I think a lot has changed since the 60s. People are a lot less patient or persistant. People actually had to go to the library to look things up instead of googling it. Microwaves and fastfood, etc. etc.
Many of my young students have never really set challenging goals before because they never had to. Goals that are both challenging and realistic creates a tension that encourages comittment. If the goal is not challenging enough, the individual won't see the value. If it is too challenging, they won't commit to it. If someone else can get their students to commit to 24 techniques for orange belt, great. I think discouragement sets in before the fascination with the art and desire to excell have a chance to develop, at least in many cases.
If you have the 154 base techniques and form 4 down by 1st black, I'm OK with that. If you want to add stripes to the colored belts, I'm OK with that. I expect execution to improve as people are promoted and by the time you make purple, your stances ought to be pretty darn good and your head shouldn't bob like a yo yo. By the time you make green, we should see a high level of refinement. By brown, the student should really be working on performing techniques with authority and definition. It is hard to quantify these subjective characteristics. I hate to see "my" art watered down by a belt factory whose owner has prostituted the art to stay in business. At the same time, a man has to feed his family.
Integrity is a wonderful thing.
Take it out on the heavy bag,