“I have characterized education as a victory won over one's wish-fancies and childish egoism, as the lifting of the problems of life to higher and more significant dilemmas, as the attainment of mastery. A humanistic liberalism seeks freedom as broad-mindedness; it strives for a highly civilized, urbane and sophisticated state of mind in which insight is deepened and interest is widened.”

Donald Trump declares 'I love the poorly educated' as he storms to victory in Nevada caucus http://www.independent.co.uk/news/people/donald-trump-declares-i-love-the-poorly-educated-as-he-storms-to-victory-in-nevada-caucus-a6893106.html, 24 February 2016
2010s, 2016, February

As quoted in "Kingman Brewster Jr., 69, Ex-Yale President and U.S. Envoy, Dies" in The New York Times (9 November 1988) http://query.nytimes.com/gst/fullpage.html?res=940DE5D6143CF93AA35752C1A96E948260&sec=&spon=&pagewanted=print
Context: Perhaps the most fundamental value of a liberal education is that it makes life more interesting.
It allows you to think things which do not occur to the less learned... it makes it less likely that you will be bored with life.

Source: Psychology and the Human Dilemma (1967), p. 50
Context: The overemphasis on the Baconian doctrine of knowledge as power, and the accompanying concern with gaining power over nature as well as over ourselves in the sense of treating ourself as objects to be manipulated rather than human beings whose aim is to expand in meaningful living, have resulted in the invalidation of the self. This tends to shrink the individual's consciousness, to block off his awareness, and thus play into … unconstructive anxiety … I propose that the aim of education is exactly the opposite, namely, the widening and deepening of consciousness. To the extent that education can help the student develop sensitivity, depth of perception, and above all the capacity to perceive significant forms in what he is studying, it will be developing at the same time the student's capacity to deal with anxiety constructively.

Preface p. vii
The Meaning of a Liberal Education (1926)

2009, Speech: The Socio-Economic Peace Program of Senator Francis Escudero

Variant: Education doesn't change life much. It just lifts trouble to a higher plane of regard.

"Conservation" (c. 1938); Published in Round River, Luna B. Leopold (ed.), Oxford University Press, 1966, p. 155.
1930s
Source: Round River: From the Journals of Aldo Leopold

Variant translation: Liberal institutions straightway cease from being liberal the moment they are soundly established: once this is attained no more grievous and more thorough enemies of freedom exist than liberal institutions.
Expeditions of an Untimely Man, 38
Twilight of the Idols (1888)
Context: My conception of freedom. — The value of a thing sometimes does not lie in that which one attains by it, but in what one pays for it — what it costs us. I give an example. Liberal institutions cease to be liberal as soon as they are attained: later on, there are no worse and no more thorough injurers of freedom than liberal institutions. One knows, indeed, what their ways bring: they undermine the will to power; they level mountain and valley, and call that morality; they make men small, cowardly, and hedonistic [genüsslich] — every time it is the herd animal that triumphs with them. Liberalism: in other words, herd-animalization...

Essentials to Peace (1953)
Context: I believe our students must first seek to understand the conditions, as far as possible without national prejudices, which have led to past tragedies and should strive to determine the great fundamentals which must govern a peaceful progression toward a constantly higher level of civilization. There are innumerable instructive lessons out of the past, but all too frequently their presentation is highly colored or distorted in the effort to present a favorable national point of view. In our school histories at home, certainly in years past, those written in the North present a strikingly different picture of our Civil War from those written in the South. In some portions it is hard to realize they are dealing with the same war. Such reactions are all too common in matters of peace and security. But we are told that we live in a highly scientific age. Now the progress of science depends on facts and not fancies or prejudice. Maybe in this age we can find a way of facing the facts and discounting the distorted records of the past.