In this article, the author argues that coordinate geometry and all its trappings should be banned from key stage 2 in English schools. To explain why he makes such a strong statement, he discusses geometry problems tackled by the Ancient Greeks, showing how meaningful problem solving can occur without the use of coordinates and the corresponding algebraic tools. He proposes that the key stage 1-2 curriculum put much more emphasis on doing, seeing, and saying what is seen (Tahta, 1989), at the same time moving the focus away from teachers and onto students. (Contains 2 notes.)