This article argues that computers, at least in their common or prevalent uses, constitute an important undermining influence on people's ability to tell, enjoy listening to, view, and read good stories. We discuss the centrality of narrative in defining our humanity and in educating our children, and justify the emphasis on "good" stories, invoking Ricoeur's views on the hermeneutic level of interpretation. We then address the question of the nonneutrality of electronic wrapping of words and the problematic relationship between computers navigational properties and narrative, particularly vis-a-vis Deleuze and Guattari's notion of rhizomatic structures. We consider and critique some counterarguments to our claim, specifically those that appeal to postmodern and hypertextual conceptions of narrative, and suggest ways that education can play an important role in counteracting the negative influences we have indicated.