Checking a solution is often a lot easier than generating an original solution. If you are not going to be generating original solutions, I would guess that there are better uses of your time than learning how to. In my schooling in general (at middle school and higher level), I was generally annoyed that most subjects were taught with the assumption that you were going to become a practitioner of that subject, rather than simply a user. Naturally, every teacher thinks their subject is the most important in the world (why else would they have chosen it?), but most of their students do not see it that way. I would have been far better off learning how to communicate effectively rather than psychoanalyzing literature, just as those bound for non-quantitative careers would have been better off learning the math they need to keep their finances in order than constructing geometric proofs.

It may be different abroad, but in the UK state system, we were never taught the idea of a proof untill sixth form (age 16-18).

Most people hate geometry and not only promptly forget it once they're out of the class but develop an aversion to it.

Also, there's barely any historical discussion of how the geometrical results were first found, with a few colorful anecdotes as exceptions.

Knowing how to construct a proof has nothing to do with knowing how the ancient Greeks viewed geometry. Knowing how to solve a math problem has nothing to do with knowing how the method was originally worked out.