations, in delineating legal obscenity standards for juveniles, and in exploring "right to privacy" legislation that has relevance for children and families with regard to public schools. / Ed. D.