I agree with what you posted about the work involved in education. In my experience, It was not until after high school that I began to learn the value of homework. In high school I would learn the concept and not do the homework, because I understood the concept. My mind would go blank on tests and I thought I had issues with the pressures of testing. It wasn't that, I just hadn't done the repetitions in homework that develops the problem solving muscles and introduces the many subtle nuances that arise in the variety of problems. It still isn't easy to quiet the monkey mind long enough to do repetitive problems, but the rewards for discovering additional concepts by solving problems and being able to test with confidence, are well worth it. This is the message that I think most of your post was about, that you can't just read introductions all day, you've got to spend time working through seemingly repetitive problems. In this regard, any unschooling which would cater to any child who refuses to do work will fail to educate and likely develop a poor work ethic. Of course, homework is not all that school is or should be. Schools and parents introduce a variety of subjects in a variety of ways. Different approaches to motivation and education are tried and have been tried for hundreds or thousands of years. The sense of wonder should grow hand in hand with the hard work required in education.
I disagree with what you've written about the Arts. I have many years of experience, professional and academic, in software engineering and computer game design, subjects which are multidisciplinary, including maths and arts. Clearly, you are an obsessive maths freak, so surely you must know that in the higher and more abstract forms of math, the time for slogging through problems is over, and the time to exercise your mastery of the art of math is at hand. Inquisitiveness, opening doors to wonderment, a novel approach, an elegant solution; these are the tools you use with the basic math skills you worked hard to develop as you approach the state of the art of any subject. Suggesting that these would create imitators seems counter-intuitive. You suggest that arts and humanities students "can master the art of appearing intelligent whilst remaining shockingly ignorant," which suggests that you have a very limited view of what constitutes intelligence, and you are prejudicial because of that. Consider learning how to appreciate subjects other than math, this will actually enrich your appreciation and ability in math.