This author asserts that the problem of reading among today's twittering, digital-minded, and half-literate generation of students cannot be solved by the vaunted hypertext revolution in screenal reading practices as advocated in contrived and facile efforts like George Landow's influential "Hypertext: The Convergence of Contemporary Critical Theory and Technology," where the centered text and univocal voice are duly dismissed as tyrannical. In this article, Solway unravels the truth about "hypertext," and shows how those never-ending links to others works in online publication can actually fragment and disorient the student mind. He contends that if a book is a fortifying font of knowledge, hypertext is a debilitating labyrinth. (Contains 12 footnotes.)