IT has been said that if the way out of poverty, ignorance, deprivation and segregation is education, then certainly books are the wheels for that journey. We acquire knowledge, skills and attitudes from books through the information we gather from good books on virtually every academic discipline. This enhances and strengthens our values and outlook on life. Reading of good books is very crucial to the acquisition of knowledge and progress in all fields of endeavour. In recent years both the educational authorities and parents have had cause to complain about the falling standards in education in this country. Particularly the standard of proficiency in the use of the English language is appalling and a disturbing phenomenon. The status of English language and the role it plays in national life are well known and cannot therefore be over emphasised. As the official language, it is the language of government and administration. It is the language of commerce, the learned professions, the airlines and the media. As an international language, it is the most widely used on the internet and in most parts of the world. English is presently the medium of instruction from Primary four in the school system. Indeed some schools start earlier than primary four. This means that success in education at all levels depends to a large extent on the individual’s proficiency in the use of the language. It is for these and other reasons that the English language has become a major subject of study in Ghanaian schools. Indeed, it is postulated with some amount of credible documentation that proficiency in the use of the language facilitates the learning and understanding of other subjects in science, humanities and even mathematics. The problem now lies with the poor standard of English exhibited by mediocre writers whose books have flooded the market without any restraint from the authorities whose duty it is to ensure that good quality books are released on the book market. The general tepid disposition towards the growing phenomenon of lack of supervision in this area of education is strange, alarming and discouraging. For the authorities themselves to complain day in day out about falling standards in education and for teachers and lecturers in our institutions of learning to connive with these amateur and mediocre publishers to market their books to the school children outside what has been approved or recommended by the Ministry of Education is a perplexing paradox. Verbal posturing must give way to concrete action and a manifestation of genuine concern for what is happening. The Ministry of Education Teaching syllabus for English language is designed to assist the students to develop basic language skills of listening, speaking, reading and writing in order to attain in the end very high proficiency in the use of the language. The syllabus is also to help the teachers to use methods that help the children to cultivate reading habits and to be able to communicate fluently and effectively in English, while at the same time helping to facilitate the learning of other subjects, all of which are written and delivered in English. Gone are the days when good supplementary readers mesmerised generation of readers and when text books appeared to rivet students for hours. Where are the books? Where has the motivation gone? The present situation where writers write whatever they see as text books and send the manuscripts to printers to print without passing through professionally established publishing companies for critical assessment must be reined in by the Educational authorities including the Ghana Book Development Council, the Ghana Writers Association and the Curriculum Research Units to ensure that books put on the market for every subject comply with the National Book and Text Book policy.